Exploring Retention through Student Motivation and Engagement in Martial Arts Education: A Qualitative Narrative Study
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Authors
Chlumsky, Nathan
Issue Date
2026-02
Type
Dissertation
Language
en
Keywords
Martial Arts Education , Trauma-Informed Instruction , Student Retention and Engagement , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
High attrition rates among beginner martial arts students pose a persistent challenge for martial arts organizations and limit the long-term physical, psychological, and educational benefits of sustained training. The purpose of this qualitative narrative study was to explore former martial arts students’ perceptions of barriers to retention and to examine how motivation and engagement influenced their decision to discontinue training prior to achieving the rank of black belt. Guided by Vroom’s expectancy theory, this study sought to better understand the relationship among initial motivation, instructional experiences, and attrition. Data were collected through semi-structured, one-on-one interviews with 10 former adult martial arts students who met the study’s eligibility criteria. Participants were recruited through social media, word-of-mouth referrals, and community outreach. Interviews were audio-recorded, transcribed, and analyzed using inductive thematic analysis in NVivo®. Member checking and reflexivity were employed to enhance credibility and trustworthiness. The findings revealed that attrition resulted from a convergence of three compounding categories of barriers: Psychological and Emotional Barriers, Expectations-versus-Reality Barriers, and Systemic and Contextual Barriers. Although initial enrollment was often driven by deeply personal motivations—particularly trauma-related self-defense needs—these motivations were insufficient to sustain engagement when instructional practices, curriculum relevance, and organizational stability failed to align with participant expectations. The study contributes to a multidimensional retention model and offers implications for trauma-informed instructional practices, curricular relevance, and systemic reliability. These findings provide actionable guidance for improving retention strategies and inform future research on motivation, engagement, and persistence in martial arts education.