Our Impact

At Boxing4Life we work towards three core aims for our members:


Increased Fitness

Increased levels of strength and stamina, better balance, coordination and fluidity of movements.


1. Exercise performance

Every training session begins with a programme of stretches and floor exercises (with energetic games for younger students) which take up approximately half the session. If students attend regularly and put effort into these exercises, they inevitably build muscle strength and increase their stamina.

2. Skills performance

Students gradually progress through learning the boxing basics, adding more complex movements and then finally combining them with fluidity.  Fluid skills performance means combining a variety of techniques so that they always flow into each other, whilst transitioning weight smoothly and easily and linking footwork to defensive or attacking techniques.


1. Personal Fitness Tracker

Each student will log their performance of five exercises on the first week of the month and work to increase their number of repetitions and endurance times.  Their results from three bleep tests, at the end of each term, will also be recorded on their Tracker Forms.

2. Performance Tracker

Senior coaches will complete these termly, recording

a. Observations on level of progress in endurance results

b. Boxing technique scores covering:

– Stance, step-backs, step forwards, straight jab, straight punch, hooks (level 1)

– Slips, rolls, steps, lay-backs, double jabs, pivots (level 2)

– Fluidity and balance during weight transition, footwork/boxing coordination in defence and attack during 3-minutes of shadow-boxing (level 3).


Adopting a Growth Mindset

We want students to adopt a Growth Mindset rather than a Closed Mindset – two contrasting approaches to life’s opportunities and challenges (Carol Dweck).  The Closed Mindset assumes intelligence is fixed, which leads to a desire to look smart and a tendency to avoid challenges and give up easily, among other things.  The Growth Mindset assumes intelligence can be developed, leading to a desire to learn and persist through challenges, among other things. It says “I can’t to do it YET”.  Our difference is to reduce the ‘closed’ tendencies and increase the ‘growth’ tendencies in students’ mindsets.


1. Aspirations raised

The formation, recording and reviewing of aspirations in both boxing and life skills each term, to overcome the Closed Mindset that says…it’s too hard, I can’t be bothered, I’m not clever enough, or…I can’t change how I am – and replace it with a Growth Mindset approach.

2. Determination and resilience strengthened

Self-reflection about learning from mistakes, handling setbacks, forming new strategies and maintaining effort to overcome obstacles when working towards their aspirations.


1. Old Me/New Me Development Booklet

With mentoring support students will use a body map to respond to prompts like: I’d like to stop thinking about…, Something I’d like to kick out of my life…, I’d like to be more... etc.

In conversation with coaches they will set and review their personal strategies and aspirations termly. A simple Action Plan will describe the aspiration, the strategy for achieving it, and a timescale.  Personal aspirations will be categorised within the Young Foundation’s 7 Clusters of Capability, to provide a different way of looking at the data.  The booklet will also record students’ fitness and skills aspirations.

2. Mindset Tracker

Students will self-asses their mindset positions termly on a scale from -5 (Closed) to +5 (Growth) for each of the five tendencies across Closed and Growth Mindsets.  These concern challenges, obstacles, effort, criticism and the success of others.


Confidence and Self-Belief increased


1. Increased focus

As students progress in their boxing skills we hope to observe increased focus and concentration during sessions, and also see that focus transferred into willingness to attempt new things in developing their life skills.

2. Increased sociability

We hope to witness greater interaction with and support for their all their peers (not just their friends), leadership in sessions, listening to understand rather than to just reply or refute, openness and honesty in Workshop discussions.


1. Staff Observation

Coaches will comment on students’ focus during sessions, mindset trackers, use of the Old Me/New process, social and emotional learning, confidence and self-belief in their boxing and life skills development. Termly.

2. Sportworks Participant Survey

Student self assessment questionnaire of the impact of the club’s support on their lives, exploring confidence and relationships among other things. End of year.

3. Parent/Carer survey

Uses the same questions as 2 above to capture impact from a parental perspective.  End of year.

4. Rosenberg Self-Esteem Scale

A ten-item scale measuring self-esteem through positive and negative feelings about the self. Beginning and end of the year.

5. Self-Esteem workshops

These are discussion sessions on building life skills and strategies; feedback forms will ask students to assess how useful, relevant and enjoyable they are, and one thing worth remembering from each. Termly.


If you would like any further information on how Boxing4Life delivers this unique package to our members please contact website@boxing4life.org.