Does your child know how to achieve success in life? How to improve school performance? How to protect yourself from drugs? How to develop physically and spiritually to make the most of your abilities?

Children who attend our classes are simply destined to achieve success in life, because from an early age we teach them such concepts as PURPOSE, DETERMINATION, DISCIPLINE, RESPECT, PERSISTENCE and STRONGLY. And most importantly, the character traits that your children will acquire as a result of our classes will help them for the rest of their lives!

Dear Parents:

Parents always want the best for their children, but how do you prepare them for the challenges they face in today's world? What are you doing to motivate the child, accustom him to discipline and proper attitude to any business? But this is the most necessary thing for achieving success in life. It is not easy to teach all this to a child, because this kind of education is not given in our schools. The street will not give such knowledge. And to our shame, the old ones were destroyed, but the new ones never appeared. public organizations which are designed to unite our children and prepare them for the future life. In fact, this is simply a crime, since teaching children from an early age skills such as the ability to set a goal and then strive to achieve it, developing character traits such as self-confidence and self-esteem from a young age, will have the greatest impact on a child's achievement in later life.

Over the years, we have seen hundreds of children who have recovered
benefit from our activities.

• Overweight kids who have lost a couple of pounds with self-discipline and exercise, and in return have gained self-confidence and self-respect.
• Smart kids who didn’t get bored in school, but we taught them to set new goals and achieve even more.
• Unbridled children who have learned to focus and direct their energy in the right direction.
• And the introverted, shy kids we managed to get out of their shells.

All of these children and hundreds of others who attended our school through our unique program have laid the foundation for future success in life. Just as it is impossible to forget how to swim and ride a bicycle, the skills to achieve success once invested in a child will forever remain with him. And the fruits of this knowledge will be reaped by them for the rest of their lives. A life filled with joy and pride in your accomplishments, backed by good health and well-being. Where will your children be taught such wonderful things?

The answer to this question is our special program called "Towards Leadership And Life Skills Through Karate" which is taught at our Karate school. As a father of a child myself, I feel that I have a huge responsibility to ensure that my child becomes self-confident, persistent and disciplined, which will lead him to success in school, in sports and in life.

Through our unique Karate School program, which includes body and mind development, wellness and lots of fun, your child will acquire all the key character traits necessary to succeed in life. And while the more traditional aspects of martial arts, such as self-defense and self-defence, are certainly important in today's world, perhaps the most important aspect of our program is not so much its physical part as it is spiritual.

Our Towards Leadership & Life Skills Through Karate program will develop in your child the basic traits necessary for success and happiness in the future, namely:

• The self-confidence and self-esteem to raise your hand in class and ask questions and thus learn when others are shy.
• We will teach your child how to make an effort and be persistent in achieving a goal. Our students say “I CAN” when faced with new problem or difficulty instead of saying "I CAN'T"
• We teach children the importance of pursuing knowledge and teach them the most important skill they need to be successful: goal setting.
• Studying with us, your child will learn to focus, concentrate, he will become more disciplined, which will help him improve his grades at school.
• Classes at the Karate school will help your child develop physically. Our program develops mobility, endurance and strength in children. They improve coordination, balance and reaction, and as a result, the child manifests himself better in a wide variety of activities.
• In conclusion, I will say that we are trying to interest the child, develop a desire in him, teach him to focus on the goal, and this is the most important thing for success not only in school, but also outside it.

Perhaps the most terrifying problem for parents today is the thought that their child may be affected by drugs. Children begin taking drugs at an increasingly young age. These children are mostly from wealthy families. And the number of such children is amazing. At our karate school, programs are designed to develop a child's self-confidence and self-esteem, which will give him the courage to say NO to all bad suggestions and resist peer pressure. Recent studies have shown that activities that focus on personal achievement, which is what martial arts are, are much more effective in combating this problem than any other activity.

Our classes will teach your child to notice and avoid danger.

There is another reason for attending our school… Unfortunately, we live in a world full of bad people. Karate School will teach your child how to see and avoid danger. What to do in an emergency, how to provide first aid and, if necessary, how to protect yourself from danger. These invaluable skills will not only boost a child's self-confidence, but may even save their life. And the best part about our program is that classes and learning are FUN and JOY.

Our Karate school is the only place where the environment itself makes classes interesting, varied and fun!

The environment in the hall will help your child develop physically, spiritually and socially. Due to the fact that your child will be surrounded by other children with similar goals and aspirations, he will make real friends and join a healthy team.

Personal attention to each child and
pedagogical skill of instructors is the basis
training in our karate school.

Remember what Tigger said in Winnie the Pooh: “The most wonderful thing about tigers is that I am the one and only tiger!” It is this particular attention to the unique personality and needs of each child that sets the instructors at our Karate school apart from all others. Everyone in our school is given personal attention, and the basis of all this is the pedagogical skill of the instructors. Keeping all this in mind, it is not surprising that the guys studying at our school confidently go through life and succeed in everything!

Let not only our words convince you of this.Just listen to what other parents have to say about our Karate school program.

Hundreds of parents have already experienced the positive impact of our classes on their children. And the best way for you to get to know our program is to experience it for yourself.

Having embarked on the path of self-improvement, you must clearly realize that achieving the most insignificant result will require you to concentrate your spiritual and physical strength, and, of course, a lot of time.

The formation of the most superficial idea of ​​the school takes about one month. Indeed, in 3-4 trainings it is impossible to get acquainted with those sections of Karate that will be studied, it is impossible to test different methods and types of the training process, to get acquainted with those who are engaged with you in the same group. And, of course, it is impossible to get an idea of ​​our Federation, to be imbued with its traditions and learn about its glorious history. If, however, set a goal to enter into a friendly family of students of Kyokushinkai Karate, then measuring time in weeks or even months does not make sense.

The entire methodology, tested by 12 years of work of our Federation, consists of monthly, semi-annual and annual training cycles. The leadership of the Federation believes that this particular technique is exactly the foundation on which it has been possible to bring up more than one generation of champions not only in sports, but also in life.

METHODOLOGY OF TEACHING KARATE

Shotokan Karate is a holistic, universal and constantly evolving system. It is based on philosophical views and ethical principles, which retain their value in the modern world, allowing us to perceive karate not just as a system of self-defense or a sport, but as a lifestyle. This style of karate can be practiced by people of any age and gender, as well as any level of initial physical fitness.

The methods of teaching karate in antiquity differed significantly from modern ones. Education was not of a mass nature and was usually carried out within the family. Thus, one can speak of the existence family schools.

Karate was taught by practicing kata - formalized complexes - by direct transfer of knowledge from master to student. It usually took about 5 years to learn one kata. Such methods and rates of training in no way met modern requirements. The result of the change in the conditions in which karate existed and developed, caused by natural historical processes, was the formation of a new approach to teaching karate.

The beginning of the creation of a modern methodology for teaching karate can be attributed to 1903, when the famous master Yasutsune Itosu got the opportunity to openly teach karate in educational institutions as an academic discipline.

Master Gichin Funakoshi successfully introduced karate to the universities of Keio, Wazeda, Shodai, Takushoku, Chuo, Gakushu, Hosei and others. A few years later, many educational institutions in Japan supported this initiative.

Shotokan karate became the most widespread in Japan and beyond its borders thanks to the efforts of the professor and director of physical education at Takushoku University, chief instructor of the Japan Karate Association, holder of 9 dan Karate - Masatoshi Nakayama. He developed an optimal methodology for teaching karate, which is not based on the initially outstanding physical data of the student, and therefore is successfully used to teach students. He also owns the main merit in the development of karate as a system of sports training. No wonder the term "karate-do", proposed by Gichin Funakoshi and approved by the board of instructors headed by M. Nakayama, has become synonymous with sports karate. In addition to Shotokan, Nakayama's method was adopted and taken as a basis by many other styles of karate that went beyond the "family" schools.

The method of teaching Shotokan karate is based on the principle of gradualness - from simple to complex. In the days of family schools, before karate came out of isolation, training, as mentioned above, began with the study of kata. There were no student kata. The first kata studied at the school was Kanku Dai (now it is included in the 2 kyu program, brown belt).

When karate training became widespread, a different method was required. Therefore, masters Itosu and Azato developed a complex of Heian kata - simplified student kata, through the study of which the student prepares for the perception of intermediate level kata. Master Gichin Funakoshi, who encountered the teaching of karate techniques to schoolchildren after the introduction of karate into the compulsory curriculum of comprehensive schools in Okinawa, further simplified the learning process and developed Taikyoku kata - complexes for beginners, as well as kihon - complexes consisting of basic techniques. Gichin Funakoshi singled out the basic movements (formative exercises) from the kata in order to practice them separately. In the end, all schools dealing with a large number of students went along this path - detailing the technique, despite the fact that at the beginning the deviation from traditional method training caused many protests.

Currently, the main components of the karate training program are kihon, kata and kumite. They also include renzoku-waza - complexes for kumite. But they are not included in the program of most karate sports clubs, since they are not used in a sports duel - shiai kumite.

Consider the components of a karate training program.

Kata - component karate training programs

“The most important thing in karate is the kata. They bring together the technique of defense and attack. Therefore, it is necessary to clearly understand the meaning of each movement and execute it correctly. Passion only for free fighting and ignoring kata will never lead to true progress in karate”

Ma c Atoshi Nakayama

The study and practice of kata is the main teaching method. Kata carry the spiritual aspect of karate practice and are a series of movements consisting of a logically arranged defense and attack technique in a certain sequence, the execution of which must be brought to perfection.

By practicing kata, karateka learns rhythm, coordination, balance, the principles of force, a large number of techniques for self-defense and self-discipline.

Through the study of bunkai kata (practicing the elements of kata with a partner), karateka masters the sense of distance and timing and improves in the difficult coordination of movements necessary when fighting several opponents.

There are several bunkai variations for each kata. The execution accepted in a given school depends on which bunkai is considered basic. But in any version, the performance should be natural and real, as well as emotionally filled.

Attempts in connection with the growing popularity of karate and the arrival of athletes from other martial arts in karate to simplify the kata and perform them in a convenient "average" manner, or to completely remove the kata from curriculum turn karate into the usual set of primitive techniques that "pass" in competitions. This karate differs from kickboxing only in name.

Kata historically arose as a way of "orally memorizing" a set of techniques and passing it on from generation to generation in the learning process.

The systematic, regular and meaningful performance of kata contributes to the development of a sense of space, improves peripheral vision, polishes the canonical technique, affects the level of psychological preparation, and makes it possible to practice techniques that are dangerous to practice with a partner.

Of great importance in kata are the moments of transition from one position to another, which students often do not pay due attention to. It is in these transitions that the technique and tactics of combat are laid. Often students do not understand that positions are static, and moving from position to position is the dynamics of combat.

Kata can be said to be a dynamic meditation, they pay special attention to proper breathing and concentration. And this is not accidental, because. it is generally accepted that it is the breath that is the true secret of martial arts.

The study of karate is a long and difficult process, and the main result of these studies is manifested with age, when a person's physical strength decreases, but technical skills are retained, which can be further improved by practicing kata.

Kata classification

All kata can be classified according to the following criteria:

By technical level:

1. Student kata. These include the Taikyoku and Heian 1-5 complexes.

2. Intermediate Kata: Tekki Shodan, Basai Dai, Jion, Kanku Dai, Hangetsu, Empi, Tekki Nidan, Kanku Sho, Bassai Sho, Jitte, Chinte, Tekki Sandan.

3. Higher kata: Gankaku, Sochin, Nijushiho, Wankan, jiin, Meike, Gojushiho-Sho, Gojushiho-Dai, Unsu.

4. Special kata. This also includes special forms of kata performance.

For the intended purpose:

1. Kata designed for physical development and strengthening of bones and muscles.

These katas are performed slowly, with full muscle tension and forceful breathing.ibuki. In appearance, they are simple, but require complete concentration and self-control.

2. Kata designed to develop quick reflexes and the ability to move quickly.

The lightning-fast movements in these kata evoke the idea of ​​a swift flight of a swallow. These katas are performed at the speed of wrestling.

All kata must be performed with proper coordination and rhythm. At the same time, in the kata of the 1st group, sometimes there are fast movements, and in the kata of the 2nd group - slow ones.

Kata are also used, combining different methodological principles.

All of the above applies to the basic version of these exercises (omote).

For educational and methodological purposes, special versions of kata are used, allowing you to gradually master:

Movements with different rhythm and tempo

various shape execution of technology

Various breathing methods

Breathing coordinated with complex movements

Here we mean as options for the individual performance of kata - for example,kono, cheers, kono-hurray and others special types performance, - and group performance of kata with partners.

In kata of the 1st group, natural breathing with the stomach is used, where the active phase is exhalation, and the inhalation is made reflexively in preparatory and intermediate movements. Breathing should be hidden, imperceptible to the enemy, except for certain moments ("kiai") on the exhale. In the state of kiai, the greatest concentration of a person's psychophysical forces is achieved.

To master the coordination of breath with movement, preparatory forms of kata performance are used, aimed at developing harmony between breath and movement, in which breath can be voiced. The student learns to control his breathing while performing various movements, achieving their greatest speed and power. Such forms are most often used when mastering the simplest kata.

The study of kata with different rhythms of breathing and movement is also very important for the gradual solution of basic technical problems, since in different cases attention is focused on special elements of technique.

Higher kata usually include all aspects - strength, speed, breathing and energy. Usually the focus is on one of them. For example, Meikyu and Goju are energy kata, Unsu is a speed kata with complex technical elements. In general, the placement of the accent depends on the manner of performance, because. exist different levels and correspondingly, different variants performing the same kata.

Origin:

When creating his style, which was called "Shotokan", Gichin Funakoshi synthesized the techniques of two leading Okinawan styles of karate - Shorey and Shorin

In Shorey-ryu, the focus is mainly on the development of muscular power. In Shorin-ryu, on the contrary, ease and speed of movements.

Tekki, Jitte, Hangetsu kata are Shorei-ryu, while Heian, Bassai, Kanku, Empi, Gankaku and others are related to Shorin-ryu.

To facilitate learning and assessing the level of training, kata are standardized. An error in performing a kata in an exam or during a competition will result in a negative score for the entire exam or performance.

Kihon is an integral part of the karate training program

Kihon designed to study, develop and improve specifications basic technique (form, speed, rhythm, etc.).

Kihon is a method that allows you to independently correct your technique based on the results of practical tests in kumite. The kihon method was developed and introduced into karate by master Gichin Funakoshi to simplify the study of the basics of karate.

In kihon, the principles of construction and typical combinations of defense and attack techniques, as well as kumite rhythm, are practiced.

Kihon is a basic technique and combinations extracted from kata.

Kihon is part of the examination program. A well-executed bosova technique indicates the student's compliance with a certain level, and vice versa.

Kihon is designed to prepare the muscles for work in a certain speed-strength mode. If there were any shortcomings during the development of the program of the previous stages of training, then they will become an obstacle to mastering the next stages, because. the disciple's body will not be ready for it. Thus, we see that kihon, especially in the program of colored belts, primarily performs the role of formative and lead-up exercises designed to teach rational, "pure" technique, optimal from the point of view of biodynamics.

The method of detailing complex coordination movements achieves the development of the correct trajectory and the correct sequence of their implementation. The principles discussed above must be observed when performing all basic movements - both defensive and attacking.

Kihon is built from combinations of blocking and attacking movements using different movements.

At the initial stages of training (colored belts), these movements have the character of formative exercises and are basic.

At higher stages (brown and black belts), kihon contains combinations that can be used in kumite.

Each of these combinations is performed at a real speed with a given rhythm (not monotonously).

Starting from the third dan, the execution of the basic technique differs from its basic execution.

Thus, kihon at the student stages serves to facilitate the understanding and performance of kata, at higher stages - to develop skills in applying the technique in kumite (meaning shiai-kumite) in various variations.

The following sections are studied in kihon: Dachi-waza, Ashi-waza, Uke-waza, Zuki-waza, Uchi-waza, Geri-waza, Renzoku-waza

Renzoku vase

Combinations of defense and attack techniques connected in a certain sequence and their use in working with partners are an equally important section in mastering both basic and advanced karate techniques,

than kata or kumite. However, as long as the form of execution of a particular technique is not worked out to the proper level, i.e. without gross violations of the geometry of the trajectory and structure (biomechanics), and the movement itself has not become a stable motor skill, it makes no sense to start studying Renzoku-waza.

Renzoku is usually understood as a sequence of continuous execution of defense and attack techniques used to break through the enemy's defenses and deliver a decisive blow. Attacking renzoku has a pronounced aggressive character. Defensive renzoku is performed non-aggressively and not at maximum speed, with full control of actions.

It will probably not be entirely correct to understand renzoku only as a set of a particular technique.

The main thing that unites all types of renzoku is the connection of the elements that make them up through the rotation of the hips, when the final position of the shock limb and the position of the hips in one element is the starting point for the beginning of another.

Another important condition in Renzoku is the speed of transition from one technique to another. The speed of execution of the elements in the attacking renzoku should be high. This can be ensured only by achieving a smooth execution of the technique.

What to look for when learning Renzoku

1. Powerful work of the hips and abdominals (the basis of renzoku).

2. The required speed of transition from element to element, i.e. the absence of pauses between them, and, accordingly, the high speed of forward-return movements of the hips.

Outwardly, the execution of renzoku should look like smooth, quick and easy movements.

As for the speed of transition from element to element, it should be noted that this speed does not always depend on the speed of twisting or unwinding of the hips, since in many series the transition occurs by levels, in a vertical plane, when the technique of arms and legs alternates. In this case, the meaning of renzoku is to implement coordinative connections between the upper and lower parts of the body by including the largest, strongest muscle groups, the most important of which are the abdominal muscles.

Renzoki are divided into bundles (up to 3 techniques) and combinations.

Renzoku construction principles

Number of techniques = 2, 3, 4, etc.

Striking limb: arm, leg.

Renzoku can be built like this:

Type 1: two techniques (ligaments)

Te + te (dan-zuki, ren-zuki)

Te + Geri

Gehry + te

Geri + Geri (ren-geri, dan-geri, nidan-geri)

Type 2: three techniques (ligaments)

Those + those + those (sanbon-zuki)

Te + Te + Geri

Te + Geri + Te

Te + geri + geri

Gehry + te + te

geri + geri + te

Type 3: more than three techniques (combinations)

All renzoki must be worked out:

From hidari kamae-te, from migi kame-te

Left, right, shiho

Individually, with partners

Starting and ending positions: hachiji-dachi shizen-tai

Kumite is an integral part of the karate training program

"In karate, to defeat the enemy, one must find harmony with him,

rather than using brute force."

Hirokazu Kanazawa

Meaning of kumite

Kumite is a training method in which the offensive and defensive techniques learned inkihon and kata are tested and practiced with a partner.

Kumite - This is a specialized exercise with a partner to develop the necessary qualities and an exercise to test previously developed skills in the process of interacting with the enemy.

As part of the learning process, kumite involves several successive interrelated and gradually becoming more complex stages of learning.

Main types of kumite:

1. kihon-kumite (basic kumite exercise), which includes:

Gohon-kumite (5 steps with a single basic attack and defense)

Sanbon-kumite (3 steps with a single basic attack and defense)

Kihon-ippon-kumite (tori attacks, uke defends and counterattacks)

Kaeshi-ippon-kumite (tori attacks, defends against a counterattack and again

attacks)

Happon-kumite (uke defends, counterattacks, defends

from a retaliatory attack and attacks again)

2. ju-ippon-kumite, including:

Ju-ippon-kumite (semi-free fight for one conditional attack)

Okuri-kumite (semi-free fight)

for two consecutive attacks)

3. ju-kumite(free fight)

4. dojo-kumite (types of kumite intended for

development of special skills)

At the initial stage of training, kihon-kumite is used, which uses the techniquekihon and all technical actions of tori and uke are pre-specified, namely: levels of attacks, attack technique, defense technique, methods of movement, stances, speed of technique.

At the next stages of training, they gradually move toju-ippon-kumite and then learning beginsju-kumite .

Dojo-kumite is used for special training and self-defense training.

All types of educational kumite starting from kihon-kumite and ending okuri-kumite , are transitional stages fromkihon and kata to ju-kumite and self-defense.

Only after a solid assimilation of the basic technique and kata can one begin to studykihon-kumite (fight by agreement using basic equipment).

In kihon-kumite, the student’s worldview is formed (psyche, way of thinking, moral character, etc.)

Exactly at kihon-kumite karate student learns:

Apply in kumite and self-defense the techniques mastered in kihon and kata

Striking at exactly the right place and in the best way

Apply attacking, defending and counterattacking techniques with kumite rhythm

Recognize the preparatory actions of the enemy to carry out the attack

See the beginning and the very movement of the attack

Feel and foresee the beginning of the attack

Sense danger and actively respond to it

Determine the distance of attack propagation and the reality of protection

Recognize enemy intentions by preparatory actions

Distinguish a fake attack from a real one

Variable use of defensive and counterattack techniques

Self-control and endurance

Respond calmly to aggression and actively manage it or neutralize it if necessary

Apply the principle of necessary sufficiency in attack and defense

Avoid serious injury while training

Kihon-kumite

In this form kumite partners take a position at a given distance from each other, the level of striking is agreed in advance. Then they alternately work out the technique of attacking and blocking.

All attacks and counterattacks must be carried out very hard and sharply, but without contact with vital points on the partner's body.

All equipment in all formskihon-kumite must be carried out withKime (energy concentration). Having performed a passive defense (block, parry, evasion, dodging, etc.), it is necessary to counterattack with the utmost concentration of physical strength, but without injuring him, since kumite is training. You should invest in your actions the so-called “emotional content”, without which the technique will be “empty” and ineffective.

General scheme performing kihon-kumite:

Hachiji-dachi Shizentai (Natural Ready Position)

Musubi-dachi, ritsurei (ceremonial bow)

Hachiji-dachi shizentai

Yoi (starting positions)

Kumite

Zanshin (a state of relaxed alertness)

Hachiji dachi shizentai

Musubi-dachi, ritsurei

Hachiji-dachi shizentai

Yasume (rest, relax)

Gohon-kumite

Conditional and fully formalized 5-step fight using basic kime technique. The levels of attack, attack technique, defense technique, methods of movement and types of racks are known in advance.

The main goal is to consolidate the basic technique in motion with a partner, develop timing and a sense of distance, the skills to perform basic attacking and defensive techniques of the same type and develop form stability over five steps with a partner, i.e. primary adaptation to the distance, its preservation in the process of moving. Racks, like blocks, must be stable and uniform.

Implementation instructions:

Starting position:

Tori : hidari zenkutsu-dachi With hidari gedan-barai

uke : hachiji-dachi shizentai

All actions are performed with kime, counting with an even rhythm.

Tori attacks:

In zenkutsu-dachi with ke-ashi

Every attack must be performed with a kime

The fifth attack is performed with kime and kiai

Uke defends:

1. Algorithm of defense: ushiro-sabaki with uke-waza + counterattack with kime and kiai

(going back with the whole body with a sliding movement ayumi-ashi )

2. With the implementation of basic blocks:

Age-ude-uke [ayy] (upward block with the forearm)

Soto-ude-uke [suu] (forearm block outside-in)

Uchi-ude-uke [uuu] (forearm inside-out block)

Gedan-barai [gb] (downward forearm block)

Ude-barai [ub] (abducting block with forearm outside-in)

Shuto-uke [shu] (block with the outer edge of the palm)

Otoshi-uke [otu] (falling block with the forearm)

3. After the fifth block, a counterattack must immediately follow: gyaku-zuki with kime and kiai

4. Each defense must be performed with a kime:

In different racks

In the same racks

5. Blocks perform "internal" and "external"

In ai-hanmi (semi-frontal position)

In gyaku-hanmi (reverse semi-frontal stance)

In zenkutsu-dachi [zkd] (forward stance)

In kokutsu-dachi [kkd] (rear stance)

The figures show the scheme for performing gohon-kumite in opposite stances in hanmi:

Sanbong-kumite

Conditional and formalized three-step combat with basic attack and defense techniques.

Attacks are known, diverse and in different levels.

The main point is to gradually adapt the student to the combined attack technique in compliance with the basic principles of the technique being performed, as well as further development sense of distance and timing when changing arms and legs of the attacking partner.

Implementation instructions:

Starting position (unless otherwise indicated):

Tori - hidari zenkutsu-dachi with hidari gedan-barai

uke - hachiji-dachi shizentai

Children perform all actions on the account

After the last block, a counterattack withkime and kiai

tory attacks

Moving to zenkutsu-dachi with ke-ashi

Every attack from Kime

The last attack fromKime and kiai

Uke defends:

Defense Algorithm: Attack Avoidance +uke vase+ counterattack with Kime and kiai

Beginners perform an escape attack withushiro dogs with displacement ayumi-shintai-ashi (going back with a sliding movement with the whole body)

After the third block, a counterattack must immediately follow.gyaku-zuki With Kime and kiai

Each defense must be carried out withKime

In different racks

In the same racks

In ai-hanmi

In gyaku hanmi

In zenkutsu-dachi

With the execution of basic blocks: ayy, suu, uuu,gb, ub chudan, jodan barai

Qualified students must use to protect:

Leaving the line of attack (ushiro-sabaki, naname-sabaki, eco-sabaki, sayu-sabaki, irime-uke, tai-sabaki)

All types of movement known to them

Blocks and counterattacks to execute in a biting manner

The figures show the execution of sanbon-kumite in the stances of the same name:

Dojo-kumite

One of the most important typeskumite - dojo-kumite , through which the student develops special skills and he develops special tactical and technical techniques necessary for success in sports karate and in self-defense.

Kumite on assignment (each attack is performed several times, and the defense with counterattack is repeated twice)

Mawashi-seiken-zuki [msd]

Ura-seiken-zuki [usd]

Qualified students must use attacking technique in a whipping manner and all forms of movement known to them:eri-ashi, ayumi-ashi, suri-ashi, suri-konde, kaiten, tobi-ashi and etc.

Okuri-kumite

Okuri ju-ippon-kumite

1. Shuttle

Tori:

The first attack is ordered by the uke in advance from the following: oi zuki jodan, oi zuki chudan, mae-geri, eco-geri, mawashi-geri, ushiro-geri

The second attack is carried out by the tori at his own discretion, based on the situation.

Uke: performs defense and counterattack at will, usingtai-sabaki, dachi-kata and dogs-kata-tai

2. In a circle

Uke is in the middle of the circle. On a signal, it defends itself from attacks from different sides and counterattacks. Attacks follow out of order and from different directions.

Conditions for the exercise

In this type of kumite, both partners use ju-ashi and ju-dachi.

Tori - you can not attack in series

Do not make false actions and intimidate the uke before making a real attack.

uke - has the right to use any defense and counterattack, including throws and other sections of defense technique in any combination, but the following basic points must be observed:

The presence of a finishing blow - kime and kiai

Gap distance after a counterattack, and preferably with leaving behind the enemy

Preservation of zanshin, i.e. states of readiness and concentration of attention throughout the kumite

Implementing Renzoku Principles

Lack of contact when counterattacking

Tories usually attack with the most effective and simple technique:

Hands: osd jodan, chudan, kzd jodan, gyaku-zuki chudan

Nogami: mae-geri, eco-kekomi, mawashi-geri, ura-mawashi-geri to gedan, chudan and jodan levels.

This type of kumite reflects the ancient principle of te - "with one blow on the spot" (ikken - hissatsu): either the attack is effective - or the attacker is killed. True, in training uniform, kumite, as a rule, always wins uke.

The scheme of movements of the uke and the principle of action at the time of the enemy's attack is the same as in kihon ippon-kumite.

In this sense, ju ippon-kumite logically continues the adaptation of the basic technique to its use in ju-kumite and self-defense.

Uke can move in any way in any of the eight main directions: back, right, left, towards the attack, as well as at an angle to the attack (side-back, side-forward).

Kihon-ippon-kumite

This is a kind of one-step conditional combat with basic techniques. The level of attack for the hands and the type of attack for the legs are known (the level of attack is unknown), it is divided into five types depending on the complexity of the uke's actions: shodan, nidan, sandan, yondan and godan.

If the first two types of kumite had a retreating linear character, then starting from this type, Uke applies escapes from the line of attack:Sabaki-kata-tai, Dachi-kata and T ai-dogs.

General instructions for the exercise:

Starting position:(unless otherwise indicated)

Tori - hidari zenkutsu-dachi with hidari gb

Tori calls her name before performing an attack and after a short pause, attacks decisively

uke- hcd shizentai

1. Uses techniqueushiro sabaki with ayumi ashi .

a) avoiding the attack back with a block and a single counterattack

b) avoiding the attack back with a block and multiple counterattack

2. To escape from the line of attack, he uses the naname-sabaki technique (leaving the line of attack diagonally back out or in) with a single or multiple counterattack.

3. Leaving the line of attack at right angles to the line of attack (possibly with a turn around its own axis) with a single or multiple counterattacks.

4. To escape from the line of attack, he uses the technique of say-sabaki (diagonally forward) with a block and a subsequent counterattack.

5. Movement towards the attack with defense and simultaneous counterattack (it is possible to go behind the enemy's back).

Kaeshi-ippon-kumite

This type of kumite is designed to develop reflexes, movements and "impulse" type techniques, a sense of distance in students.

Tori performs a single attack with a basic technique with one forward step.

Uke and tori (after uke's counter-attack) defend with basic blocks by stepping back or usingsabaki-kata-tai, tai-sabaki, dachi-kata and immediately counterattack.

Ju-ippon-kumite

This is a semi-free fight, which is a training method, for one tori attacking action, performed with the greatest possible speed and strength. Here, the tory himself chooses the moment of the beginning and the type of attack. As in kihon kumite, the roles between the opponents (who are tori and who are uke) are distributed in advance. Both partners accept kamae-te freely at the chosen distance.

Tori, after naming the attack level, attacks immediately and decisively.

Tori, assessing maai, kokyu (breath), position and applying feints, etc., creates or uses a favorable situation - any "opening" of uke for his single attack.

Uke, by applying dachi-kata or sabaki-kata-tai in the right direction, or performing tai-sabaki to the left or right, freely applies the defensive technique and immediately counterattacks.

The purpose of ju-ippon-kumite is to develop the technique and tactics of attack and defense. This is the preparation for "jissen kumite" - the real fight.

Ju-kumite

As discussed earlier, one of the stages of learning karate isju-kumite(free fight).

The most important elements of training throughju-kumite are kamae-te-kata, dachi-kata, me no zuke-kata and a vase of hokosu koki.

Kamae-te - specific upper body position

Kamae-te must be such as to allow movement in any direction to attack or defend.

Torso in positionhanmi (semi-frontal position), stand straight, legs slightly bent to slightly shift the center of gravity down.

Dachi-kata - rack technique.

maai- distance.

Practically maai is the distance at which one can advance one step and land a decisive punch or kick; accordingly, this is the distance from which you can retreat one step and defend yourself from an attack.

Me no zuke-kata - gaze direction .

You can not fix your eyes on any specific object or part of the opponent's body. We must try to see the entire space behind the enemy and against this background the entire enemy as a whole, using peripheral vision.

Vase about hokoso coki - the psychological aspect in the performance of the technique - the "disclosure" of the enemy.

The above points should be carefully considered when working outju-kumite . The training must be coordinated with the training inkihon (basic karate technique),kata (formal karate exercises),ju-ippon-kumite (semi-free training fight) and other sections of the karate curriculum. Much attention should be paid to the actually studied basic technique and the development of techniques with kime..

Unfortunately, with the development and popularization of sports karate-do, there has been a steady tendency to move on to ju-kumite until the “maturation” of both psychological and technical. As a result, in competitions and in training, there is often a technique that, in terms of its biodynamic characteristics, does not correspond to the karate technique and, therefore, does not correspond to it qualitatively (in terms of speed, rhythm, kime). This is because many karate-do schools do nothing but so-called sports “sparring”.

Only a consistent study of all methodological sections - kihon, kata, kihon-kumite, as well as dachi-kata, ashi-waza, tai-sabaki, maai, kokyu, etc. - brings the technique to a high quality level, while providing the student with unlimited opportunities for its improvement.

TERMS AND CONCEPTS

To facilitate and brevity of the description of the technique, we indicate the special terms adopted in the international practice of karate. Some terms and concepts are given in the text of the relevant chapters.

Ai-hanmi - the position of the body of the karateka at 45º in relation to its rack.

Ate vase - punching technique.

Ashi vase - movement technique.

Bunkai kata - an exercise in developing special skills and practicing 0 ways to use karate techniques for self-defense.

Gedan - attack level (everything below the belt).

Gehry vase - Kicking technique.

gyaku hanmi - position, reverseai-hanmi.

Dacha vase - technique of base racks.

Dachi-kata - technique of changing racks.

Dachas - stance, position of the feet and the position of the projection of the center of gravity of the body.

Jodan - the level of attack (everything that is above the shoulders).

ju-dachi - a stance, which is a product of the synthesis of karateka knowledge in the technique of stances, movements, transitions from one stance to another. From this position, you can easily perform any technique. Maintaining an upright body position is just as important as performing movements in a well-balanced, controlled manner. The distance between opponents who have acceptedju-dachi , should be approximately equal to the length of three feet.

Dojo-kumite - a specialized form of training kumite for developing special skills.

Kamae- position of the body.

Kamae-te is a dynamic position of the body and hands from which any necessary attack, defense or counterattack can be easily executed in the right direction and with the necessary strength. Kamae-te is taken in a free stance -ju-dachi . In sports, this position is oriented towards the opponent in front, and in self-defense, the opponent can be

There may be several opponents. Therefore, kamae-te for sports and for self-defense, in principle, differ from each other.

Karate - a self-defense system created in Okinawa by the local population and distributed in Japan by karate master Gichin Funakoshi and his associates.

Karate-do - physical culture and health system and sports created on the basis of some types of training exercises used in teaching Shotokan karate.

Karateka- student of karate.

Kata - the main method of teaching karate. Special formalized karate exercises designed to form special skills and are the main means of individual self-improvement of karateka. One of the sections of the competition in karate.

Kime - the maximum tension of the muscles involved in the execution of the technique at the moment of contact with the target.

Maeni - moving forward (offensive).

Dogs-kata-tai - Technique of escapes and change of direction.

Tai dogs - escape technique by moving the attacked part of the body.

Tori - A student who attacks.

uke - a student who defends himself.

Uke-kime - kimirovanny blocking technique.

Ushironi - backward movement (retreat).

The main method of studying art Karate– study of formal Kata complexes and psychological preparation.

Kata (combat complexes) Karate

A kata is a set of movements that simulates a fight with one or more opponents with different degrees of restrictions in terms of technique and other parameters of the interaction of opponents. In addition to directly defensive and offensive techniques, all Katas include Qigong exercises (the art of accumulating and managing energy using special body positions and breathing methods). Almost all Kata end at the starting point of the movement. Enbusen - the trajectory of movement during the execution of Kata - is built according to the canons of oriental medicine - and also contributes to the accumulation of energy.

Karate kata are beautiful aesthetically. During the execution of Kata, the fighter develops his internal (aesthetic, moral, volitional) qualities.

Performing a good Kata is possible only with deep self-control, a sense of inner harmony and with the outside world. Every movement must be filled with harmony and inner strength.

In addition to learning Kata Karate, students learn the Tai Chi Quan technique, which is characterized by softer movements and which promotes excellent relaxation. (For Tai Chi Quan, see separate tab). Also, Tai Chi Quan allows you to feel the hidden softness in the movements of Karate. After all, the highest Kata of Karate also have very "soft" elements. )

Unity with nature. "The cultural program".

The masters of antiquity taught: "Don't use the strength of the muscles - use the strength of the earth, the strength of the trees, the strength of the wind..."

The point is that a karate student must deeply feel nature, the world around him. Feel the soul of everything, feel the energy. To do this, we try to communicate with nature. To do this, we attend concerts, art exhibitions - in order to feel the beauty through art (some students themselves try to write poetry, draw pictures). To do this, we do mini-hikes and excursions on weekends. To do this, we organize a summer sports camp in a picturesque place. (See tabs "ACTIVE WEEKEND" and "ACTIVE HOLIDAYS") To breathe clean air to the fullest, so that the reflections of the Sun on the waves in summer or on pure snow in winter remain in our souls. To feel gratitude for the beauty of nature. Gratitude breeds love. Love leads to unity.

The program for studying Karate is designed for approximately 10 years of study. The student passes 9 student degrees (KYU) and 3 higher degrees (DAN).

Psychological preparation.

The goal is to give students basic knowledge of psychology, as well as a simple and understandable system of self-improvement, free from any mysticism and religious influence, to teach the ability to maintain self-control both in everyday life and in extreme situations. To teach the exciting process of consciously building one's personality, the ability to independently cultivate the best human qualities and talents in oneself, to be a harmonious, healthy, useful person for others.

One of the main methods of psychological preparation is the creation of a positive image of one's "I" and self-examination.

It is for this that we study the Samurai Bushi-Do Code - in fact, the code of a decent person.

Gichin Funakoshi - one of the most respected masters of Karate - gave priority to the spiritual side of Karate and considered it more important than combat training.

He often warned his students, "Without courtesy, the spirit of Karate is lost."

A person who practices martial arts must be distinguished by moral purity, kindness, patience, wisdom and striving for inner and outer perfection.

Naturally, such goals will not allow you to stop in your development all your life. Therefore, a truly wise person will never call himself a Master, although he has been studying Karate all his life.

Combination of modesty and courage, politeness and indestructible fighting spirit, which is embodied in clear and effective movements - are the main criteria for assessing the mastery of Karateka.

Funakoshi called the main secret of Karate the feeling of love for the enemy. Cooperation and mutual understanding is, in his opinion, the ultimate goal of Karate.

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INTRODUCTION

1. FEATURES OF RECEPTIONS AND APPLICATIONS OF SHOTOKAN KARATE TECHNIQUE

1.1.4 Good manners

2. METHODS, ORGANIZATION AND RESULTS OF OWN RESEARCH

2.1 Research methods

2.2 Organizing your own research

2.3 Results of own research

2.3.1 Survey results

2.3.2 Methodological substantiation of own research and their discussion

2.3.3 Interim results

2.3.4 Final control results

2.3.5 Results of expert evaluations at the end of the experiment

CONCLUSION

LIST OF USED LITERATURE

ATTACHMENT 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

APPENDIX 5

APPENDIX 6

INTRODUCTION

Shotokan refers to one of the main directions in karate. The Shotokan style (Shotokan) was founded by Gichin Funakoshi, or his son (different sources say differently). The master of karate Funakoshi had a literary pseudonym, which sounded like "Seto", it was he who was taken as the basis for the name of the new direction in karate "Setokan-kan". Literally translated from Japanese, "Seto" means "house for swaying pines" or "house of the sea and pines." The particle "kan" is the hall. That is, “Setokan” is a place, a hall for studying this type of art. In Russian, Shotokan sounds very close to Shotokan (Gorbylev A.M. Master Motobu.Dojo, 2003. - No. 3.S.16-19).

Funakoshi Gichin at one time devoted himself to teaching the styles of "Okinawa tote" - formerly known as Okinawa karate. These are the styles of Serei Ryu and Shorin Ryu. Shotokan has become a modification of these two combined directions. The names Serei Ryu and Shorin Ryu are Okinawan names that were changed to Japanese by Funakoshi himself. There were other changes - within the technology itself. As for the name, being under the influence of the founder of the direction of judo Jigoro Kano Funakoshi changed the reading of the term as "The Way of Karate". This approach emphasizes that Shotokan is not just a martial art, but a whole system of education - spiritual and physical. This is the main difference in the direction of Shotokan, since most of the schools based in last years, are just hand-to-hand combat systems.

A distinctive feature of Shotokan, expressed in movement, is movement in a straight line, that is, the linear direction of force. In Setokan, stances are most often practiced - wide and low, blocks - hard, punches - with the inclusion of hip strength in it. Thus, in Setokan, it is customary to adhere to the peremptory rule: “Absolutely with one blow” (in Japanese “ikken-hisatsu”) (Travnikov A.I. Karate for beginners. M .: Eksmo, 2012. S. 48-69).

Choosing the style and techniques for "his direction", Funakoshi studied the work of the masters Azato and Itosu. Their school practiced quite sophisticated fighting techniques - strikes from close range and strikes (mostly kicks) at a level below average. Funakoshi, together with his students, supplemented the existing techniques with strikes at the upper and middle levels, and fighting began to be carried out almost always only at the middle level. A system was also created that allows for sports fights. Nane Setokane is a mixture of old and new techniques (Aksenov E.I. Karate from a white belt to a black one. Ed.: AST, Astrel, 2007. P. 28-32).

The purpose of the work is to identify the features of teaching children of primary school age to strike foot techniques in Shotokan karate.

The objectives of this study:

1. Consider the classification of Shotokan karate techniques.

2. Learn the features of Shotokan karate techniques.

3. Designate the scope of the Shotokan technique.

4. Consider the mental and ethical side of the issue.

5. Classify tricks.

6. Consider age features children in the study of technology,

7. Consider the peculiarities of perception of information when teaching children of primary school age the techniques of Shotokan karate.

8. Learn how to practice techniques.

9. To study the means of working out techniques.

The object of the WRC is the techniques and techniques of the legs of Shotokan karate.

The structure of the work is determined by the goals and objectives of the study, consists of an introduction, two chapters, a conclusion and a list of references.

CHAPTER 1 FEATURES OF TECHNIQUES AND APPLICATIONS OF SHOTOKAN KARATE TECHNIQUE

1.1 Techniques of karate Shotokan, their classification

1.1.1 Features of Shotokan karate techniques

Shotokan has its own, characteristic only for this direction, features - a child (or adult) involved in this sport should have quite good level physical training. In addition, it is necessary to clearly know all the techniques of the direction and be able to work with the utmost dedication.

Since the Shotokan karate technique is exclusively linear movements and the same linear application of force, it differs sharply from many other types of karate and Chinese fighting styles - there is predominantly the use of movements in a circle (Nakayama M. Best Karate. Volume 2-M .: Ladomir, 1997.S.12-14).

The low, wide, strong stances are characterized by dynamic and clear transitions. The hip strikes with a powerful energetic movement, the fight is accompanied by complex hand movements. This creates a feeling of conciseness and economy of movement. Each attack is preceded by an indeterminate number of feints, followed by a precise and quick strike that achieves maximum efficiency in the shortest possible time with the minimum expenditure of energy.

For defense in battle, hard blocks are used, which discourage the enemy from attacking again. Breathing, as in many sports practices, is given great attention in Shotokan. Breathing must be correct. As far as movements are concerned, they must be under control - the strike and the clear end of the strike. In combat, the maximum amount of available power and speed must be applied in the minimum amount of time.

Shotokan karate teaches the mastery of fighting techniques against several opponents at once. Shotokan focuses on the technique of kata and teaches the technique of fighting without rules. Where the application of such techniques begins, the scope of sports competition ends. Naturally, there are also age restrictions (Pfluger, A. Shotokan karate-do: 27 kata in diagrams and drawings for certification and competitions. Novosibirsk: Fair-Press, 2002. P. 77-99).

Throwing technique is the forte of Shotokan karate. These are fast and powerful movements of the enemy's body in space, as well as effective undercuts, due to which the enemy is unbalanced. The sweep technique provokes the opponent to fall on his own, allowing you to avoid getting bogged down in the struggle with the capture - this is necessary in order to withstand the fight with several opponents. Shotokan karate also allows the carrying and use of weapons in a duel.

It is possible to acquire knowledge and put into practice blocks, punches and kicks in a jump or from a static position in 6-7 months (we are talking about adults). Subject to daily many hours of training. At the same time, it will still not be possible to achieve absolute perfection (Lee, Bruce, Uehara, M. Bruce Lee's Fighting School. Beijing, Aist, 1996. P. 13-28).

When sending a child of primary school age to Shotokan classes, it is necessary to prepare him mentally, laying in him several postulates of this martial art. This is, in addition, that the child must already be physically prepared and be familiar with one or another direction of karate (which is necessary, but not necessary). In improving Shotokan, it is necessary to take into account the center of gravity of the body in movement and the speed of blocks and strikes. In addition, the athlete must constantly control his body.

1.1.2 Putting Shotokan Techniques into Practice

Balance plays an important role in combat. As the position of the body changes, the center of gravity also changes. The most important skill in Shotokan is the ability to choose the right stance in various combat situations without losing the center of gravity. The correct position in the stance will ensure that balance is maintained even in cases where it seems impossible (Nakayama M. The best karate. Volume 4 Kumite. M .: Ladomir, 1997. P. 87-88).

The correct position of the legs largely determines the outcome of the battle. To ensure a harmonious movement in space, a fighter must think about his legs. Too wide a stance will provide good stability, but will not allow you to move easily and quickly enough. If the legs are set narrowly, a small push will be enough for the opponent to ensure you lose your balance.

Since the center of gravity in battle is constantly moving, as the position of the arms, legs, and the body itself changes, the loss of balance can play into the hands of the enemy. Mastery - to transfer the weight of the body from foot to foot, change the position of the body and not lose the center of gravity - is acquired and practiced over the years.

In striving for victory, it is necessary to strive for the harmony of strength and speed of impact. These things are interconnected. Victory in a duel cannot be achieved by strength alone - the philosophy of Shotokan: speed is an assistant to strength.

Children must be taught to concentrate in one movement all their strength and speed. Concentration is produced with the participation of the body and consciousness. The center of concentration of the energy of the body is located just below the navel - tanden. What it is, concentration is rather an aspect of volitional, in which, previously relaxed muscles, instantly tighten to strike. Tension at the last moment provides more powerful force to the blow.

The Shotokan technique consists in the ability to tense and relax the muscles, alternating, if necessary, these skills. For greater effectiveness, alternating training is necessary constant. And constant self-control helps in this process. Because the faster the tension mechanism is activated, the more effective the blow will be. A kick that is delivered correctly will be "invisible" to the opponent - that is, he will only feel it, and, of course, must be thrown (Pfluger, A. Shotokan Karate-do: 27 kata in diagrams and drawings for certification and competitions. S. 56-62).

1.1.3 Shotokan and mental state

When organizing classes with children, it is necessary to prepare their psyche. ability to regulate it. All techniques are only effective when the fighter is completely detached from reality. When he is closed in the inner world and feels integrity within himself. This skill was discovered by ascetics. In Shotokan, this skill means - honing each movement to the absolute using the special energy "Ki". This energy is given to every person, but not everyone knows how to use it. With the help of “Ki”, internal tension is eliminated, and movements are made consciously (that is, without this very internal tension). All ligaments of the combat interaction of muscles, and any movement in general (block, kick) in execution becomes rigid and concise, like lightning and like a sword strike.

Shotokan teaches us to use the energy of the stars, which, flowing through us, opens up new possibilities and facets. The Shotokan fighter is part of the universe, and the universe is inside him. And the strength of a fighter and the effectiveness of his battle depends on a serene, devoid of any emotions state, that is, on the energy of "KI" (the ability to use it correctly) (Lee, Bruce, Uehara, M .: Bruce Lee's Fighting School. S. 78-90).

Three states are important in combat:

1) calmness (anxiety will distort reality,

2) anger paralyzes and will lead to fear, make you commit rash acts),

3) spontaneity (akin to improvisation - it is owned by people who never lose their presence of mind),

4) susceptibility (this is the ability of a superman - the ability to predict the enemy's action by external state and other signs. It is achieved in the process of hard training).

kick leg karate shotokan

1.1.4 Good manners

When starting classes, it is necessary to give children the understanding that from now on they will touch ancient culture martial arts, get acquainted with the ancient knowledge of civilization. It is necessary to remind children about such concepts as "honor" and "courage" and "nobility". Introduce the concept of "Doje", which means a community, a place for training, a sacred place for samurai. In Dodge it is forbidden to walk in shoes, you can’t laugh and talk loudly here. If we talk about the past, then according to tradition, no outsider could get into this place, since all the knowledge in the martial arts school was secret. In addition, hierarchical relations are established in Dodge - the younger one obeys the older one, and everyone who has set foot on the path of improvement must honor and respect the mentor (teacher, instructor). The violator is usually expelled. The doje must be carefully selected (is it a hall or part of the garden), cleared of debris and washed.

The fighter's clothing must also be special. Guillet - always clean, of a certain color, tied with a belt. The belt, according to the rules of good manners, cannot be worn out of rank - such a violation is also expelled. The ends of the belt should be tied at the same level. Strength means the end of the belt on the right, while fighting spirit is the end on the left. Clothing should be carefully monitored, and after class, the guillé is also folded in a special way.

As a sign of respect before class, it is necessary to make a standing bow (Gitsu Rei), and in case of being late, it is a kneeling bow (Sezan Rei). And no matter how many times he leaves the karate hall, every time his appearance should be accompanied by a bow.

Talking during training is prohibited - only the teacher can speak. But if he addresses someone specifically, it is necessary to bow, listen and bow again (Tsunemoto Hagakure Ya. Hidden in foliage. St. Petersburg: Eurasia, 1996. P. 111-117).

1.1.5 Classification of Shotokan techniques (Kata)

The Shotokan karate training program consists of three compulsory sections: kihon, kata and kumite.

Kihon are the basic varieties of kata and attack and defense moves.

Kata are whole complexes that are performed according to the standard.

Kumite is fighting or exercising with an opponent.

We will focus on kata in more detail.

Kata is a formalized sequence of movements connected by the principles of waging a duel with an imaginary opponent or a group of opponents, in fact - the quintessence of the technique of a particular style of martial arts.

Receptions (kata) in Shotokan-karate are about 25 - 27 pieces. The number depends on the federation and direction. Basically, in Setokan, techniques are divided into two levels (Funakoshi, G. Karate-do: my way of life. M .: Sofia, 2000. 112 p.):

1) Shitei Gata (mandatory kata).

2) Jiyu Gata (additional kata).

Shitei Gata are further divided into two categories of kata: Sentei Gata (Bassai Dai, Jion, Empi, Kanku Dai) and Kihon Gata (five Heyans + Tekki Shodan).

The Jiyu Gata group includes all other forms of kata found in Shotokan Karate. (Funakoshi, G. Karate-do: my way of life. M .: Sofia, 2000. P. 212.).

JKA (Sanga direction), uses Shotokan karate, 25 forms of Kata are included in their program.

Removed Taikyoku Shodan from the original list of kata (since there is a strong resemblance to Heian Shodan) and Jiin (there is a resemblance to Jion and similarities in technique to other kata).

A complete list of Shotokan Karate kata practiced by the JKA:

Shitei Gata:

1. Kihon Gata: Heian Nidan, Heian Shodan, Heian Sandan, Heian Godan, Heian Yondan, Tekki Shodan.

Empi: One of the most popular kata in Shotokan, it focuses on developing power.

Jion: Kata originated in China, named after the Buddhist temple of Jion. This form of kata can be found not only in Setokane, but also in Wado-ryu karate.

Kanku Dai: Kata containing many movements. The founder of Setokane Funakoshi was very fond of this kata. Kata is also found in other directions, such as: "Kusyanku" or "Shikoku-Shanku".

Bassai Dai: This is the traditional Akinawan form of kata called "Passai". Its use is that it helps to work out the basic Shotokan techniques well.

Jiyu Gata:

Hangetsu: This kata in Shotokan is the only one that responds to focusing the breath. With its help, the ability to use CI energy wisely and effectively is practiced.

Jitte: This Kata helps in learning how to defend against weapons.

Tekki nidan: This kata is taken from Tekki Shodan. There is an opinion that sensei Motobu perfected and knew only this one kata, and that he mastered the whole essence of karate on the basis and practice of it and no other kata.

Gankaku: This kata is likened to a crane sitting on a rock. This kata is very useful for the ability to balance in space. Technique is important here, both legs and arms.

Bassai Sho: A kata that teaches weapon defense (Bo staff). This kata is based on the ability to block the enemy in different ways.

Tekki Syandan: The kata used to be called Naihanchi. The name was changed by Funakoshi, in addition, he also replaced the naihanchi-dachi stance, taking kibo-dachi instead.

Kanku Sho: Or Kanku Dai. This kata almost disappeared from use after Itosu sensei changed it, but it was retained by a student of Chibana sensei.

Sochin: A powerful enough kata is like an explosion. It is practiced to increase the strength of the upper body without the use of hip movement.

Chinte: A kata that does not require a lot of energy, therefore it is recommended and used mainly by women (children).

Nizushiho: This kata is based on a combination of slow techniques with strong and flexible techniques. The kata has its own characteristic rhythm.

Gojushiho Sho: Kata uses Kokutsu-dachi and greatly increases the strength of the right leg.

Gozushiho Dai: The original name of the kata was Gozushiho - "Hotaku". This kata, unlike the previous one, enhances the strength of the left leg using Nekoashi-dachi.

Wankan: This is a very short kata in Shotokan. With only one "kiya".

Unsu: A very special Kata. The title is taken from an old karate book, Ryukyu Kempo Karate, published in 1922.

Meike: Or Rohai, or Nanko and Meike. Works against Bo.

In short: all the elements of the modern Shotokan kata are elements of the cube (although there are 26 elements in the structure of the cube).

So: six pairwise parallel faces of the cube are 6 Dai-Sho kata: kanku, bassai, gojushiho, eight peaks are 5 heian and 3 tekki, twelve edges correspond to the rest of the kata (Oyama M. Classical karate. Ed.: Eksmo, 2006. S.87-95).

1.2 Features of teaching children of primary school age the techniques of Shotokan karate

1.2.1 Features of the perception of information when teaching children of primary school age the techniques of Shotokan karate

Before talking about the peculiarities of teaching Shotokan karate techniques to primary school age, let's see how a child differs from an adult, and whether he is able to overcome "such a sports science" as Shotokan.

The practice of Shotokan karate has been formed and transformed into a martial art for quite a long time. She, like many types of karate, is a synthesis of philosophy, historical, cultural, ethnic and aesthetic principles. But the most basic principle is teaching technique (Dolin, A.A. Kempo - a tradition of martial arts. M .: Nauka, 1991. P. 132-188).

The whole Shotokan technique (both for children and adults) is based on the combination of the sharpness of movement with the concentration of power at the right moment.

Such movements are energy-efficient and are developed only with an understanding of the impact mechanism itself. And since by the time the classes begin, the mechanism of motor stereotypes has often already developed (even among children), it will need to be broken.

The Shotokan training program for any age consists of: kihon (base), kata (complex) and kumite (combat with the enemy). These are three sections of Shotokan karate, which are studied at the same time. In addition, there is a level for beginners (student), a level for more prepared and a master level. At the same time, it is possible to step over the level of a student if the child is well prepared physically (that is, trained) and has a well-developed intellect. In addition, it is necessary to possess certain character traits. This is called "sobriety of mind", prudence and so on. And effective and quick learning occurs only if the student demonstrates a high level of memorization, the ability to analyze and the ability to correct their movements (Kashtanov N.A. Canons of karate. Formation of spirituality by means of karate do. Ed.: Phoenix, 2007. S. 122-134).

Let's take a closer look at what children of 7-10 years old (children of primary school age) are able to learn for sure, taking into account the peculiarities of children's perception.

For the most part, children are not capable of complex analytical and logical constructions. The level of their thinking is therefore called prelogical. This means that children up to a certain age perceive only specific things, specific tasks - simple and understandable. In order for the child to remember all the details, so that his perception can cope with this without interference, it is necessary to offer information in training in small portions, built logically.

The child remembers information figuratively, so it should be presented to him in a form that is convenient for this, understandable to the child. And in which one, it depends on the way of perception of each particular child (remember the ways of perceiving information: visually, with the help of sound and with the help of touch). For greater efficiency in working with a child, it is necessary to pre-experimentally and by observation (you can also use special testing) to identify how he perceives and remembers information. That is, before physical training, theoretical training is necessary. This is the ideal option (Nakayama, M. Dynamics of karate: a textbook of the legendary master. St. Petersburg: Zlatoust, 2004. S. 26-49).

When gathering groups of children of primary school age for classes, it is necessary to be prepared for the fact that among them there will be all types (visuals, kinesthetics and auditory), there will be mixed types- this is also worth considering. What does it mean? In Shotokan classes, showing each movement - how it is done in practice - needs to be explained in words (describe) what is happening and, of course, let the children practice, immediately after the explanation and demonstration. When explaining in words, it is worth using images that are understandable and familiar to children (It is not for nothing that some kata in translation mean such common names as, for example, “Crane”. But with a demonstration of the kata “Peace” and “Peace”, children may have problems). If the child still understands little and still does everything wrong - most likely, this is a kinesthetic. In this case, you should instruct him personally - go up to him and put your legs (and arms too) as needed, then together (synchronously) make movements with your legs (and arms) so that the child feels how his muscles and muscles of the instructor work. Be sure to give the opportunity to feel the meaning of what is happening - why you need this or that movement.

If a kinesthetic child feels the movement well, he will remember it even better than auditory and visual children. And this is despite the fact that, at first glance, it seems that it comes to him much longer and worse.

The difference in the perception of reality is one of the reasons why productive occupation with children, Shotokan karate is only possible in small groups. This means that Shotokan groups for elementary school age should not exceed ten people per instructor. This is due, first of all, to the fact that each child needs an individual approach and a sufficient amount of attention.

It is much easier to teach an adult whose conceptual apparatus, logical thinking and the ability to structure material are developed, and the level of self-awareness and self-organization is at a high level. But children who have not yet learned to control their attention are more difficult, because their attention has to be controlled and returned to its place all the time (often the child is distracted by other (extraneous) things). In addition, in primary school age, and even in middle-level children, the motivation to learn (anything, including Shotokan or any other art) is absent, not formed or not formed well enough. In the absence of motivation, parents usually come to the rescue (unless, of course, they themselves are motivated), who find the right words and arguments to ensure that the child attends classes. For the child himself, if he does not go to classes, it depends on him, at any moment he can “get sick”, he can “change his mind”, be afraid of difficulties, retreat when something does not work out, does not come out the first time and quit. This suggests that volitional control in children is completely absent, there is no consciousness and responsibility (Travnikov A.I. Karate for beginners. M .: Eksmo, 2012. P. 205).

For this, when training them, you should be prepared. That is, a lot of children will begin to study, but by the end of the year there will hardly be half of them left. The reason for the "disappearance" of children may be the situation with the parents - they get tired of motivating the child and forcing him to walk. Of course, the instructor needs to make every effort to ensure that the children stay, that they are interested, so that the motivation does not cool down until the next lesson (Lee, Bruce, Uehara, M. Bruce Lee Fighting School. p. 1-30).

Returning to an adult: he is always ready to memorize, he knows what to do for better memorization, and he already has his own memorization technique, it has already been developed. The development of a way of remembering in an adult occurs intuitively, and also according to the peculiarities of his perception. An adult, unlike a child, can be offered large-sized material (many different movements) for memorization and assimilation in one lesson, and you can manage to hone all this material in practice. It won't work with a child. That is why a lesson with adults can last up to two hours a day, and with children one will be more than enough. At the same time, almost the entire lesson should be organized in a playful way (this is especially true for children of primary school age). And the information load will have to be introduced and increased gradually. For many reasons: one hour is not enough for a large material, it is impossible to give a child a large amount at a time - he will not learn (Nakayama, M. The best karate. Volume 1. Full review. M .: Ladomir, 1997. P. 42-50).

And more about perception. Any child perceives the speech of an adult (information) as a whole. For example, if an adult utters a rather long monologue, then the child is likely to understand the general meaning of his entire speech, but will not understand the meaning of many or some words separately (Lee, Bruce, Uehara, M. Bruce Lee's Fighting School. S. 113 ).

What is it connected with? The main flow of information is assimilated by the child non-verbally, that is, it passes, as it were, through him, past him. With adults - the same thing, but they already have extensive experience in verbal communication (unlike a child), therefore, during communication (during the perception of someone else's speech), first of all, they comprehend words - but what do they mean? Kids, on the other hand, perceive information, and above all, through facial expressions, postures, body movements, by sight, timbre, voice, and smile. This is called reading by "body hieroglyphs". Thanks to this skill, children understand some things even earlier than adults. Intuitively. Subconsciously. An adult, just before understanding, needs to realize (Kochergin, A.N. Introduction to the school of combat karate. Nizhny Novgorod: Leks Star LLC, 1995. P. 2-47).

The experience of adults dominates intuition, but is it good or bad - let's figure it out.

Children feel good when "uncle pretends to be strict and angry" - they know for sure that he is actually "kind and good", but this "aunt - on the contrary - pretends that she is kind", but in fact "she is bad ". Feelings are important for a child - something that an adult has long ceased to pay attention to and betray meaning, something that he has forgotten how to do. And the child is able to analyze this particular layer of information (non-verbal) best of all, and not understand the order and correctness of performing kata, for example, if in the flow of information at the moment we are talking about kata. What conclusions can be drawn from all this.

Firstly, if the instructor allows himself to conduct a lesson in a bad mood or when he feels unwell, when he himself has problems with concentration, when he is overcome by negative emotions, the children will instantly feel it. It will become impossible to manage a group of children of primary school age. What can be advised in this case? away - Bad mood, away - bad emotions, all domestic problems - outside the hall. In addition, the instructor must have the highest level self-control - he must be a master in using the energy of his own body "Ki" in the classroom. And, it should be noted, he should also set an appropriate example for children - to teach them to control emotions.

Secondly, it is necessary to teach children exclusively individually - taking into account their peculiarities of perception, personal characteristics, the already existing level of physical fitness and age characteristics. Each child needs to be given enough attention - only then will there be an effect and a result (Bishop, M. Okinawan karate. M .: Iris-press, 1997. P. 69-120).

What is the difference between a child's perception and an adult's perception. Children's perception, unlike an adult, is characterized by brightness, that is, freshness (non-soapy). What does this phenomenon mean? And the fact that the child still does not have any embedded pictures of the perception of the world that came from outside - and therefore, he does not have templates. The child has not yet established connections between the perceived pictures (actions, phenomena), so the world is unusual for him, amazing and somewhere even strange. Absolutely any new images of the child capture, he is incredibly interested in everything that happens around him - simple and complex. Any images that arose in front of the child are literally "imprinted" in his memory - firmly and firmly.

For comparison: remember yourself - what is remembered, cuts into memory best of all? What strikes, surprises, impresses - something unusual, non-standard, out of the ordinary. And that is accompanied by a strong emotion. As for the child, literally everything surprises him, and all this is accompanied by violent emotions. That is why any new impressions in a child are bright. And if something has already been explained to him, if he already knows something, then it is this phenomenon that arouses interest in him to a lesser extent, or does not arouse at all. In children's perception, patterns are strung in memory very quickly and firmly (Mikryukov V.Yu. Encyclopedia of Karate. St. Petersburg: Ves, 2013. P. 112-136).

It has been noticed: classes are unproductive for those instructors who do the same thing every time in the classroom - they work out the same movement in the same way, in the same sequence, in the same form, and so on. With children, this is unacceptable, because it is unproductive. Although, later, when teaching Shotokan, it will still be necessary to work out movements to automatism, but this is already in older children and, rather, in adolescents, and not in elementary school students. At the stage of working with children of primary school age, no pattern work will be beneficial - children will stop walking because they will lose interest. Or they will walk, but they will do everything formally, not in the right way, because it will seem to them that they “already know all this”, they will be bored.

And yet - this also needs to be said - with children it is constantly necessary to return to the past, otherwise there will be no memorization and consolidation. But what has been passed each time must be presented in some new form, with some changes, so that it looks new, and so that it evokes an emotional response and surprise again and again. The instructor of children of primary school age will have to try very hard to achieve results with such children.

Thirdly, you should always check whether this or that pattern has been laid down correctly in the child. If the template is laid incorrectly, this is a big hindrance in further work. How to check? It is necessary to put the child in such conditions that when performing a particular movement (hit or block), he was forced to control his actions. The wrong template will lead to incorrect execution (Kochergin, A.N. Introduction to the school of combat karate. S. 77-110).

For example, if a child, demonstrating “mae-geri keage” (straight forward punching kick), does not bend his knee, it is recommended to create an obstacle in front of him (for example, put a bench), or put another person next to him (at some distance). partner child. And so that the child, fearing an obstacle, does not step back, there should be a wall behind him. That's when he will be forced to bend his knees properly, waving his leg.

This is called "breaking the template and laying a new one." As already noted, Shotokan is not just a kind of martial arts, it is a philosophy that requires reflection. Only comprehension will speed up the execution and create a situation of correct memorization. A well structured thought process in a person allows him to be successful in Shotokan. Children who have a more developed perception of "technical" are easier to train than "humanities", since Shotokan requires accuracy of thinking. Approximateness in karate is unacceptable (Zakharov O.E. Technique of striking. Ed.: LitRes, 2012. P. 45-76).

When working with children, the method of gradual comprehension that occurs in the process of implementation is quite effective. Gradual comprehension is the result of repeated repetitions. But, again, repetitions should be with some kind of novelty. Therein lies the difficulty. Therefore, of course, it is much easier to teach teenagers than preschool children and even children of primary school age. And sometimes you have to devote a lot of time to breaking old patterns.

In order for the child to start learning some more or less complicated actions, the child must be able to:

Control your own attention

Control your own actions, which, by the way, should be coordinated with the actions of the instructor,

Understand what he is doing (and the formation of the conceptual apparatus depends on experience),

Think logically (for this skill, by the time of training, the cerebral hemispheres must already be formed, and the instructor teaches the ability to think, and not use ready-made templates),

To be able to control the will and intentions (such skills are achieved exclusively by education and self-education).

Without all these skills, learning will be impossible, so it is necessary to work with the child, forming in him everything necessary for the assimilation of complex material later. And this process, it is worth noting, is quite lengthy and laborious (Ivanov-Katansky S.A. Practical combat karate. M .: FAIR-PRESS, 2001. P. 143-199).

1.2.2 Development of techniques for children of primary school age in Shotokan karate

Shotokan is called an art, but a child doing Shotokan is more likely to practice it than to master the art. That is, in the classroom, the child masters the exercises that form this martial art and masters the exercises that lead to the study of more complex kata. This is the acquisition of basic knowledge, fundamental principles. At the same time, not a single Shotokan master fights with the help of basic techniques - other speeds, a different rhythm, and other trajectories are used for the fight. It turns out that the child a priori is not yet a fighter - he does not have enough information.

It is known that the technique in Shotokan is not associated with "natural movements" - those that are performed in everyday life, which are based on habitual coordination (Kochergin, A.N. Introduction to the school of combat karate. P. 77).

Children are poorly coordinated - it’s not for nothing that they spill food, drop things, break their foreheads. There are very few naturally smart children. And the Shotokan karate technique is especially unusual for children - their bodies. Although, from the point of view of biodynamics, the movements of this art are optimal. Any shots in Shotokan are the result of long training, but in no case are natural movements. Percussion technique in Shotokan needs to be developed, and for greater efficiency of this process, special lead-up exercises are needed. What children learn in the classroom (Bishop, M. Okinawan karate. S. 15-48). All techniques, when working with a child, must be “set”. Kicking technique, blocking technique, movement technique and stance technique. This is quite hard work, but when coordination becomes a thing of the past, all movements will look like they are natural, not trained. Thus, naturalness is a consequence of training (Enoeda, K. Higher kata Shotokan. St. Petersburg: Zlatoust, 2003. P. 19).

As already mentioned, stereotyped is a big hindrance and "enemy" of Shotokan karate. And there are many more problems with children at this moment than with adults. Why? Because an adult is able to recognize his patterns, but a child does not have such a skill. Here the instructor comes to the rescue, who does everything for the child. The instructor has to use a series special exercises, which will help form new types of movement. The danger is that "wrong movements" tightly and instantly "stick" to the child - then the movement is no longer conscious and uncontrolled. It is quite laborious then to wean the child from the wrong movement that has become habitual. In this regard, all the basic movements in Shotokan must be learned with the guys separately. It is also necessary to arrange control of the trajectory of movement in the intervals. Special exercises are used to synchronize all parts of the body.

It should be noted that for children of primary school age, the most difficult is volitional control over the movements of such peripheral parts of the body as hands and feet. In many children, the limbs (starting from the wrists - arms and below the lower leg - legs) seem to exist on their own, children do not know how to control these parts of the body, they do not feel them. And if the instructor does not pay enough attention to this moment, then many basic techniques will become inaccessible to the child or he will master them incorrectly.

The task of the instructor is to teach children that there is a well-established scheme for performing movements, but there are also specific options that depend on a particular situation. If this is not understood, the child may have problems with the variable application of various techniques that differ from the basic version.

This approach also applies to kata, which should never be confused with patterns. They are often compared with hieroglyphs. A hieroglyph is something that includes several semantic layers. Kata also has Exactly many semantic layers. To cope with kata technically correctly, meaningfully and competently, you need to practice Shotokan for a sufficient amount of time.

1.3 Means of teaching children of primary school age striking foot techniques in Shotokan karate

1.3.1 Foot technique in Shotokan karate - types. General concepts

Before talking about the means of teaching children of primary school age the shock techniques of the legs of Shotokan karate, let's consider these techniques in more detail.

Geri (i.e. kicks) are the strongest techniques in Shotokan Karate. Any other martial arts and sports differ from karate in that there are no kicking techniques in their program. Meanwhile, Geri is needed in battle, since with their help a blow produces a more powerful effect than a blow with the hands. Provided that the foot techniques are refined to automatism, a lot of time and effort has been spent on them.

There are two types of kicks: Kekomi and Keage - they differ in the way the movement is performed. Kekomi is a kick with leg extension at the knee, and Keage is an upward movement of the foot (Bishop, M. Okinawan Karate. S. 1-35).

Now in more detail about the differences in kicks.

If we talk about technique, kicks can be divided into penetrating, knocking and swing,

There are differences in the level of raising the legs - high (up to the level of the head and neck), on average level(to the level of the torso) and low (at the level of the legs and hip bone),

There are also differences in the direction of the strike - to the side, back, forward, circular back and circular forward, in an arc outward and inward,

Kicks are performed:

a) from a low position - that is, from a prone, sitting or kneeling position,

b) standing on one leg

c) in a jump.

In addition, kicks can be divided into kicks at the place of delivery: shin, knee, outside of the heel, base of the heel, outside and inside of the foot, base of the foot.

As already mentioned, kicks have more power than punches, this is primarily due to the greater muscle mass of the legs.

When kicking (as opposed to punching) great importance has body balance, this is due to the fact that the weight of the body is transferred from one leg to another. If during the transfer of the body the balance was lost, the impact force is reduced by a factor of three. Moreover, the enemy can take advantage of your sluggishness and grab your leg, and then perform a throw. And all - you are defeated. Working with children younger age in the future, given that sooner or later - at an older age and with better training - they will take part in the battle, you need to work on their ability to transfer body weight correctly. As for the correctness of the blow: the body must be in a vertical position, then the blow will be strong and fast enough.

To teach children of primary school age to maintain balance, it is necessary to teach them to keep the ankle and foot of the supporting leg in tension, and close the armpits. Not the last role in kicking is played by the thigh, which gives an additional load to the leg and foot. And the knee should straighten like a spring. To teach how to neutralize the push, you need to work on the ability to place the supporting leg on the ground completely, and strain the ankle of the supporting leg as firmly as possible. It is also necessary to work out so that the push is absorbed by the ankle, thigh or knee of the supporting leg. The body must be in balance with respect to the ground (Malyavin, V.V. Martial arts: China, Japan. M .: Agraf, 2005. P. 155-200).

For maximum effect from kicking, it is worth striking with the whole body, and not just with one foot. In order for the child to understand how it is, it is necessary to explain in words and show with an example. The visual and auditory learn it this way, but the kinesthetic will have to make an effort and, as previously advised, go and do the exercise with him in unison. To achieve the best effect, it is necessary to push the thigh completely forward throughout the impact.

And it is imperative to teach, after a strike, to sharply return the foot back in order to prevent the enemy from capturing it. After returning the leg, it should instantly be ready for the next attack. A trainer also works on this skill (Malyavin, V.V. Martial arts: China, Japan. P. 136).

1.3.2 Most popular kicks in Shotokan

Mae Geri - Forward kick. Such a strike is carried out in three stages. First, a leg swing is performed, which is necessary in order for the fighter to avoid injury himself - not to damage his own fingers when hitting the opponent's knee or thigh. The next step is to transfer the knee. The blow itself can be made to the solar plexus, stomach, in case of a good stretch - to the head of the enemy. This is a fairly powerful blow that children of primary school age cannot afford.

Mawashi Geri - Side kick. There are twenty types of such blow (options). It all depends on the height of the strike and the condition of the muscles (how stretched they are). Depending on this, a blow can be applied to the head, thigh or body. In Mawashi Geri, there are no circular movements characteristic of other Chinese styles - the movement and application of force are linear. Such strikes are characterized by hard blocks and dynamic transitions, all movements, at the same time, are economical (and the economy of movements is characteristic of all Shotokan karate techniques).

Yoko Geri - back kick. For such a strike, it is necessary at the time of its execution to almost completely press the knee to the chest. If this condition is not met, the impact will not get power.

In addition, the hip also takes part in the blow. The blow can be applied to the very highest point (up to the level of the head) - this is with a good stretch (Gorbylev A.M. Master of karate in black Moscow. Dodze, 2003. - No. 5. P. 28-32).

1.3.3 Percussion training tools

To teach children of primary school age the kicking techniques of Shotokan karate legs from improvised means, very little is needed. Firstly, a good and convenient place for training. Secondly, and this should be given special attention, a well-trained trainer is needed for effective assimilation of the material. A coach who takes into account the age, personality and other characteristics of the child. Flexible and skilled coach. In addition to perfect knowledge of the Shotokan striking techniques themselves, the coach must also have sufficient knowledge of child psychology (Funakoshi, G. Introduction to Karate-do. M .: Eksmo, 2009. P. 12).

In his work on teaching such martial arts as Shotokan, while working out the technique of legs, the main pedagogical task is the formation of a harmoniously developed personality. To solve such a high task, the coach himself needs to be a moral ideal for the child. The technique of the legs is not studied as a separate component, but in a series of all other techniques. So it is better for the child to assimilate the material. We also do not forget about the “novelty effect” and the constant repetition of the past.

Other means of teaching young children Shotokan footwork are perseverance and motivation (with which children do not yet get along very well), respect for the opponent and for the coach. Thus, almost all means for learning are intangible.

With the help of the special qualities of the character of the coach, spiritual and moral qualities are formed in the child, which, as a rule, are ahead of physical development child. While doing footwork with him, you must first of all put into his mind and heart that kicks are a powerful and effective “weapon” in Shotokan, which, in this regard, should not be used to harm outside of sports hall.

As martial arts master Masutatsu Oyama said: “Karate is the way of life, and the purpose of such a way is to realize the potential of a person - physical and spiritual. If the spiritual side has not been taken into account, it is pointless to engage in physical education.

Since Shotokan karate claims to be a "philosophy life path of a person”, great attention is paid to the spiritual and moral development of the child in the process of his comprehension. "House of swaying pines" - as translated by Shotokan - is a combination of three unities: a symbol of light (pine), strength of character and creative power (fruits of a tree). What is the philosophy of "swaying pines"?

Even Confucius attributed to the pine extraordinary resilience in all situations and natural disasters. A swaying pine is both flexibility and stability, and durability - which causes respect. And there is nothing surprising in the fact that in Shotokan karate classes, special attention is paid to the technique of kicks, since it is when performing these techniques that there is a high probability of losing this very stability inherent in a pine tree - you can fall or allow the enemy to plunge you.

In addition to stability, Shotokan pays attention to strength, dexterity, speed and endurance, and without the formation of such qualities as respect, compassion, cordiality, kindness, the use of Shotokan knowledge can lead to its use for evil. Incorrect comprehension - for which knowledge of Shotokan is necessary - can lead to the incorrect construction of children's relationships with the world around them and with their peers.

One of the means of mastering the Shotokan technique by children of primary school age is the assimilation of the twenty commandments, which were laid down by the founder of the Gitchin direction Funakoshi. These are, in a way, the moral principles of the whole doctrine, which children should learn first of all.

Here are some of the Ni-Ju-Kun precepts (Enoeda, K. Shotokan Higher Kata, p. 109):

1. Karate Shotokan and aggression are incompatible.

2. Walk the path of justice.

3. First know yourself, then you will be able to know others.

4. Spirit - first of all, and only after - technique.

5. Mind in the minute of the battle must be free.

6. Any trouble from thoughtlessness.

8. Try on the place of the opponent.

The coach needs to instill in students from a very young age the understanding that, doing Shotokan, they not only master the technique of legs or some other technique, but, in addition, they also learn such concepts as nobility, fortitude and striving for beauty.

Among the latest means of teaching the Shotokan techniques is the Code of Ethics or the Fighter's Code, which in one of the paragraphs states: "Training should begin and end with a bow of courtesy to the opponent." Fundamental in the education of a karateka is the education of a polite, courteous and respectful fighter. This is the Shotokan etiquette (Pfluger, A. Shotokan karate-do: 27 kata in diagrams and drawings for certification and competitions. P. 13).

Thus, the peculiarities of teaching children of primary school age the kicking techniques of the legs in Shotokan karate are that a thorough and multi-step approach is necessary during training. First of all, even before the start of training, it is necessary to help the child feel the spirit of this art form, it is necessary to give him theoretical information, some concepts. Such, for example, as respect for the opponent, empathy, respect for the coach, respect for the laws and rules in Shotokan, and more. And the work on mastering kicking techniques must be very careful, reminding children how dangerous such techniques are if they are not used for their intended purpose (Nakayama, M. Dynamics of Karate: a textbook of the legendary master. P. 105).

The coach himself needs to be an order of magnitude higher in his skills and knowledge, as well as in moral and ethical education. It is necessary to have an idea about the features of the development of children of primary school age, about the features of their perception and assimilation of information. In addition to the fact that the coach develops the physical talents given by nature, for example, flexibility, joint mobility, he works on their intellectual development.

One of the fundamental tools in teaching Shotokan foot techniques to primary school children is the imagination of the trainer. A good coach will show variety in his classes, preparing such a program for the guys so that they are always interested. So that each movement evokes a sea of ​​​​new impressions and emotions - only then will the classes become effective. It should be borne in mind that it is impossible to study (comprehend) Shotokan in compressed periods of time - Shotokan will have to devote several years of life. Well, primary school age is the time when the child is open to everything new, and this is the time when you need to invest in him the basic knowledge of Shotokan - that is, the fundamental principle of art.

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Pedagogical principles and methods of teaching karate

The most important thing is the regularity of classes. There is no other way to master this or that art of combat. Day after day, month after month, year after year - the same gym, the same people, the same exercises. There are times when you want to quit everything. Such moments visit everyone without exception. But we also know very well that monotony is apparent, and we cannot imagine life without it.

Funakoshi Gichin

In the process of learning karate, one must be guided by pedagogical principles consciousness and activity, accessibility, systematicity and consistency, strength, connection between theory and practice, scientific character, rational combination of collective and individual learning.

The principle of consciousness and activity involves a meaningful mastery of karate techniques, a creative attitude and interest in learning, responsibility for the legitimate application of the learned techniques in everyday life.

For conscious mastery of the art of karate, it is necessary to teach students the ability to evaluate the results of their own actions, overcome difficulties associated with mastering the techniques and tactics of karate, independently work on improving the studied techniques, control their feelings and actions in class and in everyday life.

The principle of visibility provides for the use of various techniques and means in teaching karate: oral explanation, practical demonstration, display of video and photographic materials, drawings and diagrams, imitation, including with the help of various devices and simulators.

Training for each technique begins with its explanation and demonstration. The display should be clear and correct, accompanied by concise explanations, while the attention of students is focused on the most important elements reception. Each element of technique being worked out must be explained both in terms of its implementation and in terms of the semantic load that it carries. To make it easier for students to perform a new technical action, it is necessary to show its connection with previously studied techniques, emphasizing similarities and differences. In addition, each element of the technique, regardless of whether it is part of a kata or a combination of kumite, must be practiced in tandem with a partner, so that students can understand why this or that element is performed and what role it plays in kata or duel.

The principle of accessibility suggests that only feasible tasks are set for those involved, taking into account their age, gender, and level of physical fitness. As the Czech teacher J. A. Komensky defined, one should move from the easy to the difficult, from the known to the unknown.

Training in karate begins with the study of individual elements. At the same time, training for a specific element or combination of elements can be conditionally divided into three closely related stages.

First stage – initial education when created general idea about the element that underlies the conscious mastering of any motor action. As a result of obtaining primary information about a new element (shape, amplitude, direction of application of effort, etc.), general connections with already studied elements are established in the student's memory, which ensure the construction of a program of technical actions for its implementation.

Second phase- in-depth learning of a technical action, when, as a result of the active joint work of the Teacher and the student, the technique for performing the element is worked out. In the process of this development, the concept of the element is refined, errors are eliminated, and the possibility of independent performance of the technical action is provided.

Third stage- consolidation and improvement of the technique of performing an element, during which the degree of mastery of the element is brought to automatism, which allows performing this element in various conditions (in kata, kumite, etc.), without wasting time thinking about the order of its implementation.

It is necessary to ensure that from the very beginning the students perform this or that technique correctly. If there are errors common to the whole group or most of the students, you should stop the lesson and point out the shortcomings. At the same time, it is necessary to show how to correctly perform one or another technical element, check the correctness of its implementation several times, and then proceed to the implementation of the entire technique as a whole.

It is very important that during the lessons the students not only correctly perform this or that technical action, but also monitor the correctness of its performance by their comrades and, if necessary, help them eliminate the noticed shortcomings. Such an active conscious attitude to the material being studied contributes to its more successful assimilation, since having noticed the mistakes that the partner makes, the student himself will try not to make them.

The principle of systematic and consistent involves teaching and mastering the techniques and tactics of karate in a certain order, system. It requires a logical construction of both the content and the learning process, which is expressed in the observance of a number of rules. For example, before starting to learn how to strike, one should teach the student how to stand properly, and before teaching karate tactics, make sure that the student has mastered the basic technique, including stances, movements in stances, strikes and defenses.

The requirement of systematicity and consistency in teaching karate is aimed at maintaining the continuity of the content and procedural aspects of training, in which each lesson is a logical continuation of the previous one, both in content and in the forms and methods of exercises and technical actions performed by students.

“By repeating the old incessantly and, with each repetition, adding a little new, the child firmly learns a huge number of facts that he would never do without building the new on the solid foundation of the old,” wrote the great Russian teacher K. D. Ushinsky. The educational material is distributed in such a way that the techniques and tactics of karate are studied as if in a spiral: previously mastered techniques are repeated after a while, but in a more complex form. This makes it possible not only to teach those involved in individual technical actions and improve the techniques they study in general, but also to correct the mistakes and inaccuracies made in previous classes.

Strength principle requires that the knowledge gained be firmly fixed in the memory of students, become part of their consciousness, the basis of behavior. Psychological research show that memorization and reproduction depend not only on the material being studied, but also on the attitude towards it. Therefore, for the qualitative assimilation of the technique and tactics of karate, it is necessary, first of all, to form the interest of students in classes, in martial arts in general. In addition, strong assimilation occurs if the material being studied is structured, if the number and frequency of exercises performed are correctly selected, individual characteristics of students are taken into account, and systematic monitoring of learning outcomes is ensured.

The strength of assimilation also depends on the cognitive activity of students, and their emotional state during classes. The improvement of the emotional state of students during karate classes is facilitated by the use of various, constantly changing general developmental and special exercises, the setting of various competitive tasks during classes (who is faster, stronger, higher), the use of game and sports-game exercises, optimal loads and their variation, correct selection of partners for exercises in pairs, good condition of the dojo, sports equipment, etc.

Huge impact on emotional condition students are provided by the teacher. From his ability to convince, find the right words to excite or, conversely, calm the students, the strength of the assimilation of the knowledge they receive, their success in mastering the art of karate, largely depends. The systematic manifestation of positive emotions, frequent stay in a good mood contribute to the qualitative assimilation of tactical and technical actions, form an optimistic attitude towards classes. On the contrary, constant negative states during classes have a negative impact on the level of training of students, mastering and fixing in their memory the studied technical actions, form indecision, self-doubt and lead to disappointment in karate. Therefore, for a solid assimilation of the knowledge gained in the process of studying, it is very important that an optimistic mood be maintained among the students all the time, a spirit of cheerfulness and self-confidence reigned.

Scientific principle lies in the fact that in the process of classes, the Teacher and instructors analyze the results achieved in the development of both their own skills and the skills of their students, draw reasonable conclusions, look for the most effective of the existing ones and test new exercises in order to improve the quality of teaching karate techniques and tactics, develop and use methods in practice. individual approach to learning depending on the age, gender, intellectual and other characteristics of students.

However, in order to move forward, it is not enough just to observe and analyze the results of performing certain exercises and technical actions and then apply them in practice. You also need to be able to predict and anticipate. This is precisely what principle of connection between theory and practice .

The basis of scientific foresight is created by science, which cognizes the laws of the development of phenomena. In this regard, karate, like everything on Earth, obeys the laws of physics and mechanics. Funakoshi Gitin, the patriarch of modern karate, spoke about this at one time.

Modern scientific research the results of the work of the old masters of karate, who created a technique of enormous destructive power in an empirical way, were fully confirmed. However, if in the past successes and errors in karate technique could be visually recorded in the event of the death of one of the fighters representing this or that school, then in modern conditions such experiments cannot be allowed. Therefore, the role of foresight in the practical development of the art of karate is exceptionally great. In order to teach karate, it is necessary to know the history of its development, and the existing theoretical and practical methods of transferring knowledge, and psychotechnics, and biomechanics, without which it is impossible to achieve pedagogical success in teaching.

The principle of rational combination of collective and individual learning involves the inclusion in the learning process by the Teacher and instructors of various types of training (general physical training, special physical training, technique training, tactical and technical training) as part of a group or with individual students, as well as the use of various ways of student interaction in the classroom: individual work, work in permanent and shift pairs, in small and large groups. This principle also provides for encouraging students to independent work over the improvement of their tactical and technical skills, using mutual assistance and mutual training, the creative implementation by students of the acquired technical and tactical skills in practice in free fights, the development of their own "handwriting".

The principles listed above form an integral unity, a system of elements closely welded together: the implementation of one principle is connected with the implementation of others. Activity and systematicity are associated with strength, accessibility with scientific character, etc. In general, these principles give the Teacher and instructors a set of instructions for organizing karate classes - from goal setting to analysis of results.

Main methods education of students in the process of karate classes are common methods widely used in pedagogy, such as:

Clarification and persuasion;

Encouragement and punishment;

Demanding and sensitive attention;

Individual approach and positive example.

However, along with the general methods of teaching in karate, specific methods for the development of certain qualities and abilities necessary for mastering the tactical and technical arsenal of karate.

In accordance with the studies conducted by Sh. K. Shakhov, the following specific methods can be used in the process of training in order to develop various special qualities of students [Shakhov Sh. K., 1998].

For the development of motor abilities, reactivity and speed:

Repeated;

With accelerations;

Variable;

Leveling;

Combined (relay races, games, etc.).

To develop strength:

Repeated;

? "to failure";

Maximum effort;

Great effort;

Isometric;

Dynamic;

short-term effort;

Variable influences;

synthetic influences.

For the development of speed-strength abilities:

Repeated;

With accelerations;

Variable;

Leveling;

Combined.

For the development of coordination abilities:

Variable;

Variable influences;

Conjugate;

Circular;

Combined.

To develop endurance:

Repeated;

Variable;

Uniform;

interval;

Circular.

In general, the methods listed above do not exhaust all their diversity. Each Teacher and instructor has his own set of the most appropriate, from his point of view, teaching methods, including his own. However, the choice of teaching methods cannot be arbitrary. Their set should be subordinated to the main idea of ​​karate - the education of a physically strong, mentally and spiritually rich person. Based on these methods, the entire training process in karate is built.

This text is an introductory piece. From the author's book

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