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First published April, 2014
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Didactics in Taekwondo
Ctlin Punescu1*, Mihaela Punescu2, Monoem Haddad3,
Gabriela Gagea4
Medical Rehabilitation Department of Physical Education and Sport,
University of Medicine and Pharmacy Carol Davila, Bucharest,
Romania
Abstract
In sports, the athletes transition from beginner to high performance is obtained as a result of a lengthy and systematic learning.
To cope with the high demands the continuous improvement of athletic performance is required, by optimizing the transmission of
learning, acquiring the technical and motor skills knowledge base, through methodology and didactics modernization. The essence
of training programs targets and includes the current competitive requirements, through a superior motivation of athletes, who have
a certain amount of knowledge and skills to assimilate and use, in any situation depending on the opponent. Today there are various
methods of physical training that focus on the motor activity regarding the basic movement, enhancing coordination, in order to have
the best athletes later. This chapter aims to highlight the main aspects of didactics in TKD. The concepts contained in the following
pages represent a methodological support targeting coaches, athletes, TKD trainers.
Preamble
Teaching is a part of pedagogy which aims to teach the principles and the methods of teaching and education organization. Most
times the concept of didactics is mainly used in physical education (FE) and less in sport. Teaching in physical education and sport
(EFS) is the basic theory of training and education or the theory of substantiating the training and education in bodily activities.
Ouessleti et al. [1] consider didactic concepts of PSE teachers which form the subject of a deepen analysis because they constitute a
variable that has an impact on the professional practices of teachers.
Didactics in sport is part of sport pedagogy, studying learning issues in a sport subject matter, in this case Taekwondo (TKD). The
educational process is promoted and studied since ancient times until today, a process that contributes to the formation of the human
personality and to the formulation of true scientific foundations, which in turn generate the emergence of Pedagogical Sciences. It is
the practical application of sports science in the educational process, according to age and level of education, as well as the competition
type.
Like all other sciences, didactics has its own conceptual and notional content, classified and accepted by experts in the field. It has
a broad knowledge system and a specialized database, operating in practice and theory. Among the TKD lesson methods, commonly
used in learning situations, many of them have applicability in everyday life. As an example, we mention the observation and attention
exercises which, if included in sessions, act implicitly on other qualities needed daily.
Through its socio-cultural dimensions, TKD offers a unique opportunity to meet other practitioners, to communicate with them,
to assume different roles and to acquire moral attitudes. It makes you become socially active by the performance of others [2].
Taekwondo is a unique a sport in that the master and student forge a symbiotic relationship [3]. Through a proper instructiveeducational process, TKD develops a harmonious, balanced individual, the development is physical (Tae and Kwon) and mental
(Do). For those who choose TKD, perseverance, self-discipline and self-control are the main benefits. Practitioners learn a lot about
themselves, about their skills and how to combine physical and mental aspects in solving all the problems of daily living.
So today we are witnessing an increase in sports performance, due to a sweeping knowledge from different fields of science that
have entered the science of training athletes; the entire learning - educational process is conducted to a higher level, taking into
account the bodys biological substrate, the ability to adapt, the biomechanics movement and the effort biochemistry. Athletes are
always facing increased requirements imposed by the evolution of technique and tactics sport.
TKD is a korean unarmed combat system whose traditional history traces its ancenstray back 2000 years [3]. It is extremely
popular. Since the early 1960s, TKD has flourished in the United States, and become one of the most common forms of self defense
training, replacing many Judo, Karate, and Kung Fu schools of past decades. Canada has a large TKD following as well as the United
Kingdom. TKD is also very popular in Australia. It is difficult to say where it is most popular since you can find very dedicated, loyal,
and skillful practitioners all around the world. Certainly Korea, the US, Canada, and the UK are all very close in their popularity and
practice of TKD. The number of WTF members is currently 205 [4], with an estimated global population practicing TKD of 55 million
practitioners [5].
003
Also, TKD is a philosophy of education, the coaches acting as tutors, as moral counselors. In a modern society, learning dangerous
fighting techniques cannot be separated from teaching regulations and dojang moral rules, ubiquitous in the practice of TKD. Furthermore,
TKD is transmitted to practitioners, primarily as a desire for peace and only then as a combat sport [6]. Although students can build
physical strength and skills under the tutelage of a TKD master, it is the philosophical foundation of TKD that makes the student a
whole athlete [7]. The learning problems have far exceeded the sports branch framework, a multi-and pluri - disciplinary approach,
linked to concepts such as development, growth, adaptation, growing up being necessary today. Development is a generally valid
law, connected to the process of learning, assimilating, selecting, processing and to the processing of basic information on which the
behavioral methods are structured [8].
Step II
Step III
Step IV
Step V
Step VI
Learning the rough movement, through practicig on the representation formed by the explanations receieved and
the (live, movie, photo, video etc..) demonstrations, as well as on the physical support previously prepared; technical,
mental and physical preparation means.
learning aspects of execution fineness, by raising awareness on such landmarks as temporal features (rhythm and
tempo), space features (up, down, sideways, diagonally, forward, backward), kinesthetic diferentiations (straining,
stretching, relaxation), the type of muscle activity (static, dynamic), balance (place, away). the preparation, technical,
physical mental and maintenance means.
strengthening the complete movements, through practicing in full agreement with all the parameters and mechanisms
of each process; means of technical, specific physical and mental training.
learning procedures and movements variants, by perceiving the differences from the basic procedure or movement;
means of technical, specific physical and mental training.
applying the acquired info and abilities under varied, constantly changing and adversity conditions. Means of
modeling technique, mental preparation for competition, maintenance physical training, tactical training.
applying the acquired info and abilities under conditions of competition. Means of tactics, integrating technique and
mental preparation for competition.
Figure 1: The typical learning schema in TKD.
Learning, from the pedagogical point of view, is the work designed by the teacher to determine behavioral changes in the athletes
personality, by exploiting their ability to acquire knowledge, skills, attitudes and cognitive strategies [11]. After Forteza de la Rosa [12],
the training methods are internal forms of work between the coach and the athletes to fulfill the tasks set.
The level of learning achieved by an athlete is determined by the ratio of the actual time available and the time necessary to learn the
topic, through motor tasks. In this case, the coachs job is to find the most suitable route for the transmission of knowledge and especially
the time required to achieve the educational process. Thus, the duration of learning, namely the achievement of behavioral changes is
difficult to specify. It depends on the genetic basis, on the athletes interest and motivation, on their own involvement in training, and
not least on the coachs skills.
The main methods used in sports training, and implicitly in TKD are: practicing, individualization, modeling, evaluation (testing)
relaxation. These, along with the teaching methods of transmitting knowledge (explanation, demonstration) form the complex array of
004
During the assimilation of the motor actions, we should not exaggerate on expertise, as they make it difficult for processing and
selection of information by the beginners. Even when they are given some explanation, it should be short, clear, precise focused on
essential issues with spotted structure differences and similarities, against the items and procedures previously learned. Regarding
terminology, it will be taught progressively, while they learn the technique of the motor action. It is also essential that during the first
learning phase, in the case of motor actions with a certain degree of complexity, these should be the first to be acquired. With the first
exercises, we will require the performers to remain immobile for a while, in certain positions, to hold the orientation of each body
segment in space, to make it easier for the teacher to be noticed and corrected. Once working frontally, we can continue practicing the
topic individually, by working first in the air and then with various devices, as shown and under strict supervision of the teacher. In the
initial stage of skill training and preliminary execution of a technique, correcting mistakes is just as important as preventing them. If
From the pedagogical point of view, learning is a process of assimilation of knowledge, training, skills and abilities necessary for the
development of practical activities. An element or technique is considered to be assimilated when the one who appropriates it can run
it on the spot, on both sides, without hesitation, interruption or essential procedural mistakes, but with a low repetition rate due to the
effort of thinking, designed to control movements and their correct sequence. The initiation stage/learning is essential for the further
development of each student, as the elements and processes learned properly represent the basis for the future tactical combinations. The
content of training for the early stage will be systematized on compact groups of techniques, according to similarities in structure and
mutual interactions of various forms of movement, in order to ensure a higher positive transfer, with as little interference as possible.
005
possible correct any mistake from the beginning, not turning it into a habit, as remediation efforts are much higher than those of learning.
Obviously, attention will be focused firstly on basic mistakes, common to all practitioners, then on the simple individual ones. Note that:
the working on devices (bag, palm equipment, blades) can be programmed, at this stage, only for the correct practice of movements, only
after their acquisition.
During the lesson, we shall ensure the transmission of knowledge, skills and abilities, developing and improving motor skills, the
body morphological and functional indices and theoretical-methodological, as well as the psychological preparation of athletes. Surely,
during a lesson we cannot solve all the tasks aimed at achieving the objectives of a microstructure, meso-structure or period. For this
purpose, the classes are interrelated and are based on each other to constitute a lesser or greater period of preparation.
Some coaches and athletes prefer two training sessions per day, with duration of 3-4 hours each. However, the experts argue that 5-6
hours per day in 3 to 4 cycles would be more effective [13]. In any case, coaches should take care about gender, age and expertise and
physical level when they program TKD training sessions. These training sessions correspond to centralized periods and to cantonments
preparation. Such training, with every day sessions, must be well planned and monitored, especially for two or three sessions a day, and
is very important for the successful achievement of the objectives set [14,15].
Planning TKD training is the action plan that is made along with the TKD instruction process in order to achieve a certain goal and
athletic shape for an important competition. The training activity is the basic organizational form of the lesson; this is the most concrete
and real activity planning document because the coach must know the working conditions and the availability of the athletes lot for
drawing up the summary of the lesson.
006
To achieve the objectives and expected results, throughout the process of preparation, the athlete and the coach are required to
collaborate, in order to increase the functional possibilities of the body, to develop motor skills and for the refinement of technique and
tactics. Methods of controlled training load, recovery and Upper respiratory Infection should presenting an interaction between coaches
and athletes for the best monitoring [16].
In terms of didactics and methodology, the training lesson in the combat subjects will differentiate among beginners, advanced
and elite athletes [17]. During each phase, learning and practice should be conducted according to didactics and training principles
distributed over the period from 10 to 18 years old or until the moment that young players pass to adult category [18].
Type of sessions
From the pedagogical point of view, the types of lesson that we can meet in practice are:
The learning sessions: aimed at developing multilateral athletes are characteristic to the training period. These sessions are aimed
at acquiring the new techniques, the formation of specific motor skills, new technical and tactical improvement, and developing and
improving the motor skills. To solve these tasks under the best conditions, the coach will organize and supervise the work of the entire
team working, also, individually, with the athletes. The training sessions are aimed particularly at learning varied techniques and tactics.
The intensity of the instruction lesson, when working with beginners should be small and medium, and when working with athletes
advanced, should be large and maximum. These sessions lead to a multilateral training and to a technical-tactical training, ensuring a step
forward on the road to the mastery of the rhythmic sports.
The consolidation sessions: mainly aimed at preparing for the competition, which is achieved through the physical, technical,
tactical, psychological and theoretical development and strengthening. Within these sessions, we shall not teach new technical elements,
the athletes being unable to improve them, until the competition ahead. Thus we will avoid the situations where the athletes use procedures
insufficiently acquired, in competition, which may result in the loss of the game. As mentioned above, these sessions are characteristic of
pre-competitive and competitive periods. In this category we can have review / consolidation sessions, mainly aimed at further learning
and are often encountered in the training of beginners where the limiting factor is usually the technique progress.
The improvement sessions: are found only in the case of athletes, who have achieved a certain level of technical and sporty
craftsmanship, and are prevalent in high performance training, where athletes must master the technique, tactics and the physical
preparation [19-21].
The evaluation/control sessions: to monitor the level of athletes training, at some point, or the individual achievement through tests
and control parameters. These sessions can be used in any period of the training, but especially at the end of the pre-competitive and
at the start of the competitive one, where athletes will be tested and will participate in a special competition to verify the preparedness
achieved [22].
The recovery sessions, aimed at restoring the body after previous efforts, designed largely for the transitional period. These comprise
low intensity exercises, therapeutic means (hot shower, 32-36 degrees, about 15 minutes; 8-10 minutes sauna, massage - 15-20 minutes;
fluid resuscitation - 300 ml fruit juice + 15 to 20g glucose or honey; diet; medication - optional; passive rest-sleep), the practice of
complementary sports (volleyball, basketball, swimming, table tennis and adapted rugby). Also in the recovery sessions from the
transition period, we meet the athletes guided removal from the sports fitness, which provides recreation, and not least the restoration
of health, during this period the working capacity of the body, that should not fall less than 3/4 of the capacity obtained during the
competitive season, being essential.
Content
7:45
8:00
8:05
8:20
8:25
8:30
Short exercises through various technical actions and gradual increase in the speed of execution
8:38
Work with a partner: the implementation of the various technical actions at high intensity
8:45
simulating a fight with a partner. Exercise and mobility and the speed of reaction.
8:55
end of limbering up
9:10
The concluding part includes all measures necessary for the gradual recovery of the body, after the work done. This part takes about
10 minutes and may include: jogging and mobility. We further illustrate a pattern of ongoing training lesson during the pre- competitive
meso-cycle (Table 2).
Sports Club: ____________________
The fundamental part of the lesson is the essence of training, and aims to solve two themes and simultaneously designates also
the lesson type. The time allotted to this part is 65-90 minutes and includes the training and development of motor qualities, skills, the
learning and improvement of techniques, the education of tactical and mental qualities and the development of the organism effort
capacity. The moment of learning new motor actions is almost always placed at the beginning of the fundamental part, because the body
is less tired and therefore more responsive. The content will be based on the practitioners age, gender, level of preparation, performance
goals and training period.
007
Content
30
30
Dosing
Work formulas
line in a row
10
column by one
Breathing exercises
column by one
Mobility
I.
Sprints on a length of 6-7 m on audible and visual command, in different positions
in a circle
4 in two rows
2 x 2
4 in a row
Squat, from standing : frontally, with the back, left side laterally, the right side on the 2 x 2
direction of advance
4 in a row
Sitting with arms up over the knees: frontally, with the back, left side laterally, the right 2 x 2
side on the direction of advance
4 in a row
Ventrally lying with support on hands: frontally, with the back, left side laterally, the right
2 x 2
side on the direction of advance
4 in a row
the entire hall space
Standing with the soles on the same line: frontally, with the back, left side laterally, the
right side on the direction of advance
3
Stretching
1. Team organization 2
008
2 x 3
3 rounds of 2 minutes with 1 minute rest between them, technical measures on attack
1 x 2
and counter attack, the combatants having two vests
5
5 minutes break
3 rounds of 2 minutes with 1 minute rest between them, technical measures on attack 2 x 3
and counter attack, the combatants having two vests
1 x 2
5 minutes break
3 rounds of 2 minutes with 1 minute rest between them, technical measures on attack 2 x 3
and counter attack, the combatants having two vests
1 x 2
5 minutes break
5
3 rounds of 2 minutes with 1 minute rest between them, technical measures on attack 2 x 3
and counter attack, the combatants having two vests
1 x 2
5 minutes break
5
5.Fundamental Part 12
III.
Contact combat
10
4 in two rows
30
1
30
line in a row
To achieve the objectives and expected results throughout the process of preparation, the athlete and the coach are required to
collaborate, in order to increase the functional possibilities of the body, to develop motor qualities and improve the technique and tactics.
The athletes want to participate in training, yet they need free time for their personal life, which must be proportionate, adequately,
in their daily schedule. In Table 3 we present an example of a 3-cycle daily training program, applied in a training camp, for the athletes
of the national group.
An example of 3-cycle daily training
06:00
getting-up
06:30 - 07:30
07:30 - 08:30
Breakfast
08:30 - 10:00
Repose
10:00 - 12:00
12:00 - 13:00
lunch
13:00 - 14:30
repose
14:30 - 17:30
17:30 - 18:30
taking a shower
18:00 - 19:00
dinner
19:00 - 22:00
free time
22:00
going to bed
Table 3: 3-cycle daily training program. [24]
Some coaches or players prefer 2 cycles of daily training, each time lasting 3 to 4 hours. However, experts say that training of 5 to 6
hours a day in 3 or 4 cycles is more effective. They insist that training lasting over 2 hours or 2 and a half is not an effective one because a
long training period may cause over training, thus rather decreasing the effect of training and lessening biomotor abilities [25].
This is part of the training program in TKD, being a scientific enterprise able to lead us to determine the degree to which the
objectives set have been achieved in advance or not, if decisions made are justified or not [22]. In this regard, TKD instructors must
understand that: athletes are formed with the desire to provide courses TKD, the Black Belt they want as an aim for life, as recreational
sport or future champions [26].
For didactic purposes evaluation can be:
a) Formative - the focus is more on learning-correcting-improving, of the observable behavior (executions of jireuji, chagi, makki,
seogi, tactical actions, mental states, attitudes) than on the manifested performance (speed, strength, number of repetitions).
b) Summative - is achieved after a long period of training and it tests the knowledge gained; it is also performed using the standard
tests and norms marking the minimum expected level or some final scales expected.
c) normative - means the testing of all athletes through the same test and the comparison of a subjects performance with the results
obtained by others. Usually it is done in accordance with a standard scale expressed in units of subjects value classification.
009
d) criteria - of different nature (physical, technical, tactical, psychological) the tests ignore the average value of the group and highlight
the distance of the individual performance against the established standard performance.
e) Quality - covers only positive teaching strategies that always achieve the objective pursued and not the probable components.
For more information you can study the chapter Evaluation & Assessments in Taekwondo.
Updating prior knowledge needed to carry out new tasks, by checking the essential elements of the previous sessions;
Ensuring the necessary conditions, the accomplishment of the task of learning or the continuous adaptation to the increasingly
complex tasks, through: updating psychophysical capacity and favorable execution rules to the new learning, widening the coordinative
capacities, the major functions according to the particular demands of new tasks;
The formative evaluation of the progress made in relation to the first topic will be considered a
complete success and we can proceed to the next objective acquisition, each time using the same
methodology to the full process in place. It can switch to the teaching and learning of another
technique if:
All athletes demonstrate the correct technical process, in overall shape, standing, on both sides without form or fundamental
mistakes;
They use the proper terminology;
They describe and explain the key components of the technical procedure and identify key elements that confer efficiency to the
whole action (explaining the rules along with the demonstration);
They can identify it correctly in a drawing or video with technical procedures from several groups;
They classify it properly within the groups of techniques to which it belongs.
Towards the end of the lesson topics acquisition, as well as during it, the coach will use, as methodical procedures, the race, the
competition (who executes the most properly on both sides, who strikes above and who performs the technical process in a shorter
time). The successful exercises will be reinforced (positively valued) immediately and the relevant act or action will be demonstrated to
the entire team.
Assessments on the efficiency and effectiveness of the action of mastery, highlighting the active and creative athletes, during the
execution of the topics. At the end of the lesson the recap of the topics and goals achieved in the training process, to secure a better
0010
long term memory. Fixing the assignments for independent work. The next training topic announcement. In terms of motor capacity, a
technique is studied in kibon under three stages.
In the first stage, the movements are executed separately, slowly and standing, the athlete having the opportunity to focus on every
detail and the coach to observe and correct mistakes more easily.
In the second stage, the movements are executed chained firstly on the spot, afterwards moving until executions become fluid and
natural.
In the last stage, the movements are executed with power and speed, while maintaining perfect stability and accompanied by deep
abdominal breathing, like in a real fight. Patience and perseverance characterize fully kibon. In kibon we will work equally on both the
right and the left side, in advance and in retreat. After learning and repeating each technique, we can move to the chained execution of
two or more techniques. First, the athlete should chain the same technique moving both on the left and on the right, after that going to
the concatenation of two or more different techniques, standing and finally moving.
From the methodological point of view, the chaining of different techniques, which are obligatory only techniques learned, will be
as follows: at first we will work slowly and detached, focusing on learning the sequence and coordination of movements, then move to a
flexible linkage but necessarily synchronized with a correct movement. In the end, every concatenation will be executed with power and
speed, no downtime, just a pause after each concatenation (combination). These combinations are starting to prepare the athlete for the
free combat.
In poomsae, at first we will work slower, to acquire fully the movements, after which we will pass to the correct movements chaining,
with balanced and moderate speed, in the end we will gradually increase the speed. The execution of a poomsae ceremony begins with the
greeting, followed by stating the name, we continue its execution according to the pace imposed by teacher / coach, and ends still with the
greeting (as a very important rule, the place to start is the same place to end). To increase the difficulty of execution and for the ownership
of good spatial - temporal orientation and not only the athletes can be blindfolded with their belts during the execution of poomsae.
We firmly underline the obligation to require from the athletes, at the stage of initiation, practicing the same number of repetitions
of a technique on both sides, for the bilateral stereotypy formation. Each motor execution will be preceded by the mental execution of
the technique.
Conclusions
Didactics organizes and directs both the coachs activity and the athletes. Before making a training program for a particular
competition, we should gather information about the event, such as the environment and climate, the number of athletes participating in
the event and the time available for training.
To speak of training in TKD it is necessary to understand and analyze the biochemical, physiological, technical and tactical
phenomena, observed in prestigious competitions that are detailed in other chapters of the present eBook. Thus, we should proceed from
the implementation of means and methods used to volume and intensity.The biological factor must be the key issue in making decisions
by the coaches in a modern TKD teaching design. Also, the efficiency of the educational process decreases if the teaching principles are
not respected during activities and sessions.
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