How to Shape A Child’s Life

Most people go through life unnoticed and, if we are honest, lead a fairly unremarkable life. Yet there have always been people whose lives have been just the opposite, quite remarkable and in some cases nothing short of genius. Aristotle, Beethoven, Confucius, Michelangelo, Shakespeare to name just a few. This list could go actually go on and on, for in the history of the world, in every culture, from every part of the globe, in every discipline, whether math or science, literature or music, religion or architecture, there have always been those lives have been extraordinary. Until very recently we have always looked at these people at being essentially different from the rest of us, having received by accident or luck, something in their bodies chemistry or brain which made them smarter, more talented or perhaps more athletically resilient and faster than the rest of us. They were just ‘wired” differently than everyone else. Modern science however, tells us this is not the case

Two new books “Talent Is Overrated” by Geoff Colvin and “Outliers’ by Malcolm Gladwell supply ample scientific research which suggests that while nature does play a role in our innate capabilities it does not limit our ability to achieve greatness or become champions. That, according to the science, is determined by how we learn, how often we practice and at what age we begin. Certainly, the younger we start anything whether language, or sports, writing or math the better chance we have at becoming great at it. This occurs for several reasons. Repetitive action, focused and deliberate practice teaches the brain to “act “ differently. It literally changes the way you interpret information. In athletic activities it changes the way your body channels the information and electronic stimulus it gets from your brain. The science tells us that this learning process takes a great deal of time, at least ten thousand (10,000) hours of practice. Thus the earlier the better.

We all realize that practice, especially that with the goal of achieving a minimum of 10,000 hours at a skill, whether its tennis or the computer will be tedious and at the very least, at times, quite boring. That is, unless the person involved finds that activity or subject meaningful and rewarding. Not unless there is a teacher or mentor to help them, prod them and encourage them when needed, to help them stay focused and provide a role model for them to aspire to. What better activity for children than the martial arts to provide the basis for such a focused and rewarding life experience?

Long before the students become effective martial artists, they learn the important social skills of teamwork and self- reliance, of understanding direction and accomplishing a task. Students are instantly immersed in the many problem solving and self confidence-building lessons that the martial arts provide. The lessons of concentration, ability to focus, and self-discipline are just a few of the basic skills that students in the martial learn to incorporate into their daily lives.

From the very beginning, the martial arts are very goal oriented. Students receive immediate feedback from both their instructors and fellow students as to whether they are achieving these goals. Every new technique is a test, not only of their skills, but also of their resilience, determination and concentration. A student learns instantly whether what he or she has done will be effective. When they succeed, this accomplishment helps build a positive self-image with increased self-confidence. It reinforces their problem solving skills and demonstrates the benefits of determination.

As the basic teaching tool of all martial arts is” kata”, the martial arts provide each student with the ability and opportunity to reshape how his body and his brain work together. Kata’s are essentially pre-arranged forms where both sides and both student know and hopefully understand what the other side will be doing. These pre- arranged forms are both protective and instructive to students of the arts. Kata teaches the origin of all movement and technique. Kata highlights our strengths and weaknesses and help students of the martial arts achieve their full potential. The practice, grading and teaching of Kata has been at the foundation of most martial arts systems. In following the movements and instructions of their more knowledgeable teachers, students are taught to move in ways less likely to cause injury to themselves or their partners. They begin to learn the tedious and repetitive movements, which will eventually give them the skills and abilities to grow into their next level of training.

By teaching the simpler and less complex movements first, students will build on these techniques to learn the more complex movements as they progressed through the ranks. Each step in their training is designed to impart a certain level of skill and understanding in a very specific manner. Each level of training rests firmly on the accumulated skills developed during the students’ previous level of training. Based on this system of teaching, students in all arts are periodically tested and graded receiving different belt colors to be worn with their uniforms to signify higher levels of learning and ability. This increases their confidence and enhances their self-esteem. This requires dedicated thought, focus and the development of interpersonal social skills, all of which will carry over into their non martial arts lives. Throughout this process their teachers have the opportunity to encourage and focus a child’s motivation and practice to help them get over their more difficult challenges and achieve each new goal. Through all the many different types and forms of kata in judo, karate and jujutsu, the martial arts provide the repetitive action, focused and deliberate practice needed to wire and rewire a child’s body and brain, to help them achieve the “genius” and full potential the may have wrapped up inside of them.