Martialyogarts University

Martialyogarts Workouts.MW* is not just a Sports & Education as many People images; IT is a Way of Life...LIVE

Yes, these days it is essential to the success of your martial arts school to have a website. Potential students moving from another area of the country will find you easier on the Internet.ÊHowever, your online presence is so much more than just letting new students find you. On your website, you have the opportunity to educate, inform, update, and edify your existing students by providing current information about your style, their belt progression, and upcoming events and tournaments. Your school's website also shows that you are keeping up with the times and that you are in touch with the biggest development in communication in decades.Ê

GurukulIndia0@india.com | Mobile:+91.9874091619 | 0091.33.25219130 | prof.nag@gmail.com

Looking for an intense cardio routine that engages your entire body? By incorporating high intensity kicking and punching routines, kickboxing uses your lower-body and upper-body to increase cardio capacity, build stamina and improve coordination...! Spiritual life begins when we can control our minds. Ordinarily the mind of a conditioned soul in the material world is completely out of control. For most people, rather than their mind being controlled their minds become servants of their senses. For example if one is walking down a street and sees or smells some very nice food then the tongue is sending messages to the mind telling it that it wants that food to satisfy the sense of taste. So the person, controlled by the urges of the senses, purchases that food and eats it to try and satisfy the whims of the tongue. In the same way all the senses of the body are demanding the mind to supply their particular objects of gratification so the person is actually out of control. He simply becomes a servant of his senses, trying to satisfy their every whim, but the cruel nature of the material world is that no matter what he supplies in an attempt to satisfy his senses they will never be satisfied. They will always demand more, more, more...!

WE LOVE THE MARTIAL ARTS.
We love the martial arts. We love it like we love our children, our freedom, our history. We love the martial arts as much as we love to train, as much as we love the rush of the right technique at exactly the right moment, as much as we love the thrill of a good contest.

At MartialInfo.com we are committed to the entire "village" that is the world of martial arts. We are here for the fighter, the fan, the teacher, the coach, the parents, the traditionalist, the eclectic practitioner, the expert, the novice, the filmmaker, the actor, the celebrity, and the unknown master. We celebrate the diversity of our histories, of our people, of everything that is the best - of - the-best of what we do - and what we are capable of.

We believe that there is something to the study of the martial arts, something beyond the technique, beyond what takes place in the ring - something magical and interesting and important. We respect all methods, and all of the men and women on their own paths, from all the countries, from all the schools, passing down what it is they have learned or are in the process of learning.

We really love the martial arts and this site is dedicated to martial artists everywhere. We think that the martial arts world makes THE WORLD a better, safer, and more interesting place to be. We hope that we are a part of the village that helps you be a better martial artist - and as a result, a better human being."

INDIAN INSTITUTE OF MARTIAL ARTS. IIMA.

Prof.Dr.Dibendu Nag.(N.D) 

Mobile:: +91.9874741567

gurukulindia0@india.com

http://www.olympic.org/yog

How to choose a Self_Defence Teacher/Principal/Chancellor for Martialyogarts Workouts.MW*

A good self-defense class teaches skills in awareness, assertiveness, verbal confrontation skills, safety strategies, and physical techniques. These strategies can help you prevent, escape, resist and survive assault, abuse or harassment. A good self-defense course provides training in psychological awareness and verbal skills, not just physical strikes.

In choosing a class, look for a program or an instructor who:

• Knows the facts about abuse and assault aimed at women, and tailors her classes to this reality. For example, a good class will address situations involving acquaintances and romantic partners, not just attacks by strangers.

• Knows the realities of women’s lives and is able to work with each student where she is. For example, a good teacher is able to adapt verbal and physical techniques to each student’s strengths and challenges; she will not have a “one-size-fits-all” program.

• Respects women’s decisions on how to handle dangerous or threatening situations and does not blame or judge survivors

• Offers techniques, knowledge and strategies to help students make their own decisions about how to handle situations. She does not tell students what they should or should not do.

• Takes an empowering approach not only to the practice of self-defense but also to teaching the program. For example, students should be able to determine their own levels of participation in the class, and no one should feel pressured into doing specific exercises.

(Thanks to the National Coalition Against Sexual Assault for some of this material.)

SELF-DEFENSE

Are you looking for a self-defense teacher?  Are you looking to become a self-defense teacher? Or are you an experienced self-defense teacher looking to expand your skills and network with other expert teachers?

 

You are in the right place!

The NWMAF offers the most comprehensive conference and certification process.  From cutting-edge research to best-practices in classroom management, from non-profit service to running an effective business, we will help you maximize what you deliver for your students. 

 

So take a look at the teacher, conference, and certification pages.  And we hope to see you at our next conference!

 

Instructor Certifications

Find a Self-Defense Instructor

Tips for Choosing a Self-Defense School

What's the Difference between Self-Defense & Martial Arts?

Martialyogarts Corporation

Woman in Leadership | Woman in Martialyogarts | Woman in Workouts | Woman in All 

EMPOWERMENT MODEL FOR TEACHING WOMEN'S SELF-DEFENSE

1. Length of Programs[1] Valuable self-defense tools can be taught in short or longer amounts of time. Programs can and should be at varying lengths to reach the broadest population of women and girls in recognition that women and girls have varying resources and responsibilities but all need access to high quality self-defense training. 2. Content of Programs Regardless of length, programs should include the key components of self-defense training--varying in depth of content covered. Each program would include something about the framework, boundary setting, and concrete tools with more material covered, the longer the program. All self-defense tools and skills, in all aspects of the range, include physical, mental, emotional, spiritual, and social/ cultural components. a. Framework for understanding violence and self-defense, includes: a. Culture of Violence Gender socialization and gender stratification and their role in violence The interconnections among sexism, racism, and classism and their role in violence Understanding of power relationships, including the teacher-student relationship, and how to minimize abusive power relationships and create a safe environment Acknowledgment of the cultural tendency toward victim-blaming. Make it clear that accountability for violence lies with the person who commits it and that everyone has the right to make choices about whether or not to fight back. Realistic assessment of risks and options, drawing upon current statistics Similarities and differences between stranger, acquaintance, and relationship violence Similarities and differences between violence and self-defense, including awareness of our own potential for violence Similarities and differences between martial arts and women's self-defense Necessity for collective action and building alliances with the anti-violence community Opportunities for participants to reflect upon their own experience with violence and self-defense Understanding that violence creates trauma and that participants in a self-defense course may have been victims or perpetrators of violence. Instructors need to create physical and emotional safety to support self-defense as a healing process and to provide experience with non-violent environments. b. Boundary setting skills, includes: "Seeing" danger Being open to positive outcomes Recognizing and establishing safe distance Projecting confidence Reading body language Power of the voice and ability to vary volume and still be effective Setting and maintaining boundaries Consistency between body language, voice, and content Assertiveness (and its distinction from both aggression and passiveness) De-escalation Confrontation Controlling one's own emotions (e.g. breathing, "Take 10," or other methods) Speaking up against violence even if you are not the target Teachers modeling effective boundary setting/assertive skills--setting clear expectations, giving supportive and effective feedback Opportunities to practice boundary setting skills in the group, with partners, or with an instructor c. Concrete tools, includes: Provide a context for the tools (e.g. you've set boundaries which have been ignored or have been grabbed in a threatening way) Using one's breath Learning to recognize intense feelings and how to use them. Emphasis on the purpose: getting to safety (i.e. not beating someone up) Acknowledge escape, "hit and run," and choosing to survive as viable options Clarify that physical tools are tools of last resort Frame use of physical tools within the ethic that "The greatest compassion (towards self and others) yields the least harm." Tools are simple, easy to learn by any woman, their execution allows "room for error" (i.e. doesn't require precise execution to be effective) When framing the tools, differentiate from "sport." Body language, dodging/evading methods, releases from grabs Deal with defenses against grabs, against weapons, and defenses from the ground Opportunities for practicing physical skills, conveying a respect for many known methods for teaching physical techniques, for instance, in the air, with pads, with partners using control, and with padded attackers. Make clear distinctions between strikes that cause serious damage, strikes that distract without lasting harm, holds that contain without hurting, holds/ locks that injure, sweeps that off-balance, sweeps leading to takedowns, etc. etc. OR relaxation exercises, deep breathing techniques, verbal roleplays, or roleplays that use strikes, stance, etc. [1] We recommend that future applicants be required to submit detailed course outlines and handouts for a short self-defense program (1-3 hours) and a long program (8-24 hours). These outlines should include details about the content, making it clear how the instructor frames violence, what she means by boundary setting, and how she teaches physical movement. These outlines should be written in everyday language and avoid unexplained lingo. The outlines should clearly describe content differences between a short and long program. Courtesy of Marie O'Brien (Thousand Waves Martial Arts and Self Defense), Martha Thompson (IMPACT Chicago), and Nancy Lanoue (Thousand Waves Martial Arts and Self Defense). RECOMMENDED READINGS FOR TEACHING WOMEN'S SELF-DEFENSE BAPPA NAG Back Off!, by Martha J. Langelan. Streetsmarts, by Louise Rafkin. Beauty Bites Beast, by Ellen Snortland. Domestic Violence for Beginners, by Alisa del Tufo. Exploding the Myth of Self-Defense, by Judith Fein. Fear into Anger, by Py Bateman. Girls Fight Back! The College Girl’s Guide to Protecting Herself, by Erin Weed. Her Wits About Her: Self-Defense Success Stories by Women, edited by Denise Caignon and Gail Groves. In Defense of Ourselves, by Linda Tschirhart Sanford and Ann Fetter. Lifelines, by Marcia Hall. Real Knockouts: The Physical Feminism of Women’s Self-Defense, by Martha McCaughey. Self-Defense: Steps to Success, by Joan Nelson. Self-Defense: The Womanly Art of Self Care, Intuition, and Choice, by Debbie Leung. Self-Defense from the Inside Out: A Women’s Workbook for Developing Self-Esteem and Assertiveness Skills for Safety, by Nadia Telsey. The Gift of Fear, by Gavin de Becker. Training Women in the Martial Arts: A Special Journey, by Jennifer Lawler and Laura Kamienski WHAT IS SELF-DEFENSE? Self-defense is not the same thing as martial arts! Many people have the impression that to learn to protect themselves against everyday dangers they have to learn a martial art—they have to learn Michelle Yeoh’s or Bruce Lee’s moves. This simply isn’t true. While many martial arts evolved as self-defense systems, they suited the needs of a people in a specific time and place (for example, fighting with weapons on horseback in 17th century Korea). They don’t necessarily translate well to practical, modern-day needs. Instead, self-defense techniques are those you would use for the real dangers women and girls face in our society today, such as harassment, abuse, and sexual assault. These are best addressed through a quality women’s self-defense class. Self defense and martial arts each have strengths—and they do have some things in common. SELF DEFENSE MARTIAL ARTS BOTH Anybody can learn basic physical self-defense skills, even somebody small, elderly, with physical disabilities, overweight, or out of shape. Is a good workout. Will get you in shape and bring you the health benefits of fitness. Some schools are geared toward sports and competition and attract younger or more athletic people. Other schools are non-competitive and view martial arts as a practice open to anyone. Get you in touch with your physical power. Teaches skills to use against harassment, abuse, and assault, including everyday situations that don’t involve physical attack. May help you develop the confidence to handle daily situations. Also may teach awareness to help with prevention. The physical fighting techniques of martial arts contain ancient and powerful self-protection information. Effective self-defense training can help you better understand their practical, realistic application to current-day attacks. Increase confidence. Effective skills can be learned quickly. Must be studied for a long time to attain proficiency. Often a life-long pursuit. Create a stronger mind-body connection. Develops a broader awareness of issues related to violence against women and girls.     Develops self-respect and awareness. Encourages personal insights into experiences with violence. Develops discipline, respect, focus. May spur internal change as well as learning specific skills. Depending on the program, may connect to feminism, anti-racism, and larger sociopolitical issues. Depending on the focus of each school, may encourage spiritual development and/or martial arts as sport and competition. May make connections beyond the particular focus of the program or school.

Martialyogarts Commission

INDIAN INSTITUTE OF MARTIAL ARTS-IIMA
IIMA.45/5,S.K.DEB ROAD; 5TH BYE LANE;
LAKE TOWN; KOLKATA-700048; WEST BENGAL;
INDIA. E-MAIL: gurukulindia0@india.com
E_Mail: prof.nag@gmail.com | Cell::+91.9874741567

Girls & Woman in Martialyogarts Workouts MW*makes there life full of Joy & Nirvana...LIVE

SELF-DEFENSE INSTRUCTOR CORE COMPETENCIES

1. Personal attributes The successful self defense instructor demonstrates: Evident, obvious, and demonstrable belief in the work. Assertiveness. Warmth and approachability. Appreciation of and comfort with diverse backgrounds. A commitment to continued cultural awareness. Trauma-sensitive responses to students’ classroom experiences. Enthusiasm. Empathy. Appropriate boundaries and the ability to communicate them. Respect for self and students. Appropriate use of self disclosure. Self awareness. Ability to seek support from peers and senior teachers. Effective self care. Emotional composure and be able to project a steady presence. Knowledge of additional resources (for example, counseling services, martial arts classes). Commitment to ensuring maximum access to SD, across economic boundaries. 2. Ability to teach physical self defense skills The successful self defense instructor demonstrates: Possesses mastery of basic physical self defense techniques. Selects physical techniques appropriate for practical self defense vs. traditional martial arts. Effectively demonstrates, describes and instructs. Understands the underlying reason for techniques’ effectiveness; demonstrates basic understanding of body mechanics. Assists students to adapt techniques to varied abilities/disabilities. Provides effective positive and constructive feedback on physical techniques utilizing both verbal and non-verbal methods. 3. Ability to model and teach non-physical self defense: empowerment, assertiveness and problem-solving The successful self defense instructor demonstrates: Models assertiveness in voice, eyes, and body language. Models appropriate boundaries. Fosters a sense of safety and trust within group setting. Conveys belief in students and their ability to change. Models problem-solving skills inherent in self defense; incorporates students “what-ifs” into class design. Encourages and develops students’ problem solving skills. “Shows” more than “tells;” uses experiential teaching techniques and promotes active student involvement. Teaches assertiveness, de-escalation skills and compassion for self. 4. Ability to establish an atmosphere of safety, respect and support The successful self defense instructor demonstrates: Expects and maintains discipline and safety appropriate to a self defense class. Maintains confidentiality. Establishes and maintains appropriate ground-rules for class participation. Possesses time management skills. This includes both management of class time and organizational skills in support of SD practice. Possesses exercise preparation skills: for example: props, rotations, etc. Bears witness to students’ struggles; validates and names shared realities. Actively listens; avoids advice-giving about student life problems. Skillfully observes and responds to trauma responses that may arise during classes. Employs effective group closure that allows students to continue their own empowerment at the conclusion of sessions and series. Engages in continued learning about culturally responsive teaching and group techniques. Employs developmentally-appropriate exercises and class content. Demonstrates respect of students’ personal space; does not touch students’ bodies without permission and provides examples of how to refuse touch. Empowers students to determine their own level of participation in any exercise and provides examples of how to opt out. 5. Ethical framework and philosophy of anti-violence The National Women’s Martial Arts Federation requires that its certified instructors “be in agreement with the philosophical assumptions developed by the [National Coalition Against Sexual Assault Self-Defense] NCASA AD-HOC Committee regarding the teaching of self defense”: Women do not ask for, cause, invite, or deserve to be assaulted. Women and men sometimes exercise poor judgment about safety behavior, but that does not make them responsible for the attack. Attackers are responsible for their attacks and their use of violence to overpower, control and abuse another human being. Whatever a woman's decision in a given self-defense situation, whatever action she does or does not take, she is not at fault. A woman's decision to survive the best way she can must be respected. Self defense classes should not be used as judgment against a victim/survivor. Good self defense programs do not "tell" an individual what she "should" or "should not" do. A program should offer options, techniques, and a way of analyzing situations. A program may point out what USUALLY works best in MOST situations, but each situation is unique and the final decision rests with the person actually confronted by the situation. Empowerment is the goal of a good self defense program. The individual's right to make decisions about her participation must be respected. Pressure should not be brought to bear in any way to get a woman to participate in an activity if she is hesitant or unwilling. 6. Political awareness/contextualization of violence The successful self defense instructor demonstrates: Considers violence in the context of racism, sexism, classism, ableism, homophobia, ageism and other systems of inequality and oppression. Understands violence as a societal vs. individual problem and communicates this in the classroom setting. Assists students to challenge the victim-blaming ethos prevalent in considerations of violence.

Martialyogarts Council

World Martial Information Council | World Karate & Kickboxing Council | World Olympic Council

REQUIREMENTS TO BECOME A CERTIFIED SELF-DEFENSE INSTRUCTOR:

Three years (for a minimum of 500 hours of training) in a martial arts or self-defense system. Training/experience in the following areas: assertiveness/confrontation skills de-escalation training conflict resolution/crisis management training defense against grab attacks defense against punching and kicking attacks defense against armed attacks defense against multiple attackers defense from the ground 50 hours experience teaching or co-teaching self defense Knowledgeable about the issues survivors of violence face; understanding the process of healing from violent victimization Familiarity with data regarding violent victimization Ability to present a range of options including precautions, verbal, psychological, and physical tactics Ability to create physically and emotionally safe learning environments Organize and plan classes effectively Able to adapt and modify curriculum to meet the needs of students Be a perceptive and skilled communicator, treating each student with respect and sensitivity and encouragement Be aware and supportive of other local resources for women and children victimized by threat of violence Maintain high ethical standards and conduct yourself at all times in a manner that acknowledges and honors the special bond between teacher and student, and in no way exploits this relationship Be a current female member in good standing of the National Women's Martial Arts Federation for at least one year Attend at least one pre-Special Training Self-Defense Instructors' Conference AND complete the self-defense track given during Special Training Be in agreement with the philosophical assumptions developed by the NCASA Self-Defense AD-HOC Committee regarding the teaching of self defense presented: Women do not ask for, cause, invite, or deserve to be assaulted. Women and men sometimes exercise poor judgment about safety behavior, but that does not make them responsible for the attack. Attackers are responsible for their attacks and their use of violence to overpower, control and abuse another human being. Whatever a woman's decision in a given self-defense situation, whatever action she does or does not take, she is not at fault. A woman's decision to survive the best way she can must be respected. Self defense classes should not be used as judgment against a victim/survivor. Good self defense programs do not "tell" an individual what she "should" or "should not" do. A program should offer options, techniques, and a way of analyzing situations. A program may point out what USUALLY works best in MOST situations, but each situation is unique and the final decision rests with the person actually confronted by the situation. Empowerment is the goal of a good self defense program. The individual's right to make decisions about her participation must be respected. Pressure should not be brought to bear in any way to get a woman to participate in an activity if she is hesitant or unwilling. For more details see the NWMAF's Feminist Empowerment Model for Teaching Women's Self Defense and the Self Defense Instructor Core Competencies. Also see these readings recommended for all women's self-defense instructors.

Martialyogarts Society

ABOUT THE NWMAF

Mission Empowering women and girls to achieve personal and collective strength, safety and well being through martial arts, healing arts and self defense education. Logo The NWMAF logo was designed in 1988 by Kathy Hopwood. The design encompasses life cycles, movement, creativity, revolution and the universe in harmony. The logo represents NWMAF as a movement of women who engage in martial arts movement as a means of empowering ourselves and effecting change in the world. The Symbolism of the NWMAF logo: Circle: The circle represents the female principle and ultimate oneness. When objects are enclosed in a circle, they symbolize inner unity and harmony of all matter. Two circles represent the connection of heaven and earth or of love and knowledge. Water: The element of water represents regeneration or spiritual rebirth and is the symbol from which all life proceeds. It is one of the five elements of life. The wave lines in the water illustrate the constant movement of water. Moon: Symbolic of females, the moon is connected with water. The moon shows the phases of life: periodic creation and recreation, waxing and waning. The full moon is said to ease childbirth. The moon is a circle which represents the female principle. Tomoe: The Tomoe is a Japanese motif symbolizing the revolution of the universe. The Tomoe illustrates the constant movement of the universe in harmony.

Martialyogarts Foundations

INTERNATIONAL WOMAN MARTIAL ARTS FEDERATION_NATIONAL WOMAN MARTIAL ARTS FEDERATION_NATIONAL WOMAN MARTIAL ARTS ASSOCIATION_INTERNATIONAL WOMAN MARTIAL ARTS SOCIETY_INWMAF

                                           Prof.Dr.Dibendu Nag.(N.D).PhD.DCO.MD.PsC
Red Black Belt Six Sigma Marketing Management For Woman Empowerment in Martialyogarts

NWMAF POLICIES AND DOCUMENTS

Documents are available in PDF format. You must have Adobe Acrobat Reader to view or print these files. ORGANIZATIONAL BY-LAWS NWMAF BYLAWS WOMEN'S MARTIAL ARTS CONFERENCE POLICIES Girls at Special Training YMA and Teen Programs at Special Training Men at Special Training Photography at Special Training Scholarship Policy and Application Special Training Payment Selection of Trainer Selection Committee Trainer and Class Selection and Scheduling Special Training Planning Committee First Aid Team Responsibilities and Application Special Training/Self Defense Instruction Conference Cancellation ORGANIZATION POLICIES NWMAF policies are established to provide guidance to members and Board members while engaging in federation activities. NWMAF Logo Acceptable Use Award Process Classified Ads NWMAF Publication Copyright Federation Representation at External Events Discounts for Leaders of Sister Organizations NWMAF Support of Member Events