This is Oikado Grassroots Development Program 2010-2020

OIKADO GRASSROOTS DEVELOPMENT

PROGRAM

2010– 2020

NATION-WIDE COACHING AND TRAINING CLINICS

THEME:

“PROMOTING BETTER HEALTH FOR YOUNG PEOPLE THROUGH

PHYSICAL ACTIVITY AND SPORTS: TAKING MARTIAL ARTS/KARATE TO
THE PEOPLE.”

AN OIKADO MARTIAL ARTS SCHOOL SANCTIONED PROGRAM

“…in our quest for peace and in serving each other we all become free…”

Contact: Kyoshi Moses “Topsoil” Kgosibodiba

PO Box 45138, River Walk. Gaborone.Botswana.
Email: 1. topattention64@gmail.com 2. topattention@yahoo.com
Tel: +267 72610566 mobile

This document is for internal planning and operational purposes only and as such can be reviewed
by participating financial institutions and potential investor/sponsor, but should not be further
related outside the operation.

“..in our quest for peace and in serving each other we all become free..” 1
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

EXECUTIVE SUMMARY

The OIKADO Martial Arts School is proud to present its Grassroots Development
Program for 2010 – 2020. It is a result of work by the OIKADO National Executive
Council and Technical Board and has embraced all stakeholders of the school. This third
phase of the program is set in the background of unprecedented unity and drive
demonstrated in the first phase (1995-2000) and the second phase (2006-2010) to take
karate to the public. Recent developments in Oikado Black Belts cadre resolve is to speak
and act in unity and also paramount to deliver martial arts/karate practice to the public in
a coordinated and structured way.

Crucial to the program was the appointment of a strong and active Technical Board
headed by Kyoshi Moses Topsoil Kgosibodiba, the President of the School, Shihan
Gaabadzo Moseki, Chairman Technical Board. Plus eight (8) active black belts of
instructorship status drawn across the breath and length of Botswana. Kindly refer to
appendices on member resumes.

The purpose of the program is to demonstrate how martial arts/karate at grassroots level
will proceed from now and where it will be by 2020.It underpins the school’s application
for funding from your good institution. It will also serve as a valuable tool for monitoring
and evaluating achievements against milestones laid down. Vital to the program success
is the need to regularly review and where appropriate make adjustments.

The Grassroots Development Program sits alongside and integrates with the instructors’
development and the re-engineering (1995-2005) and (2006-2009) phases of the school.

All of the above had come about as a result of the strategic reviews undertaken in 1989,
1994 and 2004.

The Grassroots Development Program seeks to embrace and build the key component
required to achieve Youth development. At the core is the desire to enable individuals to
experience as positive, fun and free atmosphere of martial arts/karate practice and
training and go on to fulfill their true potential in the arts and across various areas of their
development: social, personal, educational, careers, emotional, physical and spiritual
dimensions. The school aims to achieve these goals and in 2001-2005 we embarked on
the re-engineering exercise and increased the number of instructors in order to expand the
program throughout the country. The results have been dramatic, primarily because
enthusiasm for martial arts practice and training does exist in local communities. Martial
arts/karate offers a genuine and safe alternative and augments other performing arts and
sporting codes. Its popularity is growing in leaps and bounds at secondary schools,
colleges and university. Funds’ permitting our wish is to cascade the program down to
primary school children.

Through the program the OIKADO Martial Arts School is reaffirming some key
strategic decisions:

“..in our quest for peace and in serving each other we all become free..” 2
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020



Investment in the service area concept


Belief in the long term athlete development


Recognition of the need to embrace all parts of the community and country
Understanding of the need to work together – administrators, clubs, coaches,
executives, agencies, media, players, sponsors, volunteers.

Program Request for Funding

In order to deliver the Grassroots Development Program extra funding is required. The
school believes that it will invest its own human, technical and time resources. However
partnerships are required and through the program the school believes that it will help
increase resource income and investment. Those who will invest in this program their
money will be put to good use.

The OIKADO Martial Arts School will welcome feedback on the program. We wish to
work with everyone to achieve the objectives of the program. Communication will
therefore be essential in that process.

CLINIC THEME:

“Promoting Better Health for Young People through Physical Activity and Sports:
Taking Martial Arts/Karate to The People.”

Program Goals:

1. To promote an open forum for information, training, practice and experimentation

in the field of martial arts/karate.
2. To help students develop the knowledge, attitudes, skills, behaviors, and
confidence to adopt and maintain physically active lifestyles, while providing
opportunities for enjoyable physical activity.
3. To emphasize key training methodology and training program advances in the
field and highlight the direction of future training drive and promotion of physical
activity and public/youth fitness.

Who Should Attend?

The target audience is primarily children,youth in- and –out-of-school at primary, junior
and secondary schools,(and colleges and university) interested in and/or practicing
martial arts/karate.

Program Objectives:

1. To promote martial arts/karate as a physical health program

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moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

2. To develop martial arts/karate in primary, secondary schools and colleges towards

realizing BNSC Vision 2012 and the National Vision 2016: ‘...we cannot be
healthy if we are not fit...”
3. To cultivate and promote brotherhood and friendship through interactive training
4. To help school clubs prepare for the various annual karate championships
nationally, regionally, continentally and internationally.
5. To increase the proportion of children, adolescents and youth in-and-out-of school
who engage in physical education and health programs
6. To increase the proportion of primary, junior and senior secondary schools that
provide comprehensive school physical and health education to prevent health
problems such as violence, alcohol and substance abuse, HIV and AIDS and STI,
inadequate physical activity and environmental health
7. To improve physical fitness
8. To reinforce knowledge learned in other subjects arrears such as science, math
and social studies
9. To facilitate development of student self-discipline and responsibility for health
and fitness
10. To develop psycho-motor skills that allow for safe, successful, and satisfying
participation in physical activities
11. To influence moral development by providing students with opportunities to
assume leadership, cooperate with others, and accept responsibility for their own
behavior
12. To help students become more confident, assertive, independent, and self-
controlled
13. To provide an outlet for releasing tension and anxiety thus mitigating against
youth violence, truancy, vandalism and bad graffiti.
14. To increase the proportion of public and private schools that provide access to
their physical activity spaces and facilities for all persons outside of normal
school hours(i.e. before and after the school day, on weekends and during school
holidays and other vacations)
15. To give students the opportunity to set and strive for personal, achievable goals
16. To teach martial arts/karate motivation and discipline to students that result in
students who are fit and much disciplined
17. Through self-confidence teaching the program will highlight the dangers of
smoking, drugs and alcohol.
18. To produce students who are fit and active thus benefitting the students, parents
and the school, and the community they are in.
19. Through active participation the program will take students away from laziness,
smoking, drinking and offer motivation for valued practices.
20. To teach under-privileged children and youth in the community martial arts/karate
in order to motivate, give them dignity and self-discipline.

Training Clinic Creed

Humility is my sword, Respect is my shield, Patience is my Chariot, Self-control is my
Armour, Logic is my Strength, Discipline my Pride and in our quest for peace and in
serving each other we all become free.

“..in our quest for peace and in serving each other we all become free..” 4
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

OIKADO DEVELOPMENT PROGRAM

2014 AND BEYOND

NATION WIDE COACHING AND TRAINING CLINICS

CLINIC NO. 1, BLACK AND BROWN BELTS GASHUKU

DECEMBER 14TH, 2013

VENUE: BDF VILLAGE GARRISSON HALL 5am – 3pm

 fleximetrics
Program 1: 530am or Day 1

 cardiovascular workout
 isolation exercises: legs, arms/knuckles/elbows, abdomen

 kihon/basics: stance, punch, blocks, kicks

Program 2: 630am or Day 2

 dynamic kicking workout + Magic-set-kicks A, B, C, D

 combat theory + application: visible and invinsible techniques

Program 3: 730am-10am or Day 3 - 5

( select according to participants rank, development + diversity )

 Heian Shodan, Nidan, Sandan, Yodan, Godan

Kata Instruction and Standardizations

 Taikyoku Shodan,Nidan
 Tekki Shodan, Nidan, Sandan
 Teno-kata-teno Part A, B, C, D
 Bassai Dai
 Jion, Kwanku, Hangetsu, Jutte
 Animal Forms:

 Kuji-kiri / Finger-knitting positions ( 9 levels of power )

Tiger, Snake, Praying Mantis, Phoenix-eye, Crane, Monkey

 Mind-plays ( 8 Rings of the Mind )

 Weapons training: throwing stars, knives, nanchaku, stuff/bo

 Meeting
Program 4: 1030am

All enquiries:
Kyoshi Kgosibodiba Moses
Tel: +267 72610566
Email: 1. topattention64@gmail.com 2. topattention@yahoo.com

“..in our quest for peace and in serving each other we all become free..” 5
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

Funding Proposal

This proposal requests your esteemed institution to fund the OIKADO Martial Arts
School Nation-wide Coaching and Training Clinics and the Regional and National Youth
Karate Championships annually for the periods 2014-2017 and 2018-2020.

The estimated cost of the program is

1. Clinics..................P50,000.00
2. National Tournament......P80,000.00
3. Tournament Awards........P50,000.00
4. 2014 World Cup...........P250,000.00
5. Secretariat Office.......P50,000.00
6. Grand Total............................P480,000.00 (1+2+3+4+5)

being estimated costs per year to cover coaching clinics, regional and national
championships and the secretariat office operations, and to participate in the 2014 IKO
World Cup, pending final approval. The first year, 2014 estimates high due to sports
equipment acquisition and participation in the World Cup. Subsequent years will be
affordable as there will be less equipment to acquire. Some major items for the clinic and
the secretariat not included. These are figures written in colour in the estimates.

OIKADO Martial Arts School, a registered society with Registrar of Societies, will
implement the program pending approval of the sponsorship funds requested.

Through sponsorship of this program OIKADO Martial Arts School will further enhance

 Investment in the service area concept

and re-affirm key strategic decisions, namely:

 Belief in the long-term athlete development

 Recognition of the need to embrace all parts of the community and the country
 Understanding of the need to work together- as administrators, coaches, clubs,
agencies, media, volunteers, players and sponsors.

Project Request:

This proposal request your esteemed company to inject BWP480,000.00 (four hundred
and eighty thousand pula)sponsorship funds to cover the cost of financing the
OIKADO Martial Arts School Nation-wide Coaching and Training Clinics, and the
Regional and National Youth Karate Championships annually for the period 2014-
2017 and 2018-2020.

The OIKADO Martial Arts School wishes to submit this proposal and interest to
commence the program within the second quarter of 2014 if sponsorship funds are
released early upon approval.

The need for this program is consistent with goals, objectives and purpose of the school
that aims to fulfill the private sector citizen economic empowerment through Youth
Athlete Sports Development. Your direct sponsorship funds in this program will see us

“..in our quest for peace and in serving each other we all become free..” 6
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

go a long way in establishing our outreach athlete development. This drive is consistent
with Botswana National Sports Council Vision 2012.

Need for the Project:

 Botswana like other developing countries experienced poor economic development at

the time (1966) of independence. The population depended mainly on agriculture for
livelihood. Beef production was the mainstay of the economy in terms of output and


sources of foreign exchange.
Botswana saw a remarkable economic transformation since independence. The
structure was altered with the emergence of the mineral sector. This has facilitated to


a large extend infrastructure development in both urban and rural areas.
In the last decade the economy experienced a boom in the various sectors of the
economy. This boom is expected to continue and with the emergence of the IFSC and


the relocation of DTC from London to Gaborone, the country is poised to benefit.
It is envisaged that there will be added participation of sports as a viable sector for
citizen economic empowerment.

Program Management:

The program will be managed by the OIKADO Martial Arts School National Executive
Council and the Technical Board.

Financial Plan:

 Sponsorship funds of BWP480, 000.00(four hundred and eighty

Sources of finance;

thousand pula).

 That the school offers the sponsor opportunity for partnership with
Collateral;

option for long term relationship with us towards citizen economic

 A high magnitude of publicity will be realized at and during our clinics

empowerment through athlete development

and regional and national, continental and international tournaments.

These activities will carry the name of the company high given the
numbers of participating institutions, 239 public secondary schools
and over 700 primary schools. The potential number of athletes is
2390 from secondary schools and 7000 from primary schools

 Other avenues of further publicizing your company will be through

exclusive of officials and audience.

 The school’s publications

 Banners
 Marketing during training clinics
 Extensive media coverage during our events
 Attire of officials, facilitators and athletes

“..in our quest for peace and in serving each other we all become free..” 7
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

Clinic Sites( since 1995 to present)

1. Gaborone
2. Lobatse
3. Kanye
4. Gantsi/Kang
5. Maun/Gumare
6. Tutume/Masunga
7. Francistown
8. Selibe Phikwe/Bobonong
9. Tonota
10. Serowe/Palapye
11. Mahalapye
12. Mochudi
13. Molepolole
14. Tsabong
15. Molapowabojang/Mantshwabisi

Background

In 1990 the OIKADO Martial Arts School embarked on a nation-wide program to

popularize martial arts/karate as a worthy physical and health education program in our
primary and secondary schools and for out-of-school Youths. Little did we know the
monster we were creating! By then karate and boxing were not yet recognized by
Botswana Integrated Sports Association (BISA) as sporting codes though highly active as
alternative choices for students.

OIKADO Martial Arts School is dully registered as non-profit school with register of
societies in 1994, reg. no. #CR1867.The school offers technical support by way of
instruction, coaching, mentoring, tournaments and camps in the field of martial
arts/karate. We have been operating without a budget and financial support since 1990.

We reasoned that to popularize karate in schools, there was a mandatory need to offer
technical support to school clubs. In the USA, Texas, there is a martial arts program
called KickStart the brainchild of Chuck Norris which seeks to engage youth in sports in
order to address such social ills as drug abuse. That was our rationale. We had prior to the
1990s embarked on a preparatory phase. The period 1985 – 1989 was a period of training
and educating people to the level of instructorship, Black Belts in readiness for the rollout
program in 1990.I was in the 1987 Black Belt Graduating Class. By the time we rolled
the program to schools we had sufficient Black Belt holders to kick start the program.
The 5year preparation period paid off and in 1990 the first Secondary Schools Karate
Championships were held.

The Grassroots Development Program as we came to call it assumed the following

5year episodes of developmental stages:

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This is Oikado Grassroots Development Program 2010-2020

1. 1985 – 1989 Instructors’ preparation

2. 1990 - 2000 Popularizing karate in secondary schools through coaching

and training clinics, grading/examinations, tournaments
with 5 floating trophies and certificates of attendance. In
1994 OIKADO was registered as a martial arts school.

3. 2001 – 2005 Re-engineering phase, in 2003 karate now a BISA recognized code

4. 2006 – 2010 Grassroots Development Program, the new millennium

Nation-wide coaching and training clinics.

We have come a long way in realizing this dream and wish to continue with this noble
cause. We have been and are still driven by our passion for the arts and our contribution
to see our youth develop into better, healthier and fit adult citizens. Our resolve is funds
permitting we will continue to roll-out the programs to future generations in-and-out of
school. Funds permitting we would assign an instructor to each school club or cluster.

Let us look at school enrolment across both primary and secondary schools by region.

Table 2.2: Enrolment by School Ownership per Region 2012

Grand
Males Females Total % Males Females Total % Males Females Total %
47. 11.
South East 14,393 14,218 28,611 9 4,885 4,868 9,753 19,278 19,086 38,364
4 4
North East 12,580 11,990 24,570 7.8 639 671 1,310 6.4 13,219 12,661 25,880 7.7
12.
South 21,091 20,030 41,121 13 793 863 1,656 8 21,884 20,893 42,777
7
10. 34.
Central 58,227 55,328 113,555 35.9 1,098 1,091 2,189 59,325 56,419 115,744
6 3
North
15,553 14,929 30,482 9.6 562 488 1,050 5.1 16,115 15,417 31,532 9.4
West
Gantsi 3,634 3,653 7,287 2.3 34 31 65 0.3 3,668 3,684 7,352 2.2
Kgalagadi 4,698 4,335 9,033 2.9 0 0 0 0 4,698 4,335 9,033 2.7
Chobe 1,705 1,589 3,294 1 26 33 59 0.3 1,731 1,622 3,353 1.0
Kgatleng 7,249 6,766 14,015 4.4 335 303 638 3.1 7,584 7,069 14,653 4.4
18. 14.
Kweneng 22,874 21,776 44,650 14.1 1,971 1,897 3,868 24,845 23,673 48,518
8 4
162,00 10,34 20,58 172,34
National 4 154,614 316,618 100 3 10,245 8 100 7 164,859 337,206 100

The total enrolment in all primary schools stood at 337,206 in 2012. Government schools
enrolled 93.9 percent of the pupils while only 6.1 percent were enrolled in private schools

The total enrolment in all secondary schools is 172,669 in 2012.The total number of
primary schools is well over 700. The total number of public junior and senior secondary
schools is 205 and 39 respectively.

“..in our quest for peace and in serving each other we all become free..” 9
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

Table Error! No text of specified style in document..1: Secondary Education

Enrolment by Region, Sex and Form – 2012

Region Sex Form 1 Form 2 Form 3 Form 4 Form 5 Form 6 SPED Total
Central Male 7,138 6,791 6,671 4,077 4,173 - - 28,850
Female 7,297 6,758 6,780 4,938 5,157 - - 30,930
Total 14,435 13,549 13,451 9,015 9,330 - - 59,780
Chobe Male 198 163 195 - - - - 556
Female 187 210 163 - - - - 560
Total 385 373 358 - - - - 1,116
Gantsi Male 367 307 316 284 315 - - 1,589
Female 337 300 315 381 387 - - 1,720
Total 704 607 631 665 702 - - 3,309
Kgalagadi Male 564 542 535 342 241 - - 2,224
Female 581 564 504 331 360 - - 2,340
Total 1,145 1,106 1,039 673 601 - - 4,564
Kgatleng Male 910 948 948 376 399 - - 3,581
Female 892 924 945 481 431 - - 3,673
Total 1,802 1,872 1,893 857 830 - - 7,254
Kweneng Male 2,656 2,502 2,325 720 849 - - 9,052
Female 2,664 2,477 2,313 897 1123 - - 9,474
Total 5,320 4,979 4,638 1,617 1,972 - - 18,526
South Male 2,635 2,641 2,563 1,655 1,529 3 27 11,053
Female 2,556 2,615 2,567 2,067 1,922 4 22 11,753
Total 5,191 5,256 5,130 3,722 3,451 7 49 22,806
South East Male 2,499 2,447 2,505 2,632 2,487 158 32 12,760
Female 2,664 2,576 2,697 3,129 3,122 138 12 14,338
Total 5,163 5,023 5,202 5,761 5,609 296 44 27,098
North East Male 1,845 1,741 1,817 1,202 1,059 21 25 7,710
Female 1,884 1,754 1,785 1383 1,135 22 21 7,984
Total 3,729 3,495 3,602 2,585 2,194 43 46 15,694
North West Male 1,781 1,661 1,624 677 302 6 - 6,051
Female 1,859 1,718 1,686 859 349 - - 6,471
Total 3,640 3,379 3,310 1,536 651 6 - 12,522
NATIONAL 41,514 39,639 39,254 26,431 25,340 352 139 172,669

“..in our quest for peace and in serving each other we all become free..” 10
moses kgosibodiba,6th Dan
This is Oikado Grassroots Development Program 2010-2020

SPONSORSHIP BUDGET ESTIMATES (refer to needs areas inserted)

Annual budget of P480, 000.00 (four hundred and eighty thousand pula) to cover cost of
Coaching and Training Clinics and the Regional and National Youth Karate
Championships annually for the periods 2014-2017 and 2018-2020.

We are looking at over 700 primary and 239 secondary schools. Plus out-school youth
country wide. The public schools have a potential participation from primary of over
7000 and 2390 from secondary schools for team events only.

It is difficult to budget for competition prizes in terms of trophies, shields, medals and
certificates of participation. This is due to number of participants per category and the
number of categories can only be known at time of event. That categories and number of
participants will increase with advance of year. We can only give a guide.

Appendix 1

THE GRASSROOTS DEVELOPMENT PROGRAM (GDP)

1. GDP PROGRAM GUIDELINES

Characteristics of a Quality Martial Arts Program

The program should be structured so that it addresses duration, session intensity and
frequency of activities. These three components if adequately addressed will answer
issues on student motivation and meeting individual needs of students. The program will
therefore have the following characteristics:

 Foster the development of positive attitudes

 Foster active student participation

 Will offer problem-solving skills

 Recognize differences in students’ interests, potential, and cultures



And develop personal and career-planning skills
Activities chosen are non-competitive, developmentally appropriate and include a
wide variety of activities for general body movement

 Make sure students are physically active most days of the week, at least 30
minutes a day

 Teach benefits of an active lifestyle throughout their lives

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 Include students of all abilities in activities

 Emphasize rewards and not awards using positive reinforcement and incentives to
motivate students

 Encourage self-responsibility for fitness by teaching students how to monitor their

progress and set goals

 Make fitness activities fun and enjoyable, allowing students to enjoy activities
with friends and the community

 Integrate fitness education throughout dojo sessions

 Use variety of teaching strategies and styles by recognizing how your students


learn about physical fitness
Model positive exercise behaviors

Most importantly the program structure must strive to strike balance between physical
activity (kihon), concepts (theory and strategy), preparation (training repetition), grading
(examinations) and feedback. Programs for children and young adults should
emphasize fun, basic skills, and variety. With maturity and experience, some karateka
will concentrate on one or more skills, and will train and become more specialized in
those. The designers of the program must therefore take careful look at offering
overviews and guidelines for training program development.

Teaching Strategies are influenced by dojo size, frequency of sessions, age and abilities
of students, range of equipment, and duration of a class. In selecting strategies the
sensei/instructor must take careful consideration of the following:

 Set dojo environment

 Plan and teach routines to use equipment. If equipment is enough each student
should have individual equipment to use as sharing wastes time and leaves other
students unoccupied when they have to share

 Use music to enliven activities: music motivates most children to move with a
smile

 Focus student learning

The program structure must also address safety issues given that children need close
supervision. To that end the program will give guidelines on safety in respect of:

 Warm-up

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 Help students learn to identify the difference between fatigue and pain that may
lead to injury

 Ensure that environmental dojo surrounding conditions are safe

 Educate yourself and your students as to harmful exercises and stay up to date on
safety issues and how to handle injuries

 Make sure students are wearing appropriate uniform/clothes and shoes: make sure
they take off jewelry (necklaces, earrings, etc) as these can entangle with uniform
during activities causing injury.

The program structure should also give guidelines on managing behavior and preventing
problems. To that end the program will address three important areas in behavior
management, namely: establishing helpful protocols, avoidance of negative practices, and
student motivation.

Establishing Helpful Protocols

It is about minimizing time wasted on non-instructional procedures such as equipment

distribution and returning of equipment. It is also about establishing orderly routines

 Entering and leaving the dojo

 Giving directions

 Proper language use

 Equipment distribution and collecting

 Assigning groups

 Handling emergencies

Avoiding Negative Practices

Avoid the following practices

 Using fitness activities as punishment

 Denying skill education because of poor performance elsewhere

 Overemphasizing grading and/or tournaments

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 Under-emphasizing the importance of self-esteem

Student Motivation

Motivating students has to do with choosing right teaching strategies and being
innovative. When choosing teaching strategies consider the following:

 Allow choices from a menu

 Teach basic skills(kihon)

 Choose success-oriented activities by paying attention to developmental

appropriateness to ensure all students can succeed

 Have fun: children naturally love to move. “Children should laugh, play and
interact while engaged in physical activity.”

 Add creative equipment

 Create colorful environment(theme based)

 Provide incentives

 Be a role model: dress, when exercising, doing individual warm-ups, etc

 Accentuate the positive: use gestures and words of encouragement to reinforce

positive behavior

 Encourage self-direction

Dealing with Problems

 Do not allow problems to fester

 Modify protocols that do not seem to be working

 Add appropriate protocols

 Engage the help of parents and significant other people

 Work with student and significant other to overcome the disruptive behaviors

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This is Oikado Grassroots Development Program 2010-2020

 Include special incentives towards desired behavior maintenance

The Martial Arts Children’s’ Program must be a component of the school/dojo/style

Grassroots Development Program. It must be a result of work by the School’s Technical
Board and should embrace all stakeholders of the school. The program must be set in the
background of unprecedented unity and drive to take martial arts/karate to the public.

The involvement of Black Belts holders of instructorship level is also crucial. They must
resolve to speak and act in unity and also paramount to deliver karate practice to the
public in a coordinated and structured way.

The purpose of the program is to demonstrate how martial arts/karate at grassroots level
will proceed from now and in the future. It must also underpin and form the basis
document for the school’s application for funding.

It will also serve as a valuable tool for monitoring and evaluating achievements against
milestones laid down. Vital to the program success is the need to regularly review and
where appropriate make adjustments.

The Grassroots Development Program sits alongside and integrates with the instructors’
development and the re-engineering phase of the school.

All of the above has to come about as a result of the strategic review undertaken by the
school/style.

The Grassroots Development Program must seek to embrace and build the key
component required to achieve youth development. At the core must be the desire to
enable individuals to experience as positive, fun and free atmosphere of martial
arts/karate practice and training and go on to fulfill their true potential in arts. The school
must aim to achieve goals and set on term basis and must embark on the re-engineering
exercise and increase the number of instructors in order to expand the arts throughout the
country. The results are usually dramatic, primarily because enthusiasm for martial arts
practice and training does exist in local communities. Martial arts/karate offers a genuine
and safe alternative to other sporting codes. Its popularity is growing in leaps and bounds
at primary, secondary schools, colleges and university.

Through the program the martial arts school must reaffirm some key strategic decisions:

 Investment in the service area concept

 Belief in the long term athlete development

 Recognition of the need to embrace all parts of the community and country

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 Understanding of the need to work together – administrators, clubs, coaches,

executives, agencies, media, players, sponsors, volunteers.

In order to deliver the Grassroots Development Program extra funding is required. The
school must belief that it will invest its own resources. However partnerships are required
and through the program the school must belief that it can help increase income and
investment. Those who will invest in this program their money will be put to good use.

The architects of the program must welcome feedback on the program. They must work
with everyone to achieve the objectives of the program. Communication will therefore be
essential in that process.

2. PROGRAM GOALS, OBJECCTIVES AND THEMES

Developing a training program certainly begins with setting goals, such as how many
minutes/hours of what kind of training one wants to do each day, week, and month of the
season. Training can be scheduled around the tournaments seasons, each lasting several
months. Modern training programs also use training periods or cycles, in which training
is systematically rotated from lower intensity and duration.

Examples of Clinic Themes:

1. Promoting Better Health for Young People through Physical Activity and Sports

2. Taking Martial Arts/Karate to the People.

3. Sports for All, Forever

Examples of Program/Clinic Goals:

4. To promote an open forum for information, training, practice and experimentation

in the field of martial arts/karate.

5. To help students develop the knowledge, attitudes, skills, behaviors, and

confidence to adopt and maintain physically active lifestyles, while providing
opportunities for enjoyable physical activity.

6. To emphasize key training methodology and training program advances in the

field and highlight the direction of future training drive and promotion of physical
activity and public/youth fitness.

Who Should Attend?

The program must spell out who the program is intended to benefit.

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The target audiences are primarily Youth in- and –out-of-school interested in and/or
practicing martial arts/karate. The program must spell out the age range of beneficiaries
of the program. Primary: 5-12yrs; Junior: 13-16yrs; Senior: 17-21yrs Out: 19-34yrs.

Program Objectives:

21. To promote martial arts/karate as a physical health program

22. To develop martial arts/karate in primary and secondary schools towards realizing
BNSC Vision 2012 and the National Vision 2016: ‘...we cannot be healthy if we
are not fit...”

23. To cultivate brotherhood, friendship through interactive training

24. To help school clubs prepare for the various annual karate championships
nationally, regionally and internationally.

25. To increase the proportion of children and youth in-and-out-of school who engage
in physical education/health program.

26. To increase the proportion of junior and senior secondary schools that provides
comprehensive school physical/health education to prevent health problems such
as violence, alcohol and substance abuse, HIV and AIDS and STI, inadequate
physical activity and environmental health.

27. To improve physical fitness.

28. To reinforce knowledge learned in other subjects areas such as science, math and
social studies.

29. To facilitate development of student self-discipline and responsibility for health

and fitness.

30. To develop motor skills that allow for safe, successful, and satisfying
participation in physical activities.

31. To influence moral development by providing students with opportunities to

assume leadership, cooperate with others, and accept responsibility for their own
behavior.

32. To help students become more confident, assertive, independent, and self-
controlled.

33. To provide an outlet for releasing tension and anxiety

34. To increase the proportion of public and private schools that provides access to
their physical activity spaces and facilities for all persons outside of normal

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35. School hours (i.e. before and after the school day, on weekends and during school
holidays and other vacations).

36. To give students the opportunity to set and strive for personal, achievable goals

3. THE gdp MARTIAL ARTS PROGRAM POLICY: IMPLEMENTATION

GUIDELINES

Guidelines for individual sport activities

(For use in health and physical education sessions and school sport)

a. General

The chief instructor must approve all program activities and personnel.

All program activities must be supervised by a black belt of instructorship level.

Instructors must ensure, when planning and conducting program activities, that,
where relevant

a) the school excursion policy is followed

b) Students are aware of the rules for the activity and the appropriate codes
of conduct.

c) All reasonable care is taken to protect a student from risks of injury that
the instructor should reasonably foresee, including actions of other
students and injury from inanimate objects.

d) Appropriate staff/student ratios are observed.

e) Adequate supervision is provided for both players and student spectators.

f) A portable first aid kit and access to medical facilities, appropriate to the
sport or level of competition, are readily available.

g) Students are instructed to leave the field if injured and appropriate first
aid sought

Where appropriate, instructors must follow the procedures set down in the related
policies listed in the policy document.

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b. Definitions

(a) Intra-school activities refers to the activities conducted within any one dojo
and may be a development or extension of the physical education program. In
some schools, intra-school activities may take the form of competition among
teams within the dojo.

(b) Inter-school activities refer to the activities conducted between dojos from
the same school.

(c) Representative school sport refers to sports activities in which students or

teams compete at district/zone, or national level.

(d) A suitably qualified instructor or leader is formally qualified in a particular

sport or has demonstrated experience in a particular sport to the satisfaction of
the Chief Instructor. Where an adult other than an instructor is invited by the
school to conduct clinics for students, it is recommended that the person
possess accreditation from the school Technical Board

c. Insurance

1. Public transport/hire cars or buses: the school does not provide additional
third party or public cover for staff and students using public transport or
private operations. If participants are not satisfied with the cover provided by
transport companies they should consider additional personal cover.
2. Students: parents should be aware that there is no automatic insurance cover
provided in respect of injuries to students should an accident occur on any
excursion or sporting activity. Parents should be advised to consider whether
they need to take out personal insurance cover for students, especially where
they are engaged in school sport.

d. Safety Guidelines for Sport

An important objective of these procedures is the provision of safe environment

for physical education and sport. Those involved in the conduct of sport need to:

a) Take into account the ways in which the physical and emotional maturity
of a child/youth differs from tat of an adult.

b) Take into account any long term or short term medical conditions of
participants;

c) Ensure facilities and equipment are appropriate and safe;

d) Ensure that participants wear protective equipment where appropriate;

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e) Ensure that participants are properly prepared for their involvement,

especially through quality teaching and coaching;

f) Ensure that first aid is readily available. The dojo must have sufficient
first aids kits (recommended one kit to every 30 students). The first aid kit
must be stocked with minimum basic items: bandages, dressings, slings,
scissors and safety pins.

g) Weight training guidelines:- follow these guidelines to ensure safe and

effective weight training for your karateka;



Teach proper lifting and training techniques


Always have a spotter when using free weights
Insists that karatekas warm up and stretch before lifting and use a


light weight to warm up for each lift
Require karatekas to check weight collars before lifting – slipping
weights can be hazardous. Check the safety features of other


training devices


Teach karatekas to never hold their breath during the lift
Select 8 to 10 exercises suited to your discipline and maturity of


the class
Develop 4-week training cycles for the components of muscular


fitness your karatekas need
Alternate muscle groups during sessions, and allow recovery


between sets of the same exercise
Keep accurate records, including reps, sets, strength, weight, and
so on. Karatekas who are on weight training program must keep


detailed training logs.
Cut back on training when the competition season begins

e. Physiological Conditions

a) General:

 Warm-up and cool down exercises should accompany all


physical education and sporting activities.
Repetitive training techniques should be avoided, and endurance
activities restricted so that developing bones, joints and muscles
are not injured.

 Young people should play in a variety of positions and not in

particular skills.

 For particular sports and/or particular positions, body shape and

size should be considered when matching/positioning players.

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b) Body temperature regulation: compared with adults, children have a

larger skin surface area to body mass ratio, and their sweat glands are
immature, making them more susceptible to heat loss or heat gain. Sport
sessions should not, therefore, be of long duration (over 30 minutes) in
conditions of extreme temperature (over 30 degrees) and humidity (over
50%). Care must also be taken when children are competing in
swimming events in cold water.

c) Weight training: before adolescence, weight training does little to

increase muscle size or strength, time and effort are better spent on skill
development. At any level, weight training should only be conducted
under the supervision of a qualified instructor.

d) Stress: whether children find stressful depends on the attitudes of

parents, instructors and officials. Adults should not set unrealistic goals,
but should instead offer support and encouragement.

e) Sun exposure: organizers of sporting competitions and events have a

responsibility to protect physical education and sport participants, to the
greatest extent practicable, from the dangers of exposure to the sun.
Participants’ must wear protective clothing, including hats, and apply a
15+ sunscreen on exposed skin at regular intervals. Provision of shaded
areas must be maximized.

f. Medical Considerations

a) General – some children have medical conditions that may affect their
participation in physical activity. Particular care should be taken in the case
of long term conditions (e.g. asthma, diabetes, epilepsy, and heart or lung
disease). Instructors should be aware of each child specific needs and also to
know how to deal with any emergency.

b) Blood Spills – in the case of a blood spill which arises from a sporting injury,
instructors must ensure that;

a) A student who is bleeding leaves the activity area until the bleeding
has stopped, all body parts contaminated by blood are cleaned, the
wound has been securely covered with waterproof bandages or
dressings and any blood-contaminated clothing has been changed.

b) Disposable surgical gloves are worn by all those assisting with the
blood spill.
c) Where appropriate, bystanders in the immediate vicinity are removed
from the area until the area is cleaned.

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d) All contaminated equipment is replaced and contaminated surfaces

cleaned, prior to the game or activity recommencing.

e) Contaminated clothes are handled with surgical gloves and stored in

leak proof plastic bags until they can be washed.

f) A student injury form is completed

If bleeding should recur, the above procedure must be repeated. If bleeding cannot be
controlled and the wound securely covered, the student must not continue in the activity.

Older students involved in contact/collision sport and staying under adult rules must be
advised to be vaccinated against Hepatitis B.

g. Facilities and Equipment

Measures should be adopted to reduce the risk of facility or equipment-related injury

during physical education or sporting activities. Those involved in the conduct of
physical education and sport need to:
1) Maintain facilities and equipment in a safe condition

2) Properly supervise all participants during sessions.

3) Where relevant ensure that adequate protective equipment is available and used
for training and competition.

4) Ensure that protective equipment is correctly fitted (mouth guards are the
responsibility of individual participants).

5) Modify equipment, rules and ring dimensions as appropriate.

6) Cancel matches or training where inspection of playing surfaces and equipment

shows they are unsuitable or unsafe for play.

h. Implementation – General

1. Instructors should be aware of the specific physical demands of the activity

and the individual needs of their students. All students should be encouraged
to participate to the best of their ability.
2. parents and community personnel may be encouraged to coach a school
sporting team provided they have formal qualifications and/or demonstrated
expertise and provided a teacher is responsible at all times for the supervision
and welfare of the students.
3. Instructors are encouraged to undertake, through in-service training courses in
coaching for specific sports.

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4. Each school should develop a comprehensive statement and policy of school

sport.

5. The activity, rules, equipment and size of the ring may need to be modified to
suit the age, fitness, skill level, special needs and maturity level of the students.

6. Where appropriate schools should follow modified procedures which have

been accepted by relevant national associations.

7. The activities of each school must be governed by a constitution or set school

sports tournament, organized under the auspices of their affiliation bodies.

i. Safety Checklists

All first aiders should be safety conscious. Safety rules and commonsense help to prevent
accidents. Checklists become very handy in determining one’s level of safety awareness
and ability to identify and make changes necessary in keeping to safer environment. Keep
such checklists handy at all times.

Example of checklist:

Have you:

o Checked your dojo for objects that may cause injury?

o Placed eye level markings on glass doors?
o Selected safe equipment for children class and insured that they are kept in a safe
condition?
o Stored weapons safely and out of reach of children?
o Attached non slip backings to rugs to prevent falls?
o Checked electrical goods regularly for unsafe wear?
o Provided a guard for fires?
o Stored plastic bags safely?

Do you:

o Have the emergency telephone numbers handy?

o Have a fire extinguisher in a central place?
o Have a fire blanket for use on burning items?
o Know the safety rules in case of fire?
o Regularly update first aid skills and knowledge?
o Regularly check flammable items?
o Label and store poisons safely?
o Have the dojo bus checked regularly for roadworthiness?
o Ensure that children are never left unattended in the dojo?
o Always make sure that the dojo is safe for training purposes?
o Always ensure that children are all safety aware?

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o Always ensure that safety and first aid officers are trained?

Everyone has a responsibility to be alert to possible dangers and to prevent

accidents.

Key Points to Remember

1. Develop annual training goals suitable to the age, experience, and maturity of
karateka
2. Outline separate plans for the off-season, preseason, and competitive season.
3. Utilize training cycles within season
4. Develop a training menu to guide each week’s training
5. Schedule sessions twice a day when necessary to accomplish energy and muscular
training
6. Cut back on training as the competitive season progresses
7. Maintain fitness developed in the previous season
8. Be alert to the signs of overtraining
9. Teach karate as to use training logs
10. Help karatekas learn to listen to their bodies
11. Listen to your karatekas.

4. THE CODES OF DEMEANOR IN OIKADO GDP

Codes of behavior for instructors and students must be drawn. The codes must be in line
with standards set by mother organizations. These “Fair Play” codes are for instructors,
coaches, managers, players and spectators. They must provide a practical guide to
reinforce the positive elements of students’ participation in sport. They expound a
philosophy of fair play – with an emphasis on fun, friendly competition and individual
fulfillment. They must be designed to foster programs in which students can participate
with their peers, confident in their abilities and potential, as well as being mindful of the
lifelong benefits of sports activity and physical fitness.

Instructors’ Code

 Instructors have a general duty of care to take all reasonable steps to minimize
the risk of injury/prevent harm to students.

 Encourage children to develop basic skills in a variety of sports, and avoid

over specialization in one sport or in one playing position.

 Teach good sporting behavior as well as basic skills

 Ensure that efforts for both skill improvement and good sporting behavior are
acknowledged.

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 Provide equal encouragement to girls and boys to participate, acquire skills

and develop confidence.

 Recognize and cater for groups with special needs.

 Ensure that skill learning and free play activities have priority over highly
structured competitions for very young children (below year ¾).

 Prepare children for intraschool and representative sport by first providing

instruction in fundamental motor skills and basic sports skills.

 Help children understand the fundamental differences between the games they
play and professional sport.

 Ensure the consequences of inappropriate behavior are clearly understood.

 Make children aware of the physical fitness values of physical education and

 Ensure that playing conditions, equipment and facilities are safe and
sport and their lifelong recreational value.

appropriate to the age and ability of the players.

 Cater for varying levels of ability so that all participants have a “fair go” in
both practice and competition.

 Ensure that sport is appropriate for the age and the skill development of the
students involved.

Code for Administration Staff, Parents and other Adults

 Be reasonable in your demands on young players’ time, energy and enthusiasm.

 Teach your players that rules of the game are mutual agreements which no one
should evade or break.

 Cater for varying levels of ability so that all players have equal time in both
practice and competition to develop their sporting potential. Avoid over playing
the talented players.

 Remember that students play for fun and enjoyment and that wining is only part
of it. Never ridicule or yell at students for making mistakes or losing a
competition.

 Ensure that playing conditions, equipment and facilities are safe and appropriate
to the age and ability of the players.

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 The scheduling and length of practice times and competitions should take into
consideration the maturity levels of students.

 Develop team respect for the ability of opponents as well as for the judgment of
officials and opposing coaches.

 Follow the advice of a physician when determining when an injured player is

ready to play again.

 Remember that students need a coach they can respect. Be generous with your
praise when it is deserved and set an example of good sporting behavior.

 Prepare and conduct sessions based on sound coaching principles.

 Provide equal encouragement to girls and boys to participate, acquire skills and

 Ensure that consequences of inappropriate behavior are clearly understood.

develop confidence.

Code for Managers (of teams)

 Involve students in the planning, leadership and evaluation of the activity where
possible.

 Provide clear communication and opportunities for response for participants,

parents and others involved in the activity.

 Ensure that equipment and facilities meet safety standards and are appropriate to
the maturity level of the students.

 Ensure that rules and length of schedules take into consideration the age and
maturity level of the students.

 Distribute codes of behavior to teachers, coaches, players, parents, spectators and

officials to ensure that all involved understand their authority and responsibility
for fair play.

 Ensure that proper supervision is provided at all times.

Students Code

 Be a good sport

 Play for enjoyment.

 Work hard for your team as well as yourself.

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 Treat all team mates and opponents as you would like to be treated.

 Play by the rules.

 Control your behavior on and off the field.

 Learn to value honest effort, skilled performance and improvement.

 Cooperate with your coach, officials, team mates and opponents.

 Respect and abide by officials decisions.

Spectators’ Code

 Remember that students play sport for fun. They are not there to entertain
spectators and they are not miniature professionals.

 Demonstrate appropriate social behavior by not using foul language, harassing

players, coaches or officials.

 Applaud good performance and efforts from each team. Congratulate all
participants upon their performance regardless of the game’s outcome.

 Never ridicule a player for making a mistake. Positive comments are motivational.

 Condemn the use of violence.

 Show respect for your team’s opponents.

 Respect the officials’ decisions.

 Encourage players to play according to the rules and the officials’ decisions.

5. THE SPECTRUM OF MARTIAL ARTS CURRICULUM: GUIDELINES

Martial arts lessons provide children with fun, exercise, discipline, self-respect, respect
for others, self control and physical skills they can use their entire lives. The martial arts
are a means of self defense, not simply methods of fighting. Children must learn and
practice awareness, quick ways to avoid situations as well as peaceful ways to control
events.
The benefits of teaching students the basics of self-defense in a physical education setting
have a lot of benefits. A basic self-defense program can substantially facilitate student
cognitive, psychomotor, and affective development while at the same time offering a fun
and challenging alternative to regular physical education programs. Cognitive benefits

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include learning basic self-defense concepts such as directions of movement, proper

striking surfaces, the advantages of leverage over muscle, and situational awareness.
Students can greatly expand their psychomotor abilities.

A bird’s overview of a martial arts curriculum will contain the following components:



Philosophy and terminology


Administration


Basics of exercises
Kihon: basics of techniques of stances(dachi), punches(tsuki), blocks(uke) and


kicks(geri)


Kata


Kumite


Bunkai-odo


Tamashiware


Animal form system


Jujitsu


Weaponry


Theory
Etc

One of the most important approaches to mitigate the impact of martial arts on children
and young teens is the provision of psychosocial support service. Psychosocial support
must be an ongoing process of meeting the physical, emotional, social, mental and
spiritual needs of the program beneficiaries, all of which are meaningful and positive
human development.

At the centre of the program should be an awareness of cultural practices, beliefs, and
rituals, which inform one about the manner in which all the other needs should be met.
Culture should be seen as pivotal point for the enrichment of children’s identity.

The Components of Psychosocial Support Services

 Emotional service – it underpins all other needs and includes the need for love,
security, encouragement, motivation, care, self-esteem, confidence, trust and
security, sense of belonging, guidance, understanding, etc.

 Physical service – incorporates financial needs such as food, shelter, clothing,

school uniforms and fees and basic health care etc.

 Mental service – incorporates three aspects: formal education, informal education

(opportunities for observational knowledge, adaptation skills, this support the
child in order to be able to control the environment and access positive

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reinforcement) and general skills (life skills, general knowledge, etc) combined
with motivation and application to succeed.

 Social service- includes being involved in community without feeling stigmatized

or different, developing a sense of belonging, forming friendships and community
ties, acceptance, identity, acknowledgement from peers, opportunities for social
interaction.

 Spiritual service – children’s spiritual needs are for belief in a Higher Being,
which enables them to develop a hope for their future. They also need to develop
trust, and security in their survival. This gives them hope to keep trying, courage
and perseverance to keep trying, to trust in a Higher Being and to whom they can
turn for spiritual guidance and support at difficult times in their lives.

The course of development from childhood to adulthood is long and arduous. There are
two elements of psychosocial development that the program must take into account. The
first is children self-concept and the second, how they relate to others.

The self-concept is a set of attitudes towards a particular object, oneself. It has the usual
components of attitudes. First, there is a cognitive component (what we know or belief
about us). Second is the affective component (how we evaluate and feel about that
knowledge, usually referred to as self-esteem). Finally a behavioral component (how we
are likely to act as a consequence).

The development of self-concept is important because it provides a frame work by which

children interpret their experiences, structure their behavior, and create expectations
about what they expect to happen to them.

The self-concept also acts as an inner filter which lets through certain sorts of information
and shuts out, or rationalizes others.

Development of Self-concept

Children develop a self-image initially through their physical characteristics, then

through what they can do and what other people say about them. When they become
aware of themselves as distinct from others they tend to describe themselves by simple
external features and physical characteristics but as they get older they use their
achievements and more sophisticated non-objective features such as psychological
characteristic, personal attributes and relationships.

Body image – is the picture children have of their bodies and evaluations of them is their
body image. Naturally, such ideas are often inaccurate and cause embarrassment and
frustration, but still influence children’s feelings about themselves.

Performance- when children learn skills they are able to describe themselves in terms of
their competence e.g. able to kick, punch and stretch. During the primary school years (6
– 12 yrs), abilities in particular activities become more important elements of self-

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description. They become more aware of other children and they start to evaluate their
ability by comparison with others.

Significant others – the comments of important people in their lives has most effect on
children’s feelings about themselves. Significant others include family, teachers, coaches
and other children.

Emphasis will differ from system to system and from karate style to another. In choosing
a dojo or style the student needs to know what they are looking for in a martial arts/karate
school.

The curriculum will also focus importantly on the child as a whole; physically, mentally
and emotionally. If one is interested in quality martial arts program, as part of the
education of the children in their life, then they have the best interests of the child in
mind. Martial arts/karate programs should be tailored to meet most clients’ needs.

Daily class sessions will include a mix of variety of basic footwork, kicks, punches and
blocks put together in sequences which improve focus, discipline, control and
coordination.
Once basic moves are refined and coordination is improving more advanced moves
should be introduced such as rolls, throws and break falling, these moves takes the
child’s coordination to new higher level.

Typically the curriculum will go further and lists learning objectives as per age category.

 Kindergarten Class (Age 5 – 7 yrs olds): this age group presents a wonderful
opportunity for fun filled play-oriented program. The program is less focused on
martial arts techniques but more centered on developing polite, cooperative and
healthy kids, with an aptitude for learning and helping others. Exercise, Positive

 Kids Age 8 – 12 yr olds: basic and fun filled calisthenics’ and stretching start
Interaction and Love is the main theme for this group.

every class. Kid’s more than ever, need physical activity and exercise on a daily
basis, and here they will get plenty of it. We start kids to have bodies, not just
strong video game fingers! The curriculum is a combination of techniques and
basic karate (strikes, blocks, parries, and kicks). Self-defense skills and peaceful
interaction are a big theme in this group’s classes. Age, body size, grace, balance,
personality and strength will differ between students, the daily curriculum
requirements are flexible, so that different children can work together, and
practice a variety of techniques that will accommodate these differences. This
means that each student can work at his or her own pace. As skills progress, a
student frequently gets to test his or her self-defense techniques on a variety of
attacks with his or her fellow students. This helps to polish the skills so that with
regular training, reaction to attack becomes second nature. With regular martial
arts training, self-confidence is gained so that one can be calm in stressful
situations in all walks off life. Whether it be sports, classroom or playground, or
in a real crisis.

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 Kids Age 11 – 14 yrs old (Youth-in-Budo): special class for the older kids and
young teens, set up to help with the transition to ADULT training and classes.
Class includes a harder workload; more technically challenging martial arts based
curriculum, and more self-defense training scenarios. While still a fun training
environment, the students are required to train and learn more material. This
group may stay and train in the adult classes, if they bring another age mate as a
partner. This way the youth get a chance to train in Adult classes, but with people
their own age or size.

In addition to learning a wide variety of physical techniques to learn balance,

coordination, cooperation and to neutralize an attack, children should learn how to protect
themselves from a much more common threat: Falling Down. Children should be offered
opportunity to train in the same art of Ukemi Waza that the adults learn. Ukemi waza is
the ability to take falls and rolls safely to protect the body. Children love to tumble and
roll around.

One of the focuses in the dojo is to make learning a lot of fun for the children. Kids that
have fun and are excited about their martial arts school are more likely to continue
training and not be bored. Continued training is the only way for a student (child or adult)
to acquire usable martial arts skills. The mechanics of martial arts techniques can be
taught to a person reasonably quickly , but only through regular partner-practice can a
student be able to have the skills become instinctive and more importantly: effective.

The curriculum will further list learning objectives per belt level for children and youth
who qualify to be examined into the belt rankings.

1. White Belts (1st kyu): introduction to philosophy and terminology; basic

exercise of flexibility; basic techniques of stances, punches, blocks and kicks;
beginners kata.
2. Yellow Belts (2nd kyu): more kata taught; theories of kumite, linear, circular,
walling-up and encircling systems; elbow and knee theories; one step combat,
complex and gang combat; magic set kick theory; hand and foot work theories.

3. Orange Belts (3rd kyu): more kata introduced and taught, repetition of White and
Yellow kata material.

4. Green Belts (4th kyu) repetition of white-orange belts material; Bassai-dai kata
taught. This rank is crucial for transition to advanced materials, strict supervision
to ensure competency.

5. Blue Belts (5th kyu): repetition of white to green belts material; more advanced
kata introduced; weaponry (nanchaku, umbrella, chairs, knife and star throwing,
fighting sticks); hand conditioning theories.

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6. Purple Belts (6th kyu): repetition of white to blue belts material; introduction to
theories of animal systems; introduction to theories of jujitsu, underground
combat strategies.

7. Brown Belts(three levels: 7th,8th and 9th kyu): theories of locks, throws and
break falling; theories of pressure points and revival; more advanced kata
introduced and taught; expert practice, presentation of all materials in previous
belts, theories of grading, dojo organization and management; tournament
officiating; tamashiware; acquisition of exceptional qualities of endurance, body
development, spiritual and philosophical insight and maturity; assessment of
dedication/commitment in the dojo and other .At this level the student is getting
ready to be considered for advancement into the rank of Junior Black
Belt(Shodan-ho) and Black Belt 1st Dan(Shodan).

Dojo Etiquette

The dojo is sacred place where we train ourselves physically, mentally and spiritually.
The students should be taught The Way of respect and observe the following towards
achieving harmony. The following must be observed at all times:

 The students should observe the training schedule. The students should try not to
be late for training.

 Before entering the dojo, remove outer clothing such as coat, scarf and hat. After
taking off your shoes at the entrance, place them neatly in order. If you find some
shoes in disorder, place them in order, also.



If a senior student is standing behind you at the entrance, let him go in first
Upon entering the dojo, say “Onegai shimasu” meaning “please help me”.
Clearly and cheerfully.

 Upon entering the dojo, show respect by bowing to the dojo shrine.

 Always be polite to your instructors, senior students and elders.

 Before starting practice, go to the toilet.

 Always try to keep your training clothes clean and tidy. Always practice in clean
training clothes in the dojo.

 Be aware of your physical condition.

 Keep your finger nails short, to prevent injury to other students when practicing
together.

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 Do not eat for an hour before practice.

 Do not forget to do warm up exercises before practicing, even if you are

practicing alone.

 When you observe the training at the dojo, sit in the proper way, and do not
stretch your legs out. Put your hands on your lap.

 When the instructor calls for “Mokuso” (meditation), close your eyes, breathe
deeply from the lower abdomen, concentrate on the tandem (lower abdomen) and
try to achieve concentration.

 While practicing, listen carefully and seriously to the advice and instructions
given to you.

 When you use the training equipment, handle it with care. Be sure to put it back in
the correct place after using it.

 When an instructor gives you some advice, listen carefully and sincerely. Do not
forget to show that you have heard and understood the advice.

 Each student should know his physical condition, stamina and physical strength
well. Do not force yourself to do the impossible.

 The instructor should always observe the physical condition of each student. Take
a short break in the middle of the training period.

 Five minutes before the end of the training period, do the closing exercises


together with all the students
When the closing exercises are finished, sit in the ‘seiza” form in the original
position.

 Make yourself calm and quiet, concentrate your mind, and recite the precepts of
the dojo.

 Bow to the instructor, senior students and each other with appreciation and
respect

 The beginners and colored belt students should ask the senior students if they
have any questions. It is important to study about martial arts always.

 Do not forget to thank any one who gives you some advice on martial arts.

 Baths which are excessively hot are not good for you. Nor should you spend too
long a time in the bath.

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 Cigarettes damage your health in innumerable ways. Smoking does not have even
one redeeming feature.

 When you injure yourself, do not practice until the injury is completely healed.
Watch the training during these periods.

 Upon leaving the dojo, do not forget to say “Arigato gozaimashita” (“thank you
very much”), or “Shurei shimasu” (excuse me”).

 When training with a partner, bow and say onegai shimasu before beginning any
exercise. Afterwards, thank them by saying arigato gozaimashita or domo
arigato gozaimashita.

 Before performing any kata, bow and say onegai shimasu.

 When changing positions in the dojo, do not walk through the rows. As much as
possible, walk around the outside or between rows.

 When adjusting or tidying your gi, bow and face away from the shrine. Do not
adjust your gi during an exercise unless told to so.

 When standing in yoi, hold your left hand on top of your right. Right on top of left
represents death. The same is true for wearing your Gi; your left side over right.

One of the first difficulties you will encounter during formal training sessions
understands what your instructor is saying. Sometimes you will train with a guest
instructor, or train overseas with people that speak different languages. To make sure
everybody understands each other, we use Japanese/Chinese language. We also use
Japanese/Chinese out of respect and tradition.
The following list of words and phrases is not exhaustive, but contains most common
things you will hear or say when training martial arts.

General Words and Commands

 Karate- “empty hand” or weaponless art of self-defense

 Dojo – place for learning the way, name for training room/hall
 Obi – belt


Gi /dogi– karate uniform
Sensei – instructor(also title conferred to black belts of instructor level status
 Sempai – senior student
 Hajime – begin at your own speed, continue to your own count, as in free


sparring or kata
Yame – stop
 Migi – right side

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 Hidari – left side

 Mokuso – meditation
 Yoi – ready position(for kata etc), in mosubi stance, hands one fist in front of belt,


crossed left over right, palms down.
Ashi o kaete – change stance, as from left to right(ashi means foot/feet)
 Te o kaete – change hands, used for all hand techniques(te means hand/hands)
 Mawatte – turn around/about face

Directions (to strike, etc)

 Mae – front
 Yoko – side
 Mawashi – around, e.g. round-house
 Ushiro – back

Areas (to strike, etc)

 Jodan – upper level, collar and up(e.g. face, head, throat)

 Chudan – middle level, belt up to collar
 Gedan – lower level, below the belt(e.g. groin and legs)

Counting to Ten

There are two ways of counting to ten in Japanese, we use the method adopted from
China.
 Ichi – 1
 Ni – 2
 San – 3
 Shi / Yon – 4
 Go – 5
 Roku – 6
 Shichi – 7
 Hachi – 8
 Kyu – 9
 Ju – 10
 Niju – 20
 Sanju – 30
 Yonju - 40
 Goju – 50
 Rokuju – 60
 Nanaju – 70
 Hachiju – 80
 Kuju – 90
 Hyaku – 100

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Take note that there is variation in how these numbers are pronounced, even amongst
native speakers. During training the words are often shortened to one syllable for
emphasis and simplicity.

Typical Opening Ceremony

Each training session will begin and end with a short ceremony to show respect for your
instructor, the dojo and your fellow students. There will be some variation between dojo
and instructors, but it will go something like this:



Senior student: Shugo (line up)


Senior student: Ki o tsuke (attention)


Senior student: Seiza (kneel)


Senior student: Mokuso (close eyes/meditate)


Senior student: Mokuso yame (open eyes)


Senior student: Shomen Ni ( or Shin-zen Ni) (face forward toward shrine)


Senior student: Rei (bow)
Everybody; Onegaishimasu ( “Will you please teach me” said to the instructor as
you bow to start class or to your fellow student before you as you begin working

 Senior student: Sensei Ni (face towards instructor)

together)

 Senior student: Rei (bow)

 Everybody: Onegaishimasu (”will you please”)

 Senior student: Kiritsu (or Tatte) (stand up/face front)

Typical Closing Ceremony

 Senior student: Shugo (line up)

 Senior student: Ki o tsuke (attention)

 Senior student: Seiza (kneel)

 Senior student: Mokuso (close eyes/meditate)

 Senior student: Mokuso yame (open eyes)

 Senior student: Shomen Ni (face forward towards shrine)

 Senior student: Rei (bow)

 Everybody: Arigato Gozaimashita (thank you very much) said to the instructor
as you end class, or to fellow student as you finish working together.

 Senior student; Sensei Ni (face forward towards instructor)

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 Senior student: Rei (bow)

 Everybody: Arigato Gozaimashita(thank you very much)

 Senior student: Otagai Ni (face fellow student)

 Senior student: Rei (bow)

 Everybody: Arigato Gozaimashita(thank you very much)

 Senior student: Shomen Ni (face forward)

The instructor will then get up and leave, then students in order of descending rank. Each
student bows before standing, stands, and bows to the dojo shrine and other students
before leaving.

Take note that some of the words and phrases we use in martial arts may not be correct
Japanese/Chinese. The language we use has evolved over a long period of time and has
some different meanings to modern Japanese/Chinese.

Examples of Dojo Kun/Creed

1.Oikiru-Ryu Karate-Jitsu-Do(OIKADO )

Humility is my sword, respect my shield, patience my chariot, self-control my armor, logic my

strength, discipline my pride and in our quest for peace and in serving each other we all become free.

2. Jundokan

Be mindful of your courtesy with humbleness. Train yourself considering physical strength. Study and
contrive seriously. Be calm in mind and swift in action. Take care of yourself. Live a plain and simple life.
Do not be too proud of yourself. Continue training with patience and humbleness.

3.Dojo Kun of Master Seikichi Toguchi

Be always courteous and humble. Cultivate peaceful mind. Learn to be patient. Strive hard to be better
person. Try to develop your spirit and the techniques of Karate in the same level. Apply the principles of
Karate in your daily life.

Incorporating Wushu In to Curriculum

Wu Shu means martial art, and in ancient times it was used primarily as a form of
combat in China. Since 1958, China revised the old traditional Wu Shu forms by
combining them with Peking Opera, gymnastics, and acrobatics to create a
contemporary art form that is aesthetically pleasing, visually exiting, and physically
demanding. While the forms still contain kicks and punches, emphasis is now on
developing the physical abilities of the performer, and interpreting the flavor and

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spirit of each particular style of Wu Shu. Further, the movements are sometimes
choreographed to music to create a truly exciting art form. Chinese Wu Shu contains
over 300 different forms; there are Northern and Southern styles, internal and
external forms, forms that imitate animals, and forms with weapons. Wu Shu may be
practiced and performed by persons of any age or sex, as there exists a great
multitude or forms to study.

Wu Shu as taught in the Academy emphasizes the development of health,

discipline, flexibility, and coordination for each student.

Wu Shu Sayings:



"The fist resembles the speed of a meteor, the eyes are as quick as lighting."
"The movements of the spear is like a floating Dragon; the sword is as graceful as


the Phoenix in flight; and the broad sword is like the fierce tiger."
"If you practice only the form of fist and not the basics, even if you practice until old


age you still will not achieve success."


"Practice breathing to strengthen the internal organs; practice external movements
"Take years to practice the fist, months to practice the stick, and every day to


practice the spear."


"The spear is the king of all weapons."


"The stick is the grandfather of weapons."
"The fist strikes 30%; the legs strike 70%."

6. THE BENEFICIALITY OF PRACTICING MARTIAL ARTS

Martial arts have a highly destructive potential and as such it is important to place strong
emphasis on non-violence. A physical confrontation should be avoided whenever
possible. The rationale behind concept of non-violence is two-fold. First, as the student is
confident of his skill he recognizes that he has a better than average chance of defending
himself successfully. Thus it is unnecessary to prove he can if such a confrontation can be
avoided. Secondly, a physical confrontation indicates that all rational means of resolving
the problem have failed. It is humanely degrading to become involved in a physical
confrontation – it indicates that reason and intelligence have failed. As the student
masters basic techniques and the ability to integrate them rationale increases and
confidence is high.

If martial arts are learned as art – perhaps for relaxation, the student can gain much more.
He can look at art as art form rather than solely as a means of self defense. He can see
why techniques are done as they are and what makes them work. If he can understand
them he can adapt them to different situations and integrate basic moves with one another,
knowing in advance what consequences will be. The process can be related directly to
daily life.

Learning the art also involves developing a great deal of patience. Techniques are not
learnt and then put aside. They constantly reviewed, improved upon, modified and

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perfected. A good instructor will strive to train his students psychologically as well as
physically.

By understanding martial arts – the art and its concepts – it is possible to recognize that
you can have greater control of your environment while accepting it at the same time. By
studying the art you can develop a better understanding of the limits of your environment,
yourself and others. This is particularly true if you become an instructor.

The five excellences give martial arts mystique! And provide the philosophical
underpinnings of oriental martial arts. It is sad to note that these are missing from our
training halls. It is these excellences that will make you a superior man. These five
excellences are;

 Wisdom through meditation

 Knowledge through the arts

 Refinement through the arts

 Compassion through healing and

 Strength of spirit through martial arts.

If one can wed the five excellences with self-defense techniques, then one can
demonstrate the virtues of the Way and attain the ideal of superior man.

The aim of meditation is to develop greater awareness and stronger focus. This involves
de-emphasizing what is irrelevant, thus allowing what is truly important to move to the
forefront.

It is important for anyone who can wreak havoc with the physical structure to understand
the effect and extent of their actions. Only with this understanding can power be wielded
responsibly. When one experiences suffering firsthand, the reluctance to inflict pain
increases. This is the root of compassion and it is where we find the true strength of the
warrior and this requires courage.

Many of the benefits that come from putting adults into martial arts program also apply to
children. The children’s’ world has many problems and dangers that can be controlled
through good training in the martial arts.

6.1. Balance, Agility and Coordination – some of us were awkward as children. Others
were naturally athletic, flexible, and coordinated. The gawky ones get older and grow
into their bodies, but they have not really learned the limits of their bodies. The graceful
ones often find that they can not do what they have always done so easily. In either case,
training in martial arts is filled with balance drills, stretching exercises, and many of the
activities serve to develop better coordination. If one wants to spent adulthood

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comfortable, martial arts training is one of the best ways to get one’s body into good
shape.

6.2. Strength Training – a typical martial arts workout includes deep stances, push-ups,
sit-ups, slow kicks, and, many other exercises that work major muscle groups as well as
the micro-muscles that machine exercises often miss. The workout emphasizes many
different types of movement. A well trained body will apply its full strength throughout
full range and in many directions. The type of strength built in this practice lasts
throughout long life.

6.3. Aerobic Conditioning – cardio-vascular conditioning has always been part of

martial arts. Aerobic exercises are essential for conditioning the body and most
importantly for building stamina and endurance. In modern terms few things are more
aerobic than sparring. Cardiovascular fitness is a major benefit. The majority of martial
arts fitness activities are aerobic-type activities in which children must breathe properly,
thus pushing oxygen to all parts of the body.
This helps and increases the child’s breathing techniques and strength within the lungs
itself therefore strengthening the oxygen supply to the body.

6.4. Confidence – the mind is part of the body, the body is part of the mind. This is a
simple philosophical fact. When the body slows down, so is the mind. If the mind loses
focus, so does the body. People who do not exercise are more prone to depression.
Developing physical confidence through training the martial arts will also produce mental
confidence. Martial arts techniques are truly mastered if the mind is truly focused. A
mind that accomplishes a complex form/kata knows it can accomplish many things.
Martial arts increases children’s confidence by giving them the knowledge they need to
defend themselves not only physically, but mentally as well. They will be strong enough
to not become victims of bullying from schoolmates and will have the ability to stay calm
in stressful and potentially harmful situations by teaching them how to handle stress
without losing their temper or simply becoming flustered.

6.5. Social Interaction – friendships can start in many ways, but mutual respect is
probably one of the best. In a martial arts school, you will be growing and accomplishing
in the company of others on the same path. They will appreciate your achievements, and
you will appreciate theirs. Not everyone in the school will become your friend. But even
those who do not will still understand and respect you because they have gone through
the same struggles.

6.6. Meditation – this offers one opportunity to experience the world at a different level.
A level of mysticism. Meditation offers one simple experience. Training martial arts is
not a mindless activity. To keep safe from injuries, practitioners need to have complete
concentration and focus at all times during training. This ability to concentrate will carry
over to other parts of your children’s lives, even school. They will become more aware of
their surroundings and will be less likely to “zone out” during the school day. They will
have improved focus and concentration that will help them during school lessons, while
doing homework and even when studying and taking examinations.

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6.7. Pain Management, Injury Recovery – like many people, I have had major injury.
Like many martial artists, I remembered simple breathing techniques as I waited for
treatment. Pain which can rise up and produce panic, stayed in its place. These techniques
work.

6.8. Self-defense – training martial arts is like insurance. You hope you never need it, but
you are happy to have it when the need arises. Most people are against training martial
arts as they reason that will be promoting violence. Contrary to these claims and believes,
the biggest part of self defense that you get from martial arts is the focus, concentration
and confidence you gain to handle pretty much any situation that comes your way before
it gets physically violent.

It does however; also give you the physical skills to defend your self if you need to.
Many people think self-defense as an aggressive response to any situation. In real life
martial artists rarely get mugged. Their self-confidence makes them unlikely targets.
Awareness keeps martial artists out of most situations. Their skills greatly increase the
chances of surviving an attack.

6.9. Fun – the pleasure of learning something new is always fun!

6.10. Educational Benefits of Practicing Martial Arts: - martial art as an international

practice has no boundaries and as such contributes in establishing friendships and peace
among nations. When done as a sport it distinguishes itself as a form of discipline and
respect that underlines the great spirit of Tao, the emotional, social and intellectual
development of practitioners run parallel to the physical achievement of the martial artist.
As a systematic and constructive activity it develops the intelligence of the child.
Although the concept of intelligence is very wide, it is certain that the basis of all
intelligence is perceptual-motion as it is through our senses that we discover knowledge.
As a perceptual-motion activity can be an aid for children with learning disabilities. Some
of the most important perceptual-motion functions and its bearing on scholastic
achievement are listed below.

 Balance – this aspect is not only a first requirement in martial arts but a very
important aspect of early childhood development. A child who still has a
problem of balance when entering primary school will (not) probably develop
one form or another of learning disabilities.

 Midline – the child who, because of a balance problem is unsure of his body
midline will normally have problems with left-right orientation which is a
crucial milestone in school as reading and writing is done from left to right.
Children with such a problem normally reverse their reading and writing.

 Lateral Dominance – a great majority of children are still unsure as to which

hand to write with. A child with this problem willoften reverses numbers,

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letters and words and develops illegible hand writing. In the various martial
arts techniques that child will soon internalize the concept of left and right and
will quickly find out which is his/her strong side.

 Body Scheme Image – the child does not only discover the workings of
his/her own body parts but transfers this knowledge to the body of his/her
opponent (uki). This is a very important milestone in the development of
spiritual orientation. This in fact, is the mathematical concept.

 Gross Motor Coordination – the various, often very complicated movements

that the karateka has to master cannot take place without excellent body
control. The immediate effects of these activities is motor strength, but on a
higher level it effects body posture(self image) and is the gateway to many
other perceptual-motion as well as conceptual achievements.
 Fine Motor Control – through the discovery, the working of his/her
dominant(strong) side, the karateka strengthens his/her hand muscles which in
turn will lead to better handwriting and writing endurance of interest, the pupil
at school is mostly judged on his/her written work.

 Spatial Orientation and Directionality – A majority disability can be

ascribed to dysfunctions in this area. Not only is mathematics a spatial science
but also the perception of forms in reading and writing. A child who has a
spatial problem will have difficulty distinguishing p, b and d. Reversals in
reading and writing can then become common. It is this very important area
where martial arts techniques are of utmost value.

Perceptual-motor development in martial arts does not remain on a perceptual level only:
perception is just the first stage to conception (intellectual) development. There are also
many emotional parallels that can be drawn e.g.: a person who is well-balanced, a person
who is disoriented; a person who has no direction in life.

In conclusion, martial arts develops the whole person through play, discipline, respect
and discovering one self in one’s opponent and as such may lead to happier and better
adjusted individuals.

Appendix 2

2014 TOIKADO YEAR PLAN

DATE DESCRIPTION FACILITATOR / EVENT

MANAGER
January Individual Training Kgosi/home dojo

January Open Gashuku. Mabutswe Kgosibodiba

11,18,25 Hill,Tlokweng.* Done

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(5am-9am)
.
January 31 Last date for Kyu Grading sessions Dojo instructor

February 8(5- Black Belt Gashuku. Tlokweng Kgosibodiba

9am)

February 15 Dojo Management w/shop (P200 per Makgabenyana / Tagwa

participant/dojo).

February 20-27 3rd African Jnr Wushu Kgosibodiba

Championships

February Cape Town training attachment all Kgosibodiba

concerned. Dan candidates.

March 01(10- Seminar/Discussion. Tlokweng. Kgosibodiba

12Noon)

March Dojo Visits Kgosibodiba

March 10-24 Kyokushinkai Durban Internship Kgosibodiba

March 21-22 All Africa Tournament, World Technical Board

Kyokushinkai Kobudo Org,
Durban@ Isibiya Tech College

March 31 The Last Date to Submit Thesis, Kgosibodiba

Brown and Black Belts candidates

April 5&12 Combat Gashuku. School Clubs. 5th Kgosibodiba

(8am-3pm) South, 12th North. P500 fee,P200/ind

April Kgosibodiba

April Kgosibodiba

April 26 2014 AGM /2013 Oikado Awards. Chunga/Mmereki /

Grading Black Belts. Lobatse Monkge

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May Dojo Visits Kgosibodiba

May 3(6am- Open Gashuku, Mabutswe Kgosibodiba

12Noon) Hill,Tlokweng.

May 10 Kgosibodiba

May 17,24,31 Kgosibodiba

May 24-25 Winter Camp (Jujitsu Makgabenyana / Tagwa

Gashuku)...Good Hope/Lobatse

June 1(5am- Open Gashuku.Mabutswe Kgosibodiba

9am) Hill.Tlokweng.

June 7

June 14

June 21

June 28 Blackbelt Indaba. Francistown. Oitsile/Gojesamang

July Dojo visits* Kgosibodiba

July 5 .

July 12

August 2
.
August 9 Oikado National Grading, North Technical Board

August 16 Free Free Free Free Free Free …………………

August 23 Oikado National Grading , South Technical Board

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August 30 Last Day to Grade Completing Technical Board

Students at Kyu Levels

September 6-7 IKO World Tournament, Durban Technical Board

KZN

September 13

September 20

September 27-1 Botswana Independence Holidays

October

October 4

October 11

October 18

October 25

November 1

November 8

November 15

November 22

November 29 Summer Camp(Venue)(Animal Chuma/Gojesamang

Forms /Tagwa

December 6

December 13 Black Belt Indaba and Gashuku.

Francistown.

December 20

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December Individual Training

Sensei and dojo wishing to invite Kyoshi to their activities should consult the
TOIKADO 2014 Planner carefully to avoid clashes and non-availability of Kyoshi.
They should also take advantage of Kyoshi’s ear-marked months for dojo visits
coded green. Kyoshi’s activities are coded red and the black and other codes as
shown on calendar coded are OIKADO events and activities in which he takes part
as president and member of Oikado MA School. The purple code is for wushu
events kyoshi has earmarked to attend. By circulating and sharing this TOIKADO
2014 planner with you, it also serves as invitation particularly to Kyoshi’s Gashuku and
seminars. The gashuku program and seminar topic(s) shall be circulated a month in
advance of the activity. Kindly note the times and duration. Kyoshi’s advises all sensei to
check the Oikado, Africa Wushu Federation and IKKO 2014 planners for ear-marking
activities and events they would wish to attend and therefor include in their planners.
Toikado is a martial arts service department in Kyoshi’s companys called Ntebeng
Investment Group(Pty)Ltd and Nevaldin Enterprises(Pty) Ltd t/a GTOM Motor
Specialists.

We wish you the best as you endeavour to improve our processes. Towards a better
organised Oikado and dojo.

Feel free to adopt and edit this planner for your own and that of your dojo.

I reserve the right to change my plan without notice to interested parties. Kindly
confirm with me in advance if you intend to participate in any of my personal
schedule.

CURRICULUM VITAE

Moses Racana-Martin Kgosibodiba

Profile:
I am not only good at organizing people I also excel at involving the team at the
earliest opportunity and win their buy-in from outset. I am good at dealing with
people.

SURNAME: KGOSIBODIBA
FIRST NAME: MOSES
OTHER NAMES: RACANA-MARTIN

DATE OF BIRTH: JUNE 28, 1964 SEX: MALE

MARITAL STATUS: MARRIED NUMBER OF DEPENDANTS: 3

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PHYSICAL ADDRESS: PLOT 2 SEFOKE WARD, MASETLHENG, TLOKWENG.

PERMANENT ADDRESS: PO BOX 45138, RIVER WALK.GABORONE.
CORRESPONDENCE ADDRESS: PO BOX 45138 RIVERWALK, GABORONE.

EMAIL: 1. topattention@yahoo.com 2.topattention64@gmail.com

CONTACT TELEPHONE: (+267) 72610566 (mobile)

NATIONALITY: BOTSWANA
NATIONAL ID NUMBER: 605810303
PASSPORT NUMBER: BN0014403

LANGUAGES: - proficient in spoken and written word in English and Setswana

COMPETENCIES:

Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Microsoft Access,

Microsoft Project, Lotus Notes
Developed professional speaking skills through delivery of instructional materials
as a teacher of Biology to senior secondary school students from 1988 till present.
Developed professional public speaking skills and presentation across a diversity
of audiences as a panelist as well as script writing, editing and validation with
Teacher Capacity Building Program TalkBack Tv program and as resource person
for Guidance and Counseling Program Development.
Presentation skills and Microsoft PowerPoint presentations further enhanced in
my present position as Project Officer (HIV/AIDS Leadership Skills
Development).
Analytic and sound report writing skills.
Mounting HIV and AIDS campaigns
Negotiation and interpersonal skills
Organization and management skills
Excellent leadership and supervisory skills
Designing monitoring and evaluation tools, baseline surveys, situational analysis.
Project technical analysis.

EDUCATION:

1. Diploma in International Trade (Wade World Trade, 2003) (home program)

1. Import/Export Agency – drafting agency agreements, product selection and sourcing,
market search and sales, terms of trade and transportation methods, payment of goods
2. Growth and Opportunity in Global Trading – cultural issues, trading blocks,
emerging blocks, GATT and WTO, Regional Trade Agreements
3. Practice and Procedures in Import/Export- export pricing and terms of delivery,
export and shipping office, export packing and transport, export documentation, import
procedures, movement of goods, freight rates, legal aspects of exporting.
2. Postgraduate Diploma in Counseling Education (University of Botswana, 1999)

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3. B.Ed. (Science) (Biology major) (University of Botswana, 1990)

4. Biology Examiner (ERTD + UCLES, 1994)

APPOINTMENTS:

1. Project Officer,” The Development of Leadership Skills in the Management of

HIV & AIDS for Secondary Schools” UNESCO (JFIT) project.
September, 2005.
2. Senior Teacher Grade I ( Guidance and Counseling)(September 1st,2001)
3. Acting Senior Teacher (Guidance and Counseling)(January-August 2001)
4. Senior Teacher Grade II ( Biology )(October 1st, 1999)
5. Teacher ( Biology + Guidance and Counseling)(April 1st,1996)
6. First appointment to Teaching Service(June 1st,1990)
7. Other Appointments:
Member and Secretary, District Counseling Committee(District Multi-
Sectoral AIDS Committees) Responsible for examination and coordination,
design and production of IEC and instructional materials on HIV & AIDS
counseling.
Member, National Schools’ Counseling Panel, responsible for material
acquisition, monitoring and evaluation of the schools’ Guidance and
Counseling program. Also serve as resource person on program
development.
Principal Examiner(BGCSE Biology)(December 2002)
Senior Examiner( BGCSE Biology)(December 2000)
Team Leader( COSC + BGCSE Biology)( December 1998)

WORK EXPERIENCE:

1. Guidance and Counseling:

conduct personal, social, educational and career guidance and counseling
conduct individual and/or group guidance and counseling
chair the placement committee which offers career advice to students on subject
choice into form 4 in senior secondary school
private practice
Coordinate student development programs through personal planning advice,
guidance and counseling and through outreach programs help them realize their potential.
as a resource person in the area of program development
Examine and coordinate current and ongoing HIV/AIDS counseling activities and
make recommendations for improvement and sustenance.
Assist in the establishment, expansion and maintenance of inter-sectoral collaboration
in matters regarding HIV/AIDS counseling.
initiate suggestions for the necessary operational research and other relevant work on
HIV/AIDS counseling
1.10. Facilitate monitoring and evaluation of HIV/AIDS and counseling
services.

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1.11.resource person and trainer, Schools Guidance and Counseling Program

Development

2. Teaching: 26 years of Biology tutorship and Guidance and Counseling.

PERSONAL CHARACTERISTICS:

Strong personality
Focused
Attention to detail
Independent worker
Excellent reporting skills
Visionary + Strategic thinker
Decision-making skills
Leadership skills
Ability to influence relationship building
Excellent interpersonal and communication skills
High drive energy and infectious enthusiasm!

SPORTING PERSUIT:

Black Belt holder and senior student in the martial arts system of
OIKIRU-RYU-KARATE-JITSU-DO (OIKADO), Botswana.

I am currently president of the OIKADO Martial Arts School and custodian of

the OIKADO system (Botswana chapter).
I am founding president of Botswana Oikado Kung-Fu Wushu Federation
(March 2009). Since affiliated to the African Wushu Federation (AFWF).
Attended AFWF 2009 Extraordinary Congress in Tripoli September 10-14, 2009
and member of special committee on AFWF constitution.

Currently involved on voluntary basis as a national coach to school and public

clubs. My mandate is to equip clubs with training methodology and issues on club
administration.

Initiative: I introduced the nation-wide annual schools’ karate championships in

1990. I have since served as its chairperson and chief referee. The championship is
part of activities in our grass-roots development program. Training clinics and
coaching and examinations are offered free. I am founding president of Botswana
Wushu Federation (March 2009).

Martial Arts Systems Studied:

Traditional and Contemporary Wushu (Taolu, special interest in animal styles)
Oikiru-Ryu-Karate-Jitsu-Do (OIKADO, Hanshi Dr.Patrick S. Makgabenyana)

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Kyokushin-kai Kan Karate-Do (1998 KZN-MA, Shihan Alpheus Sabela)

Koden-kan Danzan-Ryu Jujitsu (1988 special interest in shiatsu, healing
Massage, Grandmaster Ramon Lono Jr)
Goju-Ryu (IOGKF, distance learning + mekaden kyu thesis)
Jeet Kune Do( 1984/5 Sifu Thomas Tladi)

Martial Arts History and Ranking

1979 – I started training martial arts as a secondary school student at Lobatse

Secondary School.
1979 – 1983:- martial arts/karate styles studied under various Sempai: Shukokai,
Shotokan, Jeet Kune Do and Kung Fu Wushu.
1984 – 1986 as student at University of Botswana I studied Jeet Kune Do under the
late Sifu Thomas Tladi in the company of Sensei Nathan Kgabi(Sankukai Karate Do).
1986-till present I came under the instructorship and mentorship of Kyoshi Patrick
Makgabenyana, Oikiru-ryu Karate-Jitsu Do(OIKADO)
1988- Ranked Blue Belt, OIKADO and the same year elevated to Brown Belt 1st Kyu.
1989- April awarded the rank of Black Belt 1st Dan, OIKADO. During this period
February-March, I also came under the instructorship of Grandmaster Ramon Lono
Jr of Kodenkan Danzan-ryu Jujitsu, with special interest in healing by
massage(Shiatsu)
1990 – 2000:- Chairman of Technical Board and Chief Referee, OIKADO Secondary
Schools Karate Championships.
1992-till present: I was ranked to Black Belt 2nd Dan in 1992 and conferred Senior
Instructor, OIKADO (all Brown Belts are expected to go through my instruction
when considered for examination into the ranks of Black Belt Dan levels.
1996 – till present: President, OIKADO Martial Arts School
1998 – title of Yodan/Shidan (4th Dan Black Belt, OIKADO) was conferred upon me.
2004 – I was inducted into the phase of Menko-Kaiden and was graded to rank of
Godan, OIKADO.
2009 - I was inducted into the masterhood phase and true Oikado disciple and
conferred Rokudan and title of Kyoshi

Martial Arts Workshops/Seminars/Gashuku

1986 – present:- I have held several training and coaching clinics with secondary
school and public martial arts clubs. The emphasis is on training methodology,
combat theory and application, examination and grading.
15 – 17 July 1995:- Gashuku/seminar. University of Botswana Karate School.
Various topics. I presented on Refereeing, Standardization of OIKADO Kata. Taught
Taikyoku Shodan, Nidan, Sandan and Yodan and gave a synopsis of Secondary
Schools Karate Clubs and tournaments.
5 April 1996 the same Gashuku/Seminar was repeated to capture those who did not
attend the July 1995 edition.

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9 February 1997:- University of Botswana Karate School Gashuku. It focused on

endurance, strength and stamina building. It also exposed participants to the science
behind MA exercises.
8 March 1997:- 9am -3pm. Moeding College Gashuku. 30 participants. Head
instructor and assisted by Sempai Mbikanyi Magina (Brown Belt 1st kyu) and Sempai
Gaabadzo Moseki (Brown Belt 1st kyu). Combat theory and application. We taught
Heian Shodan, Tekki Shodan and Taikyoku Shodan.
11 October 1997:- Lobatse Ipelegeng CJSS. 40 participants.9am-4pm. Main focus of
the Gashuku was to standardize Heian Shodan Nidan, Magic Set Kicks A, B, C and D.
Combat theory and application. Taught Tekki Shodan and Heian Sandan.
23 April 1998 – 10 May 1998:- on attachment to the Kyokushin-kan Karate-Do
Kwazulu-Natal Martial Arts Academy, Durban. This attachment was to expose us to
alternative training methods and outlook in other systems/styles. I was under the
instructorship and careful eye of Shihan Alpheus Sabela.
18 July 1999:-8am – 3pm. Maun OIKADO Tshwaragano Club under Sensei Soccer
Seokana. 15 participants. Training and examination and ranking.
8-9 April 2000:- Day 1, 4am -8pm; Day 2 6am – 12 Noon. I was Head instructor.
MASS OIKADO Senior Secondary Schools Training Camp, Masunga Senior
Secondary School. 7 schools clubs participated (80 participants). The two-day camp
focused through Martial Arts teaching on establishing and encouraging brotherhood
through sports partnerships between school clubs.
28 January 2006:-7am – 3pm. Gaborone Senior Secondary School (GSS) MPH,
OIKADO Nation-wide training and coaching clinics. Gaborone region.40 participants.
24 June 2006:- OIKADO Black Belt Gashuku.8am – 4pm.GSS MPH.20 participants.
10 March 2007:- GSS MPH, 8am -4pm. OIKADO Black belt Gashuku.20
participants.
7 October 2006:- 8am – 3pm.Ipelegeng CJSS Hall. OIKADO Nation-wide training
and coaching clinics.30 participants.

Martial Arts Literature/Publications

I have helped research; edit and proof read The Martial Arts Legacy Volumes and in
some wrote the introduction and some chapters and as co-author.
Published books: 1. The Beginnings of Martial Arts Botswana 2. The Exponentiation
of Martial Arts Botswana 3. The Tao of Oikado

30 April 1987: “A Question and Answer Session” between Kyoshi Patrick

Makgabenyana and Sempai Moses Kgosibodiba, University of Botswana Karate
School.
30 April 1996, “Anti-Thesis of The Spiritual Way”. A thesis theory paper
submitted as part requirement for the award of Black Belt 3rd Dan, OIKADO.
September 1996, OIKADO Grading Report: 1990 – 1996.
April 1994, “Self-Defense: Bujitsu[Use and Functional Comparison]. A theory
paper on a comparative analysis of self-defense techniques and their application in
public self defense settings.

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24 September 2004,” OIKADO Historical Background: tracing our origins. A

paper by Kyoshi P. Makgabenyana and Shihan M.Kgosibodiba.
30 September 2004, A Comparative Analysis and Ante-mortem of Systems. This
thesis compares Goju-ryu and Oikiru-ryu Karate-Jitsu Do. This paper was submitted
as my Menko Kaiden (Mekaden Kyu) thesis for advancement into the rank of Black
Belt 5th Dan, Godan, OIKADO and into admission to membership and rank
recognition by the N.C.M.A.
31 December 2005, OIKADO Grassroots Development Program: 2006-2010.
This is a position paper still to be adopted with the theme “Promoting Better Health
for Young People through Physical Activity and Sports: Taking Martial Arts to the
People.”
30 September 2006, OIKADO Lecture Notes Series 1-6: 1. Mind and Face; 2. Kata,
3.Techniques; 4.Techniques of Observation, Hearing and Association; 5.Combat
Theory and Other Aspects; 6.The Ninja; 7. The Negative Heart of OIKADO.
12 August 2006, 8.Training and Advancement in OIKADO. This paper gives a
synopsis of phases of development and advancement for Black Belts in OIKADO,
requirements at each phase.
30 April 2007, OIKADO Martial Arts Titles: Special Policy. This is a position
paper intended discussion and encourages development of policy in OIKADO Martial
Arts School on conferrement of titles to Black Belt holders in OIKADO.
31 May 2007, A New Structure for OIKADO Martial Arts School. This is a
position paper intended to ignite discussions and dialogue and help shift paradigms in
view of restructuring of OIKADO.
18 September 2007, Martial Arts and Primary Schools: basics and guidelines. A
thesis required as part-fulfillment to be accepted into Master-hood status and release
from mentorship.
January 2014, The Beginnings of Martial Arts; Oikado Botswana. A thesis in the
making for the 7th Dan, Schischidan Oikado

Referees

1. Hanshi Dr. Patrick Solomzi Makgabenyana, 8th Dan

Oikado Martial Arts School International
PO Box 1533
Lobatse. Botswana.

Tel: +267 319 0814 email: pmakgabenyana@gov.bw glaetsang@gov.bw

cell: +267 76376670

2. Hanshi John Taylor, 9th Dan

Chairman Australian Kyokushin Karate Association Incorporated
Vice Prsesident, IKO Matsushima Kyokushin Karate
130 Hewlett St. Bronte, N.S.W.
Australia 2024
Email: shihantaylor@ozemail.com.au
Tel: +2 9389 0252 / 0418 284 100

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3. Shihan Khanyisani Mazibuko,5th Dan

RSA IKO Matsushima Kyokushin Karate
129 KE Masinga Rd, Kingsmead.
Durban
Tel : +27 824476683 / 718521711
Email : khanyisani@reshebile.co.za

4. Sensei Dr. Patrick Masokwane, 3rd Dan

PO Box 501978.
Gaborone.
Cell : +267 71756200 email : masokwane@yahoo.com

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