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BACKGROUND: Physical exercise participation among female students is significantly compromised throughout the academic periods of college or university due to scholastic demands and also by less parental and community encouragements. Thus, physical inactivity in female college students leads to less musculoskeletal efficiency and work performance. OBJECTIVE: Customized yogic module may be considered to enhance both aerobic and anaerobic power, pulmonary capacity and musculoskeletal efficiency for the improvement of systemic body functions among female college students. METHODS: A randomized, controlled parallel study design (n = 60; age = 20.16±2.05 years), on sedentary female college students practicing customized yogic module (n = 30) for 5 days / week for 3 months (60 min daily in the morning) to observe anthropometric, physiological, cardiopulmonary and muscular endurance indices. RESULTS: After yogic practice, a significant reduction in body fat (p < 0.05) (%), heart rate (p < 0.001), systolic blood pressure (p < 0.001), double product (p‹0.01) and rate pressure product (p < 0.05) were estimated. Significant improvement (p < 0.001) in vital capacity, forced expiratory volume in 1 sec was also observed. Evaluation of hand grip strength, maximal oxygen consumption and physical work capacity showed significant increase (p < 0.01) after yogic intervention. CONCLUSIONS: A three-month customized yogic training improved resting physiological activities, cardiopulmonary functions, musculoskeletal strength and endurance fitness due to focused breathing, mindfulness meditation and by stretching-strengthening patterns for achieving recreational physical activity among female college students. [ABSTRACT FROM AUTHOR]

Background: Early life growth failure and resulting cognitive deficits are often assumed to be very difficult to reverse after infancy., Objective: We used data from Young Lives, which is an observational cohort of 8062 children in Ethiopia, India, Peru, and Vietnam, to determine whether changes in growth after infancy are associated with schooling and cognitive achievement at age 8 y., Design: We represented the growth by height-for-age z score at 1 y [HAZ(1)] and height-for-age z score at 8 y that was not predicted by the HAZ(1). We also characterized growth as recovered (stunted at age 1 y and not at age 8 y), faltered (not stunted at age 1 y and stunted at age 8 y), persistently stunted (stunted at ages 1 and 8 y), or never stunted (not stunted at ages 1 and 8 y). Outcome measures were assessed at age 8 y., Results: The HAZ(1) was inversely associated with overage for grade and positively associated with mathematics achievement, reading comprehension, and receptive vocabulary. Unpredicted growth from 1 to 8 y of age was also inversely associated with overage for grade (OR range across countries: 0.80-0.84) and positively associated with mathematics achievement (effect-size range: 0.05-0.10), reading comprehension (0.02-0.10), and receptive vocabulary (0.04-0.08). Children who recovered in linear growth had better outcomes than did children who were persistently stunted but were not generally different from children who experienced growth faltering., Conclusions: Improvements in child growth after early faltering might have significant benefits on schooling and cognitive achievement. Hence, although early interventions remain critical, interventions to improve the nutrition of preprimary and early primary school-age children also merit consideration.