scholarly journals Effect of Martial Arts on Swiftness Development in Middle-Schoolers

2015 ◽  
pp. 10 ◽  
Author(s):  
Ю. В. Голенкова ◽  
А. В. Скригін
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Martial Arts ◽  
Scientific Literature ◽  
Testing Methods ◽  
Middle Schoolers

The objective of the research is to determine the effect of taekwondo means on swiftness development in middle-schoolers. To achieve the objectives set, the research used the following methods: analysis of specialized methodological and scientific literature and other sources; pedagogical experiment; pedagogical observations; testing; methods of mathematical statistics.Conclusions: The paper grounds and develops the methods of swiftness development in middle-school pupils by taekwondo means, and experimentally verifies their effectiveness. It proves that introducing the variable module “Taekwondo” into the process of physical education of middle-schoolers can bring about improved swiftness development, in particular, such indicators as the tapping test and running in place for 5 seconds.

Challenges in Implementing a Time-Limited Martial-Arts Curriculum in Middle-School Physical Education Classes: A Research Consultation Case

2019 ◽  
Vol 3 (1) ◽  
pp. 71-76
Author(s):  
Rob J. Rotunda ◽  
Stuart Ryan
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Martial Arts ◽  
Self Report ◽  
Tae Kwon Do ◽  
Participant Satisfaction ◽  
8Th Grade ◽  
Arts Curriculum ◽  
And Behavior ◽  
Psychosocial Benefits

The present program consultation and evaluation examines the use of a martial-arts (MA) program in a middle-school physical education (PE) setting. Prior work and anecdotal reports suggest that MA instruction has the potential to produce both physical and psychosocial benefits for adult and adolescent participants, but rarely has a systematic program been implemented in schools. At the impetus of an MA organization, self-report measures of emotional intelligence and behavior of seventy 7th- and 8th-grade boys and girls who participated in a structured 18-session tae kwon do program as a component of their school’s PE curriculum were compared with those of 45 students who received typical PE class instruction. Participant satisfaction with the tae kwon do program and feedback received from the MA instructors and PE teachers suggest that this sport can be successfully integrated into school-based PE classes; this represents an opportunity to provide a novel programming alternative to students that promotes exercise and continued pursuit of physical activities, nonviolence, and respect of self and others. The project content, process, and challenges in working with a client MA organization to develop the curriculum, gaining entry into a public school, and explaining limitations of the research are discussed.

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