Contextual factors Type of guidance (Coalter, 2007; Petitpas, - - PDF document

13/06/2012 1

TYPE OF GUIDANCE IN MARTIAL ARTS:

Analysing different teaching approaches used by martial arts teachers

Jikkemien Vertonghen & Marc Theeboom

9th of June 2012

IMACSSS International Conference

• Martial arts = one of the most practised sports

in club context (van Bottenburg et al., 2005)

• Positive educational opportunities
• Used as educational tool (e.g., Bosch, 2008; Elling & Wisse,

2010; Theeboom, De Knop & Wylleman, 2008; Zivin et al., 2001)

• Introduced in physical education classes (Brown & Johnson,

2000)

In order to create education opportunities, contextual factors have to be considered

June 9, 2012 Type of guidance in martial arts

Introduction

INTRODUCTION (1/5)

• Structural qualities of martial arts
• Characteristics of the participants
• Social context
• Type of guidance

June 9, 2012 Type of guidance in martial arts

Contextual factors

(Coalter, 2007; Petitpas, Cornelius, Van Raalte, & Jones, 2005; Shields & Bredemeier, 1995)

INTRODUCTION (2/5)

• Mastery climate
• Self-referenced improvement
• Improving personal best
• Performance climate
• Compare with others
• Perform better than others

June 9, 2012 Type of guidance in martial arts

Type of guidance

• 1. PERCEIVED MOTIVATIONAL CLIMATE

INTRODUCTION (5/5) (Ames, 1992)

June 9, 2012 Type of guidance in martial arts

Traditional Sporting Efficiency

Type of guidance

• 2. SPECIFIC TEACHING APPROACH

INTRODUCTION (4/5) (Theeboom et al., 1995)

• Classification systems of teaching approaches

used in martial used:

• Descriptive of nature
• Not based on empirical evidence

Present study:

• To gain a better understanding of the type of

guidance

• To make these concepts operational

June 9, 2012 Type of guidance in martial arts

Problem statement

13/06/2012 2

June 9, 2012

Aim

Type of guidance in martial arts June 9, 2012

• 1. Analyse different teaching approaches

+ develop a framework to identify these approaches

• 2. Examine how youngsters experience the

teaching approach perceived motivational climate

June 9, 2012 Type of guidance in martial arts

Aim of the study

June 9, 2012

Method

Type of guidance in martial arts June 9, 2012

• Qualitative methodology
• Interview + observation of 20 teachers

(aikido, karate or kick-/Thai boxing)

• Teaching Approach in Martial Arts framework

(TAMA)

June 9, 2012 Type of guidance in martial arts

METHOD (1/3)

Method 1

TRADITIONAL

EFFICIENCY

• 1. Goal of teaching

Striving for unity between internal (spiritual and mental) and external (physical) elements + pedagogical oriented aims 1 2 3 4 5 Sporting activity with the focus on physical aspects

• 2. Duration opening and

closing ritual Longer than one minute 1 2 3 4 5 There is no ritual

• 3. Ability groups

Martial artists are not divided into ability groups 1 2 3 4 5 Martial artists are divided into ability groups

• 4. Teaching techniques

Teaching techniques in different parts (analytical) 1 2 3 4 5 Teaching techniques in their whole (global)

• 5. Sparring

Only one person attacks + they have to help each other 1 2 3 4 5 Both persons attack and want to win

• 6. Use of traditional or

efficient techniques Hold on to traditional techniques 1 2 3 4 5 Tolerate adjustments if a technique can be more efficient

• 7. Response to

inappropriate behaviour Intrinsically and mentally

• riented punishments (e.g.,

motivate verbally ...) 1 2 3 4 5 Extrinsically and physically oriented punishments 4= Physical punishments (push ups ...) 5 = Suspend someone

TAMA

METHOD (2/3)

June 9, 2012 Type of guidance in martial arts

• Quantitative methodology
• Perceived Motivational Climate

in Sports Questionnaire-2 (Newton, Duda & Yin, 2000)

• 204 youngsters

June 9, 2012 Type of guidance in martial arts

METHOD (3/3)

Method 2

13/06/2012 3

June 9, 2012

RESULTS

Type of guidance in martial arts June 9, 2012

Type of guidance TAMA + INTERVIEWS

• Calculated total score on TAMA 3

groups

RESULTS (1/4) GROUP 1: TRADITIONAL GROUP 2: SPORTING GROUP 3: EFFICIENCY Subjects

Totale score (min = 7, max=35)

Aikido 1 7 Aikido 3 9 Aikido 4 11 Aikido 2 12 Karate 2 12 Karate 3 13 Aikido 5 14 Karate 7 16 Karate 5 18 Karate 10 20 Karate 6 21 Karate 9 22 Kick-/Thai boxing 3 24 Karate 4 26 Karate 1 27 Kick-/Thai boxing 2 29 Karate 8 30 Kick-/Thai boxing 4 31 Kick-/Thai boxing 1 34 Kick-/Thai boxing 5 35

RESULTS (1/4) RESULTS (2/4)

• Calculated total score on TAMA 3 groups
• Goal of teaching:
• Traditional approach:
• Pedagogically oriented aims
• Traditional aspects
• Sporting approach
• Objectives of traditional approach, but sporting aspects

more important

• Efficiency approach
• Participating in competition
• Effectively performing a technique

June 9, 2012 Type of guidance in martial arts

Type of guidance: TAMA + INTERVIEWS

RESULTS (3/4)

1,0 1,5 2,0 2,5 3,0 3,5 4,0 4,5 5,0

Performance Mastery

Mean score Traditional Sporting Efficiency June 9, 2012 Type of guidance in martial arts

Type of guidance PERCEIVED MOTIVATIONAL CLIMATE

RESULTS (4/4)

June 9, 2012

Type of guidance in martial arts

CONCLUSIONS

The Analysis of Contextual Factors in Youth Martial Arts Practice 19 April 26, 2011

13/06/2012 4

Conclusions

June 9, 2012 Type of guidance in martial arts

CONCLUSIONS (1/2)

• Different teaching approaches can be observed

in:

• different martial arts (traditional: aikido;

efficiency: kick-/Thai boxing)

• ne martial arts style (traditional, sporting +

efficiency: karate)

Conclusions

June 9, 2012 Type of guidance in martial arts

CONCLUSIONS (2/2)

• Participants perceived teaching approaches

differently

• Performance climate:

traditional + sporting < efficiency approach

• A performance climate has been linked to

maladaptive cognitive and affective responses

• Efficiency approach less appropriate to teach

martial arts to children?

Thank you for your attention!