Tae Kwon Do and Adolescent Psychosocial Development

164 Pages·2015·1.65 MB·English

by  Ronald R. Budd

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TAEKWONDO AND ADOLESCENT PSYCHOSOCIAL
DEVELOPMENT
A Dissertation
Submitted to the
Faculty of Argosy Univcnity Tampa
In Partial Fulfillment of
The Requin:ments for the Degree of
Doctor of Educadon
by
Ronald Reaco Budd
AJ)osy University
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TAE KWON DO AND ADOLESCENT PSYCHOSOCIAL
DEVELOPMENT

©2013

Ronald Reaco Budd

ALL RIGHTS RESERVED

i
TAE KWON DO AND ADOLESCENT PSYCHOSOCIAL
DEVELOPMENT

A Dissertation

Submitted to the

Faculty of Argosy University Tampa

In Partial Fulfillment of

The Requirements for the Degree of

Doctor of Education

by

Argosy University

Dissertation Committee Approval:

Dr. John Muehl Chair

Dr. Anne Rodrigue Member

Dr. Dawn Coffin Member Dr. Hyland Program Chair

ii
TAE KWON DO AND ADOLESCENT PSYCHOSOCIAL
DEVELOPMENT
Abstract of Dissertation
Submitted to the
Faculty of Argosy University Campus
College of Education

in Partial Fulfillment of
the Requirements for the Degree of
Doctor of Education

by
Ronald Reaco Budd
Argosy University
December, 2012
Chair: Dr. John Muehl

Committee:
Dr. Anne Rodrigue
Dr. Dawn Coffin
Department: College of Education

iii
ABSTRACT

The following research was completed in an attempt to document the existence of any
correlation between youth participation in Tae Kwon Do and various psychological and social
traits evident within the participants. The data of this dissertation was gathered and recorded
within the format of the qualitative case study. At the end of the case study the researcher was
able to document evidence that individuals who participate in Tae Kwon Do demonstrate
positive psychological and social traits. It is the researcher’s hope that further studies will be
undertaken to enhance the aggregate data base regarding participation in martial sports such as
Tae Kwon Do and positive psychological and social development.

iv
TABLE OF CONTENTS
Page
CHAPTER ONE: THE PROBLEM…………………………………………...……………… 3
Introduction……………………………………………………………………………..……….. 3
Need for the Study…………………………………………………………..…………....……… 4
Human Development………………………………………….………………………………….. 4
Developmental Activities………………………………………………………………………… 5
A Competent Adult…………………………………..…………………………………...………. 5
Importance of the Study……………………………………………………………………….…. 6
Theoretical Framework…………………………………..………………………………………. 6
Significance of the Study………………………………………………………………………… 7
Purpose of the Study……………………...……………………………………………………… 8
Central Question…………………………………………………………………………………. 8
Research Questions………………...……………………………………………………………. 8
Personal Perspective…………………………………………………………………………….. 9
Definition of Terms………………………………………………………………...……………. 9
CHAPTER TWO: REVIEW OF THE LITERATURE……………………..……………… 11
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Overview……………………………………………………………………………...………… 11
Bronfrenbrenner’s Terms……………………………………………..………………………… 11
Microsystem……..……………………………………………………………………………… 11
Mesosystem………………………………………...…………………………………………… 12
Exosystem……………………………………………………………………..………………… 13
6 Specific Traits of Developmental Competencies………………...…………………………… 13
2 Traits of Social Competency: Cooperation & Self-Control………………..…………………. 15
Parental Involvement and Its Influence on Their Child’s Development……………….………. 16
Importance of Sport Participation…...………………………………………..………………… 19
Health Benefits of Sport …………………………………………………..……………………. 21
Participation in Sport and Mental and Social Development……………………………………. 21
Previous Definitions of Social and Developmental Competencies……..……………………… 27
Martial Arts………………………………………...…………………………………………… 28
Martial Arts and Cognitive Development………………………………………………………. 29
Tae Kwon Do …………………………………………………..………………………………. 31
History of Tae Kwon Do…………………………………………...…………………………… 32
Organizational Structure: The Belt System…………………………………………..………… 32
Bronfenbrenner, The Belts of Tae Kwon Do & Metaphor………………………...…………… 34
Curriculum……………..……………………………………………………………..………… 35
Tae Kwon Do Curriculum……………………………………………………………………… 36
Self-Reporting Bias in Qualitative Research…………………………………………………… 36
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CHAPTER THREE: METHODOLOGY………………...…………………………………. 39
Overview of the Methodology Section…….…………………………………………………… 39
Statement of Subjectivity……………….………………….…………………………………… 39
Research Design………………………………………………………………………………… 41
Philosophical Assumptions……………………………………………………………...……… 43
My Worldview……………..…………………………………………………………………… 43
Researcher’s Personal and Professional Bias……………………………………...…………… 43
Data Analysis…………………………………………………………………………………… 45
Central Premise of Study…………………………………………..…………………………… 46
Choice of Population……………………………………………………………………...……. 46
Population and Sampling Procedures…………………………………………………...……… 46
Instrumentation…………………………………………………………………………………. 49
Procedures……………………………………………………………………………………… 50
Methodological Assumptions, Limitations and Delimitations………………….……………… 51
Assumptions……………………………..……………………………………………………… 51
Limitations……………………………………………………………………………………… 52
Delimitations………………...……………………………………………………….…………. 52
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Conclusion of Chapter Three………………………………………………...….……………… 52
CHAPTER FOUR: FINDINGS…………………...………………………………………..… 54
Introduction to Chapter Four…………………………………………………………………… 54
Crystallization of the Data…………………………………………....………………………… 55
Implementation……………………………….………………………………………………… 56
Section One: Personal Testimonials………………………………………….………………… 56
Respect, Self-Confidence, Physical Fitness, Mental Health and the Tae Kwon Do Lifestyle…. 57
Respect………………………………………………………………………….………………. 57
Self-Confidence………………………………………………..……………………………...… 58
Physical Fitness and Appearance……………………………….……………………………… 58
Mental Health……………………………………………………………...…………………… 59
The Tae Kwon Do Lifestyle…………………………………………..…………………………. 60
Other Miscellaneous Topics……………………………………………………...……..……… 60
Section Two: Interviews…………………………………….………………………………..… 61
Discipline, Mastery, Respect, Physical Efficacy and Future Goals………………….…………. 61
Discipline……………………………………………………………………………..………… 62
Mastery…………………………………………………………………………………………. 63
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