Why Sparring Must Be Part of a Martial Arts Curriculum

All students of martial arts need to spar to perfect their art. No matter what age or physical condition the student is in, there needs to be some kind of sparring in order to the student to reach a higher level of performance in his or hers art.

To explore the need for sparring further we need to get a background into Dr. Benjamin Bloom's learning taxonomy in the psychomotor domain. Bloom developed a taxonomy that is divided into three different learning domains: Cognitive, Psychomotor, and Affective. While all three learning domains apply to the use of martial arts, for this article we will focus on the psychomotor (manual or physical skill).

Understanding these domains helps use to properly assess what a student needs to learn and how to assess his or her knowledge or skill attained. The Psychomotor domain is arranged (from basic skills to higher skills) as follows:

Perception: The learner uses sensory cues to guide motor activity.

Key Verbs in learning objectives: Chooses, Describes, Detects, Identifies, Isolates, Selects.

1. Identifies possible threats.

2. Given a specific attack, student chooses proper blocking technique.

Set: Readiness to act. It includes mental, physical, and emotional sets. This level is a cognitive evaluation of the perception, and preparation for action.

Key Verbs: Displays, Explains, Proceeds, Reacts, Shows, States.

1. Displays knowledge of how apply kata.

2. Show proper stances when performing kata.

Guided Response: The early stages of learning a complex skill, including imitation and trial & error.

Key Verbs: Copies, Traces, Follows, Reacts, Responds, Performs.

1. Follows sensei's actions when performing kata.

2. Student responds correctly to attack scenarios.

Mechanism: Learned responses have become habitual and the movements can be performed with some confidence and proficiency. This is the intermediate stage of learning a complex skill.

Key Verbs: Assembles, Calibrates, Displays, Manipulates, Organizes.

1. Manipulate attacker's position into a vulnerable position.

2. Using techniques learned in class, the learner will organize various blocks to counter unknown attacks.

Complex Overt Response: Skillful performance of motor acts. Proficiency is shown by a quick, accurate, and highly coordinated performance.

Key Verbs: Assembles, Builds, Constructs, Dismantles, Fastens, Organizes.

1. Build defense routines based on attacker's actions.

2. Assemble a 30 move kata based on the Pinan system of katas.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

Key Verbs: Adapts, Alters, Changes, Rearranges, Reorganizes, Revises, Varies.

1. Adapts to attacker's actions to get attacker neutralized on the mat.

2. Revises defense techniques based on attackers strengths and weaknesses.

Origination: Creating new movement patterns to fit a particular situation or solve a specific problem.

Key Verbs: Builds, Composes, Constructs, Creates, Designs, Initiates, Originates.

1. Designs special defense techniques for various weapons attacks.

2. Given the following weapon attack scenario, originate new defense techniques.

You can easily see that the verbs overlap levels in the taxonomy and that these are levels are not absolutes. However, it is clear that to reach the higher taxonomy levels (complex overt response, adaptation and origination) the learner needs sparring to apply the techniques learned.

To sum it up in the words of Bruce Lee "boards don't hit back."