1- Martial Arts Research: Prudent Skepticism
A. DIAMOND AND K. LEE’S REVIEW
“Interventions shown to aid executive function development in children 4 to 12 years old” (special section on Investing Early in Education, 19 August, p. 959) leaves the impression that martial arts training as usually delivered enhances executive functions. This is far from established. Martial arts training is a heterogeneous independent variable with average effects that may be negligible or even negative. Diamond and Lee cite two studies in support of martial arts. In the Trulson study (which was based on 34 students and 1 instructor), the only outcome measures are the self-report personality inventories completed by the “delinquent” students (1). Trulson concluded that the meditation, contemplation of goals, and other noncombat components of martial arts are helpful, but pure competitive fight training is harmful. The Lake and Hoyt study (207 students and 1 instructor) found the most positive effects on a measure of behavior during completion of an obstacle course (2). With teacher ratings, however, insignifi cant effects were reported for four out of fi ve variables,
including self-control. Longitudinal studies observing the results of many instructors lead to skepticism about
the effects of martial arts training. Endresen and Olweus (3), using a longitudinal design, reported that “participation in power sports
References
1. M. E. Trulson, Hum. Relat. 39, 1131 (1986).
2. K. D. Lakes, W. T. Hoyt, Appl. Dev. Psychol. 25, 283 (2004).
3. I. M. Endresen, D. Olweus, J. Child Psychol. Psych. 46, 468 (2005).
4. J. M. Strayhorn, J. C. Strayhorn, J. Child Adolesc. Psychiatr. Ment. Health 3, 32 (2009).
2 - Martial Arts Research: Weak Evidence
THE REVIEW “INTERVENTIONS SHOWN TO aid executive function development in children 4 to 12 years old” by A. Diamond andK. Lee (special section on Investing Early in Education, 19 August, p. 959) cited work that close examination shows to be weak. Some of the studies (1, 2) were randomized, but they
failed to meet other criteria such as blinding of teachers and parents to pupils’ treatment groups. Studies involving martial arts and physical exercise were particularly weak on isolation of variables. One study on martial arts training for children (1) compared a treatment group who wore special uniforms, meditated, bowed to their instructor, and were reminded of selfawareness and selfcontrol, to a control group who continued with their ordinary physical education activities; these authors concluded that when some improvement on some scales occurred for the treatment group, the change was caused by the self-awareness and self-control messages, rather than by other ways the two groups differed. Another study (2) compared children who did “sport stacking,” a bimanual physical task, with a control group that did not
experience any exciting new activity, and concluded that improvement on one of two reading measures was caused by the stacking task. A relevant volume dealing with treatments for developmental disabilities (3) stressed the weakness of evidence for special education interventions and described some such conditions as “fad magnets.” Unfortunately, early educational interventions seem to be similarly weak in evidence. The stakes are high and the resources scarce in both cases.
failed to meet other criteria such as blinding of teachers and parents to pupils’ treatment groups. Studies involving martial arts and physical exercise were particularly weak on isolation of variables. One study on martial arts training for children (1) compared a treatment group who wore special uniforms, meditated, bowed to their instructor, and were reminded of selfawareness and selfcontrol, to a control group who continued with their ordinary physical education activities; these authors concluded that when some improvement on some scales occurred for the treatment group, the change was caused by the self-awareness and self-control messages, rather than by other ways the two groups differed. Another study (2) compared children who did “sport stacking,” a bimanual physical task, with a control group that did not
experience any exciting new activity, and concluded that improvement on one of two reading measures was caused by the stacking task. A relevant volume dealing with treatments for developmental disabilities (3) stressed the weakness of evidence for special education interventions and described some such conditions as “fad magnets.” Unfortunately, early educational interventions seem to be similarly weak in evidence. The stakes are high and the resources scarce in both cases.
JEAN MERCER Richard Stockton College, Pomona, NJ 08240, USA. E-mail: jean.mercer@stockton.edu
References
1. K. D. Lakes, W. T. Hoyt, Appl. Dev. Psychol. 25, 283 (2004).
2. T. A. Uhrich, R. L. Swalm, Percept. Mot. Skills 104, 1935 (2007).
3. J. W. Jacobson, R. M. Foxx, J. A. Mulick, Controversial Therapies for Developmental Disabilities (Erlbaum, Mahwah, NJ, 2005).
2. T. A. Uhrich, R. L. Swalm, Percept. Mot. Skills 104, 1935 (2007).
3. J. W. Jacobson, R. M. Foxx, J. A. Mulick, Controversial Therapies for Developmental Disabilities (Erlbaum, Mahwah, NJ, 2005).
Nenhum comentário:
Postar um comentário