University of Southern California Dissertations and Theses

The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu

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The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu

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Content Running head: JIU-JITSU AND LEARNING

1
THE EFFECT OF TRADITIONAL METHOD OF TRAINING ON LEARNING TRANSFER,
MOTIV ATION, SELF-EFFICACY , AND PERFORMANCE ORIENTATION IN
COMPARISON TO EVIDENCE-BASED TRAINING IN BRAZILIAN JIU-JITSU

by

Susan David

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2015

Copyright 2015 Susan David

JIU-JITSU AND LEARNING 2

Acknowledgements
This three-year journey was an incredible chapter in my life. First and foremost, I must to
thank God for the strength that He gave me to fight through all the obstacles and achieve this
great accomplishment. You carried me throughout this program and gave me the strength to
persevere in the midst of planning an Armenian wedding and making a career advancement. I am
very grateful You saw me deserving!
Dr. Hocevar, I am grateful for the opportunity to have been in your thematic group.
Thank you for taking me on without a hesitation. Your guidance and support was greatly
appreciated and unmatched. Dr. Green, your consistent and continuous advice through the
Grapevine was very well taken. Thank you for sharing my excitement about the Fibonacci
sequence. Dr. Tobey, your calm demeanor and graciousness with your suggestions were very
valuable. I was very lucky to have had such an amazing committee. QED
To the very patient Dr. Castillo, thank you for working with me to complete this
dissertation. It was truly one of the most challenging processes I’ve experienced. However, you
found a way to simplify it. Thank you for speaking my language, Math!
Eric Baghdasarian, my wonderful husband of less than a year, you encouraged me to
apply to and persevere in this program. Your unconditional love, support, and constant
encouragement lead me to the finish line. Thank you for standing by my side through thick and
thin. Your unfaltering faith in me leaves me needing nothing else in this world. Your patience as
a newlywed was greatly appreciated. You’re my rock, my world, and my life would be empty
without you. I am looking forward to starting our lives, for real! Forever and ever, babe!
Without my parents instilling the importance of education into our DNA, we would not
have been so motivated to pursue a higher education. Mom and dad, I love you so much. I will
JIU-JITSU AND LEARNING 3

spend the rest of my life not being as grumpy towards you as I’ve been the past 3 years. Thank
you for always putting us first. I may work on giving you grandkids now.
To my brother, Dr. David David, thank you for always calming me down, massaging
those knots out of my back to increase blood flow so I can think, and running to rescue me after
that Tuesday morning. My hard head was really too hard to be too damaged. Thanks for the
proof reads.
Beautiful Nora, my best friend and little sister, you’ve seen me in all my colors and still
love me entirely. You’ve taught me how to be a better person and inspired me to begin my
doctorate among so many other things. Thank you for being the mature one and rescuing me
from all types of trouble.
Alexander Mark Dearing, thank you for bringing me on to this study. I have learned so
much from you. Thank you for being the dictionary and allowing me to be the calculator. This
has been an incredible experience that I will never forget. We made a great team. Thenk Ye.

JIU-JITSU AND LEARNING 4

Table of Contents
Acknowledgements 2

List of Tables 6

Abstract 7

Chapter One: Overview of the Study 8

Background 8

Statement of the Problem 9

Purpose of the Study 13

Organization of the Dissertation 14

Chapter Two: Literature Review 15

Traditional Method Learning Transfer 15

Motivation 20

Self-Efficacy 24

Performance Goal Orientation 27

Chapter Three: Methodology 38

Research Design 39

Research Question One 40

Rationale One 40

Research Question Two 40

Rationale Two 40

Research Question Three 41

Rationale Three 41

Research Question Four 41

Rationale Four 41

Method of Study 42

Sample and Population 43

Instrumentation 45

Learning Transfer 45

Motivation 48

Self-Efficacy 50

Performance Goal Orientation 51

Data Collection 54

Data Analysis 56

Parametric Assumptions 56

Order of Analyses 57

Summary 58

Chapter Four: Results 59

Methodology 59

Participants 60

Reliability 61

Learning Transfer 62

Group Statistics 62

Statistical Analysis, t-test, and ANCOVA 63

Motivation 65

Itemized Comparison 65

JIU-JITSU AND LEARNING 5

Statistical Analysis, t-test, and ANCOVA 67

Self-Efficacy 67

Itemized Comparison 68

Statistical Analysis, t-test, and ANCOVA 69

Performance and Mastery Goal Orientation 70

Itemized Comparison 70

Statistical Analysis, t-test, and ANCOVA 72

Summary 73

Chapter Five: Discussion 75

Summary of Problem 75

Methodology 76

Learning Transfer 77

Motivation 79

Self-Efficacy 80

Performance/Mastery Goal Orientation 81

Limitations of the Study 83

Internal Validity 83

External Validity 83

Recommendations 84

Conclusions 85

References 87

Appendix: Survey Instruments 97

JIU-JITSU AND LEARNING 6

List of Tables
Table 1: Gracie Barra Teaching Methods Example 10

Table 2: Categories for Player Experience 22

Table 3: Anderson and Krathwohl’s Revised Taxonomy 46

Table 4: Brazilian Jiu-Jitsu 3-point Rubric with performance/learning Objective 47

Table 5: Motivated Strategies for Learning Questionnaire (MSLQ) 49

Table 6: Modified Motivated Strategies for Learning Questionnaire (MSLQ) 50

Table 7: Self-Efficacy Appraisal Inventory (SEAI) 51

Table 8: Mastery Orientation/Experience Appraisal Inventory (MOAI) 52

Table 9: Participant Gender Breakdown 61

Table 10: Reliability: Cronbach's Alpha 61

Table 11: Learning Transfer Group Statistics of Pre and Post Test 63

Table 12: Anderson and Krathwohl’s Revised Taxonomy Assessment Pre and Post Test 64

Table 13: Learning Transfer Post Test Statistical Analysis, t-test, ANCOVA 64

Table 14: MSLQ Individual Group Pre and Post Itemized Mean Comparison 66

Table 15: Motivation post survey statistical analysis, t-test, ANCOVA 67

Table 16: SEAI Individual Group Pre and Post Itemized Mean Comparison 69

Table 17: Self-Efficacy post survey statistical analysis, t-test, ANCOVA 70

Table 18: MOAI Individual Group Pre and Post Itemized Comparison 71

Table 19: Performance (PGO)/Mastery (MGO) post survey statistical analysis, t-test,
ANCOVA 73

JIU-JITSU AND LEARNING 7

Abstract
This study was conducted to assess the effectiveness on learning transfer, motivation,
self-efficacy, and performance goal orientation [of two specific Brazilian Jiu-Jitsu programs.]
The first program was based on the use of the traditional instructional method and the second
was an evidence-based instructional method. The two randomly assigned groups were made up
of 39 middle school students with limited prior knowledge of Brazilian Jiu-Jitsu skills. Research
questions that guided the study asked whether students in the traditional, drill and practice
learning condition score differently than students in the evidence-based condition on measures of
(1) learning transfer, (2) motivation, (3) self-efficacy, and (4) performance goal orientation.
Results indicated the students in the evidence-based condition scored higher on learning transfer
and motivation. No differences were found for self-efficacy and performance goal orientation.

JIU-JITSU AND LEARNING 8

CHAPTER ONE: OVERVIEW OF THE STUDY
The ability to protect is a great power, especially for females. Brazilian Jiu-Jitsu (BJJ)
offers this power to individuals because it promotes the concept that a smaller, weaker person
could successfully defend against a bigger, stronger attacker. To be able to learn and persevere in
such a sport, different variables are involved. Different countries, states, and/or beliefs formed
the martial art into its present form of a traditional learning method, which involves substantial
amount of drill and practice. However, a deliberate evidence-based pedagogy related to learning,
motivation, self-efficacy, and mastery goal orientation is missing from its teachings across the
world. Perhaps the unexplainable dropout of students between blue to purple belt may be tied to
issues of transfer in learning, lack of motivation, self-efficacy, or performance/mastery goal
orientation. This experimental study focused on the traditional method of teaching and learning
BJJ and its effect on learning transfer, motivation, self-efficacy, and performance goal
orientation in comparison to an evidence-based teaching and learning method.
Background
The Universal Federation of Brazilian Jiu-Jitsu (UFBJJ) and the International Brazilian
Jiu-Jitsu Federation (IFBJJ) are the leading associations in Brazilian Jiu-Jitsu. Through holding
major Jiu-Jitsu tournaments, the IFBJJ has grown and continues to develop through recurrent
tournaments. Because of high success experienced in tournaments, evidence-based training to
teach and train in the contact sport is minimal. The traditional method has proved to be popular
from the time the martial art originated in 2,000 B.C.
This dissertation focused on the effect of Gracie Barra’s (2010) traditional learning
method taught in the majority of BJJ schools throughout the country and world and an evidence-
based method used by the Guardians of Character program. Both of these programs were
JIU-JITSU AND LEARNING 9

designed to deliver all levels of Jiu-Jitsu training to practitioners; however, only the Guardians of
Character is utilized by the current evidence-based instructional theory and outcomes. This study
stemmed from the need to analyze the traditional learning method of teaching and to understand
how to better improve learning transfer, motivation, self-efficacy, and performance goal
orientation in relation to the new approach of evidence-based learning.
Statement of the Problem
The educational problem found in teaching BJJ is seen in the high dropout rate of
students from blue to purple belt. Because many coaches, instructors and professors do not have
a background in learning and motivation theories, they focused on the known: the traditional
learning method of drill and practice techniques that include rote memorization and have worked
for thousands of years. This study was designed to improve the teaching and learning of BJJ.
This experimental study was part of a joint dissertation with co-investigator, Mark Dearing with
an identical methods chapter to compare and contrast the traditional, drill and practice teaching
method of BJJ to evidence-based teaching. The outcomes were learning transfer, motivation,
self-efficacy, and performance goal orientation.
The traditional learning method is used for teaching Jiu-Jitsu because it is believed to be
sufficient to achieve performance goals. In fact, the Gracie Barra instructors’ handbook (2010)
defined BJJ teaching methods as having only one dimension for instructional content. Table 1
below is an example of the traditional method. BJJ is about making techniques automatic to a
body, just like tying a shoelace. The way to perfect it was through drill and practice.

JIU-JITSU AND LEARNING 10

Table 1
Gracie Barra Teaching Methods Example
Concept Tools Commands
• BJJ history
• GB mission statement
• GB instructors code of
conduct
• GB dojo etiquette
• End of class message
• Work station
• Attendance card
• GB uniform
• GB belt system

• “Play safe”
• “Move forward to the
white mark, and lets have
a great class”
• “Line up!”
• “Senior student, can you
collect the cards please?”

BJJ schools rely heavily on a student’s ability level in order to advance, not understand,
the content. Performance is a large factor in student success because success is measured by a
belt system. Students are motivated by their success in achieving the next belt level, nearly every
18 months. At introductory level, novice students begin with a white belt and the growth
opportunity after sufficient practice and time spent in a dojo.
In academic courses, grades are today’s method of assessing a student’s learning. There
is emphasis on scores in relation to advancing from a grade level to the next. In fact, it is the sole
indicator of whether a student earns units. Similarly, in a BJJ academic course, a student
advances yearly based on his or her grades, which are reflective of his/her learning. In BJJ,
student success and advancement is heavily based on an instructor’s subjectivity and the time the
student has been actively pursuing the higher rank. This is usually measured by consistent
participation and attendance. As mentioned, performance is a large part of the traditional Jiu-
Jitsu assessment because competition is ongoing and students must perform. In different dojos,
this assessment is relative to that of peers and not only the student’s learning. In essence,
students take a norm-referenced test which allows their performance to be compared to others.
Their performance is based on how well others did or did not do because it is a contact sport that
JIU-JITSU AND LEARNING 11

requires “winning” and “losing”. Although competing is not for everyone, but win or lose, the
best part about competing is the preparation for it and the lessons learned during repetitive
training. Competition helps in the development of the technique and practical experience.
Looking at the current structure of BJJ instruction, the teaching method is strategy or
styles of instruction. Gracie Barra’s (GB) traditional method of teaching is separated in three
major areas: tools, concepts, and commands as seen in Table 1. The sum of all GB tools is the
teaching method, and the teaching tools are the concrete tools created to assist the instructor in
teaching or managing a class.
Although it varies based on academy, the approach to teaching the traditional method is
mainly drill and practice, which focuses on a student’s rote memorization of a technique; there is
no modern evidence-based approach that aligns instructional content objectives, methods, and
assessments to help with grasping, integrating, and reusing newly acquired skills in any
sequential pattern (Anderson et al., 2001). In addition, instructor lack of understanding of
research on Information Processing Systems (IPS) and Cognitive Load Theory (CLT) adds to the
difficultly and challenges of learning and motivation instruction.
Effective learning occurs when learning transfer does. Learning transfer indicates that
learning can be utilized in the far future because it is encoded into long-term memory (Bennett,
2001; Sweller, 1998). There are steps to learning that occur beginning with the activation of prior
knowledge. Students learn in the dojo and together create knowledge with peers in a socio-
cultural setting. Individual learning occurs based on previous learning experiences. According to
Bennett (2001) and Sweller (1998), the techniques students have within their knowledge bank
and the manner in which schemas are constructed are important in how new ideas are processed
through working memory to be stored into long-term memory.
JIU-JITSU AND LEARNING 12

In all learning, teachers must keep in mind the limitations of students and of themselves
to be effective. In BJJ, instructors have to account for a possible limited capacity of all
individuals involved prior to creating a lesson and modeling a skill. Plus, CLT principles need to
be aligned to an assessment created and given to students to measure performance outcomes to
allow for metacognition and transfer (Anderson & Krathwohl, 2001). To support this, Sweller
(1998) indicates that learning occurs under conditions and teaching methods aligned to the
human cognitive design, and, using IPS, working memory can only handle so much at the same
time. Thus, an improved method of teaching BJJ likely will result if evidence-based instruction is
implemented.
Traditional BJJ academies and dojos have focused on repeating a move several times and
articulating an extraneous detail. Unfortunately, most instructors are unaware of how to
maximize transfer by differentiating and scaffolding instruction for diverse learners. They are
content with the level of success their current methods produce. To fulfill the promise of
facilitating student learning, current Gracie Barra Programs are structured to keep students
motivated to learn, practice and perform.
Traditional BJJ has a specific learning path for all students to become Black Belts.
However, it is argued that adding Anderson and Krathwohl’s (2001) revised taxonomy is
necessary because it utilizes two dimensions for learning, content and method. This approach
allows for growth in critical thinking, problem solving, and metacognitive processes. The
problem is that, within the traditional approach of teaching and learning BJJ, deeper, reflective,
more exhaustive cognitive processing is not given sufficient attention.

JIU-JITSU AND LEARNING 13

Purpose of the Study
The purpose of this study was to compare a traditional method of teaching BJJ that
involves drill and practice with an evidence-based method. Expected outcomes were learning
transfer, motivation, self-efficacy, and performance goal orientation or mastery goal orientation.
Thirty-nine middle school students with partial to no prior knowledge of BJJ participated in this
study. Their prior knowledge was measured by a pre-test and learning was measured by an
identical post-test. This experiment consisted of two groups whose participants were randomly
selected: Traditional (Group A) and Evidence-based (Group B). Furthermore, the groups were
randomly assigned. Group B received instruction based on evidence-based pedagogical practices,
and Group A received a traditional method approach to see which method of learning BJJ was
more effective.
Specifically, the overarching question that was addressed in this study was, “Will
students in the traditional learning condition score differently than students in evidence-based
learning condition on the four measures of learning transfer, motivation, self-efficacy, and
performance goal orientation?” The research questions are
1. Will participants who experienced the traditional method score differently on learning
transfer than do those in the evidence-based methods?
2. Will participants who experienced the traditional method score differently on
motivational strategies than do those in the evidence-based methods?
3. Will participants who experienced the traditional method score differently on self-
efficacy strategies than do those in the evidence-based methods?
4. Will participants who experienced the traditional method score differently on
performance goal orientation than do students in the evidence-based methods?
JIU-JITSU AND LEARNING 14

Organization of the Dissertation
Chapter One was an introduction of the research topic with background information. This
includes relevant historical perspectives. The challenges the art of BJJ faces, especially in
learning transfer, motivation, self-efficacy, and performance goal orientation were discussed.
The comparison is made relative to the largest BJJ school in the world (Gracie Barra) as the
traditional model, which is aligned to similar schools in the U.S. and around the world.
Chapter Two includes a literature review of learning transfer and procedures connected to
this study’s research questions. There is an essential assessment of the literature, stressing
important questions. Practical problems are related to previous research and some areas of debate
are reviewed and related to this current study. A clear summary of the theories is presented to
support the necessity for this study.
Chapter Three reiterates the purpose of this study and details the research setting with
specific information on methodology, participants, and conditions. Moreover, the data collection
process, theoretical framework, and instrumentation process used to gather the relevant data for
examination and analysis is stated and explained. Lastly, methods of checking for validity and
reliability are disclosed.
Chapter Four paraphrases the focus of the study once again, utilizing the assessment tools
explained in Chapter Three. The results of the four variables measured for this study are stated
and prepared for discussion in Chapter Five. Chapter Five revisits the focus of the study and
presents a discussion of the results in Chapter Four. The literature review from Chapter Two is
used to support the findings as they correlate with the results. Limitations and delimitations not
previously considered are addressed from a new lens pertaining to experts in the field. The study
concludes with suggestions for future research based on the findings.
JIU-JITSU AND LEARNING 15

CHAPTER TWO: LITERATURE REVIEW
Because in numerous cultures, belief systems and personalities shaped the martial art into
its present form of drill and practice training, a deliberate evidence-based pedagogy related to
learning and motivation theory is missing from its teachings across the world. Perhaps the
unexplainable dropout of students between blue and purple belt is caused by the lack of
evidence-based teaching. Depreciation rates may be tied to issues of transfer in learning,
motivation, self-efficacy, and performance goal orientation.
The Universal Federation of Brazilian Jiu-Jitsu (UFBJJ) and the International Brazilian
Jiu-Jitsu Federation (IFBJJ) are the leading associations in BJJ. The IFBJJ grows through
seasonal tournaments throughout the world. Because of high success in tournaments, there is
minimal evidence-based pedagogy to teach and train in the contact sport. This literature review
presents the challenges involved in applying traditional method of drill and practice lens to the
teaching of this sport. Chapter Two is also the anchor for the study, as it guides the research
questions and supports the discussion stemming from the results for the four variables: learning
transfer, motivation, self-efficacy, and performance goal orientation.
Traditional Method Learning Transfer
The origin of drill and practice in school physical education as well as in sports is linked
to the idea of a military framework for learning (Georgakis, 2007). John Dewey’s (1916)
criticism of traditional forms of learning helped to lead the Progressive Movement in U. S.
educational history from the 1900 to the 1920s. The experiential perspective focused on the
experiences of the child, and, therefore, that child’s potential for personal and intellectual growth
as a whole person, rather than on the ideas of the teacher. According to Posner (2004),
JIU-JITSU AND LEARNING 16

An experiential view is based on the assumption that everything that happens to students
influences their lives, and that, therefore, the curriculum must be considered extremely
broadly, not only in terms of what can be planned for students in schools and even
outside them, but also in terms of all the unanticipated consequences of each new
situation that individuals encounter (p. 48).
Posner (2004) noted that progressive educators advocate teaching problem-solving skills,
self-discipline, and flexible methods, such as small-group learning and field trips. An example of
this perspective is to not just demonstrate information about biology in different regions of the
world, but also to allow students to go to the zoo to actually see and touch some of the animals
they study. Likewise, to learn about history, students could connect with the past by learning at a
museum which displays clothing, cookware, and other artifacts of American life in past
centuries. John Dewey (1916) believed that each child should be afforded a chance to have an
experience, though different from that of his or her classmates. His ideas were extended to the
Cardinal Principles of Secondary Education developed by the National Education Association
(Posner, 2004). The organization suggested that seven aims should be included in all curricula:
health, preparation, citizenship, worthy use of leisure time, and development of ethical character.
According to Posner (2004), Dewey published Experience and Education in 1938 to clarify what
he meant by experiential education and assist teachers in modifying curriculum to new,
progressive standards.
Just as Dewey built momentum around the Progressive Movement, World War II hanged
the country’s mood regarding education. The public called for more “traditional forms of
academic education” (Posner, 2004, p. 52). Critics such as Admiral Hyman Rickover said that
American schools had become soft or “intellectually flabby” (p. 53). The focus came close to
JIU-JITSU AND LEARNING 17

returning to a traditional curriculum, but, instead, changed direction towards memorization, skills
and practice in regular education classes as well as in physical education. As subject-matter
debates resided, behaviorists raised their voices against the idea of drill and practice in learning
processes. Behaviorists, understanding the impact of psychology and sociology on learning, felt
that how students learned was no longer emphasized. Leading theories in this field included
Edward Thorndike’s work on behavioral objectives and Franklin Bobbitt’s technology
identifying important objectives in line with the new Progressive Movement of the 1950s
(Posner, 2004). Ralph Tyler presented a method for analyzing the objectives and Benjamin
Bloom classified the objectives with his taxonomy (Posner, 2004). In addition, Robert Mager and
Fred Keller introduced methodologies to help educators define objectives and sequencing of
subject matter, respectively (Posner, 2004). For example, the use of such language as “The
student is able to…” was recommended by Mager as a way of developing clear objectives for the
students, and ensuring that their behaviors are measurable (Posner, 2004).
This is where the challenge of rote memorization and drill and practice for learning
processes becomes problematic, namely in that each child has different learning needs and
different sets of motivational impulses. For example, a child who completes his or her sports
drills because the coach ordered the drills to take place is not the same as a child who chooses to
do drills after practice in order to perform better in an upcoming match (Jones, 2013). These
examples demonstrate there are different levels of autonomy in a child’s decision to do his/her
BJJ, yet both are examples of children completing the same tasks.
In addition, students may also have different ways of learning that preclude the use of
memorization as a primary means to study a sport, let alone any other subject. Although the use
of rote memorization was a large part of educational theory and teaching skills in the Western
JIU-JITSU AND LEARNING 18

world during the nineteenth century, as described by Posner (1998), changes in educational
philosophy suggest there is a different and better way of managing children’s development in the
classroom. New educational strategies consider how and when children are able to bring together
and use information at different steps in their personal development. These strategies also focus
on the creation of critical thinking skills in an interactive environment.
The most important partnership in education is the one between the student/athlete and
the teacher/coach. Influences on the conceptualization and measurement of teacher effectiveness
rose from five identified conceptions of the effective teacher: “(1) possessor of desirable
personal traits, (2) user of effective methods, (3) creator of a good classroom atmosphere, (4)
master of a repertoires of competencies, and (5) professional decision maker who has not only
mastered needed competencies but learned when to apply them and how to orchestrate them”
(Medley, 1979, p. 5). One of the recurring facts is that certain teacher behaviors were
consistently correlated with student achievement gains.
To achieve the qualities identified above in a coach, it is important to understand how
they learn. Creating environments most conducive to train them appropriately, effectively, and
efficaciously is a critical point. Research supports that coaching is complex and how coaches
influence students/athletes to be motivated to learn and persevere is not uniform. It is only
conclusive that the learning of coaches is influenced by different aspects, such as self-directed
and informal experiences, not just formal training (Cushion et al., 2010). These experiences that
shape a coach are different depending on the individual. It is difficult to learn how a coach learns
because learning is complex and different individuals learn differently (Cushion et al., 2010).
Unfortunately, there is no one uniform way to train coaches (Cushion et al., 2010).
JIU-JITSU AND LEARNING 19

Since a coach has a largest influence in an athlete’s career, a new theoretical perspective
that outlines three types of learning (mediated, unmediated, and internal) surfaced to gain more
effective coaches (Werthner & Trudel, 2006). This supports Cushion et al.’s findings (2010) that
although “the path to becoming a coach is often idiosyncratic” (p. 198), there are similarities in
how coaches learn that can be generalized, including from each other (Reader, Rodgers, and
Spriggs, 2008). In addition to learning from each other, motivation is a main variable in helping
coaches in learning and teaching (Genefurtner, 2011).
The importance and connection of motivational principles to coaches’ learning and
facilitating the learning of their athletes/students is obvious. If coaches can become more self-
efficacious within their own learning, they can better understand the necessity self-efficacy plays
in influencing positive academic and scholastic outcomes in their athletes/students (Pajares,
1996).
This study compared learning transfer under two methods: evidence-based and the
traditional drill and practice. Because students experience difficulty in learning BJJ, it is possible
that the lack of evidence-based learning strategies in traditional BJJ leads to a mastery approach
of learning. The literature suggests that problem solving, self-discipline, and flexibility strategies
are important for cognition. Thus, using Anderson and Krathwohl’s (2001) taxonomy table to
guide learning and further depth and understanding of BJJ knowledge is key. Drilling and
practicing BJJ techniques and positions are pertinent; however, understanding logic and
reasoning of how and why moves blend together, transitioning, and what situation calls for a
particular technique is more important. The pressures of competition and focus on performance
in traditional BJJ hinder learning transfer and create a gap. Moreover, the technique is not
absorbed to be learned; it is absorbed to be performed for a competition, as it is used as a means
JIU-JITSU AND LEARNING 20

to an end. The situational and extrinsic motivation of the learner is based on the environment and
his/her ability compared to those around them rather than the learner’s self.
Motivation
There are several definitions of motivation in different contexts. However, the following
general consensus about the definition was established. Motivation is an internal state or
condition (i.e., need, desire, or want) that serves to activate or energize behavior and give it
direction (Huitt, 2011). Close attention in class, eagerness to participate, and responsiveness to a
task are ways to measure motivation. Virtually all students are motivated in some way.
Motivation is something that energizes, directs, and sustains behavior; it gets students moving,
directs them, and helps maintain them in a particular direction. Oftentimes, motivation reflects
personal investment in cognitive, emotional, and behavioral engagement in school activities
(Fredricks, Blumenfeld, & Paris, 2004; Maehr & Midgley, 1996; Reeve, 2006).
Nonetheless, when it comes to applying these concepts to the study of physical education
of sport, such as BJJ, Ulbrich’s (1999) Exercise as Self Care Theory demonstrates that models
for study may need to take into account broader, integrated factors which have an impact on
health and self-care in connection with motivation. For example, as noted by Plonczynski (2000),
behavior is an incomplete measurement of motivation, yet it is still used as a means to collect
from research subjects. Plonczynski (2000) argues that Ulbrich’s (1999) theory proved there is a
need to look more deeply into the causative factors that prevent individuals from exercising,
which may have nothing to do with their level of motivation, such as their particular health
issues, emotional factors, social factors and environmental challenges. Ulbrich’s (1999) theory
revealed an absence of comprehensive theories that include the most explanatory components of
cognitive approaches to self-care. Predicting and explaining optimal forms of exercise behavior,
JIU-JITSU AND LEARNING 21

as noted by Gerling et al. (2010), are severely limited by a research focus on behaviors rather
than the causes for behaviors.
The theory of player experience can also be tied to the development of mastery protocols.
The theory of player experience (Bellotti et al., 2009) deals with affective impacts of sport. It is
evident that player experience is related to acceptance of such games and repeated or regular use
of the same game (Desurvire et al., 2004). While many researchers link player experience with a
fun factor, in fact, it is representing more than engagement and enjoy-ability. In particular, it
allows analyzing the relation of a game and player's cognition, emotions, and physical activity
while playing a game or after the game. According to the theory of player experience, therefore,
the variables that influence the intensity of emotions are sense of reality, proximity,
unexpectedness, and arousal. Self-awareness begins with the recognition of oneself as the
initiator of an action, and, in undertaking different actions, children develop a sense of who they
are and what is important to them within a certain subject matter.
Costello and Edmonds (2009) presented different categories for player experience. They
listed thirteen different emotions that can take place while or after playing a sport.

JIU-JITSU AND LEARNING 22

Table 2
Categories for Player Experience
Category Description
Captivation Experience of forgetting one’s surroundings
Challenge Experience of having to develop and exercise skills in a challenging situation
Competition Experience of victory-oriented competition against oneself, opponent or system
Completion
Experience of completion, finishing and closure, in relation to an earlier task or
tension
Control Experience power, mastery, control or virtuosity
Discovery Experience of discovering a new solution, place or property
Eroticism Experience of sexual pleasure or arousal
Exploration Experience of exploring or investigating a world, affordance, puzzle or situation
Expression Experience of creating something or expressing oneself in a creative fashion
Fantasy Experience of make-believe involving fantastical narratives, worlds or characters
Fellowship Experience of friendship, fellowship, communality or intimacy
Nurture Experience of nurturing, grooming or caretaking
Relaxation Experience of unwinding, relaxation or stress relief. Calmness during play
Sadism Experience of destruction and exerting power over others
Sensation Meaningful sensory experience
Simulation Experience of perceiving a representation of everyday life
Subversion Experience of breaking social roles, rules and norms
Suffering Experience of frustration, anger, boredom and disappointment typical to playing
Sympathy Experience of sharing emotional feelings
Thrill Experience of thrill derived from an actual or perceived danger or risk
Source: Costello & Edmonds, 2009, p. 18

JIU-JITSU AND LEARNING 23

To this end, in order to facilitate the most authentic and motivational student experience,
these factors must be taken into consideration in planning a pedagogy. It is not enough to be able
to create a plan for drills and practice, but teachers must come to terms with the realities behind
why students enjoy a sport and why they will put time into acquiring skills for mastery. The idea
of “sadism”, for example, as noted in the table above (Costello & Edmonds, 2009) suggests that
there are students who will want to master skills so they might be able to force their will on other
students. While this cannot be encouraged, it must be recognized in order to plan out how skills
and practices take place so that no harm will come to students. The psychosocial aspects of
martial arts, therefore, include these key factors that have to be considered carefully when an
approach to a mastery-aimed pedagogy is created.
There is a larger emphasis on meaning teaching for motivation to occur and learning to
be meaningful. Teachers must have respect for education. Learning must be valuable and
appreciated by the student. Brophy (1998) states that motivation to learn is the desire to find
activities in academics in order to make learning meaningful. This implies a student is interested,
since learning becomes a means to an end. It is palpable and can be used for precise reasons. By
producing that desire, it is not necessary for education to be “fun” to be effective. It can be made
clearer by using the subsequent example. According to Brophy (1998), motivation is equivalent
to expectancy time value. This indicates that both value and expectancy are necessary for an
individual to be motivated. With this, Taylor and Graham (2007) indicate that motivation is
linked to chances of success because of its underlying expectancy and reaching the goal’s
perceived value. The expectancy-value model of achievement performance regards choice and
the effects on the development of young children's competence beliefs, expectancies for success,
subjective task values, and achievement goals (Eccles & Wegfield, 1995).
JIU-JITSU AND LEARNING 24

One of the causes for positive sport behaviors, given these factors, can be tied to external
motivation, such as the way in which a game or sport is taught. Motivation, according to Oliva
(2005), refers explicitly to the process by which students are motivated by teachers. In order for
teachers to be effective in communicating a curriculum and its learning to students, teachers
must match their motivational strategies to curriculum goals and objectives. In this context, a
curriculum goal is defined as “a purpose or end stated in general terms without criteria of
achievement” (Oliva, 2005, p. 221) while an instructional goal is defined as “a statement of
performance expected of each student in a class” (Oliva, 2005, p. 320). In order for these goals to
be coordinated and aligned with motivational strategies, Oliva (2005) writes three emphases in
motivational strategies must be utilized: “(1) the development of thinking skills (2) the
integration of the curriculum through thematic interdisciplinary units, and (3) recognition of
intelligence” (p. 324).
Although motivation is imperative at all educational stages, researchers discovered that
students’ motivation drops as they grow from elementary school to high school (Unrau &
Schlackman, 2006). Students needs differ from one level of schooling to another depending on
personal development and the negative perceptions incurred. For example, according to Unrau
and Schlackman (2006), when early teenagers are positively affected by intrinsic, extrinsic, or a
combination of both motivational factors, it is suggested that students will be more susceptible to
academic accomplishment.
Self-Efficacy
Bandura (2006) defined self-efficacy as one's belief in one's ability to succeed in specific
situations. An individual’s sense of self-efficacy can play a major role in how one approaches
goals, tasks, and challenges. Moreover, his approach to Cognitive Theory affirmed that human
JIU-JITSU AND LEARNING 25

performance consists of different variables and their relations. These variables were determined
to be environmental, behavioral, and personal. There are four major procedures of self-efficacy
that affect human functioning: Cognitive Processes, Motivational Processes, Affective Processes,
and Selection Processes (Bandura, 1994). Bandura argued a crucial variable for learning and
performing tasks at a certain level is self-efficacy, amplified by guiding tasks and self-realization
of abilities. Moreover, an individual’s environment and behavior can affect each other. As
described above, self-efficacy is one’s belief in one’s ability to succeed in a specific situation.
Difficult tasks are not avoided, but an attempt at mastering the tasks will be tried by individuals
with high self-efficacy (Bandura, 1977; Zimmerman & Bandura, 1992). A solid feeling of
viability is broadly thought to improve human achievement and prosperity from multiple points
of view.
Bandura’s (1986) Social Cognitive Theory is focused on a model of triadic
correspondence parallel to and extending the ideas of his prior social learning research question,
which states that one’s beliefs towards oneself, along with one’s perception, conduct, and
environmental components have an impact on one another. Moreover, Bandura suggested that
people have power over their behavior through five extra components: self-reflection, self-
regulation, forethought, vicarious learning, and symbolizing. Bandura stated humans cognitively
assign meaning to their life’s experiences and prior knowledge. This allows individuals to
understand the past and make predictions for the future. Ultimately, behavior can be changed to
support cognition. Understanding the past and predicting the future is a self-reflective strategy
that changes people’s understanding of themselves and their environment. Consequently,
possibilities to observe and self-regulate behavior are generated.
JIU-JITSU AND LEARNING 26

An inference for curriculum development is created when students feel unvalued. For
instance, students are discouraged from pursuing the activities they find worthwhile when the
activities are diminished by teaching processes. If individuals can see themselves demonstrating
excellence in a specific context, such as sports, they are more likely to accomplish academically.
High self-efficacy affects personal behavior and increases self-concept of being able to achieve
the needed behavior. Self-efficacy is essential to increase effort in an interest or task and
persevere regardless of challenges. It is important to note that self-efficacy of an individual is a
determinant in whether he or she will approach difficult tasks as challenges and focus on
persevering, rather than avoiding it, because it is a threat (Dweck, 2000).
The power to understand an individual's emotional and physiological state as further
information to their sense of self-efficacy is incorporated in physiology indexes. That same sense
of self-efficacy can be directly affected by one’s concern and distress causing feelings of low-
self-efficacy to surface and affecting the individual’s self-confidence. Hence, cognitive
understanding of one’s mindset is detrimental to one’s sense of self-efficacy. Watson (2005)
stated, “A major portion of the self-efficacy research has focused on exploring the impact of
these sources on the development of self-efficacy beliefs” (p. 2). Strictly speaking, growth of the
necessary means through which self-efficacy can be cultivated within the individual is
imperative. There is a link between self-efficacy and learning on a practical level, as opposed to
a theoretical one. Deducing which cognitive processes have an impact on this link is key. The
long established theories of Bandura on self-efficacy and learning-related successes have been
substantiated in recent studies. According to Tasa, Taggar, and Seijts (2007) and Russo (2007),
these studies corroborate that self-efficacy can be directly related to the development of a
student’s mastery abilities and, therefore, his/her self-perceptions of his/her capabilities.
JIU-JITSU AND LEARNING 27

Concurrently, these same studies neglect to account for said skills’ possible reliance on a
structured framework in which a student learns traditional versus nontraditional.
Zimmerman and Bandura (1992) and Bandura (1994) suggest that self-efficacy occurs in
a social context and not in isolation. Moreover, encouraging educational culture, collaborative
policymaking, structural design theory, and the individual level concepts intertwine in self-
efficacy and knowledge sharing practices (Song & Kolb, 2009; Zimmerman & Bandura, 1992).
Furthermore, Song and Kolb (2009) suggested that exploring this avenue is imperative because
self-efficacy theory illustrates that human functioning is moderated by organized and social
concepts.
Performance Goal Orientation
According to Patton (1997), evaluation is the systematic collection of information about a
program in order to enable stakeholders to better understand the program, to improve program
effectiveness, and/or to make decisions about future programming so that mastery of skills can
take place. There are three types of evaluation. The most common forms of assessment include
pre-assessment, formative evaluation, and summative evaluation (Oliva, 2005). Pre-assessment
measures skills which are necessary for a student to begin instruction (Oliva, 2005). Formative
evaluation is used during instruction to diagnose progress or a need for remediation (Oliva,
2005). Summative evaluation reveals whether or not an individual met the objectives of program
or course (Oliva, 2005). Evaluation for mastery can be thought of as a general process or
appraisal and method of data collection, which measures participants’ success in meeting goals,
but also as a means of evaluating the overarching program and its efficacy as well. These aspects
of pedagogy are a critical part of planning for mastery of skills over the long term.
JIU-JITSU AND LEARNING 28

When it comes to assessment of instructional design best practices, however, there are
problems in the taxonomy of what is learned because the methods used for evaluation do not
reflect what is required by the curriculum (Anderson, 2005). The objectives in the curriculum
created by teachers do not necessarily match what each student is tested on (Anderson, 2005),
which means that the impact on students is that they are often not prepared for mastery. This is
due to the fact that there are students who do not fit into a typical cognitive, left-brain learning
pattern, and, therefore, there is a need to recognize that, in kinesthetic programs such as BJJ,
there is very little place for rote memorization. As well, for some course subjects, if not all
subjects, measuring the level of development of a student is just as important as measuring
his/her absolute ability during the assessment phase (Madeja, 2004). This is a key factor in
creating a framework for learning for kinesthetic educational programs such as BJJ.
For mastery in a sport, ultimately, a great deal of student autonomy is needed. Shen,
McCaughtry, and Martin (2007) demonstrate that perceived autonomy and competence in
physical education are interrelated. This means that, if students believe they can achieve even a
minimal classroom goal within a physical education class and they have the opportunity to do so
independent of teacher coercion, they are more likely to achieve that goal. This is an important
point. It is evident that students who move towards mastery of a skill may be able to believe that
they are capable of achieving a new goal, as noted by Shen, McCaughtry, and Martin (2007).
The connection between skills development and future mastery is, therefore, something that
needs to be considered. If a student can see himself or herself as able to achieve a single goal,
then the chances for motivation for future goals also increase.
For these reasons, instructional design needs to change towards a more holistic model. As
noted by Oliva (2005), “…the classical model [for instructional design] is a means-end model; it
JIU-JITSU AND LEARNING 29

postulates a desired end, a means for attaining this end, and a process for determining whether
the means the means does indeed bring about the end” (p. 128). In other words, there is only one
form of success, and one path to that success. Instead, Oliva (2005) suggests that instructional
design needs to involve the voices of all stakeholders, including teachers and students, so that
educational programs can achieve their desired outcomes. Students’ particular needs ought to be
taken into consideration, as well as the needs and resources of each teacher, in order for
instructional design to be successful.
The development literature after Piaget (1969) and Froebel (1912) puts forward the
theory that students are only able to build their intellectual capacities via the means of contextual
and social support and their level of enthusiasm about the topics being covered in the classroom
(Fischer & Hencke, 1996). These theories were further developed by Vygotsky (1978), who
noted, “all knowledge, and the knowledge-making tools (e.g. language and symbolism) afforded
to a community actually reside within a sociohistorical context” (as cited in Edwards, 2005, p.
38). In other words, in order to create the possibility that a child can acquire a skill, the
community around that child has to be created in a way that allows his/her skills to develop. This
can be seen as a complex and broad approach to pedagogy, but it can also be recognized as an
intrinsic support of the nature of martial arts training in a dojo. Dojos, especially those that
follow a traditional path, aim to create a community of practice that links people of all ages in
skills development, depending on their level of mastery. In this way, the dojo operates in a
unique sociohistorical context and provides community to its students. The challenge, therefore,
is in seeing how this approach might be e replicated in a classroom where other dynamic social
forces take place and where students are not trained in the same way.
JIU-JITSU AND LEARNING 30

In addition, Vygotsky (1978) stated that “every function in the child's cultural
development appears twice: first, on the social level, and later, on the individual level; first,
between people (inter-psychological) and then inside the child (intra-psychological). This applies
equally to voluntary attention, to logical memory, and to the formation of concepts. All the
higher functions originate as actual relationships between individuals” (p. 57). What this
portends to the educational community is that social customs and values can have a significant
impact on what and when students in the classroom absorb information. As Edwards (2005)
notes, young children, upon being born into their communities, gradually take on the knowledge
linked to their social values and the people around them and then the psychological tools of the
people comprising their communities. This can include communities of sport practitioners and
leaders both inside and outside of a school environment.
Returning then to education in sport, a study of drill and practice in physical education by
Barkoukis, Tsorbatzoudis, and Grouios (2008) found that,
Among the basic elements of the intervention strategies was that teachers in the present
study were instructed to employ drills with various levels of difficulty and allow students
to work at their own level. Additionally, teachers encouraged goal setting and self-
evaluation. These strategies might have helped students to construe better, more salient
and realistic perceptions of competence. Therefore, several aspects of the task, time and
evaluation structures were considered to enhance task-involving climate in a way that had
positive influence on the perceptions of competence. (p. 370)
What this means is that standard forms of drill and practice interventions in sport can be
modified in order to ensure a balance between rote memorization and the more modern practice
of integrating differentiated learning styles in order to meet the needs of all students.
JIU-JITSU AND LEARNING 31

The reason that a differentiated approach to sport drill and practice is needed, and why
memorization processes should be avoided, according to the research presented by Barkoukis,
Tsorbatzoudis, and Grouios (2008), is that sport instruction presents the highest possible level of
anxiety for children and youth at any age. Students may need more support in managing these
feelings over and above learning how to practice a sport successfully when it comes to
motivation (McGinnis & Milling, 2005). As noted by McGinnis and Milling (2005), with their
lack of experience, youth may be less likely to be able to mitigate their own feelings of anxiety,
which suggests they may need adult assistance in dealing with them. The younger a child’s age,
the more likely that he or she will experience performance anxiety. Even though their study was
about a range of different demographic groups, Steptoe and Fidler (1987) show the effects of a
performer’s age may confound the measurement of the impact of his/her experience in the study
of performance anxiety. What this means is that, if a student is young, he or she may not have the
same level of cognitive experience with which to deal with performance-related stress in sports
as does an older person.
For example, Smith et al. (2007) note that children who experience a high level of
anxiety when they perform are more likely to worry about making mistakes and losing rather
than about the skills they know, and this will override the effects of muscle memory developed
in drill and practice. This may be connected with the fact that, as noted by Kirsch, Lynn,
Vigorito and Miller (2004), instrumental learning situations can create expectancies that some
behaviors will lead to specific outcomes. By practicing behaviors, which balance out the
challenges of performance anxiety, a young person can become more resilient, and then reflect
upon that resilience in order to balance out the negative thoughts that dominated their sports
performance in the past, and, therefore, work towards mastery.
JIU-JITSU AND LEARNING 32

As noted by Kenny and Osbourne (2006), for youth, “exposure to early and frequent
evaluations and self-evaluations of their performances in a competitive environment (specific
psychological vulnerability) may be sufficient to trigger the physiological, behavioral and
cognitive responses characteristic of [performance anxiety]” (p. 104). Despite differences in
individual personality traits among young people, it is the performance itself in the sport
environment that seems to be the overarching trigger for anxiety. If children are prone to anxiety,
Kenny and Osbourne (2006) write, performance anxiety may be worse, but any situation in
which competition is rampant is likely to have a significant effect on young people’s emotional
states. As a result, teaching young people cognitive behavioral techniques is shown to have a
positive effect on physiological, behavioral and cognitive responses to stress among young
people under pressure to perform skills under pressure, and especially to win at a sport (Kenny &
Osbourne, 2006).
To gain the full benefit of skills and practice, Smith et al. (2007) examine the ways in
which sports coaches can provide the equivalent of cognitive behavioral therapy in motivating
their young athletes through performance anxiety, indicating that, when coaches were perceived
as having a higher level of mastery of psychological conditioning practices, their young athletes
were less likely to experience anxiety as a whole. Coaches who can help children practice
cognitive behavioral techniques to release them from patterns linked to failure can also help
children decrease their levels of anxiety and achieve their performance goals so that they might
be able to gain access to crucial muscle memory when it comes to competing, or even
performing, skills practices.
For example, Neimeyer (2010) utilized a combination of cognitive behavioral techniques
and constructivist interventions to help a young man in his late teens with severe performance
JIU-JITSU AND LEARNING 33

anxiety. The constructivist interventions were used in order to help the young man see the social
context in which his anxiety was likely to arise so that he could then change his behavior to adapt
to that context. Neimeyer (2010) suggests that, when his client was more aware of his personal
meanings and how he construed himself and his social world, he was better equipped to use
cognitive behavioral techniques in response to his bouts of anxiety. While there are many other
factors involved in the development of responses to performance anxiety, there is a positive
correlation between the use of cognitive or behavioral therapy and youth (Smith et al., 2007).
Nonetheless, it is clear that, in a performance-based youth environment, independent
personal development is not always possible. Larson (2006) suggests “many youth coaches
create a performance-oriented motivational climate that is not conducive to development because
it focuses athlete's attention on winning, public recognition, and performance relative to others”
(p. 179). In other words, there is a need to recognize the fundamental challenges faced by youth
in a performance-oriented climate, which may prevent them from accessing the kinds of personal
resources they bring to bear in other parts of their lives. When children and youth are pushed to
focus on winning in the context of a sport, there is a clear danger in their being able to find their
own approach to experiential learning, which leads to personal development and mastery in an
effective way. As noted by Smith et al. (2007), if coaches and teachers are equipped with the
cognitive behavioral tools by which they can assist children and youth through performance
anxiety, then this challenge can be readily ameliorated over time.
As noted by Georgakis (2007), the fundamental reason for this focus on cognitive
behavioral tools, rather than on skills practice alone, is that mastery can only occur through what
he calls metacognition. This is the process of learning through
JIU-JITSU AND LEARNING 34

… an individual's knowledge of and control over his or her cognitions. Metacognition
includes planning, monitoring, and revising goal appropriate behavior. Individuals with
greater metacognitive skills are expected to learn more effectively because they monitor
their progress, determine when they are having problems, and adjust their learning
accordingly. (Ford et al., 1998, p. 220)
The challenge with building these skills in sport, as noted in the literature, is that these
are not simply developed through the intensification of processes that lead to muscle memory,
but that they involve both drills and psychosocial approaches in order to ensure that mastery is a
possibility. To this end, it is important to come to terms with the fact that performer, task and
environmental constraints can all have an effect on shaping an individual’s physical education, as
noted by Renshaw, Chow, Davids, and Hammond (2010).
As Mehrenberg (2013) explains, in traditional martial arts dojos such as those aimed at
BJJ training, there is a tendency towards differentiated instruction, which is aligned with the
frameworks for pedagogy described above. This is tied to the fact that there is a need to ensure
that each student proceeds at his or her own pace for mastery, and rises to the next level of skills
when he or she is ready to do so. At the same time, the approach to this differentiated instruction
is often a matter of trial and error rather than an overarching strategy for the class and for each
student (Mehrenberg, 2013). Nonetheless, in looking at a number of different approaches to
teaching the martial arts, Vertonghen, Theeboom, and Cloes (2012) have discovered varying
teaching styles focus on different goals. Many martial arts leaders moved away from
differentiated instruction in recent years (Vertonghen, Theeboom, & Cloes, 2012) because it
seemed more efficient to simply run classes in an age-group style with a focus on repetition of
skills. This was thought to be more fun for the children in class and to allow children of similar
JIU-JITSU AND LEARNING 35

age to support each other in acquiring skills through social development. This posits traditional
forms of learning and new approaches to learning in apposition.
Perhaps, however, traditional forms of learning and new approaches to learning should
not be in opposition, according to the literature, and there ought to be a focus on what works and
when it works rather than on the application of a single pedagogical approach to a class. Despite
the arguments to support a more specific pedagogical approach, Renshaw et al. (2010) suggest
that, in the dynamic interactive settings of physical education, movement skill acquisition is
made more possible through the removal of constraints to skills. In other words, it is important to
recognize the fact that “constraints on behaviors dynamically evolve over time and should not be
viewed as permanent… Rather, constraints on learning are temporary, and during person-
environment interactions, they strengthen or decay on different timescales” (Renshaw et al.,
2010, p. 20). What this means is that each child will approach the development of a skill in
his/her own way, but, over time, the constraints that prevent mastery of that skill will fall away
and new constraints linked to the next skill acquisition become more important over time.
As Fernandez (2007) notes, however, there is difficulty in assessing whether students are
ready for more autonomy because the challenges associated with engaging young people in
physical education interest are often a social construct. In other words, as introduced by Foucault
(1988), because we know that every individual is bound by the cultural or social norms of their
community or their ideology, we must look at the challenges attached to belief systems which
affect how we interpret the experiences of children. Social constructions are never obvious to
those who operate and act within them, but they govern how individuals may think about the
world and the values they place on things or ways of being; this not only includes parents and
their children, but also the media. From a social structural perspective, it is important to address
JIU-JITSU AND LEARNING 36

how social roles and normative values are created and perpetuated because of the fact that these
can greatly affect how children define their own identities as members of society through their
actions, interests, or lack of actions and interests (Fernandez, 2007).
One of the more popular theories of work motivation and task performance over the past
three decades is Goal Setting Theory, as proposed by Locke and Latham (1990). The central
tenet of this theory is that goals are an immediate regulator of human action, guiding the
direction, intensity, and persistence of task related behavior. In providing this direction, intensity,
and persistence, performance goals are proposed to enhance performance on a given task,
especially for goals that are specific and difficult (Locke & Latham, 1990).
Individuals who are performance goal oriented seek to demonstrate ability to others.
People who set performance goals are often focused on winning, looking good, and being
evaluated well. For example, students may focus on looking smart and getting high grades in
class. Moreover, students who perceive performance goals as salient tend to focus on their
ability, evaluating their ability negatively and attributing failure to lack of ability (Ames &
Archer, 1988).
Performance cues describe feedback the student receives in the form of marks, grades,
and previous performance. Perceptions of competence depend heavily on grades and marks
given to students by teachers (Blumenfield, Pintrich, & Hamilton, 1987). Grades have been
shown to have a negative impact on children’s conceptual learning and also undermine intrinsic
motivation (Grolnick & Ryan, 1989). Administering ranks in the classroom is not favorable if the
goal is for children to be cognitively engaged, develop thorough understandings of vital concepts
and adopt mastery goals for learning. To reiterate, performance-oriented individuals seek to
demonstrate their ability compared to others. Students who are performance-oriented are
JIU-JITSU AND LEARNING 37

interested in competition, demonstrating their competence, and outperforming others; they tend
to use other students as points of comparison. Therefore, receiving higher marks and winning is
the key motivator.
“All good performance starts with clear goals” is a motto that traditional dojos follow.
The “clear goal” is to consistently advance until the Black Belt Status. The art is based on the
fundamental principles of balance, efficiency, effectiveness, adaptation, mutual support, and
leverage. During practice, the student constantly makes use of these principles to accomplish the
desired goal of being competitive and a step closer to entering a tournament. However, a
person’s progress in competitive BJJ does not only imply winning and losing in tournaments;
qualifying for tournaments is a consequence of mastering principles. It is natural for the student
to draw parallels between the challenges faced on the mats with the challenges faced in his or her
daily life. Once that happens, the student begins a process of personal transformation leading to
significant improvement in his or her lifestyle and wellness.

JIU-JITSU AND LEARNING 38

CHAPTER THREE: METHODOLOGY
The members of this experimental joint dissertation team had identical methods chapters
that compared and contrasted the traditional method and the evidence-based method. Chapter
three defines the type of study used, what the relevant elements were and why an experimental
design study was chosen. Selection of the research population is presented. In addition, the
instrumentation scales are identified and an explanation provided as to how they were created
based on existing drill and practice research and test items currently used in the field of
education. Next, each of the four variables are introduced in sequential order as they appear in
both Chapter Two and Chapter Three and are examined in relation to the instrument utilized for
the research measure.
Data collection and analysis are presented next along with an explanation of steps were
taken to secure authorization to conduct a live research study at the middle school level. A
quantitative design was determined appropriate for the research project in order to allow for the
collection of data from a large number of participants fitting a specific demographic profile:
students at a middle school level. This enabled the researcher to make inferences regarding the
motivational beliefs and self-efficacy values of the students within the targeted population. The
use of an experimental quantitative research design approach was also appropriate for research
questions, which is why it was necessary for this study. The research questions were deduced
from theoretical principles and give rise to research questions that can be answered through
statistical analysis (Creswell, 2009). The four research questions defined within Chapter Two are
sound and based on theoretical principles outlined within the framework of learning and
motivational theory.
JIU-JITSU AND LEARNING 39

The quantitative design for this study enabled statistical analyses of the data to be
conducted to identify the relationships between the research variables as defined herein. The
premise of quantitative research asserted reality of the unknown was separate from individual
influence, and knowledge and discovery were made via scientific method with unbiased
observation and measurement (Creswell, 2012).
Research Design
This experimental research was based on a methodology that meets three criteria: (a)
random assignment of the participants to an evidence-based group and a traditional method
group; (b) experimental control—all features of the treatments are identical except for the
evidence-based learning strategy used for the evidence-based group, and (c) appropriate
measures—the dependent measures were appropriate for testing the research questions.
Experimental research is generally recognized as the most appropriate method for
drawing causal conclusions about instructional interventions like which instructional method is
most effective for which type of student under which conditions? Mayer (2005) notes,
“experimental methods— which involve random assignment to intervention and control of
extraneous variables—have been the gold standard for educational psychology since the field
evolved in the early 1900s” (p. 74). Mayer (2005) states, “when properly implemented, they
allow for drawing causal conclusions, such as the conclusion that a particular instructional
method causes better learning outcomes” (p. 75). Overall, if one wants to determine whether a
particular instructional intervention causes an improvement in student learning, then one should
use experimental research methodology.
This experimental quantitative study was designed to examine the impact of using
evidence-based instructional objectives versus the traditional, drill and practice method of
JIU-JITSU AND LEARNING 40

learning and the degree to which learning outcomes differ between the groups. The study
focused on how impact may be measured with the application of BJJ training among middle
school students through a comparison of randomly assigned evidence-based and traditional
method groups. The overarching research question that guided this study is, “What is the effect
of traditional method on learning transfer, motivation, self-efficacy and performance orientation
in comparison to the effect of evidence-based training on learning transfer, motivation, self-
efficacy, and mastery goal orientation?” There are four sub research questions tested using
database instruments.
Research Question One
Will participants who experienced the traditional method score differently on learning
transfer than do those in the evidence-based methods?
Rationale One
The rationale for Research Question One is years of similar popular methods. Specific
drills and training practices were designed to convert the knowledge represented in the curricula
and taught by the instructor into knowledge and skills, ensuring that the student is able to apply
his or her knowledge and techniques under real circumstances.
Research Question Two
Will participants who experienced the traditional method score differently on motivation
than do those in the evidence-based methods?
Rationale Two
Competition is a means to raise motivation through winning and becoming champions.
However, competition is also a test of mindset and maturity, which increase motivation.
Conversations about matches never revolve around opponents but are seen as a fight in the quest
JIU-JITSU AND LEARNING 41

for self-mastery, leading to intrinsic motivation. Going into a tournament, motivating thoughts
are always the same: to trust in one’s fighting abilities and techniques. Traditional method
teaches to believe in one’s skills and to impose will upon the opponents, not react to them. The
method of building motivation and champions is not through last-minute speeches providing
superficial motivation. The athletes and instructors learn that becoming a champion on and off
the mat takes time, hard work and dedication built over years.
Research Question Three
Will participants who experienced the traditional method score differently on self-
efficacy strategies than do those in the evidence-based methods?
Rationale Three
Gracie Barra programs reflect more than 30 years of Gracie Barra’s teaching experience
and are successful in improving the life quality, self-efficacy, discipline and health of thousands
of individuals around the world as well as in building some of the best BJJ fighters ever known.
Research Question Four
Will participants who experienced the traditional method score differently on
performance goal orientation than do students in the evidence-based methods?
Rationale Four
The rationale for research question four stems from the definition of performance goals,
which focuses on the demonstration of competence relative to others (Cocks & Watt, 2004). The
sport focuses on the attainment of competence in comparison to others. Proper teaching does not
make winning the ultimate goal. The greatest victories at Gracie Barra are always a consequence
of the process and of embracing training as the best method through which one can test one’s
JIU-JITSU AND LEARNING 42

personal limits. Hierarchical rank structure is designed to represent students’ progress, according
to his or her own potential, and the IBJJF ranking system is used for all Gracie Barra Programs.
Method of Study
An experimental quantitative research methodology was used in this study. The following
items are the fundamental components of a quantitative research design: (a) information is
quantified by the use of numeric data to describe learning transfer, motivation, self-efficacy and
performance/mastery goal orientation; (b) closed-ended questions and predetermined constructs
are used; (c) variables are related directly to research questions; (d) quantitative standards of
validity and reliability measurements are used; and (e) the research processes either tested or
verified theories or explanations (Creswell, 2012). A quantitative approach to gathering and
analyzing data utilizes closed-ended questions formulated in a fixed manner, such as a survey
and use numeric data. Quantitative research, therefore, relies upon inferential forms of data
analysis more than descriptive forms.
A quantitative design was determined appropriate for the research project in order to
allow for the collection of data from a large number of participants fitting a specific demographic
profile: in this case, students at a middle school level. This enabled the researcher to make
inferences regarding the learning transfer, motivational beliefs and self-efficacy values of the
students within the targeted population. The use of an experimental quantitative research design
approach was also appropriate for research such as, which is why it was utilized. Research
questions were deduced from theoretical principles that can be proven or disproven through
statistical analysis (Creswell, 2009). The quantitative design for this study enabled statistical
analyses of the data to be conducted to identify the relationships between the research variables
as defined herein. The premise of quantitative research asserts reality of the unknown is separate
JIU-JITSU AND LEARNING 43

from individual influence, and knowledge and discovery are made via scientific method with
unbiased observation and measurement (Creswell, 2012).
In measuring participant learning transfer, the scale was scored by an independent
researcher who evaluated learning transfer individually based on each participant’s response to
an instructional video. These responses were evaluated on a three-point rubric for the learning
transfer scale. In terms of measuring motivation, self-efficacy and performance/mastery goal
orientation, all three Likert scales were utilized and run through the Statistical Package for the
Social Sciences (SPSS) software program using the following constraints. This data analysis
included descriptive statistics, means, and standard deviation. In addition, t-scores provided to
support assumptions of normality.
Sample and Population
There were forty eighth-grade participants anticipated in this study at Mar Vista Middle
School. The evidence-based and traditional method group samples in this study were made up of
participants who had limited practical prior knowledge of BJJ techniques. The sampling
approach for the study was a convenience sampling method. This means that this study utilized a
stakeholder approach of purposive sampling whereby individuals who had the most to benefit
from an analysis of the research topic were utilized (Creswell, 2012). In this case, the sample
group of middle school students in question was a stakeholder in the development of better
teaching methods, which can be determined through the research process.
Participants were taken from a convenience sample. Convenience sampling does have an
impact on study validity. Convenience sampling refers to a non-probability method of sampling
whereby participants are selected for the sample population on the basis of availability and
willingness to respond (Williams, Sweeney & Anderson, 2009). The study used convenience
JIU-JITSU AND LEARNING 44

sampling because of practical constraints. It would be an ideal situation to test the entire
population, but the school population was too large for this study. In addition, this type of
sampling provides the least amount of school disruption. At the same time, those participants in
the sample were randomly assigned to the evidence-based and traditional method groups to
increase the internal validity of the study and its outcomes (Williams, Sweeney & Anderson,
2009).
A formal power analysis was conducted to statistically determine the number of
participants needed to effectively conduct the study. To assess a priori sample size, power was
set at .80 and the expected effect size was set at .25. Accordingly to the research question, the
sample size necessary to likely determine a statistical difference was 40 participants where alpha
= .05 and the degrees of freedom = 1. In this case, there was an 80% probability that 39
participants (due to an ill student) were a sufficient number in order to find a statistical
relationship (effect size of .25) between variables where alpha = .05 (Faul, Erdfelder, Lang, &
Buchner, 2007).
Sampling issues may also include consent because of the ages of the children involved in
the study. Gaining the trust and support of research participants was critical to ethical academic
inquiry and research (Creswell, 2012). The participants and their parents or guardians were
informed about the overall purpose of this research. Participants and their parents or guardians
were informed about the potential risks and benefits about participating in this study. The letter
of consent detailed the study, informed the participants that there were no risks or benefits
resulting from their participation in the study, and assured respondents of confidentiality
regarding the participants’ involvement in the study. The researcher kept the consent forms
confidential and returned them to the participants or parents, if requested, upon completion of the
JIU-JITSU AND LEARNING 45

study. No personal information was collected. Voluntary participants were able to discontinue
participation at any time without penalty or recourse. Parents and students were both informed
that they could request to exclude themselves from the research study if they felt uncomfortable.
Instrumentation
To answer the research question, including the four sub questions, four instruments were
utilized in this study. All thirty-nine students partook in identical assessments and surveys to
measure learning, motivation, self-efficacy, and either performance goal or mastery goal
orientation.
Learning Transfer
Sub-Research Question One asks whether students taking part in a traditional learning
condition will score differently on a measure of learning transfer than will students in the
evidence-based learning condition. All participants partook in the pre- and post-test to measure
learning transfer. Since participants were selected based on limited prior knowledge, the
assumption was that students taking part in a traditional learning condition scored higher on a
measure of learning transfer than did students in the evidence-based learning condition. The
independent variable is a drill and practice learning condition, which is measured utilizing
Anderson and Krathwohl’s Revised Taxonomy and three-point rubric (Tables 3 and 4).

JIU-JITSU AND LEARNING 46

Table 3
Anderson and Krathwohl’s Revised Taxonomy
The Knowledge
Dimension
(Formative
Assessment)
The Cognitive Process Dimension
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
A. Factual
Knowledge

B. Conceptual
Knowledge

C. Procedural
Knowledge

D. Metacognitive
Knowledge

The following table is a three-point rubric with performance and learning objectives. This
was used to measure student learning of the three BJJ moves through Anderson and Krathwohl’s
(2001) Revised Taxonomy. Students were asked to write detailed observations of the moves
presented by the Gracie Barra instructional video.

JIU-JITSU AND LEARNING 47

Table 4
Brazilian Jiu-Jitsu 3-point Rubric with performance/learning Objective
Jiu-Jitsu instructional
(learning/performance) objectives
Rubric aligned to; A Taxonomy
for Learning, Teaching and
Assessing by: Anderson &
Krathwohl.
Above minimum
competency standard
(3):
__________________
Above standard and can
regularly utilize all six
stages with the Cognitive
Processing Dimension
while also integrating:
factual, conceptual,
procedural and
metacognitive elements
from the Knowledge
Dimension.
At minimum
competency average
(2):
_______________
At standard and can
generally utilize: 1, 2
and/or 3 from the
Cognitive Processing
Dimension while also
incorporating: factual,
conceptual and
procedural elements.
Below minimum
competency (1):

_______________

Approaches standard,
but only utilizes at a
level 1 and/or 2 from the
Cognitive Process
Dimension within either:
factual, conceptual or
procedural domain.

1. Understands the
concepts of: leverage,
weight distribution,
hand-positioning and
spatial movements
associated with Jiu-Jitsu
practice.

2. Implements basic
principles of Jiu-Jitsu to
enhance: movements,
strategies and desired
outcomes in defense
against standing attacks.

3. Constructs schema
representations based on
prior knowledge
acquisition, in order to
increase novice-level
component skills. Can
physically demonstrate
the skills necessary to
escape from a headlock.

Anderson and Krathwohl’s (2001) revised Bloom’s Taxonomy measuring the knowledge
dimension as well as the cognitive process dimension is an approach that allows for the
classification of objectives (either learning or performance) used with both groups. Furthermore,
this assessment examined learning and performance outcomes through the statement of a verb
and a noun combination. The verb indicated the intended cognitive process while the noun
JIU-JITSU AND LEARNING 48

defined the knowledge students should develop (Anderson and Krathwohl, 2001). The two-
dimensional approach incorporating the cognitive process dimension required students to
progressively increase their sophistication and critical examination of problems along a
continuum, combined with the knowledge dimension, which sought to identify the type of pre-
requisite knowledge.
In order to measure learning through Anderson and Krathwohl’s (2001) Taxonomy,
Table 3 was utilized in addition to a three-level rubric (Table 4) to accurately assess student
performance outcomes related to Research Question One.
Motivation
Sub research question two asks whether students taking part in a traditional learning
condition will score differently on a measure of motivation than will students in the evidence-
based learning condition. To measure motivation, fourteen out of the original forty-four
questions were selected from the original Motivated Strategies for Learning Questionnaire
(MSLQ) designed by (Pintrich & De Groot, 1990) to provide a sample cross-section of the type
of questions found in the full-scale (Table 5). This modified Likert scale (Table 6) was utilized to
measure student responses related to research question two.

JIU-JITSU AND LEARNING 49

Table 5
Motivated Strategies for Learning Questionnaire (MSLQ)
1. I prefer class work that is challenging so I can learn new things
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I is able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class‚ I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more work
11. I am sure I can do an excellent job on the problems and tasks assigned for this class
12. I have an uneasy‚ upset feeling when I take a test
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting
18. Compared with other students in this class I think I know a great deal about the subject
19. I know that I is able to learn the material for this class
20. I worry a great deal about tests
21. Understanding this subject is important to me
22. When I take a test I think about how poorly I am doing
23. When I study for a test‚ I try to put together the information from class and from the book
24. When I do homework‚ I try to remember what the teacher said in class so I can answer the questions correctly
25. I ask myself questions to make sure I know the material I have been studying
26. It is hard for me to decide what the main ideas are in what I read
27. When work is hard I either give up or study only the easy parts
28. When I study I put important ideas into my own words
29. I always try to understand what the teacher is saying even if it doesn’t make sense
30. When I study for a test I try to remember as many facts as I can
31. When studying‚ I copy my notes over to help me remember material
32. I work on practice exercises and answer end of chapter questions even when I don’t have to
33. Even when study materials are dull and uninteresting‚ I keep working until I finish
34. When I study for a test I practice saying the important facts over and over to myself
35. Before I begin studying I think about the things I will need to do to learn
36. I use what I have learned from old homework assignments and the textbook to do new assignments
37. I often find that I have been reading for class but don’t know what it is all about
38. I find that when the teacher is talking I think of other things and don’t really listen to what is being said
39. When I am studying a topic‚ I try to make everything fit together
40. When I’m reading I stop once in a while and go over what I have read
41. When I read materials for this class‚ I say the words over and over to myself to help me remember
42. I outline the chapters in my book to help me study
43. I work hard to get a good grade even when I don’t like a class
44. When reading I try to connect the things I am reading about with what I already know

The following modified questionnaire was used to measure participant motivation and
learning strategies conducted through Survey Monkey.
JIU-JITSU AND LEARNING 50

Table 6
Modified Motivated Strategies for Learning Questionnaire (MSLQ)
Please rate the following items based on your behavior in this
experimental research project. Your rating should be on a 6-point scale
where 1= not at all true of me to 6= very true of me.

Strongly
Disagree
Strongly
Agree

Questions: 1 2 3 4 5 6
1. I prefer class work that is challenging so I can learn new things. (Mastery)
2. I often choose paper topics I will learn something from even if they require
more work. (Mastery)

3. Understanding my subjects is important to me than getting an A. (Mastery)
4. Even if I do poorly on a test I try to learn from my mistakes. (Mastery)
5. I ask myself questions to make sure I know the material I have been
studying. (Mastery)

6. When work is hard I either give up, or study only the easy parts instead of
work harder. (Performance)

7. When studying, I copy my notes over to help me remember important
facts. (Mastery)

8. Before I begin studying I think about ways to make my learning
experience more meaningful. (Mastery)

9. I use what I’ve learned from previous learning environments to create new
learning opportunities. (Mastery & Performance)

10. When I am studying a topic, I try to make everything fit together. (Mastery
& Performance)

11. I organize (mentally) new concepts in all my classes and learning
environments to help myself learn more effectively. (Mastery &
Performance)

12. When reading I try to connect the things I am reading about with what I
already know. (Mastery: Expectancy-control beliefs about learning)

13. It is important for me to learn what is being taught in class. (Mastery &
Performance: Value-intrinsic goal orientation)

14. I like what I am learning in my classes. (Mastery & Performance: Value-
intrinsic goal orientation)

Self-Efficacy
Sub research question three asks whether students taking part in a traditional learning
condition will score differently on a measure of self-efficacy than will students in the evidence-
based learning condition. In order to accurately measure self-efficacy utilizing a Likert scale,
specific questions were selected based on a modified version of Bandura’s (2006) Guide for
Constructing Self-Efficacy Scales renamed as Self-Efficacy Appraisal Inventory (SEAI). This
Likert scale is utilized for measuring research question three and students’ beliefs in their
JIU-JITSU AND LEARNING 51

capabilities to produce given attainments (Table 7). Ten Likert scale item questions were utilized
based on Bandura’s (2006) Children’s Self-Efficacy Scale. The intent of the questionnaire is to
establish a better understanding of the types of issues that are difficult for students in elementary
and middle school years.
Table 7
Self-Efficacy Appraisal Inventory (SEAI)
Please rate the following items based on your behavior in this
experimental research project. Your rating should be on a 6-
point scale where 1= Strongly Disagree to 6= Strongly Agree.

Strongly
Disagree
Strongly
Agree
Questions: 1 2 3 4 5 6
1. I feel confident that I can regulate (control) my own learning
even when circumstances at school and home become stressful.
(SE/SRL)

2. I believe that I can be successful in both school and life if I work
hard enough. (SE/OE)

3. I believe that I can live up to my own expectations for myself.
(SE/OE)

4. I know that I can get help from adults whom I trust. (SE/SR)
5. I know that I have peers who can help me if I need help with
school. (SE/SRL)

6. I know I have the ability to take good notes during class
instruction. (SE/SRL)

7. I know I can use the library if I need resources to complete an
assignment. (SE/SRL)

8. I know I can arrange a place to study that is free from
distractions. (SE/SRL)

9. I feel that I can organize my schoolwork in an effective manner.
(SE/SRL)

10. I feel that I can always concentrate on my school subjects during
class. (SE/SRL)

SE: Self-Efficacy; SRL: Self-Regulated Learning; SE/OE: Self-efficacy to meet other expectations; SR: Self-
Regulation

Performance Goal Orientation
Students taking part in a traditional learning condition will score higher on a measure of
performance goal orientation than students in the evidence-based learning condition on a
measure of mastery goal orientation. Students’ goal orientations correlate with their perceived
JIU-JITSU AND LEARNING 52

attainments about themselves and tend to predict what individual task goals they choose for
themselves and the level of difficulty of future goals and tasks (Elliot and Dweck, 1988; Pintrich,
2000). The Mastery Orientation Appraisal Inventory (MOAI) Likert scale was created from
learning and motivational theory research conducted by Blackwell, Trzesniewski, and Dweck
(2007) and Ambrose (2010). Scoring high on questions 1, 5, 6, 7, 11, 12, 13, and 14 specifically
indicate that students were performance-oriented rather than mastery-oriented. However, scoring
low on the remaining questions indicated students are performance-oriented as well.
Table 8
Mastery Orientation/Experience Appraisal Inventory (MOAI)
Please rate the following items based on your behavior in this
experimental research project. Your rating should be on a 6-point
scale where 1= Strongly Disagree to 6= Strongly Agree.

Strongly
Disagree
Strongly
Agree

Questions: 1 2 3 4 5 6
1. It is more important to me to receive the grade of A than learn as
much as possible in my classes. (Performance)

2. I am learning focused and self-improvement is important to me as
a learner. (Mastery)

3. When working, I focus on the task that is given to me. (Mastery)
4. When I make mistakes, I see my mistakes as part of the learning
process and an opportunity to improve and learn. (Mastery)

5. I like it when the teacher hands back papers and tells the class who
scored the highest on their homework or quizzes. (Performance)

6. When I am given a test, it is important to me to receive the highest
grade in my class. (Performance)

7. I like my friends to think that I am smarter than they are.
(Performance)

8. I prefer the way my teacher teaches because she wants us to
understand our work not just memorize items for a test. (Mastery)

9. In school, I feel that those that have to try extra hard are not as
smart as those that put forth less effort. (Performance)

10. If I have more time in class to prepare for a test, I spend it
exploring and trying to understand ideas around what I am
currently learning. (Mastery)

JIU-JITSU AND LEARNING 53

Table 8, continued
11. I like it when my teacher compares us to other students in terms of
how we perform on homework and quizzes. (Performance)

12. I like teachers that announce the names of the students who score
the highest in the class. (Performance)

13. I feel that it’s acceptable for teachers to call on students they feel
are smarter more often than the ones that are not. (Performance)

14. I believe that we are born smart or not and that we cannot improve
our ability to learn. (Performance)

15. It’s important to me to develop individual skills as I learn new
things. (Mastery)

16. When I learn new things, I feel it’s important to apply the new
concepts I’ve learned in other subject areas. (Mastery)

17. When I learn something it’s not just important for me to know
when to apply what I’ve learned but why. (Mastery)

18. When asked to solve problems, I often use prior experiences and
teacher prompting if given, to assist in finding solutions. (Mastery
& Performance)

A mastery goal orientation involves a focus on mastery tasks, aligned to individually
predetermined goals that can range from personal, professional, and academic to social. Students
within this mindset are concerned with self-improvement as it is related to strengthening existing
skills and developing new ones (Ambrose, 2010). Eighteen Likert scale questions were selected
on the basis of the students’ given perspective towards mastery versus performance goal
orientation. Students selecting performance-oriented questions will generally focus on questions
that emphasize ego and relative ability to others and judgments centered on performance
outcomes (Blackwell, Trzesniewski, and Dweck, 2007). The MOAI was used to measure
research question four.
The dependent variables that include learning transfer measured by an educational
formative assessment, motivation measured by the MSLQ, self-efficacy measured from a
modified version of Bandura’s (2006) self-efficacy scales (SEAI), and mastery goal orientation
(MOAI) measured by a literature review focused on published research from Blackwell,
Trzesniewski, and Dweck (2007) and Ambrose (2010).
JIU-JITSU AND LEARNING 54

In terms of reliability and validity of the instruments, the MSLQ was tested and proved
both valid and reliable over a decade of field tests (Pintrich & Sinatra, 2003). Instrumentation
can affect the internal validity of a study because of the reliability and validity of the instrument
(Gravetter & Forzano, 2011). Moreover, all four Likert survey questionnaires were, however, be
vetted by a pilot focus group prior to their use in order to clarify the questions and expected
answers to ensure a high level of understanding of the meaning of the questions by middle school
level participants. Data collection processes were vetted by a focus group of five volunteer
teachers to assure that (a) all questions could be answered within a 30 minute time period; (b) all
questions were easy to understand; and, finally, (c) that all questions, individually and in concert
with one another, yielded information to properly answer the research questions, as defined by
this research plan, per the evident survey procedural recommendations in the literature (Alreck &
Settle, 2004).
Data Collection
Data collection began with seeking permission to conduct the study from the USC
Institutional Review Board (IRB) through iSTAR, which enables the monitoring of information
flow and the associated activities and tasks for all participants in the IRB regulatory process,
delivering a complete document based solution for Human Trials Regulation. As the policy for
conducting single school site live study research, all parameters of the study and the potential
impact this study may have on the school community is outlined within the documents submitted
for approval on behalf of the researcher(s) and all copies of consent forms are included in the
final documents submitted for approval for this exempt study.
In terms of the students, these students freely participated, and their parents or legal
guardians approved of their participation in the study. The researcher had no direct disciplinary
JIU-JITSU AND LEARNING 55

or teaching relationship with any of these students. Parents of all the selected participants
received a letter which provided information on the purpose, the parameters, and the possible
effects of the study. The parents had the option of meeting the researcher by phone or by email.
The parents also received a permission form to allow their child to participate in the surveys.
Granting permission for the student to participate was mandatory, and a parent had to sign and
date the form. A copy of both of these forms is provided in the appendix.
Once permission was granted, the participants took part in a five-day study. Day one,
participants were randomly assigned to a seat that had pre-organized groups and numeric
identifiers. Participants took part in the survey assessments, which consisted of the MSLQ,
SEAI, and MOAI questionnaires, as described above, delivered through Survey Monkey,
guaranteeing anonymity. Student responses were tracked through the numeric identifier and
group assignment of the seat they took. Day five repeated the survey assessment after the
traditional method was delivered to Traditional Method Group A and the evidence-based method
was delivered to Evidence-based Group B. Moreover, to measure learning transfer, participants
had a pre- and post-assessment that involved transcribing observations of Gracie Barra’s
traditional learning method delivered through a video. Participants were provided with Anderson
and Krathwohl’s (2001) evidence-based student working to write their observations. This
worksheet was explained to them in order to help their cognitive processing and learning.
Students were shown three specific moves, each move repeated three times. These moves were
purposely chosen because the Anderson and Krathwohl rubric was embodied within;
furthermore, they were basic and fundamental beginner moves.
Day two, three, and four of the study involved the participants dissolving’ into their
respective groups to receive instruction. The Traditional Method Group consisted of participants
JIU-JITSU AND LEARNING 56

in the traditional learning method and the Evidence-based Group consisted of participants in the
evidence-based learning condition. The participants were then subjected to an evaluation based
on the four dependent variables as mentioned above. It was assumed that participants answered
the surveys truthfully based upon their knowledge that this was an anonymous study. The
participants did not benefit nor were punished for their honest responses. It was further assumed
that the participants, through the complicit engagement of their parents in the research process,
read and understood the purpose of their participation in this study and know that their
participation was entirely voluntary.
Data Analysis
In order to assess the effect of traditional learning method on learning transfer,
motivation, self-efficacy and performance goal orientation in comparison to evidence-based
training, the following data analysis process was employed. Data was codified and encoded into
a data analysis program to correlate the results of the independent and dependent variable data
from both the evidence-based and the traditional method group. The analysis procedure was
conducted using the Statistical Package for the Social Sciences (SPSS) software program using
the following constraints. This data analysis includes descriptive statistics, means, standard
deviation, and frequency where applicable. In addition, t-scores and validity tests to support
assumptions were conducted.
Parametric Assumptions
In this randomized trial, assumptions of normality and linearity of the data were assessed.
Normality and linearity were considered numerically using a table. A t-test was then used when
estimating the mean of a normally distributed population in situations because the sample size
JIU-JITSU AND LEARNING 57

was small and lacks standard deviation with equal ends. An ANCOVA was also conducted to
hold the pre-assessment results as constants and check for significance.
Order of Analyses
Demographic data is presented first to construct a profile of the sample population tested.
Potential issues with the data are as follows. This investigation was limited to one instrument,
namely the survey detailed above, as well as the Anderson and Krathwohl (2001) Taxonomy
assessment, which may, as noted above, be affected by issues related to objectivity. This means
that there may be factor, which are not captured in the study, and some factor responses may be
skewed. This study acknowledges there are factors that also have an impact on the ways in which
students’ attitudes and motivations towards learning may develop over time. Some of these
factors are linked to known or unknown secondary demographic characteristics such as age, race,
socioeconomic status, life experience and school and community culture. It is also clear that the
study did not capture the numerous other factors which can lead to particular choices made by
students and their schools which may not have been identified in advance of this research
project. The study did not include an analysis of any demographic or social data and their
potential linkages to the experiences or outcomes of students or their identified qualities.
Although these factors may have an effect on the experiences of students and thus their
motivations, an extensive demography of students and their social context was determined to be
outside of the bounds of the study because of the complexity of the arguments which link back to
the experiences of students and school programs.
Quantitative data used was limited to what was collected for the purpose of this study.
Because this project established and analyzed only correlational results, no specific causation
process can be determined. The population used herein reflects only one setting, middle schools,
JIU-JITSU AND LEARNING 58

and one geographic setting, Mar Vista Middle School. Because this study was limited to one
geographical location, including this community context and the institution alone, it may be
limited in its generalizability.
Summary
This experimental quantitative study of the application of BJJ training among middle
school students was designed to examine the impact of using evidence-based instructional
objectives versus a traditional method of learning and the degree to which learning transfer
outcomes change within the evidence-based group. The conceptual or theoretical framework for
the content, and the primary instrument, used in the study is the Motivated Strategies for
Learning Questionnaire. Data were collected through tests and surveys and were assessed
through statistical analysis to answer this research question.

JIU-JITSU AND LEARNING 59

CHAPTER FOUR: RESULTS
This study was intended to assess the use of the traditional instructional methods of BJJ
and a new evidenced-based instructional method and how learning transfer, motivation, self-
efficacy, and performance goal (or mastery goal) outcomes change within the traditional method
and evidence-based groups. The two randomly assigned groups were composed of thirty-nine
middle school students with limited, practical prior knowledge of BJJ techniques. The
overarching research questions that shaped the study concerned whether students in the
traditional learning method (TLM) would score differently on a measure of (1) learning transfer,
(2) motivation, (3) self-efficacy, and (4) performance goal orientation than students in the
evidence-based method (EBM)?
Methodology
The methodology used in this study was an experimental quantitative design and met
three criteria: random assignment, experimental control, and appropriate measures. All students
were chosen by the principal of Mar Vista Middle School and randomly assigned to the groups
based on random seating arrangements for the pre-study assessment. The pre- and post-study
assessments consisted of a rubric to measure current prior knowledge of learning transfer, and
surveys of motivation, self-efficacy, and performance goal orientation. To collect the survey
data, students responded to closed-ended questions in three six-point, Likert scale surveys: the
Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure motivational
strategies, the Self-Efficacy Appraisal Inventory (SEAI) was used to measure self-efficacy, and
the Mastery Orientation Appraisal Inventory (MOAI) was used to measure performance goal
orientation. To measure learning transfer, students watched a Gracie Barra (GB) video method of
teaching, recorded observations and learning for three specific techniques, each of which were
JIU-JITSU AND LEARNING 60

repeated three times. This video allowed participants to experience the instructional methods of a
traditional dojo. Their observations were recorded on the Anderson and Krathwohl Revised
Taxonomy three-point rubric (Table 4) provided and explained prior to use to measure their
learning. The three techniques that were introduced by the video were the same as the three
techniques taught by the BJJ professor to both groups during the three-day study. The three
moves were deliberately chosen due to their level of difficulty and association to each other in
terms of novice learner transferability.
Technique #1: Throat choke counter to a throw with arm bar finish.
Technique #2: Counter to an over the arms bear-hug attack to arm bar.
Technique #3: Counter to a bear hug under the arms to arm bar.
To increase validity and reduce bias during this five-day study, the administrator of the
pre- and post _tests did not know which group each of the participants belonged to in order to
reduce bias and increase validity. The BJJ instructor and assistant were the only individuals who
saw participants in their respective groups. Another important point is that the evaluator was
only present the first and fifth day to assess the students, not during the 45-minute instruction,
during which Group A experienced the Gracie Barra traditional method of instruction and Group
B experienced the evidence-based learning method.
Participants
The participants consisted of eighth-grade students from Mar Vista Middle School. They
were randomly divided into two groups as mentioned above. There were an anticipated total of
forty students; however, one was ill and did not participate. The group who experienced the
traditional method of teaching was identified as Group A, and the group who experienced the
JIU-JITSU AND LEARNING 61

evidence-based teaching method was identified as Group B for data collection. The breakdown
of the groups were as follows:
Table 9
Participant Gender Breakdown

Male Female
Group A 63% 37%
Group B 47% 53%

Reliability
In this study, the reliability of the four measurements (the Anderson and Krathwohl 3-
point Rubric to measure learning transfer, MSLQ to measure motivation, SEAI to measure self-
efficacy, and MOAI to measure performance goal orientation) was measured through a
Cronbach’s Alpha test in SPSS. Table 10 shows the reliabilities.
Table 10
Reliability: Cronbach's Alpha
Pre Post
Learning Transfer
0.756 0.734
Motivation
0.869 0.833
Self-Efficacy
0.837 0.827
Mastery/Performance
0.755 0.727

With all these being above 0.7, each of the surveys was perceived as reliable because all
produced similar results under consistent conditions for the pre- and post-surveys for both the
evidence-based and traditional method groups.

JIU-JITSU AND LEARNING 62

Learning Transfer
In order to present results for the first research question that participants in the traditional
learning method would score higher on a measure of learning transfer than would participants in
the evidence-based method, Anderson and Krathwohl’s (2001) Revised Learning Taxonomy
three-point rubric was utilized. Although participants were selected for their lack of prior
knowledge, this taxonomy table prompted prior knowledge to make connections related to their
prior experiences in different contents and backgrounds such as mathematics and science.
Participants in the traditional method showed an increase in learning and knowledge of the
techniques seen in the Gracie Barra traditional method video. However, evidence-based
participants had a greater increase in learning and transfer and demonstrated mastery of key
vocabulary words and conceptual knowledge of the technique (Table 11). Participants in the
evidence-based method used vocabulary words like pivot, ninety-degree and one hundred-
eighty-degree movement, pressure, and leverage. These became fundamental words for learning
BJJ to support greater understanding and combining prior knowledge with new knowledge
Group Statistics
As presented in Table 11, there was an increase in learning transfer for both traditional
method and evidence-based groups. As mentioned above, there was a greater increase in the
mean for participants who experienced the evidence-based approach. Group A’s 37.4% increase
is minimal compared to the 114% increase for Group B. The standard deviation (σ ) was lower
for Group A for both pre- and post-test, and there was a greater variance in scores for Group B.

JIU-JITSU AND LEARNING 63

Table 11
Learning Transfer Group Statistics of Pre and Post Test

Pre Post
N m

SD

m

SD

Group A 20 1.400 0.479 1.923 0.6287
Group B 19 1.087 0.187 2.333 0.762

The initial starting point of both groups was low on average. It is important to notice that
the pre-test results of the participants in the evidence-based group were lower than that of
traditional method group.
Statistical Analysis, t-test, and ANCOVA
An independent samples t-test was necessary for this study because it compares the two
groups’ average values at different times, in this situation the pre and post-test of Anderson and
Krathwohl’s (2001) Taxonomy three-point rubric. The t-score was used to determine if the two
groups’ pre- and post-test results (results of the evidence-based and traditional method group
taking the Anderson and Krathwohl assessment) were significantly similar or different from each
other. The pre-test t-score was 1.657, and posttest t-score was -2.036. A shift in direction from
the mean difference happened with the post-test t-score. The significance (Sig) was recorded at
0.012 for the pre-test and 0.074 for the post-test (Table 12). Significance of 0.012 < 0.05
indicated there was a substantial difference between Group A and Group B’s pre-test results.
Although this can be assumed to be chance because groups were randomly assigned, it was
important to notice the difference in knowledge levels between the two groups.

JIU-JITSU AND LEARNING 64

Table 12
Anderson and Krathwohl’s Revised Taxonomy Assessment Pre and Post Test

µ
t-score Sig
Pre Test Comparison of Groups 3.732 1.657 0.012
Post Test Comparison of Groups 6.325 -2.036 0.049

Although significance on the post-test was not observed, it is interesting that the
evidence-based teaching and learning method showed greater gains in learning transfer based on
Anderson and Krathwohl’s (2001) Revised Taxonomy three-point rubric.
Table 13
Learning Transfer Post Test Statistical Analysis, t-test, ANCOVA

Statistical Analysis t-test ANCOVA
m

SD

t-score Sig Adjusted m F-test Sig
Group A 5.650 1.843
-2.036 0.049
5.343
0.004
Group B 7.000 2.285 7.592

Assuming that all students came in with identical knowledge on the pre-test by
controlling the pre-test results, an ANCOVA was conducted to check whether there was a
significant difference between the traditional and evidence-based groups. Initial assumptions
and homogeneity of regression were checked, and there was no significance, which allowed for
an ANCOVA. When the pre-test results were held constant, the statistical significance was .004
< .05. There was a greater significance seen than the t-test significance, which was
.049. Controlling the pre-test results yielded a much more substantial significance to this study
(Table 13). This result validated that there was a significant difference between the groups and
JIU-JITSU AND LEARNING 65

there was evidence to support the research question that evidence-based instruction promotes
greater learning transfer.
Motivation
In order to present results for the second research question, the Motivated Strategies for
Learning Questionnaire (MSLQ) was utilized (Pintrich & DeGroot, 1990). The overall selection
of the Likert scales was designed to provide the participants with a choice between a mastery or
performance orientation based on the itemized questions. Items 6, 9, 10, and 11 indicated
performance goal orientation with the remaining items supporting of mastery goal orientation.
Itemized Comparison
As indicated in Table 14, students participated in both the pre-MSLQ and post-MSLQ
surveys to measure motivational strategies for learning. The results showed an increase in the
mean and a decrease in standard deviation of the responses in most questions. The decreases
were small compared to the increases that show a growth in motivational strategies for learning.
Table 14 displays both groups’ pre- and post-MSLQ itemized survey results and a
comparison to include rating average and percent of change (Δ ). The original 44-item scale of
the MSLQ published by Pintrich and DeGroot (1990) was abbreviated for the purposes of this
study. Responses to some questions increased or decreased, as expected. Looking at question
one, “I prefer class work that is challenging so I can learn new things,” it was clear that Group
A’s mean decreased. More of the participants disagreed after they experienced the traditional
learning method of BJJ. However, in Group B’s pre- and post-survey results, there was an
indication that the evidence-based method of learning BJJ had caused an increase of means in
participant responses. Item three mean for Group A showed a decrease in participant desire to get
JIU-JITSU AND LEARNING 66

an A, a 14.6% positive change was powerful piece of information supporting mastery rather than
performance (evidence-based methods) for the traditional group.
Table 14
MSLQ Individual Group Pre and Post Itemized Mean Comparison

Group
A Pre
Group
A Post
Δ
Group
B Pre
Group
B Post
Δ
1. I prefer class work that is challenging
so I can learn new things.
4.43 3.86 -12.9% 3.58 4.05 13.1%
2. I often choose research topics I will
learn something from even if they
require more work.
4.14 4.05 -2.2% 3.58 3.47 -3.1%
3. Understanding my subjects is
important to me than getting an A.
4.24 4.86 14.6% 4.11 4.50 9.5%
4. Even if I do poorly on a test I try to
learn from my mistakes.
5.38 4.83 -10.2% 4.83 4.37 -9.5%
5. I ask myself questions to make sure I
know the material I have been
studying.
4.76 4.76 0.0% 4.16 4.39 5.5%
6. When work is hard I either give up, or
study only the easy parts instead of
working harder.
2.29 2.05 -10.5% 2.63 3.26 24.0%
7. When studying, I copy my notes over
to help me remember important facts.
3.95 3.85 -2.5% 2.89 3.42 18.3%
8. Before I begin studying I think about
ways to make my learning experience
more meaningful.
3.90 4.37 12.1% 3.32 4.05 22.0%
9. I use what I’ve learned from previous
learning environments to create new
learning opportunities.
4.90 4.86 -0.8% 4.00 4.53 13.3%
10. When I am studying a topic, I try to
make everything fit together.
4.62 5.05 9.3% 4.32 4.32 0.0%
11. I organize (mentally) new concepts in
all my classes and learning
environments to help myself learn
more effectively.
4.86 5.05 3.9% 4.37 4.05 -7.3%
12. When reading I try to connect the
things I am reading about with what I
already know.
4.71 4.86 3.2% 4.26 4.42 3.8%
13. It is important for me to learn what is
being taught in class.
5.81 5.52 -5.0% 5.05 4.89 -3.2%
14. I like what I am learning in my
classes.
4.62 4.76 3.0% 4.21 4.21 0.0%

JIU-JITSU AND LEARNING 67

Statistical Analysis, t-test, and ANCOVA
With a t = -1.766 and p = .086, which was not less than .05, there was no significant
difference between the traditional and evidence-based groups (Table 15). The mean results were
close to supporting hypothesis that the evidence-based method was more effective than the
traditional learning method. However, with p = 0.086 > 0.05, there was no statistically significant
evidence to support either research question.
Table 15
Motivation Post Survey Statistical Analysis, t-test, ANCOVA

Statistical Analysis t-test ANCOVA
m

SD

t-score Sig Adjusted m F-test Sig
Group A 3.668 0.743
-1.766 0.086
3.553
0.011
Group B 4.128 0.881 4.249

Assuming that all students came in with identical motivational levels in the pre-survey,
by holding the pre-survey constant, an ANCOVA was conducted to check whether there was
significance between the groups since the t-test did not show significance. Initial assumptions
and homogeneity of regression were checked and there was no significance, which allowed for
an ANCOVA. When the pre-survey results were held constant, the statistical significance was
.011 < .05. This is indicative of a significant difference between the two groups and there was
evidence to support the research hypothesis that evidence-based instruction promoted greater
motivational levels.
Self-Efficacy
In order to present results for the third research question of this study, the Self-Efficacy
Appraisal Inventory (SEAI) was utilized. Table 16 displays both groups’ pre-and post-SEAI
JIU-JITSU AND LEARNING 68

itemized comparison. The items in this instrument were designed to check how self-efficacious
students feel in regulating their environment, their own learning, and their attitudes about future
performance.
Itemized Comparison
The Likert scale items in Table 16 were developed based on Bandura’s (2006) Guide for
Constructing Self-Efficacy Scales. Moreover, they were purposely selected on the basis that they
were aligned with self-efficacy principles, which focused on performance abilities not personal.
All participants partook in both the SEAI pre- and post-surveys to measure self-efficacy. Of the
ten Likert scale items, three indicated overall positive change while one was unchanged and the
remaining six indicated small, negative change. The greatest identified movement between pre-
and post-survey responses occurred with the last item on the survey: “I feel that I can always
concentrate on my school subjects during class.” This demonstration of self-efficacy and self-
regulated learning was an indication of a rise in self-efficacy in this item.
Table 16 displays both groups’ SEAI pre- and post-itemized mean comparison for each
question and percent change for each group. Individual responses are displayed based on rating
average and percent of change (Δ ) between the pre- and post-survey results. There does not
appear to be a discernable pattern in Table 16

JIU-JITSU AND LEARNING 69

Table 16
SEAI Individual Group Pre and Post Itemized Mean Comparison

Group
A Pre
Group
A Post
Δ
Group
B Pre
Group
B Post
Δ
1. I feel confident that I can regulate
(control) my own learning even when
circumstances at school and home
become stressful.
4.80 4.90 2.1% 4.53 4.53 0.0%
2. I believe that I can be successful in
both school and life if I work hard
enough.
5.60 5.67 1.3% 5.68 5.41 -4.8%
3. I believe that I can live up to my own
expectations for myself.
5.45 5.14 -5.7% 5.00 5.18 3.6%
4. I know that I can get help from adults
whom I trust.
5.10 5.14 0.8% 5.32 4.88 -8.3%
5. I know that I have peers who can help
me if I need help with school.
4.85 4.76 -1.9% 4.89 4.88 -0.2%
6. I know I have the ability to take good
notes during class instruction.
5.15 4.90 -4.9% 4.74 4.75 0.2%
7. I know I can use the library if I need
resources to complete an assignment.
5.00 5.24 4.8% 5.11 4.88 -4.5%
8. I know I can arrange a place to study
that is free from distractions.
4.65 4.90 5.4% 4.37 4.00 -8.5%
9. I feel that I can organize my
schoolwork in an effective manner.
5.35 5.15 -3.7% 5.05 4.82 -4.6%
10. I feel that I can always concentrate on
my school subjects during class.
4.55 4.86 6.8% 4.16 4.65 11.8%

Statistical Analysis, t-test, and ANCOVA
The cumulative means from Table 17 were presented in the following table. Both of the
groups’ post-survey means were compared to check for significance. With a t-score of t = 1.622
and p = .116, which was not less than 0.05, there was no significant evidence to support a self-
efficacy difference between the two groups.

JIU-JITSU AND LEARNING 70

Table 17
Self-Efficacy Post Survey Statistical Analysis, t-test, ANCOVA

Statistical Analysis t-test ANCOVA
m

SD

t-score Sig Adjusted m F-test Sig
Group A 5.070 0.530
1.622 0.116
5.023
0.154
Group B 4.684 0.899 4.733

Controlling the pre-self-efficacy strategies results allowed for a more powerful
ANCOVA test. By holding the pre-survey results constant, an ANCOVA was conducted to
check whether there was significance between the groups after the intervention since the t-score
did not show significance. Initial assumptions and homogeneity of regression were checked and
there was no significance. When the pre-survey results were held constant, the statistical
significance was 0.154 > .05. This further confirmed the acceptance of the null research question
that traditional method was not different from the evidence-based method.
Performance and Mastery Goal Orientation
In order to present results for the fourth research question, the Mastery Orientation
Appraisal Inventory (MOAI) was utilized. The MOAI was intended to measure participant
responses as incremental or fixed (i.e. mastery or performance goal orientation) which, in turn,
supported evidence-based method or traditional learning method, respectively.
Itemized Comparison
As displayed in Table 18, the MOAI presented average responses for the pre- and post-
MOAI surveys and the percent change after the weeklong study. An increase in questions 1, 5, 6,
7, 9, 11, 12, 13, 14, and 18 signified a performance orientation. Group A experienced the
traditional learning method, which was meant to support performance goal orientation, and had a
JIU-JITSU AND LEARNING 71

-22.1% decrease in question one, “It is more important to me to receive the grade of A than learn
as much as possible in my classes.” The traditional method shifted participant responses
drastically towards mastery goal orientation. The evidence-based group only changed by -6.0%
at the same question. Although this negative change for this question represented a mastery goal
orientation, the traditional group experienced the greater impact towards mastery goal
orientation.
Table 18
MOAI Individual Group Pre and Post Itemized Comparison

Group A
Pre
Group A
Post
Δ
Group B
Pre
Group B
Post
Δ
1. It is more important to me to receive
the grade of A than learn as much as
possible in my classes.
3.53 2.75 -22.1% 3.31 3.11 -6.0%
2. I am learning focused and self-
improvement is important to me as a
learner.
4.79 4.95 3.3% 4.41 4.00 -9.3%
3. When working, I focus on the task
that is given to me.
5.05 5.21 3.2% 4.59 4.26 -7.2%
4. When I make mistakes, I see my
mistakes as part of the learning
process and an opportunity to
improve and learn.
4.63 5.25 13.4% 4.35 4.47 2.8%
5. I like it when the teacher hands back
papers and tells the class who scored
the highest on their homework or
quizzes.
3.74 3.26 -12.8% 3.65 3.42 -6.3%
6. When I am given a test, it is important
to me to receive the highest grade in
my class.
4.05 4.35 7.4% 4.18 3.68 -12.0%
7. I like my friends to think that I am
smarter than they are.
2.44 2.50 2.5% 2.18 2.42 11.0%
8. I prefer the way my teacher teaches
because she wants us to understand
our work not just memorize items for
a test.
5.06 4.75 -6.1% 5.06 4.68 -7.5%

JIU-JITSU AND LEARNING 72

Table 18, continued
9. In school, I feel that those that have to try extra hard
are not as smart as those that put forth less effort. 2.11 2.05 -2.8% 2.47 2.21 -10.5%
10. If I have more time in class to prepare for a test, I
spend it exploring and trying to understand ideas
around what I am currently learning.
4.53 4.80 6.0% 3.65 3.58 -1.9%
11. I like it when my teacher compares us to other
students in terms of how we perform on homework
and quizzes.
2.61 2.21 -15.3% 2.82 2.47 -12.4%
12. I like teachers that announce the names of the
students who score the highest in the class. 3.05 2.95 -3.3% 3.41 2.95 -13.5%
13. I feel that it’s acceptable for teachers to call on
students they feel are smarter more often than the
ones that are not.
2.05 2.40 17.1% 2.69 2.37 -11.9%
14. I believe that we are born smart or not and that we
cannot improve our ability to learn. 1.00 1.85 0.0% 2.06 1.84 -10.7%
15. It’s important to me to develop individual skills as I
learn new things.
5.32 4.81 -9.6% 4.81 4.68 -2.7%
16. When I learn new things, I feel it’s important to
apply the new concepts I’ve learned in other subject
areas.
4.95 5.10 3.0% 4.41 4.84 9.8%
17. When I learn something it’s not just important for me
to know when to apply what I’ve learned but why. 4.74 4.85 2.3% 4.29 4.53 5.6%
18. When asked to solve problems I often use prior
experiences and teacher prompting if given, to assist
in finding solutions.
5.00 5.00 0.0% 4.44 4.58 3.2%

Statistical Analysis, t-test, and ANCOVA
The group means to represent results from Table 18 are presented in the following table.
Both of the groups’ post-survey means were compared to check for significance. With a t-score
of t = .113 and p = .911, which is significantly greater than .05, the indication was that there was
no significant evidence to support a research question that traditional method of learning BJJ
lead to greater performance orientation. Rather, the findings indicated that traditional method of
learning lead to greater mastery goal orientation.
JIU-JITSU AND LEARNING 73

Table 19
Performance (PGO)/Mastery (MGO) Post Survey Statistical Analysis, t-test, ANCOVA

Statistical Analysis t-test ANCOVA
m

SD

t-score Sig Adjusted m F-test Sig
PGO Group A 2.930 0.582
0.113 0.911
2.951
0.763
PGO Group B 2.905 0.775 2.605
MGO Group A 5.022 0.480
2.223 0.036
5.045
0.015
MGO Group B 4.404 1.119 4.379

Controlling the pre-mastery goal orientation survey results allowed for an ANCOVA test.
Holding the pre-survey results constant, an ANCOVA was conducted to check whether there was
significance between Group A and Group B, since the t-test showed no significance and the
means were comparable. When the pre-survey results were held constant for questions 1, 5, 6, 7,
9, 11, 12, 13, 14, and 18, the statistical significance was .763 > .05. Further, this confirmed the
null hypothesis that the traditional method is not more effective than the evidence-based method
in terms of effect on performance goal orientation. Moreover, when the pre-survey results were
held constant for questions 2, 3, 4, 8, 10, 15, 16, 17, and 18, to further examine the traditional
methods affect mastery goal orientation, the statistical significance was .015 < .05.
Summary
The results of this study on the effect of traditional learning method on transfer,
motivation, self-efficacy, and performance goal orientation in comparison to evidence-based
methods of training showed inconsistency across the hypothesized outcomes. The three-point
rubric to measure participant learning yielded clear support for evidence-based BJJ instruction.
Likert scale surveys to measure motivation, self-efficacy, and performance goal orientation
JIU-JITSU AND LEARNING 74

presented results that support evidence-based instruction for motivation, traditional instruction
for mastery goal orientation, and a lack of statistical significance for self-efficacy and
performance goal orientation. Chapter Five contains a discussion of the study’s outcomes.

JIU-JITSU AND LEARNING 75

CHAPTER FIVE: DISCUSSION
This study examined the effect of traditional learning methods in BJJ on learning transfer,
motivation, self-efficacy and performance goal orientation in comparison to evidence-based
training. The overarching research question that was addressed in this study was, “Will students
in the traditional learning condition score differently than students in evidence-based learning
condition on the four measures of learning transfer, motivation, self-efficacy, and performance
goal orientation?”

Summary of Problem
This study was deemed necessary to offer an improved method to teach BJJ according to
the literature. This new method did not exist to maximize and support learning transfer,
motivation, self-efficacy, and mastery goal orientation in the teaching of BJJ. Many BJJ
instructors in dojos do not have the background knowledge to understand evidence-based
teaching. Moreover, according to Pintrich and Schunk (2002), this new approach could increase
learning through an increased motivation to equate to even greater learning (Engle, Lam, Meyer
& Nix, 2012; Goldstone & Day, 2012).
Unfortunately, it is generally agreed that teaching coaches to coach is a challenge.
According to Werthner and Trudel (2006), there are three types of learning situations for
coaches: mediated, immediate, and internal. This developmental process from a coach’s
perspective helps understand why becoming a BJJ coach is distinctive and unique. Coaches
undergo a formalized certification process that is not valued by the coaches because it does not
compare to their day-to-day learning experiences. Moreover, the mentoring experience and
process is the key learning experience and is related to coaches’ uniform and professional tools.
The instructional commands are a standard set of guidelines that all BJJ coaches, instructors, and
JIU-JITSU AND LEARNING 76

professors are taught. Traditional method of instructional delivery utilized in BJJ schools are
aligned predominantly to student’s ability level as measured by a belt system and, ultimately, the
judgment of each school’s professor (Black Belt). In this study, the Black Belt professor who led
the traditional and evidence-based groups was consistent in the two learning methods and did not
cause a conflict since the instructor was a constant in this study.
Finally, the current traditional teaching method of BJJ has a single dimension:
instructional content. In contrast, the new evidence-based method uses two dimensions: content
and method. The traditional method did not involve any aspect of evidence-based instructional
methods (e.g., etiquette, mission statement, history).
Methodology
The methodology used in this study was an experimental quantitative design, and it met
the three criteria needed in a true experiment: random assignment, experimental control, and
appropriate measures. All students were chosen by the principal of Mar Vista Middle School and
randomly assigned to the groups based on random seating arrangements for the pre-study
assessment. The pre- and post-study assessments consisted of surveys and a rubric to measure
current prior knowledge, motivation, self-efficacy, and performance goal orientation. Three
techniques introduced by the video were the same as the three techniques taught by the BJJ
professor to both groups during the three-day study. The three moves were deliberately chosen
due to their level of difficulty and association to each other in terms of novice learner
transferability.
Technique #1: Throat choke counter to a throw with arm bar finish.
Technique #2: Counter to an over the arms bear-hug attack to arm bar.
Technique #3: Counter to a bear hug under the arms to arm bar.
JIU-JITSU AND LEARNING 77

One step taken to increase validity and reduce bias during this five-day study was that the
conductor of the pre- and post-measurements did not know which group each of the participants
belonged to. The BJJ instructor and assistant were the only individuals who saw participants in
their respective groups. Another important point was that the evaluator was only present the first
and fifth day to assess the students, not during the 45-minute instruction during which Group A
experienced the traditional method of instruction and Group B experienced the evidence-based
learning method.
Learning Transfer
The first research question guiding this study asked whether participants in the traditional
method of learning BJJ would score differently on a post-test measure of learning transfer than
would participants in the evidence-based methods. Learning transfer was measured through a
pre-and post-test of three techniques presented to participants in the traditional method seen in
current dojos. Participants were prompted to record their observations during the pre-test on day
one, experienced the traditional or evidence-based method of learning during the 45 minute
teaching lesson on days two through four, and were asked to record their observations again as
the post-test on day five to measure the change in their learning.
Students in the traditional learning method increased at a slower pace on a measure of
learning transfer than did students in the evidence-based methods. The evidence-based group’s
post-test mean indicated a significantly greater learning for the students that underwent the
evidence-based learning method.
Learning of the techniques was greater for the evidence-based group because Anderson
and Krathwohl’s (2001) Revised Taxonomy was in alignment with the objectives for each
technique to give the desired outcome. The evidence-based learning incorporated a cognitive
JIU-JITSU AND LEARNING 78

learning process that further increased the learning outcomes in comparison to the group who
underwent the traditional learning method of BJJ drill and practice. Although the origin of drill
and practice in school physical education as well as in sports was linked to the idea of a military
framework for learning (Georgakis, 2007), Posner (2004) noted that progressive educators
advocated teaching problem-solving skills, self-discipline, and flexible methods, as supported by
Anderson and Krathwohl’s (2001) Revised Taxonomy. Dewey (1916) reinforced that each child
should be afforded a chance to have a different experience from that of his or her classmates.
This indicated that students need a personalized learning experience as recommended by
individual goal setting to achieve a desired outcome.
Returning to education in sport, a study of drill and practice in physical education by
Barkoukis, Tsorbatzoudis, and Grouios (2008) found that
Among the basic elements of the intervention strategies was that teachers in the present
study were instructed to employ drills with various levels of difficulty and allow students
to work at their own level. Additionally, teachers encouraged goal setting and self-
evaluation. These strategies might have helped students to construe better, more salient
and realistic perceptions of competence. Therefore, several aspects of the task, time and
evaluation structures were considered to enhance task-involving climate in a way that had
positive influence on the perceptions of competence. (p. 370)
What this quote means was that standard forms of drill and practice interventions in sport
could be modified in order to ensure a balance between rote memorization and the more modern
practice of integrating differentiated learning styles in order to meet the needs of all students.

JIU-JITSU AND LEARNING 79

Motivation
The second research question asked whether participants in the traditional method of
learning BJJ would score differently on a post-survey measure of motivational strategies than
would participants in the evidence-based methods. Motivation was measured through a pre- and
post-survey of personal motivational strategies that participants use. Participants used the six-
point scale to identify their motivation levels on day one, experienced the traditional method of
learning or evidence-based method of learning during the 45 minute teaching lesson on days two
through four, and were asked to retake the same survey again to measure the change in their
motivational strategies levels. For this study, motivation was defined as something that
energizes, directs, and sustains behavior; it gets students moving, directs, and helps maintain
them in a particular direction. Often times, motivation reflects personal investment in cognitive,
emotional, and behavioral engagement in school activities (Fredricks, Blumenfeld, & Paris,
2004; Maehr & Midgley, 1996; Reeve, 2006).
Students’ motivation in the traditional learning method increased at a significantly slower
pace than that of students in the evidence-based methods. Although the results indicated that
motivation was affected for both groups in a positive way, the results suggested the gains were
greater in the evidence-based group. Post-test ANCOVA results indicated greater motivation in
the evidence-based condition. This is salient given that motivation plays an important role in
learning and performance as motivated individuals set more challenging goals (Pintrich &
Schunk, 2002). In BJJ, one motivator would be winning competitions and advancing in the belt
system in the dojo compared to peers. According to Eccles and Wigfield (1985), motivation
affects cognitive developments in what learners pay attention to and how effectively they process
information.
JIU-JITSU AND LEARNING 80

When it comes to the idea of applying motivation concepts to the study of a sport, such as
BJJ, participant motivation leads to finding joy in the sport. According to Costello and Edmonds
(2009), some categories that have an impact on participant motivation are captivation, challenge,
competition, control, discovery, and thrill. Participants in the traditional were motivated because
these were some of the feelings they experienced during the teachings of the professor. However,
the evidence-based method had a greater increase presumably because learning was more
individualized through the alignment of learning objectives and assessment.
Self-Efficacy
The third research question guiding this study asked whether participants in the
traditional method of learning BJJ would score differently on a post-survey measure of self-
efficacy strategies than would participants in the evidence-based methods. Participants used the
six-point scale to identify their self-efficacy levels on day one, experienced the traditional
method of learning or the evidence-based method of learning during the 45 minute teaching
lesson on days two through four, and were asked to retake the same survey again to measure the
change in their self-efficacy. Self-efficacy beliefs focus on performance capabilities rather than
personal qualities and are domain-specific, context-dependent and refer to future performance
(Pajares & Schunk, 2002). Bandura (1994) defined self-efficacy as one's belief in one's ability to
succeed in specific situations. An individual’s sense of self-efficacy can play a major role in how
one approaches goals, tasks, and challenges. There are four major successes of self-efficacy that
affect human functioning: Cognitive, Motivational, Affective, and Selection (Bandura, 1994).
Bandura argued a crucial variable for learning and performing tasks at a certain level is self-
efficacy and self-realization of abilities.
JIU-JITSU AND LEARNING 81

The sample size of thirty-nine participants partook in both the pre- and post-surveys to
measure self-efficacy. The results indicated a slight growth in self-efficacy and evidence in
effective self-regulation strategies that included goal setting, monitoring, self-evaluation, and
strategy use (Schunk, Pintrich & Meece, 2008). However, the results on the SEAI measure did
not support any difference between the traditional method and evidence-based method on self-
efficacy.
Participants’ lack of prior experiences with BJJ and the duration of the study were
possible contributors to non-significant results of this variable. Because self-efficacy beliefs are
focused on prospect accomplishments, are dependent on a specific setting, and are specific to
content (Pajares and Urdan, 2006), it is possible that the combination of lack of experience and
the length of the technique modeling did not allow participants’ beliefs in their ability to grow.
Another possible explanation for this non-significant finding is that self-efficacy is situational
and the SEAI questions did not activate feelings about BJJ.
Performance/Mastery Goal Orientation
The final research question guiding this study asked whether participants in the
traditional method of learning BJJ would score differently on a post-survey measure of
performance goal orientation than would participants in the evidence-based method. Goal
orientation was measured using a pre- and post-survey where participants used the six-point
scale to identify levels of goal orientation on day one, experienced the traditional or evidence-
based method of learning during the 45 minute teaching lesson on days two through four, and
were asked to retake the same survey again to measure the change in their goal orientation. The
results were extremely interesting in that there was no evidence that performance goal
orientation was affected by either method of teaching. However, there was evidence that the
JIU-JITSU AND LEARNING 82

traditional method was more effective than the evidence-based method and resulted in an
increase in mastery goal orientation, which contradicted the extant literature.
The counter intuitive outcome might be explained by Oliva (2005), “…the classical
model [for instructional design] is a means-end model; it postulates a desired end, a means for
attaining this end, and a process for determining whether the means the means does indeed bring
about the end” (p. 128). The traditional method of learning supported this notion because
prevailing in competitions would be the “end”. In other words, there would be only one form of
success and one path to that success. The desire to succeed through tournaments by having a
performance goal could lead to a mastery goal orientation. The small goals set to win
tournaments leads individuals to the desire and motivation to set mastery goals. Moreover,
Kenny and Osbourne (2006) suggested, for youth, “exposure to early and frequent evaluations
and self-evaluations of their performances in a competitive environment (specific psychological
vulnerability) may be sufficient to trigger the physiological, behavioral and cognitive responses
characteristic of mastery goal orientation” (p. 104). As a result, teaching young people cognitive
behavioral techniques have been shown to have a positive effect on physiological, behavioral and
cognitive responses among young people to perform skills under pressure, and especially to win
at a sport (Kenny & Osbourne, 2006).
Nonetheless, for the traditional method to not have had a greater effect on a performance
goal orientation was indicative of a lack of development. Larson (2006) suggested “many youth
coaches create a performance-oriented motivational climate that is not conducive to development
because it focuses athlete's attention on winning, public recognition, and performance relative to
others” (p. 179). The need for the traditional method was clear; however, the incorporation of the
evidence-based teaching method in BJJ did not show an improvement in mastery goal
JIU-JITSU AND LEARNING 83

orientation. Performance goal orientation was mandatory when competitions were involved, but
mastery goal orientation would be essential for learning, self-improvement, and to see errors as
chances to overcome peers and seek appraisal for their ability (Pintrich, 2000).
Limitations of the Study
The information gathered in this study was based on a sample size of thirty-nine middle
school students who had little to no prior knowledge or experience in BJJ. It should be noted that
there are thousands of different BJJ schools throughout the world that follow the same basic
training outline of the BJJ school featured within this study as the traditional method curriculum.
Internal Validity
The accuracy about implications made regarding cause and effect is seen through internal
validity. There are some threats to internal validity in this study, including participant
background knowledge, participant’s age, and bias. Reducing systematic error in this study was
established through two primary means. The first was participants’ random assignment to groups
without informing them whether their group was the traditional method or evidence-based group.
Secondly, the evaluator did not know participant group assignments. Moreover, the instructor
was the same for both groups; however, the method of teaching was different. Because this was a
true experiment where the two groups were assignment randomly, cause and effect inferences are
justified. The traditional and evidence-based groups warranted the causal inferences.
External Validity
Factors that constrain generalizability affect external validity. There are some threats to
external validity in this study. In experimental research, external validity is sometimes a problem
because it is constrained by outside factors and participants sometimes drop out before the
completion of the study; an example was the participant who was ill and could not participate at
JIU-JITSU AND LEARNING 84

all. This caused an uneven distribution of groups. Furthermore, since the principal of Mar Vista
Middle School selected the participants from two specific classes, random sampling did not
occur. It was convenient sampling. Finally, this study is not generalizable to other settings and
populations. Although the setting of the study was in an environment that promoted learning, it
was difficult to generalize this to a dojo setting. The main threat to external validity is the
implementation of the evidence-based method would be hard to replicate.
Recommendations
Recommendations for future practice begin with recommendations for coaches. Several
studies confirmed that coaches/teachers play a large role in affection student learning,
motivation, self-efficacy, and performance/mastery goal orientation. According to Werthner and
Trudel (2006) and Cushion et al. (2010), coaches are influenced by (1) mediated, (2) unmediated,
and (3) internal processes to shape the effectiveness of their teaching and learning
methodologies. Although coaches learn in different ways, the profession would benefit from a
uniform pedagogy that not only includes learning, but also motivation, self-efficacy, and goal
setting training (Pajares, 1996).
Another implication for practice is to establish a dojo that will provide evidence-based
training. With the results of this study, the evidence-based method would be incorporated into
the traditional method because it is still necessary to practice techniques with students. However,
with the addition of goal setting and personalized experiences for students, the learning will
parallel that of this study. If a dojo cannot be established, a recommendation is to identify
pathways to help existing dojos to leap from the traditional learning method to incorporating the
evidence-based method.
JIU-JITSU AND LEARNING 85

A recommendations for future research is to consider an evidence-based influence on a
larger and more diverse sample and in different contexts. This study was limited to 39
participants. This study should be conducted with more students to determine whether this
intervention can be transferrable to other contexts, settings, and populations.
Additional future research should examine the preparation programs of coaches, their
methods on instruction, and how learning, motivation, self-efficacy, and goal setting are affected.
A section of this research should be dedicated to how learning, motivation, self-efficacy, and
goal setting affects coaches during their own training. This should include a global academic
perspective since BJJ is worldwide. A diverse education, in the shape of evidence-based teaching
and learning principles, is an area that would also benefit multicultural populations (Banks &
McGee Banks, 2011; Bennett, 2011).
Conclusions
This study examined the effect of traditional learning methods in BJJ on transfer,
motivation, self-efficacy, and performance goal orientation in comparison to evidence-based
training. The overarching question that was addressed in this study was, ““Will students in the
traditional learning condition score differently than students in evidence-based learning condition
on the four measures of learning transfer, motivation, self-efficacy, and performance goal
orientation?”

The necessity of this study stemmed from problems identified in the current traditional
method of BJJ instruction, including but not limited to the dropout rates of students. The
traditional method emphasizes practice for the purposes of knowledge acquisition. However, as
observed in the results and discussion, an evidence-based method using knowledge, cognitive
dimensions, and aligned assessments as outlined by Anderson and Krathwohl (2001) is necessary
JIU-JITSU AND LEARNING 86

to lead to new knowledge or skills that can later be developed into more complex knowledge and
skills to further increase learning, motivation, self-efficacy and goal orientations. As mentioned
in the literature, an evidence-based teaching and learning pedagogy is a necessary addition to the
traditional method. Perhaps traditional forms of learning and new approaches to learning should
not be in opposition, according to the literature, and perhaps there ought to be a focus on what
works and when it works rather than on the application of a single pedagogical approach to a
class. Despite the arguments to support a more specific pedagogical approach, Renshaw et al.
(2010) suggest that, in the dynamic interactive settings of physical education, movement skill
acquisition is made more likely through the removal of constraints to skills. Thus, incorporating
the two methods creates a more effective teaching and learning method in the martial art of
Brazilian Jiu-Jitsu.

JIU-JITSU AND LEARNING 87

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Appendix
Survey Instruments

University of Southern California
Rossier School of Education

ASSENT FORM TO PARTICIPATE IN RESEARCH

Program evaluation on the effect of traditional training on transfer, motivation, self-efficacy and
performance orientation in comparison to evidence-based training

Susan David wants to learn about whether students learn jiu-jitsu more effectively using the
traditional, drill and practice method or the new evidence-based approach. One way to learn
about it is to do a research study; the people doing the study are called researchers.

Your mom/dad/Legally Authorized Representative (LAR) have told us we can talk to you about
the study. You also can talk this over with your mom or dad. It’s up to you if you want to take
part, you can say “yes” or “no”. No one will be upset with you if you don’t want to take part.

If you do want to take part, you will be asked to participate in a five day study that involves
students partaking in three surveys prior and post to the study, before and after observing two
methods of instruction. Students will not be audio or video recorded. The study heavily focuses
on student observations of given instruction and transcripbing observations during.

Researchers don’t always know what will happen to people in a research study. We don’t expect
anything to happen to you, but you might not like nothing.

Only the researchers will see your answers.

If you have any questions, you can ask the researchers.

If you want to take part in the study, please write and then sign your name at the bottom. You
can change your mind if you want to, just tell the researchers.

_________________________________
Name of Participant
____________________________________ ____________________
Participant’s Signature Date
___________________________________
Name of person consenting
___________________________________ ____________________
Signature of person consenting Date

JIU-JITSU AND LEARNING 98

University of Southern California
Rossier
School
of
Education

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

Program
evaluation
on
the
effect
of
traditional
training
on
transfer,
motivation,
self-‐efficacy

and
performance
orientation
in
comparison
to
evidence-‐based
training

You
are
invited
to
participate
in
a
research
study
conducted
by
Susan
David,
Educational

Doctoral
Candidate,
a
student
of
Dr.
Hocevar
at
the
University
of
Southern
California,
because

you
are
an
eighth
grade
student.
Your
participation
is
voluntary.
You
should
read
the

information
below,
and
ask
questions
about
anything
you
do
not
understand,
before
deciding

whether
to
participate.
Please
take
as
much
time
as
you
need
to
read
the
consent
form.
You

may
also
decide
to
discuss
participation
with
your
family
or
friends.
If
you
decide
to
participate,

you
will
be
asked
to
sign
this
form.
You
will
be
given
a
copy
of
this
form.

The
purpose
of
this
study
is
to
compare
evidence-‐based
training
and
effects
on
far
transfer,

motivation
and
mastery
goal
orientation
in
comparison
to
drill
and
practice
training
within
the

martial
art
of
Brazilian
jiu-‐jitsu.
Specifically,
the
overarching
questions
that
are
addressed
in
this

study
are
based
on
students
in
the
traditional
learning
condition
score
higher
than
students
in

evidence-‐based
learning
condition
on
4
measures:

1. Learning
transfer.

2. Motivation.

3. Self-‐efficacy.

4. Performance
orientation.

If
you
volunteer
to
participate
in
this
study,
you
will
be
asked
to
participate
in
a
five-‐day
study.

Day
one
and
day
five
involve
pre
and
post
assessments,
respectively.
The
assessments
consist

of
3
questionnaires
delivered
through
an
electronic
survey,
guaranteeing
anonymity;
and

transcribing
observations
of
Gracie
Barra’s
traditional,
drill
and
practice
method,
delivered

through
a
video.
You
are
shown
three
specific
moves,
each
move
repeated
three
times.

Day
two,
three,
and
four
of
the
study
involves
two
groups.
A
control
group
consisting
of

participants
in
the
regular
drill
and
practice
learning
condition;
and
an
intervention
group

consisting
of
participants
in
the
evidence-‐based
learning
condition.
Each
group
will
participate

in
a
20-‐minute
lesson
of
observing
the
instructor
performing
one
specific
move.
You
are
then

subjected
to
evaluation
based
on
the
four
dependent
variables
as
listed
above.
It
is
assumed

that
you
will
answer
the
survey
truthfully
based
upon
you
knowledge
that
this
is
an
anonymous

study.
You
will
not
benefit
nor
be
punished
for
your
honest
responses.

There
are
no
risks
to
you.

JIU-JITSU AND LEARNING 99

Your
participation
in
this
study
will
help
the
investigator
better
understand
learning
transfer

and
under
what
circumstances
far
transfer
occurs.
This
study
is
not
generalizable
to
other

contents,
but
can
help
reframe
jiu-‐jitsu
teaching
methods
to
decrease
the
drop-‐out
rates
of

young
students
in
the
sport.

There
are
no
payments
or
compensation
for
participation.
Your
participation
is
completely

voluntary.

We
will
keep
your
records
for
this
study
confidential
as
far
as
permitted
by
law.
However,
if
we

are
required
to
do
so
by
law,
we
will
disclose
confidential
information
about
you.
The
members

of
the
research
team,
the
funding
agency
and
the
University
of
Southern
California’s
Human

Subjects
Protection
Program
(HSPP)
may
access
the
data.
The
HSPP
reviews
and
monitors

research
studies
to
protect
the
rights
and
welfare
of
research
subjects.

The
data
will
be
stored
solely
on
my
personal
device
and
destroyed
three
years
after
the

completion
of
the
study.
Data
will
be
coded
solely
by
the
investigator
using
electronic
survey

software
and
for
coding
of
data.

Your
participation
is
voluntary.
Your
refusal
to
participate
will
involve
no
penalty
or
loss
of

benefits
to
which
you
are
otherwise
entitled.
You
may
withdraw
your
consent
at
any
time
and

discontinue
participation
without
penalty.
You
are
not
waiving
any
legal
claims,
rights
or

remedies
because
of
your
participation
in
this
research
study.

If
you
joined
the
student
subject
pool,
your
alternative
may
be
to
participate
in
another
study

or
to
write
a
paper,
please
contact
the
Subject
Pool
Coordinator
for
further
information.

If
you
have
any
questions
or
concerns
about
the
research,
please
feel
free
to
contact
Susan

David
at
(818)
636-‐6141
or
susand@usc.edu
and
Professor
Denis
Hocevar
at
(213)
740-‐3452
or

hocevar@rossier.usc.edu

If
you
have
questions,
concerns,
or
complaints
about
your
rights
as
a
research
participant
or
the

research
in
general
and
are
unable
to
contact
the
research
team,
or
if
you
want
to
talk
to

someone
independent
of
the
research
team,
please
contact
the
University
Park
Institutional

Review
Board
(UPIRB),
3720
South
Flower
Street
#301,
Los
Angeles,
CA

90089-‐0702,
(213)
821-‐
5272
or
upirb@usc.edu

SIGNATURE
OF
RESEARCH
PARTICIPANT

I
have
read
the
information
provided
above.

I
have
been
given
a
chance
to
ask
questions.

My

questions
have
been
answered
to
my
satisfaction,
and
I
agree
to
participate
in
this
study.

I

have
been
given
a
copy
of
this
form.

Name
of
Participant

JIU-JITSU AND LEARNING 100

Signature
of
Participant

Date

SIGNATURE OF INVESTIGATOR

I
have
explained
the
research
to
the
participant
and
answered
all
of
his/her
questions.

I
believe

that
he/she
understands
the
information
described
in
this
document
and
freely
consents
to

participate.

Name
of
Person
Obtaining
Consent

Signature of Person Obtaining Consent Date

Abstract (if available)

Abstract This study was conducted to assess the effectiveness on learning transfer, motivation, self-efficacy, and performance goal orientation [of two specific Brazilian Jiu-Jitsu programs.] The first program was based on the use of the traditional instructional method and the second was an evidence-based instructional method. The two randomly assigned groups were made up of 39 middle school students with limited prior knowledge of Brazilian Jiu-Jitsu skills. Research questions that guided the study asked whether students in the traditional, drill and practice learning condition score differently than students in the evidence-based condition on measures of (1) learning transfer, (2) motivation, (3) self-efficacy, and (4) performance goal orientation. Results indicated the students in the evidence-based condition scored higher on learning transfer and motivation. No differences were found for self-efficacy and performance goal orientation.

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Asset Metadata

Creator David, Susan (author)

Core Title The effect of traditional method of training on learning transfer, motivation, self-efficacy, and performance orientation in comparison to evidence-based training in Brazilian Jiu-Jitsu

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/13/2015

Defense Date 02/11/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Brazilian Jiu-Jitsu,evidence-based training,learning transfer,Motivation,OAI-PMH Harvest,performance orientation,self-efficacy

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hocevar, Dennis (committee chair), Green, Alan Gilford (committee member), Tobey, Patricia Elaine (committee member)

Creator Email drsusandavid@gmail.com,susand@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-546871

Unique identifier UC11297781

Identifier etd-DavidSusan-3283.pdf (filename),usctheses-c3-546871 (legacy record id)

Legacy Identifier etd-DavidSusan-3283.pdf

Dmrecord 546871

Document Type Dissertation

Format application/pdf (imt)

Rights David, Susan

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA