Effects of extracurricular martial arts practice on the trait of anger among boys and girls aged 9-12 years old

  1. Lafuente, Jorge Carlos 1
  2. Gutiérrez-García, Carlos 1
  3. Ruiz-Barquín, Roberto 2
  4. Zubiaur, Marta 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Journal:
Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

ISSN: 2386-8333

Year of publication: 2024

Volume: 10

Issue: 1

Pages: 32-46

Type: Article

DOI: 10.17979/SPORTIS.2024.10.1.9952 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

Sustainable development goals

Abstract

Nowadays, aggression in children is an alarming problem and there are more and more programs carried out with students in order to reduce violence and aggressive behaviour. Martial arts have been used, on occasions, in these programs due to the values of respect and self-control that give it. However, they have not always obtained the expected results. The purpose of this paper is to observe is martial arts like judo and karate are a successful method to decrease anger levels in children. To evaluate this, a quasi-experimental longitudinal study during a period of 6 months in which 82 children took part, divided in a control group and an experimental group (karate and judo). State-Trait Anger Expression Inventory for Children and Adolescents (STAXI-NA) was used. Meaningful differences were found only in some of the anger components, between anger-in expression pre-tests of the control and experimental group and between anger-out expression pre-tests and post-tests of the karate group. The results obtained in this study suggest that the martial arts training has no effect about global anger management in children students. Common aspects are pointed out in interventions that have decreased the levels of anger (traditional aspects, design of a specific program, subjects with behavior problems, school context) and it is shown with the results obtained, how a habitual intervention carried out in a context of sports clubs, in a normal population and without a specific program, have difficulties in reducing the anger of the participants.

Bibliographic References

  • Baar, P., & Wubbels, T. (2011). Machiavellianism in children in Dutch elementary schools and sports clubs: Prevalence and stability according to context, sport type, and gender. The Sport Psychologist, 25(4), 444-464. https://doi.org/10.1123/tsp.25.4.444
  • Carraro, A., & Gobbi, E. (2018). Play fighting to cope with children aggression: A study in primary school. Journal of Physical Education and Sport, 18(3), 1455–1458. https://doi.org/10.7752/jpes.2018.03215
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Routledge. https://doi.org/10.4324/9780203771587
  • Fung, A. L. C., & Lee, T. K. H. (2018a). Effectiveness of Chinese martial arts and philosophy to reduce reactive and proactive aggression in schoolchildren. Journal of Developmental & Behavioral Pediatrics, 39(5), 404-414. https://doi.org/10.1097/DBP.0000000000000565
  • Greco, G., Cataldi, S., & Fischetti, F. (2019). Karate as anti-bullying strategy by improvement resilience and self-efficacy in school-age youth. Journal of Physical Education and Sport, 19(Suppl. 5), 1863-1870. https://doi.org/10.7752/jpes.2019.s5265
  • Harris, B. (2021) The Influence of Martial Arts on the Quality of Life of College Student. Graduate Theses, Dissertations, and Capstones, 100. https://scholarworks.bellarmine.edu/tdc/100/
  • Kostorz, K., & Sas-Nowosielski, K. (2021). Martial arts, combat sports, and self-determined motivation as predictors of aggressive tendencies. Journal of Physical Education and Sport, 21(1), 122-129. https://doi.org/10.7752/jpes.2021.01017
  • Lafuente, J., Zubiaur, M., & Gutiérrez-García, C. (2021). Effects of martial arts and combat sports training on anger and aggression: A systematic review. Aggression and Violent Behavior, 101611. https://doi.org/10.1016/j.avb.2021.101611
  • Martinkova, I., Parry, J., & Varner, M. (2019). The contribution of martial arts to moral development. Ido Movement for Culture. Journal of Martial Arts Anthropology, 19(1), 1–8. https://doi.org/10.14589/ido.19.1.1
  • Miguel-Tobal, J. J., Casado, M. I., Cano-Vindel, A. & Spielberger, C. D. (2009). Staxi-2: Inventario de expresión de la ira estado rasgo (3rd ed.). TEA Ediciones.
  • Mickelsson, T. B. (2020). Modern unexplored martial arts–what can mixed martial arts and Brazilian Jiu-Jitsu do for youth development?. European journal of sport science, 20(3), 386-393. https://doi.org/10.1080/17461391.2019.1629180
  • Mickelsson, T. B., & Stylin, P. (2021). Integrating Rough-and-Tumble Play in Martial Arts: A Practitioner’s Model. Frontiers in Psychology, 4170. https://doi.org/10.3389/fpsyg.2021.731000
  • Morvay-sey, K., Rétsági, E., Pálvölgyi. A., Braun, A., Oláh, A, Bergier, J. & Ács P. (2019). A trait aggression in young Hungarian practitioners of Japanese martial arts. Archieves of Budo, 15, 11-21. https://www.academia.edu/42840473/Archives_of_Budo
  • Moore, B., Dudley, D., & Woodcock, S. (2020). The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis. Journal of bodywork and movement therapies, 24(4), 402-412. https://doi.org/10.1016/j.jbmt.2020.06.017
  • Mocarzel, R. C. da S. (2016). Inclusion of people with disabilities through fights and martial arts. Revista De Artes Marciales Asiáticas, 11(2), 70–82. https://doi.org/10.18002/rama.v11i2.4177
  • Mytton, J. A., DiGuiseppi, C., Gough, D. A., Taylor, R. S., & Logan, S. (2002). School-based violence prevention programs - Systematic review of sedondary prevention trials. Archives of Pediatrics & Adolescent Medicine, 156(8), 752-762. https://doi.org/10.1001/archpedi.156.8.752
  • Nosanchuk, T. A. (1981). The way of the warrior: The effects of traditional martial arts training on aggressiveness. Human Relations, 34(6), 435-444. https://doi.org/10.1177/001872678103400601
  • Pellis, S. M., and Pellis, V. C. (2007). Rough-and-tumble play and the development of the social brain. Curr. Dir. Psychol. Sci. 16, 95–98. https://doi.org/10.1111/j.1467-8721.2007.00483.x
  • Pinto-Archundia, R. (2016). La importancia de promover los valores del hogar hacia las escuelas primarias. Ra Ximhai, 12(3), 271-283. https://doi.org/10.35197/rx.12.02.2016.18.rp
  • Reynes, E., & Lorant, J. (2004). Competitive martial arts and aggressiveness: A 2-yr. longitudinal study among young boys. Perceptual and Motor Skills, 98(1), 103-115. https://doi.org/10.2466/pms.98.1.103-115
  • Rosenthal, R. (1991). Meta-analytic procedures for social research. Sage. https://doi.org/10.4135/9781412984997
  • Singla, D. R., Waqas, A., Hamdani, S. U., Suleman, N., Zafar, S. W., Zill-e-Huma X. X., Saeed, K., Servili C. & Rahman, A. (2020). Implementation and effectiveness of adolescent life skills programs in low-and middle-income countries: A critical review and meta-analysis. Behaviour research and therapy, Volume 130, 103402. https://doi.org/10.1016/j.brat.2019.04.010
  • Trulson, M. E. (1986). Martial arts training: A novel “cure” for juvenile delinquency. Human Relations, 39(12), 1131-1140. https://doi.org/10.1177/001872678603901204
  • Veijalainen, J., Reunamo, J. & Heikkilä, M. (2021) Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care, Early Child Development and Care, 191:2, 173-186. https://doi.org/10.1080/03004430.2019.1611045
  • van der Kooi, M. (2020). Developmental outcomes and meanings in martial arts practice among youth: a review. European Journal for Sport and Society, 17(2), 96-115. https://doi.org/10.1080/16138171.2020.1737421
  • Vertonghen, J., & Theeboom, M. (2010). The social-psychological outcomes of martial arts practise among youth: A review. Journal of sports science & medicine, 9(4), 528. https://doi.org/10.2466/06.30.PMS.118k14w3
  • Waschbusch, D. A., Breaux, R. P., & Babinski, D. E. (2019). School-based interventions for aggression and defiance in youth: A framework for evidence-based practice. School mental health, 11(1), 92-105. https://doi.org/10.1007/s12310-018-9269-0
  • Williford, A. P., Brisson, D., Bender, K. A., Jenson, J. M., & Forrest-Bank, S. (2011). Patterns of aggressive behavior and peer victimization from childhood to early adolescence: A latent class analysis. Journal of youth and adolescence, 40(6), 644-655. https://doi.org/10.1007/s10964-010-9583-9
  • Zivin, G., Hassan, N. R., DePaula, G. F., Monti, D. A., Harlan, C., Hossain, K. D., & Patterson, K. (2001). An effective approach to violence prevention: Traditional martial arts in middle school. Adolescence, 36(143), 443-459.
Data source: Dialnet