Our Ethos

We believe every kid is a good kid. We use martial arts as a method to teach lifelong skills to our students. We believe kids can do hard things, and excel when we give them the tools to be successful.

We believe that with proper training and understanding of evidence-based practices, coaches can provide the high level of instruction and mentorship expected of teachers, interventionists, and parents.

We believe that learning martial arts and incorporating its lessons into daily life can be fun, inviting, and community-building.

Our Teaching Approach

Here are our methods to ensure that students in our program grow into their potential.

Validate and Listen

We honor a child’s experiences and emotions, while discouraging poor behavior and improving social skills. Our job is to listen first.

Play

Play is at the foundation of how we learn. We use games, characters, and challenges to not only get kids excited but also utilize the techniques they learn in a fun positive way.

Engage

We provide the tools for students to discover how they learn and become curious and excited to learn martial arts and other life skills.

Affirm

We acknowledge when a student does something right, and help them when they are going through a hard time.

Build Skills

We believe the little habits turn into our big behaviors. We build upon a solid foundation for our student’s to thrive.

Advocate and Collaborate

We work with our students to find solutions to problems and help them build the self-confidence within themselves to voice their needs, share their ideas, listen, and work with others.

Our Coaches Training Approach

Here are our basic building blocks of our coaches training for teaching effectively and safely to our diverse community!

Behavioral Approaches

Utilizing learning theories, coaches are taught how to promote desired behaviors through positive reinforcement and guide students away from negative behaviors.

Role Play

Our coaches go through role play scenarios to help develop classroom management skills before we interact with our students.

Identity v. Behavior

Our coaches practice how to distinguish behaviors from identity.

CPR and First Aid Certified

All of our coaches are CPR and First Aid certified, and put safety first in all of our programming!

Ecological Dynamics

A teaching methodology that allows skills to reveal themselves within a constrained environment. This puts the learner first! In our programs, this looks like goal-focused play.

Active Collaboration

We actively collaborate with students, caregivers, and community members to tailor our programs to deliver the best outcome, and to engage in active feedback to make our programs better!

References To Learn More

  • Alali, N. N., Carson, H. J., & Collins, D. (2024). A pragmatic approach to skill acquisition for physical education: considering cognitive and ecological dynamics perspectives. Quest (National Association for Kinesiology in Higher Education). https://doi.org/10.1080/00336297.2023.2298931

    Gray, R. (2021). How we learn to move: A revolution in the way we coach & practice sports skills. Rob Gray.

    Rudd, J. R., Pesce, C., Strafford, B. W., & Davids, K. (2020). Physical Literacy - a journey of individual enrichment: An ecological dynamics rationale for enhancing performance and physical activity in all. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01904 

  • Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283–302. https://doi.org/10.1016/j.appdev.2004.04.002

    Mikami, A. Y., Owens, J. S., Hudec, K. L., Kassab, H., & Evans, S. W. (2019). Classroom strategies designed to reduce child problem behavior and increase peer inclusiveness: Does teacher use predict students’ sociometric ratings? School Mental Health, 12(2), 250–264. https://doi.org/10.1007/s12310-019-09352-y

    Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre academic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362-378.https://doi.org/10.1111/j.1467-8624.2010.01561.x18.