Martial Arts Curriculum for Kids. A New Era in Curriculum.

Recommendations for Martial Arts Curriculum, for Young People, For Today’s World

This curriculum is assembled, structured, in order to teach what I consider to be “good martial arts.” What I teach today as a man of 50, a man with children, with a grandchild, a man who has outlived one of his children father, and who has outlived some of his friends, is not what I was taught at the age of 30.

What I teach today, with nearly 40 years of experience, is not what I thought I knew when I got my black belt or when I had 15 years or 20 years or 30 years of experience. What I teach today has been shaped, in part, by my many failures, my occasional successes, by my work with inner-city kids, by Nick Vujicic, by Dr. Patch Adams, by Theresa Burroughs, by Tom Callos, by the war for oil in the Persian Gulf, and by the explosion of information technology.

Self-defense, today, is so much bigger than we ever thought about in 1973 or ‘79 or ‘84 or at any time in recent history. It is predicted that 1 in 3 children will be affected by type II diabetes in the next decade. Obesity is considered a national epidemic. And not one of the top 10 killers of men, women, or children has any relation to anything involving a kata, a block, a choke defense, a kick, or reality-based self-defense training.

In the 1950’s and ‘60’s, self-defense books showed defense from soldiers sporting bayonets. If it didn’t show soldiers, it showed men in suits with ties and women in dresses with bonnets like my mother use to wear. In the 1970’s and ‘80’s, self-defense was David Caradine and Bruce Lee. It was Joe Lewis teaching Playboy bunnies in the pages of Black Belt Magazine. It was “the death touch” and really weird guys from Chicago. We spent a lot of time debating what style was most effective on the street.

Today’s self-defense isn’t about “style” at all. It's about what we eat and where that food comes from. It’s about what we consume and where it goes when we throw it away (and where is “away?”). It’s about obesity and diabetes and domestic violence, bullying, ageism, sexism, positive self-images for girls and boys, racial and gender prejudice, Wall Street and corporate greed, pesticides, cancer, drugs, attachment, nationalism, hyper-aggressive masculinity, oil, and so many things that aren’t about the martial arts I grew up on that it is, literally, a whole new era for “self-defense.”

When my young students leave my care, whether after a month or years of practice, I want them to know as much about real fitness as I have the ability to impart. That’s not just physical fitness I’m talking about, but mental, emotional, spiritual, and social “fitness,” as ill health isn’t only a disease of the body. If I knew nothing about the world, I might be content to teach the martial arts I grew up with. Fortunately, I have grown --and so has my martial arts.

I want my students to know real, pedal to the metal self-defense, but not just physical self-defense. Attitude and beliefs about other people, about relationships, about money, about food, about our obligation (or lack thereof) to our communities, about waste, about conformity, violence, and about education, well, these things are just as, if not MORE relevant to personal protection today, than any physical maneuver of “the martial arts.”

As a “Sabom” (master martial arts teacher) in today’s world, my martial arts --and as a result, my curriculum, has changed and evolved as much as the world has between the time President Theodore Roosevelt practiced judo in The White House (1903) and today, July 23, 2011.

Curriculum for Kids.

Community Involvement

Each belt a student advances should require the student to have conceived, planned, and executed a “project” that exemplifies the idea of “out of the dojang and into the world.” The project should engage the student in something they’re interested in, but it MUST help someone or something in the community. Each project should be kept in an on-line “project portfolio.”



Dietary Self-Defense

Each student should be well trained --and practiced --in dietary self-defense. It is absolutely unacceptable that a child should move into his or her high school years and not have a solid understanding of what healthy eating is --and is not.



Peace and Non-Violence Training

Attitudes about conflict, gender roles, race, and the media affect mental health and society’s propensity for violence. No student should go through authentic martial arts training without learning as much about the “art” of peace as they know about the physical aspects of their “martial” art.



Environmental Self-Defense

We can no sooner ignore our impact on the environment as we can walk into a lion’s cage wearing a steak suit. Every young person who goes through the belt ranks of a martial arts “system,” should know the basics of environmental self-defense as well as they know the basics of physical self defense.



Mindfulness Training

The opposite of "being mindful" is "being mindless." Every young martial arts student should know what mindful living is --and have a very full toolbox of resources for all that living as a mindful, aware, and high-functioning human being involves. Furthermore, knowing what mindfulness is, doesn't have 1/1000th the value of knowing how to practice mindfulness. The student who spends any significant amount of time studying the martial arts, should be as proficient at living mindfully as he or she is in the "art" in question.



If you are a parent or someone interested in a curriculum / program that instills the discipline of martial arts that is practical for the world today, contact us using the comments section below. Or, contact Peter Liciaga at pliciaga@gmail.com

This blog is part of Peter Liciaga's community activism effort for the Ultimate Black Belt Test Program ( http://www.ultimateblackbelttest.com/ ), which is an undertaking of The 100. ( http://www.the100.us/ ), and a part of Peter Liciaga's Dream 100 Project.