La formazione dei formatori in Yoga Educativo. Una Ricerca-Azione per la definizione di un impianto metodologico-didattico efficace (Teacher's training in Educational Yoga. An Action Research for the definition of an effective methodological-didactic model)

Yoga for children is an interesting and rapidly spreading discipline. No academic literature or specific educational path for scholars and trainers that develops the methodological and didactic aspects of the yogic principles for children has been formulated yet. Such pioneer approach, in order to be effective, it must be supported by models with a solid theoretical base, a methodological-didactic system and a yogic practice. The present research aims to provide a model, grounding its conclusions on the assessment and evaluation of the "International Training in Educational Yoga" (ITEY). The term "Educational Yoga" (EY) represents a didactic method based on yogic practices, applied to children through playful activities, meditation, physical strengthening and cooperation group-activities that allow them to find time and space for the development of self-knowledge and awareness, mental stability and empathy by involving the body, mind and heart, through sensitivity and emotions. Intrinsically rooted to the ITEY approach, the present investigation provides the answer to the following questions: to. What should be the most appropriate theoretical references within the extensive realm of yoga, for the definition of a training path of EY for teachers and trainers? b. What should be the didactic-methodological system beneath it? c. Is such educational method able to transmit principles, contents, methodology and techniques to future teachers and trainers effectively? 1. The present inquiry has highlighted two fundamental manuscripts of traditional Yoga, namely the Bagavad Gita and the Yogasutra of Patanjali, considered to be the fundamental historical references for EY, since they capture the very basic principles and contents, to which contemporary Yoga grounds its roots in. With respect to the present yogic context, the Okido Yoga is considered to be the most suitable source for EY to rely on, since it combines the introspective attitude to the more social one, satisfying this way both the relational needs of children / teenagers as well as the more meditational inclination of the yogic tradition. It also stands out for its attention to the critical balance between the physical, the mental and the emotional condition of kids, which may be found also in the Yogasutra doctrine introduced by Patanjali. 2. The Action Research methodology consists in the analysis (through the “Release” software) of the 495 surveys on students, which at the end of each EY training have been asked to fill out specific questioners with regard to the benefits and impact that the EY practice have had on them, directly and indirectly. These first hand resources allowed us to demonstrate the ever-growing potential of the ITEY as an effective educational tool able to improve and develop the quality of trainers by providing a structural model for the application of the EY methodology. The literature analysis has shown that the enhancement of the students' background, together with the workshop-participatory activities, proposed by the ITEY through simulation laboratories, flipped classroom approach, cooperative learning, internships and teamwork between groups of peers, have successfully attracted the interest and the active participation of all students physically as well as mentally and emotionally, both as individuals and in groups. Such acknowledgment of the positive benefits and impact of the EY approach has significantly favored a deeper and more sound understanding of guiding principles, holistic techniques and above all the acquisition of an attitude of openness for a respectful approach towards children and teenagers. In conclusion in the field of educational research (Baldacci and Frabboni, 2013), the qualitative survey (Cardano, 2011) and the Action-Research method, (Losito-Pozzo, 2008), allowed EY to refine its methodological-didactic structure (Castagna, 2002) and to discover and progressively improve its applicability, keeping a strong connection with the traditional dimension of yoga (Patanjali, 2015) as well as with the contemporary experiences and studies in the field of educational sciences (Dionisi and Garuti, 2011). This research opens up new possibilities for investigation. First of all, it attests to the relevance of a significant correlation between academic research and training practice, even in an emerging field such as educational yoga. Secondly, it traces new avenues of investigation regarding the possible integration between holistic principles, yogic practices and professional development of teachers and trainers.