| Introduction | | | | (unless some aspect of safety is in danger of |
| | | | being compromised) Rather, they should allow |
| The technical standard of martial arts | | | | them some time to try and work it out for |
| practitioners in the West is extremely high | | | | themselves, as that way they will get a far |
| indeed, from the modern combat sports like | | | | greater sense of achievement. |
| Kick-Boxing and Ultimate Fighting to the more | | | | |
| traditional arts of Karate, jiu-Jitsu, etc | | | | Emotional Development |
| British martial artists have made their mark | | | | |
| the world over. and are acknowledged by all | | | | Even though human beings are the most |
| as being ranked among the worlds best. | | | | intelligent species upon the planet, it is |
| However, the elite athletes and technicians | | | | still our emotions that define who we are. |
| referred to above are just that: Elite. | | | | The ability to "feel" rather than simply |
| Exceptionally skillful individuals at, or | | | | "reason" or "think" is what makes our |
| very near, the peak of performance standards. | | | | existence so rich and varied: what makes us |
| | | | "human" if you will. During this period, the |
| Most of us may never reach that exalted | | | | children will still be developing their |
| status, a lot of us wouldn't even want to. | | | | understanding of feelings (both their own and |
| But, does that mean we shouldn't join a club, | | | | those around them) this is a vitally |
| and get a buzz out of training at our own | | | | important skill which will aid them in |
| level? Off course not! Martial arts training | | | | eventually becoming well-balanced adults. |
| has something for everyone, and should be | | | | |
| readily available to anyone who wants to give | | | | Instructors should show constant support and |
| them a try. | | | | offer plenty of reassurance to the Toddlers, |
| | | | helping them to develop their confidence and |
| To teach all kinds of people however, takes a | | | | sense of self. They should be encouraged to |
| special skill. A skill that is completely | | | | form new bonds and friendships on the mat, |
| separate to having technical ability. And | | | | express their feelings in a socially |
| that skill is called "Teaching ability" | | | | acceptable manner and also to think about how |
| because it's a fact that being good at your | | | | other people feel. When implemented |
| subject doesn't mean you can teach your | | | | correctly, the above techniques will combine |
| subject, any more than being able to drive a | | | | to result in an emotionally strong and secure |
| car makes you a good mechanic! | | | | child who "feels" valued as an individual. |
| | | | |
| BACKGROUND | | | | Social Development |
| | | | |
| Not all martial arts instructors choose to | | | | Social skills are what get us by in society |
| teach very young children (4-6 years), as | | | | at large. Any form of group learning is a |
| they know it will prove an extremely | | | | "social experience", wherein the young child |
| demanding task. They are, off course, quite | | | | will not only be learning the subject being |
| correct in this assumption! It requires a | | | | taught, but also certain aspects of |
| special set of skills, and the author would | | | | interpersonal skills and teamwork. This is |
| certainly advice against such an endeavour | | | | where they learn about such things as |
| unless the instructor concerned has undergone | | | | responsibility, discipline and good manners. |
| some form of specialist training to be able | | | | To" wait their turn" and use "please" and |
| to deal with the complexities involved. | | | | "thank you" (and "Oose") etc. |
| | | | |
| However, it is important that instructors | | | | Children in this age group can be expected to |
| continue to refine their teaching ability as | | | | share equipment, work well in a team, choose |
| this will help improve performance and | | | | their own friends and wait patiently for the |
| maintain good practice in quality assurance | | | | instructor's attention. The acquisitions of |
| throughout. So they are to be encouraged to | | | | these "socialisation" skills help them |
| seek out and undergo such training. In the | | | | understand the basic rules and principles of |
| meantime, here are some of the "basics" to be | | | | society, and their place within it. They will |
| going on with: | | | | have respect for others, discipline in |
| | | | themselves and (later on) more of an |
| To be able to teach a toddlers class, the | | | | appreciation for law and order. |
| instructor will need to understand something | | | | |
| about child development, and structure the | | | | Teaching Methods for pre-school children |
| classes in such a way as to compliment and | | | | |
| reinforce this. Child development has four | | | | As we all already know, Children of this age |
| main aspects, and these are as follows: | | | | have: |
| | | | |
| - Physical | | | | -A great deal of energy |
| | | | |
| - Intellectual | | | | -A very short attention span |
| | | | |
| - Emotional | | | | -An ability to learn quickly |
| | | | |
| - Social | | | | -A love of games and play |
| | | | |
| Collectively, these are known as "PIES" (nice | | | | -Varying levels of coordination |
| easy way of remembering them!) | | | | |
| | | | This means that your lessons will need to be |
| Physical Development | | | | the following: |
| | | | |
| A pre-school child will have already begun to | | | | -Safe! (See chapter on Health and Safety) |
| act independently, they will be able to | | | | |
| change into their own budogi, and use certain | | | | -Short (30/45mins max) |
| equipment efficiently. In addition, they will | | | | |
| have good levels of balance and agility, so | | | | -Kinaesthetic (emphasis placed upon "doing") |
| you can reasonably expect them to be able to | | | | |
| perform kicks, breakfalls and throws. | | | | -Interesting, challenging and informative |
| | | | |
| However, it must always be remembered that | | | | -Have plenty of variety |
| they are STILL DEVELOPING, so extensive care | | | | |
| must be taken to avoid any and all activities | | | | -Contain lots of the "fun" element. |
| which might have an adverse effect upon their | | | | |
| delicate frames (Joint locking, strangles | | | | In addition, motivational aids may be |
| chokes, rolling over objects, striking hard | | | | employed such as badges, medals, trophies, |
| objects, certain types of exercise, etc). | | | | certificates or coloured "tabs" for their |
| | | | belts, etc. This type of "token economy" |
| Intellectual Development | | | | plays an important part in the encouragement |
| | | | of learning and attainment, and is a valuable |
| The young child's mind is like sponge when it | | | | resource in influencing and building positive |
| comes to soaking up information. They love | | | | attitudes and behaviour. |
| learning new things, and the instructor will | | | | |
| need be careful in not taking them "too far, | | | | Instructors must have: |
| too quickly" because the mind, just like the | | | | |
| body, can be overworked and strained. So make | | | | -Suitable Qualifications (Black belt or |
| sure that here are regular periods of work | | | | equivalent plus a coaching/training/teaching |
| (learning) and rest (play) Generally, | | | | award, etc) |
| Toddlers tend to learn best by "doing" | | | | |
| (kinaesthetic) rather than too much listening | | | | -Be CRB checked |
| (auditory) or watching (visual). That is to | | | | |
| say that although it IS still important that | | | | -Have a child protection policy |
| the instructor does continue to both | | | | |
| demonstrate and explain what they want the | | | | -Have special training in Child Protection |
| class to be doing, much more emphasis should | | | | |
| be placed upon the doing, simply because this | | | | -Make sure all Health and Safety measures |
| is an "active" learning style which requires | | | | have been taken and are up-to-date (Including |
| energy and participation, rather than the | | | | Insurances) |
| more passive ones of sitting still while | | | | |
| looking and listening to the instructor while | | | | Teaching Toddlers can be an extremely |
| trying not to fidget, pick-noses or fall | | | | rewarding undertaking as you can often see |
| asleep! | | | | the results of your efforts almost |
| | | | immediately. It is well worth the extra |
| These young learners will already have | | | | efforts involved. |
| developed good problem solving ability, so | | | | |
| the instructor shouldn't immediately rush in | | | | Prof. |
| to correct any minor mistake s/he has noticed | | | | |