The Motivation and Reasons behind Taking Distance-based

Taekwondo Martial Arts Lessons: Social Cognitive Career

Perspectives from Parents

Luis M. Dos Santos

Woosong Language Institute, Woosong University, 196-5 Jayang Dong, Daejeon, South Korea

Keywords: Distance Learning, Martial Arts Education, Online Education, Online Programme, Social Cognitive Career

Theory, Technologically-assisted Teaching Tool.

Abstract: The increasing use of technologically-assisted teaching and learning approaches and tools has been raised in

the current school system. However, most of the practice-based and vocational-based courses have still relied

on face-to-face instruction. However, due to the COVID-19 pandemic, a large number of courses and

programmes have been moved to the online platform for teaching. In this study, the researcher interviewed

12 participants who have sent to their children to one of the distance learning based martial arts education

courses in South Korea. Based on the lens of the Social Cognitive Career Theory, this study sought to

understand the motivation and reasons why do parents want to send their children to one of the distance

learning based martial arts school online? The finding of this study indicated that the achievements of

education and career goals always drove the motivation and reasons of these groups of parents, regardless of

the outcomes of the programmes and the willingness of their children. The results of this study provided a

blueprint for government leaders, policymakers, school leaders, parents, students, and researchers to

understand the current social problem, such technologically-assisted tools.

1 INTRODUCTION

The increasing use of technologically-assisted

teaching and learning approaches and strategies in the

pre-12 education system has raised concerns and

prompted confusion around the applications,

effectiveness, expectations, experiences, and

outcomes related to these distance-based materials

and teaching (Dos Santos, 2019a, 2020f; Espino et al.,

2020; Santagata and Guarino, 2011). Traditional

approaches and strategies for pre-12 education and

schooling usually involve face-to-face instructions

with technologically-assisted materials delivered by

instructors in classroom environments (Weiner, 2012;

Weiner and Jerome, 2016). However, due to the

recent COVID-19 pandemic, many pre-12 and

university-level education institutions have moved to

distance learning to prevent infection among both

students and instructors (Simpson, 2018).

Distance learning is not a new teaching and

learning approach or strategy internationally ( Brown

https://orcid.org/0000-0002-4799-8838

et al., 2015; Yamagata-Lynch et al., 2015). However,

many East Asian learners, particularly South Korean

learners and parents, do not have any previous

experience or expectations of visual classroom

environments. Recently, several studies have

investigated feedback from both students and

instructors (Cavus, 2015; Elyakim et al., 2019).

However, it is important to understand how parents

make sense of and describe these distance learning

experiences and the expectations of their children

during the COVID-19 pandemic.

Martial arts, which students learn in face-to-face

classroom environments, involve vocational and

practical-based exercises and performances, rather

than either cognitive learning or paper-based

exercises (Lantz, 2002). In traditional martial arts

education, instructors demonstrate the exercises, the

students follow the same steps and procedures, and

the instructors provide effective feedback and

comments to help the students improve. In addition to

practice exercises and performances, instructors may

teach breathing exercises, as sports and performances

262

Santos, L.

The Motivation and Reasons behind Taking Distance-based Taekwondo Martial Arts Lessons: Social Cognitive Career Perspectives from Parents.

DOI: 10.5220/0010385402620269

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 1, pages 262-269

ISBN: 978-989-758-502-9

require both psychological and physical

developments (Nosanchuk, 1981).

According to many previous studies (Brown et al.,

2015; Dos Santos, 2020b; Yamagata-Lynch et al.,

2015), distance learning and online teaching and

learning may provide excellent materials and

backgrounds for cognitive development and

textbook-oriented knowledge. In other words,

learners may gain expected outcomes and results

through theoretical knowledge and practice.

However, as some practical and vocational skills may

need to be demonstrated and explained by instructors,

it may become a question of how students can learn

these essential skills from visual materials.

Due to the recent COVID-19 pandemic and the

development of technologically-assisted teaching and

learning strategies, many schools and universities

have moved to distance learning based classroom

environments. From early 2020, government

departments required all schools, regardless of their

status and subject matter, to move to distance learning

platforms. It was expected that traditional pre-12

schools and universities should be well prepared to

make this move to distance learning classroom

environments, as much of the coursework and many

of the lessons involve cognitive-based learning

materials. However, instructors of vocational and

practical courses (in this case, martial arts lessons)

may be facing difficulties, concerns, and confusion,

as their lessons can only be effectively delivered via

face-to-face instructions. A previous study (Petrenko

et al., 2020) has indicated that the idea of delivering

vocational courses via distance learning prompts

concerns about the tailor-made coursework design,

positive communication between instructors and

students, effective interactions between students, and

practical exercises with effective feedback and

comments.

1.1 Purpose of the Study

The purpose of this study is to understand and explore

the motivation and reasons behind why parents decide

to send their school-age children to a distance

learning based martial arts (i.e., Taekwondo) course

online. It is worth noting that this study does not focus

on measurements of effectiveness or grading

improvement(s). This study was guided by the

following research questions:

 Why do parents want to send their child(ren) to

one of the distance learning based martial arts

(i.e., Taekwondo) schools online? What are the

motivations and reasons behind this decision?

The results of this study may provide a holistic

picture for school leaders, parents, students, and

instructors in regard to how to reform martial arts

education, improve vocational-based curricula, and

select distance learning based teaching and learning

programmes.

1.2 Theoretical Framework: Social

Cognitive Career Theory

The Social Cognitive Career Theory is one of the

popular approaches and theories in the field of

motivation, reasons, and career decision. The theory

was originally developed by (Lent et al., 1994; Lent

and Brown, 1996). The theory mainly focused on how

individuals and groups decide their career decision

and development based on their achievement of

education and career goals, academic and career

interests, and the interests of career developments.

Over the last few decades, a large number of

researchers and scholars employed this theory to

studies about career development (Dos Santos,

2020a), motivation (Dos Santos, 2018a), foreign

language teaching and learning (Dos Santos, 2018b),

teachers’ professional development, and individuals’

academic decision (Brown and Lent, 2019; Flores and

O’Brien, 2002; Gibbons and Shoffner, 2004;

Thompson et al., 2017).

However, based on the development of the

behaviours of the individuals and groups, as well as

the foundation of the theory, the current Social

Cognitive Career Theory was developed based on the

recommendation of some applied studies. As a result,

the current version of the Social Cognitive Career

Theory concerns the connections and relationships

among four factors, which are,

 Interests of career developments;

 Achievements of education and career goals;

 Academic and career interest; and

 Financial consideration

The current study concerned about these four

factors and applied these directions as the lens for the

findings and discussions.

2 METHODOLOGY AND

RESEARCH DESIGN

The current study employed the qualitative research

method (Tang and Dos Santos, 2017) as the means of

the research design. Based on the nature of this study,

the researcher sought to understand the motivation(s)

and the reason(s) why do parents want to send their

The Motivation and Reasons behind Taking Distance-based Taekwondo Martial Arts Lessons: Social Cognitive Career Perspectives from

Parents

263

child(ren) to one of the distance learning based martial

arts (i.e., Taekwondo) schools online? What are the

motivations and reasons behind this decision? In order

to collect the first-hand data from the participants,

asking them would be the appropriate approach.

2.1 Research Design: Case Study

The case study methodology was employed as the

researcher recruited and collected data from the

participants who were located on one site in South

Korea. The exploratory embedded single-case study

research design was used in this study (Yin, 2012).

The case for this study was located in a martial arts

school in South Korea. The case study approach was

selected because the researcher tended to understand

how the individuals and groups in a particular site and

area would describe their experience about the

distance learning based teaching and learning

experience and approach of the martial arts education

for their children.

2.2 The Participants

The participants were parents of a group of children

who are currently taking the distance learning based

martial arts education in one of the South Korean

academies. The purposive sampling strategy was

employed in order to recruit the participants.

The population of the participants were all

parents. The researcher contacted the administrator of

the school for the permission of the study. The

administrator transferred the invitation to each parent

for the ideas about this study. As a result, 12

participants would like to join this study for further

investigation.

2.3 Data Collection

Due to the COVID-19 pandemic and the

recommendation of the social distancing from the

South Korean government, only a few options can be

exercised for qualitative data collection. Therefore,

the researcher employed the Zoom-based interview

session for the data collection procedure.

The researcher employed the semi-structured

interview tool to collect feedback and sharing

according to the research question based on the lens

of the Social Cognitive Career Theory (Dos Santos,

2018a, 2019b, 2020b, 2020d, 2020e; Lent et al., 1994;

Lent and Brown, 1996).

Each participant was interviewed once for the data

collection procedure. Each interview session lasted

from 45 minutes to 53 minutes. During the interview

sessions, the researcher employed a digital recorder

for recording. All agreed with the arrangement of the

interview procedure.

2.4 Data Analysis

After the researcher completed the data collection

procedure, the researcher immediately transcribed the

voice messages into written transcripts for data

analysis. The researcher re-read the written

transcripts multiple times for potential themes and

subthemes based on the guideline from the general

inductive approach (Thomas, 2006).

The researcher first employed the open-coding

technique to categorise the large-size transcripts into

the first-level themes and subthemes (Merriam,

2009). During this time, the researcher grouped 11

themes and 12 subthemes. However, an effective

qualitative research study should have narrowed

groups for reporting. Therefore, the researcher

employed the axial-coding technique for second-level

themes and subthemes. As a result, two themes and

five subthemes were merged (Merriam, 2009).

2.5 Human Subject Protection

The privacy of the participants was the most

important part of this study. Therefore, the researcher

employed all different types of strategies to protect

the privacy of the site, the participants, and the related

personnel. The signed and unsigned content forms

and agreements, personal contacts, voice messages,

written transcripts, and related materials were all

locked in a password-protected cabinet. Only the

researcher has the rights to read it.

After the researcher is completed, the researcher

deleted and destroyed the related materials

immediately in order to protect the privacy of all the

parties.

3 RESULTS AND DISCUSSION

During the Zoom interview sessions, all the

participants answered the same interview questions,

to enable us to collect their opinions and feedback

about the research questions, based on the theoretical

framework of Social Cognitive Career Theory (Dos

Santos, 2018a, 2019b, 2020b, 2020d, 2020e; Lent et

al., 1994; Lent and Brown, 1996).

This chapter summarises the results from the 12

semi-structured interview sessions, organised by two

themes: academic achievement and discipline of

study. Although all parents and students were from

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264

different families and backgrounds, many of these

parents shared similar ideas and stories about their

decisions. The following section explains how Social

Cognitive Career Theory may connect to the

motivations and reasons of these groups of parents

(Dos Santos, 2018a, 2019b, 2020b, 2020d, 2020e;

Lent et al., 1994; Lent and Brown, 1996).

Unlike previous studies (Freer and Evans, 2019)

that have focused on academic-oriented courses in

secondary schools and universities, this study sought

an understanding of practice-based courses – in this

case, martial arts (i.e., Taekwondo) – during the

COVID-19 pandemic in South Korea. More

importantly, the researcher sought the feedback of

parents instead of students.

3.1 Academic Achievement

3.1.1 Need to Take Additional After-school

Programmes for Personal

Development

First, all 12 participants indicated that, although

government-funded schools do not require students to

take any practice-based courses via online learning

platforms, all parents allowed their children to continue

with their sports courses, to gain better performance

and achieve better grades. According to the Social

Cognitive Career Theory (Dos Santos, 2018a, 2019b,

2020b, 2020d, 2020e; Lent et al., 1994; Lent and

Brown, 1996), the participants positioned the academic

achievement(s) of their children as highly important.

Their feedback, therefore, reflected the factor of

academic achievements and goals in Social Cognitive

Career Theory. The researcher gained significant

feedback from the participants, as follows:

I think it is important for my two children to take

physical education courses at school. However,

due to government regulations, there were no

physical education courses available via the

online platform at their high school and middle

school. So, I have to pay additional tuition fees to

the academy. I want them to learn some good

knowledge from teachers. (Participant #1)

I need my kid to go to the academy because I think

it is important for him to learn additional

knowledge and skills beyond his high school

curriculum. Now, he can only study some

traditional subjects online, such as biology and

physics. What about sports and physical

education? Therefore, I have to send him to the

online academy. He needs to have these academic

achievements. (Participant #4)

Based on the feedback of the participants and our

own reflections on Social Cognitive Career Theory

(Dos Santos, 2018a, 2019b, 2020b, 2020d, 2020e; Lent

et al., 1994; Lent and Brown, 1996), it is evident that

the participants believed that physical education could

not be delivered due to government recommendations

and regulations. To receive a source of physical

education skills, they sent their child(ren) to a distance

learning based academy to make up for the missing

parts of the current school curriculum.

3.1.2 Need to Take Additional After-school

Programmes to Meet Social

Expectations

Second, according to some previous studies (Kim,

2009; Kwon et al., 2017), South Korean people and

communities expect well-established backgrounds and

reports from their candidates and applicants. In other

words, university admissions offices tend to recruit

applicants with excellent grades, extraordinary

activities, and positive recommendation letters. Due to

social pressure and expectations, many parents decide

to send their children to after-school programmes and

academies, regardless of their delivery modes.

According to Social Cognitive Career Theory (Dos

Santos, 2018a, 2019b, 2020b, 2020d, 2020e; Lent et

al., 1994; Lent and Brown, 1996), the following

feedback from three participants is connected to the

factor of academic achievements and goals:

If my kid does not go to the academy, how can he

apply to some excellent and top universities in the

future? In Korea, universities and companies

always evaluate students and young people’s

report cards and the ranking of their university. If

my boy won some of the Taekwondo games in

Korea, he could go to one of the top universities

after high school. (Participant #3)

Most of my children’s classmates are taking

different types of programmes and courses from

the academy, from music, mathematics, Chinese,

and English to dancing. My children cannot miss

any of these after-school programmes. I asked my

boys which courses they would like to take. They

told me Taekwondo. (Participant #12)

Children need to study hard, very hard. This is the

social expectation of Korean people. I used to live

in this pressured society and community. Even if I

don’t want to, the social pressure will ask my

children to do so. (Participant #2)

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Based on the feedback from these participants, the

researcher concluded that social expectations and

pressure from members of the public play important

roles in parents’ decisions and motivations. Many

participants indicated that South Korean people

always compare people’s backgrounds and

achievements, due to social pressure. Based on Social

Cognitive Career Theory (Dos Santos, 2018a, 2019b,

2020b, 2020d, 2020e; Lent et al., 1994; Lent and

Brown, 1996), the behaviours and decisions of these

participants (i.e. parents) confirmed the factor of

academic achievements and goals (i.e., for both the

desires of parents and social pressure).

3.1.3 Develop Some Personal Goals and

Achievements during the COVID-19

Pandemic

Finally, all participants advocated that children do not

need to go to school due to government policy.

Therefore, there is some additional space for further

development (i.e., in the area of hobbies and

interests). Parents are willing to spend additional

financial resources for some after-school

programmes and courses. In this case, with

negotiation between their children, the participants

decided to send their children to a martial arts

academy for online Taekwondo lessons. A previous

study (Kim, 2009) has shown that South Korean

families generally save and spend a certain amount of

their monthly expenses for their children’s after-

school programmes and courses. Two participants in

this study confirmed this:

It is not a trend, but a requirement for Korean

children and students to attend after-school

programmes and courses after their regular

school hours. Now, my children don’t need to go

to school. Instead of playing computer games,

why don’t they spend some time playing sports?

(Participant #9)

I don’t want my children to develop an interest in

playing computer games. It is not good at all.

They don’t like mathematics, they don’t like

English. I asked them if they like sports; they said

yes. But our house cannot be a running field or

basketball field, so let’s try Taekwondo.

(Participant #10)

In conclusion, most of the feedback from the

participants reflected Social Cognitive Career Theory

(Dos Santos, 2018a, 2019b, 2020b, 2020d, 2020e;

Lent et al., 1994; Lent and Brown, 1996), particularly

the factor of academic achievements and goals. Social

expectations and pressure also play important roles in

parents’ motivation and decisions. Although some

agreed that the distance learning based Taekwondo

and related sport lessons might not be effective, they

are willing to spend financial resources on them. The

academic achievements of their children are

important in motivating the course selection and

related decisions.

3.2 Discipline of Study

Besides the consideration of academic achievement,

all 12 participants expressed ideas regarding

discipline and discipline of study for traditional-age

students. Due to traditional thinking and the influence

of Confucianism in South Korea, young people,

particularly traditional-age students, are expected to

go to school and earn excellent grades, to show

respect for their families.

3.2.1 Work Hard and Become Good

Students and Children

The idea of filial piety (Hui et al., 2018) was repeated

more than 50 times during the interview sessions.

Like many East Asian groups and families, South

Korean people view filial piety as one of the most

important behaviours and practices of their daily

lives, due to the influence of Confucianism. All

participants believed that their children should follow

their guidelines and plans to become good students

and children. Three participants in particular shared

their ideas in this respect:

These are the rules in our Korean tradition. It is

not something that I or we can break. I know it is

very hard for my children. I want to play computer

games too, but it is the responsibility of students

to study… (Participant #11)

My children do not understand how society and

company leaders… how bad those people and

leaders are. I experienced that. I don’t want them

to fall into the same trap. They need to show

people they are hard-working students and good

students. Society will not let them go in such easy

ways. (Participant #8)

I know it is hard for all of us – parents, children,

and even the teachers – but this is how it works in

Korea. This is discipline. We have to follow the

rules. (Participant #7)

All participants believed that Korean

communities and the top leadership expect positive

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backgrounds and excellent discipline from the next

generations. According to Social Cognitive Career

Theory (Dos Santos, 2018a, 2019b, 2020b, 2020d,

2020e; Lent et al., 1994; Lent and Brown, 1996),

positive backgrounds and discipline may lead to the

factor of academic achievements and goals. The

expectation of good grades and well-established

personalities framed the directions and motivations of

the parents’ motivations and decisions.

3.2.2 Children Should Take After-school

Programmes and Courses Regardless

of Their Desires

The researcher further asked the participants about

what they would do if their child(ren) did not want to

take any additional after-school programmes and

courses – how would they react? A previous study

(Bousselaire, 2017) has indicated that a large number

of South Korean students take different types of after-

school programmes and courses (i.e., based on

personal desires or parental influence) (Choi and Cho,

2016). In this case, the participants indicated that they

let their children choose which after-school

programmes and courses to take (i.e., subject matter).

However, their children must take some after-school

programmes to meet their (i.e., the parents’) desires.

Two significant comments are pertinent in this respect:

My children can select their own courses, but they

have to take a course, an after-school course at

the academy. I have two boys and one girl. My girl

is taking English and my second boy is taking

mathematics. They can take whatever they want.

It is free enough. (Participant #5)

After-school programmes are important; they

need to take them regardless of the subjects, from

music to sport, but I need them to take it.

(Participant #6)

In conclusion, this study confirmed that the

motivations and reasons were influenced by Social

Cognitive Career Theory (Dos Santos, 2018a, 2019b,

2020b, 2020d, 2020e; Lent et al., 1994; Lent and

Brown, 1996, particularly the factor of academic

achievements and goals. More importantly, the

researcher found that parents decided to send their

children to an academy mainly because of social

expectations and pressure from their Korean

communities and societies. Korean societies expect

positive and effective academic achievements and

backgrounds from the next generations and young

people. If their children do not meet these

expectations, societies may neglect their existence.

As a result, the participants decided to send their

children to different types of after-school

programmes and courses, regardless of the teaching

and learning modes and locations.

4 LIMITATIONS AND FUTURE

DEVELOPMENTS

Each study has its own limitation(s). The researcher

indicated that there are two limitations in this study.

First, the study focused on a single-site for this case

study. Participants from other backgrounds and site-

environments may have different ideas and sharing.

Therefore, future research may continue to discover

sharing and feedback from other schools and

participants.

Second, the current study investigated the course

in the field of martial arts (i.e. Taekwondo). However,

other practical-based and vocational-based courses

and programmes may face a similar difficulty and

problem. Therefore, future research studies may

expand the directions and inquiries to other subject

matters.

5 CONCLUSION

In conclusion, the COVID-19 pandemic has changed

the teaching and learning behaviours of many courses

and programmes, including the practice-based and

vocational-based subject matters. Based on the results

of this study and the lens of the Social Cognitive

Career Theory, South Korean parents tend to send

their children to different types of after-school

programmes and academies for academic and interest

enhancements. Although the after-school

programmes and courses may not be beneficial to

their children, the social expectation and trend force

them to spend additional financial resources for the

courses.

Second, although some of the practice-based and

vocational-based programmes and courses may not

be beneficial if the instructions are delivered via

distance learning platforms. Most of the participants

(i.e. parents) continue to send their children to these

courses regardless of the outcomes and the results.

The findings of this study confirmed the

recommendations and guidelines of the Social

Cognitive Career Theory about the factor of academic

achievements and goals.

The results of this study serve as the blueprint for

the government leaders, school leaders,

The Motivation and Reasons behind Taking Distance-based Taekwondo Martial Arts Lessons: Social Cognitive Career Perspectives from

Parents

267

policymakers, parents, students, and researchers to

reform and polish their current policies and

regulations about after-school programmes and

distance learning based programmes in the East Asian

region, particularly the South Korean environment.

ACKNOWLEDGEMENTS

This study received the supports from the Woosong

University Academic Research Funding 2020.

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