Thoughts on International & Global Education
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Musings on Japanese and Ryukyu Budo
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International & Global Education
![]() In martial arts, the term “curriculum” is often used, but upon closer inspection, it is frequently little more than a checklist of techniques or kata to be learned. An authentic curriculum, however, is far more comprehensive. It is a structured framework that outlines what students should know and addresses how and why they learn it. It incorporates clear objectives, pathways for progression, methods of assessment, and pedagogical strategies to ensure meaningful growth for every student. John Hattie’s extensive research into pedagogy, learning, and achievement provides insights that can transform martial arts instruction. By adopting his evidence-based findings, martial arts instructors can transcend tradition and discipline, creating environments where students learn and thrive. Rethinking the Martial Arts Curriculum A robust martial arts curriculum must extend beyond a mere “to-do” list of skills or techniques. It needs to provide a cohesive and fully articulated structure that supports student development across all levels of mastery. This involves both vertical articulation (progression within a discipline over time) and horizontal articulation (integration of complementary skills and concepts at each stage).
Hattie’s research offers several principles that can significantly enhance learning outcomes. When applied to martial arts instruction, these insights can revolutionise the way teachers engage with their students.
Beyond Technique: Building Relationships and Community Hattie’s research also emphasises the importance of teacher-student relationships. Martial arts instructors who cultivate trust, respect, and empathy create environments where students feel supported and motivated to succeed. This is particularly important in martial arts, where personal growth and character development are central to the discipline. Fostering community within the dojo can enhance students’ commitment, in addition to strong relationships. Group challenges, shared achievements, and milestone celebrations create a sense of belonging that reinforces the value of consistent practice. The Flaws in Existing Teaching Licence Many martial arts teaching licences today lack a sound pedagogical foundation. They are often treated as supplementary qualifications tied to achieving a specific dan rank rather than distinct credentials with their own rigorous expectations. This conflation undermines the development of effective teaching practices and does not adequately prepare instructors to foster student growth. The dan system, which measures technical skill and mastery, and the teaching licence system, which should assess instructional competence, must be treated as separate pathways. Teaching licences should require a deep understanding of pedagogy, including formative and summative assessment strategies, coaching principles, and the ability to design and implement a comprehensive curriculum. Without this distinction, martial arts schools risk stagnating, unable to help their students flourish to their fullest potential. A Paradigm Shift in Martial Arts Instruction Adopting Hattie’s principles requires a shift in traditional martial arts pedagogy. It challenges the command-driven model of instruction, replacing it with a more collaborative and student-centred approach. This transformation enhances technical development and cultivates critical thinking, resilience, and lifelong learning. This paradigm shift allows instructors to redefine their roles—not merely as transmitters of knowledge but as facilitators of growth. It aligns martial arts teaching with modern educational best practices while preserving the art’s rich traditions. Let’s Discuss Further If you are a martial arts instructor interested in exploring how these ideas can improve your teaching, I would be delighted to discuss them further. Please feel free to contact me at [email protected]. Together, we can ensure that martial arts education evolves to meet the needs of the 21st century while remaining rooted in its timeless values. 武道における「カリキュラム」という言葉はよく使われますが、実際には単なる技術や型のチェックリストである場合が多いです。本物のカリキュラムは、学ぶべき内容だけでなく、学ぶ理由や方法を体系的に構築したものです。明確な目標、進捗のための道筋、評価方法、教育戦略を含み、生徒が着実に成長できるように設計されています。 ジョン・ハッティの教育学研究は、武道の指導を変革する貴重な知見を提供します。証拠に基づいたハッティの知見を取り入れることで、武道指導者は伝統や規律を超え、生徒が学び、成長できる環境を作り出すことが可能になります。強固なカリキュラムは、垂直的進展(技術の段階的な進歩)と水平的統合(関連スキルや概念の統合)の両方を含む必要があります。また、継続的なフィードバック(形成的評価)と成果測定(総括的評価)を通じ、生徒の進歩を支援しながら測定することが重要です。 さらに、教師の明確な指導、目標設定、アクティブな関与、そして生徒の反省を促すことが、効果的な学習を支えます。武道指導者がこれらを実践することで、生徒は深い理解と成長を得られるだけでなく、個人の成長とコミュニティ意識を育むことができます。現行の教士資格は教育学的基盤が欠けていることが多く、技術的な段位制度と指導能力の評価を分ける必要があります。これらの変革により、武道教育は21世紀のニーズに応えつつ、武道の伝統を守り続けることができます。 Okinawan and Japanese Budo
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James M. HatchInternational Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan Archives
January 2025
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