Browsing by Subject "http://www.yso.fi/onto/yso/p3507"
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(2020)The aim of this thesis is to investigate the effects of the first hit in a round of mixed martial arts competition. The theoretical background comes from theories of psychological momentum. Following these theories, if the first hit is a robust starting point for positive and/or negative psychological momentum, the effect should show in the amount of hitting following the first attack. Perspectives for both self defence and combat sports are considered. Psychological momentum as a phenomenon remains controversial. It has previously been investigated in sports contexts where the opposing player’s actions have an effect on the other player. In a mixed martial arts match that effect is more immediate due to the physical proximity of the fighters to each other. Data was gathered both by viewing Ultimate Fighting Championships matches and from the Fight Metric website, which holds records for all Ultimate Fighting Championships matches. The data consists of a total of 104 matches. A series of linear mixed models is fitted to predict the first attacker’s total strikes based on the opponent’s reaction, and a contrast analysis is used to compare the conditions based on reaction. The main result is that on the third round of the match, if the fighter who hits first is blocked, he or she will hit more during that round. The conclusion is that the fighter attacking first strikes more if his or her attack is blocked, but only on the third round. While this implies that the third round is different from the first two, the reason for that is unclear. This finding can be used to inform combat sports coaches’ strategies, and should motivate further investigations to the significance of the first attack in both self defence situations and in combat sports.
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(2016)The goal of this thesis is to create an anti-bullying model with primary school children. The core idea of the model is to narrow the inequality between the bully and his victim and to encourage students to stand up for themselves when facing bullying. Previous research has offered similar anti-bullying models but the model I have developed, The Verbal Self-Defence Model, differs from other approaches especially due to its humoristic nature. Because the humoristic approach to bullying has not been previously studied, I chose Grounded Theory as my method. I carried out a standardised preparatory questionnaire to all sixth graders in a school in Helsinki of which a group of 15 students were selected to the group interviews. I conducted the group interviews in three parts, each of which lasted 45 minutes. I collected the data by open sampling after which I studied the literature on the subject while simultaneously analysing the interviews. In the interviews the sixth graders and I investigated what kinds of humoristic answers can be used in bullying situations. We ended up with five categories after which the amount of categories reached its saturation point. One thing the interviews revealed was that a part of students do not talk back to their bullies because they do not want to give the bully the satisfaction by being provoked. The literature review revealed that The Verbal Self-Defence Model includes elements from three different models in which the ability of the victim to stand up for himself is strengthened yet offering something new due to its humoristic approach. From the literature I also found support for my hypothesis that witty comments and humour might calm the bully by changing the balance of power and the frame of interpretation. The five categories of verbal self-defence are: comeback, self-defence, laughing at yourself, sarcasm and random comeback. Students can apply these categories when practicing the skills of humorous self-defence. These skills can be practiced, starting from the first grade, by playing the four adaptations of the serving game, each having a different difficulty level. Before the serving game, a five-point bulletin is presented to the children whose aim is to prevent the forming of inequality of power between students.
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(2016)The goal of this thesis is to create an anti-bullying model with primary school children. The core idea of the model is to narrow the inequality between the bully and his victim and to encourage students to stand up for themselves when facing bullying. Previous research has offered similar anti-bullying models but the model I have developed, The Verbal Self-Defence Model, differs from other approaches especially due to its humoristic nature. Because the humoristic approach to bullying has not been previously studied, I chose Grounded Theory as my method. I carried out a standardised preparatory questionnaire to all sixth graders in a school in Helsinki of which a group of 15 students were selected to the group interviews. I conducted the group interviews in three parts, each of which lasted 45 minutes. I collected the data by open sampling after which I studied the literature on the subject while simultaneously analysing the interviews. In the interviews the sixth graders and I investigated what kinds of humoristic answers can be used in bullying situations. We ended up with five categories after which the amount of categories reached its saturation point. One thing the interviews revealed was that a part of students do not talk back to their bullies because they do not want to give the bully the satisfaction by being provoked. The literature review revealed that The Verbal Self-Defence Model includes elements from three different models in which the ability of the victim to stand up for himself is strengthened yet offering something new due to its humoristic approach. From the literature I also found support for my hypothesis that witty comments and humour might calm the bully by changing the balance of power and the frame of interpretation. The five categories of verbal self-defence are: comeback, self-defence, laughing at yourself, sarcasm and random comeback. Students can apply these categories when practicing the skills of humorous self-defence. These skills can be practiced, starting from the first grade, by playing the four adaptations of the serving game, each having a different difficulty level. Before the serving game, a five-point bulletin is presented to the children whose aim is to prevent the forming of inequality of power between students.
Now showing items 1-3 of 3