Taekwondo is an Olympic game.Born and brought up in South Korea in 32 A.D.
CHAPTER – IV
TEACHING METHODS OF TAEKWONDO
a) TAEKWONDO TEACHING:
Taekwondo teaching is a teaching activity with which a Taekwondo instructor helps trainees to understand and learn all essential elements of Taekwondo. The word Taekwondo teaching has two meanings, which is necessary to clarify separately. One is only the transmission of technical skills from an expert to and an developed trainee. The other meaning can be defined as a broader sense of education i.e. teaching the spiritual aspects to help the trainees discover and strengthen their potential abilities. So, they can develop themselves physically as well as mentally. For such development, all possible teaching methods and effort to be applied.
b) PURPOSE AND OBJECTIVES OF TAEKWONDO TEACHING:
The purpose of Taekwondo instruction is to aim at the ultimate value of Taekwondo achievement. The objective Taekwondo training is concentrate plan of achieving that aim by all possible means. There fore the purpose and objectives of Taekwondo teaching are to help to achieve those targets by practicing Taekwondo.
More specifically the purpose of Taekwondo teaching is to cultivate an individual in to a perfect human being in physically, mentally and socially. On the other hand the objectives of Taekwondo teaching can be explained with the following diagram.
Promotion of health
Physically Promotion of self defense ability
Enhancement of bodily function for required
training.
Social development
Mentally Emotional development
Intellectual development
c) PRINICPLES OF TAEKZWDASXWONDO INSTRUCTION
1) PRINICPLE OF CONCIOUNESS :-
In practicing Taekwondo the trainees usually think only to upgrade their technical abilities and less towards the spiritual cultivation in the process of train the trainee must understand the important of mental objectives. There fore the programme of training including mental objectives should be clearly exhibited to all trainees for their understanding.
2) PRINIPLE OF VOLUNTARISM:- In order to make Taekwondo instruction effective, the instructor should encourage the trainees to respond to instruction with their own interest. In the past it was the generally tendency that the Taekwondo instructor use to give training by their absolute decision.
3) PRINCIPLE OF INDIVIDULIZATION:- For Taekwondo training the instructor must consider some individual characteristics such as gender, age, health condition etc. Taekwondo training classes should be divided into various groups by mentioned individual characteristics. Some times a private coaching is also recommended, especially in poomsae.
There are some other factors which are also considered for separate training.
Examples:- Training pattern, training intensity, time and training methodology,
specially coaching for a competition in taekwondo, one must give a special
Attention to the level of cleverness and mental ability of the trainiee. In general
trainees individual characteristics can be observed during the course of training
4) PRINCIPLE OF GROUP TRAINING:- In order to uplift the efficiency at training, it is necessary to organize joint class for group practice, which develops trainees’ competitive mind. Group training helps in rectifying one’s mistakes. Thus, it contributes to improve trainees’ character. The trainee in the group may help each other and contribute among themselves to upgrade their technical abilities.
5) PRINCIPLE OF COMPREHENSIVENESS (UNDERSTANDING):- All instruction items of Taekwondo training such as mental , physical and moral, the trainee should be incorporated into a comprehensive instruction. So that individualize humanism and physical development can be harmonized. The comprehensive development of Taekwondo practice means strengthening physical strength based on self defense techniques, endurance, flexibility etc. as well as developing personal character and Taekwondo spirit.
6) PRINCIPLE OF CONTINUTY:- The instruction of the Taekwondo must be conducted continuously and gradually in accordance with a given sequence so that efficiency of training may be uplifted. The growth of youth’s mind and body is a continuous process. So, the contents of instruction should be adaptable to the extent of trainee’s physical and mental development. Therefore, any excessive or intensive training should be avoided because it could impair the natural growth of children or youths. The basic principles of upgrading physical strength and functions of physical exercises consist of the principle of graduation, principle of repetition and principle of continuity.
A gradual and repeated training must be conducted from easy techniques to difficult ones and from patterned motions to applied ones.
7) PRINICPLE OF EVOKING INTEREST:- It is important that the trainees must be motivated and stimulated to evoke their interest in participating voluntarily in the training. There are a desirable interest, e.g. interest in kyokpa and Poomsae and an undesirable frolic-like interest, which must be discouraged.
8) PRINCIPLE OF CREATIVITY:- Creativity must be emphasized in the training of Taekwondo since it can help uplift the effectiveness of instruction. Instructors usually tell the trainees what to do and make them repeat it. But, if the instructor tells a trainee what is correct and what is wrong in his actions and make him find out the faults by himself, the trainee will think abut how to improve his motions. This principle aims at inducing voluntary activities from the trainees through their expressive and creative experience.
9) PRINCIPLE OF CONSTANT EVALUATION:- The trainees should be given frequent opportunities to evaluate the result of their training. An evaluation makes the trainees conscious of the extent of progress they made and gives chances to reflect themselves or feel joy, thus remotivating their interest in training.
A Taekwondoian, whoever he/she may be , must have experienced a strong feeling of satisfaction when he/she obtained a Dan-grade black belt upon passing examination. However, an evaluation should not be limited to the examination of Dan or Kup promotion but one can be performed at any time during the course of training. The results of evaluation must be informed at any time during the course of training. The results of evaluation must be informed the trainees, whether they are satisfactory or unsatisfactory, for the purpose of correction of faults or further improvement.
All those principles can be briefly summarized as follows:
· To give instruction with a certain plan.
· To make the clear-cut objective and the necessity of practice understood by the trainee.
· To give instruction, stimulating voluntarism and interest in the trainee.
· To give instruction, considering the distinction of sex and individuality.
· To give gradual instruction, from easy one to difficult one, and from patternized to apply one.
· To instruct by harmonizing comprehensiveness and specialty.
· To give chances for the trainee to do researches by himself, and.
· To differentiate the instruction modes according to the seasons and climate.
d) STRUCTURAL ELEMENTS OF TAEKWONDO INSTTUCTION
TEACHING CHILDREN:
Growth among children is an on going process and children differ in every stage of their growth. For this reason the teaching and training programme should be established in order to meet the needs of all children, including the variety of activities and experiences, which helps in developing is solid foundation in young students on which more complex techniques and knowledge can be build. Children can not concentrate on making their basic strong , because they are unable to understand the in-depth value of basics. When they are young, they quickly learn techniques and advance skills as they mature physically. The training proagramme for children should be progressive and developmental.
3 TO 5 YEARS:
Characteristics
a) Extremely active and curious to learn.
b) Very flexible and restless.
c) Enjoying encouragement and appreciation.
Teaching emphasis:
- Activities that encourage basic physical balance.
- Simple exercises with excitement followed by periods of rest.
- Skills that developed major muscle group. Ex: Running, Jumping, Pushing, Pulling ect.
- Reinforcement on safety.
- Appreciate their effort more than the result.
6 TO 9 YEARS:
Characteristics:-
a) Stature grows 5cm a year, weight about 2kg.
b) System of coordination in function of eyes and hands is incomplete.
c) Children’s posture is not erect.
d) Very active and able to understand the rules and regulations of the game / Dojo.
e) Can not endure more that 30 minutes with one pattern of techniques, easily fatigued but feeling no need of asking for a rest.
f) Highly aggressive improved physical confidence but over estimate the abilities.
g) Eager to please and admire the teacher. Very sensitive to criticism and unable to handle failure.
h) Strong desire to know new things.
Teaching emphasis:
- Active participation followed by the rest period.
- Slightly rough activities like kicking and punching.
- Small group game with simple rules.
- Allow free time for self practice.
10 TO 13 YEARS
Characteristics:-
a) growth spurt both in boys and girls is fast.
b) Stature and weight increase steadily.
c) Children do not feel tiresome.
d) Development of the heart is relatively slow compared with the stature and weight.
e) Desire to compete and get recognition.
f) Desire to identify separately.
Teaching emphasis:
- Teach skills in more detail with higher difficulty level.
- Minor games with competitiveness.
- Encourage responsible behavior and goal setting.
- Design competitive activities with consideration of age, gender, physical condition
Etc...
14 TO 16 YEARS:
Characteristics:-
a) Remarkable increase of the stature and weight.
b) Male has wide shoulder and thick chest; while female becomes conspicuous with prominent breast and pelvis.
c) All permanent teeth grow except for wisdom teeth.
d) The heart develops slow compared with the bodily development. A secondary sex character begins to appear.
e) Female experiences menses while males feel sexual curiosity.
f) Girls excel in flexibility and balance, where as boys excelling strength, speed and endurance.
g) Self image taking place.
h) Attention: span increases
i) Ability to sustain to training.
Teaching emphasis:-
- Avoid criticism, especially for physical faults.
- Encourage strong points to concentrate weak points.
- Encourage cooperative activities, creativity etc.
- Teach complex techniques that required lengthy practice.
- Encourage them to compete in higher level competition for improvement and to improve confidence.
17 TO 20 YEARS:
Characteristics:-
a) Desire for a rest increase as much as adults’
b) Physical structure becomes stabilized from the age of 17.
c) Growth is remarkable; especially the male’s muscles become strong.
d) Extent of growth is different among individuals, who are unable to engage in the same activities.
e) Frequently participate in individual sport events, but still favor team events.
TEACHING ADULTS:
Adults just like children had many characteristics according to their age.
To plan adult class the coach must remember that adults are unique in many ways. Following guideline may help the coach to improve his / her adult class.
1) Adult are prone to muscle and joint stiffness throughout their appropriate amount of warming up, stretching and conditioning exercise in every class.
2) Adults are at high risk for joints and muscles injuries especially as they advanced in age. The coach must take caution in teaching skills that stress the joints and muscles, preparation of the required muscle group for the particular skill through conditioning exercises are important.
3) Beginners are self conscious, the coach must reassure them that everyone has to start some where and the effort is most important for improvement.
4) Many adults have firmly established habits and value system. The coach must not insert philosophy or ideas in teaching. Present new concepts intelligently and let the student accept them at their own phase.
5) Adults need relief from the stress and demand of their daily life. The coach must tried to remove the feeling of routine ness by varying the contents and structure of training. The coach must tried to make the class an opportunity for adults to regenerate energy with new exercises.
TALENTED STUDENTS:
Talented students need additional specific guidelines to help them to reach their full potential. The coach should occasionally teach them individually before or after the class to improve their personal talent. It will be a good idea to provide them the detailed feed back of their talent. Set realistic goals and encourage them to their limit. Achieving goals is a form of self discipline which is very important for talented students. If they progress to the top competition level they will need good self discipline, special training, etc, to reach the higher levels.
SLOW LEARNERS:
There are some students at the other extreme are the slow learners. Be polite; be sensitive in talking to them. Because any negative comments on their performance or ability will discourage them. Treat them just as you treat other students; encourage them to perform to their personal bet. For them the key is to keep trying to have consisted guideline and to learn skills step by step. Never let them skip level of learning, because in the miss of the particular class or the level of learning they can easily get confused. Encourage the slow students that everyone must stat some where to improve whether you have talented really does not matte without starting form the beginning, you can not become an expert. How much you improve is more important than where you begin.
The coach must teach the slower students all the fundamentals of Taekwondo and encouraging them to practice the basic techniques reputedly. With this they will built skill and confident. Without learning complex skills they can still participate actively in the class. There success depends on the ability to choose the correct technique as a target.
HANDLING DISRUPTIVE STUDENTS:
Students who intentionally disturb the class require strict discipline and conduct standards. They need and want the person who can provide them with the stability and security, they lack in their life. The coach is the person who can provide strong positive influence they are looking for. To do this the coach treats them as he treated other students. He should not treat them as trouble makers because if they have reputation of being the trouble makers they will continue to being in the class with the same reputation. The coach can break this cycle by expecting them to follow the same behavior as the rest of the class.
In general people who habitually cause problems are insecure. These types of students always try to test the authorities, hoping not to get caught. They might openly disrupt the coach and hope that the coach is incapable of handling their behavior. The best way to deal with disruptive students is to state the rules and established order before the change, then they will know what to do and what is expected to them.
It is important to deal with a problem in the class when it arises. If the student who initiated the problem is ignoring, he will do it again soon. If the coach seen to be help less in a discipline situation, students will feel insecure and will loose respect for him. If he handles the discipline confidently and strongly, the most disruptive students will continue to be discipline. One of the most disruptive student how to be one of the best player in future, it is partially depending on coach.
There are some principles to discipline the disruptive students, most importantly the rules of the training center must be clear and should have a definite purpose. Every student should understand a reason for the rules. They should feel that breaking the rules is the waste of time and may resulting punishment. The dojang rules should be enforced consistently. If a change the procedure becomes a necessary the coach must do it gradually lesser the changes, more the students feel secure.
Rectifying Disruptive students:
When you rectify or correct a student speak firmly and sharply. Do not insult or attack his image personally, instead focus your correction on the improper behavior and suggest on appropriate alternate behavior. Knowing when to discipline the students, it is as important as knowing how to discipline them. However there are times when the interruption is minor at this point of time giving full attention to the class is more beneficial. If you feel it is necessary, speak to the offender students later such as after the class. If you choose to ignore the disruptive behavior, make sure that the behavior is not encouraged by other students. The best way to handle the disruptive behavior is to prevent it from happening. Keep your instruction clear and firm, make your students mind active, and provide positive feed back for positive behavior.
e) ENVIRONMENT OF TAEKWONDO TRAINING:
As learning is made effective by the dynamic relationship between self and environmental system, so is the Taekwondo training carried out effectively in adequate environment. Interms of notion of space , a dojang is a place installed with appropriate facililties and equipment where the trainees can freely engage in practice. However, the environment of a Dojang is closely related to the motivation of trainees to get interested in training and to maximize development of individual abilities. Therefore, an instructor should try to create better environment for training.
1) SOCIAL ENVIRONMENT: Social environment is meant by human relations. Human relations between the instructor and trainees, among the trainees themselves by seniority and friendship, and the atmosphere of training are the elements constituting the social environment.
The following are the factors of creating favorable social environment:
a) No antagonism among the trainees
b) Mutually cooperative attitudes throughout the entire body of trainees.
c) Existence of warm heartedness between the instructor and trainees.
d) An air of consoling and encouraging others at their failure.
e) Organized and orderly discipline in every action.
2) PHYSICAL ENVIRONMENT: In addition to the social environment, physical environment is also important for creating the best atmosphere of training. The determinants of suitable physical environment are as follows:
a) Installation: Size of dojang, floor surface, structure, ventilation, lighting, color of wall painting, illumination, noise, indoor temperature, humidity, interior decoration, etc.
b) Facilities: Shower room, changing room, locker room, first aid medicines, large-size mirror, and recreation equipment.
c) Training aids: Physical fitness equipment, protection gears, reinforcement equipment, etc..
d) Audiovisual training aids: Wall posters, pictures, professional books on Taekwondo, Taekwondo praise song cassette and slides, overhead projectors, films, VTR tapes, DVD’s etc., for showing poomsae, kyorugi and other training materials.
f) QUALITIES OF A TAEKWONDO INSTRUCTOR:
An excellent Taekwondo instructor must be endowed with the following three qualities:
a) Model of fine personality: To become a Taekwondo instructor, one must endeavor all the time to refine martial art and become a man of personality, try to enhance his quality by means of ever reflecting himself, and cultivate a positive and rational thinking, moral values, refinements, attention to others, insight, generous and sincere mind, etc.
He must also have a deep affection toward the trainees in order to be able ot discover the latter’s potential abilities.
b) Abilities of adept expression: A Taekwondo instructor should be capable of making a full expression and presentation of all techniques, spirit and theoretical knowledge regarding Taekwondo.
c) Rational leadership: A rational leader ship is another virtue of a Taekwondo instructor. He must be always in a position to lead all the trainees in all the fields of training course; he must not only help the trainees develop their physical conditions by providing adequate training environment, a systematic training plan and ideal instruction methods but also help attain the emotional and mental growth related with their interest, desire of training, behavior, sense of values, faith etc.
g) EVALUATION:
Evaluation is one of the core elements of the training plan. It is the entire process of finding out how much the objective has been achieved in various fields of training, such as the efficiency of training curriculum, changes in trainees’ attitude, the instructor’s quality, etc. An evaluation of practical techiniques in Taekwondo is aimed at making trainees firmly acquire the techniques they learned and find out what part of techniques they have to practice more.
REQUIREMENTS OF EVALUATION:-
a) Appropriateness:- whether or not the evaluation methods are appropriate of the aim of evaluation.
b) Reliability:- consistency and accuracy of the evaluation methods to be applied, that is, the extent of errors in frequent use of the methods.
c) Objectivity:- extent of agreement with other examiner’s evaluation.
d) Utility:- The evaluation results should be easily utilized.
e) Economic efficiency:- provided the same conditions, an evaluation must be conducted with less expenses and less time.
TYPES OF EVALUATION:-
(1) Classification by circumstances of evaluation
a).Inspection: a specific time and place is required and an assignment must be given in advance.
b).there is no given time; items of observation are various; and the subjects of inspection do not feel they are undergoing in inspection.
(2) Classification by the criteria of evaluation
a).Absolute evaluation: a method of evaluation testing the degree of achievements by the fixed criteria without comparing with other’s. Currently, Taek-wondo grading tests are conducted by this method.
b).Relative evaluation: A method of evaluation comparing one’s achievements with others in a group with the same grade (for example,” excellent” for the 10 percent of the group and “fairly good” for the 20 percent).
QUALITIES OF A COACH
1. Knows his/her discipline
It's trivial, but the coach has to know ins and outs of the discipline – the rules, the history, the tactics etc. Without it they won't be able to do their job properly and will probably quickly lose face when they start making mistakes.
2. Motivates the players
This is probably the single most important trait of a good coach. Without proper motivation, everything comes apart. Remember that a coach will need to lead a player of individuals, everyone with different personal goals. The coach's job is giving the players enough motivation to make them start doing things as good as they are able to, and turn their attention from their private matters to the pitch.
3. Talks only when it gets results
A good coach will never speak without a good cause. If they talk too much, they will never actually be listened, so a coach is a person who should talk only when necessary – this will give their words an extra weigh.
4. Able to listen
Being calmer than usual means, also that a coach should be a good listener. If they are to become a good coach, they need to become a surrogate father or mother for their player and listening is the single most important trait that can make it possible.
5. Knows their player
Another important matter is knowing one's player. And it is not only about matching their numbers with the names. A good coach knows everything – both about professional and private life of their players.
6. Treats everyone individually
While (or because) a good coach should know everybody and do their best to hold the place together, it is necessary to treat every player individually. Yelling works only on some of them, the same story is with talking seriously. Using the same method to get everyone do what you say will surely end in breaking some of your players to pieces.
7. Leads by example
A good coach does themselves everything he will ask others to do. They always set an example – they are first on the trainings and perform every single exercise they order other to do.
8. Good education background
A coach must always be like a student to learn new things. Must undergo into cultivating his/her knowledge in the game by doing advanced courses (i.e. Masters Degree, M.Phill, PhD. Etc...) In the particular game
There are three different types of coach: "Offensive Coach", "Defensive Coach" or "Neutral Coach", affecting the players' performance (and only performance) during the game. The type of coach that is best for your player will largely depend on your training type.
• Offensive: Attacking nature boosts a player's attack ratings. They stimulate a player to play more offensively.
• Defensive: Defensive nature, boost a player's defence ratings. It is often believed they are slightly more effective than offensive coaches.
• Neutral : No preference, boost a player's attack and defense ratings equally.
Training Skill
A talented coach with a high training skill knows the right methods of training, allowing young players to improve their abilities faster and more effectively. The skill can never be rated higher than excellent.
Leadership
Coach leadership affects how quickly player spirit changes; if the player spirit is low a coach with good leadership will increase the rate of regrowth, and if the player spirit is high he will decrease the level of deterioration. The coach leadership level may significantly affect the optimal strategy when choosing player attitude. While the immediate effect of all choices is the same no matter leadership level, a good leader will help you reap the benefit of playing it cool in the coming games, and he will help you get over the disadvantage that your player gets from playing match of the season. Thus, if your coach has bad leadership, playing it cool or playing match of the season are generally less attractive choices, however, with a good leader a player can greatly benefit from playing it cool in the major part of its games.
Drawing on the tenants of Taekwondo (the core values as expressed by its creeds, standards of conduct and principles), the coach can integrate this into the modern sports movement. For example:
1) Competence - Taekwondo Coaches must maintain a high standard of excellence in their practice and instruction of Taekwondo. They must consistently strive to keep current the knowledge and skills required in this developing sport. They must take care in presenting and coaching in areas that they have competence and training commensurate to the level of the athlete.
2) Integrity - Taekwondo Coaches seek to promote honesty, fairness and respect between themselves and other participants. The coaches strive to be aware of their own belief systems, values, needs and limitations and how these affect their ability to teach and coach. The coaches avoid improper and potentially harmful dual relationships through clarification of roles as they affect athletes and others.
3) Professional Responsibility - Since the Taekwondo coach serves and relies on the public's trust, there is an obligation to consult with, refer to or cooperate with other coaches, institutions, etc. to best serve the public and ultimately the athlete.
4) Respect For Participants and Dignity - The understanding that both the athletes and other participants should be respected is foundational in creating programs that do not condone unfair discriminatory practices.
5) Concern For Others' Welfare - Embodied in the concept of the senior/junior relationship is the need to assist ones placed in the seniors' care. Likewise the coach should be sensitive to the differences in power/position between themselves and others. They should seek to fairly represent themselves in their professional relationships.
6) Responsible Coaching - As with other sports, Taekwondo seeks to be a responsible part of society. Coaches can use their knowledge of the sport for the betterment of human welfare. They should comply with the law and encourage the development of laws and policies that are in the sports best interest. Additionally, they are encouraged to contribute a portion of their time for little or no personal advantage.
From philosophy should spring practice. Likewise, the philosophic base of ethical coaching and teaching should drive the coach to practice his trade guided by these ideals. Situational ethics demand that standards for conduct vary depending on the desired outcome. However, guided by the principles that Taekwondo and Martial Arts embrace, the coach should conduct himself accordingly.
There are numerous definitions of planning. A simple approach is to suggest that planning is ‘a
Process of setting objectives and deciding how to accomplish.While many definitions are more comprehensive than this, most tend to share a number of common elements, which suggest that the planning process:
• is forward thinking
• involves decision making
• is goal oriented
• is systematic.
Planning is a primary function of management. Because plans set the basis for leadership,
organisational structure and evaluation, it is important to establish a sound planning foundation. Such an approach depends on the organisation’s view of sport and its role in the community. This view or philosophy can often be ascertained by examining the overall goals and purpose of the organisation.
What are the advantages of planning?
Planning is beneficial to sporting organisations in many ways. The main aim of planning is to maintain a positive relationship between the organisation and its environment. Specifically, planning enables an organisation to:
• become proactive rather than reactive — to clarify organisational purposes and direction
• initiate and influence outcomes in favour of the organisation
• exert more control over its destiny — deciding where it wants to be in the future
• adopt a more systematic approach to change and reduce resistance to change
• improve financial performance and use resources effectively
• increase awareness of its operating environment (for example competitors, government policy, threats)
• improve organisational control and coordination of activities
• develop teamwork off the field.
Without adequate planning, the organisation frequently deals only with immediate problems and fails
to consider future needs. Consequently, the organisation:
• tends to function on a random ad hoc basis
• will never seem to have time to anticipate tomorrow’s problems
• does not create conditions to deal effectively with the future.
Therefore, to overcome these limitations, a plan is necessary.
