Blomqvist Mickelsson Tony, Stylin Pilo
Södertörn University, Huddinge, Sweden.
Swedish Budo and Martial Arts Confederation, Stockholm, Sweden.
Front Psychol. 2021 Sep 30;12:731000. doi: 10.3389/fpsyg.2021.731000. eCollection 2021.
This paper introduces a model that explains psychosocial development by embedding the developmental concept of rough-and-tumble play (RTP) into the contextual settings of martial arts (MA). Current sport-for-change literature relies on theories that address contextual factors surrounding sport but agrees that sport in itself does not facilitate developmental outcomes. In contemporary times where western societies invest substantial resources in sport programs for their psychosocial contribution, this becomes problematic. If the contextual factors surrounding sport are exclusively what produce developmental outcomes, what is the rationale for investing resources in specifically? We challenge this idea and argue that although contextual factors are important to any social phenomena, the developmental outcomes from sport can also be traced to the corporeal domain in sport. To date, we have lacked the theoretical lenses to articulate this. The developmental concept of RTP emphasizes how "play fighting" between consenting parties stimulates psychosocial growth through its demand for self-regulation and control when "play fighting" with peers. In short, RTP demands that individuals maintain a self-regulated mode of fighting and is contingent on a give-and-take relationship to maintain enjoyment. RTP can thus foster empathy and prosocial behavior and has strong social bonding implications. However, such play can also escalate. A fitting setting to be considered as moderated RTP is MA because of its resemblance to RTP, and its inherent philosophical features, which emphasizes self-regulation, empathy, and prosocial behavior. This paper outlines what constitutes high-quality RTP in a MA context and how this relates to developmental outcomes. By doing so, we present a practitioner's framework in which practitioners, social workers, and physical educators can explain how MA, and not merely contextual factors, contributes toward developmental outcomes. In a time where sport is becoming increasingly politicized and used as a social intervention, it too becomes imperative to account for why , and in this case, MA, is suitable to such ends.
本文介绍了一种模型,该模型通过将打闹游戏(RTP)的发展概念嵌入武术(MA)的情境设置中来解释社会心理发展。当前的体育促进变革文献依赖于解决围绕体育的情境因素的理论,但一致认为体育本身并不能促进发展成果。在当代,西方社会在体育项目上投入大量资源以获取其社会心理贡献,这就产生了问题。如果围绕体育的情境因素是产生发展成果的唯一因素,那么专门在体育上投入资源的理由是什么呢?我们对这一观点提出质疑,并认为尽管情境因素对任何社会现象都很重要,但体育的发展成果也可以追溯到体育的身体领域。迄今为止,我们缺乏阐明这一点的理论视角。打闹游戏的发展概念强调,在与同龄人进行“打闹游戏”时,双方自愿的“打闹”如何通过对自我调节和控制的要求来刺激社会心理成长。简而言之,打闹游戏要求个体保持自我调节的打斗模式,并取决于一种相互让步的关系以维持乐趣。因此,打闹游戏可以培养同理心和亲社会行为,并具有很强的社会联结意义。然而,这种游戏也可能升级。由于武术与打闹游戏相似,且具有强调自我调节、同理心和亲社会行为的内在哲学特征,因此武术可被视为一种适度的打闹游戏的合适情境。本文概述了在武术情境中高质量打闹游戏的构成要素以及这与发展成果的关系。通过这样做,我们提出了一个从业者框架,从业者、社会工作者和体育教育工作者可以在其中解释武术,而不仅仅是情境因素,如何有助于实现发展成果。在体育日益政治化并被用作社会干预手段的时代,解释为什么,在这种情况下是武术,适合于这样的目的也变得至关重要。