Adapting to combat practices

Children observe the stimulus of the environment. They accept, learn and copy behaviour patterns and adapt to them (https://hu.wikipedia.org/wiki/Adapt%C3%A1ci%C3%B3). Children get acclimatized to their families, later to their school environment and atmosphere, sports community and their social needs. These are the phases of children’s socialization. Professionals of pedagogy, such as Pieget and Wallon define the process of socialisation differently. In Pieget’s view (1999) children develop according to their inherited abilities within which gradualism is important. He believed that individuals’ childhood plays a vital role in their development. His idea is known as a developmental stage theory. He proposes that children gradually come to acquire construct and use it. (Wallon’s in Mérey, 1985, Theory of development). He considers children’s development as a succession of stages. Few of these stages are marked by the predominance of affectivity over intelligence. His stages implied the idea that regression was possible.

These theories examine children’s development until the age of 6. This is a period when young individuals start playing in pairs, later in groups and are required to abide rules. In the process of developing children’s personalities, motivation, competition and pursuing high achievements are crucial. Generally until teen age children are motivated by competitions. Competitive styles and combat practices develop later and well designed educative programmes may affect them positively (Nagykáldi, 2002).