| What follows is a tip you can use to improve your | | | | demonstration. |
| students' technique practice. You'll find the best | | | | This way, you build good practice energy right from |
| instant motivator and discover the best times to | | | | the beginning. |
| introduce this variable. This technique is what I call | | | | It makes sense, right? |
| Enthusiasm by Demonstration. | | | | Whoa -- not so fast. |
| Students Practice Problem | | | | My students have been trained to try to imagine |
| In the beginning of class you typically have your | | | | uses for whatever they are practicing. Because of |
| students practice punching and kicking techniques. | | | | this, I don't have to present a practical demonstration |
| Maybe you also have other strikes, like elbow strikes. | | | | immediately. |
| And maybe even some check, blocks, and footwork. | | | | I allow them to practice for a while, picturing their |
| Unfortunately, you have recently noticed your | | | | own uses for the techniques (or combination of |
| students just going through the motions. You don't | | | | techniques) in their minds. Then, when their attention |
| see much enthusiasm for practicing the boring stuff. | | | | starts to wander, when all concentrated effort has |
| Even modeling proper technique in front of the class | | | | left the building, I perform the enthusiasm-building |
| doesn't seem to help much. | | | | demonstration. |
| The Practical Application Example -- A Good First | | | | The demo resets their enthusiasm buttons. |
| Step | | | | Practical Application Teacher's Experiment |
| One way to get your students to practice with more | | | | The point of this article is to use this reset |
| energy is to show them the practical application of | | | | demonstration to your best advantage. You'll benefit |
| the technique being practiced. | | | | the most, when you can use your modeling of the |
| An elbow strike is just an elbow strike, until you | | | | technique against someone at exactly the right time. |
| demonstrate how it's a great secondary move, once | | | | Turn all of this into an experiment. From class to |
| you have passed your opponent's arm, and entered | | | | class, vary the amount of time for solo practice, |
| a close infighting range. | | | | before you show your students the practical |
| By demonstrating how to use a technique to defend | | | | application of the sequence they are practicing. Start |
| oneself, you create enthusiasm for perfecting the | | | | with the demo close to the beginning of the drill |
| move. Not only is it a kick, it's a "cool" kick. | | | | practice. The next time, or with the next class, wait |
| Note: Getting your students to imagine themselves | | | | a little longer, before you interrupt the exercise. |
| successfully using the technique in a real situation is | | | | At a certain point, the enthusiasm will have died for |
| the ideal. Taking the techniques to a real context in | | | | too long before you pick up the pace with the |
| the mind is a great strategy for perfecting | | | | practical application. You'll know when you have |
| techniques. If they can imagine the punch, maybe | | | | waited too long. |
| they'll be able to punch successfully in a real | | | | Spend time trying to pinpoint the exact spot to show |
| emergency. | | | | everyone your use for the moves. |
| When Teaching, Wait For the Practical Application | | | | I promise you, your students will learn at a faster |
| If demonstrating a real use for a move increases | | | | pace, when they constantly try to relate what they |
| enthusiasm, you'd think that it would make sense to | | | | are doing to actual self-defense situations. |
| start each practice session with a quick, practical | | | | |