ERIC Number: EJ731773
Record Type: Journal
Publication Date: 2004
Reference Count: 0
Promoting Self-Regulation through School-Based Martial Arts Training
Lakes, Kimberley D.; Hoyt, William T.
Journal of Applied Developmental Psychology, v25 n3 p283-302 May-Jun 2004
The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a comparison (traditional physical education) group. Outcomes were assessed using multidimensional, multimodal assessments. After a 3-month intervention, results indicated that the martial arts group demonstrated greater improvements than the comparison group in areas of cognitive self-regulation, affective self-regulation, prosocial behavior, classroom conduct, and performance on a mental math test. A significant Group x Gender interaction was found for cognitive self-regulation and classroom conduct, with boys showing greater improvements than girls. Possible explanations of this interaction as well as implications for components of martial arts training for the development of self-regulation in school-age children are discussed.
Descriptors: Physical Education, Athletics, Intervention, Self Control, Cognitive Development, Affective Behavior, Prosocial Behavior, Student Behavior, Gender Differences, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Authoring Institution: N/A