I wrote this paper years ago and figured I'd post it after bringing the topic up in my last post...
Abstract
A martial artist’s need for flexibility to improve technique and reduce the risk of injury is well known. However, not as well known is the martial arts instructor’s need for a different kind of flexibility. This flexibility involves adapting their instructing style to match the learning style of the students. In martial arts schools across the country and around the world you will see groups of uniformly dressed students executing techniques in what seems to be exactly the same way, but what’s going on in the mind of the individual students can be completely different.
Introduction
For years, educators have known of the theory of multiple intelligences, which states that individuals have a dominant method or methods of learning and if teachers were to favor some methods over others, then some students would be left behind. These students would be deemed “slow” or “stupid”, but the facts would show that it is the teacher who is at fault due to non-flexibility in their teaching style. In his book “Multiple Intelligences: The Theory in Practice”, Harvard University’s Dr. Howard Gardner defines the seven intelligences as: musical, bodily-kinesthetic, logical-mathematical, linguistic (auditory), spatial (visual), interpersonal, and intrapersonal. For the purposes of martial arts, I will focus on three, though in some way all seven could be applied.
Every martial arts instructor has had some students who seem to learn better by explanation (auditory), while others learn better by repetition (kinesthetic), and still others learn by observation (visual). It is the responsibility of the instructor to know the learning style of his or her students and adapt the lesson to utilize the styles of those present.
For example, if I were teaching a group of six students how to do a proper side kick, it would help to know that Jennie, Johnny, and Susan are auditory learners; while Billy, Bobby, and Carol are visual learners. If this is the case, would it make sense for me to do a couple of fast ones and tell them to keep doing them until they get it right? No, that method might only be appropriate for kinesthetic learners and would only serve to frustrate the class and make my job more difficult. For Jennie, Johnny, and Susan’s benefit I would explain in detail the position of my feet, hands, hips, shoulders, head, everything. For Billy, Bobby, and Carol’s benefit, I would break the technique down into many individual movements to ensure that they can see the details at each step. The following sections will break each of the three intelligences down to explain how students of each type can be most effectively taught.
Teaching Auditory Learners
To teach auditory learners, an instructor must present information orally, speaking clearly and loudly enough so that the entire class can hear easily. Auditory learners need specific directions, not just phrases such as “like I’m doing”, “this way”, or “the other way”. Exact wording must be used to most effectively communicate the task at hand. To test whether your wording would be appropriate for auditory learners, practice writing it down and giving it to a fellow instructor. If the wording is clear and concise, then the fellow instructor should easily be able to duplicate your movement.
Auditory learners will often ask questions and repeat the answers. This is their method of reinforcing the auditory response and should not be taken as being disrespectful – it is simply their way of retaining the information you have presented. This leads to some behavior that may seem inappropriate during practice time: Auditory learners tend to talk out loud during, or instead or, physical practice. This can be disruptive to that student’s partner and to the class. If possible, try to pair auditory learners together so that they can verbally reinforce each other, but remind them to maintain a level of respect to those who simply “learn by doing”.
Teaching Kinesthetic Learners
In the traditional martial arts environment, kinesthetic learners should be the easiest to teach, because they learn by doing. However, an instructor must still meet the special needs of kinesthetic learners. An instructor should demonstrate the technique and have the students practice it until they begin to show proficiency. At this point, the instructor should explain the concept behind the technique and make corrections in form. The reason for this sequence is that kinesthetic learners cannot fully take in non-physical information until they have developed the technique as a reflexive movement.
An instructor needs to provide a variety of activities for kinesthetic learners. This may be done by including practice in the various aspects of the art in every workout. Providing variations on drills and combinations also keeps kinesthetic learners on task. During paired practice, changing partners frequently stimulated kinesthetic learners since they are then required to somewhat alter their techniques to suit their partner’s physical needs, such as skill level, height, and weight. Kinesthetic learners will also benefit from working with partners who already know the material. This is due to experiencing the techniques done correctly.
Kinesthetic learners have trouble staying still, so for their benefit an instructor should limit the length of lectures and explanations. An instructor should also accept that kinesthetic learners probably will keep moving during demonstration and may even copy the instructor’s moves in an attempt to learn the lesson. This motion is not a sign of disrespect – it is simply their way of retaining the information you have presented.
Teaching Visual Learners
To teach visual learners, an instructor must present information in a clearly and easily seen manner. This starts by arranging students in formations that allow all students, especially beginners, to see the instructor or another role model. An instructor may also use mirror imaging to help visual learners grasp new techniques.
During moving drills, an instructor should intersperse advanced students throughout the beginner’s ranks so beginners can easily see the techniques performed by someone with more experience. During partner drills, visual learners may need to change their physical position to be able to see better and to match their orientation with that of the instructor. This is also true during demonstrations and again, this motion is not a sign of disrespect – it is simply their way of retaining the information you have presented.
Conclusion
An instructor’s primary function is to pass along information and students are there to receive it. However, when there are gaps in the communication lines between instructor and student, this is not always possible. This link contains a short questionnaire that can be given to students as well as an explanation as to how it can be used to determine their dominant method of learning.
Regardless of a student’s dominant learning type, the other types of learning should not be ignored since people are usually a combination of all seven. However, by knowing the dominant learning type of each student and understanding what is required to teach students of that learning type, instructors can be more effective in performing their primary function, but not without a lot of hard work. Adjusting one’s teaching methods can be a major undertaking, but just as muscle flexibility is a achieved through dedication and hard work, so is instructional flexibility. The final result will be more skillful students and more successful instructors.
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