by Kyrian » Fri Oct 07, 2011 4:21 pm
I'm pretty retentive about planning my classes as I always start out with an lesson plan/outline of what I want to teach. Here's an example of the outline I used for a class for the twelve basic shots:
12-shot system
I. Training objectives
a. Introduce the 12 shots: 6 chops, 3 wraps, 3 stabs
b. Go over proper form for each type
c. Discuss the effective range of each type
d. Using the numbers to develop drills and combos
II. Twelve shots (or is it angles?)
a. #1-6 chops
b. #7-9 wraps
c. #10-12 stabs
d. Shots as a function of range
e. Using numbers for drills and combos
Demonstrate the numbers, will go over in detail
III. Chops
a. Try not to telegraph-body mechanics help you to avoid tells
b. Angles
c. Pair up and practice-use the numbers
d. Review
IV. Wraps
a. Go over numbers
b. Keep the arm relaxed
c. Don’t rely simply on your upper-body strength
d. Don’t push with the elbow or the shoulder—they transmit the power
e. Power comes from the hips and lower body
f. Movement is somewhat similar to a whip
g. Don’t lock your elbow
h. Starts out as a regular shot, but has wrist rotation at the end
i. If your wrist is strong enough, add a little “snap” at the end
j. Goes around linear objects such as shields
k. Spend a lot of time developing proper form
l. High wrap is like a tennis serve
m. Review
V. Stabs
a. Go over numbers
b. Point control-vertical for pocket, and J
c. Don’t linger
d. Fastest way to close range
e. Stab angle as a function of arm rotation-Illustrate the circle
f. Show pocket stab target
g. J-hook
h. Darkside-not showing it on shield side since shield in the way
i. Review
VI. Shots as a function of range
a. Wraps have shortest effective range-close in; ineffective at long range, can be used at medium range but easier to block; may incorporate movement to effective range or step for power
b. Chops are middle-range,
1. Can be used at close range but easier to block
2. Good for transitioning between ranges
c. Stabs have longest range
1. Cover distance very quickly
2. Hardest to use at close range, can’t bring arm back enough
3. Can be effective at medium range, integrate with chops or wraps
d. Drill-pair up, position where you think you can hit effectively with type of shot, take the shot
e. Review
VII. Developing combos and drills using the numbers
a. Developing your muscle memory and showing how certain shots can link together efficiently.
b. Rhythmic and slow at first-Practice as fast as you can, not as you can’t
c. Two-shot combos-illustrate
d. Point out that some combos naturally feel right based on body mechanics, others are awkward
e. Practice with partner—call out numbers and execute, switching back and forth
f. Three-shot combos-illustrate
g. Practice with partner—call out numbers and execute, switching back and forth
h. Incorporating footwork for advanced drills-touch on, changing speed of shots
i. Review
VIII. Wrap up
a. Discussed the 12 different shots
1. #1-6 chops
2. #7-9 wraps
3. #10-12 stabs
b. Range discussion
c. Developing combos and drills utilizing the numbers
d. Q & A
As you can see from the outline, I try to start out with the objectives of the class, break the material into small chunks with a review after each chunk, and then a summary at the end.
The Warlord Sports website isn't up any more but I remember reading an interesting article about teaching adults. The main things it emphasized is that you should:
1) Teach the concept. Explain the how and why of the concept but don't drag this out too long or you'll start to lose your audience.
2) Demonstrate the concept. Do this in slow motion and eventually at combat speed.
3) Have the students apply the concept. If your class is geared towards new fighters, pay special attention to your students' form. I've found this to be critical especially for teach proper wrap form. Point out things that they should do and things to avoid. Try to observe all of your students individually at some point.
Ideally, the practical application of the concepts should take as long or longer than the teaching and demonstration but keep an eye out that it's not dragging and that your students aren't starting to get bored or distracted.
Whenever I teach, I usually start with a disclaimer that states: This is what works for me or it's what I've picked up along the way. What I teach may not necessarily work for you for any number of reasons, i.e., different hand speed, height, body type, etc. or it may conflict with something someone else has taught you. Take what I'm teaching and figure out if it works for you.
Be prepared to adapt and change your lesson plan. On several occasions, I've had to modify, change, or outright leave out some information during a class. It's pretty situation-dependent but the main factors are that some things end up taking too long, a person asks a question that sends us on a bit of a tangent, or something comes up that means you're going to have to shorten the class.
If you get a chance, rehearse your class and have people give you feedback. The better you know your material, the better you'll be able to convey it to your students.
Have notes of some variety. I use my lesson plan which means that I end up referencing it often during a class. You could also prepare note cards if that works for you too. What I've found is that I often need to spend at least a 2:1 ratio of time preparing to time presenting. If my class is going to take a half hour, then I'm probably going to need at least an hour of prep time. I prefer using notes so that I don't forget things that I want to emphasize during the class.
If you can, have some assistant instructors especially if you're teaching a large number of people. Make sure they understand the concepts you're teaching and understand what to look for.
If you'd like to see the class outlines I did for Chaos this year, let me know. I have them on Google docs and I'd be more than happy to share them with you. I realize that the outline format may seem like an excessive amount of work but I've always gone by the idea that if I'm going to teach, I start by setting up the framework to build the concepts on and then I fill in on the framework, taking care to build and apply the concepts discussed earlier in the class; the outline helps me to collect my thoughts and to organize them.
Hope this helps.
"...change requires action, it doesn't just happen. Define your actions by how you think the game should be, not how the game is. The game will follow."--Big Jimmy