The Positive Effects of Martial Arts on Autistic or Special Need Children
Introduction
The increasing call for alternative therapies and physical activities to support the developmental needs of children with autism and special needs has seen a rise in interest in martial arts programs across the globe. The benefits of completing structured, high-quality martial arts training are numerous. Empowerment and skill development are considerable, but the social, emotional, and physical abilities developed are, in most cases, just as paramount. Great care must be taken to individualize programs to meet the myriad of needs, talents, interests, and sensory challenges these children bring to the proverbial dojo floor. Empathy, insight, observation, and measurement are highly valued to achieve successful outcomes. Martial arts offer a variety of programs in which school-aged children can participate. Training options for beginners to experts, programs focused on specific training requirements and interests, non-competitive programs that burn off some excess energy, and competitive classes for those who like to kick some pads are just some examples of the possible programs. We will focus on the structure required in the sport to learn before a belt change and the building of skills and strategies for improving belt colors. These skills can still be gained in other individual lessons and ‘non-ending’ classes. The strategy undertaken by the ‘keeping-up’ coach may, however, need to be somewhat different to consider progress based on age and interests.
2. Understanding Autism and Special Needs
Autism disorder or autism spectrum disorder (ASD) can be defined as a range of several neurodevelopmental disorders characterized by social challenges, behavior, and communication. It is called a “spectrum” because every child is unique and will have different strengths and challenges. Here, ‘special needs’ refers to a child’s ‘special educational needs.’ A child with significant learning disabilities is also often termed as having special needs. These children are found in regular schools and in segregated special schools. Special needs are also included in the ‘child in need plan.’
A recent survey revealed that almost 87% of parents believe that children with autism or special educational needs can face sensory overloads when out and about in busy places. This can sometimes lead to distress and other people misunderstanding their behavior. Early intervention is a range of coordinated and specialized services for very young children at risk of having or exhibiting signs of developmental delays or disabilities. There is inconsistency in providing early intervention locally, regionally, and nationally. Families need early intervention for their child and therapeutic intervention that best fits or suits their child’s age and ability.
People with autism and related conditions face specific challenges, and difficulties may be more likely to arise in particular environments. In the continuum, children with ADHD and an irritable heart might have trouble following a structured routine and with preschool social interactions. Children with intellectual delays may need more help making sense of their new home environment and identifying their bedroom. In addition, a range of resources, including medical and surgical investigations, will be appropriate for such a broad group of children and their families. Research suggests that family and community support can help children with autism thrive. Public awareness can open the door to increased support and inclusion in therapeutic modalities.
3. Benefits of Martial Arts for Children with Autism and Special Needs
One population of children that has seen positive results in the martial arts classroom is children with autism and/or other special needs. Several functional benefits can be realized by a child on the autism spectrum who participates in martial arts. Sharing her personal experience, an autistic spectrum parent notes that martial arts improved her son’s coordination, fine motor skills, and overall state of health. More importantly, like evident appeals in other physical activities such as swimming, team sports, or specialized individual sports like gymnastics, fitness training, and track and field, a growing number of MDAs are likely attracted to the character development, goal setting, and personal achievement aspects of training in martial arts. Martial arts teachers can infuse the teaching program with the tenets of the style, as the most inclusive education and cultural infusion is a catalyst for the dramatic growth in opportunities and the application of martial approaches in the social intervention process.
It is stated that with autistic children, “the benefits of this art can be quite rewarding. It is primarily non-verbal instruction limited verbal confrontation, which is comforting, especially in the beginning stages of training.” Teacher’s willingness to discuss the benefits of martial arts for children with special needs reflects the overall trend. Several studies evaluating the benefits of martial arts instruction in the lives of individuals with autism have mirrored the credence of these findings.
A pediatrician and fourth-degree black belt examined the influence that karate instruction exerted upon forty autistic children. Martial arts serve as an outlet, assisting them in improving impulse control and self-monitoring. Development researchers point out that poor social responsiveness is seen across a variety of clinical disorders, including autism. Karate classes offer children with autism simplicity, structure, and immediacy. Social communication skills are often just not there. It is mentioned that the inability to “understand abstract concepts or have difficulty comprehending that a statement is an instruction” is common in autistic children. The predictability of the class schedule and physical requirements of karate movements is a non-abstract learning tool or conduit that can assist the instructor in engaging the student with an autism spectrum disorder. Physical training in the martial arts “grounds” these special needs students, in reality, in their bodies, enabling them to more readily comprehend external physical boundaries, rules, and social obligations. It also helps these individuals to become more familiar with emotions in a safe, controlled manner. Social skills are often structured or embedded in the class procedures of many martial arts classes. Several martial-style programs have been created to meet this population’s more extensive functional skill requirements. Social skill development in martial arts classes assists these children in real-life family and community settings. Children involved in training often show demonstrably increased self-esteem combined with physical, cognitive, personal, and broader psychiatric functional skill sets. Martial arts can become part of a multifaceted educational treatment approach designed to “remedy” or “cure” these disorders. Just as different cultures have discovered the value of various “meditational arts” throughout the centuries, the lessons taught in traditional martial arts offer a wealth of experience and functional knowledge.
4. Case Studies and Success Stories
Naffy began Macquarie University’s Kendo Club just before his 9th birthday. He is now 15. Kendo is a Japanese Samurai martial art that uses bamboo swords. Naffy has been diagnosed with autism. While doing Kendo, Naffy has shown extraordinary growth on and off the dojo. He has been noted by people who have been practicing the art for many years, and some have been doing so for over 30 years. Naffy now helps partially aid in his tuition on occasion. He still wears his helmet during practices, although he has worn it off several times; it still feels comfortable. He looks after his gear, taking pride in getting his dogi as clean as possible. If you care to listen to what Naffy has to say, he will talk to you about the various types of gear and why they are essential in training.
I have 3 children: two special needs daughters and a neurotypical son. The eldest daughter, Cass, has brittle bones. Emily is autistic. Naffy has been teaching Emily Kendo since February 2010. Emily would not sit still in a chair at all. She would spin continuously until she fell over. We introduced some Japanese Samurai culture into her life with Kendo, and she has a new lease on life. She has a fantastic time. Emily considers Naffy like a big brother. He is always quick to jump off the dojo floor and give Emily a smile or high five when she does a good job in class. It is wonderful to see. Emily’s progress is not remarkable regarding physical achievement, but she benefits from her increased focus. Sure, her mind wanders, but she is more alert and attentive to what she is doing than ever. She is rapidly expanding her circle of friends, which is pretty cool! Emily loves the time spent with her big Kendo family.
5. Best Practices and Adaptations in Teaching Martial Arts to Children with Autism and Special Needs
As I, who understand work with autism, know, each of this population is just as different as the rest of the world and must be seen as an individual. Each has their own abilities, special interests, learning styles, sensory issues, and life experiences. This fact also applies to those who have special needs in general. Also, remember that within each population there is a wide range of individuals in regard to being able to learn in the general population classes without adaptations. So, as a martial arts teacher working with special or those on the spectrum, it is our job to encourage the student to grow within the special abilities we are training and guiding them to develop through our art.
Effective Ways to Teach Those with Special Needs at All Levels
- Create an environment that is supportive and inclusive and- Effective and clear communication a routine in your class
- Know how to modify traditional ways of teaching martial arts
- Work with each family regarding the expectations of the student
- Work with the parents to get a realistic plan of what will be needed in class to accommodate their child
- Knowledgeable teaching staff
- Can adapt their teaching methods to different learning styles
- Can confer with the parents regularly to check in on progress and plan tutorials
- Can create individualized goals for each child and be able to break down the skills properly to meet his or her success.
Goal setting and positive reinforcements: When teaching an individual with social and emotional issues, it is essential to establish a clear goal of what you want the child to accomplish each day, as well as house rules and program goals, to help guide the student into positive behaviors and improvements in the martial arts.
References:
Greco, G. & De Ronzi, R., 2020. Effect of Karate training on social, emotional, and executive functioning in children with autism spectrum disorder. Journal of Physical Education and Sport. researchgate.net
Tabet, C., 2023. Teachers’ Perception Regarding Martial Arts Taekwondo Training to Reduce School Violence: A Qualitative Case Study. proquest.com
Morales, J., Pierantozzi, E., Fukuda, D.H., Garcia, V., Guerra-Balic, M., Sevilla-Sánchez, M. and Carballeira, E., 2022. Improving motor skills and psychosocial behaviors in children with autism spectrum disorder through an adapted judo program. Frontiers in Psychology, 13, p.1067310. frontiersin.org
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