Guten Morgen Foundation

Bless the whole World!

Präambel

Teacher, Coaches and Trainers understand and tolerate the diversity of people!

Every human being is an individual. The complexity and diversity of the various talents and inclinations are essentially determined by our shape. The possibility of movement is determined by the condition of the bones, the muscles, the fibers and the ligaments. But the mental attitude also essentially influences the structure of our body.

Man is the greatest good on earth. Anyone who trains extremely or takes on the responsibility of training people must know the body in order not to harm it through ignorance. In order to understand the functional anatomy of the human being, a solid, basic medical knowledge is required.

A good trainer knows biomechanics and thus knows how to avoid damage to the shape of his students. The successful starting point of a training is the slow and gradual approach to gain influence on the entire organism. He has to recognized that clumsy people usually have strong muscles with thick tendons.

The trainer cannot change the given genetic information. These people belong to the category best suited to short-distance sports such as sprinting, 100m running/swimming, or long jumping. This type of athlete will thrive in anaerobic conditions. The skin color of these people is mostly dark, which is caused by brisk muscle blood flow.

Let's now compare the athlete who achieves high performance predominantly in the aerobic area. The skin color is more white or only slightly red. The tendons are relatively thin in relation to the muscles.

It makes sense to promote these given hereditary conditions. The advantages and disadvantages of his body structure must be explained to the individual student in a sympathetic manner. In today's performance-oriented society, the expectations of the student are often very high and exaggerated.

Especially many parents are not aware of the fact that they demand randomness from their children. Of course, these parents only want the best for their child, but driven by our ambition, we all want prodigies.
And children are wonderful anyway, it is we the parents who ultimately want to keep our own recognized flaws away from our children.

The improved performance that results from training also affects our physical appearance and should correspond to the real expectations of the student.

The aim is to train the entire body structure in such a way that the resulting advantages are visible and tangible for the student. As a result, the approach of a successful trainer depends on the musculoskeletal system of each individual.

A trainer also has the power to train separate bone and muscle groups.

The following topics relate to the ideal human being, which we do not find in our nature. Therefore, when developing techniques, the trainers have to determine the natural physique of each individual. A complex solution for the general public would be ideal, but cannot be implemented in practice.

Pedagogical training and the correct application of methodical/didactic rules are just as much part of the craft of a good trainer as is mastery of rhetoric. All of this presupposes that we first know how an ideal body works. We need to understand how the skeleton, muscles, organs and nerves work together. In order to prepare the trainer well, I have divided my textbook into different subject areas.

In today's fast-moving elbow-jerk society, it has become very difficult to take on responsibility, even to educate people or to motivate them for further training. The social environment determines the relationship between what we do and what we do. The rapid development in the last century has essentially contributed to this.

The first speed rush brought us the train. It also gave us more time, more information, more knowledge, faster action.We are being bombarded with useless information through numerous media. In doing so, we fail to notice the experiences from our environment and thus to convert them into knowledge.

The second speed rush brought us the World Wide Web, we are overwhelmed by numerous media with useless information. In doing so, we overlook the experiences of our environment and convert them into knowledge. But we can also get all useful information for free in seconds. The internet is both a blessing and a curse! Social networks make our planet small and connect us, people, worldwide!

3. Didactics / methodology

I. Words of motivation!

A good trainer knows how to motivate his students and encourage them to do better. This assumes that he explores the science of teaching. Although training-pedagogical recipes are hardly feasible, the trainer must understand the theoretical knowledge of teaching in order to optimize practical training.

II. Definition

Didactic

The science of teaching is called didactics. Above all, it includes the selection and arrangement of the teaching content. Goals, means, methods as well as individual and socio-cultural conditions are examined.

Methodology

The methodology is part of the didactics. She examines and optimizes forms and phases of teaching as well as the use of teaching materials in the classroom.

Brand

Didactic considerations are analyzed before the methodology. This means that when preparing for the training, decisions should first be made about goals and content (what? why? why?) before decisions are made about appropriate procedures and means (how? with what?).

3.1. Training

Training has the function of creating qualifications in the student that enable him to carry out certain theoretical and practical activities. Knowledge and skills should be imparted and abilities and attitudes should be developed.

The fact that children, young people and adults are trained in the Chun Ki Do Association must mean that the special learning situations of the different age groups are taken into account during training. Appropriate, i. H. to use different methods.

Training is used as a collective term in the Chun Ki Do Association and includes education, upbringing, further education and training.

3.2. To learn

Taking in information and storing it in memory enables people to change their behavior. So learning is any enduring change in behavior that comes about through practice or experience. What is decisive is the experience (feedback) about success or failure. If knowledge, attitudes or even skills change only slightly, then the behavior has changed, it has been learned. However, a change in behavior must not be the result of innate reactions, maturation, fatigue, the influence of drugs, mechanical interventions or similar.

Behavior includes all objectively or subjectively observable cognitive (knowledge-related), affective (emotional) and psychomotor (movement-related) reactions of people.

3.2.1 Types of Learning

Learning through observation

Learning through imitation

Learning through reinforcement with reward and punishment as reinforcement

Learning through insight Problem solving

3.2.2 Learning events

We perceive the environment through our sensory organs and learn through various input channels. Of the information stored in the long-term memory (=100%), about (general empirical values) have been recorded about:

- sight 75%

- hearing 13%

- touch 6%

- taste 3%

- smell 3%

This results in the most important requirement: The training content should be illustrated wherever possible. The more sensory organs are involved, the greater the learning success will be.

The purpose of the training (usually a communication between the trainer and the student) is that the student absorbs information using his or her senses, decodes (understands) the content, stores it in long-term memory and uses it in various ways as needed.

3.2.3 Motivation

Attention and interest are particularly strong motivators. The trainer can attract attention through appropriate planning (preparation of the training content, activating training process, use of training materials). When courses of action deviate from previous experiences, curiosity, questions and initiatives begin. Therefore, such tense situations should be created wherever possible.

The coach's praise for good performance should be directly related to that performance, because it then has an amplified effect on behavior change. Subsequent denials hardly have any affirmation character.

Learning through insight and knowledge is the most effective form of learning. It is important that the student develops the training content as independently as possible.

Successful learning can only be determined in retrospect (after completion of the training).

3.3. learning goals

The description of a behavior that the student should acquire after successful training is referred to as a learning objective. Important prerequisites for successful training are therefore:

a) a clear objective regarding the desired knowledge, skills, abilities and attitudes.

example

The trainer conveys a Ab-chaggy

The student learns:

- a new mechanical sequence of movements in several stages

- the altered balance

- that there is a risk of injury if carried out incorrectly.

- the purpose of the technology

- that dangerous injuries can occur when used.

Such as

b) a verifiability of learning success that is largely independent of subjective standards, which allows the trainer to monitor the success of his work and enables the student to assess his own level of performance.

example

The trainer checks:

- The mechanical sequence of movements (with explanation of the individual stages by the student).

- Can the purpose be explained

- Asks about possible risk of injury.

3.4. Preparation of a training session

Every training requires thorough didactic and methodical preparation from a trainer. This is an essential requirement for success.

Since the training itself is primarily geared towards the requirements of learning, this is the central task of the trainer. To organize this learning pedagogically. Training always takes place under certain general conditions, which the trainer must examine and observe during preparation. If the trainer decides on one possibility in his concept, he should nevertheless remain open to other possibilities. With this approach, the trainer is most likely to do justice to the open events in training and can react flexibly to changing situations.

Example

The trainer asks about the general conditions:

- In which hall do you train?

- Which group do I train (children, teenagers, adults)?

- What resources are available to me (mats, sandbag, Bo)?

- How much time do I have for training?

- How many students are trained?

- Which trainers/assistant trainers are available to me?

- What techniques do I teach?

3.5. The didactic Achteck

The didactic octagon constructed from eight impact factors has proven itself in practice as a useful planning, implementation and follow-up model for training. The factors listed below characterize all basic didactic and methodological conditions. The factors are to be considered by the trainer and related to each other.

3.5.1 Learning Objective

It is no coincidence that the learning objective factor is at the top of the didactic octagon. The learning objectives indicate what the student should know, be able to or what attitude he should have acquired at the end of a time-limited training session.

This objective is defined by the Chun Ki Do Association in training instructions, procedural and examination regulations as well as a belt examination program and is thus specified for the trainer.

Sometimes, however, the trainer has to think about and decide for himself before his training what goals are to be achieved. To do this, he should first formulate an overarching learning goal ( rough goal ) and derive several fine goals from this.

example

A trainer conveys an Ab-chaggy

1. Rough goal

First, the leg techniques are broken down into 4 stages

2. Rough goal

Now the arm techniques are taught

1. Target

Arms and legs are coordinated together

2. Target

Use of the hips and head posture are taught

3. Rough goal

Risk of injury if carried out incorrectly

3. Target

Which injuries can arise, how and where, in the case of incorrect execution3.5.2 Success control

The initial behavior of the student is changed to a final behavior described by the learning objective. The success checks are therefore primarily a learning goal check, ie it must relate directly to the respective learning goal.

The success control determines the results of teaching and learning during training. The success check should answer the following questions:

- Has the learning objective been achieved?

- What level of education do the students have?

The success control can take place in various forms. It can be performed during or at the end of a training session. Considerations How? and when? Success checks are part of the preparation for every training session. They depend on the number and level of difficulty of the learning objectives.

example

If the level of a rough goal or fine goal is reached, the trainer checks the learning success. He has the technique demonstrated to him, with the student having to explain the individual steps. Besides, he should also have the purpose explained to him.

If the student was successful, the trainer also did a good job. Therefore, the trainer should not be afraid to give praise even if one or the other level has not yet been mastered.

In the event of failure, the trainer should first ask himself the following questions:

- Did I make a mistake in mediating?

- Did my student understand what I wanted?

- Were my expectations too high?

- Have I considered the ability of my student?

- Was I too quick with my explanations?

- Did I also address the weaker members of the group?

- Have I praised my students enough?

- Has the student recognized his improvement in performance?

- Was the student motivated?

3.5.3 Coach

The trainer acts through his behavior, the students orientate themselves on him. Therefore, the person of the trainer as the organizer and coordinator of the learning process is an important element of the didactic octagon.

Brand

Deficiencies in other factors can sometimes be compensated for, but failure on the part of the trainer is unlikely.

Under the Trainer component, the following questions should be examined for the training sessions:

- As a trainer, how am I prepared for the individual learning objectives?

- Do I master the training content (background knowledge)?

- How long and well do I know my students?

- How do I relate to my students?

- Do I master the application of the techniques to be used?

- Can I cope with the technology of the training materials?

- How do I control the timing?

3.5.4 Student Group

Each trainer faces the student in training as an individual and as a social group.

The more the trainer knows about the personal and social structures, the better he can adapt to them.

The student group component is determined, among other things, by:

- the size of the group;

- the composition of the group (age, gender, education);

- open-mindedness (receptiveness, motivation);

- the previous knowledge of the group (experience, interests);

- the social structure of the group (collaboration, group climate, tensions, loners, nerds).

3.5.5 Training content

The training content is to be collected and organized as a basis for the learning objectives (fine objectives). They should be laid down in writing at least in keywords.

When selecting the training content, the trainer must ask himself why a technique is being taught and why it is suitable to lead to the given goal.

When selecting, preparing and structuring the training content, the following key questions should be examined:

- Does the intended training content correspond to the level of the students?

- Is there enough time to deal with the technique?

- Can the planned technology be taught with the chosen training method?

3.5.6 Training Procedures

The method with which the training content is conveyed to the student largely determines how quickly and successfully the learning goals are achieved. Dialogic training methods should be preferred to Mongolian methods in training because they activate the students more and thus promote learning success.

example

If the student is taught a new technique, a question and answer game must be created. The trainer asks the questions, the student has to answer them or sometimes even guess them. The trainer corrects the questions by incorporating food for thought into his new questions. In any case, the student should find out the solution. In this way, he actively participated in the training and learns the fastest. A student is always eager to learn and is seen as a role model. Often the trainer receives an enormous leap of faith from his student (idol restraint), so the trainer should never emotionally:

How is he so stupid he

never learns that he

is too awkward he

is too fat

to let develop, let alone express it.

Rather, he should study all weaknesses and begin to develop an individual training program.

As an example of the training process factor in the didactic octagon, it becomes clear that all of the influencing factors are to be seen as connected:

The choice of specific training methods always depends on the learning objective, the training content, the group of students and, last but not least, on the trainer himself, ie on his methodical skills.

3.5.7 Training Resources

Training aids support the learning process by involving as many sensory organs as possible in receiving information. In addition, they make the training process clearer, more interesting and more varied. When preparing for the training, special attention must therefore be paid to the question of suitable training resources.

The following key questions make the choice easier:

- Which tools support the achievement of the learning objective?

- Do I know how to use the aids?

- Are the tools to be used meaningfully related to the training content?

- How much time does the use of aids require?

- Is the time required for production in reasonable proportion to the effect?

- What needs to be done organizationally in order to be able to use the tool?

example

Training aids are mats, sandbags and all weapons. But your own body also plays an important role when used as an aid.

Especially in training rooms there is no room for video cameras and televisions. No one comes to training to study visually moving images. Rather, the aim is to learn through movement. Learning by doing. I can clarify techniques not only with my facial expressions and gestures. In this way, movement sequences can be demonstrated step by step, and at the same time the muscle tension can be visually illustrated synchronously and the student can be made aware of which part of my body he has to look at.

A trainer should also be aware when using tools that he himself does not master or understand. However, if he knows how to convey the technique to his students, he should not be afraid to use the appropriate aids professionally in training.

3.5.8 Organizational Conditions

This factor of the didactic octagon means the external framework in which the training takes place, especially time and place. This also includes all organizational measures that need to be taken in terms of infrastructure, technology and personnel, as well as all conditions that cannot be clearly assigned to the other factors. When it comes to the time factor, the point in time, duration and time allocation must be examined and evaluated. The location factor mostly determines the availability of training aids and environmental conditions for the training (light, temperature, humidity) as well as possible disturbances (e.g. noise).

3.6. Mutual Relationships

3.6.1 Axis Relationship

All factors of the didactic octagon are directly related and dependent on one another. Changes within one component can have consequences for other elements. The axes shown in the drawing indicate particularly close relationships:

- Learning objective - success control = main thing (target/actual, input/output)

- trainer - student = personnel axis

- training content - training process = information

axis - training materials - organizational conditions = organization axis.

3.6.2 Control and separation elements

The factors of the didactic octagon can be examined as operating elements and as decision-making elements:

Operating elements are those that bind the trainer to the given framework conditions (examination content, training instructions, premises and aids). Decision-making elements are those where the trainer retains the freedom to use didactic and methodical options and can make decisions independently.

The results of all didactic considerations (didactic analysis) are the basis for the development of training content and are recorded in writing. The handout contains the prepared training concept and serves as a basis for conducting a training session.

Sample handout

When? Friday

where? Bundeswehr multi-purpose hall

Who? Groups of children

Which? Group of children a, b+c

What age? A=4-6, b= 6-8, c=8-14

How big are the groups? A=8-12 b=10-18 c=10-18

Which trainers are available to me?

How much time do I have? 1st hour

Group a= Hans and Monika

Group b= Roman

Group c= Renate and Christoph

, if required, Nina and Markus

As a rule, these framework conditions will not change and generally only require a one-off examination.

What training goals do I want to achieve?

Some examples of rough and fine goals from my training program:

The student learns to concentrate. The student understands the sequence of movements of an Ab-chaggy with 8 levels. The student knows the 12 steps of the Hap-Ki-Do role.

How to start (theoretical considerations)

No child wants to stand still, concentrate for a long time or watch something uninteresting attentively. However, these are precisely the factors that make it necessary to carefully absorb information and guarantee rapid learning success. Poor concentration is the common cause of poor school grades and performance. Children hear often enough, be quiet, don't be so wild, behave yourself; and now also in training? They will quickly lose interest if they are asked or even forced to do so.

If standing still isn't interesting for children, I have to ask myself: How can standing still be made interesting, especially for children?

How to get started (practical implementation)

As we know, children love to play. So I'm going to invent contests that motivate the kids to stand still.

First I explain the rules of the game.

First game

- all children have to run in a circle or back and forth

- when I call Barrow, the children have to stand still immediately

- they are also not allowed to speak

- whoever stands still first gets the most points

I tell the children that no child can stand still without speaking, only us adults can do that. Therefore, the game is far too difficult for children and can actually only be played by adults. I have never seen that the children can stand still for a minute, they always have to romp and make noise (that's true, they get louder all day) and demonstrate funny and noisy movements of the children. If you can do that, you'll be better off than adults and I can't believe that. Depending on the children's willingness to talk, I always continue my goals individually until I have achieved them. I try to ensure that my goals are positive and that the children can achieve them without being forced to do so. The children must be actively involved in the conversation and must be given a feeling of co-determination. The AH effect is particularly useful in children's training.

i.e. Problems must also be solved by children themselves. The trainer provides the necessary assistance to guarantee the children the solution.

second game

- all the children have to run in a circle or back and forth

- when I call Barrow, the children have to run straight to a line

- they are also not allowed to speak there

- whoever stands still first gets the most points

third game

- All children stand quietly in a line

- Whoever speaks or moves first must sit down

How long is the game?

Explanation 1 minute 60 minutes

per game 2 minutes - 7 minutes

total 7 minutes = 53 minutes remaining

1. Rough goal

The student learns to concentrate divided into three fine goals.

- Motivation

- don't speak

- stand still

The child learns that standing still and not speaking is extremely difficult. It must focus on standing still. But it also recognizes that this problem is consistently manageable.

Forced children to stand still should never be the intention of a trainer. Rather, the impulse must be guided by the children themselves. If the children are not interested or bored, the game is stopped immediately.

Brand

As a trainer, you must not misjudge the performance limits of the children in order to keep children away from any harm.

5. Trainingslehre

I. Words of motivation

A good trainer knows the theory as well as the effects of biological , biomechanical , pedagogical-didactical , psychological and emotional rules of the people. He therefore takes into account all methods that can be planned in order to optimize the improvement in his students' performance. The training theory is very extensive and touches on almost all subject areas.

5.1. Target groups and training appropriate to the situation

As we all know, complex movements are extremely difficult to learn. A beginner will not be able to learn a dan technique. Therefore, the Chun Ki Do Association has created a belt test program that meets the requirements of methodical didactic principles.

The beginner techniques must be easy for everyone to understand. In order to make the techniques easy to understand, the trainer follows the following principles when teaching them.

5.1. Training

a) demonstration

b) imitation

c) correction

d) practice

e) repeated practice (drill)

5.1.a) demonstration and imitation

I. Definition

is the demonstration of a movement sequence by the trainer with immediate repetition by the trainee? The visualization of motion sequences by breaking down complex activities into simple learning steps must be guaranteed. This is a learning-intensive training process (principle: "learning by doing") in which the theoretical knowledge (explanation of the trainer) is immediately converted into practical movements. Doing it yourself makes the learning process easier and creates the necessary sense of achievement. However, this training process needs to be deepened through practice and drill-like practice.

II. Implementation

First, the trainer tries to get the whole group's attention. To achieve this goal, of course, there must be absolute silence. It's difficult to get that stillness with a lot of people gathering together. But a loud, short cry and then a stressed, slow and clear speech as well as the constant friendly eye contact help him enormously. A funny post also attracts more attention. However, it should be appropriate to the situation and not exaggerated. If the trainer has succeeded in doing this, he shows the slow movement of the technique in front of the group.

He divides the techniques into several phases. The measurement of the number of gradations depends on the frequency of change of direction of the movement sequence to be learned.

example 1

A Ab-chaggy is taught to the beginner in 4 stages.

1st stage – lift leg up

2nd stage – stretch leg straight forward

3rd stage – bend leg 90 degrees

4th stage – return leg to starting position.

5.1. b) copying

Now the training with the student begins. The trainer counts slowly from 1 to 4. He observes his students and makes sure that the four movement sequences are correctly followed. If he finds that a movement is being performed incorrectly, he explains the individual movement again. First he looks for the source of the error in order to be able to make a meaningful correction statement. If the verbal correction instruction is unsuccessful, the stage is divided into further phases. The gradations are repeated until the student can perform the movement without errors. If the student has now mastered the individual phases, they are first carried out in pairs, then at the same time. A good trainer must adhere to this procedure in order to give the student the feeling of success.

5.1 c) Practice

Demonstration and imitation are continued through practice. Now the four techniques are combined into one time phase. By repeating them several times, they are first carried out more slowly, then faster and faster. With increasing intensity of the speed, the condition decreases. This natural phenomenon of fatigue results in the student performing the newly learned techniques improperly and incorrectly. If the trainer notices the above behavior in his students, he must give you a break. This prevents the rehearsal of incorrect movement sequences.

Brand

Wrongly rehearsed and familiar movement sequences can hardly be got rid of again and ultimately lead to the student's displeasure. For this reason, fitness training should be avoided during movement training.

However, the break should be designed by the coach. Here he has time to address detailed causes of errors. In addition, exercises can also be carried out slowly and in stages. However, if a lack of concentration is also recognized, a break is absolutely necessary.

5.1. d) Repeated practice

During drill-like practice, the specified movement sequences are perfected until they are completely mastered. The even and smooth movement saves energy and time. Function-related and automated movement sequences are called up mechanically in decision-making situations even years later. (eg you don't forget how to swim) the student is largely relieved of cumbersome movement sequences and the associated considerations and has time for more important activities or thought processes. (Battle Tactics)

Drill-like practice is relatively tedious and monotonous. This requires the constant motivation of the students. Repeated practice is also used to increase physical performance.

Warm-up training 4-6 years

Started:

I ask the children whether they are already going to school "No, to kindergarten" - "Then you certainly can't count yet."

Most of the children count straight away to proudly present their skills to me. I do an exercise, explain it and ask the children if they can do ten exercises and if they can already count that far. In any case, I'm skeptical and doubt the ability until the children prove it to me and we then start the exercises together. The children imitate the exercises and count out loud. When there are two, the children count “one, two”, when there are three, “one, two, three” etc.... Through active participation, through counting, the children concentrate. I say: "Louder, you are much too quiet". And motivate the children to scream out loud, which they are otherwise not allowed to do.

Improving the performance and motivation of our body and mind can still be trained and improved at any age.

5.1 I Group classification

Each student has different motives and spiritual motivations that spur them on to practice Chun Ki Do. One wants to keep physically fit, the other wants to learn the art of fighting. Gymnastics is popular with many. Most students are recreational athletes, few are competitive athletes.

Some attend the training once a week, others 5 times a week. Some are athletically untalented and highly intelligent, the others are dumb and athletic. Some are fat, others are thin. Some are old, others are young. Children want to play and move. Adults want to learn something and keep themselves physically fit. Young people are looking for idols. One trains from within, the other needs an impulse (drive) from the outside. One is easy to motivate, the other hardly.

The large number of individual personalities shows that a group classification is necessary. An optimal solution will only be able to achieve a good trainer and judge of human nature. He divides his students into groups.

An optimal group division will never be possible due to the lack of hall capacity, the lack of training facilities, the lack of trainers, etc. A trainer must be aware of this when dividing up the groups. The following group classifications have proven themselves in practice.

a) Children's group

The children's group consists of boys and girls between the ages of 4 and 13 years.

The group of children is then divided into 3 age groups:

from 4 to 6 years

from 7 to 9 years

from 10 to 13 years

Not only the age but also the mental disposition should be considered in the individual student. So even a 6-year-old can train in a group of 7 to 9. Only the sporting disposition is not enough for the change to a higher group. The group should also not be divided into girls and boys. When training with a partner, care should also be taken to ensure that students are not always divided up according to students who are as homogeneous as possible from the outside.

The children should experience the physical difference in play and learn to deal with the changed situation. This also includes the bitter experience that one is stronger and the other weaker. In addition, the child learns its limits

Furthermore, the groups are divided according to the belt grades achieved:

Beginner group: up to and including orange belt

Advanced group: from green belt to red belt Trainer group: brown belts

and black belts

A sensible training design is not possible without adhering to the group division.

5.1. I. a) The children's group

Preliminary remarks:

- Children who are constantly criticized learn to condemn.

- Children who are hit learn to hit themselves.

- Children who are ridiculed learn shyness.

- Children who are exposed to irony get a guilty conscience.

But children

- Those met with tolerance learn patience.

- those who are praised learn evaluation.

- experience honesty, learn justice.

- experience kindness, learn friendship.

- experience security, learn to trust.

- who are loved and hugged,

learn to feel love in our world.

Children learn quickly and are usually flexible. Bone structure and musculature are still developing, therefore lever techniques must not be taught. Failure to comply with this arrangement can result in deformation of the bony apparatus, which can even lead to enormous disabilities. biomechanics

Brand:

It is forbidden to teach lock techniques to children under the age of 12.

Children are unfocused. In order to attract children's attention, the techniques are changed several times during a training session. The trainer decides the frequency of change by carefully observing the group. If he finds that more than 50% of the participants are not concentrating or are overwhelmed, he has to give the children a break to concentrate. However, the coach is in more relaxed form during this break

Exercises such as fall school or he integrates a small competition game, e.g. B. Who is the fastest with the twelve punches. If you can't keep up, you have to sit down.

example 1

unfocused behavior in children is noticeable through loudness, lack of interest and boredom. When children are taught the 12 basic strokes, there will be a great deal of interest at first. However, after a while, the concentration begins to wane. In order to get the children's attention, the technique should now be changed. Under no circumstances should the same movement sequences such as kicking techniques be taught. It makes sense to give the children a break to concentrate. However, this break should be designed by the coach. This is where the fall school comes in. The children have the opportunity to let off steam during the fall school and to gather new strength.

5.1 I b) The adult group

Adults have different motives for learning than children. To a large extent, adult education is nothing other than checking, correcting and applying life experience. ( F. Pöggeler ). Adults bring life experiences and previous knowledge with them. They already have established standards and opinions. In contrast to children, adults are more skeptical about new impressions, sometimes intellectually equal to or superior to the trainer.

The memory capacity of adults decreases with age (biologically determined). Physical performance also decreases. In order to achieve successful adult training, the above points must be taken into account.

When designing a training session for adults by the trainer, the following learning conditions are ensured:

- in the pronunciation and the formulations, previous experience is taken into account in a practical manner, ie using appropriate examples

For the trainer dealing with children - being able to create the necessary atmosphere - being able to react safely to refusal and reluctance - training target, group and situation in a measured way - being able to adapt help and the procedure to the expectations and experiences of his group - knowing how Groups are motivated to be more creative and take responsibility for themselves.

5.2 The Coach

The trainer as a person of trust

Wrong coaching behavior

already wants to show what he has learned in front of the group and is proud to be able to distinguish himself with it, confident that he is better than his students. This behavior can be explained by the fact that he naturally gains authority in the group, since he is the only one who understands how to master unknown (known to him) movement sequences almost perfectly. He does not see that other athletic characters exist in his student. And this is exactly what he should use to motivate the student. Movement sequences his student can suddenly improve! Or he does not recognize the inclinations, gifts and talents of his students. Why doesn't he? Because he's afraid that certain.

5.3 Correction of a group

introduction

Correcting an identified deficiency is not a problem provided the trainer knows all the outlines of the technique he is teaching. It is much more important to recognize errors and then to be able to offer the right solution for each individual. First you have to be able to perceive the error with your senses. We have to be able to describe movement sequences temporally (the sequence of movements is usually very fast), spatially (from which different perspectives do I have to look at the techniques), individually (what prerequisites does the student have; is he flexible, thick tendons, endurance musculature, sprinter musculature, etc.; which age, gender) ,

Before we start with the error correction, we study the physique, the musculature and the skin or musculature (topic biomechanics) in order to be able to assess the prerequisites (capacity of the student). Once we have done this, we observe the course of movement over time and divide it into the given stages. We can often only observe this process if we structure the movement sequence again in terms of time. i.e. the student has to repeat the exercise several times in order to receive optimal correction instructions. In addition, the perspective shifts with many techniques. The trainer has to walk around his student in order to be able to see all the individual movement sequences. This method is the only sensible one, but has the disadvantage that it is very time-consuming for the trainer and student.

If you train a group, you will often find that the same movements result in the same mistakes. This is natural, since synchronous movements are taught precisely in Chun Ki Do. Since human beings move asynchronously by nature, it is natural that the same errors will occur. Therefore, a good trainer should first only address all of the same mistakes in the group. Individual problems should only be addressed personally so as not to confuse the student and the group.

Game with 10 matches: Learn to read Indian numbers.

Purpose:

The trainer should be able to capture the movement sequences of his group with his eyes at the same time.

If you want to correct synchronous movements, you have to be able to register all movements at the same time with our senses (eyes, ears). We can only do this if we don't focus our eyes on one person, but try to observe all participants. We can do this if we fixate on the rightmost edge of the group with our right eye and on the leftmost group with our left eye. The pupils must then no longer be moved. If the group is too big for me to see everyone in the field of vision, I have to move away from the group. If this is not possible for me, I have to divide the group into two or more fields of vision. The fields of vision are then changed as desired so that we get an overall picture of the group.

5.3.1 Station Training

Station training is carried out when you have to train several groups at the same time. The trainer presents the topics in a precisely defined order and assigns assistant trainers. The individual topics always arouse new interest. Intensive training in small groups is guaranteed. A uniform, trainer-related training is possible. The topics are optimized through the rational use of trainers and training resources. Use of the special expertise of individual trainers.

5.4 How the training works

The limits of physical and thus athletic performance are defined by physical predisposition. A lack of activity atrophies the talents and aptitudes. Real organic performance limitations and general inefficiency are the result.

On the other hand, athletic training is able to increase physical performance up to the individually different upper performance limit.

People move between these lower and upper limits of their performance depending on their physical, sporting activity.

One of the tasks of sport lies in the development of physical abilities and improvement of performance through training. The basis of the training theory can be summarized in a rule that says:

— Weak stimuli lead to stimulation,

— strong stimuli lead to adaptation processes , — too

strong stimuli lead to damage to the organism.

The performance-improving effect of the training comes about through adaptation processes of the organism or individual organs to movement stimuli.

5.4 How the training works

5.4.1 General

On the other hand, athletic training is able to increase physical performance up to the individually different upper performance limit.

People move between these lower and upper limits of their performance depending on their physical, sporting activity.

One of the tasks of sport lies in the development of physical abilities and improvement of performance through training. The basis of the training theory can be summarized in a rule that says:

— Weak stimuli lead to stimulation,

— strong stimuli lead to adaptation processes , — too

strong stimuli lead to damage to the organism.

The performance-improving effect of the training comes about through adaptation processes of the organism or individual organs to movement stimuli.

5.5 Training Effect

Basically, the training does not only affect the organ system on which it is aimed. Rather, other organs and the whole organism are also subject to adaptation processes to the set stimuli. The system of the bones and ligaments are also influenced during strength training, and the muscles during endurance training. In the following, only the focal points of organ changes through training will be dealt with.

Basics of muscle performance improvement as a result of strength training:

(1) Increase in muscle mass, initially by thickening each individual muscle cell with an increase in muscle fibrils. If a certain cell thickness is exceeded, the number of cells will probably also increase.

(2) Proliferation of the nourishing hair vessels (capillaries) by new capillary formation and expansion of the connections between the capillaries (anastomoses); the exchange surface for oxygen and nutrients per cm2 of muscle mass increases in the trained muscle.

(3) Economization of cell metabolism by increasing cell structures that control energy production. At the same time, the mineral metabolism is improved.

The general endurance of the organism is primarily dependent on the oxygen supply to the working organs. In healthy people, oxygen uptake depends on the amount of blood that is available to flow through the lungs. The blood volume is determined by the cardiac output. The essential changes through endurance training can be found in the heart.

(1) Enlargement of the interior of the heart (atria and ventricles). This allows a larger amount of blood to be ejected per heartbeat under stress.

(2) Thickening of the heart muscle as a result of growth in the thickness of each heart muscle cell, so that the increased work output under stress can be managed without damage.

(3) Increase and expansion of the capillaries and thus better oxygen supply to the heart muscles (therefore exercise as a preventive measure, e.g. against a heart attack).

(4) Economization of cell metabolism and thus better endurance performance and strength development of the heart muscles under stress conditions.

The improvement in endurance associated with altitude training is achieved through an increase in red blood cells and hemoglobin. This means an increase in the blood's capacity to transport oxygen; the maximum oxygen uptake capacity increases.

The voluntary nervous and muscular system is the organ of success in speed and agility training. The speed of nerve conduction cannot be increased. Performance developments in this area are based on:

— the so-called grinding in of movement sequences until they run unconsciously and automatically,

— the optimal interaction of the muscles to be used and the elimination of braking and inhibiting reflexes in other muscle groups,

— the development of explosive strength, ie the ability to activate as much force as possible in the shortest possible time.

The vegetative nervous system (involuntary nervous system) shows significant changes, especially under the influence of endurance training, which make it possible to let all organs work "overdrive" during the rest phase. These protective regulations are most pronounced in the cardiovascular system. The vegetative conversion of the

endurance trained is noticeable in:

- slowing of the pulse rate at rest (below 60 beats/min),

- rapid rate drop after exercise, -

decreased blood pressure at rest.

If the dose of training is too high for an athlete's current level of performance, symptoms of overtraining sometimes occur. These complaints are particularly common in the forced implementation of long-term training with less experienced people. This phenomenon causes, among other things, a general reluctance to exercise, a drop in performance, sleep disturbances, headaches, an increase in pulse rates at rest and under stress. The cause lies in dysregulation of the vegetative nervous system and the hormone balance (adrenal glands).

Reducing the training load generally has a more beneficial effect than stopping training altogether.

Long and intensive training causes – especially in endurance, but also in other sports – organ and regulation changes, which can cause severe symptoms if training is stopped suddenly (illness, end of sporting career).

As with overtraining, these disorders, known as relief syndrome, are based on dysregulation of the vegetative nervous system and the hormone balance and manifest themselves in breathing difficulties, heart pain, pulse irregularities, headaches and insomnia. To avoid such complaints, the circulatory system should be put under moderate strain (pulse rate around 150/min) for about 15-30 minutes a day at first, and later 1 to 3 times a week. This so-called detraining may have to be carried out over months or years.

Pupils up to the age of 40 can be fully loaded physically if they are healthy. In the period between 40 and 60 years of age, physical exercise primarily serves to maintain and strengthen health. Above all, it can prevent heart and vascular diseases. Strength and speed exercises should be avoided. Instead, choose gymnastics and endurance sports.

The trainer should be able to capture the movement sequences of his group with his eyes at the same time. If you want to correct synchronous movements, you have to be able to register all movements at the same time with our senses (eyes, ears). We can only do this if we don't focus our eyes on one person, but try to observe all participants. We can do this if we fixate on the rightmost edge of the group with our right eye and on the leftmost group with our left eye. The pupils must then no longer be moved. If the group is too big for me to see everyone in the field of vision, I have to move away from the group. If this is not possible for me, I have to divide the group into two or more fields of vision. The fields of view are then changed at will,