Literaturnachweis - Detailanzeige
| Autor/in | Stith, Krista M. |
|---|---|
| Titel | Developing Global Awareness in Gifted Children through Martial Arts |
| Quelle | In: Parenting for High Potential, 8 (2019) 2, S.10-13 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Cultural Awareness; Gifted; Academically Gifted; Student Participation; Global Education; Cultural Differences; Physical Education; Physical Activities; Self Control |
| Abstract | Finding opportunities to incorporate global awareness into gifted youth's day-to-day lives can be a valuable endeavor. Martial arts training, or components of martial arts training, may provide part of the solution to a multi-tiered global awareness problem in American youth. In Fall 2018, the author conducted a survey study with 137 families to understand how gifted children participated in martial arts and in what ways martial arts training impacted their physical, cognitive, social, and emotional well-being. The survey results revealed a breadth of age levels, skill levels, and martial art styles, with students practicing more than 17 different styles of martial arts. Tae Kwon Do, Karate, Brazilian Jiu Jitsu, and Kung Fu were the most popular. Parent responses to the questions were rich and led to strong conclusions that gifted students who participate in martial arts largely benefit physically, cognitively, socially, and emotionally from their experiences. Benefits include being challenged in different contexts outside of school and in supporting students with asynchronous development challenges. In analyzing the parent responses, an additional benefit was unexpectedly revealed: Through martial arts training, gifted children were developing competencies in global awareness. (As Provided). |
| Anmerkungen | National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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