| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000431725 |
| 005 | | 20200224104453 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392318232 |
| 035 | |
▼a (MiAaPQ)AAI13917890 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 374 |
| 100 | 1 |
▼a Behmer, Philomena M. |
| 245 | 10 |
▼a Anatomy and Physiology as Embodied Learning in a Yoga Teacher Training Program: A Mixed Methods Study. |
| 260 | |
▼a [S.l.]:
▼b The Pennsylvania State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 255 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 80-12, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Tisdell, Elizabeth J. |
| 502 | 1 |
▼a Thesis (D.Ed.)--The Pennsylvania State University, 2019. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The purpose of the study is to explore how yoga teacher training students learn anatomy and physiology (A&P) for sustainable body alignment and how it connects to a more substantial embodied experience.This mixed method study explores the understanding of A&P training on nineteen female students. The participants were concurrently enrolled in or had completed a 200-hour yoga teacher training program (YTT). The intervention, a curriculum I wrote and delivered, consisted of eight three-hour A&P sessions spanning eight months. During instructional delivery, I began each session with an A&P focused yoga class followed by instruction on anatomy language, or the musculoskeletal, nervous, or respiratory systems using a cycle of lecture, written activities, body movement exercises, peer discussions, and class discussions. Theoretical frameworks supporting this study are Kolb's (1984) experiential learning theory (KELT), and embodied learning.Regarding quantitative data, I administered and analyzed pre- post-test results by applying them to a t-test using statistical analysis software (SAS) to determine the statistical significance of the intervention. To collect and analyze basic interpretive qualitative data, I coded data from journal responses, teaching observations and transcribed interviews (using qualitative analysis software, NVivo 12 Plus).Quantitative pre- post-test analysis yielded a significant increase between the prepost-test of 34%. Qualitative data suggest that participants prefer more engaging activities, established an unfolding understanding of A&P knowledge and embodied learning, and had a greater integration with the Baptiste style of yoga over time. |
| 590 | |
▼a School code: 0176. |
| 650 | 4 |
▼a Adult education. |
| 690 | |
▼a 0516 |
| 710 | 20 |
▼a The Pennsylvania State University.
▼b Adult Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 80-12A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0176 |
| 791 | |
▼a D.Ed. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492590
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |