Social competence and emotional maturity is recognised as a vital component of children’s learning success and overall wellbeing. This paper reports findings from case study research on how martial arts training was thought to be improving the well-being of participating children. The data collected provides evidence of beliefs about the strong link between martial arts training and improvements in children’s mood, behaviour, motivation, peer interaction, communication, confidence, and persistence with difficulty tasks. These positive attributes nourish and support a child’s self-belief and emotional resilience. Several participants in this study noted the change in approaches to learning of individual children, manifesting in a positive mindset, increased confidence and persistence with difficult tasks.

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Eva Dobozy, PhD – WA ECEC Conference 8 August 2015
Social and emotional development gains of children
attributed to martial arts training

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Organisation of the presentation:
1. Background
2. MA training at WAIMA
3. Discussion
4. Limitations
5. Implications and future studies
6. Conclusion

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1. Background to the study
1.1 Health benefits of regular and vigorous physical
activity
1.2 Positive and negative effects of power sports

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1.1 Health benefits of regular and vigorous
physical activity
 WHO (2014), AMA (2014) and numerous research reports
attest to the health benefits of regular and vigorous
physical activity
 In 2014, Australia produced its first Physical Activity
Report Card.
Alarming finding: only 19% of Australian children and young people aged 5-
17 years meet the physical activity recommendations

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1.1 Health benefits of regular and vigorous
physical activity (cont.)
 ABS data (2013):
• 9-11 year olds participate
most in organised sports
(66%)
• 5-8 year olds participate least
in sporting activities (56%)
• 12-14 year olds participate
more than very young
children, but less than 9-11
year olds (60%)

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1.2 Positive and negative effects of power
sports
 Power sports: wrestling, boxing, martial arts
 Possible positive intervention strategy for troubling
teenagers
 Positive effects of MA reported in the research literature:
• Increasing children’s attention span
• Lowering aggression

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1.2 Positive and negative effects of power
sports (cont.)
 Negative effects of power sports reported in the research
literature:
• Concerns about safety issues and sports injuries
• Increase in antisocial behaviour and greater risk of juvenile delinquency
for male but not female adolescents
“Participation in physical activity, including sports remains one social milieu
for sociali[s]ation experiences which may be just as likely to teach and
reinforce antisocial behavio[u]r as they are prosocial behavio[u]rs.”
(Faulkner et al., 2007, p. 155)

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2. Martial Arts training at WAIMA
2.1 Research objective
2.2 Research questions
2.3 Research design
2.4 Research findings

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

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2.2 Research questions
1. What are the physical and psychosocial benefits of
pedagogically designed martial arts programs at
WAIMA as perceived by different stakeholders within
the WAIMA community?
2. How similar and different are the views of various
stakeholder groups concerning perceived physical
and psychosocial benefits of martial arts training?
3. What pedagogical practices are observed during
formal classes?

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2.3 Research design
 Case study methodology
• theoretical framework: sociocultural theory and grounded theory
 Formal, semi-structured interviews with stakeholder
groups
• Trainers (excl. junior instructors who were also school-aged students)
• Parents of all eligible school-aged WAIMA students (5-17 years of age)
• Students (school-aged children or adolescents – 5-17 years of age)
 Written narrative responses
 Observations of training sessions

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2.4 Research findings
2.4.1 Philosophy and pedagogy of martial arts at WAIMA
2.4.2 Case stories

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2.4 Research Findings
2.4.1 Philosophy and pedagogy of martial arts at WAIMA
 Combination of classical transmission education and
constructivism
• Methodical instruction of specific moves, broken down into small steps,
first demonstrated and then practised
• The chronologically ordered steps are transmitted via direct instruction
• Elements of creative problem-solving and ‘self-authoring practices’
(Dobozy, 2014) through personalised, peer-assisted learning tasks and
the creation of ‘free forms’, which requires goal-oriented behaviour and
self-motivation

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2.4 Research Findings
2.4.2 Case stories
Themed vignette approach:
• information from multiple similar views are synthesised allowing for the
construction of a unique story or vignette
Vignette 1: Belongingness
“The energy and camaraderie in the session was fantastic. To see new students
being welcomed into the class by members is great. I love seeing kids when they
finally ‘get it’ where the skills they are learning are finally mastered.”

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Interview questions:
Question topic
Q 1 What was the single best thing about the training session today?
Q 2 If you could suggest one single thing that could be change about the training
session today, what would it be?
Q 3 Why do you [bring your child/come to] martial arts training/ [work] at WAIMA?
Q 4 What, if any, changes in behaviour or mood did you observe in [your/a] child since
her/his commencement of training at WAIMA?
Q 5 Do you believe that martial arts training at WAIMA is character building? If so, how?
Q 6 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
physical development? If so, how?
Q 7 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
social development? If so, how?
Q 8 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
academic development? If so, how?
Q 9 Is there anything else you would like to tell me about [your/a] child’s martial arts

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Themes by stakeholder groups: Qs 1-3
Question Trainer views Parent views Student views
Sub-themes
Q 1
(best)
 Belongingness
 Mastery learning
 Peer-support and
civility
 Quality instruction
 Physical activity
 Life skills
 Physical activity
 Self defence
 Personal attention
Q 2
(change)
 Time efficiency
 Feedback to
parents
 New games
 Absolutely nothing
 Smaller classes
 Affordability
 Nothing
 Smaller classes
 New warm-ups
Q 3
(why
WAIMA)
 Rewarding job
 Fun and inspiring
 Use what I was
taught
 Fitness, protection and self-
defence
 Discipline
 Atmosphere and staff attitude
 Fitness and protection
 Self confidence
 Parents made me come
 Friends

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Themes by stakeholder groups: Qs 4-6
Question Trainer views Parent views Student views
Sub-themes
Q 4
(behaviour/
mood)
• Respectful, outgoing
and polite – no more
naughty or shy
• Find school less
troublesome
• Attitude change
• Feeling positive and
happy
• More self-discipline
• More confident
• Feeling happier
Q 5
(character
building)
• Confidence for
success
• Enthusiasm is
contagious
• Building resilience
• More positive
• Walking away from
trouble
• Life skills
• More responsible and
more respectful
• Be a better person
• Confidence and
responsibility
• Skills for life
Q 6
(physical)
• Physical goals
• Speed, stamina and
control
• Physical transformation
• Keeping active, fit and
healthy
• Improved coordination
and improved self-esteem
• Not very ‘sporty’ children
• Better endurance
• It’s worth it
• As fit as I’ve ever been

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Themes by stakeholder groups: Qs 7-9
Question Trainer views Parent views Student views
Sub-themes
Q 7
(social)
 Community spirit
 Overall behaviour
 Confidence and
friendships
• Different genders, ages and
communication
• Looking out for others
• No longer shy
• Confidence and friendship
 Talk to each other
 Improved
communication skills
 Being shy
Q 8
(academic)
 Focus,
concentration and
attention
 Good behaviour
 Word of the month
• Mental preparedness
• Promotes thinking
• Showing personality
 Focus and
concentration
 Self confidence
 Little goals and big
goals
Q 9
(anything else)
 Positive role
models
 Catering for
student variability
 Changing people’s
lives
• Motivation
• Bullying
• Confidence and social skills
• Instructors as role models
• Special needs children
 Confidence, respect
and control
 Mental health
 Fun but serious

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

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Word cloud analysis Q 1
 Words and phrases used most often: learning, class, best,
hard, better, great, new and training.
• “Learning how to defend myself on the street and in everyday life and
learning basic kicks and punches. Also learning a new grab defence and I
am able to do it by the end of the drill.” (Vignette 7)
• “When one tries hard, it encourages others to try just as hard if not
harder.” (Vignette 3)
• “My favourite part was the warm-up, even though it was very hard.”
(Vignette 6)

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

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Word cloud analysis Q 2
 One keyword that clearly stands out is “classes”, which
was used in very different contexts:
• “I love watching the commitment [my child] puts into his classes”
(Vignette 12)
• “Smaller classes could help [my son] focus better.” (Vignette 13)
• “Having smaller classes.” (Vignette 16)

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

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Word cloud analysis Q 3
 Words and phrases used most often: help, love and life.
• “You get to help people achieve goals in all areas of their lives” (Vignette
18)
• “It’s fun to inspire and help kids with confidence issues. …I love what I do
– I love teaching skills they can use in life.” (Vignette 19)
• “I love that I can use the mindset I was taught.” (Vignette 20)

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

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Word cloud analysis Q 9
 The keywords that were most often used were: ‘WAIMA’,
‘training’, ‘confidence’, ‘skills’ and ‘child’.
• Trainers: “We have a strong character development program at WAIMA.
For me, this is as important, if not more important than the physical skills.”
(Vignette 74)
• Trainers: “Talking to kids about life skills and morals and values is a
crucial part of WAIMA operation and to empower a child with only the
physical skills and not the values, morals and ethics, means we only have
done part of the job and in my opinion this is the most important part of
the journey.” (Vignette 75)
• Students: “WAIMA has given me many opportunities in life now. I have
gained a lot more confidence and I would recommend it to anyone that
needs help with confidence.” (Vignette 82)

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

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3. The psychosocial benefits of martial arts
training
 MA promotes positive personal development and well-
being. It contributes to children’s increased:
• Personal happiness
• Contentment
• Confidence
• Success
 Testimonies from all stakeholder groups attest to the
beneficial effects of MA in:
• The physical domain
• The socioemotional domain
• The cognitive domain

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Key findings
• Psychosocial effects of regular MA training
What this study was able to show is that the wide ranging
health-related impact of martial arts training is not confined
solely to physical benefits.
The psychosocial effects of regular martial arts training can
have long lasting and wide ranging implications for the
development of emotional resilience and school
success through the development of cognitive skills, such
as increased focus, attention, persistence, and motivation.

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Key findings (cont.)
• Academic enablers
Several participants in this study noted the positive change
in approaches to learning of individual children,
manifesting in a positive mindset, increased confidence and
persistence with difficult tasks.

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Key findings (cont.)
• Pedagogy of MA training at WAIMA
The multitude of positive parent and student statements
indicate that WAIMA trainers have achieved great success in
bringing personalised teaching and performance
mastery to individual children.
The pedagogical focus of martial arts training at WAIMA is
on the students’ individual needs and the development of
positive habits of mind.

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

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Key findings (cont.)
• Self-efficacy beliefs
The influence that self-perception holds over actual
performance is called self-efficacy belief.
It is based on the premise that every successful person has
experienced failure and has learned to successfully deal with
failure and embrace it as part of the learning process.
Getting children to accept failure as a vital companion to
success and to find the inner strength to look at it as a
temporary setback rather than a ‘fait accompli’ is not easy.

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4. Limitations of the study
 There are a number of limitations:
• The study used self-report data and convenience sampling
• Not all views very captured, it may well be possible that less
favourable associations exist between MA training and reported
behaviour and development
• Other variables not investigated, such as SES background,
gender, ethnicity etc may have influenced perceptions of effects of
MA
• The study was conducted of a singe case (MA training at WAIMA)

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5. Implications and future studies
 The stakeholder views are overwhelmingly positive, but
the study may encourage WAIMA to review current
practices, commission more research, and accept more
possible corporate citizenship duties.
• There is a need to better understand the physical activity habits of
adolescents (aged 12-17 years)
• What % of WAIMA students are in this age bracket?
• What is their physical activity energy expenditures?
• What is the retention rate of this WAIMA demographic group?
• What are their special needs and aspirations?
• What motivates them to attend classes?
• What are their reasons for leaving?

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5. Implications and future studies (cont.)
 More research is needed to understand the psychosocial
benefits of martial arts training for children with special
needs.
• Children with special needs, such as Developmental Coordination
Disorders (DCD), Attention Deficit Hyperactivity Disorders (ADHD),
dyslexia and/or dyscalculia
• What % of WAIMA students have special needs?
• What is the enrolment ratio of children with or without special needs?
• What is the retention rate of this WAIMA demographic group?
• What are their special needs and aspirations?
• What motivates them/their parents to come to WAIMA?
• What are their reasons for leaving?
• How does their attendance impact school behaviour (discipline issues
GPA)?

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5. Implications and future studies (cont.)
 More research is needed to understand the psychosocial
benefits of martial arts training for children from low SES
backgrounds.
• Children from low SES backgrounds
• What % of WAIMA students come from low SES backgrounds?
• What is the enrolment ratio of children from different SES backgrounds?
• How can children from low SES backgrounds be encouraged to attend
MA training at WAIMA?
• Could scholarships be offered?
• How does their attendance impact school behaviour (discipline issues
GPA)?
• What are their special needs and aspirations?
• What motivates them/their parents to come to WAIMA?
• What are their reasons for leaving?

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5. Implications and future studies (cont.)
 In the light of the above findings of the strong perceptions
of the positive psychosocial effects of martial arts training,
it is recommended that future research is conducted with
specific demographic groups, investigating the
psychosocial benefits of MA training at WAIMA.
 Building on this study, further research could be conducted
that documents the observable differences in children’s
social behaviours at school and at home, their mental
health, general mood, attitudes to school work, actual
change of grades, changes in friendship groups and
school behaviour.

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Thank you.
eva.dobozy@curtin.edu.au
Questions
???