Wellbeing warriors: Examining the effects of martial art training on mental health outcomes for secondary school students

INTERVENTION: Brief name: A randomised controlled trial of a secondary school‐based mental health promotion program based on martial arts training. Material: Martial arts belts (white and yellow), training equipment (strike paddles, strike shields). Procedures: (a) Each intervention session includes: ‐ Psycho‐education – guided group based discussion. Topics include respect; self‐image (concept) and self‐esteem; goal‐setting; courage; anger; resilience; bullying/peer pressure; self‐care and caring for others; values, optimism & hope; ‐ Warm up (e.g. jogging, star jumps, push ups, sit ups); ‐ Stretching (e.g hamstring stretch, triceps stretch, figure four stretch, butterfly stretch, lunging hip flexor stretch, knee to chest stretch, standing quad stretch); and ‐ Technical practice – stances, blocks, punching, kicking. (b) Intervention sessions intermittently include (alternated throughout the program): ‐ Patterns practice, ‐ Sparring – based on "sticking hands" (tai chi exercise), and ‐ Meditation – breath focusing exercise. Note – aggressive physical contact is not part of the intervention program. Who: Intervention delivered by (1) registered psychologist with minimum 6 years’ experience, (2) 2nd Dan/level black‐belt taekwondo instructor with minimum 5 years’ experience. Mode of delivery: Group format, face to face. Number of times/dose: 10 x 50‐60 minute sessions; once/week for 10 weeks. Location: High school. Group size: 15‐20 participants. CONDITION: Attention problems Behaviour/conduct problems Emotional problems Peer/social problems Resilience Self‐efficacy PRIMARY OUTCOME: Mean total difficulties score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) ; Mean total resilience score ; Instrument: Child and Youth Resilience Measure (CYRM, Ungar & Liebenberg, 2011) ; Mean total self‐efficacy score ; Instrument: Self‐Efficacy Questionnaire for Children (SEQ‐C, Muris, 2001) ; SECONDARY OUTCOME: Mean total academic self‐efficacy score ; Instrument: Self‐Efficacy Questionnaire for Children (SEQ‐C, Muris, 2001) Mean total conduct score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) ; Mean total emotional score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) ; Mean total emotional self‐efficacy score ; Instrument: Self‐Efficacy Questionnaire for Children (SEQ‐C, Muris, 2001) ; Mean total hyperactivity score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) Mean total individual capacities/resources score ; Instrument: Child and Youth Resilience Measure (CYRM, Ungar & Liebenberg, 2011) ; Mean total peer score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) Mean total pro‐social score ; Instrument: Strengths and Difficulties Questionnaire (SDQ, Goodman, 2005) ; Mean total relationships with primary caregivers score ; Instrument: Child and Youth Resilience Measure (CYRM, Ungar & Liebenberg, 2011) Mean total sense of belonging score ; Instrument: Child and Youth Resilience Measure (CYRM, Ungar & Liebenberg, 2011) Mean total social self‐efficacy score ; Instrument: Self‐Efficacy Questionnaire for Children (SEQ‐C, Muris, 2001) ; INCLUSION CRITERIA: Secondary school students Grades 7 & 8