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mercury outboard engines manualsThis tends to work well for all types of students, but is especially effective in the long-run with problem students.For example, put all the Blue Belts together even if some students are children and some are seniors. The older or more capable students tend to want to help the less capable, and the less capable students will tend to mimic the more capable.Other students might have very different goals however: hobby, sport, weight loss, physical fitness, improvement of a child's self-discipline, martial arts as a family activity, etc. Students comes into the class with different goals. If your teaching focus is on self defense, but your students are there primarily to lose weight, you might want to accomodate their goals in the development of your lesson plans. When you get this form right, you'll be ready for your next belt test. Your kicks are already so much stronger than they were a few months ago. If we keep doing all these kicking drills, by New Years I think you'll have lost another 10 pounds. Many schools like to more frequently validate the students' feelings that they're constantly making progress. This helps people remain motivated. One approach is called Inch-Stones: find ways to recognize smaller increments of progress. For example, some schools use colored tape to make stripes on belts as awards whenever some new aspect of some technique or form is learned. Different color stripes can be used for different types of accomplishments (e.g., black tape for learning the first half of a form, white tape for mastering a new kick, etc.) Students might get a new stripe as frequently as every week or two; this creates a sense of constant progress that helps keep students engaged.Of course you want to give them a good workout, but martial arts are (unfortunately) an easy way for students to injure themselves if you and they are not careful. Work your students hard, but also recognize that once they get over-tired, that's when they're likely to injure themselves.http://www.aeok.org/uploads/fisher-paykel-wl80t65dw1-manual.xml

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If you discover that your students in class are now over-tired, switch to low-risk activities, such as forms practice.Between ages 7 and 8, an enormous amount of reorganization occurs in the structure of the brain itself (which is why humans have so few memories before that age). That having been said, younger children do have many advantages: they're much less prone to serious injury (biomechanically, the Cube-Square Law is on their side), they have more energy (in short bursts), and they are inherently more limber. What they don't have (yet) is fully-developed gross motor skills.It helps to organize classes as short, 10-minute bursts: ten minutes of forms practice, ten minutes of kicking drills, etc. Keep the coursework constantly changing every 10 minutes or so, and you'll keep children's attention better.Give them something to do, like situps, pushups, stretching, etc.Once you start playing games, children have a hard time refocusing on work.Students will tend to look at their parents instead of at the instructor. For example, if the parent-area in your dojang is off to the side, have the students line up facing front.That works great with adults. With children, not so much. If just one child in the group goes off on a tangent, the other children are likely to follow.So for example, with adult students you might do kicking drills for 10 minutes, and then simply stop a the 10-minute mark, that doesn't always work so well for younger students. Instead, you might try to make sure that every student gets the same number of turns, even if that means going over the drill period by a minute or two.You can sometimes use that to get extra effort out of them. For example, during the warmup exercises focus on animal exercises (crab walks, bear walks, kangaroo hops, etc.) but really get them to behave like the animal in question as they exercise. Or for example when doing kicking drills, tell them to kick the target as if pretending its a monster or alien.http://xn--80aaeiengkwpz6p.xn--p1ai/pub/canon-eos-elan-manual.xml It may seem like a small thing to you, but they often take it seriously and it can make the workout more fun for them.This is especially important when teaching breaking and sparring. Some things to consider:For children, this is not true. Much of their skeleton consists of a tough cartilage. As children age, their tough cartilage ossifies to become bone. This ossification occurs into early puberty.Because the cartilage is softer than bone, it's also more prone to injury from hard impacts. The cartilage heals very rapidly though, as compared to bone. Bottom line: consider carefully before having children do power-breaking or head-contact sparring (in general, both things should probably be avoided for children). Also: avoid heavy weight-training until adolescence (though body-weight training is okay).Image credit: coachr.org What some people might not realize is that even older children have proportionally larger heads than adults.and proportionally shorter legs.as well. A child's head doubles in size from infancy to adulthood, but a child's legs lengthen by a factor of 5.A relatively large head is supported by a comparatively thin neck, meaning that even if no cranial injuries occur, injuries to the vertebrae in the neck may. Also recognize that (being a kicking martial art) the fact that a child's legs are relatively short compared to their bodies puts some constraints on the types of maneuvers they're able to perform well. The good news is, it means a child's kicking abilities will develop quickly as they age.The ability to finely coordinate small-muscle groups (such as fingers and toes) is called fine motor skills. Sports are a great way to accelerate the development of gross motor skills. That having been said, a child's coordination is going to be constrained to some extent by their neurology: they literally do not have the full neurological structure yet that provides the same level of gross motor skill as an adult.http://schlammatlas.de/en/node/26770In board-breaking, for example, children may tend to kick a board off-center more than an adult would. This isn't always due to a lack of focus, the child literally may not have a sufficiently developed neurological structure yet to achieve that level of fine control over large leg muscles. That doesn't mean they shouldn't continue to try, but one should remain aware that the child is constrained to some extent by his or her own physiology. The same goes for sparring: there will be more kicks that are off-target, despite a child's best efforts.The average six year old child must inhale 38 liters of air to get 1 liter of oxygen. The average 18 year old needs to inhale only 28 liters of air to get 1 liter of oxygen.Of course the goal of working out is to push ourselves just up to the edge of our limits, but one should be aware that those limits can come up relatively quickly and unexpectedly in children.This means you not only must repeat instructions more, but find different ways of conveying the same information. For example, explain the instruction, demonstrate the instruction, diagram the instruction, use a doll or action-figure to explain the instruction, etc. Some Special Needs students can learn only in one way. Some may need to learn the names of the techniques, and then recite the names as they perform them. For others, language may be a distraction rather than an aid. You may need to adapt the way you teach to the needs of the student, to a greater extent than you normally already do.When that happens, switch to doing something you know they can do well. For example, practice something they've already mastered. Frustration isn't just an mental state, it's a biological state, meaning it triggers all kinds of hormonal activity. So switch to a non-frustrating activity, let the hormonal levels disipate, and then try again.The Praise Improve Praise technique is especially important with Special Needs students. Also, reinforce that what the student is going through is normal. Everybody feels the way they do, especially at this stage of their training.Avoid letting students have down-time during class, keep everybody busy all the time, even if they means they do personal stretching or exercises while you prepare for the next activity.Switch-it-up more frequently in class: stretching, calisthenics, forms practice, kicking drills, etc. It's okay to cycle back to a previous activity. So in a regular class you might do 10 minutes of kicking drills, followed by 10 minutes for forms practice, in a class with many Special Needs students you might do 5 minuts of kicking drills, followed by 5 minutes of forms practice, then back to the kicking drills, then back to the forms, etc. An added benefit is that this makes the repetition phase seem more familiar, and Special Needs students tend to appreciate the familiar.Consider allowing Special Needs students to complete shorter workouts, perhaps half an hour rather than a full hour. They can get frustrated if the routine is broken. When making lesson plans where you feel it's important to go off-routine at some point, try to save that for the end of the class. They may have a propensity to fidget or be overly vocal.Try to organize class competitions based on size, strength, and ability rather than age. Encourage participation in competitive activities: tournaments, demo teams, etc.Younger children tend to be more opportunistic in terms of friend-making; older students tend to have more avenues for friend-making - but teenagers are constantly looking for ways to extend their social circles. This can complicate the classroom dynamics (especially when classmates start to date, which invariably will happen at some point) but it also creates a terrific opportunity to create a strong core team of taekwondo enthusiasts. For example, put teenager volunteers to work cleaning equipment, folding flyers, making banners, or improving the dojang - to you it's work, to them it's an opportunity to socialize.Facebook, Twitter, word-of-mouth, etc. - moreso than other students, teenagers are likely to bring new students to your school.For example, if there's a park very near to your school (and with the parents' permission of course), taking the class to the park for an outdoor workout on a nice day is a great way to create new energy in the class. If there's another martial arts school just around the corner (even if it's a different style), perhaps consider a joint workout session one day, visiting each other's schools.If nothing else, acknowledge the enthusiasm when you see it, or even take advantage of it by using inexpensive bling as classroom rewards.Taekwondo involves high, jumping, spinning, acrobatic kicks. Jumping and spinning are two things seniors are most likely to injure themselves doing. Seniors are much more likely to injure themselves during activities such as jump side kicks (especially when jumping over obstacles), tornado kicks, etc. Some things to keep in mind:Older humans are inherently just not as strong as younger humans. How many one-legged jumps can you do while carrying a 40-pound weight? This generally isn't going to affect their ability to perform Forms or do Breaking, but it will affect their ability to spar. Even before they started taking your taekwondo class, they've already had a history of myriad injuries: sprains and broken bones that continue to bother them to this day. Hips, knees, and ankles are especially vulnerable. Looking well over the shoulder as they lead into a spin-kick simply may not be possible for an older student. Even without prior injuries, age-related arthritis is going to make older joints more vulnerable. An injury that might take a week to heal completely in a teenage student can easily take a month or more to heal in an older student. Even older students who do not need glasses are unable to focus their eyes as quickly or through as large a range of distances as younger students. (Just as the skin loses its elasticity as you age, so does the surface of your eyes, meaning that your ability to focus your eyes near or far is reduced.) Putting older students at the rear of the class may make it difficult for them to follow the instruction. As a child, you can spin around many times before you become dizzy, because that fluid is still very thin. For older students, spinning even once will likely make them quite dizzy. Additional practice at spinning won't make this any better - when you're older, you simply can't spin without becoming dizzy. Why? Because injuries take so long to heal, even a light-sprain can keep your senior out of training for a long time. Senior students are there for the exercise and for fitness, so don't risk injuries, despite the temptation. Keep the targets low for the kicks of course, and encourge light contact. Forms practice also strengthens legs and strengthens core muscles. Learning and memorizing new forms is also a good mental workout. Don't be afraid to teach seniors new forms frequently. It's better to have active seniors working out frequently than to have a senior who must take a long break due to a minor injury.Forms practice and kicking drills are themselves hard exercise for seniors, so you won't need as much calisthenics for the warmup. Avoid problematic stretches, such as standing toe-touches and hurdler's stretches. (See Taekwondo Stretching for more details.) You can still be true to the spirit of taekwondo in a class full of seniors. Have the students wear normal clothing to practice real-world self-defense techniques. Ideally the students should wear street shoes as well, in which case you'll probably want to practice someplace other than the dojang floor. A good student can learn anytime, anywhere. This is the secret of knowledge. A good student must be willing to sacrifice for his art and his instructor. Many students feel that their training is a commodity that is bought with monthly dues and they are unwilling to take part in demonstrations, teaching, and working around the do- jang. An instructor can afford to lose this type of student. Always set a good example for lower ranking students. It is only natural that they will attempt to emulate their seniors. Always be loyal and never criticize the instructor, the art of Taekwon-Do, or the teaching methods. If an instructor teaches a technique, practice it and attempt to utilize it. Remember that a student's conduct outside the do-jang reflects on the art and his instructor. If a student adopts a technique from another gym and the instructor disapproves of it, the student must discard it immediately or train at the other gym. Never be disrespectful to the instructor. Though a student is allowed to disagree, the student must follow instructions first and discuss the matter later. A student must always be eager to learn and ask questions. Never betray a trust. It's easy to spot your students' weaknesses, when you ask yourself one simple question. As a martial artist, I spend all of my time analyzing how other folks fight. I examine their techniques. I observe and guess at their tactics. I even ask them questions about what they are practicing (smile). I spend a lot less time analyzing my own strengths and flaws. Sure, I practice. You do too, right? I found a real quick and dirty way to discover my own weak points. All I have to do is ask myself one simple question. And presto, change-o, I know exactly what I need to emphasize in my workouts. Are you interested in finding out this ever-so-basic question? (No, that wasn't it.) Just ask yourself what you have been avoiding practicing. Do you routinely procrastinate in one area. I am willing to bet that's the particular area that could use some improvement. Don't you just hate it when I am right?;-) We'll apply this to student learning in a minute. Would you like some slightly embarrassing examples from my own life. I have a beautifully planned workout routine. It includes a lot of tummy exercises. I spent a lot of time carefully constructing my abdominal routines. Do you think I do them. Think again. I just avoided doing my exercises for the last two and a half months. It's time to get back on track. Another example can be found in Bruce Lee's Five Ways of Attack. I know all five ways inside and out. Yet, I definitely could use improvement in two of the ways. (And no, I am not going to advertise my weaknesses all over the Internet, thank you very much.) Yet another example can be found in my students. So, I asked the same question to myself -- but this time I asked about what my students and I avoided practicing. Our hand techniques are awesome. Our timing is pretty good too. Rhythm? You betcha.' But our kicks. left something to be desired. They sucked. Can you guess what we are focusing on, this year?: - ) I know this question-asking method works, because as is human nature, we tend to do what pleases us, and avoid what doesn't. Of course, some folks have masochistic tendencies, but in general, we seek what we enjoy. It stands to reason that what you have avoided working on needs improvement. This is not rocket science. Listen to Your Students' Complaints Do your students groan about doing certain exercises. Do they nervously joke when it's time for a particular activity. Have you ever noticed a lack of enthusiasm during specific drills. These are all clues as to your students' weak areas. You have the discipline to work on your own weak spots. Your students don't know how, yet. It's up to you to add enthusiasm to certain tasks. Teach them discipline. Shape them to tackle and overcome weak areas in their training. Remember, identifying these weak spots starts with a question. It is not exhaustive, merely a rough guide to start you on your way. Many of the hints have suggested by students or are observations I have made when watching other Instructors or Students teaching. In our School we encourage students to teach for at least a short period of time during class and then we give feedback on their performance. I think they find it useful. I certainly do. When teaching it is very important to consider WHO you are teaching and WHAT you are trying to teach them. It is very difficult to explain the Theory of Power to a young child who wants to do sparring all day. If you think we have missed something from the list below please let me know and I'll add it. When you are talking try not make unnecessary movements (e.g. flapping arms) as this is distracting the Student from the words of wisdom emanating from that gaping hole in the middle of your face. Explain what you are going to do, demonstrate, explain what it is for. Ask if they understand. As the Instructor you have to look out for the signs E.g. Tilting of theirs head, blank expressions, looking around at other (senior) grades etc. Do take command of the class. Students are not sheep but sometimes they act like it. When you begin call the class to attention so that they know that you are instructing them. It is not unusual for an Instructor to break a class into smaller groups and have other Black Belts teaching at the same time. Once you have their attention (and make sure you do) use LOUD and CLEAR COMMANDS. This way everyone knows what is expected of them and when. If you are not authoritative then the Student can become confused. If you don't know the answer to a question then say so. Students will respect you far more if you say that rather trying to fudge it. Remember you are Instructing and weather you are a Black Belt or a White Belt you are still human and you still make mistakes. Do not be afraid of showing this. Indeed, many students will feel a whole lot better when they realise that the psychopath at the front is just a normal guy rather than some alien from the planet Taekwon-Do. (note: there are some Instructors who are actually from that planet - do NOT confuse the two. Be careful that you do not end up teaching individuals rather than the class (something I do a lot of). This requires a conscious effort. If the Students are concentrating then they will all learn something from that statement, even if it is just a mental note that those Students make that mistake (so if they are teaching them they can check to see if they have corrected it). Remember that teaching is two way - both the Student and the Instructor should learn something every night. If you are not learning then you are not paying attention. Maybe they can't hear you, but if they can't tell you that then you'll never know. Teaching is NOT easy. Telling other people that they are wrong is by no means easy especially if you are not sure as to the correct way. If in doubt explain to them what they are doing or demonstrate (always exaggerate when you demonstrate something) so that they will see what it is. They might know better than you. The best way for people to learn is to actually try to do things themselves, rather than watching you do them. So, once you have demonstrated the technique make sure the Students are given the opportunity to practice them. Interesting classes are usually very productive. This is because you are maintaining their interest and accordingly their concentration. Thus they are more likely to learn. How do you make classes interesting. If that fails, give them push ups and think about it. Use Taekwon-Do terminology. This does not always mean Korean. We have a specific language in Taekwon-Do, make sure when you are teaching you use it. Jumping and Flying are different things. Don't confuse terms otherwise you will confuse the student. Use other students to help when teaching. This can be either to demonstrate how and when you would use a technique (and the students attacks you), or it can be that you ask the student to perform while you mention specific points as they perform. Sometimes it can be useful when teaching a new pattern to put an inexperienced student between two that know what they are doing, so that when they turn they can always see someone to copy. This means as instructors we must be diligent while teaching class for the signs. For example when teaching patterns we can use those 4 ways of teaching during class. Also performing the pattern as a class while each student says the stance, and technique of each movement.Ever wonder why? Individual Differences The idea of individual differences is one of the most important ideas to consider when teaching. No two people have the same background or personality. What do we mean by individual differences, and how do these relate to the learning process. Individual differences are variations that distinguish one individual from another. Students do not learn at the same rate because of differences in intelligence, aptitude, background, interest, and motivation. Let us consider each of the differences and see how we can provide for these in our instruction.A person with high mechanical aptitude can learn mechanical things easily. Although intelligence and aptitude are considered largely a result of hereditary factors, there is much evidence that environmental factors greatly affect these characteristics. You must recognize differences in intelligence and aptitude, and plan your instruction accordingly. BACKGROUND. Obviously, students have different educational, social, and religious backgrounds and see things differently. This is sometimes difficult to realize. You sometimes assume what is clear to you should be clear to your students. You should choose examples for teaching that relate to your students' background and experiences, otherwise they will have difficulty forming clear ideas of the material being taught. INTEREST AND MOTIVATION Interest refers to the initial stages of motivation. When you have your students' interest, you have their attention. Motivation is the key to learning. If your students are highly motivated, they will teach themselves largely, which makes your job easier. The effectiveness of the instruction can be determined by noting the degree of motivation in your students. When a class is inattentive and unmotivated, check your methods and techniques. This shows respect to the school, the instructors, and fellow students. Students who are late will be properly lined up, by rank, after the warm up session. This prevents disruptions of the class already in session. The instructor must know where all students are at all times. However, they are to avoid unnecessary conversation with other students or guests. Show respect to all adults, regardless of rank. When you look and smell clean, you feel better. Turn away when adjusting your uniform or belt, turn back and stand at attention, facing your instructor to signal that you are ready. Unnecessary noise, talking or laughing will not be permitted during class. Profanity and foul language will not be permitted on the school premises at any time. No gum chewing allowed. Place all personal items (clothes, shoes, drink bottles, etc.) in your personal bag. Please do not eat or drink in the gear room. Personal sparring gear may be stored in the gear room; make sure it is clearly marked with your whole name. Please launder or clean your gear regularly. School owner is not responsible for lost or stolen items. Students may not engage in free sparring without all protective gear and direct supervision of a black belt instructor. Sparring of any kind is done only in the dojang. Student are never to spar at school, home or in the playground! Remember that Taekwondo is not only for your health an self-defense but also for mental health and discipline. This requires constant practice. Please try again.Please try again.Please try again. Black Belt Tae Kwon Do is designed to meet the needs of students who wish to complete their black belt training with a reliable study source for solitary practice. This complete sourcebook combines a complete explanation of the physical aspects of the martial art with a full description of the philosophical elements of its training. More than seven hundred photographs illustrate practice routines, black belt forms, sparring strategies, and advanced self-defense techniques. Extensive appendixes include competition rules, weight and belt divisions, governing bodies of national and international organizations, and a glossary of Korean and English terms. Every serious student of Tae Kwon Do will want this manual, the only book of its kind endorsed by the World Tae Kwon Do Federation and the United States Tae Kwon Do Union. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. He has coached the United States Tae Kwon Do team and the United States Olympic and Pan American Tae Kwon Do teams. He is the president of the United States Tae Kwon Do Union and publisher of USA Tae Kwon Do Review. His previous books include Tae Kwon Do, Tae Kwon Do: My Life and Philosophy, and Tae Kwon Do for Children. He lives in New York. Jon Gerrard graduated with a degree in psychology from Princeton University, where he also served as president of the Tae Kwon Do Club for two years. For more than ten years he has taught martial arts to law enforcement agents. He is currently a teacher at a private school and a martial arts coach. He lives in New York.Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Sal Paradise 4.0 out of 5 stars I found that many of the sections were geared more towards aspiring students than advanced ones, however. For example, a black belt would already know the different types of breaks, and so some of the information was really more for an advancing student than someone with the experience already. The photographs were plentiful but a bit small, especially when detail was required (hand grips, etc.). This book was originally published in 2000 and reissued in 2013, so it is indeed dated. I chalk up some of the variations in forms, etc.One interesting feature is that the authors provide meanings for each movement in the form. While I might disagree with some of their interpretations, it is nice to see someone make a concerted attempt at this. The sparring techniques were surprisingly good, although a bit dated, but the self defense techniques were lacking. One of the best sections was on opening your own school. Although it was dated (no internet marketing, for example), it was still a good primer. Overall, a bit basic for black belts but a good aspirational text for an advancing student of Tae Kwon Do.I have earned rank (Black Belt level) in most of them but I never earned my black belt in Tae Kwon Do; nevertheless, when I saw this 272 page soft cover book (Black Belt Tae Kwon Do: The ultimate reference guide to the world’s most popular black belt reference guide by Yeon Hwan Park and Jon Gerrard) for a bargain price on Amazon I purchased it.