| INTRODUCTION | | | | With crime on the increase, this is probably the |
| There are many reasons why a person might | | | | most common reason for most people |
| decide to turn up at your dojo and have a go at | | | | considering taking up the martial arts, as they feel |
| the martial arts, and it is important that we try | | | | it will at least give them a "fighting chance" if they |
| and identify these in order to establish exactly | | | | are ever unfortunate enough to be attacked. |
| what the potential student is looking for, and | | | | - Physical Fitness |
| whether or not your art is going to give it to | | | | People are being encouraged to take more of an |
| them. | | | | interest in their well-being these days, and the |
| IDENTIFYING NEEDS AND EXPECTATIONS | | | | martial arts provide them with the opportunity of |
| So, why has that particular person just come into | | | | building up their levels of stamina, strength, and |
| the Dojo? What is it that makes them come to | | | | suppleness by providing a good "all round" |
| you? What is their particular motivation? | | | | workout. |
| These are all very good questions to be asking | | | | - Sport |
| your self, but it is even more important to | | | | Many martial arts such as Judo, Kickboxing and |
| actually ask the learners themselves rather than | | | | Kendo are very lively and established sports |
| allowing yourself to make any "knee-jerk" | | | | offering participants the chance of competing at |
| judgments or decisions for them, and jumping to | | | | club, local, national and international levels. And this |
| any conclusions. | | | | supplies a very healthy outlet for the competitive |
| Indeed, having preconceptions about learners can | | | | spirit. |
| be extremely misleading indeed, and can cause no | | | | - Philosophical |
| end of problems later on. I remember one | | | | The martial arts have, over the period of |
| particular instructor boasting proudly that one of | | | | centuries been influenced by a great many |
| his students happened to be an officer in the | | | | different religions and philosophies, and all have left |
| Royal Marines Reserve. "That's good" I said, "Why | | | | their particular mark. This is particularly the case |
| is he here?" At this question, my colleague looked | | | | with the softer, Japanese arts of Aikido, Iaido and |
| both shocked and amused "He's here to learn | | | | Kyudo, and the internal Chinese martial arts of Tai |
| how to fight, off course!" he said, rather | | | | Chi, Pa Kua and Hsing-Yi. |
| indignantly. | | | | - Cultural |
| Now, without wanting to "burst any ones bubble", | | | | Martial arts are extremely rich in history, tradition |
| I think its fair to say that an officer in the Royal | | | | and customs. As such, they will tend to appeal to |
| Marines might already know something about | | | | people who are interested in these particular |
| fighting, and certainly wouldn't need any advice | | | | aspects of human behaviour, be that just a casual |
| from the local martial arts club down the road! | | | | curiosity or even an academic study. |
| ("I'm off to a war zone next month, and was | | | | -Psychological |
| wondering if you could help me out.....," NOT | | | | Again, martial arts are superb tools for building up |
| GOING TO HAPPEN!!!) On closer examination, it | | | | a person's confidence and self-esteem, and are |
| turned out that this individual was researching | | | | also brilliant at controlling stress levels. Some |
| certain aspects of Japanese culture as part of his | | | | schools even include relaxation and meditation |
| Masters degree! He had come to the class in | | | | techniques, and both of these have become quite |
| order to learn something about classical martial | | | | fashionable in recent times. |
| arts, and the instructor (thanks to him jumping to | | | | - Social |
| conclusions) had him in a corner doing pistol | | | | Martial artists tend to train hard and play hard, and |
| disarming! (Good differentiation, but completely | | | | some clubs have a very lively social scene |
| inappropriate) | | | | whereby they organize trips and outings. This |
| The fellow was far too polite to say anything, and | | | | helps to build up the "camaraderie" amongst the |
| was just persevering patiently in the hope that | | | | students, as well as helping to break down the |
| they would eventually get to practice some more | | | | barriers that can sometimes exist between junior |
| traditional techniques as the class progressed! | | | | and senior grades. |
| This happens all the time within the martial arts | | | | There are, off course, many more reasons why |
| fraternity, simply because we don't bother to find | | | | a person chooses to commence training in the |
| out what the prospective learner is looking for in | | | | martial arts, but the above are the main ones. |
| the first place! As instructors, we should never | | | | And it will, more often than not, be one or more |
| take anything for granted: Simply because a | | | | of these that is the "prime motivator" for the |
| person happens to wonder in to your club on a | | | | majority of people. |
| training night doesn't necessarily mean that they | | | | As well as having an initial chat with these |
| know anything about what your doing, or even | | | | prospective students, you could also employ other |
| have an actual interest in martial arts. (That | | | | strategies to help you clarify their ideas and |
| reminds me of another story, when a young lady | | | | needs, such as giving them a short questionnaire |
| entered a dojo and was immediately told by the | | | | which they could take away, fill in and bring back |
| instructor to get on the mat and warm up. She | | | | when they officially enroll. |
| took part in the whole lesson (it was a beginners | | | | CONCLUSION |
| class) and, when asked at the end what she | | | | Identifying student's needs and expectations as |
| thought of it she said she had enjoyed it quite a | | | | quickly and efficiently as possible enables the |
| lot, but actually only came in because she thought | | | | instructor to: |
| the aerobics class took place on that particular | | | | 1- Ensure that what he/she is teaching IS actually |
| night!) | | | | what the prospective student is looking for (You |
| Take some time out to talk to them, put one of | | | | will need to be brutally honest here. For example, |
| your senior students in charge for a few | | | | it would be completely inappropriate for someone |
| moments, walk over, and introduce yourself! This | | | | wanting to learn self defense to enroll in an Iaido |
| will help to make both you (as one of those | | | | class, just as a person wanting to experience |
| creatures of legend "The Black Belt") and your | | | | meditation might be a bit disappointed if they |
| club far more approachable and accommodating, | | | | ended up a student in a kick boxing class, etc. It is |
| and will immediately impress upon the visitor that | | | | the instructor's responsibility to consider the |
| you DO consider them to be important and DO | | | | welfare of this person, and to guide them in their |
| care about them. | | | | choice. Rather than simply regarding them as yet |
| Usually, they will volunteer a certain amount of | | | | another training fee!) |
| information regarding their background and | | | | 2- It will enable the instructor to gain valuable |
| expectations such as: "I used to do karate when I | | | | insight into the background and aspirations of the |
| was younger, and just thought I would pop in an | | | | individual and, (if and when appropriate) to modify |
| have a look" etc. | | | | their syllabus, resources and teaching |
| But, you should also ask them some questions as | | | | methodology to accommodate these efficiently. |
| well in order to clarify any important points, and | | | | Jumping to conclusions about what your students |
| enable you to get some idea of what they are | | | | want, on the other hand, is both patronizing and |
| after and build up a picture of their expectations. | | | | condescending and can be an extremely effective |
| Some of the possible reasons for people wanting | | | | method of putting people of studying martial arts |
| to learn the martial arts are as follows: | | | | for good! |
| - Self Defense. | | | | |