Martial Arts

Martial arts have a long history of training and discipline in the West. The first North American practitioners of the Asian fighting arts were soldiers, followed by the popular 1960s movie star from Hong Kong, Bruce Lee; then by civilian adult male admirers of Lee followed more recently by many women and children. The early sociological studies on the martial arts focused on the fact that participation in the martial arts actually worked to reduce the practitioners’ aggression (Nosanchuk, 1981). More recent research has shown similar results. Academy of Martial Arts maintains, “The classes help channel aggression. Studies have shown that martial arts can be good for a child that has A.D.H.D. That is because the martial arts can give a positive outlet for all of the kid’s energy.” Subsequent research into the personalities and lives of martial arts practitioners focused on their self-esteem and self-image levels, and suggested that martial arts practitioners tended to be psychologically healthy and well-adjusted people (Konzak & Klavora, 1980). Advocates of martial arts claim that “the martial arts have a direct bearing on morality, disciplined ritual, and knowledge of man in the universe” (Becker, 1982, 19), and gradually, researchers noted the Eastern philosophies that permeated martial arts practices encouraged “formation of good moral character” and “non-violent attitudes and behaviours” (Bäck and Kim, 1978, 24).

Today, the majority of martial arts practitioners are young people and children, and the benefits of martial arts practice for these young people are said to be even greater than for adults (Vockell & Kwak, 1990). The martial arts foster in both the older and the younger practitioner “motivation, discipline, and resultant change” (Brownridge, 1975, 56). The younger practitioner, in many ways, derives more immediate and more lasting benefits, because the martial arts training and tenets become an ingrained part of his character before that character is fully formed (Wiley, 1995). Parents of young martial artists routinely report improved physical well-being and improved self-confidence, as well as many other psychological benefits attributable to the training (Boudreau, 1995).

As they work, with their body, to master specific techniques, the martial artist “works on personal character and attitude” (Cerny, 1981, 47). One author calls the Japanese martial art of aikido “philosophical education in action” (Linden, 1986). Certain

Asian governments have long believed exposing their youth to martial arts training makes good citizens (for South Korea, see Kim, 1996, for Japan, see Neide 1995). Parents of young martial artists frequently report better behavior, better school performance, higher self-confidence and self-esteem, and higher aspirations among their children (Vockell & Kwak, 1990, Abernathy, 1995).
How is it that the martial arts foster these changes, and how, specifically, can these changes benefit children with AD/HD?