Roman Urban trained numerous Hapkido trainers.

The trainer training is documented in detail with the learning goals and lessons in his trainer book.

Requirements for recognition of the trainer license C in the Chun Ki Do Association Europe.

Words to motivate

Trainers understand and tolerate the diversity of people!

Every human being is an individual. The complexity and diversity of the various talents and inclinations are essentially determined by our shape. The possibility of movement is determined by the condition of the bones, the muscles, the fibers and the ligaments. But the mental attitude also essentially influences the structure of our body.

Man is the greatest good on earth. Anyone who trains extremely or takes on the responsibility of training people must know the body in order not to harm it through ignorance. In order to understand the functional anatomy of the human being, a solid, basic medical knowledge is required. 

A good trainer knows biomechanics and thus knows how to avoid damage to the shape of his students. The successful starting point of a training is the slow and gradual approach to gain influence on the entire organism. He has to recognize that clumsy people usually have strong muscles with thick tendons.

The trainer cannot change the given genetic information. These people belong to the category best suited to short-distance sports such as sprinting, 100m running/swimming, or long jumping. This type of athlete will thrive in anaerobic conditions. The skin color of these people is mostly dark, which is caused by brisk muscle blood flow.

Let's now compare the athlete who achieves high performance predominantly in the aerobic area. The skin color is more white or only slightly red. The tendons are relatively thin in relation to the muscles.
It makes sense to promote these given hereditary conditions. The advantages and disadvantages of his body structure must be explained to the individual student in a sympathetic manner. In today's performance-oriented society, the expectations of the student are often very high and exaggerated.

Especially many parents are not aware of the fact that they demand randomness from their children. Of course, these parents only want the best for their child, but driven by our ambition, we all want prodigies.
And children are wonderful anyway, it is we the parents who ultimately want to keep our own recognized flaws away from our children.
The improved performance that results from training also affects our physical appearance and should correspond to the real expectations of the student.
The aim is to train the entire body structure in such a way that the resulting advantages are visible and tangible for the student. As a result, the approach of a successful trainer depends on the musculoskeletal system of each individual.

A trainer also has the power to train separate bone and muscle groups.

The following topics relate to the ideal human being, which we do not find in our nature. Therefore, when developing techniques, the trainers have to determine the natural physique of each individual. A complex solution for the general public would be ideal, but cannot be implemented in practice.

Pedagogical training and the correct application of methodical/didactic rules are just as much part of the craft of a good trainer as is mastery of rhetoric. All of this presupposes that we first know how an ideal body works. We need to understand how the skeleton, muscles, organs and nerves work together. In order to prepare the trainer well, I have divided my textbook into different subject areas.

In today's fast-moving elbow-jerk society, it has become very difficult to take on responsibility, even to educate people or to motivate them for further training. The social environment determines the relationship between what we do and what we do. The rapid development in the last century has essentially contributed to this. The first speed rush brought us the train. It also gave us more time, more information, more knowledge, faster action.We are being bombarded with useless information through numerous media. In doing so, we fail to notice the experiences from our environment and thus to convert them into knowledge.

1. Organization and examination regulations for the trainer and examiner courses

1.1. General

- Registration is usually done by an association.

- Participation in the corresponding trainer course is a prerequisite for obtaining the corresponding examiner license

1.2. performer

The Chun Ki Do Association Europe carries out the theoretical and practical training and further education of Dan carriers. It is responsible for the uniform implementation of the training content and issues licenses.

The award is made under the supervision of the Chun Ki Do Association. The award takes place after passing the theoretical and practical examination.

Licenses can only be granted by a Master of the Chun Ki Do Association.

1.3. license revocation

The licenses can be revoked by decision of the Chun Ki Do Association or in the event of violations of the procedural and examination regulations or in the event of negative examination behavior. There is no legal entitlement to an examiner license.

In the event of violations or fraudulent misrepresentation, licenses can be revoked and other tests carried out can be declared invalid.

1.4. admission requirement

a) Prerequisites for admission to the A-License Trainer are:

- Holder of the 6th Dan

- Completion of 30 years of age

- Holder of an A license for at least 5 years.

b) Prerequisites for admission to the Trainer B license are:

- Holder of the 3rd Dan

- Completion of the 21st year of life

- Holder of the C license for at least 2 years.

c) Prerequisites for the admission of the trainer C license are:

- at least brown belt - at least

16 years of age

- membership in a club of the Chun Ki Do Association

- first aid certificate (not older than 1 year)

1.5. powers

a) A license holder

- is entitled to train B-license candidates

- can independently examine Dan exams up to the 5th Dan,

b) B license holders

- is authorized to train C license candidates

- can independently examine Kup examinations up to and including the brown belt,

c) C License Holders

- is authorized to lead the training

- can independently check Kup tests up to the green belt.

1.6. examination procedure

Kup exams are organized by the license holders; they are obliged to inform the Chun Ki Do Association of the following in writing at least 3 weeks before the examination date:

a) Examination

location b) Examination date and time

c) Number and names of examination participants

d) Passport number

e) Desired grades

1.7. Examination Board

At exams, 3 license holders should be present and fill out the evaluation sheet independently. In exceptional cases, 2 license holders may examine. A separate application must be submitted to the Chun Ki Do Association for this purpose.

1.8. exam result

When the belt grades are removed, the results on the examination sheet are evaluated in writing accordingly.

The committee decides on the success of the exam and evaluates the exam as passed or failed. License holders are responsible for awarding the belt grades and must therefore provide a written justification for failure.

The examination papers are to be sent to the office of the Chun Ki Do Association. If you fail, the exam can be repeated once, but not before 3 months and with a neutral exam committee. The overall result is communicated to the examinee.

1.9. license checks

The training of the license holders must be completed within two years.

The license exam consists of:

a) Practical exam

The examinee should provide evidence of his or her own sporting abilities.

Here the examinees will work out a practical teaching sample in writing and the methodical, didactic skills will be assessed during the teaching sample.

c) Theory test

The written exam consists of completing a questionnaire and a freely written test as well as an oral exam.

1.10. licensing

The successful license holders receive a personal stamp from the umbrella organization. The stamp serves as identification for the license holder and symbolizes the license level passed in each case.

1.11. Validity of Licenses

The validity begins on the date of issue and ends after 4 years. Renewal of the license requires participation in continuing education events. The renewal of licenses that have become invalid requires special approval.

1.12. Evaluation of a belt test

a) Preliminary remark

Chun Ki Do is taught as a popular sport. The Chun Ki Do Association also awards junior black belts. The awarding of belt degrees guarantees the motivation of the students.

Your own progress should primarily be assessed here. The measure of the evaluation is not the standard of competitive athletes.

When evaluating the belt test, the following points are observed:

- Character suitability 100%

- Diligence 50%

- Appearance 20%

- Athletic ability 50%

- Technique execution 50%

The evaluation scheme is based on the valid examination criteria and is implemented as follows:

The overall result of the technique group is entered in the columns of the examination papers.

Eg a Hapkido role is taught in 12 steps. If all 12 levels are completed by the examinee, he receives 12 points; this corresponds to 100%.

2. 1 Preamble

2.1 Words of motivation

Trainers understand and tolerate the diversity of people!

Every human being is an individual. The complexity and diversity of the various talents and inclinations are essentially determined by our shape. The possibility of movement is determined by the condition of the bones, the muscles, the fibers and the ligaments. But the mental attitude also essentially influences the structure of our body.

Man is the greatest good on earth. Anyone who trains extremely or takes on the responsibility of training people must know the body in order not to harm it through ignorance. In order to understand the functional anatomy of the human being, a solid, basic medical knowledge is required. A good trainer knows biomechanics and thus knows how to avoid damage to the shape of his students.

The successful starting point of a training is the slow and gradual approach to gain influence on the entire organism. He has to recognize that clumsy people usually have strong muscles with thick tendons.

The trainer cannot change the given genetic information. These people belong to the category best suited to short-distance sports such as sprinting, 100m running/swimming, or long jumping. This type of athlete will thrive in anaerobic conditions. The skin color of these people is mostly dark, which is caused by brisk muscle blood flow. Let's now compare the athlete who achieves high performance predominantly in the aerobic area. The skin color is more white or only slightly red. The tendons are relatively thin in relation to the muscles. It makes sense to promote these given hereditary conditions. The advantages and disadvantages of his body structure must be explained to the individual student in a sympathetic manner.

Especially many parents are not aware of the fact that they demand randomness from their children. Of course, these parents only want the best for their child, but driven by our ambition, we all want prodigies. And children are wonderful anyway, we the parents are the ones who ultimately want to keep their own recognized mistakes away from their children. The improved performance resulting from training also affects our physical appearance and should correspond to the real expectations of the student.

The aim is to train the entire body structure in such a way that the resulting advantages are visible and tangible for the student. As a result, the approach of a successful trainer depends on the musculoskeletal system of each individual. A trainer also has the power to train separate bone and muscle groups.

The following topics relate to the ideal human being, which we do not find in our nature. Therefore, when developing techniques, the trainers have to determine the natural physique of each individual. A complex solution for the general public would be ideal, but cannot be implemented in practice. Pedagogical training and the correct application of methodical/didactic rules are just as much part of the craft of a good trainer as is mastery of rhetoric.

All of this presupposes that we first know how an ideal body works. We need to understand how the skeleton, muscles, organs and nerves work together. In order to prepare the trainer well, I have divided my textbook into different subject areas.

In today's fast-moving elbow-jerk society, it has become very difficult to take on responsibility, even to educate people or to motivate them for further training. The social environment determines the relationship between what we do and what we do. The rapid development in the last century has essentially contributed to this. The first speed rush brought us the train. It also gave us more time, more information, more knowledge, faster action. We are being bombarded with useless information through numerous media. In doing so, we fail to notice the experiences from our environment and thus to convert them into knowledge

2. 2 Sports Injuries and Sports Damage

2.2.1 Acute sports injuries and first aid

Sporting activity causes an increased frequency of injuries, especially among inexperienced people. In general, these are minor injuries to the musculoskeletal system. Some of the typical sports injuries (muscle strains, dislocations) can be avoided by warming up the muscles. Intensive physical activity (games, athletics, weightlifting, gymnastics) must therefore be preceded by a warm-up.

1) Abrasions with usually little bleeding, often contaminated.

First aid:

Sterile drape, often requiring immobilization.

2) Bruises on soft tissues and bones (shoulder muscles, ribs, thighs, shins) due to blunt force impact, frequent result: bruising.

First aid:

Bandage under moderate compression (elastic bandage), cooling (cold water, diluted alcohol); Immobilization in the case of severe bruising, otherwise allow the joint to be moved while relieving the strain.

3) Sprains and dislocations (distortions) of joints (finger, hand, knee, ankle), often associated with joint effusion.

First aid:

Bandage the joint under moderate compression (elastic bandage), cooling (cold water, diluted alcohol); If the effusion is severe, keep it immobile, otherwise allow it to continue to move while relieving the joint.

4) Ligament strains in joints, mostly in connection with sprains, often with soft tissue and/or joint effusion (knee, ankle).

First aid:

Bandage the joint under moderate compression (elastic bandage), cooling (cold water, diluted alcohol).

Severe ligament strains almost always require immobilization for 1 to 3 days.

5) Torn ligaments, mainly in the case of severe distortions or dislocations (luxations) in the area of ​​the finger, knee and ankle joints, predominantly severe effusion, functional ability of the joint lost.

First aid:

Immobilization and splints, compressing bandage, cooling, transport for medical treatment.

6) Muscle strains, possibly with deep bruises (shoulder, thigh, calf muscles).

First aid:

Bandage under moderate compression (elastic bandage), cooling (cold water, diluted alcohol). Immobilization for severe bruising.

7) Muscle tears as tears of muscle fibers or complete muscle tears (shoulder, thigh, calf muscles).

First aid:

Immobilization with relaxed muscle, compressing bandage, cooling, transport to medical treatment.

8) Tendon tears with mostly only minor effusion formation, complete loss of muscle function (extensor vision, Achilles tendon).

First aid:

Immobilization with relaxed muscle, compressing bandage, cooling, transport to medical treatment.

2.2.2 Remedial Actions Not to Be Taken

When it comes to sports injuries, the following should be observed:

(1) If the severity of the injury is unclear, the more serious injury is to be assumed first, and the first aid measures are to be based on that.

(2) Massages on fresh injuries of the type mentioned above are prohibited.

(3) Circulation-promoting ointments are not to be used in the fresh stage of injury, as the increased blood flow increases the formation of effusions. Their application is appropriate no earlier than 12 hours after the injury.

2.2.3 Sports damage to the musculoskeletal system

In addition to acute sports injuries, chronic sports damage is another health problem, not only for competitive athletes, but also for those who are not very experienced.

Some typical examples are:

1.) Overload damage to the lower leg with

Periosteal irritation on the middle edges of the shinbone Inflammation in the area of ​​the Achilles tendon

from running training on hard track (asphalt road). To be avoided by training on soft ground and correct running technique (rolling off the foot).

2.) Knee joint problems (loose ligaments, meniscus damage), possibly with X-ray visible joint changes. These complaints are particularly common in soccer and handball players.

3.) Spinal complaints, mostly in the lumbar spine region after dumbbell training or weightlifting in the inexperienced as a result of incorrect technique.

4.) Spinal changes, mostly in the lumbar region in gymnasts and weightlifters. However, these changes rarely occur with the corresponding complaints, since the supporting effect of the pronounced back muscles brings about a certain amount of compensation.

5.) Joint changes in the fingers on the thumb or other finger base joints (middle finger), especially in boxers often as a result of inadequate bandaging,

at the middle joints of the fingers in ball players (handball, volleyball, basketball).

2.2.4 Apparent and real damage to the cardiovascular system

A healthy cardiovascular system cannot be damaged by physical training. The fatigue of the skeletal muscles during sport far precedes the overstraining of the heart with the possibility of organic damage, so that in healthy people the work is stopped due to exhaustion of the muscles long before the heart could be damaged.

A poorly trained cardiovascular system with the resulting poor performance should by no means be a reason to get rid of sports. However, building up training that is initially adapted to the lack of performance is the only way to achieve normal physical resilience.

Dizziness or states of collapse after intense physical activity (middle and long-distance running) are more likely to cause injury from a fall than a real danger in and of themselves. They usually occur as a result of the rapidly falling blood pressure after stress due to a lack of blood and thus a lack of oxygen supply to the brain. To avoid such incidents, athletes should definitely keep moving after intense exertion.

In the event of a collapse, the shock positioning (head down, legs up) should be carried out. A subsequent medical examination must always take place.

However, the possibility of real damage to the heart from sports is present in the following cases:

1.) In the case of congenital or acquired heart valve defects or other anatomical changes in the cardiovascular system that put increased strain on a part of the heart,

2.) in the case of constriction of the coronary arteries with reduced oxygen supply to the heart muscle under stress conditions,

3.) in the case of increased blood pressure, which already exceeds the Increased stress on the heart muscle,

4.) in all inflammatory diseases of the organism (febrile infections, tonsillitis!) during and after the illness (1 to 2 weeks). In this case, a doctor should decide.

2.3 The heart and circulatory system

The engine of the circulatory system is the heart; it has the function of a pump that propels the blood in the vessels. The heart is an organ that works automatically, i.e. the electrical impulses that lead to the contraction of the heart muscles and thus to the heart work arise in an excitation center in the heart itself, in the area of ​​the right atrium. However, the work of the heart is influenced by the autonomic nervous system and by hormones (changes in pulse rate and contraction force) depending on the body load.

In response to the electrical impulse from the arousal center, the muscles in the atria first contract and force the blood into the ventricles. 0.1~~0.2 seconds later, the excitation also reaches the musculature of the two heart chambers via a special power system, which eject the blood into the pulmonary artery and the body artery.

The used blood coming from the systemic circulation flows from an upper and a lower large vena cava into the right atrium. The blood is transported through a valve to the right ventricle. The valves on the heart have the task of a valve, which only allows blood to flow in one direction (atrium-ventricle, ventricle-artery). When the right ventricle contracts, blood is ejected—again through a valve—into the pulmonary artery. This is divided into the pulmonary vessels up to the hair vessels (capillaries), which surround the alveoli. This is where the gas exchange of °2 and CO₂ takes place . The pulmonary vessels then unite again and the oxygen-rich blood reaches the left atrium via the pulmonary vein.

The blood passes through another valve from the left atrium into the left ventricle, which squeezes the blood into the large artery (aorta) when it contracts; The blood also has to pass through a heart valve between the left ventricle and the aorta.

The path of blood from the right heart through the pulmonary vessels to the left heart is called the minor or pulmonary circulation, that from the left heart through all the vessels of the body back to the right heart is called the major or systemic circulation.

Right at the beginning, the coronary arteries branch off from the large aorta to supply the heart muscle, followed by the arteries for the right arm, the head, the left arm, the abdominal organs, the organs of the pelvis and finally for the legs. The arteries branch into smaller and smaller branches up to the hair vessels (capillaries). There, the oxygen is released from the blood to the tissue and carbon dioxide is absorbed.

The vessels then unite again to form the veins, which become increasingly thick towards the center and which finally lead the blood back to the heart as the upper and lower large vena cava.

A distinction is made between blood vessels:

Arteries (arteries), which lead away from the heart and allow the pulse to be felt,

blood vessels (veins), which return the blood to the heart,

capillaries (capillaries), which form a network between arteries and veins and in which gas exchange takes place.

2.4 Breathing

Respiration is used to absorb oxygen (°2), which the organism needs to generate energy, and to release carbon dioxide (CO₂), which is the end product of the "combustion" of food.

The processes of energy generation using oxygen (°2) and the release of carbon dioxide (CO₂) in the cell are referred to as internal respiration .

The gas exchange in the lungs is called external respiration .

The lungs are preceded by the upper airways . This includes:

Noses, mouth, pharynx, larynx, trachea, main bronchi for the two lungs .

The outside air is humidified, heated and cleaned in the upper airways. The main bronchi branch into lobar bronchi, which, after further branching into smaller and smaller bronchial branches, finally end in the alveoli . The pulmonary sacs (alveoli) arranged in a grape-like manner are surrounded by a network of the finest blood vessels (hair vessels or capillaries). The thickness of the layer between the blood in the capillaries and the air in the alveoli is so thin here (less than 1/1,000 mm) that °2 can pass into the blood and CO. into the interior of the alveoli.

The inhaled air contains around 21% °2 and 0.04% CO₂, and the exhaled air contains approx. 17% °2 and 4% CO₂. The body absorbs around 4% °2 of the outside air and releases 4% CO₂. These values ​​change under load.

The two lungs are protected by the ribs and are located in the chest, they are separated from the abdomen by the diaphragm. Air is inhaled by tensing the intercostal muscles. This leads to a lifting of the ribs and thus to an expansion of the thorax in depth and width diameter. The simultaneous flattening of the diaphragm causes a further enlargement of the thorax downwards. This enlargement of the thoracic cavity creates a negative pressure in the thorax, which is compensated for by the air flowing in via the airways supplying it. The inhaled air fills the afferent airways and the alveoli; gas exchange can take place.

Exhalation occurs under resting conditions by passive lowering of the ribs when the inspiratory muscles relax and by contraction of the elastic elements in the lung tissue. With increased exhalation, special exhalation muscles are also activated.

2.5 The blood

2.5.1 Tasks of the blood

The blood primarily assumes the function of a transport system in the body. Its primary tasks are:

— transport of oxygen and carbon dioxide

— transport of nutrients and metabolites

— maintenance of the acid balance and mineral metabolism

— transport of cells and proteins for the body’s defenses

— transport of hormones and other active substances (medicines).

2.5.2 Constituents of blood

The blood consists of 55-60% blood fluid (plasma) in which, among other things, protein molecules, salts, nutrients and hormones are dissolved;

40-45% from blood cells, from which one distinguishes:

— red blood cells (erythrocytes), task: transport of °2 and CO₂,

— white blood cells (leukocytes), task: defense against infection,

— blood platelets (thrombocytes)

2.5.3 Task of blood coagulation

In the area of ​​the alveoli, oxygen enters the blood from the inhaled air in the blood, the oxygen attaches itself to the red blood cells, which are carriers of the red blood pigment hemoglobin . Oxygen forms a loose chemical compound with this hemoglobin, whereby the hemoglobin takes on a bright red colour, that of fresh arterial blood.

In the organs and tissues that need oxygen for their metabolism , there is less oxygen than in the blood. The binding to the hemoglobin is broken, the oxygen passes from the blood into the tissue.

The opposite is the path of carbon dioxide. It is produced during tissue metabolism and is absorbed by the blood, e.g. T. bound to hemoglobin, e.g. T. dissolved in the blood fluid and excreted in the lungs from the capillaries into the alveoli and exhaled.

Dizziness or states of collapse after intense physical activity (middle and long-distance running) are more likely to cause injury from a fall than a real danger in and of themselves. They usually occur as a result of the rapidly falling blood pressure after stress due to a lack of blood and thus a lack of oxygen supply to the brain. To avoid such incidents, athletes should definitely keep moving after intense exertion.

In the event of a collapse, the shock positioning (head down, legs up) should be carried out. A subsequent medical examination must always take place.

However, the possibility of real damage to the heart from sports is present in the following cases:

1.) In the case of congenital or acquired heart valve defects or other anatomical changes in the cardiovascular system that put increased strain on a part of the heart,

2.) in the case of constriction of the coronary arteries with reduced oxygen supply to the heart muscle under stress conditions,

3.) in the case of increased blood pressure, which already exceeds the Increased stress on the heart muscle,

4.) in all inflammatory diseases of the organism (febrile infections, tonsillitis!) during and after the illness (1 to 2 weeks). In this case, a doctor should decide.

2.3 The heart and circulatory system

The motor of the circulatory system is the heart ; it has the function of a pump that propels the blood in the vessels. The heart consists of muscles that enclose two atria and two ventricles; the heart is therefore also referred to as a hollow muscle . The heart is an organ that works automatically, ie the electrical impulses that lead to the contraction of the heart muscles and thus to the work of the heart, arise in an excitation center in the heart itself, in the area of ​​the right atrium. However, the work of the heart is influenced by the autonomic nervous system and by hormones (changes in pulse rate and contraction strength) depending on the body load.

In response to the electrical impulse from the arousal center, the muscles in the atria first contract and force the blood into the ventricles. 0.1~~0.2 seconds later, the excitation also reaches the musculature of the two heart chambers via a special power system, which eject the blood into the pulmonary artery and the body artery.

The used blood coming from the systemic circulation flows from an upper and a lower large vena cava into the right atrium. The blood is transported through a valve to the right ventricle. The valves on the heart have the task of a valve, which only allows blood to flow in one direction (atrium-ventricle, ventricle - artery ). When the right ventricle contracts, blood is ejected—again through a valve—into the pulmonary artery. This is divided into the pulmonary vessels up to the hair vessels (capillaries) which form the alveolisurround. This is where the gas exchange of °2 and CO₂ takes place (No. 327). The pulmonary vessels then unite again and the oxygen-rich blood reaches the left atrium via the pulmonary vein .

The blood flows from the left atrium into the left ventricle through another valve, which squeezes the blood into the large artery (aorta) when it contracts ; The blood also has to pass through a heart valve between the left ventricle and the aorta. The path of blood from the right heart through the pulmonary vessels to the left heart is called the minor or pulmonary circulation, that from the left heart through all the vessels of the body back to the right heart is called the major or systemic circulation .

Right at the beginning, the coronary arteries branch off from the large body artery to supply the heart muscle, followed by the arteries for the right arm, the head, the left arm, the abdominal organs, the organs of the pelvis and finally for the legs. The arteries branch into smaller and smaller branches up to the hair vessels (capillaries). There, the oxygen is released from the blood to the tissue and carbon dioxide is absorbed.

The vessels then unite again to form the veins, which become increasingly thick towards the center and which finally lead the blood back to the heart as the upper and lower large vena cava.

A distinction is made between blood vessels:

Arteries (arteries), which lead away from the heart and allow the pulse to be felt, blood vessels ( veins ), which return the blood to the heart, capillaries (capillaries), which form a network between arteries and veins and in which gas exchange takes place.

3. Didactics / methodology

I. Words of motivation!

A good trainer knows how to motivate his students and encourage them to do better. This assumes that he explores the science of teaching. Although training-pedagogical recipes are hardly feasible, the trainer must understand the theoretical knowledge of teaching in order to optimize practical training.   

II. Definition

Didactic

The science of teaching is called didactics. Above all, it includes the selection and arrangement of the teaching content. Goals, means, methods as well as individual and socio-cultural conditions are examined.

Methodology

The methodology is part of the didactics. She examines and optimizes forms and phases of teaching as well as the use of teaching materials in the classroom.

Brand

Didactic considerations are analyzed before the methodology. This means that when preparing for the training, decisions should first be made about goals and content (what? why? why?) before decisions are made about appropriate procedures and means (how? with what?).

3.1. Training

Training has the function of creating qualifications in the student that enable him to carry out certain theoretical and practical activities. Knowledge and skills should be imparted and abilities and attitudes should be developed.

The fact that children, young people and adults are trained in the Chun Ki Do Association must mean that the special learning situations of the different age groups are taken into account during training. Appropriate, i. H. to use different methods.

Training is used as a collective term in the Chun Ki Do Association and includes education, upbringing, further education and training.

3.2. To learn

Taking in information and storing it in memory enables people to change their behavior. So learning is any enduring change in behavior that comes about through practice or experience. What is decisive is the experience (feedback) about success or failure. If knowledge, attitudes or even skills change only slightly, then the behavior has changed, it has been learned. However, a change in behavior must not be the result of innate reactions, maturation, fatigue, the influence of drugs, mechanical interventions or similar.

Behavior includes all objectively or subjectively observable cognitive (knowledge-related), affective (emotional) and psychomotor (movement-related) reactions of people.

3.2.1 Types of Learning

Learning through observation

Learning through imitation

Learning through reinforcement with reward and punishment as reinforcement

Learning through insight Problem solving

3.2.2 Learning events

We perceive the environment through our sensory organs and learn through various input channels. Of the information stored in the long-term memory (=100%), about (general empirical values) have been recorded about:

- sight 75%

- hearing 13%

- touch 6%

- taste 3%

- smell 3%

This results in the most important requirement: The training content should be illustrated wherever possible. The more sensory organs are involved, the greater the learning success will be.

The purpose of the training (usually a communication between the trainer and the student) is that the student absorbs information using his or her senses, decodes (understands) the content, stores it in long-term memory and uses it in various ways as needed.

3.2.3 Motivation

Attention and interest are particularly strong motivators. The trainer can attract attention through appropriate planning (preparation of the training content, activating training process, use of training materials). When courses of action deviate from previous experiences, curiosity, questions and initiatives begin. Therefore, such tense situations should be created wherever possible.

The coach's praise for good performance should be directly related to that performance, because it then has an amplified effect on behavior change. Subsequent denials hardly have any affirmation character.

Learning through insight and knowledge is the most effective form of learning. It is important that the student develops the training content as independently as possible.

Successful learning can only be determined in retrospect (after completion of the training).

3.3. learning goals

The description of a behavior that the student should acquire after successful training is referred to as a learning objective. Important prerequisites for successful training are therefore:

a) a clear objective regarding the desired knowledge, skills, abilities and attitudes.

example

The trainer conveys a Ab-chaggy

The student learns:

- a new mechanical sequence of movements in several stages

- the altered balance

- that there is a risk of injury if carried out incorrectly.

- the purpose of the technology

- that dangerous injuries can occur when used.

Such as

b) a verifiability of learning success that is largely independent of subjective standards, which allows the trainer to monitor the success of his work and enables the student to assess his own level of performance.     

example

The trainer checks:

- The mechanical sequence of movements (with explanation of the individual stages by the student).

- Can the purpose be explained

- Asks about possible risk of injury.

3.4. Preparation of a training session

Every training requires thorough didactic and methodical preparation from a trainer. This is an essential requirement for success.

Since the training itself is primarily geared towards the requirements of learning, this is the central task of the trainer. To organize this learning pedagogically. Training always takes place under certain general conditions, which the trainer must examine and observe during preparation. If the trainer decides on one possibility in his concept, he should nevertheless remain open to other possibilities. With this approach, the trainer is most likely to do justice to the open events in training and can react flexibly to changing situations.

Example

The trainer asks about the general conditions:

- In which hall do you train?

- Which group do I train (children, teenagers, adults)?

- What resources are available to me (mats, sandbag, Bo)?

- How much time do I have for training?

- How many students are trained?

- Which trainers/assistant trainers are available to me?

- What techniques do I teach?

3.5. The didactic Achteck

The didactic octagon constructed from eight impact factors has proven itself in practice as a useful planning, implementation and follow-up model for training. The factors listed below characterize all basic didactic and methodological conditions. The factors are to be considered by the trainer and related to each other.

3.5.1 Learning Objective

It is no coincidence that the learning objective factor is at the top of the didactic octagon. The learning objectives indicate what the student should know, be able to or what attitude he should have acquired at the end of a time-limited training session.

This objective is defined by the Chun Ki Do Association in training instructions, procedural and examination regulations as well as a belt examination program and is thus specified for the trainer.

Sometimes, however, the trainer has to think about and decide for himself before his training what goals are to be achieved. To do this, he should first formulate an overarching learning goal ( rough goal ) and derive several fine goals from this.

example

A trainer conveys an Ab-chaggy

1. Rough goal

First, the leg techniques are broken down into 4 stages

2. Rough goal

Now the arm techniques are taught

1. Target

Arms and legs are coordinated together

2. Target

Use of the hips and head posture are taught

3. Rough goal

Risk of injury if carried out incorrectly

3. Target

Which injuries can arise, how and where, in the case of incorrect execution3.5.2 Success control

The initial behavior of the student is changed to a final behavior described by the learning objective. The success checks are therefore primarily a learning goal check, ie it must relate directly to the respective learning goal.

The success control determines the results of teaching and learning during training. The success check should answer the following questions:

- Has the learning objective been achieved?

- What level of education do the students have?

The success control can take place in various forms. It can be performed during or at the end of a training session. Considerations How? and when? Success checks are part of the preparation for every training session. They depend on the number and level of difficulty of the learning objectives.

example

If the level of a rough goal or fine goal is reached, the trainer checks the learning success. He has the technique demonstrated to him, with the student having to explain the individual steps. Besides, he should also have the purpose explained to him.

If the student was successful, the trainer also did a good job. Therefore, the trainer should not be afraid to give praise even if one or the other level has not yet been mastered.

In the event of failure, the trainer should first ask himself the following questions:

- Did I make a mistake in mediating?

- Did my student understand what I wanted?

- Were my expectations too high?

- Have I considered the ability of my student?

- Was I too quick with my explanations?

- Did I also address the weaker members of the group?

- Have I praised my students enough?

- Has the student recognized his improvement in performance?

- Was the student motivated?

3.5.3 Coach

The trainer acts through his behavior, the students orientate themselves on him. Therefore, the person of the trainer as the organizer and coordinator of the learning process is an important element of the didactic octagon.

Brand

Deficiencies in other factors can sometimes be compensated for, but failure on the part of the trainer is unlikely.

Under the Trainer component, the following questions should be examined for the training sessions:

- As a trainer, how am I prepared for the individual learning objectives?

- Do I master the training content (background knowledge)?

- How long and well do I know my students?

- How do I relate to my students?

- Do I master the application of the techniques to be used?

- Can I cope with the technology of the training materials?

- How do I control the timing?

3.5.4 Student Group

Each trainer faces the student in training as an individual and as a social group.

The more the trainer knows about the personal and social structures, the better he can adapt to them.

The student group component is determined, among other things, by:

- the size of the group;

- the composition of the group (age, gender, education);

- open-mindedness (receptiveness, motivation);

- the previous knowledge of the group (experience, interests);

- the social structure of the group (collaboration, group climate, tensions, loners, nerds).

3.5.5 Training content

The training content is to be collected and organized as a basis for the learning objectives (fine objectives). They should be laid down in writing at least in keywords.

When selecting the training content, the trainer must ask himself why a technique is being taught and why it is suitable to lead to the given goal.

When selecting, preparing and structuring the training content, the following key questions should be examined:

- Does the intended training content correspond to the level of the students?

- Is there enough time to deal with the technique?

- Can the planned technology be taught with the chosen training method?

3.5.6 Training Procedures

The method with which the training content is conveyed to the student largely determines how quickly and successfully the learning goals are achieved. Dialogic training methods should be preferred to Mongolian methods in training because they activate the students more and thus promote learning success.

example

If the student is taught a new technique, a question and answer game must be created. The trainer asks the questions, the student has to answer them or sometimes even guess them. The trainer corrects the questions by incorporating food for thought into his new questions. In any case, the student should find out the solution. In this way, he actively participated in the training and learns the fastest. A student is always eager to learn and is seen as a role model. Often the trainer receives an enormous leap of faith from his student (idol restraint), so the trainer should never emotionally:

How is he so stupid he

never learns that he

is too awkward he

is too fat

to let develop, let alone express it.

Rather, he should study all weaknesses and begin to develop an individual training program.

As an example of the training process factor in the didactic octagon, it becomes clear that all of the influencing factors are to be seen as connected:

The choice of specific training methods always depends on the learning objective, the training content, the group of students and, last but not least, on the trainer himself, ie on his methodical skills.

3.5.7 Training Resources

Training aids support the learning process by involving as many sensory organs as possible in receiving information. In addition, they make the training process clearer, more interesting and more varied. When preparing for the training, special attention must therefore be paid to the question of suitable training resources.

The following key questions make the choice easier:

- Which tools support the achievement of the learning objective?

- Do I know how to use the aids?

- Are the tools to be used meaningfully related to the training content?

- How much time does the use of aids require?

- Is the time required for production in reasonable proportion to the effect?

- What needs to be done organizationally in order to be able to use the tool?

example

Training aids are mats, sandbags and all weapons. But your own body also plays an important role when used as an aid.

Especially in training rooms there is no room for video cameras and televisions. No one comes to training to study visually moving images. Rather, the aim is to learn through movement. Learning by doing. I can clarify techniques not only with my facial expressions and gestures. In this way, movement sequences can be demonstrated step by step, and at the same time the muscle tension can be visually illustrated synchronously and the student can be made aware of which part of my body he has to look at.

A trainer should also be aware when using tools that he himself does not master or understand. However, if he knows how to convey the technique to his students, he should not be afraid to use the appropriate aids professionally in training.

3.5.8 Organizational Conditions

This factor of the didactic octagon means the external framework in which the training takes place, especially time and place. This also includes all organizational measures that need to be taken in terms of infrastructure, technology and personnel, as well as all conditions that cannot be clearly assigned to the other factors. When it comes to the time factor, the point in time, duration and time allocation must be examined and evaluated. The location factor mostly determines the availability of training aids and environmental conditions for the training (light, temperature, humidity) as well as possible disturbances (e.g. noise).

3.6. Mutual Relationships

3.6.1 Axis Relationship

All factors of the didactic octagon are directly related and dependent on one another. Changes within one component can have consequences for other elements. The axes shown in the drawing indicate particularly close relationships:

- Learning objective - success control = main thing (target/actual, input/output)

- trainer - student = personnel axis

- training content - training process = information

axis - training materials - organizational conditions = organization axis.

3.6.2 Control and separation elements

The factors of the didactic octagon can be examined as operating elements and as decision-making elements:

Operating elements are those that bind the trainer to the given framework conditions (examination content, training instructions, premises and aids). Decision-making elements are those where the trainer retains the freedom to use didactic and methodical options and can make decisions independently.

The results of all didactic considerations (didactic analysis) are the basis for the development of training content and are recorded in writing. The handout contains the prepared training concept and serves as a basis for conducting a training session.

Sample handout

When? Friday

where? Bundeswehr multi-purpose hall

Who? Groups of children

Which? Group of children a, b+c

What age? A=4-6, b= 6-8, c=8-14

How big are the groups? A=8-12 b=10-18 c=10-18

Which trainers are available to me?

How much time do I have? 1st hour

Group a= Hans and Monika

Group b= Roman

Group c= Renate and Christoph

, if required, Nina and Markus

As a rule, these framework conditions will not change and generally only require a one-off examination.

What training goals do I want to achieve?

Some examples of rough and fine goals from my training program:

The student learns to concentrate. The student understands the sequence of movements of an Ab-chaggy with 8 levels. The student knows the 12 steps of the Hap-Ki-Do role.

How to start (theoretical considerations)

No child wants to stand still, concentrate for a long time or watch something uninteresting attentively. However, these are precisely the factors that make it necessary to carefully absorb information and guarantee rapid learning success. Poor concentration is the common cause of poor school grades and performance. Children hear often enough, be quiet, don't be so wild, behave yourself; and now also in training? They will quickly lose interest if they are asked or even forced to do so.

If standing still isn't interesting for children, I have to ask myself: How can standing still be made interesting, especially for children?

How to get started (practical implementation)

As we know, children love to play. So I'm going to invent contests that motivate the kids to stand still.

First I explain the rules of the game.

First game

- all children have to run in a circle or back and forth

- when I call Barrow, the children have to stand still immediately

- they are also not allowed to speak

- whoever stands still first gets the most points

I tell the children that no child can stand still without speaking, only us adults can do that. Therefore, the game is far too difficult for children and can actually only be played by adults. I have never seen that the children can stand still for a minute, they always have to romp and make noise (that's true, they get louder all day) and demonstrate funny and noisy movements of the children. If you can do that, you'll be better off than adults and I can't believe that. Depending on the children's willingness to talk, I always continue my goals individually until I have achieved them. I try to ensure that my goals are positive and that the children can achieve them without being forced to do so. The children must be actively involved in the conversation and must be given a feeling of co-determination. The AH effect is particularly useful in children's training.

i.e. Problems must also be solved by children themselves. The trainer provides the necessary assistance to guarantee the children the solution.

second game

- all the children have to run in a circle or back and forth

- when I call Barrow, the children have to run straight to a line

- they are also not allowed to speak there

- whoever stands still first gets the most points

third game

- All children stand quietly in a line

- Whoever speaks or moves first must sit down

How long is the game?

Explanation 1 minute 60 minutes

per game 2 minutes - 7 minutes

total 7 minutes = 53 minutes remaining

1. Rough goal

The student learns to concentrate divided into three fine goals.

- Motivation

- don't speak

- stand still

The child learns that standing still and not speaking is extremely difficult. It must focus on standing still. But it also recognizes that this problem is consistently manageable.

Forced children to stand still should never be the intention of a trainer. Rather, the impulse must be guided by the children themselves. If the children are not interested or bored, the game is stopped immediately.

Brand

As a trainer, you must not misjudge the performance limits of the children in order to keep children away from any harm.

5. Trainingslehre

I. Words of motivation

A good trainer knows the theory as well as the effects of biological , biomechanical , pedagogical-didactical , psychological and emotional rules of the people. He therefore takes into account all methods that can be planned in order to optimize the improvement in his students' performance. The training theory is very extensive and touches on almost all subject areas.

5.1. Target groups and training appropriate to the situation

As we all know, complex movements are extremely difficult to learn. A beginner will not be able to learn a dan technique. Therefore, the Chun Ki Do Association has created a belt test program that meets the requirements of methodical didactic principles.

The beginner techniques must be easy for everyone to understand. In order to make the techniques easy to understand, the trainer follows the following principles when teaching them.

5.1.  Training

a) demonstration

b) imitation    

c) correction    

d) practice    

e) repeated practice (drill)

5.1.a) demonstration and imitation

I. Definition

is the demonstration of a movement sequence by the trainer with immediate repetition by the trainee? The visualization of motion sequences by breaking down complex activities into simple learning steps must be guaranteed. This is a learning-intensive training process (principle: "learning by doing") in which the theoretical knowledge (explanation of the trainer) is immediately converted into practical movements. Doing it yourself makes the learning process easier and creates the necessary sense of achievement. However, this training process needs to be deepened through practice and drill-like practice.

II. Implementation

First, the trainer tries to get the whole group's attention. To achieve this goal, of course, there must be absolute silence. It's difficult to get that stillness with a lot of people gathering together. But a loud, short cry and then a stressed, slow and clear speech as well as the constant friendly eye contact help him enormously. A funny post also attracts more attention. However, it should be appropriate to the situation and not exaggerated. If the trainer has succeeded in doing this, he shows the slow movement of the technique in front of the group.

He divides the techniques into several phases. The measurement of the number of gradations depends on the frequency of change of direction of the movement sequence to be learned.  

example 1

A Ab-chaggy is taught to the beginner in 4 stages.

1st stage – lift leg up

2nd stage – stretch leg straight forward

3rd stage – bend leg 90 degrees

4th stage – return leg to starting position.

5.1. b) copying

Now the training with the student begins. The trainer counts slowly from 1 to 4. He observes his students and makes sure that the four movement sequences are correctly followed. If he finds that a movement is being performed incorrectly, he explains the individual movement again. First he looks for the source of the error in order to be able to make a meaningful correction statement. If the verbal correction instruction is unsuccessful, the stage is divided into further phases. The gradations are repeated until the student can perform the movement without errors. If the student has now mastered the individual phases, they are first carried out in pairs, then at the same time. A good trainer must adhere to this procedure in order to give the student the feeling of success.

5.1 c) Practice

Demonstration and imitation are continued through practice. Now the four techniques are combined into one time phase. By repeating them several times, they are first carried out more slowly, then faster and faster. With increasing intensity of the speed, the condition decreases. This natural phenomenon of fatigue results in the student performing the newly learned techniques improperly and incorrectly. If the trainer notices the above behavior in his students, he must give you a break. This prevents the rehearsal of incorrect movement sequences.

Brand

Wrongly rehearsed and familiar movement sequences can hardly be got rid of again and ultimately lead to the student's displeasure. For this reason, fitness training should be avoided during movement training.

However, the break should be designed by the coach. Here he has time to address detailed causes of errors. In addition, exercises can also be carried out slowly and in stages. However, if a lack of concentration is also recognized, a break is absolutely necessary.

5.1. d) Repeated practice

During drill-like practice, the specified movement sequences are perfected until they are completely mastered. The even and smooth movement saves energy and time. Function-related and automated movement sequences are called up mechanically in decision-making situations even years later. (eg you don't forget how to swim) the student is largely relieved of cumbersome movement sequences and the associated considerations and has time for more important activities or thought processes. (Battle Tactics)

Drill-like practice is relatively tedious and monotonous. This requires the constant motivation of the students. Repeated practice is also used to increase physical performance.

Warm-up training 4-6 years

Started:

I ask the children whether they are already going to school "No, to kindergarten" - "Then you certainly can't count yet."

Most of the children count straight away to proudly present their skills to me. I do an exercise, explain it and ask the children if they can do ten exercises and if they can already count that far. In any case, I'm skeptical and doubt the ability until the children prove it to me and we then start the exercises together. The children imitate the exercises and count out loud. When there are two, the children count “one, two”, when there are three, “one, two, three” etc.... Through active participation, through counting, the children concentrate. I say: "Louder, you are much too quiet". And motivate the children to scream out loud, which they are otherwise not allowed to do.

Improving the performance and motivation of our body and mind can still be trained and improved at any age.

5.1 I Group classification

Each student has different motives and spiritual motivations that spur them on to practice Chun Ki Do. One wants to keep physically fit, the other wants to learn the art of fighting. Gymnastics is popular with many. Most students are recreational athletes, few are competitive athletes.

Some attend the training once a week, others 5 times a week. Some are athletically untalented and highly intelligent, the others are dumb and athletic. Some are fat, others are thin. Some are old, others are young. Children want to play and move. Adults want to learn something and keep themselves physically fit. Young people are looking for idols. One trains from within, the other needs an impulse (drive) from the outside. One is easy to motivate, the other hardly.

The large number of individual personalities shows that a group classification is necessary. An optimal solution will only be able to achieve a good trainer and judge of human nature. He divides his students into groups.

An optimal group division will never be possible due to the lack of hall capacity, the lack of training facilities, the lack of trainers, etc. A trainer must be aware of this when dividing up the groups. The following group classifications have proven themselves in practice.

a) Children's group

The children's group consists of boys and girls between the ages of 4 and 13 years.

The group of children is then divided into 3 age groups:

from 4 to 6 years

from 7 to 9 years

from 10 to 13 years

Not only the age but also the mental disposition should be considered in the individual student. So even a 6-year-old can train in a group of 7 to 9. Only the sporting disposition is not enough for the change to a higher group. The group should also not be divided into girls and boys. When training with a partner, care should also be taken to ensure that students are not always divided up according to students who are as homogeneous as possible from the outside.

The children should experience the physical difference in play and learn to deal with the changed situation. This also includes the bitter experience that one is stronger and the other weaker. In addition, the child learns its limits

Furthermore, the groups are divided according to the belt grades achieved:

Beginner group: up to and including orange belt

Advanced group: from green belt to red belt Trainer group: brown belts

and black belts

A sensible training design is not possible without adhering to the group division.

5.1. I. a) The children's group

Preliminary remarks:

- Children who are constantly criticized learn to condemn.

- Children who are hit learn to hit themselves.

- Children who are ridiculed learn shyness.

- Children who are exposed to irony get a guilty conscience.

But children

- Those met with tolerance learn patience.

- those who are praised learn evaluation.

- experience honesty, learn justice.

- experience kindness, learn friendship.

- experience security, learn to trust.

- who are loved and hugged,

learn to feel love in our world.

Children learn quickly and are usually flexible. Bone structure and musculature are still developing, therefore lever techniques must not be taught. Failure to comply with this arrangement can result in deformation of the bony apparatus, which can even lead to enormous disabilities. biomechanics

Brand:

It is forbidden to teach lock techniques to children under the age of 12.

Children are unfocused. In order to attract children's attention, the techniques are changed several times during a training session. The trainer decides the frequency of change by carefully observing the group. If he finds that more than 50% of the participants are not concentrating or are overwhelmed, he has to give the children a break to concentrate. However, the coach is in more relaxed form during this break

Exercises such as fall school or he integrates a small competition game, e.g. B. Who is the fastest with the twelve punches. If you can't keep up, you have to sit down.

example 1

unfocused behavior in children is noticeable through loudness, lack of interest and boredom. When children are taught the 12 basic strokes, there will be a great deal of interest at first. However, after a while, the concentration begins to wane. In order to get the children's attention, the technique should now be changed. Under no circumstances should the same movement sequences such as kicking techniques be taught. It makes sense to give the children a break to concentrate. However, this break should be designed by the coach. This is where the fall school comes in. The children have the opportunity to let off steam during the fall school and to gather new strength.

5.1 I b) The adult group

Adults have different motives for learning than children. To a large extent, adult education is nothing other than checking, correcting and applying life experience. ( F. Pöggeler ). Adults bring life experiences and previous knowledge with them. They already have established standards and opinions. In contrast to children, adults are more skeptical about new impressions, sometimes intellectually equal to or superior to the trainer.

The memory capacity of adults decreases with age (biologically determined). Physical performance also decreases. In order to achieve successful adult training, the above points must be taken into account.

When designing a training session for adults by the trainer, the following learning conditions are ensured:

- in the pronunciation and the formulations, previous experience is taken into account in a practical manner, ie using appropriate examples

For the trainer dealing with children - being able to create the necessary atmosphere - being able to react safely to refusal and reluctance - training target, group and situation in a measured way - being able to adapt help and the procedure to the expectations and experiences of his group - knowing how Groups are motivated to be more creative and take responsibility for themselves.

5.2 The Coach

The trainer as a person of trust

Wrong coaching behavior

already wants to show what he has learned in front of the group and is proud to be able to distinguish himself with it, confident that he is better than his students. This behavior can be explained by the fact that he naturally gains authority in the group, since he is the only one who understands how to master unknown (known to him) movement sequences almost perfectly. He does not see that other athletic characters exist in his student. And this is exactly what he should use to motivate the student. Movement sequences his student can suddenly improve! Or he does not recognize the inclinations, gifts and talents of his students. Why doesn't he? Because he's afraid that certain.

5.3 Correction of a group

introduction

Correcting an identified deficiency is not a problem provided the trainer knows all the outlines of the technique he is teaching. It is much more important to recognize errors and then to be able to offer the right solution for each individual. First you have to be able to perceive the error with your senses. We have to be able to describe movement sequences temporally (the sequence of movements is usually very fast), spatially (from which different perspectives do I have to look at the techniques), individually (what prerequisites does the student have; is he flexible, thick tendons, endurance musculature, sprinter musculature, etc.; which age, gender) ,

Before we start with the error correction, we study the physique, the musculature and the skin or musculature (topic biomechanics) in order to be able to assess the prerequisites (capacity of the student). Once we have done this, we observe the course of movement over time and divide it into the given stages. We can often only observe this process if we structure the movement sequence again in terms of time. i.e. the student has to repeat the exercise several times in order to receive optimal correction instructions. In addition, the perspective shifts with many techniques. The trainer has to walk around his student in order to be able to see all the individual movement sequences. This method is the only sensible one, but has the disadvantage that it is very time-consuming for the trainer and student.

If you train a group, you will often find that the same movements result in the same mistakes. This is natural, since synchronous movements are taught precisely in Chun Ki Do. Since human beings move asynchronously by nature, it is natural that the same errors will occur. Therefore, a good trainer should first only address all of the same mistakes in the group. Individual problems should only be addressed personally so as not to confuse the student and the group.

Game with 10 matches: Learn to read Indian numbers.

Purpose:

The trainer should be able to capture the movement sequences of his group with his eyes at the same time.

If you want to correct synchronous movements, you have to be able to register all movements at the same time with our senses (eyes, ears). We can only do this if we don't focus our eyes on one person, but try to observe all participants. We can do this if we fixate on the rightmost edge of the group with our right eye and on the leftmost group with our left eye. The pupils must then no longer be moved. If the group is too big for me to see everyone in the field of vision, I have to move away from the group. If this is not possible for me, I have to divide the group into two or more fields of vision. The fields of vision are then changed as desired so that we get an overall picture of the group.

5.3.1 Station Training

Station training is carried out when you have to train several groups at the same time. The trainer presents the topics in a precisely defined order and assigns assistant trainers. The individual topics always arouse new interest. Intensive training in small groups is guaranteed. A uniform, trainer-related training is possible. The topics are optimized through the rational use of trainers and training resources. Use of the special expertise of individual trainers.

5.4 How the training works

5.4.1 General

The limits of physical and thus athletic performance are defined by physical predisposition. A lack of activity atrophies the talents and aptitudes. Real organic performance limitations and general inefficiency are the result.

On the other hand, athletic training is able to increase physical performance up to the individually different upper performance limit.

People move between these lower and upper limits of their performance depending on their physical, sporting activity.

One of the tasks of sport lies in the development of physical abilities and improvement of performance through training. The basis of the training theory can be summarized in a rule that says:

— Weak stimuli lead to stimulation,

— strong stimuli lead to adaptation processes , — too

strong stimuli lead to damage to the organism.

The performance-improving effect of the training comes about through adaptation processes of the organism or individual organs to movement stimuli.

5.4 How the training works

5.4.1 General

The limits of physical and thus athletic performance are defined by physical predisposition. A lack of activity atrophies the talents and aptitudes. Real organic performance limitations and general inefficiency are the result.

On the other hand, athletic training is able to increase physical performance up to the individually different upper performance limit.

People move between these lower and upper limits of their performance depending on their physical, sporting activity.

One of the tasks of sport lies in the development of physical abilities and improvement of performance through training. The basis of the training theory can be summarized in a rule that says:

— Weak stimuli lead to stimulation,

— strong stimuli lead to adaptation processes , — too

strong stimuli lead to damage to the organism.

The performance-improving effect of the training comes about through adaptation processes of the organism or individual organs to movement stimuli.

5.5 Training Effect

Basically, the training does not only affect the organ system on which it is aimed. Rather, other organs and the whole organism are also subject to adaptation processes to the set stimuli. The system of the bones and ligaments are also influenced during strength training, and the muscles during endurance training. In the following, only the focal points of organ changes through training will be dealt with.

Basics of muscle performance improvement as a result of strength training:

(1) Increase in muscle mass, initially by thickening each individual muscle cell with an increase in muscle fibrils. If a certain cell thickness is exceeded, the number of cells will probably also increase.

(2) Proliferation of the nourishing hair vessels (capillaries) by new capillary formation and expansion of the connections between the capillaries (anastomoses); the exchange surface for oxygen and nutrients per cm2 of muscle mass increases in the trained muscle.

(3) Economization of cell metabolism by increasing cell structures that control energy production. At the same time, the mineral metabolism is improved.

The general endurance of the organism is primarily dependent on the oxygen supply to the working organs. In healthy people, oxygen uptake depends on the amount of blood that is available to flow through the lungs. The blood volume is determined by the cardiac output. The essential changes through endurance training can be found in the heart.

(1) Enlargement of the interior of the heart (atria and ventricles). This allows a larger amount of blood to be ejected per heartbeat under stress.

(2) Thickening of the heart muscle as a result of growth in the thickness of each heart muscle cell, so that the increased work output under stress can be managed without damage.

(3) Increase and expansion of the capillaries and thus better oxygen supply to the heart muscles (therefore exercise as a preventive measure, e.g. against a heart attack).

(4) Economization of cell metabolism and thus better endurance performance and strength development of the heart muscles under stress conditions.              

The improvement in endurance associated with altitude training is achieved through an increase in red blood cells and hemoglobin. This means an increase in the blood's capacity to transport oxygen; the maximum oxygen uptake capacity increases.    

The voluntary nervous and muscular system is the organ of success in speed and agility training. The speed of nerve conduction cannot be increased. Performance developments in this area are based on:

— the so-called grinding in of movement sequences until they run unconsciously and automatically,

— the optimal interaction of the muscles to be used and the elimination of braking and inhibiting reflexes in other muscle groups,

— the development of explosive strength, ie the ability to activate as much force as possible in the shortest possible time.

The vegetative nervous system (involuntary nervous system) shows significant changes, especially under the influence of endurance training, which make it possible to let all organs work "overdrive" during the rest phase. These protective regulations are most pronounced in the cardiovascular system. The vegetative conversion of the

endurance trained is noticeable in:

- slowing of the pulse rate at rest (below 60 beats/min),

- rapid rate drop after exercise, -

decreased blood pressure at rest.

If the dose of training is too high for an athlete's current level of performance, symptoms of overtraining sometimes occur. These complaints are particularly common in the forced implementation of long-term training with less experienced people. This phenomenon causes, among other things, a general reluctance to exercise, a drop in performance, sleep disturbances, headaches, an increase in pulse rates at rest and under stress. The cause lies in dysregulation of the vegetative nervous system and the hormone balance (adrenal glands).

Reducing the training load generally has a more beneficial effect than stopping training altogether.

Long and intensive training causes – especially in endurance, but also in other sports – organ and regulation changes, which can cause severe symptoms if training is stopped suddenly (illness, end of sporting career).

As with overtraining, these disorders, known as relief syndrome, are based on dysregulation of the vegetative nervous system and the hormone balance and manifest themselves in breathing difficulties, heart pain, pulse irregularities, headaches and insomnia. To avoid such complaints, the circulatory system should be put under moderate strain (pulse rate around 150/min) for about 15-30 minutes a day at first, and later 1 to 3 times a week. This so-called detraining may have to be carried out over months or years.

Pupils up to the age of 40 can be fully loaded physically if they are healthy. In the period between 40 and 60 years of age, physical exercise primarily serves to maintain and strengthen health. Above all, it can prevent heart and vascular diseases. Strength and speed exercises should be avoided. Instead, choose gymnastics and endurance sports.

The trainer should be able to capture the movement sequences of his group with his eyes at the same time. If you want to correct synchronous movements, you have to be able to register all movements at the same time with our senses (eyes, ears). We can only do this if we don't focus our eyes on one person, but try to observe all participants. We can do this if we fixate on the rightmost edge of the group with our right eye and on the leftmost group with our left eye. The pupils must then no longer be moved. If the group is too big for me to see everyone in the field of vision, I have to move away from the group. If this is not possible for me, I have to divide the group into two or more fields of vision. The fields of view are then changed at will,

5.3.1 Station Training

Station training is carried out when you have to train several groups at the same time. The trainer presents the topics in a precisely defined order and assigns assistant trainers. The individual topics always arouse new interest. Intensive training in small groups is guaranteed. A uniform, trainer-related training is possible. The topics are optimized through the rational use of trainers and training resources. Use of the special expertise of individual trainers.

5.4 How the training works

5.4.1 General

The limits of physical and thus athletic performance are defined by physical predisposition. A lack of activity atrophies the talents and aptitudes. Real organic performance limitations and general inefficiency are the result.

On the other hand, athletic training is able to increase physical performance up to the individually different upper performance limit.

People move between these lower and upper limits of their performance depending on their physical, sporting activity.

One of the tasks of sport lies in the development of physical abilities and improvement of performance through training. The basis of the training theory can be summarized in a rule that says:

— Weak stimuli lead to stimulation,

— strong stimuli lead to adaptation processes , — too

strong stimuli lead to damage to the organism.

The performance-improving effect of the training comes about through adaptation processes of the organism or individual organs to movement stimuli.

5.5 Training Effect

Basically, the training does not only affect the organ system on which it is aimed. Rather, other organs and the whole organism are also subject to adaptation processes to the set stimuli. The system of the bones and ligaments are also influenced during strength training, and the muscles during endurance training. In the following, only the focal points of organ changes through training will be dealt with.

Basics of muscle performance improvement as a result of strength training:

(1) Increase in muscle mass, initially by thickening each individual muscle cell with an increase in muscle fibrils. If a certain cell thickness is exceeded, the number of cells will probably also increase.

(2) Proliferation of the nourishing hair vessels (capillaries) by new capillary formation and expansion of the connections between the capillaries (anastomoses); the exchange surface for oxygen and nutrients per cm2 of muscle mass increases in the trained muscle.

(3) Economization of cell metabolism by increasing cell structures that control energy production. At the same time, the mineral metabolism is improved.

The general endurance of the organism is primarily dependent on the oxygen supply to the working organs. In healthy people, oxygen uptake depends on the amount of blood that is available to flow through the lungs. The blood volume is determined by the cardiac output. The essential changes through endurance training can be found in the heart.

(1) Enlargement of the interior of the heart (atria and ventricles). This allows a larger amount of blood to be ejected per heartbeat under stress.

(2) Thickening of the heart muscle as a result of growth in the thickness of each heart muscle cell, so that the increased work output under stress can be managed without damage.

(3) Increase and expansion of the capillaries and thus better oxygen supply to the heart muscles (therefore exercise as a preventive measure, e.g. against a heart attack).

(4) Economization of cell metabolism and thus better endurance performance and strength development of the heart muscles under stress conditions.

The improvement in endurance associated with altitude training is achieved through an increase in red blood cells and hemoglobin. This means an increase in the blood's capacity to transport oxygen; the maximum oxygen uptake capacity increases.

The voluntary nervous and muscular system is the organ of success in speed and agility training. The speed of nerve conduction cannot be increased. Performance developments in this area are based on:

— the so-called grinding in of movement sequences until they run unconsciously and automatically,

— the optimal interaction of the muscles to be used and the elimination of braking and inhibiting reflexes in other muscle groups,

— the development of explosive strength, i.e. the Ability to activate as much power as possible in as little time as possible.

The vegetative nervous system (involuntary nervous system) shows significant changes, especially under the influence of endurance training, which make it possible to let all organs work "overdrive" during the rest phase. These protective regulations are most pronounced in the cardiovascular system. The vegetative conversion of

Endurance trained is noticeable in:

- slowing of the pulse rate at rest (below 60 beats/min),

- rapid rate drop after exercise, -

decreased blood pressure at rest.

If the dose of training is too high for an athlete's current level of performance, symptoms of overtraining sometimes occur. These complaints are particularly common in the forced implementation of long-term training with less experienced people. This phenomenon causes, among other things, a general reluctance to exercise, a drop in performance, sleep disturbances, headaches, an increase in pulse rates at rest and under stress. The cause lies in dysregulation of the vegetative nervous system and the hormone balance (adrenal glands).

Reducing the training load generally has a more beneficial effect than stopping training altogether.

Long and intensive training causes – especially in endurance, but also in other sports – organ and regulation changes, which can cause severe symptoms if training is stopped suddenly (illness, end of sporting career).

As with overtraining, these disorders, known as relief syndrome, are based on dysregulation of the vegetative nervous system and the hormone balance and manifest themselves in breathing difficulties, heart pain, pulse irregularities, headaches and insomnia. To avoid such complaints, the circulatory system should be put under moderate strain (pulse rate around 150/min) for about 15-30 minutes a day at first, and later 1 to 3 times a week. This so-called detraining may have to be carried out over months or years.

Pupils up to the age of 40 can be fully loaded physically if they are healthy. In the period between 40 and 60 years of age, physical exercise primarily serves to maintain and strengthen health. Above all, it can prevent heart and vascular diseases. Strength and speed exercises should be avoided. Instead, choose gymnastics and endurance sports.

5.5 Training Effect

Basically, the training does not only affect the organ system on which it is aimed. Rather, other organs and the whole organism are also subject to adaptation processes to the set stimuli. The system of the bones and ligaments are also influenced during strength training, and the muscles during endurance training. In the following, only the focal points of organ changes through training will be dealt with.

Basics of muscle performance improvement as a result of strength training:

(1) Increase in muscle mass, initially by thickening each individual muscle cell with an increase in muscle fibrils. If a certain cell thickness is exceeded, the number of cells will probably also increase.

(2) Proliferation of the nourishing hair vessels (capillaries) by new capillary formation and expansion of the connections between the capillaries (anastomoses); the exchange surface for oxygen and nutrients per cm2 of muscle mass increases in the trained muscle.

(3) Economization of cell metabolism by increasing cell structures that control energy production. At the same time, the mineral metabolism is improved.

The general endurance of the organism is primarily dependent on the oxygen supply to the working organs. In healthy people, oxygen uptake depends on the amount of blood that is available to flow through the lungs. The blood volume is determined by the cardiac output. The essential changes through endurance training can be found in the heart.

(1) Enlargement of the interior of the heart (atria and ventricles). This allows a larger amount of blood to be ejected per heartbeat under stress.

(2) Thickening of the heart muscle as a result of growth in the thickness of each heart muscle cell, so that the increased work output under stress can be managed without damage.

(3) Increase and expansion of the capillaries and thus better oxygen supply to the heart muscles (therefore exercise as a preventive measure, e.g. against a heart attack).

(4) Economization of cell metabolism and thus better endurance performance and strength development of the heart muscles under stress conditions.

The improvement in endurance associated with altitude training is achieved through an increase in red blood cells and hemoglobin. This means an increase in the blood's capacity to transport oxygen; the maximum oxygen uptake capacity increases.

The voluntary nervous and muscular system is the organ of success in speed and agility training.

The speed of nerve conduction cannot be increased. Performance developments in this area are based on:

— the so-called grinding in of movement sequences until they run unconsciously and automatically,

— the optimal interaction of the muscles to be used and the elimination of braking and inhibiting reflexes in other muscle groups,

— the development of explosive strength, i.e. the ability to use as much strength as possible in the shortest possible time time to activate.

The vegetative nervous system (involuntary nervous system) shows significant changes, especially under the influence of endurance training, which make it possible to let all organs work "overdrive" during the rest phase. These protective regulations are most pronounced in the cardiovascular system.

The vegetative conversion of the endurance trained is noticeable in:

- slowing of the resting pulse rate (below 60 beats/min),

- rapid rate drop after exercise,

- decreased blood pressure at rest.

If the dose of training is too high for an athlete's current level of performance, symptoms of overtraining sometimes occur. These complaints are particularly common in the forced implementation of long-term training with less experienced people. This phenomenon causes, among other things, a general reluctance to exercise, a drop in performance, sleep disturbances, headaches, an increase in pulse rates at rest and under stress. The cause lies in dysregulation of the vegetative nervous system and the hormone balance (adrenal glands).

Reducing the training load generally has a more beneficial effect than stopping training altogether.

Long and intensive training required

— especially in endurance, but also in other sports organ and regulation

— Changes that can cause severe symptoms if you suddenly stop training (illness, end of sporting career).

As with overtraining, these disorders, known as relief syndrome, are based on dysregulation of the vegetative nervous system and the hormone balance and manifest themselves in breathing difficulties, heart pain, pulse irregularities, headaches and insomnia. To avoid such complaints, the circulatory system should be put under moderate strain (pulse rate around 150/min) for about 15-30 minutes a day at first, and later 1 to 3 times a week. This so-called detraining may have to be carried out over months or years.

Pupils up to the age of 40 can be fully loaded physically if they are healthy. In the period between 40 and 60 years of age, physical exercise primarily serves to maintain and strengthen health. Above all, it can prevent heart and vascular diseases. Strength and speed exercises should be avoided. Instead, choose gymnastics and endurance sports.

6 Rhetoric

6.1 Words of motivation

The effective use of linguistic means is also of considerable importance in the field of sport. In club life, coaches are constantly confronted with the need to argue in a targeted manner and to appear convincingly in terms of language. There are many occasions for trainers to prove themselves rhetorically, for example at official celebratory occasions, speeches, presentations, lectures, discussions, meetings, negotiations or at demonstrations.

Being articulate is one of the skills every coach should possess. The trainer's language and presentation technique contribute to the success of his training.

Anyone who trains and teaches Chun Ki Do must convey their information to the training group in an understandable and sustainable manner. He should therefore know which means of language are necessary in order to convey the subject matter to the pupils quickly, effectively and without loss of transmission.

The military language applies (also in the civilian area) as exemplary short, concise and unambiguous. Mutual understanding in joint thinking and acting is the prerequisite for success. This unanimity is based on the same principles, the same legal thinking, the common goal of education and training, and on uniform language with unambiguous terms.

6.2 Modes of action of rhetoric

A good rhetorical performance can not only inform, but:

- enforce intent

- Make training effective

- Pass on experiences

- Express feelings

- Trigger actions

- Describing ideas (and convincing others of them)

- form opinions (influence and change)

- Win people over for yourself or a task

- Sell products

- win sympathy

- Convey beliefs

- Conduct lessons

- Achieve behavioral changes

- Conduct negotiations successfully

- impart knowledge

- Express wishes

6.2.1 Common rhetorical errors are:

- talk unprepared (poorly prepared).

- too much excitement (cramps)

- Redehemmungen (Redeangst)

- Lack of self-confidence

- lack of momentum (lack of dynamics)

- no supporting gestures

- expressionless face; if you can't smile don't open a shop (china)

- Swallowing of syllables (especially final syllables)

- speak too fast

- keep too little eye contact

- no modulation in the voice

- Fillers like ah, hmm, etc.

- too many subordinate clauses, too long sentences

- Signs of listener fatigue are not recognized

- too few breaks

- wet pronunciation

- constant clearing of the throat (coughing)

- empty, flat idioms (platitudes, platitudes)

- too many nouns ending in -ung, -heit, -keit

6.3 Tips and Advice

6.3.1 Maintain eye contact

Before you speak, reflect, seek contact with your listener (auditorium) with your eyes. Observe during the lecture whether the eyes of your listeners are directed at you. Maintain eye contact again and again, even when presenting demonstration objects. Consciously look to the left; this way you avoid the usual twist to the right in the viewing direction.

6.3.2 Maintain inner calm

Even the best technical preparation of a lecture or presentation has no effect if the speaker sorts his manuscript with trembling hands or starts to stutter. If you tend to get nervous, say to yourself in your inner voice before you start your explanation (I'm very calm; I can do it, etc.). Observe how security and self-confidence displace nervousness and stage fright after just the first few sentences.

6.3.3 Speak naturally

Avoid using pointedly cutting-pithy or overly ingratiating language. Artificial language behavior has a stopping effect. Do not use foreign words where there are equivalent German terms. The listeners also miss the box sentences. Humor can be liberating – for both sides. But humorous remarks are a risky business. It depends on the dosage and the right connections.

6.3.5 Pay attention to your outward appearance

Clothes make the man, although the uniform suit in the sporting area does not allow much leeway here, there are occasionally unmistakable differences within this relatively narrow framework. Therefore, check the condition of your exterior.

6.3.6 Posture determines linguistic success

Good rhetoricians rarely speak while seated. If, in certain training procedures (e.g. discussion), all participants remain seated, the respective speaker must sit up straight and place their hands on the table.

6.3.7 For papers and lectures:

Your posture is unconsciously transmitted to the listener and influences their willingness to absorb. Choose a permanent location. Stand tall, free and unconstrained. Do not hold onto the table or the lectern. Don't put your hands in your pockets either. Don't keep walking up and down or playing with any objects (pen, pointer, chalk). Avoid repetitive movements with your arms or legs.

6.3 Tips and Advice

6.3.8 Structure the content

Structure your presentation clearly (introduction – main part – conclusion). Captivate the listener's attention right from the start with interesting lead stories. Note consistency in construction and clarity in structure. Always keep your goal in mind, which you formulated in the introduction. Always point this out in the main part as well. At the end, summarize the most important things again.

By the way: the popular closing formula Thank you... is superfluous if the speaker structures his content in such a way that the listener recognizes for himself that the explanations are now over.

6.3.8 Use a manuscript (a handout)

Manuscripts are necessary presentation documents. Few people possess the ability to deliver impromptu speeches. The manuscript is your reliable help and stage direction. It forms the guidelines for your presentation and helps you like a secret prompter. But: 'Don't stick to the manuscript! Speak freely as much as possible. Don't read the manuscript verbatim. Use the keywords highlighted in the left margin of the manuscript.

6.4 Interview/Conversation

6.4.1 Interview

dialogical question-and-answer conversation, whereby the journalist (reporter) determines the course of events with his questions.

Areas of application:

Current reports, factual reports and documentation

Regarding the conduct of the interviewer:

In the preliminary talk, ask about the interview, topic and connections, motives, time estimates

Find out in which newspaper or place the interview should be published and who else will have a chance to speak

Ask what time is available for the interview, be sparing with addressing the reporter by name

Give short, precise answers (quick interplay between questions and answers)

If you cannot answer a question, say so clearly and state the reason (e.g. confidentiality)

If questions are asked about a topic that has not been agreed upon, stop the interview

Don't let yourself be emotionally provoked

Speak in short main and subordinate clauses (avoid compound sentence constructions, foreign words and technical terms)

Formulate and argue credibly

Look (as opposed to the statement) at the reporter

If necessary: ​​have a cheat sheet (DIN A7) in hand (gives psychological security)

Types of questions and possible responses

Question forms Examples of possible responses

Open questions:

What do you think of martial arts?

Closed questions:

Should martial arts be banned?

Alternative questions:

Are you for or against martial arts?

Activating questions:

How, by what, why, (so-called wh-questions) with what, what for Chun Ki Do?

Decision questions:

How would you decide...?

Thoughts:

If so, what follows?

Problem Questions:

How do you see the problem of violence?

chain questions:

Who has to do what, when and where?

Confirmation Questions:

You, the well-being of your wife is surely very important to you

match question:

Beautiful music, isn't it?

Raid questions spontaneous, aggressive questions that were kept secret in the preliminary talks for interviews.

Confidential Questions:

Where are their weaknesses?

Rhetorical questions:

Do you know what it means to be a police officer these days?

6.5 Argumentation

6.5.1 The rule of three

The rule of three is a methodical rule of thumb to logically build up short statements (statements, interviews). For example, it leads from the ACTUAL to the TARGET in three related steps.

The following options are available for arguing with the rule of three:

From the general to the specific. e.g. B.

1. Most people think …

(martial arts promote body, mind and soul)

2. Recently, however, there have been increasing concerns that ...

(martial arts make you aggressive)

3. So we should...

(talk about it together)

a) Die Argumentationskette

1. On the one hand, Chun Ki Do means...

(folk sport)

2. Sport also prevents...

(aggression)

3. there is also...

(many reasons to practice Chun Ki Do)

b) The dialectical structure

1. There are some reasons for the death penalty

2. On the other hand, there have been many miscarriages of justice...

3. So the discussion should be conducted very carefully...

• Nuremberg 1983 Neuberger, O.: Working together - talking to each other, 6th edition, Munich 1985 Neumann ,
• Talking effectively, Grafenau 1980, Portner ,
• Convince with words - Speech and argumentation technique in the Bundeswehr, Bonn 1987 Portner ,
• Be right in any case, Munich 1991, Schulz v.Thun ,

Talking to each other: disturbances and clarifications, Reinbek 1988

c) Comparison of two positions

1 Mr S. said …

(martial arts make you aggressive)

2. Ms. K. contradicted him...

(martial arts makes peaceful)

3 Perhaps there is a third aspect...

(which we should consider; experiences)

d) Attempt at a compromise

1. Many people have practiced martial arts...

(and different experiences exist)

2. This also creates problems, ...

(there are black sheep everywhere)

3. We need to find a satisfactory solution here...

(and talk about it together with all parties)

3.5 Argumentation

3.5.2 The Rule of Five

a) From the general to the particular. e.g. B.

1. The general view is this...

(that martial arts are dangerous)

2. From our experience, however, it is different ...

(we know our audience)

3. Because first of all...

(We are a family association; every social class is represented

4. also secondly...

(a reflection of the population)

5. Consequently I mean...

(must be discussed here in a differentiated manner, because we represent the point of view of many people here).

b) Die Argumentationskette, z. B.

1. I think Proposition X is dangerous...

(to ban martial arts)

2. We must consider whether not...

(Mr. X argued unilaterally)

3. With seems the better way when...

(we compromise)

4. Then we can...

(solve this conflict together)

5. So we have to decide together and objectively whether

(do Chun Ki Do in the future)

c) The dialectical structure, e.g. B.

1. The speaker presented a variety of new insights, ...

2. Among other things, he said that …

3. On the other hand, it must also be held that

4. Comparing both views, then...

5. For this reason, I propose...

d) Comparison of two positions, e.g. B.

1. The A-party has the following position, …

2. She justifies it with...

3. The B party takes the opposite view, …

4. She justifies it with...

5. I can't make up my mind about either of them, but...

e) Attempt at a compromise

1. A claims...

2. B disagreed, pointing out...

3. It seems to me that the two meet at one point...

4. Here might be the solution, because...

5. We should continue to think in this direction. ...

f) One (e.g. the general) view is excluded, e.g. B.

1. The majority of our population think so

2. So far, everything has revolved around ...

3. It was overlooked that ...

4. But this seems particularly important to me, because ...

5. I therefore submit the application that ...

3.5 Argumentation

6.5.3 22 legal reasoning techniques

The following (permitted) argumentation techniques have proven themselves to invalidate or refute opposing arguments in debates and discussions. At the same time, these techniques can be used to effectively enforce one's own arguments.

1. Partially agree with the opponent, but fundamentally disagree (yes-but technique).

2. Reverse opposing arguments (precisely because technique).

3. Emphasize the weakest opposing argument, then refute it

4. Present opposing objections as already discussed.

5. Depreciate opposing statements as 'overstated'.

6. Have complex terms defined, then attack partial aspects.

7. Elevate opponents, but doubt his factual statement.

8. Demand a return to the topic, point out byways.

9. Questioning the opponent's competence.

10. Show detail of a statement as inconsistent and reject the overall statement.

11. Have the question repeated.

12. Question opposing questions or, if necessary, intercept them with counter-questions

13. Induce examples to general statements

14. Devalue and reject opposing views as utopian 'wishful thinking'

15. If there are several questions, only answer the simple ones. 16. Sometimes agree with the opponent and offer a compromise.

17. Repeat your own good arguments 18. Criticize interruptions by opponents and add your own contribution.

19. If the opponent is acting subjectively, demand objectivity. 20. Referring to authorities or bodies of high credibility.

21. Deny own competence. 22. Suggest postponement (pause for thought) if necessary.

6.5 Argumentation

6.5.4 Dishonest Reasoning

The Lazy Tricks (1)

1instead of arguing factually, one attacks the person of the opponent.

2. Twisting technique

- one takes up the opponent's theses and expressions and gives them the wrong meaning.

3. Overdoing exercise technique

- one exaggerates the opponent's thesis to dangerous or absurd levels. One ignores all restrictions made by the opponent.

4. Insinuation Technique

- one assumes that the opponent has intentions and draws conclusions from his thesis that are not contained in it at all.

5. Dodge Technique

- one does not go into the arguments of the opponent at all, but avoids another problem.

6. Displacement technique:

- you ignore the main points of the opponent's argument and concentrate your attacks on details.

7. Confusion Technique:

- One tries to obscure the opponent's position through complicated distinctions and problem mixtures.

6.5.5 Argumentation 1

Since people have been communicating with each other, they either want to inform or to convince. Information is conveyed by means of facts, conviction by means of arguments that allow for value judgments. An argument that is convincing causes standpoints to falter. An argument can bring about a change of perspective. If that doesn't work, then it's just a stylistic figure that arouses admiration at best, but doesn't convince. An argument that is not convincing will not be helped by repetition.

1. What are arguments?

From a strictly philosophical point of view, they are dialectical conclusions aimed at accepting or rejecting a disputed thesis. An argument cannot provide certainty - and one cannot argue against certainty!

Only when certainty is disputed does the argument come into play. The goal of an argument is not to derive consequences from particular premises, but to evoke or reinforce an audience's agreement with the propositions one is proposing to their assent. It presupposes a mental contact between the speaker and his audience.

Aristotle had already stated:

Not only should one not argue with just anyone, one should also avoid arguing about certain issues: “Those who doubt whether or not to honor gods and love their parents need chastisement, and those who doubt whether snow knows is or isn't, you just have to look carefully.” Only then is the listener really won, says Augustine.

When he loves what you promise, fears what you threaten, hates what you accuse, to whom he gladly does what you commend, when he regrets what you call pitiable, when he delights in what you joyfully praise when he has pity on those whom you show him pitiable in your speech, and when he flees from those against whom you warn him with dreadful words.

In a persuasive speech, the premise and arguments are generalizable. It is essential that the speaker only chooses topics for which he can count on the approval of his audience as a starting point for his presentation. If the conclusion is too contrary to the hearer's beliefs, then the hearer is more likely to dispute a premise, thus frustrating all the speaker's efforts.

2. How can a fact or truth be disproved? The most effective technique for disputing them is to demonstrate their inevitability with other facts or other truths that are themselves considered more certain, and best presented in a broader context of indispensable facts or truths. In addition to facts or truths, we also rely on assumptions. The advantage of assumptions is that whoever contradicts them has to bear the burden of proof!

3.6 How to convince?

The real realm of reasoning is where values ​​are at stake. Plato showed that the real realm of dialectics is that which defies calculation, weight and measure, and where the just and the unjust, the beautiful and the ugly, the good and the bad are disputed. Skillfully one argues, says Aristotle. Who destroys prejudices at the beginning and burdens the opponent at the end.

If the opponent's argument has impressed the audience, you have to refute it right at the beginning and thus clear the terrain before you can put forward your arguments.

The known, the predictable, the banal argument, the commonplace has less strength than an original, new and relevant argument. The audience assumes that the opponent must also recognize the banal argument and still support the opposing thesis.

Whoever, by continuing his opponent's analogy, uses it to his own advantage has a stronger argument than he who opposes one analogy with another. Example: The Bundeswehr is the largest peace movement or conscripts protect the conscience of those who refuse to do military service for reasons of conscience.

If you ignore the audience's approval of the premises of your speech in your argument, you commit the gravest mistake.

Those who just talk without caring about the listener's reactions are more likely to be seen as a visionary driven by the inner demon than as a rational person wishing to share their views. On the other hand, in his rhetoric, Aristotle advises “of our own accord to accuse anyone who accuses us, since it would be nonsensical if the accuser were deemed implausible but his speech credible”.

The cardinal error of every argument is to overestimate the effect of your arguments. (Wishful thinking).

3.7. References

If you want to go deeper into rhetoric and argumentation: Aristotle's rhetoric, Paderborn 1959 Blum: rhetoric for executives,

• Landsberg 1981 Carnegie, D.: Speech. The Power of the Spoken Word, Berlin 1981 Elertsen, Hu Harting ,
• Modern rhetoric, Heidelberg 1982 Langer, Iu Schulz v.Thun, F.: Comprehensibility, Munich 1974 Lay,
• Leading through the word, Munich 1978 Lay, R.: Manipulation through language, Reinbek 1980 Molcho ,
• Body language as dialogue, Munich 1988 Müller, KU: Speak - so that I can see you. The modern rhetoric handbook for everyone

4. Biomechanics

4.1 Words of motivation

Man is the greatest good on earth. Anyone who trains extremely or takes on the responsibility of training people must know the body in order not to harm it through ignorance. A good trainer knows the biomechanics and knows how to avoid any harm to his students.

A good trainer knows that every person is an individual and therefore has different tendencies. The following topics relate to the ideal human being, which we do not find in our nature. Therefore, when developing techniques, the trainers have to determine the natural physique of each individual. A complex solution for the general public would be ideal, but cannot be implemented in practice.

All of this presupposes that we first know how an ideal body works. We need to understand how the skeleton, muscles, organs and nerves work together.

To understand this, let's look at how it works and how it works

of the 4.2 musculoskeletal system

the 4.3 muscles

the 4.4

of the 4.5 nervous system

4.2 The musculoskeletal and supporting apparatus

4.2.1 The skeleton

The skeleton is the musculoskeletal system of the human or animal body. The shape and dimensions of the bone system largely determine the human appearance.

Its task consists in

— the support function for the soft tissues,

— the formation of fixed starting points to enable movements,

— the protective function for sensitive organs (head, chest, pelvis) and

— the inclusion of blood education centers.

The skeleton consists of the supporting apparatus (skull and spine) and the musculoskeletal system (shoulder, pelvic girdle and limbs).

In a human being, it consists of 206 individual bones . The individual bones are held together by the connecting ligaments, capsules and cartilage. Half of it is in the hands and feet.

Most bones are connected with joints. This gives our body a great deal of mobility. The skeletons of man and woman are the same except that the woman's bones are lighter, thinner, the pelvis shallower and more open than the man's. This is necessary to give birth to children.

4.2.2 The Bone

Bone consists of three tissues with different functions:

1. Periosteum of parallel-fibrous connective tissue; it is primarily the carrier of the nourishing blood vessels and nerves.

3. Bone tissue made of bone cells with calcium deposits, on which rests the actual supporting function.

4. Bone marrow , in children from blood-forming cells, in adults up to the marrow of the plate bones (breastbone, pelvic bones) from fat market halls.

4.2.3 The joints

Joints form flexible connections between two or more bones. The essential, functional parts of a joint are.

1. Joint head and joint socket , the joint-forming bone parts (joint bodies). Their articular surfaces are covered by a 3-5 mm thick fibrous cartilage, the articular cartilage.

2. Joint capsule , which encloses the joint like a sac and in which synovial fluid is produced.

3. Ligaments that help strengthen the joint capsule and affect the essential nature and extent of movements in the joints.

In some joints, cartilage discs (e.g. meniscus in the knee joint) are used to better adapt joint surfaces with only little agreement.

4.2 The supporting apparatus

4.2.4 The skull

The skull mainly consists of paired bones, some of which are still separate in the newborn and thus have the necessary room for growth. The sutures only ossify after the end of growth. The skull consists of:

4.2.5 The spine

The spine is the central support and mobile axis at the same time. It is statically loaded by the weight of the head, shoulder girdle and arms. The curves in the cervical, thoracic and lumbar spine are used for cushioning. The spine consists of 33-34 vertebrae, most of which are articulated.

The backbone is a flexible rod made up of vertebrae and intervertebral discs and is held together by strong ligaments. It supports the body and supports the skull. The first cervical vertebra is the atlas, it supports the head. It is a ring of bone without a vertebral body. The second vertebral body is called the axis.

It has an upward spigot around which the head and atlas rotate . The spinal cord runs in the canal formed by the vertebral foramina . The spine is particularly susceptible to pathological changes, poor posture and arthrosis.

a) The vertebrae

Most vertebrae consist of the W. body and W. arch. Which encloses the W. hole (for the spinal cord) and various processes. The superior and inferior articular processes are articulated to the adjacent vertebrae. The spinal cord nerves emerge from the vertebral column through the openings formed by them and the W. bodies. At 1.-12. In the thoracic vertebrae, the transverse processes of the W. arches have small sockets for the articular heads of the ribs. The term backbone for the vertebral column refers to the spinous processes that protrude backwards from the vertebral arches.

b) The intervertebral discs

The intervertebral discs are cartilage discs between the vertebrae and are also known as intervertebral discs. The cartilage discs consist of a fibrous ring with a gelatinous core, both of which contain a lot of water. The intervertebral discs act as pressure distributors and are important for the mobility of the spine.

The drying and shrinking (wearing out) of the intervertebral disc as well as displacement are the most common reasons for back problems. When the gelatinous nucleus moves to the thinnest part of the worn out or huge fibrous ring, it presses on the nerve roots of the spinal canal and causes severe and acute pain. This often causes sciatica, paralysis and herniated discs.

d) spinal cord

The spinal cord is located in the vertebral canal of the spine. It serves as a management and switching organ between the brain and the rest of the organism. It is part of our central nervous system and, like the brain, is made up of gray matter (nerve cells) and white matter (nerve fibers). The spinal cord extends from the large occipital foramen of the skull to the second lumbar vertebra. The spinal nerves leave the spinal cord in sections, 8 in the cervical cord, 12 in the thoracic cord, 5 in the lumbar cord, 5 in the sacrum section, and 1–2 pairs in the coccyx section to the corresponding muscles and organs. The autonomic nerve fibers run along the spine together with the motor and sensory nerves.

4.2 The musculoskeletal system

4.2.6 The shoulder

The body area between the base of the neck and the shoulder joint is called the shoulder. It consists of the shoulder blade and collarbone. The clavicle is an S-shaped, paired bone that connects the sternum and shoulder blade. The collarbone is particularly vulnerable and can easily break if you fall on your shoulder.

4.2.7 The pelvic girdle

The pelvis consists of the two iliums, sacrum, ischium and the two pubic bones.

4.2.8 The limbs

The extremities are paired, movable body parts and are used in particular for locomotion and all handling.

a) The Arm

The arms consist of the humerus, forearm with ulna and radius and the hand.

b) The humerus

c) The forearm bone

d) Die Hand

The hand is connected to the wrist by the arm and serves as the human touch and grasping organ. The hand consists of 27 bones and 36 joints . 39 muscles make their movement gradable. The fingers, each with three joints (thumb 2), are moved by the long tendons of the forearm muscles and by short hand muscles. The thumb and little finger, corresponding to their versatile mobility, have certain distinct muscles that surround the metacarpal bones as the thumb and little finger pads. The skin of the hand is richly equipped with organs that sense pain and pressure, as well as tactile cells, especially on the fingertips.

(Grasp reflex in newborn fingers close in an orderly sequence of movement around the object.)

4.2.9 The legs

The legs consist of the femur, knee joint, lower leg with shin bone, ankle joint with foot.

a) The femur

b) The knee joint

The knee is the largest joint in the human skeleton, formed by the femur and the tibia, with a pair of fibrous cartilage plates (meniscus) in between, held together by a joint capsule to which several bursae lie. The kneecap is connected to the kneecap ligament, which pulls from the large thigh and strengthens the joint capsule in front. Inside the knee, two cruciate ligaments reinforce the support of the joint.

c) The lower leg

d) The foot

The foot consists of 26 bones; Tarsal bones (talus, calcaneus, scaphoid, cuboid, and 3 cuneiform), 5 metatarsal bones, and 14 phalanges. Each toe consists of 3 phalanxes, only the big toe of 2. The structure of the foot is similar to that of the hand. The foot is connected to the lower leg by the upper and lower ankle joints. The movement in these joints takes place with the help of the lower leg muscles attached to the foot. The calf muscles, together with the short foot muscles, maintain the arch of the sole of the foot. Due to heavy strain and muscle weakness as well as stretching of the muscle tendons, flat and fallen arches occur, as well as splayfoot due to spreading of the metatarsal bones. A lack of exercise and bad shoes can lead to numerous illnesses and injuries, not only on the foot.

4.3 The muscle

Our muscles ( Latin little mouse) consist mostly of contractible muscle fibrils . The muscle cells are held together by the connective tissue . A contracted muscle can relax but not automatically expand, this always requires an opposite effect. Gravity can act through flexor and extensor muscles . Muscle contraction is caused by the interlocking or sliding past of elongated thread -like filaments made of proteins.

The muscle is a heat regulator and promotes blood circulation. A lot of information is received by receptors and passed on to our organism. Thus, the muscle also represents sensory organs. The diverse properties of our muscles are managed exclusively through expansion and contraction.

The energy required to shorten the muscles is provided by the breakdown of adenosine triphosphate ATP . The chemical compound of 6-amino-purine, vitamin B4, sugar and three phosphoric acid residues is responsible for metabolismour organisms. Energy is released by splitting off a phosphoric acid residue. The process is reversible under energy consumption.

The maximum weight that can be lifted by a human being is calculated based on 1 cm2 of muscle cross-section. The absolute muscle strength is between 6 and 8 kg.

4.3. The musculature

Since training primarily affects the muscles in humans , we should know a few things about their structure and functioning.

The totality of muscles is called musculature. Three different types of muscles ( muscle groups ) are necessary to move our body and its organs. The movement of our skeletal system is effected by many individual muscles that combine into different functional systems.

4.3.1 The three types of muscles

The muscles enable active movements due to their ability to shorten. There are three types of muscles according to structure and function :

1. The striated muscles

or skeletal muscle, which is subject to the voluntary nervous system and together with the skeletal system forms the musculoskeletal system, is responsible for the movement of our skeleton.

2. The smooth muscle

or visceral musculature, which is controlled by the autonomic nervous system and is found on the internal organs , consists of mononuclear cells. Almost all smooth muscles are slowly put into a state of tension by nerve stimuli by remaining without energy (blocking). You don't get tired.

The smooth involuntary muscles control our hollow organs:

- Respiratory tract

- urinary bladder

- gastrointestinal tract

- glands

- blood vessels

3. The heart muscles

of a special, heart-specific structure.

4.3.3 Structure and function of the skeletal muscles

In addition to the smooth muscles or visceral muscles and the special heart muscles, it is above all the skeletal muscles that interest us in connection with strength training. For the trainer, the structure and functioning of the striated muscles are of particular interest.

These skeletal muscles, which are controlled by the voluntary nervous system, together with the skeletal system (bones, joints) form the musculoskeletal system. Like all other tissues in the body, it consists of individual, elongated, up to 13 cm multi-nucleated muscle fibers. Several muscle cells or muscle fibers form a fiber bundle, several bundles form a muscle.

Every cell, every fiber bundle and the entire muscle is surrounded by connective tissue, the so-called fascia, in which the supplying blood vessels and nerves run. Muscle fibrils are embedded in the muscle cells. The movement process in a muscle is based on the ability to shorten these elements, which consist of protein.

The muscles continue into tendons, which anchor to the bone and give the muscle a firm attachment.

The fine structure of the skeletal muscle cells appears cross-striated in the microscopic image, since they consist of muscle fibrils that are made up of optically different dense components. The ability of the muscle fibrils to shorten is the basis for the process of movement, which is caused by the simultaneous shortening (contraction) of many fibrils in a muscle.

The movements of the body or individual limbs obey the mechanical laws of leverage. By shortening the muscle, its point of origin and insertion must approach; the intervening joint enables this approach and determines freedom of movement.

The contraction of a muscle is triggered by nerve impulses, which during voluntary movements are conducted from the cerebral cortex via the motor nerve tracts of the spinal cord and the peripheral nerves to the muscles.

The fine structure of the skeletal muscle cells appears cross-striated in the microscopic image, since they consist of muscle fibrils that are made up of optically different dense components. The ability of the muscle fibrils to shorten is the basis for the process of movement, which is caused by the simultaneous shortening (contraction) of many fibrils in a muscle.

The movements of the body or individual limbs obey the mechanical laws of leverage. By shortening the muscle, its point of origin and insertion must approach; the intervening joint enables this approach and determines freedom of movement.

The contraction of a muscle is triggered by nerve impulses, which during voluntary movements are conducted from the cerebral cortex via the motor nerve tracts of the spinal cord and the peripheral nerves to the muscles.

4.3.4 Functionality of the muscles under load

Muscle work (physical work, sport) leads to increased energy consumption. In the case of high-intensity exertion lasting a few seconds (e.g. weight lifting, sprinting), the necessary energy is provided directly by the splitting of high-energy compounds adenosine triphosphate (ATP) and creatine phosphate (KP), which are present in the muscle cell.

The energy required for muscle work is obtained through the chemical breakdown of carbohydrates (muscle glycogen and glucose) and fats, for which oxygen is required after a short time. More glucose is supplied to the working muscles by the liver via the bloodstream. If (after several hours of intensive work) a high percentage of the carbohydrate depot has been used up, exhaustion sets in.

a) Anaerobic metabolism

The excitation impulses that follow each other very quickly (50-70/s) consume a lot of energy and tire the muscles very quickly. If loads of approx. 20 - 90 seconds duration (e.g. 400 m run, 100 m swim) are contested with the maximum possible intensity, energy is supplied after the first few seconds through the breakdown of sugar (glycogen, glucose) without consumption of oxygen. This leads to the end product lactic acid (lactate) and thus to acidification of the muscles and the entire organism, so that after a short time the exertion is forced to be stopped. These processes are referred to as anaerobic (oxygen-independent) metabolic processes.

b) Aerobic metabolism

Only after approx. 90-120 seconds is the aerobic metabolism able to supply sufficient energy for high loads. With all long-term performance (e.g. long-distance running, bicycle races), this burning of sugar ( glycogen , glucose)and fat generates the necessary energy with the help of oxygen. The resulting metabolic products, carbon dioxide and water, do not change the inner environment of the organism, so that aerobic exercise is possible as long as sufficient oxygen (°2) can be provided (several hours). Depending on the intensity of the exercise, the body's sugar reserves (glycogen) are largely exhausted after about 60 - 90 minutes, resulting in a decrease in performance. In the case of prolonged stress, a supply of carbohydrates is therefore necessary to maintain performance.

Chemical degradation with the help of oxygen (aerobic metabolism) takes place down to the end products carbon dioxide (CO₂) and water. If there is not enough oxygen available, the nutrients can only be broken down to the end product lactic acid (anaerobic metabolism). However, the energy yield is only about 5% of the aerobic energy production.

Due to training-related stress, regardless of whether it is endurance or strength, numerous metabolic processes in the human body are activated, some of which last well beyond the end of the stress. After a reduction in performance, they lead to adaptation phenomena in organs or organ systems immediately following the exertion, which raise performance above the initial level.

c) Superkompensation

Here's a comparison: if we run a car's 50-litre tank dry, we then have to fill it up again with 50 litres. The living system works differently than the technical one. If we "empty" the "muscle tank" through training, it not only fills up again to its starting level, but then holds a little more. The physiological principle of restoring used energy stores or stressed organs beyond the initial level is called supercompensation. It represents an adaptation process to increased loads and is the basis of every increase in function and performance.

4.3.5 Impact and Training Practices

For strength training and its goal of increasing strength through muscle building, this means:

Increase in muscle mass by increasing the cross-section of each individual muscle fiber (so-called fiber hypertrophy).  

Increase in the finest blood vessels (capillaries) that nourish the muscles, so that more oxygen and more nutrients can be brought to the muscle and waste products can be removed from it. Increasing the deposits of energy-rich compounds (adenosine triphosphate ATP, creatine phosphate VKP, glycogen, fat) and their rapid recovery, ensuring higher and longer energy production.

The secret of a successful training now lies in the new load, i. H. to set the new training stimulus exactly when the muscle performance (muscle strength) after the previous training has increased above the starting level in the sense of supercompensation. If the new training stimulus is set too early, possibly even before the old starting level has been reached, this will lead to states of exhaustion over the long term because the breaks for recovery are too short (overtraining).

If you start the new training session too late, the temporarily increased level will have dropped back to the starting point and you will practically have to start all over again.

For training practice, this means that the training stimuli must not only be set according to the general training-methodical principles, but also very much according to the individual circumstances of each individual athlete (talent, training status, form on the day, etc.). Competitive athletes can train three times a day and still have sufficient regeneration times, e.g. B. to replenish their energy depots and to supercompensate. Beginners, on the other hand, can usually manage a maximum of 3 training sessions per week.

In this context, however, it is essential that training is carried out according to the principle of progressive loading . This means that the load must be continuously increased during muscle building training. We now examine how this is done.

4.3.6 Types of muscle training

a) Isokinetic muscle training

If the speed of movement remains the same, length and tension change.

In addition to shortening - and thus movement - the work of the muscle can also consist of increasing muscle tension without movement (holding work).

b) Isotonic muscle training

If the muscle tension remains the same, the length changes

During movement work, the length of the muscle changes, the tension remains essentially the same = isotonic contraction (isos = same, tonos = tension);

c) I sometric muscle training

With simultaneous muscle length, the tension changes.

In the case of holding work, on the other hand, the state of tension in the muscle changes while the muscle length remains the same = isometric contraction (isos = equal, metron = measure, length).

4.3.7 Muscle building training

From what we have said so far, we can say that any long-term strength training program begins with muscle building training.

Aim: Strength increase through muscle fiber thickening (cross-sectional increase)

Muscle building training is characterized by the following criteria:

Weight load: approx. 50%

Repetitions: 8-12 (= 1 set)

Sets: 3-5

Rest between sets: 1-2 min

Speed: slow

Duration: 8 weeks

Frequency per week: 2 - 3 times

About the weight load This means 50% of the maximum load you can handle. So before you start your training, try out the load with which you can just do the corresponding exercise once. Then calculate 50% of that. Example: In the bench press with the disc dumbbell you create 50 kg. You start your training with 25 kg (= 50%). Without determining the maximum performance, you can also proceed according to the following simple rule of thumb: If you can repeat an exercise less than 8 times in the last set, then the weight is too heavy. If, on the other hand, you master the exercise more than 12 times, then the weight is too low.

To the reruns

The selected exercises are repeated 8-12 times without a break.

Resting Between Sets

When you have completed one set of repetitions of an exercise 8-12 times, it is necessary to rest for 1-2 minutes before continuing with the same exercise for the next set.

In training practice, however, it has proven to be very useful to train the exercises in pairs according to muscle areas.

Example: Exercise 1 Arm curls

Exercise 2 arm stretches

After completing the first set of Exercise 1 (8-12 reps), immediately begin Exercise 2, during which the arm flexor that was loaded in Exercise 1 can already have some rest. Only now, after exercise 2, put the

1-2 minute break. This is followed by the second set of the two exercises, then a break again, etc.

Proceed in a similar way with the exercises for the back/abs, hamstrings/leg extensions, etc.

To adjust the load.

During your muscle building training, you may find after just a few training sessions that you can do more exercise repetitions with the selected weight than at the beginning. If there are more than 12 after the last sentence (see above), then you must steer by using.

- increase the number of sets or - increase the weight.

This corresponds to the principle of progressive loading. (super compensation)

In order to carry out our muscle training in a meaningful way, we need various training aids. In addition to our own body or a partner, these are in particular devices that we move during our exercises or with which we strain ourselves. So we carry out our training: – with our own body weight (e.g. push-ups) – with a partner – with or on equipment (e.g. weight plates, weight training machines).

In everyday sporting practice, dynamic or auxotonic (formerly isotonic) strength training is used as the preferred strength training method. In which the load (your own body, partner, equipment) is moved by shortening the muscles, at the same time an improvement in general coordination is achieved in addition to the increase in strength. However, our muscles are not only capable of dynamic work through contraction, but often have to perform static holding work through isometric muscle tension. This applies in particular to the core muscles. For this reason, isometric forms of strength training are also used, mainly to improve holding power.

In addition to this concentric (overcoming) form, dynamic strength training can also be carried out eccentrically (yielding). By relaxing the muscles, the load is slowly returned to the starting position.

Note: concentric or dynamic-positive strength training, eccentric or dynamic-negative strength training

4.3.8 Things worth knowing about muscles

a) Muscle wasting

When not in use, the muscles lose their size and strength. Clearly recognizable with long periods of rest, e.g. B. Plaster cast. This can be reversed by retraining the muscles. Massages also stimulate the muscles.

b) muscle spasm

Cold or overexertion of the muscles can lead to very strong and painful muscle contraction, the muscle spasm. The only remedy is heat, slow exercise and massage. Cold or ice spray only suppresses the pain and should therefore not be used for such an injury.

c) Muskelriss

Suddenly violent, rapid movements in which the opposing muscle is not able to slow down naturally can tear or tear a muscle, usually without external injuries, e.g. B. when pulling up heavy weights. Larger muscle tears require stitches; otherwise immobilization with warm compresses is sufficient. Under no circumstances should the muscle be massaged.

d) sore muscles

An accumulation of metabolic products is triggered, especially after a great deal of strain on inexperienced muscles. This causes the pain that is popularly known as sore muscles.

Heavy strain on the muscles also leads to a disorder in the muscle protein cells. Lactate (salts of lactic acid) are formed during physical work of the muscles. Training, exercise and massage can prevent sore muscles.

 Relaxation (according to F. Jacobsen – short version) with dialogues by Roman Urban

General

A brief dialogue should precede…

Are you sitting comfortably?

Can you all see me and understand me well?

If an exercise is not understood, open your eyes. Then I show them to you.

Then we close our eyes and come to ourselves and travel to the land of mysteries, a journey to fantasy and harmony. The thoughts are free, yes as free as the rustling of the wind and white clouds pass us, I relax and my head is completely free.

exercise (sitting posture)

Relaxed sitting

We straighten the upper body and consciously sit down with an erect spine. The arms hang down the sides of the body. Now we put our hands relaxed on our thighs. Feet are shoulder-width apart with the whole sole on the floor (preferably barefoot)

The upper body remains in this position during all exercises. Any muscles not participating in the exercise remain completely loose and relaxed.

We press our feet really hard to the ground and press harder and harder until our calves become very hard and harder and harder until our feet and legs melt into the ground.

Then we release the tension and all muscles are relaxed and free, yes as free as thoughts as free, yes as free as the sound of the wind...

Now we push ourselves all the way to the backrest and press our buttocks and back very firmly against the backrest and at the same time we press our feet on the floor and press harder so that we merge with the whole chair.   

Then we release the tension and all muscles are relaxed and free, yes as free as thoughts as free, yes as free as the sound of the wind...

2.) Exercise (hands)

We raise our arms and clench our fists and press harder and harder, we squeeze our hands tighter and tighter, yes, so tightly that our forearms are completely hard, we squeeze that tightly and breathe normally. Then we release the tension and all muscles are loose and free, yes as free as thoughts as free, yes as free as the sound of the wind…

We raise our arms and clench our fists and raise our thumbs to the ceiling and pull push your thumb back firmly and stretch out your index and middle fingers until you tighten your ring fingers and your little fingers open your hands until your forearms are very hard, when we open both hands that far we breathe normally.

Then we release the tension and all muscles are relaxed and free, yes as free as thoughts as free, yes as free as the sound of the wind...  

3rd exercise (arms 1)

We clench our fists and press our forearms against our upper arms and we press harder and harder, so hard until the upper arms are completely hard, we press that hard and continue to breathe normally. Then we press the forearm against the tense upper arm so tightly that the forearms are very hard, we squeeze that tightly...

Then we release the tension and all the muscles are loose and free, yes, as free as the thoughts are so free, yes, so free like the sound of the wind...

4th exercise (arms 2)

Now we turn our palms to the ceiling and push the arms far forward and further, so far that the backs of the arms become very hard, even far, while breathing normally. Then we stretch the fingertips far forward until the forearms become hard. Now we press our fingertips towards the floor more and more until our forearms are very hard, we stretch our fingertips for that long.

Then we release the tension in our forearms and hands and become free and heavy so heavy that we let our arms dangle loosely to the sides of the chair. All muscles are relaxed and free, as free as thoughts as free, yes as free as the sound of the wind...

Our forearms swing out and stand still and the forearms are getting heavier and heavier, the forearms are getting heavier, the forearms now feel very heavy. We feel our hands getting heavier, so heavy until our fingertips are very heavy. The forearms are very heavy and we breathe normally.

Then we release the tension and all muscles are relaxed and free, yes as free as thoughts as free, yes as free as the sound of the wind...

5. Exercise (Forehead)

We raise the eyebrows up until the forehead becomes very hard, so long we raise the eyebrows up. Then we release the tension in the forehead more and more until the forehead is completely smooth and we feel the emptiness and are relaxed and free...

We raise the eyebrows up until the forehead becomes completely hard, that is how long we raise the eyebrows up. Then we release the tension in the forehead more and more until the forehead is completely smooth and we feel the emptiness and are loose and free...

We pull the eyebrows towards the middle until the forehead becomes completely hard, that's how long we pull the eyebrows towards the middle . Then we release the tension in the forehead more and more until the forehead is completely smooth and we feel the emptiness and are relaxed and free...

We frown and frown hard, so hard that the forehead becomes very hard, we frown and frown so hard and breathe normally.

Then we loosen the tension of the forehead more and more until the forehead is completely smooth and we feel the emptiness and are relaxed and free, yes as free as the thoughts as free, yes as free as the rustling of the wind...

We squeeze our eyelids together and roll the eyeballs back and forth until the eyes are quite heavy. Then we release the tension of the eyelids until the forehead is completely smooth and we feel the emptiness and we are loose and free...

We close our eyes very tightly and wrinkle our noses high. So far until the nose becomes very hard, then we release the tension

. With our mouth open, we squeeze the lower cheek muscle and tense it until the cheek muscle becomes hard. Then solve...

6. Exercise (eyes)

We close our eyes very tightly, we close our eyes tighter and tighter, so tightly that the eye area becomes very hard, we close our eyes so tightly and continue to breathe normally. Then we release the tension and keep our eyes closed very lightly, so lightly that no muscle is tense and lighter still until the forehead is completely smooth and empty, as light as the thoughts are...

7. Exercise (cheek muscle, jaw area)

We bite down very hard with our molars, so hard that the cheek muscles (jaw area) become very hard and continue to breathe normally.

Then we release the tension and keep the lips and eyes closed very lightly, so lightly that no muscles are tense and breathe through the nose and the nostrils become free, as free as the thoughts ... and calmness takes over the whole face, all muscles are relaxed and the warmth radiates, calm and peace flows through my whole face.

8. Exercise (neck muscles)

We push the head very far forward until the neck becomes very hard. Then we press the chin very firmly towards the chest and prevent the movement to the chest until the neck muscles become very hard and continue to breathe normally.

Now we release the tension and balance the head and the head becomes so light that no muscles are strained, as light as the head and thoughts are...

9. Exercise (Shoulders)

We let our arms fall down sideways, now we pull our shoulders up and higher and higher until the shoulder muscles become very hard. Then we push the sternum forward until the chest becomes very hard, until we push the sternum forward. Then we release the tension and are very loose and free and the arms float sideways down very slightly, as light as the sound of the wind and we breathe normally.

We keep our lips and eyes closed very lightly, so lightly that no muscles are tense, and breathe through our noses and the nostrils become free, so free... the whole face, yes, all muscles are relaxed and calm radiates through the whole face . The arms and the hands become so light, so light that we feel all our fingers, the hands become so light and the fingers are so light that we feel the fingertips.

10. Exercise (Breathing)

We put our open hands on our chest and feel how we breathe in and out. We breathe in and out, we breathe in and out very deeply. We put the open hand on the stomach and feel how soft the stomach is. We take a deep breath and press the air against the stomach, we press the air against the stomach until the stomach becomes very hard, we press the air against ...

We put our open hands on the chest and breathe deeply in and out. We take a deep breath and press the air to our chests. We press the air to the chest until the chest becomes very hard. Then we pretend to exhale, but we don't manage to do so long enough for the chest to get even harder. (raises)

Then we open our mouths and let the air escape of its own accord and all muscles are loose and free, yes so free that our breath flows in and out of the lungs by itself and we hear breathing, yes breathing is so free, yes so free as the thoughts and as free as the rustling of the wind ...

And a wonderful calm flows and radiates through the whole body.

11. Exercise (back)

We tilt the head very far down, until the cervical vertebrae become very hard, so far we tilt the head forward, now we curve the spine so far forward, until it becomes very tight, so far forward we curve the spine and breathe fully normal.

Then we release all tension and slowly raise our head and back and sit upright in the chair and let ourselves sag into the chair straight. Then we push the sternum slightly forward until we sit upright. Then we release the tension and are very loose and free and the arms float sideways down very slightly, as light as the sound of the wind and we breathe normally. And the relaxation and warmth of the spine flows to the chest and through the abdomen. And the warmth of the cervical vertebrae flows to the shoulders and on through the arms and through the hands to the fingertips.

We let the air go by itself and all muscles are relaxed and free, yes so free that our breath flows into the lungs by itself and we hear breathing, yes breathing is so free, yes as free as the thoughts and as free as the sound of the wind…

12. Exercise (Legs)

Keeping heels on ground, toes pretend to grab a pencil, grip until calves are really hard, grip that tight...then release all tension...

toes squeeze really tight on the floor and lift the heel very far off the floor until the calves become very hard, so far ... then we release the tension and all muscles are loose and free, yes as free as the thoughts as free, yes as free as the rustling of the wind...

Pressing both heels firmly on the floor, we draw our feet and toes towards the ceiling until our calves become very hard, we draw our feet up. Then we release the tension...

We press our heels really hard to the ground and press harder and harder, harder and harder until feet and legs melt into the ground, then we tiptoes up towards our face until the calf muscles become very hard, so far up. Then we press our heels even harder on the floor until our thighs get hard, that's how hard we press. Now we squeeze the gluteus against the chair so hard that the gluteus becomes very hard, we take a deep breath and push the air towards the abdomen until the abdomen becomes very hard, for so long we press so that the abdomen is very hard and firm. Then we open our mouth and let the air go by itself and all the muscles are loose and free, yes so free that our breath flows in and out of the lungs by itself and we hear the breathing,

And a wonderful calm flows and radiates through the whole body.

We then continue to breathe normally. We release the tension and all muscles are loose and free, yes as free as thoughts as free, yes as free as the sound of the wind…

Again we press our heels firmly to the floor and our toes are tight against the floor, yes so tight that the lower leg gets really hard and we pull even harder, so tight that the thigh and glutes get really hard we pull that hard and continue breathing normally.

Then we release the tension and all muscles are relaxed and free, yes as free as thoughts as free, yes as free as the sound of the wind...

13th exercise (relaxation)

The legs and feet get heavier, heavier and heavier until we feel all of our toes, and the toes get so heavy that we can feel the tips of our toes.

Feet become so light until the heaviness and warmth of the feet radiates through the legs and legs become so light until the warmth radiates through the back.

We just slump into the chair and the back becomes so light that the warmth flows through the shoulders and arms. We let our arms hang so lightly that we can feel all the fingertips, that's how lightly we let our arms hang.

And our whole body sinks even deeper into the chair

Then we open our mouth and let the air go by itself and all the muscles are loose and free, yes so free that our breath flows in and out of the lungs by itself and we hear the breathing, yes the breathing is so, free, Yes, as free as thoughts and as free as the rustling of the wind...

And a wonderful calm flows and radiates through the whole body.

The eyelids are getting lighter and lighter, the eyelids are getting lighter and lighter. So lightly, until the forehead is completely empty and smooth.

We close the lips very lightly we close the lips so lightly that the lower jaw is completely loose. So easy...

We raise our arms to the ceiling and loll and stretch and slowly open our eyes!

preparation

Provide chairs without backrests

Therapist corrections:

Exercise 1 Seated posture Chairs

Leg 90° angle

shoulder width

Back light and relaxed on the backrest

Exercise 2 Forearms Raise

arms at right angles from legs

References:

Own documents

Functional Morphologie 

Johannes W. Rohen Wikipedia

© ROMAN NIKOLAUS URBAN