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Title [Martial Arts Globe] Martial Arts ethics education for youth
Martial arts ethics education for youth Slaviša Bradić
The history of practicing martial arts is closely related to its original purpose of application on the battlefield (Hébert, 2013). The training was conducted with the primary goal of preparing the warrior for all the challenges he will face in a real situation. One of the tests of the quality of training took place through controlled fights and rules that were the basis for the start of sports competitions (Kovačević, 2018). Ethics in martial arts is defined by respect to coaches, rivals and the martial arts discipline itself. Ethics teaches us Self-control and accountability, and the application of the martial arts itself in an ethical way. Ethical practice in martial arts provides us with Life Lessons on integrity, honour and perseverance and helps to preserve the traditional values(Suino, 2007). With the development of martial arts into a sport, the goals of training have been changed towards achieving results. Nevertheless, training systems are often very similar in their content, effort and scope to situations where the goals were the application of warrior skills in practice (Bennett, 2009). For this reason, the role of the coach is extremely important and responsible in relation to the students, because through his guidance, in addition to physical and technical progress, he has a great multiple impact on ethical development. These roles are crucial in forming an ethical framework within which young athletes can grow and develop not only as fighters, but also as individuals (Bompa & Haff, 2009). Martial arts are imbued with philosophical principles through the interaction of mind and body in order to create harmony, and promote self-discipline and character refinement (Deshimaru, 1983). Through practice, traits based on different warrior codes are developed, directed in addition to the physical aspect and towards the development of strength in moral integrity and ethical behavior. DISCUSSION In modern martial arts, the professional way of transferring knowledge can be presented through the prism of two types, the teacher who teaches the basic technique and principles of the skill and the trainer who is focused on applying his knowledge to achieve results. A teacher is a qualified master who, through his pedagogical and methodical work, directs his knowledge and experience towards the transfer and adoption of this knowledge to his students. The coach is a qualified master who directs these same factors towards achieving maximum results in correlation with the physical and mental capacities of the athlete (Kuleš, 2008). Instructor methods in martial arts training must be aimed at the development of young athletes through various techniques and approaches shaping their physical and mental development (Cleary, 2009). By using a combination of different types of training and philosophical teachings, young people are encouraged to understand the values of self-control, respect and honor. Work methods serve to strengthen the physical abilities of young people, but at the same time they have a positive effect on their socialization, self-confidence and ethical behavior in everyday life. The essence of every coach's work is to develop maximum physical and mental performance from his pupils, students or athletes through his training process (Shishida, 2011). In this way, regardless of the achieved sports result, all athletes have the opportunity to be winners in some way because they have managed to develop their talents and capacities to the maximum (Takšić et al., 2015). Putting an athlete into extreme physical and mental strain is stressful for the athlete because his physical potentials are brought to the phase of maximum strain by stimulation and guidance of the coach. Ethical dilemmas in martial arts trainers are situations in which coaches have to make decisions that affect the moral and ethical development of their students. Sometimes such situations involve result-oriented scenarios regardless of the quality of sportsmanship and respect for opponents (Thistle, 2019). It is of great importance in understanding such situations that coaches know how to keep a balance between the desire for results and the need to teach ethical values. By analyzing these dilemmas, quality strategies for solving ethical challenges in the martial arts sports environment are developed. Dosing the load on the athlete's borderline physical and mental abilities is extremely important primarily because of the risk of consequences that can be dangerous to the health and life of the athlete (Pulkkinen, 2001). At this stage of work, the will and desire of the athlete in the workload must not significantly deviate from the motivation and imposition of the burden on the coach. The coach should definitely monitor the feedback of the students through verbal and non-verbal forms during the training and assess the emotional state (Callan & Bradic, 2018). A state of high emotional arousal that causes aggression, anger, disappointment, etc. In the positive development of athletes, they quickly return to normal. If such conditions last longer than the usual breaks, it is necessary to stop the intensity and focus the training on some other, easier goals that result in emotional calming of the athlete. CONCLUSION Coaches are often in the function of a model of behavior in their work and as such have a unique opportunity to convey ethical values through their behavior and teaching methods. Their influence is much greater than teaching martial arts techniques themselves, but also encompasses the development of universal ethical values. Through the interaction between the coach and the student, various ethical dilemmas can be influenced in practice, such as fair play, self-control and respect for the opponent. Safety, respect, discipline, physical fitness, mental health, and fun must be the primary goals for training young people in combat sports. The use of special methods in training that cause extreme psycho-physical strain must be fully in accordance with the sincere desire of the athlete. Understanding the morphological, psychological, cultural, sociological and other characteristics of athletes involved in the training process is the basis for quality work. It is this fact that obliges every teacher or trainer in martial arts to continuous work on personal education and professional development. LITERATURE Bennett, A. (2009). Budo: the martial ways of Japan (1st ed.). Nippon Budokan Foundation. Bompa, T. O., & Haff, G. G. (2009). Periodization: Theory and methodology of training. Human Kinetics Publishers. Callan, M., & Bradic, S. (2018). Critical Judo Elements in Self-Control Development and Emotional Control. Applicable Research in Judo. Cleary, T. (2009). Training the samurai mind: A bushido sourcebook. Shambhala Publications. Deshimaru, T. (1983). The Zen Way to the Martial Arts a Japanese Master Reveals the Secrets of the Samurai. Hébert, J. (2013). Arts martiaux, sports de combat et interventions psychosociales. Kovačević, M. (2018). Historical development of the Olympic Games with special reference to the Olympic Games of the 21st century. Kuleš, B. (2008). Judas training. Zagreb: Kugler. Pulkkinen, W. J. (2001). The Sport Science of Elite Judo Athletes: A Review & Application For Training. Pulkinetics Incorporated. Shishida, F. (2011). Jigoro Kano's pursuit of ideal judo and its succession: Judo's techniques performed from a distance. Ido Movement for Culture, 11(1), 42-48. Suino, N. (2007). Budo mind and body: training secrets of the Japanese martial arts. Shambhala Publications. Takšić, V., Bradić, S., Đonlić, V., & Smojver-Ažić, S. (2015). Preliminary analysis of the training effects in the project Judo in schools. 1st Scientific and Professional Conference on Judo: Applicable Research In Judo, Zagreb. Čičak, L. (2019). Ethics and Morals in Sports. ※ Views in this writing are the aurthor's own |