‘The SAI Khelo India battery of Fitness Assessment Tests has been developed and finalised by the Expert Committee of Physical Fitness Assessment. These tests are as follows: BATTERY OF TESTS “YM AGE GROUP 5-8 YEARS (CLASSES I to 3) Children should acquire Fundamental Movement Skills (FMS) in primary classes 1 to 3 having the age group between 5 and 8 years, They should learn the specific physical activities atthe later stages. To become successful in various sports and physical activities, they should have locomotor, manipulative and body management abilities at their primary class level. The following components need to be measured and tracked for controlling the body in various situations. 1. Body Composition (BMI) 2, Coordination (Plate Tapping) 3, Balance (Flamingo Balance) AGE GROUP: 9-18+ YEARS (CLASSES 4 to 12) Further, students of classes 4 to 12 must have an overall physical fitness. The following components need to be ‘measured to assess their Physical Health and Fitness Profile, 1. Body Composition (BMI) 2 Strength. a. Abdominal (Partial Curl-up) b. Muscular Endurance (Push Ups for Boys, Modified Push Ups for Girls) 43. Flexibility (Sit and Reach Test) 4. Cardiovascular Endurance (600 Metre Run/Walk) 5. Speed (50 Metre Dash) SAI KHELO INDIA TEST TEST DESCRIPTIONS FOR CHILDREN 4 AGE GROUP 5-8 YEARS (CLASSES 1 f0 3) Body Mass Index (Body Composition) Body composition is a physiological characteristic that affects the individual’ capacity of doing daily activity. It is the ratio of the muscle/protein mass and the fat content of the body. Body size such as height, length and circumference are also grouped under this ‘component. The BMI is calculated from body weight (W) and height (H). o " BMI = Gray” where W = body weight in kilograms and H = height in metres. The higher score usually indicates higher levels of body fat. Purpose: To calculate the body fat of a person. Equipment: Stadiometre Procedure: ‘How to Measure Height 1, Stand straight with heels placed together. Remove shoes or any heavy clothes. Keep arms normally by the side. 2, Both heels must touch the base of the stadiometre, FIGURE 1.1 Measuring height accurately is important to calculate the BMI.3. The student is instructed to look straight ahead and take a deep breath and hold for few seconds. 4. Mark the highest point on the skull. 5. Measure the height before exhalation. 6. Measurement is taken to the nearest 0.1 em. How to Measure Weight 1. Take a digital scale and place it ona horizontal floor 2. The student is instructed to remove shoesand heavy clothing. ‘The student is directed to stand with both feet in the centre of the scale, FIGURE 1.2 decimal fraction (for example, Measurement 26.1 kg). of weight 4. Record the weight to the nearest Plate Tapping Test (Coordination) Purpose: To test the speed and coordination of limb movement. Equipment: Table (adjustable height), 2 yellow discs (10 cm radius), rectangle (30 x 20 em), stopwatch Procedu 1. Adjust the table height so that the student can stand comfortably in front of the discs. ‘The two yellow discs are placed with their centres 60 cm apart on the table. The rectangle is placed equidistant between both discs. ‘The non-preferred hand is placed on the rectangle. ‘The student should move her/his preferred hand back and forth between the discs, over the hand placed in the middle as quickly as possible 3. Repeat this action for 25 full cycles (50 taps). Scoring; ‘The teacher/coach records the time taken to complete 25 cycles. FIGURE 1.3 Plate tapping test Flamingo Balance Test (Balance) Purpose: To check the ability to balance successfully ona single leg. Objective: ‘This single leg balance test is conducted to assess the strength of the leg, pelvic and trunk muscles as well as static balance. Equipment: Non-slippery even surface, stopwatch; this can be done by just standing on a beam. Procedure: 1.Stand on the beam. Maintain balance by holding the instructor's hand (if required to start), 2. While balancing on the preferred leg, the free leg is flexed at the knee and the foot of this leg is held close to the buttocks. 3,Start the watch as the instructor lets go of the participant /student, Pause the stopwatch each | © time the student loses balance (either by falling off the beam or by letting g0 of the foot being held). 5. Resume the timing again until she/he loses balance. a Count the number of falls in 60 seconds of balancing. Scoring: The total number of falls or loss of balance in 60 seconds of balancing is recorded. If there are more than 15 falls in the first 30 seconds, the test is terminated. FIGURE 1.4 Flamingo balance test AGE GROUP: 9-18+ YEARS (CLASSES 4 fo 12) Body Composition (BMI): Refer to the previous section Partial Curl-up Purpose: ‘To test the abdominal strength and endurance. Objective: To perform as many partial curl-ups as possible in the given time. Equipment: A flat and clean surface, a mat with two parallel strips six inches apart, and stopwatch. Procedure: 1. Lie on the back and keep the knees bent at an angle of 90 degrees and place the feet about 12 inches from the buttock, 2, Feet cannot be held or rest against an object. The arms to be kept straight and parallel to the trunk with palms of hands resting on the mat, 3. Adjust to a specified pace, complete as manyFIGURE 1.5 Partial curl-up 4. The student raises her/his body up, reaching the appropriate position, ie. scapula two inches off the ground and lowers down the body with the shoulders touching the mat. The heels of the feet ‘must remain in contact with the floor. There is no pause in the upward or downward position. 5. The student should not be allowed to rest between the assessments. Her/his movement should be slow and controlled. Scoring: Record the total number of correctly performed curl-upsin 30 seconds. Acurl-upis complete each time the student's head returns to the mat. Curl-up will not be counted in the following conditions: 1. Not raising shoulders up to two inches; 2, Head touching mat; 3. Heels coming off the mat; 4. Being off cadence. 5. The test is terminated if the student has any two misses. Push-ups (Boys) Purpose:'To test or measure the upper body endurance, strength and trunk stability. . Objective: To perform as many push-ups as possible in. the given time. Equipment: Gym mat and paper to record the basic information of the student. Procedure: The push-up begins with the hands and toes touching the ground, and the body and legs in a straight line. The feet are kept slightly apart; the arms are at shoulder width apart, extended and at a right angle to the body. Keeping the back and knees straight, the student lowers the body until there is a 90-degree Sega) / FIGURE 1.6 Push-ups (boys) angleat the elbows, then returns to the starting position with the arms extended, ‘The action is repeated until exhaustion or until the time limit is reached. Scoring: Record the total number of push-ups correctly completed. Modified Push-ups (Girls) ‘A modified version of push-ups is performed for girls in which all positions are similar to push-ups for boys except that the knees of girls should touch the ground. Purpose: To test or measure the upper body endurance, strength and trunk stability. Objective: To perform as many push-ups.s possible in the given time, Equipment: Gym mat and paper to record the basic information of the student. Procedure: The push-up begins in a kneeling position, with the hands and knees touching the ground. The knees are kept slightly apart; the arms are at shoulder ‘width apart, extended and at a right angle to the body. Keeping the back straight and holding the core tight, the student lowers the body until there is a 90-degree angle at the elbows, then returns to the starting position with the arms extended. FIGURE 1.7 Modified push-ups (girls) Scoring: The action is repeated until exhaustion or until the time limit is reached. In case of timed tests, the maximum number of correct push-ups performed. are noted. Sit-and-Reach Test Purpose: To measure the flexibility of the lower back and hamstring muscles. Objective: To monitor the forward bending of the lower back of a student, Equipment: Sit and reach box of 12" x 10° (sides), 12" x 10° (front and back), 12" x 21" (top) dimension, ‘mat and ruler,FIGURE 1.8 Sit-and-reach test Procedure: After warming-up, the students are asked to sit om a flat surface with their legs extended in front of them, toes pointing up and feet slightly apart, The soles of the feet should rest against the base of the flat vertical surface. A ruler is placed on the ground between the legs. Placing one hand on top of the other, students are asked to reach slowly forward. At the point of their greatest reach, they should hold this position for a couple of seconds, and the distance reached is measured. Scoring: The score is recorded to the nearest cm and ‘mm as the distance reached by the hands. 600 m Run/Walk Purpose: To measure cardiovascular endurance. Objective: To cover the set distance as fast as possible. Equipment: Marked track (200 m or 400 m), two stopwatches for two officials. @x_ 2x SUMMARY FIGURE 1.9 Track for 600 m run Procedure: The student is asked to run or walk for a distance of 600 m from a starting line and the time taken is recorded in minutes and seconds. 50 m Dash or 50 m Standing Start Purpose: To measure speed and acceleration. Objective: To cover the set distance as fast as possible. Equipment: Marked track and two stopwatches for two officials. Procedure: ‘The student is asked to run 50 metres and the time taken is recorded as the score in seconds to th? nearest tenth ofa second. The time taken is the amount of time between the starter’s signal and the instant the student crosses the finish line. FIGURE 1.10 50 m dash testBROCKPORT PHYSICAL FITNESS TEST (BPFT) BROCKPORT PHYSICAL FITNESS TEST # ‘The Brockport Physical Fitness Test (BPFT) isa health- related, criterion-referenced test of fitness. The BPFT is designed primarily for use among youngsters with disability. This test was developed by the College at Brockport, State University of New York (1993-98). It includes 27 test items, but usually only 4 to 6 items are needed in order to assess the health-related physical fitness of an individual. The BPFT was targeted for use among youngsters with disability ~ specifically, those with visual impairment, intellectual disability, or orthopaedic impairment, including cerebral palsy, spinal cord injury, congenital anomaly, and amputation. The test items of BPFT are as follows: Aerobic Function PACER (20-metre and 15-metre) + Target aerobic movement test (TAMT) ONE-MILE RUN/WALK Body Composition * PERCENT BODY FAT - SKINFOLDS # Body mass index (BMI) “ Percent body fat ~ bioelectrical impedance analysis Muscular Strength and Endurance “ Bench press + Curl-up + Modified curl-up + Dumbbell press + Extended-arm hang * FLEXED-ARM HANG % Dominant grip strength Isometric push-up * Pull-up + Modified pull-up Push-up ‘ 40-metre push/walk + Reverse curl “ Seated push-up Trunklift ‘Wheelchair ramp test Range of Motion or Flexibility ‘& Modified Apley test + Back-saver sit-and-reach SHOULDER STRETCH Modified Thomas test ‘ Target stretch test (TST) Now let us discuss four test items, taking one from each component. One-mile Run/Walk Purpose: The test is used to measure aerobic capacity. Objective: To cover the distance of one mile (1,760 yards or 1,609 metres) as fast as possible. FIGURE 2.1 One-mile run/walk testEquipment: A stopwatch, scorecards, pencils, a clipboard. Procedure: In this test, students run or walk one mile in the shortest time possible. They should be instructed torun or walk one mile at the fastest pace possible. The one-mile run/walk can be conducted on a track or any other flat, measured area. For example, a rectangle ‘measuring 35 by 75 yards (32 m x 68.6 m), for which ight laps total one mile. Thus, fields, playground areas, other grassy areas, and indoor courts can all bbe measured and marked to serve as an appropriate running area. Scoring and Trials The one-mile run/walk is scored in minutes and Seconds. One test trial is given, It is noted that in order to calculate aerobic capacity using the one-mile run/ walk, height and weight measures for each student ‘must be collected in addition to performance time. Aerobic capacity is not calculated on the basis of the one-mile run/ walk for times over 13 minutes. When a student's time is greater than 13 minutes, the PE teacher should record and save the time as a measure of aerobic functioning and a baseline for comparison iu future administrations of the test, Alternatively, the PE teacher may choose to give the PACER or TAMT to Youngsters who are unable to run or walkea mile in less than 13 minutes. Test Modifications Runners who are blind may run with assistance from 2 partner. Assistance can involve using a short tether rope, touching or grasping the elbow of a sighted Partner, or running alongside a sighted partner who sives verbal direction and encouragement. Once the method of ambulation is determined, one must ensure that it does not unduly inhibit running performance, For purposes of validity, a runner who is blind must be given the opportunity to perform optimally. ‘The runner should practice using the selected method of assistance until she/he is comfortable with it. Suggestions for Test Administration % Before the day of testing, provide practice as necessary for the required distance, * Participants should warm-up properly before walking or running vigorously. Warm-up should include stretching exercises, * Youngsters should not be tested in environments ‘here temperature plus humidity are excessive, + After the completion of the test, students should cool down by walking for several minutes, skinfolds ; Purpose: To determine the thickness of skinfolds at selected sites of the body. Objective: To estimate the body fat of the students, Equipment: A skinfold caliper of good quality should be used to obtain skinfold measurements (see figure 2.2), ‘The instrument should provide constant pressure on the skinfold of 10 grams per square millimetre. ee FIGURE 2.2 Lange skinfold caliper kinfold measurements can be taken at triceps, subscapular, and calf. The triceps skinfold measurement is taken over the triceps muscle ata location midway between the tip of the shoulder and the elbow (figure 2.32). The subscapular skinfold is taken at a site approximately 1 inch (2.5 cm) below the tip of-the scapula (inferior angle) and 1 inch towards the midline of the body (igure 2.3b). The ealf skinfold measurement is taken on the inside of the eg at about the level of maximal calf girth (figure 23e) ced flat on an elevated surface trareletted side, Once the sites have been identihed, the recommended testing procedure is <2 follows: 1. Grasp the skinfold fi fat tissue, and not muscle, and calf skinfolds are ver subscapular skinfold is an of - Place the tips of the calip. 13 em) above or below t skinfold, Remove thumb > Pressure from the caliper slow! allowing itto exert full pressure on the at Record the thickness of the fold tg th millimetre once the needle sites ( 5. Open the caliper completely befor 48 not to pinch the student, in the fold. The triceps tical folds, while the blique fold. er slightly (0.5 inch o the fingers grasping thea. Triceps b. Subscapular Calf FIGURE 2.3 Skinfold measurements Scoring and Trials ‘Take three measurements at each selected skinfold site. ‘The median (middle) score should be the criterion score. Ifa skinfold reading at the same site differs from other readings by 2 mm or more, take an additional ‘measurement. Ignore the measurement which is substantially different. . Test Modifications Measurements should not be taken at sites with scar tissue, at sites where subdural or intramuscular injections have been received repeatedly, or on limbs that have muscular atrophy. In some cases, it may not be possible to attain skinfold measurements at a Suggestions for Test Administration % PE teachers should master administering the skinfold test before using + PE teachers can help distinguish muscle and fat by having students tense and relax the triceps muscle, ‘ The subscapular skinfold is an oblique fold, in line with the natural cleavage lines of the skin, PE, teachers may be aided in finding the line by having subjects bend the elbow and place the arm on the back so that the back of the hand touches the spine while standing, The top of the fold should be medial to the bottom of the fold + Itis recommended that females being tested wear a thin T-shirt or similar garment for measuring the subscapular skinfold. The shirt can be raised to allow access to the skinfold sites, or the measurement can be taken over the shirt. In such an instance, it would be necessary to subtract the fold of the T-shirt. For females wearing bras, the strap should be pushed upward only 2 to 3 inches (5 to 8 cm) to allow the measurement. If possible, girls should be measured by women, It is recommended that one measurement be taken at each site before taking second and third ‘measurements at any site. Flexed-Arm Hang Purpose: To measure hand, arm and shoulder strength, and endurance, Objective: This test aims to monitor the muscular endurance of the student’ elbow flexors and shoulder extensors, Equipment: A pull-up bar about 1.5 inches (3.8 cm) in diameter at a height exceeding the height of the student, a gym mat should be placed under the bar, @ stopwatch, an assistant. Procedure: In this test, the student maintains a flexed-arm position while hanging from a bar for as, long as possible. The student should grasp the bar with an overhand grip and be assisted to a position where the body is close to the bar and the chin is clearly over, but not touching, the bar (figure 14). The student holds this position for as long as possible. The body must not swing, the knees must not be bent, and the legs must not kick during performance of the task. Ifa physical disability prohibits grasping, weight bearing, or reasonable execution, this item should not be administered. FIGURE 2.4 Flexed-arm hang testScoring and Trials One trial should be given to each student. The PE teacher/assistant records the length of time (to the nearest second) for which the student maintains t flexed-arm position. Timing stops when the head tilts back or the chin touches or drops below the bar. ‘Suggestions for Test Administration ‘The assistant can place an arm across thighs to restrict unwanted movement Be sure that the student understands how to perform the test before taking a score. Student should be given sufficient time to learn the activity, the students Shoulder Stretch Purpose: To measure the upper-body flexibility Objective: To touch or overlap the fingertips together behind the back. Procedure: his test is done in standing position, ‘The measure is designated right or left on the basi of the arm reaching over the shoulder; for example, when the right arm stretches over the right shoulder, it isa right-arm stretch. FIGURE 2.5 Shoulder stretch te: Scoring and Trials One test trial is permitted. The test is scored on a pass/fail basis. The student passes if the fingers touch and fails ifthe fingers do not touch Test Modifications Physical assistance and verbal direction may be given to students as they practice the tet. However, phy sistance may not be given during the test itself. Suggestions for Test. Administration igh time to practice this testing procedure The recommended warm-up is for upper-body stretching, including approximations of the t itself,FIGURE 17.1 Yoga plays an important role in staying fit and healthy. 1. Meditative Asanas 2. Relaxative Asana §- Cultural or Corrective ‘Asanas Meditative Asonas }Padmasana (lotus pose); 4 cross-leged siting Ye Posture which can calm the mic ss fight Physical ailments, Four mudras (hand gestures) can be used in padmasana: chin smudra, ching adi mudra and brahmna mudra, Swastikasana (ankle lock pose): Also kro as the auspicious pose, swasttasana is # simple sitting posture with the ankles locked against cach other. It can bring relief from muscle pan Vajrasana (thunderbolt pose): Perirnel sitting on the knees with a straight posture i gestion ‘upward spine. tis known to improve digest liver function,“FIGURE 17.2 Padmasana Gomukhasana (Cow pose): A sitting position that releases tension in the hips and shoulders: srct atilses the ankles, thighs, hips and chest, pelaxative Asanas gs the name suggests, relaxative asanas are designed in such a way that there is no need to contract the muscles. Its aim is to remove fatigue sai relax an individual physically and mentally, ‘A few notable relaxative asanas are: hashankasana (hare pose): A bending position in which the body resembles a hare. It tones the pelvic muscles, stimulates abdominal organs and stretches and relaxes the spine. FIGURE 17.3 Shashankasana *Shavasana (corpse pose): In this asana, the Practitioner ie tn her/his back in the fe 3 a dead body. It gets rid of stress and anxiety, allows the body to rest and lowers blood pressure, * Makarasana (crocodile pose): AS opposed 10 shavasana, here the practitioner lies ie etches face upside down. It straightens an vt ‘Muscles of the rear and legs and reduces strain. Cultural Asanas Cultural asanas are exercise poses that imitate various {sPects of God in the form of animals and divine ings. It has three stages: coming into the position, holding the position and releasing oneself from the Position. The asanas range from simple to complex Poses which are inverted, bending and even twisted. A few examples are: '-Shirshasana (headstand pose): In this asana, the practitioner stands on the head; this difficult to master pose offers many health benefits, such as increase in blood circulation, sending ample amount of oxygenated blood to the brain, controlling pituitary function, improving the skin and eye vision, reducing hair loss, etc. FIGURE 17.4 Shirshasana 2. Matsyasana (fish pose): When carried out in water, this chest-lifting pose can make the body float like a fish. It stretches and relieves tension in the neck and chest, eases breathing and tones the pituitary glands. This pose is to be avoided if one has blood pressure problems, insomnia, migraine and back injuries. 3. Halasana (plow pose): In this pose, the practitioner lies on the back, raises legs above the torso and brings the feet towards the head. It is beneficial especially for people who have constipation and indigestion. It also reduces belly fat, normalises blood pressure and gives the skin a healthier glow. 4.Shalabhasana (locust pose): The practitioner ies on the stomach and taises his legs, giving the appearance of a locust. Health benefits include relief from back pain and sciatica, toughening back muscles, strengthening the spine, wrists, hips, thighs and arms,| On the other side, asanas can be classified in the following types on the basis of body positions: | i 1, Supine Line Asanas (Iying on back): Mat || Halasana, Viparitakarni, and Nau are | performed in the supine position. Asanas (lying on abdomen): | 2 Prone Line Bhujangasana, Ardha Shalbhasana and Dhanura- |! sana are performed in the prone position. Sukhasana, Ardha Matsyendra- Vajrasana, — Padma- 1g Asanas: sana, Paschimottanasana, \ ‘sana, tc, are performed in sitting position. 4. Standing Asanas: Vrikshasana, Aradha Chakra- sana, Trikonaasana and Tadasana are performed in | standing position. | Pranayama (Breathing Exercises) ‘Prana’ is breath or vital energy in the body responsible / for life force and ‘ayama’ means control. So it means control of breath. It has three constituents: 1. Puraka (inhalation) 2. Kumbhaka (retaining the breath). There are two types: internal kumbhaka, which is to retain the breath after complete inhalation, and external kumbhaka, in which breath is retained after complete exhalation. 3. Rechaka (exhalation) Some examples of pranayama are ujjayi (victorious breath), surya bhedi (alternate nostril breathing), sheetkari (hissing breath), plavini (floating), bhastrika FIGURE 17.5 Pranayama (bellow breathing), etc. Performing pranayama ja, many health benefits like improvement of blogg circulation, healthy functioning of heart, better ment health, increase in life expectancy, ete. ‘We have already learned the definition and parts gp pranayama, Let us now have a look at the eight type, of pranayama: 1. Suryabhedi pranayama: An alternative breathing technique that increases flow of the bile and improves digestion, reduces phlegm and gas, provides body warmth and purifies the blood. 2, Ujjayi pranayama (the sound breath): Sharpens the mind, generates internal body heat, lowers the risk of heart attack and can help patients cope with respiratory diseases, especially asthma 3.Sheetkari pranayama (the hissing breath); Inhalation through an open mouth and exhalation through the nose. Health benefits include lowering of body temperature and blood pressure, enhancement of digestion and relieving of stress. 4.Sheetli pranayama (the cooling breath): In this asana, the practitioner rolls the tongue, sticks it out and breathes through the hole and then closes the mouth and exhales through the nostrils. Its purpose is to cool down the nervous system and endocrine glands. 5. Bhastrika pranayama (breath of fire): In thisasana, the belly is involved in the process of respiration. It is useful for metabolism and digestion. It is not to be practised by pregnant women and those who have hypertension, epilepsy and seizures. 6.Plavini pranayama (floating pranayama): The practitioner crosses the legs and balances on the hands to raise the body. It increases blood circulation. It is not to be practised without the supervision by an expert. 7, Anulom-Vilom (Nadi Shodhana Pranayama): A powerful breathing technique that improves focus and concentration, blood circulation and removes waste from the body. 8, Bhramari pranayama (bee breath): Breathing is performed by closing the ears, eyes and nose with fingers. ‘The practitioner makes the sound of a Indian bee during exhaling. So, this form derives its name from the black Indian bee, bhramari. Its benefits are relief from tension, anxiety, migraines headaches and lowering of blood pressure.FIGURE 17.6 Bhramari pranayama pryana (Meditation) jy means deep thinking without distraction, In this gage, the practitioner trains the mind to remain fsed at a Single external point in a continuous flow The concentration is so strong that no sensory feeling cr intrusion of memory can break it. In this way, the practitioner approaches spiritual liberation and bliss. It is the technique of soothing the mind and achieving a state of consciousness th different from the normal waking state. with all levels of ourselves. Through it, the highest state of consciousness, According to Patanjali, “The concentration of chitta (onind) of vritti (impulse) without any divergence is called dhyana?” Dhyanavasta is the stage when perception begins. ‘The goal of meditation is to go beyond the mind and experience our essential nature which is described as peace, happiness and bliss. It calms us, frees us of all worldly and self-serving emotions, and gives us a clear and open idea on things, Mindfulness meditation, spiritual meditation, focused meditation, moment meditation and mantra meditation are various types of. meditation. £ at is totally It connects us ‘we can touch SHAT KARMAS “xwwwiniitititi Karmas are cleansing activities used for purifying the body and preparing it for the journey to a higher state of consciousness. There are six of them: Neti (Nasal Cleansing) It is important to keep our nasal passages clean for making respiration easier, maintaining personal hygiene and preventing infection. Neti can be done in two ways: sutra neti, in which the nasal passage is cleansed with a cotton thread (sutra) and jal neti, which uses water. Some people also use ghee and milk. ST &. Procedure; 1. Take a cup of lukewarm water in a small pot having nozzle, Add alittle salt to it. This pot is also known as neti pot, 2. Insert the nozzle in one of the nostrils. 3. Bend the head slightly sideward and slowly pour water into the nos 4. Repeat the same procedure with the other nostril. ‘Thus, the nasal cavity is cleansed with water. FIGURE 17.7 Jal Neti helps in preventing cough and cold, Benefits: 1, Neti helps in case of sinusitis and headaches. 2. It removes the excess mucus and impurities in the Kapalbhati (Detox Breath) Kapal means the forehead and bhati means shine. Kapalbhati leads to the radiance of the head. Procedure: It is a forceful and fast diaphragmatic breathing. Practitioner should sit in a comfortable position. Shefhe should exhale forcefully by contracting the abdomen and inhale and vice versa. The frequency of exhalations and inhalations with the abdominal movements depends on her/his capacity. It should not be practised by pregnant women, person with slipped disc and during menstruation. Figure 17.8 KapalbhatiBenefits: It is a type of pranayama with health benefits ranging from removal of poisonous substances from inside the body and cleansing the nasal passage. It strengthens the abdominal organs and muscles and improves metabolism. 2, Itcures asthma, sinus and hair loss. Trataka (Gazing at a Candle Flame) ‘This technique trains the eyes - and ultimately the mind - to focus. The practitioner has to continue still- ‘gazing until tears roll down. FIGURE 17.9 Trataka Benefits: 1.It improves the power of concentration and is considered a blessing for patients with poor vision. 2.It helps to attain the peace of mind and remove distractions. Kids and people suffering from epilepsy should not practice trataka on candle. Dhauti (Internal Cleansing) Used for cleansing the internal parts of the body such as the digestive tract, the chest, the mouth, and the rectum. Types of dhauti include jala dhauti which ruses warm saline water, sutra dhauti which uses a A. suMMARY FIGURE 17.10 Vamana dhauti sterilised piece of cotton, and vatsara dhauti which uses breathing techniques. Procedure: Drink lukewarm water as much as possible filling the stomach completely. Some common salt for taste can be added. Now, insert three fingers into the throat and tickle it to vomit out the water. Repeat this until all water is thrown out. Benefits: 1. It helps in removing all excess secretions of the stomach and undigested food. 2. It removes gas, acidity and indigestion. 3. Itis beneficial to cure cough and sore throat Vasti (Colon Cleansing) Like an enema, vasti also cleanses the large intestine Itachieves this with the suction of water or air through the rectum, Nauli (Abdominal Massage) It is a method of churning or shaking the belly © stimulate the intestines, strengthen the liver and 3% the processes of digestion and ejection.