IBF/BCSA
Practical Proficiency Award Scheme
International
Budo Federation
British
CombatSombo Association
Revised November 2010
The IBF/BCSA has a “Coaching Effective Programme” which is a
programme of teaching people how to become effective in the art of coaching,
copies of this can be obtained from HQ or can be seen on www.combatsombo.co.uk or www.budo-ibf.co.uk.
IBF/BCSA realise that not all people wish to participate in an
in depth academic programme (although the organisations recommend they do). So
to encourage new instructors and teachers they have developed a practical exam
for the various Martial Arts/Combat Disciplines they wish to qualify in.
IBF/BCSA Practical
Proficiency Award Scheme
Instructors Awards
Level 1 to 3
Personal Requirements
Level 1
1) IBF/BCSA current member
2) Minimum of 3rd Kyu/4th Grade in the relevant
Martial Art/Combat Discipline they wish to instruct
3) Minimum 15 years of age
4) Have a basic knowledge of First Aid
5) Has read the IBF/BCSA Child Protection Policy
Level 2
1) IBF/BCSA current member
2) Minimum of 1st Kyu/ 6th Grade in the relevant
Martial Art/Combat Discipline they wish to instruct
3) Minimum 17 years of age
4) Have a basic knowledge of First Aid
5) Has read the IBF/BCSA Child Protection Policy
6) Level 1 Instructor
7) Level 1 Referee/Timekeeper recorder
Level 3
1) IBF/BCSA current member
2) Minimum of 1st Dan/1st Degree in the relevant Martial Art/Combat
Discipline they wish to instruct
3) Minimum 21 years of age
4) Have a First Aid Certificate
5) Has read the IBF/BCSA Child Protection Policy
6) Level 2 Instructors
7) Level 1 Referee/Timekeeper recorder
8) Club Level Competition Controller
Examination Requirements
Level 1
1) Demonstrate a correct warm up procedure
2) Demonstrate 3 techniques of the examiners choosing from the
syllabus up to 3rdKyu/4th Grade
3) Explain what is meant by Safe Exercise
4) Teach a lesson
5) Questions on Rules of your Discipline
Examination Requirements
Level 2
1) Demonstrate a correct warm up procedure
2) Demonstrate 3 techniques of the examiners choosing from the
syllabus up to 1st Kyu/6th Grade
3) Explain what is meant by Safe Exercise
4) Teach a lesson
5) Questions on Rules of your Discipline
6) Prepare Lesson Plan
Level 3
1) Demonstrate a correct warm up procedure
2) Demonstrate 3 techniques of the examiners choosing from the
syllabus up to 1stDan/Degree
3) Explain what is meant by Safe Exercise
4) Teach a lesson
5) Questions on Rules of your Discipline and
Referee Match
6) Prepare Lesson Plan
All candidates must be aware of
All Examinations will be conducted by IBF/BCSA Examiners
TEACHER AWARD
All those who have passed IBF/BCSA Coaching Effective Programme
Level 2 can apply
For Teachers Award
MASTER TEACHER AWARD
All those who have passed IBF/BCSA Coaching Effective Programme
Level 3 can apply
For Master Teacher Award
GRANDFATHER RIGHTS
This usually refers to people who have Awards outside of the
IBF/BCSA or have years experience in Coaching but never taken an exam. These
people are welcome in the association with a few adjustments i.e. modern day
practise, will be accepted in to the IBF/BCSA as an Instructor on providing
evidence .
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IBF/BCSA Coach and Instructors awards
The IBF/BCSA has 2 types of Coaching programs: 1) The Coaching Effective Programme developed by Geoff Gleeson 9th Dan & Martin Clarke 8th Dan. This explained in the information below. 2) IBF/BCSA Practical Proficiency Award There is also Life Experience Award Scheme. (Grandfather Rights) This is a scheme where candidates can apply for Instructor-Teacher-Master Teacher Awards based on proof of the practical experience and knowledge.
1) The Coaching Effective Programme
was developed by Geoff Gleeson 9th Dan & Martin Clarke 8th Dan in the
very early 1980’s, the concept was way ahead of its time, thanks mainly to
the input of the late Geoff Gleeson 9th Dan. If you look at
the United Kingdom Coaching Certificates you will see a lot of similarities,
yet CEP was developed nearly 30 years ago. If you look below the original
text has been copied, you will notice a lot of time is spent explaining
what course work was needed and what had to be done, all those years ago
there was not the information on how to Coach but as the years have passed
there has become a great deal of information available, Books, DVD’s,
Internet, NVQ courses are available and much more, so the need for the
IBF/BCSA to run such extensive course has diminished. The IBF/BCSA will
continue to encourage members to examine in CEF we now allow our
members to get their information from other sources.
The CEP is not recognised by all
governing bodies, the idea was to develop IBF/BCSA members skills in the Art
of Coaching, not just a means to obtain another certificate of competence
International Budo Federation
British CombatSombo Association
COACHING EFFECTIVENESS PROGRAMME
INTRODUCTION
The IBF/BCSA is a voluntary organisation
that began by teaching Japanese combat
disciplines, but then gradually expanded
to include
other combat disciplines and
creative activities.
The IBF fully realises that to have a
broad base of successful participants - of all
ages, both sexes and ethnic groups - it
must have an enlightened staff of coaches at
the top of the structure. The
programme laid out below in detail shows clearly how a
participating member can change the role
of performer to coach.
The programme is very
comprehensive as is shown by itsphilosophy. The nuclear model
(see fig.1) shows how that philosophy is
implemented. The four cells of effectiveness
are modelled in this way to show clearly
that no cell is more important than another,
but that each one satisfies the
different needs of different performers, meaning, an
elementary coach does not necessarily mean
the coach has merely an elemental
understanding of coaching, but that the
coach has been trained to deal with elementary
performers.
The material covered, although strictly
related to each cells'purpose,
it's not
limited to just the action of the
training venue.
The IBF fully recognises that a
coach's responsibilities are not restricted to
the training place, but go beyond to
the surrounding community. The IBF
attempts, very conscientiously, to show its
members, through the coaching staff, what
those responsibilities
are.
Every effort is made to explain clearly
and rationally what each coaching cell
contains and what is expected of the
candidates while
studying those cells. However,
if there are any queries please do not hesitate
to contact the coaching supervisor.
THE PHILOSOPHY
OF THE PROGRAMME
For convenience and brevity the
philosophy is laid out under three headings:
1. SELF DEVELOPMENT
The programme is primarily concerned with
the continual broadening and deepening of the coach's own personal store ofknowledge. In order
that he/she can do his/her job of coachingbetter.
BENEFITING OTHERS.
IBF coaches must recognise they are
responsible, whilst in the training centre, so their trainee's integrity and
aspirations, without abusing that
trust they will try and help them to achieve their aims.
SOCIAL OBLIGATIONS.
IBF trainees, who train in the combat
disciplines, have a moral obligation to the
community of which they are a part. The coach's task, by example and deed, is to show what those obligations are.
BACKGROUND HISTORY BUDO
Budo is a Japanese generic term that
covers various methods of fighting with or
without weapons. Some of these fighting systems go back several hundred years and their origins can be found in the
bukei jidai 1186-1867 AD, the military period. It was a feudal society and like many others of its kind,
was dominated by the warrior. His position within society was
largely judged by his behaviour
towards those he ruled, and that behaviour in turn was judged by the way he
used his martial skills to buttress his authority. That code of
behaviour was an eclectric morality made up from Confucianism, Buddism and Shintoism, a morality that
contained the 'rules' of 'fair play, protect the weak, uphold justice and defend the innocent.
Of course these ideals were not upheld by
every samurai (warrior) over the seven
hundred years. Many times they were broken by renegades and psychopaths, but the majority did hold to them and in
itself that gave respect to the samurai, which can still be found in Japan today
JUDO
Judo is not a fighting skill like those found under the
label of budo. Judo was devised
in 1882 by Jigoro Kano as a physical and moral education. Since then, and
particularly after World War II it
has gradually been modified, now, like all the budo fighting skills
it has become a combat discipline. Like all disciplines, this combat form is tightly controlled by rules
which arenationally and internationally recognised and accepted. The
IBF has applied the ideals of Jigoro
Kano to all its combat disciplines.
CombatSombo
CombatSombo
is a grappling self defence system developed and invented by Martin Clarke.
It is based on the grappling arts of Judo, Sambo, Free Style Wrestling, Lucha
Canaria, Cornish Wrestling and combat disciplines of Jiu Jitsu, Boxing and
Kickboxing. A more in depth history can be obtained by contacting Martin
Clarke.
THE IBF CONNECTION
Members of the IBF/BCSA are greatly attracted by the
various styles
Combat skills. They find their complexity, both in
physical and
Spiritual terms, both a challenge and a stimulus.
Nevertheless,
they fully realise they are not feudal samurai,
battling their way
through medieval clan wars. Yet they do accept, as did
the
Samurai, that morality is as important a part of
the training as is
physical development, therefore every effort is made
to teach those
Combat skills in a moral context under a tight
ethical control.
It is done in the three following ways:
1. Structured and
Unstructured Training.
The first way, structured (Kata) is
where skills are analysed and studied in their
dissected form.
The second way, unstructured training
(randori) is where skills are studied in
their totality during informal competition.
2. Teaching Methods.
These are utilised in such a way that
each individual's potential is given every
opportunity to evolve in a manner that suits each
personality.
3. Codes of Behaviour.
al The kind of behaviour
is encouraged that ensures mutual benefit for all.
A COACH'S DEVELOPMENT.
Physical skills, particularly complex
ones like the combat skills are still not
understood. How are they acquired? Is it
just memory?
Intelligence? Or, just
a matter of forming habits? How are skills learnt? Are
they learnt in the same way
by everybody, or, does everybody learn
them differently? In the experience of the IBF
everyone learns them differently;
therefore the aspiring coach must learn as many
teaching methods as he/she can, so
that he/she
can help as many people as possible.
That's a tough job to do.
The intention is two
fold:
By putting the emphasis upon principles
and concepts, thecoach
will better
understand the needs of people training
in the range
of performance reflected in each
coaching cell.
As the coach moves from one coaching
cell to another, he/shegradually
acquires more
experience of a wider range of needs
and how
to satisfy them through a greater range
of responses (e.g. science, art, music
drama etc.).
CELL CONTENT
The following is an indication of what
is in each coaching cell. The numbered
sub-sections will be known as units.
(see Planning and Preparation for
Assessments).
1. ELEMENTARY COACH - LEVEL 1
The units for this cell are as follows:
i. The need for 'warm
up' and 'warm-down'. Some examples of
appropriate exercises.
ii. The understanding of
the function and purpose of the limbs and body
weight in a combat skill or action.
iii. The use of the arms
and legs to develop force within the total action.
iv. The use of the body
weight to develop and attacking dynamic, or an
aesthetic effect.
v. How to control a group
(of people) by the use of threesimple teaching
techniques; the
sequential, the gestalt and the democratic. They will be
experienced through
macro-and micro-teaching
situations.
vi. How to draw up lesson
plans (for the future) and what should be their
objectives.
vii. The importance of keeping teaching records.
2. COACH - LEVELS 2 & 3.
The units for this cell are as follows:
i. The use of technique training.
Discipline, as an
essential quality in behaviour, technique and
performance.
ii. The advantages and disadvantages of rote learning.
iii. The use of S-R
(stimulus and response) theory in the
learning of technique.
iv. Personal biomechanical
systems and their effect on technique
development.
The learning of
technique in relation to such factors asrhythm, pace, flexibility and
dynamic force production.
3. ADVANCED COACH - LEVEL 4.
The units for this cell are:
The theories and analysis of skills.Differences between
skill and technique.
Prescriptive and descriptive definitions
of skill and their effects
on teaching and learning methods.
4. Principle Coach Level 5
i. The structuring of
tactics, both bounded and unbounded interms of objectives set.
ii. The importance of
spontaneous creativity within thedevelopment of tactical skills.
iii. The development of the
proximity sense, as related to thematuring of special skills.
iv. The use of
psychological factors as part of a winning plan.
v. Mind training as
related to physical training and the partit plays in the total training programme.
A REFEREEING SUPPLEMENT.
The
combat sports have competition as an essential part of their training programme
(both
national and international). It may be necessary therefore that a coach should
have
an understanding of the
rules and how to conduct competition.
Nethertheless, refereeing is not an
intrinsic element within coaching, therefore
refereeing will not be part of the
coaching assessment.
However, if a coach is
involved with refereeing he/she can request a refereeing supplement.
If successful the result will be added
to his/her coachingcertificate (see
Referee Assessment).
REFEREE ASSESSMENT
There will be two levels of referee -
club and event. The following
criteria will be applied.
CLUB REFEREE
i. The candidate will be
expected to have a sound knowledge ofthe rules of the
combat sport of his/her choice.
ii. The candidate will
have to referee three specially set-upcontests and show good
control over their
progress.
EVENT REFEREE
This is sub-divided into various levels
of competence i.e. A, B and C. The
candidate will sit the various exams as
expected of the IBF Referees
Committee.
PLANNING AND PREPARATION FOR ASSESSMENT
From time to time the IBF will arrange
and organise special training courses for
its members who wish to become coaches.
The courses will be
built upon the three following pillers.
1. SKILL ANALYSIS
A core ability of any coach is to
analyse a skilled performance. How can skills be
deconstructed and under what headings?
How to rebuild and improve
the
skill.
2. TEACHING METHODOLOGY.
What is the
relationship between teaching and learning? Theimportance of injecting meaning of
movement into the minds of the trainee. The priorities of a teaching
method: e.g. skilldevelopment,
aspirations of performers, personality of the coach, the moment in time
(e.g. new training concepts). How is teaching influenced by
language and what part does aesthetics (art) and semiotics play in the learning process?
3. HEALTH AND SAFETY.
Body and mind needs to be developed as
one unit, but harmoniously.
Strength training, cardio-vascular facilitation should go hand-in-hand with ethical considerations (e.g.
strength training for your children). Stress training
(stamina development) should be
aligned with relation systems (e.g. meditation, rhythmic movement sequences). The place of discipline
and ritual in the avoidance of injury.
There
are always intrinsic risks when learning combat skills. The IBF recognises these hazards and
builds into its training programme
constraints that minimise these risks.
COURSE PROGRAMME
The Coaching Supervisor, in consultation
with the Coaching Council,
will make up the programme for each preparation course. It will be done by taking various units
from each of the coaching cells, thus producing an interesting, stimulating
and balanced course.
The course, the units it includes, plus
dates and venues, will be circulated to all
IBF members for their convenience.
If members wish to have units included
in the forthcoming course (which
are not already included) they can write to the Coaching Supervisor (at least two weeks before
the course date) and ask if it/they can be
included. If at all possible, this request will be satisfied.
Non IBF members can apply for permission
to attend these courses, however,
the fee will be greater than for members and only when there are places unfilled by members can non-members attend.
I.B.F.
RESPONSIBILITIES
The IBF keeps all these questions, both overt and
covert, under constant
review and continually revalues and revises its responses to them. That is done in order to maintain the
highest standard of services to its members.
WHY BE ASSESSED?
Usually an individual
begins coaching because of an altruistic urge to help others,
but gradually, as they
realise that teaching and coaching are nowhere near as easy as
they look, they wish
to find
out more about them. Later still they want that
ability recognised, for two main reasons:
i. To show people that the
standard of their coaching skills isnot just a subjective
assessment, but is
recognised by a specialist
group of their peers.
ii. If they wish to become
professonal coaches and earn a living by it, they will need
proof of their ability
to show their possible employers (e.g. National Vocational
Qualifications coming into force in 1992).
The IBF has devised the
following assessment scheme to provide the greatest
possible range of
opportunities for the greatest range of coaches.
There will be two
general ways of assessing coaching ability, the precise form
depending on the
coaching cell being studied.
i. A practical coaching
session lasting 15-30 minutes. This can be done
in one of two ways:
a. coaching a free style
skill, i.e. unrelated to specific, ultimate goals.
b. coaching a competitive
skill in a competitive situation.
ii. A justification of the practical session.
It will need to show why
the lesson is in the form it is and what the intention is
to be fulfilled. It will
be based upon the projects undertaken during the
preparation time
(see 'Projects')
and can take any of the following forms:
a. a written essay.
b. an audio tape - not
lasting more than 15 minutes.
c. a DVD - not lasting more
than 15 minutes.
N.B.
Elementary coaches do not do projects.
BASIS OF ASSESSMENT
The assessment will be
based upon the following factors:
i. The originality and eland of the session.
ii. The rapport between group and coach.
iii. The profundity of the justification.
iv. The range of imagery used
to generate learning.PROGRESS THROUGH THE CELLS.
There is an intended form
of progression running through the four cells. It is hoped
that an aspiring coach
will progress through them in the order they are presented,
however, the sequence
does not
have to be followed. If an individual feels
sufficiently confident he/she can go
for any cell directly, e.g. the Advanced Coach.
However, it is hoped that
even in such circumstances the coach would eventually be
assessed in the other two
coaching cells.
The purpose of the scheme
is to produce an effective coach, not just an 'exam
passer'.
HOW TO ENTER FOR AN ASSESSMENT
The following conditions
have to be fulfilled before a candidatecan be assessed:
i. Be a member of the IBF/BCSA
ii. Conform to the following age limits:
Elementary Coach
- 17 years Ormore. Technique/Skill Coach
- 19 years or more.
Advanced Coach
- 21 years or more.
Elementary Coach Level 1 -1st Kyu/
6th Grade or 100 hours experience
in
the activity.
Levels 2 & 3 Coach 1st Dan/Degree 200 hours experience in the activity.
Advanced Coach Level 4 & Principal Coach Level 5 – 3rd Dan/Degree in relevant combat discipline) or 500 hours experience in the activity.
THE CANDIDATE'S RESPONSIBILITIES:
i. Each prospective
candidate must ensure he/she has covered atleast every unit in
his/her respective cells.
He/she must keep a record
of the attendances and have it
signed by the staff coach
responsible for the preparation course.
ii. Each prospective candidate
must ensure he/she has organisedthe two projects and t
hat they are completed
before the Assessment takes place.
HOW TO GET ASSESSED ELEMENTARY COACH - LEVEL 1
The candidate can ask any
IBF qualified Assessor for an assessment appointment at a
time and place convenient
to both.
At the same time the
following procedure will be mutually agreed:
i. What is the combat discipline to be assessed?
ii. Will the candidate provide his/her own
class/group to becoached?
iii.Does the candidate
wish to do the club referee's assessment? If so, will he/she
provide his/her own contestants?
N.B. If the candidate
cannot provide a class or 'contestants', the Assessor can be
asked if he/she can
provide this. If not, the assessment will not take place.
At the agreed time and
place, the candidate will hand to the Assessor the
following:
i. IBF membership card.
ii. The Assessment fee.
iii. The record of attendance at preparation
courses.
iv. A class plan showing
briefly what is to be done and why.(Or verbally give a
class plan).
The candidate will then be given 15 minutes
to implement thatplan and show his/her coaching ability. At the
completion ofthat
time the Assessor can ask the candidate questions on thelesson and/or the plan. If
there is to be a referee supplement,it will be completed next.
The result of one or both
assessments will be given there andthen. If the effort is
rejected the supporting
records will be returned. Another attempt can be made
as soon as
arrangements can be made, if that is desirable. If the effort is
successful, a note from the Assessor
to that effect, plus the fee will be sent to the
Coaching Supervisor (at
IBF H.Q.) BY THE CANDIDATE. The appropriate certificate will
be sent to the candidate
as soon as possible.
COACH - LEVELS 2 & 3
From time to time, the
IBF will arrange dates, places and times on which
assessment will be held.
All those attending the preparation courses will
be given that
information. Candidates wishing to apply (for assessment) should
send the following documentation directly
to the Assessor at least 2 weeks before
the date of the assessment.
i. IBF membership.
ii. Assessment fee.
iii. Attendance records at preparation courses.
iv. The combat discipline to
be coached (at the assessment).
v. Project essays.
vi. Justification of proposed assessment session.
vii. If the refereeing supplement is required:
If it is the club
referee, it may take place on the same day as the coaching
assessment. If there are
too many applicants,
it may have to
be arranged on
another, subsequent
day. The candidate will be so
informed. Event referees award can only
be awarded by the Refereeing
Committee.
Confirmation of
acceptance and a place on the assessment day will be sent to the
candidate as soon as
possible before the day. It should be noted however that the
Coaching Supervisor can,
at this stage, reject (iv) or (v) or both, as being of an
inadequate standard for the
assessment. In this case there will be no assessment.
On the Day Coach level
2&3
The IBF will provide the classes and two
assessors for each assessment
The candidate can select
the number and mix of the people who are to form his 'Class',
also the duration of the
'lesson', up to a maximum of thirty minutes. The time to be
given to the
assessors before the assessment
session starts.
STAFF COACHES
These are appointed by
the Coaching Supervisor. They can organise preparation
courses and be teachers
on them. Staff Coaches will also be the Assessors of the
coaching unit assessments.
The Coaching Council is
made up of five staff coaches (including the Coaching
Supervisor). This four
is appointed by the CoachingSupervisor.
From time to time,
specialists from outside the IBF may be invited to contribute
their expertise to the
preparation courses. Also members and non-members of the IBF
with specialist qualifications can be
co-opted onto the Coaching Council.
THE
KIND OF NOTIONS A CANDIDATE SHOULD BE THINKING
ABOUT BEFORE APPLYING
FOR AN ASSESSMENT
The IBF expects its
coaches to have two major characteristics, if they are not innate
then they should be
acquired. An insatiable curiosity and a sustained
scepticism. Both of these
are essential
to the art of coaching. Coaching is an
art of course, it can exploit and
utilise the many techniques of science, but
eventually the
manipulation of performance that embracesaesthetics, a commitment
to
an intent, the tenacity
to transcend the
prosaic, must be art.
Similarly, the bogus
coach, peddling pseudo-science in an attempt to justify his
specious wisdom must be
sought out by the continued application of
healthy scepticism.
What follows below are
some pointers to some ideas and notions that deserve both curious
consideration and sceptical appraisal.
ELEMENTARY COACH - LEVEL 1
Is static balance the same as dynamic balance?
If you wanted to be a
long jumper would you practise the jump first and the
run up afterwards?
What kind of licking
exercises would you give to a young child before letting
him lick the ice cream?
If you were a huntsman
and you wanted to shoot from a gallopinghorse, how much time
would you spend in the
rifle butts (standing still)?
COACH - LEVELS 2 & 3
If illusion is the source
of creativity, what is the value of rote learning?
Is kata necessary, or is
repetition the bolt-hole of the quack?
Does language transport
only meaning, or is it an intrinsic part of skill acquisition?
Is signal detection just
another word for feedback and is feedback just an excuse for making mistakes?
Morality a camouflage for
the cynic, or the power house of progress?
Can thoughtless habit
really be the basis of a complex skill development?
Does success really
produce reinforcement of learning, or is tenacity (without pleasure) the true
source of progress?
Can drawing be used as
part of the essential image making element in skill acquisition?
Are demonstrations merely
imagery or do they serve a greater purpose?
ADVANCED COACH LEVEL 4 & PRINCIPAL
COACH LEVEL 5
Is mental rehearsal
merely memory, or does it relate to innate qualities?
Is learning the
reflection of teaching, or is it really to do with maturation of perception?
Is motivation a thrust
towards success, or a fancy name for the seeking of self identification?
To experiment with
coaching method is important, but just as you learn what you already
know, do you only look for what you have already found?
If problem solving
stimulates the intellect, what does problem solving achieve?
Is kata an elementary force of semiotics and
if so how can it(kata) be improved?
A COMMENT
To discuss these questions
and all the ramifications the engender, both
inside the candidate's
head and among candidates and staff coaches, books will need to
be read. The topics
and subjects
covered, or implied, are very extensive and therefore
some candidates may have
trouble finding out where to start.Here is where,
again, the Coaching
Supervisor can help. Write to him, ask the staff coaches for some
book titles that you can
help with.
Once having started to read there is nowhere it
cannot take you.
A SUMMING UP
The IBF realises that the
above coaching programme is a veryambitious one. It will
demand much from those
people, who undertake it, but combat people do have great
tenacity and determination or they
would not be in the discipline. It is therefore to
be hoped that for those
who complete the journey it will be a very valuable experience
- with benefits beyond
just the
coaching. It is further hoped, for example, that for
those so inclined, this course
could be an excellent jumping base to go to
university.
For whatever the purpose
the successful candidate uses the knowledge, the IBF
wish him or her even
greater success and fulfilment in his or future
endeavours.
For further information please send an S.A.E. to:
Martin Clarke, 118, East Street,
Sittingbourne,Kent.
ME10 4RX.
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