Articles
Beyond
the Black Belt: Professional Competencies Required for
Taekwondo
Teaching
Más
allá del cinturón negro: competencias profesionales para la
enseñanza
del taekwondo
Richar Jacobo Posso-Pacheco 1
ORCID: https://orcid.org/0000-0003-1279-9852
Miguel Ángel Pavón Flores 2
ORCID: https://orcid.org/0009-0009-5682-9903
Director of MENTOR Revista de
Investigación, Educativa y deportiva. Quito-Ecuador 1
Presidente Vitalicio de la Asociación de
Taekwondo y ex Presidente de la Concentración
Deportiva de Pichincha. Quito-Ecuador. 2
Autor de
correspondencia
rjposso@revistamentor.ec
koamericatkd@gmail.com
Available online: 1-06-2026
Abstract
The teaching of taekwondo to children is often associated with the
technical mastery certified by the black belt; however, current demands in
sports training, developmental growth, and the comprehensive protection of
children require professional competencies that go beyond traditional technical
certification. The aim of this study was to critically analyze the professional
competencies required for teaching taekwondo to children and adolescents. A
critical narrative review of scientific and normative literature was conducted,
focusing on youth sports training, coach education, developmental growth,
pedagogy, psychology, and child protection within the context of formative
taekwondo. The findings revealed that teaching taekwondo during formative
stages requires scientific, pedagogical, psychological, and legal competencies
that complement technical expertise. Although sports certifications validate
discipline-specific knowledge, they do not guarantee sufficient preparation to
plan, teach, protect, and effectively support the holistic development of
children and adolescents. It is concluded that teaching taekwondo to young
practitioners constitutes a multidimensional professional responsibility that
requires the integration of scientific, pedagogical, psychological, and ethical
knowledge, moving beyond an approach based solely on technical sports
accreditation.
Keywords: Taekwondo,
coach, childhood, adolescence, professional training.
Resumen
La enseñanza del taekwondo infantil suele asociarse al dominio
técnico acreditado por el cinturón negro; las exigencias actuales del
entrenamiento deportivo, el desarrollo evolutivo y la protección integral de la
niñez demandan competencias profesionales que trascienden la certificación
técnica tradicional. El objetivo de la investigación fue analizar críticamente
las competencias profesionales requeridas para la enseñanza del taekwondo en
niños, niñas y adolescentes. Se realizó una revisión narrativa crítica de
literatura científica y normativa sobre entrenamiento deportivo infantil,
formación de entrenadores, desarrollo evolutivo, pedagogía, psicología y
protección integral aplicadas al taekwondo formativo. Se evidenció que la
enseñanza del taekwondo en edades formativas requiere competencias científicas,
pedagógicas, psicológicas y jurídicas complementarias al dominio técnico; las
acreditaciones deportivas certifican conocimientos específicos de la
disciplina, pero no garantizan preparación suficiente para planificar, enseñar,
proteger y acompañar adecuadamente el desarrollo integral de niños, niñas y
adolescentes. Se concluye que la enseñanza del taekwondo infantil constituye
una responsabilidad profesional multidimensional que exige integrar
conocimientos científicos, pedagógicos, psicológicos y éticos, superando una
visión centrada exclusivamente en la acreditación técnica deportiva.
Palabras clave: Taekwondo, entrenador, infancia,
adolescencia, formación profesional.
Introduction
Sport constitutes one of the most influential
educational contexts during childhood and adolescence due to its capacity to
simultaneously contribute to individuals’ physical, motor, cognitive,
emotional, and social development (Brown et al., 2017). Scientific evidence has
shown that appropriately planned sports participation promotes the acquisition
of healthy habits, strengthens self-esteem, enhances social skills, and
facilitates the consolidation of fundamental motor patterns essential for adult
life (Malm et al., 2019). These benefits largely depend on the quality of the
teaching, coaching, and support processes implemented by those responsible for
guiding the development of children and adolescents (Nery et al., 2023).
Sport sciences have demonstrated that training
during early developmental stages must be adapted to the evolutionary
characteristics of each phase of human development (Peña et al., 2016).
Childhood and adolescence involve substantial transformations related to
somatic growth, biological maturation, neuromuscular development, and the progressive
consolidation of cognitive and socio-emotional functions, all of which
influence responses to physical exercise and sports training (Larsen &
Luna, 2018). These particularities require training programs to consider
differences between chronological and biological age, as well as the so-called
“windows of opportunity” for the development of physical and motor capacities,
thereby avoiding the application of training models originally designed for
adult athletes (Domaradzki et al., 2025).
The development of physical capacities
constitutes one of the primary objectives of sports training (Stănciulescu,
2016). Different manifestations of strength, speed, endurance, and flexibility
exhibit distinct developmental trajectories throughout growth and therefore
require methodological strategies specifically adapted to each developmental
stage (Rabin et al., 2025). Likewise, the development of coordinative abilities
plays a fundamental role during childhood because of its close relationship
with motor learning and the acquisition of more complex sport-specific skills
(Biino et al., 2023). Among the most extensively studied coordinative abilities
are spatial orientation, balance, kinesthetic differentiation, reaction,
rhythm, coupling, and motor adaptation, all considered essential components of
technical performance in combat sports (Li et al., 2026).
Youth sports training extends beyond exclusively
physical and motor dimensions (Myer et al., 2013). Coaches interact daily with
children and adolescents in processes involving motivation, self-esteem,
emotional regulation, identity construction, and interpersonal relationships
(Battaglia & Kerr, 2024). Sport psychology research has demonstrated that
coaching communication styles can significantly influence sport adherence,
psychological well-being, and the socio-emotional development of young athletes
(Zhang et al., 2025). Consequently, coaching responsibilities require
competencies related to pedagogy, educational communication, and an
understanding of the psychological characteristics associated with each
developmental stage.
International organizations such as the United
Nations Children's Fund and the International Olympic Committee have emphasized
that sports activities involving minors must be conducted under principles of
comprehensive protection, respect for rights, and safeguarding against any form
of physical, psychological, or emotional violence (Tuakli-Wosornu et al.,
2023). These guidelines are aligned with the Convention on the Rights of the
Child, which recognizes the right of children and adolescents to develop in
safe environments that promote their overall well-being. In Ecuador, these
principles are supported by the Constitution of the Republic of Ecuador and the
Code of Childhood and Adolescence, both of which establish the obligation to
guarantee the best interests of the child in all social, educational, and
sporting contexts (Constituent Assembly, 2008).
Among combat sports, taekwondo has experienced
sustained global growth due to its educational and competitive benefits (Kim et
al., 2022). Its practice promotes values such as discipline, respect,
perseverance, and self-control, while also contributing to the development of
highly specialized physical and coordinative abilities (Yıkılmaz et al., 2025).
Teaching taekwondo at formative ages presents particular challenges because of
the technical complexity of its movements, the physical demands inherent to the
discipline, and the need to continuously adapt instructional processes to the
developmental characteristics of practitioners (Zapata Morales, 2023).
The ability to teach taekwondo is often
associated primarily with the attainment of advanced technical ranks,
particularly the black belt. Although this credential represents legitimate
evidence of technical mastery and experience within the discipline,
contemporary scientific literature clearly distinguishes between technical
competence and professional competence in sports instruction (Lee & Lim,
2025). Mastery of techniques, forms, and competition regulations does not
necessarily imply specialized knowledge of growth and maturation, motor
learning, training planning, developmental psychology, sports pedagogy, or the
comprehensive protection of children and adolescents.
Research on coach professional development
suggests that effective sports training depends on the integration of multiple
sources of knowledge, including academic education, continuing professional
development, practical experience, and the use of up-to-date scientific
evidence (Gilbert & Trudel, 2004; Nash & Sproule, 2009). From this
perspective, the complexity of educational processes in youth taekwondo raises
important questions regarding the professional competencies that individuals
responsible for training minors should possess, as well as the limitations of
basing such responsibility exclusively on technical certifications associated
with the discipline.
The objective of this study was to critically
analyze the professional competencies required for teaching taekwondo to children
and adolescents by examining the scope of technical sports certifications in
light of the knowledge provided by sport sciences, pedagogy, developmental
psychology, and child protection regulatory frameworks.
This review adopted a narrative-critical approach
aimed at the conceptual analysis of scientific and normative literature related
to youth sports training, developmental processes, physical and coordinative
capacities, coach professional development, the comprehensive protection of
children and adolescents, and the teaching of taekwondo during formative years.
The review considered theoretical and empirical contributions from sport
sciences, sport pedagogy, developmental psychology, and legal frameworks for
child protection in order to integrate scientific and regulatory criteria that
allow for an assessment of the limitations of the black belt as a technical
credential in comparison with the professional competencies required to conduct
safe, developmentally appropriate, and pedagogically sound sports instruction..
Development
Professional Competencies Required for Teaching
Taekwondo in Developmental Stages
Teaching taekwondo to children and adolescents
constitutes a complex educational activity that extends far beyond the mere
transmission of technical knowledge specific to the discipline. Traditionally,
teaching ability has been associated with the technical rank attained within
martial arts. However, it is now recognized that a coach’s professional
performance involves multidimensional competencies related to human
development, pedagogy, psychology, sports planning, and the comprehensive
protection of participants involved in training processes. This perspective
becomes particularly relevant when practitioners are in developmental stages
characterized by profound physical, cognitive, emotional, and social changes.
Youth sport represents an educational
environment capable of significantly influencing health, well-being, identity
formation, self-esteem, and the acquisition of lifelong physical activity
habits. Decisions made by coaches affect not only athletic performance but also
the holistic development of participants. Newland et al. (2024) argue that
coaching effectiveness depends on the integration of professional,
interpersonal, and intrapersonal knowledge aimed at generating positive
outcomes for athletes. Under this perspective, a competent coach is not defined
solely by technical expertise but by the ability to apply such knowledge
appropriately according to the characteristics, needs, and objectives of the
population with whom they work.
During childhood and adolescence, growth and
maturation processes determine substantial differences in how individuals
respond to physical workloads, process information, regulate emotions, and
establish social relationships. Consequently, taekwondo instruction requires
specialized knowledge that enables the adaptation of content, methods, demands,
and expectations to the developmental characteristics of each stage of human
growth.
Scope and Limitations of Technical Certification
in Taekwondo
Within the organizational structure of
taekwondo, the black belt represents one of the highest recognitions of a
practitioner's progress. The attainment of Dan or Poom ranks certifies
technical knowledge, mastery of forms, understanding of regulations, practical
experience, and familiarity with the fundamental principles of the discipline.
These certifications are issued by internationally recognized organizations
such as Kukkiwon and World Taekwondo, which regulate technical certification
processes worldwide.
Although the black belt constitutes legitimate
evidence of technical competence, the nature of this certification must be
carefully examined. Evaluation processes for advanced ranks focus primarily on
technical execution, regulatory knowledge, application of specific skills, and
understanding of taekwondo principles. In general, these assessments are not
designed to evaluate knowledge related to pediatric exercise physiology, growth
and maturation, motor learning, developmental psychology, sports planning,
child protection, or applied pedagogy.
This distinction is essential for understanding
the limitations of technical certification as the sole criterion for assuming
educational responsibilities. An individual may demonstrate a high level of
technical mastery while simultaneously lacking specialized knowledge of child
development or sports training. Likewise, extensive competitive experience does
not necessarily imply expertise in workload planning, injury prevention,
educational communication, or child safeguarding. Research on coach development
consistently indicates that technical competence is a necessary but
insufficient condition for ensuring the quality of sports instruction processes
(Yang et al., 2024).
The central issue is not to question the value
of the black belt within taekwondo but rather to recognize that the demands
associated with teaching children and adolescents exceed the competencies
assessed through traditional technical grading systems.
Competencies Derived from Sport Sciences
Sport sciences provide one of the most important
foundations for understanding the complexity of teaching taekwondo during
developmental stages. Youth training planning requires knowledge related to
growth, biological maturation, motor development, exercise physiology,
biomechanics, and workload management, areas that have experienced substantial
scientific advances over recent decades.
Available evidence demonstrates that children
and adolescents do not respond to training in the same manner as adults. Myers
et al. (2017) argue that youth physical development should be interpreted from
a dynamic perspective in which chronological age, biological age, maturation,
motor experience, and practice context interact. This implies that two athletes
of the same chronological age may exhibit significantly different physical
capacities, coordination levels, and training needs.
In taekwondo, this issue acquires particular
relevance because of the discipline’s physical demands. The effective execution
of combat techniques and poomsae requires the progressive development of
different manifestations of strength, speed, endurance, and flexibility. Each of
these capacities presents specific developmental periods, adaptation rates, and
methodological requirements. Therefore, coaches must understand not only how to
perform a technique but also which physical capacities support it, when they
should be developed, and which methods are most appropriate according to the
athlete’s developmental stage.
Coordinative abilities such as spatial
orientation, balance, reaction, rhythm, kinesthetic differentiation, coupling,
and motor adaptation constitute fundamental bases for technical sport learning
(Iorga et al., 2023). In taekwondo, these capacities allow practitioners to
control their bodies during movements, kicks, turns, directional changes, and
opposition situations (Fong et al., 2012). A limited understanding of these
processes may lead to methodological errors that hinder learning or increase
the risk of injury.
Pedagogical Competencies for Teaching Taekwondo
to Children and Adolescents
Teaching taekwondo during developmental stages
requires pedagogical competencies capable of transforming technical knowledge
into meaningful, safe, and developmentally appropriate learning experiences
(Damayanti et al., 2026). Knowing how to correctly execute a technique does not
necessarily imply possessing the skills required to teach it. Instruction is a
complex process involving planning, content sequencing, methodological
adaptation, continuous assessment, effective communication, and the creation of
environments conducive to learning.
Sport pedagogy has demonstrated that motor
learning occurs through progressive processes of exploration, practice,
feedback, and consolidation. Schmidt and Lee (2019) indicate that motor skill
acquisition depends on the interaction between learner characteristics, task
demands, and environmental conditions (Sigmundsson et al., 2017). Coaches must
be capable of selecting exercises appropriate to the athlete’s developmental
level, identifying execution errors, providing relevant feedback, and designing
methodological progressions that facilitate learning.
In taekwondo, this competency is especially
important due to the technical complexity of many skills. The execution of a
spinning kick, a combat combination, or a poomsae sequence involves
coordinative and cognitive processes that must be developed gradually.
Attempting to teach advanced skills without first consolidating basic
capacities may generate frustration, persistent technical errors, and decreased
motivation. Effective instruction requires understanding how children and
adolescents learn, what they are realistically capable of performing, and which
strategies promote the progressive construction of motor knowledge.
Planning constitutes another fundamental
pedagogical competency. Training should be guided by clearly defined
objectives, structured content, and coherent evaluation criteria (Bompa &
Buzzichelli, 2019). In many sporting contexts, planning continues to rely
exclusively on instructors’ personal experience or the repetition of exercises
learned during their own athletic development. Although experience represents a
valuable source of knowledge, the absence of systematic planning may limit
learning progression and hinder adaptation to practitioners’ individual needs.
These pedagogical competencies are rarely
addressed in depth through traditional taekwondo certification processes.
Although some instructor education programs incorporate methodological content,
sport pedagogy is a specialized field that requires specific training and
continuous professional development. The ability to teach should not be assumed
as an automatic consequence of technical mastery.
Psychological and Socio-Emotional Competencies
in Youth Sports Training
The psychological dimension represents one of
the most relevant yet often overlooked aspects of coach education. During
childhood and adolescence, sport participation develops alongside processes of
identity formation, emotional regulation, self-esteem development, and the
acquisition of social skills (Posso Pacheco & Minda Guaman, 2026). The
interactions established between coaches and athletes can significantly
influence both the sporting experience and the personal development of young
practitioners.
Self-Determination Theory, proposed by Deci and
Ryan, suggests that human motivation is strengthened when individuals
experience autonomy, competence, and positive social relationships (Siomar
Castillo & Colmenero Fonseca, 2026). Applied to the sporting context, this
framework implies that coaches should foster environments in which athletes
perceive themselves as capable of progressing, feel that their efforts are
valued, and experience a sense of belonging within a respectful and supportive
community. When these psychological needs are satisfied, intrinsic motivation,
sport adherence, and overall well-being tend to increase.
In taekwondo, motivation assumes particular
importance because of the discipline’s inherent demands. Learning complex
techniques, participating in belt examinations, and engaging in competitive
experiences frequently expose practitioners to situations involving challenge,
error, and frustration. Coaches must possess competencies that enable them to
manage these experiences appropriately, transforming them into opportunities
for learning and personal growth.
This reality becomes even more significant when
working with minors. Children and adolescents often attribute considerable
authority to their coaches and, in many cases, spend substantial amounts of
time under their supervision. Consequently, coaches’ words, attitudes, and
decisions exert a profound influence on how young athletes perceive themselves
and their capabilities.
Although taekwondo promotes values such as
respect, perseverance, and self-control, these principles should not be
confused with practices involving psychological maltreatment, public
humiliation, or demands incompatible with athletes’ well-being. Educational
discipline should be directed toward fostering self-regulation and personal
responsibility rather than imposing power relationships that compromise the
dignity of practitioners.
Psychological competence in coaching includes
skills related to effective communication, educational leadership, conflict
management, emotional support, and the promotion of motivating environments.
These competencies constitute an essential component of youth sports
instruction, regardless of the technical rank achieved within the discipline.
Comprehensive Child Protection and the
Professionalization of Taekwondo Coaches
Over recent decades, the protection of children
and adolescents within sporting environments has become an increasingly
important concern in international sport and human rights policies.
Organizations such as UNICEF, the International Olympic Committee, and various
specialized agencies have emphasized the need to ensure safe sporting
environments that protect the physical, emotional, and social integrity of
minors.
This concern arises from the recognition that
sporting contexts are not exempt from risks associated with abuse of power,
psychological violence, negligence, discrimination, or practices incompatible
with child well-being. Gurgis and Kerr (2021) indicate that sport can
simultaneously function as a context for positive development and as a setting
in which rights violations may occur when adequate protection and oversight
mechanisms are absent.
In Ecuador, the comprehensive protection of
children and adolescents is supported by an extensive legal framework. The
Constitution of the Republic recognizes the principle of the best interests of
the child and establishes the obligation to guarantee their holistic
development across all areas of social life. Complementarily, the Code of
Childhood and Adolescence stipulates that public and private institutions must
adopt measures aimed at protecting minors’ rights and preventing any form of
violence, abuse, or degrading treatment.
These provisions have direct implications for taekwondo
instruction. Sports clubs, academies, and training schools constitute
environments in which adults exercise authority over minors and therefore
assume responsibilities related to their welfare and protection. Coaches cannot
be regarded solely as technical instructors but must also be understood as
educational agents with specific ethical and legal responsibilities.
The professionalization of coaching requires the
incorporation of competencies related to child safeguarding, violence
prevention, first aid, risk management, and the promotion of positive
treatment. These competencies enable coaches to identify potentially
problematic situations, respond appropriately to incidents, and ensure that
sport participation takes place within conditions compatible with the rights of
children and adolescents.
Towards a Comprehensive Understanding of
Taekwondo Coach Professionalization
Based on the analysis presented, teaching
taekwondo to children and adolescents requires competencies that extend far
beyond the technical mastery certified through traditional grading systems.
Although the black belt represents valuable evidence of experience and
discipline-specific knowledge, the complexity of educational processes during
developmental stages demands broader and more multidimensional professional
preparation.
Research on coach development consistently
indicates that professional competence is constructed through the interaction
of multiple sources of learning. Nash et al. (2023) identify formal education,
non-formal learning, practical experience, and professional reflection as
fundamental components of coach development. They further emphasize that
effective coaches integrate knowledge derived from academic training,
continuing education, accumulated experience, and ongoing engagement with
contemporary scientific evidence.
The professionalization of taekwondo coaches may
therefore be understood as a continuous process of competency development.
Technical certification provides discipline-specific knowledge; academic
education contributes scientific foundations related to human development,
training, and pedagogy; continuing professional development facilitates
knowledge updating and adaptation to emerging challenges; practical experience
promotes the contextualization of learning; and engagement with scientific
evidence supports methodological decision-making based on objective and
evidence-informed criteria.
From this perspective, the teaching of taekwondo
to children and adolescents should not be conceived as a responsibility derived
exclusively from technical rank attainment. Rather, it should be understood as
a professional endeavor requiring the integration of technical, scientific,
pedagogical, psychological, ethical, and legal competencies to ensure safe, effective,
and developmentally appropriate educational experiences..
Conclusion
The teaching of taekwondo to children and
adolescents should be understood as a multidimensional educational practice
whose complexity extends beyond the technical mastery certified through
traditional grading systems. Professional coaching competence is shaped by the
integration of scientific, pedagogical, psychological, and ethical knowledge
that enables practitioners to respond appropriately to the developmental and
safeguarding needs characteristic of formative stages.
Technical certifications represented by the
black belt constitute legitimate mechanisms for validating discipline-specific
knowledge and practical experience within taekwondo. However, their scope is
insufficient, by itself, to ensure the professional preparation required to
lead instructional processes involving minors. The educational responsibility
associated with youth training demands competencies that go beyond technical
execution and encompass evidence-informed decision-making related to human
development, learning, well-being, and safety.
The professionalization of taekwondo coaches
should be conceived as an ongoing process of competency development supported
by the integration of academic education, specialized training, reflective
practice, and continuous scientific updating. The quality of instruction
depends on the coach’s ability to integrate diverse forms of knowledge and
apply them contextually to promote the holistic development of practitioners..
References
Battaglia, A., & Kerr, G. (2024). Youth athletes’ perspectives
on developmental influences of relationships in individual and team sports. Cogent
Social Sciences, 10(1), 2392023. https://doi.org/10.1080/23311886.2024.2392023
Biino, V., Giustino, V., Gallotta, M. C.,
Bellafiore, M., Battaglia, G., Lanza, M., Baldari, C., Giuriato, M., Figlioli,
F., Guidetti, L., & Schena, F. (2023). Effects of sports experience on
children’s gross motor coordination level. Frontiers in Sports and Active
Living, 5, 1310074. https://doi.org/10.3389/fspor.2023.1310074
Bompa, T. O., & Buzzichelli, C. A.
(2019). Periodization: Theory and Methodology of Training (1st ed.).
Human Kinetics. https://doi.org/10.5040/9781718225435
Brown, K. A., Patel, D. R., &
Darmawan, D. (2017). Participation in sports in relation to adolescent growth
and development. Translational Pediatrics, 6(3), 150–159.
https://doi.org/10.21037/tp.2017.04.03
Constituent Assembly. (2008). Constitution
of the Republic of Ecuador. Asamblea Constituyente.
https://www.oas.org/juridico/pdfs/mesicic4_ecu_const.pdf
Damayanti, A., Najiha, U., Mawar
Izzatuttadzkiroh, E., Beda Nguru, F., Angelo Abayog Pacala, F., & Kyambo
William, F. (2026). Contextualizing Martial Arts Pedagogy in Early Childhood
Education: Taekwondo and the Development of Gross Motor Competence in
Indonesia. Nak-Kanak: Journal of Child Research, 3(1), 51–59.
https://doi.org/10.21107/njcr.v3i1.197
Domaradzki, J., Popowczak, M., Kochan-Jacheć,
K., Szkudlarek, P., Koźlenia, D., & Murawska-Ciałowicz, E. (2025). Which
Age Matters? Comparing Chronological and Biological Age in Adolescent
Adaptation to School-Based Physical Activity Interventions (Wrocław PEER-HEART
Study). Children, 12(12), 1607.
https://doi.org/10.3390/children12121607
Fong, S. S. M., Fu, S., & Ng, G. Y. F.
(2012). Taekwondo training speeds up the development of balance and sensory
functions in young adolescents. Journal of Science and Medicine in Sport,
15(1), 64–68. https://doi.org/10.1016/j.jsams.2011.06.001
Gurgis, J. J., & Kerr, G. A. (2021).
Sport Administrators’ Perspectives on Advancing Safe Sport. Frontiers in
Sports and Active Living, 3, 630071.
https://doi.org/10.3389/fspor.2021.630071
Iorga, A., Jianu, A., Gheorghiu, M.,
Crețu, B. D., & Eremia, I.-A. (2023). Motor Coordination and Its Importance
in Practicing Performance Movement. Sustainability, 15(7), 5812.
https://doi.org/10.3390/su15075812
Kim, Y., Kim, J., Lee, J.-M., Seo, D.-C.,
& Jung, H. C. (2022). Intergenerational Taekwondo Program: A Narrative
Review and Practical Intervention Proposal. International Journal of
Environmental Research and Public Health, 19(9), 5247.
https://doi.org/10.3390/ijerph19095247
Larsen, B., & Luna, B. (2018).
Adolescence as a neurobiological critical period for the development of
higher-order cognition. Neuroscience & Biobehavioral Reviews, 94,
179–195. https://doi.org/10.1016/j.neubiorev.2018.09.005
Lee, Y., & Lim, S. (2025). Positive
youth development through taekwondo: A journey to the black belt. Frontiers
in Psychology, 16, 1630461.
https://doi.org/10.3389/fpsyg.2025.1630461
Li, Q., Fu, Q., Li, L., & Wang, J.
(2026). Cognitive-coordination training: Impact on sport-specific physical
fitness and technical skill of adolescent basketball athletes. Frontiers in
Psychology, 16, 1669608. https://doi.org/10.3389/fpsyg.2025.1669608
Malm, C., Jakobsson, J., & Isaksson,
A. (2019). Physical Activity and Sports—Real Health Benefits: A Review with
Insight into the Public Health of Sweden. Sports, 7(5), 127.
https://doi.org/10.3390/sports7050127
Myer, G. D., Lloyd, R. S., Brent, J. L.,
& Faigenbaum, A. D. (2013). How Young Is Too Young to Start Training? ACSM’S
Health & Fitness Journal, 17(5), 14–23.
https://doi.org/10.1249/FIT.0b013e3182a06c59
Myers, A. M., Beam, N. W., & Fakhoury,
J. D. (2017). Resistance training for children and adolescents. Translational
Pediatrics, 6(3), 137–143. https://doi.org/10.21037/tp.2017.04.01
Nash, C., Ashford, M., & Collins, L.
(2023). Expertise in Coach Development: The Need for Clarity. Behavioral
Sciences, 13(11), 924. https://doi.org/10.3390/bs13110924
Nery, M., Sequeira, I., Neto, C., &
Rosado, A. (2023). Movement, Play, and Games—An Essay about Youth Sports and
Its Benefits for Human Development. Healthcare, 11(4), 493.
https://doi.org/10.3390/healthcare11040493
Newland, A., Cronin, C., Cook, G., &
Whitehead, A. (2024). Developing Coaches’ Knowledge of the Athlete–Coach
Relationship Through Formal Coach Education: The Perceptions of Football
Association Coach Developers. International Sport Coaching Journal, 11(3),
341–355. https://doi.org/10.1123/iscj.2022-0108
Peña, G., Heredia, J. R., Lloret, C.,
Martín, M., & Da Silva-Grigoletto, M. E. (2016). Iniciación al
entrenamiento de fuerza en edades tempranas: Revisión. Revista Andaluza de
Medicina del Deporte, 9(1), 41–49.
https://doi.org/10.1016/j.ramd.2015.01.022
Posso Pacheco, R. J., & Minda Guaman,
J. G. (2026). Competitive Consistency in Youth Tennis: A Review of Emotional
Regulation and Control. MENTOR Revista de Investigación Educativa y
Deportiva, 5(14), 1–12. https://doi.org/10.56200/mentor.v5i14.12832
Rabin, J., Bowles, S., & Shin, M. R.
(2025). A practical guide to strength/resistance training in pediatrics ages 7
through 18 years old. Current Problems in Pediatric and Adolescent Health
Care, 55(11), 101885. https://doi.org/10.1016/j.cppeds.2025.101885
Sigmundsson, H., Trana, L., Polman, R.,
& Haga, M. (2017). What is Trained Develops! Theoretical Perspective on
Skill Learning. Sports, 5(2), 38. https://doi.org/10.3390/sports5020038
Siomar Castillo, A., & Colmenero
Fonseca, F. (2026). Modelo Conceptual Integrador para Comprender el Bienestar
Profesional en Contextos de Rendición de Cuentas desde la Motivación Docente y
Gobernanza Educativa. Ciencia Latina Revista Científica Multidisciplinar,
10(2), 8434–8457. https://doi.org/10.37811/cl_rcm.v10i2.23828
Stănciulescu, R. (2016). Development of
Basic Physical Qualities, Essential Condition for Creating a Competitive
Physical Capacity. Scientific Bulletin, 21(1), 54–60.
https://doi.org/10.1515/bsaft-2016-0037
Tuakli-Wosornu, Y. A., Kirby, S. L.,
Tivas, A., & Rhind, D. (2023). The journey to reporting child protection
violations in sport: Stakeholder perspectives. Frontiers in Psychology, 13,
907247. https://doi.org/10.3389/fpsyg.2022.907247
Yang, P., Xu, R., & Le, Y. (2024).
Factors influencing sports performance: A multi-dimensional analysis of
coaching quality, athlete well-being, training intensity, and nutrition with
self-efficacy mediation and cultural values moderation. Heliyon, 10(17),
e36646. https://doi.org/10.1016/j.heliyon.2024.e36646
Yıkılmaz, A., Yılmaz, C., Çiçekli, A.,
Eryılmaz, Ö., Budak, C., Uyar, M., Ceylan, T., Güler, Ö., & Şahin, F. N.
(2025). Taekwondo exercises for women improve quality of life, physical
self-defence skills, and psychological resilience. Frontiers in Psychology,
16, 1638975. https://doi.org/10.3389/fpsyg.2025.1638975
Zapata Morales, K. A. (2023). Métodos de
enseñanza-aprendizaje en el taekwondo: Una revisión Sistemática. GADE:
Revista Científica, 3(1), 72–89.
https://doi.org/10.63549/rg.v3i1.185
Zhang, N., Du, G., & Tao, T. (2025).
Empowering young athletes: The influence of autonomy-supportive coaching on
resilience, optimism, and development. Frontiers in Psychology, 15,
1433171. https://doi.org/10.3389/fpsyg.2024.1433171
