SUCCESSFUL LIFE SKILLS FOR CHILDREN

Life Skills Training

Over the Years, Martial Arts techniques have been passed down from father to son and from instructor to student over and over again. In the process, systems (like Kata [forms], self-defense techniques, and one-steps, etc.) have been developed to keep the Martial Arts style pure. However, the subtler, yet infinitely more important Life Skills Training aspects of Martial Arts have been more of a “side effect” than a deliberate, conscious, systematized effort.

Life Skill Training is a system designed to help the Martial Artists  to develop and train for positive character traits.

This is done by systematically using metaphor and Socratic style questioning, causing the students to think and reason. Using this process, the instructor is able to guide students, even very young students, to drawing and powerful conclusions. Instructors anchor these important lessons and empower the students with alternate solutions through role-playing. We have found that students, especially young students, learn more, faster and retain answers longer by listening to a short story, answering a few well-placed questions followed by role-playing (all five minutes or less). This works better than many hours of laborious lectures.

By using the Life Skill Training and  teaching techniques detailed in this system, even the youngest, most inexperienced instructors can easily guide their students to live a successful, worthy life.

Life Skill Training  consists of a four-month lesson plan, broken down into four Section, with each block divided into four weekly sections. The four levels of  Life Training are:

1.   PEACEFUL WARRIORS  Attitude – teaches benefits of having the right attitude for success.
2. PEACEFUL WARRIORS 
Habits – teaches practical ways to develop self-discipline, responsibility and focus.
3.  
PEACEFUL WARRIORS Self Control – teaches practical ways to control and channel emotions.
4
. PEACEFUL WARRIORS Good Manners – emphasizes the benefits of courtesy and respect.

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