TTM1

Taekwondo Malaysia (TM)
World Taekwondo Federation (WTF)
Coaching Specific Certification Course
Level I Manual
FOREWARD
This Taekwondo Malaysian (TM) Level I Coaching Certification Manual is designed as a reference for participants attending the
TM Level I Taekwondo Specific Course. The Level I is a development coaching course.
In the various instructional and coaching publications that are available, each will have its own way of teaching athletes how to
master the game. As they say in any sports, The rule is..there are no rules. Part of the secret to becoming a successful coach
rests with your ability to be open minded, knowing your players and implementing a plan that will work best for a team.
Coaches and Instructors have to upgrade themselves with the latest methodology in the field of sports science and coaching
specifics, enabling them to emerge as the best in their respective sports discipline.
This Manual is a sincere effort by the senior coaches and instructors from TM/WTF and also from the National Sports Council of
Malaysia and National Sports Institute.
ACKNOWLEDGEMENT
No author could claim solely responsible for compiling a manual of this magnitude. There are several
people we have to acknowledge for their assistance and encouragement in compiling this Taekwondo
Malaysia (TM) Level I Specific Manual.
Our first thanks and foremost goes to the President, Grandmaster Song Yoong Khin and National Sport
Council coaching department who was the major driving force to the preparation of the TM Level I Specific
Manual.
We are also indebted to the Director General of the National Sports Council (NSC)
Dato Zolkples
Embong and the Director of Coaching Management Division NSC Ahmad Zawawi Zakaria for their
willingness and enthusiasm to prepare coaching manual for Taekwondo.
We would like to express our profound gratitude and sincere appreciation to the TM Curriculum Panel for
their kind valuable guidance, encouragement, valuable suggestions without which the manual would not
have been completed, namely Master Krishnamurthy Suranna, Master Dhanaraj Rassiah, Master
Solaimurugan Anandayah, Master Rajendran Marriapan and Master KM Rajendran.
Mr.R.Vivekanandan s/o K.Ramiah of the National Sports Council ( NSC ) deserves enormous credit for
being an indispensable conduit in contributing and fast checking the technical content of this manual.
Thanks also to the Coaching Management Division of NSC for their incredible speed, efficiency and care in
handling the manuscript.
The list would not complete without acknowledging our gratitude to all directly or indirectly helped in one
way or another in the culmination in preparing this manual.
Every effort has been made to trace all the copyright holders, but if any have been inadvertently overlooked
we will be pleased to make the necessary arrangement at the first opportunity.
Compiled and Edited by
TM Coaching Panel
ORGANIZATION OF THIS MANUAL

CONTENTS
This table describes the contents of the chapters in this manual.
Chapters Number and Title
Pages
Description
Level I Coaching Curriculum
iv
About Level I Coaching
1.0 History & Etiquette, Tenets of

Taekwondo
Brief History of world and

Malaysia Taekwondo
Development.
Understand the Etiquette and
Tenets
2.0 Education Ministry Guidelines in

conducting Taekwondo Program in
Schools
12
Procedures
3.0 Practical Korean Terminology &

General Competition Rules
45
Rules and Umpiring
4.0 Introduction to coaching, Roles &

Responsibility of Taekwondo Coach
60
What is coaching, code of ethic

and the skills needed to be an
effective coach?
5.0 Basic Martial Art Taekwondo

Execution
74
Theory with practical martial arts

movement and application
6.0 Basic Sparring Skills &

Techniques
88
Basic approach to sparring and

techniques
7.0 Lesson Planning in Taekwondo
94
Basic Content of Taekwondo

Class Lesson Planning and
Competition Training
8.0 Grading Management
101
Grading preparation and

procedures
9.0 Sport Skills 1 & 2
117
General Sports Science
10.0 Nutrition
11.0 Olympism
154
182
General Sports Science
LEVEL 1 COACHING CURRICULUM
Entry to the Taekwondo Malaysian Coaching Accreditation Scheme is through Level 1 Coaching Courses which are
staged nationally and are designed to train large number of coaches who can work with athletes in specific
phases of the Athlete Development Pathway for beginners. It is most important for coaches who are teaching
the basics of Taekwondo to children and beginners to be competent in the science and art of coaching.
Learning the skills of the game correctly, quickly and effectively is as much a factor of individual motivation and
effort as of the ability of the coach. The art of developing effective training and competitive programs for children lies
in the kind of practice and competition the player is being prepared for any given stage of his or her physical and
mental development.
The new Level 1 will produce qualified Youth Coaches who will not only able to train and prepare young
children for Taekwondo competitions but also provide the bridge to real Taekwondo Training. At grass roots it is
the affiliation to individuals that determines retention and Level 1 Coaches will be competent and able to take the
kids through to the Kid's programs of training ( below 12 years old and competition relevant to under 12). The
Level 1 Taekwondo Coaching course provides professional training to those who wish to become trained and
accredited coaches qualified to coach beginners. It is the first requirement towards a career in coaching at the
highest levels
1.0
AIM
The aim of the course is to equip coaches with coaching knowledge and skills at beginners level and the
development of Taekwondo Exponents. At the completion of this course, it is hoped that these coaches will work
in schools or clubs with young and developing athletes at the grassroots of Taekwondo training. In addition to the
technical aspects of training the Taekwondo athletes, a Level 1 coach must also be prepared to fill a position of
leadership, as one who works with young people and as one whose enthusiasm and knowledge will help to build
the culture of Martial Art. It is vital that they continue to make use of their experience and technical expertise by
remaining active in the sport. It is also vital that a strong bond of continuing cooperation be built up between
these active coaches and TM. For this reason, Level 1 coaches are encouraged by TM, to join and be active in
their National and State Taekwondo Associations.
2.0
OBJECTIVES
The Level I is to help coaches:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Understand the processes involved in effective coaching.

Improve the social, physical, emotional and intellectual abilities of the children.
Create an atmosphere of enjoyment without pressure in learning and playing.
Treat each child individually at their level of development.
State the roles, responsibilities and ethics of a Taekwondo coach.
Plan, organize and implement a training program.
Demonstrate correctly the basic skills of Taekwondo.
Coach the basics skills of Taekwondo according to the principles and processes of coaching.
Acquire knowledge to understand and interpret correctly changes to the rules of the game.
Utilize specific principles of training, sport science knowledge and aids to improve performance.
Gain confidence and learn different ways of teaching sports skills.
Receive up-to-date knowledge about helping children learn Taekwondo.
3.0
Content Organization
Course Duration: 35 Hours
Topic
3.0
Hours
History & Etiquette, Tenets of Taekwondo
Education Ministry Guidelines in conducting Taekwondo

Program in Schools
Practical Korean Terminology & General Competition Rules
Introduction to Coaching, Roles and Responsibility of a Taekwondo

Instructor / Coach
Basic Martial Art Taekwondo Execution
Basic Sparring Skills & Techniques
Lesson Planning in Taekwondo
Grading Management
Sports Skills 1 & 2
Sports Nutrition
Olympism
Theory and Practical Test
Total Hours
36
CONTENT - 36 hours
3.1
History & Etiquette,Tenets and Commitment of Taekwondo (2 hours)
3.2
Education Ministry Guideline (2 hours)
3.3
Competition Rules & Practical Korean Terminology ( 2 hours)
3.4
Introduction to Coaching, Roles and Responsibility of a Taekwondo

Instructor / Coach (1 hours)
3.5
Basic Martial Art Taekwondo Execution (6 hours)
3.6
Basic Sparring Skills & Techniques (6 hours)
3.7
Lesson Planning in Taekwondo (1 hours)
3.8
The Grading System

Introduction to Grading
Judging Criteria
General TM Grading Procedures
Grading check list
Rules Of Grading
3.9 Sports Skills 1 & 2 (4 hours)

4.0 Sports Nutrition (4 hours)
4.1 Olympism (2 Hours
4.2 Theory & Practical Test
(5 Hours)
5.0
Duration
The level I Taekwondo Specific course is a four day residential course. Participants are required to
take an active part in all training sessions. Training sessions would be interactive and experiential
in nature. Participants would be required to participate in group discussions, contribute to group
assignments and practices, demonstrate specific skills as requested and conduct simulated
coaching sessions.
6.0
Attendance
Participants must attend all sessions. Participant must achieve 100% attendance to take the
examination in order to be certified.
7.0
Weightage of Components in Examination

Participants will be tested and evaluated during and at the end of the course. The test and
evaluation will be comprised of:
i)
Assignment
-10%
ii)
Objective Test
- 50%
iii)
Skill demonstration
- 30%
iv)
Attendance & Commitment - 10%
8.0
Award of Certificate
Participant who successfully completes the course and fulfills all of course requirements shall be
awarded a Level I TM Taekwondo Specific Certificate.
9.0
Entry qualification and condition for Taekwondo coaching course as below.
Entry Qualification And Condition For Taekwondo Coaching Course

(Kelayakan dan Syarat-syarat untuk menyertai Kursus Kejurulatihan Sukan Taekwondo)
Level I
(Tahap I)
1. Open to all 2nd Degree

Black Belt Holders and
above.
2. Age must be 21 age

and above.
Level II
(Tahap II)
1. Holder of TM Level I
certificate and 2nd
Degree Black Belt.
2. Minimum 1 year of
coaching at school
/club/district or state
level.
3. Minimum 1 year after

qualifying TM specific
level I course.
4. Must be a holder of
Sports Science Level I
certificate
Level III
(Tahap III)
1. Holder of TM Level II
certificate and 2nd Degree
Black Belt.
2. Minimum 2 years of
coaching at school
/club / district or state
Level
3. Minimum 1 year after
qualifying TM specific
level II course.
4. Must be a holder of
Sports Science Level II
certificate.
10.0
Equivalent for the Malaysian Taekwondo Coaching Course.
Equivalent for the Malaysian Taekwondo Coaching Course
Level I
(Tahap I)
Level II
(Tahap II)
1. SEA Games- Medalist
1. Asian Games Medalist
2. SEATU Medalist
(Senior Category)
2. Asian Championships
Medalist
3. Commonwealth Games Medalist
3. World Championships
Medalist
4. World Cup Medalist
5. Olympic Qualifiers
Level III
(Tahap III)
Nil
UNIT 1
THEORY 1
HISTORY & ETIQUETTE, TENETS OF TAEKWONDO (2 HOURS)
Learning Objectives:
1. To know the history and development of Taekwondo in Korea as martial art and sport
2. To know the development of Sports Taekwondo as international sport
3. To know the development of Taekwondo in Malaysia
4. To understand the Etiquette, Tenets and Commitment of Taekwondo practitioner.
1.1
Introduction To Taekwondo
Tae Kwon Do or Taekwondo is a Korean Martial art that was perfected by Korean Taekwondo movement in
1955 to supersede ancient Korean fighting arts.
Tae means to jump or kick or smash with the feet.
Kwon means to block, punch, and strike or smash with the hand
Do means an art.
In Summary, Taekwondo is the technique of unarmed self defense involving the skilled application of
technique that include punches, strikes, kicks, blocks, dodges & interceptions with the bare hands, arms &
feet, to swiftly overpower an opponent. It instills a spirit of strict self imposed discipline & the ideal of noble
morale character. Taekwondo also cultivates the virtues of etiquette, modesty, self-control, perseverance &
an indomitable spirit
Taekwondo is very different from many such oriental martial arts.
First, physically it is very dynamic with active movements that include a mirage of foot skills.
Second, the principle physical movements are in simpatico with that of the mind and life as a whole.
Third, it possesses dynamic poses from another perspective.
Taekwondo can be characterized by unity: the unity of body, mind, and life, and the unity of the pose
["poomsae"] and confrontation, and cracking down. When you do Taekwondo, you should make your mind
peaceful and synchronize your mind with your movements, and extend this harmony to your life and
society. This is how in Taekwondo the principle of physical movements, the principle of mind training, and
the principle of life become one and the same. On the other hand, the right poomsae lead to the right
confrontation, which will eventually produce great destructive power.
How come we reach such a unity in Taekwondo? Taekwondo is a way of life, much like having a job,
raising a family, fighting for a cause, or any one of numerous raison dtre. What makes Taekwondo
different from these is that it is an activity for survival in extremely antagonistic situations. One must always
overcome the enemy that is trying to cause harm. But simply winning a fight is not enough to guarantee
one's safety, because the enemy may recuperate and attack again. Moreover, there may be many other
enemies than the one that was just defeated. One cannot ever feel safe unless one gains permanent
peace. To attain this permanent or lasting peace, one needs unity. This is what Taekwondo aim for.
Otherwise Taekwondo would be no different from any other street-fighting skills.
Taekwondo pursues harmonious growth and improvements of life through its unique activities. This is why
one could say Taekwondo is a way of life. To ultimately enable ourselves to lead more valuable lives, we
would do well by finding the guiding principles deeply hidden in Taekwondo.
1.2
History of Taekwondo
1.2.1 Taekwondo as Martial Arts
Formulated through observation how animals fight & defend themselves.
In 37 B.C., it was a form of self defense. Martial art was recorded in the Koguryo Dynasty.
About 1300 years ago, Taekwondo was known as Taekyon during the Silla dynasty. Taekyon was
taught to the youth of Hwarang (A military Organization) which later unified all the territories in
Korea in 668 A.D.
In 918 A.D. after the fall of the Silla Dynasty, SUBAK was a form of martial art to improve health &
as sport activity practiced during the Koryo Dynasty
1.2.2 Taekwondo as a Sport
In 1962, Taekwondo became an official National Sport at the 43rd Korean
Athletic Meet. Since
then, KTA (Korean Taekwondo Association) has developed it into an effective Martial Art Cum
Sport
In 1973, Formation of WTF (World Taekwondo Federation)

- WTF was formed due to popularity of Taekwondo Sport
- The first World Taekwondo Championship was held in Seoul in 1973
With 200 participants and official from 19 countries
Apart from WTF tournaments, major taekwondo competitions include:

o
Olympic Games
Asian Games
South East Asian Games
South Asian Games
1.2.3 Member Nations _ As of April. 5, 2010

Regional Unions
Number of Member Nations
Asian Taekwondo Union [ATU]

European Taekwondo Union [ETU]
Pan American Taekwondo Union [PATU]
African Taekwondo Union [AFTU]
Oceanian Taekwondo Union [OTU]
43
49
42
44
14
Total
192
1.2.4
World Recognition Towards World Taekwondo Federation (WTF)
WTF is affiliated to:
GAISF in 1975 (General Association of International Sports Federation)
CISM in 1976 (International Military Sports Council)
IOC in 1980 (International Olympic Council)
ICSPE IN 1981 (International Council of Sports & Physical Education)
Olympic Games Demonstration Sport _ 1988 Seoul Olympic Games & 1992 Barcelona Olympic
Official Olympic Sport: Sydney 2000 Olympic Games _ September 4, 1994 [103rd IOC Session
in Paris]
Confirmation of Taekwondo as an Official Sport for Athens 2004 Olympic Games _ December
11-13, 2000 [IOC EB Meeting in Lausanne]
Expansion of Taekwondo quota at Athens 2004 Olympic Games to 124 in eight weight
categories, respective four weight classes for men and women _ Sep. 18-20, 2001[IOC EB
Meeting in Lausanne]
IOC Executive Board decided the number of sports programs of the 2008 Beijing Olympic
Games to be 27, including Taekwondo. The 114th IOC Session held in Mexico City, Mexico on
November 29, 2002 also confirmed inclusion of Taekwondo in the Bejing 2008 Olympic Games
IOC reviewed the Olympic programme for 2012 London, Taekwondo was voted to retain in the
Olympic Programme of the London 2012 Olympic Games at its 117th Session in Singapore on
July 8, 2005.
1.3
Development of Taekwondo in Malaysia
Brought into Malaysia in 1963 by General Choi Hong Hi (Ambassador to Malaysia)
1963, Selangor Taekwondo Association was the first state body
1966, KTA went through reorganization & General Choi was in a disagreement hence exiled himself
to Canada & formed ITF (International Taekwondo Federation)
In 1974 MTA (Malaysian Taekwondo Association) was formed

1.3.1
Malaysianisation of Taekwondo
The then chairman of the Selangor Taekwondo Association (STA), Mr. Chin Mee Keong was
approached by General Choi Hong Hi to affiliate the STA with International Taekwondo Federation
based in Canada. The Chairman did not give in to the demands of the General as the correct
action to do was to form a national body and affiliate with the World Taekwondo Federation instead.
Mr Chin Mee Keong initiated the formation of the Malaysia Taekwondo Association (MTA/WTF) in
the early 1970s. He and a few senior member stalwarts from the Selangor State travelled the nation
and successfully gathered 7 state associations (Selangor, Perak, Pahang , Negeri Sembilan,
Trengganu, Johor & Sabah) & Angkatan Tentera Malaysia (ATM) to form national body, the
MTA/WTF.
On 27th April 1974, the with Mr. Chin Mee Keong as first chairman of MTA and Mr. Christopher Lai
as Secretary General of MTA/WTF. The last of the Korean instructors left Malaysia and left the
promotion and propagation of Taekwondo to his team.
There was a need to appoint a technical head of the association hence 3 3rd Dan black belt
instructors to Korean to be upgraded to 4th Dan. They return after a few months and one of the three
was selected to be the technical Advisory Board namely Mr. Leow Cheng Koon and a few other
senior instructors as examiners. We were on our own to develop taekwondo as a martial cum sport
throughout Malaysia.
MTA was affiliated to World Taekwondo Federation (WTF) which is based in Seoul in 1973.
MTA was given due recognition when it become a member of Olympic Council of Malaysia (OCM) in
1978.
Since then, our members have participate in most of the international championships and have a
number of medals and awards.
1.3.2
Formation of Taekwondo Malaysia (TM)
Taekwondo Malaysia (WTF) was formed as a national body to look after the affairs of taekwondo
WTF and to unite the three factions of this WTF Sport namely the MalaysiaTaekwondo
Association(MTA), Malaysia Taekwondo Federation (MTF) and the Malaysia Taekwondo Clubs
Association(MTCA) in Malaysia.
An initial protem committee of 12 persons was appointed by the Sports Commissioner on the 4th
February 2010 under the Chairmanship of Y.A.M. Tunku Tan Sri Imran Ibni Almarhum Tuanku
Jaafar, to lead this effort.
The World Taekwondo Federation (WTF), the governing body of taekwondo WTF speedily gave
its recognition to the new Committee on the 8th February 2010. The Sports Commissioner of
Malaysia then registered the Taekwondo Malaysia (WTF) on the 18th February 2010. MTF and
MTCA voluntarily dissolved in April 2010 to throw their support behind TM/WTF. MTA was
deregistered by the SC.
Taekwondo Malaysia was given a 12 month mandate to succeed in its task to unite the WTF
members of Malaysia after five years of uncertainty that kept them apart. This objective was realized
within a short period of 6 months with the dedication of its Protem Committee and the cooperation of
a majority of all taekwondo WTF members from the various state associations and over 165
registered clubs that was registered at all levels to unite members and promote the sport.
An AGM was then held on the 27th August 2010 which was well attended and a free and fair
election was held to elect the members representatives to govern this sport in place of the initial TM
Protem Committee. The elected office bearers are:President:
Y.A.M. Tunku Tan Sri Imran Ibni Almarhum Tuanku Jaafar
Deputy President:
Y. Bhg. Datuk Mohamad Nazim bin Tun Abdul Razak
Vice President:
Y. Bhg. Dato Roy Rajasingam
Mr. KM Rajendran
Mr. Chin Mee Keong
Secretary General :
Dato Samson David Maman
Treasurer General :
Mr. C.K. Karan
Chairman of Technical Executive Committee:
Mr. Song Yoong Khin
Executive Board Members:
Mr. Dhanaraj Rassiah
Mr. Vijesh Rai
Mr. Lee Yoke Keong
Mr. Shaik Ismail Mohd Farook
Mr. Chee Hock Choong
Current Office Bearer:

President :
Y.A.M. Tunku Tan Sri Imran Ibni Almarhum Tuanku Jaafar
Deputy President :
Datuk Samson David Maman
Vice President :
Mr. K.M. Rajendran
Mr. Krishnamurthy Suranna
Mr. Chin Mee Keong
Secretary General :
Mr. Edward Jules
Treasurer General :
Mr. C.K. Karan
Chairman Of Technical Executive Committee :
Mr. Dhanaraj Rassiah
Executive Board Member :
Mr. Shaik Ismail Mohd Farook
Mr. Lim Chui Ann
Mr. Lee Yoke Keong
Mr. Ben Wong
Mr. Moi Chee Keong
TMs motto is to be All Inclusive and Not exclusive, this call by the President has been echoed by
all the members. It has augured well for TMs success, as members get together to build and share
their ideas for the growth of this infant association. The dissatisfactions of the past continues to
serve as a grim reminder as new policies are forged for the future growth of Taekwondo Malaysia
(WTF), in establishing and promoting taekwondo excellence among the members of this very
popular combat sport in Malaysia.
1.4
Etiquette
"Ye" (etiquette) is an essential spirit in Taekwondo training. Taekwondo practice must begin and end with
etiquette. Ye is an abbreviation of kyongnye. Ye denotes the way that all human beings must follow. It is
the fundamental base on which human spirit stands. That is respect for humanity.
Kyongnye is a bow that signifies truthful respect to the other person. Kyongnye, in Taekwondo practice, is a
bow bending the upper body approximately 15 degrees forward. Bowing symbolizes respect without and
humility Within. Adequate and neat appearance and controlled mental attitude are the most critical in
Taekwondo etiquette. Bow is ye and ye can be cultivated through inner effort
Taekwondo practitioners must bow when entering and leaving the Tojang, when meeting Sabomnim, and
higher rank students. Before and after working out with partner in self-defense or step-sparring, and
performing poomsae, you must bow in a proper manner.
The goal of Taekwondo training lies in the attainment of the most ideal human values through rigorous
physical and mental practice. Where goes the will is where the body follows. The attitude of the mind will
eventually determine the way our body will become. With a firm determination of the mind, the body will
become strong but flexible enough to meet any challenges of daily life.
Daily practice of appropriate bodily posture and mental carriage are important to bring out successful
consequences in Taekwondo training. The basic movements are central parts of advanced techniques and
any application skills. They require accurate learning and study. Taekwondo utilizes every part of the
human body as weapons. Techniques are designed according to kinetic principles. The classifications are
punching, thrusting, striking and kicking skills. Strategically categories are attacking, defending and
counter-attacking.
Every technique is based on the proper stance and hand-food skills. Stance is the first movement for any
skills which produce variety of combinations. One basic movement means a combination of stance and
kinetic execution of a hand or food technique.
All basic techniques are supposed to generate a certain amount of force according to the types of
technique. To create a maximum power, it is critical to synchronize the three components: smooth
execution of technique; mental awareness; and breathing. The equilibrium, adequate shift of center of
gravity, concentration are also highly important.
The characteristics of basic movements are determined by the line of the motion such as linear or circular
course and the angle of the feet or arms.
Caution for a good technique:
1.
2.
3.
4.
5.
6.
Erect posture and relax the shoulders.

Focus the energy at the Tanjon.
Harmonize the motion and breathing.
Keep the balance and shift the body properly.
Power must be focused at the final impact.
The focus of mind and power must be conscious.
1.5
The Tenets of Taekwondo

1.5.1 COURTESY (Ye Ui)
It can be said that courtesy is an unwritten regulation prescribed by ancient teachers of philosophy
as a means to enlighten human beings while maintaining a harmonious society. It can be further be
as an ultimate criterion required of a mortal.
Taekwondo students should attempt to practice the following elements of courtesy to build up their
noble character and to conduct the training in an orderly manner as well.
1) To promote the spirit of mutual concessions
2) To be ashamed of one's vices, contempting those of others
3) To be polite to one another
4) To encourage the sense of justice and humanity
5) To distinguish instructor from student, senior from junior, and elder from younger
6) To behave oneself according to etiquette
7) To respect others' possessions
8) To handle matters with fairness and sincerity
9) To refrain from giving or accepting a gift when in doubt
1.5.2 INTEGRITY (Yom Chi)

In Taekwondo, the word integrity assumes a looser definition than the one usually presented in
Webster's dictionary. One must be able to define right and wrong and have a conscience, if wrong,
to feel guilt. Listed are some examples where integrity is lacking:
1) The instructor who misrepresents himself and his art by presenting improper techniques to his
students because of a lack of knowledge or apathy.
2) The student who misrepresents himself by "fixing" breaking materials before demonstrations.
3) The instructor who camouflages bad technique with luxurious training halls and false flattery to
his students.
4) The student who requests ranks from an instructor, or attempts to purchase it.
5) The student who gains rank for ego purposes or the feeling of power.
6) The instructor who teaches and promotes his art for materialistic gains.
7) The students whose actions do not live up to his words.
8) The student who feels ashamed to seek opinions from his juniors.
1.5.3 PERSEVERANCE (In Nae)
There is an old Oriental saying, "Patience leads to virtue or merit, One can make a peaceful home
by being patient for 100 times." Certainly happiness and prosperity are most likely brought to the
patient person. To achieve something, whether it is a higher degree or the perfection or a technique,
one must set his goal, then constantly persevere. Robert Bruce learned his lesson of perseverance
from the persistent efforts of a lowly spider. It was this perseverance and tenacity that finally
enabled him to free Scotland in the fourteenth century. One of the most important secrets in
becoming a leader of Taekwondo is to overcome every difficulty by perseverance. Confucius said,
"one who is impatient in trivial matters can seldom achieve success in matters of great importance."
1.5.4 SELF CONTROL (Guk Gi)
This tenet is extremely important inside and outside the dojang, whether conducting oneself in free
sparring or in one's personal affairs. A loss of self-control in free sparring can prove disastrous to
both student and opponent. An inability to live and work within one's capability or sphere is also a
lack of self-control.
According to Lao-Tzu "the term of stronger is the person who wins over oneself rather than
someone else."
1.5.5 INDOMITABLE SPIRIT (Baekjool Boolgool)
"Here lie 300, who did their duty," a simple epitaph for one of the greatest acts of courage known to
mankind. Although facing the superior forces of Xerxes, Leonidas and his 300 Spartans at
Thermoplylae showed the world the meaning of indomitable spirit. It is shown when a courageous
person and his principles are pitted against overwhelming odds.
A serious student of Taekwondo will at all times be modest and honest. If confronted with injustice,
he will deal with the belligerent without any fear or hesitation at all, with indomitable spirit,
regardless of whosoever and however many the number may be.
Confucius declared," It is an act of cowardice to fail to speak out against injustice." As history has
proven, those who have pursued their dreams earnestly and strenuously with indomitable spirit have
never failed to achieve their goals.
1.6
The NINE Student Commitments of Taekwondo
1.6.1
Be loyal to your country.
We should be very proud of our own countries. Hundreds of generations before us tried their best to
make our lives better by building great countries for us to live in. Many people even died while trying
to make our lives better. We should not take that sacrifice lightly.
1.6.2
Honor your parents.
Our parents brought us into this world and cared for us. They changed our diapers, fed us, and
loved us even when we were at our worst. Now, that's love. We show them our love and gratitude
by being respectful, loving, and obedient.
1.6.3
Be cooperative between brother and sister.
Getting along with brothers and sisters can be difficult at times. When you are with them almost
every minute of the day, it can be easy to get tired of them. But it is very important to cooperate and
help each other. Life is so much easier without conflict and anger. Also, when you cooperate with
your brothers and sisters, you fulfill the second commitment: "Honor your parents."
1.6.4
Be respectful to your elders.
Sometimes, we may look at our elders as being "old fashioned". They don't seem to understand the
latest technologies or listen to the same cool music that we do. But when it comes to living life, our
elders have a great advantage over us: experience. Our elders have seen so much more,
experienced much more, and felt so much more than we have. Life's lessons are timeless, and we
can learn many things from our elders. They deserve to be respected above everyone else.
1.6.5
Be faithful to your friends.
Being faithful to our friends means being there for them when they need you, and never letting them
down. Make sure that you are the kind of friend that you want to have in your own life. Complete
trust and loyalty will keep your friendships healthy. Never betray a confidence. Show support when
your friend is down.
1.6.6
Establish trust between teacher and student.
Trust is a vital part of the teacher-student relationship. The student needs to trust the teacher -- that
the teacher is masterful within his art. But the teacher must also be able to trust the student -- that
the student will not take his teachings and use them in manners that bring dishonor.
1.6.7
Use good judgment before killing living things.
Every living thing in the universe serves a purpose. No matter how big or small that
purpose is, all purposes are important -- whether being a king or being a housefly. Only for our
protection and defense should a living thing be destroyed.
1.6.8
Never retreat in battle.
Not every battle we face is actual combat. In fact, we face our own little wars every day. Being
overloaded with work, being scared about your future, and even taking tests are all battles that we
face every day. Another way to word this commitment is: "Never run away from your problems and
responsibilities."
1.6.9
Always finish what you start.
A finished project is an accomplishment. An unfinished project is nothing but a waste of time and
energy. You will feel rewarded when you finish with all confidence that it has been done to the best
of your ability.
End of Module
UNIT 2
THEORY 2
EDUCATION MINISTRY GUIDELINES IN CONDUCTING
TAEKWONDO PROGRAM IN SCHOOLS (2 HOURS)
5. Demonstrate the awareness and understanding on the procedures to apply teaching
Sports Taekwondo in schools and sport.
6. Demonstrate awareness of Ministry of Education memos on co-curriculum and it
impact to Sports Taekwondo.
7. Apply knowledge of Education Ministry requirement to prepare a working paper for
Taekwondo teaching in schools.
2.1
General
The Education Ministry of Malaysia is also known as Kementerian Pelajaran Malaysia.

The National Education System was established in 1957 through the Education Ordinance 1957.
The system at school level consists of pre-school education, primary education, secondary
education and post-secondary education. The vision and the mission of the Education Minister are
as follows:
2.2
Vision & Mission of Ministry of Education
2.2.1 Vision:
Excellent schools producing distinguished generations
2.2.2 Mission:
Developing the potential of individuals through quality education
2.2.3 Objectives:
To produce loyal and united Malaysians
to produce individuals who are devoted, honorable, knowledgeable, competent and contented
to provide manpower for the development needs of the nation
to provide educational opportunities to all Malaysians
2.3 Education Philosophy

Education in Malaysia is an on-going effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonious, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are responsible and capable of achieving
high level of personal well-being as well as being able to contribute to the harmony and betterment
of the family, the society and the nation at large.
2.4
National Curriculum
"... an educational program that includes curriculum and co-curricular activities which
encompasses all the knowledge, skills, norms, values, cultural elements and beliefs to help
develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as
to inculcate and develop desirable moral values and to transmit knowledge"
The Desired Outcomes of the Co-curriculum activities of the Education Department is attributed
as a continuity of the class room education proses which emphasis the teaching and learning
process. The outcomes of co-curriculum activities will further establish the knowledge, confidence
and values for the students.
In the National sub policy of co curriculum activities 1997, the below is clearly stated to be
implemented in schools
2.4.1 The involvement of student in Games or Sports
2.4.2. The involvement of student in Games or Sports
2.4.3 The involvement of student in Uniform units
2.4.4 The involvement of student in other activities which is decided by the minister of education
Due to this, all head and principles of school are requested to implement the co curriculum
activities in school since it is an important component of the education ministrys policy.
Therefore these co curriculum activities will have to be organized well with proper management,
planning and by professionals so that it can be safe and effective.
The important guideline that has to be observed when Taekwondo/ martial art instructors conduct
programs in schools is as follows:
a) Instructors have to use appropriate language when they conduct co curriculum program in
school. They have to take into consideration the age of their students in communicating
with them.
b) The program conducted in schools must have the aspect of progression (ansurmaju) and
continuity (senambungan) so that students will be motivated and they do not lose interest in
the activities.
c) Only qualified instructors who are registered with the association are allowed to conduct
programs in school.
d) The teachers that are qualified should get involved in the organization so that they can help
in the running of the co curriculum program.
e) Instructor must have good personality and follow the school rules when conducting the
program.
f) The teacher in charge must be there to oversee the running of the activity.
g) Instructor and students must wear appropriate attire during the running of the activities.
h) Before organizing any activities for the school, the association must plan at least 3 month
ahead and have 1 main organizing committee meeting followed by 2 sub committee
meeting involving the ministry of education, the state education department, school and the
organizer. This process is emphasizing to avoid un-call for incidents happening.
i) The ministry of education has no objection and is happy to receive any organization to
conduct programs in schools with condition that the organization has to fulfill the below
criteria :
1 The organization is authorized by Majlis Sukan Negara
2) The organization has a proper and organized curriculum.
3) The safety aspect of the students is well taken care off.
4) The progress of the students must have continuity where students are involved from
primary school to secondary school to district level, to State level, to National level and to
International level.
j) The co curriculum activities in school must follow the standard guidelines which is as follows
1) There should not be any aliment of forcing the students to take part in these activities.
2) No collection of money is allowed from the student...
3) Students taking part in these activities must obtain their parents permission before hand.
4) The safety of the students will be the first priority.
2.5
The checklist and document that has to be prepared in order to obtain the approval
from the State Education Department for instructors teaching in school.
Senarai Semak Permohonan
Kutipan Wang & Tenaga Pakar Luar (Jurulatih)
SENI BELA DIRI ___Taekwondo__
SEKOLAH :xxxxxxxxx..
A. Surat permohonan daripada Pengetua / Guru Besar
B. Minit Mesyuarat persatuan / Jawatankuasa Kokurikulum
C. Kertas Kerja (Proposal) Persatuan / Kelab
NAMA PEMOHON :
1. Surat permohonan Jurulatih melalui Pengetua / Guru Besar
2. Surat tawaran sekolah kepada Jurulatih
3. Surat persetujuan Jurulatih menerima tawaran
4. Maklumat jurulatih (Biodata & pengalaman kejurulatihan)
5. Salinan kad pengenalan
6. Salinan sijil-sijil kejurulatihan
7. Salinan sijil pendaftaran daripada Pesuruhjaya Sukan
8. Surat sokongan daripada badan induk / Negeri
9. Surat Persefahaman Jurulatih & Sekolah
9.1 Hari _____________ Masa _____________________
9.2 Bayaran sejam: RM _________. 00
9.3
ULASAN: Salinan dokumen disahkan oleh Pengetua / Guru Besar
KEPUTUSAN: __________________________
2.6
T/TANGAN: ____________
Contoh Surat Permohonan daripada Guru Besar/ Pengetua (A)
Ruj Kami :
Tarikh
Sekolah Kebangsaan xxxxxxx,
------------------------------------------------------------------------------------------------------------------------------U/P : En. xxxxxxxxxx
Tuan,
Bahagian Pendaftar
Jabatan Pendidikan Selangor
Jalan Jambu Bol 4/3E
40640 Shah Alam
Selangor Darul Ehsan
U/P: Encik xxxxxxxx
Tuan,
Pendaftaran Kelab Taekwondo (WTF) Sekolah xxxxxxxxx
Bersama ini disertakan,
1. Surat tawaran dari Kelab Taekwondo (WTF) Sekolah xxxxxxxx kepada jurulatih xxxxxxx,
K/P:xxxxx.
2. Surat persetujuan penerimaan tawaran oleh xxxxx sebagai jurulatih Kelab Taekwondo Sekolah
Kebangsaan xxxxx bagi tahun 2009.
i) Surat permohonan jurulatih melalui Pengetua / Guru Besar Sekolah xxx.
ii) Kertas Kerja Proposal, Kelab Taekwondo.
iii) Minit mesyuarat Jawatankuasa Ko-Kurikulum.
IV) Biodata jurulatih XXXX
v) Salinan sijil-sijil kelulusan kejurulatihan taekwondo.
Salinan sijil pendaftaran daripada Pesuruhjaya Sukan.
Surat sokongan daripada badan induk.
Surat persefahaman (MOU) tenaga pelajar dari luar sekolah.
Semoga permohonan ini dapat dipertimbangkan.
Sekian, terima kasih.
Yang Menjalankan Tugas,
.
Pengetua /Guru Besar
2.7
Contoh Kertas Kerja
KELAB TAEKWONDO
Sk XXXXX
Kajang,
SELANGOR D.E.
KERTAS KERJA
Nama Aktiviti
: Kelab Taekwondo
Tarikh Mula : Februari 2010

Tempat
: Dewan Besar Sekolah Kebangsaan xxx
Masa & Hari : Setiap Ahad Kecuali Cuti Umum (8.00 9.45 pagi)
A. Pendahuluan
Taekwondo merupakan satu seni mempertahankan diri. Ia melibatkan kemahiran kaki dan tangan
untuk mempertahankan diri dan melemahkan pihak lawan.
Definasi perkataan Taekwondo adalah seperti berikut :
Tae :menghentam atau memusnahkan musuh dengan menggunakan teknik kaki
Kwon:
memukul dengan menggunakan teknik tangan .
Do :
seni atau cara hidup.
Pada keseluruhannya, perkataan TaeKwonDo membawa maksud kemahiran kaki dan tangan
yang digunakan untuk melumpuhkan atau melemahkan pergerakan pihak lawan yang menyerang.
Selain daripada mempertingkatkan seni mempertahankan diri dan keupayaan fizikal individu, ia
juga menekankan aspek nilai-nilai murni seperti kesopanan, kesusilaan, penghormatan.
ketabahan dan lain-lain lagi.
B. Objektif
Pada akhir latihan, pelajar-pelajar dapat
Membentuk disiplin diri
Berlatih untuk sumber kesihatan diri sendiri
Keyakinan diri
Memajukan sukan Taekwondo
Sebagai satu seni mempertahankan diri
Membentuk nilai-nilai murni
C. Kumpulan Sasar
Pelajar pelajar Tahun 1 Tahun 6
D. Waktu Latihan :
Setiap Hari Ahad ( Kecuali Cuti Umum) bertempat di Dewan Besar Sekolah
E. Matlamat
i)
Matlamat utama Taekwondo adalah lebih memupuk kekuatan rohani dan kekuatan
jasmani di samping menanam nilai- nilai berikut :
Hormat-menghormati
(Etiquette)
Kesopanan
(Modesty)
Ketabahan
(Perseverance)
Pengawalan diri
(Self-Control)
Semangat keberanian
(Indomitable Spirit)
ii)
Selain daripada itu, ia juga bermatlamat untuk Memajukan Sukan Taekwondo dari
peringkat sekolah hinggalah ke peringkat antarabangsa dengan melatih pelajar yang
dikenal pasti berpotensi dalam bidang sukan Taekwondo dan kemudian didedahkan
untuk pertandingan di peringkat sekolah, kelab, negeri, kebangsaan dan antarabangsa.
F. Yuran Bulanan :
Yuran Bulanan Yang dikenakan adalah sebanyak RM20 setiap pelajar. Yuran bulanan akan
dikutip oleh Guru Penasihat Kelab Taekwondo Sekolah.
G. Ujian
Ujian Pengredan dibahagikan kepada 10 Peringkat dari peringkat asas atau tali pinggang putih
sehingga peringkat tali pinggang Hitam. Peringkat 1 hingga 10 adalah berdasarkan skala
kompetensi antarabangsa yang diiktiraf oleh Kukkiwon Korea seperti dibawah :Peringkat
1
2
3
4
5
6
7
8
9
10
WARNA TALI
PINGGANG
PUTIH
KUNING 1
KUNING 2
HIJAU 1
HIJAU 2
BIRU 1
BIRU 2
MERAH 1
MERAH 2
HITAM
GRED
GRED 9
GRED 8
GRED 7
GRED 6
GRED 5
GRED 4
GRED 3
GRED 2
GRED 1
POOM 1/ DAN 1
JADUAL 1 : Kompentesi berdasarkan tali pinggang

Setiap peringkat mengambil masa diantara 3 bulan kecuali peringkat yang ke 9 dan ke 10
mengambil masa 6 bulan ke atas mengikut kecekapan pelajar tersebut. Pada akhir peringkat yang
ke 9 pelajar yang layak akan di anugerahkan dengan tali pinggang hitam merah (Junior) / Hitam
(Senior) . Program yang dikendalikan untuk setiap peringkat adalah selaras dengan kurikulum
yang disyorkan oleh World Taekwondo Federation (WTF).
Pelajar akan di nilai pada akhir setiap peringkat mengikut sukatan yang telah disediakan.
Penilaian ini adalah berbentuk praktikal dan tahap kesukaran penilaian ini berbentuk ansurmaju.
Pelajar yang mendapat keputusan cemerlang boleh melangkau satu peringkat dan proses ini di
gelar sebagai double promotion.
Setiap pelajar yang lulus akan menerima sijil mengikut gred pencapaian masing masing.
E. Pertandingan :
BIL
1.
2.
TARIKH
(BULAN)
JanuariMac 2010
PERTANDINGAN
OBJEKTIF
KEMAHIRAN
Pertandingan dalam
kumpulan gred
masing-masing
Untuk
memberi
pendedahan
Menyertai pertandingan
(Acara Sparring /
Poomsae)
Mempraktikkan
semua teknik yang
telah dipelajari
semasa latihan
Kejohanan MSSD
Membangkitka
n semangat
juang,
berdaya saing
dan berdaya
tahan bagi
peserta/ahli
Kejohanan MSSM
_____________________
_
Kejohanan Taekwondo
Remaja Kebangsaan
Mengeratkan
tali silaturahim
antara
sekolahsekolah
Kejohanan Taekwondo
November
Interclub
2010
Mengadakan
Pertandingan
persahabatan antara
dikawasan Wilayah
persekutuan dan
Selangor
Menguji tahap
kecergasan
peserta.
Mac
April
May
Kejohanan Taekwondo
Terbuka Koryo
Jun
Julai
________
_
Septembe
r
Oktober
Pergerakan asas
Teknik tendangan
Serangan
Tangkisan
Balas
Tumbukan
- Mempraktikkan
nilai-nilai murni
yang telah
dipelajari.
Contohnya,
toleransi, sikap
tolong-menolong,
semangat
kesukanan dan
kekitaan.
F. Jawatankuasa Pelaksana
AHLI JAWATANKUASA
KELAB TAEKWONDO
PENASIHAT
GURU BESAR
PENYELARAS
GPK KOKURIKULUM
GURU PENASIHAT
F. JURULATIH
1. Ketua Jurulatih
2. Pen. Jurulatih
:
:
En. Xxxxxxx
En. xxx
Cik xxxx
En. xxxx
Contoh Surat Permohonan Jurulatih Melalui Guru Besar/ Pengetua-1 (Use Academy
Letterhead)
Ruj. Kami :
Tarikh
:
Bahagian Pendaftar
Jabatan Pendidikan Selangor
Jalan Jambu Bol 4/3E
40640 Shah Alam
Selangor Darul Ehsan
U/P: Encik
Melalui,
Guru Besar
Sekolah Kebangsaan xxxx
Pengetua
Chop and
Sign at this
location
Tuan,
Permohonan Mengajar Sukan Taekwondo (WTF) di
Sekolah Kebangsaan xxxx.
Merujuk perkara diatas, saya xxxx ingin memohon kebenaran untuk mengajar sukan Taekwondo di
sekolah tuan.
2.
Untuk makluman tuan, saya merupakan pemegang tali pinggang Hitam (4th Dan) yang mempunyai
kelulusan dalam bidang kejurulatihan dari Taekwondo Malaysia dan MSN.
3.
Saya juga mempunyai pengalaman sebagai seorang guru / Jurulatih Sukma Negeri / Bakat Negeri.
Dengan ini, besarlah harapan saya agar permohonan ini mendapat pertimbangan yang sewajarnya dari
pihak tuan.
Yang benar,
(XXXXXXXXX) Sign by Instructor
Contoh Surat Tawaran Sebagai Jurulatih Yang Di Sediakan Oleh Sekolah-2

Ruj Kami :
Tarikh
Sekolah Kebangsaan xxxxxxx,
Jalan Hulu Langat, Batu 9,
43200 Cheras,
Selangor Darul Ehsan.
U/P : En. xxxxxxxxxx
NAMA CLUB/ PERSATUAN

Tuan,
Tawaran Sebagai Jurulatih Taekwondo (WTF) di
Sekolah Kebangsaan XXXXXXX

Merujuk perkara diatas, dengan sukacitanya dimaklumkan bahawa pihak sekolah telah mempertimbangkan
permohonan tuan sebagai jurulatih sekolah dan telah memutuskan untuk menerima tuan sebagai jurulatih
di sekolah kami.
2. Walau bagaimanapun perlantikan tuan adalah tertakluk kepada syarat berdasarkan Surat Pekeliling
Pendaftaran Bil (2/1997) PANDUAN PENUBUHAN KELAB / PERSATUAN TAEKWONDO SENI
MEMPERTAHANKAN DIRI yang dikeluarkan pada 22 Mei, 1997 oleh Jabatan Pendidikan Selangor. Pihak
tuan /puan diminta untuk berbincang mengenai Surat Persefahaman (MOU) antara pihak tuan/puan
dengan pihak sekolah.
3. Sekiranya pihak tuan/puan gagal mematuhi peraturan- peraturan ini, pihak sekolah berhak
menamatkan perkhidmatan atau membatalkan kelulusan yang diberi kepada tuan.
Saya yang menjalankan tugas,
_________________________________
(XXXXXXXXXXXXX) Schools headmaster signature
Contoh Surat Penerimaan Tawaran Sebagai Jurulatih Di Sekolah- 3
Tarikh :
Kelab Taekwondo,
Sekolah xxxxxxxxxx.
Tuan/Puan,
Penerimaan Tawaran Untuk Mengajar Sukan Taekwondo di Sekolah xxxxxxxxx.
Merujuk kepada surat tawaran dari tuan/puan yang bertarikh xxxx, dengan sukacita dimaklumkan bahawa
saya xxxxxxxxxx dari xxxxxx dengan sukacitanya menerima tawaran tuan/puan.
2.
Saya berjanji akan mematuhi segala peraturan-peraturan pihak sekolah agar program sukan ini
dapat dijalankan dengan jayanya bagi memanfaatkan pelajar-pelajar sekolah tuan/puan.
3.
Akhir kata saya mengucapkan ribuan terima kasih kepada pihak sekolah kerana memilih dan
menaruh kepercayaan keatas saya dalam menjalankan tugas sebagai jurulatih sekolah tuan/puan.
MAJULAH SUKAN UNTUK NEGARA

Yang Menjalankan Tugas,
_________________________
(xxxxxxxxxxxx )- Instructors signature
Contoh Surat Persefahaman Jurulatih Dengan Pihak Sekolah - 9
SURAT PERJANJIAN
Tarikh
Di antara
Dengan
: 23 DISEMBER 2009
: SEKOLAH KEBANGSAAN xxxx
: JURULATIH TAEKWONDO xxxxxxx
Satu perjanjian dibuat pada xxxxx di antara SEKOLAH KEBANGSAAN xxxxxx dengan jurulatih
xxxxxxxx beralamat di ---------------------------------.
BAHAWASANYA :Sekolah S. K. xxxx, berhajat mendapatkan perkhidmatan Taekwondo dari Koryo Taekwondo Academy dan
akademi bersetuju memberi perkhidmatan yang dikehendaki mengikut persetujuan dibawah.
PERSETUJUAN :Pihak sekolah menyediakan tempat yang sesuai untuk latihan Taekwondo.
Pihak sekolah menubuhkan kelab Taekwondo (WTF) di sekolah dan melantik jurulatih yang bertauliah
dari Taekwondo Malaysia dan Majlis Sukan Negara Malaysia.
Ahli-ahli yang mengikuti program latihan Taekwondo dengan kedatangan yang memuaskan dan disiplin
akan menduduki peperiksaan penggredan sekira layak. Ahli-ahli akan diberi sijil daripada Persatuan
Taekwondo Malaysia (WTF).
Ikatan perjanjian ini selama 1 tahun sahaja. Perjanjian ini boleh diperbaharui selepas tempohnya tamat dan
surat melanjutkan kebenaran untuk mengajar Kelab Taekwondo Sekolah kan dibuat setiap tahun.
Cannot overlap with other

application
SYARAT-SYARAT LATIHAN :Masa Latihan :Masa latihan di sekolah telah ditetapkan bermula pukul 8.00 9.45 PAGI.
setiap hari AHAD (kecuali cuti umum dan akan diganti dengan hari lain).
Latihan tambahan akan dirancangkan dari masa ke semasa jika perlu dan akan ditetapkan oleh
sekolah dengan kerjasama jurulatih berkenaan.
pihak
Yuran Latihan
Yuran latihan sebanyak RM60 bagi 1 jam akan di bayar kepada jurulatih dengan kadar 1 jurulatih
kepada 25 pelajar .
Semua kutipan yuran akan diuruskan oleh guru penasihat Kelab Taekwondo sekolah.
Tanggungjawab Jurulatih :Menjalankan latihan mengikut rancangan dan sukatan gred seperti yang ditetapkan oleh Lembaga Teknik,
Persatuan Taekwondo Malaysia (WTF).
Menjalankan aktiviti berkaitan seperti yang dijadualkan.
Mencungkil dan melatih bakat yang berpotensi untuk perkembangan dan kemajuan sukan Taekwondo
sebagai salah satu acara sukan rasmi negara .
Menerapkan nilai-nilai murni dan semangat kesukanan dalam diri pelajar.
Menjaga keselamatan pelajar semasa latihan dijalankan.
Am
Jurulatih bertanggungjawab menjaga harta benda dan alat-alat latihan sekolah.
Pihak sekolah berhak melawat dan memerhati sessi latihan Taekwondo untuk memastikan syarat-syarat
perjanjian dipatuhi.
Untuk mengelakkan segala tindakan legal yang tidak diingini berlaku, ahli-ahli kelab diwajibkan
mempunyai insuran yang sah semasa mengambil bahagian dalam Kejohanan, Ujian Penggredan dan
Program Rekreasi.
Sekira pihak jurulatih gagal memamuhi sysrat-syarat sekolah, pihak sekolah berhak menamatkan
perkhidmatan atau membatal kelulusan yang diberikan kepada jurulatih..
Kami bersetuju menerima serta mematuhi segala syarat-syarat yang tercatat dalam perjanjian ini.
Dengan disaksikan perjanjian ini ditandatangani oleh :_________________________________
Pengetua / Guru Besar,
___________________________________
Pengerusi,
Sekolah: __________________________
Koryo Taekwondo Academy (WTF)
Nama : __________________________
Nama : ___________________________
No.K/P : __________________________
No.K/P : ___________________________
Tarikh : __________________________
Tarikh : __________________________
SAKSI 1
Nama : __________________________
No.K/P : __________________________
SAKSI 2
Nama : __________________________
No.K/P : _______
_________
Surat- Surat Pekeliling Dari Kementerian Pelajaran Malaysia Sebagai Garis Panduan Untuk
Jurulatih Taekwondo Yang Mengajar Di Sekolah
SURAT PEKELILING IKHTISAS BIL. 1/1995 :

Keselamatan Diri Pelajar Semasa Pengajaran
Pendidikan Jasmani dan Kesihatan Serta
Kegiatan Kokurikulum dan Sukan
Di Dalam dan Di Luar Kawasan Sekolah
Sebagaimana Y.Bhg. Datuk/Tuan sedia maklum bahawa keselamatan semasa pengajaran
Pendidikan Jasmani dan Kesihatan, kegiatan kokurikulum dan sukan adalah sentiasa diutamakan.
Walau bagaimanapun kemalangan atau kecederaan mungkin boleh berlaku tanpa diduga.
2. Tujuan surat pekeliling ini adalah untuk memperingatkan semua guru Pendidikan
Jasmani dan Sukan supaya berwaspada terhadap kemungkinan-kemungkinan yang boleh
menyebabkan berlakunya kejadian yang tidak diingini ke atas diri pelajar serta mengambil
langkah-langkah tertentu untuk mengelakkannya. Pada setiap masa, keselamatan pelajar
semestinya menjadi pertimbangan utama.
3. Sebagai panduan, berikut adalah di antara beberapa langkah yang boleh
dilaksanakan :3.1 Guru Pendidikan Jasmani dan Kesihatan
3.1.1 Menjaga keselamatan pelajar dengan rapi semasa di dalam atau di luar
bilik darjah.
3.1.2 Bertanggungjawab untuk mengeluar, mengguna dan menyimpan alatalat
sukan, walaupun boleh dibantu oleh pelajar.
3.2 Guru Kokurikulum dan Sukan
3.2.1 Guru-guru mestilah mengawasi dan peka terhadap keselamatan
pelajar-pelajar yang melibatkan diri dalam aktiviti-aktiviti kokurikulum
dan sukan.
3.2.2 Guru-guru hendaklah mempastikan semua alat sukan berada dalam
keadaan baik dan selamat sebelum digunakan.
3.3 Pelajar
3.3.1 Semua pelajar mestilah mematuhi setiap arahan guru dengan
sepenuhnya semasa mengikuti pelajaran Pendidikan Jasmani dan
Kesihatan atau gerakerja kokurikulum dan sukan.
3.3.2 Pelajar-pelajar yang tidak dapat mengikuti pelajaran Pendidikan
Jasmani dan Kesihatan hendaklah berada bersama guru.
3.4 Stor Sukan
3.4.1 Stor sukan mestilah kemas dan tersusun.
3.4.2 Alat-alat sukan mestilah diletakkan pada tempat-tempat yang mudah
diambil untuk kegunaan.
3.4.3 Setiap alat yang dikeluarkan dari stor sukan mestilah direkodkan dalam
buku keluar dan masuk alat-alat sukan.
3.5 Cuaca/Musim
3.5.1 Guru hendaklah menggunakan budi bicara supaya keadaan
cuaca/musim tidak membahayakan pelajar sewaktu melaksanakan
aktiviti.
3.6 Laporan Kemalangan atau Kecederaan
3.6.1 Sebarang kemalangan atau kecederaan yang berlaku hendaklah
disiasat dan dilaporkan kepada pengetua/guru besar dengan segera.
3.7 Skim Perlindungan Diri
3.7.1 Sekolah digalakkan mengadakan skim perlindungan diri untuk semua
pelajar.
3.8 Penyelenggaraan Peralatan Sukan
3.8.1 Ketua Panitia Pendidikan Jasmani dan Kesihatan/Setiausaha Sukan
hendaklah memeriksa dan bertanggungjawab menyelenggara stor dan
alat-alat sukan dari masa ke masa untuk mempastikan semua peralatan
sukan dalam keadaan baik.
4. Y.Bhg. Datuk/Tuan adalah diminta menyebarkan kandungan surat ini kepada semua
sekolah-sekolah di negeri Y.Bhg. Datuk/Tuan.
BERKHIDMAT UNTUK NEGARA

CINTAILAH BAHASA KITA
(DATUK HAJI ABDUL TALIB BIN MD ZIN)

PENYERTAAN PELAJAR DALAM PERTANDINGAN
KEJOHANAN SUKAN ANJURAN PERSATUAN
ATAU BADAN INDUK SUKAN
Saya ingin menarik perhatian Y.Bhg. Dato/Datuk/Tuan kepada surat Pekeliling Ikhtisas Bil.7/1988
bertarikh 10 Mac 1988 mengenai Penyertaan Pelajar Dalam Pertandingan atau Kejohanan Sukan
Anjuran Persatuan atau Badan Induk Sukan.
2. Kementerian Pendidikan mendapati bahawa ramai pelajar sekolah yang melibatkan
diri dalam pelbagai pertandingan dan kejohanan sukan anjuran Persatuan atau Badan Induk
Sukan. Oleh itu, terdapat pertandingan dan kejohanan sukan ini bertembung dengan pertandingan
dan kejohanan sukan MSSM. Didapati juga pelajar mengikat kontrak untuk menyertai
pertandingan atau kejohanan yang diadakan oleh Persatuan atau Badan Induk Sukan
menyebabkan pasukan MSS Negeri dan MSSM tidak dapat menyediakan pasukan yang terbaik
dalampertandingan atau kejohanan yang disertainya.
3.Berikut adalah perkara tambahan kepada Pekeliling Ikhtisas Bil. 7/1988 :3.1 Pelajar sekolah tidak dibenarkan mengikat kontrak dengan mana-mana
Persatuan atau Badan Induk Sukan untuk menyertai dalam sebarang
pertandigan Liga yang dianjurkannya.
3.2 Sekiranya pertandingan atau kejohanan sukan anjuran Persatuan atau Badan
Induk Sukan bertembung dengan pertandingan atau kejohanan sukan
MSSM, keutamaan hendaklah diberikan kepada MSSM. Tegasnya pelajar
tersebut dikehendaki mewakili MSS Negeri di peringkat kebangsaan dan
MSSM di peringkat antarabangsa (ASEAN, Asia dan lain-lain).
4. Y.Bhg. Dato/Datuk/Tuan adalah diminta memaklumkan kandungan Surat Pekeliling
Ikhtisas ini kepada semua sekolah di negeri Y.Bhg. Dato/Datuk/Tuan.
(TAN SRI DATUK DR. WAN MOHD ZAHID BIN MOHD NOORDIN)
Ketua Pengarah Pendidikan Malaysia
Kementerian Pendidikan Malaysia

Pengiktirafan Persatuan Seni Bela Diri
Sebagai Persatuan Pakaian Seragam Sekolah
Tujuan Surat Pekeliling ini ialah untuk memaklumkan ketetapan Kementerian Pendidikan Malaysia
mengiktiraf kegiatan Seni Bela Diri sebagai Pasukan Pakaian Seragam Sekolah.
2. Dengan pengiktirafan ini sekolah-sekolah hendaklah menentukan supaya kegiatan
Seni Bela Diri yang diwujudkan di sekolah mematuhi perkara-perkara berikut :
a. Persatuan/Kelab/Pasukan yang ditubuhkan hendaklah bergabung dengan
badan induk yang berdaftar;
b. Kurikulum latihan hendaklah tetap dan diiktiraf oleh badan induk;
c. Sistem pengiktirafan hendaklah jelas dan diterimapakai oleh badan induk;
dan
d. Semua anggota hendaklah memakai pakaian seragam yang lengkap semasa
menjalankan latihan atau di majlis-majlis rasmi sekolah.
3. Sila maklumkan ketetapan ini kepada semua sekolah di negeri Y.Bhg.
Dato/Datuk/Tuan/Puan.
Sekian.
(TAN SRI DATUK DR. WAN MOHD ZAHID BIN MOHD NOORDIN)
Ketua Pengarah Pendidikan Malaysia
Kementerian Pendidikan Malaysia
Kementerian Pendidikan Malaysia, Paras 7, Blok J, Pusat Bandar Damansara, 50604 Kuala
Lumpur
SURAT PEKELILING IKHTISAS BIL. 24/1998:

Penglibatan Guru Dan Murid Dalam Aktiviti
Pasukan Pakaian Seragam Anjuran Agensi Kerajaan
Dan Pertubuhan Bukan Kerajaan
Kementerian Pendidikan amat menggalakkan murid-murid bergiat dalam kegiatan Pasukan
Pakaian Seragam yang terdapat di sekolah-sekolah. Selaras dengan dasar tersebut, guru-guru
dan murid-murid juga dibenarkan menyertai aktiviti seperti perkhemahan, perbarisan dan kursus
yang dianjurkan dari semasa ke semasa oleh agensi-agensi kerajaan seperti Polis Di Raja
Malaysia, Angkatan Tentera Malaysia, atau oleh pertubuhan-pertubuhan bukan kerajaan yang
berdaftar seperti Persatuan Pandu Puteri, Persatuan Pengakap, Persatuan Bulan Sabit Merah
dan seumpamanya. Narnun demikian, penyertaan guru dan murid dalam aktiviti anjuran agensi
kerajaan dan pertubuhan bukan kerajaan hendaklah dengan pengetahuan dan kelulusan
Pengarah Pendidikan Negeri.
2. Surat Pekeliling lkhtisas ini dikeluarkan dengan tujuan memperingatkan semua
Pengetua dan Guru Besar supaya memaklum dan mendapatkan kelulusan Pengarah
Pendidikan Negeri terlebih dahulu, sebelum guru dan murid dibenarkan menyertai aktiviti-aktiviti
anjuran agensi kerajaan dan pertubuhan bukan kerajaan.
3. Sehubungan dengan itu, Pengetua dan Guru Besar hendaklah mengambil perhatian
terhadap perkara-perkara seperti berikut.
(a) Pelepasan guru dari tugas-tugas hariannya tidak akan menjejaskan perjalanan
dan pengurusan sekolah.
(b) Cuti tanpa rekod (jika dipohon) bagi guru yang berkenaan tidak melebihi 14 hari.
(c) Penyertaan murid adalah dengan kebenaran bertulis daripada ibu bapa atau
penjaga.
(d) Penyertaan murid tidak akan mengganggu atau menjejaskan proses
persekolahannya.
(e) Terdapat guru yang dilantik untuk mengawasi keselamatan dan kebajikan murid.
(d) Penyertaan adalah secara sukarela, tanpa sebarang unsur paksaan.
4. Sila maklumkan kandungan Surat Pekeliling lkhtisas ini kepada semua Pengetua dan
Guru Besar di negeri Y.Bhg. Dato'/Datin/Tuan/Puan.
Sekian.
"BERKHIDMAT UNTUK NEGARA"

DATO DR. ABDUL SHUKOR ABDULLAH

Pendaftaran Kegiatan Seni Bela Diri Di Sekolah-Sekolah
Surat Pekeliling lkhtisas ini hendaklah dibaca bersama-sama dengan Surat Pekeliling
lkhtisas Bil. 2/1997: Pengiktirafan Persatuan Seni Bela Diri Sebagai Pasukan Pakaian
Seragam Sekolah.
2. Kegiatan seni bela diri di sekolah-sekolah adalah salah satu kegiatan kokurikulum
yang disenaraikan dalam kategori keanggotaan pasukan pakaian seragam. Tujuan utama
kegiatan ini adalah untuk memupuk disiplin diri, kepimpinan dan kecergasan fizikal dikalangan
pelajar sekolah. Dalam masa yang sama, kegiatan ini boleh menggalakkanpelajar-pelajar mengisi
waktu lapang mereka dengan kegiatan yang berfaedah. Dalam hal ini, semua pihak yang terlibat
dalam mengurus kegiatan ini di peringkat sekolah adalah bertanggungjawab untuk memastikan
bahawa kegiatan ini bergerak selaras dengan matlamat yang telah ditetapkan oleh Kementerian
Pendidikan Malaysia.
3. Sehubungan dengan itu, Kementerian Pendidikan telah membuat ketetapan agar
apa jua jenis persatuan atau kegiatan seni bela diri yang ingin atau sedang
mengembangkan kegiatan di peringkat sekolah perlulah terlebih dahulu berdaftar dengan
Kementerian Belia dan Sukan. Kerjasama semua pengetua dan guru besar sekolah dipohon untuk
memastikan pertubuhan seni bela diri yang hendak atau sedang beroperasi di sekolah
mengemukakan salinan surat kelulusan pendaftaran Kementerian Belia dan Sukan sebelum
membenarkan pertubuhan tersebut memulakan dan/atau meneruskan kegiatannya.
4. Sila maklumkan ketetapan ini kepada semua sekolah di negeri Y.Bhg.
Dato'/Datuk/Tuan.
Sekian.

DATO SERI DR. ABDUL SHUKOR ABDULLAH

Panduan Keselamatan Diri Pelajar Semasa Pengajaran
Pendidikan Jasmani dan Kesihatan serta Kegiatan Kokurikulum
dan Sukan Di Dalam dan Di Luar Kawasan Sekolah
Kementerian Pendidikan memandang amat serius akan beberapa insiden kemalangan,
membabitkan murid sekolah yang berlaku sejak akhir-akhir ini. Kemalangan yang berlaku didapati
telah membawa kepada kecederaan dan kematian pelajar kerana terhempap palang gol,
terlanggar tiang gol, terkena lontaran peluru dan terjatuh di dalam tangki najis.
Berlakunya insiden-insiden sedemikian, menggambarkan bahawa pihak pengurusan
sekolah telah mengabaikan aspek keselamatan yang sepatutnya sentiasa diberi perhatian dan
keutamaan.
2. Pihak sekolah adalah dipertanggungjawabkan, untuk memastikan keselamatan diri
pelajar terjamin semasa berada di sekolah. Oleh itu langkah-langkah keselamatan perlu
diwujud dan diamalkan untuk mengelak atau mengawal sebarang kemungkinan berlakunya
kemalangan di kalangan murid ketika menjalani aktiviti di sekolah, sama ada aktiviti-aktiviti
pembelajaran, pendidikan jasmani, kegiatan kokurikulum atau sukan.
3. Surat Pekeliling lkhtisas ini dikeluarkan dengan tujuan memperingatkan kepada
semua Pengetua dan Guru Besar supaya sentiasa berwaspada terhadap
kemungkinankemungkinan yang boleh berlakunya kejadian-kejadian yang tidak diingini ke atas
diri murid serta mengambil langkah-langkah proaktif untuk mengelakkannya.
4. Sebagai panduan, berikut adalah di antara beberapa langkah yang sewajarnya
dilakukan:4.1 Guru Opsyen Pendidikan Jasmani dan Kesihatan:
4.1.1 Menjaga keselamatan murid dengan rapi semasa di dalam atau di luar
bilik darjah.
4.1.2 Bertanggungjawab mengeluar, mengguna dan menyimpan alat-alat
sukan walaupun boleh dibantu oleh murid.
4.2 Guru Kokurikulum dan Sukan:

4.2.1 Guru-guru mestilah mengawasi dan peka terhadap keselamatan
murid-murid yang melibatkan diri dalam aktiviti-aktiviti kokurikulum
dan sukan.
4.2.2 Guru-guru hendaklah memastikan semua alat sukan berada dalam
keadaan baik dan selamat sebelum digunakan.
4.3 Murid:
4.3.1 Setiap murid perlu mendapatkan kebenaran bertulis dari ibu bapa
atau penjaga dan pengetua atau guru besar untuk mengambil
bahagian di dalam sukan dan aktiviti kokurikulum di luar sekolah.
4.3.2 Keselamatan dan kebajikan murid perlu diberi keutamaan seperti
makanan dan minuman dan lain-lain lagi.
4.3.3 Guru hendaklah mengiringi murid dalam semua aktiviti di luar
kawasan sekolah. Sekiranya terdapat murid perempuan, seorang guru
wanita hendaklah mengiringi pasukan tersebut.
4.3.4 Kesihatan murid perlu diberi perhatian dan diambil kira.
4.3.5 Murid yang mempunyai penyakit kronik tidak boleh dipaksa
mengambil bahagian.
4.3.6 Bagi semua aktiviti lasak, murid-murid dikehendaki menjalani
pemeriksaan doktor terlebih dahulu.
4.3.7 Murid-murid yang cedera, semput atau lelah (asthma) tidak
dibenarkan mengambil bahagian.
4.4 Skim Perlindungan Diri:
4.4.1 Sekolah digalakkan mengadakan skim perlindungan diri untuk semua
murid yang merangkumi perkara-perkara berikut:
a) kemalangan dalam perjalanan pergi dan balik sekolah.
b) kemalangan dalam perjalanan pergi dan balik bersukan.
c) kemalangan semasa menyertai sukan dan kokurikulum.
d) kemalangan yang disebabkan peralatan sukan yang masih dalam 'warranty'
4.5 Penyelenggaraan Peralatan Sukan (Stor Sukan):
4.5.1 Peralatan sukan yang dianggap merbahaya dan jika diabaikan boleh
membawa maut adalah Lembing, Peluru, Cakera, Tukul Besi, Tiang
Lompat Tinggi, Tiang Lompat Bergalah, Kayu Hoki, Kayu Golf, Bad
Kriket, Bola Hoki, Bola Kriket, Bola Golf, Bola Baling, Bola Billiard,
Dart, Spikes, Anak Panah dan Peralatan Gimnastik.
4.5.2 Pastikan semua latihan sukan yang menggunakan peralatan yang
merbahaya seperti yang dinyatakan dalam 4.5.1 diadakan pada hari
atau masa yang berasingan dengan latihan sukan lain.
4.5.3 Peralatan merbahaya hendaklah disimpan, dijaga dan diawasi

penggunaannya dengan rapi sepanjang masa,
4.5.4 Alat-alat sukan mestilah diletakkan pada tempat khas yang mudah
diambil oleh orang-orang yang ditugaskan sahaja.
4.5.5 Setiap alat yang dikeluarkan dari stor sukan mestilah direkodkan
dalam buku keluar-masuk alat-alat sukan oleh guru atau jurulatih
sahaja.
4.5.6 Peralatan sukan tidak boleh dibawa pulang ke rumah oleh sesiapa
pun dan ia hendaklah diambil dan dipulangkan pada hari yang sama.
4.5.7 Mempunyai kawasan yang selamat untuk menyimpan semua
peralatan yang tidak digunakan.
4.5.8 Penjaga stor hendaklah memeriksa dan memastikan peralatan yang
baik sahaja yang boleh dikeluarkan.
4.5.9 Peralatan yang sudah rosak hendaklah dilaporkan pada pentadbir
sama ada untuk diperbaiki atau dimusnahkan.
4.6 Peralatan Sukan:
4.6.1 Peralatan sukan seperti Tiang Gol hendaklah ada warranty daripada
pembekal selain daripada piawai yang diluluskan oleh undang-undang
persatuan sukan.
4.6.2 Semua peralatan yang sudah tamat tarikh luput hendaklah

dimusnahkan dengan serta merta.
4.6.3 Adalah salah membeli, meminjam atau memberi pinjam, mengguna
peralatan sukan yang tidak mendapat pengiktirafan dari Badan Sukan.
4.7 Kawasan Sukan/Permainan:
4.7.1 Kawasan latihan, permainan atau sukan hendaklah berada dalam
keadaan yang baik dan terurus.
4.8 Kawasan Larangan:

4.8.1 Kawasan Larangan dan merbahaya adalah kawasan yang dibenarkan
kepada guru/jurulatih sahaja untuk mengawasi aktiviti sukan.
a) Kolam Renang.
b) Dewan Gimnastik.
c) Bilik Kecergasan/Latihan Beban.
d) Stor Sukan.
e) Kawasan Berpagar tempat menyimpan peralatan sukan yang besar seperti Tiang Gol.
4.9 Cuaca/Musim:
4.9.1 Adalah dilarang sama sekali menjalankan aktiviti sukan di tempat
lapang semasa cuaca buruk dan adanya kilat atau petir.
4.9.2 Adalah tidak dibenarkan mengadakan aktiviti sukan semasa hujan
dan ribut petir, sama ada di padang atau kolam renang.
4.9.3 Berhentikan aktiviti sukan apabila keadaan menjadi gelap kerana
hendak hujan.
4.10 Laporan Kemalangan atau Kecederaan:
4.10.1 Sebarang kemalangan atau kecederaan yang berlaku hendaklah
disiasat dan dilaporkan kepada pengetua atau guru besar dengan
segera.
4.10.2 Semua jenis kemalangan mestilah direkodkan.
4.11 Aktiviti Sukan Kemahiran Tinggi:
4.11.1 Segala aktiviti sukan seperti gimnastik terjun dan lain-lain yang
memerlukan kemahiran tinggi perlu diajar oleh guru sukan yang
bertauliah.
4.11.2 Pastikan ada 'life saver' yang bertauliah bertugas semasa aktivitiaktiviti
sukan renang dijalankan.
4.12 Pelaporan Aktiviti (Penilaian):

4.12.1 Guru pengiring mestilah membuat laporan bertulis kepada pihak
sekolah mengenai sebarang aktiviti yang dijalankan atau disertai.
5. Surat Pekeliling lkhtisas ini hendaklah dibaca bersama-sama dengan Surat Pekeliling
lkhtisas Bil. 1/1995 bertarikh 6 April 1995, dan sila maklumkan kepada Pengetua dan Guru Besar
sekolah-sekolah di bawah pentadbiran Y.Bhg. Dato'/Datuk/Tuan.
Sekian.
DATO DR. ABDUL SHUKOR ABDULLAH
UNIT 3
THEORY 3
PRACTICAL KOREAN TERMINOLOGY & GENERAL COMPETITION RULES (KORYUGI) (2 HOURS)
8. To standardize the Korean term in Basic Taekwondo execution
9. To learn how to articulate instructional terminologies
10. To educate latest competition rules and regulation
a. Article 5-Weight Division
b. Article 11-Permitted Techniques and Areas
c. Article 12-Valid Point
d. Article 13-Scoring and Publication
e. Article 14 Prohibited acts and Penalties
f.
Article 15-Sudden Death and Decision of Superiority
11. To educate coaches on the validity of points and method of scoring
3.0
Practical Korean Terminology

Listed below are the instructional Korean teminologies used in Tae Kwon Do around the World and
in Malaysia. Each student is required to know and understand the meaning of these words.
Korean
Charyeot
Kyeong-Rye
Joon-Bi
English
Attention
Bow
Ready Stance
Shijak
Geuman/Keuman
Jawoo-Hyangwoo
Kalyeo
Kyesok
Kye-Shi
Shi-Gan
Start
Stop
Turn Around
Break
Continue
Count Time
Suspension of time
temporarily
Warning (0.5 deduction)
Deduction of 1 point
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Kyon-go
Gam-jeom
Hana
Dool
Set
Net
Taesoot
Yeosoot
Yeekop
Yeodool
Alhop
Yeol
3.1
Competition Rules
The purpose of the Competition Rules is to manage fairly and smoothly all matters pertaining to
competitions of all levels to be promoted and / or organized by the WTF, Regional Unions and member
National Associations, ensuring the application of standardized rules.
3.1.1
Sparring (Koryugi)
3.1.1.1
Article 5-Weight Division
1. Weights are divided into male and female divisions, and classified into as follows:
Under 54kg
Under 58kg
Under 63kg
Under 68kg
Under 74kg
Under 80kg
Under 87kg
Over 87kg
Mens division
Not exceeding 54kg
Over 54 kg &
Not exceeding 58 kg
Over 58 kg &
Not exceeding 63 kg
Over 63 kg &
Not exceeding 68 kg
Over 68 kg &
Not exceeding 74 kg
Over 74 kg &
Not exceeding 80 kg
Over 80 kg &
Not exceeding 87 kg
Over 87 kg
Womens division
Under 46kg
Not exceeding 46 kg
Under 49kg
Over 46 kg &
Not exceeding 49 kg
Under 53kg
Over 49 kg &
Not exceeding 53 kg
Under 57kg
Over 53 kg &
Not exceeding 57 kg
Under 62kg
Over 57 kg &
Not exceeding 62 kg
Under 67kg
Over 62 kg &
Not exceeding 67 kg
Under 73kg
Over 67 kg &
Not exceeding 73 kg
Over 73kg
Over 73 kg
3. Weight divisions for the Olympic Games are classified as follows;

Mens division
Not exceeding 58kg
Over 58kg &
not exceeding 68kg
Under 80kg
Over 68kg &
not exceeding 80kg
Over 80kg
Over 80kg
Under 58kg
Under 68kg
Womens division
Not exceeding 49kg
Over 49kg &
not exceeding 57kg
Under 67kg Over 57kg &
not exceeding 67kg
Over 67kg
Over 67kg
Under 49kg
Under 57kg
4. Weight divisions for the World Junior Championships are classified as follows.
Mens division
Not exceeding 45kg
Over 45 kg &
Not exceeding 48 kg
Over 48 kg &
Not exceeding 51 kg
Over 51 kg &
Not exceeding 55 kg
Over 55 kg &
Not exceeding 59 kg
Over 59 kg &
Not exceeding 63 kg
Over 63 kg &
Not exceeding 68 kg
Over 68 kg &
Not exceeding 73 kg
Over 73 kg &
Not exceeding 78 kg
Over 78 kg
Under 45kg
Under 48kg
Under 51kg
Under 55kg
Under 59kg
Under 63kg
Under 68kg
Under 73kg
Under 78kg
Over 78kg
Under 42kg
Under 44kg
Under 46kg
Under 49kg
Under 52kg
Under 55kg
Under 59kg
Under 63kg
Under 68kg
Over 68kg
Womens division
Not exceeding 42 kg
Over 42 kg &
Not exceeding 44 kg
Over 44 kg &
Not exceeding 46 kg
Over 46 kg &
Not exceeding 49 kg
Over 49 kg &
Not exceeding 52 kg
Over 52 kg &
Not exceeding 55 kg
Over 55 kg &
Not exceeding 59 kg
Over 59 kg &
Not exceeding 63 kg
Over 63 kg &
Not exceeding 68 kg
Over 68 kg
5. Weight divisions of the Youth Olympic Games are divided as follows:
Under 48kg
Under 55kg
Under 63kg
Under 73kg
Over 73kg
Mens division
Not exceeding 48kg
Over 48kg &
not exceeding 55kg
Over 55kg &
not exceeding 63kg
Over 63kg &
not exceeding 73kg
Over 73kg
Under 44kg
Under 49kg
Under 55kg
Under 63kg
Over 63kg
Womens division
Not exceeding 44kg
Over 44kg &
not exceeding 49kg
Over 49kg &
not exceeding 55kg
Over 55kg &
not exceeding 63kg
Over 63kg
(Interpretation)
1. A Taekwondo tournament is a competition which is decided, within the rules, by direct physical contact
and forceful physical collisions between contestants. In order to reduce the impact of the inequality in
relative factors between contestants and ensure safety as well as create equal conditions for the exchange
of techniques, the weight division system was established.
2. The division of men and women into separate categories, men competing against men and women
competing against women, is a fundamental rule.
3. Weight divisions for the Olympic Games are to be decided in consultation with the International Olympic
Committee.
(Explanation #1)
Not exceeding:
The weight limit is defined by the criterion of two decimal places away from the stated limit (in hundredths).
For example, not exceeding 50kg is established as until 50.00kg inclusive of 50.009 with 50.01 being over
the limit, and resulting in disqualification.
(Explanation #2)
Over: Over the 50.00kg mark occurs at the 50.01kg reading and 49.99kg is regarded as insufficient,
resulting in disqualification.
3.1.1.2
Article 11-Permitted Techniques and Areas
1. Permitted Techniques
1) Fist technique: Delivering a punch using the tightly clenched fist
2) Foot technique: Delivering techniques using any part of the foot below the ankle bone
2. Permitted Areas
1) Trunk: Attack by fist and foot techniques on the areas covered by the trunk protector are permitted.
However, such attacks shall not be made on the part of the spine.
2) Head: The area above the collar bone. Only foot techniques are permitted.
(Explanation #1)
In the original Korean terminology of techniques, the term Pa-run-ju-mok can be interpreted as a correctly
clenched fist. Therefore, striking with the correctly clenched fist is permitted without consideration of the
angle, trajectory, or fist placement of the strike.
(Explanation #2)
Foot techniques: Any striking techniques using the part of the foot below the ankle bone are legal, whereas
any others using the part of the leg above the ankle bone, i.e. part of the shin or knee, etc. are not
permitted.
(Explanation #3)
Trunk: As depicted in the following illustration, the area covered by the trunk protector between the armpit
and the pelvis is the legal attacking area. Thus, trunk protector should be worn according to the rule on the
size of trunk protector for each weight category and the physique of each contestant.
3.1.1.3 Article 12-Valid Point
1. Legal Scoring Areas
1) Body: The blue or red colored area of the body protector
2) Head: The area above the collar bone (i.e. whole part of the face including both ears and the back
of the head)
2. Points shall be awarded when permitted techniques are delivered accurately and powerfully to the legal
scoring areas.
3. The valid points are divided as follows.

1) One (1) point for attack on trunk protector
2) Two (2) points for a valid turning kick to the trunk protector
3) Three (3) points for a successful attack to the face
4. Match score shall be the sum of points of the three rounds.
5. Invalidation of points: When a contestant performs a scoring attack that incorporated the use of
prohibited acts, the points scored shall be annulled.
(Guideline for officiating)
When any part of the foot touches the opponents head, it will be regarded as a valid point.
(Explanation #1)
Accurately: This means the proper aspect of a legal attacking technique, fully contacting the opponent
within the designated limits of a legal target area.
(Explanation #2)
Powerfully
a. Trunk protector not equipped with electronic sensor: Sufficient power is demonstrated as the opponents
body is abruptly displaced by the impact of the strike.
b. In the use of electronic scoring trunk protector: Force of impact is measured by the electronic sensor of
the protector with the level of force by which points are scored varying by weight division and sex.
-The criterion of Kye-soo
When a contestant is knocked down, the referee should first check over the condition of the contestant and
then count.
-The criteria of Knock-down shall be in accordance with the Article 17
(Explanation #3)
Invalidation of a point: It is a rule that points gained through illegal techniques or actions cannot be valid. In
this case, the referee must indicate invalidation of the point by hand signal and declare the appropriate
penalty.
If the above situation, the referee shall immediately declare Kal-yeo and shall first invalidated the point by
hand signal, and then declare the appropriate penalty.
3.1.1.4 Article 13-Scoring and Publication
1. Valid points shall be immediately recorded and publicized.
2. In the use of body protectors not equipped with electronics, valid points shall be immediately recorded by
each judge by using the electronic scoring instrument or judges scoring sheet.
3. In the use of electronic trunk protectors

1) Valid points scored on the mid-section of the trunk shall be recorded automatically by the
transmitter in the electronic trunk protector.
2) Valid points scored to the head shall be recorded by each judge using the electronic scoring
instrument or judges scoring sheet.
4. In the case of scoring with an electronic scoring instrument or on a judges scoring sheet, valid points
shall be those recognized by at least three or more judges.
(Interpretation)
The electronic trunk protectors must meet all WTF requirements for the enhancement of competing ability
and insurance of fair match outcome.
(Interpretation)
It is a principle of these rules that points shall be awarded immediately. This principle must be followed
regardless of the scoring method used.
(Explanation #1)
Points shall be immediately recorded: Immediate scoring means awarding the point immediately after
delivery of the scoring technique. Points awarded after a period of time has elapsed cannot be considered
valid.
(Explanation #2)
Immediately recorded and publicized: A point having been awarded by the judges shall be immediately
publicized on the scoreboard.
(Explanation #3)
Use of trunk protectors not equipped with electronic sensors: All scoring must be done according to the
judges own decision. There must be equipment available which is capable of immediately conveying the
recorded point to the scoreboard. However, when electronic publication equipment is not available, the
points shall be immediately recorded on the judges scoring sheet and publicized at the end of the round.
(Explanation #4)
The use of electronic trunk protectors: Scoring techniques striking the body protector will be automatically
recorded. Judges will award points resulting from face attacks or scoring attacks on areas outside of the
scoring targets of the trunk protectors.
The Judges will abide by the principle of immediate scoring regardless of the scoring system. Awarding a
point at the end of the round is a violation of this regulation.
3.1.1.5 Article 14 Prohibited acts and Penalties

1 Penalties on any prohibited acts shall be declared by the referee.
2 Penalties are divided into Kyong-go (warning penalty) and Gam-jeom (deduction penalty).
3 Two Kyong-go shall be counted as an addition of one (1) point for the opposing contestant. However,
the final odd-numbered Kyong-go shall not be counted in the grand total.
4 A Gam-jeom shall be counted as one (1) additional point for the opposing contestant.
5 Prohibited acts
5.1 The following acts shall be classified as prohibited acts, and Kyong-go shall be declared.
5.1.1 Crossing the Boundary Line
5.1.2 Avoiding or delaying the match
5.1.3 Falling down
5.1.4 Grabbing, holding or pushing the opponent
5.1.5 Attacking below the waist
5.1.6 Butting or attacking with the knee
5.1.7 Hitting any part of the opponents head with the hand
5.1.8 Uttering undesirable remarks or any misconduct on the part of a contestant or a coach
5.1.9 Lifting the knee to avoid a valid attack or impede the progress of an attack
5.2 The following acts shall be classified as prohibited acts, and Gam-jeom shall be declared.
5.2.1 Attacking the opponent after Kal-yeo
5.2.2 Attacking the fallen opponent
5.2.3 Throwing the opponent by grabbing or hooking the attacking foot in the air or by pushing the
opponent with the hand
5.2.4 Intentionally attacking any part of the opponents head with the hand
5.2.5 Intentionally attacking below the waist
5.2.6 A coach or a contestant interrupting the progress of the match
5.2.7 Violent or extreme remarks or behavior on the part of a contestant or a coach

5.2.8 Intentionally avoiding the match
5.2.9 In case of using PSS, before each round of competition, the referee shall check whether any attempts
were made to manipulate the scoring system and/or increase sensitivity of the sensing socks, or any other
method. In the event that the referee finds intentional manipulation, the referee shall reserve the right to
give Gam-jeom to the pertinent contestant and shall reserve the right to declare the violating athlete as
the loser by penalty based on the degree of seriousness of the violation.
6 When a contestant intentionally refuses to comply with the Competition Rules or the referees order, the
referee may declare the contestant loser by referees punitive declaration after one (1) minute.
7 When a contestant receives eight (8) Kyong-go or four (4) Gam-jeom, or in the event of any
combination of Kyong-go and Gam-jeom that add up to minus four points, the referee shall declare the
contestant loser by penalties.
8 In Article 14.7, Kyong-go and Gam-jeom shall be counted in the total score of the three rounds.
9 When the referee suspends a contest for the declaration of Kyong-go or Gam-jeom, the contest time
shall not be counted from the moment of the referees declaration of Shi-gan until Kye-sok is declared
for resumption of the contest.
Objectives in establishing the prohibited acts and penalties,

(1) To protect the contestants;
(2) To ensure fair contest management;
(3) And to encourage appropriate or ideal techniques
(Explanation #1)
Two Kyong-go shall be counted as an addition of one (1) point for the opposing contestant. However, the
final odd-numbered Kyong-go shall have no value in the total score. Every two (2) Kyong-go shall be
counted as an additional point for the opposing contestant, regardless of whether the committed violations
are the same or different acts, and regardless of the round in which they occur.
(Explanation #2)
Prohibited acts resulting in a Kyong-go penalty
i. Crossing the Boundary Line:
A Kyong-go shall be declared when both feet of a contestant cross the Boundary Line. No Kyong-go will
be declared if a contestant crosses the boundary Line as a result of a prohibited act by the opposing
contestant.
ii. Avoiding or delaying the match:
This act involves stalling with no intention of attacking. A contestant who continuously displays a nonengaging style shall be given a penalty. However, the referee shall distinguish intentional avoidance from
tactical defense, and the penalty shall not be given for tactical defense. If both contestants remain inactive
after five (5) seconds, the center referee will signal the Fight command. A Kyong-go will be declared: On
both contestants if there is no activity from them 10 seconds after the command was given; or on the
contestant who moved backwards from the original position 10 seconds after the command was given.
Turning the back to avoid the opponents attack and should be punished as it expresses the lack of a spirit
of fair play and may cause serious injury. The same penalty should also be given for evading the
opponents attack by bending below waist level or crouching.
Pretending injury means exaggerating injury or indicating pain in a body part not subjected to a blow for
the purpose of demonstrating the opponents actions as a violation, and also exaggerating pain for the
purpose of elapsing the match time. In this case, the referee shall give the indication to continue the match
to the contestant two times in five (5) seconds intervals, and then shall give a Kyong-go penalty unless
the contestant follows his/her instructions.
Kyong-go shall also be given to the athlete who asks the referee to stop the contest for any reason (for
instance, in order to adjust position of protective equipment) or ask his/her coach to request for video replay
iii. Falling down:
Kyong-go shall be immediately declared in the case of intentional falling down. In the case that a
contestant falls down due to the opponents prohibited acts; Kyong-go penalty shall not be given to the
fallen contestant, while a penalty shall be given to the opponent. In the event a contestant falls as a result
of incidental contact with the opponent, Kyong-go shall be given to the fallen contestant only for repeated
falling. As for unintentional falling down during an exchange of technique, no penalty shall be given.
iv. Grabbing, holding or pushing the opponent:

This includes grabbing any part of the opponents body, uniform or protective equipment with the hands. It
also includes the act of grabbing the foot or leg or hooking either one on top of the forearm. Holding
includes pressing the opponents shoulder with the hand or arm, hooking the opponents body with the arm
with the intention of hindering the opponents motion. If, during the competition the arm passes beyond the
opponents shoulder or armpit for the above-mentioned purpose, a penalty must be declared. Pushing acts
include pushing to displace the opponents balance for the purposes of gaining an advantage in attacking,
pushing to hinder the opponents attack or hinder the normal execution of technique and pushing with the
palm, elbow, shoulder, trunk or head, etc.
v. Attacking below the waist:

This action applies to an attack on any part below the waist. When an attack below the waist is caused by
the recipient in the course of an exchange of techniques, no penalty will be given. This article also applies
to strong kicking or stamping actions to any part of the thigh, knee or shin for the purpose of interfering with
the opponents technique.
vi. Butting or attacking with the knee:

This article relates to an intentional butting or attacking with the knee when in close proximity to the
opponent. However, contact with the knee that happens in the following situations cannot be punished by
this article.
- When the opponent rushes in abruptly at the moment a kick is being executed
- Inadvertently, or as the result of a discrepancy in distance in attacking.
vii. Hitting the opponents face with the hand:

This article includes hitting the opponents face with the hand (fist), wrist, arm, or elbow. However,
unavoidable actions due to the opponents carelessness such as excessively lowering the head or
carelessly turning the body cannot be punished by this article.
viii. Uttering undesirable remarks or any misconduct on the part of a contestant or a coach:
In this instance, the undesirable behavior includes physical actions or attitudes which cannot be accepted
from a contestant or a coach as amateur sportsmen or Taekwondoins. Details of these actions are as
follows.
- Any actions interfering with the progress of the contest
- Any action or behavior severely criticizing the refereeing officials decision or any match officiating using
unsanctioned methods
- Physical or verbal behavior insulting the opposing contestant or coach
- Loud or excessive coaching
- When any unnecessary or undesirable act with regard to the contest, or any behavior regarding the
contest itself which is not within normally accepted limits, is committed
** This article must be understood in relation to Gam-jeom sub-article 5.2.6 regarding the degree of
severity and intentionality of the action. In severe cases, sub-article 4 is applied and in less severe cases,
this sub-article is used. However, if the less severe cases are repeatedly seen, sub-article 4 may be used
to penalize them. Distinguishing the above cases is the sole authority of the referee. When misconduct is
committed by a contestant or a coach during the rest period, the referee can immediately declare the
penalty and that penalty shall be recorded on the next rounds results.
The coach shall be given Kyong-go when he/she leaves the 1m x 1m marked Coachs Zone or is not
seated in coachs seat.
(Explanation #3)
Prohibited acts resulting in a Gam-jeom penalty
i. Attacking the opponent after Kal-yeo: This action is extremely dangerous due to the high probability of
injury to the opponent. The danger arises from the following:
- After Kal-yeo, the opponent might, in that moment, be in an immediate defenseless state
- The impact of any technique which strikes a contestant after Kal-yeo will be greater. These types of
aggressive actions toward a contestant are not in accordance with the spirit of Taekwondo competition. In
this regard, penalties should be given for intentionally attacking the opponent after Kal-yeo regardless of
degree of impact. A Gam-jeom penalty should also be given in case a contestant pretends to attack the
opponent after Kal-yeo.
ii. Attacking the fallen opponent:
This action is extremely dangerous due to the high probability of injury to the opponent. The danger arises
from the following:
- The fallen opponent is in an immediate defenseless state
Competition Rules and Interpretation (In force as of April 3, 2012) Page 30
- The impact of any technique which strikes a fallen contestant will be greater due to the contestants
position. These types of aggressive actions toward a fallen opponent are not in accordance with the spirit of
Taekwondo and as such are not appropriate to Taekwondo competition. In this regard, penalties should be
given for intentionally attacking the fallen opponent regardless of the degree of impact. A Gam-jeom
penalty should also be given in case a contestant pretends to attack a fallen opponent.
iii. Throwing the opponent by grabbing or hooking the attacking foot in the air or by pushing the
opponent with the hand or action to interfere with the opponents attack by grabbing the opponents foot in
the air by or pushing with the hand
iv. Intentionally attacking the opponents face with the hand:

A Gam-jeom penalty shall be given at the referees discretion for any of the following:
- When the starting point of the fist attack was over the shoulder
- When the fist attack was made upward
- When the attack was made from a close distance for the purpose of causing an injury, not as a part of a
technical exchange
v. A coach or contestant interrupting the progress of the match:

- When a coach leaves the designated coachs zone during the match creating a disturbance or
intentionally leaves the contest area
- When a coach goes around the contest area with the purpose of interfering with the progress of the match
or of making a protest against the referees decision
- When a coach or a contestant threatens the refereeing officials or infringes on the refereeing officials
authority
- When a coach or a contestant protest in an illegal way and interrupt the progress of the match
- When these conducts are committed by a contestant or a coach during the rest period, the referee can
immediately declare the penalty and that penalty shall be recorded on the next rounds results
vi. Violent or extreme remarks or behavior on the part of a contest or a coach:

Refer to the sub-article ;5.1.8 of Kyong-go penalties.
vii. Intentionally avoiding the match: In the case that a competitor intentionally turns the back and steps
away from the opponent to avoid the attack of the opponent, the referee shall give Gam-jeom. If the
referee finds that the action was resulted from obvious lack of spirit of fair play and sportsmanship, the
referee may report to the Technical Delegate after the contest for consideration of further sanction against
the competitor.
(Explanation #4)
The referee may declare the contestant the loser by penalties. The referee can declare a contestant loser
without the accumulation of eight (8) Kyong-go or four (4) Gam-jeom when the contestant or coach
ignores or violates the basic principles of conduct in Taekwondo competition, the fundamental principles of
the Competition Rules or referees directives. Particularly, if the contestant shows the intention to injure or
commit a flagrant violation in spite of the referees cautionary directives, such a contestant must
immediately be declared loser by referees punitive declaration.
(Explanation #5)
When a contestant receives eight (8) Kyong-gos or four (4) Gam-jeom
3.1.1.5 Article 15-Sudden Death and Decision of Superiority
1. In the event the winner cannot be decided after 3 rounds, a 4th round will be conducted.
2. The first contestant to score a point in the extra round shall be declared the winner.
3. In the event that netier contestant has scored a point after the completion of the 4th round, the winner
shall be decided by superiority as determined by the refereeing officials. The final decision shall be based
on the criterion of superiority for the 4th round only.
(Explanation #1)
Decision of superiority shall be based on the initiative shown during the 4th round. The initiative is judged
by technical dominance of an opponent through aggressive match management, the greater number of
techniques executed the use of the more advanced techniques both in difficulty and complexity and display
of the better competition manner.
The procedure for superiority decision shall be as follows.
1) Prior to the contest, all refereeing officials take the superiority card with them.
2) When a match is to be decided by superiority, the referee shall declare Woo-se-girok (Record
Superiority).
3) Upon the referees declaration, the judges shall record the winner within 10 seconds sign, and give
it to the referee.
4) The referee shall collect all superiority cards, record the final result, then declare the winner.
5) Upon declaration of winner, the referee shall hand over the cards to the recorder and the recorder
shall submit the cards to the Technical Delegate of World Taekwondo Federation.
Please refer to http://www.wtf.org/wtf_eng/site/rules/competition.html for full details
3.1.2
Pattern (Poomsae) not tested and covered in this session

Please refer to http://www.wtf.org/wtf_eng/site/rules/poomsae.html for details
UNIT 4
THEORY 4
INTRODUCTION TO COACHING, ROLES AND RESPONSIBILITY OF A TAEKWONDO INSTRUCTOR /
COACH (1 HOUR)
12. To realize the importance of instructors role in the development of sport Taekwondo
competitors.
13. To know and apply different coaching style for different characteristic
14. To know the skill set required to become a model coach
15. To understand the coaching code of ethics and the importance of it.
16. To know and apply different type of teaching method based on the readiness of players.
4.0
Introduction
Even experienced coaches remember their first day on the job. What helped them through the dilemma?
They had considered why they were there and what coaching was all about. They had a philosophy of
coaching. A philosophy is a set of guidelines to govern our actions. It comes from:
* Ideas formed from our experiences
* Opinions gained from the knowledge we gathered
* Our hopes for the future
Developing a successful coaching philosophy is based on:
* Knowing why you coach
* Knowing why athletes participate
* Considering the opinions of others
* Developing a set of personal guidelines on how you will operate as a coach
Your coaching philosophy is the foundations on which all your knowledge about sport science,
management, techniques and tactics will be built and also how you use this knowledge.
4.1
Your Personal Objectives
Why coach?
Why have you decided to take on coaching? Does your reasons make your role easier or harder?
Consider the following reasons for coaching provided by a group of coaches:
I want to contribute to the overall growth of other people
I have a good time when Im coaching
I like the recognition
I want to be known as a winning coach
I like to see others having a good time
I like to help others
I like the sense of control I get from coaching
I like to see the players improve
It makes me feel Im doing something worthwhile
I like to put something back into sport.
For each coach, the above reasons will take on more or less emphasis. This in turn will determine how
much time does the coach devotes to performing the various roles assigned to coaching. Where do you fit
in?
4.2
Your Coaching Style
Regardless of what jobs you will be expected to undertake as a coach, how you carry out those jobs may
determine your ultimate success. A coachs style will quickly be noticed by athletes and this can be either a
help or a hindrance. Several styles of coaching have been identified.
4.2.1
Authoritarian Coach (The Dictator)

The authoritarian-type coach is very strict. They punish frequently and while there is good team
spirit when the athlete or side is winning, dissension can occur when losing. The authoritarian has
the personality to handle being hated in order to have respect.
4.2.2
Submissive Style (The Baby Sitter)

Coaches who adopt the submissive style make as
few decisions as possible. It is a throw-out-the-balland-have-a-good-time approach. The coach
provides little instruction provides minimal
guidance in organizing activities and resolves
discipline problems only when absolutely
necessary. Coaches who adopt this style either
lack the competence to provide instruction and
guidance is too lazy to meet the demand of their
coaching responsibilities, or they are very
misinformed about what is coaching. The
submissive style coaches merely a babysitter-and
often a poor one at that.
4.2.3
Cooperative Style (The Teacher)

Coaches who select the cooperative style share decision making with athletes. Although they
recognize their responsibility to provide leadership and guide young people toward achieving the
objective set forth, cooperative style coaches also know that youngster cannot to make decisions.
4.2.4
Business-Like Coach
The business- like coach is not very people oriented. They are keen on seeing the job done and
expect 100 per cent effort at all times
4.2.5
Nice-Guy Coach
Athletes sometimes take advantage of the nice-guy coachs personable and cooperative nature.
They get on well with athletes of similar temperament who are likely to already be self-disciplined.
4.2.6
Intense Coach
The intense coach can easily transmit anxiety through their uptight attitude. They are usually
focused on the quality of performance and results.
4.2.7
Easy-Going Coach
The easy-going coach is one who is casual or submissive and who gives the impression of not
being serious.
Although there are advantages and disadvantages to all styles, all of these coaches can be successful.
However, all coaches have a natural approach which will be a mixture of the above styles. Coaches must
realize that their natural style may need to be adapted to suit their coaching circumstances.
An examination of the advantages and disadvantages of the above styles will help in that adaptation. For
example, the authoritarian coach would not be suitable for performers who need encouragement during the
development stages. Conversely, the nice guy coach would have some real problems in coaching a senior
team towards a premiership.
Certainly, coaches will come across as false if they pretend to be a style of coach that does not suit them.
However, there will be times when some of the above techniques will be incorporated into every coachs
personal style.
One feature that must always be present, and which requires no adaptation, is the need to be positive and
encouraging at all times.
Adapted from Pieter, W. & Heijmans, J. (2003). Training and competition in Taekwondo. Journal of
Asian Martial Arts, Volume 12 (pp.8-23).
The Respected Coach

The respected and effective coach will:
instill the highest desirable ideals and character traits into their players
be enthusiastic and show enjoyment of the task of coaching
be self-confident, assertive, consistent, friendly, fair and competent
have sense of humor
have a thorough knowledge of the rules, techniques and tactics of the sport
be able to deal with initial treatment of minor injuries, thus a basic understanding of first aid is
required
be dressed appropriately to suit the session being conducted
be an appropriate role model for the athletes to follow
have the responsibility of maintaining discipline throughout the session
be very organized, not only for each session but for the week, the month and the year
be able to justify, if necessary, why things are being done, or be big enough to ask for suggestions
when not sure.
4.3
The Coachs Skills
A coach must have a number of basic skills to function effectively.

Besides having good knowledge of the sports science, sport management, and techniques and tactics, they
must have a knowledge of the sport and an understanding of coaching techniques. The coach must be able
to:
Organize
Observe
Analyze
Communicate
Improve performance
4.3.1
Organizing
A coachs ability to organize efficiently and effectively practices, as well as organizes athletes during
competition, is essential. Organizing is based on knowledge and planning.
4.3.2
Observing
Observation provides the information on which the coach will base changes to the program and what the
individual athletes needs.
4.3.3
Analyzing
Coaches are continually observing performances. They compare what is being done to what should be
done. A coachs ability to observe and analyze will improve as they become more proficient and each
evaluation will help the coach to advance.
4.3.4
Communicating
The coachs ability to improve performance depends to a large degree on their ability to communicate. Two
ways is the best.
4.3.5
Improving Performance
Improving performance is the major role of coaches (but not the only role). The advice and guidance of the
coach are essential parts of improving performance. The coach will also make adjustments to training
programs, add new elements and continually evaluate performance.
4.4
The Role of The Coach

The effective Coach:
- makes children feel comfortable and happy with training sessions and games
- aims to improve the quality of the experience for each child
- is concerned about the relationships formed with each child and between children
- provides accurate technical information to the children to help them improve their performance
- is able to relate to all groups of people involved in the sport (parents, officials, visiting teams)
- is aware that there are many styles of coaching and that children respond in different ways.
- Preparing a coaching plan and adhering to it during the season
4.5
4.5.1
Characteristic of Goals
Measurable
Goals should be measurable. For example:
each player will get equal time in games over the season
the team will finish higher in the league than last year
exponent will be able to execute front leg turning kick as an offensive skill to score point during
sparring
exponent will be able to execute back thrust to the head as defensive skill during an attacking
attempt by opponent
4.5.2
Observable
Some goals are easily seen, such as scores, times, skill drills, but even the more abstract goals
such as enjoyment or keenness can be observed by watching the faces of the athletes.
4.5.3
Challenging
Goals should challenge athletes and inspire them to improve.
4.5.4
Achievable and Believable

While goals should challenge, they should also be realistic.
4.5.5
Short Term and Long Term

An athlete is more likely to believe that a program goal (long term) can be achieved if it is broken
into easier goals along the way (short term).
4.6 Bill of Rights for Childrens Sport

All children have the right to:
- participate in a wide range of sports
- participate at level commensurate with each childs maturity and ability
- qualified adult leadership
- play as children and not as adults
- share in leadership and decision making roles
- participate in safe and healthy environments
- proper preparation for participation in sports
- an equal opportunity to strive for success
- be treated with dignity
- have fun in sports
4.7
Children Attitudes to Sports Taekwondo

- dont yell so much
- teach us more
- give us more involvement
- let us express ourselves more
- don have favoritism
- encourage more
- to play as well as you are able to have fun
- to be fair
- to beat your opponent
- all members in a team should have an equal opportunity to play in matches
- it is more important for all members of a team to play than for a team to win
- learning to play the game is more important than winning
The key to whether childrens sports are opportunities for learning to cope with stress or not is
dependent upon the objectives set by parents, coaches and administrators
4.8
Your Coaching Philosophy
Deciding within what limits the coach is prepared to strive for program goals completes the quest for a
coaching philosophy.
4.9
1
Coachs Code of Ethic

Respect the rights, dignity and
worth of every human being
Ensure the athletes time
spent with you is positive
experience
Treat each athlete as an
individual
Be fair, considerate and

honest with athletes
Be professional and accept

responsibility for your actions
Make a commitment to
providing a quality service to
your athletes
Operate within the rules and

spirit of your sport
Any physical contact with

athletes should be appropriate
to the situation and necessary
for the athletes skill
development
Refrain from any form of

personal abuse towards your
athletes
10
Refrain from any form of

harassment towards your
athletes
Within the context of the activity, treat everyone

equality regardless of sex, disability, ethnic origin
or religion.
All athletes are deserving of equal attention and
opportunities
Respect the talent, development stage and goals of
each athlete
Help each athlete reach their full potential
Display high standards in your language, manner,

punctuality, preparation and presentation.
Display control, respect, dignity and
professionalism to all involved with the sport-this
includes opponents, coaches, officials,
administrators, the media, parents and spectators
Encourage your athletes to demonstrate the same
qualities
Maintain or improve your current National
Coaching Accreditation
Seek continual improvement through performance
appraisal and ongoing coach education
Provide a training program which is planned and
sequential
Maintain appropriate records
The guidelines of national and international bodies
governing your sport should be followed. Please
contact your sport for a copy of its rule book,
constitution, by-laws, relevant policies, for example,
anti-doping policy, selection procedures and etc.
Coaches should educate their athletes on drugs in
sport issues in consultation with National Sports
Institute
This includes verbal, physical and emotional abuse

Be alert to any forms of abuse directed towards
your athletes from other sources while they are in
your care
This include sexual and racial harassment, racial
vilification and harassment on the grounds of
disability
You should not only refrain from initiating a
relationship with an athlete but should also
discourage any attempt by an athlete to initiate a
sexual relationship with you, explaining the ethical
basis of your refusal
11
Provide a safe environment

for training and competition
12
Show concern and caution

towards sick and injured
athletes
13
Be a positive role model for

your sport and athletes
Ensure equipment and facilities meet safety

standards
Ensure equipment, rules, training and the
environment are appropriate for the age and ability
of the athletes
Provide a modified training program where
appropriate
Encourage athletes to seek medical advice when
required
4.10 Coaching Skills

As good coach you are required to develop many skills including the following:
Know how to communicate effectively with your athletes.
Understand the learning process and training principles.
Understand and implement appropriate teaching methods.
Understand the various coaching styles.
Understand the capabilities of growing children.
Advise athletes on Safety Rules.
Understand the cause and recognize the symptoms of over training
Understand how to reduce the risk of injury to your athletes.
Prepare training programme to meet the need of each athlete.
Assist athlete to develop new skills.
Use evaluation test to monitor training progress and predicting performance.
Advise athlete on their nutritional needs.
Advise athlete on relaxation and mental imagery skills.
Advise athletes on the use of legal supplements.
A coach will also find the following roles useful:
Advisor Advising athletes on the training to be conducted and suitable kit and equipment.
Assessor Assessing athletes performance in training and in competition.
Counselor Resolving emotional problems on the basis that sharing anxieties can be both relieving
and reassuring.
Demonstrator Demonstrate to the athletes the skill you require them to perform, to achieve this it is
important that you also keep it.
Friend Over the years of working with an athlete a personal relationship is built up where as well a
proving coaching advise you also become some one, a friend who they can discuss their problems or
share their success with. It is important to keep personal information confidential because it you do
not then all respect the athlete had for you as a friend and coach will be lost.
Facilitator Identify suitable competitions for them to complete in to help them achieve their overall
objectives for the year.
Fact finder Gathering data of national and international results and to keep abreast of current
training techniques.
Fountain of knowledge This may be part of the advisor role that you will often be asked questions
on any sporting events, events that were televised, diet, sports injuries and topics unrelated to sports.
Instructor - Instructing athletes in the skills of their sports.
Mentor When athletes attend training sessions you are responsible, to their parents and family, for
ensuring that they are safe and secure. You have to monitor their health and safety whilst training and
support them should they have any problems or sustain ant injury.
Motivator Maintain the motivation of all athletes the whole year round.
Organizer and planner Preparation of training plans for each athlete and organize attendance at
meetings and coaching clinics.
Supporter Competition can be very nerve racking experience for some athletes and often they like
the coach to be around to help support them through the pressures. Roles of a friend and perhaps
counselor come in there to.
4.10.1 Communication Skills

Communication is an art of successfully sharing meaningful information with people by means of an
interchange of experience. Coaches wish to motivate athletes they work with and to provide them with
information that will allow them to train effectively and to improve performance. Communication from coach
to athlete will initiate appropriate actions. This however, requires the athlete to not only receive the
information from the coach but also to understand and accept.
Frequently asked questions:
Do I have the athletes attention?
Has the athlete understood?
Does the athlete believe what I am telling him / her?
Does the athlete accept what I am saying?
Am I explaining myself in an easily understood manner?
4.10.2 Non-verbal Messages
It may appear that face-to-face communication consists of taking it in turns to speak. While the coach is
speaking to the athlete is expected to listen and wait patiently until the coach finishes. On closer
observation, it can be seen that people resort to a variety of verbal and non-verbal behavior in order to
maintain a smooth flow of communication.
Such behavior includes head nods, smile, frown, bodily contact, eye movements, laughter, body posture,
language and many other actions. The facial expressions of the athletes provide feedback to the coach.
Glazed or down turned eye indicates boredom or disinterest as does fidgeting. Fully raised eyebrows signal
disbelief and half raised indicates puzzlement. Posture of the group provides a means by which their
attitude to the coach may be judged and act as pointer to their mood. Control of a group demands that a
coach should be sensitive to the signals being transmitted by the athletes. Their faces usually give good
indication of how they feel, and a good working knowledge of the meaning of non-verbal signals will prove
invaluable to the coach.
4.10.3 Communication Blocks
Difficulty in communicating with an athlete may be due to a number of reason or issues as the following:
The athletes perception of something is not the same as yours
The athlete may jump to a conclusion instead of working through the process of hearing,
understanding and accepting
The athlete may lack the knowledge needed to understand what you are trying to communicate
The athlete may lack motivation to listen to you or to convert the information given into action
The coach may have difficulty in expressing what he want to say to the athlete
Emotions may interfere in the communication process
There may be a clash of personality between you and the athlete
These blocks to communication were both ways and the coaches need to consider the process of
communication carefully.
4.10.4 Effective Communication

Before communication with an athlete, coaches should consider:
WHY they want to communicate
WHO they wish to communicate with
WHERE and WHEN the message or instruction be best delivered
WHAT is it that they want to communicate
HOW they are going to communicate the information
Effective communication consist of 6 elements:

CLEAR
Ensure that the information is presented clearly
CONCISE
Be concise, keep it short and sweet
CORRECT
Be accurate, avoid giving misleading information
COMPLETE
Give all information and not just part of it
COUTEOUS
Be polite and non-threatening, avoid conflict
CONSTRUCTIVE
Be positive, avoid being critical and negative
4.10.5 Be Positive
When the coaches provide information to the athlete which will allow him or her to take actions to effect
change it is important they provide information in a positive manner. Look for something positive to say first
and then provide the information that will allow the athlete to effect a change of behavior or action.
Coaches should:
Develop their verbal and non-verbal communication skill
Ensure that they provide positive feedback during coaching sessions
Give all athletes in their training group equal attention
Ensure that they not only talk to their athletes but to listen to them as well
Improved communication skills will enable both athlete and coach to gain more from their coaching
relationship.
4.10.6 Skill Development (Learning Process)
When we choose to move, the action is controlled by the conscious brain using a collection of learned
movements. For the movement to progress successfully the brain requires feedback (information that tell
the shape of the body, the speed of movement and direction of its actions). This information is provided by
the senses of sight (visual), sound (audio), touch and feeling from muscles, joints and balance (kinesthetic).
The brain then uses the feedback to determine any appropriate corrective based on the learned movement.
The teaching of a new skill can be achieved by various methods:
Verbal instructions
Demonstration
Video
Diagrams
Photo sequences
4.10.7 The Learning Process

There are three stages to learning a new skill:
Identification and development of the component parts of the skill
Linking the component parts into smooth action
Developing the learned skill so it becomes automatic
The learning of physical skills requires the relevant movements to be assembled component by component,
using feedback to shape and polish them into smooth action. Rehearsal of the skill must be done regularly
and correctly.
4.10.8 Technique Drills
Appropriate drill should be identified for each athlete to improve specific aspect of technique or to correct
faults. Drills should not be copied slavishly but should be selected to produce a specific effect.
Drills used must be correct for the required action and should be the result of careful analysis and accurate
observation.
4.10.9 Assessing Performance

An assessment made by comparing visual feedback from athletes movement with desired movement.
Athletes should be encouraged to evaluate their own performance. In assessing the performance of an
athlete, consider the following points:
Is the direction of the movement correct?
Is the rhythm correct?
It is important to ask athletes to remember how it felt when correct examples of movement are
demonstrated (kinesthetic feedback).
Appropriate checklist or notes can be used to assist coaches in assessment of an athletes technique.
4.10.10 Defects
Having assessed the performance and identified that there is a defect or fault; you need to determine why
this happening is. Defect or faults can be caused by:
Incorrect understanding of the movement by the athlete
Poor physical abilities
Poor co-ordination of movement
Incorrect application of power
Lack of concentration
Inappropriate clothing or footwear
External factors weather conditions
4.11 Teaching Methods
As a coach, you will require to facilitate the learning of new technical skills by your athletes. To achieve this,
you will need to develop your knowledge of the learning process (skill development) and the various
teaching methods.
4.11.1 Whole and Part Instructions
The whole method of instruction presents the learner with large items of information immediately, e.g. the
whole high jump technique. Part instruction teaches the technique in smaller components, e.g. rotate on
balls of foot, lift knee to 90 degree, extend the leg, use in step to hit the target
No one method is suitable to all occasions, but studies have shown that:
Simple skills (and perhaps simple is relative to each individual) benefit from the whole method
Skill of intermediate difficulty benefit from part method
Difficult skills are best dealt with by oscillating between part and whole fundamental component has
completely stabilized.
Respect for the rule
Accept both the letter and the spirit of the rules that define and govern sport.
Actively encourage athletes and others participants to uphold the rules of the sport and the spirit of
such rules.
Respect for officials and others coaches
Accept the role of officials in ensuring that competitions are conducted fairly and according to
established rules.
Refrain from abuse personal attacks on officials and others coaches, especially when talking to the
media.
References:
Pieter, W. & Heijmans, J. (2003). Training and competition in Taekwondo. Journal of Asian Martial Arts,
Volume 12 (pp.8-23).
UNIT 5
THEORY 5
BASIC MARTIAL ART TAEKWONDO EXECUTION (6 HOURS)
17. To know the fundamental of organ used as weapon in Taekwondo Martial Arts
18. To know the vital part of human body for self defense teaching
19. To know the science or basic law of physic in play during execution of each movement for
maximal force.
20. To know the aesthetic value of each Taegeuk and Poomsae.
21. To apply theory during practical session
5.0
Fundamentals of Taekwondo
Targets of Attack
Applicable Parts of the Body
o Jumeok(fist)
o Son(hand)
o Pal(arm)
o Bal(foot)
Taekwondo is an art with which a man, by making use of small parts or large regions of the body, attacks
and defeats an opponent or opponents, applying such techniques as jireugi(punching),
tzireugi(thrusting), chigi(hitting) and chagi(kicking) directed at very tiny targets, and, to the
contrary, defends himself from the opponent's or opponents' such attack with makki(defending)
techniques. Taekwondo is a combination of various independent motions of techniques which are called
the fundamentals of Taekwondo.
5.1
Scheme for a Comprehensive knowledge of Taekwondo Fundamentals
Taekwondo is a martial art for self-cultivation, which enables one to exert techniques in the air, using bare
hands and unmeasured speed and power, and to embody the spiritual integration by means of cultivating
spirit and energy to concentrate it on one thing. One can also bring about the physical development through
physical motions during the practice of techniques, strengthen the spiritual power to control the body with a
strong will and perseverance, and enhance the sense of justice to become a righteous man as a result of
repeated self-restraints following his own judgment of situations and self-determination.
However, one must establish a long-range objective in practicing Taekwondo. Anything that has no end is
meaningless. Even in daily life, one feels contented when he has successfully fulfilled the day's work. So is
the case with Taekwondo practice. One must exert all his efforts to perform correct and powerful
techniques, such as punching, kicking, defending, etc., always keeping in mind his ultimate objective.
But, one must first have immediate targets for the training of Taekwondo techniques. The immediate
targets are the vital parts of the body, which sense pains at a very slight impact on them because of the
exposure of nerves under the skin around them. The vital parts on the body, as possible targets of attack,
count approximately 280. However, this book will illustrate 37 of them, dividing the human body into 3
greater parts, i.e., head, trunk and lower part. The most important vital parts of all are the philtrum(The
philtrum is the midline groove in the upper lip that runs from the top of the lip to the nose) in the head, the
solar plexus in the trunk and the center of abdomen if the lower part.
In training Taekwondo techniques, one must have before him an imaginary opponent of about the same
stature with him to practice delivering attacks against those three most important vital parts and defending
the similar attacks from the imaginary opponent.
5.2 Vital Points in A Human Body

5.2.1 Front/Anterior Vital Points
HEAD
1. Top of head
2. Frontal Area
3. Temple
4. Base of nose
5. Bridge of nose
6. Eyes
7. Philturm (Upper
lip)
8. Lower edge of
jaw
9. Articulation of
lower jaw
15
FRONT OF BODY
10. Cavity below ears
11. Side of neck
12. Adams apple
13. Top of sternum
14. Bottom of
sternum
15. Solar plexus
16. Lower abdomen
17. Rib cage - below
armpits
18. Rib cage - below
nipples
19. Rib cage - either
side of abdomen
20. Testicles
21. Side of stomach
22. Inner part of
upper thigh
23. Outside of thigh
24. Knee cap and
joint
25. Shin
26. Top of foot
27. Elbow
28. Back of hand
5.2.2 Back/Posterior Vital Points
BACK OF BODY
29. Spine
30. Back of head
31. Back of neck
32. Kidneys
33. Tip of spine
34. Back of upper thigh
35. Lower calf
36. Back of knee
37. Ankle
5.2.3
Hierarchy of Belt in Taekwondo (Color Belt)
Below is the belt hierarchy for Taekwondo. It takes 2.5 years to obtained 1st poom(<15 years) or 1st Dan
(>15 years) black belt. Critical stage of student is at green belt.
Grade
Belt Color
9th
8th
Yellow 1
3
3
7th
Yellow 2
6th
Green 1
5th
Green 2
4th
Blue 1
3rd
Blue 2
2nd
Red 1
1st grade 1st
Red 2
Dan/Poom
1st Poom/1st
Red & Black/Black
Dan
5.2.4
Waiting Time For Next

Grading (Months/Year)
3
3
3
3
3
6
1
Hierarchy of Belt in Taekwondo (Black Belt)
5.3
Taekwondo as Self Defense (Ho Sin)
Many people come to Taekwondo looking for self-defense. It is indeed a sad state of todays world that so
many of us need to look for ways to defend ourselves. Still the truth cannot be denied, and the goal of
defending oneself and ones family is
certainly a noble one. With the advent of violence in our nations schools, self-defense for our children is a
real concern.
Some have put forth the argument that Taekwondo is not truly a martial art, but is instead only a sport.
While this is a matter of semantics, there can be no doubt that someone who trains in Taekwondo learns a
means by which he may defend himself.
The fact of the matter is; self-defense is not a technique, nor does it rely on strength or power. Self-defense
is an attitude and a way of thinking. If someone trains for ten years and when attacked, freezes in terror,
they have gained nothing in the way of self-defense.
If someone that has trained for three months decides not to walk down the alley, but instead decides to stay
on the crowded street and walk another three blocks, thus avoiding possible conflict in the dark alley, then
that person has learned a lot about self-defense.
Self-defense can be broken down into two areas. The first is avoidance of attack. The second is dealing
with attack.
Taekwondo teaches us to be more aware of our own body and our immediate surroundings. Taekwondo
also teaches us to be gentle, honorable people. Being courteous in all situations certainly helps avoid
conflict. If more people were courteous while driving, there would be much less road rage on the news
these days. Taekwondo helps us relax.
Perhaps the best weapon available to us is our mind. By thinking clearly and understanding an enemys
point of view, we can diffuse potentially violent situations without lifting a finger. Just as in sparring, where
knowing how your opponent will react to your moves helps you win, understanding how a potentially violent
confrontation may be avoided can save your life without resorting to violence.
Taekwondo also teaches us how to use our body as a weapon. While we are taught that Taekwondo
should only be used as a last resort, and then only to the degree necessary, the ability to end a violent
confrontation quickly is certainly better than becoming a helpless victim.
Many students of Taekwondo drop out after a few months, upset that they have not learned enough selfdefense. What they dont understand is that self-defense is again, a state of mind. A way of living that
cannot be learned in a month. By devoting oneself to the lifestyle of Tae Kwon Do, one will gain an aura of
self-confidence thereby becoming proficient in self-defense without consciously striving towards that goal.
5.4
Science in Taekwondo Movement

5.4.1
Newtons Law in Basic Execution of Taekwondo
Sir Isaac Newton discovered simple law in physics, which is actually Newtons First Law. It states
Everybody continues in its state of rest, or of uniform motion in a straight line, unless it is compelled
to change that state by forces impressed upon it. In laymans terms: An object at rest tends to stay
at rest; and an object in motion tends to stay in motion. This is called inertia
There are certain laws that govern the universe. One of these laws (In fact one of the simplest), is
Newtons Second Law: Force = Mass X Acceleration (F=ma). In Taekwondo terms, the Mass is
the striking fist (or foot or whatever is used to strike), the Acceleration is the speed with which that
fist is propelled forward. Since the mass of a fist is, for all intents and purposes, unchangeable, the
only thing that can be affected is the acceleration. Simply put, the faster a given technique is
performed, the more force is generated by that technique.
The third law states that for every action, there is equal and opposite reaction is demonstrated
during a punching motion. Extension and retraction of the punching hand and recovery of the other
hand.
5.4.2
The Biomechanics of Taekwondo By: David P. Cook

The basic techniques encompassed within the art of Taekwondo (TKD) are those of striking,
blocking and kicking. Success in each of these, be it in terms of competition, self-defence or training
is dependent on a number of factors, some of which are biomechanical in nature. Biomechanics is
concerned with the application of mechanical principles to biological systems.
The most apparent biomechanical factors that are relevant to success in TKD are those which
relate to the technical performance of specific skills. Biomechanics serves to improve the
understanding of the mechanical effectiveness of their execution and to identify the factors
underlying their successful performance. This knowledge and understanding can help to enhance
the learning and performance of these skills.
Let us take Kicking as our main example:
Although the leg is one of the larger segments of the body it is very important for the TKD
practitioner to be able to move this segment as quickly as possible in order to execute a kick that is
not easily blocked or recognised. The initial characteristic of the kicking technique is a rapid knee lift
of the kicking leg; in biomechanical terms this action serves to reduce the Moment of Inertia (MoI) of
the segment by reducing the distance of the segment to the centre of rotation (radius of rotation r).
What this basically refers to is the segments resistance to rotation, when kicking, rotation is
predominantly about the hip and therefore a reduced MoI will result in a much quicker rotation about
this joint (See Figure 1).
Figure 1: Reduction of r caused by flexion of the leg at the knee.

In addition, this initial movement is to the advantage of the exponent in that it provides them with
the potential to produce several variations of kick from the same or similar mechanically based
movements. A good simile for this is when pitching in baseball, in order to disguise the delivery from
the batter the pitcher will employ very similar body and arm movements for each pitch, reducing the
time that the batter has to react once the actual pitch has been recognised.
Another principle of biomechanics that is evident in TKD is that of sequential motion, this basically
refers to the way in which segments of the body are coordinated in order to achieve high speed at
the end of a movement. Fast unloaded movements (i.e. striking, throwing and kicking) are typically
performed in a proximal to distal fashion (nearest segment to the body, e.g. thigh, to the segment
farthest from the body, e.g. foot). The aim of this pattern of movement is to achieve a high velocity
at the end of the linkage, in essence enabling a more forceful impact. Figure 2 highlights a proficient
sequential action, each joint centre reaching a peak prior to the next in the linkage, slight
deceleration is then observed as momentum is transferred from the large, heavy segments to the
smaller, lighter more distal segments.
Figure 2: Velocity at joint centres during kicking.

The examples above go some way to highlighting the importance of biomechanics within the martial
art of Taekwondo; an understanding of the basic principles enables a greater understanding of
performance and may also serve to identify specific components of technique that may increase
propensity towards injury.
5.5
What does each Taegeuk represents?
Taegeuk 1 (Yellow 1)
Represents the symbol of "Keon", one of the 8 Kwaes (divination signs), which means the "heaven
and yang". As the "Keon" symbolizes the beginning of the creation of all thing in the universe, do does the
Taegeuk 1 Jang in the training of Taekwondo. This poomsae is characterized by its easiness in practicing,
largely consisting of walking and basic actions, such as arae-makki, momtong-makki, momtong-jireugi, and
ap-chagi. The 8th Kup-grade trainees practice this poomsae.
Taegeuk 2 (Yellow 2)
Taegeuk 2 symbolizes the "Tae", one of the 8 divination signs, which signifies the inner firmness and the
outer softness. An introduction of the olgul-makki is a new development of Taegeuk poomsae. The apchagi actions appear more frequently than in Taegeuk 1 Jang. The 7th Kup-grade trainees practice this
poomsae.
Taegeuk 3 (Green 1)
Taegeuk 3 symbolizes the "Ra", one of the 8 divination signs, which represent "hot and bright". This is to
encourage the trainees to harbor a sense of justice and ardor for training. A successful accomplishment of
this poomsae will give the trainees a promotion to a blue belt. New actions are sonnal-mok-chigi and sonnal
-makki and dwit-kubi stance. This poomsae is characterized by successive makki and chigi, and continued
jireugis. Emphasis is laid on the counterattacks against the opponent's chigi. The 6th Kup-grade trainees
practice this poomsae.
Taegeuk 4 (Green 2)
Taegeuk 4 Jang symbolizes the "Jin", one of the 8 divination signs, which represent the thunder meaning
great power and dignity. New techniques are sonnal-momtong-makki, pyon-son-kkeut-jireugi, jebipoommok-chigi, yop-chagi, momtong- bakkat-makki, deung-jumeok-olgul-apchigi and mikkeurombal [slipping
foot] techniques. Various movements in preparation for the kyorugi and lot of dwit-kubi cases characterize
it. The 5th Kup-grade trainees practice this poomsae.
Taegeuk 5 (Blue 1)
Taegeuk 5 Jang symbolizes the "Son", one of the 8 divination signs, which represent the wind, meaning
both mighty force and calmness according to its strength and weakness. New movements are me-jumeokmaeryo-chigi, palkup-dollyo-chigi, yop-chagi & yop-jireugi, palkup-pyo-jeok-chigi and such stances as kkoaseogi, wen-seogi and oreun-seogi. This is characterized by the successive makkis such as area-makki and
momtong-makki and also the chigi by thumbling after running. The 4th Kup-grade trainees practice this
poomsae.
Taegeuk 6 (Blue 2)
Taegeuk 6 Jang symbolizes the "Kam", one of the 8 divination signs, which represents water, meaning
incessant flow and softness. New movements are han-sonnal-olgul-bakkat-makki, dollyo-chagi, olgulbakkat-makki and batang-son- momtong-makki in addition to pyonhi-seogi [at-ease stance]. One should be
careful to make the kicking foot land on the ground correctly after dyollyo-chagi and to lower the hand by a
palm's length at the time of delivering a batang-son momtong-makki lower than in the palmok-makki. This is
practiced by the 3rd Kup-graders.
Taegeuk 7 (Red 1)
Taegeuk 7 Jang symbolizes the "Kan", one of the 8 divination signs, which represents the mountain,
meaning ponder and firmness. New movements are sonnal-arae-makkki, batangson-kodureo-makki, bojumeok-kawi-makki, mureup-chigi, momtong-hecho-makki, jechin-du-jumeok-momtong-jireugi, otkoreoarae-makki, pyojeok-chigi, yop-jireugi and such stances as beom-seogi and juchum-seogi. Smooth
connection of movements is important for training. The 2nd Kup-graders practice this poomsae.
Taegeuk 8 (Red 2)
Taegeuk 8 Jang symbolizes the "Kon", one of the 8 divination signs, which represents "Yin" and earth,
meaning the root and settlement and also the beginning and the end. This is the last of the 8 Taegeuk
poomsaes, which may enable the trainees to undergo the Dan [black belt] promotion test. New movements
are dubal-dangsong-bakkat-palmok-momtong-kodureo-bakkat-makki, twio-chagi, and palkup-dollyo-chigi.
Emphasis must be laid on the accuracy of stepping and the difference between jumping-over kick and
dubal-dangsong [alternate jumping kick in the air]. The 1st Kup-graders practice this poomsae.
5.5 What does each Poomsae represents?

Koryo (1st Dan)
Symbolizes "seonbae" which means a learned man, who is characterized by a strong martial sprit as well
as a righteous learned man's sprit. The sprit had been inherited through the ages of Koryo, Palhae and
down to Koryo, which is the background of organizing the Koryo poomsae. The new techniques appearing
in this poomsae are kodeum-chagi, opeun-sonnal-bakkat-chigi, sonnal- arae-makki, khaljaebi-mureupnullo-kkokki, momtong-hecho-makki, jumeok- pyojeok-jireugi, pyonson-kkeut-jecho-jireugi, batang-sonnullo-makki, palkup-yop-chagi, me-jumeok-arae-pyojeok-chigi, etc, which only black-belters can practice.
The jumbi-seogi is the tong-milgi that requires mental concentration by positioning the hand in between the
upper abdomen and the lower abdomen where "sin"[divine] and "jeong"[spirit] converge. The line of
poomsae represents the Chinese letter, which means "seonbae" or "seonbi", a learned man or a man virtue
in the Korean language.
Keumgang (2nd Dan)
Keumgang [meaning diamond] has the significance of "hardness" and "ponder", The Keumgang Mountain
on the Korean peninsula, which is regarded as the center of national spirit, and the "Keumgang
Yeoksa"[Keumgang warrior] as named by Buddha, who represents the mightiest warrior, are the
background of denominating this poomsae. New techniques introduced in this poomsae are batangsonteok-chigi, han-son-nal-momtong-an-makki, Keumgang-makki, santeoul-makki, kheun dol-tzogi [large
hinge], and the hak-dari-seogi. The poomsae line is symbolic of the Chinese letter. The movement should
be powerful and well balanced so as to befit the black belt's dignity.
Taebaek (3rd Dan)
Taebaek is the name of a mountain with the meaning of "bright mountain", where Tangun, the founder of
the nation of Korean people, reigned the country, and the bright mountain symbolizes sacredness of soul
and Tangun's thought of "hongik ingan"[humanitarian ideal]. There are numerous sites known as Taebaek,
but Mt. Paektu, which has been typically known as the cradle of Korean people, is the background naming
the Taebaek poomsae. New techniques introduced in this poomsae are sonnal-arae-hecho-makki, sonnalopeo-japki [grabbing], japhin-son-mok-ppaegi [pulling out the caught wrist], Kumkang-momtong-makki,
deung-jumeok-olgul-bakkat-chigi, dol-tzeogi [hinge], etc. The line of poomsae is like a Chinese letter, which
symbolized the bridge between the Heaven and the earth, signifying human beings founded the nation by
the Heaven's order. The poomsae movements are largely composed of momtong-makkis and chigis.
Pyongwon (4th Dan)

Pyongwon means a plain that is a vast stretched-out land. It is the source of life for all the creatures and the
field where human beings live their life. The poomsae Pyongwon was based on the idea of peace and
struggle resulting from the principles of origin and use. The new techniques introduced in this poomsae are
palkup-ollyo-chigi, kodureo- olgul-yop-makki, dangkyo-teok-jireugi, meongye-chigi, hecho-santeul-makki,
etc. The jumbi-seogi is the moa-seogi-wen-kyop-son [left overlapping hands], which requires concentration
of force in the beginning and source of human life. The line of poomsae means the origin and
transformation of the plain.
Sipjin (5th Dan)
The word "Sipjin" derived from the thought of 10 longevity, which advocates there are ten creatures of long
life, namely, sun, moon, mountain, water, stone, pine-tree, herb of eternal youth, tortoise, deer, and crane.
They are 2 heavenly bodies, 3 natural resources, 2 plants and 3 animals, all giving human beings faith,
hope and love. The poomsae Sipjin symbolizes those things. The new techniques introduced in this
poomsae are hwangso-makki [bull makki], son-badak[palm]-kodureo-makki, opeun-son-nal-jireugi, son-nalarae-makki, bawi-milgi [rock pushing], son-nal-deung-momtong-hecho-makki, kodeo-olligi [lifting up],
chettari-jireugi [fork-shape jireugi], son-nal-otkoreo-arae-makki, son-nal-deung-momtong-makki, which
counts 10. The Chinese letter meaning ten is the form of the poomsae line, which signifies an infinite
numbering of the decimal system and ceaseless development.
Jitae (6th Dan)
The word "Jitae" means a man standing on the ground with two feet, looking over the sky. A man on the
earth represents the way of struggling for human life, such as kicking, trading and jumping on the ground.
Therefore, the poomsae symbolizes various aspects occurring in the course of human being's struggle for
existence. The new techniques introduced in this poomsae are han-son-nal-olgul-makki, keumkangmomtong-jireugi, and me-jumeok-yop-pyojeok-chigi only, and the poomsae line signified a man standing on
earth to spring up toward the heaven.
Chonkwon (7th Dan)
The word "Chonkwon" means the Heaven's Great Mighty, which is the origin of all the creature and itself
the cosmos. Its infinite competence signifies the creation, change and completion. Human beings have
used the name of Heaven for all principal earthly shapes and meanings because they felt afraid of the
Heaven's mighty. Over 4,000 years ago, the founder of the Korean people, "Hwanin" meant the heavenly
King. He settled down in the "heavenly" town as the capital near the heavenly sea and heavenly mountain,
where the Han people as the heavenly race gave birth to the proper through and action from which
Taekwondo was originated. The poomsae Chunkwon is based on such sublime history and thoughts
The new techniques introduced in thtis poomsae are nalgae-pyogi [wing opening], bam-jumeok-sosumchigi [knuckle protruding fist springing chigi], hwidullo-makki [swinging makki], hwidullo-jabadangkigi
[swinging and drawing], keumgang-yop-jireugi, taesan-milgi, etc., and a crouched walking manner.
The characteristics of movements are large actions and arm sections forming gentle curves, thus
symbolizing the greatness of Chunkwon thought. The poomsae line "T" symbolizes a man coming down
from the heaven, submitting to the will of Heaven, being endowed power by the Heaven and worshiping the
Heaven, which means the oneness between the Heaven and a human being.
Hansu (8th Dan)
The word "Hansu" means water is the source of substance preserving the life and growing all the creatures.
Hansu symbolizes birth of a life and growth, strength & weakness, magnanimity & harmony, and
adaptability. Especially, "han" has the various meanings, namely, the name of a country, numerousness,
largeness, evenness, length and even the heaven and the root of evening, among others. Above all, the
above significances, is the background of organizing this poomsae.
The new techniques introduced in this poomsae are son-nal-deung-momtong-hecho-makki, me-jumeokyang-yopkuri[both flanks]-chigi, kodureo-khaljaebi, an-palmok-arae- pyojeok-makki, son-nal-keumgangmakki, etc., and also modum-bal as a stance.
Actions should be practiced softly like water but continuously like a drop of water gathering to make an
ocean. The poomsae line symbolizes the Chinese letter that means water.
Ilyeo (9th Dan)
Ilyeo means the thought of a great Buddhist priest of Silla Dynasty, Saint Wonhyo, which is characterized
by the philosophy of oneness of mind [spirit] and body [material]. It teaches that a point, a line or a circle
ends up all in one. Therefore, the poomsae Ilyeo represents the harmonization of spirit and body, which is
the essence of martial art, after a long training of various types of techniques and spiritual cultivation for
completion of Taekwondo practice.
The new techniques introduced in this poomsae are son-nal-olgul-makki, wesanteul-yop-chagi, du-sonpyo[two opened hands]-bitureo-jabadangkigi [twisting and pulling], twio-yop-chagi and the first stance of
ogeum[knee back]-hakdari-seogi. Jumbi-seogi is the bo-jumeok-moa-seogi [wrapped-up fist moa-seogi], in
which, as the last step of poomsae training, two wrapped-up fists are placed in front of the chin, which has
the significance of unification and moderation, so that the spiritual energy can flow freely into the body as
well as the two hands. The line of poomsae symbolizes the Buddhist mark [swastika], in commemoration of
saint Wonhyo, which means a state of perfect selflessness in Buddhism where origin, substance and
service come into congruity.
UNIT 6
THEORY 6
BASIC SPARRING SKILLS AND TECNIQUES (6 HOURS)
1.
2.
3.
4.
5.
Demonstrate an understanding of basic competition kicking techniques.

Apply the basic competition kicking techniques.
Recognize the fitness components in Taekwondo Competition training program in class.
To demonstrate an understanding of development and knowledge in Sports Taekwondo.
To demonstrate understanding of specific basic competitive sparring skills to those
potentials in their respective gyms/schools.
6. To demonstrate awareness of competition skills to participate in local & international
competitions.
1.0 Training Components
A) Foot Work
Bounce Static
Dynamic
Shuffle
Static
Dynamic
Linear Movement Forward

Backward
Forward, Backwards & Forward
Side Stepping V stepping
L stepping
B) Kicks in competition
Turning Kicks
Chopping kicks
Back thrust kicks
Stamping kicks
Reverse Swing kicks
C) Punches
Interception
Counter - Attack
D) Training Equipment & Its Safety Usage
Heavy Kicking Bag
Focusing Mitts
Air bag
Sparring Attires
2.0 The Fitness Foundation in Taekwondo
Static Stretching
Dynamic Stretching
Flexibility
Speed
Agility
Strength
Cardio vascular fitness
Reaction Time
Muscular Endurance
Coordination
Balance
Speed
How to
achieve this
by specific
training
3.0 Practical Ways to Teach Fitness & Skills

Regulated smooth execution of a technique which has proper balance, control and maximum
muscle stretch. Specific muscles are involved when dynamic stretching is done (not in the case of
static stretching)
UNIT 7
THEORY 7
LESSON PLANNING IN TAEKWONDO (1 HOUR)
22. To know the fundamental of planning for Taekwondo Lesson
23. To understand the importance of continuity in lesson planning using progressive loading
principles in all aspect.
24. To ensure sufficient time being spent to teach sport Taekwondo and martial arts at
respective gym/class/school.
7.0
Introduction to Lesson Planning
A key aspect of effective teaching is having a plan for what will happen in the class
each day. Creating such a plan involves setting realistic goals, deciding how to
incorporate required materials (syllabus) and other materials, and developing
activities that will promote learning.
An example lesson plan and lesson planning worksheet, attached at the end of this
document, provide step-by-step guidance for lesson development.
a) Structure the Lesson
Preparation
Presentation
Practice
Evaluation
Expansion
b) Identify Materials and Activities
c) Resources
7.1
Guideline to enhance lessons:

7.1.1 Objectives/Goals
Goals are important because they influence psychological state such as:
o Self confidence
o Direct attention to important aspects of the task
o Mobilize effort
o Increase persistence
o Foster the development of new learning strategies
Goal Setting
o Specific groups of participants
o Behaviorally measurable goals
o Difficult yet realistic
o Short term, intermediate and long term
o Performance vs. outcome goals
o Positive vs. negative goals
Common challenges in goal setting

o Too many too soon
o Failure to recognize individual differences
o Setting goals that are too general
o Unrealistic goals
o Failing to set performance goals
o Failing to create a supportive goal setting environment
7.1.2 Implementation of objectives for Taekwondo classes:

Use grading syllabus
Plan workouts:
o Warm up, calisthenics and strengthening exercises
o Sports Taekwondo related skills and practices
o Grading syllabus related practices
o Cool down
7.1.2.1 Sample of Lesson Planning for Taekwondo Class

School : SK ZYX
Time : 8am to 10am
Duration : 2 hours
Part
Time
30 mins
30 mins
40 mins
3
10 mins
10 mins
Activity
Warm up (Jogging/games/Taerobic)
3mins
Static Stretching 8 mins
Callisthenic exercises 12 mins
Dynamic stretching 10 mins
Rest 2 mins (Drink water to rehydrate)
Key Teaching Points

General and Specific
Stretching
Preview of todays practice
Basic martial arts drills (punches,

blocks, etc)
Taeguek
Step Sparring
Free sparring (Martial Arts)
Rest 2 mins (Drink water to rehydrate)
Dynamic and static

movement
Sport Taekwondo Sparring Skills

Select any of these
components to teach each
Foot Work
week
o Bouncing/shuffle/side step/linear
movement
Competition Kicks
o Turning, back thrust, chopping,
reverse, other varieties
Sparring
o Simulation for beginners
o Free sparring for intermediate and
advance level
Cooling down
Ethic, Values, Technical knowledge
enhancement session
7.2
Lesson Planning for Sport Taekwondo Competition
A yearly plan is essential for athletes intending to optimize their development. Athletes involved in the lower
levels of sports often achieve some success without a yearly plan, but few will reach their full potential and
go on to become elite athletes unless they have a structured training and competition plan. The yearly plan
helps athletes maintain a balanced lifestyle, prompts the coach to organize facilities, equipment and
transport well in advance, enables parents and schools to cater for the needs of the sports participant ( and
allow the athletes to organize training and competition around school requirements), and provides an
objective parameter which coaches can use to assess the effectiveness of their program. Two types of
plans:
1.
Plan for the season.
2.
Plan for each practice.
The steps to develop a Seasonal Plan are these:

a)
b)
Establish your instructional goals
Technique
Tactical
Legal-Rules
Physical
Mental
Moral
Select the subject matter to be taught to achieve each goal.

Example: Technique :- Defensive Back Thrust
Moral : - Sportsmanship- Self Discipline/ Fair Play / Honesty/ Loyalty
c)
Organize this subject matter for instruction.

Example : How many minutes?
Technique :- Back Thrust 10 minutes
Moral :- Fair play 10 minutes
d)
Evaluate Athletes Preseason Skills and Knowledge

Its not practical to evaluate all the subject matter you listed for each instructional goal.
Evaluation by Test, observation and by talking.
e)
Plan Practices
Daily Planner. The basic elements of a practice plan are these:
date
practice objective
equipment needed
practice activities
warm up
practice of previously taught skills
teaching and practice of new skills
practice under competitive conditions
cool-down
coachs comments
evaluation of the practice
A yearly plan should accommodate these phases:

1. Off-season or Transition Phase.
2. Pre-season or Preparation Phase.
3. Pre- Competition Phase
4. In-season or Competition Phase.
7.2.1
Planning a Practice Session
1. To plan a practice session the coach needs to evaluate the current skills level of the athletes and the
resources available, and set achievable goals.
2. Goal setting is an important part of the planning processes. Goals should follow the SMART principles.
S Specific
M- Measurable
A Achievable
R- Realistic
T- Time bound
3.
Plan sessions so there is optimal participation, plenty of variety and challenges for all athletes.
4. Plan to include skill development through games. Skills practiced in game-like situations will transfer
better than skills practiced in isolation.
5. Dont forget the warm-down. A short warm-down is important to distribute metabolic wastes, gradually
returning physiological responses to resting levels and reducing the harmful impact of dramatic changes to
the bodys activity level.
A Successful Planning
7.2.1.1 Example of a Days Training Session Content

Time: 2 hours.
1
Briefing of todays training session
5 mins
Warm-up and stretching

Demonstration of skills
20 mins
20 mins
Training and drills

Minor games/ drills related to situation
Cool Down
10 mins
Evaluation and motivation
15 mins
2 hours
3
4
10 mins
40 mins
TIME MANAGEMENT
*
Planning is the essence of time management
Effective time managers plan every day and every practice session, concentrate on
achievable goals and are unperturbed by the unexpected.
Classify tasks in order of importance and priority
7.2.1.2 Sample of a days training plan

Date: 9-9-2010
Practice Objective: Tactical offensive and defensive distance of players and attack with an advantage.
Equipments : Sparring Targets and Sparring Gear
Practice Activities:
Time
30 mins
Activity
Warm up, Stretching &
Strengthening
30 mins
Review and practice

proper position: Focus
on Turning Kick
30 mins
Application of turning
kick with various
competition scenarios
10 mins
Technique Sparring
10 mins
Conditioning
10 mins
Cool down and

stretching
Key Teaching Points

Check attendance;
General and Specific
Stretching
Preview of todays
practice
1) Back leg turning
kick (Defensive)
2) Front leg turning
kick (Offensive)
Drills
1) Retreat and
execute back leg
turning kick
2) Glide forward and
kick using front leg
Learn to manage
1) Train with partner
distance while
2) Rotate with
applying the new skill different height
during offensive and partners
defensive situation
Use the learned skill 1) Train with partner
in controlled
2) Rotate with
execution
different height
partners
Emphasize on
Circuit Training
Speed & Control
Gain feedbacks and
jogging comments
Progression in training is vital
UNIT 8
THEORY 8
GRADING SYSTEM OF TAEKWONDO (1 HOUR)
1. Demonstrate the awareness of philosophy of having a grading system in Taekwondo.
2. Demonstrate the understanding of grade segregation and it progressive
psychological and physiological development.
3. Apply the grading procedures.
4. Demonstrate the understanding of grading management for standardization purpose.
8.1
The Grading System of Taekwondo (WTF)
8.1.1 General
Before a person becomes a student of taekwondo, they must be willing to abide by the universal
student creed. Anyone learning the WTF Taekwondo grading system should understand as
follows:
To have the intention to develop in a positive manner and avoid anything that harms physical
health or reduces mental growth.
To have the intention to develop self-discipline and in doing so to bring out the best in myself as
well as others.
To have the intention to use what is learnt in class constructively and for the purposes of defense.
The intention is to help fellow humans, myself and never be offensive or abusive.
8.1.2 Grading
Grading is a physical examination that martial artists need to take to attain their next belts.
Kup (colored) belt grading are usually three to four times a year. It depends on how often you
train, how much you practice and how quickly you learn as to when you grade. The grading
process is not a rush and you are far better taking your time through the colored belts and learning
as much as possible.
On average if you train 1/2 times a week it is usual that you will be allowed to grade every three
months; however you have to remember the higher grade you get the harder it gets, so timing
between grades may be longer.
Students start at white belt and have to attain another 8 belts until they reach black. On rare
occasions a student can double promote this means that they skip their next belt and
automatically gain the one above. This is quite rare and for students to double promote they must
achieve excellence throughout their entire grade.
8.1.3 What to expect?
Basics up and down the hall. This will include stances, blocking, striking, punching and
kicking.
Poomsae. You can be asked to do any Poomsae up to your level, so it is vital that you
always practice previous patterns as well.
One-Step Sparring. Pick your 5 best techniques and perfect them for your grade.
Self Defense. Again pick 5 techniques and keep repeating over and over again.
Free Sparring.
8.1.4 Dan Grades

As soon as a student gains their black belt they instantly become a Dan Grade and receive their
1st Dan black belt. The highest grade in Taekwondo is a 8th Dan black belt. Because students
should always have an open mind when it comes to learning no matter what their grade, eastern
philosophy states that once you have achieved your 9 th Dan black belt you should revisit your
martial arts training from a white belt level and start the whole process all over again as there must
have been something you missed first time around.
Achieving your next Dan Grade is a lot harder than Kup grades. Once you have achieved your 1 st
Dan black belt you will have to train for at least 1 year before your instructor recommends you for
2nd Dan. It takes another 2 years training to get your 3rd Dan, another 3 years to get your 4th. Etc.
When you get to a high grade black belt your promotion should also depend on your contribution
towards the association, club and Taekwondo as a whole to pushing the martial art forward.
8.1.5 Respect your belt.
Black belts should look after their belts. Your belt is a visual image and memory of all the hard
work, dedication, sweat, pain, tears, sacrifice and injuries you have gone through to get it. It
should mean something to you and you should take good care of it.
Students get their name embroidered on their belts, their club, their grade etc. Really you should
only have one black belt, your original and it should be plain with no writing on at all. High grade
black belts often have frayed, whitened belts, this indicates hard training over a long period of
time. Always keep your original black belt and see how many years of training it takes to turn
white.
8.1.6 Tips to grade.
8.2
Practice as much as you can.
Attend lessons as regularly as you can.
Encourage the lower grades.
Help your club and instructor.

Taekwondo (WTF): The Hierarchy Grading system
8.2.1 Taekwondo Program

Students are promoted in the Main Tae Kwon-do Programme after being successful in their
grading examinations, which they are allowed to sit after having trained and studied for the
required amount of time and having reached the standard required. The main taekwondo
programme grading system is as follows:
8.2.2 Color Belts Grades
8.2.3 How to Prepare Mentally

A testing is viewed as an opportunity for students to demonstrate their skills, and for instructors
to review the products of their teaching. There are good reasons for having these tests. For the
student, it is very difficult to perform self-analysis during class. The student comes to practice to
develop the techniques that their instructor has demonstrated and is now asking them to perform.
As an instructor, it is difficult to adequately evaluate student performance in the course of day-today teaching. An instructor is working with a very dynamic group, and each student is progressing
at a different rate. There are goals inherent to our practice, created both by the organization and
the instructor in order to insure some level of acceptable progression. An instructor works to
maintain enthusiasm and intensity, while remembering that students have lives much like their
own, and come to class carrying the weight of their respective worlds. In an attempt to evaluate
the effectiveness of our efforts, both as teachers and students, we have tests.
The real work when testing is mental, and in approaching that hurdle with the support of the
instructors, parents and friends. The instructors teaching taekwondo should believe that this
practice gives the student something special.
Testing candidates are encouraged to remember that this is an opportunity to demonstrate those
skills that they have developed over months and even years of work. Change the word in your
mind, and dont think about this as a test, but as a demonstration. The point is to remember that
the experience is not intended to be a test of skill. The practice of taekwondo is just that
practice. We do it for many reasons: as a way to prepare us for that moment when we must
defend ourselves against the assault of an attacker; as a fitness regimen; as a way to develop
self-confidence and self-control, and others. You cannot test the value of your practice by
standing in front of judges and performing your forms, fighting and breaking. The test has already
happened, and you passed every time you picked up your uniform and made your way to the class
to see what new and diabolical ways your instructor had to torture your body. You passed each
and every time you refused to listen to your body when it said, you want me to do WHAT!? And
you passed each and every time that you were presented with a choice of whether or not to go to
class, and you made the personal sacrifice required and went. The fact that your instructors have
invited you to demonstrate your technique at this time is an honor, and they would not offer it any
other vein.
Finally, take advantage of the resources that you have to prepare: go to class; get out there and
work on your sparring and gain confidence in your ability to demonstrate your technique, both
offensively and defensively; review your Poomsae both mentally and physically, and see that
person that each move is designed to strike; talk to your fellow students and instructors about your
fears and concerns.
8.2.4 What to Look for when Judging, Competing and Grading?
What do Examiners look for when judging Taekwondo grading? And what should you be focusing
on for your own personal training, competitions, demonstrations and grading?
The most important thing to do when on show is to get you noticed and make the judges sit
up and pay attention. Getting lost in the crowd means that you will not get those high
marks. So how do you get noticed?
Ki-Hap (Shouting): There are many reasons for ki-haping in the martial arts; to let your instructor
know you are ready, to motivate yourself, to create energy in the dojang, to shed inhibitions etc.
However, in competition and grading the main reason you ki-hap is to focus your mind, show your
Taekwondo spirit and get yourself noticed.
When you ki-hap ensure it is short, sharp and comes from your abdomen. You should also MEAN
the ki-hap. A lot of student ki-hap but there is nothing behind the shout. Your shout is your inner
voice, your time to show that you mean what you do and be taken seriously. Its your Taekwondo
spirit.
Stances: One of the most important aspects that the judges will be looking at is your stances.
Because stances are so basic a lot of students overlook their stances and concentrate on the
harder elements of the Poomsae or one step sparring. However, your stances are the foundation
of your power and if they are weak your technique as a whole will be weak.
When practicing your taekwondo, always ensure your stances are technically correct and low to
the floor, the lower the better as you have more balance and more body condition.
A mistake a lot of students make when competing or at a grade is rushing through the movements
and not showing their stances to their full ability. Slow down and dont sacrifice speed for
technique, ever.
Breathing: The whole point of performing a Poomsae is to practice your breathing control. A lot of
students breathe erratically in competition. They forget to breathe. This leads to tension in the
upper body and overall bad technique. For Kup Grades breathe every move and try and relax.
Remember power does not originate from muscles; it is created through breathing, speed and
technique.
For higher grades who practice restricted breathing, the same applies, remember to relax or you
will burn all your energy unnecessarily and not complete the Poomsae.
Technique: One of the most important aspects the judges will be looking for is technique, it is the
difference between an excellent martial artist and a mediocre one and those top marks. Technical
ability is preparation, execution and recovery, and every move should be analyzed when
practicing.
Once you have the basic technique and understand the preparation and recovery positions try and
include power into the technique, remember this is done by breathing control and speed not brute
force.
Remembering Your Movements: Especially in competitions if you want to achieve those high
marks you must perform your Poomsae without mistakes. Incorrect technique or bad memory will
affect your marks. The only way to ensure this doesnt happen is repetition over repetition. The
more practice you fit in the more confidence you will be. Preparation for competitions is key.
Saying that anyone can blank in pressured circumstances, especially lower grades, if this happens
put it down to experience. The more competitions you enter, the more grading you do, the better
you will become at controlling your nerves. Remember that the people at International level will
have entered hundreds of competitions over the years; its only perseverance and practice that
distinguishes the elite.
Taekwondo Spirit: Probably one of the most important aspects of competition is your Taekwondo
spirit. Your spirit is shown is not only your techniques but your Ki Hap. Every single move must
have character, power and effect, and should work if attacked.
Many competitions perform a Poomsae or one-step without fault but put no personality into the
movements. If you want top marks dont be happy hiding in the crowd, get out there show your
techniques and be confident.
What happens if you make a mistake or fall down?
Falling down doesnt happen that often but if it does dont hesitate, simply get up and carry on.
Muttering to yourself, shaking your head or making a scene doesnt do any good and only
prolongs the event. Learn from it for next time and put it down to experience, it only makes you
better next time.
The same applies if you make a mistake, try and instantly forget it and carry on, if you do this it
wont make that much difference to your points, compared to stopping and starting again.
If you totally forget your routine half way through. Simply stop, bow, and ask permission from the
examiner to start again. Again simply put it down to experience, weve all been there and it
probably wont happen again.
8.3
General TM Grading Procedures
1. All officials grading shall be graded by qualified TM graders.

2. All applicants for grading must be practicing members registered with TM instructors.
3. Gradings are not mandatory
4. Gradings shall be conducted every three months (minimum of 18 hours training).
5. Certificates will be issued to all successful candidates by TM.
6. After each grading, the examiner shall be responsible to collect the results, the accounts and
payments in cheques, (one (1) to the state association concern and another to TM and submit
within fourteen (14) days after the date of each grading.
7. Training students shall be informed by the instructor of each grading at least one (1) month in
advance, so that the closing date of the applications can be made one (1) week before the grading
date to enable sufficient time for paperwork preparation.
8. Instructor shall provide and collect duly- filled indemnity forms from students and parents at all
grading
9. Instructors whose students are being graded must be present to organize, help and conduct the
grading.
10. It is advisable to have First Aid personnel in attendance at every grading.
11. It is advisable to schedule the different grades to be graded at different specific time as this will
eliminate unnecessary long waiting hours for those who turn up early.
12. For safety reasons, it is advisable to provide protective gears during sparring.
8.3.1 Grading Check list

Grading List:
Name typed in full with I.C NO and B.C NO together
Name typed according to the current grade.
Prepare 3 name list

o Main name list (original)
o 1 caller list
o 1 checking table list
Grading Sequence:
Introduce the examiner
Sequence1: White Belt, Awarding ceremony, Brown 2, Yellow 1 or
Sequence 2: Brown 2, White Belt, Awarding ceremony, Yellow 1.
Line up in row of max 6- 8 X 2 (according to height or place them in between)
Grading Set Up:
Examiners Table
o Table Cloth
o Bell
o Banner/Table Banner
o Examiner table tag
o Previous grading result
o Name list
Checking Table
o Payment records
o Grading list
o Attendance
First Aid Table

o First aid personal in attendance
Awarding Table
o Medals of tournament winner
o Grading certificate for black belt /poom (Awarding ceremony)
o Medals for grading best performance or academic achievement.
Drinks Table
o Mineral water/packet drinks
Equipment corner
o Head Gear
o Focusing Targets
o Planks
Instructor Attire
o Clean set of uniform with TM & Academy logo.
o Clean pairs of shoe
o Presentable appearance
Grading Coordinator
o A person with good basic execution and voice
o Person who knows the grading syllabus and sequence of each grade
Grading Runner
o Coordinate with examiner on student attendance
o Arrange the student in row according to their name
o Warm up the student who are waiting for their turn
Payment of Grading Levy.

o To be paid to the Examiner after the grading by cheque.
Examiner
o Proper and presentable attire (Dobok / blazer with Tie and Shirt / corporate shirt )
8.4
How to tie your Taekwondo belt?
1. Hold the belt at its centre, ends even.

2. Place the centre of belt on the front centre of your jacket, about one inch below the naval (in
front of your abdomen). Wrap the belt around your waist, crossing the right side over the left side
at centre of the back. Pull the ends of belt forward and adjust so the ends are even.
3. Lay the left side of belt over your abdomen. Lay the right side of belt across your abdomen.
4. Slide the left side of the belt under and behind all of the belt layers at the abdomen.
5. Loop the right-hand end back.
6. Bring the left end of the belt down and over the front of the U-shape made with the right-hand
side.
7. Loop the badge end under and up through the U-shape to form a knot.
8. Pull the ends of the belt outward to tighten the knot.
9. Adjust the knot so the ends of the belt are even and hang down neatly.
8.5
Taekwondo Rules of Grading

It is important that both students and parents obey the strict rules of martial arts grades:
1.
All students wishing to grade must be insured and a member of the club.
2.
Each student must return their completed grading form with their fee at least a week before a
grade.
3.
Students must be smartly dressed in a clean, ironed uniform with the clubs badge. Ensure
your belt is tied correctly and that sleeves and trousers on your dobok are not rolled up.
4.
Belts should be handed into your instructor at the end of the examination and it must be clean.
5.
No jewelry should be worn on the grade. Any rings that wont come off should be covered
over.
6.
No chewing gum is allowed.
7.
All nail varnish should be removed and hands and feet should be clean.
8.6
Grading Etiquette
Applying a good attitude to your grading does not just apply to when you are on the floor. Students
should also show excellent grading etiquette and a good attitude in general. Students should
always remember to:
1. After the warm up students are instructed to sit at the back of the hall until their name is called.
Please remember out of respect for the other students grading you should sit quietly and wait for
your name to be called.
2. When your name is called you must stand up, say present, bow, and quickly make your way to
the designated spot.
3. Watch and listen carefully to the Black Belt taking the grade.
4. Whilst sitting watching the grade students must not talk or leave the floor.
5. No food or drink is allowed on the grading floor.
6. Parents and younger children should also sit quietly during the grading.
7. Bow to any higher grades on the day.
8. Always remove your glasses when working with a partner.
UNIT 10
THEORY 10
NUTRITION
(4.0 HOURS)
1. To enable the coaches to know and understand Nutrition for Sports Excellence. The benefits
of diet are more obvious in the area of competition performance, where nutrition strategies
help athletes perform their best .
Training and Competition Nutrition
Goals of Training Nutrition

The benefits of diet are more obvious in the area of competition performance, where
nutrition strategies help athletes perform their best by reducing or delaying the onset of factors that
would otherwise cause fatigue. The major role of the daily diet is to supply athletes with fuel and
nutrients needed to optimize the adaptation achieved during training and to recover quickly
between workouts.
Goal 1
Meet the energy and fuel requirement needed to support a training program.
The energy requirements of individual athletes are influence by their body size, growth, pursuit of
weight loss or gain and most important the energy for training (frequency, duration and intensity).
The important of meeting energy intake:
i) Energy intake determines the potential for achieving the athletes requirement for energy
containing macronutrients and micronutrient for optimal function and health.
ii) Energy intake assists the manipulation of muscle mass and body fat level to achieve the
ideal physique.
iii) Energy intake effects the function of hormonal and immune system.
iv) Energy intake challenges the practical limits to food intake set by issues such as food
availability and gastrointestinal comfort.
Goal 2
Achieve and maintain an ideal physique for their event; manipulate training and nutrition to
achieve a level of body mass, body fat and muscle mass that is consistent with good health and
good performance.
Physical characteristic, including height, limb lengths, body mass, muscle mass and body fat can
play a role in sports performance.
Goal 3
Enhance adaptation and recovery between training sessions by providing all the nutrients
associated with these process.
The requirements for many nutrients are increased as a result of prolonged exercise. Protein
requirement may increase due to support muscle gain and repaired of damage body tissues but
also for protein oxidation makes to the fuel requirements of prolonged exercise
Protein Requirement for Athletes
Group
g/kg body weight/day
Sedentary men and women, adult
0.8-1.0
Recreational exercise, adult
1.0-1.5
Elite male endurance athletes
1.6
Moderate-intensity endurance athletes
1.2
Adolescent athletes
1.8-2.0
Body builder athlete, adult
1.4-1.8
Resistance athletes (early training)
1.5 - 1.7
Resistance athletes (steady state)
1.0-1.2
Calories restriction athlete
1.4-2.0
Limit of maximum intake, adult
Exercising approximately four to five

times per week for 45-60 min;
Exercising four to five times per
week for 30 min at <55% VO2 peak
2.0
Sources:
Clark 1997
Tarnopolsky 1999 &
2004
Goal 4
Refuel and rehydrate well during each training session to perform optimally at each session.
The maintenance of fuel status and fluid balance plays an important role in the performance of
exercise and forms the basis of most of the special nutrition strategies undertaken for competition.
Fluid Intake Recommendation

TIME
RECOMMENDATION
Before Exercise
- 2-3 hours
400600 ml
- 1 hour (training early in the morning)
5001000 ml
During
- Every 1520 minutes
150350 ml
After
- First 30 min after exercise
- 2 hours
5001000 ml
1000 ml
Goal 5
Practice any intended competition nutrition strategies so that beneficial practices can be identified
and fine-tuned.
Every athlete is varies in relation to nutritional support and respond to nutritional intake. Therefore,
the training situation offers each athlete a chance to find the intake of fluid and food that will be
practical and valuable for future competitive events.
Pre, During and Post Exercise CHO Requirement

Time
4 hrs before exercise
Recommendation
1.0-4.5 g/kg body weight
High CHO, palatable, well tolerate
1 hr before exercise
1g/kg body weight
During exercise
30-60 g/hour
After exercise
1.5 g/kg immediately after exercise

1.5 g/kg feeding after 2 hrs
Goal 6
Maintain optimal health and function, especially by meeting the increased needs for some
nutrients resulting from heavy training.
Recovery is a major challenge for the elite athlete, who undertakes two or even three workouts
each day during certain phases of the training cycle, with 4-24 hr between each session. Process
of recovery include:
i) Restoration of muscle and liver glycogen stores.
ii) Replacement of fluid and electrolytes lost in sweat.
iii) Synthesis of new protein following the catabolic state and damage induced by the
exercise.
iv) Responses of the immune system.
a) Factors that enhance the rate of restoration:

- Depletion of glycogen stores-the lower the stores, the faster the rate of recovery.
- Immediate intake of CHO after exercise-starts effective recovery immediately.
- Adequate amounts of CHO and total energy intake:
About 1g/kg body mass within 1st hr.

7-12g/kg over 24 hr.
- Focus on CHO-rich foods with high GI.

- Frequent intake of CHO (every 15-60 min) during 1st hr of recovery.
- If CHO intake is below threshold for glycogen storage, add protein to meals and snack.
CHO Requirement
Situation
CHO Recommendations for Athletes
Low intensity exercise or training 5-7 g/kg body weight/day

program less than 60-90 min/day
Training program more than 90-120 7-10 g/kg body weight/day
min/day
Extreme exercise program in between 6- 10-12 g/kg body weight/day
9 hrs/day (cross country cyclist)
CHO loading for endurance and ultra 7-10 g/kg body weight/day
endurance athletes
CHO intake during exercise training or 1 g/min or 60 g/hr
competition more than 1 hr
Rapid recovery after training session or 1 g/kg body weight ( the 1st 30 min after
competition multiple day (duration in competition) repeated intake of 1 g/kg
between session is less that 8 hrs)
body weight every 1-2 hrs until actual
requirement achieved
b) Factors that have minimal effect on rate of restoration:

- Gentle exercise during recovery. Over long-term recovery, frequency of meals and snacks
(provided total amount of CHO is adequate).
- When total CHO intake meets threshold for glycogen storage, intake of other
macronutrients (e.g, protein or fat).
c) Factors that reduce the rate of restoration:
- Damage to the muscle (contact injury or delayed-onset muscle soreness caused by
eccentric exercise).
- Delay in intake of CHO after exercise (postpones the start of effective recovery).
- Inadequate intake of CHO.
- Inadequate total energy intake.
- Reliance on CHO-rich foods with a low glycemic index.
- Prolonged, strenuous exercise during the recovery period.
Food Supplement and Ergoganic Aids
TYPE OF
SUPPLEMEN
T
Sport Drinks
DETAIL
Flavored drinks
Providing
carbohydrates (68% or 6-8
g/100m)
Providing sodium
(10-25 mmol/L)
Providing
potassium (3-5
mmol/L)
To rapidly deliver
fluid and fuel
during and after
exercise.
Solutions of 4%
to 8%
carbohydrate can
deliver good
effective source
of carbohydrate
can deliver and
effective sources
of carbohydrate
without
interfering with
rehydration
goals.
Replacement of
electrolytes,
particularly
sodium, is useful
for maintaining
thirst drive and
may help to
reduce urine
losses during
post-exercise
recovery.
Sport drink with

higher sodium
content (>25
mmol/L sodium)
Electrolyte
Replacement Oral dehydration
solution (50-80
Supplements
mmol/L sodium,
10-30 mmol/L
potassium)
Electrolyte sachets
POTENTIAL
SITUATION FOR USE
During exercise
To replace~ 80%
of sweat loses, or
as much of the
sweat loss as it
practical and
comfortable.
After exercise
Rehydration
requires a fluid
intake of ~ 150%
of the volume of
post-exercise fluid
deficit over the
next 1 2 hr and
may not occur
voluntarily.
Rapid dehydration
may be need
following
moderate to large
fluid deficits
incurred during
exercise or other
dehydrating
activities (e.g.,
making weight).
CONCERN
ASSOCIATED TO
USE
Drinks should be
kept cool to
promote
palatability and
encourage intake.
Athletes should
not consume
excessive
amounts of sport
drinks during
exercise that
cause a
substantial
increase in body
mass.
Salt
implementation
during exercise
may lead to
gastrointestinal
problems or cause
further impairment
of fluid balance.
Increasing the
sodium content of
(30 mmol of
sodium, 10 mmol
of potassium)
Available in the
forms of
carbohydratesrich, moderateprotein, low-fat
powder for mixing
with water or milk.
Provide a compact
and easily
prepared meal
replacement
supplement.
Liquid Meal
Supplements
Replacement of
large sodium
losses may be
needed during
ultra-endurance
activities.
Replacement of
large electrolyte
losses may be
needed during
exercise in certain
individuals with
high rates of
sweat loss or high
sweat content of
electrolytes.
Oral rehydration
solutions are
recommended to
treat or prevent
dehydration
associated with
diarrhea and
gastroenteritis in
athletes.
Useful for athletes
who need
increase energy
intake without
preparing or
eating additional
food or meals.
Replace normal
energy and
nutrient intake
while reducing
gastrointestinal
contents and body
mass.
Useful as a
prevent meal for
athletes with high
risk of
gastrointestinal
upset during
exercise.
Provide a
portable, nonperishable, and
easily prepared
meal or snack
providing energy,
a balance of
macronutrient,
and a substantial
a drink generally
reduces the drink
palatability and
may interfere with
the voluntary
consumption of
fluid.
Can often be
overused.
May lead to
overconsumption
of energy intake
and unwanted
weight gain by
some athletes.
Provide a compact
source of
carbohydrate and
protein in a bar
form.
- More
concentrated
form of
carbohydrate
than sports drinks
and provide a
substantial fuel
boost when
consumed during
or after exercise.
- A solid form of
carbohydrate
intake may be
useful to satisfy
hunger during
some forms of
prolonged
exercise (i.e.,
road cycling).
Sport Bars
sources of
micronutrients.
Provide a
compact fuel
source during
prolonged
sessions of
training or
competition,
especially when
hunger is likely or
it is impractical to
carry substantial
amounts of food.
Nutrient-dense
supplement
providing energy
and carbohydrate
in a high-energy
diet. They are
useful for athletes
undertaking a
heavy training
load, experiencing
growth, or aiming
to increase
muscle mass.
Compact and
portable source of
carbohydrate,
protein, and other
nutrients for postexercise recovery.
They are ideal for
use where
appetite is
suppressed
following exercise,
access to food is
limited postexercise, or the
athlete has
minimal time to
eat between
exercise sessions.
Compact, lowfiber source of
carbohydrate;
thus, they are
useful as part of
prevent meal for
athletes at high
risk of
gastrointestinal
problems during
Often overused,
leading to
inappropriate ate
replacement of
whole foods and
overreliance on
expensive
alternatives.
Athletes should be
encouraged to
practice using
sport bars and to
assess tolerance
during training
before using in the
competition
setting.
Provide a highly
concentrated
source of
carbohydrate (6570%) in easily
consumed and
quickly digested
gel form.
Sport Gels
exercise and are

useful in makingweight strategies
as a low-residue
snack.
Convenient,
portable,
nonperishable
snack providing
energy, a balance
of carbohydrate
and protein, and
micronutrients.
Provide a
compact fuel
source for
endurance sports
lasting longer than
90 min, especially
where it is
impractical to
carry large
amounts of sport
drinks (i.e.,
cycling, triathlon).
Provide a
compact fuel
source for team
sports athletes
during breaks in
play during
extended training
or competition
sessions.
Provide a
compact and
portable source of
carbohydrate for
post-experience
recovery when
regular foods are
not tolerated by
the athlete.
Provide a lowfiber and compact
prevent snack for
athletes unable to
tolerate regular
foods and fluids.
High-cost
alternative to
other suitable
foods and fluids
and should
therefore be used
only in specific
situations for
which they are
most suited,
rather than a
general snack.
Gastrointestinal
intolerance may
occur because of
the concentrated
carbohydrate
load.
Should always be
consumed with
adequate fluid to
meet hydration
needs.
Athletes should
practice use of
gels and assess
tolerance during
training sessions if
they are intended
for use during
competition.
May lead to
overconsumption
and overreliance
on low-nutrient
carbohydrate
sources.
Some gels contain
other compounds
such as mediumchain
triglycerides,
which may be
poorly tolerated.
Take the form of a

broad-range, lowdose formulation of
vitamins and
minerals.
Can be used by
athletes
undertaking a
prolonged period
of travel,
particularly to
countries with an
inadequate or
otherwise limited
food supply.
Can be used by
athletes
undertaking a
prolonged period
of restricted
energy intake.
\useful for athletes
undertaking heavy
competition
schedule,
involving
disruption to
normal eating
patterns.
May provide a
false sense of
security to
athletes who are
otherwise eating
poorly.
Can be used for

short-term
supplementation
for athletes
undertaking a
sudden increase
in training stress
or a shift to a
more stressful
environment.
There is potential
for antioxidant
supplements to
act as prooxidants if taken
in excess.
Antioxidant
Vitamins C
and E
Increase in training
stress leads to a
temporary
increase in the
production of free
oxygen radicals.
Supplementation
with antioxidant
vitamins may help
to reduce the
oxidative damage
until the bodys
antioxidant system
adapts to the new
challenge.
Calcium
Supplement
Is available in a
formulation
providing ~500mg
of elemental
calcium in a dose
as calcium
gluconate.
Low intake:
Athletes who eat
an inadequate
energy intake or
inadequate
amounts of diary
and fortified soy
products are at
Calcium
supplementation
does not
guarantee bone
status in absence
of an adequate
estrogen and
progesterone
Multivitamin
and Mineral
Supplements
Creatine
Is a naturally
occurring
compound found in
large amounts in
skeletal muscle as
a result of dietary
intake and
endogenous
synthesis from
amino acids.
Creatine
monohydrate is the
most common of
creatine
supplements.
- Muscles creatine
content varies
between
individuals
related to gender,
age, or fiber type.
- The typical
carnivorous diet
provides
approximately 2 g
f creatine per
day.
risks of an
inadequate
calcium intake.
Calcium
requirements are
elevated by
growth in children
and adolescence.
Increased calcium
intake may
needed to ensure
calcium balance in
female athletes
with impaired
menstrual status.
May enhance the
performance of a
single highintensity sprint or
exercise bout,
which is
dependent on
phosphocreatine
stores.
Can enhance the
performance of
exercise involving
repeated sprints
or bouts of highintensity exercise,
separated by
short recovery
intervals.
Can be used in a
resistance training
program to further
increase lean
body mass and
strength.
Can be used in
interval and sprint
training programs.
Can be used
during training
and competition in
sports involving
intermittent work
patterns.
Can enhance the
effectiveness of
carbohydrateloading program
for endurance
exercise.
status.
Athletes with
disordered eating
or eating
disorders require
significant
treatment in
addition to
calcium
supplementation.
Athletes who used

creatine either
unaware of
correct
supplementation
protocols or
persist in using
unnecessarily
high doses if
creatine. Study
shows that high
doses of creatine
do not further
enhance creatine
stores.
An acute weight
gain of 600 to
1000 g is typically
associated with
loading and may
represent water
gain. This
associated weight
gain may be
counterproductive
to athletes
competing in
sports where
power-to-weight
ration is a key
factor in
successful
performance or
those competing
in weight-division
sports.
There are
anecdotal reports
of an increased
risk of muscle
cramps, strains,
and tears, but
studies to date
have not reported
an increased risk
if these events.
Supplementation
should be limited
to well-developed
athletes. Young
athletes are able
to make
substantial gains
in performance
through
maturation in age
and training,
without the need
to expose
themselves to the
expense or small
potential for longterm
consequences of
creatine use.
Bicarbonate
and Citrate
Doses for acute

loading are 300
mg/kg bicarbonate
and 300 to 500
mg/kg citrate,
taken 1 2 hr
before exercise.
Buffering agents
should be
consumed with 1
2 L of water to
reduce
gastrointestinal
problems
attributable to
osmotic diarrhea.
A longer-term
leading protocol
with bicarbonate
(500mg-1.day-1,
spread over the
day) may provide a
more sustained
increase in blood
pH, with benefits
being maintained
for a least 1 day
following the last
bicarbonate dose.
An increase in
extracellular
buffering capacity
may aid an
athletes capacity
to produce power
during sports or
events limited by
excessive buildup
of hydrogen ions.
Bicarbonate or
citrate
supplements can
be used in highintensity events
lasting 1-7 min.
Can be used in
high-intensity
sprints. \can be
used in prolonged
high-intensity
events lasting 3060 min.
There have been

reports of
gastrointestinal
distress following
bicarbonate use.
It may cause
acute changes in
urinary pH.
Occurs naturally in
the leaves, nuts,
and seeds of a
number of plants.
Caffeine
Has the potential

to enhance the
performance of
range of exercise
protocols.
Can be used
during prolonged
endurance or
intermittent sports,
including team
sports, as a
training aid or
competition aid.
The mechanism is
likely to involve
alternations to the
perception of
effort or fatigue,
as well as direct
effects in the
muscle.
At higher levels of
intake, caffeine
has the potential
to cause
increases in heart
rate, impairments
or alterations of
fine motor control
and technique,
and over arousal
(interfering with
recovery and
sleep patterns).
Caffeine may
interact with other
supplements and
nutrients used by
athletes (e.g.,
bicarbonate,
creatine,
carbohydrates),
which needs to be
explored in terms
if performance
outcomes and
potential side
effects.
Goal 9
Eat for
longterm
health
by
paying
attention
to
healthy
eating
guidelin
es
Although
athletes
tend to
focus on
their
immedia
te
competit
ion
pursuits,
they
should remember that there is life after a sporting career. Therefore, athletes are included in
healthy nutrition guidelines prepared for the general population.
Goal 10
Enjoy food and the pleasure of sharing meals
Some athlete may need to modify their eating patterns. But they are encouraged to ovoid extreme
dietary changes and the exclusion of all their favourite food. The athletes should always seek a
balance between meeting his or her nutritional goals and enjoying the social and hedonistic
aspects of eating.
Goals of Competition Eating

Goal 1
In weight-division sports, achieve the competition weight division with minimal harm to health of
performance
This issue related to weight category athletes where they practice extreme weight-making practice
such as sauna, exercising in sweat clothes or ingesting diuretics
Goal 2
Fuel up adequately before an event by consuming carbohydrate and tapering exercises during the
days before the event according to the importance and duration of the event; use carbohydrateloading strategies when appropriate before events of greater than 90-120 min duration
The usual resting glycogen concentrations of the trained athlete (100-120 mmol/kg wet
weight)adequate to meet fuel event lasting up to 60-90 min. such store can be achieve by 24
hours of rest and adequate intake of carbohydrate (7-10g/kg BM/day).
Goal 3
Top up carbohydrate stores with a prevent meal or snack during the 1 to 4 hrs before competition
Goals for food and drinks consume 4 hours before an event:
i.
Further enhance muscle glycogen stores if they have not been
loaded since the last exercise session.
fully
ii.
Restore liver glycogen content, especially for events undertaken.
iii.
In the morning when liver stores are low after an overnight
iv.
Contribute to fluid balance to ensure that the athletes is well hydrated.
stored
or
fast.
v.
Prevent hunger and avoid of gastrointestinal discomfort and upset
experienced during exercise.
often
vi. Include foods and eating practices that are important to the athletes psychology or
superstition.
Goal 4
Keep hydration at an acceptable level during the event by drinking appropriate amounts of fluids
before, during after the event
Athletes should aim to keep the fluid deficit associated with his or her event to an acceptable level
by developing a hydration strategy for before, during and after event. Factors influence fluid intake
during exercise:
i.
Individual variability-genetic predisposition to be an avid or
ii.
Awareness of sweat losses fluid needs.
iii.
Awareness of benefits of good hydration.
iv.
Availability of fluids.
v.
vi.
Palatability of fluids (flavour, temperature, sodium content).

Opportunity to drink.
vii.
External cues or encouragement to drink.
reluctant drinker.
viii.
Gastrointestinal comfort.
ix.
Fear of urination.
x.
Weight loss issue (fear of energy content).
Goal 5
Consume carbohydrate during events of >1 hr in duration of where body carbohydrate stores
become depleted
Recommended to consume at least 30-60 g/hr during exercise greater than 60-90 min.
Goal 6
Achieve fluid and food intake before and during the event without causing gastrointestinal
discomfort or upsets
Athletes should practice and identified suitable food and drinks during training.
Goal 7
Promote recovery after the event, particularly during multiday competitions such as tournaments
and stage races
Post event goal is to ensure that the athlete is ready to face the next opponent.
Goal 8
During a prolonged competition program, ensure that competition eating does not compromise
overall energy and nutrient intake goals
During competition phases, eating strategies that promote refuelling and rehydration in preparation
for, or recovery from, each exercise bout are likely to be the athletes top priority. Athlete may
choose palatable and easy-to-consume foods and drinks to achieve goal.
Goal 9
Make well-considered decisions about the use of supplements and specialized sports foods that
have been shown to enhance competition performance or meet competition needs
Any decision to use sport supplements or foods should consider the evidence for real or even
placebo-driven benefits versus the risk side effects or a positive doping outcome.
NUTRITIONAL STRATEGIES FOR SPECIFIC ENERGY SYSTEMS
Anaerobic Metabolism for High-Intensity Burts and Power
Athletes in power events such as weightlifting, hammer throw and shot put must maximize their
potential for success by improving muscular strength, speed and power. Power development is a
function of the maximum amount of energy that a muscle can produce quickly and is type IIb
muscle fiber. Athletes from this group must consume enough energy so the nutrients, including
protein, needed to support this larger mass re available for anabolic use and are not catabolized to
meet energy requirements.
Nutrition Tactics for Power Athletes
Different activities place special metabolic requiremnts on muscle systems, and these differences
alter the nutrition requirements among athletes involved in various type of sports. Sports that
require a high level of power and speed over short distances have a high anaerobic component.
Athletes in these sports are not interested in their ability to move efficiently over long distances for
long periods of time;they want to be the first in short distances.
Anaerobic Metabolic Pathways
1. Phosphocreatine (Phosphagen) System
Anaerobic metabolic processes supply ATP from phosphocreatine (Pcr) and glycolysis without
oxygen. The in-muscle concentration of preforme ATP is 25 to 33% of concentration of PCr. The
volume of energy that can be supplied by the breakdown of PCr is vast, and it can be produced
instantaneously. However, the length of time that this high volume of energy can be supplied is
never greater than 10 seconds because of the limited amount of PCr stored in tissue. The higher
the exercise intensity, the greater the reliance on PCr breakdown as a source of energy
2. Glycolysis (Glycolitic System)
Glycolysis refers to the anaerobic breakdown of glucose or glycogen for energy. The combination
of PCr and glycolysis can support predominantly anaerobic maximal work for approximately 90
seconds, often reffered to as the anaerobic maximum.
Capacity and Power of Anaerobic Systems for Producing ATP

System
Phophocreatine system
Glycolytic system
Combined
Capacity
(mmol ATP/kg)
55-95
190-300
250-370
Power
(mmol ATP/kg)
9.0
4.5
11.0
Delay time
Instant
5-10 sec
-
A Sampling of Sports Relying on Anaerobic Metabolism

1. Baseball
2. Bodybuilding
3. Gymnastics
4. Hockey
5. Track and Field (Sprints, Jumps and Throws)
6. Swimming (100 to 400 meters)
7.Wrestling
Aerobic Metabolism foe Endurance
For endurance athletes, optimizing carbohydrate storage before competition, sustaining
carbohydrate delivery during competition, and maintaining an optimal hydration state before and
during competition are critical factors for achieving aoptimal performance.
Nutrition Tactics
Endurance events require a high level of endurance and place a relatively low premium on
anaerobic power. These events force competitiors to perform at the margin of their maximal
aerobic capabilities over long distances.
Aerobic training does some wonderful things to the athletes ability to use oxygen. The
intermediary (type IIa) fibers, which tend to behave more like fast-twitch (power) fibers,
dramatically increase in mitocondrial content and the in enzymes involved in oxidative metabolism.
The conversion of behavior of the intermediary in the athletes aerobic endurance. The increase
ability to use oxygen results in an improvement in the ability to burn fat as a primary fuel, reducing
the reliance on carbohydrates. However, since carbohydrate is neede for the complete combustion
of fat, carbohydrate is still the limiting energy source for endurance work because athletes have
relativey low carbohydrate stores.
Aerobic Metabolic Pathways

Aerobic metabolic pathways are the means we have for obtaining energy from fuels (CHO,
Protein, Fat) in the presence of oxygen. Aerobic metabolic pathways providing ATP energy slowly
but for long durations, provided there is sufficient substrate and oxygen available to the cells.
Theoretical Average Energy Stores

Mass (kg)
Energy (kcal)
Exercise Time (min)
Liver glycogen
0.08
306
16
Muscle glycogen
0.4
1,529
80
Blood glucose
0.01
38
2
Fat
10.5
92,787
4,856
Protein
12.0
48,722
2,550
Adapted from M.Gleeson, 2000, Bichemistry of Exercise.Nutrition in Sport, edited by R.J.
Maughan (London, England: Blackwell Science)
Substrate usage in energy pathway
Glycogen
Protein
Lactate
Glucose
Pyruvate
Anaerobic metabolism
produces a small
amount of ATP
Triglycerides
glycerol + Fatty Acids
Amino Acids
Beta oxidation
Acetyl-Coa
TCA Cycle
Energy
Aerobic
metabolism
produces a
large amount
of ATP
The net effect of anaerobic

glycolysis is the conversion of 1
molecule of glucose to 2 molecules
of pyruvate, with the net
formulation of 2 molecules of ATP.
If glycogen is the orgin of the
glucose, 3 molecules of ATP are
produced. While the net ATP
produced is relatively small, it can
be produced quickly for short
periods of time. The net effect of
aerobic glycolysis is the coversion
of 2 molecules of acetyl-CoA to
form 36 molecules of ATP
Considerations for Endurance Sports

Aerobic athletes must be capable of acquiring and delivering enough oxygen to the working
muscles to support the physical work that is being done. To maintain the efficiency of their
systems, endurance athletes should consider factors that can influence their aerobic
capacity,including overtraining, overuse injuries and dietary adequancy.
1. Overtraining
overtrainig has some well-established warning signs, including increased muscle soreness, delaye
of muscular recovery, inability to perform at the previous training load, poor-quality sleep,
decrease vigor, swelling of lymph nodes, high illness frequency and loss of appetite. overtarining
rarely leads to an improvement in performance and, in fact, commonly reduces performance
because it ultimately increases the likelihood that the athlete will become sick or injured. Factors
associated with the development of over-training syndrome include:
frequent competition, particularly if it involves quality efforts;

monotonous training with insufficient rest;
preexisting medical condition (e.g., colds or allergies)
poor diet, particularly inadequate intake of CHO or dehydration
environmental stress (e.g., altitude, high temperatures and humidity)
psychosocial stressors (e.g., work or school conflicts)
According to ACSM, overtraining syndrome can be effectively eliminated through a logical training
program that allows for adequate rest and recovery with proper nutrition and hydration
2. Overuse Injuries
Overuse injuries occur when an athlete chronically repeats the same physical task;they may be
particulalrly problematic in adolescent athletes experiencing rapid growth.
3. Dietary Adequancy
Low glycogen stores reduce the time an athlete is capable of exercising, a fact that mandates the
regular consumption of CHO to maintain or replace limited glycogen stores. The timing of CHO
ingestion is also important and may influence glycogen storage and resynthesis. Athletes who do
not eat effectively become more easily fatigued and injured. maintianing hydration status is
important for operating at optimal physiological levels of efficiency. endurance athletes should
practice consuming fluids frequently, even in absence of thirst, to reduce the chance of
dehydration. consumption of carbohydrate-containing beverage with small amounts of sodium is
useful for fluid absorption and for maintaining the drive to drink.
A Sampling of Sports Relying on Aerobic Metabolism
1. Distance running
2. Triathlon
3. Distance swimming
4. Cycling
METABOLIC NEEDS FOR BOTH POWER AND ENDURANCE

Most of the team sports require a combination of power and endurance. The random intermittent
fluctuations of exercise intensity in these sports result in a unique pattern of energy substrate
utilization.
Nutrition Tactics for Sports Requiring Power and Endurance
Team sports have combination of high-intensity and lower-intensity activity interspersed
throughout the competition. they must focus on speed, power and endurance. the intermittent high
and low intensity of team sports creates a requirement for energy that is derived from a
combination of aerobic and anerobic means. although the anaerobic metabolic processes are
solely reliant on existing stores of ATP,Phosphocreatin (PCr), and muscle glycogen, the aerobic
processes derived energy from muscle glycogen, blood glucose, fat, and to a lesser extent,
protein. nutrition guideline covering what to do before, during and after exercise and competition
are important for virtually all athletes involved in sports that have intermittent periods of maximal
intensity
General Guideline for Athletes Involved in Sports That Include Intermittent Periods of HighIntensity Work
General nutrition
Maintain a diet high in complex CHO, modertae in protein, and

relatively low in fat. strive for a varied consumptionof foods to
ensure exposure to all the nutrients that the bodys calls need.
varying your intake also helps ensure that you dont overexpose
your cells to substances in foods that may be, with frequent
exposure, harmful to general health.
Preexercise
or Consume starchy, easy-to-digest, high-CHO foods. Consume
precompetition meal plenty of fluids with meals and during the period between the
meal and the exercise session or competition.when possible,
consume a high-CHO meal about 3hr before exercise.
During-exercise
Consume a sports drink that is approximately a 6-7% CHO
nourishment
solution. the drink should also contain a small amount of salt to
encourage drinking during the competition. Drink (600-1200 ml)
of fluid/hour, depending on the environmental temperature and
humidity and your predisposition to sweating. In some sports,
Postexercise
postcompetition
replenishment
there are no natural breaks in the action, which makes it difficult

to consume fluids at this rate. in such cases, athletes and
coaches should develop a clear strategy for fluid consumption
that cn take place during time-outs in the game. A good strategy
will ensure that adequate personnel are available to providde
fluids quickly and efficiently to every player whenever a break in
the action occurs.
or Drink
a sports drink to ensure quick rehydration and
replenishment of depleted glycogen stores. consume
approximately 1.5L/kg body weight lost during activity. muscle
glycogen stores are efficiently replaced if the athlete consume
CHO immediately after the activity. for the 2 hr immediately after
activity, consume high-glycemic index foods. The goal is to
consume at least 5g of CHO every hr until the next meal.
Sports Specific
1. Martial Arts
The martial arts represent a true integration of mental and physical skill and demand a high
degree of strength, flexibility, speed agility, explosiveness and concentration.
Macronutrient Needs
Carbohydrate recommendation is 60-65% of total energy. Adequate but not excessive protein
(1.2-1.7 g/kg) is needed to repair muscles, produce blood cells and maintain a strong immune
system.
Micronutrient Needs
Weight-class martial athletes who restrict energy and fluids may be low in thiamine, vitamin B-6,
iron, calcium, zinc, magnesium, sodium, potassium and chloride.
Fluid Needs
Pre and Post Event Eating
In weight-class martial arts, food and fluids are often severely restricted in the days leading up to
the event. On the day of the competition, after the early morning, they are often hungry and thirsty.
The athletes need to be reminded to eat foods high in carbohydrate and low in protein and fat. If
athletes is nervous and unable to eat solid food prevent, a chilled liquid meal replacement
beverage can be offered to provide energy and prevent low blood sugar.
Top Nutrition Concerns

1. Making weight safely
2. Hydrating properly
3. Choosing healthy meals and snacks for travel and at competition
2. Track and Field Events

Top nutrition concerns
1. Adequate energy and nutrient intakes: energy needs are range influenced by age, gender,
specialty event, level, intensity and frequency of training. It has been recommended an intake of
CHO 7-10 g/kg/BW/day.
2. Weight and body composition: for some athletes losing body weight and body fat to improve
performance
3. Nourishment before and during events: influence athletes food choices prior to and during an
event:
i. Travel schedule; travelling provides a nutritional challenge since food resources are
often unknown to the athletes.
ii. Limited money and time; have limited food budgets and trying to save money and time.
iii. Competing in multiple events at a track meet; athletes have limited time between event
and too nervous to eat.
iv. Recovery after training and competition; pack daily schedule and may lack timemanagement and meal-planning skills.
v. Hydration; factors contributing to dehydration include:
- Unsupervised workouts, placing the responsibility for hydration on the athlete.
- Limited availability of fluids at the training location.
- Travel from cooler environments to warmer, humid locations without adequate
time to acclimate.
- Increased fluids loss from the body during air travel.
- A competitive psyche that pushes athletes to continue exercising despite
dehydration.
3.BOXING
Includes Professional and Amateur
Boxing, both professional and amateur, involves a wide range of skills and movements. It requires
not only speed and strength in short, explosive bursts, but also a high level of anaerobic-strength
endurance, as well as flexibility and agility.
Every bit of your training and diet must reflect these important elements. These elements are
what make boxing explosive in nature. In fact, boxing is very explosive, so improved recovery and
tissue repair plus increased speed and strength are your year-round training and dietary goals.
Nutritionally, this means emphasizing short-term energy needs and maximizing the muscles
recovery and tissue-repair processes.
In boxing, the energy output is primarily anaerobic (without oxygen). This does not mean that
training for or competing in boxing is easy, however. You must punch, grapple, dodge, feint, jab
and perform other lightning-quick reflexive movements over and over again, repeatedly testing
your tolerance to pain and fatigue, caused by lactic-acid build-up in your muscles. Training for
boxing is extremely intensive and gruelling. At the highest levels, speed training for boxing forces
you to operate at your anaerobic threshold (the point at which you must receive oxygen).
Muscles grow when they are stressed. In boxing, the aim is to make the muscles grow as strong
and as quick as possible. This calls for specialized training. Furthermore, the incredible force
output of boxing, especially coupled with the explosive aspects of the sport, requires the support of
a carefully constructed nutrition program.
WHERE YOUR ENERGY COMES

For Boxers
Energy Systems
IMMEDIATE
Average matches
Amateur (up to 3
rounds)
professional (up
to
15 rounds)
Average workouts
Prematch
Off-season
GLYCOLYTIC
OXIDATIVE
60%
40%
0%
50%
40%
10%
50%
60%
40%
30%
10%
10%
NUTRITION FOR BOXERS

Boxers are power athletes. They obtain most of their energy from the immediate energy systems.
Therefore, as a boxer, you need to plan your nutritional intake, from both food and supplement
sources, to support the immediate systems. In addition, since your energy expenditure changes in
the off-season, you need to adjust your caloric intake and macronutrient ratio to match. Following
are dietary guidelines for boxers to help you in planning your nutrition program.
Dietary Guidelines
Some other important considerations for boxers are:

Carbohydrates are the major source of energy for short-term activities. Complex
carbohydrates are the best source because they most effectively refill the glycogen stores
in the muscles and liver. In addition, they elevate the blood sugar to a level sufficient for
long sessions of intensive training.
As a power athlete, you must make sure that you consume adequate amounts of both
carbohydrates and protein. If our energy stores become drastically depleted or you
experience lactic-acid build-up, you may suffer temporary muscle fatigue. If you do not refill
your glycogen stores before your next workout or game, your body may begin breaking
down muscle tissue for the protein it needs for energy.
Directly before workouts and games, consume carbohydrate drinks with high glycemic
indexes to keep your blood sugar sustained at an appropriate level. This will allow you to
train or play intensively without having your explosiveness hindered by fatigue.
As a power athlete, you need to stimulate the storage of glycogen in your muscles while
promoting repair and growth of your muscle tissue and inhibiting build-up of body fat. To do
this:
Train anaerobically on a regular basis. Intensive training stimulates increased storage of
glycogen in the muscles and liver, which provides additional energy for greater exercise
capacity.
Consume five to six meals a day. Eating several smaller meals rather than three larger
ones will keep your blood-sugar level stable throughout the day and will ensure that a
supply of protein is always available for your muscles.
Keep your fat intake to a minimum. Large amounts of fat in your diet will add to your body
fat and will cause you to lose minerals through frequent urination.
Consume low-glycemic-index foods about two to three hours before workouts and games.
These foods help sustain the blood-sugar level.
Drink plenty of water. Not only will this practice reduce your chances of becoming
dehydrated, but every ounce of glycogen that is stored within the muscles needs 3 ounces
of water stored along with it. Therefore, remaining properly hydrated will also help prevent
weakened muscle contractions.
Do not eat a new food just before a game. Different people often react differently to the
same food. Before a game, eat just those foods that you know your body will handle well.
UNIT 11
THEORY 11
OLYMPISM (2 HOURS)
ASPIRATION : To enhance knowledge of the Olympic Movement for Taekwondo Coaches
OBJECTIVES
1. Taekwondo Coaches to understand
(a) What Olympic Movement is all about?
(b) What is Olympic Spirit?
2. Taekwondo Coaches should know the responsibilities and the role for effective and
successful coaching towards achieving our Associations target to produce an Olympic
player in years to come and win medals at Olympic.
CONTENTS
1. History of Olympic.
2. Aims of Olympic movement.
3. Symbols of the Olympic movement.
4. Structure of the Olympic Movement.
5. The International Federations.
6. Olympic Council of Malaysia.
7. Discussion Taekwondo in Olympic.
2.1 HISTORY OF OLYMPIC

The Ancient Olympic Games
Ancient Olympia was a religious site long before the first recorded games of 776 BC. Excavations
reveal that the sanctuary's age dates back before 1300 BC. In those days, a spring of pure water
flowed from the foot of the hill of Kronus which rises above the site. There, the oldest sanctuary was
probably an altar to the great Mother Goddess, Rhea. Perhaps the first torch run involved a race of
young boys to light her sacred flame. Gradually, Zeus replaced other goddesses and gods a s the
most important deity of Olympia. The great temple in the centre of the sanctuary, built in his honour,
housed a huge statue layered in gold and ivory.
Gradually other athletic events were included in the religious festivals and they were regularly scheduled
every four years. By 600 BC, the games included horse races, pentathlon (long jump, javelin, discus, a foot
race and wrestling), body contact sports of boxing. wrestling and pankration as well as the foot races. The
games then lasted 5 days.
The ancient Olympic stadium seated 40,000 people. As the greatest of the Greek religious festivals, these
games attracted spectators and participants from all of the Greek city states and from Greek colonies all
around the Mediterranean Sea. For a period of time before and after each games, a sacred truce, the
Ekecheirca, was in force. All military conflict and all hostilities in the region hosting the games were
forbidden. Those attending the games were usually granted safe passage through their city states. Only
free Greek men and boys could compete. All women, except for the Priestess of Demeter, were forbidden
to attend as either participants or spectators. Apparently certain Greek generals thought that women could
create spells that would make their soldiers weak. There were, however, games for women, and women in
Sparta were involved in all aspects of sport and military training.
Winners in an Olympic Games were awarded a crown of olive leaves and became heroes in their cities.
The success of the ancient Olympic Games can be attributed in part to the Greek love for competition, to
their respect for harmony and beauty of the human body and to the emphasis in their way of life on unity of
mind, body and spirit.
Under Alexander the Great and in Roman times, sensationalism, commercialism and the demand by
athletes for bigger and bigger prizes eroded the value system and religious significance of the games. Thev
were ended in 393 AD by the Christian emperor Theodosious I. In 426 AD on orders from Theodosious II,
the buildings were destroyed. Earthquakes and a massive flood then buried the ruins, which were
discovered again in the 19th century, covered by 4l. 5 meters of silt.
2.1.1 Pierre de Coubertin
The modern revival of the Olympic Games was an educational project. It grew from one
man's campaign to have physical activity included in his nation's educational curriculum. The
reformer was a determined, idealistic French aristocrat, Pierre de Coubertin.
Several factors triggered his thoughts toward the idea of an international sports event. The
poor physical condition of his generation appalled him. De Coubertin felt it was a direct
contribution to France's humiliating defeat in the Franco-Prussian War of 1871. At the same
time, the structured athletic programs at British boys' schools impressed him. Sports were a
fundamental part of the curriculum and the boys excelled in athletic proficiency.
De Coubertin's fascination with the ancient Greek philosophy and lifestyle became another
key toward the rebirth of the Olympic Games. At this time, the archeological findings at the
legendary city of Troy and at Olympia kindled a new excitement about ancient Greece
throughout Europe. Greek statues, architecture and art became the new style. Greek, as
well as Latin, became a core subject in schools. Any self-respecting gentleman could quote
from The Iliad and The Odyssey.
De Coubentin began to combine the idea of an international sports festival with the concept
of a Greek-styled Olympic Games. His hope was to celebrate the health, values and athletic
talent of youth, exalt the individual athlete and unite communities and the world. The rest of
his life was devoted to that dream.
In 1894, at a congress to study the principles of amateurism, he added an item to the

agenda: "On the possibiliy of restoring the Olympic Games ". He must have cast a spell
over the 79 delegates from 15 countries. He included a moving ceremony with poetry, music
and songs. After every delegate had heard the hymn to Apollo, discovered at Delphi in 1893,
the
assembly unanimously decided to restore the Olympic Games. The first modern Olympic
Games took place in Athens in 1896.
De Coubertin became the chief director as to the form and character of the games. The
Olympic Charter, protocol for Opening and Closing Ceremonies, the Athletes' Oath and the
five-ring symbol were his creations. Until 1925, he personally presided over the IOC
assuming many of its administrative and financial duties.
Pierre de Coubertin was born in Paris in 1863 and died in Geneva in 1937. His heart is
buried at Olympia, Greece where a small monument was erected to commemorate his
dedication to the Olympic ideal and spirit.
2.1.2 The Olympic Movement

In de Coubertin's view, the Olympic Games were not simply to be an athletic event, but the
focal point for a broadly based social movement, which, through the activity of sport and play,
would enhance human development and international understanding.
The Olympic Movement is the result of the cooperation of the National Olympic Committees
(NOCs), the International Federations, the International Olympic Committee and all other like
minded organizations and individuals who wish to promote the Olympic Games and Olympic
Ideals.
Two hundred (200) National Olympic Committees (NOCs) have joined the Olympic Movement.
Some are large and others are small; some represent all the sports in the Games of the
Olympiad and the Olympic Winter Games and others represent just those Olympic sports
which are practiced in their countries. The Olympic Charter stipulates that there must be at
least five sports practiced in a country and recognized by an IF before a NOC can be formed.
All NOCs have accepted certain constitutional principles laid down by the IOC and all of them
have joined a great cooperative enterprise to promote the Olympic Games and to develop in
their own countries the ideas and ideals upon which the Olympic Movement is based.
The International Sports Federations (IFs) are the world governing bodies of their separate
sports. As of 1998, the IOC recognizes 65 federations out of which 35 are on the Olympic
Program. At the Olympic Games, IFs are responsible for the technical direction of their sports,
such as the rules governing the events, the facilities and equipment and for the officia ls who
apply the rules.
The IOC is the final authority on all non-technical questions concerning the Olympic Games
and the Olympic Movement.
2.2. AIMS OF THE OLYMPIC MOVEMENT

In 1894 Pierre de Coubertin wrote:
"Why did 1 restore the Olympic Games? To enable and strengthen sports, to ensure their
independence and duration and thus enable them better to fulfill the educational role incumbent
upon them in the modern world; for the glorification of the individual athlete whose muscular activity
is necessary for the maintenance of the general spirit of competition. "
From this first statement, the aims of the Olympic Movement have grown and developed. They are
now expressed in the Olympic Charter as Fundamental Principles.
The fundamental principles of the IOC are: "to contribute to building a peaceful and better world by
educating youth through sport practised without discrimination of any kind and in the Olympic spirit,
which requires mutual understanding with a spirit of friendship, solidarity and fair play". The IOC
aims to:
encourage
the
coordination,
organization
and
development
of
sport
and
sports
competitions.
collaborate with the competent public or private organizations and authorities in the
endeavour to place sport at the service of humanity.
ensure the regular celebration of the Olympic Games.
fight against any form of discrimination affecting the Olympic Movement.
support and encourage the promotion of sport ethics.
dedicate its efforts to ensuring that in sports the spirit of fair play prev ails and violence is
banned.
lead the fight against doping in sport.
take measures the goal of which is to prevent endangering the health of athletes.
oppose any political or commercial abuse of sport and athletes
see to it that Olympic Games are held in conditions which demonstrate a responsible
concern for environmental issues
support the International Olympic Academy (IOA)
support other institutions which devote themselves to Olympic education
It is clear therefore that the Olympic Movement has moral, educational and international aims
which extend beyond the contests of the Olympic Games every four years.
2.3
SYMBOLS OF THE OLYMPIC MOVEMENT
The Olympic Movement is recognized around the world by: the Olympic rings, the Olympic flame and torch,
the Olympic flag, the Olympic motto, the Olympic hymn and the Olympic medals.
The Olympic symbol (the rings) symbolizes the union of the five continents and the meeting of athletes from
all over the world at the Olympic Games in a spirit of fair competition and good friendship, the ideal
preached by Baron de Coubertin. The colours of the Olympic rings are blue, yellow, black, green and red,
on a white background. At least one of these colours is found in the flag of every nation of the world. The
colours do not represent the continents.
The flag which carries the Olympic symbol (rings) was made in Paris and was created by Pierre de
Coubertin and first displayed at the Olympic Congress in 1914. It was first hoisted in the Olympic stadium
in Antwerp in 1920 during the Games of the Olympiad. A motto was also carried on the flag Citius Altius
Fortius" "Faster Higher Stronger". It was devised by Father Henri Didon, a Dominican teacher and friend
of de Coubertin.
The Olympic Flame is kindled in Olympia (GRE) and is carried by torch (Olympic Torch) to the site of the
next Games.
The Olympic Hymn was adopted by the IOC in 1958. It is based on a Cantata by Costis Palamas and
was set to music by Spiros Samaras in 1896.
Immortal spirit of antiquity,
Father of the true, beurrtiful artd good,
Descend, appear, shed over us thy light
Upon this ground and under this sky
Which has first witnessed thy unperishable fame.
Give life and animation to those noble games!
Throw wreaths of fadeless flowers to the victors
In the race and in the strife!
Create in our breasts, hearts of steel!
In thy light, plains, mountains and seas
Shine in a roseate hue and form a vast temple
To which all nations throng to adore thee,
Oh immortal spirit of untiquity!
The Olympic medals reflect the excellence and achievement of the Olympic athletes.
These Olympic symbols are the exclusive property of the IOC and cannot be used without its prior written
authorization. One of the duties of NOCs is to see that this rule is enforced. The symbols belong to the
IOC but they unite all who support the Olympic Movement anywhere in the world.
2.4.
STRUCTURE OF THE OLYMPIC MOVEMENT
Authority The Olympic Charter

Fundamental rules are contained in the Olympic Charter, which governs the organization and operation of
the Olympic Movement and stipulates the condition for the celebration of the Olympic Games.
Headquarters
In 1915 after 21 years in Paris, Baron de Coubertin moved the IOCs headquarters to Lausanne
(Switzerland), first at the Montbenon Casino, and as from 1922 at the Villa Mon Repos. Part of the rooms of
these two premises were offered by the city authorities.
In 1968, the administration moved to the Chateau de Vidy, which was also offered by the city authorities of
Lausanne. These premises still house the offices of the President and remain the property of the city of
Lausanne, the IOC using them under a contractual arrangement.
In 1986, the IOC opened the Olympic House, which constitutes the administrative center at Vidy. For the
first time in its history, the IOC possessed its own building. A new annex was added in June, 1998. In
1993, the Olympic Museum opened in Lausanne.
Continental Associations of NOCs
There are five Continental Associations of NOCs. These included the Association of National Olympic
Committees of Africa (ANOCA), the European Olympic Committees (EOC), the Olympic Council of Asia
(OCA), the Pan American Sports Organization (PASO) and the Oceania National Olympic Committees
(ONOC).
Current President of IOC
Thomas Bach was elected president of the IOC on 10 September 2013 at the 125th IOC Session in
Buenos Aires as the successor to Jacques Rogge, who had led the IOC since 2001. Along with Rogge and
Brundage, Bach is the third President who was an Olympian and the only President with an Olympic medal
(Gold 1976).
ANOCA
1.
South Africa
16. Egypt
31. Mali
46. Sudan
2.
Algeria
17. Eritrea
32. Mauritania
47. Swaziland
3.
Angola
18. Ethiopia
33. Mauritius
48. Chad
4.
Benin
19. Gabon
34. Morocco
49. Togo
5.
Botswana
20. Gambia
35. Mozambique
50. Tunisia
6.
Burkina Faso
21. Ghana
36. Namibia
51. Zambia
7.
Burundi
22. Guinea
37. Niger
52. Zimbabwe
8.
Cameroon
23. Guinea-Bissau
38. Nigeria
53. Tanzania
9.
Cape Verde
24. Equatorial Guinea
39. Uganda
10. Central African Republic
25. Kenya
40. Rwanda
11. Comoros
26. Lesotho
41. Sao Tome & Principe
12. Congo
27. Liberia
42. Senegal
13. R.D. Congo
28. Libyan Arab Jamahiriya 43. Seychelles
14. Ivory Coast
29. Madagascar
44. Sierra Leone
15. Djibouti
30. Malawi
45. Somalia
EOC
1.
Albania
15. Estonia
29. Lithuania
40. San Marino
2.
Germany
16. Finland
30. Luxembourg
41. Slovakia
3.
Andorra
17. France
31. Malta
42. Slovenia
4.
Armenia
18. Georgia
32. Moldova
43. Sweden
5.
Austria
19. Great Britain
33. Monaco
44. Switzerland
6.
Azerbaijan
20. Greece
34. Norway
45. Czech Republic
7.
Belarus
21. Hungary
35. Netherlands
46. Turkey
8.
Belaium
22. Ireland
36. Poland
47. Ukraine
9.
Bosnia & Herzegovina
23. Iceland
37. Portugal
48. Yugoslavia
10. Bulgaria
24. Israel
38. Romania
11. Cyprus
25. Italy
39. Russian Federation
12. Croatia
26. Latvia
13. Denmark
27. Former Yugoslav Republic of Macedonia
14. Spain
28. Liechtenstein
OCA
1. Afghanistan
12. I.R.Iran
23. Maldives
34. Sri Lanka
2. Bahrain
13. Iraq
24. Mongolia
35. Syria
3. Bangladesh
14. Japan
25. Myanmar
36. Chinese Taipei
4. Bhutan
15. Jordan
26. Nepal
37. Tajikistan
5. Brunei
16. Kazakhstan
27. Oman
38. Thailand
6. Cambodia
17. Korea
28. Pakistan
39. Turkmenistan
7. China
18. Kuwait
29. Palestine
40. United Arab Emirates
8. DPR Korea
19. Kyrgyzstan
30. Philippines
41. Uzbekistan
9. Hong Kong
20. Laos
31. Qatar
42. Vietnam
10. India
21. Lebanon
32. Saudi Arabia
43. Yemen
11. Indonesia
22. Malaysia
33. Singapore
PASO
1. Antigua & Barbuda
12. Canada
23. Guatemala
34. St. Ktts & Nevis
2. Netherlands Antilles 13. Chile
24. Guyana
35. Saint Lucia
3. Argentina
14. Colombia
25. Haiti
36. St. Vincent
4. Aruba
15. Costa Rica
26. Honduras
5. Bahamas
16. Cuba
27. Jamaica
6. Barbados
17. Dominican Republic 28. Mexico
38. Trinidad & Tobago
7. Belize
18. Dominica
29. Nicaragua
39. Uruguay
8. Bermuda
19. El Salvador
30. Panama
40. Venezuela
9. Bolivia
20. Ecuador
31. Paraguay
41. Virgin Islands
10. Brazil
21. United States
32. Peru
42. British Virgin Islands
11. Cayman Islands
22. Grenada
33. Puerto Rico
& Grenadines
37. Suriname
ONOC
1. Australia
5. Guam
9. Papua New Guinea
13. Tonga
2. Cook Islands
6. Nauru
10. Solomon Islands
14. Vanuatu
3. Federated States of Micronesia 7. New Zealand
11. American Samoa
4. Fiji
12. Samoa
8. Palau
Note: Athletes from East Timor, which does not have an NOC, were represented in the Sydney 2000
Olympic Games with the Independent Olympic Athletes.
2.5. THE INTERNATIONAL FEDERATIONS (IFs)

The International Federations are international non-governmental organizations administering one
or more sports at the world level. The national federations administering those sports are affiliated
to them. While conserving their independence and autonomy in the administration of their sports,
International Sports Federations seeking IOC recognition must ensure that their statutes, practice
and activities conform with the Olympic Charter.
The role of these federations is to establish and enforce the rules concerning the practice of their
respective sports. They further the development of their sports throug hout the world; help to
realize the goals set out in the Olympic Charter, in particular by way of the spread of Olympism and
Olympic education; establish eligibility criteria for the competitions of the Olympic Games and
submit them to the IOC for approval; assume the responsibility for the technical control and
supervision of their sports at the Olympic Games and at games under the patronage of the IOC;
and provide technical assistance in the practical implementation of the Olympic Solidarity program.
The International Federations may formulate proposals addressed to the IOC concerning the
Olympic Charter and the Olympic Movement including the organizing and holding of the Olympic
Games; give their opinions concerning the candidatures for organizing the Ol ympic Games,
particularly concerning the technical capabilities of the candidate cities; and collaborate in the
preparation of the Olympic Congresses.
The IFs participate on several IOC Commissions such as the Commission for the Olympic
Movement, the Commission for the Olympic Program, the Coordination Commission for the Olympic
Games and the Olympic Solidarity Commission.
International Federations whose sports appear on the Olympic program have the status of
International Olympic Federations. As such. they participate in annual meetings of the IOC
Executive Board with the International Olympic Summer Federations and with their Winter
counterparts.
In order to discuss common problems and decide on their events calendars, the summer Olympic
federations, the winter Olympic federations and the recognized federations have formed
associations: the Association of Summer Olympic International Federations (ASOIF), the Assembly
of International Winter Sports Federations (AIWF), the Assembly of IOC Recognized Intern ational
Sports Federations (ARISF) and the General Association of International Sports Federations
(AGFIS/GAISF), which also includes other non-Olympic sports federations.
Olympic Winter Sports Federations

International Bobsleigh and Tobogganing Federation (F.I.B.T.)
World Curling Federation (W.C.F.)
International Ice Hockey Federation (I.I.H.F.)
International Luge Federation (F.I.L.)
International Biathlon Union (1.B.U.)
International Skating Union (I.S.U.)
International Ski Federation (F.I.S.)
Olympic Summer Sports Federations
International Amateur Athletic Federation (IAAF)
International Archery Federation (FITA)
International Badminton Federation (IBF)
International Baseball Federation (IBAF)
International Basketball Federation (FIBA)
International Amateur Boxing Association (AIBA)
International Canoe Federation (ICF)
International Cycling Union (UCI)
International Equestrian Federation (FEI)
International Fencing Federation (FIE)
International Football Association Federation (FIFA)
International Gymnastics Federation (FIG)
International Handball Federation (IHF)
International Hockey Federation (FIH)
International Judo Federation (IJF)
International Union of Modern Pentathlon (UIPM)
International Rowing Federation (FISA)
International Shooting Sport Federation (ISSF)
International Softball Federation (ISF)
International Amateur Swimming Federation (FINA)
International Table Tennis Federation (ITTF)
World Taekwondo Federation (WTF)
International Tennis Federation (ITF)
International Triathlon Union (ITU)
International Volleyball Federation (FIVB)
International Weightlifting Federation (IWF)
International Federation of Associated Wrestling Styles (FILA)
International Sailing Federation (1SAF)
Other Recognized International Federations (whose sports are not on the Olympic Program)
International Aeronautical Federation (FAI)
International Mountaineering and Climbing Federation (UIAA)
International Federation of Automobiles (FIA)
World Confederation of Billiard Sports (WCBS)
International Federation of Body Builders (IFBB)
International Bowling Federation (FIQ)
World Confederation of Bowling (CMSB)
International Dance Sport Federation (IDSF)
World Amateur Golf Council (WAGC)
World Karate Federation (WKF)
International Korfball Federation (IKF)
International Life Saving Federation (ILS)
International Federation of Motorcycles (FIM)
International Federation of Netball Associations (IFNA)
International Orienteering Federation (IOF)
International Federation of Basque Pelota (FIPV)

Federation of International Polo (FIP)
International Racquetball Federation (IRF)
International Roller-Skating Federation (FIRS)
International Rugby Board (IRB)
International Union of Speedboating (UIM)
International Water Ski Federation (IWSF)
World Squash Federation (WSF)
World
Underwater
Federation
(CMAS)
International
Surfing
Association
(ISA)
International Sumo Federation (IFS)
Tug of War International Federation (TWIF) (provisional) World
Bridge Federation (WBF)
International Chess Federation (FIDE)
International Wushu Federation (IWUF) (provisional)
2.6. OLYMPIC COUNCIL OF MALAYSIA (OCM)
The Olympic Council of Malaysia (OCM) was established in 1953. It is an autonomous voluntary
organisation established under the Societies Act and recognised by the International Olympic Council
(IOC), Asian Games Federation, Commonwealth Games Federation and South East Asia Games
Federation. As a result of these recognitions, the OCM is acknowledged throughout the world as the sole
governing Sports organisation in Malaysia with regards to matters on the Olympic movement, Olympic
games and Regional Games, held under the patronage of the IOC.
Today, the OCM (up to 1.11.2003) has a total membership of 34 ordinary members and 15 associate
members (with 2 under suspension).
The OCM is established and governed by its constitution which has certain provisions conforming to the
principles of the Olympic charter, One of the principles is that the OCM must have a minimum required
number of National Sports Associations (NSA), which are in the Olympic programme as members and
which are in turn affiliated to their International Sports Federation (ISF). Another important principles is the
emphasis on amateurism, for both athletes and officials.
OCM has a dual role in the promotion and development of sports in Malaysia (as compared to the NSC
where the NSC role is only to participate and assist in sport development and improvement of sports
facilities). The first role is its commitments in international sports in relation to the Olympic movement and
the second is its role in the domestic sports scene.
On the international sports scene, the OCM is committed to participate in the Olympic Games, the Asian
Games, the SEA Games, the Commonwealth Games, and the World Games which was inaugurated in
1986. Representatives of OCM also attend conferences and seminars connected with the Olympic
Movement or with Games Organisations, while the representatives of affiliates of OCM also attend
various courses organised in different countries under the auspices of the Olympic Solidarity Programme.
The funds for the Olympic Solidarity Programme are provided by the IOC.
On the domestic scene, due to lack of financial resources, the OCM is limited in its promotion and
development role. However, since the development programmed of each OCM affiliate has the ultimate
objective of participation in the Olympic Games, Asian Games, SEA Games etc, these programmes could
in a wide sense be regarded as part of the overall development programme of the OCM towards
selection and participation in the Games. In this respect, the role of the OCM is quite wide, as it serves as
the main motivating factor for the overall development of sports in Malaysia.
The responsibilities of OCM are as follows:
To set qualifying standards and criteria for selection in consultation with its members.
To select the athletes based on the qualifying standards
To submit official entries to the organiser of the Games
To prepare the contingent for participation in the Games such as training, transportation etc.
To raise funds from the private and public sectors to fulfill tasks of the above.
With respect to other activities of the IOC and related activities of other National Olympic Committees,
the OCM will either participate directly or act on behalf of its members by submitting application and
disseminating information for its members. This is particularly true in the case of the Olympic Solidarity
Programmmes where applications for scholarships to attend courses and for assistance to organise
courses in Malaysia are made by the OCM on behalf of its members.
Thus, it is quite clear, that the financial needs of the OCM are high, while as a non-profit making
voluntary organisation, the OCM's financial resources are extremely limited. Its only real source of
income is from the rental it receives from the newly completed OCM building and the affiliation fee paid
by its members. This in effect has been the sole reason why the NSC, funded by the government, is
capable of taking over and running the responsibility of the OCM.
Other sources of revenue are government grant, sponsorships and public donations which are exempted
from Income Tax as an incentive granted by the government. However, in view of the large number of
voluntary organisations in Malaysia, all soliciting for donations from this common source, the income
derived by its means is again quite limited. Furthermore, OCM is bound by its principles on amateurism
and cannot allow itself to be commercially exploited.
Hence there is a need strategically, to review OCM's financial direction, structure, processes and
culture to ensure that it is best placed to respond to the continuing challenges it faces, both
internal and external.
With the enactment of the Sports Development Act in 1997, the registration of the OCM and most of its
members was transferred from the Registrar of Societies to the Commissioner of Sports, under the Ministry
of Youth and Sports Malaysia with effect from 1 January 1998.
Members of OCM
Year of
Affiliation
National Sports Associations
1953
1955
1956
1957
1961
1963
1966
1968
1970
1972
1974
1976
1978
1980
1982
1984
1986
1988
1990
1994
1996
1997
*
Total
No. of Members
Athletics, Hockey
Lawn Tennis, Rugby Union, Swimming, Weightlifting
Football, Shooting
Basketball, Gymnastics, Wrestling
Badminton, Boxing, Cycling, Table Tennis, Volleyball
Judo
Sepaktakraw, Fencing
Yachting, Cricket
Bodybuilding
Golf
Tenpin Bowling, Women's Hockey
Archery
Softball, Squash, Taekwondo
2
6
8
11
16
17
19
21
22
23
25
26
29
29
32
33
33
37
37
41
43
44
Equestrian, Karate-do, Netball

Water Ski
Handball*, Silat, Snooker & Billiards, Wushu
Rowing, Silambam, Soft Tennis, Women's Golf
Lawn Bowls, Polo
Triathlon
The membership of the Malaysian Handball Federation with the OCM was terminated in
1998, when it failed to register with the Commissioner of Sports.
Participation in the Olympic Games

Olympic Summer Games
No
Date
City
NOCs Present
Competitors
1896
6.4 15.4
ATHENS
14
245
1900
14.5 28.10
PARIS
19
1,078
1904
1.7 29.10
SAINT-LOUIS
13
689
1908
13.7 29.10
LONDON
22
2,035
1912
5.5 22.7
STOCKHOLM
28
2,437
1916
Not Celebrated
1920
20.4 12.9
ANTWERP
29
2,607
1924
3.5 27.6
PARIS
44
2,972
1928
28.7 12.8
AMSTERDAM
46
2,884
10
1932
30.7 14.8
LOS ANGELES
37
1,333
11
1936
1.8 16.8
BERLIN
49
3,936
12
1940
Not Celebrated
13
1944
Not Celebrated
14
1948
29.7 14.8
LONDON
59
4,092
15
1952
19.7 3.8
HELSINKI
69
5,429
16
1956
22.11 8.12 and
MELBOURNE
67
3,178
10.6 17.6
STOCKHOLM
29
159
17
1960
25.8 11.9
ROME
83
5,313
18
1964
10.10 24.10
TOKYO
93
5,133
19
1968
12.10 27.10
MEXICO
112
5,498
20
1972
26.8 11.9
MUNICH
121
7,121
21
1976
17.7 1.8
MONTREAL
92
6,043
22
1980
19.7 3.8
MOSCOW
80
5,283
23
1984
28.7 12.8
LOS ANGELES
140
6,802
24
1988
17.9 2.10
SEOUL
159
8,473
25
1992
25.7 9.8
BARCELONA
169
9,368
26
1996
19.7 4.8
ATLANTA
197
10,332
27
2000
15.9 1.10
SYDNEY
199
10,651
28
2004
13.8 29.8
ATHENS
29
2008
25.7 10.8
BEIJING
Since 1924, a new series of games, reserved to winter sports (skiing, skating, hockey, bobsleigh, luge and
biathlon) have been held every four years. The number of NOCs and athletes participating have increased
as they have in the Summer Games.
Olympic Winter Games
No
Date
City
NOCs
Present
16
Competitors
1924 25.1 5.2
CHAMONIX
1928 11.2 19.2
SAINT-MORITZ
25
464
1932 4.2 13.2
LAKE PLACID
17
252
1936 6.2 16.2
GARMISCH - PARTENKIRCHEN
28
668
1948 30.1 9.2
SAINT-MORITZ
28
669
1952 14.2 25.2
OSLO
30
694
1956 26.1 5.2
CORTINA DAMPEZZO
32
820
1960 18.2 28.2
SQUAW VALLEY
30
665
1964 29.1 9.2
INNSBRUCK
36
1091
10
1968 6.2 18.2
GRENOBLE
37
1158
11
1972 3.2 13.2
SAPPORO
35
1006
12
1976 4.2 15.2
INNSBRUCK
37
1123
13
1980 13.2 24.2
LAKE PLACID
37
1072
14
1984 8.2 19.2
SARAJEVO
49
1274
15
1988 13.2 28.2
CALGARY
57
1423
16
1992 8.2 23.2
ALBERTVILLE
64
1801
17
1994 12.2 27.2
LILLEHAMMER
67
1739
18
1998 7.2 22.2
NAGANO
72
2177
19
2002 8.2 24.2
SALT LAKE CITY
20
2006 4.2 19.2
TORINO
258
2.7
DISCUSSION TAEKWONDO IN OLYMPICS

a) When was Taekwondo included as a demonstration sport in Olympics?
b) Who represented MTA at the demonstration sport in Olympics and where was the games
held?
c) What were the medals won by the athletes from MTA at the demonstration sport?
d) How many medals were won by Malaysians in the Olympics till to date and name the athletes.
e) How much incentives are given by the Government for Gold, Silver & Bronze medallist
respectively?
f) How many Taekwondo athletes are selected by the National Olympic Academy to visit Greece
and how many would normally qualify in a year?
g) Where is the Headquarters of IOC situated?
h) What is the name of the Headquarters of IOC?
i) Where is the Olympic Museum & International Sports Arbitrators Court situated?
j) Who was the Tokoh Khas for 2005 and Tokoh Wanita 2005?
k) Who is the current president of IOC?

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Taekwondo Malaysia (TM)

World Taekwondo Federation (WTF)

Coaching Specific Certification Course

ORGANIZATION OF THIS MANUAL

Chapters Number and Title

Level I Coaching Curriculum

About Level I Coaching

1.0 History & Etiquette, Tenets of

Brief History of world and

2.0 Education Ministry Guidelines in

3.0 Practical Korean Terminology &

Rules and Umpiring

4.0 Introduction to coaching, Roles &

What is coaching, code of ethic

5.0 Basic Martial Art Taekwondo

Theory with practical martial arts

6.0 Basic Sparring Skills &

Basic approach to sparring and

7.0 Lesson Planning in Taekwondo

Basic Content of Taekwondo

8.0 Grading Management

Grading preparation and

9.0 Sport Skills 1 & 2

General Sports Science

LEVEL 1 COACHING CURRICULUM

Understand the processes involved in effective coaching.

History & Etiquette, Tenets of Taekwondo

Education Ministry Guidelines in conducting Taekwondo

Practical Korean Terminology & General Competition Rules

Introduction to Coaching, Roles and Responsibility of a Taekwondo

Basic Martial Art Taekwondo Execution

Basic Sparring Skills & Techniques

Lesson Planning in Taekwondo

Sports Skills 1 & 2

Theory and Practical Test

History & Etiquette,Tenets and Commitment of Taekwondo (2 hours)

Education Ministry Guideline (2 hours)

Competition Rules & Practical Korean Terminology ( 2 hours)

Introduction to Coaching, Roles and Responsibility of a Taekwondo

Basic Martial Art Taekwondo Execution (6 hours)

Basic Sparring Skills & Techniques (6 hours)

Lesson Planning in Taekwondo (1 hours)

The Grading System

3.9 Sports Skills 1 & 2 (4 hours)

4.2 Theory & Practical Test

Weightage of Components in Examination

Entry qualification and condition for Taekwondo coaching course as below.

Entry Qualification And Condition For Taekwondo Coaching Course

1. Open to all 2nd Degree

2. Age must be 21 age

3. Minimum 1 year after

Equivalent for the Malaysian Taekwondo Coaching Course.

Equivalent for the Malaysian Taekwondo Coaching Course

1. SEA Games- Medalist

1. Asian Games Medalist

Taekwondo is very different from many such oriental martial arts.

Third, it possesses dynamic poses from another perspective.

1.2.1 Taekwondo as Martial Arts

Formulated through observation how animals fight & defend themselves.