Social and emotional development gains of children attributed to martial arts training

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Eva Dobozy, PhD – WA ECEC Conference 8 August 2015

Social and emotional development gains of children attributed to martial arts training


Organisation of the presentation:

1. Background

2. MA training at WAIMA

3. Discussion

4. Limitations

5. Implications and future studies

6. Conclusion


1. Background to the study

1.1 Health benefits of regular and vigorous physical activity

1.2 Positive and negative effects of power sports


1.1 Health benefits of regular and vigorous physical activity

WHO (2014), AMA (2014) and numerous research reports attest to the health benefits of regular and vigorous physical activity

In 2014, Australia produced its first Physical Activity Report Card.

Alarming finding: only 19% of Australian children and young people aged 5-17 years meet the physical activity recommendations


1.1 Health benefits of regular and vigorous physical activity (cont.)

ABS data (2013):• 9-11 year olds participate

most in organised sports (66%)

• 5-8 year olds participate least in sporting activities (56%)

• 12-14 year olds participate more than very young children, but less than 9-11 year olds (60%)


1.2 Positive and negative effects of power sports

Power sports: wrestling, boxing, martial arts Possible positive intervention strategy for troubling

teenagers Positive effects of MA reported in the research literature:

• Increasing children’s attention span• Lowering aggression


1.2 Positive and negative effects of power sports (cont.)

Negative effects of power sports reported in the research literature:

• Concerns about safety issues and sports injuries• Increase in antisocial behaviour and greater risk of juvenile delinquency

for male but not female adolescents

“Participation in physical activity, including sports remains one social milieu for sociali[s]ation experiences which may be just as likely to teach and

reinforce antisocial behavio[u]r as they are prosocial behavio[u]rs.” (Faulkner et al., 2007, p. 155)


2. Martial Arts training at WAIMA

2.1 Research objective

2.2 Research questions

2.3 Research design

2.4 Research findings


2.1 Research objective

To investigate the physical and psychosocial benefits of MA training for children and adolescents at WAIMA’s two established training locations as perceived by trainers, parents and students.


2.2 Research questions

1. What are the physical and psychosocial benefits of pedagogically designed martial arts programs at WAIMA as perceived by different stakeholders within the WAIMA community?

2. How similar and different are the views of various stakeholder groups concerning perceived physical and psychosocial benefits of martial arts training?

3. What pedagogical practices are observed duringformal classes?


2.3 Research design

Case study methodology • theoretical framework: sociocultural theory and grounded theory

Formal, semi-structured interviews with stakeholder groups • Trainers (excl. junior instructors who were also school-aged students)• Parents of all eligible school-aged WAIMA students (5-17 years of age)• Students (school-aged children or adolescents – 5-17 years of age)

Written narrative responses

Observations of training sessions


2.4 Research findings

2.4.1 Philosophy and pedagogy of martial arts at WAIMA

2.4.2 Case stories


2.4 Research Findings

2.4.1 Philosophy and pedagogy of martial arts at WAIMA Combination of classical transmission education and

constructivism• Methodical instruction of specific moves, broken down into small steps,

first demonstrated and then practised • The chronologically ordered steps are transmitted via direct instruction• Elements of creative problem-solving and ‘self-authoring practices’

(Dobozy, 2014) through personalised, peer-assisted learning tasks and the creation of ‘free forms’, which requires goal-oriented behaviour and self-motivation


2.4 Research Findings

2.4.2 Case stories

Themed vignette approach:

• information from multiple similar views are synthesised allowing for the construction of a unique story or vignette

Vignette 1: Belongingness“The energy and camaraderie in the session was fantastic. To see new students being welcomed into the class by members is great. I love seeing kids when they finally ‘get it’ where the skills they are learning are finally mastered.”


Interview questions: Question topicQ 1 What was the single best thing about the training session today? Q 2 If you could suggest one single thing that could be change about the training

session today, what would it be?

Q 3 Why do you [bring your child/come to] martial arts training/ [work] at WAIMA?

Q 4 What, if any, changes in behaviour or mood did you observe in [your/a] child since her/his commencement of training at WAIMA?

Q 5 Do you believe that martial arts training at WAIMA is character building? If so, how?

Q 6 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s physical development? If so, how?

Q 7 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s social development? If so, how?

Q 8 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s academic development? If so, how?

Q 9 Is there anything else you would like to tell me about [your/a] child’s martial arts training at WAIMA?


Themes by stakeholder groups: Qs 1-3

Question Trainer views Parent views Student views

Sub-themes

Q 1(best)

Belongingness Mastery learning Peer-support and

civility

Quality instruction Physical activity Life skills

Physical activity Self defence Personal attention

Q 2(change)

Time efficiency Feedback to

parents New games

Absolutely nothing Smaller classes Affordability

Nothing Smaller classes New warm-ups

Q 3(why

WAIMA)

Rewarding job Fun and inspiring Use what I was

taught

Fitness, protection and self-defence

Discipline Atmosphere and staff attitude

Fitness and protection Self confidence Parents made me come Friends


Themes by stakeholder groups: Qs 4-6 Question Trainer views Parent views Student views

Sub-themes

Q 4(behaviour/

mood)

• Respectful, outgoing and polite – no more naughty or shy

• Find school less troublesome

• Attitude change• Feeling positive and

happy• More self-discipline

• More confident• Feeling happier

Q 5(character building)

• Confidence for success

• Enthusiasm is contagious

• Building resilience

• More positive• Walking away from

trouble• Life skills• More responsible and

more respectful

• Be a better person• Confidence and

responsibility• Skills for life

Q 6(physical)

• Physical goals• Speed, stamina and

control• Physical transformation

• Keeping active, fit and healthy

• Improved coordination and improved self-esteem

• Not very ‘sporty’ children

• Better endurance• It’s worth it• As fit as I’ve ever been


Themes by stakeholder groups: Qs 7-9 Question Trainer views Parent views Student views

Sub-themes

Q 7(social)

Community spirit Overall behaviour Confidence and

friendships

• Different genders, ages and communication

• Looking out for others• No longer shy• Confidence and friendship

Talk to each other Improved

communication skills Being shy

Q 8(academic)

Focus, concentration and attention

Good behaviour Word of the month

• Mental preparedness• Promotes thinking• Showing personality

Focus and concentration

Self confidence Little goals and big

goals

Q 9(anything else)

Positive role models

Catering for student variability

Changing people’s lives

• Motivation• Bullying• Confidence and social skills• Instructors as role models• Special needs children

Confidence, respect and control

Mental health Fun but serious


Word cloud Q 1: What was the single best thing about the training session today?


Word cloud analysis Q 1

Words and phrases used most often: learning, class, best, hard, better, great, new and training.

• “Learning how to defend myself on the street and in everyday life and learning basic kicks and punches. Also learning a new grab defence and I am able to do it by the end of the drill.” (Vignette 7)

• “When one tries hard, it encourages others to try just as hard if not harder.” (Vignette 3)

• “My favourite part was the warm-up, even though it was very hard.” (Vignette 6)


Word cloud Q 2:If you could suggest one single thing that could be changed about the training session today, what would it be?



One keyword that clearly stands out is “classes”, which was used in very different contexts:

• “I love watching the commitment [my child] puts into his classes”(Vignette 12)

• “Smaller classes could help [my son] focus better.” (Vignette 13)• “Having smaller classes.” (Vignette 16)


Word cloud Q 3:Why do you (work) bring your child (come) to martial arts training at WAIMA?



Words and phrases used most often: help, love and life.

• “You get to help people achieve goals in all areas of their lives” (Vignette 18)

• “It’s fun to inspire and help kids with confidence issues. …I love what I do – I love teaching skills they can use in life.” (Vignette 19)

• “I love that I can use the mindset I was taught.” (Vignette 20)


Word cloud Q 9:Is there anything else you would like to tell me about martial arts training at WAIMA?



The keywords that were most often used were: ‘WAIMA’, ‘training’, ‘confidence’, ‘skills’ and ‘child’.

• Trainers: “We have a strong character development program at WAIMA. For me, this is as important, if not more important than the physical skills.” (Vignette 74)

• Trainers: “Talking to kids about life skills and morals and values is a crucial part of WAIMA operation and to empower a child with only the physical skills and not the values, morals and ethics, means we only have done part of the job and in my opinion this is the most important part of the journey.” (Vignette 75)

• Students: “WAIMA has given me many opportunities in life now. I have gained a lot more confidence and I would recommend it to anyone that needs help with confidence.” (Vignette 82)


The idea that martial arts can change people’s lives for the better was expressed by all stakeholder groups, and was a reoccurring theme throughout the interviews.


3. The psychosocial benefits of martial arts training

MA promotes positive personal development and well-being. It contributes to children’s increased:

• Personal happiness• Contentment• Confidence• Success

Testimonies from all stakeholder groups attest to the beneficial effects of MA in:

• The physical domain• The socioemotional domain• The cognitive domain


Key findings

• Psychosocial effects of regular MA trainingWhat this study was able to show is that the wide ranging health-related impact of martial arts training is not confined solely to physical benefits.

The psychosocial effects of regular martial arts training can have long lasting and wide ranging implications for the development of emotional resilience and school success through the development of cognitive skills, such as increased focus, attention, persistence, and motivation.


Key findings (cont.)

• Academic enablers

Several participants in this study noted the positive change in approaches to learning of individual children, manifesting in a positive mindset, increased confidence and persistence with difficult tasks.



• Pedagogy of MA training at WAIMAThe multitude of positive parent and student statements indicate that WAIMA trainers have achieved great success in bringing personalised teaching and performance mastery to individual children.

The pedagogical focus of martial arts training at WAIMA is on the students’ individual needs and the development of positive habits of mind.



• Performance-focused, holistic and engagement-driven pedagogical practice

What is most impressive is that if children’s behaviour is questionable in the home or at school, the particular child is denied a higher belt until her or his overall behaviour is on par with the martial arts ethos of respect for self and others. This practice brings authenticity to martial arts training and illustrates real-world consequences to children.



• Self-efficacy beliefs

The influence that self-perception holds over actual performance is called self-efficacy belief.

It is based on the premise that every successful person has experienced failure and has learned to successfully deal with failure and embrace it as part of the learning process.

Getting children to accept failure as a vital companion to success and to find the inner strength to look at it as a temporary setback rather than a ‘fait accompli’ is not easy.


4. Limitations of the study

There are a number of limitations:• The study used self-report data and convenience sampling• Not all views very captured, it may well be possible that less

favourable associations exist between MA training and reported behaviour and development

• Other variables not investigated, such as SES background, gender, ethnicity etc may have influenced perceptions of effects of MA

• The study was conducted of a singe case (MA training at WAIMA)


5. Implications and future studies

The stakeholder views are overwhelmingly positive, but the study may encourage WAIMA to review current practices, commission more research, and accept more possible corporate citizenship duties.

• There is a need to better understand the physical activity habits of adolescents (aged 12-17 years)

• What % of WAIMA students are in this age bracket?• What is their physical activity energy expenditures?• What is the retention rate of this WAIMA demographic group?• What are their special needs and aspirations?• What motivates them to attend classes?• What are their reasons for leaving?


5. Implications and future studies (cont.)

More research is needed to understand the psychosocial benefits of martial arts training for children with special needs.

• Children with special needs, such as Developmental Coordination Disorders (DCD), Attention Deficit Hyperactivity Disorders (ADHD), dyslexia and/or dyscalculia

• What % of WAIMA students have special needs?• What is the enrolment ratio of children with or without special needs?• What is the retention rate of this WAIMA demographic group?• What are their special needs and aspirations?• What motivates them/their parents to come to WAIMA?• What are their reasons for leaving?• How does their attendance impact school behaviour (discipline issues

GPA)?



More research is needed to understand the psychosocial benefits of martial arts training for children from low SES backgrounds.

• Children from low SES backgrounds• What % of WAIMA students come from low SES backgrounds? • What is the enrolment ratio of children from different SES backgrounds?• How can children from low SES backgrounds be encouraged to attend

MA training at WAIMA? • Could scholarships be offered? • How does their attendance impact school behaviour (discipline issues

GPA)?• What are their special needs and aspirations?• What motivates them/their parents to come to WAIMA?• What are their reasons for leaving?



In the light of the above findings of the strong perceptions of the positive psychosocial effects of martial arts training, it is recommended that future research is conducted with specific demographic groups, investigating the psychosocial benefits of MA training at WAIMA.

Building on this study, further research could be conducted that documents the observable differences in children’s social behaviours at school and at home, their mental health, general mood, attitudes to school work, actual change of grades, changes in friendship groups and school behaviour.


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Social and emotional development gains of children attributed to martial arts training