{"id":124,"date":"2008-02-15T10:48:16","date_gmt":"2008-02-15T10:48:16","guid":{"rendered":""},"modified":"2013-11-26T21:30:54","modified_gmt":"2013-11-26T21:30:54","slug":"the-exploration-of-the-effect-of-taekwondo-training-on-personality-traits","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/the-exploration-of-the-effect-of-taekwondo-training-on-personality-traits\/","title":{"rendered":"The Exploration of the Effect of Taekwondo Training on Personality Traits"},"content":{"rendered":"
Submitted by: Dr. Richard C. Bell, United States Sports Academy and Chia-Ming Chang, Tajen Institute of Technology, Taiwan, Republic of China<\/div>\n

Abstract<\/strong><\/p>\n

In
\nthis paper, the authors analyze the effects of Taekwondo training
\non personality. The authors found that Taekwondo participants
\nrealize, that in addition to the physical training, Taekwondo
\nemphasizes concentration, self-control and self-discipline.
\nOther researchers suggest that Taekwondo training has many
\npsychological benefits, such as enhanced self-esteem, self-concept,
\nreduced aggressiveness, decreased anxiety, increase in personal
\nindependence, and ability to take a leadership role. Taekwondo
\ntraining might be used as a therapeutic program.<\/p>\n

<\/p>\n

Introduction<\/strong><\/p>\n

Although
\nthe relationship between certain aspects of self-concept and
\nperformance in activities such as aerobic dance, soccer, volleyball,
\nand handball has been reported (Plummer & Koh, 1987; Harter,
\n1978; Olszewskal, 1982; Scanlan & Passer, 1979), little
\nevidence exists regarding the psychological value of the martial
\narts. Miller (1989) states that self-concept may be enhanced
\nthrough the acquisition or mastery of a new skill. Novices
\nare most likely to gain self-concept through participation
\nin physical activities. Finkenberg (1990) studied the effect
\nof participation in Taekwondo on college women’s self-concept
\nand found significant differences on total self-concept and
\non subscale scores in physical, personal, social identity,
\nand satisfaction. Therefore, the authors believe that the
\nTaekwondo training is of great psychological value to participants.<\/p>\n

The
\nBackground of Taekwondo<\/strong><\/p>\n

Taekwondo
\nhas been under constant evolution for over several thousand
\nyears. However, it was not until the 1950s that Taekwondo
\nwas standardized and organized by Gen Choi Hong Hi and the
\nsport was brought outside the Korean borders, at first to
\nVietnam and the US, and later to the rest of the world. Today,
\nTaekwondo is organized in three international federations:
\nthe World Taekwondo Federation (WTF), with headquarters in
\nSeoul, Korea; the International Taekwondo Federation (ITF),
\nwith headquarters in Austria; and the Global Taekwondo Federation
\n(GTF) with headquarters in Korea. Taekwondo has recently been
\ndeclared an official Olympic sport with the first competitions
\nheld during the Olympic Games in Sydney, Australia, in 2000
\n(Lucas, 1992).<\/p>\n

According
\nto Skelton (1991), one may benefit from the study of Taekwondo
\nregardless of age, size, or athletic ability. Taekwondo training
\ncan increase strength and muscle tone, reduce body fat, improve
\ncardiovascular conditioning and endurance, improve balance
\nand coordination, reduce stress, improve concentration and
\nfocus, improve performance in one’s job, school, or sports,
\nprovide a structured program of advancement with achievable
\ngoals, and improve self discipline and self confidence.<\/p>\n

Effects
\nof Taekwondo Training on Personality<\/strong><\/p>\n

Finkenberg
\n(1990) studied the effects of participation in Taekwondo on
\ncollege women’s self-concept. The experimental group contained
\n51 women enrolled in Taekwondo classes, and the control group
\ncontained 49 women enrolled in 4 sections of general health
\ncourses. Pretests and posttests were administered in the first
\nweek of a semester and the last week of the semester. The
\nTennessee Self-Concept Scale (Roid and Fitts, 1989) measuring
\nself-concept was used as the instrument in this study. The
\nquestionnaire was used to assess perceptions of physical self,
\nmoral-ethical self, personal self, family self, social self,
\nidentity, self-satisfaction, and behavior. Roid and Fitts
\n(1989) support the test’s reliability and validity. An analysis
\nof Covariance was used to control statistically for initial
\ndifferences in self-concept among subjects with the pretest
\nscores as the covariant. The results indicated that significant
\ndifferences were found on total self-concept and on sub-scale
\nscores in physical, personal, social, identity, and satisfaction.
\nInsignificant differences were found on moral-ethical, family,
\nbehavior and self-criticism scales. The authors concluded
\nthat the total self-concept and certain sub-scales were influenced
\nby participation in an 8-weeks course in Taekwondo. This study
\nsupports the findings of Duthie, et al. (1978) who showed
\nthat students of martial arts were more self-confident than
\nthose without training. It also supports the conclusion that
\n“it could be assumed that one or two months of karate
\ntraining is sufficient to improve the typical student’s level
\nof general self-esteem” (Richman & Rehberg, 1986).<\/p>\n

In
\na study addressing aggressive behavior as a function of Taekwondo
\nranking, Skelton, et al. (1991) investigated the relationship
\nbetween aggressive behavior and advancement through the belt
\nranks among children in the American Taekwondo Association
\n(ATA). The sample consisted of 68 children, from the ages
\n6 to 11 years old, who were enrolled in 10 ATA schools located
\nin Indiana, Ohio, Kentucky, and Illinois. The parents of the
\nstudents answered the survey form. One-way Analysis of Variance
\nindicated a significant inverse relationship between the children’s
\nbelt rank and their aggression. A trend analysis was performed
\nto help clarify the nature of the relationship between the
\ntwo variables (belt rank and aggressive score). Results suggested
\nthat there was a significant trend towards reduced aggression
\nwith advanced ATA group rank. The authors suggested that further
\nresearch should include longitudinal reassessments of aggression
\nof the children beginning at the lower ranks and continuing
\nas they progress through the higher Taekwondo ranks to confirm
\nthe conclusion.<\/p>\n

Kurian
\net al. (1994) studied the relationship between personality
\nfactors and ATA Taekwondo training in a sample of younger
\nstudents. The subjects were 72 boys attending two ATA schools
\nin the southwestern United States. Subjects completed the
\n1973 Form A of the Children’s Personality Questionnaire following
\na regular training session. The questionnaire contains 14
\nbipolar primary factors. Correlation analysis for the test
\nfactors with age, training time, and belt rank of the sample
\nwas conducted. Factor A (reserved versus outgoing) correlated
\nsignificantly with age. Training time was significantly related
\nto Factor N (naive versus socially perceptive), suggesting
\nthat longer times in Taekwondo training are associated with
\nmore socially perceptive behavior. Belt rank was significantly
\ncorrelated with Factors D (+), F (+), I (-), and N (+). These
\ncorrelations indicate that attainment of higher belt rank
\nis associated with scores indicating more demanding, enthusiastic
\nand optimistic, self-reliant, and socially perceptive personality
\ntraits. The author concluded, ” These results suggest
\nthat ATA belt rank is associated with a pattern of enthusiastic
\noptimism and self-reliance. This personality pattern is socially
\npositive and suggests that Taekwondo training may be beneficial
\nfor younger male students”.<\/p>\n

In
\na study on personality characteristics and duration of ATA
\nTaekwondo training, Kurian et al. (1993) compared personality
\ncharacteristics of two groups having participated in Taekwondo
\nfor different lengths of time. The subjects were 30 adults
\nattending two American Taekwondo Association schools in the
\nsouthwestern United States. They averaged 2.6 years of Taekwondo
\ntraining (range of 17 to 44 years old). Form C of the 16 Personality
\nFactor Questionnaire (Cattell, 1980) containing 105 items
\ndistributed across 16 bipolar primary factor scales was used
\nas the instrument. The groups with shorter time (less than
\n1.4 years) and longer time (more than 1.5 years) in Taekwondo
\ntraining were compared using a t-Test for the mean scores
\nof Anxiety, Independence and Leadership. The results indicated
\nthat the length of Taekwondo participation was associated
\nwith lower scores on Anxiety and with higher scores on Independence.
\nThe authors suggested that lower scores on Anxiety and higher
\nscores on Independence often accompany improved mental health,
\nsuggesting that participation in Taekwondo training may be
\nuseful as part of therapeutic programs.<\/p>\n

Summary<\/strong><\/p>\n

This
\nstudy was expected to contribute to an understanding of the
\npsychological value of Taekwondo. The study was also expected
\nto provide more insight into the beneficial effects of Taekwondo
\ntraining for both physical educators and Taekwondo trainees.
\nResearch suggests that Taekwondo training may have many psychological
\nbenefits, such as enhanced self-esteem, self-concept (Columbus
\n& Rice, 1991, cited from Kurian et al., 1993 ; Finkenberg,
\n1990), and reducing aggressiveness (Skelton, 1991). In the
\nstudy of Kurian et al. (1993), it was indicated that Taekwondo
\ntraining could decrease scores on anxiety and increase scores
\non personal independence and ability to take a leadership
\nrole. Furthermore, Kurian et al. (1993) concluded that participation
\nof Taekwondo training might be used as a therapeutic program.
\nFinkenberg (1990) found that Taekwondo training was helpful
\nfor college women to build self-concept.<\/p>\n

REFERENCES<\/strong><\/p>\n

Cattell, R. B., Eber, H. W., & Tatsuoka, M. M. (1980).
\nHandbook for the 16 PF<\/span>. Champaign, IL: Institute for
\nPersonality and Ability Testing.<\/p>\n

Duthie,
\nR. B., Hope, L. & Berker D. G. (1978). Selected personality
\ntraits of martial artists as measured by the adjective checklist.
\nPerceptual and Motor Skills<\/span>, 47, 71-76.<\/p>\n

Finkenberg,
\nM. E. (1990). Effect of participation in Taekwondo on college
\nwomen? self-concept. Perceptual and Motor Skills<\/span>, 71,
\n891-894.<\/p>\n

Kurian
\nM., Caterino L., C., & Kulhavy R. W. (1993). Personality
\ncharacteristics and duration of ATA Taekwondo training. Perceptual
\nand Motor Skills<\/span>, 76, 363-366.<\/p>\n

Kurian,
\nM., Verdi, M. P., Caterino, L. C., & Kulhavy R. W. (1994).
\nRelating scales on the children personality questionnaire
\nto training time and belt rank in ATA Taekwondo. Perceptual
\nand Motor Skills<\/span>, 79, 904-906.<\/p>\n

Lucas
\nJ. (1992). Taekwondo, Pelote Basque\/jai-alai, and roller hockey-three
\nunusual Olympic demonstration sports, The Journal of Physical
\nEducation, Recreation & Dance<\/span>, 63, 80-83.<\/p>\n

Miller,
\nR. (1989). Effects of sports instruction in children self-concept.
\nPerceptual and Motor Skills<\/span>, 68, 239-242.<\/p>\n

Olszewskal,
\nG. (1982). The relation of self-image, self-estimation and
\na tendency to dominate or submit to the effectiveness of team
\nplayers. International Journal of Sport Psychology<\/span>,
\n13, 107-113.<\/p>\n

Plummer,
\nV. K., & Koh, Y. O. (1987). Effect of erobics” on
\nself-concepts of college women. Perceptual and Motor Skills<\/span>,
\n65, 271-275.<\/p>\n

Richman,
\nC. L., & Rehberg, H. (1986). The development of self-esteem
\nthrough the martial arts. International Journal of Sport
\nPsychology<\/span>, 17, 234-239.<\/p>\n

Roid
\n, G. H., & Fitts, W. H. (1989). Tennessee Self-concept
\nScale, revised manual<\/span>. Los Angeles, CA: Western Psychological
\nServices.<\/p>\n

Scanlan,
\nT. K., & Passer, M. W. (1979). Factors influencing the
\ncompetitive performance expectancies of young female athletes.
\nJournal of Sport Psychology, 1<\/span>, 212-220.<\/p>\n

Skelton,
\nD. L., Glynn, M., & Berta, S. M. (1991). Aggressive behavior
\nas a function of Taekwondo ranking. Perceptual and Motor
\nSkills<\/span>, 72, 179-182.<\/p>\n","protected":false},"excerpt":{"rendered":"

Submitted by: Dr. Richard C. Bell, United States Sports Academy and Chia-Ming Chang, Tajen Institute of Technology, Taiwan, Republic of China<\/div>\n

Abstract<\/strong><\/p>\n

In
\n this paper, the authors analyze the effects of Taekwondo training
\n on personality. The authors found that Taekwondo participants
\n realize, that in addition to the physical training, Taekwondo
\n emphasizes concentration, self-control and self-discipline.
\n Other researchers suggest that Taekwondo training has many
\n psychological benefits, such as enhanced self-esteem, self-concept,
\n reduced aggressiveness, decreased anxiety, increase in personal
\n independence, and ability to take a leadership role. Taekwondo
\n training might be used as a therapeutic program.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[292,296],"tags":[46,38,25,8],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-20","jetpack-related-posts":[{"id":353,"url":"https:\/\/thesportjournal.org\/article\/a-study-of-the-participative-motivation-satisfaction-and-loyalty-of-the-members-at-the-taekwondo-training-hall-in-taipei-county\/","url_meta":{"origin":124,"position":0},"title":"A Study of the Participative Motivation, Satisfaction and Loyalty of the Members at the Taekwondo Training Hall in Taipei County","date":"October 5, 2009","format":false,"excerpt":"Chang Chia-Ming, Associate Professor, Department of Physical Education, National Chia-Yi University; Chen, Kuan-Chung, United States Sport Academy; Kelly E. 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The average age\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"Zen-Pin Figure 2","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2004\/03\/ZenPin-Figure2.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7195,"url":"https:\/\/thesportjournal.org\/article\/improvements-in-acute-explosive-power-without-a-subsequent-decrease-in-the-range-of-motion-of-passive-hip-flexion-muscles-in-taekwondo-players-using-foam-rollers\/","url_meta":{"origin":124,"position":3},"title":"Improvements in Acute Explosive Power without a Subsequent Decrease in the Range of Motion of Passive Hip-Flexion Muscles in Taekwondo Players Using Foam Rollers","date":"July 31, 2020","format":false,"excerpt":"Authors:\u00a0 Ani AGOPYAN1*, Tugce KAHRAMAN2, Meral KUCUK YETGIN1 and Demet TEKIN3 Affiliations: 1 Department of Coaching Education, Faculty of Sport Sciences, Marmara University, Istanbul, Turkey; 2 National Education Foundation, Secondary School, Istanbul, Turkey; 3 Department of Physiotherapy and Rehabilitation, School of Health Sciences, Fenerbahce University, Istanbul, Turkey. 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