Shorinji kempo basic technique training method based on local wisdom for beginners kenshi

The lack of training models and training creativity in creating traditional game-based training models for kenshi to improve the basic techniques of kempo becomes problems in this study. The purpose of this research is to produce a model of basic martial arts techniques of kempo through traditional games for kenshi beginners. This research is a research and development (R&D) research which was adapted into 8 steps in research: 1). Field news collection 2). Breakdown of the news that has been collected 3). Elaborating initial creation 4). Expert validation and revision 5). Small scale trial 6). Large-scale trial 7). Making the final product 8). Product effectiveness test. The small-scale trial subjects of 20 beginners kenshi were taken from 2 dojos, namely the Panjatan Junior High School dojo and the Amikom dojo. The large-scale test subjects totaling 45 beginners kenshi were taken from 3 dojos, namely Balong, Triharjo, and SD Gunung Kidul. The subjects in this study came from 5 dojos in Perkemi DIY. Data were collected through interviews, distributing questionnaires, field notes, evaluation, and assessment rubrics for beginner kenshi. The results of this study are in the form of training models for basic techniques of kempo martial arts through traditional games for beginner kenshi, and there are five training models: 1. gobak sodor, 2. yeye, 3. pahtil catfish, 4. zogdag, 5. stick dance. Based on the results of this study, it can be concluded that the traditional game-based kempo martial arts training model for kenshi beginners is feasible to use. The author's recommendation to other prospective researchers is to examine traditional games in an approach with other disciplines and use professional research subjects in other sports

Lisp, Jazz, Aikido -- Three Expressions of a Single Essence

The relation between Science (what we can explain) and Art (what we can't) has long been acknowledged and while every science contains an artistic part, every art form also needs a bit of science. Among all scientific disciplines, programming holds a special place for two reasons. First, the artistic part is not only undeniable but also essential. Second, and much like in a purely artistic discipline, the act of programming is driven partly by the notion of aesthetics: the pleasure we have in creating beautiful things. Even though the importance of aesthetics in the act of programming is now unquestioned, more could still be written on the subject. The field called "psychology of programming" focuses on the cognitive aspects of the activity, with the goal of improving the productivity of programmers. While many scientists have emphasized their concern for aesthetics and the impact it has on their activity, few computer scientists have actually written about their thought process while programming. What makes us like or dislike such and such language or paradigm? Why do we shape our programs the way we do? By answering these questions from the angle of aesthetics, we may be able to shed some new light on the art of programming. Starting from the assumption that aesthetics is an inherently transversal dimension, it should be possible for every programmer to find the same aesthetic driving force in every creative activity they undertake, not just programming, and in doing so, get deeper insight on why and how they do things the way they do. On the other hand, because our aesthetic sensitivities are so personal, all we can really do is relate our own experiences and share it with others, in the hope that it will inspire them to do the same. My personal life has been revolving around three major creative activities, of equal importance: programming in Lisp, playing Jazz music, and practicing Aikido. But why so many of them, why so different ones, and why these specifically? By introspecting my personal aesthetic sensitivities, I eventually realized that my tastes in the scientific, artistic, and physical domains are all motivated by the same driving forces, hence unifying Lisp, Jazz, and Aikido as three expressions of a single essence, not so different after all. Lisp, Jazz, and Aikido are governed by a limited set of rules which remain simple and unobtrusive. Conforming to them is a pleasure. Because Lisp, Jazz, and Aikido are inherently introspective disciplines, they also invite you to transgress the rules in order to find your own. Breaking the rules is fun. Finally, if Lisp, Jazz, and Aikido unify so many paradigms, styles, or techniques, it is not by mere accumulation but because they live at the meta-level and let you reinvent them. Working at the meta-level is an enlightening experience. Understand your aesthetic sensitivities and you may gain considerable insight on your own psychology of programming. Mine is perhaps common to most lispers. Perhaps also common to other programming communities, but that, is for the reader to decide..

Virtually legitimate: using disembodied media to position oneself in an embodied community

Previous research on capoeira suggests that face-to-face training is the ideal mode of learning this art. However, there is a robust corpus of capoeira tutorials available on YouTube. This paper asks what the function of these videos is. I analyze six comment threads taken from YouTube that exhibit a common pattern, concluding that beyond the video’s utility as a source of information, the comments shared by community insiders serve as an invitation for aspiring students to join the embodied capoeira community, paving the way for their adoption of the underlying ethos of capoeira by socializing them into the ‘anyone can do it if they work hard enough’ discourse that is common in capoeira academies. And while this discourse itself is somewhat deceptive insofar as not everyone can do all of the moves of capoeira – even if they work hard – it is actually the mediating link between technical mastery, which could theoretically be achieved from watching videos, and embodiment of capoeira’s generative grammar, which must be learned in an embodied community setting

Taekwondo in Finland : An Ethnographical Approach to Korean Culture in Finnish Taekwondo Community

In this thesis, I have approached taekwondo from the cultural perspective using ethnographic methods. This martial art form is often associated with Korea; however, its origins seem to lie in the Japanese karate – although Korean sources often claim it to be even 2000 thousand years old tradition practiced in Korean peninsula. Foreign scholars such as Udo Moenig, on the other hand, have conducted convincing studies that illustrate similarities between these two martial forms. Furthermore, many martial art schools – that are considered as the “founding schools” of the “modern taekwondo” - were established after the Second World War. This controversy offered inspiration to look further into taekwondo as an “invented tradition”. In short, according to Eric Hobsbawm and Terrence Ranger’s definition, “invented traditions” are often created by repeating and even manipulating origin stories to establish the preferred history. Moreover, it often strengthens the local nationalism. Therefore, it is important to look into Korean nationalism to understand the reasons to highlight taekwondo’s Korean roots. In the modern day another concept related to taekwondo and Korean nationalism is the so-called “Korean Wave”, also known as hallyu by its Korean name. Especially scholars such as Jin Dal Yong and Kim Bok-rae define hallyu as a “soft power” to disseminate Korean culture globally through cultural products such as television shows, music, food and even sports. Hence, studying foreign people, who do taekwondo or in other words taekwondoin, to see if taekwondo really promotes Korean culture and inspires people to learn more about Korea became the main focus of the project. I decided to focus on the Finnish context because I have been learning taekwondo myself. Additionally, as a Finnish person I am familiar with the Finnish culture due to which understanding both cultures helps to explain the differences between the two cultures. Furthermore, I wanted to see, how much Korean cultural features have been adopted in the Finnish taekwondo gyms. To do this, I observed and attended taekwondo classes in three different taekwondo associations in Southern Finland, and I interviewed seven people with different belt ranks from beginner to master. In Finland taekwondo is typically seen as a martial art form with Korean background. Certain traditions such as bowing to greet and yelling as a response to commands are often associated with martial arts generally. Korean language is used in the class variedly depending on the instructor, but many seem not comfortable memorizing the terms and most common technique names have been translated to Finnish. In addition to this, teaching taekwondo is almost purely volunteer-based, the classes are after work hours, and the space to train is rented and so shared with other sport associations. Although taekwondo gyms might not remind people of Korea, the preserved traditions are seen as a way to pay homage to the founders of the sport

Spartan Daily, December 5, 1997

Volume 109, Issue 66https://scholarworks.sjsu.edu/spartandaily/9213/thumbnail.jp

Budo or sport?: competing conceptions of Kendo within the Japanese upper secondary physical education curriculum

Kendo is one of the Japanese martial arts (Budo). Kendo within the Physical Education( PE) curriculum at upper secondary schools is taught with the aim of learning the traditional etiquette of Budo, to learn skills and to lay the foundation for lifelong sports participation. The Japanese Ministry of Education, Science and Culture expects school Kendo teachers to achieve these aims within a child-centred approach, not in a traditional drill-type approach to teaching. This thesis aims to explore school Kendo teachers'views of Kendo within the PE curriculum as sport and / or as Budo, and the teaching of tactics and strategies in their Kendo lessons. It also attempts to develop and present a new approach to the teaching of Kendo making use of tactical and strategic ideas. The thesis IS multi-layered in methodological terms. The research was conducted by the use of two rounds of semi-structured interviews with seventeen and then fifty-three upper secondary school Kendo teachers respectively. The final phase of the research was a practical action research project carried out in a Japanese Secondary School. A range of methods was employed, comprising: participative observation, documentary analyses, a written test and a skill-related test. The data from the interviews revealed that school Kendo teachers wish to have their lessons aimed at character building such as learning the traditional etiquette by following the traditional approach to Kendo as Budo. The results of the interviews also revealed that most teachers were reluctant to teach sport tactics as it was counter to the dominant ideology of Budo as "real Kendo". These teachers believe that teaching tactics was inconsistent with the traditional etiquette of fighting fairly, and that would only help pupils to understand "Kendo as a competitive sport" as opposed to "real Kendo" as Budo. The results of the action research at an upper secondary school in Fukuoka Prefecture show that pupils developed their skills and understanding of competitive, cultural and attitudinal domains of Kendo as Budo through a tactical approach. They also expressed pleasure in this planning and execution of their own learning goals. I conclude, then, that the tactical approach to the teaching of Kendo can be incorporated into the PE curriculum without compromising the essential philosophy of Kendo as Budo

EXPLORING THE COACH’S AND ATHLETES’ BEHAVIOUR IN MARTIAL ARTS: A CASE STUDY

This descriptive study examined the processes of coaching and participation in Brazilian jiu-jitsu (BJJ) for both experienced (n=3) and novice (n=3) adult participant, members of a martial arts club in Finland. Over a period of six weeks, five practice sessions were videotaped with a mean duration of 84.35 minutes. Systematic observation data were used to describe the practice structure and participants’ engagement. Additionally, a modified version of the Coach Analysis and Intervention System was used to evaluate coaching behaviour. The heart rate data were also collected to evaluate the participants’ physical activity levels. Results indicated that practice time allocated to training and playing were 75% and 25%, respectively, which differs from team sport research. The coaching emphasis observed in this study highlighted competition and technique perfection. The participants’ practice activity level was high with most participants spending more than half of practice time at a moderate-to-vigorous physical activity level. These findings show that both the structure and content of coaching practice is context specific and that the coach need to identify and react to the needs of individual athletes.Key words: coach behaviour, athlete activity, systematic observation, martial arts</p

An Exploration of the Reasons and Purposes of Non-Japanese Undergraduate Students for Taking a Beginners’ Japanese Language Course

This study took place at Florida International University (FIU), a large public research university in Miami, Florida and one of largest Hispanic serving institutions in the United States. The purpose of this study was to explore the motivations of non-Japanese undergraduate students for taking a beginners’ Japanese language course. In-depth one-hour semi-structured interviews were conducted with 12 participants before the fall semester of 2014 (Phase I) and 10 after the semester (Phase II). Two major themes emerged from the inductive analysis of the data: attraction to Japanese culture and utility of using the Japanese language. Sub-themes for attraction to Japanese culture were anime and manga, martial arts and various types of games. Sub-themes for utility of using the Japanese language were study abroad and employment which both require residing in Japan. In particular to Phase II, three other themes emerged: a sense of community, openness to others, and investment of time. The findings were analyzed through the lens of L2 motivational-self system. L2 is a foreign language that is not the native language of the speaker. The L2 motivational self-system supports the idea that the images of a possible future-self as a successful learner in L2 acquisition which directs a language learner to have motivating behavior The researcher saw significant changes in participants’ motivational level during qualitative comparative analysis of Phase I and II, especially for those who had and/or gained possible future L2 ideal-self during L2 learning experience. The findings might be used by policy makers or curriculum developers for Japanese language education to refine, enhance or strengthen the competency-goals for Japanese instructions. Moreover, the findings suggested that by creating a personally relevant and inspiring vision of possible-future ideal L2 self, the students will be inherently motivated, which then allows the instructors to be more productive and effective in their teaching

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

Peacock Press / February - May 2015

The Peacock Press is a quarterly publication of the Quality of Life Department, Naval Support Activity Montere