Department of Psychology, Torbat-e Jam Branch, Islamic Azad University, Torbat-e Jam, Iran.
J Exp Child Psychol. 2024 Dec;248:106058. doi: 10.1016/j.jecp.2024.106058. Epub 2024 Sep 4.
Behavioral issues frequently arise in primary school children, affecting their academic performance, social interactions, and general welfare. These concerns encompass challenges related to attention, concentration, aggression, oppositional behavior, and social maladaptation. The purpose of the current study was to examine the impacts of karate Kata training on extrinsic behavioral problems of elementary school students. The Achenbach Child Behavior Checklist (CBCL) questionnaire was given to all fourth- to sixth-grade students from a male elementary school, totaling 241 students, in Mashhad, Iran. A total of 76 eligible school-aged children with a total score of 65 and above in attention, aggression, oppositional defiance, and social maladaptation issues were selected and randomly assigned to an exercise group (n = 38) or a no-exercise control group (n = 38). Participants in the exercise group were instructed to engage in Kata training, which consists of a series of choreographed movements designed to enhance physical and mental discipline, for a duration of 12 60-min sessions, whereas the participants in the control group followed their daily activities. The CBCL from the Achenbach System of Empirically Based Assessment was used to assess dependent variables such as attention and concentration, aggression, oppositional defiance, and social maladaptation at baseline and post-intervention. The repeated-measures analysis of variance indicated that Kata training results in significant improvements in attention and concentration and significant reductions in aggression, oppositional defiance, and social maladaptation among elementary school students (all ps < .001). These results highlight the potential benefits of incorporating Kata training into interventions aimed at improving the behavioral outcomes of children.
行为问题在小学生中经常出现，影响他们的学业表现、社会交往和整体福利。这些问题包括注意力、专注力、攻击性、对立行为和社会适应不良等方面的挑战。本研究旨在探讨空手道型训练对小学生外在行为问题的影响。采用 Achenbach 儿童行为检查表（CBCL）问卷对伊朗马什哈德一所男校四至六年级的所有学生进行了调查，共 241 名学生。共有 76 名符合条件的学龄儿童在注意力、攻击性、对立违抗和社会适应不良方面的总分达到 65 分及以上，他们被随机分为锻炼组（n=38）和非锻炼对照组（n=38）。锻炼组的参与者被要求进行型训练，型是一系列编排好的动作，旨在增强身体和精神纪律，持续 12 个 60 分钟的课程，而对照组的参与者则按照他们的日常活动进行。采用 Achenbach 基于经验的评估系统的 CBCL 评估了注意力和专注力、攻击性、对立违抗和社会适应不良等依赖变量，在基线和干预后进行评估。重复测量方差分析表明，型训练可显著改善小学生的注意力和专注力，并显著降低攻击性、对立违抗和社会适应不良（所有 p 值均<.001）。这些结果突出了将型训练纳入旨在改善儿童行为结果的干预措施的潜在益处。
