“I want them to believe they can.”

Research reviewed September 25, 2026

A little context before we begin

These papers studied specific programs around the world, not Freedom Martial Arts students. The activities, teaching approach, and support differed from study to study, so results do not apply automatically to every martial arts class. They help us ask better questions, but cannot promise what any one child will experience.

What the research found

A randomized study involving 283 secondary-school students found improvements in self-efficacy after a ten-session program. That means their belief in their ability to handle challenges. The program combined martial arts with discussions about wellbeing and meditation, so we cannot credit the physical training alone.[2]

Not every study finds a confidence benefit. A smaller, nonrandomized study of teenage boys found gains on some thinking tasks, but no clear improvement in self-esteem. Feeling capable and feeling good about yourself are related, but researchers do not measure them as the same thing.[12]

Family observations can matter even when a questionnaire does not show change. In a Florida martial arts pilot with autistic children, standardized behavior scores did not clearly improve, while some interviewed parents described greater social confidence. Those interviews offer examples of valued experiences, not proof of a general confidence effect.[22]

Confidence does not have to be loud

A confident child is not necessarily the first to volunteer or the person with the strongest voice. For your child, confidence might mean entering the room, telling an instructor that something is confusing, or trying alongside a partner. Start with the situation your child would like to feel more comfortable in. Their version of success may be quieter than the one adults first imagine.

There is a useful difference between saying I am good at everything and discovering I can learn this part. The second leaves room for mistakes. When a child can point to a movement they understand now, their sense of capability has a specific foundation. A belt or certificate can celebrate that work, but the experience underneath it deserves attention too.

Make encouragement specific and believable

Instead of asking whether your child was the best, ask what felt new. You might notice that they asked a question, returned after a break, or practiced a step they found awkward. Describe what you saw without making the moment bigger than it feels to them. You tried again after you forgot the order is often a more useful conversation starter than You can do anything.

Ask the instructor how they respond when a student makes a mistake in front of others. Is the next step clear? Can a child have another attempt without becoming the center of attention? How are students encouraged when they progress at different speeds? These questions tell you about the learning experience. A friendly answer should leave room for a child who needs more time.

Let your child help define the next step

A manageable challenge is personal. One child may want to demonstrate a movement; another may prefer to practice it with the instructor first. Ask what would make the next attempt feel possible. Offering an agreed first step keeps the goal connected to your child, instead of turning confidence into a performance they must give adults.

Look for a pattern over time, including how your child talks about class. Do they mention something they can do now? Feel comfortable saying no or asking for help? Want to return after an imperfect day? These are useful discussion points, not a formal assessment. If progress feels uneven, bring the actual situation to the instructor. Confidence in one activity may grow before confidence elsewhere, and a child should not have to hide uncertainty to be seen as doing well.

What this looks like at Freedom Martial Arts

Our instructors help students notice something specific they did: trying again, asking for help, or finishing a step that felt difficult. We want “I did it” to mean something to them.