Practice Goals/Components
The practice of martial arts is popular among youth in the United States, with more than 6 million children participating (American Academy of Pediatrics 2010). The term, “martial arts,” can be used to describe any number of styles or disciplines of self-defense practices. Traditional martial arts include judo, karate, and taekwondo. Boxing is considered a modern martial art.
Karate, meaning “empty hand,” is considered a “hard” martial art, which emphasizes blocking, punching, and kicking. Karate is a Japanese martial art that is broken down into basic techniques, combinations of techniques with an imaginary partner, and sparring with a partner using controlled kicks and punches (Critchley, Mannion, and Meredith 1999). Judo, meaning “gentle way,” is considered a “soft” martial art, as it emphasizes throws and holds rather than strikes (Lamarre and Nosanchuk 1999). Judo also originates from Japan but emphasizes dealing with conflict in a gentle way in order to contribute to psychological as well as physical development (Imada and Matsumoto 2009). Taekwondo, meaning “the way of foot and fist,” is a traditional Korean martial art in which hands and feet can be used to overcome an opponent, but the main focus is on its combination of kick movements (International Olympic Committee 2019).
Practice Theory
Traditional martial arts philosophy is based on attaining the Zen state of “no mindedness,” whereby the participants are capable of fighting to their fullest extent but without aggressive feelings. This is carried out through ceremonial combat moves (katas), and the requirement of respect to the teacher (sensei), to the practice space, and to one another. Martial arts also emphasize the importance of meditation and constructs such as peace, benevolence, humanity, and self-restraint (Nosanchuk and MacNeil 1989).
Two theories are paramount in the research on martial arts and externalizing behaviors: catharsis and social learning. Breuer and Freud’s (1974) catharsis theory suggests that physically exhausting activity helps to release frustration or aggression and restore emotional balance through physical training. Thus, martial arts practice allows juveniles to channel and vent any aggressive energy during the intense, physical martial arts training rather than acting out and exhibiting negative externalizing behaviors (Mutz 2012).
Social learning theory (Bandura 1973) asserts that behavior is learned through observing and imitating the behavior of others (Gardner, Roth, and Brooks-Gunn 2009). This theory suggests that practicing martial arts could increase externalizing behaviors, as it models and rewards aggressive behaviors; however, martial arts can also teach prosocial behaviors (such as cooperation, respect, and discipline) and sportsmanship (such as playing fairly, obeying rules, and achieving team objectives), which reduces externalizing behaviors (Mutz 2012).
