Certified Instructor Training Manual

Certified Instructor Training Manual
(Level 1 Green Book)
Table of Contents Section I Introduction to the course: 1. Course Requirements 2. Rights & Responsibilities 3. Business structure and team building Section II The Keys to Success: 1. Professionalism 2. Promote 3. Learn a new job 4. Cash flow Section III Communication: 1. The 4 types of Listening 2. Conflict Resolution 3. Positive vs. Negative Criticism 4. Reprimand vs. Recognition Section IV Leadership Skills: 1. Team building 2. Being a Leader Lead by example 3. Emotional effects on your Kohai
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Table of Contents (page 2) Section V Teaching Skills: 1. Class Warm-ups 2. The Basics of teaching 3. Motivating students 4. Technical breakdown 5. Concept breakdown 6. Drills, Kata & Henka 7. Weapons and the body Section VI Curriculum: 1. Safety in class 2. Important factors 3. Equipment What do you need? 4. Planning a class 5. Handling multiple ranks simultaneously Section VII Rank Testing How to: 1. Warm-ups 2. Keeping the flow moving 3. When to recommend a student for testing 4. Why is testing important? 5. Whats not important 6. Break holding and coaching Section VIII Legal: 1. What is your Liability as an Instructor
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Section I - Introduction to the Course

Chapter 1 - Course Completion Requirements: First let me say Congratulations! I say this for a few important reasons; first for making the decisive commitment to better your life and the lives of those around you whether they be family, friends or your community. You have chosen a higher and much more challenging and rewarding path for yourself. The path of becoming a Budo Instructor is a very challenging lifestyle. Lets make that very clear that this course will push you beyond your limits, expand your personal comfort zone, challenge your thoughts and emotions but ultimately in the end you will learn what you are truly made of inside. I will not make you into the Master Instructor of your expectations; I will simply chisel away the rough exterior in order to reveal whats already on the inside. Some people are natural born leaders however even the naturally born leaders of the world had to learn how to utilize their skills and knowledge and for the rest of the world its just the same; we all must learn how to utilize the skills we possess internally and maintain an internal drive to consistently learn; learn whether it be about budo, technology, psychology, etcbut consistently learning new knowledge and skills. The course requirements for this first level of your Certified Instructor Training (CIT) are as follows: pg. 3 Maintain regular class attendance Develop and demonstrate self discipline consistently Maintain a positive and constructive attitude Learn, Implement and live the Budo Etiquette Attend all Ryu events (as possible Best efforts) Always improve your skills in & out of the dojo Complete a minimum of 150 hours assisting in teaching Complete all personal assignments in a timely fashion Course completion may be received earlier than Shodan

Chapter 2 - Rights and Responsibilities: Remember that first and foremost your responsibilities as an Instructor will always have priority before your rights. As an Instructor you will have a responsibility to your Kohai, Kaiso Sensei, the Ryu, the Budo arts, your community and mostly to yourself. The position of being an Instructor is NOT a position of power; it is a position of honor, of humility and of self sacrifice. First well cover your responsibilities as an Instructor: You are responsible for your Kohai actions and behavior Teach your Kohai proper etiquette and behavior be example ALWAYS demonstrate a disciplined and focused example for your Kohai Assist in all Rank testings, event planning, and Kohai evaluations In the absence of Sensei; You are responsible to teach the class New recruitment and Retention of Kohai Instituting the 4 Keys to success (covered in a future chapter) Protection of the Ryu Now well look at your rights as an Instructor: Respect as a teacher, guide and authority of our ryu You will be able to speak on behalf of the ryu You will be able to protect & defend the ryu You will be able to assess Kohai under you for promotion You will be able to socialize publicly with the Black belt levels You will have the right to take disciplinary action on Kohai as needed You will have the right to award recognition to Kohai publicly You will be able to seek other certifications (Level 2 CIT, Coach, etc) You will be able to teach for monetary gain (with Senseis approval)
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Chapter 3 - Business structure & Team building: Understanding the business structure and dynamics of the martial arts industry will be a very vital skill to your success as an instructor whether youre teaching classes in a park or if youre supervising multiple dojo locations. The other skill which will be vital to have is Team building. You will have to be able to develop loyalty, self-motivation, responsibility and mostly a strong sense of family and teamwork within your students and instructor team. These are the phases or positions within the structure of a ryu: Student Certified Instructor Trainee Assistant Instructor Head Instructor Program Director Director of Operations Regional Director (when there are multiple dojo locations) Head Master Hanshi/Soke Head of Family
Once you reach the level of Head Instructor you will start developing your leadership/instructor team by helping students to rise into the CIT level and teaching them how to eventually replace you so that you can rise to the next level. Its all about teaching your skills onto those kohai under you and the person above you doing the same for you so that everyone is always learning new skills, a new job and everyone consistently rises consequently growing the ryu. Its never about seniority; it is about who rises to the challenge and who can perform and produce for the ryu. Its about what is best for the ryu as a whole. Its about being confident enough to teach your kohai how to surpass your skills both in their own martial skills and in business skills. With the right frame of mind its about skill and the ability to adapt and produce more than current rank or title. pg. 5
Section II The Keys to Success

Chapter 1 Professionalism: The first of the 4 keys to success is Professionalism. While all 4 keys are equally important the key of Professionalism plays the strongest role; without being a professional at all times the other 3 keys will fail. You cannot promote yourself or the ryu if you are not driven as a professional within the industry; you cannot learn a new job if you are not professional because you will not be able to rise to the leadership challenge, you wouldnt be self-disciplined enough to invest the time and energy to learn a new job, and without being professional learning new jobs and promoting yourself and the ryu would generate zero cash flow. Professionalism begins as a student with: Attending all classes Arriving on time to every class Maintaining your Gi and equipment in the best condition possible Maintaining your personal hygiene Maintaining a regular and open line of communication to your Sempai(s) and Sensei Implementing the martial teachings into your everyday life.
Professionalism also develops in everyday life by: How you represent yourself, your sempai(s), the ryu and Sensei in the public community which includes physically in person, online in forums and chat boards, within your everyday work and school, when visiting other martial arts schools, tournaments, seminar/ Tai kai events, etc Professionalism is a learned skill that you can only develop by action. You must always strive to maintain the highest performance you can and reaching beyond your current comfort zone while retaining your humility and accepting instruction from your senior(s).
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Chapter 1 Professionalism: Your initial goal should be to rise up to becoming a Sempai. The sempai has the basic responsibility to always make sure the training area is clean before and after classes, by making sure students are in Gi and prepared for class when the teacher is ready to begin classes whether it be Sensei or a senior who is teaching that given particular class. It is not the place of the senior to dictate responsibilities to kohai/junior ranking students. Once you are deemed a sempai you should always make sure you take care of your responsibilities. Just like when children have certain chores growing up and their siblings are different responsibilities they still must complete their specified responsibilities to the family and not try to pass their responsibility off on a sibling. The sempai seeks to always make sure the ryu/family is prepared and taken care of without superseding the chain of command. As a sempai your senior will always make sure you are taken care of. Also it is not specifically the responsibility of a ryu member with the sempai title to make sure the kohai students are ready for class and the training area is clean. That is the responsibility of the highest ranking student who is present regardless of any title previously given. As you rise up to an assistant instructor level through your CIT training you will have added responsibility which can include assisting the head instructor teaching the class. You may be asked by the head instructor to work with other lower ranking students during your class. This is a moment of humility and selfless-ness to give to the kohai/junior students in place of you. Any Instructor position is a position of Honor and is held in respect; you must never forget this. As a member of the CIT/Leadership team you are a part of a team larger than yourself. You are among the elite within our ryu and this is due to your mind, compassion for your fellow students, and drives to help others; it has absolutely nothing to do with your physical martial skills. You have earned the respect of your fellow students and have shown yourself to be a caring and strong minded guide for other people. pg. 7

Chapter 1 Professionalism: Self-discipline is best said as doing what you know you need to do regardless of whether you want to do it. You may be tired, fatigued, or just in general dont feel like cleaning the training area, giving up your own training time to help a new white belt, washing your Gi before a class, etcbut you know as a prospective head instructor you must do whatever your responsibility is at the moment in order to better develop your own professionalism skills and set the example for your junior students under you. Professionalism also incorporates a high level of patience and all seven traits of the martial lifestyle; integrity, modesty, confidence, honesty, perseverance, self control, an indomitable spirit, and above all else your personal honor. At times you will be placed to assist junior students who may push your patience to the limit and beyond but being professional means maintaining your patience and self control to better serve your ryu and your juniors. Professionalism means always fulfilling your responsibilities to the ryu, always trying to learn a new job, always promoting yourself and the ryu, and always looking to develop a higher cash flow for yourself and for the ryu. While the martial/budo ways are not about money and becoming rich; in this modern day without cash flow there will not be a dojo for you or the other students to train at; and without maintaining your professionalism you will not generate any cash flow. Just like a C.E.O. or any other Executive level of a company must be professional so is the skill placed before you to learn and develop. Trust in your senior(s) to guide you and accept criticism, implement the teachings and guidance given to you and learn to be better than those who taught you so that you will be a better teacher to your junior(s).
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Chapter 2 Promoting: You can offer the best services, training, classes, equipment, everything at top end for the industrybut it wont be any good if no one knows youre there. This doesnt mean waste a lot of time and money in advertising. In promoting yourself and the ryu your best resources are going to be found within only a few areas. These areas to be utilized are: Word of mouth Your students How you promote the Head Master and the ryu publicly Self promoting Minimal printed advertising & marketing 1-on-1 introductory classes Online forums and building websites Networking (online and in-person) Public Demonstrations
While participating in public demonstrations does help your ryu exposure any public demonstration can be damaging to the ryu public opinion if the demonstration is not choreographed to reflect the ryu properly, if you do not maintain professionalism and the demonstration is not focused on your target audience. Would you participate in a public demonstration at a 60yrs+ retirement home if you target audience is within the 16-50 age range? No you wouldnt and the same is for all forms of promoting. You must search out and focus your energies on your target group according to your programs. You may target a retirement home if you are trying to promote a meditation program where as you would target the 18-50 age range for a CQC program. When you are promoting yourself, our Head Master or the ryu you should speak in confidence always following the speech rules of etiquette. pg. 9

Chapter 2 Promoting: When promoting to a prospective new student, interviewing a new prospect, speaking to a students relative such as a parent, spouse, etcyou should always use yes, no, absolutely, etcwords that speak with knowledge and confidence. Never use words like yeah, ummm, aint, etcthese are not words used by a driven, professional and educated person. Remember that when you speak to someone in promoting yourself you are also a representation of the Head Master and the ryu as a whole in your mannerisms, body language, and speech. When promoting and speaking to someone in person never stand in front of them with your arms crossed. This body language conveys a subconscious message of you being defensive, superioristic and possibly offensive. You must always be aware of what your body language says about you. Always maintain eye contact just as you do when practicing your Kata; this shows confidence. If youre looking around un-focused and shifting your eyes around when answering a prospects question you will appear shady and un-trustworthy. Always maintain professionalism when promoting in your appearance and hygiene. If you look in disarray and youre trying to speak to someone about the value of the life skills they will develop in the training you are sending the opposite message that you are speaking. When you look to printed advertising as a way to promote you need to keep in mind your cost, length of time the advertisement will be in print, the community area the advertising will target, the target audience of the specific method of advertising. Having brochures, business cards and postcard mailers printed can be done fairly in-expensive and you maintain the control of influence over how the material presents you and the ryu and what area will be targeted. This is a Very efficient method of promoting within our industry. pg. 10

Chapter 2 Promoting: Another vital point to understand about Promoting is that you must set reasonable goals for yourself; and you need to think on a much larger scale than you will be comfortable with at first. Ask yourself this, Do I want to be known city wide, statewide, nationally or globally? Then step up to the task you set before yourself and make it happen. Time management will play a key role in setting promoting goals. These are some thoughts to setting goals for yourself in promoting: How soon in your future do you want the entire city to know who you are, what services you provide and how to reach you for instruction? How quickly can you promote yourself and the ryu nationally and by using what methods? (Internet, getting published in magazines, YouTube, etc) How can you reach the highest volume of people within your target audience and remain cost effective? I mentioned above the most commonly utilized methods of promoting yourself and your ryu used today within the martial arts industry. Its your job to challenge yourself to think outside of the box and create new and better ways to benefit from this key to success. While the best considered compliment a student can give an instructor is for the student to recruit their personal friends and family to begin training; being an instructor is not about you. You cannot solely depend on your students to grow the ryu and generate business within the organization. There are essentially three types of people in our world. The first type of person makes things happen; this is the leader and a martial artist. The second type of person watches things happen; these are followers. The last type of person is the one who often says what just happened? this is the type of person that needs you the most. Ask yourself now, Which type of person am I?
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Chapter 3 Learn a new job: The third key to success is always learn a new job. Previously on page 5 we referenced the phases or positions within a martial business structure. While you do have to be a 1st Dan black belt at minimum to become a head instructor or a Director of Operations you do not have to be a black belt to rise into either the assistant instructor or program director positions. It is possible to have more than one program director within the same ryu location. This is a position which focuses on business rather than training and classes. This is also a position where a junior belt could earn money working for the organization whether it be salary, hourly pay or solely percentage based on your personal production. However in order for you to rise into any position you must first learn to do the job. The martial arts industry is based on self motivation, self discipline and whos hungry...to say how bad do you want it? Do not try to learn multiple jobs at a single time in the beginning; just like with your training techniques and concepts it takes time to learn each job and patience combined with determination will be your strongest allies. Within the industry and the structure of our ryu organization anyone of our CIT members has the chance to learn new jobs and rise into higher positions. As you become the CIT Sempai it is your job not only to continue learning new jobs but also to teach those kohai below you how to eventually replace you. This is how we will all continue to grow together. Just as it is possible to have more than one program director within the same ryu location it is also possible to have more than one Sempai within a single location. A Sempai is simply a senior level student who has stepped into a leadership position and demonstrated an internal drive to continue learning and assisting those kohai under them. Ask yourself, In what amount of time will I earn the sempai title and how will I do this?
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Chapter 3 Learn a new job: However becoming a Sempai or a program director are ryu positions that have to be earned; these are not necessarily new jobs you have learned. New jobs are functions within the operations and the business of our ryu organization. These are examples of new jobs to learn as a Program Director: Cleaning the training area Making sure junior students are ready for class Follow-up phone calls to new prospective students Handling 1-on-1 introductory lessons with new prospects Maintain a prospect and lesson tracking record Acquiring new students Current student retention Upgrading students to higher programs Selling equipment and merchandise Ordering and tracking new equipment and merchandise Designing new marketing for use in Promoting yourself and the ryu Generating cash flow and accountability tracking Website design and maintenance skills
These are some examples of jobs that a program director must know and through practice and time; become proficient in application. By the time you have completed your level 3 CIT training you will not only have a black belt in the martial arts but you will also have a black belt in martial business. Just as in the promoting key to success setting goals is equally as important in this key to success. First decide if you want to take advantage of the opportunity to become a program director. Anyone who has dreamed of making a career in teaching martial arts; this position is a must for you! Then you must set a goal for yourself to step into that position and adjust your goal to remain reasonable as you progress through your training. pg. 13

Chapter 3 Learn a new job: One of the most underestimated challenges in becoming a program director as a junior student can be understood in looking at martial dynamics. Your individual martial studies are a personal path where you must depend on yourself to succeed while training within a team. When you are setting a goal to become a program director you must also be able to function as a team with your fellow CIT/Leadership team. It is important that you learn to separate these two mentalities and keep them separate. Your martial training is a personal journey whereas the path of a program director, director of operations, etcis a business path. You will learn to balance these two separate paths in life during your studies to reach the head instructor position. In modern day the head instructor is all encompassing a position of personal journey, business and honor within the ryu. Once you have become proficient in the skills of being a head instructor and a program director you should then focus on becoming the Director of Operations of the organization where you would have a new job and a new opportunity to combine all of your learned skills into a new job. You should often refer to the position structure on page 5 when setting initial goals or re-assessing your current goals. The only restrictions for your opportunity are those restrictions which you place upon yourself. Start with learning the new job of cleaning the training area before every class. This is traditionally done by the senior student or Sempai which is present. Once you have maintained that job regularly ask your sempai or Sensei which job you should learn next. In this team environment among our CIT/Leadership team consider the sempai to be the Team Leader. For the sempai to advance in position you must be trained to replace them. Always striving to learn a new job will also keep your mind focused on consistently learning new knowledge, improving your various skills and in turn your spirit will continue to grow and live on. pg. 14

Chapter 4 Cash flow: This fourth key to success being the key to cash flow is the main enabler to your ability to teach the martial skills to others, maintain the expense of the ryu and for you as a professional instructor to maintain your cost of living. The key of cash flow is the bloodline of the ryu organization. In ancient and traditional times the master instructor of a ryu did not charge for instruction. The Sensei lived in the main/headquarters dojo and the students combined their resources to make sure the Sensei was provided for out of loyalty. Today we would call this a not-for-profit organization which provides services in exchange for donations of a community gain. However in modern day it is critical to the existence of the ryu to charge a tuition amount in exchange for offering training in the martial arts. In order to help anyone else you must first help yourself. This is not a selfish ideal but it is a very necessary ideal in modern day life and the martial arts industry. Some examples of cash flow generators are: Acquiring new students Current student retention and renewals Student program upgrades Selling equipment Selling merchandise (Ryu shirts, videos, books, etc) Online signup options via website Specialty seminars (tai kai) Private lessons Tax write-off expenses Referral bonuses Cross-marketing with other community small business Learning a new job Training kohai to replace you
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Chapter 4 Cash flow: Cash flow is an aspect of the business structure which has no limitations. Commonly the individual cash flow has to do with each persons personal comfort zone. You have to ask yourself would I be comfortable making $300 a week or do I want to generate $300 per day?! While the national economy can play a role on your cash flow it is only an obstacle. As a professional Instructor or Program Director you can never allow yourself to slack on your drive to produce. You must consistently strive to produce higher results then before and to teach and motivate your kohai to do the same. Each Sempai in this role must strive to set the production standard and use friendly challenge as a manner of motivating their kohai. Motivational methods commonly utilized by a Program Director: Leading specialized training classroom classes with kohai Leading Leadership training classes for all levels of CIT team members Hold weekly or monthly team contests rewarding the highest producer Staying on top of your kohai production statistics Team Building CIT members only social outings
We also discussed some of the jobs within the organization on page 13 which play a heavy influence on generating cash flow. You should often refer to these jobs listed in developing your skills while working forward towards becoming a Program Director. Also your personal production in this key to success is a direct reflection of your commitment to the ryu organization and yourself. This is an industry which is very difficult to become burnt out doing due to the unlimited amount of knowledge to learn, new jobs to become proficient doing and always another opportunity ahead of you.
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Section III Communication

Chapter 1 The 4 types of Listening: Before you can be a good teacher to other people you must learn how to be an efficient listener. Most people believe they are a good listener most of the time however most people do not realize there is actually four different ways to listen to someone. You naturally have two ears and one mouth; meaning you were meant to listen twice as much as you were meant to speak. The four types of listening are: Passive like when you listen to background music Active/Critical when you listen to Sensei in class instruction Purposeful like listening to a speech or to make a specific point Appreciative actively listening to music or someones story
An example of passive listening is when you are not paying your full attention to what is being said around you. Passive listening is also commonly used when arguing with another person. This is not the type of listening that ever belongs within a ryu. In following martial etiquette to listen passively would be considered insulting to another student or a sempai and would be extremely offensive if not thought to be a challenge to a Sensei. The term in one ear and out the other specifically applies to passive listening. This method of listening is more common in the American society than any other type of listening. It is developed when we are children and we feel our parents are not listening to us so in turn as we grow older into our own adult years we tend to mimic this behavior without our own notice because it is the behavior we were taught as children. This is a disgraceful habit for an instructor to have. The second type of listening is active/critical listening. This is a vital listening skill to an instructor. This is a very attentive, respectful and mostly informative method of auditoria learning.
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Chapter 1 The 4 types of Listening: The active/critical method of listening allows you as the instructor to pick up on specific details of your student(s), what is being said around you, what is being said within you classes, what techniques or concepts are working for your student(s) individually. The active/critical method of listening is not the only method which is attentive however it is the method which focuses the most intensively on what is being said to you as the instructor and what is around you. IF you are to become the Head instructor than you must learn to best utilize all of your senses; and most importantly at this moment your hearing to benefit your class instruction and your student(s). The phrase listening intensely comes from this method of Listening. Your Student(s) will often tell you what they enjoy in class, what they dont enjoy, what they learn and what they find difficult; if you learn to listen actively to them then you will always know how best to serve the ryu. Also knowing what is best for the ryu is knowing what you need to tell to Sensei/Soke; always remember that as an instructor you are still always a student no matter what Dan level you achieve and remain humble within your skills by always seeking the council of those in a position above you. If you are the assistant instructor then ask the head instructor, if you are the head instructor then seek council of the program director and so on up the chain of command according to our ryus SOP (Standard Operating Procedures). The third type of listening is purposeful. This is best associated with a situation where you are listening to a political speech; or when you personally have beliefs and/or points to make being involved. It is self-explanatory in that you literally have a purpose for the level of intensity you are listening. This type of listening is very important when a student is speaking to you about what motivates the student and what does not; what aspects are either positively or negatively affecting the student(s) quality of life. pg. 18

Chapter 1 The 4 types of Listening: The purposeful method of listening is very important to you as an instructor because this method allows you to understand the beliefs and morals behind a student(s) comments and thoughts. As an example; say you are teaching a techniques or concept where the scenario ends with the student executing a technique which would be fatal and the student has a moral problem in killing an attacker and in turn decides to speak to you about their moral concern for killing an attacker in order to save their own life. In this instance you would need to be listening to the student with a purposeful skill of listening in order to understand the student(s) concern and be able to better instruct the student therefore addressing the main concern of the student(s). The fourth type of listening is the appreciative type of listening. For instance a student approaches you after a class or a rank testing to thank you for the instruction you have given. This would be the time to use this appreciative type of listening. How would you feel if you went to someone to thank them for something the person had done for you and you received the impression of being blown off and your remarks were not appreciated. You wouldnt want to speak to that person again feeling they were overly cocky and have a superiority complex. Is that how you would want your student(s) to feel about you? All of these four types of listening are equally important when used at the proper times. It is your job in becoming the best instructor you can be to learn the conscious difference between these four methods and properly utilize them to better serve your student(s). Like children to their parents your student(s) will live the example you portray to them.
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Chapter 2 Conflict Resolution: In being an instructor you are in the fullest meaning of the word also a leader and a vital skill of being a leader is conflict resolution. In the instance that a situation would arise requiring conflict resolution the SOP chain of command must be followed. The senior ranking member present would handle the situation. If the Sensei/Soke is present he will handle these situations. If the Soke is not present at the time then the next senior ranking member should be brought into the situation. Do not attempt to handle an aggravated situation if you are in an assistant instructor position. If you are the only member of our ryu instructor team present then you would suggest to the member(s) involved in the conflict to restrain themselves from addressing the problem at that moment and recommend they approach the Soke together with their concern(s) and you have the responsibility to inform the Sensei/Soke as soon as possible so he is not surprised by the situation. Conflict resolution requires all of the active, purposeful and appreciative methods of listening. In resolving a conflict an instructor must understand there are always 3 sides to a story. These three sides of a story are the verbalized sides of each person/side involved in the conflict and the truth. As a leader you must be able to actively and purposely listen to each side of the conflict with an appreciative ability and determine the perceived truth. In resolving a conflict never choose a side. You must remain the outsider and propose a solution which would benefit the ryu first and then the two sides following. The ryu always comes first before any student(s) individual problems. The 29th rule of etiquette originally presented to all student(s)/members of the ryu states if you have a real disagreement then you as a martial/budo student must remain polite and state your concern in a positive manner. Any other method of communication or perceived body/verbal language conveying a personal problem is grounds for either suspension or permanent expulsion from the ryu. pg. 20

Chapter 2 Conflict Resolution: Whether a student(s) is to be suspended or expelled from the ryu is solely the decision of the Soke and this rule of etiquette like all other etiquette rules also extend to all instructors. In handling any conflict you must remain professional and non-byist to either side. As the instructor you are in a position to speak on behalf of, publicly defend and (if needed) fight for the ryu. Your highest priority must always be to the ryu. People will at times disagree and when the main topic in question is regarding someones individual morals most people will commonly resort to force when their point is either being ignored, perceived to have no concern of importance or just in general as being insignificant. While we as a whole ryu have a united set of guidelines or to say a martial code we train and should be living by; people are only people. You as the instructor must remain stern in what is best for the ryu but also as you learn in your training you must be able to adapt to the circumstances you are facing. It is easy in a position of power to think two member(s) threatening each other over an argument have deemed themselves justified in being suspended from training but remain by the code and in that your self control. Just like in a real street fight you must seek to disarm and disable the situation. The real question is, when you are faced with a heated and potentially physically violent situation in your personal life; how would you handle it? As an instructor you must carry over your martial/budo skills into your everyday life. Must of you at this point are working for a company, the U.S. Government or some other legal entity and in making a living in this manner; life will often be very trying of your self control and Rectitude (Gi) or to say your better judgment to utilize the right behavior. pg. 21

Chapter 2 Conflict Resolution: In mastering the skill of conflict resolution you will find a blueprint of sorts within the martial code. Valor (bravery), Benevolence (good will), Rectitude (right conduct), Etiquette (courtesy), Truth (honesty), Loyalty (the ryu) and Honor (the sum of the previous six traits). You must always focus on integrating these traits into your everyday life and always developing a deeper understanding of these traits into your everyday life and way of general thinking as an instructor. When faced with resolving a conflict you should seek to de-escalate the situation and propose a temporary if not a permanent resolution which would first benefit the ryu as a whole and then also benefit those involved and then you must report the situation and your proposed solution to the Soke who would then follow-up on the situation and assure the situation would be solved. Regardless if you are a Sandan running a location outside of the Hombu Dojo you must report this type of situation to the Soke for his general knowledge and council. No matter what level of Dan rank you hold at the time you must never forget we are all students of the arts in within that humility understand that you may learn from the situation as much as the Soke himself could learn from the situation so not to report the incident is to the Soke of our ryu would be an action of superiority and to rob the Soke of a learning experience; even if the only thing to be learned is how you as an instructor have learned to handle conflict resolution. Always follow these steps in conflict resolution: De-escalate the situation Notify the highest ranking member immediately of you are not that person Ask for explanation of the issue from each side individually Look at the situation from an outside view Determine an outside to say non-byist view Propose a temporary or a permanent non- violent solution to the problem Report the situation details to the Soke as soon as possible
pg. 22

Chapter 3 Positive vs. Negative Criticism: The area of criticism can make or break you as an instructor. You must learn to master the methods of criticism and it begins and ends in how you correct a student. If you use strong tone in correcting a students technique then it must be in a manner of positive reinforcement. If you were running a class and you see a student doing a drill/kata incorrectly and you were to say, No! Youre not doing it right! that would serve no purpose other than to destroy the students confidence. What would you do if you were teaching a class on your own in combative techniques or concepts involving an arm lock and a student had trouble understanding how to get the arm lock on an opponent? Would you attempt to describe the technique another way? Would you attempt to demonstrate the technique another way? Or would you simply tell the student okthen take the arm lock out of the equation and suggest the student form their own Henka of the technique in developing their own Taijutsu? As an instructor first you must consider the SOP established by the Soke in this matter. If the Soke were to return to the next combative class to find the students creating their own drills after he instructed them to do a specific pattern method would this be considered offensive to the Soke? Would he approve of the student(s) creating their own Taijutsu in this method? Or more importantly would this reflect in a positive or negative manner on you as the main instructor in his absence? Now is the time for you to clarify these concerns because these questions will best help you develop your true instructor skills. There is always a method to the madness for say in which the Soke has developed the curriculum and training methods which you seek to learn and utilize in your career as a professional martial/Budo instructor. Humility is the key to true personal enlightenment. pg. 23

Chapter 3 Positive vs. Negative Criticism: If you must convey a negative criticism make sure it must be conveyed as being negative. As an instructor you must always seek to reinforce a positive attitude and mentality into your student(s). Just as in your everyday life in applying your martial teachings into your everyday life. If you are at your everyday job and your boss feels the need to correct your actions by yelling at you. You must look beyond your employers aggression to recognize the true underlying reason you are being reprimanded in place of becoming instantly defensive and offended. You must be able to look at the situation without emotion and utilize your better reasoning and logic in place of the emotion. Remember there is a significant difference between criticism and the methods of recognition vs. reprimand which we will cover in the next chapter of this section. Criticism is neither recognition (praise) or reprimand (punishment). As an instructor you must know that criticism can be taken either positively or negatively and the difference is completely in how you convey the criticism. In offering criticism to a student you should always start the criticism with something like, you are doing good with the technique/concept but I think you could utilize it better by doing and fill in the blank with your suggestion to make the technique/concept work better for the student(s). As the lead/head instructor it is your responsibility to best instruct your student(s), develop confidence, and develop a true warrior skill both in spirit and the physical body of your student(s). This should always be your primary goal in developing a confident, strong, and focused mentality within your student(s); this is your priority responsibility as an instructor. You are teaching life skills; not just how to fight off an attacker.
pg. 24

Chapter 4 Recognition vs. Reprimand: Just like with criticism how you issue either recognition or reprimand can make or break you as an instructor. As a general rule you should always give recognition in public and reprimand in private. As an instructor this is very important however we are all humans and in the true teachings of Budo we strive for perfection with the understanding we will never achieve perfection. Some would say this ideal is not worth pursuit because it is impossible to achieve however as Budo practitioners we understand the inability to achieve perfection is what makes the task worth pursuit simply because we will always be challenged and in turn we will always continue to grow both mentally and spiritually which again in turn will cause our physical skills to grow. This ideal is highly important to retain as an instructor in part because it is the vital key purpose to convey to you student(s) as to why they are following the path of Budo and also because every bit of self control you have will be tested at different times as an instructor whether it be by an adult student or a child student. Do not issue recognition unless it is deemed and use the recognition to serve the ryu as a whole. Imagine a family of four with two children. If one parent only praises your sibling openly and only praises you in private; how would you feel? The same goes for your students as a whole. However on the other hand if one parent only reprimanded you in public and never your sibling then how would you feel? This does not mean use ones student exceptional performance as an example for the entire ryu without recognizing other students performance than what positive confidence building would this achieve within the ryu as a whole? Have you ever seen an email from the Sensei/Soke or heard in class where only one student was recognized/praised in front of the other students?
pg. 25

Chapter 4 Recognition vs. Reprimand: Reprimanding a student should be reserved to being done in private and must be deemed. What deems issuing reprimand? Any clear violation of the martial code, any hostile action, deliberate disruption of a class, etcthese types of actions deems reprimand. Do not take this action lightly as an instructor as reprimanding a student often leads to a division of trust between you and the student. However recognition can be given in various forms. Here are some different examples of how recognition can be given to a student: Through a ryu wide email At the end of a group class Individually counseling Awarding of a recognition certificate (most improved, etc) During a rank promotion event During or following a special event (Tai Kai, tournament, etc) Publicly promoting a students achievement to other Master/Sensei Posting a students achievement on the main public website
As the instructor it is also your responsibility to promote your student(s) and help them to develop their background to be established within the martial community while it is the responsibility of the Sempai above you to do the same for you. It is also your responsibility to promote yourself within humble and reasonable methods. Consistent role playing in different mock scenarios with your sempai(s) or Sensei will help you to self critique your recognition and reprimand skills so that you will better serve the ryu and your students. We will often re-visit topics like this in mock role playing to give you better practice in developing these skills without the concern of missing something in an actual situation requiring either recognition or reprimand skills. Issuing recognition too often can be equally damaging as issuing reprimand incorrectly only one time. pg. 26
Section IV Leadership Skills

Chapter 1 Team Building: Whether you are an entry level C.I.T. student, Assistant instructor or a Head instructor the two most important factors in your ability to instruct students is proficiency of your budo skills and knowledge and for your students to respect you. The aspect of Team Building is very important to creating and sustaining that respect. Team Building creates and sustains the respect for you as an instructor and also creates a sense of unity among the ryu as a whole; Team Building creates friendships amongst the students and solidifies the stability of the ryu as well. Here are some examples of Team Building: Hosting extracurricular gatherings (BBQ, beach training, Movie night, etc) Hosting program specific events (CIT/BBC Special Training) Holiday gatherings for ryu members and their significant person Specialized training events (beach training, gun range training, etc) Saturday instructor team ryu promoting and lunch together Attending and supporting each other in Tournaments Giving recognition publicly when its due Open door policy for your students to speak with you privately
As the C.I.T. member you are an example to your fellow students and to your community as a leader, a confidant and a teacher of life skills. This position comes with a level of respect, admiration (at times), authority and trust; all of which carry a level of power; but with power comes responsibility not to abuse that power. As a student rises through not just the belt ranks but also the instructor levels your responsibility to lead, teach, guide and overall demonstrate a higher level of self control, self discipline, restraint and mental clarity will increasingly grow and provide a harder challenge which will allow you to continually grow in both your physical and mental skills throughout your life. pg. 27

Chapter 2 Being a Leader Lead by Example: The term Leader can be used in many different contexts and can be described by meaning in many ways. However simply put a Leader is someone who has the ability to stand in the face of adversity, pressure or critical moments and take charge in a quick, decisive manner which will benefit all people involved. A Leader is patient but quick acting, understanding but makes critical decisions, balanced yet impulsive at timesa Leader must be balanced both physically and mentally. A true Leader also knows that to just be a Leader is not enough; if you are to lead other people then you must be a good and fair leader. The best way to lead within the Budo/Martial community is by example; by learning and implementing the budo ways into your everyday life on a consistent basis. To be a true leader and Instructor you must carry the budo ways with you everywhere; not just in class or the training area. Here are some ways to lead by example: Be involved as a productive force in your community Always be there for your Juniors, friends and family Maintain employment Stay out of legal problems Attend as many ryu classes and activities as possible Appropriate daily behavior and speech Always be willing to give your time to juniors under you
Ask yourself a few questions: 1. If a student asked you about your community involvement. What would you have to speak about? 2. If a student was having difficulty grasping a certain technique and you were becoming frustrated for the same reason; then the student speaks to you in private about their frustration; what advice would you give?
pg. 28

Chapter 2 Being a Leader Lead by Example: 3. An un-married couple starts training together and 3 months into training they break-up. How would you advise them so they could both continue training? 4. You have a student who has exceptional physical skills and tells you they want to compete in a Championship Tournament 2 months away; but you know the student smokes 2 packs a day and goes out for drinks with trouble friends every weekend. How would you advise this student? To be a good and fair Leader you must first be able to look inward before you can look outward. To be a good judge of character of anyone else you must first be an honest and fair judge of your own character. How often have you been upset with someone else only later to realize that what you were upset at that person for was something within yourself that you are not happy with? The ability to lead and instruct other people must always start with you first. Dont believe you are a good and fair instructoryou must actually be one and that starts with instructing and imposing discipline on yourself first. A very common ill-assumption is that a lot of people believe a good leader can take charge and delegate responsibilities in a purely supervisory role. This couldnt be farther from the truth. This is the mindset of a politician; not a budo leader. As a leader/instructor/Sensei you must never ask a junior of any level to do something which you would not be willing to do yourself right along side of the junior. How many times have you seen me also participate in conditioning drills, stretching, meditation, etcduring a class that I have just called out to everyone to do? Be assured if I was to ever assign a student to throw a technique 100 times without a break that I have either done it several times in my own training and more importantly that I would be willing to do it again. Being a leader has nothing to do with rank or title but does have everything to do with attitude and your budo spirit. pg. 29

Chapter 3 Emotional effects on your Kohai: There is a saying amongst several military units; There is no such thing as a bad squad, only a bad leader. Think about this phrase when assessing your own leadership skills. Students will do as instructed (usually) because they know they have come to you to learn and they are paying for that instruction. Theyre not attending the class to waste their time. They trust the instructor(s) to instruct them in practical skills, in life skills and not to have them do anything which will result in the student being injured. How skilled can an Instructor really hope for a student to become if the instructor has limited experience in how the techniques, drills and concepts work in REAL situations? This is the main reason we have a weekly RRT class. To give instructors and students alike the opportunity to use their training and skills in a situation that has no rules but also in a relatively safe environment; from being killed, seriously injured or arrested. Practicing set routine patterns and talking about combat concepts is not enough to really understand everything being learned. Now as an example: you are the lead instructor during an RRT class and you are paired off with a 8th Kyu student. While you are still practicing your own skills more importantly you are still teaching. If you went 100% against that 8th kyu with 2+ years of experience versus their 3-4 months what do you think you will do to that students confidence level? What would you have taught that student other than how to take a beating? And how much damage could you do to the respect that student has for you as the head Instructor? You must always maintain yourself as the instructor; and not as the friend for this reason. Another scenario: your entire day seems to have everything going wrong for you and youre on your way to teach a group class full of young and inexperienced Kohai students. You have to make the conscious decision not to lose your attitude. How could you being in a bad mood affect all of your Kohai in that class? pg. 30

Chapter 3 Emotional effects on your Kohai: Regardless of whether you believe the students will feel your negative emotions; know that they do and will be aware. You must always be aware of the example you put out and that your every action is watched; by your students, potential students, the community and me. Previously we discussed recognition and reprimand of your Kohai students. This section is critical to your success or failure as an Instructor and a leader. This does not mean fill your students with false delusions and always give recognition as constant recognition only creates a dependency on your reassurances within the student. Adversely consistent reprimand will cause you to have an empty ryu location in a very short amount of time. As you earn the trust and admiration of your Kohai you are trusted with their individual confidence, self esteem, even as far as to say their personal budo spirit. You have the power and ability to either build these mental aspects into something pure and strongand you have the ability to completely destroy them and create bitterness within the student. Never forget that with power comes responsibility. And within our business structure no one has ultimate power which can cause ultimate corruption. Even the Soke must depend on and trust all Sensei and Instructors levels below the Soke which causes the ultimate power to be shared and distributed within the Ryu as a whole entity. On that very important part; I have found in all my years of study there to be one very important similarity shared by all the best of the best instructors and Masters I have ever known. The similarity is that when all of them were asked about what gave them the drive to teach; they all said the same thing. I didnt want to be an instructor. I fell into it because I wanted to help other people and share my passion. None of them ever wanted power, control or influence. Politicians want these things; we are Budoka; not politicians. pg. 31
Section V Teaching Skills

Chapter 1 Class Warm-ups: Class warm-ups must have a purposeful pattern to the design on each individual class. After many classes and training hours which drills in what order will come to you as second nature but this skill takes time to develop. Warm-ups are a critical part of teaching a class because they serve several purposes which include: Tone/energy for the class Maintaining safety Prevention of injury Developing respect and trust in you by the kohai students Creating the flow within the class instruction
If the class schedule said you were doing a class on Ukemi Waza that day then which conditioning drills would serve you better?...Stretching or upper body strength. Would you have student wrap up for a Kumite class but not for a Kata class? If Breaking was the main focus would you do balance drills; strength building drills or both? The warm-ups have to be directly related to the main class material and in that you as the instructor have to think ahead on points such as: Kumite classes Kohai wear their gloves; no wraps needed and waste time Kata classes also do Thai pad drills; wraps are imperative for this class Ukemi Waza is hard on the joints so high cardio and stretching is important Breaking is a power demonstration; power requires strength and balance
If you were doing a Kumite class or a breaking class would it serve you better to do heavy stretching in the beginning or the end of the class...why? In order to be the best at what you do you must study anatomy, psychology, physiology, biomechanics and nutrition.
pg. 32

Chapter 1 Class Warm-ups: When you are the Head Instructor and Kohai students see you consistently as their teacher you will often be asked many questions about how certain muscles affect balance and real power development; how do certain foods affect the students development and training; how do they heal everything from cramped muscles to minor joint injuries. You must be prepared to answer these questions confidently, accurately and without imposing fear on the student. As an example: You have a 9th Kyu male student aged in his mid-20s with a prior surgery on his right elbow and another surgery on his left knee which now has 2 steel pins in it. This student is afraid the break falls will cause his old injuries to surface again. What would you tell this student from an experienced and knowledgeable standpoint how the training will help him and what do you know about the human body to make this information factual? As an assignment I would like you to write a class plan including specific warm-ups with: Drill type, how many reps, how many sets and why? Write a class plan for Kata, Kumite, Combatives and an RRT Class The students expected to attend each class are as follows: 26 year old Male; no martial experience; swollen right ankle 47 year Female; 2 years experience with aikido; tight left shoulder 20 year old Male; 5 years Taekwondo; no past injuries 34 year Female; 1 year of hotha yoga; 40 Lbs overweight 38 year old Male; 12 years Military; 20 Lbs overweight 52 Year Female; no martial experience; past injured right hip 16 year old Male; no martial experience; cocky and athletic This assignment is due by the next CIT Class. pg. 33

Chapter 2 The Basics of Teaching: The basics of teaching martial arts require advanced studies in the arts, history, etiquette, mental aspects of training, physical aspects of training, psychology, anatomy, leadership skills and require an increased amount of internal self discipline. To understand what it is to be an instructor in the martial arts you have to understand some fundamental points. Your students trust you implicitly; do not fail that trust Your students will only be as confident as you are Leadership is more than oversight & delegation Your knowledge must be without question; learn all that you can When it becomes a job; take a break from teaching & learn a new job You must always remain professional Students are students not your friends; You must lead them forward You are held up to the reputation of a budo instructor While you are there to further your skills; your students come first You must be the instructor in & out of the dojo in your community
These few points touch on the fundamentals of what it means to be an instructor. Most of being an instructor you must learn through experience. You must have a passion within the arts to succeed. You must study anatomy to know how certain drills will affect your students bodies; study psychology to know how to advise students and figure out what motivates them individually; thoroughly know budo etiquette and teach it by example to develop your students minds. Always remember that amongst instructors seniority is only in rank; not in title. A title is only as good as the instructor its placed upon; the title doesnt make you a good instructor. pg. 34

Chapter 2 The Basics of Teaching: As an instructor you must never allow your own skills to stop progressing. How can your students ever rise in rank if you dont? What happens in a couple years when you have a student catching you in rank? On the positive side unlike too much of the martial community in todays age; we do not deal in politics as politics has no place in warfare. The only condition which will factor whether or not you continue to grow and increase your own skills is you. Another very important factor in being a budo instructor is to understand the history of the arts and the difference between Budo and Bujutsu. We practice and study the Budo ways. Budo is a more recent and modern self-defense applied version of true Bujutsu. In the past it took several years to reach the Shodan level; because Budoka would study for actual in-field application. In todays world we Henka the traditional drills to be applied as self-defense so it no longer takes as long to reach Shodan or higher. This portion of history is still upheld within the Dan grades as the Dan levels require a minimum amount of year(s) in rank before promotion can be considered. Do not be overly critical of your Kyu level students and understand the kyu levels can be advanced within as quickly as a student can become proficient in these skills. If a student commits to training 6 days a week at 4 hours a day and becomes proficient in all of the basic skills there is no etiquette against that student earning a Shodan black belt within 6 months; its about the individual skill set in the Kyu levels; not about time in rank. If you are concerned with your next belt level promotion whether it be kyu or Dan grade then your students will follow that example. As an instructor you embody and become the living example of Budo to your students. Focus and meditate on fully understanding what that exactly means. We are all human and will always have some negative habits. This is ok as this maintains balance within all of us. You cannot be overly critical of yourself either. Internally is where your true teaching begins. Start with teaching yourself. pg. 35

Chapter 3 Motivating Students: Motivating another person is said to be, getting the other person to do what you want them to do because they believe they want to do it. A lot can be said for this. Think back to grade school; did you decide the lesson plan or did the teacher? Obviously the teacher did; and that is because the teacher knew what skills you would need in the next grade. The same applies in teaching martial arts. You as the instructor know what skills the student will need in their next level so you must teach and direct the student accordingly. In teaching anything the teacher must know what motivates each individual student and utilize that to help the student develop their own internal drive. There is another old phrase that states, If you give a man a fish then you feed him for a day; teach the man to fish and you feed him for life. That is exactly what you are doing as an instructor. You are teaching your students how to live better, how to succeed against all odds and how to help others. Remember that not every nage waza, Gatame waza, or Atemi waza will always work for any given student. It is your job as the instructor to motivate that student to see past the current obstacle and stay focused on the long term goal without giving up on handling the current obstacle. You know the student will need the current obstacle skills in their next level. To best learn what motivates each individual student you must learn each individual student; without them learning too much about you because you have the instructor reputation to uphold to and the student doesnt. You must remain out of the students reach while always being available to your students and this is determined by how you handle and grow your relationships with the students and how well you maintain your own skills. A student may strike, throw or grapple with any certain waza better then you do but it is your mind, how you live and your overall abilities to teach the student which will earn and maintain the students respect for you as their teacher. pg. 36

Chapter 4 Technical Breakdown: We previously discussed the difference between Budo and Bujutsu. One of the largest differences between the two is that in the Budo arts we do a technical breakdown of the Taijutsu when teaching the kata drills (Combatives). In the days of only Bujutsu there was no technical breakdown given. The instructor would give a concept breakdown. We teach in both ways and well cover concept breakdown in the next chapter. In the true Bujutsu times the instructor merely had a subordinate attack and the instructor would perform a Combative styled drill then tell everyone to go work with it. If the student missed anything then the student had to figure it out in practice. We go as far in Gendai (modern) times as to utilize technical striking so the student better understands the biomechanics of the waza. Remember the name of our style; Budoiki Ryu Bujutsu. Both Budo and Bujutsu are in the name. This is because we use Gendai Henka kata and traditional kata in our training. Our style was created in Gendai times so it is automatically a Budo style. However we practice some Henka kata and no kata in a militant application in our Tai Kais and RRT classes which have historical roots in Bujutsu so we are a complete evolutionary Jutsu. When teaching any given Combatives kata or no kata (a no kata example would be Oni Kudaki of the Kihon Happo where you do not step anywhere) it will serve you best to first demonstrate the drill at high speed. Then go back and show step-by-step the Taijutsu of the kata/no kata/Henka. Then set the students into pairs or groups and have them start practicing the drill. By doing this you show how the Taijutsu should be performed and you also allow the students to visually generate a mental picture of them performing the Taijutsu before they practice the specific drill. This develops a better understanding in your students, less confusion and hence less frustration and it provides for a safer training environment to avoid injuries. Your own personal skills must also be proficient in the drill you are teaching. pg. 37

Chapter 5 Concept breakdown: The conceptual breakdown comes in various forms. It comes when you first demonstrate a particular kata or Henka at full speed. Conceptual breakdown also comes when you give examples of scenarios a student might find themselves in where they could (in concept) apply that particular kata or Henka. Conceptual breakdown also comes when instructing a form kata to a student and you show them how it could be used (again in concept) against multiple attackers. Although most of our Combatives kata, no kata and Henka have historical roots and have been tried and proven in actual combat we still never know what an attacker will do next. So when the instructor gives a scenario example of where a particular Combatives kata could be used it is still in concept of better in theory. CQC (Close Quarters Combat) is a tried and proven theory in its totality. No one can issue certifications of any kind for CQC. CQC is a skill gained through actual combat. That is why the waza, kata, etcare in conceptual theory. True CQC skills are gained through experience in real situations. As an instructor who has never seen real combat that instructor can only teach the theory of CQC and that is a REAL difference between Budo and Bujutsu. I have founded a discipline and now instruct on concepts, theories and waza as Bujutsu from personal experiences. However I cannot issue any certifications on CQC specifically because it is still a theoretical concept behind the waza and kata we train on. The conceptual breakdown allows the student(s) to in-vision themselves in the scenario you have painted for them within their minds. This is where internal budo begins and starts to prepare the student(s) for the real situation. This is the real benefit of teaching conceptually and this was the premise behind the method in Koryu times.
pg. 38

Chapter 6 Drills, Kata & Henka: First and most importantly; you must be proficient in the particular drill or kata you are teaching. As a general rule you should consider two levels below you. If you are in the advanced kyu levels then you should be able to instruct any of the beginner kyu levels up to 7th kyu. If you are in the intermediate kyu levels then you should be able to instruct 10th Kyu students. You can also think of the kyu levels in terms of aging 3 years per level. The difference mentally (within the arts) between a Shodan and a 10th Kyu should be comparable of a newborn baby to a 30 year old adult in how life operates or in this case how the arts operate and are utilized. That would have a new 6th kyu entering intermediate levels as being comparable in the arts to a 12 year old in life. Now understanding that comparison from an instructor point of view when you have a student with prior martial experience that can age the mental knowledge of that students comparable comprehension; however prior bad habits can offset that increased age. This is all without considering the actual age of maturity of the given student in reference. You must teach students as if they are children in the arts. That does not mean baby them by any means. What it is meaning is that you must remain patient, avoid being overly critical, remain available to the student for questions and clarifications when they need it and be there to give advice if the student decides to confide in you. You are a teacher in the truest meaning of the word. Also considering your student(s) will put their complete faith into you; you must never fail that faith; and that begins with being completely proficient in what you teach them. Practice your form kata, Combatives kata, no kata and Henka as much as possible to strive for perfection and then you will have true skill and knowledge which you can pass onto your student(s). You must make the Budo ways an everyday part of your life to achieve this level of skill.
pg. 39

Chapter 6 Drills, Kata & Henka: Besides being highly proficient in what you teach you must always remain professional and maintain safety. Combatives kata, sparring, breaking, conditioning and stretching are often where you find injuries caused. You can avoid having resulting injuries in these areas by learning the body in its entirety, physiology, anatomy and human biology are good subjects to study for an instructor. Always remain professional. When you are teaching you must have the mentality you are a teacher and not a fellow student. The fellow student wants to practice alongside the student being instructed and sees the fun in practicing causing a tendency to forget about the safety the instructor is responsible for. This is seen all too often in the McDojos of the world; but this lack of professionalism has no place in the budo arts. Injuries have often been a result of an instructor trainee acting overzealous and thinking he/she is ready to be an instructor without having enough of the right training in place. This is why our program requires the amount of time in hours to be completed; to ensure that you will be ready when the time comes. An instructor cannot afford to be in a rush to show what they can do or how good they can teach. Always keep in mind that proficiency in the arts comes in years of practice, not months. The same goes for instructor skills. When instructing kata of any kind you will need to have already assessed the student(s) you have in class for the best suited match-ups. Go by height and age as a general rule but never look at gender as separating your students into gender segregated pairs constantly will only cause division within the ryu and will cheapen their training or never having worked with the opposite gender. You as an instructor must learn to see beyond gender in all aspects of your life. While a lot of our society does differentiate between genders in some industries we do not in the martial budo industry. Be aware in society and use that in your instruction to make your students more aware of their surroundings. pg. 40

Chapter 7 Weapons & the body: At this point in your training you should already understand that any weapon is merely an extension of the body. Looking at this area of training from an instructors point of view however greatly changes. The first and foremost priority in weapons instruction must always be safety. Besides the obvious ramifications and damage that can be done physically when a student is struck with any training weapon there is an entire other detrimental effect from the mental programming and emotional aspect dealt to the student. If you were to ask a high majority of people this question, Would you rather get hit in the head with a punch or a Hanbo? The initial answer will always be a punch; and thats because of the pre-conceived notion in our social programming that a weapon will amplify the damage of the strike. While for the most part this is true it is not always true. The skill to use the particular weapon has a lot to do with the amount of damage that can be dealt. Just as weve discussed in previous chapters regarding the instructors proficiency skill level with Taijutsu your proficiency skill set with teaching weapons must be just as efficient if not to a higher degree of proficiency. Also as with instructing Taijutsu skills your weapons skill as an instructor must be two skill levels above what you are instructing. When instructing weapons the no Kamae (postures) are very important. Just because a student has decent or even exceptional Taijutsu skills does not mean that same student will have the same level of proficiency with a weapon. When starting instruction on a weapon; always remember that you are back to basics with that student. Weapon proficiency often takes longer to develop then unarmed Taijutsu skills due to the student is adjusting to the extended reach, weight and speed of using a weapon in addition to their Taijutsu skills. pg. 41

Chapter 7 Weapons & the body: In the same way that each method of striking as its own methods of use; reach extension, power level, etcso does each weapon. Must weapons which appear as linear such as Tanto, Hanbo, Rokubo, and Jo are in reality used within non-linear movements and opposite for weapons which appear to be non-linear such as kusari fundo, shuriken and Shuko are use in linear movements. This adaptability usage is very important to understand with weapons not only when instructing but also in developing your own Taijutsu. Here are 10 key points to keep in mind when instructing weapons: Safety First! Proper distancing between students and mental clarity No Kamae, proper holding, mental aptitude & focus Remain focused as an instructor and not as a student who is practicing Even training weapons can be deadly! Treat each weapon as if you are holding a loaded gun Ensure each student retains respect for their weapon Stay with the traditional kata; do not instruct on Henka without specific permission from the Head Master/Head Instructor present or Kaiso Sensei Do not be overly critical of every mistake the student makes. Stay Patient!! Limit your demonstrations and allow the student to practicegive the student credit in this and know it takes significant time to develop weapons skill to a proficient level. Weapons like the arts themselves are merely an expression of each of us. Whether or not a student(s) Taijutsu or weapons Taijutsu is fluent, clumsy, fast, slow, balanced, etcis a reflection of that student(s) mental clarity and personal attunement of their mind, body and spirit. Utilize your student(s) Combatives Taijutsu and weapons Taijutsu skills to properly assess their mental growth in the arts to that point keeping in mind that as long as you as the instructor continue to teach them properly then the student will continue to grow. pg. 42
Section VI Curriculum
Chapter 1 Safety in class: We have discussed this point many times and looking at how many times the topic has been approached is the indicator to you. Safety in class cannot be emphasized enough. The instructor must be on a higher plane mentally then any of the students which are training at any given time. As the instructor your mind must always be centered, professional, focused, attentive, responsible, aware and multi-tasking. Your sole purpose in life for the duration of the class you are instructing is for your student(s) as their leader and more importantly their teacher. We have an established curriculum which has been developed with physical and mental growth, physical adaptability, safety in application and to maintain motivation and stimulation to the student(s) in focus. Following this curriculum will make your job easier. Even though you have an established curriculum to teach by you must keep in mind that some drills will be better taught as a Henka as not all of the students will develop their Combatives Taijutsu in the same manner. It is your responsibility to learn your student(s) better then they know themselves. Realize when a specific no kata or kata may work better for a student when a slight change is adapted to the application. With Combatives kata in specific; the application of Henka will have a higher occurrence; whereas there are absolutely no henka to the forms kata(s) permitted. You must learn which student(s) are fast paced and which are on a slower pace; which are geared towards more contact and which can develop without a lot of physical contact. While learning the Budo arts does require contact that does not mean all students require the same amount and the amount of physical contact you allow as the instructor will carry heavy weight on their mental development which is ultimately more important.
pg. 43
Chapter 1 Safety in class: Maintaining safety in your classes always begins with the first key to success; professionalism. You must maintain professional at all times as the instructor. This is your chosen career; not an easy job which you enjoy. Your student(s) are depending on you to guide and teach them; you must never allow yourself to fail that confidence. Another major point to maintaining safety in class is found within your personal studies of physiology and anatomy. To completely understand how your student(s) will be affected by the drills you give them you must understand as the instructor what your drills will physically impact within your student(s) bodies and to what extent. Some major factors on determining the extent of affect are: Age Height Weight Gender Prior injuries and/or surgeries Medical conditions Medications being taken Allergies
Most of these points may seem apparent except for the allergies point. Consider you have a student who has a very mild allergy to dust and the training floor wasnt cleaned thoroughly prior to class. During that class you do a lot of Gatame waza kata and now that student is having trouble breathing. First reaction may be to push the student harder believing the problem is in their cardio or stamina when in reality their allergy is slowly reacting. You as the instructor must be highly attentive and responsible for your class. This responsibility can never become part of the teaching routine.
pg. 44
Chapter 2 Important factors: There are some very important factors to keep in mind as an instructor that will maintain your professionalism, a positive opinion of you in your students, grow your business and maintain a respectable reputation of you within the martial community. Some of these factors are: You are always an example for students; be a good example. You are responsible for the safety of your students, remain professional Do not think to promote a student too soon You must always continue learning new skills; this advances your mind and retains the respect of your students Everyone has a different teaching style and everyone learns slightly different; stay open minded and flexible in application of techniques Follow the set curriculum by kyu level Be cautious not to over-estimate a student(s) ability and progress too quickly. A student will respect you more if they know they have earned every step Apply the 4 keys to success in every aspect of your teaching skills As the instructor focus on the tactics and waza directed by your senior; trust in the experience of your senior to lead you accurately Above all elseremain humble!!!
In developing your instructor skills never forget what youve had to endure and overcome to reach the level of instructor. At the same time you cannot expect every student you instruct to endure the exact same hardships. Everyone has an individual aptitude and you as the instructor must learn how to accurately recognize and adapt to the individual student(s). A high majority of developing your instructor skills comes from experience. Everyone will make mistakes along the way. Do not allow these mistakes to compromise your confidence as an instructor. Be patient in developing these skills; becoming a knowledgeable instructor properly takes years. pg. 45
Chapter 3 Equipment What do you need?: An important part of developing your instructor skills is learning how to properly plan a class lesson. In that you must keep in mind the appropriate equipment needed; if any; for the type of lesson plan you are preparing. Here are a few notes to help you design this section: For a Form kata class you may want to have electrical tape to mark the starting/ending position of a student(s) Form Kata for accuracy check For Thai pad drills utilize wraps and consider Thai forearm pad targets, pork chop targets, body pads and/or BOBs. Rondori class: you should plan ahead to the possibility if you will participate with any student in that class. If you plan to participate then you should have your sparring gear to protect the student from your Taijutsu Consider which conditioning drills you will use based on the class topic; in that will you use weight balls, Roku Bo for jumping agility or any type of ankle weight for strength resistance? For a weapons class you should have your own weapon corresponding to the weapon(s) being drilled in the class; its not professional to borrow a student(s) weapon As you progress in rank and your instructor skills you may eventually decide to utilize music in your classes; whether for meditation or another reason. Make sure the music is appropriate, positive driven and length wise balanced to your class times according to when it will be used and the drills you plan to utilize. You may consider bringing a camera to training sessions you teach as this is an excellent way to document your competency in teaching and promote your student(s) Being prepared will help make the class go more smoothly and will demonstrate a prepared and centered mind to your student(s). This will make your job easier and will increase the student(s) respect for you as a competent teacher. pg. 46
Chapter 4 Planning a class: This is another vital area that can either fill your classes with a consistent group of new students or it can quickly empty your classes leaving you unemployed. We have a full curriculum written out that you will have access to as your rank, experience and time-in progresses to utilize in planning your classes. In planning a class lesson properly you must consider several factors. These factors are: Which ranks are you working with What is the monthly training theme What conditioning drills are appropriate for the class topic Is there a rank testing in the near future (2 weeks) What is the class topic for the particular days lesson(s) What waza or tactics have you recently covered What is the proficiency of your current student(s) per waza Which student(s) are ready for a new waza/weapon What equipment will you need for the individual class topic
Planning out your class lesson is a skill that evolves and develops over a very high amount of hours practiced and years of experience. While teaching and running a smooth class lesson often appear easy; this is a skill that develops over a very long period of study. After each class you either assist in teaching or fully instruct yourself you should take time to reflect on a few aspects. These aspects of reflection include: How did each student respond to your teaching? Was there any period you felt lost or doubted your own abilities? What worked well for the benefit of the student(s)? Assess the progress and weaknesses of each student individually Where can you as the instructor improve? Meditate on Enlightenment/Zen
pg. 47
Chapter 5 Handling multiple ranks simultaneously: Instructing multiple ranks in the same class can be one of the most challenging aspects of teaching martial arts. In the beginning phases of developing your instructor skills you should spend 10-15 minutes prior to each class meditating using Rin, Pyo, Kai, Zai, and/or Zen to help you mentally prepare for this task. When teaching multiple rank levels at the same time there are different tactics you may consider and there are several specific details to keep in mind. The teaching tactics you may consider will develop through your individual teaching methods as we discussed previously and may include: Reviewing the curriculum and instructing each kyu level according to their specific material Instructing the entire student body with the same waza/tactics. This can be a useful teaching tactic for Rondori and at times Combative kata classes Use universal conditioning drills for the entire student body and split the students into separate group according to their level material following conditioning or Ukemi kata Some of the specific details to keep in mind include: The current class topic. If youre teaching a form kata class then you know you will be splitting the students based on Kyu level Which students need to review lower level waza that can be paired with another student working the same waza for the first time You must know the strengths and weaknesses of each student you are working with Stay calm and focused; Do not allow yourself to become mentally overwhelmed from performance anxiety Plan out how long you will teach each training aspect for that class to better track the class order for the time given. This will help you stay focused pg. 48
Section VII Rank Testing How tos

Chapter 1 Warm-ups: Warm-ups prior to a rank testing ultimately are the discretion of the test administrator. Pre-test warm-ups do not have any pre-set ruling as this will often have more bearing depending on the specific style. Warm-ups and review prior to a testing are encouraged within our ryu but are not required however. In the future as you progress and develop your instructor skills you will eventually be responsible for administering rank testings. This will begin with your assisting the senior present as needed and will continue developing to have you calling the commands, directing any warm-ups decided on, assigning the testing material order of exam, holding the boards for breaking; essentially doing everything except for the actual test scoring; which is always done by the senior ranking examiner. As time and your experience develops you will reach the level where you will be involved in the scoring of testing students. Once you reach the Sandan level you will be the primary examiner to oversee rank testings. If there are more than one Sandan present then the senior time-in ranked Sandan is the senior examiner. Some points to keep in mind for Testing warm-ups:
Keep the warm-ups simple Minimize time spent on warm-ups It is the individual responsibility of each testing student to be fully prepared for their own testing Rank testing is a very formal and traditional event. Treat it very seriously. Rank is HonorRemain Professional Avoid any warm-up deep stretching. Just enough to loosen joints. If you are administering a solely TKD testing then be sure to use hamstring stretching and begin warm-ups with cardio drills. Always use warm-ups when testing children
pg. 49

Chapter 2 Keeping the flow moving: Keeping the flow of a testing moving is a very important part of administering a testing. The students are nervous when they arrive for their testing. If you are not prepared as the examiner/administrator that will add undue stress and frustration to your students which will only lead back to you. If you stall the flow of a testing you also severely damage the student(s) opinion of your professionalism and competency. Just like planning a class you have to be prepared and have the testing planned prior to arriving; knowing which level students are testing, what equipment you will need, what order you will test the material, and any time conflictions a student might have. Notes on keeping the test flow moving: Know who is testing and their skill level (Senior examiner) Have testing sheets prepared (Senior examiner) Have the appropriate belts ready (Senior examiner) Have ranking certificates prepared for print (Senior examiner) Have all required test fees collected (Senior examiner) Have a testing order plan prepared Have sufficient boards ready Have Thai shields ready Have any weapons or music required ready Have any cameras ready for planned video recording Have your time schedule planned and prepared accordingly Have all Intent to Promote forms collected (For testing children)
Never forget as you advance through the years of training how important rank testing is to your student(s) and the level of anxiety often experienced when testing. You help your student(s) to be prepared and overcome this by being prepared yourself and keeping the test flow moving. pg. 50

Chapter 3 When to recommend a student for testing: This is the area of instructing that can easily lead you to closing your doors and being out of business. As the instructor you have to be aware of the expected image and experience students have of their martial training. You have a difficult legacy to measure up to. Testing student(s) too soon can lead to under-developed skills, damaging the student(s) confidence and/or respect of you as the teacher, lead you to the temptation of commercializing yourself and have a severe impact on how the rest of the budo/martial community views and respects you. On the flip side delaying a student from testing too long can often cause the student(s) to develop self-caused resentment against you as they feel you are holding them back. You must be able to find the balance based on each student individually. Requiring a minimum time to promote through the kyu levels will not (normally) have a negative impact on you from either the student(s) or the martial community so long as you do have a minimum accumulated time to reach Shodan and you do enforce time-in for the Dan grades as this area does have a preset determination required throughout the martial arts and it is universal. When determining whether to recommend a student for rank promotion keep in mind that the arts in general; especially in our system; is more about the mental development. We train in the ways and the memory of the traditional warriors however we are not training actual combatants (for the majority of students). Developing physical and technical skill proficiency is still very important as you are measuring up to the arts as a whole and your students trust you with their street safety. The student(s) trust you as their instructor to teach and prepare them to be able to efficiently protect themselves from real danger. You cannot fail this trust by promoting them too quickly. pg. 51

Chapter 3 When to recommend a student for testing: There are several factors to be considered when evaluating a student for promotion recommendation. These factors include: Mental growth of the student Progression within the student(s) personal life management Physical skills proficiency Time since last promotion compared to the student(s) mental expectations Clarity/frequency of communication from the student(s) Frequency of class attendance Age (child student(s) for Shodan) Recommending a student for promotion requires both physical and mental skill proficiency and as their rank increases the requirements become increasingly strict. If a student has been at a specific rank level for an extended amount of time then it is your responsibility as the instructor to determine what the cause of promotion delay is. You may need to adjust your teaching methods to better instruct the material; however the cause may also be within the students mind. While developing concern and compassion for your student(s) you must also remain their instructor and not their peer. You must remain aware of your personal interests in your student(s) and restrain from seeing what you want to see in the students abilities. Avoid recommending a student for advancement too quickly because of your hopes for how the student will develop. The factors for determining recommendation above are the only factors to be considered. Learn, know and believe that the budo journey is a very individual and personally journey. Rank, time to promote, and titles are not a competition on any level. You are a martial instructor solely to better help your student(s) growth.
pg. 52

Chapter 4 Why is testing important: To understand the emotional affects of your student(s) which are going into a rank testing you must understand clearly the importance of rank testing and what it represents. First you must come to understand the nervousness and anxiety associated with rank testing never goes away (so long as you care if you pass the exam). This comes from a feeling and mental expectation which requires all of us to both measure up to our own expectations and the feeling not to disappoint our master/sensei. Here are a few points on what rank promotion represents: The time, work, sweat and blood spent in training to that point Knowledge of the martial arts Experience & Proficiency of the martial arts The mind to develop up to the eventual goal every student individually determines for themselves It gives meaning to all the work and study the student(s) has put in to that time Some instructors choose not to use training uniforms whether it is Gi or Dobok for the sake of practical training. However using a traditionally accepted uniform sets the mental pace for each student of the arts. Everyone has a mental picture of how they will look, move, abilities, etconce they are a black belt; and wearing and training in the traditional clothing allows the student to visualize that mental picture as a reality hence as a significant effect on their mental growth. The belt rank system is a major part of that image becoming a reality.
pg. 53

Chapter 4 Why is testing important: The ranking belt shows the student they are making progress, getting closer to attaining their goal of Shodan (or higher) and provides a higher standard of behavior. When the 10 Kyu level ranking system was created by Jigaro Kano (Founder of Judo) the mentality and purpose was for several reasons; some of which include: Serving as a motivation system for students Helping the instructor manage different skill levels at the same time Allowed for the combining of multiple styles (like ours) Serves as a physical/visual reference of progress to the student It was designed as a method of modernizing with the increasingly instant satisfaction mentality which was growing throughout the world
The 10 Kyu level system has been adopted by nearly every single Gendai (20 Century and younger) system whether it is Japanese, Korean, Chinese, etcas far as Martial arts systems. Strictly combat systems such as Muay Thai and Filipino Escrima have retained their original ranking methods.
th
Regardless of how much emphasis you remove on the importance of belt color and kyu rank and in addition how much a student says it doesnt matter; it doesand always will; because of what belt color advancement increasing towards the black belt represents. The Black Belt has a very strong significance, reputation and bearing on why someone begins their training from the beginning. Think back to when you first began your training. Did you ever or do you currently want to become a black belt? Regardless of your current rank does the black belt hold any meaning for you? Does the black belt represent anything meaningful for you? Now relate your answers and feelings from your student(s) views and their according rank(s). pg. 54

Chapter 5 Whats not important: For you to properly develop and plan rank testings efficiently you must maintain the balance as with all aspects of your training. To maintain this balance you must also be aware of what is not important in rank testing(s). This area of study is small is there are more aspects of rank testing(s) which are important than those points that are not important. These points include: Family & friends that attend a testing for support of a student (other than a black belt testing which is closed to the public) Location of a testing Date of the month (schedule the date & time according to your personal schedule first and then according to the recommended student(s)) For all Kyu level testing family & friends are always encouraged to attend in support of the recommended testing student(s) with the exception of Dan grade testings. ALL Black belt level testings are done separately and are closed to the public view. Dan grade testings have a strong significant meaning and any student(s) recommended for Dan grade promotion has enough nervousness and anxiety going into a 2+ hour testing. Having their closest family and friends present will only add to that pressure. On the rare occasion a Kyu level student will be allowed to either attend or participate in a Dan grade testing and this is considered a very high honor. When determining the date of the month you will hold rank testing you should consider your personal schedule first and then determine or assign the date & time in which the testing will occur. If you have a student(s) which can not attend they should notify you as soon as possible and depending on their reason for absence you determine if they can have a make-up exam or if they will wait till the following months testing. pg. 55

Chapter 6 Break holding & coaching: While having the knowledge and proficiency to administer a rank testing is an instructor skill; holding for wood breaking and break coaching is a separate skill within itself. There are several factors and skills to establish in holding for wood breaking and break coaching which include: Proper thickness of the board according to age & rank Holding the board(s) with the grain of the wood Proper board holding stance according to the break being performed Proper clearing of the board following the actual break Do not coach a recommended testing student during their break beyond 7th Kyu Proficiently understand each break you are holding for to coach for proper breathing stance and Kiai Never close your eyes as the holder (as to brace for the strike) Never hold a board directly in front of your face Never hold a double board strike in front of your body alone. For double board strikes that call for body level incorporate an assistant Always exhale as the strike is made through the board (as if you were actually taking the strike)
As you progress through the first level of your CIT training you will learn how to properly hold boards for breaking. This is one of the reasons it is important for you to attend all testings even if you are not testing for your own rank. You will need to develop and demonstrate technical proficiency in this skill in order to complete the first CIT training level and become an Assistant Instructor. Remember that if you appear nervous as the holder to the testing student then you will show a lack of confidence in the student and you will increase their nervousness which often leads to the holder being struck/injured. pg. 56
Section VIII Legal

Chapter 1 What is your legal liability as an instructor?: While severely underestimated this is a very important aspect to be aware of as an instructor. While every student does sign a legal waiver of liability; that only protects you as the instructor and the Ryu from a limited liability. If you as the instructor as demonstrating a combative drill and a student is injured later that night or the next day and the injury is suspected to have been originated from your instruction then you have entered into the negligence area of the law. It may be established legally that you did not have the intention of harming the student (especially if the student is a minor child) however it can be shown that you did not take all of the necessary safety precautions then you may be ruled legally to have been negligent in providing safety and you could be ruled responsible for the injured student(s) medical expenses plus any lost wages if the student misses time in employment resulting from the injury. While it is generally understood that martial arts involves an increased risk of physical injury there are those in our world who seek to exploit the law and essentially set you up. That is one of the main purposes for why we screen initial student(s) prior to accepting them into the class and they sign a waiver the first day when watching a class. This is a very important protocol which must be strictly followed for your own protection and that of the Ryu. If you are instructing a sparring class and decide you will spar with a student (even with the intention of improving their skill) and the student receives any injury from the sparring session with you; your legal ability to establish you did not have an intent to harm the student will be very difficult to prove without involving the other student(s) who were present at the time. This would be a horrible and disgraceful situation for the Ryu to be involved in.
pg. 57
Section VIII Legal

Chapter 1 What is your legal liability as an instructor?: Whether you are instructing adults or children you must be very cautious how you physically handle the student(s) when instructing. The two most cautious areas to remain consciously aware of are belt tying and combative kata. Here are a few points to keep you legally safe: Always tie a student(s) belt facing the front of the student. Never tie a student(s) rank belt standing behind them When instructing a combative kata remain aware of where your hands are placed with student(s) of the opposite gender (Gi Lapel, Hips, Thighs, etc) When instructing ground techniques make your best attempt to demonstrate with a student of your same gender Never reach out to hug, embrace or in any other way physically connect yourself to a student unless they reach for you in a public display (such as during a rank promotion) Remain aware of your vocabulary and speech used as this may make a student personally uncomfortable and will start the road to disaster Remain Professional at ALL times! It is dark times when we must be concerned with topics such as stated above when instructing martial arts however the legal system of our country does not support our profession or mission as it once did and being aware of legal possibilities is a realityespecially if you are instructing minor children. If you have ever seen a martial arts instructional video you probably noticed they all have a legal waiver stating the instruction on the disk is for informational purposes only and should only be attempted under direct supervision of an expert. That is the reality we are faced with. Remaining Professional at all times will help to develop the respect from your student(s) against this happening and your reputation within the martial community as being reputable. Stay Safe in your Journey of Budo pg. 58
pg. 59

Certified Instructor Training Manual - LEVEL 1

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(Level 1 Green Book)

Section I - Introduction to the Course

Section I - Introduction to the Course

Section I - Introduction to the Course

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section II The Keys to Success

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section III Communication

Section IV Leadership Skills

Section IV Leadership Skills

Section IV Leadership Skills

Section IV Leadership Skills

Section IV Leadership Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section V Teaching Skills

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VII Rank Testing How tos

Section VIII Legal

Section VIII Legal

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