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KRAV MAGA INSTRUCTOR COURSE - PHASE 1
DAY 1
FITNESS CHECK:
Gentle warm-up1. Stalk test (40sec each leg), standing on one leg (like a stalk) to test balance
2. Squat with barbell held above and slightly behind neck to check rotator cuff
movement
3. Max sit-ups in 2 mins
4. Max squats in 2 mins
5. Max press-ups in 2 mins
6. Combat Fitness Test: Burpees (90 secs), Squats (90 secs), Press-ups (60 secs) no
breaks, one point per rep (I scored 143)
7. Movement check: pairs shadow punching and kicking to assess current level of
skills
KRAV MAGA BASIC TECHNIQUES INSTRUCTION
Technique taught by Paul, students practice teaching technique in pairs.
KRAV MAGA STANCE Get the basic stance correct and all Krav Moves follow on
1. PASSIVE STANCE
Stood relaxed, feet shoulder-width apart, hands by the side.
2. PRE-CONFLICT (READY)
Step forward with left foot, feet at 45deg, on toes of rear foot and heel off ground.
Gives best combination of balance & speed of reaction. By raising the left knee you
automatically are protecting the groin from frontal attack.
Hips at 45deg or rotated forward. Freedom of movement hips rotation gives the power for
all strikes.
Arms held in front, palms down, upper arm level with ground, bent at the elbow, fore-arms
at a slight angle. Looks non-threatening to a bystander/CCTV
3. CONFLICT
Same foot and hip position as PRE-CONFLICT, but arms move to form a rameto protect
the head (and allow visibility) because attack is imminent. Elbows slightly forward,
forearms vertical with boney section to the front to minimise the severity of edge weapon
strike bone, minimal crucial tendons and muscles.
Arms positioned to protect head raised if attacker is taller, lowered if attacker is shorter.
KM BASIC PRINCIPLES
1. STOP THE THREAT. The most important aspect.
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2. IMMEADIATE (AGGRESSIVE) COMBATIVES. If applicable to the scenario. Initial
combative often delivered simultaneously to stopping the threat.
3. DISENGAGEMENT. Unarmed? Consider use of improvised weapons e.g. stick,
pen, etc
4. NEXT THREAT
Vulnerable areas of the attackers body = target areas for Immediate Combatives
Front = Eyes, throat, groin
Back=Neck, coxes, back of knee (not sensitive but causes attacker to drop)
Single hand choke (to demonstrate)
Invite a student to place a single-handed choke on you. Conduct full demo, then breakdown each move and explain as you do so.
STOP THE THREAT. Form a hook with your hand and taking hold of the attackers choking
hand thumb swiftly ipthe thumb away, twisting it outside.
IMMEADIATE COMBATIVES. Keep control of the attackers choking hand and deliver
strikes to vulnerable areas.
DISENGAGE. Push away, move out of the channel of attack and advance (avoid going
backwards if pos: you don know what there, and it keeps the initiative). Scan for the
NEXT THREAT.
Two-handed choke
Invite a student to place a two-handed choke on you. Conduct full demo, then break down
each move and explain as you do so.
Form a hook with each hand, simultaneously pull the attackers arms outwards away from
the neck, leaning back and thrusting a knee-kick to the groin. Follow up with further
Immediate Combatives if required, then Disengage.
Note: you won be able to locate the attacker thumbs as in the single-handed choke.
Clinch Number 1
However you arrived at the scenario, once you are able to apply clinch no.1 then it gives
you options to conduct further techniques.
Clinch no.1 is the application of left hand to attacker right wrist and right hand to attacker
right shoulder (or vice-versa) taking hold of the material of the attackers clothing on the
shoulder (or better still long hair).
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The elbow should be used to apply pressure to the attacker throat and may be used to
lever the attackers chin up to force his head back thus exposing his vulnerable areas to
conduct further Immediate Combatives.
A better option is to conduct a knee strike to the attacker groin thus forcing him to bend
forward. Further knee strikes to the face or hammers to the back of the neck can bedelivered before pushing him out of the channel (disengaging) and advancing (scanning for
the next threat).
Ground Defence
Once a fight has escalated to the extant you e on the floor, you need to protect yourself
from continued attacks before withdrawing from the attacker.
The technique may be demonstrated with you explaining whilst on the floor or using a
student to lie on the floor while you explain stood to the side.
Begin with (for example) the attacker stood trying to approach you and you lying on the
floor.
Lie on your back, chin to chest, knees bent, one leg at knee/shin striking height and arms in
front of chest to protect against the attacker falling onto you once a successful kick to his
knee has been delivered. As the attacker attempts to out-flank your kicking-defence you
must turn so that your feet are closest to the attacker and head furthest away, done by
rotating on the ground. (Get everyone to practice that)
Resume the demo...
STOP THE THREAT by blocking any kicks and deliver sufficient IMMEDIATE COMBATIVE
kicks to the shin/knee such that you can transition, get up and run away.
The Transition.
For example, with your right leg lifted to provide defence/strikes, roll to the left so that your
left shin is on the ground and your right leg still in the air is able to continue
striking/defending. Place the left hand on the floor holding the body off the ground, then lift
your left hip off the ground, roll over further left to place your right hand on the ground thus
in a sprinters starting position. Then run! Emphasise minimal damage will be sustained
during this transition.
DAY 2
Discussion/Revision of Basic KM Principles.
TECHNIQUES & PRINCIPLES: SIMPLEGross Motor Skills.
Simple = not necessarily the best techniques but they work under stress.
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Good Instruction:
Good demonstrations and subject knowledge
Professional attitude. Passion & enthusiasm, looking the part, good hygiene, humility
Needs Assessment. Meet/speak to students. Find out experience, injuries, etc
STRUCTURE. Individual lessons; Whole Syllabus. Progressive training structure
Use of analogies: real-life situations, existing techniques, during warm-ups
Screen People. In order to assess fitness and suitability
I Don Know If you don know, admit it and make an effort to find out the answer.
DEFENCE AGAINST LINEAR ATTACK INSIDE DEFENCEAdopt Conflict/Ready stance ensuring you uild a boxwith your arms, elbows low and
hands high.
Allow attacker to throw only jabs initially to practice defending against them. Then practice
defending against crosses, building towards combinations.
Defend by twisting the forearm slightly to deflect the blow.
DEFENCE AGAINST CIRCULAR ATTACKS 360deg/OUTSIDE DEFENCE
Adopt Conflict/Ready stance.
Allow attacker to throw circular attacks from one angle initially (e.g. right hook).
Demonstrate the defence. Rotate forearm on attacking side out about 90deg. Use the
forearm to block the striking arm about a third the way along its length. Swap the side of
the attack (e.g. left hook) after practice on first side.
Allow attacks from below simulating edged weapon or fist.
Demonstrate the defence. Rotate forearm down to block the striking arm about a third the
way along its length keeping the elbow at about 90deg. Simultaneously bend forward at
the waist, thrust your buttocks back and keep the legs straight (knees not bent a common
mistake)
Swap the side of the attack (e.g. left uppercut) after practice on first side.
Finally, practice defence from all angle combinations.
The next progression is to introduce (immediate combative) palm strikes to the upper chest
with finger in throat/punch to the throat. Initially, leave a slight delay from blocking and
delivering the strike to the attacker throat. Step forward or hip rotate to add momentum to
the strike.
Then progress to delivering a simultaneous block and strike to the throat, then moving out
of the channel of attack.
COACHING TECHNIQUES
1. Work from the ground up to ensure the kinetic chain is correct
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Legs
Hips
Chest
Arms
2. When coaching a student, watch him perform a technique several times as many as
necessary to assess what he doing wrong (if able to identify what it is; if not, admit it).
STRIKES
In general, work left foot forward initially. After practicing with left foot leading, switch to
right foot leading and practice the techniques again (or vice versa if you prefer).
1. JAB
Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the
floor.
Hips: turned slightly
Arms: elbows low, hands high uild a box
Demo, then get students to practice going from passive stance to conflict stance and back
several times.
Demo, then get students to hold their left arm outstretched, pointing, shoulder touching
face. This drill prevents drawing the striking arm too far back.
Practice several times then incorporate rotating the hips.
Demo making a fist then get students to practice making a fist.
Conclude by demonstrating then practicing proper jabs.
2. CROSSFeet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the
floor.
Hips: turned slightly
Arms: elbows low, hands high uild a box
Demo, then get students to hold their right arm outstretched, pointing, shoulder touching
face, (analogy!) like a rifle.
Emphasise the kinetic chain is built from rear foot, then hip rotation, then arm.
3. FRONT HOOK
Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off thefloor.
Hips: turned slightly
Arms: elbows low, hands high uild a box
Demonstrate dropping the rear heel to transfer weight to the rear foot, simultaneously lifting
the front heel and rotating the hips (kinetic chain) thus producing the torque. The elbow is
lifted such that the forearm is parallel to the ground (fist thumb uppermost, or inwards,
depending on who is giving the lesson). Allow a slight stretching of the pectorals to add
additional movement to the arm.
The target is just passed the chin, beware of over-rotation.
Ensure the head remains relatively forward and you look to the front throughout.
4. REAR HOOK
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Feet: one natural step forward, feet shoulder-width apart, at approx 45deg, rear heel off the
floor.
Hips: turned slightly
Arms: elbows low, hands high uild a box
Demonstrate feet already in correct position to allow just the rotating of the hips to form the
kinetic chain. The elbow is lifted such that the forearm is parallel to the ground (fist thumbuppermost, or inwards, depending on who is giving the lesson). Allow a slight stretching of
the pecs to add additional movement to the arm.
The target is just passed the chin, beware of over-rotation.
Ensure the head remains relatively forward and you look to the front throughout.
DAY 3
Longer period of training, increased intensity compared to previous days.
Teaching/practice: Warm up games, Hand combinations, Leg strikes, combined hand and
leg strikes, pressure testing (2 vs 1).
3 ways of causing injury:
1. Blunt trauma impact
2. Chokes and asphyxiations
3. Breaks (and sprains?)
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Key lesson for today: Building basic combinations (see internet for examples)
Teaching linear strikes Orthodox attacks.
Orthodox attacks i.e. with attacker stood in front of you, are less likely as a street attack but
a good starting point for teaching.
Advantages: Instinctive, simple, create distance1. Jab/Cross
2. Jab/Cross/Jab
More advanced combinations
3. Jab/Cross/Lead Hook
4. Jab/Cross/Lead Hook/Cross
Consider technique selection ROBUST = most people can do most of the time, so keep it
simple.
Teach/practice hands first (using above combinations) then progress to legs. Finally,
combine hands and legs.
ORGANISING COMBATIVES
1. Curricular planning/Macro Plan (quarterly or annual)
2. Classroom teaching
3. Micro teach single technique
1. Curricular planning. The training Helix 16 week cycle
Week 1-4 Self Defence
Week 5-8 Combatives
Week 9-12 Weapons
Week 13-16 Ground work & Grappling
P 1 (practioner level 1) undertakes the Helix to a Basic Level
P 2 undertakes the same 16 week Helix but to a slightly higher level, and so on...
Consider your long term plan.
2. Classroom teaching see course notes for 60/90min class structure
1st Half Games (warm up, increase pain threshold, raises arousal)Combatives (30min)
2nd Half Theme e.g. Self Defence, Weapons, Grappling
New Technique
Analogy natural movement
Problem/Danger = threat
Dry Drills initially, then Accelerate complexity
Summary Drills pressure testing.
Only skills that have been practised properly otherwise powerful negative learning occurs
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Stress causes (1 and 3 are the ones to work on in KM):
1. Fight
2. Flight
3. Freezing
4. Posturing
Symptoms of stress: tunnel vision, loss of hearing/auditory exclusion, problem solving
diminishes
Adrenaline flow causes: twitching movements, butterflies, shaking, higher voice
Key factors: 1. shortens movements so exaggerate movement when training
techniques
2. complex movements are poor with >145 bpm only really well drilled
moves can be re-produced
Stress Training causes Risk to increase so consider the following:
Cut down complexity of taskBeware of irrational behaviour monitor/supervise well, be direct and repeat
commands
Skill Acquisition Pyramid
IntensityPracticeBio-mechanics
Consider what you want to achieve in your classes. Establish the intensity to suit the
cliental.
3. Technical Training / Micro teaching example
Defence against circular attacks the 3 types:
1. Reflexive defence = rushing hairto protect back of neck
Fast, simple but absorbs a big impact
2. 360deg
Most robust, works against objects/improvised weapons in hands as well as fists
3. Bobbing and weaving KM advanced skill (because it hard to perform)
Drop by bending knees, twist 45deg, come back up thus making a U shape
Don bend forward, keep hands in the guard position throughout.
The Cavalier a break technique
Take a firm grip of the attacker right wrist with your left hand and bend his fist towards hisbiceps to 90deg with your right hand (for example). This will apply pressure to the wrist and
elbow joints. You can then manipulate the direction of force to add pressure to his
shoulder, force him to move forward, back, down or to the side. Get the elbow high.
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DAY 4
Warm up demo
Pulse raiser 1 gentle jogging around outside of class lifting knees, heels, facing in, out, etc
Pulse raiser 2 strength drills e.g. squats, press-ups, etc & games
Principles of defending against firearms/knives
Redirect
Control
Counter
Disarm/Detain/Death
Edged weapon protocol
Main cause of danger is not seeing the weapon
In UK there are 2 types of attack
1. With dialogue & you l see the knife
2. No dialogue, weapon concealed, attack from side very difficult to defend against
Protocol1. Avoidance
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2. Compliance
3. Improvised weapons shield type weapon
4. Long distance weapons legs: kick
5. Close Quarter Combative (CQC) techniques (highest risk) 360deg, stabbing,
plucking
6. Gross motor movement any natural movement i.e. bad7. Catastrophic failure paralysis
The intention is survival.
KM train CQC the most often because it the hardest and most complicated
Defence against a linear strike
1. Plucking/Scooping for same side of the body movement
Advantages: instinctive, quick,
2. Stabbing defence against linear stab or even a linear kick for across the body
defenceCreate a wedge. tabbinghands thumb must be uppermost.
3. 360deg (your left arm to block his right arm)
Advantages: simplest, fastest movement
Bodily speeds of reaction
Hand (quickest)
Hand with body twist
Feet (slowest)
Body co-ordination
When conducting multiple movements the body syncs to the timing of the slowest. E.g. if
you (incorrectly) skip back during a 360deg defence the hand movement will sync with the
slower foot movement thus slowing the technique down too much to be effective.
Defence against Roundhouse kicks
Stop the threat: Step to the side away from the kick and grab the kicking leg.
Combatives: Kick his knee out/grab hold of nearest wrist and push him backwards, control
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DAY 5
Form 2 goes with every assessment you do. It a reflection journal, a summary of what
you you e done.
Form 3 session plan
Form 4 self evaluation/reflection of micro-teach
Form 5 teacher observation reports
Form 6 peer observation
Form 7 for Mark
Form 8 for Mark
Form 9 contents
Assessments for award of PTLLS:
A micro-teach (15min) topic of your choice
3 x written assessments
Learning Skills Council
www.ifl.ac.uk
The Learning Programme
Start with the end in mind what do you want the students to achieve.
Signposting/referral
Screening (previous experience, etc)
Initial Assessment (tests)
Diagnostic assessment
Individual Learning plan
Learning resources (kit, handouts, back-up plans)
Formative assessments (provide feedback and solutions)
Summative assessments (pass or fail)
The Teacher role
Give resources for adults to learn almost self teaching
Lead children to the knowledge
Transfer knowledge
Assessment Q , tests
Collaborating with other agencies
Planning, organising
Feedback and guidance
Inclusivity, motivating the learning environment
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ICEBREAKERS
Short activity for people to get to know each other and energise the class,
Break down social barriers
Allow learners an insight into each other
Ease learners into the course or session frame of mind
Allow the teacher an insight into the direction that the course or session may take
Mark uses them on boot-camps
Example of Icebreaker
Interview one of the guys on the course, then present to the rest of the class: Name,
previous martial arts experience, occupation, family
Energisers
Mostly employed after lunch or when there an energy lull
Concepts of Adult learning
Establishing relationships in the classroom
Productive learning environments
Promote of learnerssatisfaction
Cohesive team committed to a common goal
Agreeing standards/ground rules
Identifying personalities and roles
Strong morale, motivation and ownership
Woman in the class are excellent because of the social network building aspect
Planning a new class
What should we take into consideration?
What do students already know?
What do you want them to learn?
Why is it important to learn it?
What methods will help you accomplish your goal?
What examples and activities will you use?
How will examples and activities be sequenced?
How will you assess studentslearning? (Grading, pressure testing, self-assessment, etc)
Creating a safe environment
How do we create a safe environment?
Health & Safety at work act 1974
Eliminate hazards
Risk assessment
Inform students of potential hazards
Clean working environment
Incorporating a discussionWhy do we use groups as a teaching tool?
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Learner interaction
The teacher can gain information
Draws on the experience of learners and teachers
Confirmation of information taught
Using Simple Tools LearningTeaching and learning continuum
Mind-maps
Advanced organiser(Watch the time Equipment ready & working)
Minute papers normally for larger groups
Ask the learners at the start of the session to write Qs they have on a piece of
paper and send them to the front
At a point during the session answer the Qs
This allows burning Qs from the learners to be answered thus allowing ind and grp
learning to take place
The peer Group
What are the benefits of a peer group?
Benefit by grouping (similar age, gender and interests)
Promotes a sense of belonging, friendship and recognition
Advice and opinion freely given
Sharing the same learning experience
Criticism is often readily accepted
Pedagogy teacher-centred
Andragogy learner-centred
The Teaching Cycle
Systematic 4 stage approach to teaching, each stage is continuously assessed (CA),
constructive feedback (CF) given and accurate records (AR) maintained.
1. Initial assessment identifying the needs of the learner(s)
2. The planning and designing of the course or session
3. The delivery of the course or session
4. The recorded evaluation of the course by the learner(s) and teacher
1. Initial assessment
Previous attended courses
Depth of knowledge
Experiences
Perceptions and level of ability
Disability awareness
To produce an ILP
Considering learning needs/styles
2. The planning and designing of the courseDeciding aims/learning outcomes
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Gauging level and ability from IA/ILP
Producing Scheme of Work (SoW) and lesson plan
Selection of environment
Selection of resources
Production/purchase of resources
3. The delivery of the course
Pace and pitch of the delivery
Adjusting to meet the learnersneeds
Considering group dynamics
Establishing/maintaining rapport
Icebreakers and energisers
4. The recorded evaluation of the course
Evaluation at all levels/areas
Completed by learner(s) and teacherEvaluation must be acted upon
Continuous professional development (CPD)
Legislative Requirements and Codes of Practice
Legislative Requirements
Acts and Regulations
Will have a direct impact on teaching and the learning environment
Legislative Requirements
Educational establishments (anywhere where training takes place) must adhere to current
legislative requirements, aw
Health and Safety at Work Act 1974
The Equality Act 2010
The Data Protection Act 1998 lots of personal info is recorded on student application forms
The Human Rights Act 1998 freedom of speech, right to life, religious belief, fair trial
The Freedom of Information Act 2000 CRB check, qualifications, Public bodies
Code of Practice
Professional standards for teachersRegulations are very complex and written in a specific way that in many instances make it
difficult to determine whether or not you are complying with the requirements with in them
There are 2 types of Codes of Practice:
Approved codes of Practice
Best Practice
Contractual Responsibilities in your work role
Obligations will be placed upon you by:
StatutesDirectives
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Regulations
These are also covered within the confines of your employment contract as well as through
legislation and governing bodies such as the institute for learning (ifL)
Implied contractual obligations
i.e. you l treat everyone fairly
Not directly specified within a contract of employment
Implied in contract of employment (can get away with it)
Responsibilities for learners in a physical and moral sense
Qualities of a good instructor
CONFIDENCE comes from rehearsals and good subject knowledge
ATTITUDE firm, fair, friendly, approachable
DILIGENCE especially in the preparation (e.g. anticipate further questions such as when
teaching chokes to the front, what happens if you get asked a choke from theside?)
MANOR politeness, professionalism
ENTHUSIASM
Individual Learning Needs ILN (individual) and GLN (group)
Individual learning needs are basic requirements that learners possess which must be
met in orderfor learning to take place
Social needs
Taking an active part in a group
Competing with others
Intrinsic needs
The desire to carry out a task well
The need to make progression
The need to satisfy curiosity
Maslow Hierarchy of Needs
E. Self-actualisation application of learning into the workplace
D. Esteem successful completion of session, respect betweenteacher/students
C. Love-belonging strong group relationship, effective teacher/learner
relationship
B. Safety safe learning environment, temperature, lighting, suitable
room
A. Physiological water, toilets, refreshments
Group Learning Needs (GLN)
Mixture of age and experience/abilitiesReasons for taking part
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Different learning goals
Social and multi-culture differences
Emergence of a group leader
Learning styles
A method a student will favour which allows them toDigest
Understand
Progress with their own learning
3 types of learning styles
Visual
Auditory
Kinaesthetic
EXPLANATIONDEMONSTRATION
IMITATION
PRACTICE
Includes all 3 styles
Page references:
71 icebreakers 56 adult teaching 18 teaching cycle
31 legislation and code of conduct 38 learning needs 43 learning styles
97 record keeping
DAY 6
Structure of a lesson/session
Structure, plan and produce a learning programme/scheme of work including:
Aim and learning outcomes
Activities and resources
Assessment
Structure and produce session plans including:
Learning outcomes
Resources
Teacher/learner activities - what I going to do andwhat my students are going to
do
Method of assessment
Aim and learning outcome (page 61)
Aim - General statement outlining the expected outcome
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Learning outcomes - SMART
SPECIFIC
MEASURABLE
ACHIEVABLE
REALISTICTIME BOUND
A short simple outcome relating to the topic is often best, avoid listing learning objectives as
multiple lists
Resist using the words nd nderstandin an objective
Use action words in the composition which are measurable such as: distinguish, state,
apply, use, list, outline, explain, demonstrate
Learning programme / scheme of work structure
Fulfil the needs and expectations of:Individual learner
Teacher
Course provider
Awarding bodies
Planning and production
The planning and production of a learning programme
Aims and learning outcomes
Learning styles
Facilities and resources availableAssessment and review procedure
Teacher/learner activities
Scheme of work
Awarding bodies check by means of:
Internal Verifiers (IV)
External Verifiers (EV)
What are awarding bodies by means of EV checking for?
Your facility has planned to cover the programme of study for the given subjectEnsure work is planned at an appropriate level for the learners
Ensure you are using an up to date scheme of work
They are mandatory WBL/National Curriculum
Session plan
A lesson plan should be structured in a logical sequence that provides the teacher with a
complete map of the session
The planning and production of a lesson plan should be based on:Aim
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Timings
Learning outcomes
Resources
Teacher/learner activities
Methods of assessment
Principles and techniques of instruction
Principles of instruction
1. Promote and maintain the desire to learn marketing before, feedback during
2. Planning and preparation
3. Confirmation question, assessments
Techniques of instruction
4. Question technique
5. Selection and use of instructional aids
1. Promote and maintain the desire to learn - SEAVURDS
SIMPLICITY
ENTHUSIASM
ACTIVITY games, energisers, practical elements, fill-in-the-blanks, quizzes, etc
VARIETY
USE OF AIDS
REALISM
DISTRACTIONS mobile phones, instructor mannerisms, etc
SENSE OF ACHIEVEMENT
2. Planning and preparation of sessionA. Marshalling the facts
Aim/objective
Subject matter what must I teach the students to achieve the aim?
Prune the subject
Logical order e.g. break-falls, then the transition to the feet, etc
Stages/phases allows you to assess at each stage
Time
Class
Method of presentationStores and aids
Conditions of work e.g. use of limited vision goggles in pressure testing
B. Building the lesson
Stage 1 - The beginning
Class layout where you position yourself in the class (use 3 different directions
when demonstrating a technique)
Prelims
Stores/aids
Revision
Introduction - INTRO
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The Aim
INTREST e.g. one of the most common stabbing attacks is... therefore we e going to
practice...
NEED e.g. you need to know this because... (+ve or e)
TITLE e.g. we e going to cover
RANGE ground rules, mobiles off
OBJECTIVES e.g. by the end of this lesson you will be able to...
Stage 2 The middle
Prune the subject
Logical sequence
Stages
Confirmation
Rehearse
Stage 3 The End
Final questions to and from
Pack up stores
Summary
Look forward
Effective use of differing resources
To learn about effective use of differing resources
1. Facilities2. People
3. Material and equipment
1. Facilities
What should you consider when deciding on a facility?
Location
Suitability for the task
Amenities
Parking
Standby available
2. People
Subject specialists if required
Referral teachers (functional skills)
Specialist teachers (dyslexia)
3. Materials
Concise and current
Sufficient for all a learners
Points of referral available
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Initial assessment if required
End of course evaluation forms
IT but have a back-up in case of IT failure
PowerPoint (& Projector)
Smart boards
DVDs
(Black board, OHPs, etc obsolete!)
Dry whiteboards (Magnetic if possible)
Use of ropstitles on a magnetic strip
Flip charts
Pre-written, partially pre-written or blank with only page numbers on
Roll play
Props, kit and equipment
Quizzes, crosswords, fill-in the blanks
Advantages of differing resources
Modification to overcome barriers
Simulation
Facilitation of large numbers
Disadvantages of differing resources
Distraction
Learning disabilities
Language difficulties
Out-of-date information
Availability
Budget
H & S requirements
Rapport
Professional manner - behavioural code, body language
Setting rules delegate charter, ground rules
Correct pitch speaking at the level of the learners
Verbal 2-way communication active listening, establishing common ground
Non-judgemental/anti-discriminatory behaviour
The importance of establishing and maintaining rapport through motivation
Teacher and learner (intrinsic/extrinsic)
Organised lesson (preparation)
Thorough knowledge
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Enthusiastic/diligence
Genuine interest
Feedback
Meaning and value
Open and positive atmosphereValue
Giving constructive feedback
Praise-bad-praise (page 96)
Assessment methods
1. Initial assessment - forms
2. Formative assessment during the lesson, feedback: Q & As, group work,
observation, completing an observed skill, written examination
3. Summative assessment no/minimal feedback: oral assessment, observation,practical task, exam, multi-choice, essay
Selection of the correct method
Decide what criteria require assessing
3. Confirmation
Check students are learning
Clear up any points
Serves as a break in instruction
An incentive to learn
When?
Beginning
End of each stage
End of a period
Instructors discretion
4. Question technique
Purpose test, teach, create activity
Sequence pose, pause, pounce (and be clear!)
How not to ask a question: 50/50s, Q on skills, don test powers of expression
Page references: 61, 87, 84, 92
PTLLS ASSESSMENT
PTLLS micro-teach (15 min) subject and back-up
PTLLS ESSAY 1. Roles and responsibilities and relationships in the life-long learning
sector
PTLLS ESSAY2. Understanding inclusive learning and teaching in the lifelong learning
sectorDifferent learning strategies analysis
7/27/2019 Km Instructor Course Phase 1a
22/22
Fair assessment
Ground rules
PTLLS ESSAY 3. Using inclusive learning and teaching approaches
PTLLS ESSAY 4. Principles of assessment in lifelong learning
PTLLS ESSAY 5. Understanding the principles of practical assessment
GOOD PHYS DRILLS/ BEASTINGS
Crash mat jump/pushes
Combo-sprint-combo-sprint-etc...
Half class wear pads, other half number off, when their number is called, the pads half
surround him and he has to fight out to the safe exit