Posted tagged ‘karate for kids’

Can my black belt help get me into college?

February 14, 2013

collegeadmissionsAs a martial arts instructor, I’ve heard many students say they hope having a black belt will look good on their college applications. (Equally often, I’ve heard kids or parents say a student can’t come to class because of all the other activities they’re pursuing for their college applications!) Of course, “putting it on the resume” is a poor reason to train for black belt. At the same time, the personal qualities forged in the process of earning that belt can be good indicators of college success.

So, can your black belt really help get you into the college of your choice? We at Kids’ Karate Workbook decided to ask an expert. The result is some excellent advice for college applicants on how to present themselves and their martial arts achievements in the college admissions process. Stephanie Bertagnole is an Admissions Officer and Freshman Advisor at the University of California, Berkeley, one of the nation’s top universities. She has also trained in Cuong Nhu karate, along with her husband and son. Here’s what she had to say in answer to our questions:

How common is it for a college applicant to list “black belt” as an achievement?

We see numerous college applicants list “black belt” as an achievement. However, what sets one applicant apart from the others is the level of detail they provide regarding their achievement.

Is martial arts training considered a good extracurricular activity to have on one’s application? Do some admissions officers look down on it as “violent”?

The UC Berkeley admissions office views the martial arts as an excellent extracurricular activity. Martial arts training is not regarded as violent by our admissions officers and we are aware that martial arts training is both an excellent physical activity and that training can improve academic performance (according to our applicants). There are several martial arts clubs on campus including Judo, Tae Kwon Do, and Wushu. Additionally, martial arts training offered as a recreational activity for students, faculty and staff. For more information about our martial arts programs, please visit http://recsports.berkeley.edu/sports/martial-arts/.

How much do admissions officers know or find out about different martial arts, or different degrees of black belt?

As with many extracurricular activities, clubs, and competitions, we learn about martial arts training and achievements from the applicant. The applicant should assume that the application reader knows nothing about their martial arts training. It is their responsibility to impart detailed information about their training and the level of their achievements. Just as academics will vary from applicant to applicant, individual extracurricular activities such as martial arts training will vary as well. The level of detail one provides about their martial arts training and achievements will help make their case for admission.

Does it count for more if I’m in a martial art that emphasizes sport competition? Does it help if I’ve won a lot of championships?

Not necessarily—many applicants may not have access to competitions or simply choose not to compete for a variety of reasons. Competing can add value to an application but so can leadership roles such as instructing, serving as a role model in your community, or service to others.

I’ve heard I should have lots of different extracurricular activities on my application to make it look better. I have so many different activities, I can’t practice martial arts as often as I want – but I want my application to look good. Am I doing the right thing, piling on activities?

We see a variety of applicants including those who are involved in many different activities to those who are dedicated to one activity. For UC Berkeley, the quality of the program or activity is a key factor in the admission process and will significantly influence the application review. A student who piles on activities or simply participates in a variety of activities radically differs from one who dedicates a significant amount of time to their activity and has earned a high level of achievement within their sport, club, or volunteer work. If an applicant dedicates themselves solely to one activity, it is important that they understand how to convey their dedication to the application reader.

I often see martial arts applicants break down their martial arts training into several components. If they are an instructor at their dojo, they list these hours as a volunteer activity or work (if paid for their instruction). Their martial arts training is listed as the primary activity and the hours dedicated to their training should be listed here—applicants should remember to include the time spent outside the dojo conditioning and practicing. Achieving the rank of black belt is an honor; this and other related achievements could be listed as honors or awards. Martial arts training camps a student has attended could be listed under special program participation. Applicants should use the college application to their advantage—especially the essays or personal statements to provide in-depth information about their training.

There are so many young people doing martial arts and earning black belts as kids or teens. How can I make my achievement stand out from the crowd?

Every applicant is unique and so are their individual life experiences. Applicants can make their achievements stand out from the crowd through their essays or personal statements. I find it especially helpful when an applicant talks about challenges they have faced in their training or opportunities that have arisen as a result of their training. What is their response to these challenges and/or opportunities? How does the applicant apply their martial arts training off the mat and outside the dojo?

Can you give some examples of what an admissions officer likes to see/doesn’t like to see?

The college applicant pool is as diverse as the criteria by which a school reviews and selects students. I advise students contact individual colleges and universities to learn about their review and selection process. For UC Berkeley, each applicant starts from a neutral standpoint and our admissions officers look for items within the application that add value to one’s application. We like to see students who go above and beyond minimum requirements in academic or personal achievement. We do not penalize an applicant if critical information is missing or if they missed an opportunity to convey information in their personal statements. These applications simply remain at a neutral standpoint. We make the best possible case for admission to our school based on the information an applicant provides in their application.

Without revealing anything confidential, are there any good “martial arts applicant stories” you can tell?

There are so many who come to mind but the following two examples did a fine job presenting crucial information in their application and personal statements.

There first was an applicant who was competing at an international level in Tae Kwon Do. Their application stood out because of the level of detail provided regarding their achievements, training, and competitions. The student used the extra-curricular page of the UC application to their advantage by using key words or phrases to describe an honor, award, or competition. Furthermore, the applicant informed us that they often completed school assignments and papers on the plane or in a hotel room. We learned that they were an independent student, self-sufficient, and demonstrated impeccable time management skills required to succeed in both their martial art and in school.

Another applicant that stood out was 3rd degree black belt who achieved this rank by the age of 17. This applicant was an assistant instructor who helped manage the dojo but never competed for personal reasons. This young person took on a high level of responsibility for the students within the dojo and community as well as maintaining a high level of academic achievement within the school. Their application provided details regarding time spent training, instructing, managing the dojo, as well as time spent conditioning and practicing outside the dojo.

Thanks, Stephanie Bertagnole, for sharing your advice and expertise with the Kids’ Karate Workbook blog. And good luck to this year’s young martial artists applying to U.C.!

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What to do about persistent talkers and goof-offs

February 5, 2013

bpostureA colleague has asked us to revisit the topic of misbehaving and “low-effort” students. The students they describe are ones we all have in our classes from time to time: Those whose effort is minimal (loose fists, weak stances, lazy posture) even though they are capable of good technique; who talk and goof off with whoever is around them, as often as they can get away with it; and who don’t improve their behavior in response to any of the standard approaches (ranging from “catch them doing something good” to “sit out the fun stuff” to whatever your most serious discipline happens to be).

Let’s add that, in spite of their exasperating behavior, these are not kids who “hate karate” and really just want to quit, nor are they malicious trouble-makers – they disrupt by socializing too much, not by being anti-social.

So, my colleague asks, are some kids just too immature to understand the required behavior – and we have to put up with it till they begin to grow up? What approaches have other instructors tried for handling and motivating these kids?

Those Vital Dojo Members: The Parents

December 4, 2012

253881_2063296270822_5229577_nThe most important members of your children’s program might just be the parents. After all, it’s parents who sign kids up, pay the tuition, drive them to class, support their practice, and decide if & when they may quit!

Supportive parents give a tremendous boost to a school, both in practical terms (helping out at the dojo) and by creating a positive dojo culture. In rare cases, “nightmare” parents can have the opposite effect: Think “stage parent” interrupting class with their own instructions; argumentative parent questioning the instructor in front of the kids, or disputing a decision about tests and rank; or just, thoughtless parent talking loudly on a cell phone while letting your student’s younger siblings run amok.

A colleague recently asked about dealing with parents: How do instructors handle all the issues we just listed? I’ll toss out a few specific questions, but feel free to post on any aspect of working and communicating with those vital members of your dojo community.

1. Parents don’t necessarily have a clear idea of martial arts values and etiquette when they first register their child. How do you communicate your values and expectations to new parents? through written material? website? conferences?

2. How do you handle “stage parents” and etiquette violators? (Clearly, it requires some tact!)

3. Do you enlist parental involvement in classes or dojo events? How does that work?

4. Do you talk with parents about dealing with those times when a child doesn’t want to come to class? What do you tell them?

5. Do you have a “model parent” – or have you dealt with a “nightmare parent?” Tell us about him or her.

These are such important questions for a successful dojo; I look forward to hearing some great advice.

Belt Tests/Gradings – What’s the Best Way?

June 3, 2012

Earning rank, in the form of belts and/or stripes, is an important part of the martial arts experience for many children who train. Instructors who test children for rank handle it in many different ways. Some offer tests on a set schedule, for any students deemed “ready;” others schedule a test only when there are students clearly ready. Some have special test-only days; others integrate testing into regular class time. Some tests are by invitation only; others permit students to make the choice. Some schools fail students on a regular basis, while others preclude failure by pre-selecting well-qualified candidates. Some schools I have heard of test and promote the whole student body every couple of months. Still others eschew testing and simply promote students when it seems right.

How is testing handled at your school? Why do you (or your instructors) do it that way? Tell us the pros and cons. Let us know, too, how big your classes are and how many students typically test or are promoted at a time.

The “Deck of Cards Class” and Other Tricks for Making Hard Work Fun

July 3, 2011

"Six push-ups!"

Instructors: What tricks do you use to make the workout fun? I don’t mean “playing games” so much as making a regular workout seem like a game, or giving it an aspect that keeps kids engaged through many necessary repetitions.

The “Deck of Cards Class” is something I picked up years ago from a member of an adult class I was teaching. He got it from a Hapkido instructor he’d trained under in college. I stole the basic idea–which was to use the suits and numbers to determine the repetitions done in class–and adapted it to my tastes. It goes like this: I shuffle a deck of playing cards, and designate meanings for the four suits. Clubs mean ‘hand techniques,’ spades mean ‘kicks,’ hearts mean ‘exercises/calisthenics,’ and diamonds may mean different things, depending on the class and my whim– maybe partner work, rolls and drops, or performing in front of the group. Aces and twos of any suit usually mean ‘kata.’

Class proceeds by letting a student draw a card, and having the whole class perform the repetitions suggested by the card. For example, if the first card drawn is nine of spades, I’ll choose a kick, and we’ll do a count of nine (or perhaps, nine on each leg) with a kiai on number nine. Then the next student draws. In a class with older or more advanced students, I’ll let the kids choose the techniques, jumping in only if someone is taking too long to decide. (It’s important to keep things moving!) Even with the younger kids, I’ll let them choose for hearts – push-ups, frog jumps, jumping jacks, etc. When clubs are drawn, the technique might be a hand combination (as opposed to a single technique), as appropriate. If the card drawn is a low number, I might make the most of it by tripling the technique done on each count. The possibilities are endless, really.

In a good Deck of Cards Class, each student will get to draw twice or more. Even when they don’t get to choose the techniques, they feel a sense of excitement and control when they’re drawing from the deck. It’s fun!

Do you use any similar devices to keep things exciting? Please share.

The “Mat Chat”: What to Talk About with the Kids

May 20, 2011

Rachel left a note on the “Suggest Future Topics” page, asking this:

I have just become a junior instructor and one thing that I am most unsure about is the ‘mat chat’ for the youngest kids class. What topics and themes should I use?

Great question. The easy answer would be, talk about the same things you discuss in the older kids’ classes: respect, etiquette, perseverance, all the martial arts values. But discussions with 4- and 5-year-olds can be a little different.

I remember, early in my experience with that age group, I asked, “Can someone give me an example of using good manners in the dojo?” One hand shot up, and I called on her, “Yes, Kayley?” She announced loudly, and with great pride, “My brother is seven!”

One thing I do with my youngest kids is begin class by choosing a “word of the day,” discussing it a bit, and revisiting it throughout class. These include things like teamwork, fitness, balance, safety, and of course my favorite, respect. Sometimes I talk about the Five A’s of Self Defense: Aware, Alert, Avoid, Anticipate (what?! that’s a really big word!), and Act. (I might not get through all five in a day.) I try to fish for what the kids know and can contribute, while sharing what I think, what I’d like them to remember, and what it would be great to talk about with their parents.

Instructors, what topics do you use with your youngest? And, maybe more importantly, how do you go about discussing them in an age-appropriate way?

Working with blind or visually impaired students

April 26, 2011

I received an inquiry from Sensei Cris in New Jersey:

I’m wondering if any of the instructors out there have worked with blind/visually impaired students. We have been asked if we can teach a six year-old who is blind, and we are exploring the possibilities.

I’ve been aware over the years of adult martial artists with visual impairments training successfully in various schools and styles. Working with a 6-year-old would pose different challenges. This inquiry got me wondering how I would handle it.

Undoubtedly, there are instructors out there well-trained and experienced with this issue. Any suggestions?