Adaptive Karate: Using Martial Arts to Help Disabled People

Lyn Jehu

The Paradox of Karate

Although originally an Okinawan folk art, karatedō, or as it is more commonly known karate, is now classified by the Nippon Budōkan, as a gendai budō; a modern, spiritual/sportive combat system with elements of self-defence that is practiced by civilians (Hall, 2012). The dō suffix is of particular interest. When used in combination with others, this character of Japanese syllabary signifies training with a goal of spiritual development (Hall, 2012). The Nippon Budōkan (2009) emphasise that karate is a way of self-development, while maintaining respect for others, and that karate practitioners are encouraged to pursue these ideals throughout their lifelong study of the art.

The commodification of karate into a Japanese martial art is also well documented. As a result of this process and its continued globalisation, Karate has undergone a process of development and diversification. Therefore, it can mean different things to different people. In contemporary society it is commonly perceived to be a combat sport with rules, regulations, and restrictions. Karate is a global activity that in its sporting form was accepted by the International Olympic Committee as a new event for the Tokyo 2020 Olympics (International Olympic Committee, 2016). Therefore, the paradox offered by modern karate is although it contains a sporting element, it is not considered purely a sport by its participants and governing bodies.

This anomaly is reflected in how karate is practiced and taught. The pursuit of sporting excellence is not the case for most of the population. For many, karate is a form of structured physical activity, a way of keeping both physically and mentally healthy. Crucially, following the teachings of the progenitors of modern karate such as Funakoshi and others, there are those who use karate as a tool for personal improvement, a way to help themselves and others lead better lives.

Adaptive Karate

John Johnston and his wife Elaine are two such people.  John, who is ranked 8th dan has 50 years’ experience of traditional and competitive karate. John is a renowned teacher, well known for his practical approach to karate. Elaine is ranked 3rd dan and has been involved in karate for around 20 years. Although both have experience of competitive karate, they are just as likely to be found working with small groups of disabled people. Here they use karate as a vehicle for self-improvement and self-expression. Helping people to become more active, confident, and independent with the support of structured and inclusive karate practice.

 This brief article is intended to provide an overview of the work of John and Elaine, the population they work with and the methods they use to help make karate more inclusive and attainable for their students.

Population

John and Elaine work with disabled people aged 18-80 in the Midlands area of England. The groups are based at supporting organisations and local authority sponsored day centres. In many cases these are people with limited experience of physical activity prior to these adaptive karate sessions. John and Elaine may work with individuals with learning difficulties, physical disabilities, or a combination of both. They also work extensively with older disabled people. This is reflective of the disabled population in the UK. Statistics from Scope (2022) highlight that there are 14.1 million disabled people in the UK, this equates to one in five or 21% of the total population. In addition to this, 46% of adults eligible for a UK state pension are disabled.

 Taking these factors into consideration. John and Elaine have not relied on folk pedagogies so commonly found in martial arts tuition. Instead, they have adopted a reflective and pragmatic approach that is person centred and better facilitates inclusivity.

Adaptive Teaching Methods

Accepted pedagogical methods based on Japanese frameworks have been discarded. Standing in lines has been substituted with a more relaxed approach. Participants now sit in a circle and are provided with an opportunity to engage individually. Crucially, they are supported by others in the group. The rationale being that this allows for students to develop social connections with each other. John notes that the group dynamic improved using this method, with higher levels of social cohesion noticeable within the group.

Practice methods commonly found in karate such as Kihon and kata are present. However, there are again adaptations made in terms of each specific individual. Wheelchair users and those who prefer to remain seated can participate with some creative thought. When working with students who may encounter issues conceptualising kata in its solo form, striking pads are used to provide focus and direction. Of course, students also have the additional challenge of recalling the pattern. This fosters confidence and feelings of self-worth and accomplishment. Regardless of the methods used, each session is delivered in a positive and inclusive environment. Humour is a tactic often used to encourage support learning.

Conclusion

At the start of this article, it was highlighted that the approach documented here is considered concurrent with maxims espoused by teachers such as Funakoshi Gichin. There are often lofty ideals associated with karate practice and its adherents. For example, the Nippon Budōkan (2009) noted that concern and appreciation for others and a sense of responsibility to society, are fundamental to karatedōs’ ultimate aim of self-perfection. It can sometimes be difficult to fully appreciate this when viewing karate and its practitioners through a competitive lens. However, there are clearly no such contradictions when one considers the approach described here.

While others may focus their attention on tournament success, financial gain, or building large organisations, John, and Elaine, will quietly carry-on teaching, encouraging, and supporting the people they work with. This author would like to believe that Funakoshi sensei would most definitely approve…

References

 Hall, D. A. (2012) Encyclopedia of Japanese Martial Arts. New York: Kodansha USA.

International Olympic Commitee, (2016) IOC Five new sports for Olympic Games Tokyo 2020.Available at: https://olympics.com/ioc/news/ioc-approves-five-new-sports-for-olympic-games-tokyo-2020 (Accessed: 29 January 2022).

Nippon Budōkan (2009) Karate-Dō. In: Bennet, A. (ed) Budo the Martial Ways of Japan. Tokyo: Nippon Budokan, pp. 189-202.

Scope, (2022) Facts and Figures. Available at: https://www.scope.org.uk/media/disability-facts-figures/(Accessed: 29 January 2022).