Martial Arts Instructor News and Articles

John Graden

John Graden

Executive Director

John Graden led the martial arts into the modern era by creating the first professional association, trade journal & instructors certification program.

By Don Korzekwa, Ph.D.

It’s 20 minutes after the last class for the day. You’re still talking with the mother of one of your ten-year-old students. She wants him to participate in the next belt-promotion examination. You attempt to explain that he’s not ready quite yet. You think to yourself, “Doesn’t she understand? I’m the expert here. I’m the one in charge of belt promotions.” She thinks to herself, “Doesn’t he understand? I know my son. I’m the one in charge of whether he stays at this school.”

As an instructor at a martial arts school, you recognize that working with the parents of your young students is a critical element in your success. Parents have an investment in their children’s well-being at several levels, including physical and emotional aspects. Because of this investment, it is important to consider that your relationship with the child as instructor to student, also involves a working relationship with the parents.

Parents have certain expectations about your work with their child as a student at your school. They see their child as an individual with unique needs and characteristics, and expect that you will do the same. The manner in which you deal with the expectations of parents regarding their child’s training at your school will have an impact on the motivation of the parents to keep their kids at your school.

Parents can also offer the advantage of years of knowing and understanding their child in a variety of situations. They have a first-hand perspective on what interests and motivates their child. They may also alert you to any changes, problems or sensitivities of the child which can have an impact on his/her training in the martial arts. The more proactive you are in gathering this information, the better equipped you will be to make the training experience a good one for everyone from the outset.

It is also worth consideration that you and the parents can be allies in working with the child. Training directed toward the goals of increased self-discipline, self-confidence, and others can either be supported or ignored by parents when the child in not in class. The extent to which you have a solid working relationship with parents can make a difference in the degree of success which is achieved in guiding the child toward these goals. If you and the parents are communicating about the child’s progress, the consistency and continuity in your combined efforts are more likely to produce the desired results. If parents see you as a valuable ally in working with their child, they have added incentive in maintaining your relationship.

The bottom line is that it is important and advantageous for you to have a good working relationship with the parents of your young students. This can, however, be a difficult task. You may have many students, including children, in your school. The time which you have available to speak with parents is very limited. You may find that you have no difficulty in communicating with some parents, and a great deal of difficulty with others. Regardless of the challenges, it is up to you, as an instructor, to establish and maintain a good working relationship with the parents of your young students.

Notice Tyson’s hand is by his face, not his hip.

His chin is down instead of up.

His shoulder is up instead of pulled back.

His body is sideways to his opponent instead of squared off.

His legs are under his body not spread apart like he was riding a horse.

With this kind of form, he would fail his orange belt exam in most schools. 

How does that make any sense?

Sensei Tyson?

If Mike Tyson or a world champion kickboxer came to your school to teach your black belts. What do you think he would work on? Double punches, square blocks, and keeping your chin up?

I’m pretty sure he would emphasize head movement, how to snap your punches and a defense that does NOT include pulling your punch back to your hip.

I’m sure the students would learn advanced applications to adjust for different fighters. Notice I said advanced applications, not advanced strikes.

When you focus on application, you can apply that to almost any technique.

For instance, if the drill is about how to fight a taller fighter, the answer is more about footwork to stay on the outside until you can secure quick access. My brothers are 6′ 3″ and 6′ 4″ so I know something about fighting a taller opponent.

Drills that teach that application do not require complexity. They require simplicity.

The more complex a skill becomes, the less chance it can be used. Have you ever seen a double punch? Only in kata and here:

If you eliminated all kata and traditional skills, you could devote that time to drills and conditioning that would give your students a true advantage in sparring or self-defense.

Imagine teaching fewer skills that are easy to teach and learn than traditional skills and kata.

You could spend more time on the application of those skills rather than stepping up and down the classroom and holding blocks and punches out in the air, which leaves you wide open for a counterattack.

Rather than spending student’s time with the complexity and frustration of spending years perfecting the bad habits of pulling their hand back to their hip, keeping their chin up, aiming and holding a punch in the air, and blocking with power while stepping forward, your retention will improve. Your student quality will improve. Your curriculum consistency will improve.

This is the core of our white to black belt curriculum Empower Kickboxing.

It’s an old saying, but true. “Less is best.”

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