LEADERS FORUM 2013 - Oriented Value of Taekwondo in the 21st Century The impact of Taekwondo training on the creative abilities and personality / character traits of students.
GM David J. Harrell
The Traditional Taekwondo Martial Arts Institute Introduction I started my martial arts training many years ago at the age of thirteen when it was called Korean Karate. Since then we have grown in so many ways. Thanks to a lot of hard working pioneers, we now have a globally recognized brand name, Taekwondo. Those young men and women pioneers were dispatched from South Korea with the sole purpose of propagating the values inherent in the martial art of Taekwondo. Values that could change lives, thus improving the quality of life of those who practice it sincerely.
Our brand name is known throughout the entire civilized world as Taekwondo, the Olympic Sport. However, the underlining mission even today is still creating value in the lives of those who practice it. The Kukkiwon is still the factory, if you will, that continues to produce these iconic role models to propitiate the products of Taekwondo; that is courtesy, integrity, perseverance, self control and indomitable spirit; and the by product of a strong mind, body and spirit. As leaders and role models, we most understand our responsibility and offer the services that are so desperately needed.
It is estimated that over 72 million people practice Taekwondo. It is also estimated that only about 8 million will ever enter the competition ring. This means that approximately 64 million, 89 percent do not compete. What's in it for them? What is the Taekwondo product for them? Imagine having a client that can't run; a client who  
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can’t jump; a client with poor vision. Imagine having a client with one kidney, or one leg, or one arm; a client who has a learning challenge; a client who just wants to get fit. What's in it for them? How can the Olympic sport help them?
It is my belief that classic Taekwondo training aids in the construction of a strong value system from which self-esteem, self-confidence and resilience develop. This value system actively influences actions and behaviours in a positive way. It also enhances creative abilities by encouraging individuals to climb over the walls that would confine them, to see every problem as an opportunity and every obstacle as a challenge.
The online Oxford British and World English Dictionaries define character as: “ the mental and moral qualities distinctive to an individual”. The definition of creativity given is: “the use of imagination or original ideas to create something”.
Brain Image The impact of Taekwondo, the martial art, on children and adults has been carefully observed by myself for the past two decades. Research findings consistently support the argument that classic martial art training leads to positive personal development physically, psychologically and philosophically, irrespective of age. The success stories described in my journal article The Psychological Implications of Martial Arts Training on Children and Adults (Harrell, 2012) which appeared in the Kukkiwon Research Journal, illustrate this direct relationship between the contribution that good, sound and structured classic martial arts instruction can make and improvements in the quality of life of practitioners in and outside of the dojang. The question then arises, "how does classic Taekwondo instruction affect the actions, behaviour and personality/ character traits of its students?" It does so by affecting the brain! A physically stimulated brain improve attributes of the psychosocial as well physical processes.
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The Brain
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Your brain is a thinking organ that learns and grows by interacting with the world through perception and action. Mental stimulation improves brain function and actually protects against cognitive decline, as does physical exercise. The human brain is able to continually adapt and rewire itself. Even in old age, it can grow new neurons. Severe mental decline is usually caused by disease, whereas most age-related losses in memory or motor skills simply result from inactivity and a lack of mental exercise and stimulation. In other words, use it or lose it. It is important to challenge your brain to learn new and novel tasks, especially processes that you've never done before. Examples include Square-Dancing, Chess, Yoga and Martial Arts.
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So then, how does martial art training work to exercise the brain? Well, first of all, an individual is placed in a new environment that has an unfamiliar language, in a room filled with strangers. This setting alone offers a stimulating challenge for the brain to adjust to and to settle into some state of comfort. Meanwhile, physical demands are also being imposed that require further mental adjustments. As time passes, the mind reaches an equilibrium state which allows the participant to become relaxed, to some degree. Physical demands have begun to increase, slowly, steadily and continuously. Soon, physical requirements become routine but the demands for learning more things seem to never end.
This is a description of a good classic martial art school at work. Running, jumping, skipping, bending, turning, twisting in every which way in every class that you attend. Then comes the blocking and the punching and the kicking. The body seems to never stop aching. Pain becomes as routine as the drills. At the end of each class you promise yourself, “once I get out of here, I’m never coming back”. Yet you find yourself coming back again and again. You continue to undergo this agony until one day you notice the absence of pain and discomfort. Sit-ups, push-ups, leg stretching, back bends - when will it stop? The head is still wet. Perspiration runs down your face. Your dobok is saturated from the sweat oozing from your entire body. Even the palms of your feet are moist, leaving a trail from where you last stood.
The practice of Poomsae insists your mind remain alert - turning this way, blocking that way, kicking with the left leg then the right. Damn! I forgot to punch. My stance was not correct. I didn’t yell...! The instructor shouts out “paddle drills”!!!! Oh. Just kick the paddles. That sounds simple enough... So you coil your leg and kick that little round pad as hard as you can. Ow! That hurt...The instructor shouts “again”. “This time lift the knee higher.” “You are not turning” Master so and so yells. How humiliating to be yelled at in that tone of voice, you say to yourself. Oops! I hope that mad-man did not hear what you were thinking.
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Relief comes in a strange form. Your name appears on a list to take a belt test. “It’s been 6 weeks since I walked in to this place - I mean Dojang and the mad-man thinks I’m good enough to get a yellow belt. Wow!! This is great.” What has happened? Your parents have noticed. Your wife/husband has noticed. Your friends have noticed. Even your school teachers and employer have noticed. You’ve changed. You’ve become a little more patient, a little more polite, a little more considerate, a little more thoughtful, a little more caring, a little more attentive. Your diet has changed. You eat more healthily. You have stopped smoking. You stopped or have reduced your intake of alcohol. Your overall behaviour has improved in such a short period of time. Physical Activity has improved and stimulated brain functionality. Your conscious awareness has been awakened and raised to another level. A few months ago I began to undertake new investigations into the value of Taekwondo in the 21st century. The method I adopted was to conduct a study to determine what effect, if any, the martial arts programme and the instruction offered by the Traditional Taekwondo Institute has on the lives of students, with particular attention to creative abilities and character traits. Targeted Groups I developed a parent questionnaire and a student survey
The parent questionnaires were distributed to parents of all students enrolled in the Traditional Taekwondo Institute in May 2013. The parents returned the completed surveys to the Institute throughout the week after distribution.
The student survey consisting of one question only:
“What has martial arts training taught me that has made a difference in my life, and how?” This questionnaire was distributed to all Black Belt students enrolled in the Traditional Taekwondo Institute in May 2013. Completed questionnaires were returned to the institute during the two weeks following distribution.
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1.
what effect, if any, has traditional martial arts instruction had on the academic performance and behaviour of students?
2.
how has martial arts made a difference in the lives of students?
Parent Questionnaire
Chart 1 shows the age range of the children whose parents completed the questionnaire, Chart 2 shows the training time range of those children. Chart 3 shows the percentage of questionnaires completed by male parents and the percentage completed by female parents.
CHART 1 - Age Range
13% 30%
28%
30% 5 -8 years
9 - 12 years
13 - 16 years
6
16 + years
CHART 2 - Training Time
0 - 11 months 72 - 95 months
12 - 35 months 96 +months
36 - 71 months
20% 23% 18%
10%
30%
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Chart 3 - Gender
Dads
Mums
Questions were asked about the child’s behaviour at home as well as at school, grades at school, and satisfaction with school: 77% of parents agreed that their child’s grades had improved since starting the Taekwondo programme. 77% agreed that their child’s level of satisfaction with school had increased during the time they had participated in the programme. 75% of parents thought that their children were less likely to get into trouble at home as well as at school since joining the programme. Suggesting that the lessons learned in the dojang were generalised into other aspects of the students’ lives in a way that had positive results. 100% of parents were of the opinion that the training had been good for their child and that the child’s confidence had improved. 100% of parents reported that the expectations of the Kwan Jang Nim had significantly affected the behaviour of their child and that he had been a positive influence in their lives. 79% of the parents agreed that their child could not have gained the same benefits from participating in another sport or activity.
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Black Belt Survey “Talk through before Table� The first part of the question which the Black Belts were asked to answer centred on the changes or differences they had noted which they attributed to their classic martial arts training. The survey responses (58% response rate) were analysed using a coding scheme
devised by the researcher. The number of codes ranged from an initial 106 to the final 8. Table 1 contains definitions of each of the eight codes that were finally created and used to analyse responses
Table 1.
Concept Serenity Aspirations Strength of Mind
Ability to Think
Self esteem
Self confidence
Health / Fitness
School / Work Ethic
Definition Peace of Mind Goals / ambitions Ability to persevere in the face of immense obstacles Ability to explore problems / new concepts in order to resolve problems or answer questions Sense of worth Self-respect Believing you can be successful General fitness Medical conditions Behaviour related to work / study
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What Changed? The second part of the question asked the students to consider how they believed these changes had been effected:
100% of the students spoke about the discipline associated with their training. They credited the structure and discipline with helping them to develop the self-discipline that enabled them to work harder at school.
One student explained that he had come to understand better the value of listening carefully to instructions and this had had a positive impact on his attitude in the classroom.
Another student reported that his day dreaming habit had been overcome with advantageous results for his education: “after starting Taekwondo I ended up being one of the hardest workers in the class�.
The individuals who had learning challenges explained how their martial art instruction had assisted them to develop skills that enabled them to gain more from their educational activities. 100% of the students reported an increased desire to persevere, to overcome obstacles and to set and reach their goals.
Younger students spoke about a small number of conflicts they had been involved in at school when they experienced bullying behaviour. These had resulted in the student having to defend himself, however they reported that they had avoided subsequent conflicts as a result of their improved self confidence and their increased awareness that allowed them to anticipate and avoid confrontations. In addition, their training had taught them to master their emotions and not to let them overcome mental discipline.
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100% of the students stated that they felt confident that they could defend themselves if the need arose but reported that the ‘inner belief’ was sufficient without any need to prove themselves. One student mentioned that he felt that he was: “ the bigger man as I am walking away from a fight that does not need to be fought” and “ we train ourselves to whatever is possible to avoid them (fights) and if need be defend ourselves should it arise”. Another student reported that he had found that he spoke less and allowed other people more opportunity to speak. This may be because he felt that it was not just in the area of defence of the body, but in the defence of ideas, thoughts and beliefs that he felt less need to prove himself. 100% of surveys made reference to improved self confidence levels. Students’ self confidence improved in all areas of their lives including in the classroom. For the school age children, tasks such as speaking in front of the class at school became easier.
How? They attributed this to the belt grading process within the Martial Arts Institute which involves writing an essay for each grading and discussing this in front of other students and spectators. They also ascribed some of the improvement in their ability to ‘think’ to being given essays topics about concepts and ideas which they had never really thought about in any depth. In some cases, the essay topic was on a subject that they knew absolutely nothing about, forcing them to research the topic in order to be able to understand and explain it to an audience. Another element of the training, the hard physical workouts was also identified as another tool that improved, not just physical fitness but also the ability to ‘think’, to: “analyse things” and “to think more tactically in general”
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The students were not asked specifically about the role of the instructor however references were made to the Kwan Jang Nim in a number of the responses. One student reported that Kwan Jang Nim gave them advice and guidance about all aspects of their lives, e.g. healthy eating; the importance of abstinence from alcohol, smoking and drugs; the need for a good education and study habits. A second student pointed out that it was the Kwan Jang Nim’s habit to ‘explain the reasons’ for the advice and instruction that he gave. This was important in helping the student to understand and to incorporate the lesson or advice into other aspects of his life. Another student summed up the role if the Kwan Jang Nim in their life in the phrase: “a huge inspiration” and another purported that what ‘ a good teacher’ did was “they inspire”. He went further by asserting that he would be: “ a very different person and martial artist had I had a different teacher” and: “through the act of creating inspiration the Kwan Jang Nim inadvertently gives the student drive, goals, standards and most importantly of all, a view to their own paths”.
The increased fitness and confidence gained, combined with the self discipline that was learned, might explain why the students tried to avoid conflicts or situations when they might be required to ‘prove’ themselves. 0% of the students reported being tempted to prove themselves, being satisfied with the inner knowledge that they could keep themselves safe if they needed to. Evidence of increased self esteem and self confidence emerges from the majority of research that has been undertaken into martial arts and, in particular classic Taekwondo.
It appears from the survey comments that this self confidence leads to
individuals being able to tolerate increased levels of anxiety and to identify different, more constructive ways of managing challenging situations.
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The satisfaction reported following completion of hard workouts indicated that getting through and succeeding in overcoming testing situations and challenges enables students to improve their ability and willingness to face and overcome adversity. They had been taught to believe in themselves and win through: “In life you have to do things you don’t want to do, but if you persevere and set your mind you can do anything!” One of the elements in the relationship between creativity and psycho social processes is ‘pleasure in challenge’. This has been clearly expressed by the students as one of the differences that classic Taekwondo training had made in their lives.
What may be more surprising was the theme that emerged from the data that indicated the feeling of serenity and being at peace. One student explained how classic martial arts training had ‘opened the door’ that eventually enabled him to come to terms with his thoughts and feelings. He described the peace of mind that followed this as: “a breath of fresh air for the soul”. Table 2 contains a selection of the comments submitted by students in answer to the second half of the questions which asked about how these changes manifested themselves. Table 2.
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The Differences in My Life
“I finally accepted my own thoughts” “Ease of mind and confidence” “To be at peace with myself and who I am” “Able to be my own person” “I am proud to do differently” “A view to their own paths” “To have a good education and be the best I can be” “To learn and achieve more” “Made me set higher goals for myself” “To create values and standards that mean something to you” “To make this new skill a part of who you are” “Eager to help my parents” “To settle for nothing if you are aware of the best” “To keep pushing through the worst hell you can imagine” “To not be easily defeated and be the best I can be” “Whether I make mistakes or not, I can improve” “Learned about commitment and you should not give up easily” “There is no such word as ‘can’t’”
“Able to analyse things” “Think more tactically in general” “Able to consider more about each and every situation as a result” “Opened my mind to new concepts” “A better person” “I would try and could claim I did my best” “More confident to talk in front of class”
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“I do a poomse and afterwards am able to focus and calm down, while still having energy to be directed at solving the problem” “Speak less and allow others more time to speak…..able to deliver key messages and points succinctly” “Much calmer and confident about many matters outside martial arts” “I do consider possible dangers but I do not live in fear of them” Inner belief that, if required, I would be able to defend myself”
Discussion The results of the parent questionnaire and Black belt survey clearly showed that classic Taekwondo instruction, in addition to improving the physical fitness levels of students, was also instrumental in aiding the development of self confidence and self belief. This enhanced self concept enabled students to calmly and analytically appraise a variety of situations, set goals and targets, devise solutions to problems, and to overcome obstacles on the way to achieving those goals. These abilities and attributes are fundamental to the development of creativity and their growth and maturity is influenced by the environment and life experiences of the individual.
We all can't be Olympians and most of us do not have world class talents. Although some of the Black Belts at the Institute had competed internationally, this merited the briefest of mentions in their responses. No reference was made to medals by anyone, although some were in possession of gold, silver or bronze medals. The outcomes or products of their training were intangible but of much greater value. They had learned lessons over a period of time which they recognised and understood. These lessons, they realised would affect the rest of their lives. This is what classic Taekwondo offers!
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Unfortunately, it’s not marketed enough and it’s not publicised enough. More often than not, it's not offered as part of our training syllabus, and sadly, we are not equipped to even offer it in our training packages. Why not?
Because we have not
stopped to think about it. About what we teach or how we teach it. We have not thought about what our clients want out of our product.
In his book “Children and the Martial Arts” (p97) published in 1993 Aikido Master Gaku Homma made the following statement: “The problem is that martial arts in general have lost much of what they originally had to offer. Martial arts have become big business. Many instructors are more concerned about financial success than the well-being of their students”. This deterioration and loss has affected all martial arts, not just aikido. It was pointed out by one of the speakers at the 2012 Leaders Forum that Taekwondo in Korea is experiencing a decline. The loss of the ‘martial’ aspect of Taekwondo has been a source of concern to me for many years, so much so that, just last year I was part of a group of Masters and Grand Masters from six continents which set up a Global Task Group dedicated to the preservation of Taekwondo, the martial art:- “The Lost Product”.
We have so much knowledge that we have gained over the years but knowledge that cannot be managed and shared with others is nearly useless! The value of any business depends on its ability to create and manage knowledge, and the value of our product (classic Martial Art) depends on our ability to manage the knowledge we have worked extremely hard to attain. If we are unable to find ways to share that knowledge with our students, it will eventually disappear and be lost to our children and grandchildren forever. Our knowledge needs to be documented and explained in such a way that it can be used to suggest solutions to new problems and foster new and innovative approaches to the challenges that face the masters and students of the future. If we can do that, then we will be sharing not only knowledge, but wisdom Some of you have just completed the Instructors’ Course and your technical skills should be proficient, however, anyone can teach another person to kick and punch. That should not be your foremost goal! We have seen how classic martial art instruction can bring about positive changes in the lives of students. That is your principal goal! As you aspire to reach that goal, you do need to teach technical skills but you must also see the potential and believe in the best for your students.
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We have seen that the instructor’s qualities and teaching methods play a crucial role in determining how strongly the student engages with the philosophical and psychological aspects of Taekwondo. Standing at the front of the class in a warm-up suit issuing orders will not promote engagement.
You must be able to ‘do’ the
technique but also ‘explain why’, sharing your knowledge, passion and dedication with those to whom you will leave your legacy. What legacy will you leave behind? What will distinguish your students from individuals who are good at kicking and punching It is important to remain faithful to the traditions and values of Taekwondo which our instructors shared with us, but that does not mean that we cannot make use of modern teaching methods and resources, modern business practices and modern marketing tools. A recent study suggested that 45% of start-up martial arts schools closed down within a few months. Why? Laziness is No 1 problem Priorities Being negative Ignorance Lack desire to be successful Skill 1. Must have teaching skills 2. Must have business skills 3. Passionately love what they do Lack of well defined syllabus Lack good teaching assistants Poor marketing practices Lack modern managing system
I Address the Masters in the Audience Lets work to leave a legacy. A legacy of students with sound values and good character. We can do this! Have the old with the new. 17
May God Bless us all.
Appendix References: Harrell, D.J (2012). The Psychological Implications of Martial Arts Training on Children and Adults. Taekwondo Journal of Kukkiwon, 3 (1), 1-23 Homma, G (1993). Children and the Martial Arts. An Aikido Point of View. North Atlantic Books, Berkeley, CA
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