ABSTRACT Empirical evidence provides support for the inclusion of yoga as part of eating disorder prevention efforts through its positive impact on positive embodiment and experience of positive core affect. However, there is a need to identify the specific instructional strategies that will more consistently support positive embodiment and positive affect. We examined the effect of teaching a single yoga class using mindfulness-based instruction compared to appearance-based and neutral instruction alternatives on embodiment (i.e., state body surveillance, state body appreciation, pleasure during yoga) and changes in affect from before to after class. Female participants (N = 62; M age = 23.89, SD = 6.86) were randomly assigned to a yoga class that emphasized: being mindfully present in one’s body, changing one’s appearance, or just getting into yoga poses. ANOVAs revealed significantly higher body surveillance (ηp 2 =.10) and lower forecasted pleasure (ηp 2 =.21) in the appearance class compared to the other two classes. Participants in the mindfulness class experienced greater improvement in affect (ηp 2 =.08) from before to after class and higher remembered pleasure during the yoga class (ηp 2 =.19) compared to those in the appearance class. Emphasizing changes to appearance in yoga instruction may place participants at risk for less positive affect and less positive experiences of embodiment compared to mindfulness-based or even neutral yoga instruction.

中文翻译：

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检查基于正念的瑜伽教学对积极体现和情感反应的影响

摘要 经验证据支持将瑜伽作为饮食失调预防工作的一部分，通过其对积极体现和积极核心情感体验的积极影响。然而，需要确定更一致地支持积极体现和积极影响的具体教学策略。我们检查了使用基于正念的教学与基于外观和中性教学替代方案（即状态身体监视、状态身体欣赏、瑜伽期间的愉悦感）相比，使用基于正念的教学来教授单一瑜伽课程的效果以及从课前到课后的影响变化. 女性参与者（N = 62；M 年龄 = 23.89，SD = 6.86）被随机分配到瑜伽课，该课强调：专注于自己的身体，改变自己的外表，或者只是进入瑜伽姿势。方差分析显示，与其他两个类别相比，外观类别中的身体监视 (ηp 2 =.10) 显着更高 (ηp 2 =.10) 和预测愉悦度 (ηp 2 =.21) 更低。与外观课程的参与者相比，正念课程的参与者从课前到课后经历了更大的情感改善 (ηp 2 =.08) 以及在瑜伽课期间 (ηp 2 =.19) 更高的记忆乐趣。与基于正念甚至中性的瑜伽教学相比，强调在瑜伽教学中改变外表可能会使参与者面临较少积极影响和较少积极体验的风险。与外观课程的参与者相比，正念课程的参与者从课前到课后经历了更大的情感改善 (ηp 2 =.08) 以及在瑜伽课期间 (ηp 2 =.19) 更高的记忆乐趣。与基于正念甚至中性的瑜伽教学相比，强调在瑜伽教学中改变外表可能会使参与者面临较少积极影响和较少积极体验的风险。与外观课程的参与者相比，正念课程的参与者从课前到课后经历了更大的情感改善 (ηp 2 =.08) 和在瑜伽课期间的更高记忆乐趣 (ηp 2 =.19)。与基于正念甚至中性的瑜伽教学相比，强调在瑜伽教学中改变外表可能会使参与者面临较少积极影响和较少积极体验的风险。