260 • PART III: YogA foR EduCATIng foR SElf-REgulATIon And EngAgEmEnT
(Anderson & Sovik, 2000; Flynn, 2013). It is the only function of the autonomic nervous
system that can be accessed in an intentional manner (Anderson & Sovik, 2000). The
breath is a barometer for the nervous system, changing as the nervous system experiences
stress and imbalance (Cook-Cottone, 2015). The breath and the nervous system create an
internal feedback loop. Changes in breathing can indicate internal distress (Anderson &
Sovik, 2000; Flynn, 2013). Conversely, relaxed, deep, diaphragmatic breathing can restore
the nervous system to a coordinated, integrated functioning (Anderson & Sovik, 2000;
Flynn, 2013). Equalizing the length of inhalation and exhalation can help students bring
their minds and bodies into balance (Flynn, 2013).
In yoga, there are various types of breath exercises to help students work with breath
to create calm and active engagement. Flynn (2013) suggests bringing at least one breathing
activity into each yoga session. When teaching students breathing exercises, it is important
to key them into how working with the breath affects their bodies and feelings (Flynn, 2013).
Gillen and Gillen (2007) remind teachers to include the following healthy breathing prin-
ciples in breath work instruction: mindful awareness, breathing through the nose to allow
the moisturizing and warming functions of the nose, relaxation to allow efficient use of the
diaphragm, and slow and deep breath.
diaphragmatic breathing
Due to the importance of yogic breath in self-regulation, many beginner yoga sessions
start with instruction in diaphragmatic breathing (Anderson & Sovik, 2000). Teaching stu-
dents about diaphragmatic breathing is crucial to supporting their efforts at embodied
self-regulation. Diaphragmatic breathing involves breathing deep into the belly. The lungs are
not made of muscle fibers and depend on the muscles of respiration (e.g., diaphragm, inter-
costal muscles, pectoralis minor and major, sternocleidomastoid, serratus interior and supe-
rior, and transcersospinal, scalene, and abdominal muscles; Anderson & Sovik, Cook-Cottone,
2015; 2000: Stephens, 2010). Stress and the development of bad breathing habits can result in
shallow, restricted breathing (Anderson & Sovik, 2000; Stephens, 2010). In healthy, diaphrag-
matic breathing the abdomen expands as one inhales (Anderson & Sovik, 2000; McCall, 2007).
This expansion signifies the compression of the organs in the abdomen as the diaphragm
presses down making space for the expansion of the lungs (McCall, 2007). On exhalations,
your diaphragm releases moving back up toward the lungs, leaving more room for the organs
(McCall, 2007). The Practice Script 11.1 can be used to guide students through diaphragmatic
breathing.
PRACTICE SCRIPT 11.1: dIAPHRAgmATIC bREATHIng
(Approximate timing: 5 minutes for practice)
Begin by getting comfortable in your seat. Place one hand on your chest and one hand on your belly.
Bring your awareness to your breath. Soften your belly so that it is free to move. Rest the muscles
connected to your rib cage. Slowly begin to breathe deeply extending your inhalation by one count
and your exhalations by one count. Continue to breathe deeply as you use your breath. Notice your
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