Martial arts with many centuries‐long traditions are perceived in public opinion as a carrier ofmany desirable values that is used in youth education system in the Far‐East societies. They wereused not only to bring health benefits, but also for moral education, reduction of social brutality andpromoting positive models of behaviour, as well as a source of complacency (Ku?nierz, 2006;VertonghenandTheeboom, 2010; Twemlow, et al., 2008). Their ideological assumptions involve aview that people train inspired by warrior cultural traditions, thus seeking psychophysicalimprovement and self‐fulfilment through combat techniques (Theeboom, Dong Zhu,andVertonghen,2012). Herrigel (1989) in his description of benefits of such exercises lists: ability to preventaggression, to control own emotions and to react calmly in an emergency situation. Combat sports,thanks to multiple values related to them, have been introduced as a part of school PhysicalEducation curricula. This specific form of motor activity was recognized as a very beneficial one – inthe opinion of researchers from the European Physical Education Association (Theeboom, DeKnop,Wylleman, 2008). A motivation is a necessary factor for undertaking and continuing sport trainingand it also affects greatly a chance to succeed. People are often drawn to specific sports thinking ofa given discipline as particularly interesting and fulfilling or they have been encouraged to one byfriends or family. Another motivating factor may be treating sports as a road to self‐improvement,improving physical fitness or health (KarageorghisandTerry, 2011).
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