The Role Of The Individualized Arms Methodology In The Formation Of The Training Regimen And Self-Regulation Of Young Boxers
Abstract
Modern training of young boxers requires individualized approaches to the formation of the training regimen that are based on objective quantitative data and promote the development of self-regulation mechanisms in young athletes. Traditional methods of training load control do not fully account for individual variability in sensorimotor and neuromuscular reactions, which highlights the need for the development of new methodologies. The purpose of this study was to determine the role of the individualized Adaptive Reflex-Momentum System (ARMS) methodology in the formation of the training regimen and self-regulation of young boxers. The study involved 76 young boxers (mean age 15.6 ± 1.2 years), who were assigned to an experimental group (n = 54) and a control group (n = 22). The ARMS methodology was applied over an eight-week period and involved adaptive load regulation based on multisensory monitoring of punching activity and the integrative Reflex-Momentum Index (RMI). Punching force, reaction time, accuracy, and RMI were assessed before and after the intervention using between-group and within-group statistical analyses. In the experimental group, the application of ARMS resulted in statistically significant improvements in punching force (+20%), punching accuracy (+15%), a reduction in reaction time (–23%), and an increase in RMI (+23%) compared with baseline values and the control group (p < 0.05). The use of normalized values of these parameters was shown to account for individual differences in the initial functional state of the athletes. The ARMS methodology ensures effective formation of an individualized training regimen and promotes the development of self-regulation in young boxers based on objective quantitative control.
Fields of Study & Subjects
Martial Arts: Techniques
Psychology
and Education
Sports Performance and Training
Physical Education and Training Studies
Publication details
- Journal / source
- International Journal of Pedagogics
- Volume
- 06
- Issue
- 01
- Pages
- 164–172
- Publication date
- 20 January 2026