In this blog post, I will summarize my academic efforts during high school, the meaningful school activities I participated in, and my volunteer experiences focused on compassion and giving. Specifically, I will cover my research into the history of Taekwondo, my participation in the architectural design and CAD competition club, and my volunteer work teaching Taekwondo at a children’s welfare facility.
Academics and Historical Research
While learning about martial arts during the Three Kingdoms period (Goguryeo, Silla, and Baekje) in history class, I became curious about the origins of Taekwondo. I was impressed by the fact that Taekwondo has a long history as a sport representing South Korea, and I became eager to learn more about Taekkyeon, which is recognized as its precursor. So, I participated in a history research competition held at my school and conducted my own investigation into the origins and development of Taekwondo. I found it regrettable that, despite Taekwondo being an official Olympic sport, few people practice it in their daily lives, and this experience motivated me to promote the traditions and values of Taekwondo more widely. Through my research, I learned that Taekwondo did not suddenly emerge during the Three Kingdoms period, but rather evolved naturally from human instinctive self-defense as one of the ancient martial arts. It originated from physical activities accompanying tribal states’ rituals to worship heaven, as well as primitive religious ceremonies such as Yeonggo, Dongmaeng, and Mucheon. Subsequently, Taekkyeon was passed down through the Three Kingdoms period in various forms, such as Subak and Subakhi. I found it particularly interesting that Taekkyeon was an essential martial art practiced by warriors to enhance national defense and combat capabilities. Learning that Goguryeo soldiers and Silla Hwarang warriors honed their Taekkyeon skills to strengthen national defense made me realize that Taekwondo is a far more traditional and significant martial art than I had initially anticipated. Looking at the materials and photos showing that the bronze Vajra Guardian statues housed at the Gyeongju National Museum reveal the offensive and defensive stances of that era, I became even more determined to preserve and develop the excellence and traditions of Taekwondo for future generations. I also had the opportunity to share what I had researched with my friends, sparking their interest in Taekwondo, and it was a valuable learning experience that allowed me to discover the traditions of Taekwondo, which I love.
On-Campus Activities and Volunteer Experience
In the Department of Architecture and Interior Design where I was enrolled, a competition preparation class was offered to provide in-depth study of various fields of architectural design. This class brought together students preparing for skills competitions in design, CAD, and plastering, and I participated with a particular focus on architectural design and CAD. While learning basic and advanced drafting techniques, the use of computer-aided design (CAD) software was essential, and once I became familiar with the programs, I realized firsthand how much more convenient it was to perform all drafting tasks on a computer. My CAD skills gradually improved through repeated practice in interior space design, and these skills led to positive evaluations on my class assignments. My skills were recognized when I won an award at the on-campus skills competition, and after going through the selection process, I officially joined the competition team. Through my activities with the team, I was able to develop logical thinking in design and my ability to utilize software, and I also learned how to collaborate with teammates while preparing for assignments.
I gathered friends who loved Taekwondo and regularly volunteered to teach Taekwondo at a local children’s welfare facility. Seeing that opportunities for private Taekwondo lessons were dwindling—making it difficult for children to learn the sport at school—I was motivated to introduce Taekwondo to as many children as possible. At first, my focus was on promoting Taekwondo rather than the volunteering itself, but I soon realized that I gained much more from the experience. When I arrived at the center, the instructor in charge paired the children into groups of three or four, and teaching elementary school students who were unfamiliar with Taekwondo was no easy task. Nevertheless, I felt a sense of fulfillment watching the children carefully observe my demonstrations and try to follow along, which made me resolve to teach with even greater responsibility. I patiently taught them various aspects, including poomsae, basic stances, and the promotion examination process.
Since poomsae is a particularly important element of Taekwondo, I focused my instruction on it. When the children initially struggled to follow along, I corrected their postures multiple times and demonstrated the moves myself to help them learn more easily. I repeatedly emphasized that one must possess three qualities—concentration, self-control, and perseverance—to practice Taekwondo correctly, and this helped me build a rapport with the children. As the classes continued, the children gradually began to enjoy Taekwondo, and I found great joy in teaching as I watched them grow with each session. The response to the classes was so positive that one child even said they wanted to become a Taekwondo athlete, and I felt a deep sense of satisfaction in being able to share what I do best. Through this volunteer work, I discovered the fulfillment and joy of teaching, and I resolved to continue volunteering as a Taekwondo instructor even after I enter college.
