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Motive im Shotokan-Karate. Eine qualitative Studie
... Zur Motivanalyse aus der Trainerperspektive werden qualitative Forschungsmethoden eingesetzt, die größtenteils an die Vorgehensweise von Meyer (2012) angelehnt sind. Studiendesign: Im Erhebungszeitraum Juli 2016 bis September 2016 wurden im Rahmen der Abschlussarbeit von Rosendahl (2016) zusätzlich halbstrukturierte leitfadengestützte Interviews mit Trainern sowohl mit offenen Fragestellungen als auch mit Erzählaufforderungen durchgeführt. ...
... Diese wurden im Anschluss transkribiert und mit Hilfe von MAXQDA ausgewertet (Abbildung 1 fasst das Vorgehen der Studie im Überblick zusammen). Die Kategorien wurden in Anlehnung an das Berner Motiv-und Zielinventar im Freizeit-und Gesundheitssport (Conzelmann, Lehnert, Schmid & Sudeck, 2012) sowie an den Ergebnissen von Meyer (2012), Kuhn und Macht (2014) sowie Liebl und Happ (2015) gebildet. Erhebungsinstrument: Der verwendete Interviewleitfaden orientierte sich größtenteils an dem bereits entwickelten und erprobten Leitfaden von Meyer (2012) und führt unter anderem dadurch zu einer Vergleichbarkeit der Ergebnisse mit andere Studien (Helfferich, 2014). ...
... Erhebungsinstrument: Der verwendete Interviewleitfaden orientierte sich größtenteils an dem bereits entwickelten und erprobten Leitfaden von Meyer (2012) und führt unter anderem dadurch zu einer Vergleichbarkeit der Ergebnisse mit andere Studien (Helfferich, 2014). Fragen über eigene Motive und Motivation der Trainer entsprechen weitgehend dem Instrument von Meyer (2012), Fragen zu Motiven, welche die Trainer bei ihren Schülern wahrnehmen, wurden in Anlehnung daran ergänzt. ...
The study compares the motives in various Asian martial arts and combat sports, exemplified by aikido, judo and karate. Special attention was paid to the perspective and assessment of the trainers. It is examined, which motives and expectations the trainers themselves show on the one hand, but also which motives and expectations they recognize in the members of their training group or attribute to them. Since the motives of beginners and advanced students often differ, it is also of interest to what extent the motives and expectations of trainers and teachers of the individual martial arts differ from those of the students, or whether the teachers understand the motives of their students.
... Meyer's (2012) qualitative research on motivation of German karateka initiated the coordinated research project Why Martial Arts? (WMA) to analyse motives in various martial arts styles, like jūdō, taiji, krav maga and wing chun. In 2017, the Japanese Society for the Promotion of Science (JSPS) supported the transposition of the research question to Japanese karatedō and jūdō practitioners. ...
... To fill in these research gaps, Meyer [16] interviewed 32 German karateka about their participation motives, entry motives and karatedō fascination to gain an explorative, complete motive overview. Furthermore, the test persons were asked about alterations of their motive composition and remarkable moments in their karatedō training career. ...
... Our research team assumed that there would be major differences between German and Japanese karateka and jūdōka, as well as between both martial arts. This article however only focuses on karatedō and compares these results to the survey undertaken by Meyer [16]. ...
Meyer’s (2012) qualitative research on motivation of German karateka initiated the coordinated research project Why Martial Arts? (WMA) to analyse motives in various martial arts styles, like jūdō, taiji, krav maga and wing chun. In 2017, the Japanese Society for the Promotion of Science (JSPS) supported the transposition of the research question to Japanese karatedō and jūdō practitioners. For the German sub-study, 32 interviews were conducted about entry/participation motives, fascination categories, and reasons for choosing karatedō. The design of the Japanese sub-study was based on the aforementioned German study, but due to the higher number of participants (n = 106), a mixed method questionnaire was used and distributed via paper and online versions. The results demonstrate that many motivation categories of Japanese and German karatedō practitioners share similarities in importance and content, although the characteristics of motives can be very different—partly due to cultural specifics.
... Motive studies on fight systems revealed that although sometimes fight systems and spirituality motives of practitioners correlate (see chapter 1; see also Meyer 2012;Kuhn & Macht, 2014;Heil, Körner & Staller 2017;Meyer & Bittmann 2018), spiritually influenced motives only take a small part in the motive spectrum. Several aggression studies failed to prove significant influence of the Chōjun Miyagi, founder of gōjūryū karatedō, stated in 1934, "According to 22 oral deliveries, the course of instruction of old times lied mainly on the art of self-defense. ...
Looking at the multi-faceted spectrum of worldwide martial arts, one key question in Martial Arts Studies has been how to formulate specific characteristics which encompass the phenomenon of martial arts as part of a scientific conception or definition of martial arts. The obvious problem here is to acknowledge historically, culturally and linguistically different terminologies. In academic and non-academic contexts, martial artists actually imply individual beliefs what martial arts is and what it is not. These perceptions are strongly based on subjective experiences and preferences.
The main goal of this book is to elaborate an empirically supported, academically valuable definition model which constitutes a framework of attributes to support researchers who proceed to classify and describe martial arts and similar phenomena.
For the empirical study, participants were shown a total of 53 video clips which represented a wide range of activities that are commonly associated with martial arts. The video clips were each about 15-25 seconds long and had no sound, descriptions or titles. The video queue was digitally randomised for each participant to minimise halo effects between the videos. Answering two Likert items, the study participants had to judge for each video if it depicted a martial art or a combat sport (or neither). An introductory demographic question evaluated the participants’ individual connection to martial arts, categorised as nonprofessional, observer, practitioner and scholar. The questionnaire was provided in English, German and Japanese. In total, 136 valid answer sheets were included in the evaluation.
Based on the empirical results, phenomenological and hermeneutic analysis, consecutively the six-attribute model was developed. The six attributes describe the key characteristics of martial arts according to the study results. Attribute III is a prerequisite for attribute IV, while attribute V is a prerequisite for attribute VI. The attributes I and II represent fundamental characteristics.
... Bodyrelated impressions such as joy, flow and thrill are just as much a part of this as expressions such as body control, as well as aesthetic and structured movements. Bodyevaluative and -optimising motives such as health, catharsis and protection (in the sense of self-defence) are on an equal level with spiritual motives like spirituality, knowledge, pride, curiosity, power, self-confidence and habit (Meyer 2012). These are framed by social motives: social support, communication and (showing and receiving) respect. ...
In martial arts, as in dance, embodiment is of utmost importance (Minarik 2014), especially in experiencing and interpreting the movements of the opponent in ground combat and responding with the own body. Also in striking martial arts, the performative altercation and bodily communication with the opponent is based on corporeal sensitivity. The Covid-19 pandemic, on the other hand, has led to a widespread digitalisation in martial arts courses-a trend that will presumably continue after the pandemic, as the study by Meyer et al. (2021) indicates. The results also showed that martial arts clubs and teachers have succeeded in adapting to digital teaching and practice in very different ways, e.g. through Zoom workshops or online lessons. Especially in times of a pandemic, when physical contact and activities are reduced to a minimum, data suggests that martial artists have become even more aware of the importance of embodiment and physical exercise. As digitalisation almost always leads to disembodiment, these dynamics seem to be opposed to each other. This development is also connected to the didactics and the training motives of martial artists, and how these are changed and/or replaced by effects of digitalisation before, during and after the pandemic. The article analyses the different methods and approaches to a digitalised martial arts teaching and practice and ventures a look into the future of digital movement practices in virtual reality.
... This semantic spectrum leads us to the motives that people develop to practice fight systems. Motive studies on fight systems (summarised by Meyer 2012;Meyer & Bittmann 2018) show that the basic elements of dance, artificiality, drama, and ritual are combined on all levels: fight system, sub-style, training elements, individual motive structures, etc. All are important for the majority of practitioners, like self-defence, health, aesthethics, transcendence, etc. ...
Der Artikel behandelt die verschiedenen Sinnebenen des Kampfkörpers
In martial arts, as in dance, embodiment is of the utmost importance (Zarrilli 2009 Zarrilli, P. B. 2009. Psychophysical Acting. An Intercultural Approach after Stanislavski, with DVD-ROM edited by P. Hulton, Abingdon, New York: Routledge. [Google Scholar]; Minarik 2014 Minarik, M. 2014. Taekwondo zwischen Spektakel und Ritual: Kampfkunst im sozialpolitischen Kontext. Wien: Promedia. [Google Scholar]), especially in experiencing and interpreting the movements of the opponent in ground combat and responding with the body. Also in striking martial arts, the performative altercation and bodily communication with the opponent is based on corporeal sensitivity. The Covid-19 pandemic, on the other hand, has led to a widespread digitalisation in martial arts courses – a trend that will presumably continue after the pandemic, as the study by Meyer et al. (2021 Meyer, M. J., A. Molle, B. Judkins, and P. Bowman. 2021. “Martial Arts in the Pandemic.” Martial Arts Studies 11: 7–31. doi:10.18573/mas.134.[Crossref] , [Google Scholar]) indicates. The results also showed that martial arts clubs and teachers have succeeded in adapting to digital teaching and practice in very different ways, e.g. through Zoom workshops or online lessons. Especially during a pandemic, when physical contact and activities are reduced to a minimum, data suggests that martial artists have become even more aware of the importance of embodiment and physical exercise. As digitalisation almost always leads to disembodiment, these dynamics seem to be opposed to each other. This development is also connected to the didactics and the training motives of martial artists, and how these are changed and/or replaced by effects of digitalisation before, during and after the pandemic. The article analyses the different methods and approaches to a digitalised martial arts teaching and practice and ventures a look into the future of digital movement practices in virtual reality.
Das Ziel des Beitrags besteht darin, einen Einblick in die Gestalt und Bedeutung des Handlungsfelds Kampfsport und Kampfkunst zu vermitteln. Nach der Darstellung von Heuristiken zur Strukturierung des Feldes wird dessen gesellschaftliche Relevanz erörtert. Aus der Perspektive von neun wissenschaftlichen Disziplinen werden dann exemplarische Fragestellungen und Erkenntnisse referiert. Den Abschluss bildet eine Einschätzung künftiger Entwicklungen und Trends. Dieser Beitrag ist Teil der Sektion Sportarten und Bewegungsfelder, herausgegeben von Arne Güllich, innerhalb des Handbuchs Sport und Sportwissenschaft, herausgegeben von Arne Güllich und Michael Krüger.
The article (in German language) reports on a qualitative study using an open online survey of karateka on the question what fascinates them about karate. The basis of the interest is the finding of Meyer (2012), according to which "fascination" is a bundle of motives in martial arts. The sample comprises 195 adults and 30 children. The entries made by the test persons were subjected to a qualitative content analysis and validation in a team. As superordinate categories, which constitute "Fascination in Karate", the adults were mainly found to be community, body and mind, education, self-esteem and tradition, the children fun, friends and balance.
The intention-to-behavior process is analyzed with respect to implementation intentions. These intentions link an intended goal-directed behavior to an anticipated situational context. The reported experimental evidence suggests that implementation intentions create a heightened accessibility of the mental representation of the specified situational cues and induce direct (automatic) control of the intended behavior through these cues. The formation of implementation intentions promotes goal achievement through both of these processes because they eliminate classic problems associated with the control of goal-directed action. Similarities and differences to other theoretical approaches on intentions, planning, and action control are discussed.
Da eine alte konfuzianistische Regel besagt, dass die Schuldigkeit des Schülers gegenüber dem Lehrer größer ist als die Berge und tiefer als die Meere, wurde die Autorität des Iemoto absolut anerkannt
- Nitobe
Nitobe, 1969, S.
101; "Da eine alte konfuzianistische Regel besagt, dass die Schuldigkeit des
Schülers gegenüber dem Lehrer größer ist als die Berge und tiefer als die
Meere, wurde die Autorität des Iemoto absolut anerkannt";
134) berichtet von einigen extremen Fällen
- Lowry
Lowry (2002, S. 134) berichtet von einigen extremen Fällen, in welchen
Sensei sogar in Heirats-, Scheidungs-und Berufsfragen entschieden.
Darauf fußt Kurz' Unterscheidung von allgemeinen Sinnperspektiven und pädagogischen Perspektiven im Sport
- Kurz
Kurz, 2000, S. 25). Darauf fußt Kurz' Unterscheidung von allgemeinen
Sinnperspektiven und pädagogischen Perspektiven im Sport.
Tab.%36.%Sinnperspektiven%nach%Kurz%(1977;%2004)
- Der Sinn
- Sports
- Darin Von Aktiven
- Dass Er Gesehen
KURZ, 2004, S. 66 F. KURZ, 2004, S. 62: "DER SINN DES SPORTS WIRD VON
AKTIVEN DARIN GESEHEN, DASS ER..."
Leistung, Präsentation, Selbstdarstellung,
Selbstbewährung
Leistung
Herausforderungen bietet, sich in
Leistungssituationen zu erproben
Anschluss, Geselligkeit, Kommunikation,
Beisammen-Sein
Miteinander
Kontakte zu anderen Menschen aufbaut und
vertieft
Ausdruck, Ästhetik, Gestaltung, Darstellung,
Expression
Ausdruck
ein Medium ästhetischer Botschaften und
Erfahrungen ist
Eindruck, Exploration, Sensation, "vertigo"
Eindruck
neuartige und aufregende Bewegungserfahrungen erschließt
Wettkampf Wagnis Spannung und den Reiz des ungewissen Ausgangs bereithält
- Spiel
- Spannung
- Risiko Abenteuer
Spiel, Spannung, Abenteuer, Risiko, Wettkampf
Wagnis
Spannung und den Reiz des ungewissen
Ausgangs bereithält
Kompensation, Fitness, Wohlbefinden Gesundheit Gesundheit und Fitness fördert
- Ausgleich Gesundheit
Gesundheit, Ausgleich, Kompensation, Fitness,
Wohlbefinden
Gesundheit
Gesundheit und Fitness fördert
Antwort: Folgt man dem Modell des Raufens, wäre Kämpfen eher zielorientiert, zweckmäßig zur 6.3.1.Die Fitness verbessern, Gesundheitsbewusstsein entwickeln Der körperliche Zweikampf ist eine ganzkörperliche Herausforderung
- Von Pädagogische Perspektiven
- Karate
- Sportunterricht Pädagogische
PÄDAGOGISCHE PERSPEKTIVEN VON KARATE IM
SPORTUNTERRICHT
Pädagogische Aspekte des Kämpfens
Nach Funke (1988, S. 14) unterscheidet sich das regelgeleitete, kultivierte
Ringen als Spielform vom ernsten, aggressiven Raufen als Kampfform. Vergegenwärtigt man sich eigene Erfahrungen mit Kampfsituationen unter
Kindern, so wird die Intensität ihrer ‚Kämpfchen' irgendwo zwischen diesen
Polen liegen.
Kämpfen ist demzufolge eine ambivalente Sportform und überall ein
Thema, wo Kinder sind, betont Funke (ebd.). Er verweist damit auf die Frage, welche Motivation hinter den Kämpfchen steckt. Antwort: Folgt man
dem Modell des Raufens, wäre Kämpfen eher zielorientiert, zweckmäßig zur
6.3.1.Die Fitness verbessern, Gesundheitsbewusstsein entwickeln
Der körperliche Zweikampf ist eine ganzkörperliche Herausforderung.
Anders als in vielen anderen Sportfeldern und -arten, in denen nur vereinzelte Muskelsegmente beansprucht oder starre Ausdauermuster befolgt werden, umfasst der Zweikampf ein breitgefächertes Anforderungsprofil, u.a.
Koordination, allgemeine dynamische Ausdauer, Gewandheit, dynamische
und statische Kraftausdauer, Schnellkraft, Reaktionsvermögen und ein guter
Gleichgewichtssinn, sodass gezielt oder beiläufig körperliche Fähigkeiten
trainiert werden können. Außerdem sind im Karate wie in kaum einer anderen sportlichen Situation die von Kurz (2005, S. 227 f.) als siebter Sinn
zusammengefassten Stellungssinn, Kraftsinn und Bewegungssinn von Bedeutung. Kämpfen fördert somit das Verständnis von Körpersignalen und
Körpersprache, sodass die Schüler ihre "motorische Lesefähigkeit" (Strack,
2008, S. 152) weiterentwickeln.