Martial Arts at Midlife: How it Changed My Life

“Midlife martial arts? I can wholeheartedly recommend it! When I decided to try karate, I was 43 years old. That was 15 years ago and has led to a second-degree black belt.

If it hadn’t been for one of my twins, who, at the age of 10, wanted “to do karate,” I probably would not have given it a thought. Not knowing anything concrete about the martial arts, we decided on a family membership to the local Y and enrolled him in the karate course. Although the philosophy taught in class resonated with me, it wasn’t until I saw kata, the series of dance-like movements, that I was hooked. I wanted to learn! Little did I realize the impact it would make on my life.

Karate, taught well, provides a gradual mastery of techniques and consequently, fitness. Regular class instruction is sprinkled with calisthenics and, to my delight, meditation. As I progressed through the belt system, the total package of stretching, upper body technique drills, push-ups, stomach crunches, leg raises, lower body techniques and meditation started to spill over into other activities.

Now, I was doing things I saw young men do. My personal favorite: two steps at a time climbing stairs! I was also on the floor more of time and getting there with the same ease as a child. I kept telling my friends that I had rediscovered the ground, previously seen as a far-away land, friendly only to the young.

I also found that my range of motion had increased considerably. By the time I was an advanced brown belt, my stretching partner could lift my straightened leg completely up to my chest as I leaned on a wall. It was a surreal event. I was watching my leg go up, up, up, without any discomfort whatsoever! The few minutes of meditation in each general class helped grow my interest in attending the 45-minute meditation class given weekly. Over time, it led to the cultivation of a daily practice at home.

Functional fitness has been among the latest trends in exercise science. Through karate, I became functionally fit in a fun way, feeding my mind and soul as well!“

by guest blogger Natasha Spearman-Isip

 

National Tournament – (Winston-Salem)

Ring Assignments for Concord Taekwondo

Ring # Time Name Rank
Ring 1 9:00 AM Zaria Lester  Probationary
Ring 5 9:00 AM Michael Lacy  Recommended
Ring 12 9:00 AM Xavier McGhee  Recommended
Ring 20 9:00 AM Brandon Bartelli  Recommended
Ring 1 9:00 AM Kori Chitty 1st Decided
Ring 5 9:00 AM Blake Goodman 1st Senior
Ring 13 9:00 AM Manuel Montoya 1st Senior
Ring 17 9:00 AM Camryn Goodman 1st Senior
Ring 6 9:00 AM Hayden Casterlin 2nd Degree
Ring 18 9:00 AM Ashley Montoya-Diaz 2nd Degree
Ring 8 9:00 AM Leo Rivas-Montoya 2nd Decided
Ring 7 10:00 AM Raymond Moore Sr. Orange
Ring 9 10:00 AM Lindsey Heafey  Green
Ring 11 10:00 AM Beren Brande Sr. Purple
Ring 12 10:00 AM Caleb Singletary Sr. Red
Ring 12 10:00 AM Greyson Trull Sr. Red
Ring 13 10:15 AM Thomas Heafey  Green
Ring 13 10:15 AM Willis Russell  Green
Ring 3 10:15 AM Carlin Safrit 1st Senior
Ring 4 10:15 AM Miranda Shiwnandan 2nd Senior
Ring 2 1:30 PM Elliot Burpeau  Dragon
Ring 2 1:30 PM Alexander McCracken  Dragon
Ring 6 1:30 PM Michael Burpeau  Yellow
Ring 9 1:30 PM Conger Chalfant  Orange
Ring 10 1:30 PM Michael Wan  Orange
Ring 11 1:30 PM Zachary Ho  Orange
Ring 11 1:30 PM Ethan Wan  Orange
Ring 12 1:30 PM Taylor Willis  Orange
Ring 1 2:15 PM Andrew Williams  Purple
Ring 1 2:15 PM Kaiden Adkins Sr. Purple
Ring 3 2:30 PM Jonah Santos Sr. Purple
Ring 3 2:30 PM Wailea Brande Sr. Purple
Ring 9 2:30 PM Harrison Burpeau Sr. Blue
Ring 9 2:30 PM Ayanna Blackwelder Sr. Blue
Ring 10 2:30 PM Hunter Jarvis Sr. Blue
Ring 11 2:30 PM Brooke Heafey  Brown
Ring 18 2:30 PM Devin Bell  Red
Ring 18 2:30 PM Santiago Gallardo-Sanchez  Red
Ring 17 6:30 PM Jeff Hoffman 3rd Decided
Ring 9 6:30 PM Anthony Moore 4th Senior
Ring 6 6:30 PM Jonathan Moyes 4th Senior
Ring 8 7:30 PM Joshua DeBerardinis 3rd Decided

Forget about setting goals! Focus on on this instead.

We all have things that we want to achieve in our lives — getting into the better shape, building a successful business, raising a wonderful family, writing a best-selling book, winning a championship, and so on.

And for most of us, the path to those things starts by setting a specific and actionable goal. At least, this is how I approached my life until recently. I would set goals for classes I took, for weights that I wanted to lift in the gym, and for clients I wanted in my business.

What I'm starting to realize, however, is that when it comes to actually getting things done and making progress in the areas that are important to you, there is a much better way to do things.

It all comes down to the difference between goals and systems.

Let me explain.


Forget about setting goals

The Difference Between Goals and Systems

What's the difference between goals and systems?

  • If you're a coach, your goal is to win a championship. Your system is what your team does at practice each day.
  • If you're a writer, your goal is to write a book. Your system is the writing schedule that you follow each week.
  • If you're a runner, your goal is to run a marathon. Your system is your training schedule for the month.
  • If you're an entrepreneur, your goal is to build a million dollar business. Your system is your sales and marketing process.

Now for the really interesting question:

If you completely ignored your goals and focused only on your system, would you still get results?

For example, if you were a basketball coach and you ignored your goal to win a championship and focused only on what your team does at practice each day, would you still get results?

I think you would.

As an example, I just added up the total word count for the articles I've written this year. (You can see them all here.) In the last 12 months, I’ve written over 115,000 words. The typical book is about 50,000 to 60,000 words, so I have written enough to fill two books this year.

All of this is such a surprise because I never set a goal for my writing. I didn't measure my progress in relation to some benchmark. I never set a word count goal for any particular article. I never said, “I want to write two books this year.”

What I did focus on was writing one article every Monday and Thursday. And after sticking to that schedule for 11 months, the result was 115,000 words. I focused on my system and the process of doing the work. In the end, I enjoyed the same (or perhaps better) results.

Before we talk about how to get started, I wanted to let you know I researched and compiled science-backed ways to stick to good habits and stop procrastinating. Want to check out my insights? Download my free PDF guide “Transform Your Habits” here.

Let's talk about three more reasons why you should focus on systems instead of goals.

1. Goals reduce your current happiness.

When you're working toward a goal, you are essentially saying, “I’m not good enough yet, but I will be when I reach my goal.”

The problem with this mindset is that you’re teaching yourself to always put happiness and success off until the next milestone is achieved. “Once I reach my goal, then I’ll be happy. Once I achieve my goal, then I’ll be successful.”

SOLUTION: Commit to a process, not a goal.

Choosing a goal puts a huge burden on your shoulders. Can you imagine if I had made it my goal to write two books this year? Just writing that sentence stresses me out.

But we do this to ourselves all the time. We place unnecessary stress on ourselves to lose weight or to succeed in business or to write a best-selling novel. Instead, you can keep things simple and reduce stress by focusing on the daily process and sticking to your schedule, rather than worrying about the big, life-changing goals.

When you focus on the practice instead of the performance, you can enjoy the present moment and improve at the same time.

2. Goals are strangely at odds with long-term progress.

You might think your goal will keep you motivated over the long-term, but that's not always true.

Consider someone training for a half-marathon. Many people will work hard for months, but as soon as they finish the race, they stop training. Their goal was to finish the half-marathon and now that they have completed it, that goal is no longer there to motivate them. When all of your hard work is focused on a particular goal, what is left to push you forward after you achieve it?

This can create a type of “yo-yo effect” where people go back and forth from working on a goal to not working on one. This type of cycle makes it difficult to build upon your progress for the long-term.

SOLUTION: Release the need for immediate results.

I was training at the gym last week and I was doing my second-to-last set of clean and jerks. When I hit that rep, I felt a small twinge in my leg. It wasn't painful or an injury, just a sign of fatigue near the end of my workout. For a minute or two, I thought about doing my final set. Then, I reminded myself that I plan to do this for the rest of my life and decided to call it a day.

In a situation like the one above, a goal-based mentality will tell you to finish the workout and reach your goal. After all, if you set a goal and you don't reach it, then you feel like a failure.

But with a systems-based mentality, I had no trouble moving on. Systems-based thinking is never about hitting a particular number, it's about sticking to the process and not missing workouts.

Of course, I know that if I never miss a workout, then I will lift bigger weights in the long-run. And that's why systems are more valuable than goals. Goals are about the short-term result. Systems are about the long-term process. In the end, process always wins.

3. Goals suggest that you can control things that you have no control over.

You can’t predict the future. (I know, shocking.)

But every time we set a goal, we try to do it. We try to plan out where we will be and when we will make it there. We try to predict how quickly we can make progress, even though we have no idea what circumstances or situations will arise along the way.

SOLUTION: Build feedback loops.

Each Friday, I spend 15 minutes filling out a small spreadsheet with the most critical metrics for my business. For example, in one column I calculate the conversion rate (the percentage of website visitors who join my free email newsletter each week). I rarely think about this number, but checking that column each week provides a feedback loop that tells me if I'm doing things right. When that number drops, I know that I need to send high quality traffic to my site.

Feedback loops are important for building good systems because they allow you to keep track of many different pieces without feeling the pressure to predict what is going to happen with everything. Forget about predicting the future and build a system that can signal when you need to make adjustments.

Fall In Love With Systems

None of this is to say that goals are useless. However, I've found that goals are good for planning your progress and systems are good for actually making progress.

Goals can provide direction and even push you forward in the short-term, but eventually a well-designed system will always win. Having a system is what matters. Committing to the process is what makes the difference.

Positive reinforcement doesn’t always work – Teacher to Parent

Q. My third grade son recently came home in tears saying he didn’t want to go to school anymore because he was punished for talking during silent reading. The teacher kept him in from recess. I think this is horrible. It isn’t a teacher’s job to destroy a child’s love for school. Instead of constant punishment for every little infraction, what about using positive reinforcement?

 

A. He was in tears for having to miss recess? Ah, the sweet innocence of youth. Let’s hope he never gets a really tough consequence. Or a boss. Or a job.

I don’t see what the teacher did as either horrible or tear-inducing. My advice would be to have a conversation with your third-grader on the topic of “coping skills.” Because if being kept out of recess has destroyed his love for school, I shudder to think what’s in store when he gets to algebra.

 

“Positive reinforcement” is a polarizing topic among teachers. Many of my elementary school colleagues tell me it works very well. I’ll take their word for it. But I’ll tell you something that doesn’t work in middle and high school: positive reinforcement.

I’m not saying it’s all bad, of course. Compliments and certain rewards are very good for the spirit. I’m talking specifically about the widespread use of extrinsic rewards as a means of instilling good conduct.

One problem is that the rewards for good behavior can’t keep pace with children’s changing desires. I remember in first grade being highly motivated to get a colorful little handmade award every week. Can you imagine that kind of thing being a serious inducement for a kid who just got 48 “likes” on his latest Instagram post?

At a certain point, all of our little trinkets, tchotchkes, gewgaws, kickshaws, and surcees just can’t match up to the thrill of clipping your friend in the back of the head with a stinger, socializing with the girl next to you during a history lecture, or chillin’ in the hallway while everyone else is in class. The “positive reward” would need some serious bank behind it to seduce eighth graders into glorious conformity en masse.

I had an education professor who once told the story of an old man who was annoyed by some teenagers who walked home every day by cutting through his yard and stomping on his grass. They ignored his yelling, so one day he decided to try positive reinforcement in reverse. He offered the kids a dollar for every day they walked across his lawn. The kids were happy to do it, especially since they had already been doing it anyway, and for a month, the man made good on his bargain. One day he suddenly stopped paying them and called the deal off. The kids became so disgusted that they refused to walk on his lawn ever again.

That’s what tends to happen to positive reinforcement when extrinsic rewards are removed. The behavior you want to maintain doesn’t always stick. It was tied to a reward. Now untethered, it’s free to do whatever it wants. If a kid was earning a candy hit for keeping his locker neat, it’s likely that his locker will go to rot as soon as the sugar train stops rolling.

And that leads us to a second problem: Schools shouldn’t prepare kids for a world that doesn’t exist. In real life, citizens aren’t rewarded extrinsically for being good citizens. You don’t get a bonus check for paying your taxes on time. Cops don’t pull you over and hand you a $50 gift certificate for going the speed limit. Nobody throws you a pizza party for not firebombing your neighbors.

In real life there are many things we do simply because they’re the right things to do. Does anyone remember the adage “Virtue is its own reward”? For our children’s benefit, we should bring it back into vogue.

As for the recess thing, it’s not that every school infraction deserves a punishment. It’s that children should learn that actions have consequences. Your son has learned that boys who read when it’s time to read have the freedom to go play at recess, and those who want to talk at the wrong time lose that freedom. That’s basically how it works in the real world, right?

 

Are there some people who don’t rob banks because they’re afraid of losing their freedom? Sure, and I’m okay with that. Ideally, though, people don’t rob banks because it’s the wrong thing to do. Most of us are probably in that category. Even if we knew we could “get away with it,” we still wouldn’t rob banks because it’s morally wrong. And that’s what we should be teaching our kids.

But do you know anyone who wouldn’t rob a bank solely because their name would be entered in a drawing for a free set of Beats by Dre? I don’t. But get ready because that may very well be the future if we don’t get back to the paired basics of teaching students that virtue is its own reward and that bad actions have bad consequences.

So if it were my child who came home crying that he hated school because he lost recess for talking during reading time, I’d firmly inform him that tomorrow he should stop talking and read. And if he hates school because they took away his recess, he’d better get ready to hate home, too, because if he disobeys the teacher again, there will be consequences here as well.

Now, if you’ll excuse me, I have to go pay some kids to get on my lawn.

 

Jody Stallings has been an award-winning teacher in Charleston since 1992. He has served as Charleston County Teacher of the Year, Walmart Teacher of the Year, and CEA runner-up for National Educator of the Year. He currently teaches English at Moultrie Middle School and is director of the Charleston Teacher Alliance. To receive notification when new columns are posted or to submit a question, please email him at JodyLStallings@gmail.com.

Regional Tournament – Competitions times and ring assignments – March 2017 – Greensboro NC

Check for your ring assignments below:

NAME RANK RING # TIME
Kori Chitty 09 - 1st Probationary Ring 6 9:00 AM
Josh DeBerardinis 11 - 3rd Decided Ring 4 9:00 AM
Hayden Casterlin 10 - 2nd Degree Ring 11 9:30 AM
Brett Roberts 10 - 2nd Decided Ring 11 9:30 AM
Michael Lacy 09 - 1st Recommended Ring 5 10:00 AM
Miranda Shiwnandan 10 - 2nd Senior Ring 1 10:00 AM
Ashley Montoya 09 - 1st Senior Ring 11 10:30 AM
Manuel Montoya 09 - 1st Decided Ring 10 10:30 AM
Chayd Freeze 09 - 1st Probationary Ring 7 10:30 AM
Traydun Freeze 09 - 1st Probationary Ring 7 10:30 AM
Beren Brande 04 - Green Ring 9 11:30 AM
Thomas Heafey 02 - Yellow Ring 6 11:30 AM
Pam DeBerardinis 01  - White Ring 5 11:30 AM
Lindsey Heafey 02 - Yellow Ring 5 11:30 AM
Zaria Lester 07 - Sr. Brown Ring 4 11:45 AM
Frederick Samuels 06 - Blue Ring 6 12:00 PM
Samuel Taft 08 - Sr. Red Ring 5 12:00 PM
Nate Witherspoon 07 - Brown Ring 5 12:00 PM
Greyson Trull 08 - Sr. Red Ring 5 12:00 PM
Alexander Johnson 00 - Dragon, Tiger, Superhero Ring 12 12:30 PM
Gage Blasingim 01  - White Ring 11 12:30 PM
Sage Wharton 02 - Yellow Ring 9 12:30 PM
Andrew Hathcock 04 - Sr. Green Ring 12 1:15 PM
Jonah Santos 04 - Green Ring 11 1:15 PM
Wailea Brande 04 - Green Ring 10 1:15 PM
Alivia Johnson 03 - Orange Ring 5 1:15 PM
Andrew Williams 03 - Sr. Orange Ring 3 1:15 PM
Kaiden Adkins 03 - Sr. Orange Ring 2 1:15 PM
Ayanna Blackwelder 05 - Purple Ring 6 2:30 PM
Harrison Burpeau 05 - Sr. Purple Ring 5 2:30 PM
Brooke Heafey 05 - Sr. Purple Ring 2 2:30 PM
Emma Tucker 08 - Red Ring 8 3:45 PM
Brantley Turner 07 - Sr. Brown Ring 4 3:45 PM
Santiago Gallardo-Sanchez 07 - Brown Ring 4 3:45 PM
Brandon Bartelli 08 - Red Ring 7 3:45 PM
Devin Bell 08 - Red Ring 7 3:45 PM

The Killer of Goals is Fear

The other day a parent approached me about their child.  He had been struggling with a particular aspect of getting his stripes in time for testing for his next belt.  She was worried that he wasn’t going to be ready and, fearing that he might get disappointed, would I come up with a plan to help him.  As I was just finishing up teaching a group of upcoming instructors and about to start another class, I asked her to let me think on this a bit and that I would reach out to her the next time he was in class.

Now, I have to tell you a little background about this child to give you some perspective.  He started with Concord Taekwondo at the age of four years old.  The reasons for starting a child in Taekwondo often center on the parent wishing them to learn some self-control and self-confidence.  For which, we seem to be well suited for the task; as many parents have told us over the past two decades years of teaching.

At that age, he was in the Dragons program for pre-school kids.  Like most small children, he was not overly concerned about the time schedules of adults.  His goals were doing well enough in class to earn a sticker and a high five from the instructor.  And his time in class consisted of learning to wait his turn, sitting in one place for longer than 30 seconds, not talking when the instructor was talking, and getting along with other children.  That is the real challenges for that age group.  The easy stuff is kicking, punching, and blocking.  For that comes with practice and everyone who continues to come to class eventually learns all they need to achieve their next rank.

But children are funny in the way they grow up.  When they are born, we are not handed instruction manuals for any particular child.  They don’t always conform to the expectations of the parents.  Nor do they grow at the speed which fits within our schedule.  And as most parents will tell you, at least the ones that have survived their teenagers’ years, children have to find their own path.   We know this when we ask them what they want to be when they grow up, but we forget it the moment we ask them to put on their shoes.  Because we can understand the path to becoming an astronaut, or veterinarian, or police officer is filled with thousands of moments that does not seem to impact us as much as those shoes not being on their feet in time for them to get on the bus.  We too often sweat the small stuff and miss the bigger picture.

Children are given hundreds of thousands of choices to make in life as they grow up.  What shirt to put on, what food to eat, what they need to pack for school, what to say to that bully at school, what friends are truthful and which are not, and a million more decisions that will affect them from very little to having a profound effect on their lives, years to come.  And they often do this with little to no guidance, only basing it on their own past experiences and the thoughts that enter their minds in the moment.

In many of those moments, they may recall a parent encouraging them on to achieve something worthwhile or giving them an excuse as to why they didn’t reach that goal.  Those are the moments that define us and our character.  Those moments will be who we become; for we are judged not by our intent but by our actions.

When we send our children off to school, we know they will face many challenges academically on many fronts.  A few of those children will have made the choice that they enjoy school and in making that choice, often excel in nearly all their classes.  A few, when they fail to achieve a high grade on the first test, will decide that they don’t like their teacher.  You may interpret this as “the teacher caused me to fail the test and therefore must not like me.”  We must be very careful how we respond when hearing this.  It very well may be the teacher has not taken the time to build a good relationship with your child, but more often, it’s the child that is transferring the blame onto the teacher.  As we all know, it is far easier to put the blame onto someone else than it is to accept responsibility and work a little harder or a little longer.  This ‘blame game’ often has worked at least once before when faced with a parent’s potential disappointment.  Our children want us to be proud of them and will do many odd things to avoid our disappointment.  Even if it is unwarranted.

Wouldn’t it be easier for us as parents to protect our children from disappointment?  To avoid those moments of grief, seeing our children struggle and fail?  Do we not often wish for the easy road for our children knowing that life is not so?  Parenting is not for the faint-hearted.  One of our important lessons we teach our children is how we deal with disappointment and how to move past it to reach our goal.  Whether that end is earning a grade, achieving black belt, or building a great marriage.

Some may have heard the saying “sour grapes.”  Some may even know the fable behind it but it bears repeating. 

The fox who longed for grapes, beholds with pain
the tempting clusters were too high to gain.
Grieved in his heart he forced a careless smile,
and cried, ‘they’re sharp and hardly worth my while.’

Rather than admit his failure to reach the grapes, the fox rationalizes that they are not really desirable. The story illustrates the state of cognitive dissonance.  The fox is taken as attempting to hold two incompatible ideas simultaneously, desire and its frustration.  In this case, the disdain expressed by the fox at the conclusion to the fable serves to reduce the dissonance through criticism.  And hence, the fox decides the grapes are sour.

The stories we tell others about growing up are almost always filled with overcoming some challenge.  We often compare how we had it growing up and how we survived the hard work we put into something just through sheer tenacity.  Our stories are never about how easy our achievements were.  There’s nothing to be learned from the telling.  And where’s there no hard work, there is no pride.

Even though we may not realize it, children are watching us very closely.  They watch what we wear, what time we leave for work, and what food we eat.  They watch the many tiny decisions we make and what we ultimately put in our shopping carts. They watch what we do when we’re late for work and whether we obey the speed limit.

And they listen intently to us. To what we say when we call in sick and to what we say about the boss to our co-workers.  They listen to what we say to our spouses when we want something we know we shouldn’t buy.  They listen to us when we fail to achieve.  And they listen to our fears and our excuses. They are watching and they are always listening.

Many students and parents admire our black belts for their technical ability, for their strength in board breaking,  their snap, power, and grace demonstrating a form, their seemingly ease of performing some of the more complex and difficult jump spinning kicks in martial arts.  But they only see the end product.  What they don’t see are the moments where that particular black belt; much like themselves or their child, failed to break a board, failed to earn a stripe, or failed a rank test.  Some of our best black belts were once awkward yellow belts, trying to performing a basic front stance and remember the sequence of Dan-Gun pattern.  Or as red belts, failing to get the 360 side kick off the ground; or failing multiple rank tests for board breaking as black belts.   For each of those moments prompted a decision.  To see the moment as an opportunity for improvement or dwell on it as a failure and look for an out.  If the student fears the future disappointment or perceived disappointment of a parent, he may look to mitigate that feeling through avoidance.  They may start avoiding those moments for potential disappointment though a variety of excuses.  Through deliberate inaction to avoid disappointment, they will fail to achieve their goal. 

But that is not the way of the Black Belt.  For us, there is no failure; only moments of clarity.  Was our past training correct in preparing us for this moment?  We do not see quitting itself as an option but as the only true failure.  This is what we believe and this is what we teach.  As for your child, what stories will they tell?

My own experience in Taekwondo has been dotted with ‘moments of clarity’.  At red belt, I realized that my right leg side kick needed work.  After my third failed test for second degree senior black belt, I needed to rethink how to perform the jump spin side kick.  In testing five times for instructor level 4, I needed a lot more practice on the alternate patterns.  At third degree, my close quarters sparring needed improvement.  At fourth degree, I discovered my round kicks were not where they should be.  Was I disappointed at any of these moments?  Sure I was!  And like many others, I even started questioning whether I wanted to continue trying.  Luckily, I had no one to hold my hand, suggest to me that maybe I should quit, say it was someone else’s fault, or that my instructor liked seeing me fail over and over.  Disappointment is the path to enlightenment.

My advice to that parent would be the same as to anyone working toward a goal worthy of the hard work.  Let the work needed to achieve a goal, define the glory in reaching it.

 

 “Fall down seven times; get up eight”

- Japanese proverb on Success

 

National Tournament – competition times – Kissimmee FL

 

Friday

Ring 4, 7:30pm - Joshua DeBerardinis - 3rd Decided Black Belt

 

Saturday

Ring 7, 1:30pm - Jonah Santos - Sr. Orange Belt

Ring 2, 2:15pm - Brooke Heafey - Purple Belt

Ring 5, 2:15pm - Hunter Jarvis - Sr. Blue Belt

Ring 4, 9:00am - Kori Chitty - Probationary Black Belt

Ring 8, 9:00am - Manuel Montoya - 1st Decided Black Belt

Ring 1, 10:30am - Ashley Montoya - 1st Senior Black Belt