192 • Part III: YOGa FOr EDUCatING FOr SELF-rEGULatION aND ENGaGEMENt CHaPtEr 9: YOGa aS EMBODIED SELF-rEGULatION aND ENGaGEMENt • 193
The last of the external practices, pratyahara (limb 5) is the practice of turning inward
(Bryant, 2009; Cook-Cottone, 2015; Gard et al., 2014; Harper, 2013; Simpkins & Simpkins,
2011; Stephens, 2010). Pratyahara exercises prepare you for meditation by quieting the
senses, withdrawing them from outward objects, so that the senses and the mind can rest
(Sovik, 2005). Stephens (2010) put it this way, “As we sense, so we think, and as we think, so
we tend to act” (p. 11). Systematic relaxation is an example of this type of practice. Relaxation
techniques are frequently used as part of school-based yoga programs.
The internal limbs are dharana, dhyana, and samadhi (Bryant, 2009; Cook-Cottone,
2015; Harper, 2013; Simpkins & Simpkins, 2011). The five external limbs prepare the yogi
for these practices. The internal limbs can be thought of as the stages of meditation. First,
dharana is the practice of one-pointed focus of attention (Bryant, 2009; Cook-Cottone, 2015;
Gard et al., 2014; Iyengar, 1996; Simpkins & Simpkins, 2011; Stephens, 2010). Next, dhy-
ana is the practice of focusing on inner thoughts and feelings as you focus on the object of
attention (Cook-Cottone, 2015; Gard et al., 2014; Simpkins & Simpkins, 2011). These forms
of meditation are frequently used as part of school-based yoga programs. Samadhi is the
deepest form of meditation and is seen as complete self-awareness (Cook-Cottone, 2015).
This is considered an advanced traditional practice (Gard et al., 2014) and is not part of
school-based yoga programs.
a BrIEF HIStOrY OF YOGa
Understanding the nature of the origins of yoga is important (Cook-Cottone, 2015; Strauss,
2005). When I first learned about yoga and began practicing, I had no sense of the history.
I simply loved the way I felt when I was practicing on a regular basis. Perhaps blinded by
both my love of yoga and by naiveté, I did not understand the resistance that I occasionally
experienced when I was working to bring yoga as a prevention intervention to schools. As
my intellectual interest grew, I delved into the history to gain a better understanding of what
others were thinking and feeling about yoga that might create resistance. Understanding
their concerns and where they were coming from, I became empowered by my historical
knowledge to ease worries and concerns, as well as to respect and have authentic empathy
for their decision to choose not to participate.
I offer this brief history to you so that you will be able to effectively field inquiries, as
well as have a sense of the history, religious tensions, and concerns over authenticity of
taBLE 9.2 the Qualities of Good Breathing
QUaLitY DescriPtion
Depth Breath is deep and driven by firm, steady contractions of the diaphragm
Flow Flow is smooth, without pause, agitation, or hesitation
Constancy Exhalations and inhalations are equal in length
Sound Breath is silent, without sound
Continuity Breath is continuous with smooth transitions between exhalations and
inhalationsSource: Sovik (2005) and Cook-Cottone (2015).