{"id":175,"date":"2004-03-02T14:39:43","date_gmt":"2004-03-02T20:39:43","guid":{"rendered":""},"modified":"2015-03-20T10:39:16","modified_gmt":"2015-03-20T15:39:16","slug":"focus-self-confidence-and-self-control-transfer-of-teaching-techniques-from-a-taekwondo-den-into-the-regular-classroom-2","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/focus-self-confidence-and-self-control-transfer-of-teaching-techniques-from-a-taekwondo-den-into-the-regular-classroom-2\/","title":{"rendered":"Focus, Self-confidence and Self-control Transfer of Teaching Techniques from a Taekwondo Den into the Regular Classroom"},"content":{"rendered":"
Submitted by: Grece Chami-sather<\/div>\n

ACNOWLEDGMENT<\/h2>\n

I would like to thank all of my Taekwondo family for supporting this
\nresearch. Special thanks to Master S. T.K and Master Instructor M. W for
\nall their teaching and implementations of reinforcing values and rules
\nessential for a peaceful world and creating sound minds in sound bodies.<\/p>\n

Abstract<\/h2>\n

This research describes teaching sessions of Taekwondo in a training
\nhall and analyzes different types of interactions between the students
\nand the teacher. A group of 5 children between the ages of 7 and 14 were
\nobserved. The children were observed for a period of five weeks. Audiotapes
\nand field notes of all the verbal and nonverbal moves were recorded. Parents’
\nsurveys and children’s public testimonies during the Black Belt testing
\nwere also used as data supportive sources. Memoirs of the researcher’s
\nown three years’ experience in the same training hall were recorded. A
\ncomparative microethnographic analysis was applied to find relationships
\nbetween the teaching techniques applied in the training hall and the possibility
\nof transfer of applicable strategies into the classroom. The objectives
\nof teaching Taekwondo were observed and examined as relevant assets to
\nthe study. Evidence shows that techniques used in the training sessions
\npromoted and supported behavior that could be transferred into the regular
\nclassroom in order to enhance successful academic performance as well
\nas social emotional behavior.<\/p>\n

The Study<\/h2>\n

Taekwondo, one of the oldest martial arts in history, has seen many centuries
\nof followers and practitioners. Based on cultural philosophies and mental
\ndisciplines, this Korean art became known worldwide in the 1950s and developed
\ninto a discipline and greatly appreciated sport. With the last Olympic
\ngames held in Sydney, Australia in 2000, the first Taekwondo competitions
\nwere introduced (Be11, 2002). Literally translated, Tae means foot, Kwan
\nmeans hand and Do means art.<\/p>\n

This art (do) according to matialartwebsites.com has been linked to positive
\nchildren’s behavior improvement. Students who are seeking physical strength
\nare also in for additional psychological benefits as suggested by Dr.
\nKent (2002), the founder of a Taekwondo school. From a three-year experience
\nin the training hall, the researcher’s own experience supports the claim
\nthat this martial art helps to reinforce some of life’s valuable lessons
\nsuch as perseverance and self-control, and helps improve physical and
\nmental well being.<\/p>\n

Research in this field has been quite abundant, but mostly in its association
\nwith physical fitness. Studies on children involved in Taekwondo training
\nhave mainly focused on physical changes; particularly coordination, flexibility,
\nstrength and muscular conditioning benefits. Researchers such as Bell
\nand Chang (1993) closely examined the effects of this martial art discipline
\non personality traits and found a high correlation between Taekwondo and
\nthe improvement of self-esteem and confidence. Their participants also
\nrealized that this martial art enhanced not only their physical status,
\nbut also their mental well being by decreasing anxiety and increasing
\nresponsibility, commitment, and perseverance.<\/p>\n

Several researchers have focused on educational issues. Matos (2000),
\nin her book, studied the effects of this martial art on children with
\nattention deficit disorders. She believes that one serious remedy for
\nsuch behaviors is involving the children in martial arts and the discipline
\nof using the body and the mind in synchronization. Hunter (2002) worked
\nwith many generations of persons with severe behavior disorders by applying
\nthe discipline of martial arts. Hunter found a correlation between being
\ninvolved mentally and physically and improving attention related disorders.<\/p>\n

As the researcher, a teacher by profession, got involved in this martial
\nart, the issue of teaching techniques and transfer of practical methods
\ninto the regular classroom became of great interest. As schools are moving
\ntowards total inclusion, it would be helpful to view the process that
\ntakes place in the training hall and the possibility of transferring its
\ntechniques into the classrooms. Consequently, this research would address
\nthe following questions:<\/p>\n

1) What are some of the techniques and objectives of teaching used in
\nthe training hall?
\n2) How do these techniques improve focus in the children’s behavior?
\n3) How do they improve self-confidence and self-control?
\n4) Can these teaching techniques be transferred into classroom situations?<\/p>\n

METHOD<\/h2>\n

Design<\/h3>\n

This study consisted of observations and endnotes, audiotapes of lessons,
\nsurveys drawn from the parents, as well as public testimonies of two of
\nthe students. Moreover, the researcher collected a file of handouts and
\nletters written by the Master to the students along with all the other
\nschedules and announcements involved in the sessions. The researcher explored
\nthe interactions and analyzed the teaching style in order to determine
\nthe effects of Taekwondo on the general behavior of children. These details
\nwere used to develop some theoretical perspectives (as suggested by Patton,
\n2000).<\/p>\n

Data collection and management<\/h3>\n

Since the researcher’s history with this particular training hall had
\nbeen long, measures were taken to promote accuracy on a daily basis. Prompt
\nrecording and analytic memos were written daily. Observations were focused
\non:
\n1. The actions during the test: primary source based on his own observations
\n2. The behavior and demands during lesson giving (as teachers) in class
\n(primary source based on his own observations)
\n3. The behavior coming in and going out on a daily basis (primary source
\nbased on observation)
\n4. The behavior in a demonstration: based on occasional observations
\n5. The behavior in a championship tournament: based on memory of researcher<\/p>\n

Additional data came from the following sources:<\/h3>\n

1. Surveys from parents intended to validate the benefits of these martial
\narts, if any.
\n2. Documents that are distributed in the form of handouts related to activities
\nin the school. Some examples are: the request of the Master to check the
\nstudent’s academic performance, their chores and duties at home, their
\nservice to the community, etc.
\n3. Testimony for Black Belt testing: primary source (public speech).<\/p>\n

Other school documents or handouts mailed by the Master to the students
\nwere also included. All these colleted documents were examined based on
\nBogdan and Biklen’s ethnographic strategies (1998).<\/p>\n

Triangulation<\/h3>\n

With the variety of sources, surveys, handouts, fieldnotes and verbal
\ndiscourse between the Master and the students, their actions and their
\ntestimonies, the within process triangulation or as I would call it, embedded
\ntriangulation would insure the validity of this study. It is also important
\nto mention that the use of participants had a dual function: mainly to
\ncollect data, but ultimately to create a focal point for the researcher
\nas a synthesis to the data being examined.<\/p>\n

Data Analysis<\/h3>\n

All audiotapes and field notes were transcribed using microethnographic
\nprocedures as recommended by Ochs (1979) and by Bogdan and Biklen (1998).
\nThese transcripts were recorded using pseudonyms for all participants.
\nThe focus was on the type of instruction the Master gave and the type
\nof response the students were expected to produce.<\/p>\n

Analyzing data yielded an ethnographic approach to coding and interpreting.
\nContent analysis was also applied to find categories and patterns in the
\nverbal as well as the nonverbal discourse of the Master and the instruction
\ngiven. Responses from the parents’ surveys were also used to prepare conceptual
\ncategories related to the benefits of Taekwondo and the way they are introduced
\nin this particular discipline. Documents related to activities in the
\nmartial arts school were aids in bringing focus to the important aspects
\nof this discipline and the basis of its philosophy. The purpose of such
\nanalysis would also ensure the development of categories of recurrent
\nbehaviors and hopefully generate patterns relevant to the research.<\/p>\n

From a convenience sampling, the data shifted to an intensity sampling
\nwhere all the elements in the environment contributed to items supportive
\nof the research. There were various sources of data that were intertwined
\nand closely related to form a supportive background to the research questions.
\nAs Patton (2003) warns “But the documentation could not have made
\nsense without the interviews, and the focus of the interviews came from
\nthe field observations.”(p 307).<\/p>\n

The training hall<\/h3>\n

The Taekwondo school is located in a suburb in Northern Kentucky serving
\na population of 20,000 inhabitants. Being in a commercial center, it serves
\na large area of middle socioeconomic class inhabitants. The school is
\na rectangular bright hall with a red carpet in the center of the floor,
\nand a long table at the end. Covered with a velvet carpet that hangs to
\nthe ground, this table serves as the Master’s quarter. On the mirrored
\nwall behind the Master’s table, two big white boards are hanging. On the
\nfirst board, the “Ethical rules” are written and on the other, the
\n“Tenets of Taekwondo”. Next to the boards, there are two flags:
\nthe American and the Korean.<\/p>\n

On the adjacent wall there is another bigger board with all the moves
\nand steps written in Korean and in English. This wall is also half covered
\nwith mirrors. In the corners of the room, there are protection gears as
\nwell as kicking and punching bags. In only one corner, there are some
\nshelves where stray belts and clothing are stored. Along the wall where
\nthe entrance door is, there are six chairs and a bench for spectators
\nand visitors’ use.<\/p>\n

Participants<\/h3>\n

The researcher focused on a group of five children ages 7 to 14. These
\nchildren have been part of this school for a minimum of 16 months and
\nattend the same schedule: Tuesdays, Thursdays and Fridays on a regular
\nbasis. The observations lasted for one hour each, based on three times
\nper week for a period of five weeks. It is also important to note that
\nthe researcher has been part of this school for the last three years and
\nthat some of the fieldnotes are also based on memory of repetitive events.
\nParticipants’ parents were given surveys to fill out pertaining to the
\nbenefits of Taekowondo and their child’s development (Appendix A).<\/p>\n

RESULTS AND DISCUSSION<\/h2>\n

The results of this study are organized around the issues related to
\nteaching methods, environmental settings , and the affect of the students
\nwith the most salient being: focus, confidence, and self-control\/obedience.<\/p>\n

Focus<\/h3>\n

Limited Verbal Stimulation<\/h4>\n

The concept of focus is one factor that characterizes this data set.
\nFocus means that students are expected to stay on task, physically and
\nmentally, until completion. The parents unanimously touched upon the concept
\nof focus. One mom declared: “My son seems to stay focused better
\nthan previously. Still has problems but much better than before. Still
\nstays better focused on homework and things he is doing”. Trying
\nto find threads that led to the reinforcement of focus in children, observations
\nindicate that a certain routine characterized the sessions. To better
\nunderstand the systematic pattern of representations that occurred, the
\nfollowing will describe a typical day at the training hall.<\/p>\n

Children scattered around while adults waited for the line up to get
\norganized. The voice of the assistant instructor, clear and firm, indicated
\nthe beginning of the session: “4:30 class! Line Up!” .The hands
\nof the clock pointed at exactly the time announced. One call was the trigger
\nfor the scurrying around of the children trying to find a place on the
\nlines indicated by a blue tape on the red carpet. Since ranking is an
\nimportant feature for their lining up, children focused on the belt colors
\nto place themselves in the line. To the right, all the higher belts lined
\nup starting from the Black to the red, the blue, the green, the yellow,
\nthe white and finally the no-belts. Regardless of the age of the students,
\nthe belt color is the only indicator of the ranking in line. In the case
\nof big students obstructing the view of the others, some mild rearrangements
\nare done by the instructor to allow both instructor (or leader of the
\nsession) and students to see each other at all times. The second call
\nsounded out: “Turn around, uniform check!” which resulted in all
\nstudents looking at their uniform and checking if their belts were all
\nright and if all was tucked in properly. Again visual and mental focus
\nwas diverted towards the self- check. “Close eyes for meditation!”
\nAt this sound, spectators and all in attendance were relatively quiet
\nallowing for a calm atmosphere for focus to be established.<\/p>\n

Young and old, big and small, females and males, were all unified with
\none move, all on their knees, their eyes closed and in silence. A minute
\nlater, the instructor’s voice sounded again: “Open eyes! Chariot!
\nKenai!” Everyone opened their eyes, bowed and stood up. All eyes were
\nfocused forward onto the instructor waiting for him to dictate the next
\nmove. Day after day, one can observe the same routine with hardly any
\nchange except for the leader of the session. Depending upon the availability
\nof higher belts, the leader of the session is chosen by the assistant
\ninstructor. The Grand Master as well as the assistant instructor are always
\npresent and available.<\/p>\n

Imitative behavior. Self-checking<\/h4>\n

The session continued with each move being uttered verbally once, and
\nthe students following through based on the imitation of the leader of
\nthe session. One wrong move meant that all had to wait till that student
\nstraightened their stance. Each move was called once in English and twice
\nin Korean at which point the students would repeat verbally twice and
\nthen execute the move. There were no interruptions allowed during the
\nactual process unless of an emergency. There were no allowances made for
\nany type of interruptions that were not directly relevant to the moves
\nexecuted at that time. lf a student was not attentive or not looking at
\nthe instructor or the leader, the Grand Master would remind them to move
\ntheir eyes back on target with a simple remark: “Where are you looking,
\nyou?” If a student’s stance were wrong, the instructor or Master
\nwould say: “What stance? Look!” With warm-ups, and basic motions,
\ntwenty minutes had gone by and everyone would still be focused and moving.
\n“Chariot! Kenia! One minute break.” shouted the leader. Students
\nshook hands with the leader thanking him for this part of the session
\nand went out for water and a minute of fresh air.<\/p>\n

The minute was up and all came back upon hearing the call of the leader
\nagain: “Everyone, line up!”. For this segment of the session,
\nstudents lined up seated along the rim of the carpet. This time they sat
\nperpendicular to the Master’s table. Children checked on their seating
\norder following the ranking and crossed their legs while on the line.
\nIf children were talking it would go on briefly until the Master uttered
\nthe first sounds: “Black belt line up!” Then silence reigned
\none more time. If ever a child would speak and not pay attention, the
\nMaster would order him\/her to be quiet but if this type of behavior persisted,
\nthen the Master would order: “Push up ten times!” The child would
\nexecute the push-ups and verbally repeat what he\/she should have been
\ndoing: “I am quiet.” If that behavior persisted, the Master
\nwould require that they leave the training hall and come back after a
\nfew minutes or when he permitted them to. If they were too young to be
\nleft alone outside, he would ask them to sit by him, alone in front of
\nthe group. Such types of punishment were very consistent but hardly ever
\nadministered, as children seemed to follow rules to avoid such confrontations.<\/p>\n

When orders were called, students executed. When the Master interrogated,
\nstudents answered with: ”Yes Sir! No Sir!” When he asked a question,
\nhe expected a simple positive or negative answer. There was zero tolerance
\nfor any lengthy or hesitant “I am not sure” and “I don’t care”.
\nIf the child was really too young, the Master would say: “I talk
\nto parents” and that would solve the timely question. During all this
\nactivity, the children would be totally focused on the proceedings of
\nthe session.<\/p>\n

Physical environment: Memory oriented<\/h4>\n

The simplicity of the physical environment of the training hall consisted
\nof limited visual aids and visual stimuli. The human element consisted
\nof the student body, the Master and instructors, and finally the visitors.
\nHowever, focus on the self and the instructor or the leader were the keys
\nto all the activities. At times, when spectators would be noisy or talking,
\nthe students were not actually permitted to pay attention to them. If
\na child’s gaze would wander off, the Master would catch it and would remind
\nthe student again by asking them to repeat what had just been said or
\ndone. One salient feature of the training hall was the obvious fact that
\nthere were limited visuals to divert the attention of the students off
\nthe instructor. The hall has one wall with mirrors and one wall where
\nall the white charts with terms in English and in Korean were written
\nin big script for everyone to see. The students were expected to memorize
\nthese terms within the first six to eight months of their training. Besides
\nthese two walls there were no other visuals. Children either stared into
\nthe mirrors or just straight ahead. With limited verbal and auditory stimulation
\nand limited instruction, these children appear to have the ability to
\nkeep their focus and carry through the session without any complications.<\/p>\n

Duties in the training hall and at home<\/h4>\n

While answering surveys, parents conveyed similar ideas about the effects
\nof Taekwondo. They all mentioned the fact that their children had acquired
\nmore focus, knowledge, and responsibility and stayed longer on tasks.
\nA mom wrote: ”The strength of Taekwondo is in developing physical fitness,
\ndiscipline, and concentration. The home chores chart promotes tranquility
\nat home and helps children focus on their duties and homework”. By
\nmentioning the home chart, she meant that Taekwondo teaching did not stop
\nat the threshold of the training hall but went beyond it to the home and
\nthe society to which the student belonged. The home chart is one of the
\nhandouts that the Master actually sends home every month. It is a list
\nof all the items that children are encouraged to accomplish as duties
\nat home and at school and in the environment. It is the Grand Master’s
\nplan as a follow-up technique of the disciplining of the mind as well
\nas the body. These charts show chores the children are supposed to carry
\nout at home, to help their parents, obey the rules of the household, and
\ndo their homework. For this particular mother, this chart seemed to assist
\nher in keeping things under control. When the children completed this
\nchart monthly, they would bring it back and receive a green star as a
\nreward in front of the student body.<\/p>\n

In order to insure continuity of completing duties and achieving focus,
\nthe Master has the training hall set-up in a way that is intended to promote
\nhelping students to become responsible and focused. The first duty the
\nchildren needed to attend to as they entered the training hall was to
\n1) bow, 2) take their shoes off, 3) pickup their student form, 4) and
\nhead directly to the assistant instructor and the Master. Then they would
\nhand in their form for absence using both hands and bowing to the Master
\nwho would usually be sitting at his rectangular table, parallel to the
\nmirrored wall. Observations reveal the speed at which all these routines
\nwere learned. Some children would go on to do some stretches or if they
\nwere too young, they would find an adult to cling to or talk to. Those
\nwho would come in with their parents or caregivers would just sit by until
\nthe session began. During each observation conducted, I saw the five subjects
\nwith their parents and their instructors. Once they entered the training
\nhall, parents never interfered with their children nor the Master, unless
\nfor some urgent business. Parents also seemed to understand the rules
\nof the game and knew how to delegate power to the Master once in his training
\nhall. They behaved like the rest of the students, for example, they would
\ntake off their shoes as soon as they entered the hall and would not step
\nacross the red carpet that was only meant for the students.<\/p>\n

Respect was another factor that was greatly displayed in the training
\nhall: respect of students to each other, to the parents, the spectators,
\nand finally the things available in the training hall such as punching
\nbags, mats, and sparring gear. In all cases and at all times, one way
\nof showing respect to the Master is that whenever he came into the training
\nhall, and regardless of the group’s activity, everyone stopped and turned
\nfacing the Master, bowing and shaking his hand with a greeting. Courtesy
\nwas exhibited in many ways by all the present in the hall. Parents have
\nlearned to bow to the Master too and did so when appropriate. They had
\nalso learned not to interfere and to keep to a minimum, the level of noise
\nand distraction while waiting in the training hall. As for the students,
\nthe lower belts have learned to bow for the higher belts or for the Black
\nbelts, to listen to their teachings, and to respect their elders.<\/p>\n

Among other duties, students were supposed to help the younger belts
\nacquire the routine of respect and the duties of the training hall. In
\nsome instances, when the first afternoon group came in, one of the students
\nwould take the responsibility to vacuum the carpet and turn the fans on
\nto freshen up the place. There was also a strong feeling of a tightly
\nknit family gathering in the training hall that was more than just a Taekwondo
\nschool for learning. As one of the students involved in this study testified
\nduring his black belt test: “Master K. made us feel like a family
\nand I like it when we help out with setting the hall for the parties and
\nthe Christmas events. I also helped my Mom in buying stuff for the Christmas
\nparty last year and I like that”. Sharing responsibilities and taking
\npart in all types of events that the Master provided in his training hall
\nmade the students feel like one big cluster with equal opportunities of
\nleadership. When traveling to tournaments or demonstrations, the Master
\ndelegates duties to all and assigns tasks in a way that makes students
\nfeel responsible towards themselves and everyone else in the group. One
\nway of being in a group is staying together in one hotel or traveling
\nfrom the training hall in a carpool. When the students reported to others
\nabout their experiences, there were signs of having had a great time and
\na valuable experience.<\/p>\n

Confidence<\/h3>\n

General knowledge<\/h4>\n

Another salient feature of the data, especially collected from the surveys,
\nwas the issue of confidence. Parents mentioned that their children (3
\nout of 5) who started as very shy children can speak up and talk in public
\nand are showing signs of confidence. One mom declared: “He has more
\nconfidence and shows responsibility and knowledge at home and at school”.
\nAnother parent declared that there has been a gradual increase in responsibility
\nand knowledge. A third parent wrote: “During the last parents ‘ conference,
\nthe teacher told me that my daughter has changed drastically this past
\nyear. She is strong and shows confidence in her work”. Another tangential
\ntestimony of confidence was displayed during the black belt testing of
\ntwo of the students included in the study. For this promotion, every student
\nhas to prepare a public speech telling about his or her history in the
\ntraining hall with all the activities and the participation that would
\nhave taken place. In the testimony, one student said: “I was very
\nscared when first started, because everyone was bigger and stronger than
\nI was…but now I am more confident and am not scared of learning new
\nthings…At school my grades are better”. Both students indicated
\nhow well focused and confident they had become and attributed these results
\nto the discipline of this martial art.<\/p>\n

According to the students’ testimonies, public performances and demonstrations
\nat schools and in different locations have helped them tremendously. They
\nhave actually become more confident and have acquired a great amount of
\nknowledge. As a matter of fact, this testimony itself was a public speech
\nand both students were speaking out loudly and assertively. Their participation
\nin demonstrations and exhibits as well as in tournaments has shaped their
\nself-esteem and self-image, according to some parents’ declaration.<\/p>\n

Another aspect of the Taekwondo experience that seems to foster confidence
\nis the experience of teaching that all students eventually have a chance
\nto lead. Once a month, the assistant instructor would choose a leader
\nfor the session to teach. One of the students mentioned the pride he took
\nwhen it was his turn to teach: “I feel great when I can teach the
\nclass, it makes me proud”. Another parent also declared: “I never
\nthought I would see my child teach the class and he loves it now”.
\nThe Master sometimes chooses a leader to teach the class on an hourly
\nbasis. Regardless of the age of the child or the students, the belt one
\ncarries determines one’s seniority and thus the privilege to teach goes
\nto that individual. This feature of the session has been a great help
\nin building confidence in the students. Leadership, clarity of directions,
\nteaching skills are all segments of this experience in the training hall.
\nWhen a student teacher faces the others and gives directions, the imitation
\nof the actual physical move has to be mirror imaged. That too requires
\na tremendous amount of focus and confidence. It also requires that the
\nstudent teaching take care of the beginners and give them a special assignment
\nor assign other belts to take care of them. There are also instances where
\nthe children play the role of judges as they are observing the higher
\nbelts performing their forms, their breaking techniques, or their sparring
\ncompetency. They have to give scores and be fair as well as show evidence
\nfor their own decision.<\/p>\n

Self Knowledge<\/h4>\n

Verbal clarity and identity assertion were coded as components of confidence.
\nThese two factors were also observed while training in this school. I
\nhave observed the students standing up and answering the Master when being
\nasked questions. The Master’s message is obvious all throughout the sessions.
\nTo start with, he always encourages pupils to introduce themselves to
\neach other and to the new members. He also demands that they speak up
\nin front of a public and express themselves clearly and loudly. If they
\nsounded whiny, the master would imitate their sound, and students would
\nactually laugh at it. Day after day, sessions had been conducted with
\nmany spectators in the audience. Parents, visitors, occasional curious
\nindividuals would stroll in to see what was happening. Most of the time,
\nduring my observations, it felt like each session was a public performance,
\nand one had to be at one’s best to promote oneself and this art.<\/p>\n

While testing, introducing oneself meant that the student would state
\none’s age, the length of training in the hall, and introduce one’s family.
\nThis exemplifies self- knowledge and the acknowledgment of one’s personality
\nand presence. While demonstrating in other locations, students are encouraged
\nto state their name, their martial art school and their Master instructor’s
\nname and school address. All this information is an assertion of the identity
\nof the student in Taekwondo. It is almost identifying oneself with a group
\nor a family. Students also must memorize their Master’s history and all
\nhis achievements. For example: my master is seventh Dan in Taekwondo,
\nseventh Dan in Hapkido, and sixth Dan in Judo.<\/p>\n

Knowledge was also an observed and coded component of confidence. Knowing
\nthe Taekwondo terms both in English and in Korean is also part of the
\ntraining of Taekwondo. Memorization is enhanced by repetition and everyday
\nroutine. Students seem to demonstrate pride when they are able to say
\nsuch foreign sounds without even knowing how to write or read them. Once
\nwell acquired, one of the objectives of Taekwondo is teaching the students
\na sense of honest and integral leadership. In the training hall, and on
\nthe wall, there is an automatic message strip that comes on and fades
\naway, all throughout the sessions. The sign reads: “Yes I can attitude”.
\nIt is the Master’s biggest objective and perpetual plea during the lessons.
\nOne would hear him saying: “No babies here! Yes I can! Yes, I can!”
\nStudents are then asked to repeat and assert that they actually can and
\nhe encourages them to try and promotes achievement in the hall and at
\nhome. With this leadership, students begin to understand their capacities
\nand try to achieve higher goals.<\/p>\n

The Master never forgets to include the student’s personal information
\nin the monthly newsletter he sends to his parents. He acknowledges birthdays,
\nachievements, and rewards of good performance in school. When a child
\nbrings a report card, it is read aloud to everyone and the Master rewards
\nthe student with a blue star. Award giving is also a ritual in the training
\nhall as the Master recognizes the good deeds of the students and encourages
\nthem through words of praise. There are different colored stars for different
\nachievements and promotions in the school as well as the Martial arts.
\nStudents also are encouraged to share the extracurricular activities they
\nare involved in: music, art, sports and others. For good achievement,
\nrewards are always awaiting and stars are given out as acknowledgements.<\/p>\n

Physical strength<\/h4>\n

While reinforcing all the mental disciplines of Taekwondo, physical strength
\nis another display of observed confidence and perpetually the target.
\nThe first items to be memorized in the training hall are the physical
\nbenefits of the martial art: ” One can develop good coordination,
\nbuild strength, increase flexibility and improve cardiovascular conditionings
\n”. These benefits are written in large print on the board on one of the
\nwails. Once memorized, the Master insures the repetition of these benefits
\nin order for the students not to lose sight of the objectives and reason
\nof their presence in the training hall. Moreover, as children are acquiring
\nall these benefits, parents have commented on other aspects of their children’s
\ndevelopment. One mother said: ” my boys have more endurance and show
\nstrength.” Some parents noticed the immediate change in weight of
\ntheir child who was a bit overweight.<\/p>\n

Beginners from day one join the entire group in stretching and jumping
\nand kicking as well as breaking boards. Then, immediately, peer teaching
\nand coaching is put in practice. During the observations, one sees children
\nimitating other older belts and trying steps that are even harder than
\ntheir own level. These aspects are the supporting aids that the Master
\nuses in order to promote confidence and strength in his students.<\/p>\n

Self Control and Obedience<\/h4>\n

With the discipline and the tight regimental approach in Taekwondo comes
\nconfidence that I have classified under self-control. Most of all, one
\nwould speak of self-control as one’s knowledge increases about one’s own
\npowers and strengths. One of the parents actually declared that her child,
\nwho used to cry and moan about every little fall or gash on the knee,
\nhas become stronger and acts more like a grownup. Another mother wrote:
\n“my children used to fight and hurt each other. Now, they understand
\nthat they should not be doing that. They also know the difference between
\nplay and causing real pain to each other”. In practice, the Taekwondo
\nsessions daily end up with a review of all the rules that govern the martial
\nart of Taekwondo. One can hear the students yell:<\/p>\n

Ethical rules
\nLoyalty to nation,
\nObedience to parents,
\nConfidence in friends
\nDon’t retreat from enemy attack
\nRefrain from senseless killing
\nTenets of Taekwondo
\nCourtesy,
\nIntegrity,
\nPerseverance,
\nSelf-control,
\nIndomitable spirit,
\nSound mind in a sound body.<\/p><\/blockquote>\n

It is the Master’s final message that he usually sends with the students
\nbefore they leave the training hall. These rules are to be practiced not
\nonly inside the training hall but also at home and in the student’s environment.
\nWhile teaching students to spar, rules are extreme and stringent. Students
\nare not allowed to hurt each other, but to demonstrate fighting styles
\nwith knowledge. The rules are to be followed and kept. From the surveys,
\na parent wrote: “my children are able to listen to me and keep from
\nbothering each other as tranquility is restored at home with the rest
\nof their siblings”. In the hall, children keep their hands to themselves.
\nThey are not allowed to play rough or use what the Master calls “horseplay”.
\nWith this type of discipline emerge self-control and positive attitudes
\ntowards other human beings. Respect, knowledge, courtesy, awareness are
\nall foci of the Master’s teaching, and are crucial ingredients for self-control.<\/p>\n

Acquisition of physical and mental powers promotes confidence and self-control.
\nAs children start learning their breaking techniques, the Master always
\nurges them to stay modest and humble. Breaking the wood seems to have
\na great effect on children. It informs them that they are becoming stronger
\nand stronger. However, the Master resents boasting and actually makes
\nfun of people who do so. One would hear him say: “No show off time!
\nHumble you stay!” Though children are always showing excitement when
\nthey do break wood, the Master is always requesting that they first try
\ntheir level without boasting. He also urges obedience to the advice of
\nhigher belts. He says: “No big head!” For techniques like Judo falling
\nand the use of self-defense, the Master talks to parents about the dangers
\nof simple mistakes causing severe and tragic physical damages to students.
\nHe always advises that students never try these techniques alone until
\nthey are able to perfect the motions and till the Master agrees that it
\nis permissible to do so. The Master always talks to parents and greets
\nthe parents at all times. This act seems to keep the parents involved
\nin all their children’s progress regardless of the student’s age. With
\nthis, he insures obedience, promotes self control and urges the focus
\nof the students<\/p>\n

Implications and Discussion<\/h3>\n

The first implication is the revival of confidence in the physical education
\nhours spent at schools. For some children, these would be the only hours
\nthey spend actively involved in sports and other physical activities.
\nParents in modern societies, who are busy working, find it hard to accommodate
\ntheir children after school in activities that would promote a healthy
\nbody. First, it is time consuming and secondly it is costly. Thus less
\nand less time is allotted for such physical fitness. Looking at this martial
\nart would revive the confidence of building a healthy body for healthy
\nliving. Physical education teachers themselves would regain confidence
\nin what they are promoting in making of “sound bodies” and thus
\n“sound minds”. In one of the dominant websites of academic Taekwondo
\n(www.academictaekwondo.com), the martial art program has been adopted
\nby the academic curriculum and the outcome has had a phenomenal effect
\non the mental and psychological benefits of students. Parents and educators
\nhave testified to its effects on children and the possibility of incorporating
\nit in the regular classrooms. Keeping the objective clearly afloat, the
\nacademic curriculum would then stress this vital component for the healthy
\ndevelopment of the students. To start a day with some recollection, some
\nphysical fitness will undoubtedly create a great predisposition for the
\nprocess of learning and acquisition.<\/p>\n

Another psychological implication of practicing martial arts is the promotion
\nof values. Knowledge, perseverance, self-confidence and encouragement
\nwould be greatly promoted and reinforced through such teaching strategies.
\nIt might be helpful for teachers to use the “Yes I can attitude”
\nmotto as a great concept to promote confidence and increase academic production.
\nBy reminding the students that they are able to promote themselves and
\nthat they are capable of reaching higher levels constantly and by showing
\nthem the way to success, teachers may be able to promote higher learning
\nand create better individuals for future employment. Though this might
\nappear totally behavioristic, the reward system applied in Taewkondo never
\nseems to fail. A simple word of praise, a pat on the back, a star could
\ngo a longer way than just criticism and undermining students’ achievement.<\/p>\n

Though studies on academic performance and their relation to Taekwondo
\nhave been minimal and hard to locate, some techniques might be worthwhile
\ntrying in classrooms. Creating reasons for learning might give a concrete
\nmeaning in the real life application, for students as they try to understand
\nand learn about a certain subject matter. Self-knowledge and general knowledge
\nensue from above practices, as students become leaders in their fields
\nAnother possible activity for application in the classroom is applying
\nteaching roles to students that might also become a very helpful aid in
\nthe learning process. Regardless of the capacity of the child, the experience
\nof leadership seems to have helped students in the training hall. The
\nlogic is that if students do not know what it means to be a leader they
\nwill never know the skills they need to become one. Thus making them leaders
\noccasionally gives them a sense of accomplishment and creates a great
\nlearning opportunity especially for those whose self-esteem is suffering.
\nGalea (2001) emphasizes the benefits of Taekwondo on the self-image and
\nself esteem of the individuals. This helps to promote success by promoting
\nself-esteem and self-respect.<\/p>\n

Setting up of the classroom in a way where the visual stimulation would
\nbe limited and only what needs to be memorized is visualized may also
\nbe a great feature to promoting focused learning. The use of organizational
\ncharts and the application in the classrooms of related skills can also
\nbe a great guide to students. Reminding students of their duties at home
\nand in the society might create continuity in their lives where they become
\nrepresentatives of their own learning and their learning establishment.
\nConsequently, it might promote the personality of the child by reminding
\nthem that they represent their knowledge at all times in the society.
\nA related issue is the example of imitation and duplication of teachers’
\nbehaviors.<\/p>\n

Finally the constant visual reminder represented by a written rule on
\nthe board might also be helpful. Respect of others, of nature and of society
\nis of great value. It is a great tool for the improvement of relations
\nin the classroom and outside. Self-control, courtesy and humility are
\nadditional values that our students might need to manifest and to apply
\nfor reaching harmonious living with other peers. In his Taewkondo academy,
\nMaster Kent (2002) emphasizes self control by teaching semi-contact sparring,
\nhe declares that: “executing a fast strong punching or kicking technique
\nand pulling it just short of your opponent’s face and body is a higher
\nachievement than just blasting your opponent’s face”(pl).
\nIncorporating those values by posting them on boards and by modeling such
\nbehaviors might help create a safer and more peaceful society.<\/p>\n

Personally, I find it reassuring to know that the philosophical features
\nof martial arts do not teach our children to act violently but to promote
\nlong-term values and establish physical as well as moral strength. Parents’
\ntestimonies from various Taekwondo websites have emphasized the values
\nthat remain in children even after the punch and kick is long gone (courtesy
\nmartialartswebsites.com):<\/p>\n

“In a short period of time Brittany showed an increase in self-confidence
\nand a whole new attitude in the respect she has had towards adults and
\nher peers. Her grades in school continued to be excellent along with
\nall positive comments from her teachers.”
\n– Brittany’s Mom<\/p>\n

“Chris’ confidence has increased as a result of her achievements
\nin Taekwondo. When she carries out her Taekwondo philosophy over to
\nother parts of her life, she is more successful. Her level of confidence
\nhas directly affected her success.”
\n– Christine’s Mom<\/p>\n

“We are very proud of Devon and feel he has incorporated the core
\nvalues of a “Black Belt” into his overall personality. He consistently
\ndemonstrates self-confidence, an overall positive attitude, respect
\nfor others, strong academic achievement and self- discipline and control.”
\n– Devon’s Parents<\/p>\n

“I can see that many of the philosophies you have taught my son
\nabout respect, confidence and composure have stayed with him outside
\nof Taekwondo training”
\n– Matt’s Mom<\/p>\n

“We have watched our Son progress both physically and emotionally
\ninto a more self- assured young man. We are not so sure he would have
\nmade such astonishing progress without the discipline, fortitude and
\npatience, to name just a few qualities this art has taught him.”
\n– Christopher’s Parents<\/p>\n

Jeremy has exhibited leadership qualities both in and out of his classroom.
\nHe has maintained a very good grade average, completes his assignments
\nand associates with friends who share the same values he has been taught
\nin Taekwondo.”
\n– Jeremy’s Dad<\/p><\/blockquote>\n

Appendix A<\/h2>\n

Parents’ Survey\/ Questionnaire<\/h3>\n

“By completing this survey I indicate my consent for my answers
\nto be used in this study”.<\/p>\n

Researching the effects of Taekwondo on children, the purpose of this
\nquestionnaire is to clarify how this type of martial art influences your
\nchild’s behavior socially, emotionally and physically. Please take a moment
\nto fill in the survey. Upon completion, I appreciate if you could insert
\nit in the yellow envelope (with G.C.SATHER) typed on it. The envelope
\nis tacked to the bulletin board to the left of the entrance into the training
\nhall. To insure anonymity, please do not write your name. I would also
\nappreciate if you could try to have it in by the end of the month of February.<\/p>\n

-My child started Taekwondo on:<\/p>\n

-At school, he\/she
\nSocially:
\nPhysically:<\/p>\n

-At home, he\/she is
\nSocially:
\nPhysically:
\nAcademically:<\/p>\n

-Improvement has shown
\nIn School? How?
\nAt home? How?<\/p>\n

-Does your child like Taekwondo?<\/p>\n

-Do you like Taekwondo?<\/p>\n

-How do you feel Taekwondo has helped your child?<\/p>\n

-What are the strengths of Taekwondo, in your opinion?<\/p>\n

-Would you advise it to other parents? (Comments are appreciated)<\/p>\n

Thank you
\nGrece Chami-Sather<\/p>\n

References<\/h2>\n
    \n
  1. (3rd edition). Boston: Bogdan, R. & Biklen, S. (1998). Qualitative
    \nresearching education Ally &Bacon Bell, R.C and Chang C.M (2002).
    \nThe exploration of the effect of Taewkondo training on personality traits.
    \n[Electronic version}. The Sport Journal, 5(3). Retrieved March 8,2002
    \nfrom http:\/\/www.thesportjournal.org\/2002joumal\/Vol5-No3\/taedwondo-training.htm<\/li>\n
  2. Galea, J. (2001) http:\/\/www.umaskarate.com\/information\/why.html<\/li>\n
  3. Hunter. (2000,Spring). Focusing on children with ADD SuzannWancket,
    \nMartial Arts instructor .ADD Action group newsletter 4(2). Retrieved
    \nfrom http:\/\/www.addgroup.org\/S00News.htm<\/li>\n
  4. http:\/\/www.allamericantkd.com\/aat\/index.cfm<\/li>\n
  5. Kent, H. (2002). Christian Academy of Martial Arts.http:\/\/www.karate.tvheaven.com\/<\/li>\n
  6. Lecompte, M.D. and Schensul, J.J. (1998). Designing and conducting
    \nethnographic research. Ethnographer ‘s toolkit. Thousand Oaks, CA: Sage
    \npublications, lnc. Matos, C. and Matos, C. (2002) Pants with pockets
    \nand other tips on managing an ADD\/ADHD child. Retrieved Dec.16, 2002
    \nfrom http: www.addgroup.org.<\/li>\n
  7. Ochs, E. (1979). Transcript as theory. In E. Ochs & B. Schieffelin
    \n(Eds.),<\/li>\n
  8. Developmental Pragmatics. New York: Academic Press.<\/li>\n
  9. Patton, M. Q. (2002) Qualitative research and evaluation method (3rd
    \nedition). Thousand Oaks, CA: Sage publications.<\/li>\n
  10. Strauss, A.L. and Corbin, J.M. (1998). Basics of qualitative research:
    \nTechniques and Procedures for developing grounded theory (2nt ed). Thousand
    \nOaks, CA: Sage Publications, Inc.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"
    Submitted by: Grece Chami-sather<\/div>\n

    ACNOWLEDGMENT<\/h2>\n

    I would like to thank all of my Taekwondo family for supporting this
    \n research. Special thanks to Master S. T.K and Master Instructor M. W for
    \n all their teaching and implementations of reinforcing values and rules
    \n essential for a peaceful world and creating sound minds in sound bodies.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","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":[290,295,292,296],"tags":[60,8,31,61],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-2P","jetpack-related-posts":[{"id":124,"url":"https:\/\/thesportjournal.org\/article\/the-exploration-of-the-effect-of-taekwondo-training-on-personality-traits\/","url_meta":{"origin":175,"position":0},"title":"The Exploration of the Effect of Taekwondo Training on Personality Traits","date":"February 15, 2008","format":false,"excerpt":"Submitted by: Dr. Richard C. Bell, United States Sports Academy and Chia-Ming Chang, Tajen Institute of Technology, Taiwan, Republic of China Abstract In this paper, the authors analyze the effects of Taekwondo training on personality. The authors found that Taekwondo participants realize, that in addition to the physical training, Taekwondo\u2026","rel":"","context":"In "Sports Exercise Science"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"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":175,"position":1},"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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