FORGING THE FIGHTER’S MIND: INSIDE SPORT PSYCHOLOGY

Sport Psychology for Martial Arts:
A Primer for Coaches, Competitors, and Practitioners

Kevin M. Fisher, PhD, CPSS, CSCS
Central Michigan University

Introduction

Participation in martial arts can be highly varied, with unique physical, psychological, sociocultural, and environmental factors playing a role in whether a person chooses to pursue their study (Ko & Kim, 2010; Malchrowicz-Mosko et al., 2020). For some, martial arts are sports they are aware of, largely through public perceptions of Hollywood movies and shows, although they may never try it themselves. For others, it is something they sampled in youth sport when they were younger but eventually, they lost interest and decided to pursue other activities.

However, for many practitioners, it is a lifelong pursuit of skill perfection and self-perfection, and many arts offer ample opportunity for a person to test their mettle and demonstrate their skill through rank testing, sparring, or formal competition.

These events can be challenging both physically and mentally because they place pressure upon the individual to perform at a high level. These scenarios differ from team sports, for example, because there is no diffusion of responsibility – in an individual sport, the crux of a performance falls on a single person.

Martial arts are perhaps also unique when compared with many other sports in that they are overtly combative given their origins in survival, history of use in conflict, and modern propensity for self-defense and personal protection (The History of Martial Arts, n.d.). For potential competitors, this one-on-one context and “me versus you” mentality that feels similar to a fight (but with certain rules in place, often for safety or preservation of the goals of the art) can be daunting and intimidating, particularly for newcomers or those who remain inexperienced.

Although martial arts clearly have a tremendous physical component, the psychological side of performance should not be ignored. Training both the body and the mind constitutes a holistic approach that can elevate performance, and this philosophy fits well with many martial arts maxims and principles (Building a mind-body connection with martial arts, 2021). This article will focus on psychological aspects of performance in martial arts, first by addressing their role and placement in the greater context of overall training and then by examining specific mental skills and their applications.

The Importance of Physical Training

Before we begin a discussion on the psychological skills that can benefit a martial artist, it is important to first address the critical role of physical training. While psychological skills can make a significant difference in performance, the best way to improve at a motor skill is to perform that skill, preferably under specific, realistic practice conditions and under the watchful eye of an expert coach or teacher (Lee & Schmidt, 2025; Magill & Anderson, 2020). Given that resources such as time, money, and equipment are often limited, this physical rehearsal should be our priority. These include techniques relevant to striking arts such as stances, punches, kicks, and blocks, techniques relevant to grappling arts such as throws, takedown defense, pins, submissions, and escapes from perilous positions, and offensive and defensive techniques that involve weapons, should the art incorporate their use. The practice and refinement of psychological skills are not a substitute for the instruction, coaching, feedback, and necessary repetitions of drills and exercises that are required to gain proficiency in movement-based techniques. They should therefore be viewed as supplemental to the foundational physical skills upon which expertise is built.

Competence and Confidence

In general, competence may be defined as our capability to do something well, while confidence constitutes a feeling of having little doubt about our capabilities (Competence, n.d., Cambridge Dictionary; Confidence, n.d., Cambridge Dictionary). In psychology, competence may be defined as one’s developed repertoire of skills as it is applied to a task, and a distinction may be made between this term and performance, which is the extent to which competence is realized in one’s actual work (Competence, n.d., American Psychological Association). In the field of motor behavior, motor skill competence refers to mastery of physical skills and movement patterns that enable enjoyable participation in physical activities (Khodaverdi et al., 2013). In much the same way that there are domain-specific definitions related to competence, there is also a domain-specific name for confidence in psychology. While confidence is a general belief in oneself, self-efficacy is a person’s subjective belief in their ability to succeed in specific situations or to achieve a particular goal (Bandura, 1977; Pekmezi et al., 2009). It comes from four sources in order of importance: previous experiences, vicarious experiences, verbal persuasion, and physiological and affective states at the time of the behavior (Bandura, 1997). It differs from self-esteem, which is an overall sense of self-worth, because self-efficacy is specific to certain tasks or contexts (Lox et al., 2019). A person may have a high sense of self-efficacy in one realm, such as martial arts, while having a lower sense of self-efficacy in another aspect of their life, such as social skills or academic performance. Competence and confidence are interrelated in that increased levels of competence at a skill generally lead to increased levels of confidence and vice versa. This cycle forms the competence-confidence loop, which is aided by one’s belief in their capability to succeed at the specified task (David, 2023). Since previous experiences offer the greatest support for self-efficacy, it is important for beginners who aspire to improve to try something new, even when they feel doubtful or uncertain about initial success, because they will gain valuable experience, and everyone must start somewhere.

The Role of Strength and Conditioning

For many people, one of the most attractive aspects of martial arts is that a smaller individual can defeat a larger opponent if their technique is superior. However, in sport competition, the value of fitness elements such as cardiovascular endurance, muscular strength, muscular endurance, power (i.e., explosiveness), and flexibility should not be overlooked. Matches or contests that last for several rounds or go into overtime can test our endurance. Opponents who are in similar weight classes will test our strength and power against theirs, and flexibility allows for advantages higher kicks or more versatility in grappling positions. While it is possible for good technique to supersede sheer size and brute force, particularly in those that are untrained, our body type and physical fitness levels lay a foundational infrastructure for these techniques to be performed (Lee & Schmidt, 2025). Therefore, it is important to train our fitness levels in conjunction with our technical prowess so that our fitness is enhancing our performance rather than limiting it. Having a strength and conditioning plan tailored to the specific demands of our chosen art and our own strengths and weaknesses will help create a more durable, faster, stronger practitioner and competitor, and regular exercise helps older participants keep pace with younger participants by reducing the likelihood of injury and maintaining or improving physical capabilities (Haff & Triplett, 2015).

Mental Skills for Optimizing Performance

Sport psychology is the study of how psychological factors influence sports performance and how participation in sports impacts psychological states and well-being (American Psychological Association, n.d.). It uses psychological principles and techniques to help athletes improve performance, build mental skills, cope with challenges and adversity, and optimize their mental state for peak performance and overall well-being (Faulkner University, 2023). While numerous mental skills are relevant to the pursuit of martial arts, this article will examine select areas including arousal and emotion, choking, discipline and effort, goal setting and time management, imagery, motivation, and thoughts and self-talk.

Arousal and Emotional Regulation

“The mind is like water. When it’s turbulent, it’s difficult to see. When it’s calm, everything becomes clear.” – Prasad Maharaj

In psychology, arousal, or activation level, may be defined as our current state of wakefulness, attentiveness, and physiological alertness, and it ranges on a spectrum from deep sleep to energetic excitement or panic (Baumeister & Vohs, 2007). It represents a continuum of sensitivity to both internal and external stimuli (National Institute of Mental Health, n.d.). Anxiety is a sense of worry, uneasiness, or distress about future uncertainties and is often associated with or accompanied by an elevated arousal level (Anxiety, n.d.). Emotions are complex patterns of reaction to personally significant matters or events, involving experiential, behavioral, and psychological elements (Emotions, n.d.).

These concepts have important implications for performers or competitors because peak performance on a task will generally be facilitated by optimal levels of arousal, anxiety, and emotion. If a person is extremely bored or in a state of panic, areas directly related to performance such as concentration, focus, or (motor) memory may be negatively affected. Likewise, physical aspects of performance such as movement execution or motor control may be compromised (Lee & Schmidt, 2025). The Inverted-U Hypothesis suggests that certain tasks lend themselves toward an optimal level of arousal, such that tasks which are cognitively complex and involve primarily fine motor skills (e.g., taking an academic test or performing in a piano recital) will be better accomplished with a lower level of arousal, while tasks that are highly motor in nature (i.e., feature challenging movements) and involve primarily gross motor skills (e.g., performing a deadlift or breaking a board with a kick) will be better served by a higher level of arousal (Arent & Landers, 2003). Tasks requiring a balance of cognitive and motor elements and involve both fine and gross motor skills are likely to require a moderate level of arousal for best performance (Yerkes & Dodson, 1908).

Based on this relationship, it is important for performers to not only monitor their current level of arousal and emotions but also know how to utilize strategies and methods for managing these areas when they are not optimized for the task at hand (Shapiro & Bartlett, 2018). Common cognitive symptoms of too much arousal may include racing or intrusive thoughts, forgetfulness, or being prone to distraction, while physiological symptoms can include increased heart rate, hyperventilation (i.e., rapid, shallow breathing), sweating, muscle tension, and a decrease in fine motor control (Swaim, 2025). Having a keen awareness of how we are feeling or what our body is communicating is not always automatic or inherently intuitive; it can take time and practice to increase self-awareness in these areas. In some situations, it may be preferable to increase our arousal level, or become more “fired up” before performance, while other situations may call for a decrease in arousal level to achieve a calmer, more relaxed state. Some common strategies for elevating arousal levels or positive emotions could include warm-up drills or exercises, social interactions, or listening to a preselected playlist of music. Strategies for decreasing arousal levels or negative emotions may involve using mental imagery (to be discussed in more detail later), deep breathing exercises, progressive muscle relaxation exercises, stretching, or listening to a relaxation script. With experimentation and personal preference, strive to find the strategy that works best as the situation dictates.

Preventing Choking

“We don’t rise to the level of our expectations; we fall to the level of our training.” – Archilochus
The highly anticipated moment has finally arrived and you’re now stepping onto the mat or into the ring for the big event. Other participants and spectators are watching – all eyes are on you. Everyone knows the goal, or what the outcome should be, but you’re the one who must execute. Does this scenario sound familiar? Does it induce the proverbial “butterflies” in your stomach? Choking may be defined as failing to perform up to one’s capability level in a given situation, typically due to psychological influences such as anxiety, nervousness, perceived pressure, and distracted or negative thoughts about the implications of failure that can have a deleterious effect on physical performance (Hill et al., 2010; Mesagno & Hill, 2013). It is a phenomenon that has been observed at both amateur and professional levels of sport competition – even experts who are highly skilled can experience it. Examples include missed extra points in American football, missed free throws in basketball, and missed short putts in golf. Given that when we are being evaluated or competing, we want to be able to perform at our highest level, it is important to consider some ways that we can improve our chances for peak performance while lowering the possibility of choking.

Preparation is Key

One maxim suggests, “Proper planning and preparation prevents poor performance.” Perhaps the most important strategy for preventing choking and inoculating ourselves from the impacts of pressure is through thorough preparation in the form of adequate practice or rehearsal for the event. Knowing that you have worked hard and given it your best effort prior to an event facilitates a feeling of confidence and peace of mind that you have already done the hard part leading up to the moment of truth. To accomplish this, try to create scenarios or establish environments during your training that will mimic the eventual performance context (e.g., a game in sport, a tournament or rank testing in martial arts) and associated demands as much as possible – a concept known as Play Practice (Holt et al., 2006). Find ways to simulate pressure, fatigue, uncertainty, and other obstacles that may hinder performance – this strategy will help duplicate the feelings and experiences you are likely to have on the day of the event and better prepare you to deal with them.

Having a Pre-performance Routine Helps

A routine may be defined as a specific sequence of behaviors that is performed repeatedly at specific times or in response to a specific stimulus. While mundane routines such as getting ready for work in the morning serve the purpose of checking off a mental to-do list and ensuring that we don’t forget something before walking out the door, pre-performance routines can be useful because they help get us ready to execute a (set of) motor skill(s). Routines in sport tend to have a calming effect on an athlete because they are habitual, personalized, and familiar (Gropel & Mesagno, 2017). They can also facilitate a flow state, which is a mental state of complete absorption in an activity often characterized by complete concentration, automatic processing, and decreased self-consciousness (Csikszentmihalyi, 1990; 2000). This is commonly referred to as “being in the zone” during the performance of an activity.

Refocus after a Mistake

Human beings are not perfect, and mistakes are inevitable, particularly when tasks are fast-paced, dynamic, and complex. It is typically the performer that best limits mistakes and recovers from them that wins the day. To achieve the latter, one should acknowledge the mistake without emotional sentiment or judgment, take a deep breath, use a short verbal cue to reset (e.g., “move on” or “let it go”), and then redirect all focus to the present moment and next step (Peak Performance Sports, n.d.). This process involves letting go of perfectionistic tendencies and accepting that the mistake took place in the past, centering yourself with a grounding technique, and setting a specific goal for the immediate future. Dwelling on our mistakes while performance is ongoing often feels like a natural tendency – indeed our brains are programmed to analyze mistakes so that we can learn from them – but, ironically, this often leads to additional mistakes. Remember that there will be plenty of time for retrospective analysis once the event has concluded.

Reframe Pressure

Most people think of pressure as having a negative connotation because it makes us feel uncomfortable, both physically and psychologically. However, the feeling of pressure often comes when there is an important moment or event that is yet to be decided, which means that on one hand, the outcome could turn out poor, but on the other hand, we could also be on the verge of something great. As a result, we would be better served to embrace the significance of the moment rather than push back against it and reframe our feelings positively (Yu, 2015). Feelings of nervousness or anxiousness merely indicate that a performer wants to do well and have their prior hard work and dedication pay off in a meaningful way. If a person is nervous about an event, it indicates that they care about themselves and the outcome, which is natural. It also means that the person has put themselves in a situation that will likely require their best effort and may lead to personal growth as a result of participating – this is an admirable spot that many timid souls never experience! Strive to view such challenging situations as opportunities to demonstrate one’s capabilities and excel rather than potential failures.

Discipline and Effort

Discipline is the practice of training yourself to follow a code of behavior (Discipline, 2002). Reactive discipline is your ability to control your thoughts and actions when responding to a situation or event. Structural discipline involves creating and adhering to a certain order in your days to support acting and living in ways that support your goals and values. Expansive discipline is focused on growth, which requires stepping out of your comfort zone and seizing opportunities rather than reverting to old habits that feel safer (Sauer, 2023). People desire to increase the prevalence of good habits while decreasing that of poor habits, but there is often a gap between intention and action, making it difficult to implement lasting behavioral change.

One approach to improve self-discipline and enact behavioral change is to start with small, incremental changes that can add up over time (Clear, 2018). For example, if you want to reduce your caffeine intake, start by eliminating one cup of coffee per day rather than attempting to quit altogether. It can also be helpful to examine your environment. Certain behaviors can be triggered by habitual stimulus-response pairings, in which a stimulus occurs in the environment, eliciting a stereotypical response because we have made that same choice so many times in the past. In this case, if we want to break a cycle that is well established, it may be helpful to modify the stimuli around us. If our goal is to eat healthier, increasing the number of healthy snacks in our home and reducing the number of unhealthy snacks can be a good start. Finally, consider the benefits of social support. Surround yourself with like-minded individuals that elevate you toward your goals rather than distracting you from them. For example, a training partner or workout buddy can help with accountability – even when we are thinking about skipping a class or workout session due to being tired or working late, we may choose not to because we don’t want to disappoint our partner who is depending on our presence. Ultimately, our choices determine our behaviors, and our choices typically follow our needs, wants, goals, and preferences. While some things are outside of our control and not available for immediate change, we should focus on the areas that we can modify and control.

Goal Setting and Time Management

“It doesn’t matter about the cause necessarily. This is your path, and you will pursue it with excellence. You face your fear because your goal demands it. That is the warrior spirit.” – Alex Honnold
Setting goals is a useful strategy for personal improvement because they provide direction, help with long-term planning, increase motivation, build consistency, and focus personal resources (Latham & Locke, 2006). However, all goals are not created equal. Some are poorly conceived, in that they can set a person up for failure, while others are carefully crafted and help set a person up for success. Goals that are detailed, data-driven, appropriately difficult, feature a deadline or timeline, and encourage a combination of self-reflection and self-evaluation tend to be superior to those that are general or vague, difficult to measure or assess, and too easy or lofty in nature. One method that can be useful for establishing a goal is the SMARTER method, which suggests that goals should be Specific, Measurable, Attainable, Relevant, and Timely (Time-driven) (Fisher, 2019). Additionally, the goal-setter should periodically Evaluate their progress and make any necessary Refinements to their goal or process of pursuit as needed.

While it is commendable to have well-established, lofty goals, they also require an action plan to be accomplished. One important part of such a plan involves the skill of time management. Each person gets the same 24 hours in a day, seven days in a week, and 365 days in a year, and while we all have unique demands on our time, depending on work and family obligations, errands or chores, social functions, and competing hobbies and interests, the way in which we choose to use our time largely comes down to a single word – priorities. As we get older and our lives become more structured, it seems that there are endless possibilities with regard to potential demands on our time, so it is critical that we clearly establish what is most important to us, so that we may dedicate sufficient amounts of time and effort to the endeavor for success. This planning process and subsequent execution may require us to make some difficult decisions and sacrifices regarding how we structure our daily, weekly, or monthly schedule. We may have to cut or restrict certain activities if we decide that they do not serve us well in the pursuit of our goal(s).

The Power of Imagery

“The use of mental imagery is one of the strongest and most effective strategies for making something happen for you.” – Wayne Dyer
Mental imagery, or visualization, is a self-directed or guided process in which a user (re)creates an entire perceptual experience in their mind from a first or a third person perspective (Annett, 1995). For example, the person might be envisioning themselves winning a tournament that they have never won before, or the person might revisit their most successful tournament from their past as they prepare for an upcoming one. This technique can have wide-ranging applications from novice to expert levels. United States Olympic judoka Kayla Harrison used imagery extensively prior to winning her first gold medal at the 2012 games in London, England. In fact, she used it to such a degree that she stated that the medal presentation ceremony did not feel new or unusual to her because she had already imagined the experience in her mind so many times before it happened (Peak Performance Sports, n.d.).
To maximize benefit, the experience should be as detailed as possible, involving all the body’s senses and specific details related to environmental stimuli (Weinberg, 2008). The person should also keep the episode positive by envisioning themselves performing techniques well or to the best of their capability. Also consider planning for contingencies, or what-if scenarios, such as sudden, potential shifts in opponent strategy, or setbacks that may occur on the day of the important event. By thinking through these scenarios ahead of time, the performer is more likely to be prepared if something unusual or unexpected happens when the moment arrives. It is important to note that it is common for people to vary in their capability to control the vividness (i.e., detail) of the mental representation and stop negative thoughts from entering one’s consciousness while envisioning the scenario (Gregg, Hall, & Nederhof, 2005). These aspects may require additional practice and repetitions to gain proficiency in these domains.

Motivation

“Motivation is a feeling. Discipline is a decision. Feelings come and go. Some mornings you wake up fired up…other days, you wake up tired…but discipline doesn’t care how you feel.” – Alan Stein Jr.
Motivation is the driving force behind our actions, representing our desire or willingness to exert physical or mental effort to achieve a goal or outcome (Motivation, n.d.). Children may be motivated by a plethora of prospects including the fun and excitement of a new experience, the possibility of winning a medal or trophy, or simply getting ice cream with their friends once an event is over. When a performer is motivated by a material reward, this scenario is commonly referred to as being extrinsically, or externally, motivated. As we transition into adolescence and adulthood, there is a greater likelihood that performers may become intrinsically, or internally, motivated, meaning that they participate in the sport or competition because they inherently enjoy it or appreciate specific aspects such as the potential for overcoming challenges or improving personal attributes. These individuals do it “for the love of the game” and are more likely to put forth greater effort and exhibit higher levels of perseverance in the face of adversity or setbacks when compared with those who are externally driven.

In martial arts, it is important to appreciate the personal growth that comes with the journey, which can be long and arduous at times, rather than simply looking forward to a destination (i.e., outcome) such as reaching a certain rank or winning a championship. For example, children (and perhaps their parents) often set a goal to become a black belt, and this becomes their motivating, driving force. However, once this is achieved, the person then quits the art and moves on to something else because they feel as though their journey is over. A relevant question becomes, “How can we cultivate high levels of intrinsic motivation within ourselves and those around us?” To achieve this goal, research suggests that performers need three things in sufficient amounts: (1) autonomy, (2) competence, and (3) relatedness (Ryan & Deci, 2000). Autonomy gives a learner the opportunity to make their own decisions and determine aspects of their training, which is helpful for establishing an internal locus of control, where the learner feels as though they are determining their own destiny and are responsible for their situational outcomes rather than having them be dictated by external forces such as luck or fate. Learners should also have ample opportunity to demonstrate competence after gaining knowledge and proficiency in skilled action. It can be an exciting prospect to prove ourselves or show others what we have learned, and it can induce feelings of pride and satisfaction when accomplished successfully. Finally, intrinsic motivation can be cultivated through relatedness – a sense of belonging to a group or something greater than the individual. As students, we should seek out and actively recognise opportunities to pursue these areas, thereby facilitating higher levels of intrinsic motivation. As instructors, we should create, develop, and implement opportunities for students to experience these psychological benefits whenever possible.

Thoughts and Self-talk

Thoughts are mental processes involving ideas, opinions, or beliefs that arise from electrochemical activity in the brain, while thinking is the overall process of reasoning, deliberating, or problem-solving (Thinking, n.d.; Thought, n.d.). While our thoughts can be directly and consciously controlled, they can also be spontaneous and difficult to manage at times. Thoughts are important to consider from a performance perspective because they typically precede our emotions and actions and thus have a tremendous impact on how we feel or ultimately decide to act. Self-talk is an aspect of one’s stream of consciousness, consisting of the inner monologue or dialogue that a person has with themselves. It can influence our mood, emotions, self-confidence, and behaviours (Geurts, 2017). Broadly, this “inner voice” can be largely positive or negative, with drastically different outcomes when we veer widely in either direction. Positive thoughts and self-talk (e.g., “I can do this.”) can improve mood and performance, help manage stress and emotions, and boost self-confidence and self-esteem, while negative self-talk (e.g., “I’m going to mess this up.”) can be harmful to performance and self-defeating (Tod et al., 2011)

Given the potential power of our thoughts and self-talk, learning to regulate them becomes an important skill. First, we must actively pay attention to these areas – since our thoughts and self-talk happen naturally on regular basis, they can occur outside of our conscious awareness. Next, we should identify and challenge negative thought patterns by questioning their objectivity and accuracy and try to reframe them more realistically and positively (Hardy, 2006). Finally, be kind to yourself by practicing the use of positive affirmations. Deliberately choose helpful and constructive statements to encourage yourself while avoiding the temptation to give in to anger or frustration and “beat yourself up” over a mistake, loss, or failure.

Conclusion

The highly varied and eclectic nature of martial arts offers unique challenges to coaches, practitioners, and those who choose to test their skills in organized competition. Although technical skills and tactical knowledge should be prioritized for advancement, psychological elements complement physical traits and hold the potential to elevate performance. Like motor skills, mental skills require understanding and repetition to enhance their quality and usefulness to the performer, and having these tools in one’s repertoire enhances overall resilience and creates a more holistic, well-rounded approach to training. A common martial arts adage states, “A black belt is just a white belt who never quit.” With sufficient perseverance and dedication, martial arts can become a vehicle to develop not only the physical capabilities of an individual but also their psychological, emotional, and spiritual well-being. In Japanese and Korean arts, this constitutes the do (way or path), signifying a focus on self-improvement, mindfulness, and discipline beyond mere combat techniques.

Biography

Kevin M. Fisher is an Associate Professor in the Department of Physical Education and Sport at Central Michigan University. He received a master’s degree in sport and exercise psychology from the University of North Carolina at Greensboro and a Ph.D. in sport psychology and motor behavior from the University of Tennessee. He is also an enlisted member of the Michigan Army National Guard and holds CSCS and CPSS certifications through the National Strength and Conditioning Association. He has been an active practitioner of martial arts since his youth, earning black belts in American Freestyle Karate and Hapkido, a brown belt in Judo, a blue belt in Songahm Taekwondo, and a purple belt in Tang Soo Do. At CMU, he teaches courses in movement science, performance psychology, and self-defense and prides himself on being a lifelong learner in the study of martial arts alongside his sons, Jacen and Wyatt.

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