TangSooGuy

I happen to think it's one of the best shows on tv actually...

Unfortunately, the cable company took the SciFi channel off its regular cable package, and I refuse to pay $80.00 a month for digital.

So, I haven't seen any of Season 8...I do have the first 7 seasons on DVD, though.

My wife and I run our studio together...

Frankly it would be much harder to deal with our personal lives if she didn't train.

It makes it so that we have one very central thing in our lives in common, and probably makes our bond stronger.

I can't imagine why it would have any negative impact, though, other than maybe making us ridiculously busy, but again, that would be worse if we didn't do it together.

"ho sin sul" is a more generic term, commonly translated as "self defense", while it usually incorpporates self defense techniques against grabs rather than strikes...and often uses wrist locks or throws.

Many of the ho sin sul techniques seen in TKD and TSD are similar to or derived from Hapkido techniques.

"Hapkido" is an art/style unto itself, rather than a more generic term.

I also haven't seen the movie, but did read the book, and thought it was definitely worth reading.

Yeah...I don't get the question either...

marry a woman you love, and who loves you in return, regardless of other factors....

I've taught kids with different learning disabilities as well, and I will say it can affect their effort, but ususally only to the degree that they have difficulty focusing and concentrating on what they are doing.

Focus is usally your primary struggle with this group. I start small, getting the to try to focus on one thing without moving for a small period of time, and gradulayy increase it.

I actually had an ADHD student once who could not keep his head still, without looking away from what he was supposed to be looking at, for more than 2 seconds. It was a challenge, but he can now focus on one thing for at least 30 seconds. For most kids, that is not good, but for this kid, it is outstanding.

It really dpends on what the core problem is, though.

If it is lack of coordination, you have to work with it. Lack of focus, again you have to work with it.

If it comes down to just plain lack of effort, though, I don't tolerate that, from anyone. I have the same expectations of all my students. It may sound harsh, but they either rise to meet expectations, or they leave.

I will work with any student who is willing to try to meet those expectations, but is having trouble. I will not cater to those that are not willing to try, though, and there have been a few. They no longer train with me. They quit trying.

Actually, I've found that for me, some of those with the worst learning disabilities are more willing to try than the naturally talentedones, once they understand that they can do it if they keep trying. Always emphasize that, and always emphasize that not everyone will get things at the same speed, and they need to getthrough it at their speed, and not someone else's. Most students with learning issues tend to give up because they get frustrated with themselves, not because they are frustrated with the material.

Emphasize that the only way to fail is to give up. I always tell mys students that the only diference betwen them and me is that I've been doing it longer. A lot of them are younger than I was when I started, so I tell them that when they are my age, they will be better than I am now. Some of them actually start to believe it,and that can be a good thing, as long as they don't start to believe that they already are better.

I hope this helps in some way, as i'm not sure whether I really answered your question, or just skirted around the edges.

Everyone's kiai/kihap will be a little different, so don't worry so much about what it sounds like.

What's important is that it is serving its purpose, as said above.

It definitely should come from your low abdomen, so something to avoid is vocalizing it through your mouth or throat. it's hard to explain the difference, but you can definitely hear the difference.

I actually prefer it if it doesn't really sound like anything at all, more of a primal noise from within thing...

I actually know one master who's kihap I was able to feel in my chest, the way you feel the bass in your car when it's turned up too loud....

Well, first of all, to reach 'master' rank in our association, teaching is a requirement, so it would be a lie if I didn't say that was factor, but only a small one.

I enjoy teaching martial arts more than pretty much any other vocation I could imagine. I hope to do it full time one day, but I'm starting small.

I love seeing the students progress, and seeing the lightbulb of discovery that goes off when they finally get something..

Call it corny, or overly sentimental, but I actually believe that by teaching martial arts I'm helping to make the world a better place, and I'm definitely helping to make the lives of my students better as well.

It's a place where everyone can succeed, as long as they are willing to try. I have my fair share of ultra-talented kids that pick it up right away, but the real reward is seeing the awkward, shy, and, frankly, sometimes socially ienpt kids develop a belief in themselves.

I once was one of those socially inept kids myself. The martial arts changed my life, and I am proud to be able to help foster that change in others.

I have taught one child that was very sick when he was young, and stopped talking altogether for two years, but is now a contributing member of my beginner's class.

I have taught another with severe attention problems, who grew up getting whatever he wanted whenever he wanted it. Noe he has moved to my advanced class and is learning to take responsibility for himself.

I only see these kids for 3 hours a week, and yet that time has had such an effect on them that I have parents thanking me for changing their lives.

It's not me that's doing it, though. It's the martial arts, and the kids themselves. It's a cliche, but all I do is show them the way...

Ok I digress. These are the reasons I teach though, and nothing will make me happier than seeing my own students doing the same one day.

Here's my comments after reading through the whole thread...

As an instructor, I actually can't believe that there are other nstructors who try to control who is dating, in their school or not...it really isn't up to you, and whether you want them to or not, they'll date if they really want to.

As for me...if it's my students and they're kids...well then it's really up to the parents to handle it. If the parents ask me to step in and say something, I will, but nothing that's either an official sanction or condemnation, just a little speech making them aware of the situation. In the end though, it's in the hands of the parents, where it should be.

For adults...they're adults. They should be smart enough to make their own decisions about who to date.

However, kid or adult...don't bring issues into my dojang. I don't care if you date, but if you have problems with one another outside the school, you either keep them outside, or you GO outside.

Same applies with P.D.A. It doesn't bother me in public...but the dojang isn't public. It can be distracting, and if you can't keep it outside, GO outside.

As long as they can conduct themselves professionally in the dojang, I don't care who they date.

As for people who don't understand how these relationships start in a dojang...they don't, really. It's natural for people with common interests to become friends and associate outside the dojang. I actually encourage it.

Sometimes a frienship can naturally progress to a relationship, and who am I to fight nature?

The relationships actually happen outside the school, not in it.

From personal experience, the best relationship I have ever had formed with a girl I met in college, in the dojang.

We started as friends, and it grew from there.

Several years later, we are now married and run our own dojang together.

(and we're actually not the first couple from that college club to have done so, I think we're the 4th)

We fully intend to live happily ever after.

So....what's wrong with that?

I've been through it...and it can get frustrating.

My advice to vsit every YMCA, health club, rec center, Municipal Center, Community Center, Dance school, gymnastic club, etc in the area, whether they have an existing club or not....

Find out who is in charge of making decisions...usually they'll have the title of "program director" or "athletic director". That's who you want to talk to, no one else.

If they won't talk to you when you visit, try to get a phone number of someone you can call. Then mail something detailing your plan and why'd you be an asset directly to that person. Wait a little for them to respond, if if they don't within a few days, start calling, and keep calling until you get an answer.

Eventually you WILL find someone willing to talk to you, it just takes a lot of time and a lot of effort, and you can't get frustrated when they say no...move on to the next one on the list.

I've looked into it several times myself...and there's a lot of good info, but I have to say that most of what I've read usually is common sense, and most of the day-to-day marketing and business advice revolves around getting yourself a billing company, using a tiered pricing system depending on what "club" they want to join, etc...which I really don't wantto get into.

Just realize it takes a good stash money to get started, unless you find the perfect location that isn't going to charge you much. Eventhen, early on you will likely be paying out more than you take in.

If you do try to negotiate a lease, try to get the firstfew months free so that you can build up a student base and get any needed construction done.I've heard many landlords will work with you on that one.

You'll probably want to see a lwyer, and am accountant, to make sure you have everything you need in place, and that will cost money, too.

By all means, go for it if you can. I'm hoping to do the same in a few years, but i'm trying to build up my student base through a YMCA program first, as you already know.

It's a good place to start if you don't go commercial, but you won't make a living off of it.

The senior-junior relationship really should be about MUTUAL respect, not personal power.

The only "orders" that should be given are those that help the student develop in some way. The senior's responsibility is actually greater than the juniors, in that they should be expected not to abuse their authority, as is often the case.

"Orders", which I generally try to phrase in the form of requests, but requests that are expected to be honored, should be given when:

1. Safety is an issue. Many times a senior may have to bark a command to keep someone from getting hurt.

2. Humility needs to be taught. This can take many forms, and is often a fine line to walk. It is not about personally demoralizing the student, or about punishment. It is more about teaching them that everyone needs to cintribute, that even small and seemingly meaningless tasks have great importance, etc. It's not about making someone a personal lave or errand boy, as that is abuse of power.

3. Something simply needs doing, and someone is not helping. In that case I have no problem telling my students they needto do something to pull their weight..

There are other reasons, too, but I don't want to make this ridiculously long.

Some of mystudents who are older than me had a hard time calling me 'sir', or honoring my requests, until they found that I asked no more of them than I asked of myself. As they began to see that I treated my seniors the same way I asked them to treat me, and that I was willing to do whetever work needed doing myself, they began to understand better. Eventually, thing sjust kind of fall into place.

Now, if a student is abusing power, it is the instructor's responsibility to do something about it.If it is teh instructor abusing power, I suggest finding a new instructor.

One of the best lessons on this entire concept was given by our grandmaster at a regional tournament a few years ago.

many of the higher ranking black belts were starting to develop some srious ego problems and were abusing authority. at the end of the day, he handed a garbage bag to each of the Third Dans and told them to clean up the place before we left. (you'd be surprised how mush trash people just left laying around...)

It was a lesson to the Third Dans to let them know the impotance of remaining humble, basically telling them they wren't "all that". At the same tie, it was test of the junior ranks to see who stayed around to help the third dans, and who simplly left, showing them disrespect.

I've never seen it done that way, and can't think of a single reason why you would want to.

In fact, I repeatedly remind my students to concentrate on keeping their fingers together...

I charge $45 a month, but that is because I run my classes out of a YMCA. Almost half of that money goes to them anyway, and not to me, butthat's not why I'm doing it there.

If I wanted to run a commercial school, I'd have to charge a minimum of $75 a month just to pay the bills, and most schools in my area approach $100 a month.

Can a MA school with high standards ever make it as well as a McDojo?

As well? Yes...

As quickly? Not a chance, unless they have a lot of startup capital to begin with.

Most people are lazy, and they don't want to put in the work required in a traditional school with high standards. They'd rather just have a contractual exchange of I give you money, you give me belt...

There are several waysto get out, but honestly it will depend on the situation...

If you don't mind hurting someone, the best way I've found to get the job done is to just reach back, grab the first available finger, and wrench it back as hard as you can.

It usually won't do permanant damage, and usually will get them to let go fairly quickly...

I agree with the idea presented about ranks...

More often than not I avoid exprssing my rank unless it is either directly asked of me, or is relevant to the topic at hand.

Better questions to ask are always:

How long have you been training?

or after being told the rank:

So what was required of you to get to that rank?

I'm always more impressed when people ask me those questions, because I think it shows a better grasp of what the martial arts are about.

As for putting Mc Dojos out of business...

sure, theoretically it's a good idea, but who gets to define what a McDojo is?

To really put them out of business would require legislation of some sort defining what a legitimate martial arts school is, and I am firmly against that, as it can be too easily abused.

I run my school together with my wife, and I know several oher instructors who do the same.

I also know several women instructors who run their own schools, and several women who are masters.

Just briefly looking through my association's registered studio listings I found 32 female studio owners....

My current youth class is approximately 50% girls, and several of them have expressed the desire to teach at their own school one day.

I've seen kids do it on purpose, and I agree that it is pretty stupid.

There are a lot of belts now that are just made cheaply, though, and start fraying and greying after very little use.

I had my original black belt for about 15 years, and it was extremely tattered...

While it serves as a good lesson in some ways, I don't intend to ever let my belt get that way again now that I'm teaching. The general public just doesn't get it most of the time, and once it gets to a certain point, it actually starts to look unprofessional.

There's still no 10th Dan in TSD...at least none I've ever heard of. They may do it posthumously for Hwang Kee at some point...

..and the highest ranking person I know in TSD is 8th dan, and has been for many many years....

Teach them to do the jump and spin without dealing with the kick at all...

get them used to the motion of moving through the air while spinning first, the add the kick back in later. The kick is actually the easy part.

Example:

if you are doing a jump spinning back kick, in which you start with the right foot forward and kick with the right leg:

1. Start with a right foot forward stance.

2. Have the student lift the left leg in the air, knee bent.

3. First just have them jump and switch feet, so that the right foot is up and the left foot is down, then progress:

4. With the left foot up, have them jump and turn 180 degrees clockwise, landing facing the opposite direction, with the left foot down and right foot up, knee bent.

5. Try the jump and spin faster, andeventually into a real jump, so that they will spin 360 degrees all the way to starting position, without executing the kick, by bringing the right foot back to its starting position. Emphasize keeping arms in and knees bent and up.

6. Now add the kick back in, but still break it apart, one step at a time...start with the left foot up in the air, have them jump and turn, landing on the other foot in the opposite direction, then have them kick back after they land, and set the kicking foot back in front again.

7. Finally, have them kick before the foot hits the ground, but after they start the spin, and they will be doing the kick, albeit in a sort of stilted, slow motion. Eventually they will be able to execute the technique at full speed while flying through the air, with some practice.

This can be done with all spinning kicks, but this is just an example, and I find it works very well. It's much easier to show than it is to write, though, so I hope I am making sense...

The biggest problem I find with my students is that they try to kick too soon, or they try to jump and spin without bending their knees. watch for these problems. They need to be taught how to jump and spin first, and the kick comes out after that happens...

It happens sometimes...getting it to happen consistent and at will is the trick.

It's a state of moo shim (mushin) or "no mind" where everything just clicks into place, and you can do no wrong.

I've had it happen when practicing forms...once in competition where there were about ten people left to compete and I knew I had won without even having to see them compete, and I was right.

It's also happened for me in sparring, where it actually feels like the other person is moving in slow motion, and you can hit them at will....

Like I said though, being able to call on that feeling at will is the hard part...and I haven't gotten that down yet...

I don't teach anyone all that old at the moment, but when I taught for my last instructor, I taught a guy who started when he was 70...he had some minor limitations on what he could and could not do, but he would often be able to outlast many of the younger, more out of shape beginners.

He was an inspiration to me and a lot of others.

Our grandmaster will be 68 this year, and he's in better shape than a lot of people I know who are in their twenties and thirties....and shows no signs of slowing down in his persoanl or martial arts life...

I think the martial arts are becoming more popular in general, and are at an all time high, but in general, while they are more accepted among older people, there is still a larger involvement among kids.

I have met a number of parents that express an interest, but still think they are "too old" regardless of what I tell them...

It is a korean art consisting primarily of very painful joint locking techniques, and incorporates throws, grappling etcetera. There are also strikes and kicks, butthese are not the primary focus of the art

Depending on how it is practiced, from what I've seen, it may or may not include forms and weapons training as well.

It is composed promarily of defensive rather than offensive techniques, but the defensive techniques used are often quite painful, and can do someone serious harm...

You can probably learn a lot more about it by simply typig hapkido into google.

Mt experience stems primarily from the hapkido I have learned that is integrated into our Tang Soo Do curriculum, although I have worked with some

Hapkido stylists in the past, and I have worked with several TSD masters that also have certified ranks in hapkido.

Certainly the Chinese arts had an influence on the development of Okinawan arts. They had envoys visiting and teaching in Okinawa.

 

The Okinawan arts have a distinct way of being practiced that is quite different than the fluid motions of Chinese wushu-type arts.

 

If you practice Kong Son Kun and the Pinan(Pyung Ahn) forms you can readily see the techniques from Kong Son Kun used in the Pinan(Pyung Ahn) forms. So, I really have no doubt that they came from techniques from Kong Son Kun. There are some techniques in the Pinan forms that are not from Kong Son Kun that supposedly came from a series of forms known as, "Channan," according to George Alexander, who did extensive research in Okinawa on their history, lineage, and techniques. His book is:

 

Alexander, George W. Okinawa: Island of Karate. Lake Worth: Yamazato, 1991.

 

But, who knows? I've never heard of the form "Jae Nam." What is the meaning of that name?

 

R. McLain

To my knowledge, Chiang Nan/Channan/ Jae Nam basically amount to the same thing.

This site actually does a pretty good job of remaining unbiased:

http://www.budget.net/~dnolan/hancock2.htm