Effects of extracurricular martial arts practice on the trait of anger among boys and girls aged 9-12 years old / Efectos de la práctica de artes marciales en el ámbito extraescolar sobre el rasgo de ira de niños y niñas entre 9 y 12 años

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 (AU)

Hoy en día la agresión en los/as niños/as es un problema preocupante, donde se ha utilizado en algunos programas, las artes marciales para disminuir los niveles de violencia, debido a los valores de respeto y autocontrol que se le otorgan. Sin embargo, no siempre se ha obtenido los resultados esperados. El objetivo de este artículo es observar si las artes marciales, como el judo y el karate, son un método adecuado para disminuir los niveles de ira en los/as niños/as. Se realizó un estudio longitudinal cuasi-experimental durante un período de seis meses en el que participaron 82 niños/as, divididos en grupo control y experimental (kárate y judo). Fue utilizado el Inventario de Expresión de Ira Estado-Rasgo para Niños y Adolescentes (STAXI-NA). Se encontraron diferencias significativas sólo en algunos de los componentes de ira, en las pruebas previas de expresión de ira del grupo control y experimental, y en las pruebas previas y posteriores de expresión de ira del grupo de karate. Los resultados obtenidos en este estudio sugieren que el entrenamiento en artes marciales no tiene efecto sobre la gestión global de la ira en niños/as. Se señalan aspectos comunes en las intervenciones que han disminuido los niveles de ira (aspectos tradicionales, diseño de un programa específico, sujetos con problemas de conducta, contexto escolar) y se muestra con los resultados obtenidos, cómo una intervención habitual realizada en un contexto de club deportivo, en una población normal y sin un programa específico, tienen dificultades para reducir la ira de los participantes (AU)

Ira y otras emociones percibidas a través del uso de prácticas orientales en tareas motrices artístico-expresivas / Raiva e outras emoções percebidas em universitários através do uso de práticas orientais nas tarefas motoras artísticas-expressivas / Anger and other perceived emotions through the use of oriental practices in artistic-expressive motor tasks

Se plantearon dos objetivos: a) conocer cómo evolucionó la emoción de ira fundamentalmente y otros sentimientos y emociones, que el alumnado experimentó en la clase de Expresión Corporal, tras incluir prácticas orientales propias de las artes marciales; b) señalar prácticas físicas y estrategias utilizadas en la intervención que puedan disminuir la emoción de ira. 70 alumnos/as universitarios que cursan la asignatura de Expresión Corporal en el Grado de Ciencias de la Actividad Física y el Deporte participaron en el estudio. Se implementó una intervención de ocho sesiones, durante ocho semanas. Se recogió información a través de grupos de discusión y el diario de seguimiento del profesor. El análisis produjo tres categorías/temas: emociones, prácticas físicas y prácticas orientales y estrategias para disminución de la ira. Tras la intervención el alumnado experimentó más emociones positivas que negativas, aunque las negativas predominaron antes del comienzo de las sesiones. Se señala la música, los movimientos lentos, el silencio, el trabajo de respiración y la meditación como estrategias válidas para la disminución de la ira. (AU)

Foram traçados dois objetivos: a) conhecer como evolui fundamentalmente a emoção da raiva e outros sentimentos e emoções que os alunos vivenciaram na aula de Expressão Corporal após a inclusão de práticas orientais típicas das artes marciais; b) apontar práticas físicas e estratégias utilizadas na intervenção que podem reduzir a emoção da raiva. Participaram no estudo setenta estudantes universitários que frequentam a disciplina de Expressão Corporal na Licenciatura em Ciências da Atividade Física e do Desporto. Foi implementada uma intervenção de oito sessões, durante oito semanas. As informações foram coletadas por meio de grupos focais e diário do professor. A análise produziu três categorias/temas: emoções, atividades físicas e estratégias de redução da raiva. Após a intervenção, os alunos vivenciaram mais emoções positivas do que negativas, embora as negativas predominassem antes do início das sessões. Música, movimentos lentos, silêncio, respiração e meditação são apontados como estratégias válidas para reduzir a raiva. (AU)

Two objectives were set: a) know how the emotion of anger fundamentally evolves and other feelings and emotions that the students experienced in Body Expression class after including oriental practices typical of martial arts; b) point out physical practices and strategies used in the intervention that can reduce the emotion of anger. Seventy university students who are studying Body Expression in the Degree in Physical Activity and Sports Sciences participated in the study. An intervention of eight sessions was implemented, for eight weeks. Information was collected through focus groups and teache'rs diary. The analysis produced three categories/themes: emotions, physical activities, and anger reduction strategies. After the intervention, the students experienced more positive than negative emotions, although the negative ones predominated before the beginning of the sessions. Music, slow movements, silence, breath work, and meditation are pointed out as valid strategies for reducing anger. (AU)

Comparison of Sports Habits and Attitudes in University Students of Physical and Sports Education of Mostaganem (Algeria) and Physical Activity and Sport Sciences of León (Spain).

BACKGROUND: In their professional practice, teachers can exert a strong influence on students, promoting healthy habits for life through the example of their own lifestyle. The aim of this study was to compare sports habits and attitudes in Physical Activity and Sports Education students at the universities of León (Spain) and Mostaganem (Algeria). METHODS: We administered the "Motivations and Attitudes Toward Physical Activity and Sports" questionnaire (in Spanish MIAFD) to 125 Algerian university students from the Institute for Physical Education and Sport (age: 21.87 ± 2.51) and 122 Spanish university students (age: 22.98 ± 2.36) from the Faculty of Physical Activity and Sport Science. RESULTS: Chi-square tests showed significant differences (p < 0.001) with a large effect size (Cramer's V: 0.650) in perceptions of sport and satisfaction with participation. CONCLUSION: The students from Mostaganem and Leon show many similarities, such as the number of female students in physical education and sport is quite small compared to male students. Both consider that universities should improve sports facilities to promote good practice. The practice of sports by our university students is far superior to that of students with other degrees, suggesting that they will set a good example of healthy habits once they enter their profession. Nevertheless, the participation of female Algerian students in sport was lower than that of Spanish students, and students at León showed more intrinsic motivation for participating in sport than their counterparts at Mostaganem.