Tuesday, 11 February 2014

Instructors and Coaches Qualifications

 IBF/BCSA Practical Proficiency Award Scheme
International Budo Federation
British CombatSombo Association
 Revised November 2010
The IBF/BCSA has a “Coaching Effective Programme” which is a programme of teaching people how to become effective in the art of coaching, copies of this can be obtained from HQ or can be seen on www.combatsombo.co.uk or www.budo-ibf.co.uk.
IBF/BCSA realise that not all people wish to participate in an in depth academic programme (although the organisations recommend they do). So to encourage new instructors and teachers they have developed a practical exam for the various Martial Arts/Combat Disciplines they wish to qualify in.
IBF/BCSA Practical Proficiency Award Scheme
Instructors Awards
Level 1 to 3
Personal Requirements
Level 1
1)      IBF/BCSA current member
2)      Minimum of 3rd Kyu/4th Grade in the relevant Martial Art/Combat Discipline they wish to instruct
3)      Minimum 15 years of age
4)      Have a basic knowledge of First Aid
5)      Has read the IBF/BCSA Child Protection Policy
Level 2
1)      IBF/BCSA current member
2)      Minimum of 1st Kyu/ 6th Grade in the relevant Martial Art/Combat Discipline they wish to instruct
3)      Minimum 17 years of age
4)      Have a basic knowledge of First Aid
5)      Has read the IBF/BCSA Child Protection Policy
6)   Level 1 Instructor
7)  Level 1 Referee/Timekeeper recorder
Level 3
1)      IBF/BCSA current member
2)      Minimum of 1st Dan/1st Degree in the relevant Martial Art/Combat Discipline they wish to instruct
3)      Minimum 21 years of age
4)      Have a First Aid Certificate
5)      Has read the IBF/BCSA Child Protection Policy
6)   Level 2 Instructors
7)  Level 1 Referee/Timekeeper recorder
8) Club Level Competition Controller
Examination Requirements
  Level 1
1)      Demonstrate a correct warm up procedure
2)      Demonstrate 3 techniques of the examiners choosing from the syllabus up to 3rd Kyu/4th Grade
3)      Explain what is meant by Safe Exercise
4)      Teach a lesson
5)   Questions on Rules of your Discipline
Examination Requirements
  Level 2
1)      Demonstrate a correct warm up procedure
2)      Demonstrate 3 techniques of the examiners choosing from the syllabus up to 1st Kyu/6th Grade
3)      Explain what is meant by Safe Exercise
4)      Teach a lesson
5)    Questions on Rules of your Discipline
6)    Prepare Lesson Plan
  Level 3
1)      Demonstrate a correct warm up procedure
2)      Demonstrate 3 techniques of the examiners choosing from the syllabus up to 1st Dan/Degree
3)      Explain what is meant by Safe Exercise
4)      Teach a lesson
5)    Questions on Rules of your Discipline and Referee Match
6)    Prepare Lesson Plan
All candidates must be aware of
All Examinations will be conducted by IBF/BCSA Examiners
All those who have passed IBF/BCSA Coaching Effective Programme Level 2 can apply
For Teachers Award
All those who have passed IBF/BCSA Coaching Effective Programme Level 3 can apply
For Master Teacher Award
This usually refers to people who have Awards outside of the IBF/BCSA or have years experience in Coaching but never taken an exam. These people are welcome in the association with a few adjustments i.e. modern day practise, will be accepted in to the IBF/BCSA as an Instructor on providing evidence .
IBF/BCSA Coach and Instructors awards

The IBF/BCSA has 2 types of Coaching programs:
1) The Coaching Effective Programme developed by Geoff Gleeson 9th Dan & Martin Clarke 8th Dan. This explained in the information below.
2) IBF/BCSA Practical Proficiency Award
There is also Life Experience Award Scheme. (Grandfather Rights) This is a scheme where candidates can apply for Instructor-Teacher-Master Teacher Awards based on proof of the practical experience and knowledge.
1) The Coaching Effective Programme was developed by Geoff Gleeson 9th Dan & Martin Clarke 8th Dan in the very early 1980’s, the concept was way ahead of its time, thanks mainly to the input of the late Geoff Gleeson 9th Dan. If you look at the United Kingdom Coaching Certificates you will see a lot of similarities, yet CEP was developed nearly 30 years ago. If you look below the original text has been copied, you will notice a lot of time is spent explaining  what course work was needed and what had to be done, all those years ago there was not the information on how to Coach but as the years have passed there has become a great deal of information available, Books, DVD’s, Internet, NVQ courses are available and much more, so the need for the IBF/BCSA to run such extensive course has diminished. The IBF/BCSA will continue to encourage members to examine in CEF  we now allow our members to get their information from other sources.
The CEP is not recognised by all governing bodies, the idea was to develop IBF/BCSA members skills in the Art of Coaching, not just a means to obtain another certificate of competence

International Budo Federation
British CombatSombo Association
The IBF/BCSA is a voluntary organisation that began by teaching Japanese combat

disciplines, but then gradually expanded to include other combat disciplines and

creative activities.
The IBF fully realises that to have a broad base of successful participants - of all
ages, both sexes and ethnic groups - it must have an enlightened staff of coaches at
the top of the structure. The programme laid out below in detail shows clearly how a
participating member can change the role of performer to coach.
The programme is very comprehensive as is shown by its philosophy. The nuclear model
(see fig.1) shows how that philosophy is implemented. The four cells of effectiveness
are modelled in this way to show clearly that no cell is more important than another,
but that each one satisfies the different needs of different performers, meaning, an
elementary coach does not necessarily mean the coach has merely an elemental
understanding of coaching, but that the coach has been trained to deal with elementary
The material covered, although strictly related to each cells' purpose, it's not
limited to just the action of the training venue. The IBF fully recognises that a
coach's responsibilities are not restricted to the training place, but go beyond to
the surrounding community. The IBF attempts, very conscientiously, to show its
members, through the coaching staff, what those responsibilities are.
Every effort is made to explain clearly and rationally what each coaching cell
contains and what is expected of the candidates while studying those cells. However,
if there are any queries please do not hesitate to contact the coaching supervisor.
For convenience and brevity the philosophy is laid out under three headings:
The programme is primarily concerned with the continual broadening and deepening of the coach's own personal store of knowledge. In order that he/she can do his/her job of coaching better.
IBF coaches must recognise they are responsible, whilst in the training centre, so their trainee's integrity and aspirations, without abusing that trust they will try and help them to achieve their aims.
IBF trainees, who train in the combat disciplines, have a moral obligation to the community of which they are a part. The coach's task, by example and deed, is to show what those obligations are.
Budo is a Japanese generic term that covers various methods of fighting with or without weapons. Some of these fighting systems go back several hundred years and their origins can be found in the bukei jidai 1186-1867 AD, the military period. It was a feudal society and like many others of its kind, was dominated by the warrior. His position within society was largely judged by his behaviour towards those he ruled, and that behaviour in turn was judged by the way he used his martial skills to buttress his authority. That code of behaviour was an eclectric morality made up from Confucianism, Buddism and Shintoism, a morality that contained the 'rules' of 'fair play, protect the weak, uphold justice and defend the innocent.
Of course these ideals were not upheld by every samurai (warrior) over the seven hundred years. Many times they were broken by renegades and psychopaths, but the majority did hold to them and in itself that gave respect to the samurai, which can still be found in Japan today
Judo is not a fighting skill like those found under the label of budo. Judo was devised in 1882 by Jigoro Kano as a physical and moral education. Since then, and particularly after World War II it has gradually been modified, now, like all the budo fighting skills it has become a combat discipline. Like all disciplines, this combat form is tightly controlled by rules which are nationally and internationally recognised and accepted. The IBF has applied the ideals of Jigoro Kano to all its combat disciplines.
CombatSombo is a grappling self defence system developed and invented by Martin Clarke. It is based on the grappling arts of Judo, Sambo, Free Style Wrestling, Lucha Canaria, Cornish Wrestling and combat disciplines of Jiu Jitsu, Boxing and Kickboxing. A more in depth history can be obtained by contacting Martin Clarke.
Members of the IBF/BCSA are greatly attracted by the various styles
Combat skills. They find their complexity, both in physical and
Spiritual terms, both a challenge and a stimulus. Nevertheless,
they fully realise they are not feudal samurai, battling their way
through medieval clan wars. Yet they do accept, as did the
Samurai, that morality is as important a part of the training as is
physical development, therefore every effort is made to teach those
Combat skills in a moral context under a tight ethical control.
It is done in the three following ways:
1.                       Structured and Unstructured Training.
The first way, structured (Kata) is where skills are analysed and studied in their
dissected form.

The second way, unstructured training (randori) is where skills are studied in
their totality during informal competition.
2.                       Teaching Methods.
These are utilised in such a way that each individual's potential is given every
opportunity to evolve in a manner that suits each personality.
3.                       Codes of Behaviour.
al                     The kind of behaviour is encouraged that ensures mutual benefit for all.
Physical skills, particularly complex ones like the combat skills are still not
understood. How are they acquired? Is it just memory? Intelligence? Or, just
a matter of forming habits? How are skills learnt? Are they learnt in the same way
by everybody, or, does everybody learn them differently? In the experience of the IBF
everyone learns them differently; therefore the aspiring coach must learn as many
teaching methods as he/she can, so that he/she can help as many people as possible.
That's a tough job to do.
The intention is two fold:
By putting the emphasis upon principles and concepts, the coach will better
understand the needs of people training in the range of performance reflected in each
coaching cell.
As the coach moves from one coaching cell to another, he/she gradually acquires more
experience of a wider range of needs and how to satisfy them through a greater range
of responses (e.g. science, art, music drama etc.).
The following is an indication of what is in each coaching cell. The numbered
sub-sections will be known as units. (see Planning and Preparation for
The units for this cell are as follows:
i.          The need for 'warm up' and 'warm-down'. Some examples of
appropriate exercises.
ii.       The understanding of the function and purpose of the limbs and body
weight in a combat skill or action.
iii.    The use of the arms and legs to develop force within the total action.
iv.       The use of the body weight to develop and attacking dynamic, or an
aesthetic effect.
v.          How to control a group (of people) by the use of three simple teaching
techniques; the sequential, the gestalt and the democratic. They will be
experienced through macro-and micro-teaching situations.
vi.       How to draw up lesson plans (for the future) and what should be their
vii.    The importance of keeping teaching records.
2. COACH - LEVELS 2 & 3.
The units for this cell are as follows:
i.      The use of technique training.

Discipline, as an essential quality in behaviour, technique and

ii.   The advantages and disadvantages of rote learning.
iii.         The use of S-R (stimulus and response) theory in the
learning of technique.
iv.  Personal biomechanical systems and their effect on technique
The learning of technique in relation to such factors as rhythm, pace, flexibility and dynamic force production.
   The units for this cell are:
The theories and analysis of skills. Differences between skill and technique.
Prescriptive and descriptive definitions of skill and their effects on teaching and learning methods.
The extent to which Skills is an extension of personality e.g. extroversion and introversion
How skill, when considered innate or acquired, effects the learning process
The role of history and social expectation in development e.g. fashion.
The units for this cell are:
4.       Principle Coach Level 5
i.         The structuring of tactics, both bounded and unbounded in terms of objectives set.
ii.      The importance of spontaneous creativity within the development of tactical skills.
iii.   The development of the proximity sense, as related to the maturing of special skills.
iv.       The use of psychological factors as part of a winning plan.
v.         Mind training as related to physical training and the part it plays in the total training programme.
The combat sports have competition as an essential part of their training programme
(both national and international). It may be necessary therefore that a coach should
have an understanding of the rules and how to conduct competition.
Nethertheless, refereeing is not an intrinsic element within coaching, therefore
refereeing will not be part of the coaching assessment. However, if a coach is
involved with refereeing he/she can request a refereeing supplement.
If successful the result will be added to his/her coaching certificate (see Referee Assessment).
There will be two levels of referee - club and event. The following criteria will be applied.
i.       The candidate will be expected to have a sound knowledge of the rules of the
combat sport of his/her choice.
ii.      The candidate will have to referee three specially set-up contests and show good
control over their progress.
This is sub-divided into various levels of competence i.e. A, B and C. The
candidate will sit the various exams as expected of the IBF Referees
From time to time the IBF will arrange and organise special training courses for
its members who wish to become coaches.
The courses will be built upon the three following pillers.
A core ability of any coach is to analyse a skilled performance. How can skills be
deconstructed and under what headings? How to rebuild and improve the
What is the relationship between teaching and learning? The importance of injecting meaning of movement into the minds of the trainee. The priorities of a teaching method: e.g. skill development, aspirations of performers, personality of the coach, the moment in time (e.g. new training concepts). How is teaching influenced by language and what part does aesthetics (art) and semiotics play in the learning process?
Body and mind needs to be developed as one unit, but harmoniously. Strength training, cardio-vascular facilitation should go hand-in-hand with ethical considerations (e.g. strength training for your children). Stress training (stamina development) should be aligned with relation systems (e.g. meditation, rhythmic movement sequences). The place of discipline and ritual in the avoidance of injury.
There are always intrinsic risks when learning combat skills. The IBF recognises these hazards and builds into its training programme constraints that minimise these risks.
The Coaching Supervisor, in consultation with the Coaching Council, will make up the programme for each preparation course. It will be done by taking various units from each of the coaching cells, thus producing an interesting, stimulating and balanced course.
The course, the units it includes, plus dates and venues, will be circulated to all IBF members for their convenience.
If members wish to have units included in the forthcoming course (which are not already included) they can write to the Coaching Supervisor (at least two weeks before the course date) and ask if it/they can be included. If at all possible, this request will be satisfied.
Non IBF members can apply for permission to attend these courses, however, the fee will be greater than for members and only when there are places unfilled by members can non-members attend.
The IBF keeps all these questions, both overt and covert, under constant review and continually revalues and revises its responses to them. That is done in order to maintain the highest standard of services to its members.
Usually an individual begins coaching because of an altruistic urge to help others,
but gradually, as they realise that teaching and coaching are nowhere near as easy as
they look, they wish to find out more about them. Later still they want that
ability recognised, for two main reasons:
i.         To show people that the standard of their coaching skills is not just a subjective
assessment, but is recognised by a specialist group of their peers.
ii.      If they wish to become professonal coaches and earn a living by it, they will need
proof of their ability to show their possible employers (e.g. National Vocational
Qualifications coming into force in 1992).
The IBF has devised the following assessment scheme to provide the greatest

possible range of opportunities for the greatest range of coaches.
There will be two general ways of assessing coaching ability, the precise form
depending on the coaching cell being studied.
i. A practical coaching session lasting 15-30 minutes. This can be done
in one of two ways:
a.    coaching a free style skill, i.e. unrelated to specific, ultimate goals.
b.    coaching a competitive skill in a competitive situation.
ii. A justification of the practical session.

It will need to show why the lesson is in the form it is and what the intention is

to be fulfilled. It will be based upon the projects undertaken during the

preparation time (see 'Projects') and can take any of the following forms:
a.   a written essay.

b.    an audio tape - not lasting more than 15 minutes.

c.    a DVD - not lasting more than 15 minutes.
Elementary coaches do not do projects.
The assessment will be based upon the following factors:
i.       The originality and eland of the session.
ii.     The rapport between group and coach.
iii.   The profundity of the justification.
iv.     The range of imagery used to generate learning. PROGRESS THROUGH THE CELLS.
There is an intended form of progression running through the four cells. It is hoped
that an aspiring coach will progress through them in the order they are presented,
however, the sequence does not have to be followed. If an individual feels
sufficiently confident he/she can go for any cell directly, e.g. the Advanced Coach.
However, it is hoped that even in such circumstances the coach would eventually be
assessed in the other two coaching cells.
The purpose of the scheme is to produce an effective coach, not just an 'exam
The following conditions have to be fulfilled before a candidate can be assessed:
i.       Be a member of the IBF/BCSA
ii.     Conform to the following age limits:
Elementary Coach       - 17 years Or more. Technique/Skill Coach - 19 years or more.
Advanced Coach         - 21 years or more.
Elementary Coach Level 1 -1st Kyu/ 6th Grade or 100 hours experience             in the activity.
Levels 2 & 3 Coach 1st Dan/Degree 200 hours experience in the activity.
Advanced Coach Level 4 & Principal Coach Level 5 – 3rd Dan/Degree in relevant combat discipline) or 500 hours experience in the activity.
i.        Each prospective candidate must ensure he/she has covered at least every unit in
his/her respective cells.
He/she must keep a record of the attendances and have it
signed by the staff coach responsible for the preparation course.
ii.    Each prospective candidate must ensure he/she has organised the two projects and t
hat they are completed before the Assessment takes place.
The candidate can ask any IBF qualified Assessor for an assessment appointment at a
time and place convenient to both.
At the same time the following procedure will be mutually agreed:
i.     What is the combat discipline to be assessed?
ii.   Will the candidate provide his/her own class/group to be coached?
iii.Does the candidate wish to do the club referee's assessment? If so, will he/she
provide his/her own contestants?
N.B. If the candidate cannot provide a class or 'contestants', the Assessor can be
asked if he/she can provide this. If not, the assessment will not take place.
At the agreed time and place, the candidate will hand to the Assessor the

i.      IBF membership card.
ii.     The Assessment fee.
iii.   The record of attendance at preparation courses.
iv.      A class plan showing briefly what is to be done and why. (Or verbally give a
class plan).
The candidate will then be given 15 minutes to implement that plan and show his/her coaching ability. At the completion of that time the Assessor can ask the candidate questions on the lesson and/or the plan. If there is to be a referee supplement, it will be completed next.
The result of one or both assessments will be given there and then. If the effort is
rejected the supporting records will be returned. Another attempt can be made
as soon as arrangements can be made, if that is desirable. If the effort is
successful, a note from the Assessor to that effect, plus the fee will be sent to the
Coaching Supervisor (at IBF H.Q.) BY THE CANDIDATE. The appropriate certificate will
be sent to the candidate as soon as possible.
From time to time, the IBF will arrange dates, places and times on which
assessment will be held. All those attending the preparation courses will
be given that information. Candidates wishing to apply (for assessment) should
send the following documentation directly to the Assessor at least 2 weeks before
the date of the assessment.
i.       IBF membership.
ii.    Assessment fee.
iii.  Attendance records at preparation courses.
iv.         The combat discipline to be coached (at the assessment).
v.       Project essays.
vi.    Justification of proposed assessment session.
vii.  If the refereeing supplement is required:

If it is the club referee, it may take place on the same day as the coaching

assessment. If there are too many applicants, it may have to

be arranged on another, subsequent day. The candidate will be so

informed. Event referees award can only be awarded by the Refereeing

Confirmation of acceptance and a place on the assessment day will be sent to the
candidate as soon as possible before the day. It should be noted however that the
Coaching Supervisor can, at this stage, reject (iv) or (v) or both, as being of an
inadequate standard for the assessment. In this case there will be no assessment.

On the Day Coach level 2&3
The IBF will provide the classes and two assessors for each assessment
The candidate can select the number and mix of the people who are to form his 'Class',
also the duration of the 'lesson', up to a maximum of thirty minutes. The time to be
given to the assessors before the assessment session starts.
These are appointed by the Coaching Supervisor. They can organise preparation
courses and be teachers on them. Staff Coaches will also be the Assessors of the
coaching unit assessments.
The Coaching Council is made up of five staff coaches (including the Coaching
Supervisor). This four is appointed by the Coaching Supervisor.
From time to time, specialists from outside the IBF may be invited to contribute
their expertise to the preparation courses. Also members and non-members of the IBF
with specialist qualifications can be co-opted onto the Coaching Council.
The IBF expects its coaches to have two major characteristics, if they are not innate
then they should be acquired. An insatiable curiosity and a sustained
scepticism. Both of these are essential to the art of coaching. Coaching is an
art of course, it can exploit and utilise the many techniques of science, but
eventually the manipulation of performance that embraces aesthetics, a commitment to
an intent, the tenacity to transcend the prosaic, must be art.
Similarly, the bogus coach, peddling pseudo-science in an attempt to justify his
specious wisdom must be sought out by the continued application of
healthy scepticism.

What follows below are some pointers to some ideas and notions that deserve both curious consideration and sceptical appraisal.
Is static balance the same as dynamic balance?
If you wanted to be a long jumper would you practise the jump first and the
run up afterwards?
What kind of licking exercises would you give to a young child before letting
him lick the ice cream?
If you were a huntsman and you wanted to shoot from a galloping horse, how much time
would you spend in the rifle butts (standing still)?
If illusion is the source of creativity, what is the value of rote learning?
Is kata necessary, or is repetition the bolt-hole of the quack?
Does language transport only meaning, or is it an intrinsic part of skill acquisition?
Is signal detection just another word for feedback and is feedback just an excuse for making mistakes?
Morality a camouflage for the cynic, or the power house of progress?
Can thoughtless habit really be the basis of a complex skill development?
Does success really produce reinforcement of learning, or is tenacity (without pleasure) the true source of progress?
Can drawing be used as part of the essential image making element in skill acquisition?
Are demonstrations merely imagery or do they serve a greater purpose?
Is mental rehearsal merely memory, or does it relate to innate qualities?
Is learning the reflection of teaching, or is it really to do with maturation of perception?
Is motivation a thrust towards success, or a fancy name for the seeking of self identification?
To experiment with coaching method is important, but just as you learn what you already know, do you only look for what you have already found?
If problem solving stimulates the intellect, what does problem solving achieve?
Is kata an elementary force of semiotics and if so how can it (kata) be improved?
To discuss these questions and all the ramifications the engender, both
inside the candidate's head and among candidates and staff coaches, books will need to
be read. The topics and subjects covered, or implied, are very extensive and therefore
some candidates may have trouble finding out where to start. Here is where,
again, the Coaching Supervisor can help. Write to him, ask the staff coaches for some
book titles that you can help with. Once having started to read there is nowhere it
cannot take you.
The IBF realises that the above coaching programme is a very ambitious one. It will
demand much from those people, who undertake it, but combat people do have great
tenacity and determination or they would not be in the discipline. It is therefore to
be hoped that for those who complete the journey it will be a very valuable experience
- with benefits beyond just the coaching. It is further hoped, for example, that for
those so inclined, this course could be an excellent jumping base to go to
For whatever the purpose the successful candidate uses the knowledge, the IBF
wish him or her even greater success and fulfilment in his or future
For further information please send an S.A.E. to:
Martin Clarke, 118, East Street, Sittingbourne, Kent.
ME10 4RX.

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