Multiple Intelligences for Learning Martial Arts

by Philippe-Aron Muma
Algonquin College Sport Management Student
SIRC Intern

Taijiquan or taiji is an excellent mind- body exercise that is practiced throughout the world. This Chinese art form incorporates several disciplines including; philosophy, medicine and martial arts. In order to learn taiji a student can utilize multiple intelligences: 

• Logical and mathematical learners can breakdown sequences to solve numerical patterns. In taiji these “reasoning smart thinkers,” can link postures into small sequences, small sequences into sections and combine the sections into routines. 
• Linguistic and verbal intelligence learners are “word smart” who excel and demonstrate strong speaking, writing, reading and listening skills. These students would learn by verbalizing the instructions step by step. 
• Spatial or visual learners are ones that learn from seeing how it’s done. They are “picture smart,” such resources as pictures, diagrams charts and other visual media can assist in their training. 
• Kinesthetic intelligence is a hands- on method to learning. Teachers can demonstrate by physically modeling the taiji principles through body language and structure. 

No matter what kind of learner an individual is, he or she may use any sort of intelligence to enjoy taiji. These learning principles also extend to all sports and activities. No matter what kind of learner an individual is, there are multiple ways to apply themselves to an activity.
 
 

Source from the SIRC Collection:
BROWN, D. (2011). Multiple Intelligences in the Process of learning Martial Arts Using Taijiquan as an Example. Journal of Asian Martial Arts. 20(2), 8-21

Coaching and the passion for life-long learning

The coaching profession is constantly changing and coaches at every level need to know more than just the basics to ensure success in the field.  This is why education and further professional development such as conferences, workshops, and mentoring are vital to a coaches career path. Coaching should be a profession where the opportunity for continuous learning should never be passed up.

Career-long learning is essential for coaches to stay relevant and up-to-date on their sport and its practices. Gaining years of experience as a coach is essential to progress in terms of professional development but if career-long learning is not on the radar, it can mean passing up chances for you and your athletes to grow. Here are some ideas on how to expand your knowledge:

1. Try mentoring - Mentoring can be highly effective in coach development since it can expand your knowledge base by exposing you to a variety of styles, skills and techniques learned by others.
2. Reflective practice - There is always room for improvement!  During practice or even competition, coaches can reflect on their own performance, rethink their actions, and learn from the experience.  If taking a notebook along to write down your ideas for change helps you out, take one along.
3. Look for educational opportunities - Sign yourself up to meet new people and hear different perspectives, whether it's a webinar, conference, workshop or joining an association; surround yourself with others in your field.

A lot of research has been done on how people learn and it shows that experience and working with or observing others is the most influential method of developing your knowledge base. A coach who seeks opportunities for development, works with others, and develops a reflective practice could easily be on their way to being a high-level practitioner capable of producing high-level performers.

References from the SIRC Collection: 

1. Callary B, Werthner P. Exploring the Learning Environment of Women Coaches. Canadian Journal For Women In Coaching. July 2011;11(3):1-7.
2. Cushion C, Armour K, Jones R. Coach education and continuing professional development: experience and learning to coach. Quest (00336297). August 2003;55(3):215-230.
3. Nash C, Sproule J, Callan M, McDonald K, Cassidy T. Career Development of Expert Coaches. International Journal Of Sports Science & Coaching. March 2009;4(1):121-138.
4. Norman L. Developing female coaches: strategies from women themselves. Asia-Pacific Journal Of Health, Sport & Physical Education. December 2012;3(3):227-238.
5. Thibert H. Developing Your Coaching Philosophy. Olympic Coach. Fall2008 2008;20(4):24-26.
6. Werthner P, Trudel P. Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches. International Journal Of Sports Science & Coaching. September 2009;4(3):433-449.

Coaching - "Invisible" Disabilities

Participation in organized sport activities has been shown to increase self-confidence, social skills and peer acceptance. Young people with "invisible" disabilities (e.g. learning, emotional/behavioural, and speech/language) can often be overlooked because they have no outward physical characteristics that suggest they have diverse learning needs. As a coach, there are many ways to foster an effective and inclusive sport environment so that everyone can have a great team sport experience.

Focus on a player's ability - Discover what your player can do rather than focusing on what he/she can't do. If you are unsure, ask them to tell you their capabilities, skills, interests and goals and then work together to plan challenging and engaging sessions that are geared to the person's needs.

Be ready to adapt - Possible adaptations include changing up your teaching style (more demonstrations, less verbal instruction), rules, equipment and environment (quieter may mean less distractions).

Communicate effectively - When providing directions, gain eye contact with your player(s), keep explanations concise and re-state if necessary. When providing demonstrations, break down specific drills one step at a time and build up slowly.

Set the stage for success - Some athletes with "invisible" disabilities may be aware of their difficulties and be anxious about situations that are unfamiliar, unknown, or perceived as difficult. To lessen anxiety, try providing an overview of the practice activities and the order in which they will occur. Routines also provide structure and predictability which can allow a stressed player to relax and become more engaged.

Promote social acceptance - Sometimes it can be challenging for players with "invisible" disabilities to have positive social interactions with others. A coach can address this by calming insisting that everyone follows the rules, takes turns and in general have players be aware of others. Organized sport can be a great platform for youth to develop social skills without negative consequences like teasing or ridicule; therefore, it's important to be sure to provide positive feedback and lots of support.

Coaches can encourage participation in sport for a person with a hidden disability by taking a pro-active approach, not worrying about making the occasional mistake and reminding themselves that every player just wants to be respected and valued.

References from the SIRC Collection:

1. Abraham A, Collins D. Taking the Next Step: Ways Forward for Coaching Science. Quest. November 2011;63(4):366-384.
2. Beyer R, Flores M, Vargas-Tonsing T. Strategies and Methods for Coaching Athletes with Invisible Disabilities in Youth Sport Activities. Journal Of Youth Sports. June 2009;4(2):10-15.
3. Hassan D, Dowling S, McConkey R, Menke S. The inclusion of people with intellectual disabilities in team sports: lessons from the Youth Unified Sports programme of Special Olympics. Sport In Society. November 2012;15(9):1275-1290.
4. McMaster S, Culver D, Werthner P. Coaches of athletes with a physical disability: a look at their learning experiences. Qualitative Research In Sport, Exercise & Health. July 2012;4(2):226-243.
5. Pine S. Inclusive coaching course opens minds and doors. Sports Coach. 2005;28(2):18-19.
6. Young J. The State of Play: Coaching Persons with Disabilities. Coaching & Sport Science Review. April 2010;50:9-10.