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Yoga Versus Aerobic Exercise in Mental Well-Being /V- A

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Yoga Versus Aerobic Exercise in Mental Well-Being /V- A YOGA VERSUS AEROBIC EXERCISE IN MENTAL WELL-BEING ■/V- A Thesis submitted to the faculty of San Francisco State University In partial fulfillment of KiGtT the requirements for • C 3<£ the Degree Master of Science In Kinesiology: Exercise Physiology by Katlyn Rae Camper San Francisco, California May 2015 Copyright by Katlyn Rae Camper 2015 CERTIFICATION OF APPROVAL I certify that I have read Yoga Versus Aerobic Exercise in Mental Well-Being by Katlyn Rae Camper, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree (Master of Science in Kinesiology: Exercise Physiology at San Francisco State University. Marialice Kern, Ph.D. Professor Matt Lee, Ph.D. Professor Professor YOGA VERSUS AEROBIC EXERCISE IN MENTAL WELL-BEING Katlyn Rae Camper San Francisco, California 2015 Purpose: The purpose of this study was to evaluate and compare yoga and aerobic exercise in its effects of promoting mental well-being in college students. This study will specifically compare mental well-being and autonomic nervous system function in college students enrolled in yoga and aerobic activity type course. Methods: There were a total of 334 participants enrolled in either a yoga or aerobic type activity course. Each student completed a total of five surveys to assess mental well-being. Based off indicated interest 32 individuals were randomly selected to participate in measures to assess heart rate variability, which is an indicator of autonomic function. Results: There were no significant differences found between activity type and better overall mental well-being indicated by the questionnaire. There were also no significant differences found in heart rate variability indices between groups. Conclusion: Individuals who have been participating in physical activity for longer periods of time tend to have lower levels of stress. certify that the Abstract is a correct representation of the content of this thesis. C€< mX D • ‘ I fS Thesis Committee:ee \ Date PREFACE AND/OR ACKNOWLEDGEMENTS This study would not have been accomplished without the constant encouragement and guidance from my amazingly talented group of committee members, Dr. Kern, Dr. Lee, and Dr. Veri. Thank you all for your support over the last couple year. I could not have picked a better group of mentors to direct me through this journey. I would also like to thank the chair of the Kinesiology Department, Dr. Mi-Sook Kim, for helping with the survey statistics portion. I want to thank my research assistant, Chayanne Robinson, for all her hard work and time in helping assist me with data collection. I also must thank my parents who have pushed me to go above and beyond the norms to pursue my lifelong goals and dreams. Lastly, I want to thank the participants that donated their time to help me complete this study, without all of you, none of this would have been possible. v TABLE OF CONTENTS List of Tables................................................................................................................................vii List of Figures............................................................................................................................ viii Introduction.................................................................................................................................. 1 Stress/Immune System................................................................................................... 2 Heart Rate Variability/ ANS ............................................................................ 10 Depression/Anxiety...................................................................................................... 11 Y oga............................................................................................................................... 13 Aerobic Exercise.......................................................................................................... 25 Yoga vs. A erobic........................................................................................................... 31 Research Implications.................................................................................................. 34 Methods....................................................................................................................................... 35 Participants/Inclusion Criteria.................................................................................... 35 Procedures..................................................................................................................... 36 Statistics......................................................................................................................... 37 Results........................................................................................................................................... 38 Survey M easures.............................................................................................................38 Physiological Measures............................................................................................... 41 Discussion.................................................................................................................................... 44 References.....................................................................................................................................48 LIST OF TABLES Table Page 1. Exercise type vs. Survey ....................................................................................38 2. Pearson Correlation vs. Activity Level ............................................................ 39 3. Sex differences vs. Surveys ................................................................................40 4. Physiological descriptive information ............................................................ 41 5. Heart Rate Variability Indices .......................................................................... 42 vii LIST OF FIGURES Figures Page 1. Exercise type vs. survey ......................................................................................39 2. Sex differences vs. Stress ...................................................................................41 3. High Frequency Power between groups .......................................................... 42 4. Low Frequency Waves between groups .......................................................... 43 5. Total Power between groups .............................................................................43 6. LF-HF Ratio between groups ............................................................................44 viii 1 INTRODUCTION Stress is a constant factor in today’s society that can potentially jeopardize health if left unchecked. The stress and stress-induced disorders are fast growing epidemics of “modern society” (135). Stress is a response to physical or psychological distress that generates a large number of chemical and hormonal reactions in the body (6). Daily stressors are necessary for the development of a healthy body, they teach the body to adapt to daily challenges; but when a stressor becomes chronic, individuals are unable to control these stressors which can lead to potential disorders such as depression, anxiety, hypertension, Alzheimer’s and Parkinson’s disease, along with many other health issues (125). It is now widely believed that the cause of many disease conditions is a complex interaction between genetics, behavioral factors, and stress (39). Upon entering into college, students are immersed into a new, challenging, and stressful environment. Factors that can lead to this are a competitive curriculum, excessive demands on coping abilities within physical, emotional, intellectual, financial, and social terms, along with many other contributing factors that lead to high levels of stress in college students (84). Apart from periodically and regularly releasing accumulated stress and tension, it is imperative to move towards a life with eustress. Eustress is essential in the brain’s ability to retain all the powers and capabilities obtained by a sharp intellect, vital for day-to-day functioning in a highly competitive and stressful life as a student (84). Yoga and aerobic exercise are two widely known, supported, and accepted holistic approaches for the treatment and prevention of stress (56, 155). Yoga shifts a balance from the sympathetic 2 nervous system, the flight-or-fight response, to the parasympathetic nervous system, relaxation response (155), while aerobic exercise in contrast is a stressor that stimulates the sympathetic nervous system (125). This brings to question which form is more efficient and beneficial in alleviating the stress that can potentially lead to various diseases and disorders. Both utilize opposite systems, yet promote similar effects. Though there are numerous studies that support both forms separately, there are minimal studies comparing which modality is more favorable for reducing stress. The purpose of this study was to compare the differences between two different forms of physical activity (i.e. yoga and aerobic) in psychological and physiological indicators of mental well-being among college-aged students. Stress The term stress is used to encompass a vast number of differentiated emotional states (108). The processing and handling of stress is based off events or circumstances that are not absolute, but relatively set and reset by positive
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