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Key Attributes of Karate That Benefit the Athletes Engaged in Popular Organized Sports
From the time young boys and girls reach the age of six, seven or eight, they may be involved in some form of organized sports. T-ball is often a boy’s first sport, while soccer has become the sport of choice for the youngest girls. But before long, and often before parents even realize it, years have passed and kids have progressed to other sports like softball, baseball, basketball, flag football, and soccer, although soccer continues to be played by kids of all ages. and girls.
Regardless of the sport, every participant wants to perform well and as time goes by they want to improve their game. It is only natural. As kids get older and start thinking about high school and college, sports scholarships become more likely. The desire to play adequately is replaced by the desire for excellence, which often becomes the dominant emotion. Whether it becomes a driving force or not, everyone wants to play to the best of their ability and this is usually enough to motivate participants to work as hard as possible to achieve their goals.
For young children, the coach’s first responsibility is to teach the children how to play the game, and specifically how the coach wants to play the game. Each position in every team sport requires that the player in that position possess specific physical attributes and skills that may make them particularly suited to that position. For example, in baseball, a first baseman, pitcher, or catcher does not necessarily have the running speed of an outfielder. A six-foot-tall ten-year-old is more likely to play center on a basketball team than play point guard, and someone with slow feet but sure hands will do better than play forward on a football team’s goalie. . Based on each candidate’s score, the coach must assign each one a playing spot. These may change over time, so the coach’s time and energy remain part of these considerations.
Coaches do their best to bring out the best in each member of the team. At a young age, coaches are often volunteers who have received little formal training in how to get the most out of their players. Sometimes a team gets lucky and gets a coach who can accomplish a lot. Often, the best intentions do not compensate for their lack of knowledge and skills, and as a result, coaching is ‘good enough’ but does not always bring out the best in players.
Apart from teaching the game and teaching the finer points of various positions, a coach has many other teaching responsibilities. A coach must teach players to play as a team, respect the other players on his or her team, but also respect the players on the other team. Some players will take leadership positions while others must learn to follow and cooperate with the leader or speak up respectfully if there is a dispute about something the leader has done. This represents only a partial list of a coach’s responsibilities so this team is lucky to have a truly capable coach.
Often in the pursuit of winning in middle age, winning becomes the goal. How much each player actually plays and in what position is determined by the coach who makes decisions based on the player’s skill and consequently the contribution to the desired “win”. How these young players perceive themselves depends on how they are treated. A player who is left out often feels inferior while a player who plays often feels superior to others. It’s possible that a low-ability child is developing more slowly and will get better as the seasons go on. It is important for a coach not to allow a good player to become overconfident and perhaps overbearing, while the other child loses confidence in him and does not benefit from his abilities.
Fortunately, there is another activity that youth can participate in that is more individualized and allows each individual to develop to the level that he or she is capable of at that person’s age and stage of physical and mental development. There is no competition in the game as to who gets to play, for how long and in what position. No special training is required depending on the sport and the position played in that sport. Everyone learns the same thing and learns many ways to accomplish what is needed. This allows teachers to focus on a single lesson while exposing all participants to multiple concepts and aspects of the lesson. A teacher can focus on each student’s strengths so that positive attributes are brought to light for all to share and benefit from. All students can learn from watching and practicing with other students and from helping others as they progress through the lessons. That activity is karate.
How Karate Is Taught Learning karate involves much more than learning to punch, kick, grab and block. Instead, students first learn how to stand still, clear the mind of all distractions, find their center, and establish their balance. From there students learn to bow as an acknowledgment of respect for themselves, others, and most importantly, respect for the training area and what it represents to them personally, the opportunity to train them. They then stand up again, this time progressing through all the basic positions. From there they begin to learn how to fall, how to move forward and backward, making them less likely to fall and fall. They then learn how to execute various complex positions, moves, techniques, strikes, kicks and blocks. Combinations of these replicate the movements they perform in various situations in all sports. Once this combination is mastered, through knowledge, application, and repetition, the student will be able to handle him or herself better than he or she would otherwise in all situations, whether sports or physical hazards to their person.
In the training process, each action is given a name and combinations of these actions are learned in form, one-steps or combos. Each of these is also given a name. The starting position in the form is called “Chumbe” and consists of nothing more than the student standing at attention with his hands and fists in a certain position. The student takes this position at the teacher’s command. The difficult part of the position is not getting into it, but rather the fact that no move is to be made until further orders. If the student has an itchy nose or any other distraction, not reacting to the situation becomes a test of self-control.
The next command could be “Fold for higher block”. A smooth transition to the position of the hands, arms, body and legs should be made as fast as possible, but not jerking in place. This command will be followed to move to other positions. Every action called by name requires instant recognition and easy response.
Initially, command recognition is not immediate and response is not smooth or fast. But with time and repetition the response becomes more immediate and the repositioning movements become more fluid and precise. Like learning a new language, individual words are first recognized, then through repeated use the words can be put together into coherent sentences that eventually form whole thoughts and concepts. This can be accomplished when students accept the new language as their own.
This is karate.
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