Instructional Design Concepts

for the Soo Bahk Do® Moo Duk Kwan® Instructor


Approved by Kwan Jang Nim H.C. Hwang

Authored and compiled by Steve Diaz, Ph.D., Sa Bom

Sanctioned by The U.S. Federation’s Technical Advisory Committee

Published and Distributed by: The U.S. Soo Bahk Do Moo Duk Kwan Federation

Available through:

and

U.S. Federation Headquarters

(888) SOO-BAHK

Copyright 2004

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Dear Instructor,

Thank you for your interest in enhancing your presentation skills for the instruction of Soo Bahk Do Moo Duk Kwan.

In this document Steve Diaz, Sa Bom has provided a well researched and scientifically based teaching methodology that can help you ensure that students of all ages and abilities have the most rewarding training experience in Soo Bahk Do Moo Duk Kwan while you simultaneously preserve the integrity of our martial art.

Certified Instructors serve a very important role in the preservation of our art and are the primary practitioners responsible for protecting and maintaining the authenticity, legitimacy and credibility of our martial art as created by its founder and entrusted to us for preservation.

As an instructor, you have many opportunities to influence the lives of countless other practitioners in a positive manner and the teaching methods presented in this course are intended to further your education and help you be the most effective instructor possible. The techniques presented here take into consideration many factors of the student (learner) and will help you inspire students and motivate them to always seek personal growth and improvement in their training and personal life.

I have reviewed the teaching methodologies presented here and determined them to be fully supportive of the preservation of Soo Bahk Do Moo Duk Kwan as the traditional martial art intended by the founder. The Technical Advisory Committee of the U.S. Soo Bahk Do Moo Duk Kwan Federation has also reviewed and sanctioned the contents of this course. I encourage you to fully explore the scientifically based concepts that are presented here and to apply them in your own instruction. They can help you ensure each student has the most enjoyable training experience and develops the greatest possible appreciation for their role in “The Art and I.”

I wish you the best in your continued dedicated training and your instruction of Soo Bahk Do Moo Duk Kwan. I also thank Steve Diaz, Sa Bom for his dedicated support of our art and his fellow instructors through this important work.

In the Moo Duk Kwan

H.C. Hwang

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Author & Course Presenter:

Steve Diaz, Sa Bom

Steve Diaz, began his martial arts career in 1973 and earned his Moo Duk Kwan Dan Bon (19461). He currently holds the rank of 6th Dan awarded in 2001. During his career in the Moo Duk Kwan he has conducted thousands of hours of classroom instruction for hundreds of students and has presented numerous public and private seminars locally, regionally and nationally. He has also represented his Region on national and international teams and has operated a successful studio in MobileAlabama since 1981 delivering the philosophy and training experience of Soo Bahk Do Moo Duk Kwan to his local community.

He was selected by Kwan Jang Nim H.C. Hwang and appointed as Regional Examiner for Region 4 of the U.S. Soo Bahk Do Moo Duk Kwan Federation Inc. He also serves as the volunteer editor and publisher of the World Moo Duk Kwan Newsletter for Kwan Jang Nim H.C. Hwang and chief webmaster for

In 1998 he earned a Bachelor of Science degree in Business Administration and in 2001 completed his Master’s Degree in Instructional Systems Design. In 2004 he earned his PhD in Instructional Systems Design at the University of South Alabama where his dissertation subject was “An Analysis of the Relationships Between Thinking Styles, Media Modality and Performance in Simulation Training.” He currently instructs at the University of South Alabama where interested parties may contact him for additional information.

Steve Diaz

Instructional Systems Designer

ReadinessSupportCenter, (251) 690-3165

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Instructional Design Concepts

for the Soo Bahk Do Moo Duk Kwan Instructor

This guidance is intended to assist the Soo Bahk Do Moo Duk Kwan instructor to create instruction that is based upon Moo Do principles and modern Instructional Design Principles. It is meant to complement the Class guidelines already provided for Kyo Sa and Sa Bom training. Its main contribution is that of learning and design theory. It delves beneath the structure previously provided in lesson plan instruction, and seeks to assist the learner in understanding the philosophy and theory behind well designed instructional presentations.

Here are the objectives for this lesson:

  1. Describe the various schools of learning theory and be able to select appropriate strategies for teaching specific performance outcomes.
  1. Be able select a design model the specifically meets the performance objectives of the lesson.
  1. Recognize how to determine learner entry level knowledge, skills, and attitudes.
  1. Describe performance technology and explain its value to the Moo Do practitioner.
  1. Describe Instructional Systems design and be able to explain its value to the Moo Do practitioner.
  1. Be able to select a unit of instruction, design a lesson that meets specific learning objectives, and implement the instruction.
  1. Identify the key components of the ARCS model for motivation and how to apply it to instructional design processes.

Instructional Design Concepts

Terminology

First, here are some terms with which you will need to become familiar:

ARCS – This acronym stands for Attention, Relevance, Confidence and Satisfaction. It is based upon theories of learner motivation. Basically, to achieve learner motivation, the instruction should gain attention, be relevant to the learning goal and the learner’s reference point, provide learning activities to help build the confidence to be able to perform the movements, and provide satisfaction for the learner to actually take away instruction that transfers to future behaviors.

KSAs – Knowledge, Skills, and Attitudes of students. This is a snapshot of their entry level behaviors.

ISD - Instructional Systems Design – describes the deliberate arrangement of instructional activities designed to bring about specific performance outcomes,

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Instructional Design Concepts

Learning Theory

Learning Theory – the field concerned with how humans learn, adapt, assimilate and transfer knowledge to new behaviors. There are three major schools of thought on learning theory:

  • Behaviorism – based upon theories of classical conditioning. This theory basically believes that the learner is passive, and instructional stimulus is provided to cue instruction. Correct behavior is reinforced; undesirable behavior is extinguished by non-reinforcement or negative reinforcement. This theory uses strategies such as instructional cues, recitation, drill and practice and repletion. Best for basic skills and introductory learning.
  • Cognitivism – This theory is interested in how humans actively participate in the learning process. Central to this theory is the role of memory and schema. If information can be stored and retrieved at a later time, learning is said to have occurred. Schemas are mental maps where learners store, catalogue and retrieve information. Understanding how learners store and retrieve information assists in adopting strategies that meet these learning methods. This theory uses metaphors, analogies, mnemonic devices, modeling and repetition to enhance learning and transfer.
  • Constructivism – this theory believes that learning must take place in an authentic context. Assessment should also be performed utilizing real and relevant tasks. Ideal for creating activities beyond standardization, and challenging students to perform prior learning in a simulated context of self defense.

(Note: no one theory is espoused here; rather, an eclectic mix of appropriate design theory is normally utilized by instructional designers based upon several criteria outlined in the instructional design model)

Instructional Design Concepts

Instructional Design Model

Instructional Design Model – This device is used to organize the training effort. There are many available that have overlapping constructs. The one we will use is below:

Step 1 – Identify Instructional Goals: This is a statement of what the student will be able to do following the training. The statement must mention observable behaviors, rather than non-observable (correct: identify, demonstrate, perform – incorrect: understand, know). The Instructional Goal will list the performance (what the student will be able to do, demonstrate, identify, select), in what condition (where, with what, utilizing what), and under what performance criterion (performance accuracy, 90% of the time). Here is an example of an instructional goal correctly worded.

“After this class, the student will be able to correctly identify the steps of using a defense hu-ri, demonstrating correct contraction and expansion, and focusing on the three shim gung, neh gung and weh gung drivers (intent, breath, hu-ri) while performing ha dan mahkee, in the do jang, wearing their do bok, 90% of the time.”

(This might seem a bit cumbersome, but it is useful in making sure that instruction is a precise activity for the performance)

Step 2a – Perform an instructional analysis. This is basically the creation of tasks that will be performed in the process of meeting the end goal. It is usually listed as a numerical number (1.0) (2.0) for each major section of instruction, with subordinate tasks to the major section listed as (1.1, etc.). These will comprise all the instructional steps that will be taught in the instruction. They will not cover entry level skills. Entry level skills are what the student should already know when the instructional presentation begins. Here is an example of an instructional analysis for the above Instructional goal:

1.0 – Perform contraction of the body while standing in place, drawing the dan jun and elbows slightly inward to the body’s center.

1.1– Perform expansion of the body while standing in place, allowing the elbows and dan jun to open outward slightly.

2.0 – Using the shi sun as a measure of intent, and the breath to initiate movement, directing energy forward, move the right waist forward to a 45 degree position and contract the body as in step 1.0.

2.1 – Using the breath to initiate movement, direct the hu-ri forward and snap the waist back to a 22.5 degree position to position the body into a front stance (not taught here, as that is one of our assumed entry level behaviors).

3.0 – Using the primary movers in 1-2 steps, draw the right arm upward towards the left shoulder by focusing on the contraction and movement of the elbow to the center. Both arms will be positioned with the elbows close together in the solar plexus area.

3.1 – Focusing on the expansion of the body and the processes of 1-2, snap the right waist back and perform the ha dan mahkee, emphasizing a heavy execution with the energy created in the process passing through the weapon.

Step 2b – Analyze the learner/student. We must start with an understanding of the student’s knowledge, skills, and attitudes. This will help us determine what the entry level behaviors are that we will not teach. Here are examples.

White –belt, beginner

Orange belt – intermediate.

Dan Class.

Children mixed.

Each of these has specific entry behaviors, the instruction should be crafted to begin at a place just above the entry behaviors.

Step 3 – Write performance objectives. These are statements just like this course introduction has presented in the first objectives. They describe performance in an observable way.

Step 4 – Create assessment. How will you measure whether or not the student has met the instructional objectives? In our training, one obvious way is to have the student demonstrate the activity. A formal test is another way.

Step 5 – Select Instructional strategy. Here, we must look at the activity and connect the strategy to a domain (listed below) of learning. In other words, if we want to teach how to perform ahp podo ol ri gi, we would want to explain the movement requirements, model the motion and perform sufficient repetitions for the student to be able to perform it. We could use several learning theory strategies: metaphors – “it is similar to painting a circular stripe with your foot, outward and upward, or, imagine that you have a wooden leg, and that it will not bend..the only way to successfully move it is with the hip. And, repetition. These are example strategies. For complex instruction, analogies and metaphors are essential to connect the known to the unknown. Think of how many metaphors we use.

Step 6 – Implement the instruction

Step 7 – Revise. After you have completed the class, reflect on the process and determine how well you met the objective. Revise as needed. This essential corrective exercise improves the future process.

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Instructional Design Concepts

Performance Technology

Performance Technology – this educational field is concerned with providing intervention solutions for performance problems, or for creating new instruction. Basically, all performance problems are attributed to 4 performance drivers:

  1. Lack of skill or knowledge (Intervention via training)
  1. Motivation (Intervention via mentoring, modeling, ARCS model application)
  1. Incentive (Intervention via providing clear tangible and intangible rewards)
  1. Environmental (Intervention via correcting environmental deficiencies).

Steps to go through to analyze performance problems and create interventions.

  1. Determine actual performance and optimal performance. What is the student doing? What is the optimal performance?
  1. Determine possible performance problem causes. Is the student relying on arm strength rather than the processes of the above steps?
  1. Select interventions specifically designed to correct the performance.

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Instructional Design Concepts

Domains of Learning

Domains of learning. Learning theory specifies domains of learning. These are the areas of cognitive and physical processing that all of instruction falls under. They are:

  1. Verbal information: lists, names, terminology – strategies for learning; mnemonic devices (letters that stand for terms), recitation, rehearsal.
  2. Intellectual skills – balancing a check book.
  3. Attitudinal- motivation, emotion, inspiration.
  4. Psychomotor – mind body coordination. Strategies: training repletion, feedback.

Utilizing the above information, the following exercise will serve to assist in the development of a unit of instruction that incorporates instructional design theory and learning theory.

Activity 1.

  1. Select a unit of instruction from the Soo Bahk Do curriculum.
  2. Identify the instructional goal by writing a goal statement.
  3. Identify the domain of learning.
  4. Analyze the students to determine present KSAs.
  5. Determine actual and optimal performance
  6. Write performance objectives
  7. Determine assessment strategy
  8. Select instructional strategies
  • Repetition
  • Metaphors
  • Philosophy
  • Problem-solving
  • Modeling
  • Technique breakdown.
  • Advance organizers
  1. Design a class that deliberately arranges instructional activities to bring about specific performance outcomes.
  2. Assess student performance to determine if the instructional objectives have been met.

Activity 2

A student is performing ahp cha nut gi incorrectly. Using performance technology as a tool, determine the actual and optimal performance; select possible performance driver problems; determine possible causes; select an intervention solution.

Activity 3

Use the ARCS model to introduce the ‘iron broom technique’ to a class of dan members. Create the instruction based upon the ARCS motivational strategy.

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