Blackbelt

I am very proud of the fact that on June 19, 2005, approximately 3 years after beginning my journey in taekwon-do, I was awarded my 1st Dan Black Belt by Sabum Spiro Cariotis. I have trained at least 3 times a week for all but the first month or so of my training, and I trained almost daily in the 6 months leading up to my grading so it was a big commitment in terms of time and energy. The blackbelt was certainly a motivating goal to keep training, but it has not been the endpoint in itself – I have continued to train 3 times a week since my grading and am still as passionate and as enthusiastic about taekwon-do as when I started. I suspect that I haven’t updated my blog until now because I needed the evidence (for myself and maybe for others) that it would indeed be the case that I would keep training with a passion. My blackbelt as an achievement in isolation is actually meaningless since in physical terms I am only just beginning to feel comfortable with moving and thinking as a “martial artist”. I am fully aware that to think in terms of expertise takes at least 10 years, so I am still in the early years of that journey. What I am convinced of is that it is possible to learn new physical pursuits at any age in life so long as you are prepared to put in the work and I still have a lot of work to do !!

I really enjoyed the grading itself – I was surprised at how smoothly the day went for me. My patterns were quite passable and although I was initially intimidated by the idea of grading alongside two girls who perform patterns with exquisite grace and skill, on the day I felt reasonably comfortable and confident and on reviewing the video afterwards, I was pleasantly surprised with the outcome. I also surprised myself with how comfortable I felt with fundamental movements, step sparring and self defence under the pressure of grading. Sparring was physically taxing but I was pretty confident of my fitness level and my ability to survive if not to star. The most challenging part of the grading for me was always going to be the board-breaks – I have trained for them since whitebelt level, but I am small and technique and timing are not my strong points so I have always been concerned about what might happen on the day itself. You can’t fake board breaks. As it turned out, I was very focussed and completed all the breaks asked of me. I was pretty stoked by the fact that I did a flying sidekick over 4 people (it was originally going to be over 2 people given my size and age :-)) – unfortunately my designated cameraman was so enthralled in watching us that he forgot to turn on the camera to preserve my effort for prosterity … so there is no photographic evidence of my feat !!

So I am now a black belt in taekwon-do and I’m proud of it, but it is only the first step in a longer journey to be comfortable calling myself a martial artist.

Lisa's Blackbelt grading

Sabum and Lisa after grading
  • My blackbelt thesis
    – this is a link to my blackbelt thesis on the structured curriculum of taekwon-do and why it particularly appeals to me.

WordPress, Feed2JS and Blackboard

I’m playing around with the combination of WordPress, Feed2JS and Blackboard in order to use the corporate LMS, but get around some of the annoyances of Blackboard and some of the difficulties of collaborative content being locked inside a password-controlled environment.

The Announcement Tool in Blackboard is pretty annoying in that you have to go into the Control Panel in order to use it, and you have to have staff level access, and there are some non-intuitive things about the permanent vs non-permanent listing. There is also no capacity to have the Announcements pushed to students rather than making them pull them from Blackboard.

So long as Announcements are not considered “secret” (should not be seen by anybody not enrolled in the subject), they can be posted on a blog and “fed” into a permanent Announcement.

  1. Make a blog, for example at http://www.edublogs.org
  2. Find the RSS feed from the blog (see the button labelled RSS on the left navigation under Meta)
  3. Go to Feed2JS and put the URL into the appropriate text box
    1. In the settings, decide whether you want students to know where the “real site” is – ie whether you want them to find the actual blog to read information directly.
    2. If you don’t link to your blog anywhere in the feed, you may be able to keep it relatively secret
    3. I’m going to play with whether we can restrict a blog to inside UniMelb so that the blog itself would only be viewable from a Unimelb ip, or via Blackboard outside of the Uni
  4. Generate the javascript using the generate button
  5. Use the style preview to apply different CSS styles to the feed
    1. Note that the CSS will apply to all previous announcements too because of the way that the Announcements page is generated
  6. Paste the CSS and javascript into the Announcement, and make the Announcement permanent

Now all you have to do is update the blog site, and the permanent announcement will update itself.

It would also be possible to use WordPress for collaborative work with student groups, who could then publish their work via Blackboard. I’m still trying to work out if this is as much trouble as setting up groupwork within Blackboard itself.

Popular Culture in teaching

Having waxed lyrical about the possibilities afforded by fanfic for encouraging creative writing in school kids, my next foray into harnessing the power of popular culture is to suggest replacing the Problem-Based Learning curriculum in Medicine with a requirement to critique a few episodes of House.

Not only would you get the evidence-based, hypothesis-testing scientific approach to practising medicine, but you would also get to analyse motivations from doctor, nurse, administrator, patient and patient-social-circle context.

And you might even get a good laugh as well …

Fanfic

I have recently been reading many things on blogs, blogging and blogs in education. What has come out most strongly to me is that:

a) blogging *software* provides an easy way to make a website;

b) blogging *as a writing genre* requires that you have something to say;

c) mandated blogging is unlikely, of itself, to inspire people to write if they don’t have any intrinsic desire to express themselves in words, and is unlikely to promote a sense of community because the motivation for participation derives from a requirement to be involved rather than a personal choice.

Yesterday I discovered a writing community / writing genre that had previously entirely escaped my attention but was fascinating to me as a parent and an educator. I realise that not everything that’s new to me is necessarily new to other people (I am not immersed in gaming or popular culture …) but I have not seen “Fanfic” before, and maybe there are other edu-bloggers who haven’t either.

There are fanfic sites for all sorts of things such as Harry Potter, Lord of the Rings, Star Trek etc – in fact one of my colleagues assures me that “where there are geeks, there is fanfic”. I was directed to a Harry Potter fanfic site to read a story written by a teenager well-known to me. This teenager has consistently failed to submit any written assignments at school in 2 years. Here I found at least 3 chapters of a story amounting to over 3,000 well-crafted words … with reviewers comments to which the author had responded. So not only was this teenager reading extensively and immersing himself in the ideas from the story, but he was (and is) writing creatively himself and opening his work to interactive peer review. He is doing it because he wants to, not for any other purpose, and the main reason he showed his work to his parent(s) was in order to support his claim for a later bedtime because he was “working” rather than gaming.

The potential of these sort of sites to encourage literacy in teenagers is fairly obvious, as is the sense of community and the peer interaction (peer in the sense of shared interests / values rather than the age-group sense) that can happen purely online. I guess I see it as a bit like blogging, except that it is set in a creative framework rather than an “opinion piece”, “serious commentary”, personal monologue framework.

Then again, maybe I’m just impressed at what a teenager can do when they want to and when they do it for themselves rather than when they are told to “be creative” or to do things as “work”.

Responsibility. Judgement and Authority

From Ken Smith: The habits of judgment and authority via Stephen Downes,

“In the context of a discussion of the reliability of Wikipedia, Will Richardson paraphrases a librarian who has struggled to know how to evaluate the content of a web site. She said something like this:

I’ve been a librarian for ten years and I have to tell you, I feel like a fraud. I don’t really know where to start when it comes to figuring out whether a site is believeable or not.

Whether she intended it or not, whether she even knows it or not, she has, I think, put her finger on one of the central failures of our education system. Adults, professionals, people who have completed their formal education and taken on their career roles, should be responsible — it is useful to pull that word apart — should be able to respond to the complexity they face as professionals, as citizens …”

Although I don’t disagree at all with the central tenet re the failure of our education system, I’m not sure it is the librarian education that has failed. Librarians did not make judgements about the disicpline-based content of traditional media – but they made judgements about the source of the content … reputable media outlets would have their own way of ensuring that content is “believable” and librarians would make meta-judgements based on the source and “known reviewers”. When there are no established “gatekeepers” of authorative knowledge, each individual has to make their own judgement from first principles – which highlights the simultaneous strength and weakness of an unlimited information source such as the internet.

Plagiarism detection – is technology the solution?

I went to a lunchtime seminar by John Barrie on Turnitin, the plagiarism detection software from iParadigms. I can see the practical merits of Turnitin and I can see that it is scalable into the near future, but I wonder if we have actually identified the correct problem to solve, and whether the Turnitin approach is scalable or even sensible into the future? The idea of the entire internet being fingerprinted is reminiscent of the scenario of enough monkeys and keyboards to produce Mozart … at what level is anything truly original?

The title of the presentation was “Vetting academic work for originality: Saving the world from unoriginality” – very catchy for sure, but perhaps not particularly interesting or realistic. At an undergraduate level, the content of most submitted work is not primarily focused on originality, but on accuracy. When writing a first year psych lab report on “The Stroop Effect”, perhaps there is a real limit to the number of ways of expressing the content before the information actually becomes incorrect in pursuit of originality. Maybe instead of detecting plagiarism, we should be trying to generate assessment tasks which are not affected by plagiarism – rather than have one academic grade one thousand papers, perhaps we would do better to have one academic produce ten papers of different quality on the one topic and have 1000 students grade those 10 papers.

Alternatively, if university staff / student ratios were appropriate so that proper assessment of individual undergraduate students could take place (eg presenting a paper to a tutorial group and then submitting a written version for marking, and having shared marking across tutorials), there would be a disincentive to cheat. The thing that would alert teaching staff to plagiarism would be a mismatch between the ability to present the content orally and in written form. If end-of-semester assessment was by essay style (hand-marked) exams requiring generative capabilities, there would be more opportunity to match student voice with their written output.

At the undergraduate level, there is a serious question to be asked about whether it is more important to be able to generate an original piece of work than to recognise which piece of work most accurately reflects “the right answer” (assuming there is such a thing)? If we can string together appropriate pieces of information wherever they come from to produce a coherent article (be it a “term paper”, an essay, a lab report, a computer program), we at least are showing that we understand the content area appropriately. I believe this is a necessary but not sufficient precursor to being able to produce something original. I actually have grave doubts as to whether true originality at the undergraduate level would be recognised by the average tutor, let alone encouraged or rewarded. It requires substantial academic expertise to evaluate the quality of original work in a discipline area.

It seems that plagiarism is considered a serious issue because we like to claim that a prime objective in teriary teaching is to instill in our students the concept of academic integrity and of scholarship. However, to my mind, academic integrity (coupled with academic freedom) is associated with a whole moral philosophy regarding knowledge, sharing of knowledge and how academic work contributes to the greater good of human endeavour. Academic values and moral philosophy are taught by example (intellectual and behavioural modelling) rather than by policing. If plagiarism is rampant in the younger generation, we should be looking to the values implicit in our education system rather than to policing strategies to effect cultural change.

If you look at the highly structured curriculum favoured by our secondary education sector and the templated way much of the “knowledge” is presented, it is not surprising that plagiarism is rampant – what is the difference between plagiarising and rote-learning? What is the difference between a “fact” and an “idea” and do facts as well as ideas have citable sources?

In terms of values and behavioural modelling, if you also look at business ethics (or attitudes to speed cameras) in the past 15 years, the emergent theme is that anything that is not expressly forbidden is implicitly allowed. No matter what the written rules say, if it isn’t policed, you’re allowed to do it. And if you’ve got away with doing it for a while, it violates your rights to suddenly start policing it. Steve Vizard and Rene Rivken come to mind on the business front … what did they do that was wrong???

Intellectual property and copyright law seems not to be about integrity and moral philosophy at all, but are much more about how to protect the ability of an individual or institution to make money from creative endeavours rather than to share that creative output with the rest of the community (which in the past funded academic institutions to pursue the creation of new knowledge for the greater good of humanity).

Two other factors which have affected academic integrity in a subtle but seriously insidious way are mentioned in passing below. Both of them affect the behaviour of academics which is then modelled by those who are learning from them creating a different academic culture and set of standards.

1) Measuring research output by number of publications rather than quality of publications (counting is easier than assessing quality) so that there is a strong career incentive to make as much publication mileage as possible out of each random academic idea no matter whether it leads to institutionally-endorsed rampant self-plagiarism, a proliferation of poor-quality journals, and/or a sense of dissatisfaction with the entire peer-review and publishing system.

2) A strong push to “reusable content”, without ever clarifying the difference between acceptable / appropriate reuse and plagiarism – acknowledgement of the source is an obvious difference to a trained academic, but the fine line between paraphrasing and substituting synonyms is a tougher call to make for a layperson. Maybe, in the end, the only difference is the wider vocabulary available to most academics – an academic’s lexicon already contains the synonyms that a layperson searches for in a thesaurus, but the paraphrasing process is still the same – when does restating an idea “in your own words” become stating something original? And do I have to cite that Tom asked this question of me in the corridor tonight or can you believe that I thought of it first? And if I did, have I now “beaten Tom to press” so that he will have to cite me in the future?

Back to reuse of content, consider particularly the concept of reuse and acknowledgement of source in the teaching context (which is often the only context in which students see academics at their work). Clearly the ideas being presented in the classroom are not original because we are teaching people about the current state of agreed-upon knowledege in a field.

Lectures and visual aids associated with lectures provide a context for assigned reading and other research activities. Often, lectures provide a specific context or elaboration on material sourced from “the textbook”. If you now consider how the process of generating lecture resources for a “traditional lecture” has changed during my 20 years as an academic

– (circa 1985) I gathered together a set of slides or overheads illustrating key points, and wrote key points on the blackboard

– (circa 1990) I prepared overhead transparencies with illustrations and key points

– (circa 1995) I prepared Powerpoint presentations which were distributed via an intranet

– (circa 2000) I prepared Powerpoint presentations which were placed on the web

By the early 2000s, in common parlance, the Powerpoint presentation became “The Lecture”, and because it resided in a public place free of the context in which it was presented and the words which were uttered explaining the origin and content of each idea and image, issues of copyright and intellectual property started to arise. The overheads of annotating each idea and image became a disincentive to preparing interesting additional resources for teaching, and the idea that providing enrichment to one group of students but not to all students (where different staff taught different streams) undermined the sense of academic responsibility for teaching material as well as undermining the atmosphere of collegiality.

It seems to me that institutions have only recently become deeply interested in the issue of plagiarism detection in the context of selling curriculum, selling degrees, selling research output and gaining competitive advantage from the intellectual property of their workforce of academics. The sense of academic integrity and moral philosophy associated with being part of an international community of scholars whose combined knowledge belongs to humanity has been seriously eroded by treating academic output as a saleable commodity and applying “business models” to academia using totally inadequate analogies.

I guess one aspect of writing in a blog that is simultaneously a real strength and a serious weakness is about to be demonstrated – I want to post this now because I know I won’t come back to it properly in the next few weeks to fill out the gaping holes in the line of argument. I think I know how to fill them, but I don’t have the time right now. Is it better to put the half baked idea “out there” (even if I’m the only person who goes back to read it) or is it best to let it drown in a sea of other half baked ideas? And furthermore, is this enough to ensure that I at least mark a line in the sand to say “I thought like this on this day, even if I don’t get to rethink it and publish it properly until a lot later on …”

Blogging at work

I have had a few attempts at running a blog “for work” and each time I have hit a bit of a brick wall. There has been a lot written recently on blogging, what it is about, and whether it has an important role in a formal teaching-and-learning context. I have been stimulated to update this blog via a web-forum email asking about blogging at UniMelb …

My current thoughts re blogging as a genre of writing:

1. Blogging software provides an easy information architecture for “episodic writing” … especially of things that are loosely topic based, but become “topical” at a particular time for reasons that are not easily encapsulated, and are likely to be relevant again at a later date

2. Blogging tools are only useful for people who write prolifically, have regular access to the internet, do most of their writing at a computer rather than in a notebook and are comfortable with public scrutiny of their writing.

3. Blogging is essentially personal even when it’s work-related. I write to a blog as a convenient place to store ideas that are forming so that I can edit them from anywhere and I can refer to them easily if the ideas come up in conversation. I write to a publically-accessible blog to challenge myself to write more coherently than I would in a notebook – I operate from the premise that articulating an idea clearly is part of the process of thinking clearly, and that if I can’t express what I mean then I don’t actually know what I’m talking about yet. Feedback is always good when clarifying ideas.

4. Blogging has inherent dangers in the workplace – point 3 identifies that I am blogging ideas that are not necessarily fully formed. So a blog entry is a bit like a draft of an idea, or a “Dear Diary” type letter. There is a reason for drafting things and often it is because partially formed ideas that escape before their possible endpoints have been fully thought through can be dangerous. So I censor much of what I write to a blog. And because I do this, my blog ends up with very few entries and those that are written are not particularly interesting.

5. Blogging as a writing genre relies on students having a desire to write. Use of blogging software has some merit in a range of situations irrespective of whether the genre of writing is “true blogging ” (according to the blogging gurus in favour in any particular week …) My take on this is the most academics I have worked with are only just getting comfortable with discussion forums, and that blogging and RSS is beyond their comfort zone to use and support.

Re blogging software:

1. My first impediment to work-related blogging was lack of infrastructure and lack of server to install blogging software.

2. I tried using Bloki (http://www.bloki.com) for a while and it’s a pretty nice combination of blogs, forums and wiki-like website. I specifically used it to store information about web resources I happened to come across with annotations about what they were and why they looked interesting. My idea was that people with similar research interests would be able to follow what I was looking at on my blog, and might be inspired to make a similar resource available of their own reading so that we could share our research lives more effectively … I ended up becoming a bit wary about committing too much work-related stuff to a random server in a random location over which I have no control. I have to say, the site is still there 2 years later and there has been nothing but good service from the site.

3. I then installed MoveableType, PhpWiki and Moodle on my own personal website (http://wisebytes.net/research/blog/) to try them out and because it was the only place I had access to a shell account on a *nix server along with scritping and database services. I set up a research blog to take over from the Bloki site, but never managed to move my Bloki material to MoveableType. I used the PhpWiki quite a bit and liked it although I’ve never been game enough to leave it open to the world, and I never got around to publishing a read-only version of it either.

4. I finally got access to a server at UniMelb and installed blogging and wiki software. I used WordPress rather than MoveableType because it was just at the time where MoveableType introduced a licence fee which I didn’t want to pay. So I was again in a position of moving all my stuff from Bloki to MoveableType to WordPress. I also had great trouble with the authentication module in PhpWiki so that pages kept locking people out of editing them. I got Moodle working which good, and spent a bit of time playing with that too.

5. Having failed to inspire my academic colleagues to have any interest in starting a blog or using a wiki for drafting research papers or documentation and having spent a lot of time trying to get the infrastructure sorted to support wider spread usage of blogs, I actually ended up losing interest in writing blog content since most of it relates to a) things that none of my colleagues seem to find particularly interesting or b) things that are politically sensitive.

6. I have used BlogLines (http://www.bloglines.com/) as an RSS aggregator until I got swamped by the amount of stuff out in the world. I have ended up taking the lazy option of subscribing to Stephen Downes’ OnLineDaily newsletter as my primary source of keeping up with the world of edublogs. RSS has huge potential in teaching and learning but I’m waiting for other people to sort out the tools etc.

The biggest disincentive to maintaining a work-blog is a subtle shift in academic culture such that I am no longer confident that the university supports freedom of expression over corporate image, or substance over process, or content over style.

The biggest disincentive to supporting blogs in teaching and learning is an apparent lack of in-built passion for writing. Maybe moblogs or vlogs or Flickr will take off instead !!!

Language and Taekwon-Do

I have been thinking about a range of relationships between taekwon-do and my own discipline area of psychology. Today’s thoughts are built around the idea that fundamental movements are the words of taekwon-do, sequences of fundamental movements form phrases and sentences (e.g step sparring, where there are small structured conversations through to free sparring where there is an ongoing dialogue) and patterns are exemplar formal writing – the sonnets of taekwon-do, where choice of movements, the way they are put together, the underlying symbolic structure, the philosophical tone, the grace and coreography are all part of a carefully crafted and deeply meaningful story.

In considering fundamental movements as words, it occurs to me that the movements within fundamental movements are like phonemes and syllables – so that the way we turn our foot at the execution of a turning kick or side kick, or the way that we move our hips through various hand techniques are like pronunciation of individual syllables or sounds. If I lisp, it will affect the way I say certain words, how I put together certain sentences, and whether or not I am able to speak in a way that is correct or easily understood. If I don’t turn my foot properly on executing certain taekwon-do techniques, it will permeate through all my taekwon-do movements.

Another parallel with language relates to the concpet of universal generative grammar.

Reinforcement – can only say things that have been said before
Generative grammar, abstract rules – can say an infinite variety of things that are understandable by other native speakers who have the same ruleset.

Syntax – the way things are put together – applications can lead on or can be sterile

In understanding foreign languages – the difficult part is to identify word boundaries. When you speak word-by-word, it is very stilted and often doesn’t make sense. When you speak fluently, the words flow together so that the boundaries between words are indistinct. If you look at the sound spectrum of spoken speech it is still the greatest challenge in speech recognition software to recognise word boundaries. Speaking to a speech recognition system requires you to calibrate the system very very closely to your own speech and to use a very closed vocabulary.

Teaching kids

Through my involvement with the USMA Schools Program, I have recently had an opportunity to watch Sabum Cariotis teaching young kids who are completely new to taekwon-do. This has given me cause to consider my own approach to young kids and how this fits with the message that Sabum Cariotis has been expressing lately that “Adults are easy, but until you have taught young children, you cannot call yourself an instructor.”

One thing that has always intrigued me is that in a martial art in which “discipline” is paramount, Sabum Cariotis does not enforce discipline on young kids in the straightforward way that I would approach it. I tend to say “Do this!” and then stay and wait until it is done. I am reasonably good at this form of “crowd control” and have assumed that crowd control is a necessary pre-cursor to “learning readiness”. In other words, I have implicitly been operating from the assumption that before the kids can learn anything, they need to be quiet and listening but I haven’t considered whether it matters at all how they got to be quiet and that once they are quiet, how you actually get them to listen actively rather than passively to what you are saying. Although in my professional role as an educator, I spend a lot of time considering teaching and learning strategies for adults and I have always argued that understanding how to talk to kids is one of the best preparations for teaching adults, I actually haven’t spent much time relating what it is that kids are “listening to” back to the teaching situation – I teach in the tertiary sector, I teach concepts, and I am very much a person of words, so I automatically think of listening as being focussing on what I am saying despite being aware personally and professionally that “active listening” involves a whole lot more than that. I am also aware that younger kids in particular will naturally understand the inflections in speech which carry the emotional content of what is being said irrespective of whether they understand the semantic content (ie the meaning of the words). They read “body language” in its natural form in a way that many adults (sadly) have been taught to filter out.

So although I might think that I succeeded a bit in teaching kids by ensuring that they are under control and doing as I say, what I see Sabum Cariotis doing is capturing his students from the inside out. He captures their attention and motivation from within themselves in contrast to my approach of trapping them in a corner and forcing my will onto them. It occurs to me that the essential difference will be in terms of “ownership” of what the students learning – when I force my will on someone in a teaching situation, they might “learn the basics” much more quickly because of my enforced discipline than if I try to achieve self-motivation for learning first, but I have probably stifled their ownership of learning, their willingness to seek out knowledge on their own and, in the longer term, their creativity. This loss of creativity is hugely important and is something that can’t easily be rectified.

When Sabum Cariotis talks to children (and adults) about taekwon-do, he tells stories and these stories are constructed at multiple levels. He tries to place the taekwon-do story into a context that matches the level at which the students can comprehend. Within a multi-age class, each story has strands that are accessible to each different level and many stories are told simultaneously in choice of words, in emotional tone, in choice of analogy and metaphor, in physical demonstration. Very few instructors have the depth of knowledge combined with passion for the content combined with respect for their students to engage with people in this way. I see many parallels in what Sabum Cariotis does and the way that a passionate academic teaches in their discipline area. What I haven’t really thought through before is the skill involved in inspiring passionate interest in young children for something (eg biology or history or even cooking and gardening) … it is easy to get kids to do activities relating to these things copy-cat style, and it is even straightforward to get them to be excited about bringing their work to you for your praise. But it is a wonderful and entirely different thing to inspire a passion that can feed their creative spirit throughout their lives so that they do things for themselves.

A very common theme for people who excel in a particular area is that a single great teacher stands out as their inspiration. This is unlikely to be the teacher that sat everyone in straight rows and made them follow the lesson plan to the nth degree!! It is far more likely to be the unconventional teacher who reached out to them in their world and built their self-belief and creativity while sharing their own passion for learning in their discipline.

The thing that is emerging for me in writing this is not directly related to taekwon-do, but relates more to the tertiary sector that I work in. In the mid eighties, before the huge and rapid expansion of the university sector, it was considered quite inappropriate to lecture even at first year level in a discipline area in which you were not an active researcher – if a topic was outside your core area of expertise, who were you to think that you could teach in it?! But as student numbers and teaching loads increased (and $$$ became critical), it sounded a bit precious to say you needed to be an expert to teach first year. These days it is unlikely that even at third year level it would be considered necessary to be an active researcher in an area to lecture in it. But what is lost is the depth of knowledge, the multilayered “stories”, and the passion that experts have for their domain. The subtlety of how things are put together to lead into a capacity for creativity in an area is lost if you don’t have the depth of knowledge to understand how an area is structured and how it relates to other areas and other concepts. The subtlety of good teaching is replaced by “process” around things like learning objectives, lesson plans and a need to be very explicit about assessment. With structured lesson plans, people who don’t know the content area think they can teach, and worse still, that they can judge quality of expert teaching even though they are not in a position to judge the actual content … this approach is very misguided and depressing and spiritless, and probably says a lot about our current social, cultural and educational values and the lack of passion and creativity in our lives – and this uplifting thought is probably a good place to stop writing for the moment … it can only go downhill from here !!!

Warm-ups

Although my blog has been quiet for the past year or so, I’ve actually been thinking a lot about taekwon-do as a martial art and how it relates to exercise sciences and to my cognitive neuroscience discipline area – perhaps it’s time to start articulating these ideas a bit more formally, and blogging seems as good a way to start as any other … and warmups seems like a good topic to begin with.

We have a number of different black belts at our club who from time to time take the warmup session of our classes. It is always interesting to see the variety of approaches, and the different ideas that are expressed through these warmups. Most people work to their strengths, so the aerobically fit people tend to emphasise aerobic aspects of warming up, the flexible people emphasise stretching, the exercise scientists and physiotherapists talk at length about the biomechanics of each aspect of warmup, the powerful people emphasise different ways of building sets of muscles – it is all informative and it allows us to see the full range of what it takes to develop our bodies to their full potential while at the same time learning a bit more about the people we train with.

What also tends to happen is that each class member enjoys different aspects of a warmup, and through talking about these differences, a range of motivation and expectations with respect to taekwon-do are revealed. In considering a range of opinions and approaches, I found my own conceptual understanding of warming up and of “fitness” in general has been challenged and extended, and I have developed a renewed respect for the depth and layers within taekwon-do as a martial art.

Three things that stand out to me are the expectation from taekwon-do students 1) that taekwon-do training will build their aerobic endurance and their flexibility (true), 2) that this can happen through their twice weekly 90 min taekwondo classes (true but only to a fairly limited extent), and 3) that the purpose of the warmup is to build aerobic fitness and flexibility (not true).

Significant aerobic endurance can only be built by performing aerobic activity for a reasonable duration *every day* – for example by walking, running, swimming or cycling for at least 30 mins most days at moderate intensity with at least one day a week devoted to a longer session at lower intensity. The resulting aerobic endurance will depend on the intensity and frequency of training. This is not going to happen in two 90 min sessions per week, and certainly not via the 15 – 30 mins of aerobic warmup. It does not make any sense to expect that it is possible. In order to be aerobically fit for taekwon-do (eg to spar in tournaments), an aerobic training program (eg running including sprint work and hills) outside of classes is required.

Improved flexibility involves lengthening muscle fibres, and ensuring that muscle pairs are lengthened and strengthened in a coordinated way. For example, if you have very strong thigh muscles (quads) and they can contract powerfully to lift your leg, you will need to make sure that your hamstrings are sufficiently flexible and strong to cope with being stretched when the quads and other muscles contract during for example a front kick. If the hamstring is not strong, it can easily be torn by the more powerful antagonist muscles during a kick. When the hamstring has been appropriately conditioned, the next muscle to feel the strain is the calf muscle – hamstring injuries are probably more common than calf injuries because if both muscles are equally unconditioned, the hamstring will stretch and tear first, thereby protecting the weakness of the calf from being demonstrated.

In order to lengthen your muscles, you need to warm them and stretch them slowly beyond their current extent. There are lots of ways to do this, but the result of lengthening a muscle is to render it weaker for at least a couple of hours afterwards. So generally, you would *not* want to do a serious stretching routine for increasing flexibility before or at the beginning of your taekwon-do training session because it would be counter-productive.

The stretching that is done during a taekwon-do warmup is designed to warm your muscles and take your joints and muscles through their full current range of motion so that the work that you do during training is at your current maximum level. For example if you warm up properly so that your side kicks are being performed at the maximum height you can currently attain, you will build your strength at that level and although this will undoubtedly allow you to gradually increase your range over a period of training, it will not improve your flexibility dramatically or quickly.

So what is a warmup all about, and how does this relate to fitness? The first and most important point is that the concepts of “warmup” and “fitness” are meaningless without a context. Warmup for what? Fitness for what?

The warmup for an activity depends entirely on the activity and the context in which it is taking place. A warmup for cycling is different from a warmup for swimming which is in turn different from a warmup for sparring. A “warmup” in 35 deg heat is different from a warmup in 12 deg and serves a completely different purpose. In 35 deg heat, you want to ensure that your body temperature control systems are activated properly and your fluid regulation system is operating well rather than that your muscles have reached an appropriate warmth (which will be taken care of by the ambient temperature). In the cold, there will be more emphasis on ensuring adequate blood flow to peripheral muscles and getting the heart rate into an appropriate zone. In both situations, you want to ensure that the joints and muscles you will be using are comfortably moving through their full range of motion at their correct operating temperature.

In the taekwondo context, a warmup for patterns will be different from a warmup for sparring and different again from a warmup for jumping techniques because they use different muscles. However there will be some aspects of warming up that are consistent. We will almost always be kicking, so we will almost always want to do some front snap kicks and front rising kicks to stretch our leg muscles. We will also generally want to do side kicks and turning kicks maybe with speed, maybe with power, to get our lower backs and hips operating.

One specifically taekwon-do exercise that we do frequently involves squatting with one leg extended to the side with the toes pointing up and the foot of the other leg flat to the floor. This exercise will stretch the hamstring of the extended leg so long as flexibility of the supporting leg is sufficient to allow you to go low enough. Many people cannot squat low with their supporting foot flat on the floor and so they lift their heel to get much lower and also use their hands to support their weight. We are told to keep our heels flat to the floor and not to use our hands when swapping from side to side but most of us ignore these instructions in favour of getting much lower. In a year of doing this, I did not improve my strength or flexibility in this exercise. However since I have chosen to try to do it properly and to focus on keeping my body upright, I have actually improved my strength and power in kicking dramatically, although the height of my kicks has not increased much.

What I have actually realised is that most people do not have well-balanced muscles in their legs, thighs and groin area. Some muscles are strong and flexible, some are strong, some are flexible, but to do the exercise properly (and to kick properly) it is necessary to have balanced strength and conditioning across all the muscles involved. So by maintaining proper form and then “bouncing” (a controlled small movement not an uncontrolled bounce) at the boundaries of movement, we can strengthen the muscles in a coordinated way and move through the whole range of motion using the balanced power of the whole muscle set. This is much more valuable than extending one of the muscles (in an unbalanced way) while supporting our weight in the wrong position with our hands. It is very useful to *feel* the limiting factor in each exercise and to work on that, so that we focus on our weakness rather than working to our strengths. For me, the flexibility of my calf muscle to allow my foot flat to the ground and the strength of the muscles around my supporting knee are the first limiting factor for this exercise, not anything to do with my hamstring of the extended leg.

When I first started taekwon-do and the instructor said to “bounce”, I thought I knew better than to do this old-fashioned thing which tears musles rather than making them more flexible, but over a period of time and after listening to the instructions more carefully, I am aware that we are not bouncing to increase flexibility (an outdated and damaging approach because it causes micro-tearing which actually stiffens and shortens the muscles), but are moving in short controlled bounces to increase the strength of the muscle at its full extension, which is exactly where the full strength is needed in a martial art. When we kick, we want to contract our muscles in perfect timing at the full extent of our kick for maximal power unlike in most sports where the maximum power is in the middle of the movement.

Basically, a superficial biomechanical context-free analysis of the exercise might lead people to do it differently and in a way that does absolutely nothing to improve kicking, whereas a deeper analysis in context reveals the exercise as a perfect warmup and conditioning exercise for taekwon-do.

Furthermore, once you go context-free and start analysing exercises purely for their biomechanical outcomes, you start needing to know details of agonist and antagonist muscles and working to balance work with one muscle group against work with its opposite … to ensure a balanced approach requires quite deep level knowledge of muscle groups. However, if you remain within a context such as taekwon-do, and you do each movement slowly and quickly and in the variety of ways that occur in fundamental movements, patterns and step sparring, you will build balance across all the relevant muscle groups without ever having to know their names or think about anything other than excellent taekwon-do technique. In one fell swoop, you replace a nit-picking detailed muscle analysis and spiritless list of “do this 15 times followed by that 20 times, then drink this many mililitres of this and eat 25 gms of that” with a tapestry of techniques layered together with a depth and intricacy so that every time you look, you can see different aspects of a picture with new horizons and possibilities.

Just as the concept of warming up relates specifically to what it is that you are warming up for, the concept of fitness itself is not context free. I was unaware that definitions of fitness in exercise physiology incorporate the not only the physical aerobic, power and flexibility notions one would expect, but also incorporate skill level, such that technical and cognitive skill are important aspects of fitness and fitness can only be determined with a purpose in mind.

The technical aspect of fitness in taekwon-do deserves some consideration and is possibly worthy of an article of its own since I haven’t really thought it through completely. When I started taekwon-do, although I was about 10 kg overweight, I was pretty “fit”, riding around 150 – 250 km per week and playing indoor soccer. However I found the L-stance quite uncomfortable because it put my rear leg in a position it was not used to, with the outside of my ankle feeling sore and some little muscles on the outside of my knee and my inner thigh feeling quite stretched too. I also found it hard to move backward and forward maintaining good balance and good stances because my inner thigh muscles and various other leg muscles were not strong enough to support me strongly through the whole transition from one stance to another. So my technique was poor because the appropriate muscles to support good technique were not developed. So my fitness for taekwon-do was significantly lower than for cycling. Also once I have a deeper understanding of taekwon-do movements and their purpose, I use less extraneous energy doing things that are not relevant to taekwon-do. For example, overly extragavent movements are wasteful of energy and this bad technique will render me less “fit” than if I conserve my energy appropriately. Poor breath control will render my techniques less powerful so I will need to compensate by expending more energy and I will be less fit on two counts.

The many layers of taekwon-do come to mind when we consider that part of the discipline involved in training is that until we are told to relax, we hold the last position we were asked to take up. This is good mental discipline, but it is also an important part of strength training and of technical training – if we hold a good L-stance with guarding block (or sitting stance, or walking stance or whatever) for an extended period of time while the instructor is talking, we are training our muscles isometrically in a specifically taekwon-do stance, and we are developing “muscle memory” for that position and ensuring that it feels comfortable and natural. If we stand tall and with good posture in our stances and during our “relaxed” time in taekwon-do, we are developing our core body muscles through taekwon-do – it makes more sense to do this via taekwon-do movements than to bring pilates or context-free VicFit style training into our training since we are training for our own martial art, not for something else.

The section in the Encyclopedia on dallyon underscores the depth to which General Choi went in putting together a complete martial art which would train body and mind in a coordinated and balanced way to achieve the full human potential. This is probably as good a place as any to stop writing for the day 🙂