The Mokuso Yame Series: Book 1: Methods of Instruction for the Martial Arts

By Shihan Richard D. Gibbons

In February of 2011, Master George Mattson, President of the International Uechi Ryu Karate Federation, asked the author to keep a record of the curriculum and progress of a Shidoin (apprentice
instructor) course organised and being conducted by the author for the dan level uechika at Master Alton Wharton's Bermuda Arts and Fitness Academy in Bermuda.

This manual, although it has taken longer than expected to complete, is an effort to fulfill that request. It also aims to provide a text that might be used not only by novice instructors to increase their knowledge and skill sets in vital areas of instruction, but by more experienced instructors also, as a basis for developing their own instructor training programs. The manual covers topics such as qualities of a good instructor, avoiding excuses, planning a lesson and maintaining the desire to learn.

Part 1 of the Mokuso Yame series of publications, described by Master Mattson as "interesting and well-organised", this methods of instruction manual written by Shihan Richard D. Gibbons, a respected teacher and practitioner with over 35 years of experience in the field, will assist both the novice and experienced teacher to improve their teaching skills and abilities, regardless of martial style.

• Language: English
• Publisher: Richard Dean Gibbons
• Release date: Feb 28, 2014
• ISBN: 9783955776985

Book preview

Methods of Instruction for the Martial Arts:

The Principles and Techniques of Good Instruction

By

Shihan Richard D. Gibbons BSc. MSc.

©2014 Shihan Richard D. Gibbons BSc. MSc.

Table of Contents

Preface

A Word of Caution

The Principles and Techniques of Good Instruction

Instructor Qualities

Improving the Instructor

Principles and Techniques of Instruction

Principles of Instruction

Techniques of Instruction

Principles of Effective Instruction: Teaching Techniques

Improving Instructor Communication and Speech

Class Procedure Techniques

Nervousness

Maintaining an Appropriate Bearing

Enthusiasm

Voice Quality

Clarity

Thinking While Speaking

Avoiding Excuses

Improving Speech Habits

Planning Instruction

Factors to be Considered

Aim or Objective

Preparation of a Lesson

The Beginning

The Middle

The End

Promoting and Maintaining the Desire to Learn

Maintaining the Desire to Learn

Skills Lessons

The Beginning of a Skill Lesson

The Middle of a Skill Lesson

The End of a Skill Lesson

Timing

Confirmation

When to Confirm

How to Confirm

Questioning Technique

The Purpose of Questions in Instruction

How to Put Questions to the Class

How to Deal With Questions From The Class

Relevant Questions

Irrelevant Questions

The Selection And Use Of Instructional Aids And Equipment

Function

Selection Of Aids

Use Of Training Aids And Equipment

THE PRINCIPLES OF GOOD INSTRUCTION

BASIC POINTS OF SUCCESSFUL INSTRUCTION - SUMMARY

PREPARE AND PLAN

AIDS TO INSTRUCTION

Preface

Some years ago as an impetuous youth of 18 with time on my hands and no money in my pockets, I volunteered for military service - in a country to which my family had immigrated some 13 years before and where I was ineligible for employment or the draft - in an effort to change the direction of my life and to get some experience of the real world; whatever that means.

I found that I enjoyed the experience immensely and threw myself into it. I enjoyed the subject matter and the way it was taught. I particularly admired the young junior Non-Commissioned Officer (NCO) section commanders who taught us, disciplined us, and looked after our welfare. I was inspired by the first class training I had received and the manner and bearing of our instructors. I developed the idea that this might be the career for me.

After recruit camp, I promptly joined the first of what was to become a number of courses as I started to make my way up the non-commissioned and later, commissioned ranks.

Successful completion of the junior NCO cadre resulted in my selection for the recruit training instructor (RTI) cadre where I was first introduced to methods of instruction for the purpose of properly conveying military subjects. Upon successful completion of the RTI cadre, I spent two years in Training Company as a recruit training instructor. After receiving my Governor’s Commission in 1984, I was selected to return to Training Company as a platoon commander where I stayed for a further two recruit camps before rejoining my rifle company on exercise in North Carolina on the way to my final specialist posting as the officer commanding my regiment’s Recce (Recon) unit.

Although ultimately the military was not a long term career