Kundalini Yoga in Physical Education and affective organization in early primary schoolchildren: a quasi-experimental study
DOI:
https://doi.org/10.47197/retos.v78.117747Keywords:
children, student health, well-being, yoga, Physical EducationAbstract
Introduction: Early primary education represents a sensitive developmental period for the emergence of affective self-regulation. The integration of mind–body practices within Physical Education, such as Kundalini Yoga (KY), may foster more adaptive processes of affective organisation and contribute to children’s psychological well-being.
Objective: To examine the effects of a seven-week KY programme, delivered during Physical Education lessons, on affectivity in first-grade pupils.
Methodology: An exploratory, controlled quasi-experimental study using intact groups of children aged 6–8 years was conducted (Yoga n=14; Control n=14). Affectivity was assessed pre- and post-intervention using a four-level ordinal classification applied across four affective domains. A cumulative link mixed-effects model (CLMM) with a logit link was estimated, incorporating a participant-level random intercept alongside fixed effects for time, group, the Time x Group interaction, and affective domain. Complementary non-parametric analyses and qualitative thematic analysis conducted by child psychologists were also undertaken.
Results: The CLMM revealed a statistically significant Time × Group interaction (OR= 4.06; 95% CI [1.46, 11.28]; p= .007), demonstrating a substantially greater likelihood of transitions towards more adaptive affective classifications in the KY group. Within this group, significant improvement in affective involvement was observed (p= .034), alongside qualitative indications of affective stabilisation, enhanced impulse regulation, increased bodily awareness, and a more competence-oriented self-perception.
Discussion: These findings are consistent with previous research examining mental and emotional outcomes of yoga-based practices in older school-aged populations.
Conclusions: KY integrated within Physical Education may support more adaptive affective trajectories in early primary schoolchildren. Nevertheless, the non-randomised design and modest sample size warrant cautious interpretation of the findings.
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