Martial Arts in Physical Education and Student Self-Regulation

Linghui Yu; Isabelle Houlbert Pamela B. Mantuhac

doi:10.54097/5wrdq971

Authors

Linghui Yu
Isabelle Houlbert Pamela B. Mantuhac

DOI:

https://doi.org/10.54097/5wrdq971

Keywords:

Martial Arts Education, Self-Regulation, Curriculum Development, Physical Education, Student Engagement

Abstract

This study explores the impact of martial arts education within the physical education curriculum, aiming to assess its effectiveness in enhancing students' cognitive, affective, and physical self-regulation, while also identifying areas for improvement. Quantitative data from student surveys indicated that martial arts education has a positive effect on self-regulation across all domains. However, qualitative responses revealed significant challenges, including accessibility issues, the need for a more practical and engaging curriculum, and insufficient support from schools and facilities. Based on these findings, a comprehensive program was developed to address these concerns. The program focuses on curriculum enhancement, increasing accessibility and engagement, improving facilities and resources, supporting instructor development, and establishing ongoing assessment mechanisms. The program’s implementation plan is structured across six phases, ensuring a strategic approach to achieving the intended outcomes. The study concludes that while martial arts education holds considerable potential for holistic student development, its full impact is currently limited by various barriers. By addressing these challenges through targeted interventions, educational institutions can maximize the benefits of martial arts education, fostering not only physical fitness and discipline but also cultural appreciation and emotional resilience among students. The proposed program serves as a roadmap for schools to enhance martial arts education and better align it with educational objectives, ensuring a more engaging and impactful learning experience.

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