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BLACKBELT LEADERS – LEVEL 1 C.I.T PROGRAMMEMartial Arts Success Systems. (M.A.S.S.)

© 2 0 0 7 M A R T I A L A R T S S U C C E S S S Y S T E M S ( M . A . S . S )

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________________________________________ C.I.T STUDENT USING THIS MANUAL

NAME: _________________________________

________________________________________

REWARD IF LOST

This manual is part of my training and the notes that I have in it are very important to me.

If you have found this manual, thank you!

Please call my martial arts school on:

………………….Or

Please bring into the school at:

Your School HereAddress 1Address 2Address 3

Code

(Directions Here!)

The staff at the school will ensure you receive your “Finders Reward”.

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Section 7: Scripts – 25 min “Elevator Speech - Child”


Once again, Thank you!

Congratulations and Welcome!Congratulations and Welcome!

Congratulations and welcome to the Certified Instructor Training Programme (C.I.T). It has taken me over 25 years of study with some of the most talented martial artists, business and personal development coaches on the planet to devise a programme which will enable you to be able to grasp the key fundamentals to become a world class instructor.

Black Belt Leadership is about providing your students with a Blue Ribbon Service that is second to none. You will learn the most important techniques of influencing and motivating your students to help them achieve even higher goals then they believed were possible for themselves.

The beauty of the martial arts can only be seen by those who participate in it. It is our goal to ensure that we are reaching as many people humanly possible with this incredible gift. Whether your intention is to become a full-time professional dedicating your whole life to serving others or you wish to give a little something back for the many gifts you have already received. This programme will provide you with the tools to help many individuals along this wonderful thing that we call life.

It was once said that knowledge is power but it is my belief that only applied knowledge is true power. Take this opportunity, grasp it with both hands and share these skills with all those you encounter, for the only purpose of living is giving! Let’s Get Started...

With Pride and Respect,

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Your NameFounder, Your SchoolSuccess Coach

P.S Please ensure you read the following two pages and fully understand your obligations and responsibilities in receiving this manual and as a C.I.T student and or member of staff.

BLACKBELT LEAD ERS MARTIAL ARTS SUCCESS TRAI NING

The C.I.T Success Seminar – Level 1

This manual contains many of the unique classroom systems, and processes we use at TheBlackbelt Academy. It is MANDATORY that you treat this manual and its contents as intellectual property and trade secrets belonging to TheBlackbelt Academy and Master …………..

Disclosure of any of its contents will be deemed as a breech of contract result in termination of your position at Blackbelt Leaders Martial Arts Academy and may result in Civil

Proceedings against you.

This is information organised and or created by Master ………… and is not part of any Licensing agreement of our Property, Association or Martial Arts Business Systems.

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This manual remains the property of The Blackbelt Martial Arts Academy and Master ………… at all times. If at anytime in the future you are no longer part of the Blackbelt Martial

Arts Academy you must personally return this manual to a Blackbelt Martial Arts Academy

agent or Master ………... Failure to do so will result in Civil Proceedings.

Understand that no part of this manual may be copied or reproduced on any type of media electronic or other means without the expressed written permission of Master ………….. Any

action to the contrary will result in termination of your position at ………………. Academy and possible civil proceedings.

2007 Your school Address1Address2

Email: Website:

___________________________________ The C.I.T Success Seminar

Week One:

1. Theme: Winners make it happen.2. RO3: 3 Areas of our martial arts business3. Discussion Topic: What is a black belt leadership

school?4. Communication: First Impressions5. Teaching Technique: Rapport - student6. Script: VIP person to person7. Bonus: Vocabulary

Week Two:

1. Theme: Self Image = Attitude = Success

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Contents


2. RO3: 3 levels of responsibility3. Discussion Topic: Top characteristics of a successful

instructor4. Communication: Congruent communication5. Teaching Technique: P.I.P6. Script: VIP town centre7. Bonus: 30 ways to praise

Congruent communication

Week Three:

1. Theme: Life deals, you play

2. RO3: 3 areas of staff training… 3. Discussion Topic: Six human needs4. Communication: 3 modes of communication5. Teaching Technique: Class structure6. Script: Elevator speech - Child7. Bonus: Process words & Process phrases

Week Four:

1. Theme: I expect more from myself…

2. RO3: 3 employees per academy & one floor

3. Discussion Topic: Instructors creed4. Communication: Loss of rapport detection alarm5. Teaching Technique: D.E.C.R6. Script: Elevator speech - Adult7. Bonus: Instructor code of ethics

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Week Five:

1. Theme: Problems are normal2. RO3: 3 ways to pay employees3. Discussion Topic: Morning and evening questions4. Communication: Posture matching5. Teaching Technique: Rapport - parent6. Script: Info call flow7. Bonus: Who do you allow to influence you

Week Six:

1. Theme: You can judge a persons character…

2. RO3: 3 products we produce3. Discussion Topic: The levels4. Communication: Rhythm of movement matching 5. Teaching Technique: K.I.S.S6. Script: Info call flow, objections, confirm,

missed…7. Bonus: Teamwork

Week Seven:

1. Theme: Take care of the days…2. RO3: 3 sources of new students3. Discussion Topic: The student creed4. Communication: Alignment

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5. Teaching Technique: Instructor points6. Script: Set responses and re-frames7. Bonus: Alignment

Our deepest fear

Week Eight:

1. Theme: Winners reinforce past success

2. RO3: 3 reasons to teach an intro from a student’s…

3. Discussion Topic: F.I.T.Y.M.I4. Communication: Pacing and Leading5. Teaching Technique: Cadence6. Script: The greeting7. Bonus: F.I.T.Y.M.I

The 4 C’s

Week Nine:

1. Theme: Stop talking and start listening

2. RO3: 3 reasons to teach an intro from an instructor’s.

3. Discussion Topic: 9 success axioms4. Communication: The art of listening5. Teaching Technique: Rapport - student6. Script: VIP person to person7. Bonus: My attitude

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Week Ten:

1. Theme: Life is a do it to yourself programme

2. RO3: 3 ways to pay tuition3. Discussion Topic: Parents, 6 things you should look

for…4. Communication: Listening with rapport5. Teaching Technique: P.I.P6. Script: VIP town centre7. Bonus: Process words

Process phrases

Week Eleven:

1. Theme: Goals we set are goals we get2. RO3: 3 reasons to upgrade from a

student’s…3. Discussion Topic: The value of setting goals4. Communication: Our six friends5. Teaching Technique: Class structure6. Script: Elevator speech - Child7. Bonus: Our six friends

Life is just an employer

Week Twelve:

1. Theme: The strangest secret2. RO3: 3 reasons to upgrade from the

instructor’s…3. Discussion Topic: The goals of basic training 4. Communication: Voice matching5. Teaching Technique: D.E.C.R

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6. Script: Elevator speech - Adult7. Bonus: The winners creed

Week Thirteen:

1. Theme: Luck is the meeting point…2. RO3: 3 steps to promote 100%

academy…3. Discussion Topic: The value of good habits4. Communication: Reflecting5. Teaching Technique: Rapport - parent6. Script: Info call flow7. Bonus: 3 types of people

Week Fourteen:

1. Theme: Everything happens for a reason

2. RO3: 3 reasons to expand3. Discussion Topic: The 12 secrets of black belt

leadership parents4. Communication: Paraphrasing5. Teaching Technique: K.I.S.S6. Script: Info call flow, objections, confirm,

missed…7. Bonus: Be Proactive

Week Fifteen:

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1. Theme: See everything; overlook a lot…

2. RO3: 3 steps to academy partnership3. Discussion Topic: The four stages of learning4. Communication: The feedback sandwich5. Teaching Technique: Instructor points6. Script: Set responses and re-frames7. Bonus: Success

Week Sixteen:

1. Theme: Now is our best hour2. RO3: 3 reasons for academy activities

and seminars3. Discussion Topic: Are you using your time effectively4. Communication: Objections – Feel, felt, found5. Teaching Technique: Cadence6. Script: The greeting7. Bonus: The bank of time

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© 2 0 0 7 M A R T I A L A R T S U C C E S S S Y S T E M S ( M . A . S . S . )

___________________________________ Week One

1. Theme: Winners make it happen.2. RO3: 3 Areas of our martial arts business3. Discussion Topic: What is a black belt leadership

school?4. Communication: First Impressions5. Teaching Technique: Rapport - student6. Script: VIP Person to person7. Bonus: Vocabulary

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WEEK ONE


___________________________________ Week One

1. Quickly review the last class.

2. As a group discuss the previous assignment(s).

3. Ask a few students to briefly share their experiences with the rest of the class.

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Section 1: Review Last


___________________________________ Week One

“Winners make it happen, losers let it happen”

The winning human being realises that every thing in life is volition – even being alive. Everything is something I decide to do, and there is nothing I have to do.

You don’t have to go to work, pay taxes, have babies, or even get up in the morning. You could go on welfare, try to beat the Inland Revenue, go to prison, stay single, or stay in bed.

You decide to do things because they are profitable to you and the best choice among the alternatives available to help you reach your goals.

People who “have to” do things are irresponsible. They are dishonest and are not in control of their lives. They are puppets caught in the habit of letting life happen to them. Losers let it happen; winners make it happen.

In his book, Self-Renewal, John Gardner sates “Winning individuals do not leave the development of their potential to chance. They pursue it honestly, systematically, and look forward to an endless dialogue between their potentials and the claims of life – not only the claims they encounter, but the claims they invent”.

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Section 2: Theme of the


Daily, thousands of individuals are finding that there is a bright new world out there to be discovered and are demonstrating Gardner’s statements that “We don’t know we’ve been imprisoned until we’ve broken out.”

Exercise:1. As a group, have your IC’s give their feedback as to the

value of this theme, and what this theme means to them. Assignment:

2. This week you should pay attention to your self talk. “Are you demonstrating a ‘Winners’ or ‘Losers mentality’. If necessary change your focus. Just out of curiosity, look around. How do those around you act and talk? (Remember this is not to judge anyone, it’s just simply to be aware).

____________________________________ Week One

3 Areas of Our Martial Arts Business

1. Martial Arts.

- Content = What we teach (Most people spend their time on this)- Context = How we teach what we teach. Successful instructors

spend more time on this)

2. Marketing & Sales of Martial Arts Lessons, Programmes & Products.

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Section 3: The Rules of


3. Operating Procedures

- All the systems that run the business- We have orchestrated systems for everything- Answering the phone, greeting students, confirming appointments,

dealing with missed appointments, standard letters etc.-

____________________________________ Week One

What is a Black Belt Leadership School

Being a Black Belt Leadership School means that every aspect of our school is committed to getting each and every one of our students to the rank of Black Belt and beyond!

To help each student strive for Black Belt Leadership Excellence in their training as well as in other aspects of their life. We are not a ‘Purple Belt School’ or a ‘Yellow Belt School’; we are a ‘Black Belt Leadership School!’

It doesn’t mean that we will lower our standards of Black Belt and give the rank away. It does mean that we will go above and beyond in terms of extra effort, classes,

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Section 4: Discussion


encouragement, coaching and dedication to help students rise to the standard.

Additionally, being a Black Belt Leadership School represents the schools commitment to Black Belt Leadership Excellence in every aspect of business operations.

Once again, being a Black Belt Leadership School and striving for Black Belt Leadership Excellence is more than wearing a Black Belt. It describes the attitudes that Martial Arts training develops.

The benefits of these attitudes carry over into every aspect of our daily lives. Following are five traits of Black Belt Leadership Excellence.

1. Divide your IC’s into groups of three to four.

2. Have them discuss “What is a Black Belt Leadership School and what is Black Belt Leadership Excellence”? Do this by giving them 2 minutes to discuss each of the “5 Traits of Black Belt Leadership Excellence”.

3. After each trait (2 minutes), stop the class and have each group share their findings with the whole class.

The Five Traits of Black Belt Leadership Excellence

1. Happy But Not Satisfied:

There is an old Zen proverb that says “Before enlightenment – chop wood and carry water, after enlightenment – chop wood and carry water.” This can be interpreted to mean that one should have a goal, to be constantly striving toward, but don’t concentrate so much on the goal that you forget the path.

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2. Compare Yourself, Not To Others, But To Your Own Potential:

Comparison of self to others can make one feel either incompetent or overconfident. Not every Black Belt is equal in skill. In fact, all students are dissimilar in skill level. Although there is a certain level of skill required to progress to a new rank, everyone has different strengths and weaknesses, and progress should be based on personal victory.

Comparing yourself to your potential helps you to set realistic goals and not expect too much or demand too little from your training. Therefore, comparison to our own potential is the only comparison that generates reliable feedback

3. Keeping Emotions In Balance:

As the saying goes, “Lose control of your emotions in a fight and your opponent has an ally!” Every emotion has an appropriate time and place. There is a time to be stern and a time to be compassionate. If we become overly emotional, or if we mix these times and places up, we lose our ability to act appropriately.

If, however, we are able to respond with the appropriate emotion, at the appropriate time, with the appropriate intensity, then we will have the best possible experience.

4. Developing Self Discipline:

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A disciplined person is a person who knows what to do and then does it. Someone without self discipline knows what they should do, but just doesn’t get around to doing it. Discipline, like a muscle, is developed with use. By training in the martial arts, students are encouraged to work through difficult movements.

As the students gradually progress up the belt ranks, they develop the ability to push themselves, while maintaining their focus and concentration, knowing that this is what it takes to become proficient.

5. When Life Hands You Lemons, Make Lemonade:

The philosophies taught in martial arts require that students look for the good in a situation, and make the most out of it. While training in the martial arts, everyone experiences occasional setbacks, i.e. busy schedules, difficult maneuvers, sore muscles, etc. Instead of saying “Why is this happening to me?” they say “What is good about this, and how can it benefit me?”

With this attitude everything becomes a learning experience, and we are able to cope with the day-to-day challenges that are life’s rewards.

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Notes:

___________________________________19


Week One

“First Impressions”

Your First Impression On Others

We interact with many people throughout the day. Have you ever thought of the first impression that you leave other people with?

Within the first ten seconds of meeting you, they will form an opinion about you. The opinion may change with time, but they will always remember that ever important first impression. First impressions can be both verbal and nonverbal.

Nonverbal First Impressions

The way people carry themselves, the clothes they wear, and their personal hygiene are all nonverbal traits that contribute to forming a positive impression. Does the person keep their hair, fingernails, and toe nails groomed? Does this person dress well and smell good? Remember that when you look good, you feel good.

Say for instance you are interviewing prospective employees for your business. The first applicant arrives in suit and tie, well groomed, and smiling. The second applicant arrives looking casual, a bit disheveled, and without emotion. Which person would you initially want to work for you? It’s an easy choice isn’t it?

Always represent yourself well by maintaining yourself and your appearance. There are many books available in your local library or bookstore that address both personal hygiene and dressing for success.

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Section 5: Communication


Verbal First Impressions

Verbal impressions occur when you speak with individuals or groups. Are you friendly, positive, and sincerely interested in the conversation or are you cold and uninterested? Your voice sometimes speaks louder than your words. The words you use also influence other’s first impression of you. Pay attention to your vocabulary and always attempt to improve it.

Exercise

Level 1:Rate you using both the verbal and nonverbal components of the ‘Appearance Check List’ for a period of one week.

1. Rate yourself, with five being the highest and one being the lowest.

2. How did you rate out of 105?

3. Where can you improve?

Level 2:A partner is needed for this exercise. Choose a partner to rate you using both the verbal and nonverbal components of the ‘Appearance Check List’ for a period of one week.

1. How did you rate yourself?

2. How did your partner rate?

3. What did you learn about the way that you view yourself?

3. What was different than the way others view you?21


Level 3:A partner is needed for this exercise. Your instructor will choose a partner for you but you may not be told who your partner is. Rate your assigned partner, using both the verbal and nonverbal components of the ‘Appearance Check List’ for a period of one week each. After two weeks give your list to your instructor.

Answer the same questions asked in level 2.

Appearance Check List

You are always “on stage” therefore you must always act as a positive role model. Dress conservatively!

From the top down

1. Hair cut: Men – Short back and sides (one color).

Women – Pulled back and tight (if long).

Personal grooming should never be neglected.

(1 2 3 4 5)

2. Eye contact:Shows that you are comfortable in your own skin and what you the other person have to say is important.

(1 2 3 4 5)

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3. Smile: Confidence begins with a smile, so be first. It shows you are welcoming and helps people feel more comfortable around you, and normally results in them smiling back. It’s Win-Win. (1 2 3 4 5)

4. Make up: Ladies, you have the advantage, use it if you wish.

Remember though, you are instructors and role models, not an Elizabeth Arden sales representative!

(1 2 3 4 5)5. Piecing: No facial piercing. Men must…loose the

earrings!

(1 2 3 4 5)

6. Teeth: Brush your teeth after meals and before you interact with the public. Teeth should be clean and tidy. Check them before meetings etc.

(1 2 3 4 5)

7. Breath: Always have mints available. Easy on the garlic and coffee.

(1 2 3 4 5)

8. Facial hair: Gentlemen lets keep this in check. Remember you are not following the latest

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“trend” you are instructors, role models, leaders!

(1 2 3 4 5)

9. Tone of voice: Remember, voice qualities represent 38% of how we communicate with another person.

(1 2 3 4 5)

10. Back straight: Confident people have GREAT posture.

(1 2 3 4 5)

11. Fingernails: Clean, short and not bitten! Ladies please no psychedelic

colors. Remember you are not following the latest “trend” you are instructors, role models, leaders!

(1 2 3 4 5)

12. Handshake: 9 components of the handshake.

(1 2 3 4 5)

13. Greeting: Eye contact, smile, approach, enthusiasm, and of course, the handshake.

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(1 2 3 4 5)

14. Uniform: An instructor’s uniform should always be clean and pressed. (You should have more than one). Badges on correctly and sleeves at full length.

Office uniform is formal attire, just as a business person. Dress sharp, dress for success! I.e. Suit, trousers, skirt, shirt etc.

(1 2 3 4 5)

15. Clothes: Clothes should be neat, clean, fresh and in good condition (use fabric conditioner).

Conservative appearance. Dress for success, at least 10% better than everyone else…Why?

Remember, most people gravitate to people they perceive to be the same as or less than themselves.

Our goal is to encourage people to surround themselves with those that they perceive to be more successful than them. So here it is… if you are going to be able to influence another to do this you personally have to do it. Dress for and emulate success and watch what starts to happen.

Gentlemen, my instructor told me this “Mr. Lowndes, here’s all a man needs…A nice watch, a nice pair of shoes, and a nice belt”. I’ll go one step further and say…and a sharp suit!

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You may say “I don’t need all that ‘material stuff, and what difference is that going to make anyway?’” and that’s okay! However, allow me to ask you this question “How’s that working for you now?”

(1 2 3 4 5)

16. Tattoos: Must be covered up and not on display. Remember as an instructor you are a role model. If I walk into class with a shaved eyebrow, within a short period of time I will see some of my younger students wearing the same “fad” or “trend”. Why? Because I’m a leader!

(1 2 3 4 5)

17. Walking: Confident people walk like confident people. Head up, back straight, shoulders back, aware of your surroundings, not rushed, smooth…..ohh!, and you pick your feet up

(1 2 3 4 5 )

18. Feet: Washed, fresh, Clean…Clean…CLEAN!

Toenails clipped.

Ladies, Its okay to have pretty feet (i.e. nails done etc.). However, remember you are instructors, therefore keep it conservative.

(1 2 3 4 5)

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19. Shoes: New, clean, and shined every day. No broken laces.

Remember cheap shoes…look cheap!

(1 2 3 4 5)

20. Cleanliness: Good grooming habits must be evident. Shower after training and before interaction with the public.

Don’t eat spaghetti in your uniform!

(1 2 3 4 5)

21. Smell: No to BO! Use deodorants as needed. And lightly use

perfume or after-shave. Just smell good!

- A helpful tip: don’t wear the same piece of clothing twice.

(1 2 3 4 5)

An instructor should always be an EXAMPLE of the benefits of martial arts training, not only in the school, but also in society. Remember, YOU IS IT!

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___________________________________ Week One

Rapport - Student

1.Name:

2.Appropriate Touch

3.Eye Contact:

4.Praising Individuals and Class

5.Examples:

6.Personal Stories:

7.Rewards:

8.Smiles:

9.Good Job Note:

10. Highlights:

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Section 6: Teaching


Remember the “3x Rule”:

To ensure that each student feels part of the class, the instructor should aim to make contact with each student individually at least THREE times every session. This should involve the use of their name, eye contact and appropriate body contact (e.g. Handshake, correction of technique)

Exercise / Role-Play

1. Divide your IC’s into teams of three to four.

2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and building rapport with their “Students”.

- Remind them of the rapport building skills such as; using names, eye contact, praise, smiles etc.

- Remind them of the 3 x Rule

3. After a 2 minutes have the members of each group give their “Instructor”

feedback (Constructive Helpfulness) on their performance using the ‘Feedback Sandwich’.

4. Repeat process until every IC gets a chance at being the instructor.

5. After 7 to 10 minutes, stop the class and have each group share their findings with the whole class.

Summarise Rapport Building with the Student:

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___________________________________ Week One

Bow“Hello, Sir / Ma’am, my name is ________ from Black Belt Martial Arts Academy [Just above …………………..]…

“The reason I stopped you today is to offer you and your family the chance to try our martial arts Programme Free of charge, for 30 days. How does that sound”

“This is our VIP Pass [Show them the pass], you can use it for 30 days free martial arts training or save £100 on enrollment and get a new uniform as our gift, so this has a real value of £100, how does that sound?” [or…”Isn’t that great?”]_______________________________________________________________________________[Rapport Building Questions]“Have you ever taken martial arts before?”

[Yes] “(What style, where did you train, what belt…..congratulations)”

“Well, if you would like to continue your training or try something new, you can use this VIP Pass for 30 days to see if our programme is right for you.”

[No] “Have you ever thought about taking martial arts?”

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Section 7: Scripts – 25 min VIP Person to


(“Have you ever thought about enrolling your child/ren in the martial arts before?”)

“What benefits would you like to gain from a martial arts programme?”(“What benefits would you like your child/ren to gain from a martial arts

programme?”)

[After asking questions you can end with]“Great… you can use this VIP Pass for 30 days to see if our martial arts programme is right for you [and your family._______________________________________________________________________________

“All I need to give you the VIP Pass is your name and telephone number and I will have our Leadership Programme Director call you and arrange your first free lesson…okay?”

[Yes] “And your name is ________, and telephone number ______?” (ask for home and mobile)

“What is the best time to reach you?”

“I look forward to seeing you in class, you’ll do great”.

Bow

[No] “I understand. Well, allow me to give this to you anyway, it has a real value of £100, and maybe you could give it to a friend, okay”

“Thank you for your time, have a great day!” Bow ____________________________________ Week One

1.

2.

3.

4.

5.

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What Have You Learned?


6.

7.

8.

9.

10.

____________________________________ Week One

“Are you Helping or Hurting”A principle method of communication is language. Vocabulary is the key. Ask yourself “Is mine helping or hurting?”

Vocabulary That Repels Vocabulary That Sells

Contract Agreement

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BONUS: Vocabulary


Sign Give me your okay. / I need your okay.

Sign up Enroll

Cancellation Right to recession

Cost Fee / Value

Make payments Satisfy tuition

Cheque, cash, credit card Form of payment

Problems Challenge / Opportunity

Objection Miss Understanding

Expensive Value – It’s the best!

Cheaper More affordable

I think It is my professional opinion

But However / And

I don’t know Let me check, and I’ll get back to you

(Yes) / No Let me get back to you on that

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No problem Thank you

Don’t do that What I want you to do is…

Nicknames Real names

Non-Words (noises) Clear words when responding

If not clear Please allow my to repeat myself

I am sorry I apologise

To gain compliance You see what I mean?

Do you follow me?

Does that make sense?

Do you understand?

Sound good?

Make some of your own examples of how you could improve your vocabulary.

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___________________________________ Week Two

1. Theme: Self Image = Attitude = Success

2. RO3: 3 levels of responsibility3. Discussion Topic: Top characteristics of a successful

instructor4. Communication: Congruent communication5. Teaching Technique: P.I.P6. Script: VIP town centre7. Bonus: 30 ways to praise

Congruent communication

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WEEK TWO


___________________________________ Week Two




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___________________________________ Week Two

“Self-Image = Attitude = Success”

During every moment of our lives, we programme our self-image to work for us or against us. Since it is only a mechanism, having no judging function, it strives to meet the objectives and goals we set for it regardless of whether they are positive or negative, true or false, right or wrong, safe or dangerous.

Its sole function is to follow instructions, implicitly based upon previous inputs, like a computer reading its programming code and responding automatically.

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Scientists agree that the human nervous system cannot tell the difference between an actual experience and an experience imagined vividly, emotionally and in detail. This is why attitude is so important and determines success. Because attitude is an imagined inclination toward the achievement of a certain event.

Therefore, attitude is everything since the human system cannot tell the difference between an actual performed experience and an imagined synthetic experience. Many of your everyday decisions are based upon information about yourself that has been stored as truth, but is just a figment of your own imagination, shaded by your environment.

Remember, Self-Image = Attitude = Success!

And success is like an ocean – it’s not in short supply. The problem is, some people go to the ocean with just a

teaspoon. Come on… at least get a bucket!



2. This week they should remind themselves that anything their mind can conceive, and believe they can achieve. “Dream It, Believe It, Achieve It!”

____________________________________ Week Two

3 Levels of Responsibility for our Operation

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1. The Business:

- 80% of the time is allocated to generating a new client.- One new white belt per working day = 20 new members per month.- How about 20 new members in twenty days? What does that mean?- Well it could mean 10 days off! or it could mean…….- = an extra 120 days a year / An extra 4 months of business.- So for example sake only: If an academy made £100’000 per year,

that’s £8333.33 per month, and by completing all of their goals by the 20th of each month it would mean they have an extra four months of business. So 4x £8333.33 = £33’333.32. The academy would now make £133’333.32 instead of £100’000!

- Double the action = Double your income.

2. The Job:

- Tightening up the front end

- Teaching students to come back and prepare them for graduation- Turning white belts into Black belts and Instructors

3. The Busy:

- Get others to do this- Cleaning crew- Stock crew

____________________________________ Week Two

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Top Characteristics of a Successful Instructor

What separates successful Instructors from everyone else? I believe that most successful people, in virtually any industry, possess the following characteristics:

1. They are persistent

Selling or running a business for a living requires a tremendous amount of persistence. Obstacles loom in front of us on a regular basis. But it’s what you do when faced with these barriers that will determine your level of success. It was Brian Tracy who once said that “A person will face the most challenging obstacle just before they achieve their goal”. The most successful people in any industry have learned to face the obstacles that get in their way. They look for new solutions. They are tenacious. They refuse to give up.

2. Successful Instructors are avid goal setters

They know what they want to accomplish and they plan their approach. They make sure their goals are specific, motivational, achievable yet challenging, relevant to their personal situation, and time-framed. They visualize their target, determine how they will achieve their goal, and take action on a daily basis.

3. Great Instructors ask quality questions

The best Instructors ask their students and prospect plenty of quality questions to fully determine their situation and buying needs. They know that the most effective way to present their programme is to uncover their customer's goals, objectives, concerns and hesitations. This allows them to effectively discuss the features and benefits of

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their programme that most relate to each customer.

4. Successful Instructors listen

Most Instructors will ask a question then give their student the answer, or continue to talk afterwards instead of waiting for their response. Great Instructors know that students will tell them everything they need to know if given the right opportunity. They ask questions and listen carefully to the responses, often taking notes and summarising their understanding of the student’s comments. They have learned that silence is golden.

5. Successful Instructors are passionate

They love their school and they exude this pride when talking about their programme and service. The more passionate you are about your career, the greater the chance you will succeed. The reason for this is simple—when you love what you do you are going to put more effort into your work. When you are passionate about the programmes and services you sell, your enthusiasm will shine brightly in every conversation. If you aren’t genuinely excited about your programmes or service, give serious consideration to making a change. You are not doing yourself, your school or your students any favors by continuing to represent something you can’t get excited about.

6. Successful Instructors are enthusiastic

They are always in a positive mood - even during difficult times - and their enthusiasm is contagious. They seldom talk poorly of their school or business. When faced with unpleasant or negative situations, they choose to focus on the positive elements instead of allowing themselves to be dragged down. Remember, enthusiasm is not taught, it’s caught!

7. Successful Instructors take responsibility for their results

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They do not blame internal problems, the economy, tough competitors, or anything else if they fail to meet their goals. They know that their actions alone will determine their results and they do what is necessary.

8. Successful Instructors work hard

Most people want to be successful but they aren’t prepared to work hard to achieve it. Superstar Instructors don’t wait for students to come to them; they go after them. They usually start work earlier than their colleagues and stay later than everyone else. They make more calls, prospect more consistently, talk to more people, and teach more classes. Successful instructors do what unsuccessful instructors won’t do; they do “Whatever it takes”.

9. Successful Instructors keep in touch with their students

They know that constant contact helps keep students so they use a variety of approaches to accomplish this. They send thank-you, birthday, and anniversary cards. They make phone calls and schedule regular ‘progress reviews’. They are constantly on the lookout for new and creative ways to keep their name in their students’ minds. They work 110% with students to help them progress their martial arts skills, achieve their individual goals and ensure they have an enjoyable time.

10. Successful Instructors show value

Today’s world is more competitive than ever before and most Instructors think that price is the only motivating buying factor. Successful Instructors recognise that price is

42


a factor but it is seldom the primary reason someone chooses their school. They know that a well-informed buyer will usually base much of her decision on the value proposition presented by the Instructor. They know how to create this value with each student, prospect, or buyer they encounter.

We all have what it takes to become successful. Are you ready to make it happen?

Exercise:1. Divide your IC’s into teams of three to four.

2. Have them discuss “The Top Characteristics of a Successful Instructor”

3. Spend 1-2 minutes on each trait.

4. After each trait (1-2 minutes), stop the class and have each group share their findings with the whole class.

Notes:

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____________________________________ Week Two

‘Congruent Communication’

“The quality of“The quality of

your teaching your teaching

depends completelydepends completely

on the quality of youron the quality of your

COMMUNICATIONCOMMUNICATION”.”.

44

Section 5: Communication – 25min


The quality of our life, feelings, relationships, and of course teaching depends on the quality of our communication.

So does this mean; How you communicate with everyone you come into contact with during your day, week, month, year, your lifetime will determine the quality of your experiences, relationships, feelings and of course your life?

…YES, that’s exactly what this means!

If you just communicate, you can get by. But if you communicate skillfully, you can work miracles.

Research shows that when two people meet and are communicating there are three main methods we actually influence each other to change the way we think, feel and do. In order to improve our communication with ourselves and others we must first understand these three major ways humans communicate.

Firstly, Words:

Represent 7% of what actually influences human behavior.

Now most business people, most negotiators, most sales people, most marketers spend a lot of time trying to figure out what to say to try and get someone to respond.

While part of good communication is the ability to affect people with words, they play the smallest role in actually influencing someone to change the way they think, feel and do.

45


Secondly, Voice Qualities:

Represent 38% of what influences another human being.

Voice cues such as; Tonality, Timber (the quality of the sound), Volume, Pitch, Voice Inflection and the particular Pattern someone uses when they speak radically affects they way we feel..As you can see, how you use your voice will affect someone more that what you say.

And Thirdly, Physiology:

Represents 55% of what actually influences what we think and how we feel in the moment when someone communicates with us.

Physiology, the way you use your body represents the majority of what actually influences people when you communicate.

Physiology includes: Facial Expressions, Muscular Tension or Relaxation, the way you Gesture, Head Movements, your Posture, Breathing Patterns, and Eye Contact. All of these things influence us much more than just words.

Congruent communication is when all three levels of communication match. For example when a person is communicating congruently with you their words match their voice qualities and their physiology. As a result you believe them, even trust what they are saying is correct or the truth. It just seems right.

Incongruent communication is when your words, your voice qualities and your body do not match. When someone is communicating incongruently you can sense it straight away as your brain is unconsciously trained to look for incongruencies.

46


The meaning of our communication is the response we get. Others receive what we say and do through their mental map of the world. When someone hears something different from what we meant, it’s a chance for us to notice that “Communication means what is received”. Noticing how our communication is received allows us to adjust it, so that next time it can be clearer.

The truth is, you cannot NOT communicate. We are always communicating, at least nonverbally. A sigh, a smile, and all are all communications. Even our thoughts are communications with ourselves, and they are revealed to others through our eyes, voice tones, postures, and body movements.

So In Summary:

You can cut a tree down with a hammer, but it takes about thirty days. If you trade the hammer for an axe, you can cut the tree down in about thirty minutes. The difference between thirty minutes and thirty days is the tool.

And the tool or skill we are talking about here is communication, the use of your Words, Voice Qualities and most importantly your Physiology. So practice effective congruent communication.

Exercise

1. Divide your IC’s into teams of two

2. Fill out this week’s bonus worksheet.

3. Explain to your partner what you have just learnt

___________________________________47


Week Two

Praise – Improve – Praise (P.I.P)

It is never beneficial to be un-constructively critical.

Example: “Your stances are terrible”

“Your kicks are sloppy”

“You’re always late”

This only creates resentment and causes people to concentrate on their weaknesses rather than on their strengths. It is much better to be constructively helpful. Using the PIP method allows you to do just that.

When correcting student:

1. Always praise them first. (This puts them at ease and allows them to feel better about themselves)

2. Secondly, show them how to improve what they are doing.

3. Finally, praise them after they have made the appropriate adjustments

Always make sure that your praises are specific and not general.

Example: A student is doing a sloppy front kick:

1. Praise: “I like how you keep your guard up.”

48

Section 6: Teaching


2. Improve: “Next time make sure to lift your knee up high, Ok…and recoil more.”

3. Next Kick: “Good…Knee was much higher that time…”

Exercise / Role Play


2. Have them practice taking turns at being the “Instructor” and teaching a ‘Technique’ using the P.I.P method.

a. Remind them of the rapport building skills such as;

using names, eye contact, praise, smiles etc.

b. Remind them of the 3 x Rule

c. Technique to use during P.I.P might be:

i. Side Kickii. Reverse Punch

iii. Sparringiv. Pushupsv. Their next class

vi. A difficult form, etc

3. After 2 minutes have the members of each group give their “Instructor”



5. After 7- 10 minutes, stop the class and have each group share their findings with the whole class.

Summarise P.I.P:

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___________________________________ Week Two

Bow“Hello, Sir / Ma’am, would you like to enter Our Free prize draw for the martial arts…It will only take a minute.

You can win 3 months of Free martial arts tuition [for you and your family], a free official martial arts uniform, and registration. All you need to do is fill in your entry form and place it in the prize draw box…how does that sound”?

[After they have filled their form in and placed it in the box]

“We will give you call to let you know if you win, however I am going to give you a VIP pass just in case you don’t”.

“Now, this is our VIP Pass [Show them the pass], you can use it for 30 days free martial arts training or save £100 on enrollment and get a new uniform as our gift, so this has a real value of £100… and you can use this if you do not win the prize draw…Okay?”


Bow

[Some Rapport building questions]

“Have you ever taken martial arts before?”

Yes “(What style, where did you train, what belt…..congratulations)”50

Section 7: Scripts – 25 min Town Centre



No “Have you ever thought about taking martial arts?”(“Have you ever thought about enrolling your child/ren in the martial arts before?”)

“What benefits would you like to gain from a martial arts programme?”(“What benefits would you like your child/ren to gain from a martial arts programme?”)

[After asking questions you can end with]“Great… you can use this VIP Pass for 30 days to see if our martial arts programme is right for you [and your family].

____________________________________ Week Two

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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____________________________________ Week Two

It is important to remember when praising students to be specific. No one like empty praise, in fact it may help someone conclude that you are patronising them.

An example of a good praise could be, “The chamber is making your turning kick much higher, well done!”

Rather than, “Good turning kick”.

1. That’s right:

2. That’s good:

3. You are really working hard today:

4. That’s coming on nicely:

5. That’s much better:

6. I’m happy to see you working like that:

7. Good work:

8. Good job:

52

BONUS # 1: “30 Ways to


9. I’m proud of the way you worked today:

10. I like the way you…

10. Yes! That’s the best I’ve seen you do that:

11. That’s your best yet, well done:

12. That’s it!

13. That’s quite an improvement:

14. I knew you could do it:

15. Congratulations:

16. You are making real progress with…

17. Now you have it:

18. You’re learning fast:

19. That’s better:

20. Excellent:

21. Perfect:

22. That’s better than ever:

23. Much better:

24. You must have been practicing:

25. Outstanding:

26. Well remembered:

27. You are right on track:

28. That was great, show me that again please.

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____________________________________ Week Two

1. 7 % Physiology

2. 38 % Tonality

3. 55 % Words54

BONUS # 2: Congruent


___________________________________ Week Three

1. Theme: Life deals, you play

2. RO3: 3 areas of staff training… 3. Discussion Topic: Six human needs4. Communication: 3 modes of communication5. Teaching Technique: Class structure6. Script: Elevator speech - Child7. Bonus: Process words & Process phrases

55

WEEK THREE


__________________________________ Week Three




56



___________________________________ Week Three

“Life deals; you play”

Voltaire likened life to a game of cards. Each player must accept the cards life deals him or her. But once they are in hand, he or she alone must decide how to play the cards in order to win the game.

The writer, John Erskine, put it a little differently when he wrote: “Through we sometimes speak of a primrose path, we all know that a bad life is just as difficult, just as full of work, obstacles, and hardships, as a good one. The only choice is the kind of life one would care to spend one’s efforts on.”

Whether you are bum on skid row or a happy individual you can pat yourself on the back, taking the credit or the blame for your place in life. You took over control from your

57



parents when you were very young and have been in the driver’s seat ever since.

It’s not the government, inflation, the energy crisis, your heritage, your star sign…It’s you and the choices you decide to make!


value of this theme, and what this theme means to them.

Assignment:2. This week you should remind yourself that everything you

have or don’t have in life you deserve. You deserve it through the choices you’ve made, or the choice to have allowed others to make decisions for you.

So, for this week – don’t cast blame on anyone or anything. Take responsibility for your actions, and decisions and of course the consequences they create (good or disappointing).

____________________________________ Week Three

3 Areas of Staff Training & Personal Development

1. The Martial Arts:

- 300 hrs a year

58



- Everyone must be a martial artist. If not you have no place here.

2. The Business:

- How to become business minded- Ability to perform the business system- Levels and Numbers- Understand the business planning to measure daily responsibilities.- If the school does not hit goals, THEY ARE ENCOURAGED by extra

training in the areas needed. They then improve or go.

3. Personal Finances:

- How to make solid decisions- If you cannot manage your own money how can you look after ours?- To be a Chief / Master / Partner instructor you cannot have debt except

your mortgage- Once a CI you have 3 years to but your own home.- Statements- To be a partner they must be Debt free- PI (personal income) and SI (staff income)- What % of your income do you live on

____________________________________ Week Three

The Six Human Needs --

By Tony RobbinsBy Tony Robbins

59



No matter who you are in the world, or what you do, there’s a common force that’s driving and shaping all our emotions and actions. It determines the quality of our lives, and ultimately, our destinies.

The universal force is human need. Regardless of who we are – our backgrounds, our professions, our religion, race or creed – we are all driven, day after day, to fulfill primal needs that have encoded into our nervous systems over centuries. Although each of us is a unique and special soul, we’re all wired in very much the same way.

There are six human needs – fundamental drives within each one of us – that compel us forward in a quest to experience a life of meaning. There is no conscious effort necessary; our will to satisfy these primal needs is automatic

The Four Primal NeedsThe Four Primal Needs

1. Certainty:

Everybody wants stability about their basic necessities – food, shelter, and other material resources. When people cannot control their physical circumstances, they may seek certainty through a state of mind (such as religious faith or a

60


positive outlook).

-- Ability to produce – Eliminate or avoid stress – Security – Survival --

2. Uncertainty / Varity:

People have a need to change their state, to exercise their body and emotions. Therefore they seek variety through a number of means – stimuli, change of scene, physical activity, mood swings, entertainment, food, etc.

-- Surprise – Diversity – Excitement – Change – The Unknown

3. Significance:

Everybody needs to feel special and important in some way. People will seek significance through obtaining recognition from others or from themselves. When people feel insignificant, they may make themselves feel significant by getting angry.

They may also meet their needs paradoxically, by having others recognize the significance of their insignificance or the size and complexity of their problems. It is important to remember that for many, helplessness is power..

-- Being needed – Feeling of importance – Sense of meaning -- Uniqueness

4. Connection / Love:

Humans need to feel connected with someone or something – a person, an ideal, a value, a habit, or a sense of identity. Connection may take the form of love or merely of intense engagement – for instance, one can feel connected by means of an aggressive interaction.

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Bonding – Sharing – Feeling part of something –At one with

The Two Spiritual NeedsThe Two Spiritual Needs

5. Growth:

Everything in the universe is either growing or dying – there is no third alternative. People are not spiritually satisfied unless their capacities are expanding.

-- Drive – Ambition – Curiosity -- Challenge

6. Contribution:

Just as people cannot survive without others contributing in some way to their welfare (no baby grew up on its own), they cannot be spiritually fulfilled unless they are contributing to others as well.

-- Share Knowledge – Helping others grow – Giving – Improvement

Exercise:


2. Have them discuss “The Six Human Needs” and how they think martial arts training can meet these human needs

3. Spend 1-2 minutes on each trait.

4. After each trait (1-2 minutes), stop the class and have each group share their findings with the whole class.

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Assignment #2:1. On a scale of 1- 10, grade how the Martial Arts meet your Six Human Needs.

1 = Lowest 10 = Highest

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5. ___________________________________________________________

5. ___________________________________________________________

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Notes:

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____________________________________ Week Three

‘3 Modes of Communication’(Introduction)

When communicating people tend to use a particular strategy in how they access and use parts of their nervous system. The three main modes of communication or representational systems human’s use are:

1. Visual2. Auditory3. Kinesthetic

1. Visual

People who are primarily visual tend to see the world in pictures; they achieve their greatest sense of power by tapping into the visual part of their brain. Because they’re tying to keep up with the pictures in their brain, visual people tend to speak quickly.

They don’t care exactly how the get it out; they’re just trying to put words to the pictures. These people tend to use visual metaphors. They talk about how things look to them, what patterns they see emerging, whether things look bright or dark.

2. Auditory65



People who are more auditory tend to be more selective about the words they use. They have more resonant voices, and the speech is slower, more rhythmic, and more measured. Since words mean a lot to them, they are careful about what they say. They tend to say things like “That sounds right to me” or “I can hear what you’re saying” or “Everything clicks.”

3. KinestheticPeople who are more kinesthetic tend to be even slower. They react primarily to feelings. Their voices tend to be deep, and their words often ooze out slowly. Kinesthetic people use metaphors from the physical world. They’re always “grasping” for something “concrete.”

Things are “heavy” and “intense,” and they need to “get in touch” with things. They say things like, “I’m reaching for an answer, but I haven’t got hold of it yet.”

We all use, all threeEveryone uses all three modes of communication, but not necessarily in the same order. Just as some people are right-handed and others are left-hand people tend to favor one mode of communication and learning over others.

When you are communicating with someone you need to know their main mode of communication so you can in turn present you message in a way that gets through. If you are dealing with a visual orientated person, you don’t want to able up slowly, take a deep breath, and speak at a snail like pace. You’’ drive him mad. You’ve got to speak up so your message matches the way his mind works.

Just by watching people and listening to what they say, you can get an immediate impression of which systems they are using.

So in summary we all have strong preferences, representational systems that we use (modes of communication). Once you understand a person’s primary

66


representational system (mode), you’ve radically simplified the job of developing rapport with them.

Exercise:1. Divide your IC’s into teams of two. Person A and person B. Both sit opposite. (90 degree angle from each other creates better alignment).

2. Person A asks person B a question.3. Person B answers the question.4. Person A listens to B’s response and using the

‘Process Words/ phrases” in this week’s bonus section, tries to identify what representational mode person B is in at that time. I.e. Visual, Auditory or Kinesthetic.

5. Repeat the process of asking questions and listening to their answers until you get some experience in doing this.

6. Reverse roles.___________________________________

Week Three

Class Structure

1.Bow onto Training Floor:

2.Standing on Dots:

3.Line up in Height Order:

4.Set Position:

5.Bow to Front of Class:67

Section 6: Teaching


6.Present Cards:

7.Collects Cards:

8.Turn to the Right and Face the Lobby:

9.Bow to Lobby:

10.Turn to the Right and Face the Front of Class:

11. Student Oath:

Other Commands…

1. Entering & Leaving Class.2. Set Point3. Move on Command4. Down on One K nee5. Bow to Partner –“Mr/Miss……. My pleasure to train with

you.”6. Introduction to new students7. Uniform InspectionExercise / Role Play


2. Have them practice taking turns at being the “Instructor” and teaching the ‘Opening’ section of class using the ‘Class Structure Points’.




c. An alternative is to demonstrate the ‘Warm Up’ or ‘Stretching’ section of class


68






___________________________________ Week Three

PART ONE:

What is it you do for a living?

69

Section 7: Scripts – 25 min “Elevator Speech -


Q1. Are you a parent?

No: Go to question 2.

Yes: How old are your children?

Q2. Do you know a child you love to talk to?

Q3. Who is emotionally engaged in the conversation?

Q4. A Child who is totally confident and inspiring?

Q5. A youngster who has impeccable manners and is well behaved?

Q6. A kid who knows how to treat other children?

Q7. Who does what they are told, when they are told by the people who love and care for them – like their parents, relations or even their teacher.

Q8. Have you ever met, or do you know a child like this?

Yes / No: Go to part 2.

Stop making statements and start asking questions.

Statements do not create a higher level of though.

So these questions call upon them to think about their child / children and to conjure up the picture of the perfect child.

Remember the 4 C’s: Consistency – Credibility – Confidence - Compliance

___________________________________ Week Three

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PART TWO:

1. This is what we (I) do for a living

2. We (I) teach families the secrets on how to raise better behaved children

- Who get great grades- Are physically fit- Are super confident- And become the most popular in their class

3. We teach children how to make better choices about who to become friends with and to always do their best.

We never talk about what we do first; always talk about what they will get first.

They will then be more receptive and interested in what you do.

This is why in part 1, we ask questions.

PART THREE:

1. We (I) teach these valuable life lessons in a safe, clean and professionally operated martial arts academy.

2. May I help you find out how this type of academy can improve the life of

your child /children by offering you a free no cost, no obligation trial programme.

3. All I need is your name and contact number and I’ll call you with all the

information, okay?

There has to be congruency with what you say, how you say it and your body language. We can use;

71


1. Body Language - Eyes, Posture, Breathing, Head position

2. Physical Motor Movement1. Turn and look at them2. Turn your dominant side half step back3. Drape both hands to your side.

Drawing your hands down shows two things1. High degree of confidence and competence2. Self Assured

After drawing your hands down, you can then start to bring them back up to talk with if you wish.

1. When talking 1:1, your hands should stay in the realm of your body.

2. When talking to a group your hand gestures can be bigger.

Remember…Talking faster does not improve the message.

PART FOUR:

1. And I will give you an overview of how our classes work and what your child will experience in their first lesson.

This is an example of reducing the risk to them. If they do not give you their name and number, they believe there is a level of risk.e.g.

1. Waster of time, they don’t need it.2. It’s going to cost them money3. Fearful their child may become a bully.4. They can’t do it.5. Might look stupid.6. May interrupt other activities.

72


7. Too good to be true etc.

PART FIVE:

1. TMMA is a system that teaches the benefits I have mentioned by using a modern teaching philosophy that is designed to teach within a structured class where students are encouraged to progress at their current rate of ability and speed.

2. We teach the concept of personal victory, see it is our responsibility to make

sure that each time you come to class, you are presented with a challenge where, if you do your best you will be successful. This is the key secret for building success in all areas of our life.

PART SIX:

VERBAL TRANSFORMATIONAL MECHANISM:

1. How are you today?

2. What brings you here? or Who do you know here?

3. I’m curious, what line of work are you in / What’s your career?

- How long?- What type of education do you need for that?- How’s business?

4. Their Return Question: What is it you do?

73


Your Answer: Are you are parent?

(They may ask….”What’s that got to do with….)

5. I’m curious, are you are parent?

6. Continue with the Elevator Speech.

____________________________________ Week Three

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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____________________________________ Week Three

“Words That Suggest a Representational Mode”

GENERIC VISUAL AUDITORYKINESTHETIC

(Unspecified)

Sense See Hear Feel

Experience Look ListenTouch

Understand View Sound(s) Grasp

Think Appear Make music Get hold of

Learn Show HarmoniseSlip through

Process Dawn Tune In/Out Catch on

75

BONUS: “Process


Decide Reveal Be all-ears Tap into

Motivate Envision Rings a bell Make contact

Consider Illuminate Silence Throw out

Change Twinkle Be Heard Turn around

Perceive Clear Resonate Hard

Insensitive Foggy DeafUnfeeling

Distinct Focused Mellifluous Concrete

Conceive Hazy Dissonance Scrape

Know Crystal/Clear Overtones Get a handle

____________________________________ Week Three

“How People Perceive Communication”


(Unspecified

I understand you I see your point I hear what I feel that I am in

You are saying. touch with what

you are saying.

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BONUS: Process


I want to I want you to take I want to makeI want you to get communicate a look at this. this loud and a grasp on this.something to you. clear.

Do you Am I painting a Does what I am Are you able to get a understand clear picture. Saying sound right.

handle on this.what I am tryingto communicate.

I know that to be I know beyond a That information That information is

True. shadow of a doubt is accurate word as solid as a rock.

that that is true. for word.

I am not sure That’s pretty That doesn’t ring a I’m not sure I’mabout that. hazy to me. Bell.

following you.

I don’t like what I take a dim view That doe not What that boils you are doing. your perspective. resonate with me down to is that what

at all. you’re doing doesn’t

feel right to me.

Life is good. My mental image Life is in perfectLife feels warm

of life is sparkling harmony. And wonderful.

And crystal clear.

___________________________________ Week Four

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WEEK FOUR


1. Theme: I expect more from myself…

2. RO3: 3 employees per academy & one floor3. Discussion Topic: Instructor creed4. Communication: Loss of rapport detection alarm5. Teaching Technique: D.E.C.R6. Script: Elevator speech – Adult Version7. Bonus: Instructor code of ethics

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___________________________________ Week Four




79



__________________________________ Week Four

“I expect more from myself than anyone else could possibly imagine”

Julius Erving, the great and wondrous “Dr. J,” was the dominant basketball player of his era, an innovator who changed the way the game was played. He was a wizard with the ball, performing feats never before seen: midair spins and whirls punctuated by powerful slam dunks. Erving was one of the first players to make individual expression an integral part of the game, setting the style of play that would prevail in the decades to follow. A gracious, dignified, and disciplined man, Erving was an ideal ambassador for the game. He was the epitome of class, and no player was more respected. In fact he was the first player to truly take the torch and become the spokesman for the NBA. He understood what his role was and how important it was for him to conduct himself as a representative of the league.

In his five ABA seasons, Erving won three scoring titles, three Most Valuable Player Awards and two league championships. During his 11-year NBA career Erving was an All-Star each season, the league's Most Valuable Player in 1981 and a five-time member of the All-NBA First Team. He scored 30,026 points in his combined ABA and NBA career; only Kareem Abdul-Jabbar, Wilt Chamberlain, Karl Malone and Michael Jordan have scored more points in the history of professional basketball.

80


http://www.nba.com/history/players/parish_summary.html

http://www.nba.com/history/players/jordan_summary.html

http://www.nba.com/history/players/chamberlain_summary.html


Since his retirement, Erving has forged a successful business and basketball executive career. His investments include: ownership of a Coca-Cola bottling plant in Philadelphia, as well as cable television stations in New York and New Jersey. And after working as an in-studio analyst for NBC during it's coverage of the NBA since 1993, Erving joined the Orlando Magic's front office staff as Vice President of RDV Sports and Executive Vice President of the Magic on June 4, 1997.

When asked in an interview how has he managed to stay on top for all theses years he replied, “It’s simple, I expect more from myself than anyone else could possibly imagine.”

Wow, what an amazing personal philosophy!

This theme places a strong emphasis on doing your personal best regardless of what others are doing. The big challenge is to become all that you have the possibility of becoming. You cannot believe what it does to the human sprit to maximise your human potential and stretch yourself to that limit.

We have more than we’ve got because we can become more than we are.



Assignment:2. This week you should go out of your way to go “above and

beyond the call of duty in everything you do.”

3. You should also go out of your way to recognise and acknowledge others who are doing exceptional work.

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____________________________________ Week Four

3 Employees per Academy & One Floor

2.5– 3 people is all that is needed to run a school

180 200 active students (last graduation plus new enrollments

£31’000

Full time employee collects = £10’000 - £13’000 ($15k = £8’333 x2 = )

Part time employee collects = £5000 ($8k = £4’444)

1. The Chief Instructor:

- 90% of all lessons- Teaches all basic classes to build mentoring relationships (best

instructor teaches these classes)

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- 90% of upgrades- (if change instructor. Thermometer. Congratulations Mr. has been

promoted to ..location)

2. The Leadership Programme Director:

- Goal to become a Chief Instructor- 90% of all new enrolments- Assisting class when necessary- Sign up for seminars and events

3. The Assistant Instructor:

- Level one activity (VIP)- School and Office Support - Support #1, #2 and Front Counter Manager

Front Counter Manager:

- All Front End Communications and Support- School and Office Support

____________________________________ Week Four

Instructors Creed

I will teach this class as if it is the most important class I’ll ever teach.

I am patient and enthusiastic.

I lead by example.

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A. The first part of the Instructor’s creed is I will teach this class as if it is the most important class I will ever teach.

There may be times when you are getting ready to line up a class and due to the size of the class, or a personal challenge running through your mind, you aren’t very motivated. Maybe you’re tempted to just give half the effort or decide you want to bow the class out early. It is during times like this that you must remember the Instructors Creed and teach this class as if it is the most important class you will ever teach.

Why? Because it is. Every time your students come to class they are either one step to getting their black belt or quitting. Your performance can decide which one.

Treat a class with only one student with the same enthusiasm as you would a class of 30 students, or you will never have and keep a class of 30. Remember you are only as good as your last class.

B. The second part of the Instructors Creed is I am patient and enthusiastic

Patience and Enthusiasm are the two most important qualities of a teacher. Being patient with your students allows them to relax and feel comfortable, therefore making it much easier to learn. Patience is one way of showing that you care. People don’t care how much you know, until they know how much you care.

Teaching with enthusiasm enables you to excite your students and hold their interest longer. Remember enthusiasm is not taught, it’s caught!

C. The third part of the Instructors Creed is I lead by 84


example

Albert Schweitzer said, “The three most important ways to lead people are:

“...By example...by example...by example…”

Emerson once wrote, “What you are speaks so loudly, I can’t hear what you

are saying.”

What do these two quotes mean to martial arts instructors?

Simple, they mean…Walk your Talk! Don’t say one thing and do another. Do exactly what you tell your students to do. When what you say and what you do are exactly the same, your students will trust you and be receptive to any input you might give them.

Exercise:

1. Divide your IC’s into teams of three or four.

2. Have them discuss the meaning of the ‘Instructors Creed’ among themselves.

3. Spend 2 minutes on each verse.

4. After each 2 minutes cycle, stop the class and have each group share their findings with the whole group.

Notes:

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___________________________________ Week Four

“Loss – Of – Rapport – Detection – Alarm”

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Rapport is a natural human ability. We naturally build rapport in a variety of ways. When a couple has been together for a long time they are often described as being a lot alike, and they actually begin to look alike. When you observe someone who has a mentor, he or she may adopt the mentor’s brand of clothing and use the same phrases or tone of voice.

Business people dress to belong to their corporate culture. Look at a group of friends in a bar, you will see similarities in how they dress, style their hair, the drinks they have in their hands and often, whether they smoke or not. Fitting in is a powerful human need. We all have many examples of these behaviors, because we do them already.

They are all based on some form of being similar, familiar, or alike. Finding ways to be alike reduces our difference, and so we find the common ground upon which to base a relationship.

You have been in rapport without thinking about it hundreds of times every day. And yet there were also times when you were out of rapport. It’s important to be able to recognize when you have rapport and when you don’t. If you don’t notice when you’re out of rapport, you won’t be able to do anything about it.

How do you know the difference?

1.To find out, try this experiment the next time you get a chance. Pick a situation with a friend or associate where you already have rapport and the situation is casual, there isn’t something really important going on – you are just visiting, for example. After you a re both talking and the conversation is moving along smoothly and you’re naturally in rapport, try the following: (Matching)

2.Sit in a posture that is very different from that of the person you are with. You could also try moving in different ways, or speaking at a very different rate or volume. Notice how this changes the interaction. It will probably become choppy. Your friend may even ask you what’s wrong. Notice

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what happens to your feelings. That uncomfortable feeling is a signal that you are not in rapport. (Mismatching)

The word uncomfortable is the word a lot of people use to describe how they know when they’re out of rapport. Just take the time to note what you experience when you don’t have rapport.

Exercise:1. Divide your IC’s into teams of two. ‘Person A’ and

‘Person B’. 2. Person A begins a conversation by asking person B

“What have you been doing today?” 3. When it feels as though a level of rapport has been

attained ‘Person A’ leads by mismatching.4. Person A & B Make notes on what happened.5. Reverse roles.6. Person A & B Make notes on what happened.7. Each group shares their notes with the rest of the

group.

In the future, you can use that feeling as a signal to let you know when you need to do something to get rapport. This feeling can be your;

“Loss-Of-Rapport–Detection-Alarm.”

The goal is to train yourself to recognize when the alarm goes off, and then do something to regain rapport. Assuming that you successfully broke rapport with your friend during the experiment, please take the time to rebuild it quickly with one on the techniques that you will learn in this section of your training.

There are two different ways to think about rapport.

1. The first way is to intentionally build rapport whenever you begin an

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interaction with someone and you want to communicate with successfully.

2. The second approach is to assume you have “Loss-Of-Rapport-Detection-Alarm” turned up to a high level of sensitivity so that you’ll notice if rapport is lost. It can be helpful to use both approaches, especially as you first become adept at rapport skills.

Whichever approach you fully master first, be aware of the value of the “Loss-Of-Rapport-Detection-Alarm.” It is crucial for successful in sales, business ventures and personal relationships. Most of the time we all prefer the comfortable, smooth flow of communication that is based on rapport.

Even in the best relationships, however, there are times when rapport is lost and must be regained. Use rapport skills to get back that common ground for a relationship-that foundation for you to do good business or to have a good marriage or to be good friends.

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___________________________________ Week Four

Demonstration – Explanation – Correction – Repetition D.E.C.R

Having a method with which to teach curriculum is very beneficial. This four step method works well in introducing new techniques.

1. Demonstration: Demonstrate the technique the way it is supposed to look.

2. Explanation: Explain the how and the why of the movement.

3. Correction: Correct any mistakes using P.I.P. (not at basic level).

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Section 6: Teaching


4. Repetition: Drill the move until it becomes second nature.



2. Have them practice taking turns at being the “Instructor” and teaching a

small section of class using D.E.C.R (self-defense or one steps work well).

3. After 2 minutes have the members of each group give their “Instructor” feedback (Constructive Helpfulness) on their performance using the ‘Feedback Sandwich’.


5. To make it a little challenging, have one of the students be the designated “hyper child from your worst nightmare.” Everyone will have a great time with this exercise.

6. After 7 - 10 minutes, stop the class and have each group share their findings with the whole class.

This is a great opportunity to practice the P.I.P principle.

Summarise D.E.C.R:___________________________________

Week Four

Question: What do you do for a living?

Answer: Part One


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Section 7: Scripts – 25 min “Elevator Speech


1a. What brings you here? Or who do you know here?

1b. I’m curious, what line of work are you in / What is your career?


Their Return Question:

Question 1: What is it you do?

Answer 1:Are you a parent?

2. Do you know a person you love to talk to?

3. Who is emotionally engaged in the conversation?

4. A person who is totally confident and inspiring?

5. A person who has impeccable manners and well behaved?

6. A person who knows how to treat other people?

7. Who does what they want, when they want and is able to take care of themselves and those they?

8. Have you ever met or know a person like this? Answer: Part Two1. This is what I (We) do for a living2. I (We) teach adults the secrets on how to develop and have a successful life.

- How to improve their chosen career- Become physically fit- How to develop super confidence- How to defend themselves

3. I (We) teach adults how to make better choices, always do their best and how to perform in all area of their life.

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Answer: Part Three

1. I (We) teach these valuable life lessons in a safe, clean, and professionally operated martial arts academy.

2. May I help you find out how this type of academy can improve the quality of you life by offering you a free, no cost, no obligation, trial program.

3. All I need is your name and contact number to call you with all the information, okay?

Answer: Part Four

1. And I will give you an overview on how our classes work and what you will experience in your first lesson.

Answer: Part Five

1. TMMA is a system that teaches the benefits I have mentioned by using a modern teaching philosophy….

- Where students are taught in a structured class and encouraged to progress at their current rate of ability and speed.

- I (We) make certain that our students are not physically harmed or emotionally intimidated. Our goal is to build their strengths from the inside out.

- It’s our responsibility to make sure that each time our students come to class, they are presented with a challenge, where if they do their best, they will be successful.

____________________________________ Week Four

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1.

2.

3.

4.

5.

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8.

9.

10.

____________________________________ Week Four

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BONUS:


Instructor’s Code of Ethics

1. Be Cheerful! No matter how bad you might feel before putting on you GI. The moment you cinch the knot in your belt, your attitude should change.

2. Be Consistent! Steady attendance is a must. The instructors and students are counting on YOU.

3. Be Constructively Helpful! It does not help anyone when you are unconstructively critical.

4. Be A Good Finder! Look for the good in the students you’re helping and tell them about it.

5. Be Disciplined! Never punish – discipline instead. Discipline is done out of love; punishment is done out of anger.

6. Be Aware of The Personal Touch!Understand the importance of touch, eye contact, and calling the student by name.

7. Be Willing to Go the extra mile. Always give more than the expected amount.

8. Treat every student with whom you come in contact as though they are

the most important person. Why?

a. To them they are.

b. We should treat people that way.

c. They will give you their friendship and their respect.

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___________________________________ Week Five

1. Theme: Problems are normal2. RO3: 3 ways to pay employees3. Discussion Topic: Morning and evening questions4. Communication: Posture matching5. Teaching Technique: Rapport - parent6. Script: Info call flow7. Bonus: Who do you allow to influence you

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WEEK FIVE


___________________________________ Week Five




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___________________________________ Week Five

“Problems are normal”

One of the best ways to properly evaluate and adapt to the many environmental stresses of life is to simply view them as normal.

Earl Nightingale told a story of his visit to the Great Barrier Reef, which stretches 1,800 miles from New Guinea to Australia. He noticed that the coral polyps on the inside of the reef, where the sea was tranquil and quiet in the lagoon, appeared pale and lifeless, while the coral on the outside of the reef, subjected to the surge of the tide and the power of the waves, were bright and vibrant, with splendid colors and flowering growth.

Earl asked his guide why this was so. “It’s very simple,” came the reply. “The coral on the lagoon side dies rapidly, with no challenge for growth and survival, while the coral facing the surge and power of the open sea, thrives and multiplies because it is challenged and tested everyday”.

And so it is with every living organism on earth.”

The adversity and failures in our lives, if adapted to and viewed as normal corrective feedback to use to get back on target, serve to develop in us an immunity against anxiety, depression, and the adverse responses to stress.

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2. This week you should remind yourself daily of ‘The Great Barrier Reef.’ The problems that you face are; a. ‘Normal’, and b. simply ‘Opportunities to Grow’ (disguised in their work clothes).

____________________________________ Week Five

3 Ways to Pay Employees

1. Salary or Hourly Wage:

- This is the worst way to get paid...why?...because there is always a ceiling and someone else gets to set it hight.

- Tied into gross

2. Commissions:

- This is the best way to get paid…why? You determine what you get paid by the result of your personal contribution and efforts.

- Based on results, not effort.- Tied into gross (10-25%)

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3. Bonuses:

- Again payment on results- Testing- Seminars- Activities- Participation Bonuses- Record month

____________________________________ Week Five

‘Morning and Evening Questions’

The six morning and evening questions were developed by Tony Robbins in an effort to help people develop and keep the best possible outlook on life. They are a wonderful tool in reshaping and developing a more positive attitude toward everything we do. They help us become more solution orientated rather than problem orientated. They help shape our internal dialect, our self talk, our communication with the person we spend all of our time with, our self. They help us remember that;

“Nothing in life has any meaning except the meaning that

I give it.”

The Morning Questions are;

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1. What am I most happy about today?2. What am I most excited about today?3. What am I most proud of?4. What am I most grateful of?

The morning questions are designed to help you start the day with a positive outlook rather than leaving it to chance. With the right outlook, the challenges we face daily will probably look more like opportunities than problems.

The Evening Questions are;

a. What did I learn today?b. How did I contribute today?

The evening questions are designed to help you recount the daily accomplishments that you might have otherwise forgotten about.

As a responsible instructor it is important to make sure that you become solution orientated. Always, always, always begin a challenge or project with the end in mind and most importantly of all keep your thinking on the solution. It is a proven fact that we as human beings only use a fraction of our brain to its potential.

The way to tap into the deep inner thought process is to be able to ask yourself better questions. With quality questions, come quality answers. As an instructor, you should always be looking to find better ways of improving your teaching methods.

Ask better quality questions of yourself and your students and you will receive better quality answers.

Exercise:

1. Divide your class up into groups of three or four.

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2. Ask them to discuss what the benefits are in asking themselves these questions every Morning. (3 minutes)

3. After 3 minutes, briefly stop discussions and ask for someone in each group to tell the class what they came up with

4. After each group has been represented, have them discuss among their group the importance of the Evening questions and why they should use them.

5. After 3 minutes, stop the class again and ask each to share their findings.

6. Answer the morning and evening questions for today.

1. Answer the Morning and Evening Questions for toady so far.

2. What better quality questions could you ask yourself on a daily basis?

How can I improve my teaching skills?

How can I improve the way I communicate?

How can I become the Best Instructor in the World?

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Assignment #2:Your assignment is to integrate the morning and evening questions into your daily routine for the duration of this programme (and then, why not your life!)

___________________________________ Week Five

“Posture Matching”

People like people like them! E.g. If you’re a direct confident person, and your future student is quiet and withdrawn and you greet them by being overbearing, they won’t like it.

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Similarly if your prospect talks sociably and quickly, and you are more introverted and shy you will not connect.

When you don’t have rapport with someone, you are acting differently than they are. The way to regain rapport is to become more similar. The most effective communication professional gain rapport by matching nonverbal behavior, sometimes called “Matching, Mirroring or Pacing.”

For example, if you are in someone else’s office and they have you sitting directly opposite them, you can still build rapport. One way to help both of you feel more comfortable is to match the other person’s posture. As you sit with the person, notice how he or she is sitting and slowly begin to adjust your body to match his or her posture.

Notice the angle of this person’s spine – is it very upright? Slightly leaning to one side or to the front? Notice if the persons head is tilted to one side or very upright. If you suddenly sit just like the other person, you might be thought to be mimicking them, and that will break rapport. The goal is to gently approximate the posture.

Matching occurs naturally when two people are already in rapport. However, matching can also be used consciously to establish an increase rapport. You can match literally any behavior you can observe. Posture, Facial Expression, Rate of breathing, Voice tone, tempo, and pitch – are all powerful ways to match someone else. By taking these steps to match the other person you will more nearly enter their world, because all these non-verbal behaviors are expressions of their state of mind.

Matching isn’t a gimmick to control others; it is a specific way for you to adjust your own behavior in order to get “in sync” with that person. It will help you feel and understand what it’s like to be them at this moment, and that will not only gain rapport, it will facilitate all your communication.

Doing things deliberately for rapport helps you back to the relationship that you would have naturally if people weren’t distressed, preoccupied by thinking about something else, or simply not paying attention.

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Exercise:

Developing Posture Matching:

1. Divide your IC’s into teams of two. ‘Person A’ and ‘Person B’. Both sit opposite Both sit opposite. (90 degree angle from each other creates better alignment).

3. Person A begins a conversation by asking person B “What have you been doing today?”

4. Try Matching: ‘Person ‘A’ leads by matching. As you talk to the other

person, notice their posture and slowly adjust your body to match it.

a. Notice the angle of their spine – and match it. b. Rate of breathing? – see if you can get in time

with and match theirs.c. Notice if their head is tilted to one side or

very upright – gently match it. d. Are they sitting cross legged? e. Do they have their arms folded?f. What is their facial expression?

As you talk to them, subtly adjust your posture so it is as close to the other person’s as possible. Notice the quality of the communication:

Is the flow of information smooth or difficult? Is there a feeling of rapport or not?

5. Try Mismatching. After a few minutes of smooth, flowing conversation, alter your posture to be very different from the other persons. Notice

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what impact this change has on the quality of the communication.

6. Now Go Back to Matching. Change back to matching the other person’s posture and notice you are able to regain the rapport that enables a smooth flow of communication.

7. Reverse roles.

9. Each group shares their notes with the rest of the group.

Alternative Drill:

Choose an Unimportant Situation. Pick a context where there is nothing at stake, like a casual meeting with an associate or a stranger in a public place and begin the drill from #3. As an alternative, you could get a friend to do this exercise with you by sitting opposite from each other. The effect of this exercise is most obvious if the other person does not initially know what you are gong to do.

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___________________________________ Week Five

Rapport - Parent

1.Name:

2.Permission:

3.Targets:

4.Self Defense:

5.Judge:

6.Lesson

7.Uniform

8.Smiles

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Section 6: Teaching


9.Good Job Notes & Thank them for their support in class

10. Conference



Exercise


2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and building rapport with the “Parents” in the lobby.

b. Remind them of the ‘Parent’ rapport building skills such as; using names, eye contact, permission, smiles, target, tanking them etc.

c. Remind them of the ‘Student’ rapport building skills such as; using names, eye contact, praise, smiles etc.

d. Remind them of the 3 x Rule

3. After a 2 minutes have the members of each group give their “Instructor” feedback (Constructive Helpfulness) on their performance using the ‘Feedback Sandwich’.


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Summarise Rapport Building with the Parents:

Caller:

______________________

Age: ________________________

Me

Other Name: ______________________

Age: ______________________

YesReferred by:

__________________ No

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Week Five: Section 7: Scripts-Information Call Flow– 25min

Hello, Black Belt Leaders, how may I help you? Great, my name is _________. Who am I speaking with?

Is this for you or someone else?

Who? What’s his / her name? How old is he / she? That’s a terrific age to start.

Now, ______, it is our policy that we only accept new students on a referral basis. Did someone recommend the black belt leadership academy to you, or do you know any of our black belt leaders who train at one of our academies who would be willing to be your personal sponsor?

May I ask the student’s name?

Then how did you hear about our Black Belt Leadership Academy? ... Because you weren't referred by one of our students, the only alternative is for me to personally be your sponsor."

Great! How old are you? That’s a terrific age to start.


Notes: ______________________

Yes____________________________

No

____________________________

__________________________

____________________________

____________________________

Appt:: _______________________

Phone: ______________________

Work: _______________________

Mob:________________________

Email:_______________________

Reluctant ____________________________

Friend: ______________________

Phone: ______________________

Call Taken By: ________________

Date: _______________________

____________________________________ Week Five

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Have you (has he/she) taken martial arts before?

How long have you/has he/she he been thinking about it?

What style? Where? How long? Did you earn a belt rank?

If you don't mind my asking, what specifically do you want [your child] to accomplish with a martial arts leadership program.” That's great. A lot of our students enrolled for

“_______” because we are a referral based academy we offer all of our new students a free introductory lesson. This way I can get to know you, and you can see exactly what we have to offer, how does that sound?

Now, just so you are aware, if everything goes well and after your lesson you think you would like to continue, we do give all of our new members a ‘30 days free’ offer, okay?

**(Offer lesson times) I have an opening today at _______ or ________ which is better for you?

*___”, what’s your last name." And your home phone number is? ... And mobile?………and your Email please, so we can send you our most recent newsletter..........” *Do you know how to get to the academy?" (Always give directions.)*Will your partner be joining you (and/your child) in class? [If Yes] “Great, and what is their name?” *[If No] “Do you have your partners support if you decide to join our academy today? So, when you find this is exactly what you’re looking for you’ll be able to enrol?”

When you get to the school, I'll make sure we meet. Again, my name is _______. The lesson will take about 45 minutes, so plan accordingly." You are/ _______ is welcome to bring a friend. Who would you/he/she like to bring?”

You see, ________, sometimes a new student may feel a bit awkward or nervous. Some of our best students felt that way when they first go started. And you know what we found? If a new student brings a friend, they have a lot of fun together, and this takes away the anxiety. Who would you/he/she like to bring to your/his/her first lesson?

Terrific. May I have your friend's name and telephone number, so I can call him and give him/ her all the information?

If for some reason you cannot make your first lesson, please call me because I work by appointment only, okay? I look forward to seeing you on _______ at _______. Thank you for calling Black Belt Leaders.


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

____________________________________ Week Five

“Instructor Qualities”

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BONUS: You Is It!


The goal of a martial arts instructor is to assist the students in the process of developing confidence through martial arts training. The following is a list of some of the more important qualities needed to become a well-rounded instructor.

1. Knowledge: Knowledge in the area of instruction is a must. An instructor must be informative; however, no matter how informative the material is, the class is only as good as the instructor’s attitude on that given day. This brings us to the second quality which is:

2. Enthusiasm: Enthusiasm is a must. What you lack in knowledge, make up in energy – enthusiasm is not taught, it’s caught. If you are not feeling enthusiastic “Fake it ‘til you make it.”

3. Patience: Patience is an instructor’s best friend (always end a correction with a smile).

4. Love: You must really care for your students.

5. Understanding: You must view things from the student’s viewpoint.

6. Compassion: You must help your students through frustrating moments.

7. Punctuality: Punctuality is a sign of dependability and is a must for all instructors.

8. Cleanliness: An instructor’s uniform should be clean and pressed. personal grooming should never be neglected.

An instructor should always be an EXAMPLE of the benefits of martial arts training, not only in the school, but also in society. Remember, YOU IS IT!

____________________________________ Week Five

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BONUS: Who do you allow


Remember, We become who we

spend time with.

The quality of a person’s life is most often a direct

reflection of the expectations of

their peer group.

Be selective,

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Choose your friends well!

___________________________________ Week Six

1. Theme: You can judge a persons character…2. RO3: 3 products we produce3. Discussion Topic: The levels4. Communication: Rhythm of movement matching 5. Teaching Technique: K.I.S.S6. Script: Info call flow, objections, confirm,

missed…7. Bonus: Teamwork

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WEEK SIX


___________________________________ Week Six




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___________________________________ Week Six

“You can judge a persons character by the way they treat the people least important

to them”

This theme places an emphasis on treating all those with whom you come into contact as important regardless of their age or appearance.

It’s easy to pre-judge and make assumptions about another person based on our own beliefs and “standards.” And my “personal opinion” is that in doing so provides that person with the highest level of disservice.

Relate to a time when someone treated you rudely, or with indifference, until they found out who you were and then became super friendly and respectful.

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In your next class I will ask you to share some of your experiences..

Exercise:1. As a group, have your IC’s give their feedback as to the value of this theme, and what this theme means to them.

Assignment:2. This week you should go out of your way to do something

nice to the following four people (something above and beyond what you normally would do):

a. A family member;b. A friend;c. A student at your martial arts school;d. And a complete stranger

3. To make it more interesting, one of your ‘good deeds’ has to be anonymous.

____________________________________ Week Six

3 Products we Produce

1. White Belts:

- 20 new white belts each month- 1 new white belt per day- Family advantages

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- 1. pay more- 2. come less often- 3. attend more consistently- 4. Refer other families- 5. Spend more on the stuff- 6. where the next instructors are going to come from. Why? Because

the whole family is involved they understand the dynamics of what we do and give their support.

2. Black Belts:

- Enroll white belts to create black belts- Keep your promise

3. Instructors:

- Find and develop your replacement- How many Business minded instructors can we produce- Rome wasn’t built in a day- A 10 year old will be 20 in 10 years time.- We will be here for ever.- Instructors are not super human, just must be able to communicate

and inspire everyone- It’s not what they look like its how they act- You can train someone to be physical

____________________________________ Week Six

The Levels

Level a: Name & Number, VIP/ Walk in / Phone / Referral / YP / Internet etc.

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Level One: A student who shows for their appointment and participates in an introductory lesson.

Level Two: A ‘Single Membership’ in the Basic Training Programme.

Level Two An intermediate or advanced student who joins the

‘External’ Basic Training Programme from another school.

Level Three: A ‘Family Membership’ in the Basic Training Programme.

Level Four: A ‘Single Membership’ in the Leadership Programme.

Level Five: A ‘Family Membership’ in the Leadership Programme.

Level Six: A Membership in the C.I.T Programme.

Level Seven: Employee: #3 Assistant Instructor.

Level Eight: Employee: #2 Programme Director.

Level Nine: Employee: #1 Chief Instructor.

Level Ten: Chief Instructor who becomes a Manager.

- Overseas 3 Locations.

Level Eleven: City Partner- Chief Instructor who become a school

owner.

Exercise:


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2. Take turns in explaining to your partners the levels of the school (5 minutes)

3. Next explain why you think it benefits the school and the students to have structured levels within the school. (5 minutes)

4. Stop the class and have each group share their findings with the whole group.

Notes:

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___________________________________ Week Six

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“Rhythm of Movement Matching”

You can match another person’s rhythm of movements. Like speech, a person’s physical movements have a pattern. Some people move a lot, others a little. Some move with large and smooth gestures and some with small abrupt ones. By subtly adjusting your movement rhythms to approximate the person’s you’re interacting with, you will greatly enhance the basis for your growing relationship.

As you practice these skills, you will develop your ability to build rapport quickly, in the moment, and to regain it quickly and easily when you lose it.

The ultimate skill is to be able to keep rapport through time. Creating constant feelings of rapport is what makes the difference between “instant” rapport and the highest quality relationships.

Exercise / Role Play:

Developing Rhythm of Movement Matching:

1. Divide your IC’s into teams of two. ‘Person A’ and ‘Person B’. Both sit opposite. (90 degree angle from each other creates better alignment).


3. Try Matching: ‘Person ‘A’ leads by matching. As you talk to the other

person, notice movement patterns and slowly adjust your body to

match it. a. Do they move a lot or a little – gently match them

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b. Are their movements large or small – gently match themc. Large smooth gestures – gently match them.d. Small abrupt movements – match them

As you talk to them, subtly adjust your movement rhythm so it is as close to the other person’s as possible. Notice the quality of the communication:


4. Try Mismatching. After a few minutes of smooth, flowing conversation, alter your rhythm of movement to be very different from the other persons. Notice what impact this change has on the quality of the communication.

5. Now Go Back to Matching. Change back to matching the other person’s rhythm and notice you are able to regain the rapport that enables a smooth flow of communication.

6. Reverse roles.


Alternative Drill:

Choose an Unimportant Situation. Pick a context where there is nothing at stake, like a casual meeting with an associate or a stranger in a public place and begin the drill from #3. As an alternative, you could get a friend to do this exercise with you by sitting opposite from each other. The

123


effect of this exercise is most obvious if the other person does not initially know what you are gong to do.

___________________________________ Week Six

K.I.S.S – Instruction Tips

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Section 6: Teaching

K.I.S.S Theory The ‘Keep it Super Simple’ theory is an easy way to remember that when teaching beginners or even advanced students for that matter you will need to ensure that you do not ‘overload’ the brain capacity to absorb new information. Use the following principles to help you better engage your students.

Noah’s Theory Noah’s theory (2 + 2) is a formula that is used to teach students a new form, pattern or basic exercise. You need to be able to break the pattern down into bite sized ‘chunks’. It has been found that an ideal number of movements, which is easily assimilated, is 2. When teaching a student a new form it’s best to demonstrate NO more than 2 moves at a time. Then return to the start and repeat the first 2 movements and then add on 2, then go back to the start again covering the first 2, the next 2, then add on 2, and so on until the form is complete.

Feet First! ‘Feet First’ principle should be applied to students learning new techniques, from punches to kicks to patterns and technical work. For example, when learning a basic exercise for the first time the foot positioning is the only thing that should be taught. Ideally, you would then repeat the foot movements so that they become committed to ‘muscle


Exercise


2. Have them practice taking turns at being the “Instructor” and teaching a small section of class using ‘Noah’s Theory’ or ‘Feet First’ (self-defense, one steps, and forms work well).





Summarise Noah’s Theory or Feet First:

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[Non-committal objection]:"Mr/Mrs/Miss_________, I can appreciate [reason]. And what I would like to suggest is, that we go ahead and schedule a tentative time, then you get back with me."“The reason I say this is because your first lesson is by appointment only, and our schedule gets pretty booked up.""This way, if the time works, I will have already blocked off time for your lesson. The next times I have, are _______ or _______. Which is best for you?"

[Price objection]:“The first lesson is absolutely free.” (continue with script…) or“________, we have a variety of different courses for people with different budgets and the price depends on the Programme you take. When you come to the academy for your first free introductory lesson, we will go through all the programmes with you, discuss the tuition in detail and you can decide what’s best. (continue with script…)or"Let's go ahead and set up your first free lesson, and then I can sit down with you and give you all the course information..." (continue with script…) or

“If all you're worried about is the price, our least expensive course we have is only one hundred pounds a month. So, let's go ahead and set up your first free lesson..."

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- [Confirmation: Day before]"Hello, is _______there?"“_______, this is ________. How are you tonight (today)?"I'm calling you to confirm your lesson with us tomorrow night at Black Belt Leaders, and I want to go over a few things with you.""First, do you have directions to the academy?"

["Next, does your friend _______, who will be joining you, know how to get here? If you'd like, I could give him/her a call. What is _________'s number?"]

"When you arrive to the academy, I'll make sure we meet. I'll bring you on a tour of the academy, and then take you through your first lesson, so you'll know exactly what the academy has to offer."

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Week Six: Section 7: Scripts-Information


" ______, I don't know how serious you are about getting involved in a martial arts leadership course, but after the lesson, if you think you would like to continue, I will go over all the programmes we have to offer, okay?

“Now you have our VIP pass so please bring this with you as it gives you two options. The first is 30 day free training and the 2nd option will save you £100 if you decide to enroll on any of our Programmes. ”“So please bring a form of payment-cash, check or credit card, so if [today/tonight/tomorrow you decide the 2nd option is best, you can take advantage of the £100 saving and receive a new uniform as our gift, okay?”]

[If they ask how much they should bring say] “[Bring 95 pounds."

“In addition, when you come in tomorrow I will also give you an opportunity to enter a free prize draw to win a complimentary 3 month training Programme at Blackbelt Leaders. Now just so you are aware this prize draw is only available to you tomorrow,”

”_______, If for any reason you are unable to make your first lesson, please give me a call, because we teach first lessons by appointment only, okay?"

"Do you have a pen?" "Please, write down my number, [01903 200 555]. I look forward to seeing you and your friend on ________ at ________. Thank you and good bye.

[Confirmation: Day of]"Hello, is _______ there?"

"Hello again, this is _______ from Blackbelt Leaders martial arts academy. I thought I would call to let you know we are on schedule for your first lesson tonight at ________.”

"And please remember to wear loose-fitting clothes for your first black belt leadership lesson. It's going to be fun! I'll see you tonight. Thank you."

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

[15 minutes after missed appointment time] "Hello, is _______ there?” “________, this is _______ from Blackbelt Leaders Martial Arts Academy. How are you tonight? Is everything okay?"

"I'm glad I caught you. I was looking forward to our first lesson together at [time]." “______, this happens a lot at this time of year. However, you're in luck. I have two openings this evening/tomorrow, one at _____ and one at _____. Which is better for you?" [Refer to the non-committal script if necessary.] “_______, do you have directions to the academy?” [Always give directions]

“ I look forward to seeing you at ________. Drive safely, good afternoon/night."

[Day after missed appointment-reschedule]“Hello, is _______ there?"“_______, this is ________ from Blackbelt Leaders Martial Arts Academy. How are you today?”"I was reviewing my schedule from last night, and I see we missed your first black belt lesson.""_______, this happens a lot at this time of year. However, you're in luck. I have two openings this evening/tomorrow, one at _______ and one at _______. Which is better for you?" [Refer to the non-committal script if necessary.]“_______, do you have directions to the academy?" [Always give directions]"I look forward to seeing you at _______. Drive safely, good afternoon/night."

____________________________________ Week Six

1.

2.

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3.

4.

5.

6.

7.

8.

9.

10.

___________________________________ Week Six

When you hear of geese heading south for the winter flying along in a “V” formation, consider what science has discovered as to why they fly that way. As each bird flaps its wings, it creates an updraft for the bird immediately following. By flying in a “V” formation, the whole flock adds at least 71% greater flying range than if each bird flew on its own. People who share a common direction and a sense of

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BONUS: TEAMWORK


community can get where they are going more quickly and easily because they are traveling on the trust of one another.

When a goose falls out of formation, it suddenly feels the drag and resistance of trying to go it alone and quickly gets back into formation to take advantage of the lifting power of the bird in front.

If we have as much sense as a goose, we will stay in formation with those who are headed in the same way we are. When the head goose gets tired, it rotates back in the wing, and another goose flies point. It is sensible to take turns. It is sensible to take turns doing demanding jobs with people or with geese flying south.

Geese honk from behind to encourage those up front to keep up the speed. What do we say when we honk from behind?

Finally, and this is important, when a goose gets sick or is wounded by gunshot and falls out of formation. Two other geese fall out with the goose and follow it down to lend help and protection. They stay with the fallen goose until it is able to fly or until it dies. Only then do they launch out on their own or with another formation to catch up with their group. If we had the sense of geese, we will stand by each other like that.

“Together Everyone Achieves More”

___________________________________ Week Seven

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WEEK SEVEN


1. Theme: Take care of the days…

2. RO3: 3 sources of new students3. Discussion Topic: The student creed4. Communication: Alignment5. Teaching Technique: Instructor points6. Script: Set responses and re-frames7. Bonus: Alignment

Our deepest fear

___________________________________ Week Seven

130Section 1: Review Last





___________________________________

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Week Seven

“Take care of the days and the years will take care of themselves”

This theme gets us focused on being as productive as possible every day.

A college professor, renowned for his wisdom, was once asked how he deals with all of life’s challenges. He responded by saying “I eat the apple one bite at a time.”

We all probably need to be reminded every now and then about the value of taking one day at a time, making the most of it, and not worrying about tomorrow until it comes.

An ancient Zen proverb says “If you are going to sit, sit. If you are going to stand, stand. Whatever you do, don’t wobble!

The wisdom in this proverb reminds us that if we worry about one thing while we are doing another, we tend to freeze up and do not do anything. If we can learn to be in the present, then we will be better prepared to be productive and make the most of each day. This in turn creates the focus and self discipline need to avoid procrastination in designing the lifestyle of your preference.



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2. This week you should go out of your way each day to be as productive as

possible and be concerned only with the things that you can immediately do something about. In other words, concentrate on being in the “present”, in the “Zone”. This will be far the most challenging assignment we have had yet.

____________________________________ Week Seven

3 Sources of New Students

1. Location:

- Nothing beats a great location- Follow publics. E.g. Master Clark follows ‘Starbucks’- Clean and presentable- Make sure it is accommodating- Open on time and more frequently-

2. What the Academy Staff do:

- Birthday party- VIP ‘6 per day’- How aggressive are you at asking for referrals?- Ask for referrals: Info call, confirmation calls, in class, point of sale

etc…all of the time- Out side the school- Make sure all business know about us- Invite everyone

3. What the Students do:133



- Referral (you need to train them how to do this)- Class talk- Lobby talk- Student script- Student patch – mandatory – free graduations- Condition New students from intro call to be referral minded- Referral patch- VIP Ambassador Programme

____________________________________ Week Seven

The Student Creed

Understanding The Student Creed And Living By It

The Student Creed:

1. I will develop myself in a positive manner and avoid anything that may reduce my mental growth or my physical health.

2. I will develop self discipline in order to bring out the best in myself and others.

3. I will use common sense before self defense and never be abusive or offensive.

4. This is our Black Belt Leadership School. We are dedicated, we are motivated, were on a quest to be the best…Ashaah!

Martial Arts training operates on two levels, the physical and the mental. The most important principles of the mental

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aspect are embodied in the student creed to which you were introduced at the very start of your training.

The student creed emphasizes several extremely important ideas for developing yourself in the most positive manner possible. Of course, I expect that you have memorised the creed. But instead of mindlessly memorising it, make sure you really understand the principles and how they apply to your life personally.

The three versus contain some very important ideas. With each sentence, you can raise relevant questions to ask yourself. This will help you understand the Student Creed even more. Let’s review the three sentences and some of the questions they raise.

1. I will develop myself in a positive manner and avoid anything that may reduce my mental growth or my physical health.

You should ask yourself what you could do in your life specifically to develop in a positive manner. Also, what specific things should you avoid to make sure that your growth isn’t reduced?

2. I will develop self discipline in order to bring out the

best in myself and others.

Ask yourself “What specific things could I do for people to help them bring out the best in themselves?” And, “What about myself?”

3. I will use common sense before self defense and never be abusive or offensive.

Come up with some examples of how you could use what you learn in class in a positive manner. Also what do you think it means to be abusive or offensive.

4. This is our Black Belt Leadership School. We are dedicated, we are motivated, were on a quest to be the best…Ashaah!

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Our academy is a ‘Leadership’ academy. This means it is our goal for everyone to become black belt leaders. Not just here at the academy but everywhere they go. We school is dedicated and motivated to help our students develop the characteristics to step up to the challenges that life presents to them every day.

Summary: Without the important moral principles of positive ness, generosity, and self discipline, the martial arts would not be as rich as they are today. Thinking about the ideas of the Student Creed and really understanding them, will help you put your training to excellent use, not only for yourself, but for society as well.


2. Have them discuss the merits of the ‘Students Creed’, and how they should explain it to their students.



5. Answer the questions that each verse asks.

Notes:

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___________________________________ Week Seven

“Alignment”

One of the things that people do when they are in rapport is to align themselves with the other person. When you are in a group of people that begins to gather, notice what happens in the first few minutes a s people are beginning or regaining relationships with each other.

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You will notice that as people get into rapport with each other, they naturally align with each other’s posture and movements. Alignment can occur on several levels, as when two people share common interests, they become closer.

For example when you are sitting with someone in your living room and want to show them a photo album or a book, you usually sit next to them. This position naturally leads to a sense of togetherness and sharing.

When some business people meet at a table with a colleague, they consistently sit opposite them. Others sit at the side of the table nearest the other person. You’ll notice how verbal expressions reflect the impact of these different choices.

Would you rather stand “toe-to-toe” and “square-off” with someone? Or would you rather “share-space”? By aligning your body so that you are literally pointed in a similar direction, you are more likely to see things the same way, get in tune with each other, and feel “in sync”. Whether you sit or stand in alignment, it’s as if you share the same space, and are headed in the same direction. You and the person you are talking with will naturally make hand gestures toward this common space. If you are in agreement and sharing common interests, it’s easy to feel aligned.

When you have conflict or are in the process of building common interests, your physical alignment can help accelerate cooperation.Aligning yourself with someone is a great metaphor to help you remember what to do literally when you want to build the common ground upon which relationships develop. You can align with common interests, body orientation, or emotional state.

Exercise:Developing Alignment:


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3. Try Alignment: ‘Person ‘A’ leads by beginning to aligning themselves with ‘Person B’ as they talk and interact with them.

a. 45 – 90 degrees rather than opposite.b. Sitting at the edge of the table rather than opposite.c. Refer to this week’s bonus worksheet #1 to assist you in this.

As you talk to them, subtly adjust your alignment so you are as close to the other person’s direction as possible whilst still able to carry out conversation. Notice the quality of the communication:


4. Try Mismatching. After a few minutes of smooth, flowing conversation, move out of alignment with the other person. Again refer to this week’s bonus worksheet #1 to assist you in this.

Notice what impact this change has on the quality of the communication.

5. Now Go Back to Alignment. Change back to aligning with the other person and notice you are able to regain the rapport that enables a smooth flow of communication.

6. Reverse roles.

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Alternative Drill:


___________________________________ Week Seven

Instructor Points

1.Floor Plan:

2.Set Point:

3.Black Belt / Leader a Minute:

4.Zero Down Time:

5.Pace and Peak Coaching:

6.Verbalise Expectations:

7.Praise – Improve – Praise

8.Corrective Feedback / Monitor and Adjust140

Section 6: Teaching


9.Lesson of the Month / Mental Benefits

10. Awards and Announcements



2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and using the ‘Instructor Points’.

a. Remind them of the ‘Student’ rapport building skills such as; using names, eye contact, praise, smiles etc.


3. After a 2 minutes have the members of each group give their “Instructor” feedback (Constructive Helpfulness) on their performance using the ‘Feedback Sandwich’.



Summarise the ‘Instructor Points’:141


___________________________________ Week Seven

What style do you teach?“Blackbelt Leaders teaches Traditional Mixed Martial Arts.”

[For a Child]“We use our martial art’s programme to teach families the secrets on how to raise better behaved children…Who get great grades, Are physically fit, Are super confident, And become the most popular in their class. We teach children how to make better choices about who to become friends with and to always do their best.”

[For an Adult]It is a progressive Martial Arts curriculum that incorporates a combination of techniques found in five effective disciplines: Karate, Taekwondo, Kickboxing, Kung Fu and Realistic Self Defense to provide students with a personal-protection system for a modern world. (Continue with script…)] *

I’m too old?

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Section 7: Scripts– 25min Set Responses &


"I understand how you feel. Many of our students felt the same way but do you know what they found? When they got started and gained a new appreciation of what our programme could do for them, they soon realised that it was the best decision they had ever made.” (Continue with script…) *

When are the classes?"We have many classes throughout the week. When you come in to the academy for your fee introductory lesson, we will discuss the schedule with you in detail and you can decide what’s best.” (Continue with script…) *

I’m a pacifist, I don’t agree with violence!"I totally agree with you, that’s why we at Blackbelt Leaders focus on confidence, self esteem, stranger awareness for children and self defense.” (Continue with script…) *

Where do you train?"Blackbelt Leaders is the only full time martial arts academy in Worthing and we are located directly above Blockbuster video store.” (Continue with script…) *

*If they continue to ask questions:You have a lot of great questions, when you come in for your free introductory lesson, we will answer all of your questions and give you all the information you need.” (Continue with script…)

____________________________________ Week Seven

1.

2.

3.

4.

5.

6.

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7.

8.

9.

10.

___________________________________ Week Seven

“Does Your Alignment Have An Effect On Rapport?”

Lower

Level of Alignment

Higher

Opposite to the other

At 45 degrees to the other

At 90 degrees to the other

Facing exactly the same

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BONUS # 1:


person person person direction

Proximity? Proximity? Proximity? Proximity?

Sitting at a desk

Sitting at a desk

Sitting at a desk

Sitting at a desk

Sitting in a chair

Sitting in a chair

Sitting in a chair

Sitting in a chair

Standing Standing Standing Standing

Further Examples

Try Walking! Try Walking Try Walking Try Walking

Try Asking your partner to come with

you!

Try Asking your partner to

come with you!

Try Asking your partner to come with you!

Try Asking your partner to come with you!

“Follow me” “Follow me” “Follow me” “Follow me”Explain

SomethingExplain

SomethingExplain

SomethingExplain

SomethingHelp

someone across the

road

Help someone across the road

Help someone across the

road

Help someone across the

road

Show a picture

Show a picture Show a picture Show a picture

Go on a demonstrati

on

Go on a demonstration



Play football with your

team

Play football with your team



100 meter 100 meter race 100 meter race 100 meter race

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race

___________________________________ Week Seven

“Our Deepest fear is not that we are inadequate.

146

BONUS # 2: Our Deepest


Our deepest fear is that we are powerful beyond measure.

It is our light, not our darkness that most frightens us.

We ask ourselves, who am I to be brilliant,gorgeous, talented, fabulous?

Actually, who are you not to be?

Your playing small does not serve the world.There is nothing enlightened about shrinking

so that other people won’t feel insecure around you.

We are all meant to shine, as children do.

It is not just in some of us; it is in everyone.And as we let our own light shine, we

unconsciously give other people permission to do the same.

As we are liberated from our own fear, our presence automatically liberates others.”

___________________________________ Week Eight

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WEEK EIGHT


1. Theme: Winners reinforce past success

2. RO3: 3 reasons to teach an intro from a student’s…

3. Discussion Topic: F.I.T.Y.M.I4. Communication: Pacing and Leading5. Teaching Technique: Cadence6. Script: The greeting7. Bonus: F.I.T.Y.M.I

___________________________________148


Week Eight




149



___________________________________ Week Eight

“Winners Reinforce Past Success”

Confidence is built on the experience of success. When we begin anything new, we usually have little confidence because we have not learned from experience that we can succeed. This is true when learning to ride a bicycle, ski, figure skate, martial arts, fly a high performance jet aircraft. Or lead people.

It is true that success breeds success. Winners focus on past successes and forget failures. They use errors and mistakes as a way to learning, then they dismiss them from their minds.

Yet, what do many people do? They destroy their self confidence by remembering past failures and forgetting all about past successes. They not only remember failures, they etch them in their minds with emotion. They condemn themselves.

Winners know it doesn’t matter how many times they have failed in the past. What matters is their successes, which should be remembered, reinforced and dwelt upon.

To establish true self-esteem, we must concentrate on our successes and look at the failures and negatives in our lives only as corrective feedback to get us on target again. Instead of comparing ourselves to others, we should view ourselves in terms of our own abilities, interests, and goals.

Exercise:

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1. As a group, have your IC’s give their feedback as to the value of this theme, and what this theme means to them.

Assignment:2. This week you should remind yourself of your past

success. Every day write yourself at note to remind you of a success you have had in the past. When something doesn’t go that well for you that day or you don’t do as well as you would have liked, just pull out the note and read. Will this fix the issue? Maybe not, but it will help put it into perspective…Life’s good!

____________________________________ Week Eight

3 Reasons to Teach an Intro from a Student’s Perspective

1. To show them they can actually do it:

2. Have to realise or recognise that this is more than they thought it was:

- The reason they normally come in is not big enough for them to enroll- Help the realise they just walked into the right academy- Realise they can be good at it

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3. You:

- Are you it?- Will your impact be big enough to help make a positive impact- You are the right instructor for them- Help them realise that they are in good hands

____________________________________ Week Eight

F.I.T.Y.M.I Theory

The ‘Fake It Till You Make It Theory’ is one of the most useful tools a new instructor can possess. As a Blackbelt Leaders Instructor I can guarantee you will never have another bad day - at least not whilst you are teaching anyway! How can I be so sure? Well it’s really quite simple. Feeling good or bad, happy or sad is only a matter of focus. You can change your focus by asking yourself better questions.

Questions like:

1. What was good about today?

2. What can I learn from this situation?

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3. What is great in my life right now?

4. What makes me happy?

‘Faking It Till You Make It’ is really about adapting an attitude of gratitude by applying yourself and placing yourself in a positive state - you will find that you already begin to feel better about yourself. The quickest and easiest ways of changing your state is to change your physiology.

By changing the way you move your body you can greatly affect the way you feel and vice versa. So when you ‘step up’ onto the training floor as an instructor for the first time you may begin to feel a little nervous it is this time you are going to need to really focus on the things that influence you positively ask yourself:

5. How would I stand if I were the best Instructor in the World?

6. How would I speak if I were the best Speaker in the World?

7. How would I smile if I were the friendliest person in the World?

8. How would I perform as the best Martial Artist in the World?

Exercise:

1. Answer questions 1-8.

2. Ask your IC’s to share their notes with the rest of the group.

Answer the questions 1- 8:

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___________________________________ Week Eight

“Pacing and Leading”

Studies of successful people have shown over and over again that they have a great talent for creating rapport. You don’t need any “natural gift” to do it. If you can see, hear, and feel, you can create rapport with anyone just by doing what they do.

By practicing matching consistently, you will learn to enter someone else’s mode. The more you practice it will become “second nature” and you will begin to do it automatically.

154



When you begin to match effectively, you’ll learn that this process does more than allow you to achieve rapport and understand the other person. In fact, if you can establish a high enough level of rapport with someone, before too long you can change their behavior by beginning to have them match yours. You can do this through the process known as “Pacing and Leading”.

Pacing:

Pacing is just graceful matching and mirroring, moving the way a person moves, changing gestures as they change gestures. As your skill develops you will find that you are able to change your physiology and behavior almost instinctively as the other person changes.

Leading:

Leading follows and comes just as natural as pacing. After a high level of rapport has been established you can begin to initiate change in the other person rather than just matching and mirroring them. At this point the other person will begin to unconsciously follow you.

If you try to lead someone and they do not follow, it simply means you do not have enough rapport yet. So you return to pacing, develop more rapport and then try again.

Exercise:Developing Pacing and Leading:



155


3. Try Matching: ‘Person A’ leads by matching ‘Person B’. Match their posture, voice, breathing, gestures etc.

4. Start Pacing: As you talk to them, subtly adjust and pace yourself so you are ‘In time’ as much as possible with the other person. Notice the quality of the communication:


5. Try Leading. After a few minutes of smooth, flowing conversation, try changing your posture or tone of voice. Does the other person follow you after a few minutes? If they do not, simply go back and pace again. Then try a different lead and make the change more subtle. Again does the other person follow you after a few minutes? If they do not, simply go back and pace again.

6. Reverse roles.


Alternative Drill:


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___________________________________ Week Eight

“Cadence”

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Section 6: Teaching Cadence

The ‘Cadence’ of a class is the pace and tempo of the Instructors commands. For the best results in teaching the Martial Arts it is recommended that you work with a

1 – 8 beat cadence for ‘Basic Training’ and a 1- 10 beat cadence or set a time limit for higher levels of training. This will allow the students to know exactly how many repetitions they will be performing in any given exercise. The idea is that the students know exactly when the set of exercises will be complete and can then continue to increase their effort on each repetition of the exercise to improve their speed and power.

Cadence Practice You can have the students shout a count down from 10 to 1 at the end of a 30 second drill. It is also important to be able to practice counting from 1 through to 10 adding the necessary encouragement along the way.

For example: One - Here we goTwo - Better Three - NiceFour - Increase the intensity nowFive - Come onSix - A little FasterSeven - Add some more power Eight - You’re looking sharpNine - ExcellentTen - Well done




2. Have them practice taking turns at being the “Instructor” and teaching a small section of class paying attention to their ‘Cadence’ and ‘Encouragement’ (Warm up drills and Line drills work well).





Summarise Cadence and Encouragement:

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___________________________________ Week Eight

[Bow] "Hello, welcome to the Blackbelt Academy, my name is _____, I am the _______here. And you are...?"

[Handshake] “_______, it is nice to meet you. How may I help you today?"

[Begin Building Rapport]“Great! Do you know any of our black belt leaders or did someone tell you about our academy?”

[Yes] "Who?"

"That's terrific, _______ is one of our best students and is on his way to earning his (her) black belt."

[No] "How did you hear about us?"

“Is this for you or someone else?"

[Child] “How long have you been thinking about lessons for your child?" “What do you want your child to learn from martial arts?”

[Adult] "How long have you been thinking about taking lessons?" "What do you want to learn from martial arts?”

159

Section 7: Script– 25min 1a. The


“That’s perfect, most of our students joined for the same reason.”

"Before I answer all of your questions and show you around our academy, please fill in our future student information card. This way I can put you on our email list and give you a recent newsletter. It will just take a few moments, okay?”

___________________________________ Week Eight


[Handshake] [Adult/ Parent] “_______, it is nice to meet you in person. / (see you again.)

[Child]And this must be _______. Hello, _______, are you ready to have fun and take your first black belt leadership lesson?” You are going to do great.”

[Adult/ Parent]“ _____, you told me on the phone that you want (your child) to learn _______ from the martial arts. A lot of our students (families) enroll for this same reason. You will find how we teach this today in your (child’s) first Black Belt Leadership lesson.”


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Section 7: Script– 25min 1b.The Greeting–

1c. The Greeting Walk In or Appointment Show –Used by Instructor Taking Class (or C.I.T Student)



[Handshake] “_______, it is nice to meet you, how may I help you today?"

[They Answer: “Just came up to find out about lessons” or “I have an appointment.”]

“Great, please wait here (take a seat over here), and I will ask a member of staff to assist you.” ____________________________________ Week Eight

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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___________________________________ Week Eight

Fill in the following:

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The Secret WEAPON

BONUS:


___________________________________ Week Eight

BONUS: “The 4 C’s”

The 4 C’s highlight the importance and result of being consistent in your actions, thoughts and behavior

1. CONSISTENCY:

Being consistent in your actions leads to…

2. CREDIBILITY:

Which helps people believe in you and enables people have more…

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3. CONFIDENCE: In you.

And when people have confidence in you, they trust you, which leads to…

4. COMPLIENCE: When someone trusts you, they will understand that you are acting in their best interests and will, trust your recommendations.

___________________________________ Week Nine

1. Theme: Stop talking and start listening

2. RO3: 3 reasons to teach an intro from an instructor’s.3. Discussion Topic: 9 success axioms4. Communication: The art of listening5. Teaching Technique: Rapport - student6. Script: VIP person to person7. Bonus: My attitude

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WEEK NINE


__________________________________ Week Nine




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___________________________________ Week Nine

“Stop Talking – Start Listening”

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An accomplished professor visits a Zen Master to learn about Zen. Whenever the Zen Master gets into a point, the professor begins to give his own opinions and viewpoints, this continues for some time, with the Zen Master being completely unable to convey his learning's to the professor.

The Master decides to take a break and makes some tea. He puts a cup in front of the professor and begins to pour. He fills the cup all the way and then continues to pour. The cup overflows, but the Master keeps pouring. Finally, the professor can not hold back and blurts out, “Stop, the cup is full and can not take anymore tea.” The Zen Master looks at the professor and says, “Like this cup, you are so full of knowledge that you can not accept anymore. Only if you empty your cup can I teach you anything.”

How often do we as people seek out knowledge but then remain un-teachable by our preconceived ideas? How often do we go to a class but then try to show the teacher how much we know rather then just learning what s/he has to offer?

How often are we in a conversation with someone but rather than really hearing and understanding what they have to say we care much more about getting the other person to understand us?

Most people can not let go like this have a challenge with insecurity, whether they consciously realise it or not. When they are being taught something, they have an innate need to demonstrate what they already know. It's as if they believe that by simply keeping quiet and listening, they are diminishing their power.

The irony is that the people who have the inner calm and confidence to listen are the most powerful people of all. They also happen to be the ones who grow and learn the most because they are open to new ideas.

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Here are three simple ideas to help you empty your cup:

Firstly, when you ask someone for advice, resolve to listen to their answer completely before saying anything else. *Once they are finished,* if they have told you nothing new, politely mention to them that you already know that and then ask if they have any other advice.

Secondly, when you feel an inner signal to interrupt or point out what you know, do not act on it immediately. Instead, acknowledge the feeling and realise that this is your ego getting in the way. Remind yourself that you are here for information, not to stroke your ego.

Lastly, if someone tells you something you already know, it may be because you need to hear it again. Rather than being annoyed that you are being reminded of something, actually listen to the advice as if you are getting it for the first time and see if you don't come up with a new idea yourself.

Habit number four in 'The Seven Habits of Highly Effective People' by Stephen Covey is 'seek first to understand, then to be understood.' This is an amazingly simple but powerful principle for interacting with others, and the most powerful way to do it is to empty your cup.



Assignment:2. This week you should remind yourself to ‘Empty your

Cup’. Whenever you are in conversation with anyone ‘Stop Talking and Start Listening, and then ask questions’. You might learn something.

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____________________________________ Week Nine

3 Reasons to Teach an Intro from an Instructor’s Perspective

1. To sign them up on the first visit:

2. To Pre-frame them for the Leadership Programme:

- Enrol them and prepare them to upgrade in 10 days

3. Create a P.I.F:

- Major impact169



- To make the impact of our program so significant that when you ask for payment they pay you all of it. (PIF – pay in full)

____________________________________ Week Nine

The 9 Success Axioms

1. Only hire students who have demonstrated the desire

and willingness to work hard toward becoming a martial arts professional.

- Do not higher anyone with a Plan B

2. Free, untrained help is the most expensive help you can use in your academy.

- Consequence determines your level of intensity- There must be a degree of consequence if you don’t achieve.

3. Everyone quits! Your job is to delay that from happening long enough

for each student to earn a black belt

- Therefore change or shift the direction of their life- People quit because 1. Think might get hurt, 2. Embarrassed, 3. Not

progressing.170



- Tell parents their children will want to quit. It’s not what ‘if he want’s’ to quit, it’s what are we going to do when that day comes?

4. There is nothing you can do or say to impress your students more than

they already are, only less.

- ‘Gas and Brake’

5. You can be personable with your students, but not personal. You can be

friendly, but you cannot be your student’s friends.

- The hardest part of this job is separating ourselves from our juniors and students

- The fish is talking but is it saying anything…No small talk- No spaghetti dinners, don’t hang out with your students- You are the general

6. The training theme of our academy should be “Look tough, act tough, but nobody gets hurt”.

7. Stop ‘selling’, and start sharing the martial arts through your professional example.

- There is nothing you can do or say in the office that can make up for what did not happen on the floor.

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8. Waiting for perfection before you begin will prevent you from improving.

- ‘Perfection is overrated’- You know what you know, You know what you don’t know, but you

don’t know what you don’t know.

9. A leader doesn’t tell, s/he shows. A leader doesn’t push, s/he pulls. A leader is never not a leader. Always keep your guard up.

- Be the general- Be professional and don’t take it personally

Notes:

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____________________________________ Week Nine

The Art of Listening

Learn To Listen Well

The ability to listen well is absolutely indispensable for success in all human relationships. The ability to be a good listener in a sales conversation is the foundation of the new model of selling. It leads to easier sales, higher earnings and greater enjoyment from the sales profession.

Being A Good Talker is Not Enough

Many salespeople have been brought up with the idea that, in order to be good at your profession, you must be a

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glad-hander and a good talker. You have even heard people say, "You have the 'gift of the gab'; you should be in sales!"

Focus On The Other Person

Nothing could be further from the truth. As many as seventy five percent of all top salespeople are defined as introverts on psychological tests. They are very easy going and other-centered. They would much rather listen than talk. They are very interested in the thoughts and feelings of other people and they are quite comfortable sitting and listening to their prospects. They would much rather listen than talk in a sales situation. Poor salespeople dominate the talking, but top salespeople dominate the listening.

Practice "White Magic" With Everyone

Listening has even been called "white magic." It is too rarely engaged in by business people. When a salesperson develops a reputation for being an excellent listener, prospects and customers feel comfortable and secure in his or her presence. They buy more readily, and more often.

Practice the 70/30 Rule

We have two ears and one mouth, and are supposed to use them in that proportion. Top salespeople practice the "70/30 rule". They talk and ask questions 30 percent or less of the time while they listen intently to their customers 70 percent or more of the time. They use their ears and mouth in the right ratio.

Action Exercises

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First, resolve today that, from now on, you are going to dominate the listening in every sales conversation. Become comfortable with silence.

Second, practice the 70/30 rule in every sales and non sales conversation. Listen 70% of the time and only talk and ask questions 30% of the time.

Genuine Interest FactorTo become more interesting you simply need to become

more interested. And you do that by asking quality questions and genuinely listening to the answers.

When have we ever been taught to listen? Never! That’s why most people’s listening skills are poor. An enrolment expert is a good listener; an enrolment amateur is not and talks too much.

What are some of the keys signs to showing Genuine Interest?

1. Nodding2. Eye contact3. Tilting head to side4. Raising eyebrows5. Repeat back to the person6. Leaning forward’s7. Letting them speak

Remember matching, mirroring, pacing and leading - reflect customer’s body language/tonality etc. Remember, people like people like themselves. Your future students favourite subject is themselves, so get your customer to talk about themselves.

The 3 areas we all like to talk about are:

1. Job 2. Hobbies3. Family

"We all have two ears and ONE mouth for a reason"

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6 Secrets to Better Listening

1. Give Undivided Attention:

- Time- Noise Level (Change the ambient noise if

necessary).- Wherever you are, be there. (Turn off the TV,

mobile phone).

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2. Direct Eye Contact:

- 6-8 Seconds- It’s okay to blink!

3. Demonstrate a Sincere Interest (G.I.F):

- Facial Expression- Body Language- Voice qualities

4. Ask Questions:

- Remember the 70:30 rule- Leading – First question is to create a subject- Encouraging – Based on first part - Remember, Ask a question, listen to the

answer, and then ask a question about their answer.

- Our Six friends (Who, What, When, Where, Why, How).

6. Using Words rather than Non Words:

- Words – Yes, really, interesting, okay, tell me more, etc.

- Non Words – Ohh, ahh, erm, huh,

7. Pause Before Replying:

- 2-3 Seconds.- Shows you’ve been listening.- Enables you to absorb what they have been

saying. - Shows them the courtesy of thinking and

contemplating their point of view.- Shows the other person that you “Don’t always

have an answer for everything”.___________________________________

Week Nine

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Section 6: Teaching


Rapport - Student

1.Name:

2.Appropriate Touch

3.Eye Contact:

4.Praising Individuals and Class

5.Examples:

6.Personal Stories:

7.Rewards:

8.Smiles:

9.Good Job Note:

10. Highlights:



Exercise / Role-Play

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2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and building rapport with their “Students”.

a. Remind them of the rapport building skills such as; using names, eye contact, praise, smiles etc.






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___________________________________ Week Nine

Bow“Hello, Sir / Ma’am, my name is ________ from Black Belt Leaders Martial Arts Academy [Just above Blockbusters, right here in Worthing]…

“The reason I stopped you today is to offer you and your family the chance to try our martial arts Programme Free of charge, for 30 days. How does that sound”

“This is our VIP Pass [Show them the pass], you can use it for 30 days free martial arts training or save £100 on enrollment and get a new uniform as our gift, so this has a real value of £100, how does that sound?” [or…”Isn’t that great?”]_______________________________________________________________________________[Rapport Building Questions]“Have you ever taken martial arts before?”

[Yes] “(What style, where did you train, what belt…..congratulations)”


[No] “Have you ever thought about taking martial arts?”(“Have you ever thought about enrolling your child/ren in the martial arts

before?”)

“What benefits would you like to gain from a martial arts programme?”(“What benefits would you like your child/ren to gain from a martial arts

programme?”)

[After asking questions you can end with]“Great… you can use this VIP Pass for 30 days to see if our martial arts programme is right for you [and your family._______________________________________________________________________________

“All I need to give you the VIP Pass is your name and telephone number and I will have our Leadership Programme Director call you and arrange your first free lesson…okay?”

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Section 7: Scripts – 25 min VIP Person to


[Yes] “And your name is ________, and telephone number ______?” (ask for home and mobile)

“What is the best time to reach you?”


Bow

[No] “I understand. Well, allow me to give this to you anyway, it has a real value of £100, and maybe you could give it to a friend, okay”

“Thank you for your time, have a great day!” Bow ____________________________________ Week Nine

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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___________________________________ Week Nine

I Promise Myself…

To be so strong that nothing can disturb my peace of mind.

To talk health, happiness, prosperity to every person I meet.

To make all my friends feel that there is something of value in them.

To look at the sunny side of everything, and make my optimism come true.

To think only the best, to work only for the best, and to expect the best.

To be just as enthusiastic about the success of the others as you are about my own.

To forget mistakes of the past and to press on to the greater achievements of the future.

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BONUS: My


To wear a cheerful countenance at all times and give every living creature I meet a smile.

To give so much time to the improvement of myself that I have no time to criticize others.

To be too large for worry, too noble for anger, too strong for fear, and too

happy to permit the presence of trouble.

___________________________________ Week Ten

1. Theme: Life is a do it to yourself programme2. RO3: 3 ways to pay tuition3. Discussion Topic: Parents, 6 things you should look

for…4. Communication: Listening with rapport5. Teaching Technique: P.I.P6. Script: VIP town centre7. Bonus: Process words

Process phrases

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WEEK TEN


__________________________________ Week Ten




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___________________________________ Week Ten

“Life is a do-it-to-yourself programme”This theme talks about the importance of self honesty. A

winner knows one of the most important aspects of self honesty is that winners take full responsibility for determining their actions in their own lives.

They believe in cause and effect and have the philosophy that life is a do-it-to-yourself programme. Many people refuse to face the truth in the mirror of their lives on a daily basis and prefer to hide behind the belief that fate, luck, biorhythm, or, possibly, their astrological sign have shaped the outcome of their lives.

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These people, who feel that life is mostly determined by circumstance, predestination, or being in the right place at the right time, are more likely to give in to doubt and fear.

Those who cannot make up their minds for fear of making the wrong choice, vacillating in indecision, simply do not achieve their goals – a requisite for success. Rather, they take their place among the rank and file, trudging along mediocrity. They are so scared of being wrong that they never afford themselves the opportunity of being right!

People who are aware that they exert control over what happens to them in their lives are much happier and are able to choose more appropriate responses to whatever occurs. All individual are what they are and where they are as a composite result of all their own doings. You may believe that we are all God – Created, but we are also ‘Self – Molded.’ Although there are innate characteristics and environment are given to us initially, the decisions we make determine whether we win or lose our particular game of life.

Exercise:1. As a group, have your IC’s give their feedback as to the value of this theme, and what this theme means to them.

Assignment:2. This week you should focus on self honesty (be honest with yourself) and take full responsibility for your circumstances and their actions.

____________________________________ Week Ten

3 Ways to Pay Tuition

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1. Pre-Pay:

- In business it does not make sense to be paid slowly. - PIF = Its win-win. We win because they pay us all of it now! They win

because they 1. Save a lot of money, and perhaps more importantly, 2. The make a commitment that will change their lives.

2. Deferred Payments:

- Get them to pay faster- If they can’t pay in full, offer post dates

3. Billing:

- Worst way- This is a courtesy we extend to the people who cannot afford our

program

____________________________________ Week Ten

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Parents,6 Things you should look for before

choosing a Martial Arts Academy

1. Is there a high degree of emphasis placed on competition? If you walk into an academy with a bunch of trophies in the window – Run Out. You see the martial arts should be about creating a win-win relationship and developing your child’s character. There is a big difference between a little bit of healthy competition to improve your own efforts than focusing on beating someone else’s.

If you walk into an academy that talks about developing physical champions who win tournaments run for the hills because they are only focused on physical accomplishments and not the expansion of emotional or intellectual improvement and maturity for all ages. Try somewhere else.

2. Martial Artists should hold themselves to a higher level of respect. If the instructor of the school begins to speak badly of others in your area then you know you are in the wrong place for you and your child. There will be good and bad in every industry, the good ones know who they are and they do not need to try and help their cause by tearing down other school owners. The bad ones well, enough said.

3. Next, how about the instructors themselves – Do they walk their talk? How do they look? How active are they in the community? Did they show a level of respect that you would be proud for your child to emulate? Is there any doubt as to whether or not the instructor represents a degree of success you

188


would like to personally have? If it’s less than yours, and what you want for your children, leave.

If the Martial Arts instructor doesn’t look as though he or she has it “together” don’t even engage in a conversation. However, if they do look as through they represent a higher degree of value for their lives in terms of what they are willing to do for themselves and others, well, you’ve obviously walked into the right academy.

4. The floor, when I use the term floor I’m talking about the class experience. If

the instructor needs help while s/he’s teaching, how good is s/he? Here’s another telling sign of the degree of professionalism in the Martial Arts academy – If the instructor can’t gain the compliance of a class simply and effortlessly then there is a problem.

Their job is to teach class. \Their job is to gain the active attention of each and every child in the academy, and by doing so they will lead by example.

5. Do they offer some kind of “Risk Free Trial” or better still a “Guarantee”? If you are in good school that prides itself on its reputation and it’s service they will happily give you a guarantee on their service and products.

6. If they charge for your Martial Arts on a “per session” basis. This can mean only one of two things, firstly they aren’t intending on being around for long or secondly this is just a “hobby” for them.

Remember we are talking about introducing an adult into your child’s life that can potentially have a massive effect on their future. Don’t leave it to the amateurs – look for those who are professional, and charge a professional fee

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after all we are talking about making an investment in your child’s future.


2. Have them discuss ‘The 6 Things you should look for before choosing a martial arts academy’ and how they reflect an academy’s professionalism.



Notes:

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___________________________________ Week Ten

Listening With Rapport

Listening is part of great communication. But what kind of listening is meant? There is listening that is only waiting for the other to stop, so one can continue. There is listening to the words only to find a logical flow in order to most effectively rebut their argument.

But there is also listening for understanding the heart and mind of another person. The magic of rapport is in this last kind of listening – listening for how another sees, hears, feels, and thinks.

This deep listening begins with hearing how another person makes sense of his or her world: what is seen, what is heard, and what is felt. To deepen your listening and increase the

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magic of your rapport-building skills, begin by simplifying your learning environment.

When someone is face-to-face with you, there is an incredible amount of information being communicated: the words, gestures, emotions, and unconscious cues. Instead, you might begin practicing rapport auditorily on the telephone.

While listening to their words, practice speaking at the same rhythm or tempo as the person who is talking with you. Practice using their intonation patterns. Use your voice in a manner similar to the person speaking with you.

If their voice is flat, practice flattening your own voice. If they are expressive, practice speaking more expressively. Place the following list of “Process Words” (found in this weeks Bonus section) near your telephone and begin to “Feed-Back” to your callers the same kinds of words they use.

Exercise:1. Divide your IC’s into teams of two. Person A and person B. Both sit opposite. (90 degree angle from each other creates better alignment).

2. Person A asks person B a question.3. Person B answers the question.

4. Person A listens to B’s response and using the ‘Process Words/ phrases” in this week’s bonus section, tries to identify what representational mode person B is in at that time. I.e. Visual, Auditory or Kinesthetic.5. Next ‘Person A’ feeds back the same kind of words

that ‘Person B’ is using.

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6. Repeat the process of asking questions and listening to their answers until you get some experience in doing this.

7. Reverse roles.

The 5 Signs of Not Listening

1. NOT LISTENING:

1. Quick to respond.2. Thinking about what to answer, rather than

listening to understand.193


3. You do not really understand

2. NOT CONCENTRATING:

4. They speak slower or faster than you think.5. Words heard, create words in your head.6. You are really thinking about something else.

3. JUMP TO CONCLUTIONS:

7. Humans always create associations.8. To sound smarter than you are.9. Finish of sentence… “I know”

4. PREJUDGE SPEAKER OR DELEIVERY / APPERANCE

10. Accent or speed of speech.11. They way they physically look.12. The way they are dressed.13. Focusing on their nose hair or the size of their

ears etc.

5. NOT EDUCATED / TRAINED IN THE ART

14. Most people don’t practice listening to people15. Most people never evaluate their listening skills.

___________________________________ Week Ten

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Section 6: Teaching


Praise – Improve – Praise (P.I.P)

It is never beneficial to be un-constructively critical.

Example: “Your stances are terrible”

“Your kicks are sloppy”

“You’re always late”

This only creates resentment and causes people to concentrate on their weaknesses rather than on their strengths. It is much better to be constructively helpful. Using the PIP method allows you to do just that.

When correcting student:

1. Always praise then first. (This puts them at ease and allows them to feel better about themselves)

2. Secondly, show them how to improve what they are doing.

3. Finally, praise them after they have made the appropriate adjustments

Always make sure that your praises are specific and not general.

Example: A student is doing a sloppy front kick:

1. Praise: “I like how you keep your guard up.”

2. Improve: “Next time make sure to lift your knee up high, Ok…and

recoil more.”

3. Next Kick: “Good…Knee was much higher that time…”

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Exercise


2. Have them practice taking turns at being the “Instructor” and teaching a ‘Technique’ using the P.I.P method.




c. Technique to use during P.I.P might be:

i. Side Kickii. Reverse Punch

iii. Sparringiv. Pushupsv. Their next class

vi. A difficult form, etc





Summarise P.I.P:

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___________________________________ Week Ten

Bow“Hello, Sir / Ma’am, would you like to enter Our Free prize draw for the martial arts…It will only take a minute.

You can win 3 months of Free martial arts tuition [for you and your family], a free official martial arts uniform, and registration. All you need to do is fill in your entry form and place it in the prize draw box…how does that sound”?

[After they have filled their form in and placed it in the box]

“We will give you call to let you know if you win, however I am going to give you a VIP pass just in case you don’t”.

“Now, this is our VIP Pass [Show them the pass], you can use it for 30 days free martial arts training or save £100 on enrollment and get a new uniform as our gift, so this has a real value of £100… and you can use this if you do not win the prize draw…Okay?”


Bow

[Some Rapport building questions]

“Have you ever taken martial arts before?”

Yes “(What style, where did you train, what belt…..congratulations)”


No “Have you ever thought about taking martial arts?”(“Have you ever thought about enrolling your child/ren in the martial arts before?”)

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Section 7: Scripts – 25 min Town Centre


“What benefits would you like to gain from a martial arts programme?”(“What benefits would you like your child/ren to gain from a martial arts programme?”)

[After asking questions you can end with]“Great… you can use this VIP Pass for 30 days to see if our martial arts programme is right for you [and your family].

____________________________________ Week Ten

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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____________________________________ Week Ten

“Process Words # 1”


(Unspecified)

Sense See Hear Feel

Experience Look ListenTouch

Understand View Sound(s) Grasp

Think Appear Make music Get hold of

Learn Show HarmoniseSlip through

Process Dawn Tune In/Out Catch on

Decide Reveal Be all-ears Tap into

Motivate Envision Rings a bell Make contact

Consider Illuminate Silence Throw out

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BONUS # 1: “Process


Change Twinkle Be Heard Turn around

Perceive Clear Resonate Hard

Insensitive Foggy DeafUnfeeling

Distinct Focused Mellifluous Concrete

Conceive Hazy Dissonance Scrape

Know Crystal/Clear Overtones Get a handle

“Process Words # 2”

VISUAL AUDITORY KINESTHETICSee Hear Feel

An eyeful Afterthought All washed up

Appears to me Blabbermouth Boils down to

Beyond a shadow Clear as a bell Chip off the old block

Bird’s eye view Cleary expressed come to grips with

Catch a glimpse Call on Control yourself

Clear cut Describe in detail Cool/Calm/Collected

Dim View Earful Firm foundations

Eye to eye Express yourself Floating on thin air

Flashed on Give an account of Get a handle on

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Get a perspective Give me your ear Get a load of this

Get a scope on Grant an audience Get in touch with

Hazy idea Heard voices Catch my drift

Hidden message Get your goat

In light of Hold your tongue Hand in hand

In person Idle talk Hang in there

In view of Inquire into Heated argument

Looks like Keynote speaker Hold it!

Mental image Manner of Hot-head speaking

____________________________________ Week Ten

“How People Perceive Communication”


(Unspecified

I understand you I see your point I hear what I feel that I am in

You are saying. touch with what

you are saying.

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BONUS: Process


I want to I want you to take I want to makeI want you to get communicate a look at this. this loud and a grasp on this.something to you. clear.

Do you Am I painting a Does what I am Are you able to get a understand clear picture. Saying sound right.

handle on this.what I am tryingto communicate.

I know that to be I know beyond a That information That information is

True. shadow of a doubt is accurate word as solid as a rock.

that that is true. for word.

I am not sure That’s pretty That doesn’t ring a I’m not sure I’mabout that. hazy to me. Bell.

following you.

I don’t like what I take a dim view That doe not What that boils you are doing. your perspective. resonate with me down to is that what

at all. you’re doing doesn’t

feel right to me.

Life is good. My mental image Life is in perfectLife feels warm

of life is sparkling harmony. And wonderful.

And crystal clear.

___________________________________ Week Eleven

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WEEK ELEVEN


1. Theme: Goals we set are goals we get2. RO3: 3 reasons to upgrade from a

student’s…3. Discussion Topic: The value of setting goals4. Communication: Our six friends5. Teaching Technique: Class structure6. Script: Elevator speech - Child7. Bonus: Our six friends

Life is just an employer

__________________________________

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Week Eleven




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___________________________________ Week Eleven

“Goals we set are goals we get”

Achievement depends on effective goal setting and monitoring in the same way that a successful drive to the supermarket depends on knowing the directions, when to apply the brakes and step on the accelerator.

Would you like to ride a plane from London to New York without a flight plan? Me neither. A person without a clearly set, written and defined goal is like a marksman without a target. And if you have no target how do you ever expect to hit it?

When you set and define goals they act like magnets. They pull you in the right direction, and the better you have defined them, described them, the stronger they pull you, and they pull you through all kind of difficulties.

Set a goal that will make you reach for the stars. And here’s why: the greatest value in life is not what you obtain; the greatest value in life us what you become along the way.

Go where the expectations are so strong that they provoke you, push you and urgently insist that you not remain in one place. This way, you will grow and change. Remember, “Goals we set are goals we get.”


value of this theme, and what this theme means to them.205



Assignment:2. This week, when a situation or opportunity arises you

should ask yourself not “What am I going to get out of this” rather “If I do this, what will it make of me, what will become, or what will I need to become”.

____________________________________ Week Eleven

3 Reasons to Upgrade Programmes from a Student’s Perspective

1. To change their level of status and prestige in our Programme:

- Change uniform- Type of belt- They want to be more like / close to you- To be treated differently- They get to change status / more prestige

2. Begins a higher level of training right now. Regardless of rank:

- When a student maximises their participation they change their appreciation.

- Begin a higher level of training now- Get to do the cool stuff now

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3. Makes Financial Sense:

- It makes more financial sense to upgrade- Renewal Dues after the program

____________________________________ Week Eleven

The Value of setting goals

The reason why most people don’t think about, clearly define, and write down their goals is that they are afraid of failure. Somehow they feel that if they set a goal and don’t achieve it, they will be worse off than if they never set a goal in the first place.

And yet research clearly shows that the opposite is true. Those who don’t set clear goals because they fear failure are in fact setting themselves up for failure.

Some Harvard graduates participated in a 20 year research project. The researcher interviewed the graduates about their goals and determined that only 2-3% of the Harvard graduates had their goals written down.

Twenty years later the same researcher interviewed the same graduates. He found that the net worth of the 2-3%

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with the written goals exceeded the cumulative wealth of the entire rest of the graduating class…

Most people spend more time planning their annual holiday then they do planning the next ten years of their life. It’s a shame more people don’t understand the value of goal setting because it is so easy and so effective.

There are many methods of goals setting and almost any method is better than no method. We are going to discuss the P.A.R.R method in this class.


2. Have them discuss the value of setting goals, and how will benefit their life.

3. After 5 minutes, stop the class and have each group share their findings with the whole group.

P.A.R.R

Plan, Act, Review, Renew

P (Plan)

1. Begin by brainstorming. Have each student write down everything they

can think of that they would like to do. Assure the class that this is personal and they don’t have to share. Encourage them to write down even the most outrageous ideas that might pop into their head.

- Give the class 5 minutes to do this.

2. Next, tell them to make a list, in order of importance, of everything

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they wrote down, using a number one for high priority and five for the least important.

- Give them another 5 minutes to do this

3. Now have them take out a separate piece of paper and list all of their number one priorities on it.

4. Their assignment for the next week is to make a plan of action for all of their number one priorities. Encourage them to write a paragraph – a plan of action – for each priority.

- Take a further 5 minutes to do this. This completes the ‘P’ portion of P.A.R.R

A (Action)

1. Now make a list of the steps they need to take right now to get the ball rolling on for each of their number one priorities.

2. Next, encourage them to take the first step toward accomplishing these goals. Congratulate them on taking the first step on their Action path – a life long path to improvement and accomplishment.

R (Review)

a. The third step of the P.A.R.R system is to review your goals on a

regular basis to keep them fresh in your mind. This process is critical for keeping one on track. Without the review process, one will drift to more urgent and less important things. Encourage the group to

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(individually review their goals on a weekly basis.

R (Renewal)

The final step is the renewal of one’s goals. This is when one decides if a goal is still important. Does it need to be modified? If one decides that this goal is not as important as it used to be, put it lower on the list. If it becomes unimportant, scratch it off the list and concentrate on the most important goals. This is not a failure to accomplish goals, but modifications of goals because of life’s changes.

Obviously the P.A.R.R. system is a life long process.

For a more in depth understanding of how to set and achieve your goals the next up and coming “Goal Setting Workshop” is a must.

Notes:210


____________________________________ Week Eleven

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Our Six Friends

The easiest way to appear open, friendly and interesting to everyone you meet is simple. Simply be interested. To create rapport it all starts with relaxed body language, friendly facial expressions an a line of questioning that creates an effortless and casual conversation.

Without exception everyone in the world understands and knows about one subject and that is, themselves. What you are about to learn if employed will make not only the initial greeting of a future student easy but it may also open up other social avenues that may have seemed closed to you in the past.

When asking questions of a new person, never, as in do not, ask a question that can result in a yes or now answer. Only ask open ended questions that will illicit a response that will provide you with the needed information to allow you to investigate the subject further.

Here is how you do it:

The initial question must set up the opportunity to ask two more questions about the related subject.

(#1) For example:

Instructor “Ron, where are you originally from?”Ron “Birmingham.”Instructor “When was the last time you were there?”Ron “About 2 years ago.”Instructor “What did you do while you were there?”Ron “Visited family over the holidays”

Notice in this example that the line of questioning allowed me to ask a question about the answer to the previous question. This is the secret; Ask a question about the answer to the question you just asked.

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(#2) Let me also give you an example of poor questioning:

Instructor: "Do you have any hobbies?"

Customer: "I like to go parachuting"

Instructor: "Do you have any other hobbies?"

Is this really showing a genuine interest to develop rapport?

Building rapport will also help a customer to feel comfortable enough in our presence to reveal the real reasons for getting started. The customer won’t tell you the real reason if you have a low level of rapport.

(#3) For example: They might say self defense. But the real reason was they where threatened several weeks ago and they don't feel safe going out anymore. Or they want to loose weight. But the real reason is they feel self-conscious and embarrassed when on the beach with friends.

So, I have already given you the secret of building rapport through your line of questioning, remember; Ask a question about the answer to the question you just asked.

And now let me introduce you to our 6 Friends, that we can use to help develop high levels of rapport with our family, friends, colleagues, students and prospective clients. They are:

WHO? WHAT? WHEN? WHERE? WHY? HOW?

By asking these questions we are showing an interest in our future student. We want to feel like we are getting along and connecting with the customer.

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Even if it is something you are not interested in yourself like knitting or train spotting!, we still have to show an interest to develop rapport “that must take a lot of concentration how long have you been doing it?”

Here some examples of questions that the Instructor could have asked the customer, to show a genuine interest and develop a high level of rapport:

Using the Parachuting example:

Customer: "I like to go parachuting"

Instructor:

- Who do they go with?

- What got you into parachuting?

- When do you go parachuting?

- Where do you go parachuting?

- Why do they do it?

- How often do you go?

Exercise:

Developing the use of Our Six Friends

WHO - WHAT – WHEN – WHERE – WHY - HOW

Level 1:

Divide your IC’s into teams of two. Person A and person B. Both sit opposite. (90 degree angle from each other creates better alignment).

1. ‘Person A’ asks ‘Person B’ a question.

2. ‘Person B’ answers the question.214


3. ‘Person A’ listens to ‘B’s response and then asks a question about the

‘B’s answer.

4. ‘Person B’ answers the question.

5. ‘Person A’ listens to ‘B’s response and then asks another question

about the ‘B’s answer.

6. And again ‘Person B’ answers the question.Level 2:1. Simply reverse the role to ‘Person B’ asks the questions.

Level 3:1. This time ‘Person A’ begins asking the questions, at

#6 ‘Person B’ answers the question and then turns it around. Here’s how, answer the question and then ask a

question of ‘Person A’. So the drill continues from #1.

Below is a list of open ended questions designed to help you create a higher level of rapport within seconds upon meeting someone new.“When was the last time it was this nice outside?”

“What was traffic like on the way over today?”

“Where is your family originally from?”

“Why did you decide to move to Worthing?”

“What type of work do you do?”

“What is your primary responsibility on your job?”

“Given the choice where would you prefer to work?”

“How long have you been thinking of doing the martial arts?”

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“What sport do you enjoy the most?”

“What is your favorite type of entertainment?”

“When were you in the best shape of your life?”

“How large is your immediate family?”

“Where did you go to school?”

“What is your favorite hobby?”

“Where is your favorite vacation spot?”

“What season do you most enjoy?”

How about this? How many more open ended questions can you think of?

___________________________________ Week Eleven

Class Structure

1.Bow onto Training Floor:

2.Standing on Dots:

3.Line up in Height Order:

4.Set Position:

5.Bow to Front of Class:

6.Present Cards:

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Section 6: Teaching


7.Collects Cards:

8.Turn to the Right and Face the Lobby:

9.Bow to Lobby:

10.Turn to the Right and Face the Front of Class:

11. Student Oath:

Other Commands…

1. Entering & Leaving Class.2. Set Point3. Move on Command4. Down on One K nee5. Bow to Partner –“Mr/Miss……. My pleasure to train with

you.”6. Introduction to new students7. Uniform InspectionExercise


2. Have them practice taking turns at being the “Instructor” and teaching the ‘Opening’ section of class using the ‘Class Structure Points’.

d. Remind them of the rapport building skills such as;


e. Remind them of the 3 x Rule

f. An alternative is to demonstrate the ‘Warm Up’ or ‘Stretching’ section of class



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____________________________________ Week Eleven

PART ONE:

What is it you do for a living?

Q1. Are you a parent?

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Section 7: Scripts – 25 min Elevator


No: Go to question 2.

Yes: How old are your children?

Q2. Do you know a child you love to talk to?

Q3. Who is emotionally engaged in the conversation?

Q4. A Child who is totally confident and inspiring?

Q5. A youngster who has impeccable manners and is well behaved?

Q6. A kid who knows how to treat other children?

Q7. Who does what they are told, when they are told by the people who love and care for them – like their parents, relations or even their teacher.

Q8. Have you ever met, or do you know a child like this?

Yes / No: Go to part 2.

Stop making statements and start asking questions.

Statements do not create a higher level of though.

So these questions call upon them to think about their child / children and to conjure up the picture of the perfect child.

Remember the 4 C’s: Consistency – Credibility – Confidence - Compliance

___________________________________ Week Eleven

PART TWO:

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1. This is what we (I) do for a living

4. We (I) teach families the secrets on how to raise better behaved children

a. Who get great gradesb. Are physically fitc. Are super confidentd. And become the most popular in their class

5. We teach children how to make better choices about who to become friends with and to always do their best.

We never talk about what we do first; always talk about what they will get first.

They will then be more receptive and interested in what you do.

This is why in part 1, we ask questions.

PART THREE:

1. We (I) teach these valuable life lessons in a safe, clean and professionally operated martial arts academy.

2. May I help you find out how this type of academy can improve the life of

your child /children by offering you a free no cost, no obligation trial programme.

3. All I need is your name and contact number and I’ll call you with all the

information, okay?

There has to be congruency with what you say, how you say it and your body language. We can use;

1. Body Language

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- Eyes, Posture, Breathing, Head position

2. Physical Motor Movement1. Turn and look at them2. Turn your dominant side half step back3. Drape both hands to your side.

Drawing your hands down shows two things3. High degree of confidence and competence4. Self Assured

After drawing your hands down, you can then start to bring them back up to talk with if you wish.

3. When talking 1:1, your hands should stay in the realm of your body.

4. When talking to a group your hand gestures can be bigger.

Remember…Talking faster does not improve the message.

PART FOUR:

1. And I will give you an overview of how our classes work and what your child will experience in their first lesson.

This is an example of reducing the risk to them. If they do not give you their name and number, they believe there is a level of risk.e.g.

8. Waster of time, they don’t need it.9. It’s going to cost them money10. Fearful their child may become a bully.11. They can’t do it.12. Might look stupid.13. May interrupt other activities.14. Too good to be true etc.

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PART FIVE:

1. TMMA is a system that teaches the benefits I have mentioned by using a modern teaching philosophy that is designed to teach within a structured class where students are encouraged to progress at their current rate of ability and speed.

2. We teach the concept of personal victory, see it is our responsibility to make

sure that each time you come to class, you are presented with a challenge where, if you do your best you will be successful. This is the key secret for building success in all areas of our life.

PART SIX:

VERBAL TRANSFORMATIONAL MECHANISM:


2. What brings you here? or Who do you know here?

3. I’m curious, what line of work are you in / What’s your career?

e. How long?f. What type of education do you need for that?g. How’s business?

4. Their Return Question: What is it you do?

Your Answer: Are you are parent?

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(They may ask….”What’s that got to do with….)

5. I’m curious, are you are parent?

6. Continue with the Elevator Speech.

____________________________________ Week Eleven

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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___________________________________ Week Eleven

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BONUS: “Our Six


___________________________________ Week Eleven

Remember, no more effort is required to aim high in life, to demand abundance and prosperity, than is required to accept misery and poverty. A great poet has correctly stated this universal truth through these lines:

I BARGINED WITH LIFE FOR A PENNY,

AND LIFE WOULD PAY NO MORE,

HOWEVER I BEGGED AT EVENING

WHEN I COUNTED MY SCANTY STORE.

____

FOR LIFE IS JUST AN EMPLOYER,

HE GIVES YOU WHAT YOU ASK,

BUT ONCE YOU HAVE SET THE WAGES,

WHY, YOU MUST BEAR THE TASK.

____

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BONUS: Life is Just an


I WORKED FOR A MENIAL’S HIRE,

ONLY TO LEARN DISMAYED,

THAT ANY WAGE I HAD ASKED OF LIFE,

LIFE WOULD HAVE WILLINGLY PAID.

___________________________________ Week Twelve

1. Theme: The strangest secret

2. RO3: 3 reasons to upgrade from the instructor’s…3. Discussion Topic: The goals of basic training programme4. Communication: Voice matching5. Teaching Technique: D.E.C.R6. Script: Elevator speech - Adult7. Bonus: The winners creed

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WEEK TWELVE


__________________________________ Week Twelve




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___________________________________ Week Twelve

“The Strangest Secret: As I think, I am”

Rather than seek out all the new fad movements in an attempt to try to discover ourselves, we should get back to the basics of life and perhaps refresh our memories that history’s teachings have never changed. The oldest self-help book of all, the Bible, says it all.

The one maxim coming from the Bible that has been passed on through the centuries that has never changed in meaning is the one that is indelibly etched in my mind as the greatest winning and attitudinal statements:

“As he thinketh in his heart, so is he!”

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All the self help books from Dale Carnegie to Naploeon Hill to Maxwell Maltz to Wayne Dyer, spring from this one proverb, “As he thinketh in his heart, so is he.”

“As I think, I am.”

The great Earl Nightingale, one of the most respected broadcasters and motivators interpreted this maxim, put it on record, and has the all-time, best selling narrative audio recording that has sold several million copies all over the world.

Many business people and sales persons through the years have been motivated by Earl Nightingale’s “The Strangest Secret.” And “The Strangest Secret” in motivation is the fact that we, literally, become what we think about most of the time. This declaration touches all of us without discrimination. The promise is the same for the inquisitive youth, the ambitious man or women, the nurturing mother, whether Asian, Black, White, Indian, Islamic, or Christian. As you see yourself in the heart of your thought, in your mind’s eye, so you do become.

Exercise:1. As a group, have your IC’s give their feedback as to the value of this

theme, and what this theme means to them. Assignment:

2. This week you should read the poem “The Winners Creed” once when you get up in the morning and again before you go to sleep. You must do this every day for one week.

____________________________________ Week Twelve

3 Reasons to Upgrade Programmes from the Instructor’s Perspective

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1. It’s to give every student the same reason for coming to class:

- They initially enrolled just for their reason- To give them our reason for coming to class- For everyone to become a Black belt leader

2. Easy to teach:

- Makes your job and life easier.- Teach less classes- All committed to the same program

3. To make real money in our business:

- To change our lifestyle- On the money that we charge- By accelerating the commitment and money our students pay- Be able to pay our hard working staff

____________________________________ Week Twelve

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The Goals of ‘The Basic Training Programme’

The Basic Training Programme is the first level training membership. It is our self-defence and physical conditioning programme, designed to prepare a student for the commitment to become a black belt leader.

What should it accomplish?

1. Believable achievements.

2. To prepare student for a higher level of participation.

3. Pre-frame or pre-view for Leadership.

4. Highlight the example of the instructor.

5. It’s NOT to teach martial arts.

6. It’s to teach them how to become martial arts students.

7. It’s to teach the philosophical aspects of the martial arts.

8. It’s to teach them how to act (RPE)

- Rules: Level of behavior measured by consequence.- Protocol: Structure of organisation / Leadership.- Etiquette: How one person treats another.

9. To develop a level of contrast between where they are (Basic Training) and

where they could be (Leadership).

10. For them to have a successful experience.

11. To encourage, Inspire, and motivate.

12. To create a bigger picture. To help them realise that it’s more than they

thought it was.

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13. Help students realise that its their responsibility to promote and refer our

school.

14. It’s not to over deliver (which overwhelms), it’s an appetizer

15. To help the instructor begin their selection

16. To condition them to follow the instructor lead.

17. To prove them right.

- To allow them to have their experience.

- Either they think can’t or I told them that they could not – These are the only two reasons why someone will not upgrade.

18. To build rapport and trust.

19. To set the foundations for a long healthy relationship with the student and their family.

20. To involve the parents (we are teaching them as well)

21. Designed to teach structure.

22. It’s about education.

- Education: Experiencing the learning process.

Education comes from the word ‘Educar’ which means ‘to draw out’. Your job is not necessarily to give information, rather it’s to allow your students an experience of what it is like to be a martial artist. An impression that they can become more than they are at present.

- Knowledge: The stuff you know.

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2. Have them discuss what they now understand about the \basic Training Programme and its purpose.


Notes:

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___________________________________ Week Twelve

“Voice Matching”

Sometimes you are not able to match postures and facial expressions with someone. Certainly, if you are on the phone, you can’t do either of these. Whether in person or on the phone, one of the most powerful ways to establish rapport is to match the tone, tempo, and rhythm of the other person’s voice.

As you respond to the other person, simply use the same tone of voice and the same speed or tempo. When you do, you will be matching the pitch and cadence of the other person’s thoughts.

If you ever been really excited about something and you were rolling along the tracks of your thoughts at about 95 miles an hour and the other person hadn’t even got on the train, you know you didn’t have much in common with that person at that time.

One of the easiest ways to remember to build rapport is to notice some aspect of the other person’s rhythm. Notice if their language is generally pretty fast and continuous or slow and continuous.

Some people pause more often and then speak again. Others go on and on, without even seeming to pause to take a breath. As you notice a pattern, you can adjust your own speech to approximate the other’s pattern.

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Exercise:Developing Voice Matching:



3. Try Matching. ‘Person A’. As you talk to the other person, notice the tempo and tone of their voice.

As you talk to them, subtly adjust your tone of voice until the tone and tempo of your voice are as close to the other person’s as possible. Notice the quality of the communication: Is the flow of information smooth or difficult? Is there a feeling of rapport or not?

4. Try Mismatching. After a few minutes of smooth, flowing

conversation, alter your voice to be very different from the other persons in terms of tone and tempo.


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4. Now Go Back to Matching . Change back to matching the other

person’s voice quality and notice you are able to regain the rapport that enables a smooth flow of communication.

6. Reverse roles.


Alternative Drill:


___________________________________ Week Twelve

Demonstration – Explanation – Correction – Repetition D.E.C.R

Having a method with which to teach curriculum is very beneficial. This four step method works well in introducing new techniques.

236

Section 6: Teaching


1. Demonstration: Demonstrate the technique the way it is supposed to look.

2. Explanation: Explain the how and the why of the movement.

3. Correction: Correct any mistakes using P.I.P. (not at basic level).

4. Repetition: Drill the move until it becomes second nature.

Exercise


2. Have them practice taking turns at being the “Instructor” and teaching a small section of class using D.E.C.R (self-defense or one steps work well).



5. To make it a little challenging, have one of the students be the designated “hyper child from your worst nightmare.” Everyone will have a great time with this exercise.


This is a great opportunity to practice the P.I.P principle.

Summarise D.E.C.R:___________________________________

Week Twelve

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Section 7: Scripts – 25 min “Elevator Speech


Question: What do you do for a living?

Answer: Part One


1a. What brings you here? Or who do you know here?

1b. I’m curious, what line of work are you in / What is your career?


Their Return Question:

Question 1: What is it you do?

Answer 1:Are you a parent?

2. Do you know a person you love to talk to?

3. Who is emotionally engaged in the conversation?

4. A person who is totally confident and inspiring?

5. A person who has impeccable manners and well behaved?

6. A person who knows how to treat other people?

7. Who does what they want, when they want and is able to take care of themselves and those they?

8. Have you ever met or know a person like this? Answer: Part Two1. This is what I (We) do for a living2. I (We) teach adults the secrets on how to develop and have a successful life.

- How to improve their chosen career

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- Become physically fit- How to develop super confidence- How to defend themselves

3. I (We) teach adults how to make better choices, always do their best and how to perform in all area of their life.

Answer: Part Three

1. I (We) teach these valuable life lessons in a safe, clean, and professionally operated martial arts academy.

2. May I help you find out how this type of academy can improve the quality of you life by offering you a free, no cost, no obligation, trial program.

3. All I need is your name and contact number to call you with all the information, okay?

Answer: Part Four

1. And I will give you an overview on how our classes work and what you will experience in your first lesson.

Answer: Part Five

1. TMMA is a system that teaches the benefits I have mentioned by using a modern teaching philosophy….

- Where students are taught in a structured class and encouraged to progress at their current rate of ability and speed.

- I (We) make certain that our students are not physically harmed or emotionally intimidated. Our goal is to build their strengths from the inside out.

- It’s our responsibility to make sure that each time our students come to class, they are presented with a challenge, where if they do their best, they will be successful.

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____________________________________ Week Twelve

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

___________________________________ Week Twelve

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IF YOU THINK YOU ARE BEATEN,YOU ARE;

IF YOU THINK YOU DARE NOT,YOU DON’T;

IF YOU LIKE TO WIN, BUT THINKYOU CAN’T

IT’S ALMOST CERTAIN YOU WON’T.

IF YOU THINK YOU’LL LOSE,YOU ARE LOST;

FOR OUT IN THE WORLD WEFIND SUCCESS BEGINS WITH A

PERSON’S FAITH;

IT’S ALL IN THE STATE OF MIND.

LIFE’S BATTLES DON’TALWAYS GO TO THE

STRONGER OR FASTER HAND;

THEY GO TO THE ONEWHO THINKS

“I CAN”

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BONUS: The Winner’s


___________________________________ Week Thirteen

1. Theme: Luck is the meeting point…

2. RO3: 3 steps to promote 100% academy…3. Discussion Topic: The value of good habits4. Communication: Reflecting5. Teaching Technique: Rapport - parent6. Script: Info call flow7. Bonus: 3 types of people

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WEEK THIRTEEN


__________________________________ Week Thirteen




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___________________________________ Week Thirteen

“Luck is the meeting of preparation and opportunity”

Winners see risk as opportunity. They see the rewards of success in advance. They do not fear the penalties of failure. The winning individual knows that bad luck is attracted by negative thinking and that an attitude of optimistic expectancy is the surest way to create an upward cycle and to attract the best of luck most of the time. Winners know that so-called luck is the meeting point of preparation and opportunity.

If an individual is not prepared, he or she simply does not see or take advantage of a situation. Opportunities are always around, but only those who are prepared utilize them effectively. Winners seem to be lucky because their positive self-expectancy enables them to be better prepared for their opportunities.

When asked by a news reporter how she thought she would do in one of her early career swimming meets in the United States several years ago, 14 year old Australian Shane Gould replied, “I have a feeling there will be a world record today,” She went on to set two world records in the one and two hundred meter freestyle events.

When asked how she thought she would fare in the more testing, gruelling, 400 meter event, Shane replied with a smile, “I get stronger every race, and besides…my parents

244



said they’d take me to see Disneyland with three world records.

At 16 she held five world records and became one of the greatest swimmers of all time. She learned early about the power of self expectancy.



2. This week you should look for opportunities. Any opportunity! Now you may not be ready to take advantage of them nor may you even want to. However, had you wanted to, how and what would you have needed to prepare.

____________________________________ Week Thirteen

3 Steps to Promote a 100% Academy Graduation

1. 100% of Student Graduate:

- Calendar and talk about next graduation - Always promoting it- Portion of class and practicing graduation material

2. Sign Students up early:

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- All student who quit have one thing in common. They all did not participate in the last graduation

- Therefore, enroll them for all and they will stay longer.- Sign them up early – registration form- Have them pre-pay

3. Have the Instructor made Accountable:

- It’s their responsibility- E.g. If 90% of the students graduate the instructor keeps all the

money.- If everyone is promoting everyone is progressing

____________________________________ Week Thirteen

The value of good habits

Good Habits Are Hard To Make But Easy To Live With

Bad Habits Are Easy To Make But Hard To Live With

Bad habits can’t simply be eliminated. It has been proven that when attempting to simply eliminate a habit one relies solely on will power.

In almost every case one’s will power will eventually give in. For example, if you want to break the habit of waking up at 1:00am and having a piece of chocolate cake, and you

246



attempt to do so cold turkey, chances are good that before long you will be eating chocolate cake again.

If, instead we learn to replace a bad habit with a better habit we stand a much better chance of succeeding. For example, instead of having the chocolate cake, have a piece of fruit, eventually converting to a glass of water, eventually to sleeping through the night. In the long run the chances of success are much greater.

NOTE: It takes 21 days to create a new habit or change an old one.


2. Have them discuss any bad habits they have that they would like to change. (5 minutes)

3. After 5 minutes, have them discuss among themselves what steps they can take to break these bad habits.

4. After 5 minutes, stop the class and have each group share with the whole group an example of a bad habit and how it can be corrected.

1. What bad habits do you have that you would like to change?

2. What steps can you take to break theses bad habits?

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____________________________________ Week Thirteen

“Reflecting”

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Reflecting is a communication skill that allows for better understanding of what others are saying. Reflecting also aids in confirming the feelings of the other person.

When using the reflecting technique you simply act as a mirror when listening to the other party. You repeat back to them the exact statement in their own words. They in turn get to hear exactly what they said, which may or may not be what they intended to say.

If the statement is the same as their feeling, they will agree. If the statement differs with their feelings, they will have they opportunity to restate themselves.

Here are some samples of leading statements you can use when reflecting:

1. “You’re saying…”

2. “What I hear you saying is…”

3. “You feel…”

For example, a student states, “I’m worried about graduation. I can’t stand getting in front of people.” You could reflect their statement by saying..

1. “You’re saying that you are worried about graduation and can’t stand getting in front of people?”

2. “What I hear you saying is that you are worried about testing and can’t stand getting in front of people?”

3. You feel worried about testing because you can’t stand getting in front of people?”

Exercise

Using your skills of reflection, restate each sentence out load while writing down your response to the following thoughts and feelings.

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1. “I think this is the best Programme my daughter and I have ever seen.”

2. “I can’t go to the tournament because I don’t have time.”

3. “I really enjoy watching classes. You are great with the children.”

4. “The best part of class is the flexibility training.”

5. “I’m skeptical about this working against surprise attacks.”

6. “I’m excited about my new job opportunity and my bonus.”

7. “I’m getting nervous the more I think about board breaking.”

8. “After years of searching and dreaming I finally found my true love.”

9. “I get so frustrated trying to learn these new sparring segments.”

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___________________________________ Week Thirteen

Rapport - Parent

1.Name:

2.Permission:

3.Targets:

4.Self Defense:

5.Judge:

6.Lesson

7.Uniform

8.Smiles

9.Good Job Notes & Thank them for their support in class

10. Conference


To ensure that each student feels part of the class, the instructor should aim to make contact with each student

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Section 6: Teaching


individually at least THREE times every session. This should involve the use of their name, eye contact and appropriate body contact (e.g. Handshake, correction of technique)



2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and building rapport with the “Parents” in the lobby.

a. Remind them of the ‘Parent’ rapport building skills such as; using names, eye contact, permission, smiles, target, tanking them etc.

b. Remind them of the ‘Student’ rapport building skills such as; using names, eye contact, praise, smiles etc.

c. Remind them of the 3 x Rule




Summarise Rapport Building with the Parents:

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Caller:

______________________

Age: ________________________

Me

Other Name: ______________________

Age: ______________________

YesReferred by:

__________________ No

Notes: ______________________

Yes____________________________

No

____________________________

__________________________

____________________________

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Week 13: Section 7: Scripts-Information Call Flow– 25min

Hello, Black Belt Leaders, how may I help you? Great, my name is _________. Who am I speaking with?

Is this for you or someone else?

Who? What’s his / her name? How old is he / she? That’s a terrific age to start.

Now, ______, it is our policy that we only accept new students on a referral basis. Did someone recommend the black belt leadership academy to you, or do you know any of our black belt leaders who train at one of our academies who would be willing to be your personal sponsor?

May I ask the student’s name?

Then how did you hear about our Black Belt Leadership Academy? ... Because you weren't referred by one of our students, the only alternative is for me to personally be your sponsor."

Have you (has he/she) taken martial arts before?

How long have you/has he/she he been thinking about it?

What style? Where? How long? Did you earn a belt rank?

If you don't mind my asking, what specifically do you want [your child] to accomplish with a martial arts leadership program.” That's great. A lot of our students enrolled for

“_______” because we are a referral based academy we offer all of our new students a free introductory lesson. This way I can get to know you, and you can see exactly what we have to offer, how does that sound?

Now, just so you are aware, if everything goes well and after your lesson you think you would like to continue, we do give all of our new members a ‘30 days free’ offer, okay?

Great! How old are you? That’s a terrific age to start.


____________________________

Appt:: _______________________

Phone: ______________________

Work: _______________________

Mob:________________________

Email:_______________________

Reluctant ____________________________

Friend: ______________________

Phone: ______________________

Call Taken By: ________________

Date: _______________________

____________________________________ Week Thirteen

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(Offer lesson times) I have an opening today at _______ or ________ which is better for you?

“_______”, what’s your last name."

And your home phone number is? ... And mobile?………and your Email please, so we can send you our most recent newsletter.........."

_________, do you know how to get to the academy?" (Always give directions.)

When you get to the school, I'll make sure we meet. Again, my name is _______. The lesson will take about 45 minutes, so plan accordingly." You are/ _______ is welcome to bring a friend. Who would you/he/she like to bring?”

You see, ________, sometimes a new student may feel a bit awkward or nervous. Some of our best students felt that way when they first go started. And you know what we found? If a new student brings a friend, they have a lot of fun together, and this takes away the anxiety. Who would you/he/she like to bring to your/his/her first lesson?

Terrific. May I have your friend's name and telephone number, so I can call him and give him/ her all the information?

If for some reason you cannot make your first lesson, please call me because I work by appointment only, okay? I look forward to seeing you on _______ at _______. Thank you for calling Black Belt Leaders.


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___________________________________ Week Thirteen

Those that watch what happenThose that wonder what happened

And there are those that MAKE IT HAPPEN!

It is not the critic who counts; not the man who points out the strong man

stumbled or where the doer of deeds could have done them better.

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BONUS: 3 Types of People


The credit belongs to the man who is actually in the arena, whose face is

marred by the dust and sweat and blood;

Who strives valiantly; who errs and comes up short again and again; who knows the great enthusiasms, the great devotions; who spends himself in a worthy cause;

Who, at the best, knows in the end the triumph of high achievement, and who at

the worst, at least fails while daring greatly,

So that his place shall never be with those timid souls who know neither victory nor

defeat.- Theodore Roosevelt

___________________________________ Week Fourteen

1. Theme: Everything happens for a reason

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WEEK FOURTEEN


2. RO3: 3 reasons to expand3. Discussion Topic: The 12 secrets of black belt

leadership parents4. Communication: Paraphrasing5. Teaching Technique: K.I.S.S6. Script: Info call flow, objections, confirm,

missed…7. Bonus: Be Proactive

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___________________________________ Week Fourteen

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“Everything happens for a reason and it serves me” or “I always look for the good

in a bad situation”

Would you like to enjoy more success and have less stress in your life? Do you wish that your daily aggravations had less power over you? Would you appreciate some peace of mind?

No, you don't need to find a genie in a bottle to enjoy these spectacular benefits. What you do need, however, is a belief in one key concept -- that everything happens for a reason. Whether you already believe that things happen for a purpose, or are unsure about this notion, here are some points to consider on being optimistic and solution orientated rather than problem orientated. They will assist you to get the maximum results from this principle:

1. Don't curse your present circumstances ... or gripe about the past. When we encounter "negative" or stressful situations in our lives, our immediate reaction is to be outraged, frustrated or depressed. This is the start of a downward spiral in which we fill our minds with gloomy thoughts and generate more negative results.

On the contrary, when you believe there's a purpose for your difficulties, your state of mind is quite different. You realise that your current situation is serving you in some way, whether it's a turn in the road or a lesson that you can apply at a later date.

2. This principle is not limited to tragedies and problems. While it's true that you can find positive aspects to every setback, the idea that everything happens for a reason applies to positive experiences and "neutral" events as well.

For instance, let's say that you meet someone at a

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networking meeting. The person holds no special significance to you and doesn't seem likely to bring you any business. What you're not considering are the possible ways that the two of you might help each other in the future.

3. Being passive is not the answer. Just because there is a "reason" for the events that happen to you doesn't mean you can achieve your goals by sitting back and waiting for success to occur on its own. It's still up to you to be proactive and make things happen. That requires energy, creativity and, yes, a lot of effort on your part!

4. Recognize the "two way street." It's easy to get caught up with the idea that every person you meet has something to contribute to you. That's true to some extent. But, don't overlook the fact that there is something for you to impart to others as well! And, while there are often ways in which each party contributes to the other, there are many instances where it's not an equal "give and take." Thus, there are times in a relationship when you may be serving another person more often than you are receiving from them.

5. You are always being directed toward something "better."Have you ever been fired from a job ... then moved on to find a better career? Or, have you terminated a personal relationship (or been terminated yourself!) ... and then met someone who was a far better partner for you?

In both of these instances, life was pushing you toward something that would bring you even more satisfaction. Of course, in all of these situations, you had the option to close off the improved alternative.

For instance, after being fired, you could have complained about the lack of job opportunities. Or, after the relationship ended, you could have concluded that you are "unlucky in love." Yet, had you taken these approaches, you would have missed the better situation that was just around the corner.

6. You'll never be able to explain everything. The notion that "everything happens for a reason" will not answer every question that you have about life! On the contrary, although you'll find that you are better able to understand certain

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events, there will still be many mysteries that you can't explain.

There are no coincidences. When you believe this, you'll enter a new world of possibility. When a problem occurs, instead of crying, "Why Me?" you'll look for the lesson you can learn, or the opportunity that is on the horizon. You'll realise that it makes no sense to argue that something shouldn't have happened to you. It did happen ...there's a reason for it ... and, if you're wise, you'll use it to your advantage!

Exercise:

1. As a group, have your IC’s give their feedback as to the value of this theme, and what this theme means to them.

Ask the group if they have any examples where something appeared to be bad, but really turned out to be a very good thing.

Example:

A man got a speeding ticket – he thought it was a very bad thing and was very upset and angry. Especially when the cars around him were going just as fast – he felt singled out. Just a few miles down the road he discovered a nasty multi-car accident that involved the cars that were around him just before he got the ticket… Was his ticket a bad or good thing?

.

Assignment:

2. This week (and hopefully for the rest of their lives) you are to look at every problem, big or small, as an opportunity. You are to be proactive in everything they do. Refer to this weeks Bonus handout to help you.

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____________________________________ Week Fourteen

3 Reasons to Expand

1. To Provide Opportunities for our Juniors:

- When you create a student who can become an instructor and who wants the

opportunity.

2. To Increase our Market Share:

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- You become the brand- You are identified as the experts- Greater impact with community

3. To Share the Martial Arts with More People:

- Satisfy your ego- Create opportunities in different cities- Don’t want them in our back yard- To increase our level of contribution- Making money is the last thing

____________________________________ Week Fourteen

The 12 Secrets of Black Belt Leadership Parents

Secret #1: Black Belt Leadership Parents never interact with their children during class.

They realise that watching a martial arts class is just like observing their child in regular school, and the instructor is the only person in charge. Interrupting or interacting with their child would be disrespectful to the instructor and distracting to all of the students. Please refrain from all interaction unless asked by the instructor to do so.

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Secret #2: Black Belt Leadership Parents always bring something quiet to do during their child’s class.

They know that talking is disruptive to the class and to other parents who are concentrating on class, reading or working quietly. If Black Belt Leadership Parents want to socialise, they go outside until the class period is over. Parents and guests watch and wait in the lobby area only. Black Belt Leadership Parents do not stand or wait by the door, front counter or hallways.

Secret #3: Black Belt Leadership Parents always keep their future black belts and Leadership students -to-be (ages 0 and up), under control and quiet during older siblings class.

Crying, screaming or rowdy children can be a major distraction to class. Black Belt Leadership Parents know this and always take overly enthusiastic little ones outside.

Secret #4: Black Belt Leadership Parents realise that the Leadership Academy is not a daycare center, so they drop off and pick up their children promptly.

They realise that the front desk staff cannot be responsible for their children left attended before and after classes. If a child MUST unavoidably be left for extra time, Black Belt Leadership Parents always alert the staff and make sure that their child knows where to sit quietly & wait.

Secret #5: Black Belt Leadership Parents know how and faithfully practice all school rules and policies.

They follow and enforce these rules with their children. When mum and dad follow the school rules and regulation, then their child is more likely to follow their example. This starts at the front door, where everyone is to bow and greet the instructors when entering and leaving.

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Secret #6: Black Belt Leadership Parents pay attention to what their children are learning in class and reinforce their positive behavior at home.

They realise that as parents, they are an important part of the academy’s team, & help their children to improve by working with the instructors & staying informed.

Secret #7: Black Belt Leadership Parents know that their child is an individual who will progress at their own rate.

They never compare a child to their sibling or other students. They encourage and support each child’s progress and help them to set and achieve realistic goals.

Secret #8: Black Belt Leadership Parents remember why their child joined in the first place, not to just memorise forms, but to improve themselves as people.

Black Belt Leadership Parents are never harsh or pushy with instructors about how fast their child is learning. Black Belt Leadership Parents know that memorising is not necessary or important. They take a moment to see how their child is improving as a whole person. They realise that rank graduation is mandatory however, just a part of the big picture.

Secret #9: Black Belt Leadership Parents know that if they have a concern about their child’s training, progress, or about the school, they should go directly to the instructor, not to other parents.

Black Belt Leadership Parents never start or participate in gossip. In fact, they do their best to stamp it out.

Secret #10: Black Belt Leadership Parents are encouraging to all of the students in the school during class, promotion, and demonstrations.

They know that through their example, their children will also learn to encourage and support everyone in the Leadership Academy.

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Secret #11: Black Belt Leadership Parents always make sure that they and their children show respect and courtesy when attending tournaments and other martial arts functions.

They especially avoid confrontations with judges and other parents. Showing respect and courtesy is a great way to teach their children to be good sports, whether they win or lose. If they do have a concern, they respectfully take it to the tournament director or to an event staff member.

Secret #12: Black Belt Leadership Parents will always help their children set goals both in and out of martial arts.

Black Belt Leadership Parents use their Leadership workbook to set martial arts goals with their children. They also use this valuable tool to plan life goals. Black Belt Leadership Parents know that goal setting will help their children develop the perseverance and self discipline needed to stick to commitments and achieve great personal success.


2. Have them discuss each of the 12 Secrets of Black Belt Leadership Parents.

i. Why are they important? ii. What do they promote?

iii. What image do they present?iv. How do they assist parents?v. How do they assist the students?

vi. How do they assist the Instructors and staff?

vii. Are they just to be followed by the parents? (10 minutes)

3. After 10 minutes, stop the class and have each group share with the whole group their thoughts.

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Notes:

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____________________________________ Week Fourteen

“Paraphrasing”

To paraphrase means to condense and rephrase another person’s meaning into your words and repeat it back to them. As a communication tool it offers many opportunities to improve your communication power.

1. You can interrupt someone and not generate resistance.

2. You can take control of the encounter.

3. You “get it right” on the spot. We don’t always hear well.

4. Others can correct you if you have made an error.

5. It makes the other feel good, and it is good for you.

6. It Creates empathy. Others believe you are trying to understand.

7. It often makes others modify their initial statements, possibly becoming more reasonable, because they get to hear their meaning in different words and tones.

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8. It overcomes ‘sonic intention’. People often think they have said something to you because they have “heard” themselves say it in their mind. When paraphrasing, they hear what you heard, not what they think they have said.

9. It can clarify for those who may be standing nearby.

Exercise

A partner will be needed for this exercise. One person is placed where he or she can view the statements below. The person will describe his or her feelings without stating the specific thought.

The other person must rephrase and condense the information and paraphrase it back to his partner. Use the statements below to practice. Each person should perform five attempts.

1. Anxious about graduation.

2. Excited about becoming a Black Belt.

3. So happy with testing results.

4. Very upset with a judge’s call at a tournament.

5. Shy about speaking up in class.

6. Nervous about board breaking.

7. Intimidated by high ranks.

8. Feels unworthy of recent outstanding student award.

9. Feels silly doing student creed.

10. Feels silly doing Ki.269


___________________________________ Week Fourteen

K.I.S.S – Instruction Tips

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Section 6: Teaching

K.I.S.S Theory The ‘Keep it Super Simple’ theory is an easy way to remember that when teaching beginners or even advanced students for that matter you will need to ensure that you do not ‘overload’ the brain capacity to absorb new information. Use the following principles to help you better engage your students.

Noah’s Theory Noah’s theory (2 + 2) is a formula that is used to teach students a new form, pattern or basic exercise. You need to be able to break the pattern down into bite sized ‘chunks’. It has been found that an ideal number of movements, which is easily simulated, is 2. When teaching a student a new form it’s best to demonstrate NO more than 2 moves at a time. Then return to the start and repeat the first 2 movements and then add on 2, then go back to the start again covering the first 2, the next 2, then add on 2, and so on until the form is complete.

Feet First! ‘Feet First’ principle should be applied to students learning new techniques, from punches to kicks to patterns and technical work. For example, when learning a basic exercise for the first time the foot positioning is the only thing that should be taught. Ideally, you would then repeat the foot movements so that they become committed to ‘muscle




2. Have them practice taking turns at being the “Instructor” and teaching a small section of class using ‘Noah’s Theory’ or ‘Feet First’ (self-defense, one steps, and forms work well).





Summarise Noah’s Theory or Feet First:

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[Non-committal objection]:"Mr/Mrs/Miss_________, I can appreciate [reason]. And what I would like to suggest is, that we go ahead and schedule a tentative time, then you get back with me."“The reason I say this is because your first lesson is by appointment only, and our schedule gets pretty booked up.""This way, if the time works, I will have already blocked off time for your lesson. The next times I have, are _______ or _______. Which is best for you?"

[Price objection]:“The first lesson is absolutely free.” (continue with script…) or“________, we have a variety of different courses for people with different budgets and the price depends on the Programme you take. When you come to the academy for your first free introductory lesson, we will go through all the programmes with you, discuss the tuition in detail and you can decide what’s best. (continue with script…)or"Let's go ahead and set up your first free lesson, and then I can sit down with you and give you all the course information..." (continue with script…) or

“If all you're worried about is the price, our least expensive course we have is only one hundred pounds a month. So, let's go ahead and set up your first free lesson..."

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- [Confirmation: Day before]"Hello, is _______there?"“_______, this is ________. How are you tonight (today)?"I'm calling you to confirm your lesson with us tomorrow night at Black Belt Leaders, and I want to go over a few things with you.""First, do you have directions to the academy?"

["Next, does your friend _______, who will be joining you, know how to get here? If you'd like, I could give him/her a call. What is _________'s number?"]

"When you arrive to the academy, I'll make sure we meet. I'll bring you on a tour of the academy, and then take you through your first lesson, so you'll know exactly what the academy has to offer."

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Week 14: Section 7: Scripts-Information


" ______, I don't know how serious you are about getting involved in a martial arts leadership course, but after the lesson, if you think you would like to continue, I will go over all the programmes we have to offer, okay?

“Now you have our VIP pass so please bring this with you as it gives you two options. The first is 30 day free training and the 2nd option will save you £100 if you decide to enroll on any of our Programmes. ”“So please bring a form of payment-cash, check or credit card, so if [today/tonight/tomorrow you decide the 2nd option is best, you can take advantage of the £100 saving and receive a new uniform as our gift, okay?”]

[If they ask how much they should bring say] “[Bring 95 pounds."

“In addition, when you come in tomorrow I will also give you an opportunity to enter a free prize draw to win a complimentary 3 month training Programme at Blackbelt Leaders. Now just so you are aware this prize draw is only available to you tomorrow,”

”_______, If for any reason you are unable to make your first lesson, please give me a call, because we teach first lessons by appointment only, okay?"

"Do you have a pen?" "Please, write down my number, [01903 200 555]. I look forward to seeing you and your friend on ________ at ________. Thank you and good bye.

[Confirmation: Day of]"Hello, is _______ there?"

"Hello again, this is _______ from Blackbelt Leaders martial arts academy. I thought I would call to let you know we are on schedule for your first lesson tonight at ________.”

"And please remember to wear loose-fitting clothes for your first black belt leadership lesson. It's going to be fun! I'll see you tonight. Thank you."

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

[15 minutes after missed appointment time] "Hello, is _______ there?” “________, this is _______ from Blackbelt Leaders Martial Arts Academy. How are you tonight? Is everything okay?"

"I'm glad I caught you. I was looking forward to our first lesson together at [time]." “______, this happens a lot at this time of year. However, you're in luck. I have two openings this evening/tomorrow, one at _____ and one at _____. Which is better for you?" [Refer to the non-committal script if necessary.] “_______, do you have directions to the academy?” [Always give directions]

“ I look forward to seeing you at ________. Drive safely, good afternoon/night."

[Day after missed appointment-reschedule]“Hello, is _______ there?"“_______, this is ________ from Blackbelt Leaders Martial Arts Academy. How are you today?”"I was reviewing my schedule from last night, and I see we missed your first black belt lesson.""_______, this happens a lot at this time of year. However, you're in luck. I have two openings this evening/tomorrow, one at _______ and one at _______. Which is better for you?" [Refer to the non-committal script if necessary.]“_______, do you have directions to the academy?" [Always give directions]"I look forward to seeing you at _______. Drive safely, good afternoon/night."

____________________________________ Week Fourteen

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Reactive Vs Proactive

A Reactive Person A Proactive Person

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BONUS: ”Be


Relies on chance too often (fate, right person will happen to be in, necessary help will be

there, etc.) Too often feels victimized by ‘bad luck’

Leave as little chance as possible. Is almost always

well prepared and minimizes surprises.

Avoids responsibility for outcome of own performance. Would rather have someone

else or a group share the responsibility for a given

project even though they may do little of the work.

Learns from personal mistakes and gets credit for

personal successes. Responsibility feels good.

Instead of training others, does work someone else could

do

Constantly trying to work out a job to accomplish more.

Often asks “who else could be doing what I am doing now?”

Good at training other company members.

Feels comfortable with routines and sticks to them.

Uses routine to accomplish clearly defined goals, but keeps looking for better

routines and ways to improve environment.

A Reactive Person A Proactive Person

Measures effectiveness and is rewarded by the number of

hours put in.

Measures effectiveness by predetermined goals which

were either attained or not, such as “Did I anticipate

future problems?”Treats all tasks alike rather than organising them in

order of priority.

Establishes priorities of what should be done and what can

be left undone.

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Reacts to problems after they occur.

Proactively heads off a problem before it occurs.

Make some of your own example of how you could be more Proactive rather than Reactive.

___________________________________ Week Fifteen

1. Theme: See everything; overlook a lot…2. RO3: 3 steps to academy partnership3. Discussion Topic: The four stages of learning

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WEEK FIFTEEN


4. Communication: The feedback sandwich5. Teaching Technique: Instructor points6. Script: Set responses and re-frames7. Bonus: Success

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“See everything; overlook a lot, correct a little”

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Whether you lead a team or a family, one of our primary functions is to keep hope alive. In fact, hope is one of the main reasons people keep trying and trying to get better and better.

Tom Malone, president of Milliken and Company, made that quite clear. He said: “I played football in college. I wasn’t very big–only 150 pounds–and I wasn’t very good. I got hurt a lot. I broke my arm once, my neck once, and my nose six times. When I tell people about it, they always ask me, ‘Why did you keep doing it?’ For the longest time I had no answer. Then one day it hit me. If there hadn’t been any fans in the stands cheering me on–my family and friends– I wouldn’t have kept on playing and trying so hard. But there were, so I did.”

It’s our job to keep hope alive. We’re the fans in the stands for our team-mates, our employees, our customers, our friends, and our family members.

But how can we do that? Some of the best advice I ever got came from Pope John XXIII. Even though he was a most unlikely “management consultant,” he was right on when he wrote “SEE EVERYTHING, OVERLOOK A LOT, CORRECT A LITTLE.”

For the sake of brevity, I’ll assume you do quite well on his first two suggestions. Most people do. It’s the third area where I see too many people kill off the hope in others. They correct too many faults at the same time.

By contrast, look at how a golf pro teaches. When a person comes to him for lessons, he may have four or five basic flaws in his swing. All of these flaws will eventually need to be corrected if he expects to hit the ball well.

However, if the golf pro told his student about all of his flaws at once, the student would probably feel overwhelmed and hopeless. Instead, the pro points out one or two of the most glaring errors (using P.I.P of course). As the student corrects those and begins to hit the ball better, he’s encouraged to keep on learning more to get better and better. Then the pro gives him something else to work on.

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The same is true in business. When you want people to learn new skills, it works . Then you watch for every opportunity to praise their progress.

As the old saying goes, “Nothing succeeds like success.” Success is a great motivator. When employees master one step, and are praised for doing so, it spurs them on to the next skill they need to master.

As you “correct a little,” as you give your feedback, make sure you USE TACT. So much of the time, the hope you build or kill in others is not so much a function of what you say but how you say it.



2. This theme reminds us to not go out of our way to find the flaws in those around us

3. How, by using this model, can they become better instructors / people?

Assignment:4. This week you should avoid being too judgmental of

others. No one likes to be around somebody who always has to be right or who is always finding fault. Look for the good in people and their actions and be sure to sincerely complement them.

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____________________________________ Week Fifteen

3 Steps to Academy Partnership

1. Longevity:

- At least 3 years

2. Demonstration:

- They can run the business professionally and profitable

3. Replacements:

- The chief instructor has to be able to create and train martial arts employee.

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____________________________________ Week Fifteen

The Four Stages of Learning

Learning can be said to take place in four stages:

1. Unconscious IncompetenceDuring this stage we are blissfully ignorant. Confidence

exceeds ability; we are not knowledgeable or skilful.You don't know, what you don't know.

2. Conscious IncompetenceHere we discover a skill we wish to learn - driving a car,

riding a bikeConfidence drops as we realise there is something we don’t know and our ability is limited. We need to practice to learn. Often this means not succeeding at first. This is learning; unfortunately, in our culture it is often labeled 'failure'. We feel uncomfortable.

You know that you don't know.

3. Conscious CompetenceThis is where we acquire the skill. We have become

consciously competent. Our conscious mind can only cope with a small number of new bits of information at any one time. Our increased ability and competence leads to an

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increase in confidence. We know what we need to do and are able to do it through conscious effort and thought.

You know what you know.

4. Unconscious CompetenceLastly, we blend the skills together and they become

habits - we can then do them while our mind is on other things. We have reached the stage of unconscious competence. Our confidence and ability have peaked, we no longer have to concentrate on what we know or do. In fact we can do it, but don’t necessarily know how we do it; this is the start of the next learning curve

We own it, it’s in our bones.

In different areas of our life we will be at different stages on different learning curves.

Exercise:


2. Have them discuss some of the skills they want to develop to become an outstanding Martial Artist.

3. Also discuss how, now that they understand the 4 stages of learning this will benefit them in the attainment of not only these skills, but any skill they wish to acquire.


List some of the skills you want to develop to become an outstanding Martial Artist.

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____________________________________ Week Fifteen

“Feed-back Sandwich”

This process is the same as P.I.P. You are sandwiching an improvement / correction between two praises.

When giving feedback it is very easy to focus on the negative rather than the positive, I’ve heard some people say “Oh, its just human nature!”

Is it really? I’m not so sure…could it just be the result of human conditioning?

Irrespective of why people act this way, you personally know that focusing on the negative only creates resentment and causes people to concentrate on their weaknesses rather than on their strengths. It is much better to be constructively helpful.

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When giving feedback to a student:

1. Always praise them first, tell them what you liked (This puts them at ease and allows them to feel better about themselves)

2. Secondly, tell them how to improve what they are doing.

3. Tell them about their overall performance. (I.e. good)

4. Tell them one thing you would like them to improve next time.

5. The only feed back they can give back is “Thank you sir/ma’am”.

Exercise:

Developing The Feed back Sandwich:



3. Try Matching. ‘Person A’. As you talk to the other person, notice the tempo and tone of their voice.

As you talk to them, subtly adjust your tone of voice until the tone and tempo of your voice are as close to the other person’s as possible. Notice the quality of

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the communication: Is the flow of information smooth or difficult? Is there a feeling of rapport or not?

4. Try Mismatching. After a few minutes of smooth, flowing

conversation, alter your voice to be very different from the other persons in terms of tone and tempo.


8. Now Go Back to Matching . Change back to matching the other

person’s voice quality and notice you are able to regain the rapport that enables a smooth flow of communication.

6. Reverse roles.


Alternative Drill:


___________________________________ Week Fifteen

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Section 6: Teaching


Instructor Points

1.Floor Plan:

2.Set Point:

3.Black Belt / Leader a Minute:

4.Zero Down Time:

5.Pace and Peak Coaching:

6.Verbalise Expectations:

7.Praise – Improve – Praise

8.Corrective Feedback / Monitor and Adjust

9.Lesson of the Month / Mental Benefits

10. Awards and Announcements

Exercise


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2. Have them practice taking turns at being the “Instructor” and teaching a small section of class and using the ‘Instructor Points’.

a. Remind them of the ‘Student’ rapport building skills such as; using names, eye contact, praise, smiles etc.





Summarise the ‘Instructor Points’:

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___________________________________ Week Fifteen

What style do you teach?“Blackbelt Leaders teaches Traditional Mixed Martial Arts.”

[It is a progressive Martial Arts curriculum that incorporates a combination of techniques found in five effective disciplines: Karate, Taekwondo, Kickboxing, Kung Fu and Realistic Self Defense to provide students with a personal-protection system for a modern world. (Continue with script…)] *

I’m too old?"I understand how you feel. Many of our students felt the same way but do you know what they found? When they got started and gained a new appreciation of what our programme could do for them, they soon realised that it was the best decision they had ever made.” (Continue with script…) *

When are the classes?"We have many classes throughout the week. When you come in to the academy for your fee introductory lesson, we will discuss the schedule with you in detail and you can decide what’s best.” (Continue with script…) *

I’m a pacifist, I don’t agree with violence!"I totally agree with you, that’s why we at Blackbelt Leaders focus on confidence, self esteem, stranger awareness for children and self defense.” (Continue with script…) *

Where do you train?"Blackbelt Leaders is the only full time martial arts academy in Worthing and we are located directly above Blockbuster video store.” (Continue with script…) *

*If they continue to ask questions:You have a lot of great questions, when you come in for your free introductory lesson, we will answer all of your questions and give you all the information you need.” (Continue with script…)

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Section 7: Scripts– 25min Set Responses &


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To laugh often and much;

To win the respect of intelligent people and the affection of children;

To earn the appreciation of honest critics and endure the betrayal of false friends;

To appreciate beauty;

To find the best in others;

To leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition;

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BONUS: SUCCESS


To know even one life has breathed easier because you have lived.

This is to have succeeded.

- Ralph Waldo Emerson

___________________________________ Week Sixteen

1. Theme: Now is our best hour2. RO3: 3 reasons for academy activities

and seminars3. Discussion Topic: Are you using your time effectively4. Communication: Objections – Feel, felt, found5. Teaching Technique: Cadence6. Script: The greeting7. Bonus: The bank of time

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WEEK SIXTEEN


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___________________________________ Week Sixteen

“Now is our best hour”

In developing our critical attitude for success, our self-honesty needs to tell us that this is the best time to be living in society. There is more opportunity today and in our foreseeable lifetime than in any other time in history.

We have managed to conquer most of the infectious diseases that can attack and destroy our lives from the outside. Recent break-thoroughs in the production of Interferon may deter the growth of cancer as well as virus infections, which have plagued us since our beginnings.

Through nutritional, medical, surgical, and pharmaceutical intervention, we have been able to increase our life span well beyond 70 years. And the prospects look good for pushing

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the average life span up towards 80 years in the next decade.

There is more freedom in society than ever before and more opportunity for one to express one’s own talents and opinions. Physical fitness is a way of life today, as evidenced by the fact that just to compete in the Junior Olympics as a teenager one has to break Johnny Weismullers’s world record gold-medal attempt in the 200 meter free style swimming event.

Teens and pre-teens are breaking the world records set by Olympic champions of less than 20 years ago.

Yet, everywhere we look, there seems to be a crisis. First, it was the Cuban Missile crisis, then the crisis of Watergate, next the Middle East crisis, the Energy crisis, the Iranian crisis, the Chrysler crisis, the Water Shortage crisis, the 911 crisis, and for each of us, the mid-life crisis.



This week you should focus on “Now is our best hour”. So, every day they should think of and write down 3 reasons why now is the best time to be alive, and be sure to review them before they go to sleep in the evening.

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3 Reasons for Academy Activities and Seminars

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1. To Generate Referrals:

- To promote the idea of martial arts and gain a level of influence over guests.

- Sign up new students

2. To Increase their level of Emotional Commitment:

- To promote the idea of upgrading

3. To Create Revenue:

- They become more sold on the value of our program so - When you offer a savings they will be more likely to take advantage

and pay you in full.- They Cash Out….You make more money

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‘Are You Using Your Time Effectively’?

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Let us begin by asking ourselves what we are already doing with our time.

1. How many hours do you sleep on a average day?

2. Multiply by 7 to get house per week (a) =

3. How many hours on average do you work in a week? (b) =

4. Now add (a) + (b) = (c) (c) =

5. Now work out 168 - (c) = (d)

6. How may hours are left? d) =

7. Now divide (d) by 7 (e) =

8. So how many hours do you have left to eat, train and watch the electric income reducer (TV) per day?

!!

1. Calculate the number of free hours you have each week.

2. Write down some of the things you would like to do if you only had the time!


Notes:

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“Objections - Feel, Felt, Found”

We should look at objections as nothing more than questions in disguise. So instead of learning how to handle objections we should just learn how to answer questions.

When you receive an objection, it means that your prospect simply doesn’t yet have enough information to make an informed choice. Objections have little, if anything, to do with personal rejection.

Here are 6 Steps to assist you in “Answering questions”

Step 1: Listen with Rapport

Put on your big ears and listen carefully to the other person’s questions. Bite your tongue if you have to, but don’t interrupt the other person or assume that you know what they are going to say.

Have you ever been in an interaction with someone where even before you finished what you where saying, they either finished your statement, or answered what they thought was your question? How did that feel? Even if they “guess” right, you feel “ripped-of,” don’t you? It’s very rude.

To ensure you listen with rapport refer to all the rapport building skills you have learnt. They can all be found in the “communication” sections of your manual.

Step 2: Be a Detective

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Objections often come looking like statements of fact – when they are actually questions. For example, a parent might say, “It’s too expensive, I can’t afford it”

Here is what you can do to easily reveal those hidden questions. Add “Is that true?” to their statement, and then you can answer that question for the other person.

The best way to do that begins with the next step

Step 3: Appreciate the Objection, and ask for clarification if you need to.

Here’s how it goes.

“Miss. Smith, I appreciate what you’re saying.” Now notice something important here, we don’t say “BUT” and then follow with a defense. Just appreciate what she’s saying and stop for a moment.

If you don’t understand, or if you’re not sure she really understands, ask.

“Miss. Smith, I’m not certain what you’re saying here. Would you say that a little differently for me?

Or

“Miss. Smith, please say more about that.”

By doing this you immediately put the other person at ease. Now the conversation becomes an inquiry, with both of you sharing and in search of what’s best and true. That’s a lot different than “overcoming an objection.”

Step 4: Respond, and do so by telling a story.

When you tell a story – just as you do when explaining the benefits of our Programme – there’s no threat and you appeal to them on an emotional level as well as on a rational

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level. And that’s the best. Remember, your answers should make sense and satisfy their feelings as well.

Most of the objections in our business are quite common. When you learn the most common objections and answer them as questions in disguise, they merely become opportunities in work clothes.

To respond to most objections (questions), I like to use the FEEL-FELT-FOUND approach.

When you use FEEL = Be Empathic.

When you use FELT = Be Serious.

When you use FOUND = Be Enthusiastic.

Acknowledge how they feel first. Then, create a real sense of kinship and trust by sharing how you’ve felt something similar. Then, tell them what you’ve found is how it really works, or happens, or is – from your own experience.

You can also share a third parties experience, for example;

Mrs. Smith: “It’s too expensive”.

Instructor: (Empathic)…Mrs. Smith, I understand how you feel, (Serious) as a matter of fact, some of our families felt the same way, and do you know what they found? (Enthusiastic) They found that even though the tuition price was a consideration initially, once they enrolled they gained a new appreciation for what this programme could do for their child and realsied the programme was worth every penny, and one of the best decisions they ever made.

Step 5: Get Confirmation.

Just as with travel arrangements in a foreign country, check out whether or not they heard and understood what you “think” you said.

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“Does that make sense to you, Mrs. Smith?” or “Do you see how that could happen for you?” or “Does that address your concern, Mrs. Smith?”

Avoid assumptions. Get their agreement all along the way, and step six will be easy.

Step 6: Give them a choice …You’ll learn this in C.I.T Level 2.



2. Person A begins by voicing a concern or an objection.

viii. “Jimmy’s not ready to graduate”.ix. “It’s too expensive”.x. “What if he wants to quit”.

xi. “He’s only three”.xii. “I need to talk to my husband”.

3. Person B uses Feel, Felt, Found to respond.

4. Complete drill and then reverse roles.


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___________________________________ Week Sixteen

“Cadence”

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Section 6: Teaching

Cadence The ‘Cadence’ of a class is the pace and tempo of the Instructors commands. For the best results in teaching the Martial Arts it is recommended that you work with a

1 – 8 beat cadence for ‘Basic Training’ and a 1- 10 beat cadence or set a time limit for higher levels of training. This will allow the students to know exactly how many repetitions they will be performing in any given exercise. The idea is that the students know exactly when the set of exercises will be complete and can then continue to increase their effort on each repetition of the exercise to improve their speed and power.

Cadence Practice You can have the students shout a count down from 10 to 1 at the end of a 30 second drill. It is also important to be able to practice counting from 1 through to 10 adding the necessary encouragement along the way.

For example: One - Here we goTwo - Better Three - NiceFour - Increase the intensity nowFive - Come onSix - A little FasterSeven - Add some more power Eight - You’re looking sharpNine - ExcellentTen - Well done


Exercise


2. Have them practice taking turns at being the “Instructor” and teaching a small section of class paying attention to their ‘Cadence’ and ‘Encouragement’ (Warm up drills and Line drills work well).





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Summarise Cadence and Encouragement:

___________________________________ Week Sixteen

[Bow] "Hello, welcome to Blackbelt Leaders, my name is _____, I am the _______here. And you are...?"

[Handshake] “_______, it is nice to meet you. How may I help you today?"

[Begin Building Rapport]“Great! Do you know any of our black belt leaders or did someone tell you about our academy?”

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Section 7: Script– 25min 1a. The


[Yes] "Who?"

"That's terrific, _______ is one of our best students and is on his way to earning his (her) black belt."

[No] "How did you hear about us?"

“Is this for you or someone else?"

[Child] “How long have you been thinking about lessons for your child?" “What do you want your child to learn from martial arts?”

[Adult] "How long have you been thinking about taking lessons?" "What do you want to learn from martial arts?”

“That’s perfect, most of our students joined for the same reason.”


___________________________________ Week Sixteen


[Handshake] [Adult/ Parent] “_______, it is nice to meet you in person. / (see you again.)

[Child]And this must be _______. Hello, _______, are you ready to have fun and take your first black belt leadership lesson?” You are going to do great.”

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Section 7: Script– 25min 1b.The Greeting–


[Adult/ Parent]“ _____, you told me on the phone that you want (your child) to learn _______ from the martial arts. A lot of our students (families) enroll for this same reason. You will find how we teach this today in your (child’s) first Black Belt Leadership lesson.”



[Handshake] “_______, it is nice to meet you, how may I help you today?"

[They Answer: “Just came up to find out about lessons” or “I have an appointment.”]

“Great, please wait here (take a seat over here), and I will ask a member of staff to assist you.” ____________________________________ Week Sixteen

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1c. The Greeting Walk In or Appointment Show –Used by Instructor Taking Class (or C.I.T Student)


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___________________________________ Week Sixteen

If you had a bank, which credited your account with £86’400 each morning, but

carried over no balance from day to day, and did not allow you to keep any cash balance in your account, and every night cancelled all

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BONUS: The Bank of


that you failed to use during the day – what would you do?

The answer, of course, is to draw out every penny you can.

Well, you have such a bank and its name is Time. Every morning, it credits you with

86’400 seconds. Every night it writes off as lost whatever seconds you have failed to

invest in a good purpose. It allows no overdrafts. Each day, it opens a new account

for you. Each night, it destroys that day’s record.

If you fail to use the day’s deposit, the loss is yours. There is no going back. There is no

drawing against tomorrow. You must live in the present – on today’s deposit. Invest it in

order to receive the utmost in health, happiness and success!

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