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Title: ARTICLE OF THE MONTH: Helping Children With Attention Difficulties in Martial Arts Classes

For Martial Arts Instructors



More and more instructors are enrolling children with special needs such as attention deficit disorder into their existing children’s classes, only to discover that traditional instruction methods are not as effective for these students. Without making purposeful changes in the way instruction is presented, frustration may result for the child, parents, and the instructor himself. Yet these students need the benefits and results that effective martial arts instruction can provide. The savvy instructor will seek out proven methods for helping students who learn differently, and in doing so will optimize his own success and that of his students.
Whether your student has an official diagnosis of “Attention Deficit Hyperactivity Disorder” or is just highly distractible and active, learning how to redirect and maintain attention will increase the impact of your instruction. Without the wise application of strategies to help the distractible student, you may find the attention of other children wandering as the unfocused student inadvertently behaves in ways that disrupt the class. The first step is to objectively observe your student to determine what captures his attention when he becomes distracted.
If you notice that your student is frequently looking around to see what everyone else is doing, it is possible that this child is visually distracted. Take advantage of the visual realm by placing him strategically near a more advanced student or one who will stay on task with what you have instructed. Then when he looks around, he has a visual reminder of what he’s supposed to be doing.
Some students may be able to concentrate better if they are in the front of the room watching themselves in the mirror. Others benefit by being in the back row so they can view other students as they perform skills. Until the child begins to demonstrate an increase in his ability to remain focused, having him in close proximity to you will provide strong cues and help him maintain attention. Experiment with different placements to see which one seems best for each individual student.
When a child is impulsive and forgets dojo etiquette, remember he is not doing it deliberately. With patience and repetition he can learn and develop the behavior and character traits you strive to impart. Since distractible children often have difficulty remembering rules until they become automatic habits, the rules and expectations need to be repeated calmly and frequently. Use key words and phrases rather than long explanations. Distractible children tune out and lose interest quickly when they are not actively involved, so keep directions and lecture times short and to the point.
During times when new techniques are being introduced, try using the distractible student as your demonstration partner. This is highly engaging and is sure to keep him interested and involved. If you notice a child who is fidgeting with the end of his belt or the sleeve of his gi, try to ignore it unless it is distracting to other students. Some children are actually able to focus better when they have something in their hands. If they are asked to sit perfectly still, they have to work so hard not to move that they can no longer concentrate on what is being taught.
Let the student who has energy to spare use that energy in useful ways that allow him to contribute to the class. This student can help you get equipment out and later help put it away. If a new student needs to be shown where the bathroom is, let the high-energy student lead the way. By keeping the student moving and letting him help, you are teaching him to direct his energy in ways that are purposeful and that benefit himself and others.
Students who are distractible and always on the go need to be corrected and redirected multiple times throughout their daily activities. You can help these students gain confidence, experience success, and realize their potential by utilizing creative solutions to the barriers that hinder them. Your encouragement and patience as you grow in your own ability to instruct challenging students can empower these children to attain their goals, while making you increasingly effective as you work with all types of students. Over time, your reputation for working effectively with children who have attention difficulties will open up more opportunities and appeal to a wider market than ever before.

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