In our complex and competitive world, success means finding and being your personal best. As a concerned parent, you want to see your child fulfill their potential academically, socially, and athletically. As a parent who goes the extra mile for your child, you want to see your child achieve all of this, and develop good character. USKSA has a long history of helping parents meet this goal with a structured martial arts teaching program.
USKSA’s instruction is the key to your child’s success in school, on the playing field, and among your child’s peers. USKSA teaches discipline, mental focus, commitment to goals, and the values of hard work, and self-control. Success with USKSA can give your child the competitive edge they need to be the star you know is there.
We know how important it is to teach good character values of self-respect, discipline, self-control, hard work, and respect for others. The martial arts instructors at USKSA support these values and help instill them in every student. You teach your child what is right – martial arts will give your child the confidence and attitude to do what’s right in every situation.
Research has shown the positive effects of developing character in martial arts. “Martial arts have a direct bearing on morality, disciplined ritual, and knowledge of man in the universe” (Becker, 1982), and gradually the Eastern philosophies that permeated martial arts practices encouraged “formation of good moral character [and] non-violent attitudes and behaviors” (Back and Kim, 1989).
As a loving parent, you want to be able to protect your child and keep them safe. Unfortunately, you can’t always be there when your child encounters dangerous peers. USKSA teaches conflict avoidance and resolution techniques, and the skills your child needs to protect themselves from harm by others.
On the other hand, if your child has demonstrated bully-type behavior patterns, the USKSA program can redirect those negative traits into positive gains. Martial arts training for adolescents with behavior problems led to larger increases in self-esteem than traditional treatment (Madenlian, 1979). Martial arts have been successfully used as an intervention strategy for middle and high school students with severe emotional disturbances (Edelman, 1994).
USKSA can give your child an advantage in sports performance. In a study conducted at the Tokyo Metropolitan University, athletes who were also martial arts students had substantially better reaction times over athletes who were not.
For thousands of years, martial arts has been a resource of health and vitality for practitioners all over the world. USKSA offers physical conditioning that is being cut from school curriculums. Not only does fitness contribute to academic success, but it also helps lead to a lifetime of good health.
Overweight children are 70% more likely to become obese adults, developing cardiovascular disease, and type2 diabetes. The National Governors Council on Obesity recommends children receive 30-60 minutes of physical activity 3-4 days a week, which is a typical martial arts program. Martial arts can set your child on a lifetime path to good health, the foundation of a successful life.
Studies have shown that martial arts can be tremendously useful for helping people who have ADD/ADHD. The USKSA program provides a positive outlet to release the student’s energy. Research into the personalities and lives of martial arts practitioners focusing on their self-esteem and self-image levels suggests that martial arts practitioners tended to be psychologically healthy and well-adjusted people (Konzak & Klavora, 1980).
USKSA has been successful in helping people with a wide variety of special needs to adapt to the social demands of school and society. A study on the treatment of special needs children showed that martial arts training led to an increase in the social adjustment scores for developmentally disabled children (Davis and Byrd, 1975). Modified martial arts training increased the psychosocial skills for blind, developmentally disabled children (Gleser et al., 1992).