THE EDUCATIONAL POTENTIAL OF MARTIAL ARTS IN DEVELOPING SELF-REGULATION SKILLS AMONG UPPER SECONDARY SCHOOL STUDENTS

Abstract

This study explores the role of martial arts in developing self-regulation among high school students, highlighting its educational value in fostering emotional resilience, behavioural control, and personal discipline within physical education.

Article’s purpose. The purpose of this article is to investigate how regular participation in martial arts supports the development of self-regulation in high school students, with a focus on emotional stability, volitional control, motivation, and behavioural adaptation within the context of physical education.

Methodology. The methodology is based on a critical analysis of scientific literature on self-regulation and martial arts, as well as the examination of their application in international secondary education systems. General scientific methods were employed, including theoretical analysis, comparison, synthesis, and the review of statistical data on the popularity and educational integration of combat sports among youth.

Scientific Novelty. The novelty of this research lies in its pedagogical rethinking of martial arts as a tool for developing self-regulation in upper secondary school students. The article provides an integrated perspective on how martial training enhances cognitive, emotional, and behavioural self-regulation, justifying the systematic inclusion of martial arts within educational settings. Special attention is given to the role of training in fostering mindfulness, self-discipline, emotional balance, and social responsibility as essential dimensions of effective self-regulation.

Conclusions. The study confirms that regular martial arts practice contributes significantly to the development of key self-regulation components in high school students, including emotional resilience, self-control, motivation, and adaptive social behaviour. Integrating combat sports into the school physical education curriculum enhances not only physical performance but also psychological stability, personal discipline, and social responsibility. These findings highlight the need for further interdisciplinary research at the intersection of pedagogy, sport psychology, and educational health sciences.