Tag: set sparring

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).

What is the best age to start Taekwondo?

This article is going to look more at younger age ranges – i.e., for young children, what is the best age to start training in Taekwondo?

For a number of years I taught junior Taekwondo classes. I mainly taught 7- to 12-year-olds, but occasionally also taught the 4- to 7-year-old class. I still regularly teach students aged 12 to 16.

The first thing to note is that in any of these age ranges, students are not taught ‘full’ Taekwondo – they are taught some of the aspects of Taekwondo that are appropriate to their age. ‘Full’ Taekwondo includes activities such as board breaking, joint locks, take-downs, and full-contact sparring – these activities are NOT taught to anyone under 16.

Taekwondo students aged 12 to 16 are taught forms (which are choreographed sequences of movements which have a variety of uses), general techniques in line work, some set sparring (which is a choreographed form of sparring), and some non-contact or very light contact free sparring, as well as aspects of general fitness such as flexibility exercises.

Taekwondo students aged 7 to 12 are taught a much reduced set of this. They will still learn forms and general techniques, but a much lesser variety of them. Sparring is replaced with non-contact games that use similar skills.

Considering that students in these age ranges are not taught full Taekwondo, one might ask: is there any point learning Taekwondo at this age? If you’re not going to learn ‘full’ Taekwondo until you’re 16, why not just wait until then and start at that age?

Even though under-16s do not learn some aspects of Taekwondo, there is definitely a huge advantage to starting at a younger age. Students who have been training since they were 8 generally remain better at Taekwondo than someone who started when they were 12 for several years (i.e., when both such students are 15 or 16, the one who started younger will still be a lot better).

When students start younger, they learn body co-ordination (the ability to move one’s arms and legs in a very specific way, as demonstrated by an instructor) much sooner, and this ability sticks with them for a long time. As people get older, they get used to certain ways of moving. People who start Taekwondo in their 30s or 40s often have to spend longer unlearning the way of moving that they’ve become used to, and learn to move how a Taekwondo practitioner moves. Students who start Taekwondo when they are 8 or 9 will often be very skilled black belts if they continue training in Taekwondo into their 20s and 30s.

There is a lower limit to this effect, however. Students aged 4 to 7 learn a VERY reduced set of Taekwondo-related activities. They will learn only the most basic forms, do a limited amount of line work, and will do no sparring of any kind. 4- to 7-year-olds will spend most of their time doing general, simple fitness activities, and fitness games. (At this age range, children aren’t really taught Taekwondo at all – classes that teach this age range tend to be general, martial-arts-themed, aerobic activity classes.) As such, they do not learn body co-ordination to the same extent as older students.

So I would say that students should not start training in Taekwondo younger than 7 or 8, as below that age there is little value in it. While students younger than 16 will not learn about all of the aspects of Taekwondo, they will be given a very good grounding in body control, stances, basic techniques, flexibility training, self control, and forms, which is very valuable when they are older than 16.

New Kukki-won forms: a break from tradition?

What is a form? In a literal sense, it is a sequence of movements designed to be instructive or useful in some aspect of Taekwondo training. Forms have many uses. They teach correct stances and stepping, posture and balance, timing. Most importantly they teach you the basic form of each movement: how to punch in an offensive stance, how to maintain a defensive stance.

But there are some exercises in Taekwondo which also have all of these attributes, but which are not considered forms. Set sparring would be an example of this. (There is a broader point here as to whether a set sparring exercise could be considered a form, but that’s a topic for another post.) However, there are some differences between set sparring and forms that would allow us to define what a form is more narrowly. Set sparring is generally practised with an opponent; forms are an individual activity. A form could be defined as an instructive sequence of movements that is performed by one person. But then, in Changheon-yu Taekwondo, there is the exercise called 사주 지르기 Saju Jireugi, which also fits this definition but which is universally not considered a form (sometimes to the confusion of white belt students).

All of these considerations lead to a new question: what is the defining quality of a form? What is it that makes a form a form?

Returning to the example of Saju Jireugi in Changheon-yu Taekwondo, the explanation that’s often given for why this exercise is not a ‘form’ is that it doesn’t have an interpretation. The other such exercises in Changheon-yu Taekwondo – 천지 Cheonji, 단군 Dan-gun, 도산 Dosan, and so on – all have lengthy explanations of what the name means, given by Choi in his encyclopaedia. Saju Jireugi does not have a lengthy interpretation, just a short literal translation of ‘punching in four directions’ or more commonly ‘four-directional punch’. I find this distinction arbitrary – Saju Jireugi does have an interpretation, just a short one instead of a long one. A translation is a kind of interpretation.

Saju Jireugi is ultimately very similar to the exercises above it. In fact the only real differences seem to be that it’s easier than all of the other exercises in Changheon-yu (though it’s only slightly easier than Cheonji), and that the name of the exercise has no 한자 hanja writing (지르기 jireugi only has a 한글 han-geul writing). And in fact I think this second difference is quite significant.

All of the other twenty-five forms in Changheon-yu (including both 고당 Kodang and 주체 Juche) are consistent in how they’re named. They’re all named after a person, a group of people, a place, or a philosophical concept. They all have a writing in both han-geul and hanja. And they are all exactly two syllables long. This last part perhaps reveals Choi’s intentions. There are many examples of when Choi takes a longer name or word, and shortens it for the name of a form: 연개소문 Yeon Gaesomun was shortened to 연개 Yeon-gae, 을지문덕 Eulji Mundeok was shortened to 을지 Eulji, and there are several other examples.

I think the fact that Choi chose to give the other exercises, the forms, in Changheon-yu, names that fitted these criteria, and that he did not give Saju Jireugi such a name, is what means that Saju Jireugi is not a form.

Now at this point, I would expect the reader to point out that the conventions that apply to Changheon-yu don’t necessarily apply to other styles of Taekwondo. That’s true. However, when looking at the forms that are practised in other styles of Taekwondo, it is apparent that these conventions on form names are broadly true of Taekwondo in general.

These conventions are followed for many of the forms that have been inherited from Karate. (Now, this is arguably not a valid example. Forms loaned from Karate are arguably not ‘Taekwondo’ forms, since they were not designed or named by someone who practises Taekwondo. Also, since they were not named by Taekwondo practitioners, they are arguably not relevant when discussing the naming conventions of forms in Taekwondo. However, the style of the names of Karate 型 kata almost certainly inspired the way in which Taekwondo 형 hyeong are named, and their similarity supports this idea.) 平安 Heian, 披塞 Bassai, 燕飛 Enpi, 明鏡 Meikyō, 観空 Kankū, 鉄騎 Tekki, 十手 Jitte, 半月 Hangetsu, 慈恩 Jion, and more all follow this pattern. (Hangetsu is three syllables but it’s only two 漢字 kanji characters.) In this list I have included many kata that were renamed by 船越 義珍 Funakoshi Gichin, the founder of 松濤館 空手 Shōtō-kan Karate, whom many of the early practitioners of Taekwondo are believed to have been taught by. Many of these kata appear in early editions of Choi’s encyclopaedia, as well as Hwang Ki’s textbooks, indicating that these kata, as well as Funakoshi, had an influence on the idea of what a form is, and how a form should be named, in Taekwondo.

And in Kukki-won Taekwondo, these naming conventions have been followed up until this point: 팔괘 八卦 Palgwae, 태극 太極 Taegeuk, 고려 高麗 Koryeo, 금강 金剛 Keumgang, 태백 太白 Taebaek, 평원 平原 Pyeong-won, 십진 十進 Shipjin, 지태 地跆 Jitae, 천권 天拳 Cheon-gwon, 한수 漢水 Hansu, and 일여 一如 Iryeo all follow this pattern.

In fact the only examples I can think of where this convention isn’t followed are in some of the forms that have been inherited from Karate, as well as the very obscure and very undocumented forms practised in early Changmu-kwan and Kangdeok-won. Several of the ten new Kukki-won forms depart from these conventions: most of them do not have hanja writings – they are based on native Korean words – and several have names with more than two syllables. The decision by Kukki-won to give new forms names that don’t follow these conventions is a notable break from tradition.