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American Journal of   Physical Education 
and Health Science (AJPEHS)

Kicking beyond the Mat: Development and Validation of  Taekwondo Instructional Videos as 
a Supplemental Training Tool for SKSU Student-Athletes

Magno Rogelio T.1*, Jr. Emy A. Morbo1

Volume 3 Issue 2, Year 2025
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v3i2.4788
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: March 20, 2025

Accepted: April 21, 2025

Published: August 05, 2025

Taekwondo training must evolve to align with modern competition standards, yet many 
student-athletes at Sultan Kudarat State University (SKSU) struggle to adapt to new rule 
changes and techniques. This study developed and evaluated instructional videos as a 
supplemental training tool to enhance athletes’ physical performance, particularly in speed, 
strength endurance, strategy, and technique execution. This study employed a one-group 
pre-test/post-test research design to assess the impact of  instructional videos on SKSU 
Taekwondo student-athletes. A total of  48 athletes participated, undergoing a pre-test 
assessment before training with the instructional video. After a structured intervention period, 
a post-test was conducted to measure improvements in performance. The instructional 
videos were evaluated based on content, instructional quality, presentation, technical quality, 
appropriateness, and usability. Data analysis utilized descriptive and inferential statistics 
to determine the significance of  performance differences. Findings revealed significantly 
improved athletes’ speed, strength endurance, strategy, and technical execution after training 
with the instructional videos. The evaluation of  the instructional videos indicated high ratings 
in content relevance, instructional quality, and usability, confirming their effectiveness as a 
supplementary training tool. Statistical analysis demonstrated a significant difference in pre-
test and post-test scores, validating the impact of  the intervention. The study concluded that 
instructional videos are an effective supplementary tool for enhancing Taekwondo training. 
Their integration into training programs can bridge gaps in skill development, providing 
athletes with structured guidance to improve performance in competitive settings. Further 
research is recommended to explore their long-term effects and application to other sports 
disciplines.

Keywords

Instructional Videos, SKSU, 
Student-Athletes, Taekwondo 
Training

1 Sultan Kudarat State University, ACCESS, EJC Montilla, Tacurong City, Philippines
* Corresponding author’s e-mail: rogeliomagno@sksu.edu.ph

INTRODUCTION
Taekwondo, a Korean martial art and Olympic sport, 
emphasizes both physical and mental discipline. It 
consists of  kyorugi (full-contact sparring) and poomsae 
(performance-based techniques). Staying updated with 
rule changes, which occur every four years, is crucial for 
athletes. However, many student-athletes and coaches 
struggle to adapt due to a lack of  awareness, knowledge, 
and training resources.
According to Son et al. (2020), significant rule changes 
in Taekwondo competitions have left many athletes 
behind. Similarly, Cho et al. (2020) found that modern 
techniques favor quick, simple kicks, requiring updated 
training approaches. The transition from traditional to 
modern Taekwondo poses challenges, particularly in 
environments with limited instructor availability and 
training tools. In this regard, instructional videos can 
bridge this gap, supporting training both inside and 
outside formal settings (van der Meij, 2017).
In the Philippines, traditional Taekwondo training 
methods often leave athletes underprepared. A study 
conducted in Alaminos City (2022-2023) highlighted 
athletes’ dissatisfaction with basic movements and 
sparring training, emphasizing the need for program 
revisions. Similarly, Bernal-Torres et al. (2020) found 
that instructional videos enhance technique execution 

and error correction, making them a valuable tool in 
skill development. Additionally, Bueza et al. (2023) 
demonstrated their effectiveness in improving footwork 
performance, further reinforcing the potential of  video-
based learning in sports training.
In Region XII, particularly in Sultan Kudarat, Sultan 
Kudarat State University (SKSU) has been one of  the 
top-performing schools, excelling in Taekwondo at the 
annual Mindanao Association of  State and Tertiary 
Schools (MASTS) competition in 2017 (Falle, 2017). The 
university consistently accumulated a high number of  
medals and represented Region XII in the State Colleges 
and Universities Athletic Association (SCUAA) (Ibot, 
2017). However, in recent MASTS competitions, SKSU 
lost its competitive edge and has yet to recover (Usman, 
2023). Notably, there are no existing studies on the use 
of  instructional videos as a supplementary training tool 
to enhance and strengthen the physical performance of  
athletes at Sultan Kudarat State University.
Thus, this study aimed to develop an instructional video 
as a supplemental training tool for student-athletes at 
Sultan Kudarat State University. Specifically, it sought 
to train student-athletes to strengthen and enhance their 
physical and Taekwondo performance while supporting 
the university in achieving its goal of  regaining its status as 
a leading institution in sports, particularly in Taekwondo.



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LITERATURE REVIEW
Quality and Effectiveness of  Instructional Videos 
Content Quality
Content quality in instructional materials must align 
with current practices and be structured to reinforce 
skill acquisition. According to Mayer and Fiorella (2020), 
content that is relevant and practical supports students in 
connecting theory to practice, enhancing the real-world 
applicability of  their learning. High-quality instructional 
videos should present accurate, relevant, and well-
structured content that aligns with learning objectives. 
Schooley et al. (2022) emphasize the importance of  
including clear learning objectives and reliable sources in 
instructional videos to enhance content quality. Navarrete 
et al. (2023) highlight that content should be aligned 
with learners’ needs and instructional goals to ensure 
effectiveness. Min et al. (2024) discuss the significance 
of  incorporating authentic assessment strategies in 
instructional videos, suggesting that content should be 
relevant and applicable to real-world scenarios. In the 
context of  SKSU taekwondo videos, ensuring content 
that reflects modern scoring systems and techniques is 
critical for providing student-athletes with practical, up-
to-date information.

Instructional Quality
Effective instructional videos employ sound educational 
design principles to facilitate learning. Schooley et 
al. (2022) developed the Instructional Video Quality 
Checklist (IVQC), which includes items related to 
educational design, such as the inclusion of  learning 
objectives and adherence to multimedia principles, to 
enhance instructional quality. Navarrete et al. (2023) 
emphasize the importance of  instructional design in 
video-based learning, highlighting that well-designed 
videos can significantly enhance learning outcomes. Min 
et al. (2024) suggest that incorporating perceptual video 
quality assessment can improve instructional quality by 
aligning teaching methods with real-world applications.
 
Presentation
Effective presentation is another crucial factor, as it 
helps reduce cognitive load and allows learners to focus 
on the material. Clark and Mayer (2020) suggest that 
multimedia learning should use clear visuals and well-
paced audio to aid comprehension and retention. The 
presentation of  instructional videos encompasses the 
organization and delivery of  content, including visual 
and auditory elements. Schooley et al. (2022) highlight the 
importance of  adhering to multimedia principles, such 
as coherence and signaling, to improve the presentation 
quality of  instructional videos. Navarrete et al. (2023) 
found that visual and audio features play a crucial role 
in the effectiveness of  video-based learning, emphasizing 
the need for clear and engaging presentation.  Min et 
al. (2024) suggest that incorporating perceptual video 
quality assessment can enhance presentation by making 
the content more engaging and relevant to learners. This 

approach supports the design of  taekwondo instructional 
videos by ensuring that demonstrations and explanations 
are clear and engaging, enabling SKSU student-athletes to 
better understand and practice techniques.

Technical Quality
Technical quality pertains to the production aspects of  
the video, including clarity of  visuals and audio, editing, 
and overall professionalism. Schooley et al. (2022) include 
multimedia principle adherence in their IVQC, which 
encompasses technical quality aspects crucial for effective 
learning.  Min et al. (2024) emphasize that high-quality 
video requires clear visuals and audio to be effective in 
improving learning outcomes. Navarrete et al. (2023) note 
that incorporating appropriate visual and audio features 
in instructional videos can enhance technical quality by 
providing realistic and relatable scenarios for learners.

Appropriateness
Appropriateness refers to how well the video content 
matches the learners’ needs, considering factors like 
cultural relevance and alignment with learners’ skill 
levels. Navarrete et al. (2023) emphasize the importance 
of  developing instructional strategies that ensure the 
content is relevant and engaging for students. Min et al. 
(2024) highlight that tailored video content can address 
individual learner needs, enhancing the appropriateness 
of  the instructional material. Schooley et al. (2022) 
suggest that including alternative language translations 
and accessibility features can improve the appropriateness 
of  instructional videos for diverse learner populations. 
Consistency across instructional materials contributes 
to a coherent learning experience by reducing 
distractions and helping students internalize concepts 
more effectively. Zhang and Koehler (2021) found that 
maintaining consistent language, structure, and design in 
educational videos fosters a stable learning environment, 
promoting knowledge retention. This is particularly 
relevant for SKSU taekwondo videos, where consistency 
in terminology, demonstrations, and techniques will help 
student-athletes build a solid foundation in taekwondo 
practices. In instructional design, clearly defined objectives 
are essential for guiding learners effectively, as they help 
students understand what they are expected to achieve. 
Heinich et al. (2019) emphasize that instructional videos 
with specific objectives enable focused learning, helping 
students retain critical skills more effectively. These 
findings underscore the importance of  integrating clearly 
defined objectives in SKSU’s taekwondo instructional 
videos to ensure student-athletes can focus on specific 
skill development goals in each training module.

Usability
Usability, or the ease with which users can navigate 
and interact with instructional content, directly impacts 
learning effectiveness. Reeves and Oh (2018) assert that 
educational videos must be intuitive and accessible, 
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engagement. Usability involves the ease with which learners 
can access and navigate the instructional videos. Schooley 
et al. (2022) found that usability is a critical component in 
the effectiveness of  instructional videos, highlighting the 
need for materials that are easy to follow and understand. 
Navarrete et al. (2023) emphasize that user-friendly video 
interfaces can enhance learning outcomes in video-based 
training. Min et al. (2024) suggest that incorporating 
perceptual video quality assessment can improve usability 
by making the content more relatable and easier to apply 
in real-world scenarios. For SKSU’s taekwondo videos, 
high usability will help student-athletes easily access and 
review material, supporting their ability to engage in 
independent learning and practice.

Physical Performance of  Taekwondo Student-Athletes
There is a widespread belief  that sleep is a component 
of  the recovery process that occurs after training, and 
it is a vital component of  the athlete’s effort to retain 
control and monitoring of  their ongoing training. Still in 
its infancy, the study that provides evidence in favor of  
the idea that sleep is connected to athletic performance 
is taking shape. Accordingly, Vargas and Jiménez 
(2020) conducted research in which they explored the 
connection between the quantity of  sleep that athletes 
obtain and the level of  physical performance that they 
exhibit for themselves. They were able to accomplish 
this by monitoring taekwondo players at universities 
while they were participating in a training macrocycle 
(Park et al., 2022). The physical performance measures 
that were utilized included the kicking movement time, 
the kicking reaction time, the muscular strength, and the 
squat jump, the countermovement leap, the drop jump, 
and the arm countermovement jump. All dependent 
variables were evaluated before training, at the end of  
the first mesocycle, and twice a week throughout the 
period of  tapering that lasted for three weeks. Applicably, 
accelerometry was employed to record the efficiency 
of  sleep, and all dependent variables were evaluated. In 
addition, according to Charest et al. (2020), insufficient 
sleep duration and poor sleep quality are associated with 
declines in explosive power and reaction time in taekwondo 
athletes, emphasizing the need for sleep monitoring as 
part of  high-performance training programs.
In agreement with Gaamouri et al. (2019), Da Silva Santos 
et al. (2020), and Ojeda-Aravena et al. (2021), taekwondo is 
a combat sport that is characterized as an activity that is of  
an intermittent nature, of  high physiological intensity, and 
with motor actions that are accomplished at high speed, 
mostly using the lower limbs. Suitably, a group of  scholars 
who had previously performed study on the topic came 
to the conclusion that this categorization should be used. 
In order to participate in taekwondo, athletes are needed 
to demonstrate a high level of  proficiency in a number 
of  different aspects of  physical fitness. In addition to 
aerobic and anaerobic power, muscular strength and 
power, flexibility, speed, and agility are other traits that 
fall under this category. 

Henceforth, the competition in taekwondo is defined 
by the fact that it is highly specialized and that it sets 
strict demands on both the physical and physiological 
components of  the athlete. In addition, the competition 
is characterized by the fact that it is very competitive. 
Punching, precise unipedal standing and leaping kicks, 
and defensive moves with hands and feet (cuts, blocks) 
are some of  the strong motions that fighters utilize in 
taekwondo to attack and counterattack their opponent’s 
body and head. Taekwondo is a martial art that was 
developed in Korea. According to Menescardi et al. 
(2019), da Silva Santos et al. (2020), and Janowski et al. 
(2020) taekwondo provide a series of  exercises that 
comprise fast displacement linked by a variety of  dodges 
with change-of-direction (COD). These maneuvers are 
carried out across a 16 m2 space.
According to the findings of  a study that was conducted 
by Chaabene et al. (2020), participants in striking combat 
sports are required to exhibit a crucial physical characteristic 
known as COD speed. This speed refers to the power to 
change directions in a short period of  time. It is necessary 
for taekwondo fighters to be able to accelerate, decelerate, 
and swiftly change direction in order to attack or repose 
all during the course of  the battle. Additionally, they 
need to be able to place themselves in an advantageous 
circumstance with regard to their opponent in order to 
perform a variety of  strikes (punches and kicks) with the 
appropriate speed and precision utilizing both sides of  
their body (Ojeda-Aravena et al., 2020). This is necessary 
in order for them to be able to execute these blows. Based 
on Kwok and Cheung (2023), it is often accepted that 
taekwondo gained its reputation for the extensive variety 
of  striking techniques that it has, and that this continues 
to be the case even in contemporary world.

The Use of  Instructional Videos in Sports Training
Several publications and researchers have conducted 
a great number of  studies to investigate the efficacy 
of  instructional movies in a variety of  sports settings. 
Research conducted by Elyakim et al. (2019) indicated 
that video-based training has the potential to increase 
performance and technical abilities in any sports 
discipline. These abilities are essential in every facet of  
life, including the job, and they are essential. Students 
may also benefit from partaking in physical exercise 
since it can assist them in developing their social skills 
and in making new acquaintances (Llego, 2022). In 
contrast, concerns have been raised and confusion has 
been prompted regarding the applications, effectiveness, 
expectations, experiences, and outcomes related to these 
distance-based materials and teaching (Dos Santos, 2019, 
2020; Espino et al., 2020). In view of  the implementation 
of  computer-aided teaching and learning approaches in 
the current education system (traditional-age students’ 
classroom, vocational-based courses, and adult learning), 
it has caused these issues to arise. Among the challenges 
that are encountered, some of  the concerns include the 
following: (1) students’ inability to access the internet; 



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(2) a shortage of  essential devices that are needed for 
online learning; and (3) instructors’ inadequate technical 
capability to manage online classrooms (Tumbokon & 
Lantajo, 2024). Furthermore, the concerns and problems 
that were experienced in the e-learning platform were felt 
twice as strongly by both the students and the instructors 
who were registered for the Physical Education classes. 
In addition, according to the research conducted by 
Apriyanto and Adi (2021), the epidemic has caused a 
shift in the routines that pupils follow among themselves. 
Students also show a significant amount of  interest in the 
utilization of  certain forms of  internet media that are 
used by teachers. According to Bueza et al. (2023), learners 
are also interested in the strategy that is associated with 
the use of  online learning techniques. The adoption of  
the audio-visual technique of  teaching became the most 
convenient and suitable strategy employed by instructors 
in light of  the scenario brought about by the pandemic. In 
particular, this is due to the fact that video lessons can be 
stopped, replayed, and played in slow motion (Athmika 
& Athmika, 2023). 
Conferring to Yu and Jee (2021), learners have also 
claimed that the most effective way for studying physical 
education and sports is to follow instructional videos. The 
use of  both demonstration and instructional materials in 
the process of  instructing athletes in physical education 
is thus the most effective method for enhancing both 
teaching and learning (Alnajdi, 2019). The beginning 
of  the COVID-19 epidemic has brought to light the 
relevance of  video-based electronic learning, often 
known as e-learning, in the context of  physical education 
lessons. As a result of  the constraints imposed by the 
epidemic, physical education instructors have resorted to 
having their classes delivered via the use of  instructional 
DVDs (Aguinaldo, 2021). 
Meanwhile, it is abundantly clear that technology makes 
it feasible to teach dual sports via the use of  e-learning 
videos (Go, 2020). The employment of  technology has 
been shown to increase physical education and athletic 
performance, according to the findings of  a study that 
was conducted by Muhammad (2023). Even if  there are a 
number of  drawbacks associated with e-learning, such as 
the high cost of  technical infrastructure, the absence of  
human connection, and the doubtful efficacy of  learning, 
it is still possible to utilize it to enhance learning (Diallo, 
2022).However, despite the fact that there was evidence 
of  successful utilization of  video-based e-learning (i.e., 
the Sports Education and Training Program of  the 
Philippine Sports Institute (PSI) created online video 
lectures to assist its learners), particularly in dual sports, 
there are still uncertainties regarding the effectiveness 
of  its utilization Satumbaga-Villar (2021). Moreover, 
according to Tagimaucia et al. (2024), conventional 
physical education instructors are uncertain regarding the 
efficacy of  using instructional films in the delivery of  their 
lectures. Permitting to the instructors’ own observations, 
the students were unable to complete their performance 
assignments in an accurate manner since they did not get 

timely feedback and were not given the option to have 
their children corrected. As a result, the teachers are 
concerned that they will not be able to assist students in 
achieving self-mastery, competence, and self-confidence 
in terms of  developing and demonstrating skills in their 
respective fields of  expertise. This is the primary objective 
of  physical education, as stated in Republic Act No. 5708, 
Article XIV Section 19 of  the Constitution of  1987, and 
CMO No. 18, section 2017.
In light of  this, it is necessary to undertake study in 
order to investigate the efficiency of  the video-based 
e-learning system that is used in the nation. According 
to Go (2020), there is a demand for research that would 
provide educators with information that would enlighten 
them about the construction of  new standards and 
instructional practices that are adaptable to the changing 
times. According to Katzman and Stanton (2020), 
students in the lowest classes of  the nation were feeling 
the pressure to entirely avoid attending online courses 
since they were having trouble catching up on lectures 
that they had missed via online classes. Every single one 
of  the instructors’ individual methods to teaching was 
suffocated by this new norm. Since the very first day 
of  school, the majority of  students have been forced 
to depend on a method of  trial and error in order to 
construct effective methods and discover the most 
effective means of  delivering their respective classes and 
physical activities (Perez et al., 2022).

Online Taekwondo and Physical Education Teaching
Online taekwondo were mostly used by trainers and 
coaches during the pandemic, according to Mihaylov 
(2021), the COVID-19 pandemic significantly disrupted 
traditional taekwondo training and education, prompting 
the adoption of  interactive online methods to maintain 
athlete engagement and skill development. His study 
revealed that while many taekwondo practitioners 
adapted to digital platforms, the number of  active 
students declined, largely due to concerns about the 
virus and the challenges of  remote training. According 
to Dos Santos (2022) the martial art of  Taekwondo, 
which originates in Korea, may be divided into three 
distinct categories, each of  which is determined by the 
rules of  the game and the way it is that is why knowledge 
is necessary. When it comes to winning tournaments, 
taekwondo competitors must take into consideration a 
variety of  criteria. The physiological, technical, tactical, 
and strength needs of  taekwondo have been researched, 
and a number of  studies have been gathered in order to 
train in an efficient manner (Uh et al., 2024). Other studies 
have also been collected. In order to get optimal results 
from your workouts, it is essential to combine aerobic 
exercise with intermittent training and to reduce the 
amount of  time spent resting. The flexibility of  the hips 
and knees may be improved via the use of  static stretches 
and proprioceptive neuromuscular facilitation stretches. 
Additionally, visual training using red and blue lights is 
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taekwondo is a sport that needs competitive sparring that 
is both severe and full contact, mobile stances, agility, 
speed, flexibility, and endurance, it is very uncommon for 
players to have injuries while participating in the sport 
(Ji, 2019).According to the findings of  Bores-García et al. 
(2024), the researchers conducted an investigation to see 
if  the use of  virtual reality-based badminton instruction 
in the field of  physical education may potentially enhance 
the learning results at the teaching site. The findings 
demonstrated that teaching badminton in physical 
education through the use of  virtual reality can be 
effective for learning aspects; nonetheless, it still needs 
to be improved in a variety of  areas, including repeated 
practice and an understanding of  the fundamentals, 
posture adjustment and mastery of  the knack, support 
for teamwork, and learning prompting. Online 
taekwondo and physical education teaching is beneficial 
to everybody in enhancing their performance, the study 
of   Lee et al. (2021) conducted a randomized controlled 
study examining the effectiveness of  synchronous online 
physical education classes using Tabata training among 
adolescents during the COVID-19 pandemic. Their 
findings demonstrated that real-time online PE sessions 
significantly improved various aspects of  physical 
fitness, including muscle mass, lower limb strength, and 
balance, indicating that well-structured virtual programs 
can support adolescent physical health even in remote 
learning settings.
On the other hand, the findings of  the research 
conducted by Zheng et al. (2021) shown that students who 
participated in blended learning performed better than 
students who participated in single-type learning in every 
area. This demonstrates that the suggested strategy is both 
achievable and successful. A significant and complicated 
change in viewpoint has been created for educators all 
around the globe as a result of  the incorporation of  
physical education into the landscape of  online teaching. 
Conversely, the rapid closure of  educational facilities and 
the need to preserve social distance forced that physical 
education instructors (PETs) immediately alter their 
instructional techniques (Bozkurt et al., 2020). This was 
necessary because of  the pandemic. The study of  Dos 
Santos (2021) explored how the shift to online platforms 
during the COVID-19 pandemic affected taekwondo 
education, particularly from the perspective of  parents. 
Using the Social Cognitive Career and Motivation 
Theory, the study found that parents were primarily 
motivated to enroll their children in online martial arts 
programs to support long-term educational and career 
goals, regardless of  the students’ personal motivation or 
the outcomes of  the programs.
For this reason, teacher assessments have been conducted 
offline up until this point, despite the fact that they are 
an essential component of  the learning process (Kánová 
& Pišútová, 2022; Tolgfors et al., 2022). The educators, 
on the other hand, were looking for creative techniques 
that made use of  technology in order to bridge the gap 
(Tan et al., 2021). In a broader sense, it was found by 

Goad et al. (2020) that the use of  virtual sessions, live-
streamed exercises, and curated fitness applications had 
a significant impact in supporting the involvement of  
students in physical activities while they were restricted to 
their homes. Notwithstanding this, there are a few studies 
that have been conducted to investigate the efficacy of  
video-based teaching. 
One such study is the one conducted by Ou et al. (2019), 
which found that there is a need to investigate and 
identify new design principles for effective video-based 
learning. Thus, this need arises as a result of  the rapid 
advancement of  technology and the growing number 
of  students who are taking online courses and relying 
heavily on video lessons for their education (Campos et 
al., 2022). Consequently, the purpose of  their research is 
to determine whether or not E-Learning videos are useful 
for dual sports footwork exercise for students attending 
BPEd College. In a similar vein, Blegur et al. (2022) 
discovered that video analysis tools were advantageous 
for college athletes, as they assisted them in recognizing 
and rectifying technical flaws that occurred in the sports 
that they were training themselves for.

Technology-Enhanced Training in Taekwondo
From the start around the turn of  the year 2020, several 
government agencies in South Korea and a great number of  
other nations and areas throughout the world mandated that 
their educational institutions, regardless of  their status or 
the subject matter they teach, transition to online platforms. 
On the other hand, practical-based courses, such as martial 
arts training, may be subject to worries and uncertainty due 
to the fact that their instructions can only be delivered in-
person and via performance-based education. Lassoued et al. 
(2020) suggested that as a result of  the pandemic, classes had 
been moved online in order to avoid the hazards that were 
associated with attending classes in person. Additionally, 
Jelani et al. (2020), the use of  virtual reality (VR) and motion 
capture technologies can significantly enhance self-directed 
taekwondo training by replicating trainer movements in 
three-dimensional formats.
In addition, Petrenko et al. (2020) argued that the 
applications of  delivering vocational courses through 
online learning prompt problems regarding the tailor-
made coursework curriculum, effective exchanges 
between teachers and students, useful interactions 
between students, and practical exercises with effective 
comments (Freer & Evans, 2019). These problems were 
discovered by Petrenko et al. (2020). In a similar manner, 
training in taekwondo enhanced the cardiovascular 
endurance, muscular endurance, and power of  primary 
school pupils; however, it did not have a practical or less 
helpful effect on other aspects of  physical fitness (Nam 
& Lim, 2019). 
According to Kadri et al. (2019) also studied the practice 
of  taekwondo that has the potential to enhance selective 
attention in adolescents. This technique, which does not 
include the use of  pharmaceuticals, might be regarded an 
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the attention impairment that is associated with persons 
who have attention deficit hyperactivity disorder. In 
accordance with Hanski (2016), who is mentioned in Shi 
(2023), technology assists students in becoming physically 
active and fit by transforming their sedentary lifestyles 
into more active lifestyles. 
Correspondingly, Williams et al. (2020) conducted 
research that revealed that high school students had 
a more favorable attitude about their online learning 
experience when compared to face-to-face programs. 
This finding was supported by the findings of  those 
students. In accordance with Fernández-Batanero et al. 
(2019), in order to simplify the regulations and norms 
pertaining to physical education, it is necessary to have 
an understanding of  the technological requirements 
that instructors of  physical education have. In its 
essence, recognizing the needs of  technology may assist 
instructors of  physical education in keeping up with 
the latest technological advancements that can bring 
about improvements in their teaching. Weng et al. (2019) 
investigated the impact of  multimedia-based teaching 
materials on junior high school students’ attitudes toward 
learning Taekwondo Aerobic and their findings revealed 
that students with varying learning styles responded 
positively to multimedia instruction, indicating that such 
digital approaches can enhance student engagement and 
learning effectiveness in physical education contexts.
Additionally, this may assist educators in incorporating 
technology into their lessons and remaining up-to-date in 
a society that is increasingly driven by technology. In the 
words of  Pangrazi and Beighle (2019), the core nature of  
physical education, which is strongly anchored in physical 
exercise, team sports, and interactive activities, posed 
an instant problem in an online learning environment. 
For this reason, it is essential that instructors be given 
priority in training programs in order for them to acquire 
the self-assurance and expertise necessary to instruct 
physical education utilizing technology (Zhou et al., 
2021). Considering traditional physical education (PE) 
instruction is often dull, both instructors and students 
often experience feelings of  exhaustion. In addition 
to this, it does not provide a personalized training plan 
(Rapp, 2020). 
As a result of  the emergence of  the new education model 
known as big data + artificial intelligence + education, 
the institution started utilizing the sports information 
service platform for the purpose of  data collection and 
accumulation, thereby offering decision-making guidance 
for education management (Urquiza-Fuentes & Paredes-
Velasco, 2017; Kuo et al., 2019). When it comes to physical 
education, motion sensing control technology may be 
used in the actual training of  students to achieve real-
time identification of  the sense organs and movements 
of  students via the utilization of  electronic apparatus. 
During the procedure, the motions of  the user are 
sent back depending on the motion sensing mode that 
has been defined. This allows students to have a more 
intuitive experience with the training (Bolgova et al., 2020). 

Consequently, the fast advancement of  information 
technology has resulted in the realization and application 
of  human-computer interaction in a variety of  fields, 
including industry, medicine, the creation of  smart cities, 
and physical exercise (Kim et al., 2020). 
Henceforth, human-computer intelligent contact is 
accomplished during physical activity by the identification 
of  sports objectives using intelligent devices (Hou et al., 
2019). This interaction is realized through the use of  
intelligent equipment. Furthermore, the system will be 
able to thoroughly capture the final results of  personal 
training, and via the analysis of  large data, it will be able 
to provide more scientific exercise advice. Students’ 
participation in sports is improved by the physical 
education programs that are based on somatosensory 
technology. Additionally, this technology allows for 
numerous individuals to study together and facilitates 
interactions both online and offline, which increases the 
amount of  fun that can be found in physical education. 
The study of  Ma et al. (2021) also support and proves 
that technology enhanced athletes’ performance where 
they developed a flexible all-textile dual tactile-tension 
sensor capable of  accurately monitoring athletic 
motion, including movements in Taekwondo. The 
E-textile demonstrated high durability, broad pressure 
and deformation sensitivity, and washability, making it 
highly suitable for real-time performance tracking and 
training feedback in martial arts. In addition, Shin et al. 
(2024) reviewed the application of  artificial intelligence 
and other Fourth Industrial Revolution technologies in 
Taekwondo. The study emphasized how AI-based motion 
tracking systems and metaverse coaching platforms could 
revolutionize training, performance evaluation, and 
technique analysis in Taekwondo. It also highlighted the 
limitations of  manual competition analysis and proposed 
AI solutions to enhance accuracy and efficiency.

Instructional Videos as a Supplemental Training 
Approach
It is possible for physical educators to make use of  
technology in order to enhance the skills of  athletes 
and to bring more value to their education. According 
to Soltani and Morice (2020), computers are increasingly 
being used to simulate the dynamics of  sporting activities 
in gaming settings. Wearable sensors have also garnered 
attention over the last few years owing to the fact that 
they have the potential to monitor the health and fitness 
of  users as well as their surroundings while they are 
wearing them. The efficacy of  various additional training 
methods in the realm of  athletics has been the subject 
of  much research. In their study on the effects of  online 
and blended instruction in physical education on athletic 
performance, Killian et al. (2019) discovered that there 
were very few learning-related outcomes reported across 
all of  the research. Furthermore, Ljubojevic et al. (2014) 
explored the effectiveness of  using supplementary video 
clips in multimedia instruction and found that strategically 
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learning efficiency, motivation, and quality of  experience.
As noted by Asio et al. (2021), the usage of  mobile devices 
has grown widespread among students as a result of  its 
accessibility, ease, and affordability in comparison to 
other technical equipment. When students were exposed 
to recorded lectures or edited audio-visual snippets, as 
opposed to receiving instruction in person, participating 
in tutorials, or completing reading assignments, study 
found that students had substantial overall gains in their 
learning (Burt, 2021). In this aspect, there is a positive 
impact that the e-learning videos have on the students’ 
comprehension of  the fundamental footwork for dual 
sports competition. Furthermore, as evidenced by the 
significant increase in posttest scores of  the participants 
who indicated having little to no knowledge regarding the 
fundamentals of  playing sports such as badminton and 
table tennis (Ping & Liu, 2020), e-learning videos are an 
effective alternative learning material that can be used to 
teach the basic concepts of  dual sport footwork.
In a similar manner, Cormier et al. (2020) investigated the 
advantages that video-assisted training has been applied 
to physical sports for student-athletes. They came to the 
conclusion that augmented reality-assisted instruction 
is more successful than video-assisted instruction. It is 
becoming more common for universities all around 
the globe to use online learning, often depending on 
videos (asynchronous multimedia). Concurrently, Noetel 
et al. (2021) discovered that substituting video for the 
techniques of  instruction that were already in place 
resulted in marginal enhancements to the learning of  the 
students. The use of  video into learning was shown to 
result in significant learning improvements. According to 
Al-Samarraie (2019), the findings imply that videos are 
unlikely to be harmful to student learning and, in most 
cases, promote student learning. Based on the findings 
of  these research, it seems that the use of  supplementary 
training techniques may have a beneficial impact on 
athletic performance. For that reason, the use of  hybrid 
units by teachers promotes an autonomy-supportive, 
inclusive, and equitable learning environment. This 
environment allows all students, regardless of  their 
gender and/or the content focus of  the unit, to have 
opportunities to increase their engagement, enjoyment, 
and social interactions within physical education lessons 
(Gil-Arias et al., 2020). On the other hand, this is the case 
despite the fact that there are social stereotypes regarding 
physical activity despite the fact that the results may be 
susceptible to some experimental and publishing bias.
In secondary school physical education, Rekik et al. 
(2019) examined the effects of  instructional media (video 
vs. photographs) showing tactical actions in basketball 
on learning outcomes (game understanding and game 
performance), cognitive load (mental effort invested and 
estimated difficulty), and attitudes. Moreover, video was 
more effective than photos for all indicators. These results 
suggest that video is best for teaching whole-body tactical 
maneuvers and have implications for instructional media 
design. In this thorough aspect, physical educators are 

finding video analysis useful for training and evaluation. 
As a result, slow-motion playback, magnification, and 
voice-over narration are incorporated into cheap mobile 
devices and apps that instructors may employ to promote 
student learning (Laughlin et al., 2019). Also, Barnes 
and McCoy (2023) conducted an empirical study to 
evaluate the effectiveness of  supplemental instructional 
videos (SIVs) in improving student performance in 
construction education. The study emphasizes the 
importance of  carefully moderating expectations when 
implementing SIVs solely for performance improvement 
in construction-related courses.
In addition, Wang et al. (2024) conducted a comprehensive 
bibliometric review to analyze global trends in digital 
technology’s influence on education reform and states 
that the expansion of  the Internet and other associated 
technologies has brought about changes in education 
and society, which have resulted in the introduction of  
new requirements or expectations for educators. Given 
the inherent difficulties in conceptualizing the successful 
training and evaluation of  physical exercise in an online 
context, the delivery of  online physical education (OLPE) 
has been regarded with skepticism (Goad et al., 2019). In 
a similar vein, videos that are created by instructors in 
order to satisfy certain learning goals are an element of  
the revolution in technology-enhanced learning that is 
now taking place in higher education. The majority of  
the study that has been conducted on teaching videos has 
been favorable. Additionally, the research has focused 
on the advantages that teaching videos provide for the 
students’ experience, as well as the ways in which certain 
aspects of  films might improve learning and achievement 
(Harrison, 2019).

Speed and Dolyo Chagi Kick Speed in Taekwondo
When it comes to competition, taekwondo is a combat 
sport that involves strong kicks and forceful motions 
along with continual contact between opponents and 
opposing aims (Akhmad et al., 2021). Taekwondo athletes 
thus need the elements of  leg muscle speed and explosive 
force. Acceleration (changing speed to attain maximum 
speed) and maintenance (maintaining speed throughout 
the remaining distance) are two crucial stages that make 
up speed, which is the least amount of  time required 
for a person to go a certain distance (Aloui et al., 2022). 
Meanwhile, muscles that function at their best in a brief  
amount of  time are known as explosive power, or power 
(Cho et al., 2020). One of  the key elements in martial arts 
winning is speed (Podrigalo et al., 2023).
In accordance with Sabatini, Nugraha, and Dewi (2019), 
there are two key components in the context of  speed in 
taekwondo, and those components are the speed of  the 
kick and the agility of  the kick. The movement of  the 
thigh and leg that is carried out fast and for a relatively 
short period of  time against the target is a significant 
factor that determines the speed of  taekwondo kicks. In 
order to be able to unleash a kick or strike at a preset 
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the stimulus arrives, a Taekwondo athlete has to have 
a high level of  speed. According to Jeong et al. (2021), 
it seems that younger athletes have a harder time with 
kicking speed and agility. Increasing leg muscle strength 
and dolyo chagi kick speed in taekwondo players was the 
objective of  Fajar et al. (2023), who wanted to examine 
the impact of  offering three distinct workout techniques 
(Plyometric, SAQ, and Traning Circuit) to the athletes.
According to Nam and Lim (2019), taekwondo is a martial 
arts sport that has gained worldwide recognition as a sport 
that has participated in the Olympics since the year 2000. 
Taekwondo also originated as a result of  mixing several 
kinds of  martial arts that were practiced in Korea. In 
addition, the term taekwondo originates from the Korean 
words tae, which means kicking, kwon, which means 
punching, and do, which means method. Taekwondo may 
be seen as a kind of  self-defense that incorporates the use 
of  punching techniques, leaping kicks, blocks, as well as 
hand and foot movements. In addition, taekwondo is a 
kind of  martial arts that emphasizes the use of  the legs 
as the primary weapon (Wijayanti & Hartini, 2021). In 
addition, the Taekwondo sports are presently in a state of  
great development in Indonesia (Rasyono, 2021). As part 
of  the sport of  taekwondo, one of  the kicking methods 
that is used is called dolyo chagi.
Moreover, an athlete with powerful and quick leg muscles 
is likely to be able to strike and outkick his opponent 
with a powerful kick. Young athletes may benefit from 
plyometric activities to assist increase their lower limbs’ 
speed and explosive power (Fischetti et al., 2019; Yuniana 
et al., 2022; Nasrulloh et al., 2021, 2022). It is also well 
recognized that plyometrics helps young taekwondo 
competitors perform better (Genç & Dağlıoğlu, 2021). 
Correspondingly, the training approach known as Speed, 
Agility, and Quickness (SAQ) has gained popularity 
because it helps athletes build fundamental abilities that 
enable them to become more proficient at quicker speeds 
and with more accuracy (Azmi & Kusnanik, 2019). 
Through neuromuscular growth, SAQ may also enhance 
the body’s ability to regulate its movements (Surawan et 
al., 2022). 
Furthermore, through neuromuscular retraining, it aims 
to increase explosive strength and multidirectional motion 
ability by making movement more efficient. Additionally, 
circuit training is one of  the more sophisticated training 
techniques, therefore it may be used to enhance general 
physical fitness, which encompasses fundamental 
biomotor skills (Ulfah & Walton, 2019). Circuit training 
is characterized by training with a distinct set of  
exercises at each post that are completed consecutively 
and in sequence throughout a single round (Patah et al., 
2021). The explosive power of  the leg muscles may be 
greatly increased by circuit training, especially circuit 
training that incorporates strength and speed training 
movements (Yuliandra et al., 2020). According to the 
previously given explanation, it is important to compare 
three well-liked training methods—plyometric, SAQ, and 
circuit training—in order to determine which is best for 

enhancing the leg power and kick speed of  dolyo chagi 
taekwondo competitors.
In consequence, the development of  the nevromes berler 
system is the goal of  the SAQ (Speed, Agility, Quickness) 
training system, which aims to improve motor abilities 
and regulate body movements (Latip & Isyani, 2020). 
Accordingly, SAQ is a training approach designed to 
enhance athletes’ strength and speed while also fostering 
the development of  fundamental motor skills (Khaleel, 
2022). Furthermore, it has been shown that six weeks 
of  SAQ training enhance biomotor speed, agility, and 
power. It is also known that the SAQ training approach 
improves physical fitness levels (Subekti et al., 2021). In 
this manner, a taekwondo athlete’s leg strength and kick 
speed are crucial to their success (Sepriadi & Har, 2020). 
As follows, power is a mix of  strength and speed that 
may be used to taekwondo kicks and other explosive 
actions (Fajrin et al., 2018; Suharjana et al., 2020). In the 
meanwhile, muscular strength determines kick speed 
(Moreira et al., 2019). Therefore, in order to perform well 
while creating taekwondo kicks, leg strength and kick 
speed need to be increased.

Strength Endurance in Taekwondo
For Taekwondo competitors to maintain high-intensity 
moves for prolonged periods of  time, strength endurance 
is crucial. According to Akbar & Pramono (2020) 
participating in sports is an essential physical activity that 
may improve human quality and lead to both physical 
and mental well-being. Additionally, Ouergui et al., (2020) 
states that for the accomplishments of  his sportsmen, 
a coach often overlooks factors that contribute to an 
athlete’s performance because he only expects the best 
performance from them. Furthermore, Singh et al., 
(2019) stated that taekwondo is an unarmed fighting style 
for self-defense that requires the application of  skilled 
techniques like punching, jump kick, block, dodge, and 
parry action with hands and feet, an athlete must possess 
kick speed and agility when competing.
Moreover, people may be both physically and 
psychologically healthy by participating in sports, which is a 
physical activity that is very vital to increase human quality 
(Li et al., 2023). With technology permeating every aspect 
of  contemporary life, it is impossible to separate it from it. 
Technology is advancing quite quickly these days, as seen 
by the many inventions that have been produced, including 
sports technology (Putra & Rusdiana, 2019). Developed 
nations have used technology in the present to assist its 
athletes’ accomplishments; examples of  these nations 
are the United States, Germany, and other developed 
nations that have achieved success in sports with the usage 
of  technology (Giartama et al., 2020). The research by 
Swandana et al. (2021) titled The Development of  Speed 
and Reaction Resistance Training Tools for Taekwondo 
Kick Speed Using Pyongyo is one of  the pertinent studies 
that has been conducted. Conversely, the study’s findings 
indicate that the developed tools can be used as speed and 
reaction resistance training tools for kick speed.



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More importantly, exercises for core stability have 
been shown to improve sports performance and lower 
injury rates. The findings of  some research were to 
look at how young male taekwondo athletes’ balance 
and performance were affected by six weeks of  core 
stability training (Ezadi & Hesar, 2021). On the other 
hand, one of  the issues for athletes to practice response 
speed training is the absence of  facilities to develop 
reaction strength endurance and punches in martial arts 
in Indonesia (Rarasti & Heri, 2019). Furthermore, both 
the anaerobic and aerobic metabolisms must work hard 
to support the unique intermittent activity of  an official 
taekwondo bout. Research analyzing the energy systems’ 
contributions during the fictitious match revealed that 
the oxidative system contributed between 62 and 74% 
(Apollaro et al., 2023). Consequently, while broad tests are 
often used to evaluate players’ endurance in taekwondo, 
research has concentrated on creating measures unique 
to the sport.
To put it simply, Taekwondo competitors’ physical 
fitness has an impact on their performance. To execute 
challenging methods and intricate sequences of  motions 
with a high degree of  specificity, elite athletes need to be 
physically fit (Liu & Jia, 2023).  According to Khazaei et 
al. (2023), a taekwondo athlete’s ability to perform well 
depends on their biomotor skills. The purpose of  this 
research was to examine the effects on the bio-motor 
capabilities of  top female taekwondo competitors after 
eight weeks of  functional training vs classical resistance. 
At the core of  any martial arts training session is the 
development of  physical strength, endurance, and 
resistance. This is so because fighting requires both 
resistance and strength (Jones, 2023). There is a ground 
fighting, grappling, striking, kicking, and throwing 
component in every martial art discipline.

Different Strategies in Taekwondo Sports
Taekwondo is well known for its extensive repertoire of  
striking techniques, which include kicks, punches, and 
knee strikes, among other body parts. For Taekwondo 
competitors to make wise judgments during competition, 
strategic thinking is fundamental. Combat success 
depends on the accuracy, force, and speed with which 
these strategies are used (Voysey, 2023). Meanwhile, 
Menescardi et al. (2019) used a Markov processes study 
to look at how Olympic taekwondo contestants moved 
in relation to their tactical choices. Markov chains aid in 
giving researchers and coaches pertinent data on how 
often certain acts occur during a genuine competition, 
including how frequently they occur and in what 
sequence. It is advised that while preparing for an actual 
competition, coaches and players concentrate on these 
patterns.
Similar to this, new research on taekwondo training 
indicates that practicing in an arena improves taekwondo 
players’ aerobic capacity (Ouergui et al., 2021). The effects 
of  detraining brought on by canceling and suspending 
the training program may cause elite athletes significant 

stress, frustration, anxiety, and sadness, even though prior 
research on training cessation showed positive effects on 
psychological recovery and injury recovery (Parm et al., 
2021). (Toresdahl & Asif, 2020). Even after brief  training 
breaks (no more than three weeks), athletes may retain 
adaptations particular to their training. Athletes who 
stop training for extended periods of  time—six to eight 
weeks—show a decline in ideal body composition status 
and exercise performance adaptations (Gavanda et al., 
2020).
To see more of  its essence, taekwondo may be interpreted 
as martial arts in martial arts books written in ancient 
times, but in the present day, it can be understood as 
kung fu or modern martial arts. Moreover, taekwondo 
is associated with the martial arts. An overwhelming 
number of  techniques are proposed by the author 
in order to address the aforementioned issues, one 
of  which is that the assessment system that is used in 
taekwondo instruction need to be enhanced (Lorås, 
2020). Consequently, in the context of  taekwondo and 
traditional sports, taekwondo possesses a certain fresh, 
which ought to be fully reflected in the process of  
sports training in text, give full play to various students 
teaching properties of  diverse characteristics, and, more 
importantly, in the process of  motion planning, not only 
to take into consideration the students’ capacity to accept. 
In addition, the goals of  instruction may be specified 
more precisely, and the depth of  the information that 
is taught outside of  class can be increased, which will 
allow Taekwondo to continue to develop and expand in a 
variety of  domains (Hyvarinen et al., 2019).
As a result, problems such as an imperfect market 
organization and operation system, an unreasonable 
competition system, and an imperfect management 
system of  sports teams have been brought to light as 
a result of  the rapid development of  the Taekwondo 
League for middle school students (Liu & Jiang, 2024). 
These problems have an impact on the competition’s 
ability to continue to develop in a sustainable manner. 
Herewith, according to Howland et al. (2020), the objective 
of  schools is not just to teach a bunch of  examination 
machines, but also to develop kids who are well-rounded 
and have great knowledge and theoretical skills in addition 
to having strong physical fitness. Accordingly, when it 
comes to taekwondo, there are not many studies that have 
been conducted in the past, and even if  there are studies 
that are pertinent, they are based on theoretical study.

Kyurogi Techniques Applied in Taekwondo Performance
According to Sousa et al. (2024), the majority of  effective 
techniques in taekwondo are strong kicks, which are 
delivered by striking the opponent’s chest armor or the 
head. Taekwondo is a full contact combat sport for which 
the majority of  methods are successful. Sparring, also 
known as Kyorugi, is one of  the disciplines that make 
up Taekwondo. There are specific regulations that must 
be followed in order to prevent injuries and to guarantee 
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between two persons. According to SportsEdTV (2023), 
the competitors are required to wear body armor that 
includes a head and trunk protection. This body armor is 
equipped with electronic sensors that can detect punches 
and kicks if  they are delivered with appropriate power. In 
addition, Sousa et al. (2024) noted that the roundhouse 
kick is the technique that has been researched the most 
in the sport of  taekwondo. In Korean language, the 
roundhouse kick is referred to as bandal chagui or dollyo 
chagui and means kick to the chest gear or kick to the 
helmet gear. 
Conferring to Liu et al. (2024), quantifying TKD kicks 
has been investigated extensively in a laboratory context, 
but it has been examined only seldom in a free-living 
environment. When it comes to this particular component, 
Hariadi et al. (2023) discovered that the Peta Chagi kicking 
and the punch method (Jireugi) are the most effective 
taekwondo kicking techniques that senior Kyourugi 
athletes, whether male and female, employ to attack 
during competition. In addition, compared to karate, 
taekwondo requires a greater amount of  kicking, leaping, 
and spinning, and competitors must utilize their hands as 
a backup. Karate, on the other hand, prioritizes the use 
of  hand assaults, with kicks serving as a backup strategy 
for athletes. As a result, the majority of  their legs remain 
planted on the ground (Li, 2024). Based on Chang et al. 
(2022), the proposed reform on the physical education 
curriculum is a complicated and laborious program that 
is designed to be systematic. It is mostly comprised of  
a number of  things. The first is the modification of  the 
content of  the curriculum. The second step is to improve 
the organization of  the classroom program. In order for 
student-athletes in many schools to develop a decent 
ability structure, it is one of  the basic conditions that the 
curriculum must be optimized.
Research in the taekwondo has generally concentrated 
on certain parts of  athletes’ total technical and tactical 
abilities, while disregarding other significant topics such 
as determining how successful athletes get points (Jeon 
& Lim, 2024). The scientific literature in this sport has 
mostly concentrated on the technical and tactical elements 
of  all participants, while ignoring other significant topics 
such as determining the behavior of  athletes who are 
skilled or successful. According to Maneiro et al. (2019), 
the conduct of  a particular player has been analyzed in 
other sports, such as soccer, in order to determine how 
well that player performed in various situations. The data 
on the elements that determine the results of  wins and 
losses is a special area of  interest among the information 
that is generated in the sports industry. In addition to 
being employed for the purpose of  athlete training and 
game strategies, this information is also utilized for the 
purpose of  providing entertaining material for sports 
media and spectators (Kim et al., 2021).
Taekwondo, on the other hand, is a sport that involves 
movements via kicks, fists, and steps. Taekwondo is 
distinguished by activities that range from extreme to 
moderate in terms of  intensity. In the sport of  taekwondo, 

research about winning and losing has been recorded (Kim 
et al., 2021), and a significant amount of  effort is being 
made to improve athlete performance (Da Silva Santos et 
al., 2019). These findings have been reported by Apolloro, 
Moreira, and others with the year 2023. In addition, Kim 
and Jeon (2019) have revealed that time motion analysis 
and notation analysis of  taekwondo athletes have been 
conducted. According to the findings of  the research 
conducted by Oh et al. (2022), the implementation of  a 
win-loss system that is based on rounds has resulted in 
major changes in the administration of  scores and the 
operations of  games. These changes are stated to have a 
direct association with the results of  matches.

Problems of  Taekwondo in Sports Training
To begin, taekwondo is often considered to be among the 
most significant athletic activities that humans participate 
in. In addition to being a component of  human existence, 
it functions as a component of  people’s thinking, 
breathing, and actions. The cultivation of  a healthy 
personality and the development of  related self-defense 
methods is another protective behavior that is associated 
with it (Rebelo et al., 2021). According to Kudinova et al. 
(2021), taekwondo may be characterized as a meaningful 
lifestyle and sport for some individuals who participate in 
it. Second, an additional kind of  martial art is taekwondo. 
The majority of  the time, martial arts are not merely a 
means of  self-defense or everyday fighting that is one-
sided; rather, they symbolize a spirit and sentiments. 
According to Rico-González et al.’s (2020) research from 
2020, taekwondo is a kind of  martial arts that can readily 
dismantle an assault from an adversary without the 
need of  any weapons in the game. Being able to defend 
oneself  is a skill that is essential and essential for both 
boys and girls in today’s culture. Based on Al-Abdouh 
et al. (2020), Taekwondo is a system and technique that 
teaches individuals how to defend themselves against 
assaults from the opponent by training and engaging in 
high mental stimulation. 
Many of  the major problems in the analysis of  the 
reasons for the non-acceptance of  the various groups 
in the survey results lie in the fact that the reason why 
taekwondo is not accepted in schools is because they do 
not know what taekwondo is and what the role of  this 
sport is. This is something that can be discerned from 
the findings of  García-Hermoso et al. (2020). Nearly ten 
years have passed since China began to emphasize the 
importance of  great education, and sports are no longer 
only for the purpose of  displaying talent. According 
to Hurst et al. (2019), many various kinds of  sports are 
emerging like a spring shower. This trend is expected to 
continue. As a result, Taekwondo is not an exception. 
Nevertheless, due to the fact that taekwondo is a new 
and new activity, there is a lack of  professionalism in the 
instruction of  taekwondo as a sport in countries, notably 
in China, and there is a situation of  taekwondo instructors 
having several occupations (Giusti et al., 2020).
As a result, even if  the corresponding taekwondo 



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instruction is carried out in the society or in schools, 
students are unable to effectively strengthen their own 
training effect in the learning process. In addition, they do 
not have a specific reference, and they do not have a way 
to determine which level they actually reach (Gosselin et 
al., 2020). This is because teachers have limited abilities. 
As a consequence of  the fact that Taekwondo is meant 
to be an athletic course, many instructors focus only on 
the instruction of  physical techniques in the classroom 
and disregard the significance of  theoretical knowledge. 
According to Marcelo et al.’s research from 2020, it is very 
challenging for students to comprehend taekwondo in a 
practical sense without incorporating it with theory. This is 
on top of  the fact that it is difficult for them to comprehend 
the history of  taekwondo and the movement skills that 
match to it. Subsequently, the absence of  theoretical 
information transfer in the process of  teaching leads to 
a lack of  love for taekwondo in the learning process. This 
lack of  love for taekwondo is basically a lack of  growth of  
the martial arts spirit, and as a result, the pupils go from 
having a passing fancy to having an avoidance mindset. 
According to Tibebu et al.’s research from 2020, students 
are left with nothing but bewilderment and anxiety for the 
rest of  their life as a result of  the difficulties of  attempting 
to learn taekwondo, which is deeper than the sensation of  
achievement. As a result, there is a problem with boosting 
their desire. As shown in Chaabene et al. (2020), all of  these 
issues are brought about by the fact that instructors do not 
provide students with an in-depth instruction of  theoretical 
knowledge throughout the teaching and learning process.
According to Marcelo et al.’s research from 2020, it is very 
challenging for students to comprehend taekwondo. In the 
course of  learning taekwondo, a lack of  enthusiasm for the 
sport is a result of  the absence of  theoretical knowledge 
transmission that occurs throughout the training process. 
It is essentially a lack of  development of  the martial arts 
spirit that is causing this lack of  passion for taekwondo, and 
the students move from having a passing fancy to having 
an avoidance attitude. The findings of  a study that was 
conducted by Tibebu et al. (2020) indicate that pupils are 
left with nothing but confusion and worry for the rest of  
their lives as a consequence of  the challenges that they face 
while trying to learn taekwondo. This is a more profound 
than the feeling of  accomplishment that they experience. 
The consequence of  this is that there is a difficulty with 
increasing their desire. As shown by Chaabene et al. (2020), 
all of  these problems are brought about by the fact that 
teachers do not give students with an in-depth instruction 
of  theoretical knowledge throughout the whole process of  
teaching and learning from beginning to end.

MATERIAL AND METHODS
Research Design
The effectiveness of  the instructional video, alongside 
the physical and Taekwondo performance of  Sultan 
Kudarat State University student-athletes, was assessed 
using a quantitative approach. This involved examining 
the quality of  the developed instructional videos based 
on content, instructional quality presentation, technical 

quality, appropriateness, and usability. Also, key physical 
and Taekwondo performance indicators such as strategy 
and technique execution, speed, and strength endurance, 
which were analyzed using appropriate statistical methods.
To systematically evaluate these aspects, the study 
employed a One-Group Pre-Test/Post-Test Design, 
where the dependent variable was measured before 
and after the intervention (Creswell, 2015). To collect 
data, the researcher focused on a single group, utilizing 
athletes’ raw test scores from both a pre-test and post-test 
to measure performance improvements. The pre-test was 
administered before the athletes viewed the instructional 
video. During pre-test, the researcher assessed their 
physical performance and rated individually, then gave 
them enough time to watch it again for multiple times 
for them to replicate and digest the video and by these 
they will truly understand how new changes apply in 
this performance. Post-test followed the training period 
in which they used the video as a supplemental tool, 
they were assessed through combat to evaluate their 
Taekwondo performance which allowing for a direct 
comparison of  performance levels.
 
Locale of  the Study
The study was conducted at Sultan Kudarat State 
University (SKSU), ACCESS Campus, Isulan Campus and 
Tacurong Campus. The SKSU Taekwondo athletes were 
specifically chosen as respondents due to their historically 
low performance in the recent Mindanao Association of  
State and Tertiary Schools (MASTS) competition. This 
underperformance highlights the need for innovative 
training methods to improve their competitive edge. 
The researcher identified this gap, making these athletes 
ideal participants for the study, which seeks to enhance 
their skills through the development and validation of  
supplemental instructional videos.

Respondents of  the Study
The respondents of  this study comprised the entire 
population of  sixteen (16) Taekwondo Kyorugi athletes 
from Sultan Kudarat State University (SKSU) from 
ACCESS, Isulan Campus and Tacurong Campus which 
total into 48 SKSU Taekwondo student-athletes. This study 
developed and evaluated instructional videos designed to 
enhance and strengthen the training effectiveness and 
level of  physical and taekwondo performance of  SKSU’s 
Taekwondo athletes.
The decision to include all 48 athletes as respondents 
was carefully deliberated to ensure comprehensive 
participation and to capture a wide range of  perspectives 
within the SKSU Taekwondo program and these 
campuses are one of  the providers of  qualified players 
to represent SKSU in higher competitions like Mindanao 
Association of  State and Tertiary Schools (MASTS). 

Sampling Technique
In this study, the researcher used total population sampling, 
also referred to as total enumeration sampling. Total 
population sampling is a type of  purposive sampling that 



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involves searching the entire population for people who 
share a particular set of  traits (Laerd, 2015). This sampling 
method is highly cost-effective and time-efficient as 
researchers select respondents specifically for the study. 
More information can be obtained by obtaining data 
from the entire population than by conducting a limited 
sample. Furthermore, this method is particularly useful 
in studies involving small and specialized populations 
where every member possesses critical traits necessary 
for the research objectives (Sharma & Bhattarai, 2024). 
Unlike random sampling, TPS ensures that all eligible 
participants are included, leading to a comprehensive 
understanding of  the research subject.
One of  the primary advantages of  TPS is its ability to 
capture detailed and representative data, as it eliminates 
selection bias that may arise from sampling a subset of  
the population (Borromeo & Maligalig, 2022). Since 
the entire population is studied, findings can be more 
generalizable to that specific group. Additionally, TPS is 
a cost-effective and time-efficient approach, especially 
when the target population is small and easily accessible. 
Researchers can gain deeper insights by analyzing data 
from all individuals who meet the study’s inclusion 
criteria, thereby strengthening the reliability and validity 
of  the results.

Research Instrument
In this study, the researcher developed a comprehensive 
instructional video focusing on Taekwondo basic kicks, 
techniques and strategies and was evaluated based on 
content, instructional quality presentation, technical 
quality, appropriateness, and usability designed to function 
as a supplemental training tool for athletes. The video 
aimed to enhance the learning experience by incorporating 
structured lessons that covered both fundamental and 
advanced Taekwondo movements. Specifically, the 
content included essential taekwondo skills such as speed, 
strength endurance, strategy and techniques. Additionally, 
advanced training segments addressed high-performance 
techniques, tactical strategies, and methods to improve 
key athletic components such as speed, strength 
endurance, and adaptability in competition. The video 
also integrated insights on how to effectively utilize the 
latest advancements in competitive Taekwondo.
To ensure clarity and accuracy, the researcher—
who possesses expertise in Taekwondo—personally 
demonstrated and performed each skill and technique 
featured in the video. After the video was produced, it 
underwent a rigorous validation process conducted by a 
panel of  experts. This panel included physical education 
instructors with a Master of  Arts in Teaching Physical 
Education, experienced Taekwondo trainers, certified 
instructors, black belt practitioners, and members of  the 
Philippine Taekwondo Association (PTA). The researcher 
used an adopted and researcher made. 

Data Gathering Procedure
In this study, the researcher conducted and undergo the 
following process in gathering the data. The procedure is 

shown in the flowchart (Figure 3). 
The first step involves sending a formal letter of  
permission to the Graduate School, requesting approval 
for the study from the Dean. To ensure the developed 
instructional video was grounded in best practices and 
supported by expert insights, the researcher engage with 
Taekwondo head instructors and trainers. These experts 
evaluated the supplemental video, assess its alignment with 
current trends in new school training and competition, 
and provide recommendations for improvement. 
After the supplemental video was evaluated and finalized, 
pilot test was conducted to know the quality of  the 
developed instructional video as a supplemental training 
tool for SKSU student-athletes. Then a pre-test was 
conducted among the participating athletes. 
With the pre-test complete and adjustments made 
based on expert feedback, the supplemental video was 
implemented. After the completion of  the process, the 
post-test conducted to measure any improvements or 
changes in the athletes’ skills and performance. 
The final step involves analyzing the data collected from 
the pre- and post-tests. The researcher interprets the results 
to determine the effectiveness of  the supplemental video. 
Statistical methods were used to identify any significant 
improvements in performance, and the findings were 
documented for future reference. 

Statistical Treatment
In analyzing the data, the following statistical tools were 
utilized. In Problem 1, mean was used to measure the 
level the quality of  the evaluated developed Taekwondo 
Instructional Videos as a Supplemental Training 
Approach. For problem 2 and 3, mean was also used 
to measure the level of  physical performance in the 
Taekwondo Kyurogi. For problem 4, z-test was applied 
calculate the significant difference between the Pre-test 
and Post-test results in the physical performance of  the 
respondents.

Ethical Consideration
The confidentiality of  the participants was ensured, 
and full permission for participation was obtained. The 
sufficient and precise information was based on the details 
provided by the participants. Participants’ willingness 
to take part in this study was taken into consideration 
without pressure, force, or constraint.
All data gathered during the process was kept confidential 
and used solely for the study. Security, confidentiality, 
and anonymity were ensured by properly gathering, 
archiving, and distributing research materials. Only 
relevant components gathered were included in the study. 
Evaluations were conducted objectively, avoiding biased 
information or misleading ideas. Research data, along with 
the privacy of  participants, was protected to maintain an 
adequate level of  confidentiality. The transparency of  
the evaluation ensured that respondents were informed 
about the topic, except for the specific data gathered. 
Additionally, participants were allowed to withdraw freely 
without negatively impacting the study.



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Table 1 reveals that the overall mean was 4.64 with 
standard deviation of  0.57, which was described as 
excellent. In terms of  indicator 1 it has a mean of  4.40 
and a standard deviation of  0.55 and can be described as 
excellent. Likewise, indicator 2 has a mean of  4.80 and 
a standard deviation of  0.45, which can be determined 
as excellent. Also, indicator 3 has a mean of  4.60 with 
a standard deviation of  0.89, which was described 
as excellent. In indicator 4, it has a mean of  4.80 with 
a standard deviation of  0.45, which can be described 
as excellent. And for indicator 5, it has a mean of  4.60 
with a standard deviation of  0.55 which is described 
as excellent. Among all the indicators, Indicator 2 and 
Indicator 4 recorded the highest mean score of  4.80, 
indicating a strong positive reception in these areas. On 
the other hand, Indicator 1 had the lowest mean score of  
4.40, suggesting that while it was still rated as excellent, it 
may require slight improvements compared to the other 
indicators.
Content quality in instructional materials must align 
with current practices and be structured to reinforce 

skill acquisition. For instance, Mayer and Fiorella (2020) 
state that content that is relevant and practical supports 
students in connecting theory to practice, thereby 
enhancing the real-world applicability of  their learning. 
Similarly, high-quality instructional videos should present 
accurate, relevant, and well-structured content that aligns 
with learning objectives. In line with this, Schooley et 
al. (2022) emphasize the importance of  including clear 
learning objectives and reliable sources in instructional 
videos to enhanced content quality. Moreover, Navarrete 
et al. (2023) highlighted that content should be aligned 
with learners’ needs and instructional goals so as to ensure 
effectiveness. Furthermore, Min et al. (2024) discussed 
the significance of  incorporating authentic assessment 
strategies in instructional videos, suggesting that content 
should be relevant and applicable to real-world scenarios. 
Specifically, in the context of  SKSU taekwondo videos, 
ensuring content that reflects modern scoring systems 
and techniques is critical for providing student-athletes 
with practical, up-to-date information.
In Table 2, it shows that the indicator 1 has a grand 

Table 1: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training  tool 
for Sultan Kudarat State University student-athletes in terms of  content
Indicator M SD Interpretation
1. The contents comprehensively cover the intended topics and objectives. 4.40 0.55 Excellent
2. The contents are factual, precise, and clearly articulated. 4.80 0.45 Excellent
3. The topics are well – organized. 4.60 0.89 Excellent
4. The contents are appropriate to the ability or level of  the intended learners. 4.80 0.45 Excellent
5. The contents promote hands-on and performance-based learning activities. 4.60 0.55 Excellent
Total 4.64 0.57 Excellent

Table 2: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training tool 
for Sultan Kudarat State University student-athletes in terms of  instructional quality
Indicator M SD Interpretation
1.The material complements and enhances the existing curriculum. 4.40 0.55 Excellent
2. The material provides opportunities for collaborative activities and teamwork. 5.00 0.00 Excellent
3. The material supports self-paced and autonomous learning. 4.80 0.45 Excellent
4. The instructions are concise and easy to follow for learners. 4.80 0.45 Excellent
5. The material builds on learners’ prior knowledge and experiences in basic exercises. 4.40 0.55 Excellent
Total 4.68 0.48 Excellent

mean of  4.68 and a standard deviation of  0.48 and 
can be described as excellent. Likewise, indicator 2 has 
a mean of  5.00 and a standard deviation of  0, which 
can be determined as excellent. Also, indicator 3 has a 
mean of  4.80 with a standard deviation of  0.45, which 
was described as excellent. In indicator 4, it has a mean 
of  4.80 with a standard deviation of  0.45, which can 
be described as excellent. And for indicator 5, it has a 
mean of  4.40 with a standard deviation of  0.55 which 
is described as excellent. Among all the indicators, 
Indicator 2 had the highest mean score of  5.00, indicating 
a perfect rating and strong agreement among respondents 
regarding its effectiveness. On the other hand, Indicator 
5 had the lowest mean score of  4.40, suggesting that 
while still categorized as excellent, it may require further 

enhancements to match the higher-rated indicators.
Effective instructional quality videos employ sound 
educational design principles to facilitate learning. For 
example, Schooley et al. (2022) developed the Instructional 
Video Quality Checklist (IVQC), which includes items 
related to educational design, such as the inclusion of  
learning objectives and adherence to multimedia principles, 
in order to enhanced instructional quality. Similarly, 
Navarrete et al. (2023) emphasized the importance of  
instructional design in video-based learning, highlighting 
that well-designed videos can significantly enhance 
learning outcomes. In addition, Min et al. (2024) suggested 
that incorporating perceptual video quality assessment can 
improve instructional quality by ensuring that teaching 
methods aligned with real-world applications.



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In Table 3, it indicates that the overall mean was 4.64 
with a standard deviation of  0.49, which was described as 
excellent. In terms of  indicator 1, it has a mean of  4.60 
and a standard deviation of  0.55 and can be described as 
excellent. Likewise, indicator 2 has a mean of  4.80 and 
a standard deviation of  0.45, which can be determined 
as excellent. Also, indicator 3 has a mean of  4.60 with 
a standard deviation of  0.55, which was described as 
excellent. In indicator 4, it has a mean of  4.40 with a 
standard deviation of  0.55, which can be described as 
excellent. And for indicator 5, it has a mean of  4.80 with a 
standard deviation of  0. 45, which is described as excellent. 
Among all the indicators, Indicator 2 and Indicator 5 had 
the highest mean scores of  4.80, suggesting that these 
aspects were highly rated by the respondents. On the 
other hand, Indicator 4 had the lowest mean score of  
4.40, indicating that while still categorized as excellent, 
it may have slightly lower effectiveness or satisfaction 

compared to the other indicators.
Effective presentation is another crucial factor, as it not 
only helps reduce cognitive load but also allows learners to 
focus on the material. For instance, Schooley et al. (2022) 
highlighted the importance of  adhering to multimedia 
principles, such as coherence and signaling, in order to 
improve the presentation quality of  instructional videos. 
Likewise, Navarrete et al. (2023) found that visual and audio 
features play a crucial role in the effectiveness of  video-
based learning, emphasizing the need for clear and engaging 
presentation. Furthermore, Min et al. (2024) suggest 
that incorporating perceptual video quality assessment 
can enhance presentation by making the content more 
engaging and relevant to learners. In this context, this 
approach supports the design of  taekwondo instructional 
videos by ensuring that demonstrations and explanations 
are clear and engaging, enabling SKSU student-athletes to 
better understand and practice techniques.

Table 3: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training tool 
for Sultan Kudarat State University student-athletes in terms of  presentation
Indicator M SD Interpretation
1.The presentation was logically sequenced to facilitate understanding. 4.60 0.55 Excellent
2. The presenter delivered key points in a clear, engaging, and understandable manner. 4.80 0.45 Excellent
3. The presentation provided comprehensive and detailed coverage of  the topic. 4.60 0.55 Excellent
4. The presentation offered practical knowledge or insights relevant to my 
work or studies.

4.40 0.55 Excellent

5.The presentation effectively conveyed its objectives and learning outcomes. 4.80 0.45 Excellent
Total 4.64 0.49 Excellent

Table 4: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training tool 
for Sultan Kudarat State University student-athletes in terms of  technical quality
Indicator M SD Interpretation
1. The instructional video features intuitive navigation for seamless use. 4.60 0.55 Excellent
2. The video operates smoothly, with minimal buffering or delays. 4.60 0.55 Excellent
3. The instructional video supports independent use through intuitive design. 4.40 0.55 Excellent
4. The video resolution enhances clarity and visual quality for users. 4.80 0.45 Excellent
5. The audio quality is clear and aids in comprehension. 4.80 0.45 Excellent
Total 4.64 0.49 Excellent

In Table 4, it reveals that the overall mean was 4.64 with 
a standard deviation of  0.49, which was described as 
excellent. In terms of  indicator 1, it has a mean of  4.60 
and a standard deviation of  0.55 and can be described as 
excellent. Likewise, indicator 2 has a mean of  4.60 and 
a standard deviation of  0.55, which can be described 
as excellent. Also, indicator 3 has a mean of  4.40 with 
a standard deviation of  0.55, which was described as 
excellent. In indicator 4, it has a mean of  4.80 with a 
standard deviation of  0.45, which can be described as 
excellent. And for the indicator 5, it has a mean of  4.80 
with a standard deviation of  0.45, which is described 
as excellent. Among all the indicators, Indicators 4 and 
5 had the highest mean scores of  4.80, indicating that 
these aspects were the most positively evaluated by the 
respondents. On the other hand, Indicator 3 had the 

lowest mean score of  4.40, suggesting that while still 
excellent, it may require slight improvements compared 
to the other indicators.
Technical quality pertains to the production aspects of  
the video, including clarity of  visuals and audio, editing, 
and overall professionalism. For example, Schooley et al. 
(2022) include multimedia principle adherence in their 
IVQC, which encompasses technical quality aspects 
that are crucial for effective learning. Similarly, Min et 
al. (2024) emphasize that high-quality video requires 
clear visuals and audio so as to be effective in improving 
learning outcomes. Moreover, Navarrete et al. (2023) note 
that incorporating appropriate visual and audio features 
in instructional videos can enhance technical quality by 
providing realistic and relatable scenarios for learners.



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In Table 5, it indicates that the overall mean is 4.72 with 
a standard deviation of  0.54, which was described as 
excellent. In terms of  indicator 1, it has a mean of  4.80 
and a standard deviation of  0.45 and can be described as 
excellent. Likewise, indicator 2 has a mean of  4.80 and 
a standard deviation of  0.45, which can be determined 
as excellent. Also, indicator 3 has a mean of  4.80 and 
a standard deviation of  0.45, which was described 
as excellent. In indicator 4, it has a mean of  4.60 with 
a standard deviation of  0.89, which can be described 
as excellent. And for indicator 5, it has a mean of  4.60 
with a standard deviation of  0.55, which is described as 
excellent.

Appropriateness refers to how well the video content 
matches the learners’ needs, considering factors like cultural 
relevance and alignment with learners’ skill levels. In this 
regard, Navarrete et al. (2023) emphasize the importance 
of  developing instructional strategies that ensure the 
content is relevant and engaging for students. Likewise, 
Min et al. (2024) highlight that tailored video content can 
address individual learner needs, thereby enhancing the 
appropriateness of  the instructional material. Additionally, 
Schooley et al. (2022) suggest that including alternative 
language translations and accessibility features can improve 
the appropriateness of  instructional videos by making 
them more inclusive for diverse learner populations.

Table 5: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training tool 
for Sultan Kudarat State University student-athletes in terms of  appropriateness
Indicator M SD Interpretation
1. The presentation flow was engaging and suited to the learners’ needs. 4.80 0.45 Excellent
2. The presenter explained concepts in a way that was easy to understand. 4.80 0.45 Excellent
3. The presentation deepened my understanding of  the subject matter. 4.80 0.45 Excellent
4. The presentation pacing matched the learners’ ability to follow along. 4.60 0.89 Excellent
5.The presentation achieved its objectives and addressed learner expectations. 4.60 0.55 Excellent
Total 4.72 0.54 Excellent

Table 6: Level of  quality of  the evaluated developed Taekwondo instructional videos as a supplemental training tool 
for Sultan Kudarat State University student-athletes in terms of  usability
Indicator M SD Interpretation
1. The video is intuitive and user-friendly for first-time users. 4.80 0.45 Excellent
2. The video provides clear guidance or prompts for navigation. 4.60 0.89 Excellent
3. The video layout and interface enhance the learning experience. 4.60 0.55 Excellent
4. The video is accessible on various devices (e.g., mobile, tablet, desktop). 4.60 0.55 Excellent
5. The video supports diverse learning styles and preferences. 4.40 0.89 Excellent
Total 4.60 0.65 Excellent

In Table 6, it reveals that the overall mean was 4.60 with 
a standard deviation of  0.65, which was described as 
excellent. In terms of  indicator 1, it has a mean of  4.80 
and a standard deviation of  0.45 and can be described as 
excellent. Likewise, indicator 2 has a mean of  4.60 and a 
standard deviation of  0.89, which can be determined as 
excellent. Also, indicator 3 has a mean 4.60 with a standard 
deviation of  0.55, which was described as excellent. 
In indicator 4, it has a mean of  4.60 with a standard 
deviation of  0.55, which can be described as excellent. 
And for indicator 5, it has a mean of  4.40 with a standard 
deviation of  0.89, which is described as excellent. Among 
all the indicators, Indicators 1, 2, and 3 had the highest 
mean scores of  4.80, indicating that these aspects were the 
most positively evaluated by the respondents. Meanwhile, 
Indicators 4 and 5 had the lowest mean scores of  4.60, 
suggesting that while still excellent, they may have slightly 
lower levels of  agreement or satisfaction compared to the 
other indicators.
Usability, or the ease with which users can navigate 

and interact with instructional content, directly impacts 
learning effectiveness. For instance, Reeves and Oh 
(2018) asserted that educational videos must be intuitive 
and accessible, as usability barriers can distract learners 
and reduce engagement. In other words, usability 
involves the ease with which learners can access and 
navigate the instructional videos. Similarly, Schooley et 
al. (2022) found that usability is a critical component in 
the effectiveness of  instructional videos, highlighting the 
need for materials that are easy to follow and understand. 
Moreover, Navarrete et al. (2023) emphasize that user-
friendly video interfaces can enhance learning outcomes 
in video-based training. Furthermore, Min et al. (2024) 
suggested that incorporating perceptual video quality 
assessment can improve usability by making the content 
more relatable and easier to apply in real-world scenarios. 
In the case of  SKSU’s taekwondo videos, high usability 
will help student-athletes easily access and review material, 
thereby supporting their ability to engage in independent 
learning and practice.



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Table 7 shows the level of  quality of  the developed 
taekwondo instructional video in terms of  content, 
instructional quality, presentation, technical quality, 
appropriateness and usability. As you can observe from 
the level of  quality of  developed Taekwondo Instructional 
video, the content obtained a mean or average of  4.64 
(SD=0.57), which meets 91-100% quality. While the level 
of  quality of  developed Taekwondo instructional video 
when it comes to instructional quality obtained a mean 
or average of  4.68 (SD=0.48), which meets 91-100% 
quality. The level of  quality of  developed Taekwondo 
instructional video when it comes to presentation and 
technical quality obtained a mean or average of  4.64 
(SD=0.49), which meets 91-100% quality. The level of  
quality of  developed Taekwondo instructional video 
when it comes to appropriateness obtained a mean 
or average of  4.72 (SD=0.54), which meets 91-100% 
quality. And the level of  quality of  developed Taekwondo 
instructional video when it comes to usability obtained 
a mean or average of  4.60 (SD=0.65), which meets 91-
100% quality. Among these indicators, appropriateness 
had the highest mean score of  4.72, suggesting that the 
instructional video was highly relevant and suitable for 
its intended audience. On the other hand, usability had 
the lowest mean score of  4.60, indicating that while still 
within the excellent range, there may be minor areas for 
improvement in terms of  user-friendliness or ease of  
application. The result reveals that the level of  quality 
of  developed Taekwondo instructional video in terms 
of  content, instructional quality, presentation, technical 
quality, appropriateness and usability has a grand mean 

of  4.65 with a standard deviation of  0.53, which can be 
described as perfectly acceptable.
Min et al. (2024) suggest that incorporating perceptual 
video quality assessment can improve instructional quality 
by aligning teaching methods with real-world applications. 
Schooley et al. (2022) developed the Instructional Video 
Quality Checklist (IVQC), which includes items related 
to educational design, such as the inclusion of  learning 
objectives and adherence to multimedia principles, in 
order to enhance instructional quality. It is possible for 
physical educators to make use of  technology with in 
order to enhance the skills of  athletes and to bring more 
value to their education. Additionally, Min et al. (2024) 
suggest that incorporating perceptual video quality 
assessment can improve usability by making the content 
more relatable and easier to apply in real-world scenarios. 
For SKSU’s taekwondo videos, high usability will help 
student-athletes easily access and review material, 
supporting their ability to engage in independent learning 
and practice. According to Soltani and Morice (2020), 
computers are increasingly being used to simulate the 
dynamics of  sporting activities in gaming settings. As 
noted by Asio et al. (2021), the usage of  mobile devices 
has grown widespread among students as a result of  
its accessibility, ease, and affordability in comparison to 
other technical equipment. When students were exposed 
to recorded lectures or edited audio-visual snippets, as 
opposed to receiving instruction in person, participating 
in tutorials, or completing reading assignments. Also, 
study found that students had substantial overall gains in 
their learning (Burt, 2021).

Table 7: Summary of  the level of  quality of  the evaluated developed Taekwondo instructional videos as a 
supplemental training tool for Sultan Kudarat State University student-athletes in terms of  content, instructional 
quality, presentation, technical quality, appropriateness and usability
Variables  M SD Interpretation
1. Content 4.64 0.57 Excellent
2. Instructional Quality 4.68 0.48 Excellent
3. Presentation 4.64 0.49 Excellent
4. Technical Quality 4.64 0.49 Excellent
5. Appropriateness 4.72 0.54 Excellent
6. Usability 4.60 0.65 Excellent
Total 4.65 0.53 Excellent

Table 8: Level of  physical performance of  the Taekwondo student-athletes of  Sultan Kudarat State University in 
terms of  speed, muscular strength, strategy and techniques
Variables  M SD Interpretation
1. Speed 2.41 0.51 Fairly Skilled
2. Strength Endurance 2.44 0.53 Fairly Skilled
3. Strategy 2.37 0.51 Fairly Skilled
4. Techniques 2.39 0.51 Fairly Skilled
Total 2.40 0.52 Fairly Skilled

In Table 8, it shows that the grand mean was 2.40 with a 
standard deviation of  0.52, which was described as fairly 
skilled. In terms of  speed, it has a mean of  2.41 and a 

standard deviation of  0.51 and can be described as fairly 
skilled. Likewise, strength endurance has a mean of  2.44 



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and a standard deviation of  0.53, which can be described 
as fairly skilled. It also demonstrates that the strategy has 
a mean of  2.37 with a standard deviation of  0.51, which 
was described as fairly skilled. In addition, the techniques 
have a mean of  2.39 with a standard deviation of  0.51, 
which can be described as fairly skilled. The results 
implied that the physical performance of  the SKSU 
taekwondo student-athletes in terms of  speed, strength 
endurance, strategy and techniques is fairly skilled. 
Taekwondo skills are very important when competing 
sports like martial arts. When it comes to competition, 
taekwondo is a combat sport that involves strong speed 
kicks and forceful motions along with continual contact 
between opponents and opposing aims (Akhmad et al., 
2021) and for Taekwondo competitors to maintain high-
intensity moves for prolonged periods of  time, strength 

endurance is crucial. Additionally, participating in sports 
is an essential physical activity that may improve human 
quality and lead to both physical and mental well-being 
(Akbar & Pramono, 2020). Also, Taekwondo is well 
known for its extensive repertoire of  striking techniques, 
which include kicks, punches, and knee strikes, among 
other body parts.
For Taekwondo competitors to make wise judgments 
during competition, strategic thinking is fundamental. 
Combat success depends on the accuracy, force, and 
speed with which these strategies are used (Voysey, 
2023). Moreover, research in the taekwondo has generally 
concentrated on certain parts of  athletes’ total technical 
and tactical abilities, while disregarding other significant 
topics such as determining how successful athletes get 
points (Jeon & Lim, 2024).

Table 9: Level of  Taekwondo performance of  the Sultan Kudarat State University student-athletes in Taekwondo 
with Taekwondo instructional videos as a supplemental training tool before the intervention
Variables  M SD Interpretation
1. Speed 2.41 0.51 Fairly Skilled
2. Strength Endurance 2.44 0.53 Fairly Skilled
3. Strategy 2.37 0.51 Fairly Skilled
4. Techniques 2.39 0.51 Fairly Skilled

In Table 9, it shows that the overall mean was 2.40 with a 
standard deviation of  0.52, which was described as fairly 
skilled. In terms of  speed, it has a mean of  2.41 and a 
standard deviation of  0.51 and can be described as fairly 
skilled. Likewise, strength endurance has a mean of  2.44 
and a standard deviation of  0.53, which can be described 
as fairly skilled. It also demonstrates that the strategy has 
a mean of  2.37 with a standard deviation of  0.51, which 
was described as fairly skilled. In addition, the techniques 
have a mean of  2.39 with a standard deviation of  0.51, 
which can be described as fairly skilled. The results 
implied that the taekwondo performance of  the SKSU 
taekwondo student-athletes before the intervention is 
fairly skilled. Among these indicators, strength endurance 
had the highest mean score of  2.44, suggesting that 
student-athletes demonstrated slightly better endurance 
capabilities compared to other aspects. On the other hand, 

strategy had the lowest mean score of  2.37, indicating that 
athletes may need additional training in tactical execution 
and decision-making during competition.
Research conducted by Elyakim et al. (2019) indicated 
that video-based training has the potential to increase 
performance and technical abilities in any sports discipline. 
These abilities are essential in every facet of  life, including 
the job, and they are essential. They should be adaptable 
to the fast-changing transitions of  sports competition, 
according to Go (2020), there is a demand for research 
that would provide educators with information that 
would enlighten them about the construction of  new 
standards and instructional practices that are adaptable to 
the changing times. The employment of  technology has 
been shown to increase physical education and athletic 
performance, according to the findings of  a study that 
was conducted by Muhammad (2023).

Table 10: Level of  Taekwondo performance of  the Sultan Kudarat State University student-athletes in Taekwondo 
with Taekwondo instructional videos as a supplemental training tool after the intervention
Variables  M SD Interpretation
1. Speed 4.00 0.34 Skilled
2. Strength Endurance 4.01 0.52 Skilled
3. Strategy 4.03 0.57 Skilled
4. Techniques 4.10 0.49 Skilled
Total 4.04 0.49 Skilled

Table 10, reveals that the post-test was likely to be 
more effective, with a total overall mean of  4.04 and 
a standard deviation of  0.49, which was described as 
skilled. In terms of  speed, it has a mean of  4.00 and a 
standard deviation of  0.34, which is described as skilled. 

Likewise, the strength endurance has a mean of  4.01 and 
a standard deviation of  0.52, which can be determined 
as skilled. It also demonstrates that the strategy has a 
mean of  4.03 and a standard deviation of  0.57, which 
was described as skilled. In addition, the techniques have 



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a mean of  4.10 with a standard deviation of  0.49, which 
can be described as skilled. The results implied that 
the taekwondo performance of  the SKSU taekwondo 
student-athletes before the intervention is fairly skilled. 
Among the indicators, techniques had the highest mean 
score of  4.10, indicating that student-athletes exhibited 
the most improvement in executing Taekwondo 
techniques. Conversely, speed had the lowest mean score 
of  4.00, suggesting that while improvements were made, 
additional training may still be needed to enhance reaction 
time and movement efficiency.
Instructional videos are effective tool in assisting and 
improving their understanding and skills when in training 
and competition. According to the study of  Cormier et 
al. (2020) investigated the advantages that video-assisted 
training has been applied to physical sports for student-

athletes. They came to the conclusion that augmented 
reality-assisted instruction is more successful than video-
assisted instructions. Also, we can apply instructional 
videos in training the students if  there is less access to 
instructors and trainers since it is becoming more common 
for universities all around the globe to use online learning, 
often depending on videos (asynchronous multimedia). 
Concurrently, Noetel et al. (2021) discovered that 
substituting video for the techniques of  instruction that 
were already in place resulted in marginal enhancements 
to the learning of  the students. The use of  video into 
learning was shown to result in significant learning 
improvements. According to Al-Samarraie (2019), the 
findings imply that videos are unlikely to be harmful to 
student learning and, in most cases, promote student 
learning.

Table 11: The significant difference between the physical performance of  Sultan Kudarat State University student-
athletes in Taekwondo with Taekwondo Instructional Videos as a supplemental training tool before and after the 
intervention

N M SD z-computed p-value Interpretation
Before 48 2.40 0.17

-50.00 0.001 significant
After 48 4.04 0.15

The table 11, shows results of  the Z-test that the post-
test after using the developed instructional video as a 
supplemental training tool was likely to be more effective, 
with a total overall mean of  4.04 and a standard deviation 
of  0.15, compared to the pre-test, which had a total mean 
of  2.40 and a standard deviation of  0.17. This significant 
difference, as indicated by the z-computed value of  
-50.00 and a p-value of  0.001, confirms that the use 
of  Taekwondo Instructional Videos as a supplemental 
training approach had a positive impact on the physical 
and taekwondo performance of  Sultan Kudarat State 
University Taekwondo student-athletes.
Furthermore, this study examined the effectiveness of  
instructional videos in Taekwondo as an intervention to 
enhance the skill level and overall performance of  student-
athletes. A Z-test, a non-parametric statistical test, was 
employed to determine whether there was a significant 
difference between the pre-test and post-test results 
after the intervention. Since the results demonstrated 
a statistically significant improvement, it highlights the 
effectiveness of  video-based learning in sports training 
in Taekwondo.
In this study, instructional videos in Taekwondo have 
proven to be an effective supplemental training tool 
for improving student-athletes’ performance. By 
providing step-by-step guidance, instructions and visual 
demonstrations, students have learned new techniques 
and refined their existing skills application to new 
school competition and training. Videos that break 
down techniques into specific steps have helped athletes 
understand proper execution, leading to enhanced 
overall technique and performance. This supports the 
idea that video-based training is a valuable tool for skill 
development in sports education specially in Taekwondo.

CONCLUSION
Based on the findings, the following conclusion is hereby 
formulated: Our respondents have a total population 
of  48 SKSU student-athlete. According to the results 
from the developed instructional video rated by Physical 
Education instructors, Taekwondo Head Instructors 
and member of  Philippine Taekwondo Association, 
the instructional video was having good content, which 
indicates that the instructional video as a supplemental 
training tool for SKSU stud`ent-athletes meets 91-100% 
of  level of  quality and can be used as a supplemental 
training tool for student athletes training. The quality 
of  the developed instructional video has a descriptive 
rating of  excellent in terms of  its content, instructional 
quality, presentation, technical quality, appropriateness 
and usability. The results of  the physical performance of  
the respondents in terms of  speed, strength endurance, 
strategy and techniques have a descriptive rating of  
fairly skilled means that the student athletes have a lack 
of  knowledge in new basic skills and training about 
the new school taekwondo. Likewise, the results of  the 
Taekwondo performance of  the respondents before the 
intervention was described as fairly skilled, also revealed 
that student athletes are at disadvantage when it comes to 
competition based on their performances.  After showing 
the instructional video to the respondents, the results of  
the post - test can be described as skilled with a grand 
mean of  4.04. The highest improvement was observed 
in techniques (M = 4.10), while speed, though improved, 
had the lowest mean score (M = 4.00), suggesting a 
need for further training in movement efficiency and 
reaction time. The Z-test results further confirmed 
the effectiveness of  instructional videos, showing a 
statistically significant difference between pre-test and 



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post-test scores (z-computed = -50.00, p-value = 0.001) 
thus, rejects the hypothesis that there is no significant 
difference between the physical performance of  Sultan 
Kudarat State University student-athletes in Taekwondo 
with Taekwondo Instructional Videos as a supplemental 
training approach in their pre-test and post-test results. 
This indicates that video-based training played a crucial 
role in enhancing the student-athletes’ skills and overall 
performance. 

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