Presented by David Reicher M.S. Co-founder Martial Arts Therapy M.A.T.InstructorTrainingBridging In the Class SocialCognitiveBehavioralPhysicalGeometric

Training Objective Provide the training in an one hour actual class This was an advanced class with students having 2 to 16 years class experience (4 students having over 10 years experience) Identify common class segments Identify how different segments of the class can reinforce learning in previous segments Identify cognitive processing facilitation techniques used in class Review interactions between the students and staff/volunteers Identify successful completion of activities as a goal to move towards new activities with physical/cognitive/behavioral bridges

Introduction Certified Martial Arts Therapy Instructor Certified Martial Arts Therapy Assistant One Martial Arts Therapy Instructor in Training One High School Volunteer 7 of 8 registered students in class Participants Student Diagnosis Autism, ADHD, Cognitive Impairment Crouzon Syndrome, Down Syndrome, Hydrocephalus Learning Disability, Spina Bifida and Traumatic Brain Injury Some students have more than one diagnosis

Instructing Principles When physically modeling the techniques use a mirror image when facing the students or the same side when facing forwards/away from the students Physically cue by touch and verbally prompt as needed Physically assist by using your palms and student hip/shoulder Identify techniques by their correct name and then find one word to use for that movement Encourage the positive steps the students are making

Pre-Class Activities Students sign themselves in. Parent, caregiver or guardian should be prompted to assist as needed but should not sign in for the student Direct student to their spot in line. We use the word spot. Find your spot is the default word used to organize the class into a lines Reinforce senior students to lead by example Discourage running around or horseplay

Formal Opening of Class Sensei ni rei Otagai ni rei Hajime

Class Affirmation Statement Karate is a discipline of my body and mind. I will have discipline, patience, self-control, self-confidence and try as hard as I can at everything I do, both inside and outside of the Dojo

Warm Up Modified Hurdler Stretch Right & Left Sides Sit and Reach Straddle touching center, right & left. Twisting past right & left Diamond feet together as far from body as possible nose to toes Butterfly legs pulled in pushing knees to ground Standing up without using your hands Pivoting on balls of feet while touching hips and shoulders Arm circles forwards and backwards Forward bend with knees straight touching toes

Opening Combination 1.High Block Front Hand Side Step Front Foot. (Step) (Guard) 2.Knife Hand Back Hand (Load or Chamber) (Chop) Striking underneath arm 3.(Grab) partners shirt and (Pull) 4.Knee Kick Back Leg (Knee) This combination starts with Physical Modeling Verbal Cuing Tactile Cuing and Physical Assistance by Staff and Volunteers as needed. This class has a 2:1 Ratio Student: Staff/Volunteers Techniques are introduced by name. Then shortened to one word for processing Combination was introduced in three 2 word increments and one final/end word Crossing Midline, Right/Left and Front/Back distinction Cognitive Processing

Opening Combination Bridges This combination stopped two times using group line drills to reinforce learning Each staff or volunteer had a group of 2 students where one student did the technique with foam sticks and focus pads then went behind the other student who took their turn This activity facilitates social line skills and turn taking

Opening Combination Bridges -2- Bridge 1 The first four techniques were taught in a formal line. Student line drill groups using props were used to reinforce the movement patterns Bridge 2 Students went back to the formal line where two new techniques were added. The students then went back to line drill groups using the props and 6 techniques

Students went back to the formal line to add the final technique (Knee Kick) reviewing all 6 prior techniques The combination was then done with the left side Opening Combination Bridges -3- Knee kick partner skills should only be done with M.A.T. staff and properly trained volunteers

Second Combination 1.High Block Front Hand Side Step Front Foot (Step) (Guard) Front Hand covers stick (Cover) (Top) 2. Ridge Hand Strike Back Hand (Circle) (Ridge) 3. Left/Right feet step up & hip to hip right leg sweeps (Next to) (Bump) (Sweep) This combination starts with the left side forward and with staff/volunteers providing assistance with props moving from student to student. By rotating from student to student you introduce volunteers to each student. It is common for volunteers to gravitate to their “favorite student” Cognitive Processing The first combination had the strike moving under the arm, this combination has the strike moving over the arm. The beginning step is the same

Second Combination Bridge This bridge used the same student group line drill formation as in the first combination The use of this bridge was delayed until the first seven moves were introduced The leaders of each station were changed to expose them to different students in class The students returned to their ‘spots’ and the final 2 moves were introduced with physical modeling and general cuing. The combination was then done from the right Time management may not allow both sides to be done Change student partners when students demonstrate poor interactions with their caregiver Prompting of correct stance and technique is required

Mid Class Cool Down Bridging Warm up exercise & Hand techniques in combinations This activity bridged the pivoting used in the warm-up and the ridge and knife hand techniques used earlier Students are asked to identify area’s of their hand. Use a double sided prop for students to ‘twist’ into with the correct side of their hand Cognitive/Physical Processing

Skill Drill 1: Sweeping Building on the 2 nd combination the students formed two lines of three to practice the sweep exclusively When students demonstrated proper form they were rewarded with staff falling Bridging Second Combination and Skills Drill Exercises

A substitute technique was used for students unable to do the skill drill Skill Drill 1: Sweeping -2- Skill Drill 1: Sweeping -2- After completing this station the students lined up back on their spots Cognitive Processing Following directions and Social line skills

Skill Drill 2: Moving Bridging Opening Combinations and Skill Drill Exercises The students formed two groups; males and females The first block used in each combination was stepping to the side and behind your partner Staff walked sideways into a student and the student was required to step to the backside of the staff/volunteer

Skill Drill 2: Moving -2- Students who moved in front of their partner were grabbed and safely taken down to the ground when possible Students who moved in front of their partner on purpose were prompted to move behind. If the behavior continued staff extinguished the behavior by not grabbing them and then not moving toward them Students went back to their spot after this activity Cognitive/Behavioral Processing

Skill Drill 3: Backwards Pivoting The skill was demonstrated in the formal line When the student was able to successfully pivot backwards staff tossed a focus pad that the student caught Activity used in other techniques

Skill Drill 3: Backwards Pivoting -2- Staff/volunteers moved to a different student each toss Cognitive/Physical Processing The degree of difficulty was increased by tossing the pad at different stages of their pivot Students are pivoting from a right front stance to a left front stance A line is identified as 180 degrees For Students who can not pivot the move is broken down into steps

Skill Drill 4: Hard Blocks Activity used in other techniques The skill was done in a formal line with staff/volunteers moving between students We used a six step sequence High Block Front Hand- Back Hand Low Block Front Hand- Back Hand Middle Outside Block Front Hand- Back Hand Behavioral Reinforcement Students respond well to multiple repetitions

Skill Drill 5: Questions and Answers Ask the students if they have any questions If the do not have any questions, the instructor should ask one question of each student. The instructor may ask a student to verbally identify or physically demonstrate a movement they did in class