ANATOMY AND PHYSIOLOGY AS EMBODIED LEARNING IN A YOGA TEACHER TRAINING PROGRAM: A MIXED METHODS STUDY
Open Access
- Author:
- Behmer, Philomena
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- February 28, 2019
- Committee Members:
- Dr. Elizabeth Tisdell, Dissertation Advisor/Co-Advisor
Dr. Elizabeth Tisdell, Committee Chair/Co-Chair
Dr. Robin Redmon Wright, Committee Member
Dr. Jo A. Tyler, Committee Member
Dr. Glen A. Mazis, Outside Member - Keywords:
- Yoga teacher training
Embodied learning
Anatomy and Physiology - Abstract:
- 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 pre- post-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.