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Features and Articles about TKD Power™ Members and Events ...
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19/06/2012
Submitted by:
Nicola Elsworth Ist Dan
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Nicola Elsworth attended the first ITF Taekwon-Do Kids Development Programme course which was
held in Croydon on 9-10th June 2012. Having been one of the co-authors of the Published ITF Taekwon-Do Kids Development study book; the course was lead by Master Donato Nardizzi 8th Degree.
The Programme has been developed over a period of several years
with the input and guidance of many influential instructors
from all over the world. More information on the course and
the many benefits gained from the Programme.
The Programme is designed primarily for aged 4-7 years but can be
adapted for 3 years to 8 years as well and also older if appropriate.
The aim of the programme is to teach children:
- Foundation knowledge of Taekwon-Do
- Basic techniques
- Life skills
- Danger awareness
- Correct mind-set (students and parents)
- Develop attitude to promote harmonious society
The core principles involved in teaching the Programme come first
and these should be implemented and considered throughout where possible.
Although it is important to remember the core principles you should make
aims and development activities personal to the child.
Core principles include:
- Raise self esteem
- Learn through play – fun/relaxed environment
- Steps – learning in an easy step by step method
- Development before attainment
Imagination and interaction are key elements in development and learning.
Many of the games and activities are designed to stimulate the children`s
imagination and allow them to engage and interact in the process.
Interaction can be by:
- Games
- Physical exercise
- Tasks
- Role playing
- Story telling
- Discussion
- Problem solving/quizzes/ puzzles
Elimination games should be avoided as the child will be sitting out and
not benefitting from the experience. Master Nardizzi emphasised that all
games should be inclusive and that instead of a child being `out` when they are
caught they should be given a small task to do that will benefit that child (eg:
if they are weak with balance, their task could be to balance on one leg for ten seconds)
then re-join as necessary.
Alternatively they can `morph` into an animal, object etc. For example morphing into frogs
will better the child’s jumping and leg muscles. The Greek word `morphosis` means `learning, education,
schooling, or culture – in other words it is the process of changing from an uneducated
to an educated person`.
We are using the stem `morph` meaning `changing form` in the context of changing roles
as part of a developmental process for the student. (FROM INSTRUCTOR GUIDE)
The TKD Programme uses a basic principle of `role changing` to remove the negative association
of `losing` or `failing` in games. The games do have challenges but instead of reinforcing
the idea of failure when they do not achieve their goal, the games give them a new role to play.
We use the term `morphing` to describe the changing into a new role with a new process or
challenge. This helps to keep the student participating in the game and also
helps to keep their focus on making an effort and make progress.
The many games used in the TKD Programme focus on the fundamental elements of developments
with games dedicated to imagination, interaction, team work, role play, leadership, memory
and following instructions.
Many games include specific requirements and therefore act as a precursor to learning basic Taekwon-Do movements.
Throughout the course Master Nardizzi invited the participants and instructors to demonstrate
the games that were appropriate to the topic we were covering at the time.
Many instructors shared their knowledge and experience and showed many games,
techniques and structured learning methods that could be implemented into the
Taekwon-Do Kids Development Program. Mr Phillip Lear has previously discussed
The Stances Game with Master Nardizzi and this was something passed on through the program.
Parents.
Parents at classes was a topic that was discussed and Master Nardizzi explained that
as with everything there are pros and cons. It is important to know what they are and
see if it is appropriate for your class. Other instructors shared their views and practices
and some allow parents whilst others don’t and some allow parent at certain classes.
Many instructors believe that with this age group, perhaps more so with the younger ones
the children can be too easily distracted by their parents presence or that parents themselves
feel it appropriate to involve themselves in the class. Ever the professional Master Nardizzi
offered that whilst the parent is a leader, inside the dojang the instructor is the leader.
This should be explained to both parent and child.
Having parents at classes allows the instructor to share their child`s learning and promotes
home learning and development.
Class Conduct
Good discipline can be demonstrated through the implementation of self control and perseverance.
Games such as sleeping lions are good interaction games that also implement self control and
perhaps even perseverance.
Another important factor Master Nardizzi highlighted was how people are afraid of making mistakes.
One of the messages that was repeated throughout the two day course was that a mistake is not a
negative thing but an opportunity to improve learning.
Even learning procedures such as organising groups, lining up or getting into a queue were
turned into fun and games. It is important to remember that at the end of the Programme the children
will be introduced to a Taekwon-Do class that concentrates more on meanings, patterns and other key
elements of the art and so the children are gently exposed to this throughout the program.
The Taekwon-Do oath has been simplified into terms that children understand and with words that are
relevant to their world. The Taekwon-Do Kids Promise. The meaning is still the same. They are first
exposed to this at level 1 when a requirement is just to repeat the promise (page 63 of the study book).
Teaching children with behaviour/learning difficulties was briefly discussed on day two. Master Nardizzi
feels that as well as games being inclusive that all children are treated the same irrespective of ability.
He emphasised that while as instructors, you will experience difficult times when teaching, it is always
important to remain in control. The ability to turn an undesired situation into a positive one in which
you remain in control takes time and experience. This could also be an influencing factor of whether an
instructor decides to have parents in the class. Whilst on this topic the statistical element of normal
distribution was demonstrated.
Health and Fitness - The three S’s – stretching, strength and stamina.
Even whilst engaged in these activities ask them questions like `where do you feel it stretching?`
Whilst engaged with stretching always check for good posture. Master Nardizzi explained that the children
are not stretching in the way a gymnast does but stretching to understand what it is, what it does and
the shapes they need to make to have good posture.
In fact, stretching and strength do the opposite to one another. Stretching is the ability to allow muscle
fibres to separate where as strength allows them to fuse together.
Balance
Some people often mistake weak balance for poor coordination when they see waving arms for example.
This is an involuntary movement and was demonstrated once again using role play. Standing on the
edge of the mats and the edge represents a cliff, different levels of pushing prompted different
levels of reaction more often than not arms waving to retain balance, when asked if this was a deliberate
method – it was not.
Balance is key in Taekwon-Do and is one of the most important factors for development.
Hand/Eye Coordination
This is a prerequisite skill for developing Taekwon-Do further. Use pad and have different targets
to aims (left, right, and centre). To develop distance awareness allowing reasonable contact to the
pad first, then touch contact then no contact.
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