Promoting self-regulation through school-based martial arts training

By Kimberley D. Lakes, William T. Hoyt. 2004

438 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ae78dcb6cef9480a911751754a9da21f7f6c2731

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

In Social Psychology

Citations in the corpus

A meta-analysis update on the effectiveness of early self-control improvement programs to improve self-control and reduce delinquency (2016, neutral): “…(1985)* Southwest USA N/R 70 Mean age 8 years old Jackson and Calhoun (1982) USA N/R 40 5–6 years old Jones (2003)* Eugene, Oregon N/R 59 2–4 years old Lakes and Hoyt (2004) Mid-western USA 2000–2001 207 5th grade Larkin and Thyer (1999) Gainesville, Georgia N/R 52 Pre-K to 3rd…”
Exercise and children's cognition: The role of exercise characteristics and a place for metacognition (2015, methodology): “Lakes and Hoyt 34 employed a traditional martial arts program that was administered in place of PE classes to elementary school-age children.”
Activities and Programs That Improve Children’s Executive Functions (2012, background): “Lakes and Hoyt (2004) randomly assigned children in kindergarten through fifth grade (5- to 11-year-olds) by homeroom class to take part in either traditional tae kwon do or standard physical education.”
Reducing aggression with martial arts: A meta-analysis of child and youth studies (2017, methodology): “…and self-awareness in children (Lakes & Hoyt, 2004) and tentatively aid executive functions (Diamond & Lee, 2011), including self-monitoring and awareness (Haydicky, Wiener, Badali, Milligan, & Ducharme, 2012; Lothes, Hakan, & Kassab, 2013) and cognitive-regulation (Lakes & Hoyt, 2004).”
Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions that appear Justified and those that, despite much hype, do not (2015, methodology): “For example, Lakes and Hoyt (2004) randomly assigned kindergarten through Grade 5 classes either to traditional TaeKwon-Do martial arts or standard PE.”
Variability of practice as an interface between motor and cognitive development (2016, background): “…the value of thoughtful PA and underlined the encouraging outcomes of PA practices centred on self-regulation training, such as martial arts and yoga, to promote the development of several components of executive function (Lakes & Hoyt, 2004) and metacognition (Manjunath & Telles, 2001).”
On the Malleability of Self‐Control: Theoretical and Policy Implications Regarding a General Theory of Crime (2010, background): “Lakes and Hoyt’s (2004) study was the most identifiable of this intervention type and involved periods of meditation where the”