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COURSE
This IDC is designed to address the specific challenges facing self-defense instructors: That they
are teaching a skill where training and application must, for safety reasons be different; teaching
adaptable solutions to chaotic problems adapting to a very diverse range of student needs and
abilities; teaching skills that must be applied under stress and at high stakes, often with limited
time, information, and margins of error. The course will address teaching adults, not children and
serve as an introduction to both principles-based training and awareness-based training.
Outline:
Class Objectives:
At the end of this course, attendees will understand and be able to implement a principles-based
training model; understand and be able to apply appropriately the four primary teaching
methodologies; improve skills at reading and reaching students; derive their personal self-defense
core skills; create a revolving curriculum and flexible training template; increase understanding
of marketing and; learn how to adapt a course for force professionals.
Student Profile:
All attendees are skilled, probably instructor ranked in their respective arts, likely experienced
teachers as well. They are here to teach their stuff better, not to teach our stuff. Which means they
are good people who care about their students. That makes them our colleagues and equals.
• SD is an open-ended rather than closed system, so there are many ways to win and lose. No
“right” answers.
• The student will have to apply those skills in an unpredictable, chaotic and rapidly changing
environment
• The student will have to perform from surprise, under the effects of stress and with only
partial information
• No way of knowing when a student will need it. You know an engineering student won’t be
building bridges until after school, you don’t know if a SD student will need stuff tonight or
never.
• The LEO/Military/EMS solution to these challenges is simply not available for civilians
There is very little knowledge of teaching for this. What we offer here is our current best insight.
To teach one must be a subject matter expert on 1) the problem, 2)solving the problem and, 3)
skilled at teaching.
• Strong Knowledge base of the problem and context. How to get more information.
• Specific talk on aftermath (Question for group, what are your responsibilities?
• BB and Principles will vary between instructors, we will talk about what they are but I will
not try to indoctrinate you with mine.
• Specialty: Policy and procedure of any specialty group that you teach
• Auxiliary Training: First aid and CPR. What else? Depth of game
• Sharing experience
5: Principles-Based Instruction
• Principles
• Differentiating the above from goals, parameters, strategies, tactics, aphorisms, trivia and
wishes
• What the student wants vs. needs vs. thinks they want
• Concepts
• Building Blocks
6: Transfer of Information
7: Drills
• Evaluating Drills
• Designing drills and games
• Critical thinking (Not something you know, something you get better at)
• Problem students
9: Instructor ethics
• Seminar vs. regular classes vs. individuals vs. teams and elites
• Creating a home/tribe
11: Metrics
The idea of metrics in martial arts tends to be, for want of a better word, peculiar. We want to
know how good we are at hurting people without actually hurting people or getting hurt. We want
to test our skills in a ritualized caricature of violence to find out if we are good at violence. This
leads us to judge a vitally kinesthetic skill visually.
Lastly, the idea of “rank” in martial arts has no corollary to any system other than academia.
• Business planning
• Accounting