MA Business Success 33: Great Class Ideas

https://soundcloud.com/tima-38/tima-podcasts-episode-33

Alex: Now today we're going to be looking into martial arts class ideas. Graham, easier said than done, I guess. I mean, because you're juggling lots of different ages and stages, and so where do you start? Graham: You know, Alex, it really is a challenge when you put everybody all in the same group, so to give you an idea, to have beginners in with advanced students is a real challenge. So identifying quickly what you're dealing with, and then being able to structure the class around that is key. But some fine ideas is to have that great blend between that serious aspect, that self-defense, obviously making sure the students are progressing and learning correctly, and you've got to have that fun in there as well. So otherwise, you know, you got to have those two or three die-hard students that love their seriousness, but you've also with plenty of others. Alex: Sure, absolutely. So it is finding that mix and also targeting the age group specific and... Graham: You know, to do kid focused activities and games in an adults class, they don't generally resonate as much, and don't get me wrong, we've had plenty of adults enjoy doing some of the dodgeball games and things like that. They're just big kids at heart, but... Alex: Do you do that? Do you, do...? Graham: We most definitely do, yeah, most definitely do. I think yeah, for all the listeners, I guarantee, dodge is probably one of those widely used games in all martial arts rules. Alex: To find the kid inside us. Graham: Oh indeed. So you know, the parents and the adults who join and are part of their programs have often said, "Why don't we get to play that?" So occasionally we've brought out some fun games, but it does need to be a little bit more age specific and age focused. And also, it could be the same activity that you're doing, but then you frame it slightly different for a five to eight-year-old group, rather than, say, a teenager class of whatnot. So you know, it's that blend, but then also how you pitch it too. Alex: Yeah, absolutely. So what else are we looking at in terms of mastering the best class? Phil: Something that we've started to do a lot more recently was...exactly people fall into the trap of doing the same old stuff because it's comfortable and that they know that they like it. So for example, if we use dodge for an example, it's an easy go-to game. We know that kids love it, but what happens if a kid's been with us for four years and he's still playing dodge? Do you know what I mean? Yes, it's still a fun game, but he's been doing it for four years, so you just take him...your mind on teaching one technique for four years, it's going to get a bit boring. So what we've tried to do is section, just like we have our classes, we have belt specific classes, like white and yellows together, and they're five to nine years of age, and then you know... Now what we're trying to do five to nine-year-old white and yellow beginner star games. And yeah, dodgeball fits in there as well. And then, if we were to play dodgeball at the next level up, the next belt, the next age, how can we make it a little bit more advanced or change it a bit? So it evolves with the student. And then, what are more games? So if a kid comes to us, he's been with us for four years, he's now 15, he's a black belt, what games do they want? They want a little bit more team building activities, you know, leadership star games where we're blending a bit of fun to the kiddie games, but with real life skills as well. So I think that's probably a big takeaway that my little martial arts school should try and implement into their school, is break their classes down into those age and belt specific, but then also break the games down. Figure out what games you can play, what fun activities, and we just say games, but activities. Activities that have a purpose that get them smiling and having fun. And we definitely have to look outside of martial arts as well, because there's so many games out there with all other sports and activities that you can implement, and have martial arts philosophies or takeaways with those games as well. Alex: So what sort of percentage of games taking up of the 45 minute class? Phil: For a kids class 45 minutes, it will all depend. We use games as pattern interrupts. So although we might have a game at the end, generally speaking, if it's a hot day and we're lacking motivation right in the middle, we're going to throw in an activity right there to pattern interrupt. And it's the same thing as what Graham was saying with the adults. You know, adults get stressed out. They have bad days, and really, it's up to their head instructor to be either visually say where this class is going, go, "Right, bang, I need a pattern interrupt. Let's just play a game, and let's get the adults smiling and having fun and then back to the hard stuff." So definitely, you know, you don't want a whole class of it. Generally, class speaking, you're looking at about a 10 minute warmup. You know, you got about your 20, sort of, 20 to 25 minute chunk of all your techniques, and then the last little bit is games, and then wrapping up with your end of class chats. Graham: Alex, I think Phil's touched on it really well there by saying it, although we're calling them games or activities, and with the activities that can really be focused on the different age groups as you pointed out. And there's a real and easy tool that most dojos will probably have access to or go to the local shop and get them. They're those colorful pool noodles. Alex: Yes, I've seen those in action. Graham: It's easy to cut them in half and they're soiled or they're this or whatever it may be, but for an adult, that can be utilized and integrated where it could be a colorful, fun utensil used in a drill that could be all about reactions. Being able to move quickly, simulate a back defense, but it's not disarming the opponent, it's just about body movement. So they can certainly do an activity that has a fun aspect to it, but it's not necessarily just jumping around and just being silly. It actually has a meaning behind it. And that's where you do get that enjoyment in the classes, where you get to use props, other bits and pieces to make these activities work really well and sort of take it to the next level. And I really can't agree enough with Phil about the teamwork ideas that we do. There's activities that we do in class that aren't necessarily always martial arts focused, but they definitely do, you know, when explained to the student what we're really emphasizing this activity, it pays dividends massively. Alex: Okay, so we got activities or games. We've also, obviously, got the core teachings in the middle. What else are we looking at to make up a really great class? Phil: Yeah, look, we have a technique, I think you might want to call it, or a way to build a drill, we like to call them super drills. So they're just ways that you can teach your techniques in a way that, at the end of the class, you can do this if you've taught three or four or five different techniques, put them together into a super-drill, and have the student perform it almost unconsciously, because they've been practicing these individual skills throughout the class. In the end, we put it together in a super-drill, and then maybe for three minutes they're just going at it nonstop. It makes the student feel like they've nailed the technique, one. Two, as a you know, a school owner's point of view, when parents are sitting there watching that last drill they go, "Man, my kids have nailed this," You know. So another good point as a business owner type of thing, and it's just a really easy way for us to go, "All right, we can section our class, then, into these little chunks at the end," Knowing that it puts it together, and the students go, "Ah," You know. Even the adults are like, "Why are we doing this and then this and then this?" "Well, wait for it, we'll put it all together in a super-drill." So that's another little class idea there that we have been using for the last couple of years. I know some people are out there already doing it. We sort of labeled it as a super-drill, rather than just a three minute combination type, whatever. Graham: Alex, behind the same with that sort of concept, we're very structured in our lesson plan. So, as Phil pointed out we have different techniques taught and then we move onto something completely different. And there's no, you know, obviously, rhyme or reason sometimes, until they see the finished product. So what we do is we generally break a class down into on,e and then particular techniques to be taught. It could be five minutes of one thing, five of the next, five of the next, and then join it right at the very end into this super-drill where it's what we call disguise and repetition, where we're still doing the same skill sets. But if I had to do that for two minutes in a row, the enthusiasm from the students participating is quite low. Whereas when I do it for five minutes, do something different and come back to it, and we'll do it in a different way, it just takes it to the next level. You know, it really does make it that super-drill, which is what we're looking for. Phil: I'll just butt in there, because as Graham is talking and at that right there, I'm thinking of a class idea right now. And I think that's what instructors have to be doing, is being innovative. You know, Graham, the king of quotes, will probably back us up saying, "Innovate or die," And that's the key to success. So even as Graham is talking about, as we're talking about this drill, I'm thinking, "All right, we've got these guys doing their super-drill. Now what we do is we scatter half the amount of numbers of who's on the floor with those half foam noodles, and then whenever the instructor says, 'now,' it's the first in first serve, run in, grab a foam noodle, and start hitting people." You know what I mean. That's fun for adult and for kids as well. Alex: Yeah, you can smack people quite hard with that. Phil: And you know what, and they love it. even more. So, you know what I mean? It's just being innovative and being able to roll with the punches. As Graham said, we're structured, we have systems, absolutely, but if you've been in the game long enough you've got to be able to see something and go, "Hey, let's try this," And, "Let's see. Do we get a good result? If not, scrap it and we won't." Alex: Absolutely. Phil: So always meet with your team weekly, monthly and go, "What worked for you this week? What did you try, what didn't you try?" And continually sharpening the soul and evolving your syllabus, your lesson plans to suit today's season. Alex: Yeah, because, I mean, you guys are really good at bringing in the life skills and techniques within the class as well, and kind of building the whole person, aren't you? You're not just about, "Okay well, I can do this amazing kick now." You're building the whole person. Phil: Yeah, you've got to be able to. A skilled martial artist, and this is how you should be training it your instructors. You should be able to go, "This is a physical technique and it's going to test you mentally this way, and that's going to help you in life this way." Or, "This particular skill, not only will help you in a self-defense situation, but when you're at work sitting behind your desk..." and do you know what I mean? You've got to be able to relate it to work, life, martial arts, and same for kids as well, school, life, and martial arts. So we call that the three areas of life, or wherever the student is generally spending most their time, I would say or have a social life, or either working at school, and hopefully they're hanging out with us at the martial arts school. So if we can relate everything we do to those three areas, and that they all intwine, and they all help each other, then really you're going to get those clients keep coming back. Alex: So you're building that into your teaching, as it were. It's part and pastel of it. Graham: Most definitely. Alex, in previous podcasts you hear us talk a lot about, you know, pre-framing the activity, or again, you know, summarize at the end of a class and really explain it. Really, that's what it is, rather than just doing the physical activities, it's explaining why we're actually doing this. And not just, "Well, this is a block of punch, but what is these challenging exercise going to do for you as an internal strength?" You know, as Phil pointed out, you got that mental resilience or you've got that additional focus or you got that big picture of you or the agility, whatever it might be that we're improving. But we frame that so when the student's fatigued at the end of the drill they go, "Wow, I've learnt, not only these three of four drills and skills, but I've also got some life skills that I integrate in there which is invaluable." Alex: Yeah, absolutely. So just sum up for us, Phil, we've got this blank piece of paper and we've got to create a fantastic class. What are the key things that I should be focused on? Phil: Definitely a great warm-up that's fun. It's related to the lesson's that you're going to be teaching today. I mean, you can completely separate them as well, so you're breaking up the pattern, but have a lot of fun in your warm-up. Make it interactive and challenging, pushing, but it's exactly got to be that, especially nowadays we're getting a lot of older members join, and if they're not warmed up correct they're going to get insured. If they get injured, they're not training, if they're not training they're probably, you know, are not paying. So we want to make sure that the warm-up serves its purpose. We want to make sure that there's a big chunk of your class that's all the actual skills of martial arts, entwining fun, technique, life skills, utilizing super-drills, mixing it all in so they're having fun, but also that serious aspect. And then towards the end, how can me make them leave with a big smile on their face? And we can do that through team building activities, fun and games, a motivational chat, a mental and physical challenge, you know, holding your bridge for three minutes by talking to them and relating that to life about not giving up and, "Hey, it's okay if you fall down, but get back up, back on that horse." So that way when they finish that class they feel like they can take on the world. So it doesn't matter whether you're a child or an adult student, these are the things that we want the child or the adult to be walking away with after even just one class. Alex: Awesome. Graham: Alex, just quickly before you wrap it up, just for the listeners. Something that myself and Phil are always focused on it's not always just having games. There's times when we pre-frame the class group saying, "Guys, today is going to be the most serious class we can possibly deliver. You're going to imagine it is your black belt grading, this situation. So there'll be no smiles, there'll be no games, but to pre-frame that, and I need you to train as if you're in that situation." It's amazing, the result that you get from that. So every now and then we throw in those challenging classes... Alex: Yeah, switch up the dynamic a bit. Graham: Exactly, because you can't eat jelly beans all the time, you know, there's meat and potatoes as well. But there's going to be those things that we throw in there that are sometimes just no smiles, a few, I won't even say tears, but there's certainly those moments where people go, " Jeez, do I really want do this?" And that's really what martial art's about, pushing in all aspects. Alex: Awesome, okay lads. Let's wrap it up and I thank you very much indeed. Graham: Thank you.