ninjanurse

I have worn high topped martial arts shoes for grappling and found them to work well enough although the ankle support may not be enough for you. I suppose you may be able to come up with a combination of braces & shoes?

All our classes start with line drills where we cover the basics of each belt level.

There is a lot to be said about both of your posts. There are TKD schools run by 20 year olds--and 40 year olds-- that have only a modern exposure to the art and therefore in a sense teach only one dimensionally. There are also schools run by 20 year olds that follow traditional methods and teach through the layers of technique to produce very good, effective students. This problem is not unique to TKD however, just more noticeable I think because of the sheer numbers of schools in relation to other arts. I have been in "bad" goju schools (very bad, very shallow not only in technique but in thinking too-but that is a whole other story!!), "bad" shotokan schools, and "bad" jujitsu schools. I am just very fortunate to have started my martial arts journey in a very traditional dojo so I have an internal standard which drives me. Not everyone is as fortunate and therefore doesn't know any better when they walk into a school. You are right, there are many good schools out there and you just have to find them...the challenge is recognizing the difference.

I must confress that when I wrote this I was not thinking about the subtlties of the culture only the generalities and how they relate to us today. I do a lot of teaching in other areas and felt the concepts relavent to those as well. The ethics and morals that I refer to are not necessarily imposed on a student by the teacher because of his/her position, I think the teacher guides the student to find their own sense of duty and their own set of ethics and helps them to develop them within the framework provided. Extending that beyond the school or training hall is the responsibility of the individual. You are right, japanese culture is a far more complex subject.

Welcome!

Welcome!

Welcome back!!

Our main school approaches the "Test" as a celebration of the students accomplishments-the real testing done previously in class. Our branch school runs a more formal affair but testing is also done previously in class. Me? I like a formal, get all nervous and puke, kind of affair that leaves the student knowing that he did really good, or needs to re-evaluate his rank.

Well, after a brief start with judo (the instructor moved after 4 months) I studied Tang Soo Do under Chuck Norris's UFAF. I was quite inspired by it all. A few years later I studied Shotokan in a small family dojo and was privledged to meet and train with Tora Tanaka, Wally Jay, & Kenneth Funaksohi. Their presence shaped my whole involvement in the martial arts. Everything since then has just been a bonus!

We have one of the original ones so I am guessing it is about 20 years old or so. It has been through hell and still works-never had anything break on it nor had any problems. If you are serious about bulking up-yes you need to up the weight (we added about 100lbs of resistance for my husband). If you are interested in strength training and toning it works just fine. You can also get a pretty good cardio workout on it too.

Welcome to the forums!

Glad to have you here....Welcome!!

There is already a thread on this: http://www.karateforums.com/viewtopic.php?t=20419 This one will be locked.

Boy that sure made me smile!

I prefer elastic....don't have to stop and tie my pants up any more.

Congratulations!

This post was originally published as an article in a dedicated KarateForums.com Articles section, which is no longer online. After the section was closed, this article was most to the most appropriate forum in our community. INSTRUCTOR: One who instructs; one who imparts knowledge to another; a teacher. [Japanese, teacher, master. From Middle Chinese, senshiaj: sen-first + shiaj-to give birth.] While a seemingly simple word, by definition, “instructor” carries with it a certain social responsibility and accountability that defines it as a profession. Most likely, this feeling of social responsibility is not something learned from books but rather from experience. When a new math teacher starts teaching his or her first classes, the big challenge is to feel totally confident with the content of the curriculum not the context; and it is usually only after some years of experience that they begin to fully appreciate the impact they can have on society (students) through their actions and words. But what about the martial arts instructor? Does the same theory apply? Do they develop a sense of responsibility after years of instructing or is it “birthed” in them by their very first instructor? Do martial arts instructors have the same responsibilities to their students and society as an English teacher or gym coach, and if so, given that we live in a society today where no one believes they have any responsibilities, are we as martial artists to be held to a higher degree of moral responsibility than the average person? Historically, martial arts were passed down through families or kept within monastery walls. Both of these were internal societies with minimal integration into society as a whole and whose main emphasis was on self preservation, family honor, integrity and, in some cases, personal enlightenment. In the 6th Century C.E., during an extensive period of war on the Korean Peninsula, a group of warriors was developed from loyal noble families and trained not only in the martial arts, but also in philosophy, the fine arts, Buddhism and Ki science. They then went out into the neighboring countryside and recruited men at the village and clan level thus expanding the once family role into the community. This group of warriors, known as the Hwa Rang, developed their system around a code of ethics: - Serve the King with loyalty - Be obedient to your parents - Be honorable to a friend - Never retreat in battle - Kill justly Similar groups throughout history, the Samurai of Japan for instance, have also held their members to a “code of ethics” that became integrated into the martial systems they taught and imparted a certain moral responsibility on their members. Do we modern “warriors” have the same moral responsibilities to our communities as our predecessors did? Our present day realities of drugs, crime, drop out rates, world conflicts and pressures to be successful certainly justify this position and the future of our students, society and arts may be dependent upon our careful and diligent attention to passing these responsibilities on. Just what are these responsibilities, anyway? Perhaps the most important impact an instructor can have on a student is developing an awareness to recognize the need to develop a well grounded system of ethics, not by indoctrination, but by developing within the student the recognition of right from wrong. These values are based on laws, regulations and rules that govern not only their martial arts training but their social lives as well. Careful instruction and adherence to student oaths, precepts and tenets will have affects that extend beyond the dojang and into the student's personal life. After the student develops an acceptable values system, the next step is to apply that value system and acceptance of a code of etiquette for one’s behavior. The student must understand that although values need to govern our lives at all times, the biggest difficulty is to make sure that their behavior adheres to their system of values and ethics under two very challenging situations: the first is the situation of extreme pressure - whether it be from peers, environment, testing situations; and the second is in the situation of extreme relaxation and comfort - for example, doing what is right when no one else is looking. In other words, when the pressure is really on or when the pressure is completely off, it is easy to abandon our value systems to accomplish a personal goal thus our integrity and loyalty can suffer. Discipline in the classroom and honoring of traditions in and out of the school give visible and viable examples of acceptable behaviors and proper etiquette and a well grounded system of values and code of etiquette will bridge all of life’s challenges and keep our integrity intact. Finally, an instructor has the social responsibility to develop in his or her students a recognition that life is more fulfilling for those who have meaningful accomplishments in their lives. Each persons definition of accomplishment differs according to their own value system but a great instructor should be able to provide meaningful and constructive criticism while at the same time provide meaningful and positive corrective actions. Thus the instructor can develop in a student the ability to recognize when he or she is performing up to his or her ability - or not. This is the biggest challenge an instructor has and the greatest opportunity he or she has to prepare a student for his or her future place in society and insure the future of their art. Only when a person can realistically recognize what he or she can truly accomplish with their given abilities can they accomplish true satisfaction and enjoyment in their life. This in turn creates a passion for their chosen path, profession and most importantly, their martial art. We as instructors are responsible to impart these ideas of value, etiquette and accomplishment to our students from the onset of their physical training in order for them to integrate this “code” into their art and their lives so much so that it is passed on in the spirit in which it was forged those many centuries ago and with relevance to today’s societal standards. But how do we accomplish this? A common code of ethics unites most (if not all) martial arts practitioners and can serve as a guideline for instruction as they fulfill these social responsibilities to their students. School creeds, precepts and tenets can all be integrated into the physical curriculum but if instructors don’t follow an ethical standard of teaching, the means may not accomplish the ends. This code provides the framework for our (and our students) lives: Competence Instructors must maintain high standards of excellence and recognize their boundaries and limitations. They should be constantly improving themselves, both personally and professionally and provide instruction only in areas they are qualified in. Proficiency in curriculum and physical fitness is a must as physical examples of techniques and skills must be correct so that it is learned and passed on accurately. Integrity Instructors must be aware of their own belief system, values, needs and limitations and the effect of these on their work. They must not make statements that are false, misleading, deceptive or disrespectful; and should be accountable for all they do and say. “Do as I do” is a powerful method for influencing young students. Professional Responsibility Instructors should uphold the tenets, precepts and traditions of their art and accept responsibility for their behavior both in and out of the school. Moral standards of conduct, although personal to some degree, may compromise their responsibilities and reduce a students trust and respect. Parents and the community at large can also be affected by this, as well as the reputation of the school and Master Instructor. Respect for Participants and Dignity Instructors should respect the fundamental rights and dignity of all students, parent, and peers. They should be aware of cultural and individual differences including those of age, race, sex, disability, national origin and language; and eliminate any effect personal biases may have on their work. Proper and disciplined etiquette at all times sets an example to be followed. Concern for Others Welfare Instructors should be sensitive to differences in power between themselves and others and not exploit or mislead others. They should perform their roles in a responsible fashion and attempt to resolve conflicts with students, parents or peers fairly. Classroom safety should be stressed including proper matching of skill levels and motives and intentions should serve the student not the ego. So, how does the instructor come by this code of ethics? Is it an “ah ha!” moment or is it “inborn” by the fact that he or she was exposed to it from the first day they stepped on the training floor? Could it be that the purpose of this ancient design was always to teach social responsibility to its warriors and assure that there would be teachers to keep the art alive? The fact that our martial art predecessors placed such emphasis on character, religion, the fine arts and honor lead me to believe that we have been and always will be held to a higher standard simply by design and our social responsibilities, while different in context, are the same and will remain relevant in the future. It is therefore our social responsibility to ensure that we pass our knowledge on in the spirit it was intended and hold ourselves and our students to the high standards that tradition demands. What then is the responsibility of our students? References Reference.com The Historical Background of the Korean Martial Arts ProKenpo Martial Arts Hettrick, Bill - SnowPro, Volume 31, Number 1, 2004 Best Karate, 1st Edition. Nakayama, Masatoshi. Kodansha International, 1966

No that anyone cares but....some of my dojo-mates did the modeling for the animations on Street Fighter and Mortal Combat.

OK...is your school called the Mid-Ohio Martial Arts Training Academy? If so, there is nothing on the internet that identifies his "style" other than how you have already described it. I did find Jason Farnsworth's bio which did list Mr. Tarr as his instructor but no other info.

Mr. Mike...I know that school in Nevada!!!!! I drove by it everyday (that is until I moved to good ol' New York...what was I thinking!!!!!!) ...never went in though....but the name was catchy.

I have mixed feelings here. At least in some of the styles I have studied, you do not gain full black belt status until you reach the age of 16, regardless of how many years you have been training, therefore a 7 year old with a Black Belt is akin to any other high ranking kyu/gup...and that means 9 more years of training before they attain their rank. Should they not be allowed to learn beyond 1st kyu/gup in those 9 years....or should they be allowed to progress and learn until their 16th birthday? Take Ernie Reyes Jr. for example, at 8 years old he was dominating his age group and beating adults on a national level...and while he wore a Black Belt around his waist, he was considered a Jr. Black Belt (within his system) until he turned 16 years of age. What if he had never been allowed train past 1st gup? I realize that he was an exceptionally talented kid but should we place a double standard on our Juniors and only support those that are doing well or should we encourage them to continue learning and growing regardless of the color belt they wear? Character and responsibility do come with age but even some adults haven't quite grasped the concepts either (we all have them in our dojo don't we?) and somehow they are running around with Black Belts...and some of them are even teaching out there. Where do we draw the line? I don't think it is as simple as putting an age limit on it, and I agree that your average 7 year old doesn't have the physical maturity to hold his own in a street fight...but is that really what karate-do is all about?

Don't burst my bubble!

I have had personal instruction from some of the best: Toro Tanaka, Wally Jay, Tak Kubota, Gary Bowers, Kenneth Funakoshi, Ernie Reyes, to name a few. It was always a great honor which I will bever forget. They all gave me something different and I am the martial artist I am today because of those differences. Variety is the spice of life...and I don't think I can narrow it down to one in particular. I'll cherish what I had and keep my options open for the future...you never know who will come along!

Sure.....

My daughter is going on tour with her band this summer and they are always looking for roadies...maybe you can find a band in your area, if you're into to that (caution...may damage your hearing and there's no money in it!!). Or you could work part-time and save $ for school clothes.