Need Help With Lesson Plans For TKD

[HighKick]

We have never segregated classes beyond the natural way our early classes mostly became a kids class. But a fair amount of parents are in those classes as well.

Since everyone needs to practice/learn the same material, something I do during line drills is sort by age as much as possible then have the 'older folks' drill on a 2-count (every other count). This way the whole group can be sped up or down as needed, pushes the younger people without killing the older ones. Yes, the older group does fewer kicks but if I see a need I set the kids down at the end and work the adults a little more.

 

[skribs]

We have never segregated classes beyond the natural way our early classes mostly became a kids class. But a fair amount of parents are in those classes as well.

Since everyone needs to practice/learn the same material, something I do during line drills is sort by age as much as possible then have the 'older folks' drill on a 2-count (every other count). This way the whole group can be sped up or down as needed, pushes the younger people without killing the older ones. Yes, the older group does fewer kicks but if I see a need I set the kids down at the end and work the adults a little more.

That is one nice thing about my cardio kickboxing. Combos are on a timer instead of a count, so folks can do them at their own pace. Do the combo until the round is over, then do the next combo.

 

[isshinryuronin]

is sort by age as much as possible then have the 'older folks' drill on a 2-count (every other count). This way the whole group can be sped up or down as needed, pushes the younger people without killing the older ones. Yes, the older group does fewer kicks but if I see a need I set the kids down at the end and work the adults a little more.

This is a good idea, allowing for differing abilities in class. While your example is based on age, the basic idea can be applied to skill level as well. Not everyone should be held to the same count speed. The speed can also be adjusted as below:

Beginner classes should be mostly at a slower speed to allow them to work on form and biomechanics and self-correction. But there can also be a set of reps at a quicker count to build muscle tone, cardio, and more exciting challenge. Slow 80%, fast 20% for example. Intermediate classes can be sped up, maybe 50/50 fast and slow. I don't think speed is a high priority at these levels.

Brown/black belt classes can be 80% fast and 20% slow. At this stage, IMO, students should be given some freedom to keep up with the count or not. As a black belt I never paid much attention to the count, willing to take an extra second to work and concentrate on some aspect of the move. While there may have been 10 counts, I would sometimes only do 8 reps. Sensei never objected to it, knowing it was to perfect my technique and not just being lazy.

Teaching, I was never strict with students keeping up with the count. I would set the pace as a slight challenge to the average student in class and let the others go faster or slower as they were able, while maintaining form. In mixed classes, I'd have juniors do 1 or 2 move combos while adding a move or two for the seniors. This way, everyone could work within the count and not be bored or overly challenged.

 

[MadMartigan]

I still count for lots of drills, but another version that has been working for me recently quite well (in the teen and adults classes that is) is to give everyone a combo to practice. The senior belts may be doing a more complex combo, while Jr. Belts do a more simple version.

I'll have everyone do their combo at their own pace while I circulate to assist. Instead of giving a set # to complete, I'll just tell them to switch sides after each 5 combos. This way they train both sides equally, and the fast ones aren't just sitting around waiting when they've finished a set number.

 

[HighKick]

This is a good idea, allowing for differing abilities in class. While your example is based on age, the basic idea can be applied to skill level as well. Not everyone should be held to the same count speed. The speed can also be adjusted as below:

Beginner classes should be mostly at a slower speed to allow them to work on form and biomechanics and self-correction. But there can also be a set of reps at a quicker count to build muscle tone, cardio, and more exciting challenge. Slow 80%, fast 20% for example. Intermediate classes can be sped up, maybe 50/50 fast and slow. I don't think speed is a high priority at these levels.

Brown/black belt classes can be 80% fast and 20% slow. At this stage, IMO, students should be given some freedom to keep up with the count or not. As a black belt I never paid much attention to the count, willing to take an extra second to work and concentrate on some aspect of the move. While there may have been 10 counts, I would sometimes only do 8 reps. Sensei never objected to it, knowing it was to perfect my technique and not just being lazy.

Teaching, I was never strict with students keeping up with the count. I would set the pace as a slight challenge to the average student in class and let the others go faster or slower as they were able, while maintaining form. In mixed classes, I'd have juniors do 1 or 2 move combos while adding a move or two for the seniors. This way, everyone could work within the count and not be bored or overly challenged.

We do add ability to the mix as well. We have several disabled folks that grind it out in regular classes.

 

[HighKick]

That is one nice thing about my cardio kickboxing. Combos are on a timer instead of a count, so folks can do them at their own pace. Do the combo until the round is over, then do the next combo.

I have seen it done that way. The only ‘flaw’ I can see is a lack of push that most people need.

 

[Donovan Jakob]

Combos are on a timer instead of a count, so folks can do them at their own pace.

We have done both, but interestingly, the way we do it has the opposite effect. On a timer, its about pushing through and doing as many as you can back to back without slowing down or giving up. During a count, you do them on your own time, within reason, until you hit the set number.

 

[Donovan Jakob]

I'll have everyone do their combo at their own pace while I circulate to assist. Instead of giving a set # to complete, I'll just tell them to switch sides after each 5 combos. This way they train both sides equally, and the fast ones aren't just sitting around waiting when they've finished a set number.

That's a good idea. I may have to use that.

 

[kyukpado]

How many stripes do you have for each belt? I assume when you say "they get a stripe and move on to the next" your saying they move on to the next stripe.

Usually four stripes. Sometimes three if one of the requirements is more complex. Yes, for the younger students, they stripe on one requirement, then move on to the next requirement and work on that.

Also, what do you mean by "they progress as they stripe?"

This section was for little kids, like 4-6. Basically they test on only one thing at a time. They get a new belt when they've striped over all of the requirements for that belt. They don't have to do them all at once for a belt test. That's why I included the later comment about going over everything again, since most small kids have the attention span and memory of a goldfish. Then again, so do I....

I don't know if I know what an "S-bar" is, but we have an "S-lock" where their wrist is against your chest, their fingers are pointing away from you, and you push a nerve on their arm as your pulling the arm closer to your body. If they don't tap there you bow so you twist their wrist downward as well as push it towards their arm. I don't know if this is the same or similar to what you were saying, but I find it interesting that we have something similar in name.

Similar, I think. Ours is a joint lock instead of a nerve lock. The technique works as a movement lockout, and if necessary can be used to break the joint or arm. If I get time I'll DM details.

Glad I could help!

 

[Donovan Jakob]

Usually four stripes. Sometimes three if one of the requirements is more complex.

oh ok, interesting.

Basically they test on only one thing at a time. They get a new belt when they've striped over all of the requirements for that belt. They don't have to do them all at once for a belt test. That's why I included the later comment about going over everything again

oooooh ok. That makes sense now.

since most small kids have the attention span and memory of a goldfish. Then again, so do I....

yeah... My attention span has gotten pretty bad too. Not as bad as I've seen in a lot of my generation, but it's definitely not ideal.

Ours is a joint lock instead of a nerve lock

oh ok. Ours is also a joint lock, but on the wrist, and the nerve is more for pain compliance. You are basically forcing them to get on their knees in front of you because you're twisting their wrist downwards while pulling their arm toward you.

The technique works as a movement lockout, and if necessary can be used to break the joint or arm.

Ours wouldn't break the arm, but could break the wrist I suppose. I think it's mostly used for pain compliance and it stops them from being able to move anywhere but where you are putting them. Which is on their knees right in front of you.

If I get time I'll DM details.

yes, I always like learning new techniques.

Glad I could help!

I certainly appreciate it!

 

[HighKick]

We have done both, but interestingly, the way we do it has the opposite effect. On a timer, its about pushing through and doing as many as you can back to back without slowing down or giving up. During a count, you do them on your own time, within reason, until you hit the set number.

Hmm, did you possibly say that backwards? If you have a known quantity of a given technique to do in a given time, you can go at your own speed and be finished early if you are fast. On the count the instructor can set the speed.
If I have some really fast people in class, I will push them with the count, not worrying if others cannot keep up. It pushes the exceptional and can be seen as a motivator or goal for the others. No judgement either way.
Believe me, I know the "back in the day I could keep up" feeling all too well.

Of course, all this excludes start/stops to correct technique.

 

[Donovan Jakob]

Hmm, did you possibly say that backwards? If you have a known quantity of a given technique to do in a given time, you can go at your own speed and be finished early if you are fast. On the count the instructor can set the speed.

no, it's not backwards. If we are doing drills based on length of time, then its all about doing as many as you possibly can (no specified amount) as fast as you can in that time frame without slowing down or giving up. When we are doing a set number of reps for the drill, it's on their own time (again, within reason) and we move on when everyone has finished the set amount of reps.

Time example:
The drill is roundhouse kick, land in front, push off on a free standing bag. I set the time for 2min.

During these 2min, you are constantly doing this drill over and over and over again to get as many reps in as possible. If you are tired, you push through until the 2min are over.

We use this more for conditioning.

Count example:
Same drill. I set the count to 10.

In these 10 reps, you are really focusing on how well you do the drill rather than how fast you can do the drill. The drill itself can be fast, but unlike in the previous example, I'm not as worried about the time between each drill.

We very rarely, if ever, do count drills by the instructor's count.


So the way we use timed drills are more for conditioning, but can also help you practice throwing the drills fast and hard. Whereas drills by the count are more for technique. They can, and often times should, be fast, but not at the same intensity as the timed ones are.

 

[HighKick]

no, it's not backwards. If we are doing drills based on length of time, then its all about doing as many as you possibly can (no specified amount) as fast as you can in that time frame without slowing down or giving up. When we are doing a set number of reps for the drill, it's on their own time (again, within reason) and we move on when everyone has finished the set amount of reps.

Time example:
The drill is roundhouse kick, land in front, push off on a free standing bag. I set the time for 2min.

During these 2min, you are constantly doing this drill over and over and over again to get as many reps in as possible. If you are tired, you push through until the 2min are over.

We use this more for conditioning.

Count example:
Same drill. I set the count to 10.

In these 10 reps, you are really focusing on how well you do the drill rather than how fast you can do the drill. The drill itself can be fast, but unlike in the previous example, I'm not as worried about the time between each drill.

We very rarely, if ever, do count drills by the instructor's count.


So the way we use timed drills are more for conditioning, but can also help you practice throwing the drills fast and hard. Whereas drills by the count are more for technique. They can, and often times should, be fast, but not at the same intensity as the timed ones are.

We are similar in context. The difference is audible count vs. no audible count. I have always stressed the count is a twitch trigger. A 'get off' marker to Move! There are times/parrs of class where there is no counting or instructor input where people work drills/forms/combos, etc... on their own.
FWIW, we have competition specific classes as well. These use a different approach since it is assumed the motivators are not necessary all the time.

 

[Donovan Jakob]

We are similar in context. The difference is audible count vs. no audible count. I have always stressed the count is a twitch trigger.

Oh ok.

Thinking about this a little more, we do audible counting a lot as well. But we do it in formation, and not usually on bags. During these I do emphasize that you need to move as soon as I count or kiap.

 

[HighKick]

Oh ok.

Thinking about this a little more, we do audible counting a lot as well. But we do it in formation, and not usually on bags. During these I do emphasize that you need to move as soon as I count or kiap.

Agree. I can't think of any counting when using the bags.

 

[isshinryuronin]

There are times for structured counting and times for students working on their own, in pairs or solo. Both are valuable methods of training within a class. Combine this with some bag work and free sparring and maybe five minutes of history/concepts and a class is never boring.

I have always stressed the count is a twitch trigger.

Drilling on the count serves several functions. It sets a pace that develops conditioning, allows the instructor to better view how the techniques are being executed, and can as a specific exercise, act as a trigger to develop reaction/response time. This last one can also be done in response to nonverbal stimuli. It can be a clap or a movement. The visual stimuli are probably more realistic such as raising a hand, head bob or a foot movement by the instructor. All these can be incorporated into a single exercise: clap means do a punch, head bob means do a sidestep, foot movement means respond with a front kick, etc.

Counting need not be steady. Instead of 1--2--3--4--5..., it can be 1--2---3-4--5. This keeps the student from anticipating the next count and better represents actual combat situations requiring constant awareness and ability to respond. Mixing up various training methods is fun and IMO very beneficial from both a technical and moral standpoint.

 

[Donovan Jakob]

Counting need not be steady. Instead of 1--2--3--4--5..., it can be 1--2---3-4--5.

yeah we have done this too. For the exact reason you have stated.

Mixing up various training methods is fun and IMO very beneficial from both a technical and moral standpoint.

Technical standpoint makes sense. What is the moral standpoint?

 

[isshinryuronin]

Technical standpoint makes sense. What is the moral standpoint?

Ahh, I forgot the "e." Instead of "moral" it should have been "morale" as in strong positive spirit. Interesting how a silent letter can impact a sentence. Maybe the moral of this is, "silence has power?"

 

[Donovan Jakob]

Ahh, I forgot the "e." Instead of "moral" it should have been "morale" as in strong positive spirit

I thought that's what you meant, but I was asking just to make sure.

Interesting how a silent letter can impact a sentence.

It is interesting. English is weird.

Maybe the moral of this is, "silence has power?"

haha, maybe.

 

[SamCanMan]

Hey guys. I am a 3rd Degree Black belt in Taekwondo who was thrown into teaching at 1st degree with little to no feedback or mentorship so I've been winging a lot of classes. Some I am super proud of, but most are bland, useless, and a waste of my time, their time, and their money. I teach 2 classes; a kids class ages 7-13, and an "adult" class ages 13+. I would really appreciate some lesson plan Ideas as well as some (preferably free) resources on concepts I can teach and expand on. Another thing is we do a stripe system to mark how close someone is to testing. I'm not sure how many TKD schools do this but if your school does this what are they based on. At my old school we did one stripe for stances and blocks, the next was kicks and strikes, and the third was forms. This is hard for me to do when there are also time requirements for each belt where I kept giving stripes too early, so to fix this I've been waiting longer. However, I cannot remember when every student got their last stripe so now I have the opposite problem where I am waiting too long, this is also the result of me trying to focus more on having more beneficial classes and I forget to think about stripes. I think the time requirements are very important, even if the techniques are "perfect" based on their rank, because I believe each belt represents both skill level and experience level. Anyway, all that to say, If anyone else either uses or have other ideas for other standards for stripes that would also be appreciated.

Our school leans more traditional, especially as it relates to sparring. None of us like the sensors that tournaments use where if you hit too hard or not in the exact right place it doesn't count for anything. We haven't done a lot of practical self defense so I would also like some ideas on using TKD for self defense. Our school also has a Hapkido program so we get SOME practical self defense in that area but I'm curious what TKD has. We are also a WTF school with Kukkiwon as well as USKMAF, but, at least to my knowledge, we are not STRICTLY held to those standards. We do some block chambers in older styles, only changing what we find to be reasonable.

I'm sorry this is so long, if there is any other context or something I can explain better please let me know, any and all help is extremely appreciated. Thank you.

I am not a teacher. I was a student of Ji Do Kwan years ago, and started taking classes again a few years ago. I would suggest that you structure your classes by belt group for example: Low belts class is for white to orange (White, Yellow, up to Orange) Middle belts class is is for Orang to Purple (Orang, Blue, up to Purple) high level Purple to Black (Purple, Green, Red, up to Brown) Top belt class is for Brown, and higher. Each of those classes are for people with those belts or higher. In each of the classes, only the requirements for each belt listed in the class description is taught.

Make up an excel sheet column A would be your student's names and you could use Column B - ZZ to record dates they were tested, or taught each step needed to go up in belt levels. I still have my test requirement sheet from 40 years ago here it is. I hope it helps you