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Record W6982703573

Is Training in Martial Arts Beneficial to One's Health? The Devil is in the Detail

2022· dissertation· en· W6982703573 on OpenAlexaboutno aff

Bibliographic record

VenueUniversity Library (University of Saskatchewan) · 2022
Typedissertation
Languageen
FieldEnvironmental Science
TopicAmerican Environmental and Regional History
Canadian institutionsnot available
Fundersnot available
KeywordsMartial artsMental healthPsychological interventionPsychosocialPersonalityExploratory research
DOInot available

Abstract

fetched live from OpenAlex

The World Bank and World Health Organization have noted that due to the significant economic, social, and healthcare costs of mental disorders, governments should direct more support towards developing or strengthening programs that promote mental health (Mnookin et al., 2016). Martial arts (MA) may be a valuable and holistic resource for such programs, as they are believed to be beneficial for mental health and have been recommended by some researchers as potential adjuncts to traditional psychotherapy, given their psychotherapeutic components (Draxler et al., 2011; Gleser et al., 1992; Weiser et al., 1995). Although the literature contains conflicting findings, martial arts have already been incorporated into mental health programs and interventions for youth (Harwood et al., 2017; Theeboom & De Knop, 1999; Twemlow et al., 2008), veterans (Weiss et al., 2017; Winsmann, 2005), and the elderly (Lee et al., 2010; Li et al., 2014). 
\nIn addition, while mixed martial arts (MMA) has grown in popularity in the Western world over the previous three decades (Dixon, 2015), relatively little is known about mental health associations with MMA training, particularly in Canada. This dissertation aimed to explore the relations between MA training, indicators of mental health, and personality variables. More specifically, Study 1, a meta-analysis was used to examine what conclusions could be drawn from the existing literature about the relations between MA training and psychosocial variables across the lifespan. Study 2, an exploratory correlational study, was intended to explore what correlates of mental health and personality are associated with MMA training among Canadians. Due to relatively low recruitment of MMA participants, the focus shifted from MMAP to a broader MAP group (which included MMAP) to test substantive hypotheses. 
\nIn Study 1, MA training outcomes were examined in pre-post studies, and those outcomes included anger, anxiety, depression, externalizing behaviors, happiness, mental health, self-efficacy, and self-esteem. The magnitude of effect sizes ranged from small to large. Differences in effect size magnitude varied per correlate by martial art discipline, with some martial arts being associated with greater differences in anger, anxiety, and depression. 
\nIn Study 2, results were a combination of expected and unexpected associations between MA training, personality, and indicators of mental health. Martial arts training was negatively associated with neuroticism and hostility, and positively associated with self-esteem. MA/sport involvement was negatively associated with neuroticism and hostility while it was positively associated with physical aggression. Frequency of MA training per week was negatively associated with self-esteem. Principal components analysis (PCA) with varimax rotation was conducted on a Martial Arts Experience Questionnaire (MAEQ) and a two-component solution emerged. The two components were labelled Integrity of MA training and Tradition of MA training based on respective item content. Integrity of MA training was positively associated with self-esteem, agreeableness, openness, conscientiousness, self-efficacy/will-power, and social support and negatively associated with neuroticism and hostility. Correlations between Tradition of MA training and all the criterion variables were non-significant.
\nMultivariate regressions analyses were conducted with select MA variables and select criterion variables based on significant correlations that were observed in earlier analyses. The findings of the three regression models are examined. Implications, limitations, and future directions are discussed.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.209
Threshold uncertainty score0.991

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0100.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.013
GPT teacher head0.183
Teacher spread0.170 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2022
Admission routes1
Has abstractyes

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