Martial Arts Studies

From the writing desk of Glenn Sandford, Headmaster of ShoShinDo

The academic study of Martial Arts is not a new phenomenon, but in recent years there has been a vast growth in interest for the topic. Universities have coined the name ‘Martial Arts Studies’ to encompass research in many related fields which have as their prime interest, Combat Sports and Martial traditions. My own research started in 2018 when I completed an Honours thesis (Psychology) asking the question, “What is it about Martial Arts training that leads to positive social and psychological outcomes?”. I followed this up with a Masters thesis in 2020 where I formed a psychometric instrument (A survey which can be used statistically to examine specific ideas) which allowed empirical data to be used to test the ideas of my first research. Below I have created summaries of each of these research efforts with links to the published journal articles which came from them. In 2026 I will be embarking on a PhD study to explore the Martial Arts Industry in Australia using a sociological framework. I look forward to sharing my research with you as the journey continues.

 

Martial Arts Masters identify the essential components of training

G.T. Sandford and P.R. Gill

Journal: Physical Education and Sports Pedagogy

 

The research question here was quite simple. If we hope to achieve the development of self-regulation and behaviour change in our martial arts students, what is it that we do that leads to those outcomes? To identify which components of what we do MIGHT (my emphasis) be responsible for these benefits, I interviewed several instructors who had at least 10 years more experience than myself. They represented a diverse group of styles and experiences and all had a degree of international presence. Using the transcripts of those interviews I conducted a thematic analysis and identified 10 facets of training worthy of further examination. The 10 facets were:

This is not ALL that we do in our Martial Arts or Combat Sport training. It is just the most likely components leading to psycho-social benefits. In examining them I wondered whether other sports might also do these things and gain these benefits. Are the Martial Arts special? Or are they just a sport amongst many? More research was (and is) required, however I had a suspicion! Could it be the unique combination of these components that leads to the benefits rather than each individually. Do they act as enhancers when combined. A gestalt if you will, where the whole is greater than the sum of the parts.
 

Introducing the Martial Arts Inventory: Quantifying Student Training Experiences for Quality Control and Evidence of Efficacy

G.T. Sandford, P.R. Gill, R. Morda and A. Jago

Journal: Perceptual and Motor Skills

The premise behind this research was a bit more complicated. How do you make claims about the benefits of Martial Arts training when the actual training experience can be as different as apples to oranges? The answer was to create a survey of questions that could create a profile for what a student experienced during their training. For each of the facets of training that I identified in my first research I imagined 10 questions that I hoped would be relevant. I then had a group of martial artists answer the questions. Next I resorted to math. I used a factor analysis to statistically determine which questions were related to each other. This allowed me to remove questions that really weren’t helping, and to reduce the overall number of questions in the survey.

The next step was to get as many martial artists as I could find to complete the full survey. The data collected served to test if the survey was fit for purpose. Ultimately it may not be, as the number of questions involved was still so large that it would be hard to get research participants to fill it all out. Especially when you consider that this survey doesn’t answer a question, it just serves to create a training profile for a specific student. To use it in further research you would need the student to also do additional research participation. For example, they could fill out another survey which assesses self-regulation. Since this publication Peter G. my Masters supervisor has continued with the project, getting some of his honours students to try simplifying the survey instrument. Fingers crossed they will come up with something that will be more usable on a daily basis.

During the validation process I did manage to collect quite a bit of data and there were some interesting finds amongst it all. Firstly we reduced the relevant facets to 8. The following list is quoted from the published paper.

1. Meditative training. Meditative training refers to using the breath and mental
   introspection to manage behaviour. In MAs, the inclusion of these concepts
   refers to an awareness of self-control, establishing calm, and synchronizing
   one’s breath to one’s action.
2. Respectful discipline. Respectful discipline involves managing personal
   responsibility to other people within the MAs environment. The four ques-
   tions that make up this factor relate to respect and discipline.
3. Positive training environment. Positive training environment refers to a com-
   bination of student experiences that constitute a positive MAs experience.
   More specifically, a positive training environment is one in which there are a
   multitude of experiences that have been identified as potential agents of
   behaviour change (Sandford & Gill, 2018). Questionnaire items included
   those that related to supportive relationships with fellow students, a training
   environment in which the technical expectations of students were clearly
   portrayed, senior students setting clear technical examples to be followed,
   students identifying a clear understanding of what was required of them,
   and having goals and rewards. In this experience, students have a clearly
   defined set of expectations that are both challenging and achievable.
   Good examples of how to achieve those expectations are set by other students
   and by productive feedback as to what students must do to achieve their
   personal goals.
4. Streaming. Streaming involves the deliberate matching of training partners to
   achieve specific outcomes. Streaming relates to how both the student’s level of
   experience and physical profile (including their health, size and age) influence
   the structure of training. The distinction between these two concepts shows
   that, in appropriate circumstances, deliberate mismatches of size and level are
   incorporated in MAs training. This is important because it expands the pool
   of training partners and suggests very deliberate training objectives within the
   class.
5. Training behavior. Training behavior refers to how a student interacts with
   the training space and other students within the MAs training environment.
   Items suggest not just a space where action is conducted in rigid military style
   discipline, but a space where students are comfortable in what is expected of
   them and behave towards one another positively.
6. Heavy training. Heavy training describes the degree of physical threat in the
   MAs training. Higher scores on heavy training represent minor physical
   threats that the student perceives as acceptable such as basic bumps and
   bruises, while lower scores signify greater physical threat that include more
   serious physical injury that ‘requires treatment, or for you to modify your
   activity.’ These challenge items were structured to identify times when the
   challenge was considered sufficient for the student to believe that a mistake
   could lead to injury. This factor is the only one with negatively scored items
   when training was perceived as too heavy and a burden on the student.
7. Goal orientation. Goal orientation refers to how goals influence the training
   experience. The goals are supported by clearly defined expectations of the
   school, and are achieved by personal study and review of the required mate-
   rials. Goals should be well defined and understandable, and students should
   undertake research and record their requirements and review their efforts in
   working towards their goals. This factor speaks to a student’s self-discipline
   and the school’s overall teaching style (Vertonghen & Theeboom, 2010) that,
   in turn can be described as structured, and supportive of individual growth.
8. Physical challenge. Physical challenge defines the physical components of
   MAs training and how this challenge can be fostered. Items suggest that
   training can be difficult and take you to your physical limits, but that perseverance is both required and encouraged by teachers and fellow students.

One of the applications for the final 48 item survey is for teachers who are managing diverse schools. By having a random sample of students complete the survey, comparisons can be made between schools. Identified differences could lead to information that can improve the overall organisations performance. For example a school which is doing particularly well in a certain area could run a seminar for all instructors in the organisation to show them their teaching technique. Or if an overall lack is found in a certain area, new training ideas can be introduced to strengthen the programs. Ultimately, what is done with the instrument is up to the creative use by schools and researchers interested in understanding how their training affects their student’s development and well-being.