| INTRODUCTION | | | | As well as the above, we need to ensure that |
| Just like a lot of you reading this article, I both | | | | any targets we set our students are |
| instruct and practice the martial arts and | | | | "Challenging"That means they must be exciting, |
| thoroughly enjoy these activities. | | | | stimulating and desirable. They must also be very |
| Whenever I am teaching, I like to give my | | | | flexible, as it is more than possible that you will |
| students the best instruction and enjoyment I | | | | need to modify them slightly as time passes and |
| possibly can. I want them to enjoy their training | | | | the students needs, expectations and abilities |
| sessions, leaving the dojo with a smile on their | | | | change. Sometimes, these modifications will be so |
| faces, looking forward to the next class with | | | | tiny as to be almost imperceptible, whilst at |
| eager excitement, enthusiasm and anticipation. | | | | others they might be quite large and dramatic. |
| Because any learning activity should be challenging, | | | | There is absolutely nothing wrong with this, |
| rewarding and, above all, FUN! | | | | providing that:- The modifications are made with |
| Keeping our students motivated is absolutely vital | | | | the good of the student in mind (Be careful that |
| to the survival of any martial arts club as it not | | | | you are not setting them up for failure by being |
| only helps them to learn and ourselves to teach, | | | | to "pushy" or ambitious)-The modifications are |
| but also plays a big part in both the retention and | | | | made with the full consent of the student, after a |
| recruitment process, thus helping to keep our | | | | fair evaluation of progress has been made. |
| classes full and all of those nasty bills paid! | | | | ASSESSMENT |
| GETTING STARTED | | | | Goals should be set and their achievement |
| Keeping our students levels of motivation up is no | | | | measured by individual performance rather than |
| easy task. However, there is a certain strategy | | | | outcomes or results. This means that you should |
| we can employ to help us with this undertaking. It | | | | concentrate upon the "Quality" of the |
| is an educational performance coaching method | | | | achievement rather that the "Quantity". Outcome |
| that, if implemented correctly, will help you | | | | centred goals are more to do with protecting the |
| enhance their performance and achieve their full | | | | integrity of learning/qualifications in a particular |
| potential: The "Goal Setting Process" | | | | subject rather than the improved performance of |
| Students will tend to learn faster and more | | | | an individual student. Outcome centred goals ARE |
| efficiently if they are provided with clear targets | | | | important, but they deserve their very own |
| of achievement at which to aim, and that is | | | | article and so will not be examined here. |
| precisely where goal setting enters into the | | | | REWARDS |
| equation. Goal setting is the process of developing, | | | | Whenever a goal has been achieved, then the |
| negotiating and formalising the aims and | | | | occasion should be marked by congratulating your |
| objectives that both instructor and students | | | | student(s) (and, if your as childish as me, |
| agree they are responsible for accomplishing. It is | | | | yourself!) with some type of reward. Rewards |
| extremely efficient in enabling our students to | | | | are important incentives in that they serve in |
| realise levels of performance which might | | | | formally marking progress. Rewards can take |
| otherwise have never been reached, had they | | | | many forms: A celebratory meal, a trophy or |
| simply been left to their own devices. | | | | medal, etc are all acceptable, as long as no one |
| At its most basic, elementary level, the goal | | | | loses sight of the fact that, in the end, improved |
| setting process allows both our students and | | | | performance really is its own reward. A goal |
| ourselves to identify the direction we wish to | | | | should never be worked toward for what it will |
| travel, what our destination is, and how we are | | | | GIVE you, but for what it will actually DO for you. |
| going to get there: A method of planning a | | | | Again: PERFORMANCE rather than OUTCOME! |
| journey from one place (from one technique | | | | EVALUATION |
| grade etc) to another (more advanced technique | | | | After the negotiation, planning, setting, |
| grade etc) | | | | modification, achievement and rewarding of a goal, |
| By positively identifying exactly what it is they | | | | it is time for the final evaluation to take place. |
| wish to achieve, and what we, as their | | | | This should include such aspects as:- How long has |
| instructors, can reasonably expect of them, the | | | | a particular goal taken to achieve?- How much |
| students perceptions become far more focused. | | | | effort was required- Was it easy or difficult to |
| This enables them to differentiate between what | | | | accomplish?- Etc. This evaluation is a vital part of |
| they need to concentrate and improve upon, and | | | | the process as it provides us with the opportunity |
| what is distracting and superficial. | | | | to see just how accurately we have set our |
| THE LONG AND THE SHORT OF IT | | | | targets, and so modify and improve our own |
| Positive, efficient goal setting can readily supply us | | | | coaching performance. For example: If you made |
| with both long-term visions ("Aims") and | | | | your goals to easily attainable, then there is the |
| short-term motivators ("Objectives"). | | | | danger of your student (s) becoming bored and |
| For example, a beginner will harbour the aspiration | | | | or irritated because they think that you don't |
| of one day earning the coveted "black belt" which | | | | have enough faith in their ability and are treating |
| would be their long-term goal. They must then | | | | them in a condescending manner, failing to |
| understand and accept that the only way they | | | | appreciate what they already know. On the other |
| are eventually to realise this goal is by working | | | | hand, if you set difficult targets, they can end up |
| steadily towards it by achieving several other | | | | feeling completely incompetent and inadequate! So |
| smaller, easier objectives such as being able to | | | | a great deal of care must be taken to ensure |
| execute a newly learned technique correctly or | | | | balance and appropriateness. |
| managing to pass their next grading examination, | | | | CONCLUSSION |
| etc. | | | | The primary purpose of any "activity" is |
| Both long and short-term goals are of equal | | | | "productivity". By implementing this process of |
| importance as each compliments the other and | | | | goal setting we can help our students to improve |
| they both have their part to play in motivating | | | | their performance and enhance their learning. |
| and inspiring the student. We all need a "dream" | | | | Indeed, setting clearly defined, achievable goals |
| we can work towards, and "need to know" | | | | aids in reducing levels of stress and anxiety |
| realities that will help make them come true. | | | | among the students while at the same time |
| A good formula to use in short-term goal setting | | | | boosting their confidence and self esteem. This, in |
| is S. M. A. R. T. | | | | turn, tends to produce a healthy "Group dynamic" |
| Action Plan using SMART Goals: | | | | which is at once both self-motivating and |
| Specific: So that the students have a clear | | | | supportive. As martial arts instructors, we all |
| understanding of what is expected of them | | | | share a common burden of responsibility in trying |
| Measurable: They must be constantly monitored | | | | to be good teachers to our students, and setting |
| and progress regularly evaluated | | | | them good examples. This is a very positive, |
| Achievable: They must be within easy reach | | | | achievable goal that we will accomplish far more |
| Realistic: They must fall well within the individual | | | | easily if we, in turn, set goals for our students. By |
| students capabilities | | | | doing so, we can turn dreamers into believers, |
| Timed: Deadlines must be set for the goal to be | | | | and believers into achievers. |
| realised | | | | |