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    Martial Arts Analysis Essay (2452 words)

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    You have to learn to take constructive criticism and do what you are told. ” (Animations Snider, source g, page 2, paragraph 15. ) To have more respect for yourself and others. Gain the confidence, enough to speak in front of a group or people and lead a group. Self-esteem is the joy of being you, always finding the positive things in life and staying happy. And belief, if you don’t believe in yourself no one will believe in You can never reach your goals in life if you don’t have the yes can attitude.

    Overall martial arts helps you become a stronger person physically and mentally because martial arts uses life skills as a vehicles to teach martial arts to help you become a more well- rounded person. ‘Karate is a great tool to help in personal development. ” (Teethed Abdullah, president of Face’s downtown campus, source 8, page 1, paragraph 6. ) Martial arts are for everyone no matter Who you are or What age you are. It is a great activity to enroll children in and adults as well. The things you learn in martial arts are things that you will have with you for the rest of your life.

    That’s why martial arts many parents enroll their children into a martial arts program. “Having developed an interest in the sport’s combination of physical activity and discipline. ” (Fred Nicolas, source 10, page 1, paragraph B. ) Who doesn’t want to see their child to grow up and know how to make the right choice in life? Who doesn’t want to see their child have the confidence to speak in front of a group of people or even lead a group of people? Or maybe see their child answer with respect with yes sir, yes ma’am or yes mom, yes dad?

    These habits are habits that you will have tort the rest tot your elite. “A teachable moment isn’t after the mistake but before. Do something the wrong way 10-15 times and it becomes a habitual behavior. Behaviors become routines which control their behavior. Once they learn a way of doing something, right or wrong, it becomes a set routine. ” (Dry. Roger Cox, Director of Training, University of North Carolina/ Division TEACH, source I, page 51, paragraph 1. ) A growing trend that has provided many benefits for children on the autism spectrum involves their engagement in karate and Other martial arts.

    Autism and associated behaviors are estimated to occur in as many as 1 in 110 individuals. Autism is also four times more likely diagnosed in the boys than girls. “Autism is a lifelong developmental disability that prevents individuals from properly understanding their experiences. ” (Division TEACH, source I , page 3, paragraph 3. ) Autism is the fastest growing development disability in the US. And new cases are signaled almost every twenty minutes. “Because autism is not a singular disorder, it is unlikely that one intervention approach will benefit all subgroups equally.

    In order to develop a range of intervention strategies, an understanding of this complex development disorder is necessary,” (Quill 2000, source 1, page 5, paragraph 1 “Interventions must address the characteristics that underlie autism itself’ (Ruth Asps & Barry Grossman 2007, source 1, page 62, paragraph 1 “Education, both directly tot children and tot parents and teachers, is currently the primary form of treatment in autism” (National Research council 005, source 1, page 4, paragraph 3. “A research project conducted by physical therapy department in the course of learning martial arts, children with autism essentially came out of their shells and grows more socially assertive and cooperative, They exhibited better balance and motor coordination, eye contact improved and play skills were further developed. Greater self-esteem was also reported, with the added bonus oftenest kids being able to defend themselves, if needed. ” (University of Wisconsin, source 1, page 36, paragraph 1. Martial arts assist children On the autism spectrum because friend ships are formed around shared activity and that sense of belonging can be the greatest reward of all for them. Martial arts also help children on the autism spectrum because the release of energy in a safe and radicalized environment can bring a child too new sense Of calm. Also martial arts assist children on the autism spectrum With the ability to concentrate and focus their attention in a consistent and highly structured environment. Additionally, parents find that new skills carry over in to home and at school.

    Spending time assessing each student to determine what is uniquely motivating for them. Remembering that it may be different than what motivates anyone else, and is definitely different than what motivates other students. For example sensory items, tearing paper, watching things move vs.. Social praise or time with friends. We then use those unique motivators to engage the student in the learning process. Important lesson tot structured teaching is that individuals with autism learn best when they are interested and motivated.

    Treatment and Education tot Autistic and related Communication handicapped Children EACH) was developed in the early 1970/5 by its founder, Eric Shopper, the Treatment and Education of Autistic and related Communication handicapped Children approach includes a focus on the person with autism and the development of a program around the person’s skills, interests, and needs. They observed people with autism and gained an understanding of their learning style and the characteristics that affected their learning and interactions.

    Based on their research and understanding of the characteristics of autism, Eric Shopper and others at Treatment and Education of Autistic and related Communication handicapped Children developed the concepts of “Structured teaching” as a way to help us organize the educational and home environment in a meaningful way or individuals with autism. People With autism have difficulty in focusing-over focus on details, misses the main idea or what is important now, both social and academically.

    They also hue difficulty generalizing skills and knowledge, does not like change, wants things to remain the same and thrives with routines and Structure. They do not change behavior to please Others, not a flexible thinker, does not understand others views or choices available, easily struck. People with autism have literal understanding. Terms like you’re killing me, you crack me up, you are out of your mind, pull yourself together, if looks could kill, butter ere up and computer bug are taken literal by them.

    Because of their degree of functionality and their naiveté© those with autism are often viewed as eccentric or odd and can easily become victims of teasing and bullying. Symptom’s of Speakers syndrome are markedly overactive, indicates needs by gestures, is not cuddly or does not like to be touched, easily upset by changes in routine, overly sensitive to loud sounds, lights or odors, fixated on one subject or object, physically awkward in sports. Social situations are extremely challenging, often unsuccessful, chooses to be alone, inappropriate topics, struggles to join and main a part of a group.

    Children with Speakers syndrome have difficulty picking up nonverbal cues. Not all children with Espalier’s syndrome are alike, Just as each child with Speakers syndrome has his or her own personality, Espalier’s syndrome symptoms are manifested in ways specific to each individual. There are seven senses people have. Sensory system one is visual, the receptors are the eyes. Sensory system two is auditory, the receptor is the outer ear. Sensory system three is olfactory, the receptor is the nose.

    Sensory system four is gustatory, the receptor is the tongue. Sensory system five is tactile, he receptor is the skin. Sensory system six is preconception, the receptor are muscles and joints. The last Sensory system is vestibular, the receptor is the inner ear. When children are in different moods it affects each of the seven senses. Children with ready to learn arousal. Vision: looks at the task in hand. Auditory: listens to directions effectively. Taste,’smell: recognizes standard scent of materials. Tactile: touches all materials appropriately.

    Preconception: uses body successfully to complete task, Vestibular: remains at own work station for entire task. For children with high arousal. Vision: frequently distracted by peers. Auditory: needs directions repeated. Taste,’smell: driven to smell or licks all materials. Vestibular: constantly wandering away from work station. preconception: seems too rough with materials. Tactile: touches all materials and everyone else’s. To support children with high arousal. Vision: monochrome materials, position with hack to the back, Auditory: slow clam tone.

    Taste,’smell: juice box with narrow straw. Tactile: reduce variety of texture but increase volume, offer soft/silky. Preconception: provide very resistive or even weighted materials, work against gravity. Vestibular: all materials positioned within reach, offer movement breaks that are calming& Children with low arousal Vision: stares off into space. Auditory: needs directions repeated. Taste/smell: drools. Tactile: doesn’t explore materials Preconception: seems weak, can’t manage tools. Vestibular: doesn’t spontaneously move body to manage task.

    To support children with low arousal. Vision: bright contrasting colors, sit near the action. Auditory: vary intonation, loud. Taste/smell: several trips to the bubbler, scented materials. Tactile: add texture, change temperature. Preconception. Prepare for ask vivid stretching. Vestibular: standing vs.. Sitting, position materials on floor. Meltdowns occur When the person is overwhelmed by the stimulation from; people, tasks, sensory input, emotions and environment. Meltdowns may include screaming, aggression, running away, panic attacks, severe Withdrawal, or tantrums.

    During a meltdown no learning is happening. The main goal is to help the person regain self-control. Best is you can intervene before the meltdown occurs. Learn and look for signs that indicate person is becoming overwhelmed. The first time to do to manage a meltdown is to decrease stimulation/ increase arsenal space; stay calm and be supportive, decrease language and use visual supports. Physically intervene when safety is an issue, help the person get to a safe area to calm down if needed, You can prevent negative behaviors to be patient.

    Maintain visual supports, provide waiting time, and implement strategies, ” In lieu of conventional means of communicating, children with autism may develop idiosyncratic, unconventional, or inappropriate behaviors to communicate, such as self-injurious behaviors, aggression, or tantrums” (National Resource Council 2005, source 1, page 10, paragraph 1. ) Most children begin to pick up social and communication skills while they are still infants and toddlers. However, it is exactly this vast realm of communication and social understanding that typically escapes the person with autism. Nanette MacAfee, M. D. 2002, source I, page 70, paragraph 1. ) Teach strategies using interests. When the strategy is understood, teaching a new skill that may be more challenging. Teach strategies using interests in calm relax environment. When the strategy is understood, teach a new skill that may be more challenging. Many individuals are still learning fundamental skills to be a part Of a group. Skills that are needed for independence are to ask for help, ask for clarification, recognizing and understanding emotions, request a break, know when and how to take a break and utilize a schedule.

    Teaching the concept of time. Teach with a transition that is not difficult for the child. Teaching help involves teaching life skills, creating opportunities with low frustration, have visuals easily accessible, praise success in a manner that is rewarding to the person. Develop relationships with growth potential. Everyone has something to teach us, that don’t mean that everyone can teach us everything we want to learn. The people we associate with the most will rub off on us the most. Learning and growing is often the reward tort spending time with remarkable people.

    Demoting people’s uniqueness and strength, we all have qualities and strengths that are part of our natural make-up. These areas will be the areas that we all learn and grow the most. We can surround ourselves with the people that have strengths that can complement our own. Whenever we meet someone new, we are exposed to new learning& It’s been said that we hue one mouth and two ears because that way it is encourages us to listen twice as much as we talk. People don’t learn well people they don’t value.

    If you truly value people you’ll be able to learn from everyone; younger, older, more experienced, less experienced. If you have a teachable attitude, or are willing to adopt one, you will be well positioned to learn the most you can from others. Martial arts is a perfect atmosphere and environment for the development of leadership skills. It has a built in ranking system, as well as opportunities to earn titles and positions that empower people to leader others. Three areas that can immediately improve to increase our influence and improve our image as a deader is appearance, attitude, and actions.

    Always remember that the title and position doesn’t make the leader, the leader makes the title and position. People will always respect and admire the person far greater then they will respect and admire the title or position. You can have everything in life you want, if you help enough other people get what they want! ‘ (Gig Giggle, source 3, page 1 paragraph, 5) All us of can learn things in unlikely places, and trot unlikely people. Everybody has something to share, or something to teach us, But, that is only true it we have the right attitude toward learning and people.

    Being arrogant is like saying no one can teach me. The reality is that no one is too old, too smart or too experienced to learn something new. The only thing that stops any of us from being able to constantly learn and improve, is a bad attitude. Being naive is saying someone can teach me everything. People who realize they have room to grow will often seek a mentor _ That’s usually a good thing, But not to fall into the trap of thinking that one mentor can teach you everything. Being teachable is saying everyone can teach me something.

    The people who are the most teachable are mostly to learn the most. Every person has something to share, an observation, a lesson learned, a life experience. We just need to be willing to listen and learn. The way how you influence people will determine how many, how long and how effective you Will become at influencing them. People feel they are not able to influence others because they don’t have an official title or position Of leadership. Position and title does not make the leader, the leader makes the position or title.

    Our values and significance increases when we influence others at a time they need it most. Great leaders have a high level of sensory acuity. Great leaders can sense the teachable moments, breakthrough opportunities, and the catalyst times. Right motives are crucial to maintaining a high level of trust in the relationships you have with people. Wrong motives are a result of bad character. The methods of influence from worst to best are as followed; force: do it or else. Intimidation: “My way or the highway’. Manipulation: there is a winner and a loser.

    This essay was written by a fellow student. You may use it as a guide or sample for writing your own paper, but remember to cite it correctly. Don’t submit it as your own as it will be considered plagiarism.

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