Inclusion of young people with fever opportunities

1. Introduction

1.1. Understanding inclusion: a shift towards perceiving inner security

When the word ‘inclusion’ is mentioned in a sports context, most people automatically think of removing external and physical barriers. We imagine building barrier-free access to the dojo for people with physical disabilities, or waiving membership fees for children from economically or socially disadvantaged backgrounds. These steps are extremely important, but they do not paint the full picture.

In the terminology of European projects, the term ‘young people with fewer opportunities’ is often used. If we look at this group through the lens of contemporary neuroscience, psychology and interpersonal neurobiology, we find that, in addition to economic or social barriers, there are also other, invisible barriers. On the one hand, there is congenital neurodivergence (differences in the way the brain processes, stores or produces information). These may include, for example, autism spectrum disorders, ADHD, PDA, sensory hypersensitivity, and others. Furthermore, this group includes children who have had adverse childhood experiences (ACEs) – for example, children from children’s homes or from difficult and chaotic family environments, and children who have experienced traumatic events.

The common denominator of these seemingly different groups of children is often a vulnerable and easily dysregulated nervous system. For such a child, the barrier may not be, for example, money, but the fact that their brain responds to ordinary training stimuli (shouting in the gym, unexpected physical contact, the tone of voice, or even entering a dojo full of practitioners) as if they were in a life-threatening situation.

The foundation of a truly inclusive approach is a simple change of perspective. For the coach on the tatami, the most important thing is not diagnoses and labels (‘has Asperger’s’, ‘has ADHD’, ‘parents are getting divorced’), but the ability to recognise whether the child’s nervous system is calm or in a state of threat at that moment.

Historically, karate has been built on discipline, respect, hierarchy and overcoming one’s own limitations. Coaches are often demanding, firm, and strive for the maximum performance appropriate to the child’s age. They do not do this out of callousness; on the contrary, they do it because they genuinely care about their charges and want to nurture them not only into good athletes, but also into strong and resilient individuals. Simply put, martial arts involve raised voices, firm commands (kiais) and physical exertion. A child who is developing typically, or a child who is not facing a challenging life situation, can manage training with this traditional approach without major problems.

The situation changes when a child with a vulnerable nervous system (sensorily sensitive, neurodivergent, dysregulated, traumatised, currently experiencing significant stress – parental divorce, a conflictive home environment, bereavement, etc.) stands on the tatami. If such a child is unable to stand in line, is disproportionately aggressive during kumite, runs away from activities, or, conversely, completely ‘freezes’ and refuses to practise, it is not because they are being cheeky or disrespectful to the coach.

Here, we come up against an important neurobiological fact: While in a typical child, a firm approach will engender healthy respect and help them return to training, in a child with a dysregulated nervous system, the same approach will trigger panic and a sense of threat. While traditional karate training rightly speaks of the need to ‘control emotions’ during sporting performance, modern neuroscience teaches us that, in this state of the nervous system (a state of threat), this is simply not possible.

1.2. Trauma-Informed Martial Arts (TIMA): Modern Performance Preparation

This module is not an attempt to ‘soften’ karate or to reduce the demands of the sport. On the contrary, it is a modern approach to performance preparation. We are tapping into a global trend known as Trauma-Informed Martial Arts. This approach combines physical discipline with psychological principles to ensure that the training environment is safe not only physically but also emotionally.

By its very nature, karate provides an excellent environment for developing body awareness and emotional regulation. In his work, the world-renowned psychiatrist and trauma expert Dr Bessel van der Kolk points out that martial arts are among the best approaches for dealing with traumatic stress. This is because they help individuals regain control over their own bodies and restore their sense of personal strength. A regulated child who feels safe in the dojo will perform far better and with greater focus in both kata and kumite than a child who trains in a state of constant fear and tension.

We would like to point out that focusing on individual ‘diagnoses’ is not absolutely necessary for a dojo coach, and sometimes it is not even effective. Using the overarching term ‘children with sensitive (vulnerable) nervous systems’ can help coaches. They do not need to study the differences between, for example, autism, ADHD and developmental trauma, and regardless of the reason why a child has a sensitive nervous system (whether it is congenital or caused by the environment), their overloaded brain can be calmed and regulated using the same basic tools that karate itself naturally provides.

2. Inclusive Dojo: How Karate Builds Mental Resilience

For centuries, traditional martial arts have held within them a profound healing potential and natural tools for working with a vulnerable nervous system. The key is to understand why and when these tools work, and what role the coach and their relationship with the children play in this.

2.1. Safety, threat, neuroception

At the heart of our work is an understanding of how our nervous system functions. The brain of every child (and every coach) has a built-in radar that is constantly active. Porges and his Polyvagal Theory posit that our nervous system functions like a ladder, along which we move depending on whether we feel safe or threatened:

Feeling safe (Connected): When we are in this state, our body heals, grows, and we are able to form relationships with others and follow instructions; this is when a child is interested, can learn, can play, and can cope with everyday frustrations.

Hyperarousal (Fight or Flight): When the body detects a threat, it switches to a defence state/mode. The heart immediately races, blood rushes to the muscles, and within seconds, the child is ready for ‘fight or flight’. In this state, they do not listen to logical arguments. Behaviour may become more aggressive (including verbally), restless, or tense. They try to gain control of the situation. They may also ‘monkey around’, being constantly on the move, with too much energy that they simply have to channel somewhere. It is very exhausting if it goes on for a long time.

Hypo-activation (Shutdown): If a threat (which does not have to be real; it is enough for the body to perceive it as such) persists for too long and we cannot escape, the body switches into survival mode – it disconnects, becomes numb, and tries to survive by almost ‘freezing’. The child may appear indifferent, lazy, or dreamy.

When we feel safe, we are in a state of connection. Hyper-activation or hypo-activation are states of threat. The important point is that these processes take place without our awareness. The key concept is neuroception – the body is constantly assessing risk and safety without engaging the thinking (cognitive) parts of our brain. In other words, the brain is constantly seeking an answer to the question: ‘Am I safe?’It seeks answers on three levels: inside the body, in the external environment, and in the space between us – in our relationships with one another (Deb Dana).

This explains why a child with a vulnerable nervous system may refuse to enter the dojo or ‘freeze’ in the middle of a kata. Their radar interpreted something as a threat signal before the child even realised it.

When the body is highly activated, logical advice such as ‘calm down’ is not effective. First, the body needs to receive signals of safety (e.g., through another person’s calm voice or through a safe environment). Bruce Perry states that we first need to regulate the body; then the child’s brain is ready to perceive relationality; and only then can we communicate rationally.

Real-life example: We had a young boy (with ADHD) at a training session. He couldn’t pay attention and was constantly disrupting the class.Step

1 – Body regulation: When it became apparent that his body desperately needed movement, we gave it to him. Not as a punishment, but we either gave him a separate activity to do or included a dynamic game for the whole group.Step

2 – Relationship: He needed to perceive and feel that he was safe, that we understood him and did not reject him. All it took was eye contact and praise for running fast.Step

3 – Reason: It is only at this point that logic, explanation and teaching come into play. Only then could we explain to him that when we are exercising, he can’t sit on the floor and disturb the others.

Most adults start at the end – I explain first. According to Perry, without regulation and a relationship, we cannot reach reason. Although we can achieve obedience by creating a sense of threat (e.g., by shouting harshly), this does not foster a relationship, and the child is unable to engage the rational areas of the brain. These principles apply to all children and adults alike.

At this point, it is important to emphasise one thing: Targeted work on the nervous system does not mean that we suddenly allow trainees to do anything, that we ignore them when they disregard our instructions, or that we will never raise our voices again. Karate is a dynamic sport, and strict discipline is an essential part of it. However, it is crucial for the coach to understand that if a particular approach repeatedly fails, it is important to observe the trainee’s nervous system and consider what is happening beneath the surface.

Real-world example: Hypo-activation. Another child started having problems during training – he refused to practise, appeared withdrawn and bored, and was reluctant to move. When the coach raised his voice, in typical children, this triggered a healthy mobilisation to perform. However, this boy appeared ‘disconnected’ and had general difficulty following instructions. It could have been that he just didn’t feel like exercising that day, but repeated signals indicated that his system was likely in a state of threat. Instead of punishing or rejecting him, the coach eased the pressure on this boy. He took him aside and agreed that he could punch a punching bag.A

child’s family situation can also change at any time, and they may start experiencing significant stress (e.g., due to their parents’ divorce) that we, as coaches, may not even be aware of. If we knew in advance, for example, that a child is sensorily highly sensitive, we would have an answer right away, and perhaps it would be easier for us to respond. So, sometimes we know what is behind a child’s behaviour, and sometimes we don’t. However, both of these children share a common denominator, namely a vulnerable (dysregulated) nervous system.

2.2. Optimal arousal, window of tolerance

When a child is in a state of connection, they have sufficient energy for performance, they perceive the coach’s instructions, control their impulses, and are able to react quickly in kumite, but not ‘recklessly’. A regulated nervous system can move safely between different states of activation (Deb Dana), and this is crucial. Neither in karate nor in life is the goal to be constantly at rest.

The zone within which a child (or person) is capable of this is called the window of tolerance (Fig. 1). Essentially, this is the range of activation (nervous system arousal) within which we are able to process information and manage our experiences without losing control over our behaviour (Siegel).

In a vulnerable nervous system, this window of tolerance is significantly narrower. In practice, this means that even a routine stressor – such as a more forceful command, a new technique, a mistake during practice, or sensory noise in the dojo – can instantly ‘tip’ the child off balance into the extreme of hyper- or hypo-activation (Fig. 2). Our goal in training is to gradually and safely widen this window of tolerance in children using natural regulation tools. In other words, we build resilience.

2.3. The coach and the importance of co-regulation

This brings us to the essential tool of inclusion: the coach themselves. A child with a vulnerable nervous system is often unable to self-soothe. They need co-regulation – that is, the stable and calm nervous system of an adult on which they can ‘lean’.

In line with the principles of the Circle of Security, the coach acts as a ‘Secure Base’ from which the child sets out to perform, and at the same time as a ‘Safe Harbour’ to which they can return when the load is too great. When a coach understands that a child’s lack of concentration is not rudeness but dysregulation, their approach shifts from punishment to connection. They realise that their own calmness and predictability are ultimately what enable the child to perform better in sport. For all adults (not just coaches), when we are outside our own window of tolerance, we cannot help a child return to theirs.

2.4. The inherent regulatory potential of karate

As we have already mentioned, the very essence of karate embodies exceptionally powerful regulatory elements. For a child who is frequently dysregulated, karate is not just a sport, but a safe space to practise regulation and build internal resilience.

These elements include rituals and a highly predictable environment. The opening and closing ceremonies, the etiquette (Reigi), and the clear structure of the training session (which, of course, can vary) send a clear signal of safety to the child’s nervous system: ‘You know this; you are safe.’ For children with sensitive nervous systems, this tradition provides a ‘safe container’ that immediately reduces anxiety about the unknown. For example, the Rei itself, when entering the dojo / onto the tatami, can act as a neurological bridge and a clear boundary (some children have difficulties with transitions and changes in environment). This signals to the child’s brain that there are clear, predictable and safe rules in place here in the dojo.

Furthermore, rhythmic somatic movement is important. When a child performs a series of techniques (kihon, kihon-ido, kata, entries) to the instructor’s regular count, they engage in a rhythmic activity which, according to modern research (e.g., Dr Perry), directly calms the more primitive parts of the brain. This rhythm and harmony with the group help the child to feel the boundaries of their own body and ground them in the present moment.

Furthermore, karate teaches children to work with conscious tension and relaxation. Children with vulnerable nervous systems often have their muscles in a state of constant tension (defence mode). Training teaches them to be firm at a certain point and then to relax, thereby providing the brain with a new experience of the difference between ‘defence’ and ‘alertness’. This physiological reset is complemented by work with the breath. A powerful exhalation (the kiai shout) allows children to safely release accumulated stress energy or helps the body to become active, while calming breathing (mokuso) at the end of training develops the body’s ability to return to a state of calm after exertion.

However, the most important element is relational security and co-regulation. Here, the coach acts not only as an authority figure but also as an ‘external regulator’ of the children’s nervous system. Partly (but not exclusively) through the coach’s calm, grounded and confident demeanour, children learn to develop their own stability.

2.4.1. The STEP model, adjusting external conditions

To work effectively with children with vulnerable nervous systems, we need a theoretical understanding of neurodivergence, trauma, anxiety and challenging life situations in order to translate this understanding into concrete changes. On this point, our approach is based on the internationally recognised STEP (Space, Task, Equipment, People) model, developed by the PRIME project. This model provides coaches with a practical framework for creating inclusive karate training – not through diagnoses, but through adjustments to the environment and activities:

• S (Space): Adjusting the size of the training area or creating calm zones where the child can self-regulate if they are sensorily overloaded.
• T (Task): Dividing complex techniques (e.g., kata) into smaller, understandable parts, which reduces cognitive load and the sense of threat posed by failure.
• E (Equipment): Using visual aids, colour-coded sides (red/blue) or softer impact surfaces to enhance the child’s sense of physical safety during training.
• P (People): Sensitive pairing of trainees according to their current emotional state and using more experienced peers as ‘Martial Arts Buddies’ to provide social support.

By integrating the STEP model, we can create a structured and predictable environment, which is an essential prerequisite for helping to calm a child’s sensitive nervous system, thereby enabling the child to learn and make progress.

2.4.2. Strategies for Working with Children with Sensitive Nervous Systems In

the following section, we describe several practical steps and strategies that karate naturally offers and that the coach can consciously utilise. At the beginning of this chapter, we already mentioned rituals and predictability, work with breathing, conscious tension and release, and rhythmic movement.

Proprioception and grounding: Hard impacts, blocks and physical contact provide the body with strong sensory stimuli that can have a grounding effect. This can help the child to better perceive and feel the boundaries of their own body, which is crucial for a vulnerable nervous system. Sometimes these stimuli can hurt the child; in such cases, it is important for the coach to opt for gradual exposure to physical contact.

Practical example:

Among beginners, there are often children who are afraid of physical contact because they fear that a strike or blocking a strike could cause them pain.

Therefore, we regularly incorporate exercises using long foam rollers into the training process. The children form pairs; one child in the pair simulates an attack with a foam roller, and the other child in the pair tries to block these attacks and the impacts of the foam roller. Alternatively, both children fight using foam rollers as if they were fencing. The impact of the foam roller on the body or limbs does not hurt because the foam roller is soft, which helps children gradually become accustomed to physical contact. The speed or force of the foam roller attacks can be gradually increased.

Strategic use of the coach’s voice: For a child’s subconscious mind, the coach’s voice is one of the strongest signals. It is important to distinguish between the voice used for action (short, firm commands such as ‘Yame!’ or ‘Rei!’), when the body receives a signal to mobilise, and the voice used for instruction. If the coach’s tone when explaining is consistently sharp, flat or critical, the child’s nervous system will interpret this as a threat and stop registering the content of the words.

• Explaining the technique: Using changes in intonation and pitch of voice has a calming effect on the brain, conveying the message: ‘You are safe; you can focus.’ A lively tone.
• Correcting a mistake: When correcting a mistake, it is advisable  to gently lower your voice at the end of the sentence (e.g., ‘Put your hand higher… like this’). This has a grounding effect and does not create a feeling of failure.
• Maintaining attention: Alternating between faster and slower speech helps maintain attention. After a few minutes, the brain ‘shuts down’ in response to a monotonous voice.
• Boosting energy: During training, it is natural to shout in order to be heard by the coach, but for sensitive children, it makes a huge difference whether they perceive this shouting as enthusiasm (‘Come on, three more times, let’s work hard!’) or as anger and frustration.

Play as a Safe Space: From a neurobiological perspective, play is the best way to train the regulation of the nervous system. This is because play offers a unique combination of high mobilisation (through competitive elements) and safety (through smiles and joy). Incorporating playful elements into training teaches the child’s system to ‘fight’ without the child feeling genuinely threatened. The inclusion of music is also related to this.

Practical example: A playful exercise in which trainees try to grab targets placed around the coach without being hit by the pads that the coach is rapidly circling around themselves with.

Eye contact and a smile: Brief eye contact and a smile from the coach, ideally when the coach lowers themselves to the child’s eye level, act as an extremely powerful signal of safety. This brief moment is often enough for the child’s dysregulated nervous system to ‘switch’ back to a regulated state, enabling them to continue with their training.

Safe release of energy (‘letting off steam’): If it is evident that a child is overly tense and losing control of themselves, it is advisable to allow them to release this energy from their body in a safe manner – for example, through a series of punches at maximum strength.

Preventing sensory overload: The noise of the entire gymnasium or loud echoes can be overwhelming for neurodivergent children. An inclusive dojo should provide an ‘escape zone’ – a place where the child can sit down for a moment and regulate themselves without this being perceived as a punishment for inattention. The coach and the child can agree in advance on a clear signal that will let the child know, for example, that they are allowed to go outside. A pre-agreed signal allows a child who becomes overloaded to communicate this to the coach quickly and effectively, rather than having to explain. Another simple adjustment is to allow the use of noise-cancelling headphones during the busier phases of the session.

Real-world example: During a training session, we had a little girl who, after a more demanding activity, was unable to remain calm during the relaxation period – she kept moving and laughing. When the usual warning didn’t work, we looked at it from the perspective of the nervous system: her behaviour might have been the body’s attempt to release accumulated tension. Therefore, we tried a strategy that ‘grounded’ her system. She was asked to jump as high as possible, or to stand on one leg and kick a mawashi with the other leg without placing her kicking leg on the ground. Approaching it this way is highly inclusive, because the coach does not have to consider whether it is due to an immature central nervous system (common in younger children), a temporarily overloaded system after a difficult day at school, or ADHD. They simply adapt the strategy.

The fundamental rule for any instructor seeking to create an inclusive environment remains the same: regulation first, then education (Siegel; Perry). There is no point in explaining the correct posture to a child or reprimanding them for bad behaviour if they are currently outside their tolerance window.

In this process, the coach’s role extends far beyond teaching martial arts. Here, the coach acts as an external regulator of the children’s nervous system. The aim is not only to teach them technique, but also to teach their bodies to feel safe, even when they are under pressure. Much like training muscles in the gym, children develop this ability gradually, through repeated experience. The more safety and acceptance they experience in the presence of the coach, the better their nervous system will learn to regulate itself independently in the future.

3. Conclusion – From Survival to True Inclusion

Young people with a lack of opportunities – in practice, this primarily refers to children and young people with vulnerable or dysregulated nervous systems – often face chronic stress and a lack of safety in their daily lives. Therefore, true inclusion in sport goes far beyond ensuring physical or financial access to training. It involves creating an environment in which their nervous system does not feel threatened and can transition from ‘survival’ mode to a state of relaxation, learning and cooperation.

A huge advantage for martial arts clubs is the fact that karate itself possesses a profound and innate regulatory potential. When this safe, structured environment is combined with a coach who understands the fundamentals of self-regulation, the result is not just a space for sporting performance. A model of successful and sustainable social inclusion is created. This approach protects vulnerable young people from further unintentional exclusion, while also shielding the coaches themselves from frustration and professional burnout.

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