Famous Best astrologer in Islamabad / Amil baba in Islamabad/ Amil baba in UK...
Yoga research paper
1. Bourne
1
Katie
Bourne
Cathy
Black
Dance
History
20
March
2012
Adding
Yoga
Postures
to
Dance
Technique
in
the
Schools
In
recent
years,
dance
has
seen
an
increase
in
popularity
due
to
television
shows
like
Dancing
with
the
Stars,
So
You
Think
You
Can
Dance
and
America’s
Best
Dance
Crew.
Because
of
the
caliber
of
dance
on
these
shows,
young
dancers
are
pressured
to
push
their
physical
limits,
oftentimes
resulting
in
physical
and
mental
damage.
The
physical
damage
comes
from
pushing
their
bodies
further
than
they
have
the
energy,
strength,
or
flexibility
for.
The
mental
damage
comes
from
the
pressures
of
the
media
to
be
thin,
and
ultimately,
the
best
dancer.
Dance
teachers
can
also
push
students
to
unsafe
limits
in
technique
class
before
the
student
is
physically
and
mentally
ready.
Because
dancers
often
wear
their
bodies
down
by
doing
repetitive,
one-‐sided,
and
high
stress
techniques,
they
can
be
at
risk
for
long-‐term
damage.
Dancers
need
something
to
help
build
strength,
flexibility,
and
emotional
stability
in
their
technique
classes.
Secondary
education
dance
teachers
should
incorporate
concepts
of
Bikram
yoga
into
their
dance
technique
classes
to
produce
healthier,
more
technical,
focused,
and
protected
dancers.
The
history
of
yoga
has
led
to
the
development
of
specific
poses
that,
if
used
correctly,
can
benefit
dancers
both
physically
and
mentally.
4,
700
years
ago,
Patanjali,
the
father
of
yoga,
2. Bourne
2
researched
yogis
who
came
before
him
and
created
84
original
poses,
also
known
as
asanas.
These
asanas
were
created
to
prepare
the
body
to
sit
in
meditation
for
a
significant
amount
of
time.
Through
meditation,
one
is
able
to
journey
toward
self-‐actualization
because
of
the
deep
concentration
required
for
the
process.
One
of
the
first
asanas,
the
lotus
pose,
was
created
to
stop
blood
from
reaching
below
the
waistline
acting
as
an
anesthetic
by
dulling
the
pain
receptors
and
creating
a
calm
body,
allowing
for
the
one
meditating
to
have
a
clear
and
focused
mind.
When
you
have
a
“calm
body,
you
have
a
calm
mind”
(Choudhury,
33).
The
other
83
postures
were
developed
to
better
prepare
the
rest
of
the
body
to
be
still
and
calm
during
meditation.
This
physical
yoga
is
also
known
as
Hatha
yoga.
The
purpose
of
Hatha
yoga
is
to
heal
the
body.
A
man
by
the
name
of
Bikram
Choudhury,
who
studied
Hatha
yoga
at
a
young
age,
helped
many
people
heal
mentally
and
physically
through
yoga.
After
shattering
his
knee,
he
experienced
the
healing
of
yoga
and
soon
developed
a
sequence
of
26
asanas
and
two
breathing
exercises,
which
he
pulled
from
the
84
asanas
he
had
studied
with
his
Guru.
These
26
postures
“systematically
work
every
part
of
the
body
giving
all
the
internal
organs,
veins,
ligaments,
and
muscles
all
they
need
to
maintain
optimum
health
and
maximum
function”
(72).
Most
of
Bikram’s
poses
are
compression
poses.
Compression
poses
extend
or
stretch
one
half
of
the
body
while
the
other
half
is
compressed.
Bikram
yoga
takes
place
in
a
room
of
105
degrees
to
warm
up
the
body,
lasts
90
minutes,
and
practices
each
pose
twice.
This
type
of
Hatha,
or
physical
yoga,
is
meant
to
revitalize,
reenergize,
and
strengthen
the
body,
which
are
all
things
that
will
benefit
the
young
dancers
who
constantly
push
themselves
past
their
physical
and
mental
limits.
I
do
not
think
that
teachers
should
require
students
to
become
yogis
3. Bourne
3
who
master
in
Bikram
yoga.
However,
I
do
think
that
teachers
should
recognize
the
positive
benefits
of
Bikram
yoga
and
implement
the
concepts
in
their
classes.
By
incorporating
developed
concepts
of
Bikram
yoga,
such
as
full-‐lung
breathing
and
compression
asanas,
dancers
will
have
more
energy
and
increase
their
strength
and
flexibility.
Improving
the
function
of
the
lungs
is
usually
the
first
repair
on
the
body
since
most
people
rarely
use
more
than
50
percent
of
their
total
lung
capacity.
Bikram
compares
lungs
to
balloons,
saying
that
we
need
to
properly
inflate
and
stretch
our
lungs
to
become
“more
flexible
and
capable
of
holding
and
processing
more
oxygen
with
greater
efficiency”
(80).
Bikram
believes
that
through
breath
you
control
prana,
or
vital
life
energy
(34).
By
controlling
and
taking
in
more
prana
you
will,
in
a
sense,
have
more
energy.
Yoga
breathing
(also
known
as
pranayama)
is
designed
to
bring
more
oxygen
to
the
blood
and
to
the
brain.
Dancers
need
as
much
oxygen
as
they
can
get
because
they
work
their
bodies
hard
for
hours
holding
their
legs
in
the
air,
jumping
high,
spinning,
and
balancing
for
long
periods
of
time.
All
of
these
movements
exert
a
lot
of
energy
from
muscles.
The
more
the
muscles
are
active,
the
harder
it
is
for
oxygen
to
be
supplied
to
the
muscle
fibers
causing
lactic
acid
build
up.
When
enough
oxygen
is
provided,
the
lactic
acid
is
broken
down.
By
learning
to
control
intake
of
oxygen
and
use
it
to
support
muscles,
dancers
will
be
able
to
move
more
effectively
and
have
more
energy.
Even
though
breathing
is
an
automatic
function
of
the
body
that
everyone
does,
dancers
especially
need
to
practice
full
lung
breathing
to
expand
their
lungs
and
take
in
more
oxygen
so
they
can
increase
their
energy
and
muscle
activity
without
increasing
their
lactic
acid
production
(Brianmac).
4. Bourne
4
Unlike
Bikram,
who
had
whole
exercises
fully
dedicated
to
breathing,
dance
teachers
should
practice
and
push
their
dancers
to
breathe
as
deep
and
controlled
as
they
can
through
their
whole
dance
class,
emphasizing
full
lung
breathing
in
their
warm
up.
A
good
way
to
begin
dance
class
would
be
to
practice
deep
breathing,
which
wakes
up
the
muscles
as
well
as
the
entire
body
(Choudhury,
102).
By
practicing
full-‐lung
breathing,
dancers
will
increase
their
supply
of
oxygen
to
the
body
and
learn
how
to
be
in
control
of
their
breathing.
Now,
instead
of
gasping
for
air
in
class
or
in
a
performance,
dancers
can
calmly
take
in
long
energizing
breaths
that
support
their
movement.
Dancers
need
the
benefits
that
come
from
Bikram
poses
to
rejuvenate
their
muscles,
circulatory
system,
strength,
and
flexibility.
Blood
transports
the
oxygen,
along
with
nutrients,
in
the
form
of
glucose
to
all
of
the
body.
The
difference
in
the
circulatory
system
when
running
and
doing
a
compression
pose
is
that
even
though
running
elevates
the
heart
rate,
there
is
still
a
small
steady
flow
of
blood
to
all
parts
of
the
body
instead
of
having
a
rush
of
oxygenated
blood
to
one
specific
area
providing
nutrients.
Bikram’s
poses
use
compression
and
extension
to
increase
the
flow
of
oxygenated
blood
to
every
part
of
the
body,
which
Bikram
calls
the
Hoover
Dam
effect
(84).
The
Hoover
Dam
effect
is
when
blood
is
squeezed
out
of
a
certain
area
by
compressing
one
part
of
the
body
with
another,
blocking
blood
flow
like
the
Hoover
Dam.
After
20
seconds
of
tight
compression,
the
body
releases
the
posture
and
allows
all
the
fresh
oxygenated
blood
that
has
built
up
to
flow
into
that
area.
The
blood
brings
in
oxygen
and
glucose
to
prevent
lactic
acid
from
building
up
and
to
deplete
any
existing
lactic
acid,
leaving
the
muscles
energized
and
ready
to
dance
rather
than
fatigued
like
after
traditional
exercises.
“The
purpose
of
what
Americans
think
of
as
5. Bourne
5
exercise
is
to
reach
a
sports
or
fitness
goal,
regardless
of
cost
to
the
body”(45-‐49).
When
exercising
one
may
gain
a
small
benefit
(i.e.
legs
will
get
stronger),
but
the
majority
of
what
you
do
is
harm
to
the
body,
especially
for
young
people
whose
bodies
are
changing
at
different
rates.
“For
young
adults,
a
yoga
program
can
improve
balance
substantially,
produce
improvements
in
leg
strength,
and
improve
leg
muscle
control
for
less-‐steady
subjects”
(Hart
and
Tracy).
The
authors
experience
in
secondary
education
dance
classes
caused
a
lot
of
injuries
that
limited
her
physical
capability
today
because
her
teachers
did
not
help
her
build
the
strength
or
flexibility
needed
for
the
movement
being
done.
After
running
a
few
miles
class
members
would
run
through
drills
where
they
had
to
drop
into
the
splits
in
one
count
from
a
standing
position
countless
times,
perform
extremely
one-‐sided
repetitive
routines,
and
never
warm
up
or
cool
down
properly.
“The
proof
can
be
seen
in
the
people
who
pursue
these
things
the
most
intensely:
look
at
professional
athletes
and
dancers;
after
just
a
few
years,
they
end
up
crippled
with
broken
bodies
that
can’t
play
or
perform
anymore”
(Choudhury,
45-‐49).
Incorporating
compression
poses
from
Bikram’s
asanas
into
a
secondary
education
dance
class
will
help
build
muscular
strength
and
flexibility
better
than
traditional
exercise.
While
building
strength
and
flexibility,
yoga
creates
a
muscular
connection
through
the
entire
body.
Unlike
site-‐specific
muscle
building
exercises
like
situps,
pushups,
and
squats,
Bikram’s
poses
require
the
muscles
from
head
to
toe
to
hold
and
control
the
asanas.
“The
balancing
poses
especially
helped
me
stabilize
and
find
a
nice
center
string
to
work
from
in
my
body
alignment.
I
don't
just
jump
and
kick
and
turn
anymore.
My
movement
has
more
fluidity
(Samuels).
6. Bourne
6
No
human
is
born
with
strength
and
flexibility
balanced
correctly.
“The
best
ballerina
in
the
world
cannot
hold
a
Hatha
yoga
balancing
posture
longer
than
three
seconds,
because
like
most
flexible
peoples’
muscles,
hers
don’t
have
enough
strength”(79).
“When
I
was
younger
I
danced,
but
I
didn't
know
where
the
movement
was
coming
from
or
what
muscles
I
was
using.
With
yoga
you
feel
every
little
thing
in
your
body.
‘It's
very
personal,
very
internal’”
(Samuels).
Through
asanas
you
are
able
to
see
and
feel
which
parts
of
your
body
are
weak
or
not
functioning
correctly.
You
are
able
to
check
up
on
yourself
and
see
where
you
can
improve
and
where
you
need
more
flexibility
or
strength.
“Real
exercise
means
stretching,
the
simultaneous
contraction
and
elongation
of
the
muscles,
which
builds
strength
and
flexibility.
There
is
no
jarring,
repetitive
impact,
or
unnatural
motions”
(Choudhury,
48).
This
author
does
not
believe
that
people
should
stop
playing
sports
or
dancing
all
together,
but
should
give
their
bodies
and
student’s
bodies
what
they
need;
creating
balanced
strength
and
flexibility
by
incorporating
elements
of
Bikram’s
asanas
into
dance
technique
classes.
By
incorporating
meditation
and
concentration
in
secondary
education
dance
classes,
the
dancers
will
learn
how
to
discipline
their
bodies
and
minds
and
have
less
stress
and
anxiety.
Although
dance
teachers
do
not
have
time
to
have
long
meditating
sessions
with
their
students
to
help
their
minds,
Bikram
believes
that
meditation
can
involve
movement.
While
some
do
not
believe
that
something
physically
demanding
can
be
called
meditation,
Bikram
knows
that
it
can
because
that
is
the
purpose
of
Hatha
yoga.
Many
westerners,
including
dance
teachers,
believe
that
meditation
must
be
done
in
complete
stillness.
However,
meditation
is
the
practice
of
focusing
and
calming
the
mind
in
order
to
communicate
with
oneself.
It
involves
7. Bourne
7
concentrating
the
mind
on
one
thing
for
a
long
time
while
keeping
it
free
from
all
the
countless
distractions
of
the
world
(76)
When
practicing
Bikram
yoga
there
is
an
incredible
amount
of
pressure
exerted
on
the
body
from
heat
and
challenging
positions.
This
forces
one
to
break
their
attachment
to
external
things
and
go
within.
“The
focus
needed
to
hold
postures
develops
internal
strength
and
willpower”
(Thompson).
There
is
no
escape
from
reality;
meditation
demands
ones
abilities
and
attention.
One
learns
to
discipline
their
body
and
mind
under
intolerable
conditions,
one
will
truly
be
able
to
concentrate,
and
nothing
external
will
be
able
to
break
that.
This
is
one
of
the
many
reasons
why
meditation
should
be
practiced
in
dance
technique
classes.
“Yoga
helps
kids
get
their
young
bodies
and
minds
more
under
control
so
that
they
can
learn”
(247).
Through
meditation
the
students
will
become
intrinsically
motivated
to
improve.
With
this
new
focus
and
understanding
of
themselves,
they
will
put
in
more
time
and
effort
to
do
challenging
things.
Incorporating
mental
yoga
techniques
into
dance
classes
will
lower
levels
of
stress
and
teach
dancers
to
gain
control
over
their
thoughts
through
meditation
and
concentration.
Adolescence
is
a
wonderful
time
of
life,
but
it
is
also
full
of
stressors.
A
young
dancer’s
body,
as
well
as
his
or
her
mind,
is
developing
and
changing
rapidly,
which
can
put
a
lot
of
pressure
on
secondary
education
students.
When
that
kind
of
stress
is
put
on
the
body,
it
is
thrown
into
emergency
overdrive
known
as
“fight-‐or-‐flight”,
and
the
chemicals,
adrenaline,
and
cortisol,
are
released
to
help
us
cope.
Over
time
those
stressful
conditions
can
lead
to
the
body
becoming
overwhelmed.
Through
Bikram’s
full-‐lung
breathing
and
meditation,
the
body
taps
into
its
self-‐
8. Bourne
8
healing
system
that
calms
the
mind,
body,
and
emotions.
We
gain
control
and
can
turn
off
the
fight-‐or-‐flight
response.
When
people
feel
out
of
control
because
of
stress
they
do
what
they
can
to
try
to
create
order,
and
the
quickest
way
dancers
find
control
over
themselves
is
through
their
mouths.
A
huge
stressor
on
dancers
is
the
expectations
for
what
their
bodies
should
look
like.
Many
dancers
fall
into
the
trap
of
eating
disorders.
They
can
have
complete
control
over
what
they
put
into
their
bodies
and
have
control
over
what
they
physically
look
like.
Bikram
believes
that
when
one’s
mind
is
weak
it
will
“constantly
feed
on
your
fears
and
negative
habits”
(216).
When
dancers
practice
meditation
and
strengthen
their
minds
they
will
begin
to
control
their
thoughts
and
they
will
have
control
over
themselves.
When
you
have
control
over
yourself
your
confidence,
determination,
and
self-‐control
are
strengthened.
You
begin
to
have
higher
self-‐
esteem
and
you
feel
happiness
and
strength
not
to
cower
at
the
negative
thoughts
coming
your
way.
“Once
the
body
and
mind
are
trained
and
joined
in
harmony,
they
form
a
perfect
union
and
a
complete
human
being”
(7).
By
gaining
the
mental
strength
and
willpower
through
yoga,
dancers
will
have
higher
self-‐esteem
that
will
limit
their
need
to
compare
themselves
to
other
dancers,
reducing
the
number
of
dancers
falling
victim
to
eating
disorders.
The
stress
and
pressure
from
the
outside
world
will
melt
away
and
they
will
begin
to
accept
their
powerful
bodies.
Dancers
bodies
are
being
pushed
to
new
limits,
which
can
have
a
negative
impact
on
their
bodies
as
well
as
their
minds.
There
are
certain
concepts
taught
by
Bikram
in
his
style
of
Hatha
yoga
that
can
easily
be
incorporated
into
dance
technique
classes
such
as
full-‐lung
breathing,
compression
asanas,
and
meditation.
By
doing
so
secondary
education
dance
teachers
will
help
9. Bourne
9
improve
the
dancers
muscular
strength
and
flexibility,
which
in
turn
will
connect
the
body
preventing
further
injuries
from
occurring.
“It
makes
me
very
conscious
of
my
body
and
that
can
translate
into
preventing
injuries”(Samuels).
Through
meditation
and
concentration,
dancers
will
be
able
to
have
control
over
their
minds
and
have
a
strong
mind
body
connection,
increasing
their
self-‐esteem
and
self-‐control.
With
higher
self-‐esteem,
dancers
will
not
fall
as
easily
into
the
trap
of
eating
disorders
that
plague
so
many
dancers
today
because
of
the
stresses
put
on
them
to
look
a
certain
way.
Overall
yoga
concepts
will
benefit
secondary
education
dancers
both
physically
and
mentally
and
will
help
to
create
healthier,
stronger,
more
technical,
and
well-‐minded
dancers.
10. Bourne
10
Works
Cited
Brungard,
Lori.
“Dancers
Discover
Yoga
Benefits.”
Dance
Magazine.
(2000):
n.
pag.
Web.
Choudhury,
Bikram.
Bikram
Yoga:
The
Guru
behind
Hot
Yoga
Shows
the
Way
to
Radiant
Health
and
Personal
Fultillment.
New
York:
Collins,
2007.
Print.
Choudhury,
Bikram
and
Bonnie
Jones
Reynolds.
Bikram's
Beginning
Yoga
Class.
Los
Angeles:
J.
P.
Tarcher,
1978.
Print.
Cowen,
Virginia
S.,
and
Troy
B.
Adams.
“Physical
and
perceptual
benefits
of
yoga
asana
practice:
results
of
a
pilot
study.”
Journal
of
Bodywork
&
Movement
Therapies
9.3
(2005):
211-‐19.
Web.
24
Jan
2012.
DiStasio,
Susan
A.
“Integrating
Yoga
Into
Cancer
Care.”
Clinical
Journal
of
Oncology
Nursing
12.1
(2008):
125-‐30.
Web.
24
Jan
2012.
Gura,
Shira
Taylor.
“Yoga
for
stress
reduction
and
injury
prevention
at
work.”
Work
(Reading
Mass)
19.1
(2002):
3-‐7.
Web.
24
Jan
2012.
“Hatha
Yoga.”
Encyclopaedia
Britannica.
n.
pag.
Web.
16
Jan,
2012.
Hart,
Cady
E.F.,
and
Brian
L.
Tracy.
“Yoga
as
Steadiness
Training:
Effects
on
Motor
Variability
in
Young
Adults.”
Journal
of
Strength
and
Conditioning
Research
22.5
(2008):
1659-‐69.
Web.
23
Jan
2012.
“Oxygen
Debt.”
Brian
Mac
Sports
Coach.
30
May
2011.
<http://www.brianmac.co.uk/oxdebit.htm
>
Samuels,
Shayna.
“Why
they
love
yoga.”
Dace
Magazine.
(2008):
n.
pag.
Web.
Thompson,
Jen.
“Training
right.”
Dance
Magazine.
(2008):
n.
pag.
Web.
“Yoga.”
Mosby’s
Dictionary
of
complementary
and
Alternative
Medicine.
(2005):
n.
pag.
Web.
16
Jan,
2012.