GAME-BASED LEARNING 3-4yrs

GAME-BASED LEARNING

The Benefits of Game-Based Learning for 3-4-year-olds

Play is often overlooked as a learning tool for children. Dictionary.com defines play as “engaging in activity for enjoyment and recreation rather than a serious or practical purpose.” It is seen as a type of “free time” when nothing else important is happening. However, this couldn’t be further from the truth. For 3 to 4-year old’s, play is vital to their overall development and learning.

Children between the ages of 3 and 4 years old are growing physically, intellectually, emotionally, and socially, at a very rapid rate. They are discovering new things daily and are attempting to navigate the world with very little information and abilities. Because of this, it is important that they are involved in activities that help develop them in all areas, or what the SKILLZ program calls “4-dimensional instruction.”

As Maria Montessori best said it, “Play is the work of the child.” Children learn best through play and, therefore, game-based learning is a major contributor to learning and retention. But not only does it stimulate the brain, but game-based learning also enhances social skills, builds emotional confidence, and develops children physically. This whole child approach to development and learning is exactly what 3 to 4-year old’s need.

After years of research, the SKILLZ program was created with this approach in mind. The curriculum for 3 and 4-year old’s was developed with more emphasis on building early fundamental skills training with a strategic balance of Martial Arts. With this innovative curriculum, the SKILLZ program uses game-based learning to take learning to a whole new level.

There are numerous benefits to this innovative way of learning. For 3 and 4- year old’s, participating in a program that utilizes this approach, gives them a jump start into enhancing their brain structure and function, developing social skills, and better control their strong emotions, all the while, building a stronger body.

As the SKILLZ program focuses on building the 8 early skills for 3-4-year-olds using martial arts as the approach, the system of game-based learning makes this learning process easier. The games are balanced in that they are fun but teach early developmental concepts at the same time. All SKILLZ games and drills are approached in this way. This, coupled with the teaching skills and the 10 laws of instruction, make the benefits of game-based learning even better.

For example, one drill for the 3 and 4-year old’s is “Helping Each Other.” In this drill, the students are partnered up to hold kicking pads for each other. They are to shake hands and say, “Do your best.” During this drill, they are physically working on kicks to help with their muscle development. Intellectually, they are utilizing their language to communicate with their partner. Emotionally, they are giving and receiving positive words of encouragement. Socially, it helps them by working together during the drill.

Children are more focused on games than any other form of learning. Because they are excited about “playing” they are more motivated and put forth more effort. With game-based learning, 3 and 4- year old’s will have more opportunities to gain more physical strength and control, increase their language development, learn to control their emotions, and communicate better with others.

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Want to Learn More?  Contact Us:  614-899-9033

Koguryo Martial Arts Academy
6015 S Sunbury Rd, Westerville, OH

www.koguryoma.com
koguryomartialarts.hq@gmail.com

www.facebook/KoguryoMartialArts/

Increase Effort and Focus in Children and Teens

ENDORPHINS

The Key to Effort and Focus in Children and Teens

Endorphins are natural chemicals produced in the body to reduce pain and boost happiness. They are most often associated with exercise since the release of these “feel-good” chemicals cause a state of euphoria and is usually known as a “runner’s high.” However, most any exercise will cause this state of happiness and it is also boosted through laughter and excitement.

In recent years, studies involving endorphins have begun to focus on how this chemical contributes to learning. Physical activity is essential to brain development. Basically, when we feel good, we learn better. Intellectually stimulating the brain when endorphins have been released, helps even more. For the last five years, neuroscientists have been encouraging parents and teachers to work on stimulating the good feeling chemicals in the brain. The mind-body connection is a powerful thing.

When working with children and teens, it’s important to remember this and help develop the whole self. By stimulating the positive neurotransmitters in the body, we will combat the cortisol and, therefore, have more happy children and teens. Physical activity leads to happiness, happiness leads to better learning, better learning leads to increased knowledge, increased knowledge leads to more confidence and so on.

Now that we understand the neuroscience surrounding endorphins, how can we, as parents, teachers, coaches, and anyone who works with children, use this information? We must create a learning environment that releases endorphins so that students apply more effort and are better able to focus.

The SKILLZ program does this by teaching with the brain in mind and utilizing game-based learning. Along with this, two of the Teaching SKILLZ that are used in class are specifically designed to increase the students’ endorphin levels.

1) Up The Rep: The use of “up the rep” as a teaching skill in class helps the students have more energy throughout an exercise, which ultimately leads to them exhibiting more effort. For example, if students are practicing side kicks on a bag and they are told to do 50, the goal is for the 50th kick to be the best one. However, students often start out full speed and their energy depletes as they get closer to the 50th rep. The best thing to do is have them start out their reps easier and increase their power as they get to 50. That way they end with their best one yet! This gives the students a rush of endorphins and they finish the exercise feeling stronger.

2) Neurobics: The use of “neurobics” in class helps the students by increasing their neural stimulation and, therefore, they become more focused. For example, if the students are doing pushups, instead of counting to 10, count in colors or characters, or even count backward. This will increase the neural firing in their brains and keeps their minds from wondering.

By utilizing these techniques, the endorphins in the students’ brains increase, and then they feel better and, therefore, learn better. The combination of having more energy and being cognitively stimulated leads to more effort and focus in class!

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Want to Learn More?  Contact Us:  614-899-9033

Koguryo Martial Arts Academy
6015 S Sunbury Rd, Westerville, OH

www.koguryoma.com
koguryomartialarts.hq@gmail.com

www.facebook/KoguryoMartialArts/

The Key To Reinforcing Positive Behaviors In Children and Teens

SEROTONIN: The Key To Reinforcing Positive Behaviors In Children and Teens

Have you ever had a “gut feeling” about something? Have you ever considered that children have these as well? Of course they do! The problem is, they don’t know how to express this to us. They know something doesn’t feel right, so they act out or exhibit a grumpy mood. The good news is, there is a way to boost their mood and reinforce positive behavior choices.

Serotonin, also known as the “feel good” neurotransmitter, plays a part in our wellbeing and is important in balancing mood. Ninety percent of the serotonin in our bodies is produced in the gut. This is because the gut and the brain were developed from the same embryo cell line and continue to communicate through the vagus nerve. This explains why the gut is often referred to as the “second brain” and where the phrase “gut feeling” comes from.

In recent studies serotonin levels have been found to also affect memory and learning. In addition to this, it helps build new neuropathways in the brain which supports the ability to learn new information more quickly. When there are higher levels of serotonin, moods are better and, therefore, cognitive functioning is improved. The problem is found when serotonin levels are too low. In children, this can manifest in behaviors such as poor impulse control and inattention.

Now that we understand the neuroscience surrounding serotonin, how can we, as parents, teachers, coaches, and anyone who works with children, use this information? We must create a learning environment that is inviting and form bonds with the children by setting an enthusiastic and positive mood.

The SKILLZ program does this by teaching with the brain in mind and utilizing game-based learning. Along with this, two of the Teaching SKILLZ that are used in class are specifically designed to increase the students’ serotonin levels.

1) Choices: The use of “choices” as a teaching skill in class helps the students build satisfaction because they have a say in what they are doing and, therefore, their excitement to do things increases. For example, when working on forms in class, if the instructor tells the students to do their forms for 15 minutes, they probably aren’t going to be that excited. But, if the instructor tells the students they can choose from doing their forms with weights, slow motion, backwards, or progressively, then the student will be more excited about getting to make their decision regarding this. And, they will then be more satisfied with the overall experience.

2) Redirection: The use of “redirection” in class helps the students feel more accomplished and, therefore, happier. For example, if you have a student in class that doesn’t always sit the best during mat chats, the instructor can say “When I count to three, let’s see who can sit faster than Johnny.” This student will be prompted to sit correctly and then he will feel more accomplished by showing how quickly he can sit correctly.

By utilizing these techniques, the instructors are increasing the students’ serotonin, which helps them become more satisfied in their accomplishments and it reinforces their good behaviors.

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Want to learn more?
Contact Us:
Koguryo Martial Arts Academy
6015 S Sunbury Rd, Westerville, OH, 43081
614-899-9033
www.koguryoma.com

The Key To Positive Social Relationships in Children and Teens

OXYTOCINThe Key To Positive Social Relationships in Children and Teens

Oxytocin has been dubbed the “love chemical.” It is the hormone that is released when we feel love and trust in relationships. For most people, they know oxytocin as a significant part of the parent-child bonding process. However, it is also very important in overall human relationships and is considered our “social glue.”

The release of oxytocin is not automatic but rather, a learned response. It is very important for children to develop an effective oxytocin response. We find that when children are abused or neglected, they often have underdeveloped oxytocin responses. This is because they have been locked in the fight or flight response and have not developed the oxytocin response to calm down. Therefore, bonding is very important to children in the early years of life.

This bonding, that significantly comes through the parent-child relationship, can also be nurtured through positive interactions with adults such as teachers, coaches, and anyone who works with them on a regular basis. Since oxytocin is an anti-stress chemical, children who feel love and trust with important adults in their lives are better able to cope with stress and are more open. These positive feelings also contribute to a more positive self-image and increased empathy. This creates an upward spiral of positive social relationships.

Now that we understand the neuroscience surrounding oxytocin, how can we, as parents, teachers, coaches, and anyone who works with children, use this information? We must create a learning environment that is safe and increases the child’s “social satisfaction.”

The SKILLZ program does this by teaching with the brain in mind and utilizing game-based learning. Along with this, two of the Teaching SKILLZ that are used in class are specifically designed to improve the students’ oxytocin response system by increasing their social skills and empathy.

1) Healthy Competition: The use of “healthy competition” as a teaching skill in class helps the students’ make connections with their peers and gives them a “tribe” type bond. For example, when running a drill, the instructor may run it as girls vs. boys or long hair vs. short hair groups. This helps the students develop social connections, so they work together and trust each other to do the best for the team.

2) Extrinsic Motivation: The use of “extrinsic motivation” in class helps the students become more self-disciplined. For example, to get students more motivated, the instructor can say “If you do your form five times without any mistakes, I’ll do 10 pushups.” This is exciting for the students because it helps them to see the instructor as more vulnerable by having to do pushups. They develop the self-discipline to get their form correct so they can get the reward of seeing the instructor do pushups, which is fun for them.

The important thing to keep in mind is that our brains can develop a healthier oxytocin response at any age. It won’t happen overnight and will take time and effort on the part of the adult but the benefits for the child will be incredible. Creating environments that foster trust will make this process easier. Remember, even the smallest friendly interactions, such as fist bumps and high fives, can release oxytocin.

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Koguryo Martial Arts Academy
6015 S Sunbury Road, Westerville, Ohio
614-899-9033
www.koguryoma.com

The Key to Increased Motivation and Focus in Children and Teens

Have you ever wondered why children and teens seem to be so addicted to their smart phones and other devices? Parents are frustrated with their children’s lack of attention and motivation but what do their devices have to do with this? The answer is found in science!

Often referred to as the “motivator molecule,” dopamine is a “feel good” chemical that is released in the brain which helps us focus and feel motivated. When dopamine levels are low, it can result in symptoms such as difficulty focusing, decreased motivation, trouble problem-solving, and social anxiety. Therefore, many ADHD medications target dopamine levels.

When children and teens have low dopamine levels, we often find that they spend more time on video games and smartphone apps, and some tend to be thrill seekers. These things give a boost of dopamine, which makes them feel good and then leads to them seeking out more of the same thing. This constant boost of dopamine keeps them coming back for more.

The reason is because dopamine is part of the reward pathway of the brain. When something is interesting or exciting, a surge of dopamine rushes to the brain. Much like the excitement we feel when we are preparing for a trip or waiting for dessert, the anticipation of receiving a reward tells the brain to release dopamine. This release tells our brain that this event is worth getting more of. And so, the cycle begins.

The great thing about dopamine is that it can help modify behavior in a positive way, when done correctly. Because of the pleasure that dopamine makes us feel, we are more motivated to learn and, therefore, we retain information better. This is because the dopamine creates new neurological pathways in the brain. When we find activities that are pleasurable, we learn more from them and keep doing them.

Now that we understand the neuroscience surrounding dopamine, how can we, as parents, teachers, coaches, and anyone who works with children, use this information? We must create a learning environment that is exciting and produces the “anticipation of accomplishment.”

The SKILLZ program does this by teaching with the brain in mind and utilizing game-based learning. Along with this, two of the Teaching SKILLZ that are used in class are specifically designed to increase the students’ dopamine levels.

1) Trickery: The use of “trickery” as a teaching skill in class helps the students focus, which ultimately leads to better listening skills. For example, when playing a game and the students are waiting for the instructor to say “go,” the instructor can trick the students by saying “goose” or “go cart” instead. This excites the students but also motivates them to listen better and, therefore, be more focused.



2) Intrinsic Motivation: The use of “intrinsic motivation” in class helps the students become more motivated, which leads to more confidence. For example, to get students more motivated from within, the instructor can say “You only have to do 5 pushups but if you want to be a Black Belt do 10 pushups, if you want to be a master do 5 pushups, but if you want to make me and your parents proud and show you are the best student, do 20 pushups.”

By utilizing these techniques, students get a rush of dopamine because they anticipate the events in class, stay focused, listen better, and are motivated to do their best. They feel good in class and they come back wanting more!

Is Your Spirit As Strong As Samuel's?

Our Place in the Universe – By: Samuel Woldesmaite

It is always rewarding for me to come across examples of insights into our Black Belt Credo that demonstrate a student’s understanding of the lessons I attempt to impart in our martial arts training.  In his 2^nd Degree Black Belt Essay, Samuel took firm hold of the meaning of his selected line, 

‘I Exist Both in and out of Myself.’  

           

“This [line] reminds us that we not only hold influence over own lives but over the lives of everyone we interact with…and spiritually existing through the influences we have on others. My [role] as an instructor means that every interaction I have with my students can negatively or positively influence them.”

This excerpt clearly denotes Samuel’s perspective on existing outside of himself in terms of his influences on others.  The primary goal of being able to ‘step outside’ of one’s self being to grant perspectives not diminished by selfish motivation is further elucidated as follows:

“What’s more is that no interaction we have can be [truly neutral]. Brennan Manning put it best when he said: ‘In every encounter we either give life or we drain it; there is no neutral exchange.’ Our actions create shockwaves in the environment, our smile and cheery disposition can seep into those around us. If we choose to be selfish and only care about ourselves, then that selfish, negative attitude will infect like a disease.”

In closing, the essay brought to light Samuel’s perspective on fostering positivity within himself first.  Self-control and appreciation for the influences of our emotions on our actions is paramount in achieving the strength of character necessary to succeed in life.  Black Belts at KMA are expected to acknowledge feelings, embrace that we are emotional beings and understand to the best of our ability how they influence decision making.

            “We must repair the world through self-control and kindness to others. This way we can spread this spirit of goodness in a shockwave throughout the whole world. This is impossible to achieve by a negative attitude. We are remembered for the legacy we leave, so leave a positive one. And when you find yourself lashing out at others, then remember line number nine and push the negative away and embrace the positive.”

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IF you would like to learn more about Samuel, then you can come visit him at our school

Koguryo Martial Arts Academy

6015 S Sunbury Rd, Westerville, OH

614-899-9033

www.koguryoma.com

Choose your Words Carefully

It's the Way You Say It

When we communicate, only about 10% of our message is actually brought accurately to the recipient through our words.  Some of it is “lost in translation” on the receiving end, but the real factor in bringing our point across is our non-verbal's, the things we do and how we say the words we choose. 

Think of the difference in how your child may apologize when you require it of them versus when they mean it.  The words are the same, but it's night and day in meaning and significance!

In the same way, your child will pick up in the ways in which you speak and how you say things about their training and martial arts in general.  There are, however, some pitfalls in word choice and phrasing that I hope to expose and even to provide some pellucid and practiced plans for safe and effective replacement. 

The Power of Words

The words we use have power and influence the mental image our children create for themselves.  Paint a positive and exciting picture for your child, and they will become more likely to desire to be a source of inspiration to your own learning by their training and growth in martial arts.

Power list of suggested word and phrase changes:

1.  Use the “Yet”

Adding this word to the end of your statements shows that you are keeping an open attitude towards learning...

I don’t know, yet. 

We can't do that, yet. 

You just have learned to catch your balance, yet

I realize you just haven't memorized this all, yet

2. And the “Get”

Replacing the words "have to" and "need to" with get shows things as opportunity vs an obligation...

Obligation:  You have to go to karate tonight

Opportunity:  You get to spend an hour in karate tonight

Obligation:  You will need to stay 30 longer at open gym today since I have to go to the store.

Opportunity:  You get to have an extra 30 minutes of practice time in open gym today while I am at the store.

Obligation:  You have to practice your terminology on the way to your test.

Opportunity:  You get to practice your terminology with me in the care on the way to your test tonight.

3. Place your "Bet!"

Always bet on your child’s success!  Keep a positive attitude and tone regarding their training and practice habits. 

“My kid is going to nail their next test, board break, tournament, training session. “  

Making changes to our speech patterns can be a real challenge.  It's okay to slip up periodically as you make adjustments.  Simply pause, acknowledge your misused phrasing, and rephrase things in a positive light.  

This will accomplish not only a retraining of your thought-life, but also demonstrates to your listening child that your heart and mind are in full support of them and their activities.  Acknowledging the slip can actually make the subsequent correction an even stronger reinforcement than if you get it right the first time