Lakeview Tae Kwon Do Newsletter

INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. U M I films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in ^pewriter face, while others may be from aiqf ^pe of conqmter printer. The quality of this reproduction is dqaendait upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and inqjroper alignment can adversely affect reproduction. In the unlikely event that the author did not send U M I a complete manuscript and there are missing pages, these w ill be noted. Also, if unauthorized copyright material had to be removed, a note win indicate the deletion. Oversize materials (e.g., m^>s, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from le ft to right in equal sections with small overlaps. 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Traditional Tae Kwon Do: A Curriculum Innovation for Elementary Physical Education Sue Eury Abernathy A dissertation presented to the Graduate Faculty of Middle Tennessee State University in partial fulfillment of the requirements for the degree Doctor of Arts in Physical Education May 1995 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. OMI Number; 9536076 Copyright 1995 by Abernathy, Sue Eury All rights reserved. OMI Microform 9536076 Copyright 1995, by OMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Traditional Tae Kwon Do: A Curriculum Innovation for Elementary Physical Education APPROVED: Graduate Committee: Major Professor Committee Member / I r ' t- -V Committee Member Head of the Department of Health, Physical Education, Recreation^and Safety Dean of the Graduate College Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT Traditional Tae Kwon Do: A Curriculum Innovation for Elementary Physical Education Sue Eury Abernathy Since American educators are considered surrogate parents in the area of moral education and discipline, there is a continual search for innovative programs that positively influence behavior and attitudes in today's children. The problem of this dissertation was to justify just such an innovative program: the inclusion of traditional Tae Kwon Do as a component in a quality elementary physical education curriculum. To set the stage, the Review of Literature was divided into six areas relating to traditional martial arts instruction: A Futuristic Curriculum and At-Risk Students; Eastern and Western Philosophies of Activity; Aggression and Juvenile Delinquency; Self-Esteem and Therapeutic Intervention; Components of a Quality Physical Education Program; and Components of a Quality Martial Arts Program. There were four purposes of this study. First, the researcher sought to prepare a document for physical educators showing a correlation between the elements of a quality elementary physical education curriculum and those of a traditional Tae Kwon Do curriculum. Second, opinions of physical educators concerning the use of traditional Tae Kwon Do as an educational tool were obtained through a survey. Third, suggestions for inclusion of historical. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Sue Eury Abernathy philosophical, and cultural elements in a traditional Tae Kwon Do curriculum for elementary physical education were made. Fourth, a basic traditional Tae Kwon Do curriculum guide was formulated. This curriculum guide consists of the following: The History and Historical Chronology of Tae Kwon Do; Philosophical Principles of Traditional Tae Kwon Do; Techniques, Methodology, and Procedures in Traditional Tae Kwon Do; and Cognitive Activities. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. (c) 1995 Sue Eury Abernathy ALL RIGHTS RESERVED Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS I am grateful to my doctoral committee for their time, suggestions, encouragement, and enthusiasm for this project: 1. Dr. Ralph Ballou, major professor, for introducing me to the world of history and its relevance in teaching physical education and for caring enough about this project to observe Tae Kwon Do classes at Lakeview Elementary School and Shin's Martial Arts Institute; 2. Dr. Jack Arters, for showing me the necessity of developing a futuristic curriculum and implementing it at the earliest grade level possible; and 3. Dr. Molly Whaley, for your concern for the special needs child and for innovative programs that are beneficial to them. Each of your individual contributions is appreciated and has been incorporated into this dissertation. My thanks and appreciation go to Shin's Martial Arts Institute, Nashville, Tennessee: 1. Grand Master Seoung Eui Shin, for your constant encouragement, support, knowledge, wisdom, and advice; 2. Meagan Osman, my seven-year-old model, for your willing spirit, happy disposition, and patience while posing; 3. Bryan Vaden, for the generous expenditure of your time and energy to shoot and develop the photographs needed for this project; and ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4. Susan Bryant, Anne Davenport, and Diane Renfro, for the special bond we share through our journey in Tae Kwon Do. My love and gratitude extend to and surround my family: 1. My parents, Craig and Lelia Eury, who raised me and my brother Stan in a home filled with love and encouragement— you taught us that no goal is out of reach; not only could it be reached, but we could always count on you to be there to watch us reach it; 2. My husband. Dean, who has typed every word of every project I have turned in for this degree, including the preliminary drafts of this dissertation— as with many endeavors in my life, without you behind and beside me, much would have been impossible; and 3. Our children, Kristan and Judson, you have given me the freedom and continually have made sacrifices so that I could study Tae Kwon Do and pursue this degree. You three are, and always have been, a blessing in my life. Ill Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION It is an honor for me to respectfully dedicate this dissertation to Grand Master Seoung Eui Shin. As my instructor, he has given me the priceless gift of traditional Tae Kwon Do— a gift to be used to help shape and reshape the lives of thousands of children. He has shown by the example of his life that what begins as a dream can become a vision. Only by setting goals and continually striving to achieve them can the vision become a reality. The Lakeview Elementary School Tae Kwon Do program is a reality born of a dream and the vision that he shared with me. KO MAP SAM NI DA IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page List of Tables ............................. x List of Appendixes.......... xi Chapter 1. Introduction ......................... 1 Statement of the Problem ................. 3 Purpose of the Study....................... 3 Assumptions ............................... 4 Limitations of the Study ................. 5 Definition of Terms ....................... 5 2. Review of the L i t e r a t u r e ................... 10 A Futuristic Curriculum and At-Risk S t u d e n t s ............................... 10 Eastern and Western Philosophies of A c t i v i t y ............................... 16 Aggression and Juvenile Delinquency .... 28 Self-Esteem and Therapeutic Intervention ........................... 33 Components of a Quality Physical Education Program ....................... 43 Components of a Quality Martial Arts P r o g r a m ................................. 57 3. Methods and Procedures .................... 62 The S u r v e y ............................... 62 Field Study and Pilot Classes............. 63 Personal Preparation ..................... 66 R e s e a r c h ................................. 66 Basic Curriculum Content Guide Format . 68 V Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Page Analysis of D a t a ........................... 69 Characteristics of the Population ........ 69 Survey Responses ......................... 69 BASIC CURRICULUM GUIDE ................... 81 THE HISTORY AND HISTORICAL

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