Page 41 - Martial Science Magazine Aug/2016 #16

The latest trend in martial arts has been the as-
similation of enormous amounts of young chil-
dren into schools. The latest estimates suggest
that 80% of a martial arts school students are
children. With films and other media focusing
on this youngest audience, such as the Tee-
nage Ninja Turtles, The Karate Kid, The Mar-
tial Arts Kid, etc., no school has a choice but
to accept and learn new ways of working with
classes that are predominately children.

Grandmaster Dr. Ahmed incorporates the
“home rules” as an integral part of any chil-
dren’s program. The home rules are simple and
create a better human being:

1) I will never talk back to my parents.

2) I will do my chores without being told.

3) I will do my homework without being told.

4) I will help with my sisters and brothers.

5) I will hug my parents at least once per
day.

GM Ahmed believes that young children learn
by doing. Knowledge is not something that is
given to children as though they are empty ves-
sels to be filled. Children acquire knowledge
about the physical and social worlds in which
they live through playful interaction with objects
and people. Children do not need to be forced
to learn; they are motivated by their own desire
to make sense of the world.

GM Ahmed believes that separate classes just for children should be available at least a few
times per week. In these classes games can be incorporated and the skills that are taught can
be done at much slower rate. Another benefit of children-only classes is that sometimes youn-
ger children who are just starting feel less intimidated by the sight of other children their age
than they would in a class dominated by adults.
Children need a lot of repetition and find it comforting if there is a regular pattern to classes. A
bit of flexibility is needed, however, so that the children do not get bored. For example, kicking
can be done in line, on the bag, on kick targets, with partners, or relays. GM Ahmed cautions
against either underestimating or overestimating children. Their rate of absorption is incredible
at early ages. However, it takes time and lots of repetition to fine tune new skills. Instructors can
use child development knowledge to identify the range of appropriate behaviors, activities, and
materials for a specific age group. This knowledge is used in conjunction with understanding
about individual children’s growth patterns, strengths, interests, and experiences to design the
most appropriate learning environment. An instructor must focus on all areas of development.
All facets of the child’s life are the child and must be addressed. If developmental areas are left