My son is four years old and I am really debating about whether or not to put him in a karate class. I am afraid that it will teach him to think that fighting is okay. And that he will start to hit and kick everyone. I need to know if karate will teach him discipline? And what I should expect while he is taking these classes. Any other information about karate and what he will be learning would be great. Thanks. Christina - USA -
our answer lt0011

How can karate become a method of training for adults of over 60 years old? At this age, how many sessions per week is healthy, and how long should each of them be? What type of training is ideal? Helio - Chile -
our answer lt0010

I am a final year Law student currently studying Law and Sports. I am writing a paper on unaffiliated martial arts schools and legislation associated with these schools ...and what reforms are necessary to help eliminate any possibility of danger/injuries that students may receive which would make the school liable. ...In my paper I propose that it would be better for the martial arts world to have one or two official bodies that governed everything. What do you think?
- Stuart S. (sic) This question edited for brevity.
our answer lt0009

Why do many traditional styles teach in [say] Japanese? What is the point of this? How does this help a person learn martial art better? And how does it help them in a confrontation on the street? - Bob
our answer lt0008

I very much want the benefits of martial art training. However, I have a medical condition that does not allow me to risk any accidental contact. Is there a way that I can learn and practice on my own where I can control my environment? Stevens - Puerto Rico
our answer lt0007

My teacher said, "It's less important what you learn than how you learn it!" How can this apply in martial art?
our answer lt0006

Every time that I call for "push-ups" the whole class seems to lose their "smile". My students respond but the fun disappears, can you suggest a push-up exercise that is more enjoyable?
our answer lt0005

I am an aerobics and taekwondo instructor. I was thinking the other day about the differences between teaching martial arts and other activities. Can you give me some thoughts about it to express to my students?
our answer lt0004

What are the qualifications for teaching martial art?
our answer lt0003

Is appropriate to teach only what my teacher taught me?
our answer lt0002

I teach taekwondo and although the use of the hips is formulated in its theory, I see many of my students losing their balance after turning kicks. I need a very specific hip control combination for my classes. Can you help me?
our answer lt0001

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lt0001
I teach taekwondo and although the use of the hips is formulated in its theory, I see many of my students losing their balance after turning kicks. I need a very specific hip control combination for my classes. Can you help me?

... Lets start with this one for now. We are assuming that they already know their basics.

Action:

• Begin in guard position with the left foot forward. Pivot the support foot (right) so its heel is pointing forward. Then chamber the forward leg for a yop chagi (side kick), hold the stance for 3 seconds (count them out loud for better reference). If you look over the left shoulder towards an imaginary target in front of you, that will position your hip "behind" the kick. Hold for another 3 seconds, then recoil the leg with a 3 second pause, and landing the foot smoothly with the left heel remaining pointing forward in the direction of the kick. (This is a very important point to avoid unnecessary loss of balance).
• Shift the body weight to the left foot, and turn your head looking forward over the right shoulder. Slowly raise the extended right leg while executing a bandae dollyo goro chagi (reverse hooking kick) holding for a count of 3 at its peak. Bend the knee at the end (holding for 3 seconds) but paying attention that the hip is still oriented sideways during the whole motion (this point is very important).
• Then gently execute yop sonhnal cheegi (side knife hand strike), extending the right arm at the same time that you assume juchoom sogui (horse riding stance).
• At the end bring the right foot slightly backward and assume your guard with the right foot forward. Repeat on the other side.

Important points:

• The main point here is to not let the hip cross the centerline in each of the individual techniques. The sequence will challenge you to work out the lower back muscles and the side abdominals (obliques), which are often neglected.
• Remember to keep the guard up without spreading the arms while kicking.
• Lead the movements with the eyes first, looking for the target, and then with the head, (where the head goes the body will follow).
• Exhale and tense the abdominal area to "lock" the hip to support the technique.
• Between the last kick and the final movement, resist the tendency for the hips to pass the centerline until the body is turning for the new stance. Kick low until you are in total control of the body during the transitional postures.
• This combination will provide your students with more benefits as long as they are doing it very slowly and with maximum control. Don't introduce speed until they are able to do it in 8 second counts without loss of balance.
• If you like to train this combination with a target (focus glove) we suggest not applying power yet, keep it slow and just gently touching the target, engaging the mind to control the body.
• Do not over do it, and increase the requirement progressively.

Comments:
... Once again we face one of the many paradoxes in the martial arts . . . to improve speed we train slowly and to gain balance you have to try to lose it.

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lt0002
Is appropriate to teach only what my teacher taught me?

... Respect the Art and take the tradition of teaching in the martial arts seriously. On a simple level, teaching evolves as one student reaches out to help another and increases as one becomes more senior in the progression. Students should respect their teachers, and teachers should respect the traditions of the arts they are teaching.
... The teachings are the legacy transmitted by many teachers who worked hard to learn and pass on an important body of knowledge. The role of sensei, sifu or sabonim, however, is set apart, because of the commitment to leadership, knowing that others will follow. The responsibility to teach rather than merely instruct in the process is a subtle form of recognition form both parties -the teacher and students- that a special relationship is forming. There must be loyalty to the material and how to teach it, especially when teachers pass on what their teachers taught them.
... The best way that the students may "pay back" their teachers is to teach what they received in a better way. Of course, that is subject to many factors that will not necessarily reproduce the exact spirit of the letter. Individual criteria will modify understanding and passing of the original material, as well personal preferences, students needs, memory and retention of experiences, etc. Certainly, part of the lesson is to not attempt to teach more than what you are confident that you know. This does not suggest holding back knowledge to make it more precious or to appear secretive under a "traditional" blanket. Rather you should know a lot about what you are teaching. Also you might study old and modern methods, or even create better ways to present the old lessons if they are still valid for you and your students.
... Sometimes, what we learned from our teachers is sufficient or more than enough to teach others. Perhaps we have been fortunate to have received the best instruction and methodology that works splendidly without any change, and it will take "generations" to improve. Please examine it with rigor and observe the reactions and responses of the students to what and how you teach. Never forget that they are, or should be, your main reason for teaching. Be willing to admit when you do not know something or are not sure, but work immediately to find the answer through research, contemplation, or consultation with another teacher. Even learn from a junior with analytic eyes or an intelligent and practical common sense.
... In some circles of martial arts they want to ignore the old and preach that they are teaching in a modern way that is "effective and useful." Sometimes without knowing it they are walking an identical path as they may have been if they were keeping the "old" way. Be humble; know that the conclusions you draw may not be unique or even correct in the great scheme of things. Too much self-aggrandizement and not enough practice can get in the way of the training. On the other hand, don't confuse following traditions as an acceptance of limitations on yourself and then passing them to your students as a carbon copy. Be open to distinguish between recognition with loyalty and respect, and fanaticism within ignorance.
... We unconditionally support the most important tradition in the martial arts that refers to teaching well, in a safe and healthy environment, and improving physically, mentally and spiritually.

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lt0003
What are the qualifications for teaching martial art?

... A teacher may not be a master, and a master not currently be teaching. Not all who open a school or conduct a class in a community center are masters of the martial arts, even if they wear black belts. This does not mean that you should not give them respect, but sometimes people expect too much of them. They may be keen to start a group so they can continue their own training, spread the word, and pass on some benefits they have obtained by participating in the martial arts. We properly attribute the tile of sensei, roshi, kenshi, master, chief poobah, and so on, only to senior people with the background and experience appropriate to the title. This is as much a benefit for those who do not yet feel ready for the mantle, but wish to teach and help out, as it is for those who unwittingly find themselves at the door of the dojo expecting Miyagi sensei from the movie Karate Kid or Kwai Chang Caine from the television show Kung Fu.
... Prospective students of the martial arts should check the credentials of the teachers at the school they are interested in but it is important to remember that in most systems, attaining rank does not necessarily guarantee the ability to teach. It is also true that standards vary considerably from association to association. Further, the fact that someone may not have a pedigree from an elite organization does not mean they are less in value. Remember that these large organization schools and associations are formulated primarily for tournament competition, and their internal politics reward who train that way. Teachers who do not wish to participate will not find their place among them. There are qualified individuals who have perused their paths in the martial arts in other ways. They may be self-taught or have learned from a variety of teachers.
... There is no standard in the martial arts, and although it may be confusing for the outsider, we generally consider it a good thing, because it allows differences of opinion and permits a range of approaches for learning the arts. Prospective students will have to examine carefully the opinions available to them if wishing to study a martial art. It will depend on what is available in the community and what you hope to achieve from it. You shouldn't necessarily go for the school that is closest or has the most trophies in the window. Sometimes you get lucky and find that a good teacher is conducting the class at the local Y. The best advice is to look around, ask questions of the teachers and other students, and listen with an open heart and a discerning mind. Mastery can come in many forms, and the introductory lessons from masters can be most valuable, especially if they hand you a wildflower. There are many doorways into the martial arts, and they swing both ways. Having respect for the master before you begin will go a long way toward setting you on the right path.

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lt0004
I am an aerobics and taekwondo instructor. I was thinking the other day about the differences between teaching martial arts and other activities. Can you give me some thoughts about it to express to my students?

... Practicing martial arts is not like doing aerobics or playing tennis for an hour. It involves a change in your perspectives about your body, how you can develop and maintain your fitness and health, what you choose to do to take control of your life, and how your energy, spirit, and attitude will improve as a result of this different relationship. By engaging your mental and spiritual resources, a better equilibrium can be established.
... This progress can be gradual, like the small steps the martial artist takes to learn physical technique; but as the training proceeds, changes occur in the metabolism. This will produce alterations in the needs of the body, and therefore affect how the mind feels about it. Changes in desires and habits will result as well, making it easier to do things for oneself, such as eating well, which will help the body perform better. As training capabilities improve, the cycle continues, with mind, body, and spirit getting into "sync" and developing new patterns that improve health and happiness.

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lt0005
Every time that I call for "push-ups" the whole class seems to lose their "smile". My students respond but the fun disappears, can you suggest a push-up exercise that is more enjoyable?

... Please, keep in mind that even when the students are informed about the benefit of a specific exercise, it may well bring "unconscious memories" that can overlap the fun in it. Unfortunately, you didn't provide us with more information such as when they do it, how long, rhythm, etc. The following exercise is an example in which the "tedious push ups" evolve, focusing the mind and expanding the "smile".

 Seiza and Yoko-geri, Side Kick

Stance: Seiza, kneeling position, sitting on the heels with the torso vertical.

Action: Reach forward and place both palms on the floor in front of you with hands directly under shoulders. With spine straight and arms extended, bring the left knee up to the side just behind the left shoulder. Then push and extend the leg in a side-kick motion (leading with the outside edge of the heel while flexing the ankle). Return the knee to the shoulder level before lowering it to the ground. Repeat five times on each side.

Comments: Remember that the higher the kick the lower the chest should be, with more body weight on the arms. Bend the elbows slightly. Be aware of the transfer from four to three points of support and balance. Exhale when kicking, and kiai.

... Remember that isolated musculature routines have the benefit of localizing the effort but they demand dedicated mental energy. In your class it seems that you see a need to "recharge" that energy and whole body exercises do the job.
... First start doing it yourself during a complete week. Change rhythm, height, body weight distribution, and explore it. Only then, do it in class "with" the students, and not just "call for" it. Have fun!

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lt0006
My teacher said, "It's less important what you learn than how you learn it!" How can this apply in martial art?

... We recognize many approaches to the practice of martial arts. We can distinguish them by their goals and philosophies, which accord with the principles of the masters, who laid the groundwork in the past century and, in some cases, thousands of years before that. The practitioners who come to martial arts for self-defense, health and fitness, or competitive sport should realize that they are part of a greater design&endash;a way of thinking and learning that explores the relationship of mind and body. What students gain from the training will depend on what effort they made to understand all they experience on the path and on the quality of instruction and leadership they receive along the way.
... Despite its popularity as a form of fitness conditioning, recreation, and self-defense, the study of martial arts is not by nature a casual activity. The student should bring a serious attitude and respect for the teacher and fellow students. There needs to be a basic acknowledgment of participating in a specific learning program, not just a sporting pastime or workout style. This places different demands on the teacher and student than what one might observe, for example, between a golf pro or aerobics instructor and those they direct.
... This emphasis on the way of learning is common to many artistic pursuits, especially those of Asian traditions, from which most martial arts spring. The idea of learning how to learn while you are learning how to do is an important contributions to Western sports and fitness cultures from the East. Unfortunately, some so-called martial arts schools have overlooked this. Too much emphasis on combat readiness or tournament achievement can miss the whole point of what martial art training offers. Of course this is not the easy way and therefore is less taken.
... Martial art demands intelligence. The student learns to think and analyze at length but also learns when to let go, to react rather than decide, or when necessary, to simply suspend disbelief until more data is available. Practice, practice and more practice eventually reveals some basic truths. You cannot separate the mind and the body in martial arts. Although we learn to overcome fatigue, discomfort, and distraction by applying the mind to control the body, the body, through its responses to respiration, metabolism and muscle relaxation, can also influence and direct the mind.
... A good martial arts program is one in which everyone who is open to the instruction can participate in a supervised step-by-step fashion. There is so much to learn and enjoy that many will be overwhelmed if they are looking for the short course, the quick fix. The rewards are immense and long lived for those who try hard, practice well, and have a patient respect for the teacher. After all, teachers can only lead the way down the path they themselves are taking. When you are lucky enough to develop trust in a good teacher, you can avoid many dead ends, overcome obstacles, and explore interesting avenues.

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lt0007
I very much want the benefits of martial art training. However, I have a medical condition that does not allow me to risk any accidental contact. Is there a way that I can learn and practice on my own where I can control my environment? Stevens - Puerto Rico

... We recommend that martial artists learn from a good teacher in their community. We also know that this is not always possible for a variety of reasons. Many accomplished martial artists have learned from books and videos or only occasional contact with a teacher. Even Gichin Funakoshi, the founder of modern karate felt that it was possible to learn martial art independently.
... "One of the most striking features of karate is that it may be engaged in by anybody, young or old. Strong or weak, male or female. Further, one need not even have an opponent for practice purposes. Nor is there any need for a specially made uniform. Even a dojo is unnecessary: a person can practice karate in his own yard. Of course, anyone truly determined to master the various kata must do so at a proper dojo, but someone whose desire is merely to stay healthy and to train his mind and spirit may do so by practicing karate by himself."
... Learning this way requires motivation and dedication but these are, of course, the hallmarks of Martial Art study. It is important to have guidance and feedback as you progress and you should choose a way to obtain this. Your individual situation and goals will shape what form this will take.
... askSensei.com is offering a way to feel connected to a community of martial artists and a body of information and knowledge. Further, as a result of many requests on a similar theme, we have developed an online course, Martial Art Online, that presents an independent learning and training program for beginners, as well as martial artists with previous experience, to follow. By taking advantage of the global and interactive nature of the Internet and e-mail we hope to explore the possibilities for learning and teaching martial art. Perhaps this project will help you get started and sustain your interest.

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lt0008
Why do many traditional styles teach in [say] Japanese? What is the point of this? How does this help a person learn martial art better? And how does it help them in a confrontation on the street? - Bob

... The use of Japanese terms in the martial arts outside their originating country rescues their roots and serves as a common denominator for understanding between their practitioners. Often a translated word may convey a similar meaning, but martial arts disciplines incorporate concepts that go beyond the superficiality of the words. Such has been the case with terms that the Japanese masters also adopted from the original Chinese of their Chinese teachers. As a consequence, we face the differences in phonetics, syntax and true meaning that were passed through several generations of practitioners, with modified regional pronunciations, a variety of cultural background and educational levels, or simply changes from vague memories or lack of attention to them.
... We can say, as an example, that a "mae geri" is not necessarily a "front kick", although it is used to describe it. Anybody is able to do a front kick, more or less, but a mae geri in its full understanding requires dedication and perseverance in its correct execution. A martial artist will understand that the term refers to a physical tool that implies an internal growth of the self. The term also implies a forward momentum of energy and intention focused and controlled in a certain way that is greater than the mere action of lifting a foot and lashing out with it.
... Traditional terms that are linked to body dynamics, mental development and the spiritual sphere, already have accumulated the wisdom and teaching of the martial arts through time. Such is the great value of them.
... We also understand that new generations of teachers, in new lands had to provide certain accessibility to the local new students. The translation of terms provided that necessary popularity and acceptance. As a result, the general awareness and understanding of some Japanese martial arts terms today is also expanded. The same happened with classical music and Italian (Latin) words such as piano, forte, tempo, etc. in its use and expression. Contemporary music has also included words like salsa and samba or the slang expressions: hot, jazzy, swing, etc.
... A common question among practitioners is "why, when already there is so much to learn in the martial arts, do we need to learn terms in Japanese?"
... We don't know of anyone yet who has become a complete martial artist by wanting to learn and know less. Respecting the use of Japanese terms will expand the learning horizons and views about other cultures. Acceptance of diversity by inclusion provides the real steps to embracing peace. This is a very important part of making a genuine martial artist.
... History tells us that many Japanese martial arts masters had to go to China to learn. Their teachers there didn't speak Japanese, so double was the learning difficulty. Think for a moment, when in doubt about learning a Japanese word during your classes, how difficult it was for teachers to teach students that spoke other languages. Their gave their best and as a display of respect, courtesy and interest, we should at least learn the technical voices of use in the dojo. Don't stop there!!! If you want to learn the whole language, that's great.
... A very important advice on the subject is don't get hung up on the terms by themselves. Empty will be their meaning if the mind and the heart is not open to others. Such, we believe, is the real key to understanding, learning and teaching, or expressing any creative human art.

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lt0009
I am a final year Law student currently studying Law and Sports. I am writing a paper on unaffiliated martial arts schools and legislation associated with these schools ...and what reforms are necessary to help eliminate any possibility of danger/injuries that students may receive which would make the school liable. ...In my paper I propose that it would be better for the martial arts world to have one or two official bodies that governed everything. What do you think?
- Stuart S. (sic) This question edited for brevity.

... Thank you for your question. You raise many interesting issues which we have discussed in part throughout askSensei.com and at length in our books The Secret Art of Health & Fitness and Martial Arts Mind & Body.
... We share your concerns about schools where the safety and health of participants are not a priority, and recognize that there are liability and insurance exposures as a result of this. However, we cannot agree with your proposition that there should be one or two governing bodies to control martial arts activity. This is a simplistic view that does not recognize the history of the development and dissemination of martial arts, nor does it address the systemic problems that can give rise to the issues that you raise.
... Firstly, there are many differing opinions on the purposes of Martial Art teaching and the methods in which to do so. Primary among them is the question of whether or not Martial Art with a capital "A" is in fact a sport. The major associations and organizations that currently do attempt to govern martial arts are formulated around tournament competition and the money that revolves around these events, sponsorships and the membership fees that affiliated schools and their students must pay to the governing body. The politics that surround this, we suggest, has seriously distorted the true meaning of martial art. The maneuvering in recent years to have Tae kwon do in some form recognized at the Olympics has illustrated this dynamic.
... Secondly, different lines of study have evolved from different needs and purposes, ranging from pure self-defense or combat schools to more philosophical, meditational and even religious approaches. Some people incorrectly refer to Ultimate Fighting gladiator displays as martial arts and others don't recognize Tai Chi as the Martial Art it truly is. Clearly these disparate viewpoints cannot be governed by one "authority".
... Thirdly, while there could and should be basic health and safety standards for facilities, many of these are covered by local building codes, health regulations and insurance requirements.
... Fourthly, standards for equipment, referees, safety protocols, etc., could be standardized for sporting events, but even with the well-meaning work of the people involved this has proved to be difficult.
... Fifthly, other teachers have the right to stand outside this confusion if they believe that the best interest of their students do not lie there. This is how traditionally new schools and lines of transmission that we now recognize as the "standard" originally came to be.
... In our opinion, education of teachers in safety and proper methodology, regardless of style, is the key to resolving some of these issues. Also by increasing the awareness of prospective students to the possible pitfalls they may encounter as they decide upon a school (buyer beware!), then good teachers should have more success in their profession and the unskilled or fraudulent will find other territory. This is the work we have begun in our books and in the development of the Gorindo method which applies modern knowledge of body mechanics and physiology to traditional philosophies. A fully developed curriculum of martial art study on its own, Gorindo also offers a standard by which good teaching methodology can be applied to other styles and technique of training. We prefer that this approach be "discovered" by other experienced teachers who understand our view, and that it might be embraced, shared and improved by study and the interaction of experts in the field, rather than be imposed by a governing organization that may have other agendas and be operating in another paradigm which we can't condone.
... For more of our thoughts on these matters we suggest you consult our books which can be found in bookstores, online and in many university libraries. Our full biographical information is available from the website.
... Good luck in your research and thank you for your interest in askSensei.com.

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lt0010
How can karate become a method of training for adults of over 60 years old? At this age, how many sessions per week is healthy, and how long should each of them be? What type of training is ideal? Helio - Chile -

... As an initial step it is necessary that every participant carry out an annual medical examination (recommended and indispensable for adults) to confirm that is healthy to carry out a physically demanding activity as karate. The following is a general list to have present in the training. Of course, it will vary according to the individual; subject to his or her experience, physical condition and the regularity of practice.
Emphasis in:
- Frequency: 2 or 3 times per week with resting days in between.
- Duration: 50-60 minutes per session.
- Indispensable: very good warm-up and focus on muscular elasticity, without forcing the joints and without elevating the respiratory or cardio frequency in an abrupt way to the point of fatigue. Of equal importance is the period of cool-down at the conclusion of exercise.
- Even and constant rhythm during the class, with the inclusion of brief rests of 30-60 seconds each 10 minutes.
- Respiratory exercises will be done focussing on prolonged exhalation without muscular effort.
- Meditation and relaxation.
- Good posture.
- Kihon, kata and personal defense. Very important: break the techniques in parts, adding each one step by step in a gradual way and with revision of parts previously learned.
- Management and study of distance and displacements, compensating for the reduction in the use of reflexes.
- Contemplate the possibility of becoming a teacher. Life experience adds value to the knowledge gained in the training.
- Focus on improvement not belt level.
- Constancy and moderation are the keys to obtaining excellent results in karate.
- Consumption of water, 2-3 daily glasses at least.
- Adequate rest and healthy food.

Avoid:
- Unnecessary contact during kumite.
- Collision or blows that can produce bruising or detachment of blood clots (such as might be found in varicose veins) could have harmful consequences.
- A state of fatigue.
- Exaggerated increase of the body temperature, cardio frequency and respiratory rhythm (one of the ways of monitoring the student's "healthy workout zone" on the part of the teacher is the pay attention to the count carried out on the part of the student. In simple words: if he/she can speak (to count) during the practice without effort, it will indicate as a practical guide that the rhythm is properly adapted. Otherwise, reduce the intensity and effort (in rhythm and frequency).
- Any techniques that lead to the loss of equilibrium.
- Techniques with sudden rotations of the spine.
- Obsessive pursuit of the acquisition of physical aptitude in a short time period.
- Holding or interruption of the breathing.
- Isotonic or isometric exercises, they could result in elevation of the blood pressure in older adults.
- Competition.

... As complementary exercise we suggest sessions of light walking, two or three times per week, alternating them with the karate classes.

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lt0011
My son is four years old and I am really debating about whether or not to put him in a karate class. I am afraid that it will teach him to think that fighting is okay. And that he will start to hit and kick everyone. I need to know if karate will teach him discipline? And what I should expect while he is taking these classes. Any other information about karate and what he will be learning would be great. Thanks. Christina - USA

... Your concerns for your young son are understandable and responsible. Martial art taught by a good teacher can be of great benefit to a child. The age at which they start will depend on the individual character and the teaching situation. Four can be early but we have also had excellent results at that age.
... Our suggestion is that you take a little time to educate yourself about Karate and the various styles and what types of classes are offered in your neighborhood. Go and watch some classes, observe the teacher and the interaction of the students. Is there adequate supervision? Are the children enjoying the classes? Is there control and discipline? Are the students expected to participate in tournaments? At what age and skill level?
... We do not favor competitive or sparring activities for young children or beginners of any age. The risk of injury is high and also the potential for misunderstanding the nature of techniques, the philosophy of non-aggression, and the ethics of self defense.