The aim of traditional karate is to polish and nurture the mind, body and spirit (Funakoshi, 2003). The longevity and consistency of the practice make it appropriate for children, especially those with challenging behaviour. However, although karate presents opportunities to help these kids, the inherent structure of the classes can equally impose serious problems for them. The challenge for the instructor is to transcend the rigidity of traditional practice and learn to understand and embrace the wealth of literature promoting positive behaviour.
Patterson et al. (2008) present one such example which provide a useful framework for karate instructors who wish to alter disruptive behaviour in their classes. The fundamental tenet of their approach is: to alter any behaviour, you must first identify the vital behaviour you want to change. By identifying the six sources of influence that enable the behaviour you can discover the influences which will change the behaviour. This multifaceted approach fits well with the holistic nature of karate-do.
Identify the Vital Behaviour that Needs Changing
Identifying the vital behaviour is not as simple as it first seems. It is best to view it as that particular behaviour which acts as a catalyst to a "series of unfortunate events". For example where the child is disruptive in class which aspect of this is the most important thing to stop first? For the purposes of this example we are going to use the common disruptive behaviour where the child is "touching other children in class".
Analyse the Behaviour You Want to Change
Patterson et al. (2008, p71) believe that "people will attempt to change their behaviour if they believe it will be worth it and they can do what is required." So, rather than focusing on the action itself we need to focus on the motivators for the action and the capacity for the person to instigate change in their behaviour to stop that action. The template below is an example of how to analyse our vital behaviour "touching other kids in class".
- Personal Motivation: Do I enjoy it?
- Personal Ability: Am I personally able? (Can they stop?)
- Social Motivation: Do others motivate? (Everyone is doing it)
- Social Ability: Do others enable? (They laugh/don't say no etc)
- Structural Motivation: Do "things" motivate? (Doesn't affect promotion potential etc )
- Structural Ability: Do things enable? (Confuses cues for active & passive play)
Altering Behaviour
According to their model, Patterson et. al. (2008) found that in general,to alter behaviour you must be able to address at least three sources of the behaviour. Although this applies in most cases, with some entrenched behaviour all sources may need to be addressed before any major shift is seen. The model also relies on the formulation of a recovery plan in the event that the student reverts to previously unacceptable behaviour.
The following is a worked example of a plan for the child who constantly "touches other kids in class".
- Personal Motivation - Making the Desirable Undesirable. Often the child doesn't realise the impact they are having on the class; or the individual. Talk to them separately. Ask how they would feel if someone was doing the same thing to their grandmother/grandfather. For some reason using a grandparent is a better example than parents or themselves.
- Personal Ability - Surpass your Limit. Reinforce that they can stop if they really want to. Break the 'act' into smaller parts. Start with no hitting, then no poking then no touching of any kind. At each point remind them how well they are doing and how far they have come.
- Social Motivation - Harness Peer Pressure. Find a student they admire. Get that student to let them know that their behaviour is unacceptable
- Social Ability - Find Strength in Numbers. Let the child know that the other kids are not comfortable with them being a partner. Give the other kids "permission" to say no, stop that, we don't like you doing that.
- Structural Motivation - Design Rewards and Demand Accountability. Promote the child only if they can show they can go for a predetermined number of classes without touching another student. You must stick to this.
- Structural Ability - Change the Environment. Often simply restructuring a class will solve part of the problem. You may find that the child cannot line up in rank/kyu order without reverting to hitting/poking etc. They may be best in the middle of the row or at the front, or at the end or with higher graded students. Partner work, hitting bags, contact games may be better left to the end or in extreme cases, left out until the child can control themselves. Sometimes children simply cannot distinguish between when the game starts and stops.
Patterson et. al. (2008) approach is a solid framework to build a behaviour modification plan for a karate student. However, implicit in the model is an assumption that the instructor has a sound understanding of the impact of timing, method and implementation of instruction on the student. A grounding in the literature for managing children with diagnosed neurological disorders such as AD/HD and Autism Spectrum Disorders will help enormously with the success of implementing such a model.
Additional Resources
Martial Arts Teaching and Learning
Kane, Lawrence A. 1997. Martial Arts Instruction. Applying Educational Theory and Communication Techniques in the Dojo. YMAA Publication Center, Boston
Source
- Funakoshi, Gichin 2003. The Twenty Guiding Principles of Karate. The Spiritual Legacy of the Master. Kodansha International, Tokyo. (Original publication "Karate-do nijukkajo to sono" kaishaku 1938)
- Nosanchuk, T. A. and MacNeil, M. L. C. 1989. Examination of the effects of traditional and modern martial arts training on aggressiveness. Aggressive Behaviour. 15 (2) 153-159.
- Petterson, K., Grenney, J., Maxfield, D. McMillan, R. and Switzler, A. 2008. Influencer: the power to change anything. McGraw-Hill, New York.
- Rao, Shridev 2008. 'Oos sense! Oos sempai!': a karate school and lessons on inclusion. Journal of Inclusive Education. 12 (3) 281-299.
- Twemlow, Stuart W. and Sacco. Frank C. 1998. The application of traditional martial arts practice and theory to the treatment of violent adolescents. Adolescence. 33 (131) 505-518.
Alison Todd - Alison's background is many and varied. Her love of soil and plants is probably only eclipsed by her strange fascination with Japanese ...
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