Theoretical background

Let us first look at the theoretical approach to the importance of combat games based on the study of Dorka (2014).

Competitive behavior and structures, playful battles are part of human behavior but these are hard to analyze. In the animal world these are determined by genetic inheritance. These are instinctual ways of behavior, which are specific to different species. With humans this question goes beyond genetics since the acquired, conscious, planned and preferably controlled actions become more dominant.

“A sociological approach to combat sports and behavior should not be left out. Psychology, philosophy and sociology analyze combat-like activities as a process which is part of the formation of our overall behavior. These activities are “humanized”, constricted into rules and boundaries to become the combat sports and martial arts of today. Thus, these sports (games) become a well-researchable territory of pedagogy and the tool of personality formation and skill development.” (Dorka, 2014 p.2)

The psychology of combat and combat strategies manifests itself in aiming at victory, overcoming fear, getting to know the opponent, getting to know technical and tactical opportunities and in the conscious planning of the combat strategy (Lind, 2005).

“The child perceives, accepts and –depending on the frequency and force of the stimulus- adapts to the impulses coming from the environment. Adapts to the family environment then later on, to the environment of the school, friends, sport clubs; finally, to the greater environment of society (workplace, civil organizations). This is the process of socialization.” (Dorka, 2014 p.3)

At the beginning of the schoolyears children reach the state of development where they play together in pairs or later in groups according to certain rules. They mutually expect the keeping of these rules. Motivation, competition and the aiming at accomplishment have a decisive role in the development of the personality. The competitive attitude is most dominant from the early schoolyears to puberty (naturally, it may last longer). In later years different competitive styles and personal traits become visible, which can be coordinated (and kept between boundaries) by positive pedagogic influence (Nagykáldi, 2002).

Combat sports and combat games can be considered to involve open skills – if we categorize from the point of view of skills. During combat activities the participant has to be creative and ingenious, since there is a constant pressure to make instant decisions. He/she has to choose the best solution or reaction depending on anticipation and the personal knowledge of technical elements. When analyzing creativity, we may see that the planned and conscious actions become dominant (Dorka, 2014).

Inner and outer impulses, changing situations, relevant signs all help the person to make good decisions. The participant analyses the information received, filters it, and categorizes it based on its importance. For example, is the speed of the opponent enough to move the participant out of the combat area or not? If not, there is no need for reacting. If yes, the participant has to make instant decisions about his/her counter reaction and manifest these decisions in instant action. The level, the quality and duration of attention decides how much information the participant is able to receive and use for his further decisions to reach a certain goal (Dorka, 2014).

Combat games should be easy and quick to understand and carry out in a pedagogical situation. In my opinion all (PE) teachers participating in specific teacher training courses should be familiar with these combat games. A good pedagogical attitude and commitment are really important. Success is guaranteed if the teacher takes into consideration the age, the development of motor skills and psychological characteristics of a given class or group.

Combat games can be categorized as follows (based on Morvay-Sey 2011. quoted by Varga, 1971, p.27)

Combat (games) in pairs, in which two people participate in a combat against each other. Combat may involve pulling, pushing, wrestling, touching and unbalancing. Generally the combat takes place “face to face”. The pairs should be of similar weight and body build.
Collective combat/group competition/individual competition: several people participate (the whole group) at one time. Everyone receives the same task according to the same rules. It is primarily body combat, everyone is against everyone. The game has one winner in general but depending on the game we may allow several winners.
Group combat: two or more groups fight against each other. The strongest, most creative, most cunning and most cooperative group becomes the winner.

We may also categorize combat games according to the following criteria:

According to the number of participants: individual, pair or group combat games – based on certain rules.
According to the skills involved: balance, strength, speed of reaction, speed of action and stamina/endurance.
According to the necessary equipment: with or without equipment.
According to the place where the combat takes place: indoor and outdoor (maybe water) combat.

Another point of view could be categorization according to the measure of contact during combat: continuous body contact, momentary body contact or no contact at all (only via equipment). (Morvay-Sey, 2011. http://tamop412a.ttk.pte.hu/TSI/Morvay-Sey%20Kata%20-%20Kuzdosportok,%20kuzdojatekok/kuzdosportok.html)

The possibilities of introducing combat sports (in the PE curriculum):

formation of behavior patterns and styles in order to prevent aggression and conflicts
a wide variety of activities to develop motor skills in a natural way
pulling, pushing, lifting, carrying, throwing, twisting and crawling exercises in different body postures
certain gymnastics exercises
combat games in pairs and groups
basic techniques of certain combat sports
accepting defeat
sportsmanship in competition and behavior (Dorka, 2014)
“We consider a game to be a combat game if the opponents (pairs or groups) fight against each other with hand or by means of equipment (eg.: rope, belt, etc) directly or indirectly according to certain rules.” (Morvay-Sey, 2011)
http://tamop412a.ttk.pte.hu/TSI/Morvay-Sey%20Kata%20-%20Kuzdosportok,%20kuzdojatekok/kuzdosportok.html#d5e367)