Hi!
Master Nelson and I met last week to define the black belt curriculum of S&H Family Martial Arts. This is the result...
Thanks,
Matt
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Like all ranks, black belts are expected to know all of the material for all lower ranks. The reason that the black belt curriculum is considered separately is because of the flexible nature of advanced training. Before getting into details, several assumptions must be explained.
1) Black belts must be both students and teachers. Just as it is unacceptable for a black belt never to teach class, it is unacceptable for a black belt never to take class. The classes that black belts take may not be the same classes that lower ranks take, and they may not take them as the same frequency, but black belts are expected to take class regularly.
2) What is “required” of one student will be required of all students. There will be no exceptions. Having universal requirements precludes there being higher value placed on one student’s rank compared to another’s. This is not to say that some students won’t be pushed harder in some areas than others, and other students pushed differently. This will be according to the student’s aptitude and interest.
Promotions for black belts are more a function of experience (e.g. “time at rank”) and maturity than merely meeting the written requirements. For example, even if the requirement for a student’s next rank is to learn three forms and teach 50 classes (for example), this doesn’t mean that the student can reach the requirement in a month by learning the forms quickly and teaching several classes per day for several weeks.
In general, the amount of time it takes from one black belt rank to the next is the next degree, in years. For example, two years from first to second, three years from second to third, and so on. There are exceptions, of course, but this rule of thumb will be followed in all but extreme circumstances.
Forms
Please refer to the general curriculum requirements for details on which forms are required for each rank. It is expected that black belts will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks. This is especially true for black belts who are expected to teach as part of their training.
From general curriculum requirements:
The forms, or hyung, of traditional Taekwondo are its identity. Each form has aspects of it that have meaning beyond kicking and punching, as described in the student handbook. The form(s) required at each belt level is/are as follows:
White: Chon-Ji
Yellow: Dan-Gun
Orange: Do-San
Green: Won-Hyo
Purple: Yul-Gok
Blue: Joon-Gun
Red: Toi-Gye
Brown: Hwa-Rang
1st Degree Black: Choong-Moo
2nd Degree Black: Kwang-Gae, Po-Eun, Ge-Baek
3rd Degree Black: Eui-Am, Choong-Jang, Juche
4th Degree Black: Sam-Il, Yoo-Sin, Choi-Yong
5th Degree Black: Yon-Gae, Ul-Ji, Moon-Moo
6th Degree Black: So-San, Se-Jong
7th Degree Black: Tong-Il
Learning a form is done in stages. The first stage is to be able to follow along in class and properly execute each technique, with the instructor describing each count. The second stage is to be able to do the same without the instructor describing each count, but still counting. The third is to be able to do the same without the instructor counting. The fourth stage is to be able to confidently execute each technique with appropriate timing on one’s own, that is, without anyone else doing the same form and without any input from the instructor. It is this fourth stage that is required to successfully test for the next rank.
Each student will have his or her own way of doing each form. There are some absolutes with regard to correctness, but, in general, students are encouraged to ensure that their way is their way and not just a mimic of someone else’s. For example, the first two moves in Chon-Ji are to turn ninety degrees to the left into a left-foot-forward front stance and do a left-hand down block, then aim with the left hand, step forward into a right-foot-forward front stance, and do a right-hand mid-section straight punch. Doing an outer block or a back stance would be wrong, but foregoing the aim or punching slightly higher or lower is not. The former is a matter of executing the right kind of technique; the latter is a personal preference as to how that technique is executed.
In addition to knowing the techniques of each form, students are also expected to know the definition for each form, the number of movements in each form, and the movement numbers on which a yell is expected. This information can be found in the student handbook (or on the Internet). Students are also expected to understand the application of the techniques in each form. It is how each technique can be applied to a self-defense situation that differentiates martial arts forms practice from dance. It is expected that students will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks.
Self-Defense
Black belts are expected to be competent at as many of the techniques that make up the school’s self-defense body of knowledge (SD BoK) as practical. Clearly, as new techniques are introduced to the SD BOK, it will take time for them to proliferate around to all students. However, the main expectation of black belts is to demonstrate in-depth knowledge and extreme proficiency at a sub-set of the SD BoK. The higher the rank, the larger the sub-set required.
From general curriculum requirements:
Self-defense is, and should be, a significant component to any martial arts curriculum. S&H FMA is no different in this regard. What is required for students to be promoted from rank to rank is not a prescribed set of self-defense techniques, but rather a prescribed number of techniques. This will allow students to focus on techniques that are meaningful to them and give instructors flexibility to teach to each student such techniques.
Each student, starting at white belt, is expected to learn three new self-defense techniques prior to testing for their next rank. This means that white belts are expected to know three, yellow belts are expected to know six, orange belts are expected to know nine, and so forth. In this case, “know” means the ability to instruct a fellow student (or instructor) what they are to do as an “attacker” and then properly, and safely, execute the technique as a “defender.”
Over time, the school will expand its body of knowledge of self-defense techniques, which will give the students more choices. Any technique that can be properly, and safely, executed in the school will be acceptable. Students are encouraged to help the school expand its body of knowledge by working with instructors to introduce new techniques.
Sparring
Sparring is, first and foremost, an exercise in control and black belts are expected to have exemplary control. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From general curriculum requirements:
Sparring is, first and foremost, an exercise in control. Students are expected to exhibit control of their techniques in any and all line sparring and free sparring situations. Line sparring is when partners are given pre-defined technique to use in an attack/defend/counter-attack situation, then practice by alternating roles. Free sparring is when students are free to choose their own techniques for attack and must defend against their partner’s.
There are no technique requirements for sparring, only participation and demonstration of control. A student may be denied promotion for refusal to participate in sparring. There are, of course, medical exceptions to this. Any student with a medical reason for non-participation should make it clear to their instructor prior to testing. A student may also be denied promotion for lack of proper control during sparring. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From student handbook:
Safety comes first. Students must wear complete sparring equipment before sparring. Headgear, mouth guard, rib protection (under 18 yrs old), hand gear, shin pads, and footgear comprise the complete set. Males will also wear groin protection.
Teaching
Black belts are expected to pass along what they learn by teaching lower belts. This does not necessarily mean leading class as the “head instructor.” Helping the head instructor by working with a sub-set of the class is fine. It is understood that there is a finite number of classes and we do not want to define a requirement that is untenable. The goal is for the black belt to have experience working with lower belts to ensure that he/she stays connected with the school and its primary constituents: the students. This will also ensure that the black belt stays current with any changes to the lower belt curriculum, though these changes won’t occur very often.
Research Paper
All students testing for first degree black belt are expected to write a paper on their own journey in the martial arts. For ranks beyond first degree, students are expected to do research into other areas. Suffice it to say that the paper must be more than a book report or a personal story and should help the reader not only to better understand another area of the martial arts, but also to better understand the author. The length required and whether a topic is acceptable are up to the school’s senior black belts and should be discussed with them in advance.
Beyond TKD
S&H Family Martial Arts is, at the end of the day, a martial arts school. Our curriculum may be based on traditional Taekwondo, but our training is not exclusive to it. The integration of Brazilian Ju-Jitsu into the SD BoK and the availability of Okinawan Kenpo Kobudo classes are evidence of that. Black belts are expected to seek out knowledge in other arts and use that knowledge to enhance the school. This may a simple as taking a one-day seminar and adding to the SD BoK, or as complex as earning rank in another style then comparing and contrasting its philosophy with that of TKD.
The Research Writing and Beyond TKD requirements may be combined. For example, the students takes a seminar in Capoeira, writes about a paper that combines the history of that art with the student’s experience, and adapts a Capoeira technique that contributes to the SD BoK.
Interview
A face-to-face interview with senior black belts will be part of the black belt promotion process. This interview will cover a discussion of the candidate’s training, teaching philosophy, research paper, and future goals. It may include actual demonstrations of forms and techniques, but will NOT be in front of an audience. The goal is for the senior black belts to fully evaluate the candidate’s readiness for promotion, not be a spectacle for ot
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