Teaching children martial arts

I've taught children as part of regular Tang Soo Do practice for about ten years. As with lots of other martial arts, higher grades are expected to take small groups of lower grades to instruct them on syllabus as part of the class. This is done under the auspices of the presiding black belt who will instruct on which aspect of the syllabus should be covered. This way the students can work towards their next grading, filling in gaps where necessary.

Since November 2009 I've been helping out Master AC with the children's class: something I really enjoy. I take the entire class of juniors (including some dads) for an hour before the senior class starts. This means I can focus on giving the children appropriate instruction tailored to little minds and bodies. The age range varies greatly, which makes the job difficult, but half way through I regularly get help from adult black belts who arrive early for their class and who are willing to help out.

What I like to do is use half an hour of warm ups and games and exercises to convey some principles of the art. The kids like this as they don't think they're learning as such but do exercise broad principles such as balance, body awareness, spatial appreciation, striking in a particular way with correct posture and energy direction. At half time I use the idea from Shorinji Kempo where we sit and I'll chat to them about philosophy in very broad terms. It also gives them a chance to drink (I oblige them to bring a bottle of water with them). this 'philosophy' moment is also ideal for talking about physiology, why we are training and guiding them in ideas about martial arts generally. It might sometime involve a 'classic' martial arts story.

The second half is more technical and focuses on combinations, partner work and hyung. It's here I need the help of other black belts so I can split the class into age groups.

Recently, though, I found I have a problem. Master AC assessed the class for the next grading and found they most of them didn't know their syllabus well enough. It seems I'm good at imparting general principles and keeping the children excited and interested in Tang Soo Do but not so good at drilling them on syllabus. I've over focused on giving them what I think of as a good martial arts experience without training them in the more technical aspects which I thought would be more boring for them.

So this is my new challenge! Trying to maintain a more traditional syllabus and keeping the children involved and interested. Everything we need to learn can be found in hyung (kata) so I need to look here again and start breaking it down for them. That's how karate was originally passed on and there are so many interesting applications within the hyungs that I'm sure I'll find a way.

I have the summer to think about it and turn a failure into a success...

Sue's article on teaching children:

http://kickasssuec.blogspot.com/2010/07/teaching-karate-to-young-children.html

Teaching at Tang Soo Do

Tuesday night's Tang Soo Do was less sweaty and more cerebral. It's good to explore lesser taught aspects of the art and tonight meant much in-depth teaching of forms and one steps. I love to teach forms and their applications: it's somewhere you can find real depth in karate so needless to say I had a fun time and loved grilling students to make sure stances were in order. I enjoyed seeing a beginner react to my tuition and 'get it'. She was executing movements in the last phase of the step and from the elbow. A step through and punch should be one fluid movement starting from the front stance, flowing through with the step, arms engaging and body weight and momentum adding power to the torquing punch. Once I'd explained that this step and punch was one movement she stopped prodding the air and got it together! Fantastic. I hope she gets more from her forms now. Hyung is a connected and organic entity not really a series of movements. Describing it as a series of movements almost implies that the movements are disparate. It really shouldn't be considered as 35 moves nor should it be thought of as one 'process'. Usually forms can be conceptualised as 4 or 5 grand processes within one entity. (See also Rhythm in Hyungs)

On that note I am pleased to say that I learned a new form. Something I haven't done in years so it was a pleasant experience. It seems a completely different process from when I was a white belt. Back then I struggled with basic concepts such as low block or front stance or (as above) dealing with chunks of form rather than piecemeal. Now I know how to execute a low block so I don't need to expend energy on that but I do need to dig deeper into the application and rhythm (or punctuation) which is challenging but in a different way!

This is not the style of Rohai I learned but this is beautiful to see:

Teaching debut

Last week was my first lesson in charge of the little uns without back up. This in itself didn't worry me at all! I always have fun with the junior class and I try and instill in them broad principles of martial arts such as awareness, confidence, responsibility, as well as physical techniques.

I did find it a problem not having an assistant though. This meant that I had to spread across the entire range of abilities from absolute beginner to very competent and eager brown belts. Delegation helped and I managed through the lesson to get everybody involved but felt that the level may have been a tad simple for some of the older and more advanced children.

It's going to be a challenge to get their syllabus taught when I have to introduce base concepts to other younger members which is, very often, a time consuming exercise! The other children of course benefit from revising basic elements but I need to work carefully on my lesson plans!

Tips welcome!

Advice for martial arts teachers

I read recently in a book on the subject of teaching the following passage:

"it is very tempting to propose something like 'Do you understand?' or 'Is this clear?' The problem with these questions is that despite feeling unsure about what they have just been taught, most students when confronted with a question like this are unwilling to admit they don’t understand. They will most likely answer 'yes'. As teachers it is our job to check if students have understood rather than simply ask them."

OK, so that's the first self defence technique- understood? Good, off you go and practice in pairs, I'll be back in 10 minutes.

Seem familiar?

It seems glaringly obvious but as teachers we should concept check often: get the students to show that they have understood before pairing off to practice and even then come back and concept check often.

As a student I find it hard sometimes when a teacher comes back to check then introduces a further level of complexity before I've even grasped the initial concept.

The solution: KISS them.

Not literally or there may be ramifications. But Keep It Simple Stupid. The Stupid was probably put on the end by the marketing guru who thought this up to give it some pazazz.... ho hum.

(Wikipedia states: that KISS is possibly based on ideas "such as Occam's razor, and Albert Einstein's maxim that "everything should be made as simple as possible, but no simpler"".)

Keeping it Simple need not mean not showing examples or context but I find the simpler the better.

Concept check and KISS.

How to teach martial arts

That's a bit of a sweeping statement to live up to isn't it?

Maybe I should say that I took a 'Teaching' course over the weekend. Interestingly we covered some great techniques including chunking (breaking down long concepts into digestible chunks) a little bit but some of the other concepts that were covered I thought could be relevant for teaching martial arts.

Concept checking

Constantly check with the students they have understood by asking them questions, making them demonstrate to see they've got it! If not, more coaching and partner work might help lick them into shape. How to tell? Check!

Drilling

Yup there's no getting away from it kids. We have to drill....and frequently. You know the old adage about doing something seven times in order for it to really sink in? Well I'd say seven times for it to sink in, seven hundred to really get on top of it...

Praise

Make sure the students (children?) get to know when they've done something well. Positive affirmation will help in the learning process.

Error Correction

Sounds a no-brainer, right? But it's easy to let those tiny things slip but error correction is essential if the student is to make good progress in a timely fashion. I detest correcting a green belt's front stance, but I have to sometimes because somebody has either not picked up on this or feels as if it's 'good enough'. Good enough is just not good enough in martial arts.

Start off simple then move to complex

As I mention above it's pointless learning Bassai if you're front stance is ropey. This aligns with chunking: assess the student's level and tailor the right amount of 'chunks' to this and also choose a relevant level of expertise. Teach at a level the student(s) can understand and relate to.