Neurodiversity and Capoeira

In January 2023 I presented a paper at the EncaMuzenza conference on Neurodiversity and Capoeira. The abstract can be found in Portuguese on the event website https://muzenza.com.br/site/enca-muzenza/ and is translated into English below.

Título: Neurodiversidade e capoeira: relato de experiencia

Author: Kirsty Hendry (Moranguinho), Muzenza

Introdução (Introduction), 

There are many misunderstandings of people with neurodiverse conditions such as autism, and ADHD. Capoeira teachers may not know why neurodiverse students behave in certain ways and may be unsure if they can adapt classes for these students. Historically neurodiverse people have been pushed to behave in a ‘neurotypical’ way. However, this has often been harmful. More modern approaches aim to work with neurodiversity instead of against it. By explaining neurodiversity and how it interacts with elements of capoeira this paper aims to provide teachers with information to help them support their students and ensure they benefit from capoeira. 

This paper relates the author’s experience of working with neurodiverse students. However as there are many different experiences of neurodiversity this will be supplemented by a rapid literature review and textual analysis of social media posts from advocacy groups.  Textural analysis of social media posts allows for understanding those with lived experience, which is not always included in academic research. The is important when these voices have historically been ignored. The paper will then examine how these experiences interact with capoeira using the author’s experience of teaching capoeira alongside interviews with other capoeira instructors.

Descrição da Experiência (Description of Experience):

While there are some challenges in teaching capoeira to those with neurodiversity there are also benefits. While they may become distracted in class, students with ADHD can find the constant movement of capoeira a way to manage hyperactivity. Routine can be beneficial for students with autism and they can benefit from social interactions in classes. However capoeira classes can be overstimulating if they are sensitive to noise. Clear communication of expectations and step-by-step instructions are helpful. It is also important to learn about the specific experiences and needs of each student and what works for them. 

Considerações Finais (Final Considerations):  Capoeira classes can be adapted to cater to neurodiverse individuals. Students with conditions such as autism and ADHD can benefit from capoeira especially when teachers understand the challenges these students face. 

Selected References:

FariaC. A. B., PintoF. A., & AbreuJ. R. G. de. (2019). Capoeira: ferramenta de inclusão nas aulas de educação física para alunos com necessidades educacionais especiais. Revista Eletrônica Acervo Saúde, (21), e572. https://doi.org/10.25248/reas.e572.2019

Levin, K. Aesthetics of Hyperactivity: A Study of the Role of Expressive Movement in ADHD and Capoeira. Am J Dance Ther 38, 41–62 (2016). https://doi.org/10.1007/s10465-016-9211-7

Li Li, Hui Li, Zhe Zhao, Shijie Xu, “Comprehensive Intervention and Effect of Martial Arts Routines on Children with Autism”, Journal of Environmental and Public Health, vol. 2022, Article ID 9350841, 9 pages, 2022. https://doi.org/10.1155/2022/9350841

Martial Meziani (2018) Social participation of people with disabilities in boxing and capoeira: a comparative ethnographic multi-sited focus, Sport in Society, 21:1, 166-178, DOI: 10.1080/17430437.2016.1225889

da Silva, Roberta Ferreira (2022). Capoeira como espaço de inclusão e melhoria da autoestima e interação de estudantes com TEA: Capoeira as a space for inclusion and improvement of the self-esteem and interaction of students with TEA. Europub Journal of Multidisciplinary Research, 1(1), 14–30. https://doi.org/10.55033/ejmrv1n1-002