As martial arts instructors, we are actually part of two great traditions. On the one hand, we are part of the ancient warrior tradition, that has existed since time immemorial whilst on the other, we are part of the teaching tradition.
As martial arts instructors, we are actually part of two great traditions. On the one hand, we are part of the ancient warrior tradition, that has existed since time immemorial whilst on the other, we are part of the teaching tradition.
There are quite a few different teaching and learning methods. However, for the purpose of this article we shall concentrate upon those that are most often utilised by instructors in the dojo.
- Lecture
- Demonstration
- Participation
- Discussion
- Problem Solving
- Group Work
- Questions and Answers
The above will, if implemented correctly, greatly enhance the teaching ability of the martial arts instructor, by encouraging and reinforcing the learning process.
A good lesson is interesting, enjoyable and informative. If a students interest and enthusiasm can be maintained, then their desire to learn more about the martial arts will, in turn, help facilitate learning.
Two of the most important keys to effective learning are “motivation” and “memory”, so our lessons need to be both stimulating and memorable.
We shall now take a look at each of the methods mentioned above:
LECTURE:
To begin with we must understand that what is meant by the word “lecture” in this particular context is, in fact a “short talk”. Talking to a dojo full of students is an excellent method of clarifying and explaining certain aspects of what it is we want our students to learn.
However, this is very much what is termed “Teacher Centred” meaning that it is the instructor who is the focal point of attention. This is necessary but, if carried to extremes can quickly become quite boring to the students, so it is better if you place the emphasis upon the “short” rather than the “talk”.
The usual would be to limit yourself to no more than 5-10 minutes of talking, as this means that you will not over-tax the attention span of the average student in a mixed ability class.
Remember, they are just sitting still, listening to you wax-lyrical, so any longer than this and their mind will definitely start to wonder.
When you use the short talk method, it helps if you do the following:
- Use the correct tone and pitch of voice (don’t mumble, drone or shout)
- Always use appropriate language (depending upon age and ability)
- Move about, and utilise strong, positive body language and facial expressions
- Try and inject an element of humour (don’t stand there telling jokes though!)
DEMONSTRATION:
This is, by far, the method that sees the most use in martial arts classes. It is often (but not always) used in tandem with the short talk, as the instructor will often be giving a verbal explanation of what s/he is doing while they are demonstrating a technique or Kata, etc.
It is the best way of showing a competent execution of a technique and can, because of this, help the student to avoid making certain errors or mistakes.
Whenever we use this method, we should demonstrate the movement several times and from a variety of angles and speeds, so the student can appreciate them from different perspectives and velocities.
Demonstration is an absolutely marvellous motivational aid if skilfully employed, inspiring the student as well as instructing them: They should be able to watch your performance and say inwardly “I want to be as good as that one day!”
As effective a method as demonstration no doubt is, it is completely impossible for someone to learn something simply by sitting and watching, so timing on this should be limited once again to between 5-10 minutes max.
PARTICIPATION
Participation is the practice of a technique or Kata by the students that they have previously witnessed the instructor perform.
This method enables the instructor to gauge how effective their demonstration was at conveying the information necessary to perform the technique adequately, and also helps to highlight any difficulties.
Any errors or mistakes can be easily noticed and corrected, so aiding the student to rapidly improve their skills and move on to more advanced, complicated movements. If it is a “paired” exercise, then the Instructor should encourage the students to change partners several times during this period of practice, as this helps them to apply the technique upon several different types of people.
This will not only help them to refine their technical ability, but will also encourage people to get to know each other and avoid any “cliques” from forming.
Demonstrations and the Ego
After extensive experimentation I have come to a number of conclusions. In this article I am going to list those conclusions in the hopes that they may help you when you are thinking about providing a demonstration to a friend or acquaintance.
DISCUSSION
When used as a teaching method, discussion takes the shape of an informal chat between the students and their instructor upon a particularly relevant topic (memberships, insurance, health and safety, gradings, courses, etc)
Whatever the topic under discussion, the job of the instructor is to simply act as a “chairperson”. Everyone should be made fully aware of the topic under examination, and that they should stay within the parameters of the subject concerned.
The instructor should also ensure that everyone has their fair say, this means drawing out and encouraging the more timid students while, at the same time, ensuring that the more confident ones don’t end up dominating the conversation. This encourages positive group dynamics by everyone voicing and sharing ideas and opinions with each other.
PROBLEM SOLVING
This is sometimes referred to as “discovery learning” It is a method whereby the students are set a particular task to perform without being told specifically how to do it (obviously (I hope) they MUST collectively be in possession of all the knowledge and skills required in order to solve the problem successfully)
Students really enjoy learning in this way because of the amount of liberty it affords them regarding their own learning and progression. Indeed, they will come up with a variety of different, but equally valid, solutions to the problem. Whereas, if they had been shown what to do by the instructor, they would have only one! This is a great strategy for evaluating students ability to transfer their skills, and appeals particularly to the imaginative and independent types. The instructors must “step back” and allow the students to come up with the solution, acting only in an advisory capacity, and ensuring that Health and Safety is maintained at all times.
GROUP WORK
This is a vitally important method for both defining and refining students social skills within the structure of the dojo. It is a fantastically effective way of helping a person overcome their personal inhibitions by encouraging interaction with other students within the controlled setting of safe and familiar surroundings
On a purely practical level, it enables the student to cope with people of all different shapes, sizes and abilities, as well as to deal with attack’s coming from more than one direction, and it is a good way for the students to enjoy themselves and have a bit of fun while they are learning, again aiding the “bonding” process.
QUESTIONS AND ASNWERS
Questions and answers are generally used in one of two ways:
The instructor has the students ask him/her certain questions in order to reinforce the major points of a particular lesson, clear up any misconceptions and ensure that learning is taking place.
The instructor quizzes the students regarding what they are supposed to have learned, so gaining valuable feedback upon their progress
With a bit of imagination, Q and A sessions can be made quite fun by, for example, designing quizzes both verbal and written. In this way they encourage the student to increase their under-pinning knowledge of the martial arts, as well as appealing to their competitive nature.
It might be an idea to introduce some additional “motivators” such as medals, trophies, or free lessons for the winners!
CONCLUSION
All of the teaching methods mentioned above are effective in their own right, but do actually compliment one another as well. By utilising a variety of methodologies in your class you help to maintain levels of interest and motivation, and increase attention spans and concentration.
Remember, different people are good at different things, so the more variety you have, the inclusive you are being as regards the knowledge, skills and abilities of the students, so making the martial arts more accessible to many different kinds of people.
Instructors and Teaching 
As martial arts instructors, we are actually part of two great traditions. On the one hand, we are part of the ancient warrior tradition, that has existed since time immemorial whilst on the other, we are part of the teaching tradition.
The above will, if implemented correctly, greatly enhance the teaching ability of the martial arts instructor, by encouraging and reinforcing the learning process. 
perform without being told specifically how to do it (obviously (I hope) they MUST collectively be in possession of all the knowledge and skills required in order to solve the problem successfully) 
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