Emphasizing Practice Sessions of Combat Sports for Security Concerns Among Primary School Pupils in Warri Metropolis
Abstract
This study investigated enhancing school safety through combat sports practice sessions among primary school pupils in Warri Metropolis. A quantitative survey research design was adopted to investigate the impact of combat sports on addressing security concerns and promoting a safer environment for young students. A structured questionnaire was meticulously designed to collect data from a purposive sample of 120 respondents, representing primary school pupils, parents, and educators involved in combat sports activities within the educational context. The data collection process aimed to gather insights into participants’ perceptions, experiences, and attitudes regarding combat sports as a security measure in schools. Data analysis was conducted using Statistical Package for the Social Sciences (SPSS) version 27. Descriptive statistics, inferential tests, correlation analysis, and a one-sample t-test were employed to present and analyze the collected data. The t-test was specifically used to test the hypotheses related to the effectiveness of combat sports practice sessions in reducing security concerns, improving self-defence skills, and influencing perceptions among primary school stakeholders. The findings of the study revealed several significant outcomes. Firstly, emphasizing practice sessions of combat sports significantly reduced security concerns among primary school pupils in Warri Metropolis, highlighting the positive impact of proactive measures such as martial arts training in enhancing school safety. Secondly, combat sports practice sessions led to a noticeable improvement in the self-defence skills and confidence levels of participating students, contributing to their overall well-being and empowerment. Based on the results, the study concluded that integrating combat sports in school curriculums can play a pivotal role in promoting discipline, mutual respect, and conflict resolution among students. The positive perceptions and experiences expressed by primary school pupils, parents, and educators underscored the potential of combat sports as valuable educational tools beyond traditional sports activities. These findings align with current efforts to enhance holistic development and safety measures in educational settings.
CHAPTER ONE
INTRODUCTION
Background to the Study
The prevalence of security concerns among primary school pupils in Warri Metropolis has become a growing issue of concern (Mitchell, 2020). Incidents of bullying, violence, and insecurity within and around school premises have highlighted the need for proactive measures to ensure the safety and well-being of young students (Reynes & Lorant, 2020). In response to these challenges, there has been an increasing interest in exploring the role of combat sports practice sessions as a means to address security concerns and promote a safer environment for primary school pupils (Gleser & Brown, 2022).
Combat sports offer a unique avenue to instil discipline and self-defence skills in young students (Pearn, 2020). By introducing martial arts principles and practices, children can learn conflict-solving strategies that apply not only to physical altercations but also to managing interpersonal conflicts (Levine, 2020). The structured nature of combat sports training provides a framework for teaching respect, restraint, and the appropriate use of force, which are crucial elements in addressing security concerns and fostering a positive school environment (Hsu, 2020).
Moreover, martial arts training has been linked to improved cognitive, emotional, and behavioural functioning among youth (Gonzalez, 2020). Through consistent practice and adherence to martial arts principles, students develop resilience, confidence, and self-control (Twemlow & Sacco, 2020). These attributes contribute significantly to reducing the likelihood of engaging in aggressive behaviours and promote a sense of responsibility and empathy towards peers (Reynes & Lorant, 2021).
One of the key benefits of integrating combat sports practice sessions in primary schools is the empowerment it provides to students (Lakes & Hoyt, 2020). By acquiring self-defence skills and understanding conflict resolution strategies, pupils gain a sense of agency and autonomy in managing challenging situations (Seitz et al., 2020). This empowerment not only enhances their physical safety but also strengthens their overall well-being and mental health (Fuller, 2020).
Additionally, martial arts training emphasizes values such as respect for authority, perseverance, and teamwork (Theeboom & De Knop, 2019). These values align with the goals of creating a positive school culture that promotes inclusivity and mutual respect among students (Skidmore, 2021). Combat sports practice sessions can serve as a platform for promoting positive social interactions, fostering camaraderie, and building a sense of community within the school environment (Rew & Ferns, 2021).
Furthermore, the structured nature of martial arts classes and the mentorship provided by instructors can act as protective factors against negative influences outside of school (Tan, 2022). Engaging in regular training sessions not only keeps students physically active but also provides them with a constructive outlet for channelling energy and managing stress (Maxwell & Moores, 2021). This holistic approach to well-being contributes to a safer and more supportive school environment for all pupils.
It is essential to recognize that while combat sports practice sessions offer valuable benefits, they should be implemented in conjunction with comprehensive anti-bullying and security measures (Reynes & Lorant, 2022). Collaborative efforts involving educators, parents, and community stakeholders are crucial in creating a multifaceted approach to addressing security concerns in primary schools (Sheard, 2021). By combining preventive strategies, proactive interventions, and positive reinforcement through martial arts training, schools can create a safer and more conducive learning environment for all students.
Statement of Problem
Firstly, existing literature often focuses on general aspects of martial arts training and its benefits for youth, but there is a lack of specific research addressing the effectiveness of combat sports practice sessions in mitigating security concerns within primary school settings (Burke, 2020). While there is anecdotal evidence and theoretical frameworks suggesting that martial arts can promote discipline and self-defence skills, empirical studies focusing on its direct impact on reducing incidents of bullying, violence, and insecurity in primary schools in Warri Metropolis are limited (Gleser & Brown, 2022).
Furthermore, there is a need to explore the feasibility and practicality of integrating combat sports practice sessions into the existing curriculum of primary schools in the Warri Metropolis area (Gorbel, 2019). Questions arise regarding the availability of trained instructors, the allocation of resources, and the support from school administrations and parents in implementing such programs effectively (Jones et al., 2020).
Another gap lies in understanding the perceptions and attitudes of stakeholders, including teachers, parents, and students themselves, towards combat sports as a means to address security concerns (Donohue & Taylor, 2020). It is essential to investigate potential barriers or resistance to adopting martial arts programs within schools and identify strategies to overcome these challenges (Twemlow et al., 2020).
Moreover, the long-term impact and sustainability of combat sports practice sessions on creating a safer school environment need to be evaluated (Trulson, 2020). Research should delve into factors such as retention rates, changes in school climate indicators, and the transferability of skills learned during martial arts training to real-life conflict situations among primary school pupils in Warri Metropolis (Nosanchuk, 2021).
Objectives of the Study
The following specific objectives were examined:
- To assess the impact of emphasizing practice sessions of combat sports on addressing security concerns among primary school pupils in Warri Metropolis.
- To evaluate the effectiveness of combat sports practice sessions in improving the self-defence skills and confidence levels of primary school pupils.
- To explore the perceptions and experiences of primary school pupils, parents, and educators regarding the integration of combat sports practice sessions as a security measure in primary schools.
Research Questions
The following research questions were asked:
- What is the impact of emphasizing practice sessions of combat sports on addressing security concerns among primary school pupils in Warri Metropolis?
- How effective are combat sports practice sessions in improving the self-defence skills and confidence levels of primary school pupils?
- What are the perceptions and experiences of primary school pupils, parents, and educators regarding the integration of combat sports practice sessions as a security measure in primary schools?
Research Hypotheses
The following hypotheses were investigated:
Null Hypotheses(H0):
- Emphasizing practice sessions of combat sports does not significantly reduce security concerns among primary school pupils in Warri Metropolis.
- Combat sports practice sessions do not lead to a noticeable improvement in the self-defence skills and confidence levels of primary school pupils.
- Primary school pupils, parents, and educators hold negative perceptions and experiences regarding the integration of combat sports practice sessions as a security measure in primary schools.
Alternative Hypotheses(H1):
- Emphasizing practice sessions of combat sports significantly reduces security concerns among primary school pupils in Warri Metropolis.
- Combat sports practice sessions lead to a noticeable improvement in the self-defence skills and confidence levels of primary school pupils.
- Primary school pupils, parents, and educators hold positive perceptions and experiences regarding the integration of combat sports practice sessions as a security measure in primary schools.
Significance of the Study
The significance of this study on emphasizing practice sessions of combat sports for security concerns among primary school pupils in Warri Metropolis is multifaceted and holds several implications for various stakeholders.
Firstly, addressing security concerns in primary schools is paramount for ensuring the safety and well-being of young students. Incidents of bullying, violence, and insecurity can have lasting negative effects on children’s physical and psychological health, as well as their academic performance. By exploring the role of combat sports practice sessions in mitigating these concerns, this study aims to contribute to the development of proactive measures that create a safer learning environment for primary school pupils.
Secondly, this study holds significance in the realm of educational interventions and holistic student development. Combat sports training not only equips children with self-defence skills but also fosters attributes such as discipline, resilience, and self-control. These are crucial life skills that can positively impact students’ behaviour, attitudes, and interpersonal relationships both within and outside the school setting. Understanding how combat sports practice sessions can promote these attributes contributes to the broader conversation on comprehensive education strategies.
Furthermore, the study’s focus on combat sports as a proactive measure aligns with current trends in promoting physical activity and healthy lifestyles among youth. In an era where sedentary lifestyles and childhood obesity are prevalent concerns, initiatives that encourage regular physical exercise and skill development, such as martial arts training, are highly relevant. By highlighting the potential of combat sports practice sessions to engage students in meaningful physical activity while also addressing security concerns, this study underscores the importance of holistic approaches to children’s well-being.
From a societal perspective, this study contributes to discussions on violence prevention and conflict resolution strategies. By empowering children with non-violent conflict-solving skills and promoting values like respect and empathy, combat sports practice sessions can serve as a means to cultivate a culture of peace and mutual understanding among young individuals. This has broader implications for promoting social cohesion and reducing aggression within communities.
Moreover, the study’s findings can inform policy decisions related to school safety and physical education curriculum development. Insights into the feasibility, effectiveness, and potential challenges of integrating combat sports practice sessions into primary school activities can guide policymakers, educators, and parents in making informed decisions about implementing such programs. This, in turn, can lead to the formulation of evidence-based guidelines and best practices for enhancing security and promoting positive youth development in educational settings.
Scope of the Study
This study focused on primary school pupils within Warri Metropolis and specifically examined the impact of emphasizing practice sessions of combat sports as a security measure. The research also considered the perspectives of parents, educators, and stakeholders involved in primary education within the study area.
Operational Definition of Terms
Combat Sports: Refers to organized sports or activities that involve physical combat, such as martial arts, boxing, wrestling, and judo.
Security Concerns: Includes issues related to safety, protection, and well-being, such as bullying, violence, threats, and insecurity.
Primary School Pupils: Refers to children enrolled in primary education, typically aged between 5 to 12 years old.
Emphasizing Practice Sessions: Involves prioritizing and regularly conducting training sessions or exercises related to combat sports within the school curriculum.
Self-Defence Skills: Refers to the ability to protect oneself from physical harm or danger through techniques learned in combat sports training.
Confidence Levels: Represents the self-assurance and belief in one’s abilities, including the ability to handle challenging situations.
Perceptions: Refers to individual beliefs, opinions, and attitudes towards a particular subject or experience.
Integration: Refers to the process of incorporating or including combat sports practice sessions as a component of school activities or programs.
References
- Theeboom, M., De Knop, P., & Wylleman, P. (2021). Traditional Asian martial arts and the West. Journal of Comparative Physical Education and Sport, 17, 57-69.
- Trulson, M. E. (2020). Martial arts training: A novel cure for juvenile delinquency. Human Relations, 39, 1131-1140.
- Twemlow, S. W., & Sacco, F. C. (2020). The application of traditional martial arts practice and theory to the treatment of violent adolescents. Adolescence, 33(131), 505-518.
- Twemlow, S. W., Lerma, B., & Twemlow, S. W. (2020). An analysis of students’ reasons for studying martial arts. Perceptual and Motor Skills, 83, 99-103.
- Yin, R. K. (2018). Case study research and applications: Designs and methods (6th ed.). Los Angeles: Sage Publications.
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