Strong guidance and repetition may be needed to discover what cannot be told (Trninic's martial arts case)¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Trninic's case study of martial arts instruction shows that through repetition and continued guidance a student discovers what the teacher wants him to discover, integrating instruction and discovery rather than opposing them. → Arthur Bakker 2018

Evidence¶

Arthur Bakker 2018¶

Arthur Bakker. (2018). Discovery learning: zombie, phoenix, or elephant? Instructional Science, 46, 169–183. https://doi.org/10.1007/s11251-018-9450-8

q2 · i? · theoretical · r3

The commentary's reading of Trninic's (2018) case study, which skillfully compares martial arts training with mathematics education. The author reports that "It is by repetition and continued guidance that the student discovers" the intended lesson, supporting integration of guidance and discovery. This is a qualitative case study, so no effect size is printed.

"It is by repetition and continued guidance that the student discovers what the martial arts teacher wants him to discover. The story resonates well with my own experiences in sports, music, and mathematics, that teachers can prepare and guide some lessons, but that learners can only discover these lessons in their full embodied sense after much deliberate practice."

Discussion¶

Related Claims¶

• Whether EF gains are produced depends on how an activity is done: traditional tae kwon do reduced aggression while modern competitive martial arts worsened outcomes in juvenile delinquents — related
• Learners with BLV often cannot feel whether their wrist is straight while playing and discover misalignment only when someone else observes them
• Direct instruction and discovery are complementary rather than opposite, linked by repetitive yet explorative practice — possibly the same claim (merge candidate)
• Empirical case of martial arts instruction grounds the argument that practice can support discovery — possibly the same claim (merge candidate)