International Journal of

Environmental Research
and Public Health

Review
Intergenerational Taekwondo Program: A Narrative Review
and Practical Intervention Proposal
Yongseop Kim 1 , Junhyoung Kim 1 , Jung-Min Lee 2,3 , Dong-Chul Seo 4 and Hyun Chul Jung 3,5, *

1 Department of Health & Wellness Design, School of Public Health, Indiana University,
1025 E 7th Street #111, Bloomington, IN 47405, USA; [email protected] (Y.K.); [email protected] (J.K.)
2 Department of Physical Education, College of Physical Education, Kyung Hee University-Global Campus,
1732 Deokyoungdaero, Giheung-gu, Yongin-si 17014, Gyeonggi-do, Korea; [email protected]
3 Sports Science Research Center, Kyung Hee University-Global Campus,
1732 Deokyoungdaero, Giheung-gu, Yongin-si 17014, Gyeonggi-do, Korea
4 Department of Applied Health Science, School of Public Health, Indiana University,
1025 E 7th Street #111, Bloomington, IN 47405, USA; [email protected]
5 Department of Coaching, College of Physical Education, Kyung Hee University-Global Campus,
1732 Deokyoungdaero, Giheung-gu, Yongin-si 17014, Gyeonggi-do, Korea
* Correspondence: [email protected]; Tel.: +82-31-201-2734; Fax: +82-31-204-8117

Abstract: Taekwondo is a modernized martial art that includes various combinations of hand and
kicking techniques and core values of Taekwondo philosophy such as courtesy, mutual respect, and
self-control. Physical inactivity is highly prevalent among older adults and is a major contributor to
health-related problems. Intergenerational physical activity programs are used as an effective tool
to make a positive connection between generations and provide additional health benefits for both
generations. This review study aimed to examine the theories of intergenerational physical activity
programs and propose the Intergenerational Taekwondo Program (ITP). Various theories such as
Citation: Kim, Y.; Kim, J.; Lee, J.-M.; the transtheoretical model, contact theory, social capital theory, situated learning theory, human
Seo, D.-C.; Jung, H.C. development theory, personality theory, and whole-person wellness model have been adopted in in-
Intergenerational Taekwondo
tergenerational physical activity programs. Our review suggests that to develop the Intergenerational
Program: A Narrative Review and
Taekwondo Program, instructors should (1) establishing common goals, (2) understand differences in
Practical Intervention Proposal. Int. J.
physical and mental abilities, and (3) offer incentives to encourage participants in physical activity
Environ. Res. Public Health 2022, 19,
5247. https://doi.org/10.3390/
programs. The proposed ITP program has the potential to not just provide unique inherent values
ijerph19095247 and improving physical functions, but also to form generational connections.

Academic Editors: Paul B.

Keywords: intergenerational program; physical activity; taekwondo; social relation
Tchounwou and Britton W. Brewer

Received: 12 March 2022

Accepted: 21 April 2022
Published: 26 April 2022 1. Introduction
Publisher’s Note: MDPI stays neutral Physical inactivity is a major contributor to health-related problems and affects both
with regard to jurisdictional claims in elderly and young adults in the United States (U.S.). Older adults who are over 65 years
published maps and institutional affil- old show the highest prevalence of physical inactivity [1]. It has been suggested that
iations. physical inactivity is a contributory factor to physical limitations, psychological disorders
(e.g., loneliness, depression, and anxiety), and cognitive impairments among older
adults [1–3]. In particular, physical inactivity is one of the primary risk factors leading to
falls as well as depressive symptoms [4,5]. There is strong support that physical activity is
Copyright: © 2022 by the authors. an effective intervention that can prevent falls and improve both mental health and quality
Licensee MDPI, Basel, Switzerland. of life in older adults [6,7].
This article is an open access article Older adults are experiencing diminished engagement in social interaction and mean-
distributed under the terms and
ingful activities [8]. These common phenomena cause negative psychological symptoms
conditions of the Creative Commons
that may influence dementia and lower quality of life for these populations. Moreover,
Attribution (CC BY) license (https://
the view of aging, which includes pessimistic viewpoints and bias towards older adults,
creativecommons.org/licenses/by/
is universal in our society [9]. Several studies indicated that society has more negative
4.0/).

Int. J. Environ. Res. Public Health 2022, 19, 5247. https://doi.org/10.3390/ijerph19095247 https://www.mdpi.com/journal/ijerph
Int. J. Environ. Res. Public Health 2022, 19, 5247 2 of 17

perspectives of older adults. Dedeli et al. [10] investigated the attitudes towards aging
and perceptions of elder abuse in working and professional groups. This study showed
older adults faced challenges in socializing with younger-generation community members
because of their negative viewpoint and prejudices on the ability of older adults.
Intergenerational programs have been advocated as a means of promoting health and
wellbeing among both the young and the old [11,12]. Given the significance of increasing
physical activity, enhancing mental health, and reducing ageism, this study proposes to
take a novel and innovative approach where both older adults and the young generation
are provided an opportunity to engage in the mind–body exercise program together.
Prior studies have shown that intergenerational programs help decrease the risk of social
isolation and loneliness for older adults and provide a greater sense of meaning [11,12].
From younger participants’ perspectives, intergenerational programs allow adolescents and
young adults to create meaningful relationships with older adults, develop interpersonal
skills, and value their community engagement [13,14]. Minghetti et al. [15] reported that
physical fitness and social support of both younger and older participants were improved
following 25 weeks of an intergenerational dynamic balance exercise program. Another
study also reported that the levels of depression and anxiety were decreased after engaging
in 12 weeks of intergenerational interaction programs [16].
Taekwondo, a traditional Korean martial art and mind–body exercise, can be applied
as a novel strategy of promoting physical, social, and psychological benefits for both
older and young generations. Taekwondo is a martial art that emphasizes a unified
relationship among body, mind, and spirit [17]. Taekwondo involves dynamics of physical
movements such as various stances, punching, kicking, and self-defense techniques as fun
components. It also emphasizes self-discipline, self-control, composure, stress management,
and respect for opponents. Research has found that Taekwondo participants improve not
only physical skills, such as strength, speed, flexibility, and balance, but also their self-
regulation, self-discipline, and respect for others [18,19]. Moreover, multiple studies have
shown that adolescents and young adults who participated in Taekwondo experienced
increased enjoyment, youth development, positive self-image, and emotional stability.
Thus, Taekwondo helps young adults to reduce perceived stress and improve psychological
wellbeing [18,19]. This narrative review provides an overview of the intergenerational
programs and summarizes the physical activity programs applied between younger and
older generations. Upon the review of previous studies, we suggest that the utilization of
Intergenerational Taekwondo Programs may have some capacity to increase the overall
health in both young and older generations.

2. Intergenerational Theory and Exercise Programs

ing improving health
2.1. Intergenerational Program benefits
Theoryfor both generations
■ Transtheoretical
Several theoriesModelhave (TTM)—TTM
been used for refers to six stages
elaborating of changes
the importance of intergenerational
that individuals
activities, move through
and highlighting in terms
focal points of starting
of their new behaviors
components, which explain older adults’
social,
orphysical, psychological
participating health throughout
in activities. The their six lifespans. Seven related intergenera-
stages include
tional theories were identified
precontemplation, from studies
contemplation, that have been
determination, utilized
action, for intergenerational
relapse,
ing improving
activities such as health
arts, benefits
exercise, forrecreational
and both generationsphysical activity programs regarding
and maintenance. Each stage has different spans depending on
■ Transtheoretical
improving health Model
benefits (TTM)—TTM
for both refers
generations
individuals’ cognitive, psychological levels [20]. to six stages of changes
■ that individuals
Contact move (TTM)—TTM
Theory—According
Transtheoretical Model through in terms
to contact of starting
theory,
refers newarises
toprejudice
six stages behaviors
from that individuals
of changes
or
move participating
through in in
terms activities.
of starting The
new six
behaviors stages
or include
generalizations and misrepresentations about a group of people in activities. The
participating
precontemplation,
six stages
based on include
inaccuratecontemplation,
precontemplation,
or insufficient determination,
information.action,
contemplation, relapse,
determination,
The primary action, relapse,
and maintenance.
and maintenance.
concept is that when Each
Each stage
onestage
learns has
has different
different
more aboutspans spans
a group depending
depending on
on individuals’
of individuals, cognitive,
individuals’
psychological cognitive,
levels psychological
[20].
prejudice may be lessened [21]. levels [20].
■ Contact
ContactTheory—According
Theory—Accordingtotocontact contacttheory,
theory,prejudice
prejudice arises from
arises from generalizations
and misrepresentations
generalizations about a group ofabout
and misrepresentations people based on
a group inaccurate or insufficient
of people
information.
based The primary
on inaccurate concept is information.
or insufficient that when oneThe learns more about a group of
primary
individuals, prejudice may be lessened [21].
concept is that when one learns more about a group of individuals,
prejudice may be lessened [21].
 ing improving health benefits for both generations
■ Transtheoretical Model (TTM)—TTM refers to six stages of changes
that individuals move through in terms of starting new behaviors
or participating in activities. The six stages include
precontemplation, contemplation, determination, action, relapse,
Int. J. Environ. Res. Public Health 2022, 19, 5247 3 of 17
and maintenance. Each stage has different spans depending on
individuals’
ing improving cognitive, psychological
health benefits for bothlevels [20].
generations
■ Contact Theory—According
Social Capital Theory—Social to capital
contacttheory
theory,maintains
prejudice thatarises fromrelationships have
social
■ Transtheoretical Model (TTM)—TTM refers to six stages of changes
the power to influence
generalizations individuals’ resources,
and misrepresentations about awhich groupenables
of peoplethe development and
that individualsofmove
accumulation human through inSocialterms capital
of starting newexamines
behaviors
based on inaccurate or capital.
insufficient information. theoryThe primaryhow social relation-
or
shipsparticipating
can in activities. The sixorganization
stages include
concept is positively
that when impact
one learns on individual
more aboutand a group of individuals,levels beyond the original
precontemplation,
context of its contemplation,
making. The great determination,
value of social action,
capital is relapse,
in its potential to shift and
prejudice may be lessened [21].
and maintenance.
facilitate other types Each stage value
of capital has different
for both spans depending
individuals on
and organizations. It is only
individuals’
beneficial
ing improving cognitive,
whenhealth psychological
socialbenefits
capital is levels
formobilized, [20].
and as a form of system, it grows on itself.
both generations
■ Contact
SituatedTheory—According
and ContextualizedtoLearningcontact Theory—Situated
theory, prejudice arises from
and contextualized learning
■ Transtheoretical Model (TTM)—TTM refers to six stages of changes
theory posits that
generalizations andindividuals who acquire
misrepresentations professional
about a groupskills through learning within
of people
that individuals
situational move
contexts through in membership
will terms of starting in a new behaviors
based on inaccurate or acquire
insufficient information. community
The primary of practice. Situated
or participating
learning provides in activities.
opportunities to The
experience six stages
problem-solving include and hands-on expe-
concept is that when one learns more about a group of individuals,
precontemplation,
rience for contemplation,
practitioners. Lave and determination,
Wenger [21] action,
argue that relapse,
situated learning theory
prejudice may be lessened [21].
and maintenance.
enables individuals Each
to stage on
focus hasthe
different
forms spans
of depending
social engagement on instead of being
ing improving health benefits for both generations
individuals’
concerned with cognitive, psychological
what cognitive levelsand
processes [20].
conceptual structures are required.
■ Transtheoretical Model (TTM)—TTM refers to six stages of changes
■ Contact
Human Theory—According
Development Theory—Erikson to contact theory,
argued prejudice arises from
that personality development occurs in
that individuals move
a predetermined order through
shownin byterms
eightof starting
stages new behaviors
generalizations and misrepresentations about aofgroup
psychosocial
of people development, from
or participating
infancy in Challenges
activities.individuals
The six might stages include
based onto inaccurate
adulthood. or insufficient information. The experience
primaryduring these stages
precontemplation,
may cause positive contemplation,
orbenefits
negative determination,
outcomes the action, relapse,
concept
ing is that
improving when
healthone learnsformorebothabout afor
group
generations development
of individuals,of personality. The
and maintenance.
psychosocial Each stage has different spans dependingbetweenonolder and younger
■ prejudice mayand
Transtheoretical be educational
lessened
Model [21]. benefits
(TTM)—TTM refers
of connection
individuals’
individuals are cognitive, psychological
emphasized levelsto[20].
in the components
six stages of changes
of intergenerational activities.
■ that individuals
Contact
Personality moveMany
Theory—According
Theory— throughto in terms
contact
scientists of starting
theory,
have prejudice
stressed new behaviors
thearises from of unconscious
significance
or participating
instinct in personality
generalizations in activities.
development and
and misrepresentations The six
formation.
about stages
a groupErik include
believed that the social
of people
precontemplation,
element
based onis inaccurate contemplation,
critical for the
or development
insufficientdetermination,
of personality,
information. action, relapse,
andprimary
The it forms over the course of
and maintenance.
the entire
concept is lifespan.
that when Each
one stage
Some studieshas
learns different
emphasized
more about a thespans
group depending
importance
of on in interpersonal
of others
individuals,
individuals’
relationships
prejudice may cognitive,
and in thepsychological
be lessened construction
[21]. levels [20].
of personality.
■ Contact Theory—According
Whole Person Wellness Modelto(WPWM)—WPWM
contact theory, prejudice refers toarises from
the combination of multiple
aspects of health-related
generalizations beliefs and meaningful
and misrepresentations about a group activities for the individual. The
of people
WPWM
based onconsists of six
inaccurate ordimensions,
insufficient which includeThe
information. intellectual,
primary social, emotional,
vocational,
concept is thatspiritual,
when one andlearns
physical.
moreThe about objective
a groupof ofthe WPWM is that individuals
individuals,
find balance among six
prejudice may be lessened [21]. elements of daily life activities. The main objective of the
model is to seek an element of life activities that contributes to enhancing functioning
and quality of life.

2.2. Intergenerational Exercise or Physical Activity Program

A total number of 13 studies that cover a range of applications were selected as inter-
generational physical activity/exercise programs (Table 1). These programs were chosen
based on the type and duration of interventions, as well as the engagement of both genera-
tions in physical activity at the same time. Selective intergenerational exercise and physical
activity programs are described in Table 1. The age of older adult participants ranged
from 50 to 96, the age of young generations ranged between 2 and 7, and young adults
were 18 to 30 years old. Two studies used Mini-Mental State Examination (MMSE) [22,23]
and Physical Activity Readiness Questionnaires (PARQ) [24,25] to determine sample el-
igibility. Ten out of thirteen studies included only older adults who could voluntarily
participate in physical activity without physical and psychological limitations. Nine out
of thirteen studies were conducted in community-based institutions such as community
centers [23,26,27], universities [24,25,28], or leisure/recreational centers [29–31] while only
two studies included older adults residing in facilities [14,31].

1
Int. J. Environ. Res. Public Health 2022, 19, 5247 4 of 17

Table 1. Summary of intergenerational physical activity intervention studies.

Intervention Content Outcome Measurement Effectiveness

Reference Study Population Setting Intergenerational PA
Key Components
Length Instrument Content YG EG
Activities
Social Integration
Basic Psychological Needs ↑
Satisfaction Scale Social Acceptance
25 students
Louise Positive and Negative Basic Needs ↑
(age 14 y) Generations
Douse et al. University 11 weeks Affect Scale (PANAS) Affect N/A Positive Emotions N/A
11 older adults Dancing
(2020) Social Wellbeing Scale Social Wellbeing (enjoyment,
(age average 82 y)
Basic Psychological Needs excitement,
Satisfaction Scale confidence, pride)
↑
A sense of social
Sense of social
17 younger adults Berlin Social Support Scale support
support—
Eun Hae (age 18–25) Community Tai Chi Intention and retention Intention to continue Sense of social
8 weeks Intention to N/A
Kim (2021) 34 older adults center Chair Yoga survey questions Retention support -
continue ↑
(age 65+) (scale 1–7) Sociodemographic
Retention ↓
information
YG: Test of Gross Motor
Development 2 (TGMD-2) YG: Gross motor skills
KOMPIK questionnaire Social-emotional skills Physical Physical
EG: Short Physical EG: Balance, gait performance ↑ performance ↑
72 children
Performance Battery speed, lower-limb (jump power, hand Cardiovascular
Minghetti (age 4–6) Nursing Dynamic Balance
25 weeks (SPPB) strength grip strength) health ↑ N/A
et al. (2021) 62 older adults home exercise
Oscillometric Cardiovascular health Social-emotional Psychological
(age 65+)
Mobil-O-Graph Psychosocial skills ↑ (small to wellbeing and
Assessment of Quality of wellbeing and quality moderate) quality of life ↑
Life 8 Dimensions of life
(AQol-8D)
Active engagement
(Facial expression:
Happy/smiling) ↑
Facial expression Paying
78 children
Geriatric Engagement/behavior attention/Listening
Mosor et al. (age 2–7) Intergenerational Active engagement No significant
institu- 20 weeks Intergenerational ↑ N/A
(2019) 93 older adults contact activity Self-efficacy changes
tion interaction Initiating
(age 54–96)
Observed self-efficacy intergenerational
interaction ↑
Self-efficacy—no
changes
Int. J. Environ. Res. Public Health 2022, 19, 5247 5 of 17

Table 1. Cont.

Intervention Content Outcome Measurement Effectiveness

Reference Study Population Setting Intergenerational PA
Key Components
Length Instrument Content YG EG
Activities
Somatic Interaction includes any
Depression
Intergenerational symptoms ↓ younger person’s active
60 youth Somatic symptoms
Community interaction Social Function involvement with an
Ebrahimi (mean age 22) General Health Social Function
service 12 weeks program N/A symptoms ↓ elderly person and
et al. (2019) 175 older adults Questionnaire (GHQ-28) symptoms
center Yoga Anxiety and sleep fulfilling the wishes of
(age 60+) Anxiety and
Control group disorder ↓ the elderly individually
depression
General health ↑ for 45 min
Using Microsoft Kinetics
(detect the participants’
Physical activity
motion through a
level ↑
sensor). Participating in
Overall physical
Younger adults Cancer Prevention Self-reported activity Wii soccer, volleyball,
activity
Sowle (age 14–28) Exergame Research Center Exercise level track and field, bowling,
University 24 weeks N/A self-efficacy-
(2015) 265 older adults Interactive games The Self-Efficacy for Physical activity boxing, and table tennis.
Self-efficacy for
(age 60+) Exercise Scale self-efficacy Two participants (or
overcoming
younger adult leaders)
physical activity
lead the program and
barriers ↑
the others follow the
motions.
Sharing ideas about an
appropriate frequency of
programs, places, and
things should be
Health-related quality of considered within the
Life (HRQoL) program.
Health-related quality
UCLA Loneliness Scale Utilizing Contact
70 Children of life Quality of life ↑
Choi and Intergenerational Geriatric Depression Scale theories 5 strategies
(age 4–5) Senior Loneliness Learning-related Loneliness ↓
Sohng 8 Weeks Exchange Short Form (GDSSF) Setting up common
88 older adults Center Depression social skills ↑ Depression ↓
(2018) Program 4-min walking test goals between older
(65+) Walking speed Gait speed-
Learning-related social adults and children
Social skills
skills (McCelland and At the end of the
Morrison) program, “Personal
Friendship Chance”
where older adults hug
children with pinky
finger.
Int. J. Environ. Res. Public Health 2022, 19, 5247 6 of 17

Table 1. Cont.

Intervention Content Outcome Measurement Effectiveness

Reference Study Population Setting Intergenerational PA
Key Components
Length Instrument Content YG EG
Activities
Global physical activity
questionnaire (GPAQ)
Physical Activity Physical activity
Gymnastic
Enjoyment Scale enjoyment Intergenerational
Buonsenso 140 Older adults group, Intergenerational
N/A (PACES-Q) Intergenerational N/A Physical activity N/A
et al. (2021) (age 50–85) Leisure physical activity
Physical Activity Physical activity enjoyment ↑
Center
Enjoyment Scale for enjoyment
Intergenerational Physical
Activity (PACES-INT)
- Children and
adults arrange
intermingled
circle (fun and
serious)
- Adult-level PA
- Older adults help
- Memory ↑ students to realize
- Sense of to concentrate on
competition exercise
The - Sense of - Leader, older
↑
intergenerational competition ↑ adults praise,
- Anxiety and
Jewish Exercise - Listening encourage
Depression↓
Friedman 30 older adults Commu- (Warm-up skills and students
5 years - Self-
and Godfrey. 50 Children (age nity breathing, N/A N/A attention span - Breathe deeply
(20–30 min) validation,
(2008) 3–5) Elderly Warm-up and cool ↑ together (finding a
Self-esteem
Center down stretching, - Stereotype common rhythm)
↑
balance, aerobic, attitude - EG and YG make
- Lifelong
free-weight) change ↑ shapes, patterns
exercise ↑
- Kinesthetic and provide
awareness ↑ balance test
(strengthening
exercise) **
- EG and YG hold
each-others hand
and raise lower
legs (Balance)
- Marching together
(Aerobic exercise)
Int. J. Environ. Res. Public Health 2022, 19, 5247 7 of 17

Table 1. Cont.

Intervention Content Outcome Measurement Effectiveness

Reference Study Population Setting Intergenerational PA
Key Components
Length Instrument Content YG EG
Activities
Godin Leisure Time
Leisure Time Physical
Local Exercise Questionnaire
Intergenerational Activity
Rhodes et al. Recre- (GLTEQ) -Family physical
107 families 4 weeks Family Physical Intention N/A
(2010) ation Theory of Planned activity ↑
Activity Perceived Behavioral
Center Behavior
Control
Ajen (2002)
- Skill building and
provide
informational
Seven-Day Physical
Perry and 7 youth (8–14) messages, positive
Community 8 weeks Intergenerational Activity Recall (7DPAR) Physical activity Physical activity ↑ Physical activity ↑
Weatherby 7 older adults reinforcement
Gym (60 min) Tai Chi The Physical Activity Enjoyment Enjoyment ↑ Enjoyment ↑
(2011) (60–85) (Confidence)
Enjoyment Scale (PACES)
- Paired YG and EG
interactive
exercise pose
- 30 min of
interactive games
(e.g., icebreakers,
The Living well
storytelling
through Satisfaction ↑
activities, strategy
Intergenerational Stages of Change for Physical activity Physical activity ↑
Strand et al. 46 older adults and mind games,
University 25 weeks Fitness and Physical Activity Perceived Physical N/A (Among
(2014) (60–80) weekly to promote
Exercise (LIFE): Questionnaire. Wellness physically inactive
camaraderie,
Exergaming Wii rural older adults)
problem solving,
Active
and
communication
skills)
Int. J. Environ. Res. Public Health 2022, 19, 5247 8 of 17

Table 1. Cont.

Intervention Content Outcome Measurement Effectiveness

Reference Study Population Setting Intergenerational PA
Key Components
Length Instrument Content YG EG
Activities
Systems for Observing - Older adults
Physical and Leisure remind rules,
Physical activity and
Activity in Youth encouraging
Intergenerational environmental context
(SOPLAY) students
22 elementary Physical Activity Intergenerational
McConnell Children’s perception of - Older adults
(Grade 4/5) Community Leadership (IPAL): attitudes
and Naylor 12 weeks aging and elderly scale taught how to do
9 older adults center Walking marathon Intergenerational
(2016) Intergenerational Chair aerobic
(>55) Playground games interaction
Observation Scale (IOS) exercise
Chair aerobic Knowledge and
Environmental - Older adults help
confidence
responsibility and to facilitate
leadership scale physical activity
Note. YG: young generation; OG: older generation (check the abbreviation).
Int. J. Environ. Res. Public Health 2022, 19, 5247 9 of 17

The 13 proposed intergenerational activity programs varied depending on the dura-

tion, types, outcomes, and characteristics of participation. Seven programs were short-term
interventions and lasted between four weeks and 3 months, and long-term interventions
lasted 5 years. Although it was challenging to compare varied physical activity in many
aspects, it was possible to identify some program features that were applied to older adults.
These were sorted into three different categories: physical function improvement, psycho-
logical health benefits, and social and emotional development. For example, Minghetti
et al. [14] focused on physical functions such as balance, lower-limb strength, and cardio-
vascular health after receiving the dynamic balance exercise, while Choi and Sohng [22]
compared loneliness and depression levels of both generations following the intergenera-
tional exchange program.
A variety of self-reported and proxy measures were implicated across the studies.
Eleven studies applied self-reported measures that detect perceptions of psychological
wellbeing, self-efficacy, depression, and the level of physical activity. Three studies that
measured physical functions such as gait speed, gross motor skills, and balance were
conducted by health professionals or staff in institutions. Only one study presented con-
tradictory results. Mosor et al. [31] reported no significant changes in older generations’
self-efficacy and activity engagement, while the younger generation showed higher engage-
ment and longer duration of attention and listening skills following the intervention. Most
interventions demonstrated positive outcomes of interventions among elderly groups.
There are several benefits to both physical and social health throughout participation in
intergenerational programs. The first and most important is that intergenerational activities
are beneficial for enhancing social health because they offer a sense of mutual links between
two generations, as evidenced by precise theory and practice. Louise Douse et al. [20] found
that older adults who engaged in the activity had increased social integration and positive
emotions, and Minghetti et al. [15] and Choi and Sohng [22] reported that older adults had
enhanced psychological health. Positive factors resulting from mutual participation are
also essential for maintaining continual physical activity [23].
The second is that intergenerational activities that incorporated the learning of com-
munication skills and decision-making processes are beneficial. Participants in the program,
as Kim [23] mentioned, learn how to share their thoughts and feelings in a natural setting,
which varies from conventional one-sided communication programs in that it gives a vari-
ety of opportunities for communication. In this regard, the intergenerational taekwondo
program may be considered a good example because it allows partners to set goals and
adapt and supplement each other’s posture.
The final is that, if the literature’s impression is correct, intergenerational activity
programs can help improve cognitive capacities. We identified publications that support
the idea of using activities to improve memory and attention span. Both generations
demonstrated enhanced attention and listening, as well as emotional expression, according
to Morsor et al. [31]. The results of the studies showed that continual intergenerational
activities have a good impact on the participants’ cognitive characteristics.

3. Development of Intergenerational Taekwondo Program

3.1. Taekwondo Culture
Taekwondo, a traditional form of Korean martial arts, literally translates to “the way
of feet and hands,” and its origins began in the Korean peninsula about two thousand years
ago. As with all other disciplines, it is essential for the Taekwondo trainers to be familiar
with its five tenets. Although many scholars argue that Taekwondo tenets and principles
should be reestablished as they solely focus on spiritual aspects, [32] and there are different
principles based on types of training [33,34], nevertheless, General Choi Hong-hee’s five
tenets of Taekwondo are still maintained as the principles that encompass the spirit, culture,
and concept of Taekwondo, and they are still being followed by many trainees around
the world. The five tenets of Taekwondo are “Courtesy”, “Integrity”, “Perseverance”,
“Self-Control”, and “Indomitable spirit”.
Int. J. Environ. Res. Public Health 2022, 19, 5247 10 of 17

Some scholars assert that the national representative martial arts have great value
in cultivating core values that are required of citizens [34–36]. Ryu [36] mentioned that
in Japan, the noble spirit was sublimed into the universal spirit of Japan in terms of
the “honor and character-building” of Samurai, and its concepts include righteousness,
courtesy, loyalty, and self-control. Moreover, it is mandatory to learn these tenets through
participating in martial arts with regular school curriculums. Moreover, Lee et al. [34]
argued that practitioners learn different aspects of values according to the belt system
in Taekwondo, which include “fairness”, “perseverance”, “harmony”, and “satisfaction”.
In this respect, Taekwondo can play a significant role in cultivating significant values
throughout Taekwondo training.
Among these principles, some scholars captured the significant culture of mutual
respect in Taekwondo. According to Lim [35], children (mean age 12) who participated in
Taekwondo for 6 months increased greeting, language, and public etiquette. In addition,
the study showed that participants improved more on etiquette as they learned for longer
periods. In addition, Kim and Yeo [37] argued that training Taekwondo is a process of
learning normative attitude and morality, which are important for the role of individuals
as members of society. This highlights the “courtesy” among the five tenets of Taekwondo.
For older adults, however, Taekwondo’s intrinsic value leads to continued engagement,
resulting in values such as mutual respect, improved health perception, and improved
quality of life. For example, Yang [38] demonstrated significant associations between Taek-
wondo participation and quality of life and perceived health among older adults. In this
regard, according to Stebbins [39], “unique ethos” refers to the existence of differentiating
ideas, values, feelings, or guiding beliefs that contribute to the creation of a distinct social
environment and the establishment of a social network. Taekwondo’s unique culture
encourages both older and younger generations to engage in the activity in a continuous
and beneficial manner in this respect.

3.2. Intergenerational Taekwondo Program

We applied two theories that were used in previous intergenerational studies [22,24,25].
Choi and Sohng [22] employed the Contact Theory to reduce stereotypes of aging and
develop health by engaging older adults and younger generations in intergenerational
physical activity programs. A previous study reported that interventions using five compo-
nents in Contact Theory (support from authority, common goal, opportunity for friendship,
cooperation, and equal group status) were more useful compared to non-theory-driven in-
terventions [40]. Choi and Sohng [22] used a community-based intergenerational exchange
program on older adults to improve older adults’ health-related quality of life, loneliness,
depression, and walking speed. They utilized five strategies in the intervention, where a
single component counts for each stage. For example, “common goal” refers to establishing
a detailed goal of making traditional artwork planned for each session, and “equal group
status” indicates engaging in a part of a traditional play that does not have a distinctive
role in the activities. In our proposed Intergenerational TKD Program, both generations
share goals for each week’s activity, such as learning high blocking, basic stances, which
can be a part of common goals in this theory. In addition, for the part of self-defense, both
generations teach each other and conduct what they have learned from the class, which is
the “equal group status” component of the theory.
In addition, Strand et al. [24] and Sowle [25] focused on five components of the
Whole Person Wellness Model in intergenerational activity. The WPWM is a comprehen-
sive approach to successful aging that is being applied in many different senior living
community-wellness programs [26]. This concept incorporates personal wellness compo-
nents including (1) social, (2) spiritual, (3) physical, (4) emotional, (5) intellectual, and (6)
occupational/vocational, which were used in the Living Intergenerational Fitness and Ex-
ercise (LIFE) Program [24,25]. In the program, WPWM was applied to support participants’
wellness concepts including self-efficacy, self-responsibility, and multiple dimensions of
wellness. In the study done by Sowle [25], exergaming physical activity matched the
Int. J. Environ. Res. Public Health 2022, 19, 5247 11 of 17

composition of physical, social, and emotional components of the WPWM. In the proposed
program, greetings and socializing in the introductory part cover the “social” component of
the model, and partner self-defense practice comprises the physical, emotional, intellectual,
and vocational components of the model.
In particular, we highlight activities made by a mutual contact and that apply the
elements contained in WPWM. Table 2 shows how these two theories were applied to the
development of the intergenerational Taekwondo program.

3.3. Lessons Learned: Recommendations for Instructors and Health Care Services
As much of the above empirical evidence demonstrated, there are significant health
benefits from participating in intergenerational activities for both younger generations and
older adults. There are some recommendations to encourage participation and improve the
retention rate of continuous participation. Kim [23] mentioned that intergenerational activities
provide mutual responsibilities that largely impact older adults’ engagement and partici-
pation. However, there are no ample studies that suggest the key elements for sustainable
performance in intergenerational physical activities. Thus, the current study proposes a few
strategies for instructors and health care services that could help both generations engage in
the intergeneration Taekwondo programs more effectively and successfully.
First, establishing common goals. As Choi and Sohng [22] noted, establishing common
goals based on their needs and capability is a key component of making strong bonds
between partners. Taekwondo has learning goals corresponding to the color of the trainee’s
belt, such as low block and front kick. These characteristics may serve as effective motiva-
tors for trainees to participate in the activity. In order to set up goals for both generations,
instructors facilitate a small session focused on socializing and creating rapport before
starting the program. It is important to emphasize training-related concepts that both
generations can apply within the program and achieve together. For example, this includes
the two agreeing on the importance of continuous physical activity and expressing their
willingness to participate in the program.
Secondly, accommodating differences in ability. Some studies asserted that the lack of
interest in participation in programs due to different physical functions between generations
was one of the important factors affecting continuing participation [16]. When working
with both generations, instructors may need to accommodate differences in abilities such
as strength, flexibilities, or body coordination. While some Taekwondo movements help
to improve overall health and change the level of physical function over the life course,
students may be more interested in improving techniques and fun aspects. Instructors may
need to consider accommodating differences in abilities for both generations.
Thirdly, offering incentives is an effective means to encourage participants to engage
in physical activity programs. Many studies found that offering incentives increased partic-
ipants’ physical activity at multiple levels [41,42]. According to Capps and Harkey [43],
approximately 70% of people were more engaged in physical activity when financial incen-
tives were provided by team-based participation rates. A wide variety of incentives helps
participants to maintain participation rates over a long period. The Taekwondo belt system
may be used as an effective means of motivating participants when they engage in activity
with their partner.
Lastly, encouraging both generations to help one another as often as possible. Kim [23]
mentioned that in the intergenerational exercise program, participants were more engaged
in physical activities and utilized fine and gross motor skills while they helped to reach
goals together. Taekwondo movement requires a sense of balance and intensive physical
coordination. Physical function could be improved while guiding participants to cooperate
to perform standing or blocking movements during the training.
 Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 12 of 16
Int. J. Environ. Res. Public Health 2022, 19, 5247 12 of 17
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 12 of 16
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 12 of 16
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 12 of 16
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 12 of 16
Table 2. Development of Intergenerational
Table 2. Development of Taekwondo Program.
Intergenerational Taekwondo Program.
Table 2. Development
Duration of Intergenerational Taekwondo Program.
Duration of Whole
Whole Person Wellness Model
Stages StagesActivity Table
Activity 2. Development Intergenerational
Program
Program Taekwondo
Contents Program.
Contents Photos Contact
Contact Theory
Theory
Table(min.)
2. Development
(min.) of Intergenerational Taekwondo Program. Model (WPWM)
(WPWM)
Table 2. Duration of Intergenerational Taekwondo Program.
Development Whole Person Wellness Model
Stages Activity Duration Program Contents Photos Contact Theory Whole Person Wellness Model
Stages Activity (min.)
Duration Program Contents Photos Contact Theory (WPWM)
Whole Person Wellness Model
Stages Activity (min.)
Duration Program Contents Photos Contact Theory (WPWM)
Whole Person Wellness Model
Stages Activity (min.) Program Contents Photos Contact Theory (WPWM)
(min.) Older adults and young adults having (WPWM)
Socializing Socializing 5 5 Older adults and young adults having a Social
Social
aOlder
conversation.
conversation.adults and young adults having
Socializing 5 Older adults and young adults having Social
Socializing 5 a conversation.
Older adults and young adults having Social
Socializing 5 aOlder
conversation.
adults and young adults having Support from authority Social
Socializing 5 a conversation. Support from authority Social
Introduction Meditation 2–3 a conversation. Common
Support goal authority
from Spiritual
Introduction Meditation 2–3 Common goal Spiritual
Introduction Support
Common from
Opportunity authority
goalfor friendship
Meditation 2–3 Opportunity
Support from for
authority Spiritual
Introduction Meditation 2–3 Common
Support goalauthority
from Spiritual
Introduction Meditation 2–3 Opportunity
Common goalfor friendship
friendship Spiritual
Introduction Meditation 2–3 Standing: make a fist and keep back Opportunity
Common goalfor friendship Spiritual
Greetings 1 Opportunity for friendship Social
straight
Standing:and looka in
fistfront of the back
sight. Opportunity for friendship
Greetings 1 Standing: makemake
a fist and and keep
keep back Social
Greetings 1 Standing:
straight make
and looka in
fistfront
and of
keep
the back
sight. Social
Greetings 1 straight and look
Standing: in front
make of the
a fist and keepsight.
back Social
Greetings 1 straight
Standing:and looka in
make front
fist and of theback
keep sight. Social
Greetings 1 straight and look in front of the sight. Social
straight and look in front of the sight.

Warm up 5 Walking around the room with line Physical

Warm up 5 Walking around the room with line Physical
Warm up Warm up 5 5 Walking
Walking around
around the room
the room withwith
lineline Physical
Physical
Warm up 5 Walking around the room with line Physical
Warm up 5 Walking around the room with line Physical

Main Activity Upper-arm stretching

Main Activity Upper-arm stretching Equal group status Physical
Main Activity Upper-arm stretching
Main Activity Main Activity Upper-arm stretching
Upper-arm stretching Cooperation Emotional
Main Activity Warm up Stretching 10 Upper-arm stretching Equal group status Physical
Equal
Equalgroup
Support fromstatus
group
Cooperation authority
status Physical
Intellectual
Emotional
Warm up Stretching 10 Equal group status Physical
Cooperation
Opportunity
Equal group
Cooperation for friendship
status Physical
Emotional
Vocational
Physical
Warm up Stretching 10 Support from authority
Cooperation Intellectual
Emotional
Warm up Stretching
Warm up Stretching 10 Support from
Cooperation
Support authority
from authority Emotional
Intellectual
Emotional
10
Warm up Stretching 10 Shoulder stretching Opportunity
Support fromfor friendship
authority Vocational
Intellectual
Opportunity
Support from
Opportunity for friendship
authority
for Intellectual
Vocational
Intellectual
Opportunity for friendship Vocational
Vocational
Shoulder stretching Opportunity
friendship for friendship Vocational
Shoulder stretching
Shoulder stretching
Shoulder
Shoulder stretching
stretching
Int. J. Environ. Res. Public Health 2022, 19, 5247 13 of 17

Table
Int. J. Environ. Res. Public 2. Cont.
Health 2022, 19, x FOR PEER REVIEW 13 o
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 13 o
Int. J. Environ. Res. Public Health 2022, 19, x FOR PEER REVIEW 13 o
Int. J. Environ. Res. Public Health 2022, 19, x FORDuration
PEER REVIEW Whole Person Wellness 13 o
Stages Activity Program Contents Photos Contact Theory
(min.) Model (WPWM)

Neckstretching
Neck stretching
Neck stretching
Neck stretching
Neck stretching

Side abdominal stretching

Sideabdominal
Side abdominalstretching
stretching
Side abdominal stretching
Side abdominal stretching

Single-leg stretching
Single-leg stretching
Single-legstretching
Single-leg stretching
Single-leg stretching

Isometric lower-body stretching

Isometric lower-body stretching
Isometric lower-body stretching
Isometriclower-body
Isometric lower-bodystretching
stretching

Blocking (low, middle, high)

Blocking (low, middle, high)
Blocking (low, middle, high)
Punching
Blocking
Punching(low, middle, high)
Taekwondo Practice Punching
Stances
Taekwondo Practice 10 Punching
Stances Support from authority Physical
(Individual)
Taekwondo Practice 10 Stances Support from authority Physical
(Individual)
Taekwondo Practice 10 Stances Support from authority Physical
(Individual) 10 Kicking (front and roundhouse) Support from authority Physical
(Individual) Kicking (front and roundhouse)
Kicking (front and roundhouse)
Kicking (front and roundhouse)

Equal group status Physical

Taekwondo Equal group status Physical
Taekwondo Cooperation
Equal group status Emotional
Physical
Practice
Taekwondo 15 Punching Cooperation
Equal group status Emotional
Physical
Practice
Taekwondo 15 Punching Support from authority
Cooperation Intellectual
Emotional
(Intergenerational)
Practice 15 Punching Support from authority
Cooperation Intellectual
Emotional
(Intergenerational)
Practice 15 Punching Opportunity
Support fromfor friendship
authority Vocational
Intellectual
(Intergenerational) Support fromfor
Opportunity friendship
authority Vocational
Intellectual
(Intergenerational) Opportunity for friendship Vocational
Opportunity for friendship Vocational
 Single-leg
Single-leg stretching
stretching

Int. J. Environ. Res. Public Health 2022, 19, 5247 14 of 17

Table 2. Cont. Isometric

Isometric lower-body
lower-body stretching
stretching
Duration Whole Person Wellness
Stages Activity Program Contents Photos Contact Theory
(min.) Model (WPWM)
Blocking
Blocking (low,
Blocking(low, middle,
(low,middle, high)
middle,high)
high)
Punching
Punching
Taekwondo PracticePractice
Taekwondo Punching
Taekwondo Practice Stances
Stances Support from
from authority
authority Physical Physical
10 10
10 Support
Support from authority Physical
(Individual)
(Individual)
(Individual) Stances
Kicking
Kicking (front
(front and
and roundhouse)
roundhouse)
Kicking (front and roundhouse)

Equal
Equal group
group status
status Physical
Physical
Taekwondo
Taekwondo Cooperation
Cooperation Emotional
Emotional
Practice
Practice 15
15 Punching
Punching
Punching
Int. J. Environ. Res. Public (Intergenerational)
Health 2022, 19, x FOR PEER REVIEW Support
Support from
from authority
authority Intellectual
Intellectual 14 o
Int. J. Environ. Res. Public (Intergenerational)
Health 2022, 19, x FOR PEER REVIEW Opportunity 14 o
Opportunity for
for friendship
friendship Vocational
Vocational
Equal group status Physical
Cooperation Emotional
Support from authority Intellectual
Opportunity for Vocational
15 friendship
Taekwondo
Practice Self-defense(low
Self-defense (lowblock)
block)
(Intergenerational) Self-defense (low block)

Self-defense (middle block)

Self-defense(middle
Self-defense (middleblock)
block)

Cool down Stretching 5 Whole-body stretching Physical

Cool down Stretching 5 Whole-body stretching Physical
Ending Greeting
Ending Greeting

Talk about your experience and feel- Opportunity for friendship Social
Sharing feelings 5 Talk about your experience and feel- Opportunity for friendship Social
Sharing feelings 5 ings on Taekwondo activity Equal group status Emotional
ings on Taekwondo activity Equal group status Emotional
Meditation 3 Spiritual
Meditation 3 Spiritual
 Self-defense (low block)

Int. J. Environ. Res. Public Health 2022, 19, 5247 15 of 17

Table 2. Cont. Self-defense (middle block)

Duration Whole Person Wellness

Stages Activity Program Contents Photos Contact Theory
(min.) Model (WPWM)

Cool
Cool down
down Stretching
Stretching 5 5 Whole-body stretching
Whole-body stretching Physical Physical
Ending Greeting
Ending Greeting
Talk about your experience and feel- Opportunity for friendship Social
Sharing feelings 5 Talk about your Opportunity for
ings on Taekwondo activity Equal group status Social Emotional
Sharing feelings 5 experience and feelings friendship
Meditation 3 EmotionalSpiritual
on Taekwondo activity Equal group status

Meditation 3 Spiritual
Int. J. Environ. Res. Public Health 2022, 19, 5247 16 of 17

4. Conclusions
Many practitioners and researchers have highlighted the importance of intergenera-
tional activity programs, as they appear to have positive health benefits for both generations.
This conceptual approach for the development of an Intergenerational Taekwondo Program
demonstrates an effective means of improving health for both generations. The suggested
program involves a combination of unique values of Taekwondo such as courtesy, mutual
respect, and self-control, and a variety of movements that enhance participants’ physical
functions. This form of social-intervention physical activity program allows participants
to transfer and exchange their knowledge, skills, and abilities. Moreover, mutual bonds
between participants could be the main factor in maintaining physical activity participation
in the Intergenerational Taekwondo Program. Future research is needed to shed light on
the implication of the Intergenerational Taekwondo Program for older adults living in
different settings (including assisted-living community, independent living, or memory
care unit). Furthermore, in a society where the number of older adults is rapidly increasing,
long-term policies for collaboration with local communities that could extend physical
activities between generations appear to be necessary.

Author Contributions: H.C.J. was responsible for the conception and design of the study and
guidance of the manuscript. Y.K. was in charge of the study program and wrote the first draft
manuscript with carried out a systematic review. J.K. and J.-M.L. helped evaluate theories and gave
continuous scientific feedback. J.K. and D.-C.S. helped supervise the project and conceived the
original idea. The manuscript drafts were reviewed and corrected by all of the writers. The final
manuscript was reviewed and approved by all writers. All authors have read and agreed to the
published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: Not applicable.
Conflicts of Interest: The authors declare no conflict of interest.

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