Martial arts training, and especially taekwondo training, is an excellent activity for children to move around and not only develop their coordination but also positive social interactions through challenging exercises and games coupled with good manners. In addition to a safe environment, the Mount Shasta Martial Arts Program (MSMAP) strives to create a supportive and rewarding environment that invigorates the participants and refreshes their outlook towards many areas of their lives. Training with MSMAP enables participants to develop a positive attitude when facing challenges at home, school, and everywhere...and achieve really big things.
 

• Discipline, Confidence, and Respect
• Play & Fun = Better Grades
• Bullying & Self-Defense
• Parents: The Power of a Good Example
• Excellent Entertainment for Parents
• The MSMAP Method Works
• What Our Parents Say
• Safety is Rule #1
• Summary
• References

The MSMAP training program is based upon “The 5 S’s”: self-training, self-discipline, self-defense, self-confidence, and self-respect. Emphasizing the The 5 S’s, martial arts training becomes an activity that reinforces positive characteristics. For parents, “allowing your child to receive martial arts training is not opening up a door to violence, it is opening a door to building a solid foundation of self-esteem and confidence.”^Haley Participants are not learning mayhem. Through rigorous and consistent physical training, they instead learn a variety of skills including self-discipline and self-respect laying the foundation for the ability to conduct themselves well with others.

“The study of the martial arts holds great potential as a stabilizing factor in the lives of children. Ideal for all ages, it especially provides a unique opportunity for children to develop mind and body, to gain strength and integrity and to have fun.”^Martin More...

One study investigated the martial arts training of couples and families and found that “martial arts parents consistently report that their child’s involvement in martial arts has helped their children develop and practice respect for both the self and for other people.”^Lantz

David Law suggests that taekwondo fulfills the five basic needs of human beings (per William Glasser’s basic needs theory): belonging, power, fun, freedom, survival. “Through strict discipline, taekwondo trains both the mind and the body, placing great emphasis on the development of the moral character. In other words, control of the mind, self-discipline, kindness and humility much accompany the physical grace.”^Law

Another study further outlines how martial arts training can be of substantial benefit. Twemlow states that “martial arts show promise for helping a particularly problematic group—violent adolescents. The literature suggests that the key therapeutic elements are the teacher as role model, the use of physical exercise, the philosophy of ethical behavior and restraint, and group participation.”^Twemlow

Local school teachers and principals in Siskiyou and Shasta Counties see the positive results of participation in MSMAP firsthand.

“Students who participate in MSMAP are well disciplined and respectful,” notes Sally Gasaway, principal of Mount Shasta Elementary and Sisson Middle Schools. “They are conscious of how they are speaking to adults, and the appropriate way to respond to situations. Students respect themselves.”

“As a teacher, I’ve noticed that my students who participate in taekwondo have better self-control,” observes Julie May, a former sixth-grade teacher at Sisson Elementary School in Mount Shasta. “I think it allows children the chance to engage in a mind-body practice that will provide a good foundation for fitness as well as mindful living. I have a particular student who was having a difficult time behaving in class and being respectful. As soon as he started taekwondo with MSMAP, I noticed a huge change in the classroom. He has become much more respectful of his peers and teachers. It’s a testament to kids truly being able to take the lessons of taekwondo “off the mat.’”
 

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Recent studies emphasize the benefits of letting children play and have fun through games and other physical activity.

“Amika Singh, a senior researcher at VU University in the Netherlands, reports in the Archives of Pediatric and Adolescent Medicine that physical activity is associated with better academic performance, as measured by higher GPAs and better scores on standardized tests....the studies showed that the more physical activity the children had, the higher their scores in school, particularly in the basic subjects of math, English and reading.”^{Park, 2011}

Active physical play can also help improve a child’s emotional well-being. Children have energy — let them play to release that energy. Playing video games isn’t the same thing as running, wrestling, or kicking.

“Active physical play can create the opportunity for tension release for your child. In fact, a very active child may carry emotional stress that drives his relentless energy. The laughter and physical bumping, wrestling, and knocking around that takes place during ‘Special Time’ help active children find a healthy outlet for the tensions that may have shifted their young systems into overdrive. Play, laughter, and the adult’s permission to be oneself can heighten a child’s sense of emotional safety.”^Wipfler

Other benefits of play and exercise include stronger muscles and bones; leaner body and less likely to become overweight; decreasing the risk of developing type 2 diabetes; possibly reducing blood pressure and blood cholesterol levels.^{Kids Health}

Bullying takes on many forms including words, threats, and fists — physical violence (i.e., threats, pushing, hitting, more) to teasing/name-calling to spreading rumors, gossip, and lies. Online bullying, or “cyber bullying,” using tools like text messaging , Facebook, and twitter is another very painful form of bullying.

“So what can a parent do to help protect their child when they are at the mall, out walking with a friend or waiting for the school bus? Simple, encourage them to enroll in a martial arts program and learn at least the basics of self-defense.”^Perry

Self-defense and anti-bullying strategies — in whatever form bullying takes — are key components to the curriculum of MSMAP. Our goal is to familiarize children with the idea that sometimes “wrong is wrong,” recognize and acknowledge bad situations, and then to take steps to remove themselves from a bad situation, effectively and appropriately.

Even more, the instructors of MSMAP pay close attention to helping children and parents deal effectively with teasing and bullying. Although teasing is an unfortunate part of growing up, it “becomes bullying when it is repetitive or when there is a conscious intent to hurt another child” either verbally, psychologically, and/or physically.

The numbers are unsettling: an instance of bullying occurs in a school every seven minutes and 20-30% of school-age children are either a victim or a bully.^{Townsend-Butterworth} In fact, “aggressive behavior and bullying are even more common in elementary school than in junior and senior high” and is most prevalent in second grade.^DeHaan More...

Bullying in any form is mean, cruel, and hurtful. Victims of bullying can feel sad, depressed, and/or angry. Some victims feel so depressed that they commit suicide to get away from the pain.

For teens, already uneasy about many things including how they are perceived as individuals by their peers, it creates even greater feelings of anxiety and uncertainty causing them to consider decisions about harming themselves or even taking their own lives.
 

Jeffrey Fehr, 18, of Sacramento, CA committed suicide on New Year’s Day 2012. His parents “are convinced that a lifetime of taunts and bullying contributed to his decision to take his own life.”

“We will second-guess ourselves forever,” his father said. ”But we do know that for years and years, people knocked him down for being different. It damaged him. It wore on him. He could never fully believe how wonderful he was, and how many people loved him.”

“A bully might say something and forget about it in 10 seconds,” Steve Fehr, Jeffrey’s father said. “But people like Jeff never forget those words.”^Hubert
 

Amanda Cummings, 15, of Staten Island, NY jumped in front of a bus and died six days later on January 2, 2012. A suicide note was in her pocket. According to her family, bullying was a significant factor. Per the New York Department of Education’s 2010-11 survey, the citywide average of students being bullied is 67 percent.

“Criminal charges rarely result from bullying, but several teenage suicides around the country that were attributed to bullying have led many states, including New York, to force schools to develop antibullying curriculums and to take action against students who intimidate others.” ^Flegenheimer
 

Phoebe Prince, 15, an Irish immigrant attending school in Massachusetts, committed suicide on January 14, 2010. According to court documents, she “endured three long months of vicious verbal and electronic attacks at the hands of three classmates before hanging herself in the stairwell of her home.”

“Prosecutors say that witness accounts paint an “intolerable’ campaign of insults, humiliation and, in the final days of Phoebe’s life, threats...The court papers describe what investigators indicate was a pattern of abusive taunts, text messages, Facebook postings, threats, and efforts to corner Phoebe, whose reactions are described variously as fearful, panicked and distraught.”^Miller

On May 4, 2011 four classmates were sentenced to up to a year probation and 100 hours of community service work with at-risk youth in exchange for admitting criminal harassment. One classmate was found guilty of a civil rights violation.^Khadaroo

 
The instructors at MSMAP emphasize and actively encourage children to practice basic anti-bullying tactics. Many of these tactics are recommended by various sources as key bully defenses including quickly responding to threats in a self-assured way, acting confidently with strong body language (standing up straight, looking other children in the eye, and speaking firmly).^WebMD Note that neither MSMAP nor others recommend fighting as a bully defense.
 

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In addition, one technique that MSMAP instructors apply and that parents can also apply is to be a good example of kindness and leadership. Children learn much from the adults around them (parents, family, friends, teachers, etc.). If parents have good manners, children can also learn good manners.

“Your kids learn a lot about power relationships from watching you. When you get angry at a waiter, a sales clerk, another driver on the road, or even your child, you have a great opportunity to model effective communication techniques. Don’t blow it by blowing your top! Any time you speak to another person in a mean or abusive way, you’re teaching your child that bullying is ok.”^{Education.com} More...

Further, the MSMAP strategy relies upon appealing to a child’s reason and developing sense of fair-play when applying discipline for misbehaviour. Rather than using physical means for discipline, the MSMAP method is to start out by asking if the behavior was good or bad manners (children know the difference) and if they can apologize. For the offended party, the MSMAP method encourages children to speak directly to the offender in a clear manner and communicate their dislike for being pushed or cut in line.

The long-term effectiveness of a non-physical form of discipline is supported by the American Academy of Pediatrics (AAP) and a recent scientific study. The AAP does not endorse spanking under any circumstance; the AAP states that it’s a form of punishment that becomes less effective with repeated use.

The recent study of 2,500 children determined that physical punishment, specifically spanking, is a strong predictor of violent behavior. In short, violence leads to more violence.

Community-health-sciences professor Catherine Taylor determined that children who were spanked more frequently at age 3 were much more likely to be aggressive by age 5. The reason for this “may be that spanking sets up a loop of bad behavior [that] instills fear rather than understanding.” Children do not necessarily connect the dots of being spanked with inappropriate behavior. “What’s more, spanking sets a bad example, teaching children that aggressive behavior is a solution to their parents’ problems.”^Time.com
 

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Children 8 years of age and older are encouraged to try taekwondo for two weeks to decide if they like it or not. Children under 8 years old must be accompanied by a parent; the parent(s) can either watch or participate themselves. If participating, parents can do so for free. In fact, Mount Shasta Martial Arts encourages all parents to participate alongside their children.

According to Joyce Roberson, a martial arts expert and author of the “Karate for Kids‘ column, “If any parent is looking for very cheap entertainment for themselves, then karate is it! To see 15 to 20 4-, 5- and 6-year-olds lined up in their white uniforms, going through movements in unison and putting their heart into these efforts, can make a remarkable memory for any parent.”^Haley

Mark Telles, principal of Castle Rock School in Castella, sees the dramatic changes of children who participate in MSMAP firsthand.

“In some cases the changes in students have been like night and day,” says Telles. ”A number of our students have made remarkable changes in their behavior simply because they learned to be respectful toward others and in control of their actions and behaviors. I attribute this change in large part to the work they have done with MSMAP and to the atmosphere of respect in the program. The students seem to have a greater awareness of the world around them, and they exhibit a higher level of self-confidence. I have had a number of school staff comment on the changes they have seen in these students, and the students themselves demonstrate improved academic focus and significantly better social interaction.”

Telles goes on to explain how students are able to make these positive changes.

“By being in regular communication with Chuck [Buhs, head instructor of MSMAP], I have been able to reinforce the lessons, values, and especially the quality of self-control he teaches his students,” adds Telles. “Like all schools, we insist that students keep their hands and feet to themselves in order to avoid problems or conflicts. However, for some kids this is an abstract concept until they understand the value of self-control and learn that they have the ability to be aware of, and in control of, their actions and behaviors. This is an important part of what Chuck teaches and the results speak for themselves.”

Don’t take our word for how well the MSMAP program works. Read what our parents have to say. More...

Don’t take our word about what we do—read what our parents say about us, what we do, and what they get from it.
 

“The instructors teach and encourage safety, manners, and respect while keeping it fun. Our sons have learned discipline, a new idea of what respect means, and how to deal with disappointment. They have discovered the joy and anxiety of preparing for a promotion test, and, most importantly, that focus and hard work pay off.”

— Amy Cambou

“At competitions and promotion exams, I’ve seen the results of my son’s training at more levels than just the physical skills. He is focused and maintains his composure under pressure.”

— Mark Hough

“Having the opportunity to participate in this program with my son makes the experience special and unique. Not only are we practicing a healthy lifestyle, but also building self confidence and strong minds together. As a Mom, I am thrilled to be in a program that is so family friendly!”

— Shannon Neuman

“After only two classes, I can already see a difference in my daughter’s self-confidence and the sense of belonging to something that she can take pride in.”

— Heather Justice

“The students’ respect and focus is always felt in the studio. The level of performance by the students is a direct reflection of the high level of instruction they receive. We are so fortunate to have such a quality martial arts program in our area.”

— Kristin Carter

“After Competing in his first tournament and winning gold, my son now understands what training really means. It was awesome, a great experience!”

— Steve Alley

 

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Safety, safety, safety. The safety of all program members is the main priority. Children are not asked to do more than they are ready for and may opt out of any exercise if they feel uncomfortable. All training sessions are under the supervision of one of the MSMAP primary instructors who are attentive to the safety and well-being of the entire group.

1. Everyone can try taekwondo during a one-week trial period.
2. Children 7 years of age and younger must be accompanied by a parent during the trial period.
3. Safety is Rule #1.

Following the one-week trial period, children and parents must decide if they wish to continue. If no, no worries; thanks for stopping by. If yes, we look forward to many refreshing workouts.
Go to: Children and Taekwondo
Go to: Taekwondo and Self-Defense
Go to: Our Vision for a Better Community
Go to: The 5 S’s
Go to: MSMAP’s Bully FAQ
Go to: Tiny Tigers Photo Gallery (Action Photos!)

Go to: How to Join MSMAP

1. DeHaan, Laura, Ph.D. “Bullies”. February, 1997.

Education.com. Ten Actions ALL Parents Can Take to Help Eliminate Bullying.

2. Flegenheimer, Matt. “Accusations of Bullying After Death of Teenager” The New York Times January 3, 2012.

2. Haley, Carma. “Karate Kids: Children and Martial Arts” Children Today

This is a test. “Kids and Exercise”. Kids Health.

3. Hubert, Cynthia. “Granite Bay teen who committed suicide was bullied for being gay” The Sacramento Bee. January 15, 2012.

5. Khadaroo, Stacy Teicher. “Phoebe Prince bullies sentenced, but how do they make things right?” The Christian Science Monitor. May 5, 2011.

3. Lantz, Jim. “Family Development And The Martial Arts: A Phenomenological Study” Contemporary Family Therapy 2002; 24(4): 565-580

4. Law, David. “A Choice Theory Perspective on Children’s Taekwondo” International Journal of Reality Therapy 2004; 24: 13-18

5. Martin, Michelle. “Kids Get a Kick Out of Martial Arts” Balanced Living Magazine 2004.

5. Miller, Carlin DeGuerin. “Phoebe Prince’s Final Days: Bullied Girl Suffered ‘Intolerable’ Abuse Before Suicide, Say Court Docs” CBS News. April 9, 2010.

6. Park, Alice. Let the Kids Play: They’ll Do Better in School Time.com, January 3, 2011.

7. Park, Alice. “The Long-Term Effects of Spanking” Time.com, May 3, 2010.

7. Perry, Tenna. “Fighting Back: Children in Martial Arts Save Lives” iParenting

8. Townsend-Butterworth, Diana. “Teasing and Bullying: No Laughing Matter: What you must know – even if you don’t think it affects your child” Scholastic Parents

9. Twemlow, Stuart W., and Sacco, Frank C. “The application of traditional martial arts practice and theory to the treatment of violent adolescents” Adolescence 1998: Fall.

10. WebMD. "Bullying" 2009.

12. Wipfler, Patricia. “Helping the Very Active Child” Education.com