Martial Arts Research: Weak Evidence

Abstract

The Review “Interventions shown to aid executive function development in children 4 to 12 years old” by A. Diamond and K. Lee (special section on Investing Early in Education, 19 August, p. [959][1]) cited work that close examination shows to be weak. Some of the studies ([ 1 ][2], [ 2 ][3]) were randomized, but they failed to meet other criteria such as blinding of teachers and parents to pupils' treatment groups. Studies involving martial arts and physical exercise were particularly weak on isolation of variables. One study on martial arts training for children ([ 1 ][2]) compared a treatment group who wore special uniforms, meditated, bowed to their instructor, and were reminded of self-awareness and self-control, to a control group who continued with their ordinary physical education activities; these authors concluded that when some improvement on some scales occurred for the treatment group, the change was caused by the self-awareness and self-control messages, rather than by other ways the two groups differed. Another study ([ 2 ][3]) compared children who did “sport stacking,” a bimanual physical task, with a control group that did not experience any exciting new activity, and concluded that improvement on one of two reading measures was caused by the stacking task. ![Figure][4] CREDIT: STUART MONK/ISTOCKPHOTO.COM A relevant volume dealing with treatments for developmental disabilities ([ 3 ][5]) stressed the weakness of evidence for special education interventions and described some such conditions as “fad magnets.” Unfortunately, early educational interventions seem to be similarly weak in evidence. The stakes are high and the resources scarce in both cases. 1. [↵][6] 1. K. D. Lakes, 2. W. T. Hoyt , Appl. Dev. Psychol. 25, 283 (2004). [OpenUrl][7][CrossRef][8] 2. [↵][9] 1. T. A. Uhrich, 2. R. L. Swalm , Percept. Mot. Skills 104, 1935 (2007). [OpenUrl][10] 3. [↵][11] 1. J. W. Jacobson, 2. R. M. Foxx, 3. J. A. Mulick , Controversial Therapies for Developmental Disabilities (Erlbaum, Mahwah, NJ, 2005). [1]: /lookup/doi/10.1126/science.1204529 [2]: #ref-1 [3]: #ref-2 [4]: pending:yes [5]: #ref-3 [6]: #xref-ref-1-1 View reference 1 in text [7]: {openurl}?query=rft.jtitle%253DAppl.%2BDev.%2BPsychol.%26rft.volume%253D25%26rft.spage%253D283%26rft_id%253Dinfo%253Adoi%252F10.1016%252Fj.appdev.2004.04.002%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [8]: /lookup/external-ref?access_num=10.1016/j.appdev.2004.04.002&link_type=DOI [9]: #xref-ref-2-1 View reference 2 in text [10]: {openurl}?query=rft.jtitle%253DPercept.%2BMot.%2BSkills%26rft.volume%253D104%26rft.spage%253D1935%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [11]: #xref-ref-3-1 View reference 3 in text