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WHAT IS EXPECTED

FROM A BCSA/IBF INSTRUCTOR?

SEKO was a Karate organisation that used to belong to the IBF it presented its Coaching Programme to the IBF for official ratification. IT was accepted by the IBF/BCSA. Members will find it very useful for use by themselves.

The following brief statements constitute a ~job description’ for Instructors, and state what is expected from them in

order that they might offer good standards of teaching - good meaning safe, efficient, enjoyable and rewarding. The

Guidelines expand on these brief statements.

 

To receive a qualification an Association Instructor must be able to: -

 

1) - Demonstrate their discipline/Martial Art knowledge and skill.

This must be to a range of students from novice to Brown Belt to a level laid down in the Association grading syllabus..

 

 

2) -Plan a training session

Instructors may plan a specific lesson by, for example, rehearsing specific techniques or sequences, or they may ‘plan on

their feet’, when the composition, mood and size of the class become clear.

Planning also covers such aspects as ensuring that the dojo/training hall is booked, open on time, fit and safe for use.

 

 

3) - Conduct a training session

The transmission of knowledge and skill will greatly depend on the learning environment and the communication skills of the Instructor. The learning environment, as well as being safe, should be free from all distractions.

In order to communication skills to the students, the Instructor must be able to provide a clear demonstration of what is required and ensure that all students can see and hear clearly.

 

4) - Evaluate the effectiveness of their own teaching and the progress of their students Many students making a similar mistake could indicate a teaching fault.

 

5) - Ensure the Health and Safety of students by providing, as is reasonable, a safe practising environment An Instructor has a responsibility to ensure as much is as reasonably possible that the students train in an environment which is safe and that proper supervision should be provided and discipline maintained

An Instructor also has a responsibility to see that students correctly warm up and down, are positioned sensibly, and appropriately paired up, to ensure safe and effective training.

 

6) - Demonstrate knowledge of emergency procedures and be able to administer appropriate First Aid An Instructor should be aware of fire exits and evacuation procedures. They will need to know where the nearest casualty hospital is located, and have access to a telephone and transport. The Instructor should be versed in what is commonly known as ‘Emergency Aid’ procedure, and have the ability to deal with life-threatening accidents quickly and confidently.

 

7) - Understand and explain their Association and Governing Body Structure and that of the associated bodies

An instructor will need to understand their Association political and technical structure and also that of the Governing

Body and know how they, their members and their clubs fit into this structure.

 

8) - Abide by and work within the rules, ethics and regulations specific to the dojo and competition  instructors will greatly influence the behaviour of students both inside and outside the dojo. For this reason it is imperative that exemplary behaviour is demonstrated at all times. The ethos of the BCSA/IBF is the development of the character through the development of the body and an instructor has a great responsibility to uphold this tradition. It is important that the Instructor is able to demonstrate an understanding of the current rules of competition.

 

9) - Use initiative and understanding when teaching those with Special Needs

The term “special needs” encompasses many conditions. A class may contain students with physical handicaps, minor or severe, or students who experience learning difficulties. A good instructor will be aware of these special needs and adjust their actions and instructions accordingly.

 

10) - Understand the responsibilities of teaching children and the basic principals of growth and development. Instructors have a responsibility to treat children in their care with as much consideration as would be given by their school- teachers. Instructors need to understand the physiology of children and teach exercises appropriate to their age and build. They need to protect children from any form of physical or mental abuse whilst in their care.

 

 

 

 

11) - Have a knowledge of specialised equipment relevant to your discipline and demonstrate its use.

There are items of equipment used to develop certain aspects of skill, and the Instructor should be able to demonstrate their correct use for safe and effective development.

 

12) - Offer sound advice on fitness training and understand motivational techniques

Students often seek advice ‘with regard to their general health or with regard to supplementary exercises to help them with their karate fitness and a general understanding of the fundamentals of body maintenance should be possessed by good instructors. A good Instructor will also know how best to provide motivation and encouragement.

 

13) - Contribute to the promotion and publicity of Martial Arts/Combat Disciplines

An instructor may become involved in marketing, which can for example include advertising for new members, and the sale of karate related goods, and the instructor has a responsibility to ensure that good advice is given regarding the suitability, cost and quality of merchandise.

 

14) - Instigate an effective administration and record keeping system.

Accurate record keeping is essential to ensure that certain Association and Governing Body requirements are met and all necessary insurance is in place. . Medical experts may advise certain rest periods following injury, so accurate medical records must be maintained. Contact numbers should be kept on hand for all members, especially children, in case of emergencies.

 

15)              - Fulfill legal requirements

A karate instructor has a legal as well as a moral obligation to ensure the safety, well being and best interests of their

students, and to do all that is reasonably possible to prevent mishaps .IBF/BCSA Instructors will receive updated literature on

health and safety matters, and it is their responsibility to maintain up-to-date guidelines and to abide by them.

 

 

 

KEY TO GUIDELINES

 

The guidelines cover the following topics:

 

SECTION 1        ETHICS AND CODES OF BEHAVIOUR

Instructors have a responsibility to abide by Association rules and act as good role models

SECTION 2              ADMINISTRATION AND RECORD KEEPING

                    This covers the administrative responsibilities and duties of Instructors

SECTION 3              SAFE TRAINING ENVIRONMENT

                    It is the responsibility of the Instructor to ensure a safe environment.

 

SECTION 4         THE BODY IN ACTION

Instructors will need knowledge of safe  movements, conditioning exercises and fitness training.

 

SECTION 5         GENERAL TEACHING SKILLS

This is about the ability of Instructors to pass on their knowledge efficiently and effectively

SECTION 6              SPECIFIC TEACHING SKILLS

                    This is about an Instructor’s  knowledge from beginner to Black Belt.

 

SECTION 7         TEACHING CHILDREN

Instructors need to be aware of the added responsibilities when teaching and taking charge of children.

 

SECTION 8         TEACHING THOSE WITH SPECIAL NEEDS

Instructors should be aware of the special needs of some students, for example, the handicapped

 

SECTION 9         EMERGENCIES AND FIRST AID

Instructors should have the ability to deal with emergencies and injury, especially where life is at risk.

 

 

 

 

             SECTION 10          TEACHING AND THE LAW

This section covers the legal responsibilities of Instructors.

 

            SECTION 11          INFORMATION SOURCES

This section lists useful contacts

 

 

 

        Section 1. Ethics and Code of Behaviour

 

         BCSA/IBF places great emphasis on the development of the character of its students, and a code of behaviour is used, together with the physical training, so that Technical skill, physical fitness and good behaviour become synonymous with the organisation. The code is based on a mutual respect of Teachers and Students, and acknowledges that respect must be shown for Seniority. Practitioners are expected to show the same respect for the society in which they live, and for those who live in and administer that society.

 

        All members have a duty to behave in a way which will maintain and enhance this reputation on behalf of their Club and the BCSA/IBF, but  instructors have a particular responsibility, as they will greatly influence the behaviour of their students both inside and outside the dojo. Bad behaviour on the part of an instructor will reflect badly on their Association.

       The ethos of  the BCSA/IBF is the development of the character through the development of the body and an instructor has a great responsibility to uphold this tradition. Instructors must ensure that all students in their charge adhere to the following code of behaviour.

 

           DOJO/TRAINING HALL ETIQUETTE:

        It is recommended that IBF members bow on entering or leaving the dojo.

        Instructors should be referred to as Sensei or by their appropriate title, and not by name. Nails must be kept clean and short enough to avoid scratching and cutting

        Jewellery or watches should not be worn. If it is not possible to remove rings or earrings, they should he safely covered. It may be requested that shoes are removed on entering the Dojo. It is polite to walk around the edge of the training area. Late arrivals should enter the dojo quietly, change, and warm up in the changing room. When they wish to join in the class, they must kneel or stand to the front and side of the class, where they can be clearly seen by the Sensei, and watch carefully for the Sensei’s signal to join in. When the signal is given, they then walk quickly and quietly around the back of the class until it is convenient go to a position appropriate to their grade. Smoking is not allowed in the dojo, or in any adjacent areas.

     Any behaviour that is likely to offend the etiquette of the Dojo is not allowed.

       It is the responsibility of the individual to ensure that their Gi/Kutka fits correctly and is kept clean and in a good state of repair. Tears and other damage must be repaired prior to the following training session. Association and/or club badges can be embroidered or stitched on to the Gi/Kurtka,. The appropriate coloured belt, including any necessary stripes or tabs, must be worn with the Gi/Kurtka at all times.

 

 COMPETITIONS

       For all intents and purposes, the competition Arena should be treated as the Dojo/Training Hall, and the same respect must be shown. Ccompetition is seen as the ‘glamour’ side of Martial Arts/Combat Discipline, and competitors, especially those who become successful, will become ‘role models’ and can have a marked influence on the behaviour of others, particularly young and students. Competitors therefore have a special responsibility to exhibit exemplary behaviour with regard to dress, sportsmanship, and general behaviour both on and off the competition area. This encompasses matters such as general deportment - not lounging - use of correct and polite language to fellow competitors, Officials and spectators - showing respect for other competitors and interest in the competition -

       Referees and Judges must also show exemplary behaviour in the above matters. Referee and Judges qualifications do not supersede the grade structure.

       Although many students do not take part in Association, Governing Body or International competition, they will use competition within the dojo as part of their training, and perhaps for grading. It is important that the Instructor is able to demonstrate a basic understanding of the current rules of competition for these students and for the minority who wish to compete at formal competitions.

 

OUTSIDE THE DOJO

As stated, members have a responsibility to behave in a manner which maintains and enhances the reputation of the

BCSA/IBF, both inside and outside of the Dojo, and to refrain from impetuous and violent behaviour.

 

ADVERTISING

All advertising by Instructors, Clubs and event organisers must be accurate, show professional restraint and be in good taste, as this is the “public-facing” side of the Association.

 

Section 2. Administration and Record Keeping

Instructors should be capable of instigating and maintaining an effective administration and record keeping system. Accurate record keeping is essential to ensure that Association requirements are met. The Instructor may delegate record keeping to a member of their club, for example the club secretary, but ultimately it is the responsibility of the Instructor to ensure that the records are kept accurately and responsibly. They should be kept safe and secure, and their contents not divulged without consent, and should be disposed of in a responsible manner. Certain of these records will be subject to the controls of the Data Protection Act 1998. The following records should be kept.

 

A register of class attendance

This is essential to prove that training requirements are being met, especially with regard to grading. These records can also assure parents that their children are regularly attending classes.

 

Results of grading

These are necessary as validation in the case of lost record books, or where a student changes dojo or associations. The Instructor and or Club Secretary keep these records.

 

Contact numbers for students

These are important in the case of emergencies or unforeseen problems, especially with children. They should be kept up to date and available at all training sessions.

 

Notes of special needs

These should be related to special medication or procedure should be kept secure and available at all training sessions.

 

Injuries and accidents

Details of any injuries should be kept in the club Accident Book, along with any injuries sustained in competitions or joint clubs or association meetings and training days.

 

Club membership and Association licences

Ensure that you and your students have up to date BCSA/lBF licences with associated member-to-member insurance cover.

Personal licence and insurance cover

A normal BCSA/IBF licence should provide the Instructor with limited insurance cover, but you should have public indemnity and independent facility insurance cover, and ensure that these do not expire. All Instructors need to have professional indemnity, which provides cover should action be taken against them as the person in charge, for example when an accident occurs. All of the above cover is available through the International Budo Federation.

 

Marketing and Promotions

The instructor should try to establish and maintain a good working relationship with the local press and media. In this way club successes can be promoted and membership increased or maintained.

An Instructor may become involved in marketing of clothing, equipment, videotapes and literature, and the instructor has a responsibility to ensure that good advice is given regarding the suitability, cost and quality of merchandise.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Instructors can often obtain discounted prices for their members. Parents/carers should be made aware of the dangers to children under 16 years of using certain types of training equipment or exercises, and to seek the advice of the club Instructor in these matters.

 

 

 

Section 3. Health and Safety

Instructors must ensure the Health and Safety of students by providing, as far as is reasonable, a safe practising environment. A Risk Assessment should include the following key areas.

 

 

Floor Surface

An ideal training surface for all aspects of karate would be a sprung wooden or padded vinyl type floor. If premises have a more solid floor the instructor should explore ways of providing safe covering. Disciplines that require mats must insure that they meet the relevant standard for example Gee mats. If training does take place on a solid floor, the Instructor must ensure the suitability and content of the lesson to minimise injury. All floor surfaces must be clean and devoid of all sharp objects, for example broken glass and splinters, and be free from hazards, such as loose boards or major holes or cracks. The surface should have sufficient grip to maintain stability yet allow twisting, and this grip should not be allowed to deteriorate through condensation, which often results when training hard on cold floors. Adequate ventilation via windows, doors and fans will often alleviate this problem. Any blood spills should be wiped up using an appropriate cleanser - this is particularly important because of the danger of contamination through cuts and cracks in the feet.

 

 

Lighting

Lighting must be adequate for safe vision. Artificial lighting should be well positioned to avoid glare and direct shine. Curtains or blinds should be used to prevent glare from the sun.

 

 

Heating

An Instructor must use common sense regarding a suitable temperature in which to conduct a lesson. As a guide, this is comfortable room temperature (around 64F 18C). It is important to have and to use an adequate heating system. If it is particularly cold, the Instructor may encourage students to wear an extra layer of clothing for the warm-up.

 

Ventilation

Again, the Instructor must use common sense. Fresh air is necessary for strenuous exercise, and there should be provision for opening of windows, doors or operation of extractor fans.

 

Surrounding Area

Pillars, low beams and radiators should be well padded to avoid impact injuries. Wall fixings such as fire extinguishers, pictures, clocks and notice boards should be properly and securely mounted. Unsecured objects, such as stacked chairs or items on shelves must be checked for stability - a class landing in unison can have the effect of a minor earthquake! Instructors must be aware of possible dangers caused by glass, and keep a safe border area away from any non-toughened or unprotected windows and mirrors. It is also important to have a safety area if there are spectators, or if some class members are sitting.

 

Spatial Considerations

There must be adequate amount of space for the numbers attending and the nature of the lesson. If the room is too full, collision injuries could occur, and it will also be more difficult for the Instructor to monitor the class and for students to clearly see the Instructor Good discipline is important to maintain safe spacing of students.

 

Changing Facilities

Instructors who own or privately rent facilities are responsible for providing clean, tidy and well-stocked changing rooms

and toilets, washing facilities and drinking water. If a club trains in a sports centre and facilities are not adequate, the

Instructor should lobby facility management for improvements.

 

Emergency Exits

Fire escapes should be clearly marked and known and kept free from obstruction. A central assembly point should be known and detailed.

Equipment

Any equipment used should be in safe working order, and only used by appropriate groups. Members should be encouraged to use recommended protective equipment, for example, gum shields and groin guards. Students who need glasses should wear ‘Sports-safe’ type, and not be allowed to spar without these or suitable contact lenses. No Jewellery should be worn, and nails should be short.

 

 

 

 

Section 4. The Body in Action

 

Instructors have a responsibility to be aware of current good practice, particularly in the area of something like safe exercises. Good health and fitness is often high on the list of reasons for belonging to a club, and students often seek advice from the Instructor with regard to their general health or with regard to supplementary exercises to help them with their karate fitness. They should have a general understanding of the fundamentals of body maintenance and development. Instructors should ensure that any advice is given responsibly, is within their range of knowledge, and is safe and in the best interest of the student. The Association will seek to obtain up to date information, which will be disseminated, to club instructors. It is a very important area, and we can only provide some basic guidelines, the do’s and don’ts. The best advice is to do exercises recommended as being safe and beneficial by your Senior Instructors. There are many sources of advice on physiology, and although well intentioned, not all are appropriate.

If in doubt, check with a Senior Instructor. All Instructors should pay particular attention to Section 8 of these Guidelines, which deals with teaching children it is advised that your classes encompass the following sections and in the following order:

 

WARM-UP

This means raising the heart rate with light aerobic-type exercise, such as jogging. This raises the body temperature and increases the blood supply to muscles., allowing safer stretching with less risk of injury. There is also a psychological purpose for the warm up, that of bringing the class together to a state of mental and emotional readiness, regardless of the activities they were engaged in prior to joining the training session.

 

STRETCHING

This should be progressive and involve all the major muscle groups.

The instructor should not demonstrate ballistic (bouncing, jerking) movements in the early phase of stretching. Joints should be exercised in their natural alignment. Movements that stretch ligaments and weaken joints, such as knee twists or hyperextension should be avoided. However, more demanding stretching exercises can be performed by fitter an stronger Student, who have built up strong muscle protection around their joints.

The neck should be exercised in its natural planes of movement - neck rolls are not advised, especially at speed. No movements where the body is involved in unsupported leaning should be done. For example leaning backward in an unsupported way causes hyperextension of the spine and vastly increases the risk of injury.

 

TRAINING

The warm-up and stretch should have prepared the body for the dynamic and ballistic nature of Karate movements, The Instructor needs to know how to teach techniques in a manner will not inflict injury to the performer, either in the short or long term, which requires an understanding of the physiology involved. Damage could result from ‘bouncing’ off joint, or by creating excessive momentum against a natural joint alignment, for example by not pivoting the supporting foot during certain kicks.

 

STRENGTH & CONDITIONING

Strengthening exercises for the arms, legs and trunk, and aerobic and anaerobic conditioning should be done in line with current good practice. Care should always be taken, for example, when performing sit-ups that the knees are bent and the base of the spine kept in contact with the floor - this involves a slight tilting of the pelvis.

 

WARM-DOWN

A correct warm down will help prevent much of the soreness and stiffness associated with hard exercise, with obvious physiological and psychological benefits.

 

There are some exercises that have lived on for the sake of tradition that are now widely accepted as being injurious. We have to have the courage, in the face of sufficiently strong evidence, to say - DO NOT DO. However, we must appreciate variations and adaptations to existing exercises to make them safe.

 

We would envisage knowledge in this area being very much developed and expanded in time.

 

REST and DIET

Rest is important, and over training or lack of sleep can lead to psychological and physiological stress. A recent study c the diet of athletes concluded that except for long endurance sports such as marathons, no special diet was required, but rather a proportional increase in quantity of a balanced diet.

 

 

 

 

Section 5. General Teaching Skills

 

An Instructor should be able to:

 

Plan a training session

Instructors may plan a lesson in writing or by rehearsing specific techniques or sequences, but often they will ‘plan on their feet’, when the composition (age, ability, grade span), and mood and size of the class become clear.

The Association grading syllabus - which is allied to grade, will largely dictate the nature of each lesson. Within the framework of this syllabus, consideration will be given to gender, age and those with special needs, for example physical disabilities or learning difficulties.

Another common practice is for an Instructor to begin a class with a ‘tester’, which allows the mood and standard of the class to be assessed, and then evolve the lesson accordingly.

A rigidly planned class may be more suitable when preparing a particular group for a grading or competition, or for fine-tuning elite performers.

Planning also covers such aspects as ensuring that the dojo (training hall) is booked, open on time, and fit for use (e.g. clean, tidy and safe).

 

Conduct a training session

The transmission of knowledge and skill will greatly depend on the learning environment and the communication abilities of the Instructor.

The learning environment, as well as being safe, should be free from all distractions. Some distractions are unforeseen, but instilling disciplined behaviour in the students will minimise distractions from within the class.

In order to communicate skills to the students, the Instructor must be able to provide a clear demonstration of what is required and ensure that all students can see and hear clearly. This requires sensible positioning of students in relation to the Instructor, and the giving of precise and clearly articulated instructions.

Technical demonstrations may be given in the following ways: - personally by the Instructor - by an assistant Instructor -by using a student. The use of a student to demonstrate a technique can be advantageous where the student has either:

a) a particularly good level of skill, or

b) a particular problem with a technique in common with other class members, which may be sympathetically corrected, thus providing inspiration and encouragement.

It is particularly important when teaching those with special needs, that the Instructor takes responsibility for good communication - for example students with hearing problems need to rely heavily on seeing the Instructor. Instructors who are liked and respected by the students will communicate better.

The ability to communicate and mediate with parents of young  students and with members of the public and with any relevant authority and the media is also important.

 

Evaluate the effectiveness of their own teaching and the progress of their students

Student feedback is a good indicator of the effectiveness of a class and can be obtained by observing both the performance and the enthusiasm of the students.

Regular grading examinations allow the Instructor to evaluate the progress of a student, and the overall progress of the class at these gradings provide a good indication of the effectiveness of the Instructor - many students making a similar mistake could indicate a teaching fault.

Competition results can provide an indication of the effectiveness of instruction, especially when related to the progress of individual students.

Reference to club accident and injury records may provide an indication as to the safety of their instruction. Observation of an Instructor’s students being taught by another, perhaps more senior, Instructor, may help that Instructor to assess their own teaching effectiveness.

 

Provide motivation

                                People join a structured class to learn, but also be motivated, and a good Instructor will know how best to provide motivation and encouragement. Achievements should be noted and rewarded.

 

 

Section 6 Teaching Skills

 

Instructors will need to be able to demonstrate knowledge and skill to a range of students from novice to Black Belt

 

 

The BCSA/IBF has fixed the minimum grade for its Instructors at 1st Kyu, the level prior to Black belt In addition, this grade must have been held for at least two years, and the Instructor must have trained regularly during that period.

 

A Senior Instructor must have attained at least the level of 1st Dan (the first level of Black belt), and to have held that grade for at least 5 years. An additional requirement is that a Senior Instructor holds a recognised qualification in the training of practical skills. This qualification should be from a recognised college or other nationally recognised body, and should be subject to annual verification.

In order to gain a Black Belt, it was necessary for an Association Instructor to demonstrate a technical knowledge and skill to a level laid down in their Association grading syllabus.

It therefore follows that BCSA/IBF Instructors will have at least the level of knowledge and skill required for taking a novice through to 1st Dan.

 

 

Instructors should try to attend Association technical courses where possible, to keep up to date.

 

 

Instructors should have a knowledge of specialised  equipment and demonstrate its use

 

 

 

 

Section 7. Teaching Children

 

Instructors need to understand the added responsibilities of teaching children and the also basic principles of growth and development through childhood to adolescence. Exercises should be appropriate to age and build. Instructors should not simply treat children as small adults, with small adult bodies.

 

There is no minimum age for a child beginning  although the BCSA/IBF does recommend a minimum age of 5 years, as the build and maturity of individuals varies so much. However the nature of the class can be tailored to consider these factors. In general, the younger the child, the shorter the attention span. One hour is generally considered sufficient training time for the average 12 year old or below.

 

Pre-adolescent children have a metabolism that is not naturally suited to generating anaerobic power, and therefore they exercise better aerobically, that is, at a steadily maintained rate. However, they can soon become conditioned to tolerate exercise in the short, explosive bursts that more suit Combat Disciplines training. Children should not do assisted stretching - they generally don’t need to, and there is a real risk of damage with an inconsiderate or over-enthusiastic partner.

 

Children should be carefully matched for size and weight for sparring practice. Great care must be taken, especially where children train in the proximity of adults, to avoid collision injury.

 

Children should not do certain conditioning exercises, especially those which are heavy load bearing, for example weight training or knuckle push-ups. They should not do any heavy bag or impact work but should concentrate on the development of speed, mobility, skill and general fitness.

                                                                                                                                                                     .•..J                                                                                           -                                                                                                                                                                                ~••J’~•~• ~

 

A duty of care towards children, equivalent to that which a reasonable prudent parent should expect from a teacher in a school environment, is expected from a sports coach, and therefore of a Karate Instructor. Children need protecting from any form of physical or mental abuse from adults or other children.

 

Parents or guardians should be advised when to deliver and collect children For example, if the lesson begins at 10.3Oam, it could be known that the instructor would arrive and register students from 10.l5am onwards.

No child should be left at the Dojo before the specified time unless the Instructor or a responsible person is present. A child taking part in a class should not be allowed to leave the dojo unsupervised. Parents, who are prepared to send their children to train, unaccompanied, must accept responsibility for any consequences.

 

 

 

 

 

 

 

 

 

Section 8. Teaching those with Special Needs

 

                  The term ‘special needs’ encompasses many conditions. A class may contain students with physical handicaps, minor or severe,

                  or students  who experience learning difficulties. A good instructor will be aware of these special needs and adjust their actions

                  and instructions accordingly.

 

                 When teaching those with special needs, it must be accepted that the learning process may be slower, and smaller classes may be

                 required with possibly one-to-one tuition. Disabled persons should be treated the same as able-bodied persons, except where

                 their condition  demands special consideration.

 

                 The instructor needs to identify that someone has special needs. Some problems are visible and obvious, and others may be

                 identified from the membership application, but the Instructor should be aware of the following conditions that make learning

                 more difficult.

  Poor hearing or sight

  Poor co-ordination and balance,

  Poor spatial concept or perception, Slow reaction times,

  Poor physical condition through being overweight, undernourished, or generally unfit.

                 It is important that visiting Instructors are made aware of any such conditions especially those that are not visible and obvious.

 

     There may be a need to enhance particular communication skills, for example when teaching those with hearing difficulties it                       will be particularly important to face the class, and rely more on gestures. Some students may need special medication, for which they should be allowed easy access. An instructor will need to consider that there is sufficient access for athletes with special needs. Wheelchair athletes will need more space to manoeuvre.

 

             

 

                  Section 9. Emergencies and First Aid

 

In the event of an emergency or accident, an instructor will often he the one best suited and expected to take charge. Instructors need to demonstrate knowledge of emergency procedures and be able to administer appropriate First Aid.

 

Instructors should be aware of fire exits and evacuation procedures, and be able to account for all students. For this reason, it is best that students should sign in before each class if possible.

 

The following points need to be considered when dealing with emergencies:

Keep calm, take charge of the situation, organise immediate help.

 Deal promptly with any potentially life-threatening situation.

Give reassurance to any injured party.

Be aware that people may be affected by shock.

Hospital treatment may be required and no drugs, food or drinks should be given.

 

Accident prevention is always the first priority, but should an accident happen, the instructor should be able to care for any injured person without causing further complications, and know if it is necessary to call an ambulance or send that person to hospital. The Instructor should always have at hand the location of the nearest casualty hospital and be able to arrange transportation if required. They should also know the location of the nearest working telephone and have change or a phone card to hand.

 

The Instructor should be versed in what is commonly known as ‘Emergency Aid’ procedure, and have the ability to deal with life-threatening situations. For example choking, cardiac arrest and severe bleeding - quickly and confidently. This proficiency can be gained by attending a recognised first aid course or by inviting a First Aid instructor to the dojo - the latter is probably more cost effective. There are many good books and videos available describing the principles of handling serious injuries, but proficiency requires practice - an Instructor should react instinctively thus saving time, further discomfort, and possibly a life. Instructors should attend appropriate refresher courses - details relating to some appropriate First Aid courses are given in the bibliography.

 

Contact numbers of students and relevant authorities must he kept on hand in case of emergency. The keeping of a club accident and incident book is recomipended.

All clubs should have a well-stocked First Aid box, regularly replenished. If the facility the club trains in does not have a First Aid box the Instructor should provide a portable one. The First Aid box should he clearly marked and easily accessible.

 

 

 

 

Section 10. Teaching and the Law

 

A karate instructor has a legal as well as a moral obligation to ensure the safety, well being and best interests of their students. Accidents and injuries may occur during any type of strenuous physical activity and new members are often asked to sign a statement to this effect, known as a disclaimer, when they take out club membership, but this does not absolve the Instructor of their duty to behave responsibly.

 

Students must accept a degree of responsibility for their own safety and that of their fellow students, and must also accept that these risks exist.

 

It is, however, imperative that instructors do all that is reasonably possible to prevent such mishaps and this includes the correct training of students, with great emphasis on control, checking that the environment is safe, and a commitment to safe teaching practices to minimise the risks. SEKO Instructors will receive updated literature on health and safety matters, and it is their responsibility to maintain up-to-date guidelines and abide by them.

 

Where training is given for the purpose of self-defence, the following points should be carefully considered:

1)      It must be made clear that the training may only improve the ability of a student to defend himself or herself, and a false sense of confidence should not be instilled. It should be emphasised that the best defence is to avoid conflict.

2)      It must be emphasised that only reasonable force may be used in self-defence, that is, the minimum amount required ensuring a return to a safe situation.

 

An Instructor must ensure that all necessary insurance is in place, by ensuring that all their members are licensed, and that they personally have Professional Indemnity insurance. The Data Protection Act may apply to any records of a personal nature. This now includes manual records. Any records should be kept secure and confidential and used only in the best interest of the members. Persons under the age of 18 cannot be held responsible in law, and the responsibility would lie with their immediate superior.

 

The Children Act 1989 does not apply to the Association, as teaching sessions last less than two hours, which is the cut-off point as far as the Act is concerned.

 

 

Section 11. Sources of Information

 

•   The Sports Council, 16 Upper Woburn Place, London WCIH OQP. Tel 02 7388 1277. Fax 020 7383 5740

•   Coach UK (formerly The National Coaching Foundation) offer a series of courses, booklets and videos together with an information service, details from Coach UK, 114 Cardigan Rd, Headingly, Leeds L56 3BJ. Tel 01532 744802.

•   Articles on Sports Medicine can be obtained from The National Sports Medicine Institute, St Bartholomew’s Medical College, Charterhouse Square, London ECIM 6BQ Tel.020 7251 0583

•   Copies of published articles on general Sports science can be obtained from Autosport Documentation Centre, University of Birmingham, Edgebaston B15 2TT. Tel. 0121 414 5843

•   Sports Pages, Caxton Walk, 94-96 Charing Cross Road, London WC2H OJG. Tel. 020 7240 9604, or at Barton Sq, St Anne’s Sq, Manchester M2 7HA. 0161 832 8530 - if you have difficulty in obtaining any specialist publications. They can send you lists of available publications, and advise you on the most up to date material - just let them know your area of interest, for example general fitness, sports psychology, a particular sport or Martial Arts.

•   St. John Ambulance and the British Red Cross Society can both offer a four-hour Emergency Aid certificate course, locally or by arrangement at your dojo. Contact your local branch for further details on these and other courses -telephone number in local directory.

 

 

Other useful sources of coaching information are local reference libraries, and College and University libraries.

Articles and information on Coaching appear in Fighting Arts International and Traditional Karate magazines.

The Internet is a rich source of information on all aspects of coaching.

 

Other useful publications:

Protecting Children - a guide for sports people. NSPCC/UK Coach

The Martial Arts Coaching Manual. David Mitchell (A & C Black, London, 1988) ISBN 0 7136 5625 5

The Responsible Sports Coach. The National Association of Sports Coaches (available from Coachwise Ltd., see UK

Coach address, above)

First Aid Manual - The authorised manual of the Voluntary Aid Societies. Dorling Kindersley.

 

 

 

Outline of Assessment Procedure

 

The Assessor

The assessor is a Senior Instructor with at least 10 years experience of Martial Arts/Combat Discipline, has at least a 1st Dan / 1^st Degree grade and holds an IBF Coach Level 2 or IBF Master Teacher or similar qualification in assessing practical skills. If a practical assessment of skills is necessary under Assessor’s Action, (Section 9), the Assessor must be suitably qualified to do so.

 

 

What is Assessment?

In general terms assessment is the judging of standards and there are fundamental principles, which should be observed. Assessment in terms of employment is the judgement of a person’s competence to do a particular job. The system used must be sound and objective, and the assessment itself must be seen as fair, impartial and positive. Positive means that good points must be noted and that advice must be given on how to strengthen weaker ones.

 

In the context of the BCSA/IBF Programme, assessment is the process of measuring a candidate’s ability to teach Martial Arts/Combat Discipline and carry out associated responsibilities, in relation to the minimum standards laid down in the BCSA/IBF Guidelines for Instructors. The Guidelines are statements of good practice.

 

Whether an Instructor is competent or not is shown by:

Observation of the Instructor taking a short class consisting of: -

A warm up

Technique or Kata or Contest

 Conditioning exercises for the arm, trunk and leg strength and for aerobic fitness

 A warm down

Checking of:

Relevant records and the Instructor’s knowledge of organisational structure and codes of conduct The suitability and safety of the teaching environment

 

 

Where and how will assessment take place?

Assessment can take place in the candidate’s dojo, at another dojo, or at an Association Assessment course. Associations will supply sample students when they organise a specific assessment course, but with privately arranged assessment, the Instructors must supply at least two students, appropriately matched for size and grade. in order that they can demonstrate their instructional abilities in all the required aspects.

 

For the practical assessment the candidate will decide the precise content of each section.

 

What is the role of the Assessor?

An Assessor must assess fairly and carefully on the basis of the BCSA/IBF Guidelines a positive Assessment should be given unless an Assessor feels that:

A candidate is out of step with the Guidelines to the point where their teaching is dangerous or highly inefficient Or where they show a totally irresponsible attitude towards record keeping, to the provision of a safe training environment, or in adhering to the Association code of behaviour.

Where an Assessor feels some changes are necessary, the Assessor must be satisfied that the changes are achievable, and an assurance must be sought from the candidate that the changes will be made, before positive assessment is given.

 

 

ASSESSOR’S ACTION

 

                                 An Assessor would examine a candidates Log and in addition do the following:-

 

 

Ask the candidate several questions on these issues and observe their behaviour and that of their students

 Administration and Record Keeping

Check the licenses of the candidate and of one or two students at random, and/or ask the candidate to produce evidence of license records of their students. Check attendance records, medical records, and contact numbers. Check all insurance is in place.

 Safe Environment

Visually check floors, lighting and surrounding areas. Check that the heating and ventilation are adequate. Ask to be shown the location of emergency exits. Visually check changing facilities. Check condition of any equipment.

The Body in Action

Observe the warm up and down, Karate training and conditioning and advise on dangerous or inefficient practices.

General Teaching Skills

Establish that the class can see, hear and understand instructions.

Make sure that the instructions are suitable for the age and level of students.

See that the candidate sets realistic goals for the class, whilst stimulating interest.

Observe the influence of the candidate on class behaviour.

Observe the conduct of the candidate as a role model.

Martial Arts/Combat Discipline  Specific Teaching Skills

It is most likely that the candidate will be able to demonstrate an understanding of Technique, Kata and Contest from beginner to black belt, as they have had to demonstrate all these personally in order to gain their 1st Kyu or 1st Dan grade. 

Teaching Children

Observe the candidate’s behaviour towards child students, or if none present, ask questions about special considerations, e.g. the meaning of the duty of care, or what exercises should be avoided. 

Special Needs

Ask candidate if they know of any students in their class with special needs. Ask them to describe some special needs.

 

 

Emergencies and First Aid

Question candidate about emergency procedures.

Ask to see First Aid Certificate. If none, ask to see a demonstration of:

The initial assessment (for ABC)

The recovery position, control of Bleeding and Shock

Resuscitation (Mouth to mouth ventilation and CPR)

Ask for details of nearest casualty hospital and telephone. Check First Aid box.

 

The Law

Ask the candidate 1relevant questions, for example, regarding members’ criminal convictions and the meaning of data protection.

 

Information services

Check that the candidate is aware of various sources of information outside of the Associat

    .

 

 

Ask the candidate several questions on these issues and observe their behaviour and that of their students

 

 

Administration and Record Keeping

Check the licenses of the candidate and of one or two students at random, and/or ask the candidate to produce evidence of license records of their students. Check attendance records, medical records, and contact numbers. Check all insurance is in place.

 

 

Safe Environment

Visually check floors, lighting and surrounding areas. Check that the heating and ventilation are adequate. Ask to be shown the location of emergency exits. Visually check changing facilities. Check condition of any equipment.

 

The Body in Action

Observe the warm up and down, Karate training and conditioning and advise on dangerous or inefficient practices.

 

General Teaching Skills

Establish that the class can see, hear and understand instructions.

Make sure that the instructions are suitable for the age and level of students.

See that the candidate sets realistic goals for the class, whilst stimulating interest.

Observe the influence of the candidate on class behaviour.

Observe the conduct of the candidate as a role model.

 

Martial Arts/Combat Discipline  Specific Teaching Skills

It is most likely that the candidate will be able to demonstrate an understanding of Technique, Kata and Contest from beginner to black belt, as they have had to demonstrate all these personally in order to gain their 1st Kyu or 1st Dan grade.

 

Teaching Children

Observe the candidate’s behaviour towards child students, or if none present, ask questions about special considerations, e.g. the meaning of the duty of care, or what exercises should be avoided.

 

Special Needs

Ask candidate if they know of any students in their class with special needs. Ask them to describe some special needs.

 

 

Emergencies and First Aid

Question candidate about emergency procedures.

Ask to see First Aid Certificate. If none, ask to see a demonstration of:

The initial assessment (for ABC)

The recovery position, control of Bleeding and Shock

Resuscitation (Mouth to mouth ventilation and CPR)

Ask for details of nearest casualty hospital and telephone. Check First Aid box.

 

The Law

Ask the candidate 1relevant questions, for example, regarding members’ criminal convictions and the meaning of data protection.

 

Information services

Check that the candidate is aware of various sources of information outside of the Association.

Apendix 1

 

PARENT CHECKLIST

At the beginning of October 2002, the Scottish Executive published a document entitled Parent Checklist for Youth Activities. This checklist is reproduced below, with the appropriate responses.

Although published in relation to Scottish youth activities, it applies universally. For the sake of clarity, occasional references specific to Scotland have been removed from the text. The full document can be obtained from www.scotland.gov.uk, in text or .pdf format.

 

 

FIFTEEN QUESTIONS TO ASK

 

1.  Is the youth group/club affiliated to a larger organisation like the Scouts, Guides, Boys’ Brigade, Girls’ Brigade, Sports Council or out of school network? If so, does it have good contact and a good relationship with the umbrella organisation? These umbrella organisations provide the group/club with access to professional support, training and advice ... not all youth groups/clubs belong to an umbrella organisation or network ... and not all umbrella organisations have control over the practices ot~ affiliates; in either case you should ask for details about who runs the club, are they local parents/teachers; do they have any contact with other youth groups or the local council, and if so what type of contact? 

2. Can the group/club give a named contact within the local council’s community education or community services department who is aware of the group’s operational practices? Not all groups will - it should be sufficient to be satisfied in relation to either question 1 or 2. 

3.  Is the group/club subject to regulation and inspection by an outside body? The majority of groups and clubs will probably not fall within this category. 

4. Is there a leaflet which gives basic information about the youth group/club, its aims, leaders, nature of the activities, cost, meeting day (s) and times of meeting (start and finish) including holidays? 

5. Is it established practice that parental consent is sought for outside visits, adventure activities, etc.?

6. Does the youth group/club have set procedures on the recruitment (e.g. vetting arrangements such as Criminal Record checks), training and management of workers/ volunteers including training on protecting children and personnel? These may have been established by the national organisation but local workers/volunteers should be aware of the criteria, have met the recruitment standards, have access to relevant training and have documented evidence.

7. Are there adequate numbers of leaders/adult helpers (volunteers/paid staff) and is there a clear policy that there should be a minimum of two adult leaders/ helpers for an activity/meeting to operate safely? Safe practice requires that there should always be at least two adults present to ensure that no adults find themselves working alone with children. It is desirable that there are adults present of the same sex as the young people involved in the club.

8. Are there clear procedures and guidance for staff and volunteers in respect of behaviour towards children? This could be in the form of a written Code of Conduct for staff and volunteers so that parents know what standards of behaviour to expect - this might cover things such as the appropriateness of physical contact with children, comforting children and accompanying children to toilets.

9.  Does the ctub/organisation have a formal constitution setting out its aims, management and financial policy and procedures? Most youth groups and clubs have a management committee, which meets on a regular basis with local parents among its members and an annual rotation of membership with nominations invited from parents of the young people involved in the group. This ensures a degree of parental supervision and input into the group’s activities.

10   Are parents encouraged and welcomed to visit the club, to meet those in charge and to view activities? If not, you as a parent should consider whether this gives cause for concern.

11 Does the youth group/club have a health and safety policy a First Aid kit, a First Aider and adequate procedures for recording and notifying accidents? Is it insured’? 

12. Does the club have a policy to ensure the protection of children and young people and is the policy made available to parents? Is the policy maintained and reviewed? Leaders should have a clear understanding of the organization s criteria for recruiting and selecting staff and guidance on planning work to minimise opportunities for abuse. 

13.Does the organization have established procedures to handle complaints? This may be through a nominated member of a management committee or an independent party who is not directly involved in the running of the activity but there should be a named person with in the organisation who can be contacted. 

14. Is this complaints procedure made clear to club members? Parents should encourage their children to tell them if there are any occurrences about which they are unhappy or uncomfortable.

15. Have you asked other parents about the group/club and the leaders? Talking to other parents with first­hand knowledge will often pick up any concerns about the group/club.