Tag: lesson

Principles of a Good Taekwondo Class – Split the Class

I’ve been teaching Taekwondo now – as a colour belt assistant, then as a black belt assistant instructor, and sometimes as a substitute instructor – for almost two decades. And I’ve been doing Taekwondo for even longer. In that time, I’ve noticed that there are many, very straightforward principles for how to run and teach a good Taekwondo class. In this series of posts, I would like to enumerate them.

A good Taekwondo class is one in which students learn effectively, covering not only the material from the curriculum, but extra material that often gets forgotten about. A good Taekwondo class is one that the students enjoy. And a good Taekwondo class is one that keeps the students active, and which progresses their fitness.

One of the most important principles for running a good Taekwondo class is: split the class. You should not have second and third degree black belts doing the same things as white and yellow belts. Sometimes they can do the same things – such as in the warm-up, and occasionally as basic line work – but for most of the lesson time they should be doing different things. A black belt who has been doing Taekwondo for eight years simply does not need to work on the same skills as someone who started Taekwondo only a few months ago – and if they do spend a lot of time doing only the most introductory material, then that’s time they’re not spending on the harder, more technical material.

The extent to which a class needs to be split varies a lot. If a school is relatively new, it’s likely that most of the students will be relatively junior colour belts. If a class is only made up of white, yellow, and green belts, then they can all do the same thing (except when training their grade syllabus of course), and the class doesn’t need to be split. With schools that have been around for a long time, however, it’s quite likely that some of the students there on any one day will have been going for years and years, and might now be first, second, third, fourth degree black belts – but, because there’s always a certain turnover of students, there are still lots of junior grades there. In such cases, the class really needs to be split – and doing so is quite easy because one of the black belts can take one of the groups.

Splitting the class is a very basic principle, but over the years I have often seen it not be followed. The result is often classes that are repetitive, and not interesting enough for the long-term students. (It can also be offputting for newer students, as they will often notice the homogeneity early on and lose interest in the art before realising just how much there is to it.)

So really it comes down to this: what is the spread of grades in any given class? If it’s a very narrow spread – all of the grades are quite close to each other – the class doesn’t need to be split. If it’s a very broad spread – you have lots of different grades – the class needs to be split – and it needs to be split almost every time. The exact divisions of the class can vary (and should vary some of the time), but I’ve found it usually needs to be something along the lines of: white belt to blue stripe (junior colour belt), blue belt to black stripe (senior colour belt), first degree black belts (generally there is a lot of new material that they suddenly need to learn upon getting to black belt), second and third degree black belts, fourth and fifth degree black belts. Splitting the class like this, and assigning students from the higher groups to teach the lower groups, ensures that the students get to focus on material that is relevant to their grade, and ensures that the classes remain varied and interesting. (It also gives students the opportunity to practise instructing – which is extremely important.)

Four more principles for teaching a good Taekwondo class

1. Don’t substitute actual Taekwondo with general fitness

I’ve been to a lot of Taekwondo classes where, instead of doing line-work, or sparring, we’ve just done very general circuit training – the aim of which has just been to improve students’ fitness.

But when people go to a Taekwondo class, they want to do Taekwondo – they are enthusiastic about Taekwondo. Taekwondo, when done correctly, IS incredibly physically demanding – doing 10 fast, powerful, high-section turning kicks along a line is a physically intense activity. There should be no need to do general fitness activities instead of Taekwondo, because Taekwondo itself should improve students’ fitness. And Taekwondo is why the students are there – that’s what they want to do.

This is not to say that general fitness exercises can never be done in a Taekwondo class, but they shouldn’t be a large chunk of every lesson.

2. Plan every lesson

Planning a lesson will give it structure, and you’ll be able to focus on a specific aspect of Taekwondo training – for example: jumping kicks. Planning a lesson prevents each lesson from being the same, and makes sure that your students cover everything they need to between gradings.

Now this doesn’t mean that you have to plan the lesson in the same way that secondary school teachers do – you don’t have to spend hours thinking of and writing out your plan. Often all you need to do is come up with a few unique or interesting ideas ten or fifteen minutes before the lesson starts, and then just make those ideas the theme for the lesson.

3. Speak in Korean often

Students generally have to learn Korean terms for gradings. A lot of students find learning Korean difficult, but one way that you can make it easier is by using Korean terms often throughout a lesson. By doing this, students learn what words mean in context, which makes them easier to remember.

Always give instructions in Korean in a Taekwondo class. When you mention specific techniques or stances, give the name of the movement in English and Korean (and if it’s a very easy movement that everyone knows the Korean for, sometimes only give the Korean, and let students work out what you’re referring to).

4. When students are training in pairs, shuffle students around so that they aren’t always training with the same person

A lot of activities in Taekwondo training are pair-based: set sparring and free sparring are the main ones. In these kinds of activities, students tend to choose a partner who is either a similar grade to them, or is one of their friends (often both). This means that, if they’re always left to choose who they pair with, they always train with the same person.

The problem with this is that students don’t learn as much when they always train with the same person. This is especially true with sparring. If students always free-spar against the same two or three people, they will get used to how those people spar – what techniques they use, their speed, where they tend to leave openings. If students spar against lots of different opponents – opponents of different grades too (it’s fine for a green belt to spar against a black belt, as long as the black belt sees it as a training exercise for the green belt and doesn’t go all-out) – they will have to adapt to different sparring styles, and they will also see new techniques that they can use that they didn’t think of before.

So whenever students are doing pair-based activities, mix the pairs up every few minutes. Often the simplest way to do this is to have the class do a ‘circular change to the left / right’, where students are facing each other in pairs, and each student steps to the left to face the next person along (and those at the ends move around onto the opposite side of the line).

Five general principles for teaching a good Taekwondo class

I’ve been training in Taekwondo for more than 13 years now. In that time I’ve attended classes as a student, and I’ve also taught as an assistant instructor and instructor. As a student I’ve seen which classes are enjoyable and interesting, and I’ve tried to distill what it is that makes a good Taekwondo class. And as an instructor I’ve tried to use these ideas to teach interesting and effective Taekwondo classes, and through trial and error, have found what works and what doesn’t work. Here are five general principles that I try to follow when teaching a Taekwondo class.

1. Students shouldn’t be standing still for more than 30 seconds.

I’ve been to too many Taekwondo classes where students have been left standing around with nothing to do for several minutes. You can see them getting bored – it doesn’t take long. While I don’t think that the primary purpose of a Taekwondo class is to keep students physically fit, it is something that should just happen incidentally – students should be doing enough exercises to become and remain physically fit. Many people do attend Taekwondo classes for that reason.

2. Never do the same class twice.

I’ve also been to too many classes that have just been exact copies of previous classes. This is a sure way to make your students bored. Variety is essential for maintaining your students’ interest and enthusiasm.

This doesn’t mean that no two lessons can be alike in any way – if you were to try to make every single lesson completely different from every other one, you’d quickly run out of teaching material. It just means that no two lessons are exactly alike. There should always be something different about any two lessons, even if it’s just doing a different warm-up exercise.

3. In every class, teach your students one thing they haven’t heard before.

This relates to the point about variety, and that no two classes should be alike. An easy way to make sure that no two classes are exactly alike is to try to teach your students one completely new thing in each class. This could be almost anything to do with Taekwondo: it could be a new sparring technique, it could be how to score points when refereeing sparring match, or it could be something about the history of Korea. There is a lot to know in Taekwondo, and most students only ever see a fraction of it. Teaching your students one new thing in every class not only adds variety and keeps your students from becoming bored, but it might introduce them to some aspect of Taekwondo that they find particularly interesting.

4. Always give higher grades something harder to do than the lower grades.

Again, I have been to too many classes where the class consists of a wide range of grades – from white belt all the way up to third degree black belt – and because there are white belts in the group, the entire class does white belt (or often yellow belt) line work. While black belts do need to practise basic techniques like punches and knife-hand strikes, they don’t need to do this all the time, and they DO need to practise the more advanced techniques that they’re learning for their grade. If you always give black belts white belt exercises to do, they will get bored.

If there are a large spread of grades in a Taekwondo class, the class needs to be split into groups. If there are black belts (and if there are enough of them), they almost always need to be split off into a separate group, and given very hard, physically demanding exercises to do – they are black belts after all. If the group of colour belts is large enough, they should be split too – normally around green or blue belt. If you only have one or two black belts in the class, one of them can instruct one of the colour belt groups.

And even if the class is not large enough to be split, if you’re doing something like line work, you should still give the higher grades some harder line work to do.

5. Get the senior grades to teach the junior grades.

This is something that we did a lot in the Taekwondo classes I go to 10 years ago (and which we still do now, though not to the same extent). If two green belt students need to learn the pattern Wonhyo, and there is a blue belt in your class who knows their own pattern quite well, get them to teach the green belts Wonhyo. It gives the blue belt something interesting to do; it helps the blue belt ‘revise’ Wonhyo, and think about it in a different way as they have to describe the moves to someone else; and it frees you up to monitor the class at a higher level – to make sure everyone is active, rather than just concentrating on teaching two students in your class one pattern.