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