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An effective approach to violence prevention: Traditional martial arts in middle school
Abstract
This study replicated and extended the design and outcome measures of several small studies. In these studies, juveniles at high risk for violence and delinquency showed decreased violence and positive changes in psychological risk factors after being required to take a school-linked course in traditional martial arts. In the present study, 60 boys in a large urban middle school were required to take a traditional martial arts course in their school. They were paired on problematic behavior profiles and assigned to a treatment group or to a wait-list control group. Thirty classes, three per week (45 minutes each), were taught by a master of Koga Ha Kosho Shorei Ryu Kempo and his assistant (neither was a public school teacher). Results are reported here for 14 variables from the following measures: four teacher rating scales from the Sutter-Eyberg Student Behavior Inventory, five self-report scales of the Piers-Harris Self-Concept Scale, four computerized measures of attentional self-control from the Intermediate Visual and Auditory Continuous Performance Test, and a count of permanent expulsions from school. The treatment students improved over baseline on 12 variables, while the controls improved on 5 by small amounts and deteriorated from baseline on 8, including teacher-rated violence. There were significant differences between the groups on self-reported happiness and schoolwork and on one measure of attention. After controls took the course, their scores resembled the postcourse scores of the treatment group. Importantly, the control group's increase in teacher-rated violence was reversed. Both groups were then pooled to compare baseline and postcourse teacher ratings. Their scores improved significantly in the areas of resistance to rules, impulsiveness, and inappropriate social behavior. There was also improvement in regard to violence, but the change in scores was not statistically significant. Follow-up on teachers' ratings showed that improvement remained, and in some cases increased, four months after completion of the course. Interestingly, all 6 permanent expulsions were among the control group students who had not yet taken, or had only begun taking, the martial arts course.
... Badania wskazują także na negatywny związek pomiędzy satysfakcją z życia, a podejmowaniem zachowań ryzykownych oraz dokonywaniem aktów przemocy przez młodzież (MacDonald et al., 2005). Tymczasem trening karate skutecznie obniża poziom agresji i impulsywności (Zivin et al., 2001). Analizując te zależności można założyć, że osoby trenujące karate będą odczuwać wyższe zadowolenie z życia. ...
... Jednak badania porównujące trening sztuk walki z innymi aktywnościami fizycznymi sugerują, że wywołuje on pozytywne zmiany psychospołeczne, które są większe pod względem siły efektu i różnorodności niż te powodowane przez inne formy aktywności (Madden, 1995). Otrzymany rezultat może być tłumaczony poprzez wyższy poziom samokontroli (Lakes & Hoyt, 2004;Messaoud, 2015;Vertonghen & Theeboom, 2010) oraz niższą agresję (Zivin et al., 2001) osób trenujących karate, ponieważ zmienne te istotnie związane są z satysfakcją z życia (Hofmann et al., 2014;MacDonald et al., 2005). Dodatkowo badania pokazują, że trening karate pozwala istotnie podnieść jakość życia i dobrostan psychiczny osób trenujących (Jansen et al., 2017;Marie--Ludivine et al., 2010) co może przekładać się na subiektywne odczucie satysfakcji z życia. ...
... Hipoteza druga, zakładająca, że czas treningu na przestrzeni życia pozytywnie wiąże się z poziomem satysfakcji z życia także została potwierdzona. Rezultat ten może być wyjaśniany poprzez nabywanie w toku treningu umiejętności psychospołecznych związanych z zadowoleniem z życia, takich jak zdolność do samoregulacji (Messaoud, 2015), obniżanie poziomu agresji (Zivin et al., 2001) oraz zaspokojenie potrzeby przynależności (Mellor et al., 2008;Schumaker et al., 1993). Z drugiej strony zmienną wyjaśniającą taką zależność może być wiek osób badanych, który jest moderatorem czynników odpowiadających za satysfakcję z życia (George et al., 1985) oraz był z nią istotnie związany w badanej grupie. ...
Badania nad zadowoleniem z życia oraz dobrostanem psychicznym to szeroki i wciąż rozwijający się obszar psychologii. Karate jako specyficzna aktywność fizyczna może wiązać sięz satysfakcją z życia. Celem badania był pomiar poziomu zadowolenia z życia u osób regularnie trenujących karate, w porównaniu z osobami niepodejmującymi regularnych aktywnościfizycznych oraz zbadanie relacji pomiędzy czasem trwania i częstotliwością treningu a poziomem satysfakcji z życia. Po przebadaniu 112 osób, dobranych celowo do dwóch równolicznych grup (osoby regularnie trenujące karate vs. nietrenujące) analiza przy użyciu Skali Satysfakcji z Życia (SWLS) wykazała, że poziom satysfakcji z życia u osób regularnie trenujących karate jest istotnie wyższy. W badaniu wykazano także dodatnią korelację pomiędzy stażem treningowym a satysfakcją z życia. Związek pomiędzy częstotliwością treningu a satysfakcją z życia okazał się nieistotny. Otrzymane rezultaty poszerzają wiedzę na temat zadowolenia z życia w odniesieniu do aktywności fizycznych oraz mogą stanowić podstawę do prowadzenia dalszych analiz.
... Table 4 shows a summary of the analyzed variables for each of the nine selected studies. Four of them aimed at studying the emotion of anger (Brown et al., 1995;Focht et al., 2000;Hsu et al., 2016;Oh & Kim, 2016), three focused on aggressiveness (Mickelsson, 2020;Reynes & Lorant, 2002a,b, 2004Trulson, 1986), one focused on reactive and proactive aggressive behavior (Fung & Lee, 2018) and one focused on violent and inappropriate social behavior (Zivin et al., 2001). ...
... Regarding the effects obtained, it is understood that the decrease in anger or aggression is a positive effect for the subjects who participated in the study, however the increase in these could be a negative effect. Considering this, the results obtained in MA&CS participation showed positive outcomes in four of the investigations (Brown et al., 1995;Fung & Lee, 2018;Oh & Kim, 2016;Zivin et al., 2001). In another three MA&CS participation showed no differences (Focht et al., 2000;Hsu et al., 2016;Reynes & Lorant, 2002a,b, 2004. ...
... Studies that obtain reductions in the levels of anger or aggression, as the case may be, are carried out through martial arts where philosophical or meditative, aspects typical of traditional martial arts are taken into account (Brown et al., 1995;Fung & Lee, 2018;Oh & Kim, 2016;Trulson, 1986;Zivin et al., 2001). ...
Martial Arts and combat sports (MA&CS) are the subject of a dispute. On the one hand, they have been considered an ideal means to acquire emotional self-control. On the other hand, they have been considered aggressive practices which may promote violent behaviors. The current systematic review aims to analyze the evidence of the effects of MA&CS participation in anger and aggression, and the quality of this evidence. The review was conducted according to the PRISMA-P protocol. The studied variables were study type and aims, sample, interventions and procedures, measurements and outcomes. Nine studies (three cohort studies and six randomized controlled trials) were selected for inclusion. The following results should be viewed with much caution, as the volume of studies and the methodological quality of most of them is not optimal. Training in traditional martial arts seems to be an effective means to lower levels of anger and aggression. Regarding the age of subjects, there is a predisposition to reduce anger in the adult population. In addition, young subjects with violent or behavioral problems show a positive response to working with martial arts. However, the available evidence, overall, shows no relationship between MA&CS practice and anger and aggression levels.
... In relation to the use of physical education in bullying intervention, specific intervention programmes are scarce (Jiménez- Barbero et al. 2019;Ko 2017;Calmaestra et al. 2019;Tejero-González, Balsalobre-Fernández, and Ibáñez-Cano 2011;Oliveira et al. 2017;Zivin et al. 2001) and they are usually part of a programme with other subjects (Garaigordobil and Aliri 2013). Jiménez- Barbero et al. (2019) carried out a systematic review on school bullying and physical education, in which their potential to promote attitudes and behaviours against violence and school bullying was highlighted, opening up an important field of innovation and research that seeks to increase scientific evidence in the proposals and programmes that are put forward. ...
... Calmaestra et al. (2019) carried out an intervention programme in primary education in which physical education was one of the subjects chosen, in addition to artistic education and tutorials, with the aim of combating bullying. Jiménez- Barbero et al. (2019) reported that two works had been previously conducted in which an intervention methodology was carried out in physical education classes in secondary school for the intervention of violence through martial arts and self-defence (Tejero-González, Balsalobre-Fernández, and Ibáñez-Cano 2011; Zivin et al. 2001). Here, they did not focus on a bullying intervention specifically, but instead, attitudes and behaviours to reduce aggression. ...
... The psychosocial contents developed were as follows: knowledge of bullying, the roles of victim and aggressor, knowledge and expression of basic emotions, importance of the social group, collaborative work, self-esteem, empathy, self-control, resilience and discrimination. They were determined based on the review of the literature on similar interventions, considering the aspects that are most evident (Tejero-González, Balsalobre-Fernández, and Ibáñez-Cano 2011; Oliveira et al. 2017;Jiménez-Barbero et al. 2019;Zivin et al. 2001). These contents were adapted to the methodological strategies of physical education and its curriculum, including the following: cooperative games or challenges; body expression, mainly dramatisation; 'locomotor story' that is tale where a story is told and the students represent the actions with movement; awareness and body limitation activities; motor games with symbolic roles; relay games emphasising respect for rules; and competitive games adapted by changing roles Table 1. ...
Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the subject of physical education to promote attitudes and behaviours against bullying, there is still insufficient scientific evidence to deduce a positive impact on the reduction or prevention of this phenomenon.
Purpose: This study aimed to analyse the effectiveness of a specific intervention to prevent bullying in Physical Education classes in Secondary Education. 6 specific sessions inserted into the physical education curriculum to find out what bullying is, who its protagonists are and how to prevent it.
Participants and setting: In the study, 764 students with an age range of 12–19 years (49.3% girls; age mean [M] = 14.80, standard deviation [SD] = 1.69) from two public educational centres participated. Among them, 439 were randomly assigned to the quasi-experimental group (48.1% girls; age M = 14.70, SD = 1.59) and 325 to the control group (51.1% girls; age M = 14.94, SD = 1.83). Data were collected at two timepoints, pre- and the post-intervention data.
Data collection: The Spanish version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure the incidence of bullying. To measure cyberbullying, the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was used.
Data analysis: The Student t-test was performed to compare possible differences between the experimental and control groups in the pre-test. To compare the means of the factors obtained based on the variables and the instruments used, as well as the scores obtained from the subjects of the experimental and control groups at the two timepoints, linear models of repeated measurements have been established comparing the pre- and post-intervention moments and the experimental and control groups, introducing sex and grade variables to compare the effectiveness of the programme based on them.
Results: There were no differences in the pre-test measurements in any of the variables. After the intervention programme in the quasi-experimental group, the bullying victimisation (F = 16,951; p = .000) and bullying aggression (F = 5,215; p = .023) rates decreased significantly more than they did the control group. Likewise, victimisation in cyberbullying (F = 6,234; p = .013) decreased significantly differently, but aggression in cyberbullying did not (F = 0,099; p = .753).
Conclusion: The implementation of a specific intervention to prevent bullying inserted into the physical education curriculum seems to have decreased bullying and cyberbullying victimisation.
... 7 As some authors have pointed out, much of the research on bullying continues to 8 be based on a theoretical approach that considers bullying as a unidimensional form of 9 aggression (Volk, Veenstra, and Espelage 2017). However, other theorists have 10 considered aggression as a multidimensional construct which includes a double 11 distinction, differing between the form of aggression (e.g., physical, verbal, or social 12 aggression) and its functions (e.g., offensive, defensive, or instrumental aggression) 13 (Little et al., 2003). Based on this multidimensional view, two forms of aggression have 14 traditionally been considered in the school context: physical aggression (e.g., hitting, 15 pushing, or causing damage to the victim's belongings) and relational/social aggression, 16 which refers to behaviors based on social exclusion or the spread of rumors (Menesini which authors underline those related to physical activities (Parrish et al., 2012; Stanley, 1 Boshoff, and Dollman 2012). ...
... As a result, these students tend to react by distancing 2 themselves from PE, which promotes school absenteeism (Tischler and McCaughtry 3 2011), and which would prevent bully victims from gaining access to the physical, 4 psychological, and social benefits that physical activity in general, and the subject of PE 5 in particular, can provide (Corral-Pernía et al., 2018; Hills, Dengel, and Lubans 2015; 6 Jaarsma and Smith 2018). 7 However, some prevention programs have considered the role of PE in the 11 climate during classes has been underlined, thereby favoring students' empowerment 12 and the development of social empathy (Gano-Overway 2014). According to some 13 authors, PE teachers and sports coaches should not only help students to improve their 14 physical status but also to develop their social skills, enhance their personal growth and 15 empowerment and to learn to live constructively in society (Fraser-Thomas, Côté, and 16 Deakin 2005; Gould, Flett, and Lauer 2012). ...
... Search strategy 8 A systematic search in the following electronic databases was conducted: 9 Medline, PsycINFO, SPORTDiscus, Web of Science, and Scopus. The descriptors used 10 were: School OR physical educat* OR teacher status AND bully* OR violen* OR 11 harrasm*. Given the shortage of similar studies, no temporal restrictions were 12 established in the search strategy, with the last access to the sources of information 13 made on 11/07/2018. ...
Objectives: To evaluate the associations of physical education (PE) with school violence and bullying. Design: Systematic review.
Method: Using a systematic search in Medline, PsycINFO, SPORTDiscus, Web of Science, and Scopus, relevant studies with a quantitative and qualitative design were identified that met previously established eligibility criteria. Quality was assessed (bias risk analysis) and data were extracted from a previously elaborated template.
Results: The systematic review finally included 16 studies, of which 10 had a quantitative design (n = 12795), 5 a qualitative design (n = 79) and 1 a mixed design (n = 86). The high heterogeneity presented by the measures used in the included studies hindered the comparison of the outcomes and prevented meta-analysis of the data. Although there is insufficient evidence about the positive impact of PE on bullying prevention, the results of this review indicate that some aspects of PE programs could improve students’ skills to cope with these situations.
Conclusions: The results of this review suggest the importance of PE in the prevention of bullying. Secondly, it is emphasized that bullying situations have a negative impact on students’ enjoyment of PE, leading to detrimental consequences for their physical and psychological health. Thirdly, the figure of the PE teacher as a key element to prevent and/or encourage bullying was obvious.
KEYWORDS: Physical education, bullying, school violence, student profile, teacher status
... Najafi's participants in traditional martial arts showed higher level of humility and hope than modern martial arts' participants. Traditional martial arts became also a supporting background for dealing with delinquency (Zivin, Hassan, DePaula, Monti, Harlan, Hossain & Patterson, 2001) or coping with aggressiveness (Nosanchuk & MacNeil, 1989). ...
... As previous research has already established, the traditional martial arts training can be very helpful in therapy and personal development. For instance, its popularity has grown especially in the field of youth delinquency or coping with aggression (Nosanchuk & MacNeil, 1989;Zivin, Hassan, DePaula, Monti, Harlan, Hossain & Patterson, 2001). Also, there are researches dealing with its positive influence in social skills and behavior (Daniels & Thornton, 1992;Movahedi, Bahrami, Marandi, & Abedi, 2013;Twemlow and Sacco, 1998). ...
... Not only the physical skill is improving with the time; Richman and Rehberg (1986) conducted their study to explore self-esteem and found out that the longer time the individual spent in the training, the higher self-esteem he had. Zivin et al. ( 2001) studied the target group of boys at high risk for deliquency and their improvement in lower aggressivness and higher self esteem after taking the class of traditional martial art. In this case, kempo as the style was used and the boys were given 30 sessions. ...
Introduction: Wushu, Chinese martial art, consists of modern and traditional groups of styles. Previously it was researched that modern and traditional martial arts have different outcomes. Since traditional wushu is said to be rooted in Chinese values, its environment is a unique place to research psychological collectivism. Moreover, mental toughness is a new topic in the field of martial arts, and its connection with psychological collectivism was only researched on the society, not personality level. Methods: This mixed methods research consisted of qualitative Study 1 and quantitative Study 2. Study 1 aimed to understand, what is the experience of psychological collectivism in traditional wushu training. Semi-structured interviews were conducted with eight European adult participants of traditional wushu and were analyzed using Interpretative Phenomenological Analysis. In the Study 2, 277 European adult respondents (111 modern wushu and 166 traditional wushu practitioners) filled in the Sport Mental Toughness Questionnaire and Psychological Collectivism Questionnaire. To research the relationship of practicing modern or traditional wushu with psychological collectivism and mental toughness, several steps were taken. First, the Exploratory and Confirmatory Factor Analysis were run to test both models. Next, the final model was tested using Structural Equation Modelling. Model comparisons, path analysis and effects were completed. Results: In Study 1, five themes emerged from the data. The first described how kung fu (traditional wushu) provided structure and direction for the interviewees. Also, it described how practitioners better adapted to the outer world and their ability to switch from being gentle to being ruthless. The second theme described perception of time. The third one explored the kung fu community, provided a probe into the group identity, and looked at how positioning closer to the master provided better learning options; the community served as the knowledge keeper. The fourth theme explored bridging gaps in communication. Finally, the fifth theme discovered seriousness of the practitioners, who had to endure mentally and physically torturous training. In Study 2, during the structural equation modeling the final model was confirmed as well as differences in the two groups of modern and traditional wushu. Moreover, it was found, that the number of joined competitions or years of training did not result in a significant path with mental toughness, but perceived level of skill did. The relationship between psychological collectivism and mental toughness was found only in the traditional wushu group, limited to a marginal p level. Conclusion: Psychological collectivism was explored in traditional wushu and helped to understand the structure and functioning of the wushu community. The seriousness of its members served as a commodity, to negotiate better position in the group. In the quantitative study, this seriousness seemed to be connected with the perceived level of skill. This variable resulted in the significant path with mental toughness. It is suggested that the social environment of the serious practitioners, who put themselves through demanding training, helped to develop mental toughness. This development is not based on the number of years in training, but rather on the way the practitioners perceive themselves.
... Moreover, these findings have been substantiated (e.g. Steyn & Roux, 2009;Zivin et al., 2001). In addition, a recent metanalysis indicates that martial arts do reduce aggressive and externalising behaviour (Harwood, Lavidor, & Rassovsky, 2017). ...
... The sociopsychological outcome differences between the martial arts may have several causes; one of which has been argued to be the philosophical foundation associated with the sport (Zivin et al., 2001). Traditional martial arts are primarily focused on developing "inner" strength and character, with strong associations to a deep pacifistic nature (Zivin et al., 2001), whereas modern martial arts seem to have a more competitively oriented scope. ...
... The sociopsychological outcome differences between the martial arts may have several causes; one of which has been argued to be the philosophical foundation associated with the sport (Zivin et al., 2001). Traditional martial arts are primarily focused on developing "inner" strength and character, with strong associations to a deep pacifistic nature (Zivin et al., 2001), whereas modern martial arts seem to have a more competitively oriented scope. In an early intervention, Trulson (1986) found that participants who were traditionally taught taekwondo reduced aggressive behaviour, whereas the group who were taught taekwondo without the associated values increased aggressive behaviour. ...
Contemporarily, two martial arts have emerged as highly popular among youth; Mixed Martial Arts (MMA) and Brazilian Jiu-Jiutsu (BJJ). Despite their popularity, we know little of how they affect individuals sociopsychologically. The current study sought to explore how the currently underexplored martial art disciplines may contribute to sociopsychological development among young people. In addition, it was investigated whether individuals who are predisposed to different traits may favor one sport over the other. This study was conducted with a longitudinal design; over the course of 5 months, 113 participants completed training in either condition. The results show that both groups displayed increased self-control and pro-social behavior; however, MMA practitioners also reported increased aggressiveness, whereas BJJ practitioners experienced a decline in aggression. Accordingly, individuals who trained in MMA displayed substantially higher pre-existing aggression levels than the BJJ practitioners. The current results further corroborate research suggesting that modern martial arts and MMA may not be suitable for at-risk youth to practice, whereas traditional martial arts and sports with a healthy philosophical foundation may be effective in reducing antisocial behavior while enhancing socially desirable behavior among young people.
... Other studies also indicate that Eastern martial arts training can directly improve trainees' self-control (Lakes and Hoyt, 2004). Karate training also effectively reduces the level of aggression and impulsiveness, both of which are negatively related to satisfaction with life (Zivin et al., 2001;MacDonald et al., 2005). This suggests that karate training may indirectly foster the attainment of a high quality of life by having a beneficial effect on self-control. ...
... Our results indicate that karate training can have a positive impact on satisfaction with life. It was also shown that eastern martial arts training helps to significantly improve participants' self-control and reduce levels of aggression and impulsivity (Zivin et al., 2001;Vertonghen and Theeboom, 2010). Furthermore, a study conducted by Kimberley D. Lakes and William T. Hoyt (Lakes and Hoyt, 2004) indicates that adolescents participating in a 3-month intervention using martial arts training (Tae Kwon Do) scored better in self-control than those participating in standard physical activity training. ...
Physical activity is an important determinant of a healthy lifestyle. Regular participation in sports-related activities contributes to the maintenance of good psychophysiological and social health. Long-term physical activity has a positive impact on subjective well-being and can reduce stress. Karate is a specific physical activity which focuses on self-regulation and self-development; therefore, it may reduce impulsivity and improve self-control. Good self-control is also related to satisfaction with life and well-being. The presented study aimed to examine the possible intermediate impact of self-control and emotion regulation on the relationship between karate training and satisfaction with life. Fifty-eight karate practitioners and fifty-nine control subjects participated in the research. The Satisfaction With Life Scale and the Brief Self-Control Scale were applied in order to assess life satisfaction and the general level of self-control. The Emotion Regulation Questionnaire was used to assess suppression and reappraisal, both of which are distinct aspects of emotion regulation. The direct and indirect relationships between karate training and satisfaction with life were investigated using a linear regression model that included self-control, suppression and reappraisal as mediating variables. No direct effects of karate training on satisfaction with life were found, whereas karate training was indirectly associated with satisfaction with life via the indirect path that leads through self-control and reappraisal. This indicates that self-control and reappraisal fully mediate the impact of karate training on subjective well-being. Karate training can therefore play an important role in shaping volitional and personality characteristics, both of which contribute to increasing the well-being of trainees.
... In their school intervention, Lakes and Hoyt (2004) found that an informed taekwondo program significantly helped youths develop selfregulation, including how they reacted to challenging situations. This has been corroborated in various studies (e.g., Zivin et al., 2001;Blomqvist Mickelsson, 2021). For example, Zivin et al. (2001) found that youths involved in MA learned to breathe to control their impulses, which is consistent with MA practiceholding your breath or having the body control the mind is detrimental to MA performance. ...
... This has been corroborated in various studies (e.g., Zivin et al., 2001;Blomqvist Mickelsson, 2021). For example, Zivin et al. (2001) found that youths involved in MA learned to breathe to control their impulses, which is consistent with MA practiceholding your breath or having the body control the mind is detrimental to MA performance. Considering long-term selfregulation, Massey et al. (2013) found self-regulation to be a critical factor in how MA practitioners prepared themselves before bouts. ...
This paper introduces a model that explains psychosocial development by embedding the developmental concept of rough-and-tumble play (RTP) into the contextual settings of martial arts (MA). Current sport-for-change literature relies on theories that address contextual factors surrounding sport but agrees that sport in itself does not facilitate developmental outcomes. In contemporary times where western societies invest substantial resources in sport programs for their psychosocial contribution, this becomes problematic. If the contextual factors surrounding sport are exclusively what produce developmental outcomes, what is the rationale for investing resources in sport specifically? We challenge this idea and argue that although contextual factors are important to any social phenomena, the developmental outcomes from sport can also be traced to the corporeal domain in sport. To date, we have lacked the theoretical lenses to articulate this. The developmental concept of RTP emphasizes how “play fighting” between consenting parties stimulates psychosocial growth through its demand for self-regulation and control when “play fighting” with peers. In short, RTP demands that individuals maintain a self-regulated mode of fighting and is contingent on a give-and-take relationship to maintain enjoyment. RTP can thus foster empathy and prosocial behavior and has strong social bonding implications. However, such play can also escalate. A fitting setting to be considered as moderated RTP is MA because of its resemblance to RTP, and its inherent philosophical features, which emphasizes self-regulation, empathy, and prosocial behavior. This paper outlines what constitutes high-quality RTP in a MA context and how this relates to developmental outcomes. By doing so, we present a practitioner’s framework in which practitioners, social workers, and physical educators can explain how MA, and not merely contextual factors, contributes toward developmental outcomes. In a time where sport is becoming increasingly politicized and used as a social intervention, it too becomes imperative to account for why sport, and in this case, MA, is suitable to such ends.
... La pratique d'un art martial s'avère un complément à la psychothérapie pour des sujets dépressifs (Weiser, Kutz, Jacobson Kutz et Weiser, 1995). Elle contribue à réduire les troubles de l'attention et de la conduite à l'école (Hébert, 1991;Zivin, De Paula, Monti, Harlan, Hossain et Patterson, 2001), les actes délinquants (Trulson, 1986) et les comportements violents (Twemlow et Sacco, 1998). La création d'une salle d'entraînement, dans un quartier défavorisé au plan socio-économique où coexiste beaucoup de détresse sociale, favorise l'insertion sociale de jeunes et l'établissement de relations plus pacifiques (Le Rest, 2001 Cette recension des écrits soulève une question à laquelle cette recherche portera une attention particulière. ...
... Le fait d'évaluer quelques élèves d'une classe sur une seule année ne constitue peut-être pas une base de comparaison suffisante. Une autre recherche a rencontré des problèmes similaires quand des enseignants ont eu à répondre aux effets d'un programme semblable (Zivin et al. 2001). Cette difficulté devrait tout au moins sensibiliser les évaluateurs à recourir à différents utilisateurs pour juger d'une intervention ou d'un programme dans un milieu. ...
Deux disciplines rarement associées, le travail social et les arts martiaux sont jumelées pour réaliser un projet de promotion de la paix, à partir d’une école primaire. Les approches axées sur les communications verbales rejoindre difficilement plusieurs jeunes. Il semble nécessaire de considérer des variables physiques, psychologiques et sociales pour obtenir des effets positifs. Cette recherche s’appuie sur une évaluation de projet. Elle part du postulat qu’au-delà des objectifs formulés par des chercheurs et des praticiens, le point de vue de divers utilisateurs demeure un indicateur important pour cerner les retombées d’une intervention. Cet angle d’analyse a permis de constater qu’il peut être risqué de se fier à un seul groupe pour juger un projet. Aucun effet négatif et plusieurs positifs sont soulignés au plan comportemental, cognitif et social. Des attitudes et des conduites favorables à la socialisation sont mentionnés : le contrôle de soi, la confiance en soi, la concentration, le bien-être, le développement moral, la persévérance ainsi qu’un sentiment d’appartenance. Ces indications apparaissent comme des éléments favorables au développement d’une culture de paix. En conclusion, des limites sont identifiées pour rappeler que la prévention de la violence à l’école demandera d’agir également sur la violence institutionnelle si l’on veut sortir de ce cercle vicieux.
... As Lafuente et al. (2021) point out, a decisive factor in whether martial arts may promote socio-psychological development seems to be contingent on whether the practiced martial art is considered traditional or modern. While modern martial arts lack a clear foundation or belief system with clear ethics and norms for practitioners to rely on, traditional martial arts are deeply seated in a pacifistic belief with an immense cultural legacy that emphasizes self-control, discipline, and humbleness (Zivin et al., 2001). In returning to the fragmented findings of reviews on aggression and martial arts, it is thus not surprising to note that Harwood et al. (2017) found the strongest positive effects, also almost exclusively included martial arts considered traditional. ...
... The evidence for this fact includes that the above references are mostly grey literature, with scattered scopes and research questions. Furthermore, these anecdotal reports and accounts of BJJ connect such practices to spirituality (Jennings et al., 2010), mindfulness (Miyata et al., 2020), discipline (Lakes & Hoyt, 2004), and pacifistic values (Zivin et al., 2001)and resembles the literature on more traditional martial arts. ...
The results surrounding the socio-psychological contribution of the martial arts are contested. One analytical distinction that has been made is that traditional, as opposed to modern martial arts, are more well-suited to such ends. Yet, this distinction is not always made, rendering shallow the analytical depth of this topic. Brazilian jiujitsu (BJJ) is an emerging martial art that has been highly touted as a social and psychological form of therapy. However, this claim derives from anecdotal reports and narratives. BJJ's potentially therapeutic properties have been understudied because of the sport's recent emergence. It has not been systematically assessed to date. Considering BJJ's late emergence and direct connection to other modern martial arts, it is unclear whether BJJ is considered a modern-or traditional martial art; something that has implications for a martial art's potential to contribute towards developmental outcomes. This systematic review identified 12 articles of BJJ's potential social-and psychological properties. In summary, the research on BJJ is focused on two salient themes: the psychosocial outcomes and the social meanings of BJJ. The former tended to focus on the relationship with aggression, with little theoretical consideration for how BJJ functioned as an agent of social change. However, the latter offered a glimpse into such mechanisms through sociological inquiries that effectively highlighted how BJJ entails developing resilience. While the literature uniformly indicated that BJJ holds promise as a form of therapy, research also points to BJJ's complex social nature. This characteristic entailed social rituals that BJJ-practitioners go through, which are socially-and morally debatable. The review thus suggests further theoretical considerations to the emerging field of BJJ research. In summary, BJJ training may be an appropriate public health intervention considering its social climate and emphasis on developing resilience and its mitigating effect on aggression. However, more research is needed to explore unhealthy traditions that seem to exist in BJJ.
... After participating in martial arts exercise, people can also improve their self-awareness and respond positively to challenges [43]. In addition, research by Zivin et al. [44] on traditional martial arts interventions also confirmed that the more years of martial arts practice, the more positive affect individuals produce, the calmer they are in the face of stressful events, and the more ACS they adopt [44]. Therefore, PA exercise, as an ACS, enables adolescents to experience more positive affect, which helps them to alleviate psychological stress and improve their coping ability [41]. ...
... After participating in martial arts exercise, people can also improve their self-awareness and respond positively to challenges [43]. In addition, research by Zivin et al. [44] on traditional martial arts interventions also confirmed that the more years of martial arts practice, the more positive affect individuals produce, the calmer they are in the face of stressful events, and the more ACS they adopt [44]. Therefore, PA exercise, as an ACS, enables adolescents to experience more positive affect, which helps them to alleviate psychological stress and improve their coping ability [41]. ...
Coping style is an important psychological factor for adolescents. Martial arts, as forms of physical activity (PA), have a positive effect on the physical and psychological growth of adolescents. However, the internal mechanisms underlying the impact of physical activity volume (PAV) on the coping styles of adolescents are still unclear. Therefore, the aim of the current study was the knowledge about the intrinsic links between PAV and active coping style (ACS) among martial arts practicing adolescents and the possible mechanisms involved.
This study included 403 Chinese adolescent practitioners of martial arts (mean age 13.66 ±1.14 years, mean duration of practice 1.36 ±1.33 years), and we analyzed the questionnaires designed to assess their PAV, general self-efficacy, positive affect, and (ACS).
Different physical activity levels had significant effects on self-efficacy, positive affect, and ACS in martial arts practicing adolescents. PAV was positively correlated with self-efficacy, positive affect, and ACS; self-efficacy was positively correlated with positive affect and ACS; and positive affect was positively correlated with ACS. The structural equation model revealed that self-efficacy and positive affect played mediating effects between PAV and ACS in martial arts practicing adolescents.
We suggest that primary and secondary schools should encourage students to take part in moderate- to highintensity physical activity to enhance self-efficacy and positive affect, thereby improving their coping style.
... Other authors reported psychological factors that could act as risk or protection factors against bullying. Thus, students' positive self-image was related to greater participation in PE and to a lower risk of being a victim of bullying (Roman and Taylor 2013;Zivin et al. 2001), whereas one study found that the self-perception of students who were suffering bullying in PE was threatened (Bejerot, Edgar, and Humble 2011). Similarly, cognitive empathy, promoted by teachers through the creation of a climate that supports prosocial attitudes in PE classes, was another variable to be considered to reduce bullying behaviors (Gano-Overway 2013). ...
... The authors only found two studies evaluating the efficacy of a PE program to reduce or prevent school violence by means of experimental or quasi-experimental designs, both based on martial arts (Tejero-González, Balsalobre-Fernández, and Ibáñez-Cano 2011; Zivin et al. 2001). In both cases, however, methodological limitations were found during the risk-bias analysis, so it is recommended to perform more rigorous experimental studies that develop anti-bullying interventions in the context of PE. ...
Objetives: To explore perceptions of bullying in children’s football (8-13 years) based on the experiences of players, families, and coaches. Method: We conducted a multiple case study. Participants from four football clubs and one coaching academy in Catalonia (Spain) were selected to take part in nine focus group sessions (three for each group: players, families and coaches). Data from the sessions were analyzed by content analysis.
Findings: Four main categories were identified: (1) type of bullying, (2) causes, (3) sites of occurrence, and (4) feelings and emotions towards bullying. These have included a series of direct quotes to reflect the main contributions made by the three sets of participants (players, parents, and coaches) based on their most significant experiences. Conclusions: The accounts of the participants show the existence of a wide range of bullying situations and experiences and highlight the need for immediate action towards the prevention and eradication of bullying in children’s football.
... A pesquisa de Zivin et al. 20 objetivou avaliar a efi cácia da prática das artes marciais para redução de comportamentos violentos, e das varáveis psicológicas que se correlacionam com a violência e a delinquência em adolescentes. Para tanto, um grupo de 60 adolescentes foi dividido em dois, grupo A e grupo B. O grupo A foi incluído num curso de artes marciais com um Mestre em kempo, um estilo de karatê, enquanto o grupo B esperaria um semestre para então poder também fazer o curso. ...
... Por sua vez, o estudo longitudinal de Zivin et al. 20 , o único que apresentou resultado favorável à prática das artes marciais como ferramenta de redução da agressividade, teve o cuidado de medir as variáveis antes dos adolescentes entrarem em contato com as artes marciais, o que permitiu ao pesquisador observar quais foram as mudanças ocorridas em decorrência exclusivamente do esporte. Além disso, os pesquisadores também auferiram os resultados logo após o término do curso e quatro meses depois, permitindo saber quais efeitos foram duradouros. ...
Objetivo: Na busca de mitigar o problema da agressividade na adolescência, o esporte, em especial as artes marciais, é uma excelente alternativa. O presente estudo objetivou investigar as possibilidades pedagógicas da prática de artes marciais por adolescentes. Fontes de dados: Através de um procedimento metodológico rígido, realizou-se uma revisão de literatura de meta-análise. Utilizando os descritores "Artes Marciais", "Kung fu", "Judô" e "Karatê", foram coletados 1.647 artigos indexados no portal Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e, após seleção dos critérios de inclusão, foram mantidos quatro documentos. Síntese dos dados: Constatou-se, ao longo do trabalho, que as artes marciais podem melhorar o autocontrole, a atenção e seguimento de regra. Conclusão: A prática de artes marciais pode ser uma importante ferramenta no trabalho com a violência e a agressividade em adolescentes. ABSTRACT Objective: When striving to mitigate the problem of aggressiveness during adolescence, sports, especially the martial arts, are an excellent option. This study investigates the educational possibilities of the martial arts for teenagers. Data source: A meta-analysis review of the literature was conducted through a strict methodological procedure, using the following keywords: "martial arts", "kung fu", "judo" and "karate" to identify 1,647 indexed articles in the University Level Staff Higher Education Coordination Unit (CAPES) portal. After defi nition of the inclusion criteria, four papers remained. Data Synthesis: In the course of this project, it was noted that the martial arts can enhance self-control, attention and compliance with rules. Conclusion: The martial arts can be an important tool for addressing violence and aggressiveness among adolescents. KEY WORDS Adolescent, martial arts, aggression, meta-analysis.
... This was confirmed recently by Seabra et al., who found a positive influence of soccer on perceived psychological status [16,17]. To the authors' knowledge, only two studies have examined the effects of a schoolbased intervention on aggression behaviour [11], with one focusing on adolescents [18]. Zivin et al. showed that traditional martial arts (Koga Ha Kosho Shorei Ryu Kempo) provided positive outcomes for violence and psychological risk factors in adolescents [18]. ...
... To the authors' knowledge, only two studies have examined the effects of a schoolbased intervention on aggression behaviour [11], with one focusing on adolescents [18]. Zivin et al. showed that traditional martial arts (Koga Ha Kosho Shorei Ryu Kempo) provided positive outcomes for violence and psychological risk factors in adolescents [18]. Shachar et al. also showed that after-school sports activities (e.g., soccer, basketball, volleyball, capoeira, martial arts) five times per week produce larger reductions in physical aggression, hostile thoughts, anger, and negative emotions in comparison to a standard physical education programme in children 8-12 years of age [11]. ...
School-based programmes have shown promising results in the reduction of aggressive behaviour, but the effectiveness of physical activity modalities among adolescents remains to be determined. The aim of this study was to determine the effects of a school-based soccer programme on physical fitness and aggression in adolescent students. One hundred and five high school students were randomized to a small-sided soccer training group (SG) or a control group (CG). In addition to the regular physical education classes performed as part of a curriculum, the SG completed eight months of small-sided soccer training twice a week after school. Aerobic fitness (YYIR1), vertical jump (VJ), backward overhead medicine ball throw (BOMBT), and Buss and Perry’s aggression questionnaire were evaluated before and after eight months of training. Greater improvements
were observed in the SG than in the CG in the BOMBT (%diff=4.3, ŋp 2 =.308) and YYIR1 tests (%diff=2.2, ŋp 2 =.159), and physical aggression subscale (%diff=-12.1, ŋp 2 =.144). Extra, school-based recreational soccer for adolescents was accompanied by a significant improvement in physical fitness, compared to physical education classes only. Moreover, the implementation of recreational soccer into regular physical education
classes seems to be a potentially appropriate stimulus for reducing aggression in high-school students.
... Martial arts are credited with providing participants with enhanced self-esteem, self-control, mental and physical relaxation, and decrease in anxiety and depression (Cai, 2001;Fuller, 1998;Weiser Kutz, Kutz, & Weiser, 1995). Martial arts are also linked with greater emotional stability and assertiveness (Fuller, 1988;Konzak & Boudreau, 1984) and reductions in aggression and violent behaviors (Nosanchuk & MacNeil, 1989;Zivin et al., 2001). A small number of studies have integrated martial arts with interventions designed to positively impact on mental health. ...
... In relation to the sporting element of the program, to date, research on such interventions have used sport as a context to improve mental health, with the participation in sport being linked to lowering instances of depression and anxiety (Brunet et al., 2013;Kvam, et al., 2016;Weinstein et al., 2017) and reductions in aggression and violent behaviors (Nosanchuk & MacNeil, 1989;Zivin et al., 2001). While some studies have employed techniques, which promote positive mental health through the medium of sporting contexts such as cognitive behavioral techniques (McGale et al., 2011) and mindfulness and guided imagery (Cai, 2001;Milligan et al., 2017), these programs do not combine sport with one-to-one psychotherapy. ...
This research sought to establish the impact of a 10-week program combining mixed martial arts (MMA) and one-to-one psychotherapy on young males’ mental health and determine factors that predict help-seeking behavior in at-risk males. Preparticipation and post-participation interviews were employed as the method of data collection. Seven males (20–35 years; M = 24.57) completed preparticipation interviews and five completed follow-up interviews. Thematic analysis of preparticipation revealed that help-seeking behavior in at-risk males is impeded by the presence of male gender stereotypes, the absence of positive role models, as well as difficulty navigating challenging social landscapes. Post-participation interviews revealed that the sport provided structure and fitness for at-risk males, while the counseling was pivotal for personal growth. Improved relationships, work life, and self-esteem were also observed. The sporting element of the program helped to reduce stigma associated with engaging in psychotherapy, and positive male relationships were noted as particularly impactful. Findings support previous research indicating that combining sports and psychotherapy positively impacts young males’ mental health. Sport provides an acceptable doorway to psychotherapy, providing space to explore personal issues.
... As one of the mainstream sports, martial arts may influence individual behavioural patterns. Scholars have found that adolescents who participate in traditional martial arts show decreased violence and an improvement in impulsivity and inappropriate social behaviour [16]. A meta-analysis found that male adolescents have reduced initial levels of hostility after participating in traditional martial arts training [17]. ...
... Depending on the location of the intervention, martial arts programs take place in the school environment and outside of school. Research has shown that school programs include a larger number of children, and more successfully detect children at risk (Zivin et al., 2001). On the other hand, the success of training in sports clubs is reflected in the fact that martial arts (before other sports) are mostly chosen by children who are a priori more prone to aggressiveness (Steyn & Roux, 2009), and therefore sport clubs have better results when we talk about the prevention of aggressive behaviour (Reynes & Lorant, 2002). ...
... Previous research investigating body and movement oriented therapies demonstrated improvements on self-esteem, social interaction skills and psychiatric symptoms in people with a psychotic disorder [9,51,52]. Studies suggest that martial-arts training like kickboxing, could have a positive effect on aggression regulation and social interaction [53][54][55]. The aforementioned studies differ from the current RCT, in terms of: 1) a higher frequency (2 or 3 weekly sessions) and/or a longer duration (one year or longer) of interventions, 2) samples (children and/or adults from the general population), and 3) measures (observer rated and/or qualitative interviews/questionnaires). ...
Background
Individuals with a psychotic disorder are at an increased risk of victimization, but evidenced-based interventions are lacking.
Aims
A body-oriented resilience therapy (‘BEATVIC’) aimed at preventing victimization was developed and its effectiveness was assessed in a multicenter randomized controlled trial.
Methods
105 people with a psychotic disorder were recruited from six mental health centers. Participants were randomly allocated to 20 BEATVIC group sessions (n = 53) or befriending group sessions (n = 52). Short term effects on risk factors for victimization (e.g. social cognitive deficits, inadequate interpersonal behavior, low self-esteem, internalized stigma, aggression regulation problems), physical fitness and secondary outcomes were expected. At six-month follow-up, the effect on victimization (either a 50% reduction or an absence of victimization incidents) was examined.
Results
Intervention-dropout was 28.30% for BEATVIC and 39.62% for befriending. In both conditions the majority of participants (60.5% BEATVIC vs 62.9% befriending) showed a reduction or absence of victimization incidents at six months follow-up, which was not significantly different according to condition. Multilevel analyses revealed no main effect of time and no significant time x group interaction on other outcome measures. Per protocol analyses (participants attending ≥ 75% of the sessions) did not change these results.
Conclusions
Although a reduction or absence of victimization was found at short term follow-up for the majority of participants, BEATVIC was not more effective than the active control condition. No short-term additional effects on risk factors of victimization were found. Analysis of the data at 2-year follow-up is warranted to investigate possible effects in the long-term.
Trial registration number
Current Controlled Trials: ISRCTN21423535 .
... Included outcome measures were aggressive behavior (n = 7), externalizing behavior (n = 4), anger expression (n = 3), disruptive classroom behavior including disciplinary referrals (n = 2), hostile behavior, or a combination of externalizing, bullying, and other problematic behaviors (n = 2). Of the remaining k = 9 studies not included in the meta-analysis, 6 described a significant positive effect of physical activity on antisocial behavior (Basile et al., 1995;Goldshtrom et al., 2011;Palermo et al., 2006;Pan, 2010;Yılmaz & Soyer, 2018;Zivin et al., 2001), and 3 studies could not find a significant effect (Bunketorp Käll et al., 2015;Carter et al., 2017;Welland et al., 2020). Of the studies reporting on a significant intervention effect, n = 4 included a clinical population (maltreated children (n = 1), children with a behavioral disorder (n = 2), boys with autism spectrum disorder (n = 1)), and n = 2 reported on other samples (children with mild intellectual disorder and boys at risk for antisocial behavior). ...
Objectives
This systematic review and meta-analysis examines the efficacy of physical activity interventions in the reduction of antisocial behavior in children and adults. Several possible moderators, including study design, sample characteristics (age, proportion male, and sample type), control group, and outcome characteristics (type of activity, duration, frequency), were also investigated.
Methods
A literature search was performed in the following databases: PubMed, Ebsco/SportDiscus, Ebsco/APA PsycINFO, Ebsco/ERIC, Ebsco/Criminal Justice Abstracts, Embase.com, and Clarivate Analytics/Web of Science Core Collection from inception to June 2021. Studies were eligible if they reviewed the effect of chronic physical activity interventions on antisocial behavior compared to wait-list, no-exercise, or attention control samples. The following studies were excluded: animal studies, studies reporting on acute exercise, studies including yoga or mindfulness as the sole measure of physical activity, and studies including substance (ab)use and/or smoking as the only outcome measure. A random effects model was used to calculate pooled effect sizes. The risk of bias was assessed using the Cochrane risk-of-bias tool (version 2).
Results
The search yielded 29 studies, of which 20 were included in the meta-analysis. Results indicate a significant small-to-medium effect (g = − 0.26) with a 95% confidence interval ranging from − 0.48 to − 0.04 in favor of physical activity interventions. Significant moderators included type of control group, type of physical activity, and type of antisocial behavior, with larger effect sizes for comparisons with inactive control groups (g = − 0.31), interventions containing walking, jogging, or running as the main type of physical activity (g = − 0.87), and anger/hostility as an antisocial outcome measure (g = − 0.42).
Conclusions
Physical activity interventions may be a promising way to reduce antisocial behavior in children and adults. However, due to the overall high risk of bias in the included studies, more sound evaluation research is needed to better understand the functioning and to improve the possible implementation of physical activity interventions.
... Per una rassegna si vedaDiamond & Lee, 2011;Diamond, 2013;Harwood et al. 2017;Zivin et al., 2001;Blomqvist Mickelsson, 2019. ...
Corporeity is the communication of an identity process. How is the body of the person with ADHD represented? What does it mean to be at the same time an artistic or sporting talent and therefore to be twice-exceptional? What does it mean to be a body that simultaneously conveys achievements and failures? In the modern perspective, hyperactivity as an embodied phenomenon leads to questioning the relationship between body, movement and cognition. Overcoming the Cartesian dualism, on the background of Sheets-Johnstone's philosophy of movement (2010, 2011), the contribution will lead to reflect on the theme of the so-called twice-exceptionality and on the power of sport and performance art as vehicles of inclusion/exclusion by analyzing four stories of life, narratives of talents who, on the one hand, have made hyperactivity their strong point, but on the other have learned to live with some grey areas.
... Apesar de, como mencionado acima, a presença dessas práticas ser muito limitada nos currículos de Educação Física da Espanha, têm um grande número de estudos que analisaram as possibilidades do DDCC nessa área (Espartero, Gutiérrez , & Villamón, 2005;Robles, 2008;Tejero-González, Balsalobre-Fernández, & Ibáñez-Cano, 2011;Tejero-González, Ibáñez-Cano, & Pérez-Alonso, 2008;Villamón, Gutiérrez & Espartero, 2005) Da mesma forma, no nível internacional, também é notável o número de investigações realizadas Brown & Johnson, 2000;Chyu, Feng, Esperat, & Ochoa, 2010;Figueiredo, 2009;Lakes & Hoyt, 2004;Twemlow & Sacco, 1998;Zivin et al., 2001;Pereira et. al, 2017). ...
O objetivo deste estudo é, em uma perspectiva comparada, compreender as diferenças e semelhanças acerca da efetividade do conteúdo Lutas nas aulas de Educação Física da Espanha e do Brasil. Para tanto foram analisadas as principais legislações que regulamentam os currículos escolares de ambos os países; o Real Decreto, na Espanha, e a Base Nacional Comum Curricular, no Brasil. Em complemento a essa análise documental foram elencadas algumas pesquisas correlatas ao tema, cujo propósito consiste na verificação do cumprimento das normativas legais acerca do conteúdo de Lutas nas escolas. Notou-se, a partir das fontes selecionadas para este estudo, que existem, nos dois países, legislações robustas preconizando o ensino de Lutas nas aulas de Educação Física. No entanto, algumas pesquisas apontam para o fato de que esse conteúdo raramente está presente nas aulas de Educação Física, devido a alguns fatores restritivos, tais como: falta de estrutura, incapacidade dos professores, vinculação com violência.
... Forming the foundation for the current study, a recent metaanalysis demonstrated the potential for martial arts to reduce aggressive behaviors (8). Despite the promising findings, only twelve studies were relevant for inclusion, and just one studied aggression in at-risk youths (12). While aggressive behaviors are the most widely studied effects of martial arts, recent studies suggest that martial arts may also improve cognitive function, primarily executive functions (13,14), which have been repeatedly associated with delinquency, criminality, and at-risk youths (15). ...
The current study assessed whether an extended program of martial arts training was a viable intervention for at-risk youths in improving cognitive and psychological functions. Adolescent boys attending specialized education facilities for at-risk youths took part in regular sport lessons or martial arts practice twice a week for 6 months. Hormonal reactivity was assessed during initial training, and measures of psychological (aggression, self-esteem) and cognitive (inhibition, flexibility, speed of processing, and attention) functions were assessed before and immediately following the intervention. Participants in the martial arts training demonstrated significant improvement in the domains of inhibition and shifting and speed of processing. Additionally, initial hormonal reactivity (oxytocin and cortisol) to the intervention predicted significant post-intervention change on several measures of cognitive and psychological functioning. Specifically, oxytocin reactivity predicted improvement in processing speed, as well as reduction of aggression, whereas cortisol reactivity predicted increases in self-esteem. This pioneering, ecologically valid study demonstrates the initial efficacy of this enjoyable, readily available, group intervention for at-risk boys and suggests potential mechanisms that may mediate the process of change.
... I partecipanti a tali programmi, in particolare ragazzi di scuola media, hanno mostrato un comportamento significativamente meno violento, nonché riduzioni nella violazione delle regole e comportamenti impulsivi. Inoltre, i ragazzi hanno manifestato uno stato emoti-vo positivo dopo l'allenamento e un miglioramento significativo nell'autocontrollo dell'attenzione (Zivin et al., 2001). ...
Il contributo partendo da un’analisi comparata della letteratura volta a argomentare l’importanza delle funzioni esecutive e
del loro sviluppo attraverso le arti marziali, intende riflettere
sul tema del disturbo da deficit di attenzione iperattività
(DDAI) e quanto la pratica delle arti marziali può supportare
la persona iperattiva. Il disturbo DDAI si caratterizza per lo
specifico deficit nelle funzioni esecutive (Barkley, 1997), pertanto individuare le caratteristiche specifiche delle arti marziali
che agiscono nel loro potenziamento, può risultare un approccio metodologico estendibile anche aldilà degli ambienti sportivi e soprattutto in ambito scolastico. Nel presente lavoro si
vogliono considerare gli studi di settore e gli esiti di ricerca nello sviluppo delle funzioni esecutive in bambini con e senza
iperattività che hanno partecipato a percorsi di arti marziali. A
valle del contributo si presenterà una riflessione pedagogica su
come a livello metodologico la pratica di tali arti, e in particolare del Jiu-Jitsu brasiliano e del Taekwondo, può aiutare i
bambini a migliorare le proprie abilità di pianificazione, concentrazione, problem solving e soprattutto il controllo e gestione delle proprie emozioni.
... The ecological and environmental protection teaching development of Emishi martial arts teaching allows Emishi martial arts teaching to obtain maximum effectiveness. However, due to various restricti ons, there are increasingly fierce competitions among the ecological protection teaching businesses an d channels in the ecological protection teaching of Emishi martial arts teaching in the fields of ecologic al protection teaching rights and effectiveness sharing [1]. Although the course organizers have taken measures to carry out feasibility and related dissemination one after another, how to carry out a brandnew validity allocation and refinement combination for different students is a thorny issue facing the fe asibility and feasibility of the Emei Mountain Wushu Teaching Ecological Environmental Protection R esearch Camp. ...
With the global environmental pollution and the lack of material resources, people are aware of the importance of ecological problems, and people begin to look at sports from an ecological perspective. Martial arts is a traditional sport of the Chinese nation. It has a long history and has evolved into today’s competitive martial arts after many years. The development status of Emishi martial arts is relatively slow compared to other provinces in China. This article will investigate and study the training venues of Emishi martial arts training institutions and the degree of support for martial arts projects by relevant government departments in various regions and cities. The environmental protection values of most training institutions do not meet the standards. There are few areas with standard competition venues. Local governments lack attention to martial arts and the reward system is not perfect. The study found that the application of Emishi martial arts aerobics in martial arts research camps from the perspective of ecological sports should be reflected in venues, props and costumes, music, teaching methods and non-intellectual factors. Choose a martial arts research camp with better air for the venue, environmental protection of props and clothing, music soothing to reduce noise, teaching methods and non-intellectual factors should follow the law of student development.
... The results extended the current understanding of the role that sport can play in supporting the mental health of at-risk males. To date, research on such interventions have used sport as a context to improve mental health, with participation in sport being linked with improving self-esteem (Biddle & Asare, 2011;Eather et al., 2016), lowering depression and anxiety (Brunet et al., 2013;Kvam et al., 2016;McMahon et al., 2017;Weinstein et al., 2017), and reducing in aggression and violent behaviors (Zivin et al., 2001). While some studies have employed techniques that promote positive mental health through the medium of sporting contexts such as CBT (McGale et al., 2011), and mindfulness and guided imagery (Cai, 2000;Milligan et al., 2017), these programs do not combine sport with one-to-one psychotherapy. ...
This qualitative research sought to establish the impact of an 8-week program combining football and one-to-one psychotherapy on young males’ mental health, determining the factors that predict help-seeking behaviors in this group of men. Pre- and post-participation focus groups were used as the method of data collection. Six males (19–35 years old; M = 25.5) completed both pre-intervention and follow-up focus groups. Help-seeking behaviors were influenced by the appeal of football and the perception of the counselor being accessible. Barriers included gender norms, socialization, financial difficulties, and challenging social landscapes. Post-participation focus groups revealed that positive social and counseling relationships facilitated improved mental health. Sport was deemed an acceptable medium to deliver a mental health intervention as it increased social connections and facilitated help-seeking. Findings support previous research indicating that combining sports and psychotherapy positively impacts young males’ mental health.
... En esta línea, Edelman (1994) analizó en 15 estudiantes con problemas emocionales en su entorno educativo desarrollando 12 semanas de entrenamiento en Aikido y obteniendo resultados que llevaron a afirmar que podrían mejorar sus conductas agresivas. Los resultados obtenidos en el presente estudio coinciden con los del estudio de Zivin et al. (2001) sólidas en los beneficios de las artes marciales y deportes de combate en los centros para mejorar las conductas violentas, demuestran en su estudio de 221 estudiantes (entre 13 y 16 años) como estas actividades mejoran la motivación, el disfrute y evitando las actitudes hacia la violencia. ...
Hoje, há um aumento de situações de bullying entre adolescentes. No ambienteeducacional, são tomadas diferentes medidas para detectar essas situações e, assim,serem capazes de enfrentar o problema do bullying. Uma das maneiras de resolver esseproblema é através da interação entre os alunos em atividades conjuntas ou através deprotocolos de mediação. O objetivo da presente investigação foi avaliar e analisar o uso do Kenbudo como recurso educacional para aumentar o fair play e diminuir comportamentosperturbadores, a fim de evitar o bullying entre adolescentes. Para isso, foi realizada umaintervenção de duas sessões de Kenbudo. Participaram um total de 173 estudantes deprimeiro e segundo ano do ensino médio obrigatório (ESO) de dois centros educacionaisda província de Alicante. Por um lado, foram observadas diferenças significativas nas duasvariáveis irresponsabilidade e baixo comprometimento, pois aumentaram com a atividadee, por outro, a variável vitória que diminuiu no grupo experimental.
... The terminologies of both traditional and modern martial arts are not all well defined. Mainly, traditional approach of martial arts is emphasized on developing "inner" strength and character, focusing on meditative aspects, stressing self-control, conflict avoidance, and respect for others (Zivin et al., 2001;Donohue & Taylor, 1994). Meanwhile, modern martial arts seem to be emphasized on focusing more on the competitively oriented scope and physical aspects only (Mickelsson, 2019;Nosanchuk & MacNeil, 1989). ...
Mixed Martial Arts has grown into a spectacle since its start in 1993. Despite the violence and drama in this particular combat sport and usually ended in a confrontation, people still watch the sport as their favorite pastime. The purpose of this research is to figure out the motivation of Mixed Martial Arts spectators. The study was developed by taking several variables from Sport Fan Motivation Scale (SFMS) and Motivation Scale of Sport Consumption. The data was collected via a survey of MMA spectators and 205 respondents participated. The results showed that despite all independent variables have positive relationship with the dependent variable, only physical skills, hero worship/adoration, and entertainment aspect of the sport significantly motivate the respondents, while the drama side does not.
... En esta línea, Edelman (1994) analizó en 15 estudiantes con problemas emocionales en su entorno educativo desarrollando 12 semanas de entrenamiento en Aikido y obteniendo resultados que llevaron a afirmar que podrían mejorar sus conductas agresivas. Los resultados obtenidos en el presente estudio coinciden con los del estudio de Zivin et al. (2001) sólidas en los beneficios de las artes marciales y deportes de combate en los centros para mejorar las conductas violentas, demuestran en su estudio de 221 estudiantes (entre 13 y 16 años) como estas actividades mejoran la motivación, el disfrute y evitando las actitudes hacia la violencia. ...
Hoy en día se aprecia un aumento de las situaciones de bullying entre los adolescentes. En el entorno educativo se toman medidas de distinta índole para conseguir detectar estas situaciones y así poder atajar el problema del acoso. Una de las formas de solucionar este problema es mediante la interacción entre el alumnado en actividades conjuntas o a través protocolos de mediación. El objetivo de la presente investigación fue evaluar y analizar el uso del Kenbudo como recurso educativo para aumentar el fair play y disminuir las conductas disruptivas para evitar el acoso entre adolescentes. Para ello se realizó una intervención de dos sesiones de Kenbudo. Participaron un total de 173 estudiantes de primero y segundo de Educación Secundaria Obligatoria (ESO) de dos centros educativos de la provincia de Alicante. Por un lado, se observaron diferencias significativas en las dos variables irresponsabilidad y bajo compromiso, ya que aumentaron con la actividad y, por otro lado, la variable victoria que disminuyó en el grupo experimental.
... It is not yet clear in the literature whether martial arts practice can help control aggression, or does it increase aggression. Although there is some evidence of the use of martial arts to control aggressiveness (Abrahams, 2004;Zivin, et al., 2001), certain studies have shown that martial arts practice may increase antisocial behavior (Endresen & Olweus, 2005), while others have highlighted the possibility that physical strength and martial arts violence are related to violent behavior and increased aggressiveness (Kusnierz, Cynarski, & Litwiniuk, 2014). ...
This study, through a systematic review, analyzed scientific production concerning sport psychology in mixed martial arts. The review was conducted in accordance with the PRISMA statement, and the search was performed using the S ciELO, S cienceDirect , PsycInfo, and Web of Science databases . Of the 79 studies screened, eight satisfied the eligibility criteria, with explicit addressal of the topics of fear, aggression, emotional control, confidence, mental toughness, motivation, arousal, coping, rational emotive behavioral therapy for MMA athletes, fighting experience and MMA competition. Consequently, the scarce scientific production was found to evidence the need for further research in this modality. It is suggested that studies that investigate other variables of sport psychology such as mood, anxiety, and burnout.
... Estudos de menor escala têm evidenciado que a prática de AM reduz os níveis de agressividade entre pares (Palermo et al., 2006;Theeboom, De Knop, & Wylleman, 2008). De referir, ainda, alguns estudos que sugerem que as AM têm um efeito positivo no desenvolvimento pessoal e social (Lakes & Hoyt, 2004), e diminuem significativamente os níveis de violência (Zivin et al., 2001). Refere-se ainda o currículo comum de aprendizagens desenvolvidas nas AM assente na promoção do desenvolvimento de áreas interligadas nos domínios cognitivo, social, emocional e físico fundamentais para todas as áreas de desenvolvimento dos praticantes (Gil-Espinosa, García, & Rodríguez, 2018). ...
Resumo. Esta revisão sistemática teve por objetivo sintetizar e analisar os estudos que relacionam a prática de Artes Marciais & Desportos de Combate (AM&DC) com a violência, nomeadamente com o fenómeno de Bullying em idade escolar. De fevereiro a agosto de 2018 foram recolhidas e analisadas 48 publicações de sete bases de dados científicas internacionais, mas apenas 18 cumpriram os critérios para serem incluídas neste estudo. Esta revisão evidencia que a prática de AM&DC promove alterações genericamente favoráveis no léxico biopsicossocial das crianças e adolescentes que as praticam. São um ótimo meio de desenvolvimento biopsicoemocional, ético e estético de crianças e adolescentes, sendo reportados nos seus praticantes níveis superiores de comportamentos pró-sociais entre pares. Esta condição é tanto mais benéfica quanto maior for a graduação do praticante (tempo de prática), a modalidade de participação nas AM&DC (praticante ou competidor), as qualificações profissionais dos treinadores, as características dos locais de prática, a tipologia de artes marciais ou mesmo o estilo (tradicional ou moderno). Palavras-Chave: artes marciais; bullying; relações entre pares; crianças; adolescentes. Abstract. This systematic review aims to synthesize and analyse studies that relate the practice of Martial Arts and Combat Sports (AM&DC) with violence, in particular the phenomenon of school bullying. From February to August, 48 publications were collected from seven international scientific databases on the subject under analysis, but only 18 met all the criteria to be included in this study. This review shows that the practice of AM&DC promotes generically favorable changes in the biopsychosocial lexicon of children and adolescents who practice them. They are great ways of biopsychosocial, ethical and aesthetic development of children and adolescents, and their practitioners report higher levels of prosocial behavior among peers. This condition is all the more beneficial the higher the practitioner's degree (length of practice), mode of participation in the AM&DC (practitioner or competitor), the professional qualification of coaches, characteristics of places of practice, the typology of martial arts or even the style (traditional or modern). Resumen. Esta revisión sistemática tuvo como objetivo sintetizar y analizar los estudios que relacionan la práctica de artes marciales y deportes de combate (AM&DC) con la violencia, en particular el fenómeno del acoso escolar. De febrero a agosto se recopilaron 48 publicaciones de siete bases de datos científicas internacionales sobre el tema en análisis, pero solo 18 cumplieron con todos los criterios para ser incluidos en este estudio. Esta revisión muestra que la práctica de AM&DC promueve cambios genéricamente favorables en el léxico biopsicosocial de niños y adolescentes que los practican. Son un excelente medio de desarrollo biopsicosocial, ético y estético de niños y adolescentes, con niveles más altos de comportamiento prosocial entre los pares en sus practicantes. Esta condición es tanto más beneficiosa cuanto mayor sea el grado del profesional (duración de la práctica), el modo de participación en AM&DC (profesional o competidor), las calificaciones profesionales de los entrenadores, las características de los lugares de práctica, la tipología de artes marciales o incluso el estilo (tradicional o moderno).
... I partecipanti a tali programmi, in particolare ragazzi di scuola media, hanno mostrato un comportamento significativamente meno violento, nonché riduzioni nella violazione delle regole e comportamenti impulsivi. Inoltre, i ragazzi hanno manifestato uno stato emoti-282 |Ricerche Sezione SIPeS vo positivo dopo l'allenamento e un miglioramento significativo nell'autocontrollo dell'attenzione (Zivin et al., 2001). ...
... I partecipanti a tali programmi, in particolare ragazzi di scuola media, hanno mostrato un comportamento significativamente meno violento, nonché riduzioni nella violazione delle regole e comportamenti impulsivi. Inoltre, i ragazzi hanno manifestato uno stato emoti-282 |Ricerche Sezione SIPeS vo positivo dopo l'allenamento e un miglioramento significativo nell'autocontrollo dell'attenzione (Zivin et al., 2001). ...
This contribution aims to connect the topic of health education with that of social inclusion. We will move along two directives. On the one hand, the need to implement health literacy on old and new health problems pointed out by scientific literature. This need suggests that an increasing number of disadvantaged children, adolescents, and adults, do not have tools to collect information on their health and use it; this increases the exclusion from vital common goods, such as health. On the other hand, we will move from the perspective of a critical pedagogy of traditional health education; the latter, pathologizing behaviors, can create new forms of uneasiness, educational discomfort, and social exclusion. Our proposal will be that of a new model of health education, capable of recovering education generativity, in terms of opportunities, resources for daily life, and for learning and planning the future, in a salutogenic and resilient perspective.
This contribution aims to connect the topic of health education with that of social inclusion. We will move along two directives. On the one hand, the need to implement health literacy on old and new health problems pointed out by scientific literature. This need suggests that an increasing number of disadvantaged children, adolescents, and adults, do not have tools to collect information on their health and use it; this increases the exclusion from vital common goods, such as health. On the other hand, we will move from the perspective of a critical pedagogy of traditional health education; the latter, pathologizing behaviors, can create new forms of uneasiness, educational discomfort, and social exclusion. Our proposal will be that of a new model of health education, capable of recovering education generativity, in terms of opportunities, resources for daily life, and for learning and planning the future, in a salutogenic and resilient perspective.This contribution aims to connect the topic of health education with that of social inclusion. We will move along two directives. On the one hand, the need to implement health literacy on old and new health problems pointed out by scientific literature. This need suggests that an increasing number of disadvantaged children, adolescents, and adults, do not have tools to collect information on their health and use it; this increases the exclusion from vital common goods, such as health. On the other hand, we will move from the perspective of a critical pedagogy of traditional health education; the latter, pathologizing behaviors, can create new forms of uneasiness, educational discomfort, and social exclusion. Our proposal will be that of a new model of health education, capable of recovering education generativity, in terms of opportunities, resources for daily life, and for learning and planning the future, in a salutogenic and resilient perspective.
... Indeed, whereas a substantial amount of research indicates increased aggression amongst martial artists (e.g., Endresen & Olweus, 2005;Kreager, 2007;Mutz, 2012;Sofia & Cruz, 2017), other scholars report positive effects, such as increased self-control (e.g., Lakes & Hoyt, 2004, Zivin et al., 2001, Twemlow et al., 2008. Verthongen and Theeboom (2010) reviewed over two decades of martial arts research and found that, while the majority of the data seemed to indicate positive effects due to the practice, there still remained occasional negative reports. ...
Mixed Martial Arts (MMA) is a popular, yet controversial, martial art which have amassed plenty of practitioners and fans in recent years. MMA-gyms frequently conveys the message that the sport of MMA facilitates sociopsychological development; however, the evidence for this claim is weak. Instead, Blomqvist Mickelsson (2019) have reported that young and novel MMA practitioners may increase in aggression. However, the same practitioners also exhibited increased self-control. This finding is peculiar, as the psychological core of these characteristics are opposite to one another. This would suggest that the increased self-control did not mitigate aggression levels. Thus, a series of moderation analyses were performed with the same MMA practitioners (n = 63) who underwent a 5-month training intervention. The results indicated that initial levels of either trait both predicted and interacted with each other. These results suggest that, despite the parallel increase in both characteristics, high levels in one of aforementioned traits may mitigate the other. Finally, further inquiry revealed that, some items in the Self-Control Scale may draw from different dimensions related, and non-related, to aggression; thus, allowing practitioners to increase in both self-control and aggression simultaneously. These findings may have practical implications. Whereas MMA-training may be harmless when practiced by individuals with high self-control and low aggression, the combination of these traits is not common amongst youths at risk.
... Kaum etwas Schlüssiges lässt sich auch über die Wirkung von Kampfsportarten als Mittel zur Gewaltprävention sagen. Während einzelne kleine Studien über positive Effekte berichten (Zivin et al., 2001), fand eine jüngere und methodisch gut angelegte grössere Studie, dass die Teilnahme an Kampfsportarten das Ausmass von antisozialem Verhalten sogar verstärkt (Endresen & Olweus, 2005). ...
... A further difficulty with longitudinal studies is that the authors often choose a time period that is too short in which to measure the effects, so Edelman [57] chose a twelve, Lakes and Hoyt [58] a sixteen and Zivin et al. [59] a ten-week test period. However, many authors have expressed doubts about the reliability of short-term measurement periods because such a short period does not cause noticeable changes in personality. ...
Background and Study Aim: We hypothesized: (H1) there is a significant difference between genders in the total score of trait aggression and subscales (verbal, physical aggression, hostility and anger) in both groups (budo and control group), wherein the boys exhibit a higher score of trait aggression than girls significantly; (H2) there is a significant difference in the trait aggression total score and the sub-scales scores based on school type, wherein the vocational school students would achieve the highest, whereas high school students the lowest values in both groups (budo and control group); (H3) budo martial arts practitioners are characterized significantly lower trait aggression (total scores) than their counterparts of the same age, and youngsters practising martial arts also had a significantly lower value for all aggression subclasses than their peers in the control group; (H4) the length of sport practice, the number of workouts, and competitive variables of budo group have a significant correlation, with trait aggression (the total score and the value of the sub-scales). This study aims to verify this hypothesis.
Materials and Methods: This study examined students between the ages of 14 and 18 (n = 1,488). There were 149 people in the budo group who had been practising for at least a year spending at least one and a half hours twice a week in martial arts classes. The control group consisted of 1,339 students. The Buss-Perry Questionnaire (AQ) was used. IBM SPSS Statistics 22 were used for statistical analysis. Results were considered as significant if p<0.05.
Results: In the control group, the score for trait aggression and the score for the physical sub-scale for the boys was significantly higher than for the girls. However, in the verbal aggression category and the anger subcategory, there is a significant difference in favour of girls. In the martial arts group there was only a significant difference in the physical aggression subscale score for males; but not in the total score and other sub-scales. There was a significant difference in scores based on the type of schooling in the control group. In both groups, those in vocational school had the highest trait-aggression score. Budo practitioners had a lower trait-aggression level; their trait-aggression overall score and the subscale scores were also significantly lower than those of the control group. However, competitors have significantly lower levels of hostility.
Conclusions: Negative prejudices against martial arts athletes practitioners to the effect that they would be more aggressive than average were not proven in the investigation.
... Incorporating martial arts/self-defense into a physical education class or lesson is one method of increasing all students' confidence and self-esteem. Zivin et al. (2001) conducted a study in which 60 middle school-aged boys took part in a martial arts class. They found a significant decrease in violent behaviors, an improvement in school work and an increase in happiness as reported by the students. ...
... La práctica de artes marciales ha demostrado también ser un medio para disminuir los impulsos agresivos y promover los comportamientos socialmente positivos (Diamond & Lee, 2011;Layton, Higaonna & Arneil, 1993;Zivin et al., 2001). En un caso de desorden de déficit de atención la práctica de taekwondo promovió la concentración, la ansiedad y el control del enojo (Harris, 1998;Woodward, 2009). ...
... The legendary stories associated with Kalaripayattu and the practice, and presentation of 64 Kalari across Kerala offers tremendous scope for studies, leisure and enjoyments for those wish to make their travel meaningful. • Psychological engagement: Like other martial art, psychological engagement through basic training in Kalaripayattu, probably for a period of one week or two, could develop a respectful attitude, physical skill, mental clarity, and an understanding of the body and of the physics of action (Zivin et al., 2001). The practice also helps the tourists to develop a centred, calm, discriminating mind which is imperative for all aspects of life. ...
Kalari is the Malayalam (language spoken in Kerala) word for a special kind of gymnasium, where the martial art known as Kalaripayattu is practised based on the idea of a sound mind in the sound body. It is one of the most ancient and comprehensive art form of India rather the world, because it has an excellent system of physical training, effective self-defence techniques, both armed and unarmed, training for excellent flexibility for physical and mental strength and is based on the Dravidian culture of India. Kalaripayattu is considered as the basis for all martial arts. This martial art has been practised on the basis of a scientific system of medicine called Kalarichikilsa (Kalari-related treatment). This article investigates the potential of cultural heritage resources from a supply and demand perspective, as cultural resource management is the need of the hour to preserve and commercialize cultural and heritage resources. The study reveals that cultural heritage resources like Kalaripayattu could become a unique selling proposition of Indian tourism market, provided these resources are protected, preserved and encouraged through effective promotion strategies in various target markets.
Με το σύγγραμμα «Κοινωνικοποίηση. Η συμβολή της κοινωνικοποίησης στη διαμόρφωση του κοινωνικού ανθρώπου» επιδιώκεται η αποτύπωση της κοινωνικοποίησης ως μιας διαδικασίας πολύ ουσιαστικής για τον άνθρωπο, από την εμβρυακή του ήδη κατάσταση, για τη διαμόρφωση και ανάπτυξη της προσωπικότητάς του. Είναι η διαδικασία μέσω της οποίας ο άνθρωπος γίνεται ανθρώπινος, αποκτά δηλαδή και αναπτύσσει ιδιότητες που καθορίζουν την ανθρώπινη ύπαρξή του. Το βιβλίο αυτό συστήνεται ως ένα μέσο εξοικείωσης με την ανθρώπινη κοινωνική προσωπικότητα και κατανόησης της διαμόρφωσής της μέσω ποικίλων παραγόντων και φορέων, από την κληρονομικότητα έως το κοινωνικό περιβάλλον όπου αναπτύσσεται ο άνθρωπος. Στο κοινωνικό περιβάλλον εμπεριέχονται η οικογένεια με τις επιδράσεις της μέσω της κοινωνικής καταγωγής, του μορφωτικού επίπεδου, της θέσης του ατόμου μέσα στην οικογένεια, του πολιτισμικού επιπέδου, του οικονομικού επιπέδου, του τόπου κατοικίας, μέχρι και πιο εξειδικευμένα στοιχεία, όπως η γλώσσα που χρησιμοποιεί η οικογένεια, η πνευματική ατμόσφαιρα κ.λπ., το σχολείο, προσμετρώ τας και αξιολογώντας από το σχολικό κλίμα της τάξης έως και την κοινωνικοποίηση του δασκάλου και το αναλυτικό πρόγραμμα, τα φίλια και κοινωνικά δίκτυα με την κουλτούρα τους (γνώσεις, στάσεις, αξίες, δεξιότητες κ.λπ.), την υποκουλτούρα ή αντικουλτούρα που υιοθετούν και προωθούν κ.λπ. Επιχειρείται, ωστόσο, μια αδρομερής χαρτογράφηση του πεδίου όσον αφορά τους ποικίλους φορείς κοινωνικοποίησης, καθώς η μελέτη αυτή εμμένει στους βασικούς κοινωνικοποιητικούς φορείς, την οικογένεια και το σχολείο. Παράλληλα, επιχειρείται και η σύνδεση της κοινωνικοποίησης με προβλήματα κοινωνικά και παγκόσμια, όπως το ζήτημα της παιδείας και η παγκόσμια γνώση στη σύγχρονη κοινωνία, η οικολογική καταστροφή, οι νέες ανισότητες που προκύπτουν από την ανάπτυξη της Τεχνολογίας των Πληροφοριών και της Επικοινωνίας και από το ψηφιακό χάσμα, το ζήτημα της βίας και της επιθετικότητας στο σχολείο, ως παραδείγματα της επιρροής των κοινωνικών συνθηκών στην κοινωνικοποίηση του νέου ανθρώπου.
Background:
Mental health problems are a growing and significant issue in the Australian education system. Research has suggested that resilience can be learned and that schools can play an important role in developing resilient skills among youth; however, rigorous evaluation of interventions promoting resilience is limited.
Aims:
As martial arts training has been found to have psychological benefits such as increased confidence and self-esteem, this study investigated whether a 10-week martial arts training programme was an efficacious sports-based mental health intervention that promoted resilience in secondary school students.
Sample:
Two hundred and eighty-three secondary school students (age range 12-14 years) participated in the study.
Methods:
The study examined the effects of martial arts training on participants' resilience by delivering a 10-week martial arts-based intervention in secondary school settings. The intervention was evaluated using quantitative methodology and an experimental research design using a randomized controlled trial which measured participant responses at baseline, post-intervention, and follow-up.
Results:
The study found that the martial arts-based intervention had a significantly positive effect on developing students' resilience. This was especially apparent when the intervention and control group's mean resilience outcomes were compared. Resilience outcomes appeared to be stronger immediately following the intervention compared with 12-week follow-up.
Conclusions:
Given the prevalence of mental illness among Australian youth, the current study provides robust evidence that students' resilience can be improved using martial arts-based interventions delivered in school settings.
Trial registration:
Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21 August 2018.
The Field of Psychotherapy has seen a renaissance of mindfulness, the practice of being in the present moment without judgement. Scientific evidence suggests that mindfulness helps to counter Depression and has a beneficial effect on the brain. The martial arts of Eastern origin, which work directly with the body, are as old as mindfulness; can they too be beneficial for mental health? Iulius-Cezar Macarie and Ron Roberst explore this question.
The growth in mixed martial arts (MMA) gyms worldwide, along with adjunct media discourse has been matched by the number of participants, characterized by the dedication and sacrifice imbued. These factors catalyzed this research which sought initially to understand the motivations of MMA gym members and the role that the training plays in their lives. Through an immersive participant ethnography lasting 3 years, the author trained, socialized, fought, and competed with members of an urban MMA gym in the United Kingdom. The findings focus on the subculture of Brazilian Jiu-Jitsu existing within and alongside MMA and where men of diverse ages and creeds follow a path to improved mental health. Drawing from the salutogenic health model and the sociology of health literature, this paper shows that through membership of an MMA gym and dedication to Brazilian Jiu-Jitsu, participants embody a version of health that is closely aligned with Antonovsky’s theory of salutogenesis. This theory of health helps explain not only the dedication of Brazilian Jiu-Jitsu practitioners and the growth of MMA more broadly but also posits a fresh perspective on the role of alternative physical activities in male mental health redress.
This chapter investigates the potential of Kalaripayattu as a tourism product. The study adopted interview method both personal and telephonic to extract primary data from practitioners and tourists. The study result shows that various facets of Kalaripayattu practices provide scope for visual engagement, psychological engagement, spiritual/wellbeing engagement, therapeutic engagement, engagement in specialized treatment, and engagement in combat and self-defense applications. These engagement are found to be appropriate to develop tourism products which could meet the general, wellness, cultural, as well as health tourism sectors. Study further investigates the impeding factors, while developing Kalaripayattu as a tourism product and suggested strategies to overcome the same. The study also suggests that the contemporary marketing practice can create a vibrant market for Kalaripayattu, and thereby, this ancient martial art could become a unique selling proposition (USP) in the tourism market.
The literature gives some indication that martial arts (MA) practice can influence youth development positively. However, previous reviews have shown that the outcomes of MA practice are still ambiguous. Furthermore, the ‘black box’ of MA practice is not yet fully understood and described. This review contributes to unpacking this black box for youth, by providing an overview of, and describing, the recent research on MA practice for youth development. The literature data were collected mainly through systematic computer searches of journal articles and dissertations, together with a manual search. After the exclusion of articles that did not meet the inclusion criteria, 17 articles were selected for this review. The results show that many positive developmental outcomes of MA have been found in recent years. The most common research topics are prosocial and antisocial behaviour, aggression, and resilience. There seems to be a growing consensus on the potential of MA for positive youth development. Furthermore, this review shows very clearly that the main effect of MA practice is attributed to the coach and his/her teaching style.
The present program consultation and evaluation examines the use of a martial-arts (MA) program in a middle-school physical education (PE) setting. Prior work and anecdotal reports suggest that MA instruction has the potential to produce both physical and psychosocial benefits for adult and adolescent participants, but rarely has a systematic program been implemented in schools. At the impetus of an MA organization, self-report measures of emotional intelligence and behavior of seventy 7th- and 8th-grade boys and girls who participated in a structured 18-session tae kwon do program as a component of their school’s PE curriculum were compared with those of 45 students who received typical PE class instruction. Participant satisfaction with the tae kwon do program and feedback received from the MA instructors and PE teachers suggest that this sport can be successfully integrated into school-based PE classes; this represents an opportunity to provide a novel programming alternative to students that promotes exercise and continued pursuit of physical activities, nonviolence, and respect of self and others. The project content, process, and challenges in working with a client MA organization to develop the curriculum, gaining entry into a public school, and explaining limitations of the research are discussed.
The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach. This approach requires the identification of risk factors for drug abuse, identification of methods by which risk factors have been effectively addressed, and application of these methods to appropriate high-risk and general population samples in controlled studies. The authors review risk and protective factors for drug abuse, assess a number of approaches for drug abuse prevention potential with high-risk groups, and make recommendations for research and practice.
Components of an effective treatment program for violent adolescents, and the complex problems posed by youth gangs, are discussed. It is proposed that traditionally taught martial arts can provide a useful alternative for such dysfunctional adolescents. The literature on the use of martial arts in the treatment of violence is reviewed, and the program philosophy is described. The program utilizes a commitment to respect and self-control, with an emphasis on leadership and community service using the traditional model of a gentle warrior. Oversight is provided by trained instructors, whose psychological and philosophical approach stresses nonviolence. The program also assists youths in coping with the complexities of an often dysfunctional family environment. Clinical examples detail the application of such a program in specialized martial arts schools, residential treatment, and public school classes.
72 boys attending ATA Taekwondo schools were administered the Children's Personality Questionnaire. Primary factors D(+), F(+), I(–), and N(+) were significantly correlated with belt rank in Taekwondo. Canonical analysis indicted that Factors F(+) and I(–) were predictively associated with increases in belt rank.
Juvenile delinquents, identified by their scores on the Minnesota Multiphasic Personality Inventory (MMPI) received training under one of three different protocols for 1 hour three times weekly for a period of 6 months. Group I students received training in the traditional Korean Martial Art of Tae Kwon Do, Group II students received training in a “modern” version of the martial art which did not emphasize the psychological/philosophical aspects of the sport as the Korean version did, and group III students served as a control group for contact with the instructor and physical activity. Group I students showed decreased aggressiveness, lowered anxiety, increased selfesteem, increased social adroitness, and an increase in value orthodoxy, as indicated by before-and-after scores on the Jackson Personality Inventory (JPI), in addition to normal MMPI scores at the completion of the study. Group II students showed an even greater tendency toward delinquency on the MMPI than they did at the beginning of the study, a large increase in aggressiveness, and generally opposite effects of Group I on the JPL Group Ill students showed no notable differences on any of the personality measures. These data suggest that training in the traditional martial art of Tae Kwon Do is effective in reducing juvenile delinquent tendencies.
This study examines aggressive fantasy of students in traditional karate dojos. These data are of both theoretical and humanistic interest. The theoretical interest derives from the conventional wisdom that perceives such training as leading to a decrease in aggressiveness, in contrast to current theory which would expect such training to increase aggressiveness. Such an inquiry is of humanistic interest because it offers practitioners of nonviolence the option of acquiring defensive competences without at the same time becoming more aggressive. Interviews with 42 students at various belt levels found that longer training is associated with lower aggressiveness, in contrast to the theoretical predictions. Four plausible mechanisms of such a change were examined: self-control, self-assertiveness, self-esteem, and self-confidence. None of these was found to qualify as an intervening variable, though one subscale of self-assertiveness, "constructiveness," was found, like training, to be associated with lower aggressiveness. Further studies are suggested.
A single common factor underlies variation in delinquent acts; thus, by statistical criteria, they appear “unitary.” We extended the analysis of single-factoredness from delinquency itself to explanatory variables associated with delinquency (e.g., parental affection, personality traits, school involvement). Three factors were extracted from 15 explanatory variables. All three factors were statistically associated with delinquency, but the first factor extracted dominated in terms of variance explained (21.6% vs. 1.6% and 3.4%, respectively). This first factor had loadings from variables in conceptually diverse domains (e.g., family and peer relations, school success, and personality). A question for delinquency theory is why diverse explanatory variables load primarily on one factor, if theories postulate multiple and complex social and individual influences.
This article reviews school-based violence-prevention interventions published from 1993 through 1997. All of the interventions fitting the inclusion criteria involved classroom-based curricula; about one third included efforts to change the broader school environment or other settings where youth spend their time. Modest intervention effects in knowledge, attitudes, and aggressive, violent and prosocial behavior were reported. Elementary school interventions and programs focusing on the broader school environment appeared more successful in changing violence-related behavior. School-based health-promotion programs that integrated the community and home in other health areas were used to illustrate the potential success of more comprehensive interventions. A proposed framework for future comprehensive violence-prevention intervention research composed of three physical settings (school, home, and community) and three types of environments (information, social, and physical) is presented and discussed.
Contrasting views and data are available on the issue of whether combative sports facilitate or reduce aggression. In the present study levels of hostility were assessed in two groups of martial arts students using the Buss-Durkee Inventory. Levels of hostility on a variety of the sub-scales were compared with scores from similar samples of participants in a body contact, aggressive but non-combative sport (rugby football) and a competitive sport with no body contact or direct aggression (badminton). When the effects of age and length of training were controlled by use of partial correlation there was no evidence to support group differences in either the combined score from the varied sub-scales of the inventory or the more specific assaultive sub-scale. However, there was evidence to suggest a significant effect of length of training on hostility levels in martial artists. Beginners attracted to the martial arts were more hostile but the hostility declined with the duration of training. No difference was apparent in this respect for students participating in either jui jitsu or karate. It is suggested that such differential effects with respect to length of training may lead to the overall absence of the between-sport differences. The results provide tentative support for the notion that the discipline of the martial arts may reduce assaultive hostility rather than serve as a model for such behaviour, yet support the need for prospective longitudinal studies on intra-individual hostility.
The misleading public image of the martial arts masks a rich though esoteric psychological legacy containing informative parallels for contemporary psychotherapeutic concepts and practices. To date, empirical research on the martial arts has lacked sophistication in the questions it has posed and in the methodology adopted to answer them. Whilst not entirely consistent, findings from studies of martial artists' personalities, outlooks and behaviour have generally indicated positive psychological effects of training. Clinical and psychotherapeutic applications are at an exploratory stage but appear promising. As an exemplar the psychological facets of the art of Aikido are discussed, and prospective uses of martial arts principles as systemic or adjunctive therapies are considered.
Over 2 1/2 weeks, 21 youth trained in beginning principles of Aikido were not rated lower on the Teachers' Self-control Rating Scale and on aggressive behavior than 21 students on a waiting list for a class; however, the several methodological limitations suggested conclusions on the effects of brief Aikido training on youths' aggressive behaviors are premature.
Formerly understood by Western thought as only a set of fighting skills, the Martial Arts (MAs) have come to be seen, in the psychological literature about the MAs, as a comprehensive approach to both physical and mental health. The MAs enhance self-esteem through the provision of physical activity and group experience, and the teaching of relaxation, concentration, assertiveness, and directiveness and honesty in communication. Thus, they are understood to be a legitimate form of therapy, for both "neurotic" and some chronically mentally ill patients. It is proposed in this paper, that the MAs can also be a useful supplement to verbal psychotherapy, as they foster and expose feelings through a physical modality, which can then be observed and analyzed in the modality of verbal psychotherapy. A case report illustrates how the MAs produce feelings and reveal problems, which are brought into the psychotherapy arena and analyzed.
There have been numerous studies of the effects of traditional martial arts training on aggressiveness, most reporting a decline in aggressiveness with training. The majority of these studies have examined students of karate or taekwondo, disciplines emphasizing strikes and blocks. In contrast, this cross-sectional study examined the effects of traditional judo training on aggressiveness by looking at 51 judo students. Furthermore, we incorporate into our analysis two variables generally associated with aggression, age and sex, to control for their effects. Aggressiveness declined as expected across training and ages, but surprisingly sex had no effect in this setting.
This study developed a method of in-school intervention that dramatically reduced the suspension rate and violence in elementary schools. It suggests that children who were not read to by their parents often become bullies and/or victims of bullies. Other parental practices, including inconsistent discipline in the home, also may be contributing factors.