Sunday, July 27, 2008

World Champions - "World's Best"

World Champions
Two of the "greats" - Bill Wallace and Joe Lewis



Bill 'Superfoot' Wallace
retired as the undefeated Professional Karate Association (PKA) Middleweight Champion after defeating Bill Biggs in a 12-round bout in June 1980. In 2008 he received the Lifetime Achievement Award

Joe Lewis
In a career that spanned 17 years, he won more titles in his era, set more records and instituted more innovations than anyone in the history of Sport Karate.

~~~~~~~~~~~~~~~~~~~~~~~~


Driving home from Goshin Karate & Judo Academy yesterday, I passed a restaurant that boasted that it serves ”America’s Best Pizza” and a coffee house that promises the “World's Finest Coffee.” You likely ignore such claims as an advertising game. However, it appears that the use of (and the desire to use) exaggerated claims to market martial arts schools is becoming more and more prevalent in the industry. It’s important to know just what is permissible and what constitutes “false advertising.”

The available window space in front of a Karate, Kung Fu or Taekwondo school is an important palette to paint a picture that invites prospective students to come though your door. On the front of many schools, it’s not uncommon to see advertisements touting their students as “#1 Karate School in Scottsdale” or “World Champions” or the owner is a “6th Degree Grandmaster in the XYZ Style of Karate.” Or that your one of the country's most innovative and successful Martial Arts Academies.

The question on my mind is…. “Where is the line and how close will some school owners get before they cross over”

The law is vague as to what constitutes false advertising and what is merely “puffery.”

Permitted puffery is any exaggerated claim or bluster that no reasonable consumer would rely upon. In other words, stating that Goshin Karate & Judo Academy is the “World’s Best” may or may not be true, but such subjective claims are not false advertising under the law.

Using the previous example, if the owner cannot verify empirically that he is a 6th degree XYZ Grandmaster, he is guilty of false advertising. However, what would be the case where the same claim is made, but did not identify a particular and therefore verifiable style of the martial arts?

While unethical, I could represent to the world that I am the “founder” and “grandmaster” of “Roger Boggs Karate.” And since the martial arts world does not operate under a universal set of understood and agreed standards, I would not be engaging in false advertising.

Once I create a logo for Roger Boggs Karate, a martial arts style is born. Making myself a grandmaster of my own style, while offensive to the rest of the martial arts world, isn’t illegal.

Similarly, a boast of having “world champion” students training under your roof carries great appeal to the uninitiated prospective student. However, we all know most of the various federation and tournament circuits all crown “world champion.” Inherent in the term “world champion” is the specific implication that such designation was earned against other highly-trained martial artists.

In realty, Roger Boggs Karate, could start the North Phoenix Karate Alliance and hold its world tournament in a garage and crown its “world champions” from whatever group that came and paid an entry fee. Are these martial artists’ world champions, as would be understood by a layperson? Not really, but these representations don’t constitute false advertising under the law, as unpalatable as it seems.

Find a school that teaches Honesty, Integrity and Responsibility instead of touting that they are the Best Martial Arts School in Arizona.
This Article inspired by Philip E. Goss, Jr., Esq.
Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/
http://www.YourWorthDefending.com
Next Class is August 9th – Tell Your Friends

This course is a three hour, no frills, Women's Self-Defense training course for
the general public, ages fourteen and above. It is designed to teach
self-defense techniques to those who otherwise would not enroll in a
martial arts school. - SPACE is Limited - Call TODAY!

Friday, July 25, 2008

USA Taekwondo - Olympic Team - Arizona



We are rooting for Charlotte Craig


Nicknames: "Char" "CC"
Height: 5-5
Weight: 110 pounds
Birthdate: Feb. 2, 1991
Birthplace: Riverside, Calif.
Hometown: Murrieta, Calif.
High School: Murrieta Valley High School (Murrieta, Calif.) '09
Current Coach: Jimmy Kim
Dojang: Jimmy Kim Taekwondo Center

Hobbies include shopping, working out, spending time with friends and family, listening to music, going to the beach and the movies, and running...favorite foods are steak, sushi and Mexican...eats pasta with chicken prior to competition...favorite athlete is Steven Lopez...favorite movies are 300, Troy, and The Notebook...enjoys listening to all types of music, but mostly enjoys the music of Lil Wayne, Chris Brown, and Mariah Carey...lists Argentina as her favorite country visited for competition.

Did You Know?: Charlotte had a kidney removed when she was an infant and was told not to participate in any contact sports.



Competition Record:

2008 Olympic Trials (Fly): 1st
2007 Pan Am Olympic Qualifier: BRONZE
2007 Olympic Trials Phase 1 (Fin/Fly): 1st
2007 World Championships (Fin): BRONZE
2007 Sr. National Team Trials (Fin): 2nd
2007 U.S. Open (14-17 Feather): BRONZE
2007 Pan Am Games Trials (Fin/Fly): 1st
2006 U.S. Senior Nationals (Fin): SILVER
2006 World Junior Championships (Fly): BRONZE
2006 USAT Jr. National Team Member
2006 Junior Olympics (Jr. Fly): GOLD
2006 National Team Fight-Offs (Fin): 2nd
2006 U.S. Open (14-17 Fly): SILVER
2006 U.S. Open (Fin): SILVER
2005 U.S. Senior Nationals (Fin): GOLD
2005 Pan Am Junior Championships (Fin): GOLD
2005 Junior National Team Member
2005 Junior Olympics (Fin): GOLD
2005 U.S. Open (Fin): GOLD
2004 Junior Olympics (Fin): GOLD
2004 U.S. Open (Fin): GOLD
2003 Junior Olympics (Fin): GOLD
2002 Junior Olympics (Fin): SILVER
2001 Junior Olympics (Fin): BRONZE
2000 Junior Olympics (Fin): BRONZE




Roger Boggs
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.GoshinGear.com/
Providing Martial Arts, Karate and Judo lessons for Adults and Children in the Phoenix, Cave Creek and Scottsdale since 1991. - Voted one of America top 200 Martial Arts Schools.

Thursday, July 24, 2008

Anger is Your Enemy - Tips to Manage Your Anger



10 Steps that Transform Anger into Compassionate

When we are angry, three things are happening.
1) We are upset because we are not getting our needs met.
2) We are blaming someone or something else for not getting what we want.
3) We are about to speak or act in such a way that will almost guarantee we will not get what we need, or that we will later regret.

When we are angry, we focus almost completely on what we don't want and our thinking is caught up in images of the wrongness of others that are involved. We have lost sight of what we really do want and need.Using the following steps you will learn how to change this pattern and connect with the life-serving purpose of anger. You will discover where anger comes from and learn how to express it in ways that meet both your needs and the needs of others. Use these steps for re-focusing your attention during an angry conflict and learn to create outcomes that are satisfying for everyone involved.

Step 1: Think of anger as a red light on your dashboard.
Anger is like a warning light on your car's dashboard and if you attend to it promptly you're more likely to get where you want to go. Remember, when dealing with anger, that the goal is not just to "turn off the red light." Anger can be a wonderful wake-up call to help you understand what you need and what you value. Like warning lights and gauges, your emotions and the felt-sense in your body are there to help you understand which of your needs are being met, or are not being met.

So, when tempers flare or violence looms, it helps to remember that you can make life enjoyable for yourself and others if you focus your attention on what you need and put aside any ideas of the other as "wrong" or images of them as the "enemy." Make it your goal to attend to your underlying needs and to aim for a resolution so satisfying that everyone involved has their needs met also.

Step 2: Look clearly at what happened.
Have you ever asked people what they are angry about? Most likely, they told you that someone said or did something wrong. One example might be an executive saying, "He's unprofessional! He ruined the presentation! He was disrespectful to everyone in the meeting!" Such statements say very little about what really happened. In this step you want to be like a detective; you want "Just the facts." Notice the difference in the quality of information in the previous statements and the following. The executive might have said, "He arrived twenty minutes later than the scheduled start time, and brought coffee-stained handouts."

In this step you take a clear look at what you are reacting to. When you can objectively describe what happened you are more likely to be clear about what you need. Other people are less likely to respond defensively because they can more easily agree with what you've said. So, the second step in dealing with a charged situation is to be able to state a clear observation of the situation itself.

Statements from an angry spouse such as: "You insulted me!" "You're a control freak!" "You're always trying to manipulate me!" imply wrongness, but they don't describe what actually happened. With the aim of making a clear observation you ask yourself, "What would a video camera have recorded?" With this perspective you might be able to describe the situation very differently. "I heard you say I'm a lazy slob." "You said you wouldn't go out with me unless I wore the red dress." "You said I always wear clothes that are out of style." Once you can clearly describe what you are reacting to, free of your interpretation or evaluation of it, other people are less likely to be defensive when they hear it.

Step 3: Take responsibility for how you feel.
Anger is also a signal that you've been distracted by judgmental or punitive thinking and that some precious need of yours is being ignored. Use your anger to remind yourself to stop, and look under your hood and into your heart to find out what needs attention.

When your car's water temperature gauge is in the red, your engine's need for cooling is not being met. When your car's battery warning light is off, your charging system is doing fine. Like these indicators, your emotions and the felt-sense in your body are very powerful and accurate indicators of the conditions under your personal hood. They are designed to tell you very quickly and clearly, in each moment, which of your needs are not being met, or are being met.

Keep in mind that other people's actions can never "make" you feel any certain way. Feelings are your warning indicators. Your feelings always result from whether or not your needs are being met. Anger results from focusing your attention on what another person "should" or "shouldn't" do and judging them as "wrong" or "bad." As your attention shifts to identifying which of your needs aren't being satisfied in a situation, your feelings will shift also. When you discover that you didn't receive treatment that met your need for respect, you might feel hurt, or scared, or disappointed—but without "should" thinking and judgments of others as "wrong," you won't feel angry.

When your feelings have served their purpose—when your attention is fully focused on your needs and values—then anger melts away. This transformation is not the same as repression, and it's not the same as "calming down." The emotions you feel when you are in touch with your needs may be intense and may be very painful—but they will be different emotions than anger.

Step 4: "Name the blame" and get clear about what you feel.
In our culture most of us have been trained to ignore our own wants and to discount our needs. We've been called selfish for "wanting" and "needy" when we voice our deepest yearnings. But the fact is, everybody has needs, all the time. Every human being needs respect. Everyone needs nourishment, harmony, self-expression, and love (to name a few basic human needs). The only humans who don't have needs are dead.

When you're angry you are likely to have "blame thinking" going on in your head. Inside of "blame thinking" you have emotions and these are caused by unmet needs. When you can get conscious of your "blame statement" you can begin to explore your feelings and use these feelings to get clear about which of your needs are going unmet.

For example, if your blame statement was "She's always insulting me!" what emotion or body sense would you feel? Would you feel tense, scared, sad, anxious, confused? Naming our feelings is not as easy as it sounds! As a society we are trained to mix our evaluation with our feelings and this is what gives rise to "blame statements" in the first place. Separating your feelings from your judgment of others is an important part of getting clear about your needs and moving into action to get them met. You can use the feelings inventory in chapter four of Dr. Marshall B. Rosenberg's book Nonviolent Communication: A Language of Compassion (PuddleDancer Press, 1999) to develop your vocabulary of feelings and learn how these feelings relate to your needs.

Step 5: Determine your need.
"Wait a minute, my reliability warning light is on!" The executive who thought the employee "ruined the presentation" remembered that his anger was just a warning. When he looked underneath his anger, translated his judgments and discovered his underlying needs, he realized that he values reliability, integrity, and trust very highly. Focusing on these needs brought a shift in the executive's state of mind. His anger dissolved. Instead, once in touch with these unmet needs, the executive felt worry and a pang of disappointment.

Even the harshest labels like "psychopath" are just veiled expressions of unmet needs. When a person calls someone a psychopath, it's tragic expression of their needs, possibly for predictability, trust, or safety. Tragic because the very act of calling someone a psychopath almost guarantees that the underlying needs will continue to go undiscovered, unexpressed, and unmet.

The beauty of being able to correctly interpret your feelings as warning signals is that once you discover what you need, you are back in a powerful position to act toward getting your need met! You can use the human needs inventory in chapter five of Nonviolent Communication to develop your vocabulary of needs.

Having named your need, spend a while really noticing how important reliability is to you, how you yearn for it, how much more satisfying life is when that need is satisfied.

You're Half Way There!
In the previous steps you've explored how you are. In Step 2, you took a more accurate look at what the other person did. In Step 3, you took responsibility for your feelings, and in Step 4, you took ownership of your thinking and began looking underneath at your natural feelings and needs. You chose to use your thinking powerfully, as a way to clarify what you value. In Step 5, you experience a fuller sense of self because you've gotten in touch with your needs.
In the following steps you will explore who can do what so everyone's needs will be met. With Step 6, you begin to envision actions that are in harmony with meeting those needs.

Step 6: Find the do behind the don't.
When they are angry, people often focus on the behavior that they want the other person to stop. But this is similar to wanting your car to stop overheating. You can want your car to stop overheating, but you're stuck with a car that overheats until you identify what needs to be fixed and take the actions needed to fix it.

The executive in the previous example may identify that he needs greater trust and reliability when it comes to presentations being made on time and with materials he enjoys using. If he has been trained the way most of us have, he may be tempted to think he wants to tell the other person, "Don't show up late and don't bring coffee stained handouts." The problem is that the person may not show up at all rather than being late, or show up without handouts rather than soiled ones.

He is much more likely to get his needs met if he can come to an agreement around a "positive" request that states clearly what actions would meet his needs. For example, "Would you agree to call me 30 minutes before the meeting so I know you will be on time and put the handouts in a protective envelope as soon as they are copied?" Place your focus on what you do want, not on what you don't want.

Step 7: Think of a clear action request.
Earlier, you saw that angry people think they're angry because other people made them angry. Now you harness the power to undo this misconception and focus on the power you, and others have—the power to deliberately make life more wonderful through the use of a "present tense" request.

"I want you to be reliable" is not a clear and doable request. In this step, the idea is to envision the other person doing or saying something right now that is in harmony with your desire and likely to meet your need. Ask yourself, "Right now, what could the other person say or do to honor my needs?"

For instance, a man passed over for a long expected promotion was keenly aware of his unmet needs for recognition and respect. He had already gotten clear about how to say what had happened, his feelings about it, and his needs. Only then did he consider making a very clear "positive action" request. He decided that the following would be a good beginning request for the dialogue he wanted to have with his boss: "Would you review at least two projects with me that I completed this year, and that you believe improved the company's market position?"
The man realized that his request was a "future request" and to really stay connected with his boss he wanted to make a "present action" request. To do this the man asked himself what action his boss could take in the moment he made his request.

He figured out two requests that his boss could respond to right now. The first was starting with, "Would you agree to..." This creates an agreement in this moment to do something in the future. It is something the other person can respond to immediately. He also added, " ...within the next week." This request creates a definite time period during which the agreed upon action will take place. Now the complete request is positive in action language and in time. "Would you agree to review with me, within the next week, at least two projects that I completed this year, and that you believe improved the company's market position?"

Step 8: Name their feelings and needs.
Just like coins, every situation has at least two sides. If you really want to reliably meet your own needs, it is important to make sure that the other person's needs are met as well. This step is about demonstrating your understanding that your needs can never be fully met at someone else's expense. It is about shining the light of awareness on your own feelings, needs and requests and also shining it on people in your life as well.

Use steps 2 through 7 to guess in your mind what the other person is experiencing. The essential element is to guess without worrying about guessing accurately. This is your best attempt to imagine what the other person desires, what the other person needs when they are acting as they do.

Remember, you haven't started talking yet. You're thinking hard, but you haven't yet spoken to the other person.

So guess at their feelings. Translate the statement, "He's compulsive!" into what you imagine the other person does want. For example, maybe they crave beauty and order (and that's why they're after you to pick up the dirty socks on the floor), or maybe they are yearning to be nurtured, cared for, or loved (and that's why they complain about you spending time with your friends). At this point, even though you are not talking to the other person yet, you are seeing the person differently. You are replacing your "enemy" image of the other person with a vision of something beautiful and sweet – the vision of a human being with needs, who seeks to make life more enjoyable by satisfying those needs.

Step 9: Decide whose need you will talk about first.
Think big. Enjoy imagining that everybody's needs will be understood and honored - no one will "win" at someone else's expense. The process is complete only after both people have been heard and understood and walk away satisfied. You're not yet done when only one person has been heard and understood.

Only one person, however, can be heard at a time. So, now you ask yourself the following questions to determine who will be speak first and who will listen first. Do you want to express how you are and invite the other person's understanding? Or do you want to extend your understanding to the other person first? Who is in the greatest distress? Who has the greatest clarity? Consider what happens when the person with greater clarity chooses to focuses their attention first on hearing the feelings and needs of the person in greatest distress. Being heard in this way the other person will most likely experience relief and clarity, and be more willing to consider your needs.

Either way, you are the one focusing the light of awareness during the conversation. You will be the one who will focus on feelings, needs and values, and determining whose needs to explore first. If you choose to express, you'll be revealing your feelings, needs and requests, which you identified earlier. If you choose to receive, you'll invite the other person to reveal their feelings, needs and requests, which you guessed about in the previous step.

Step 10: Now start talking.
Ask yourself the following questions before you begin talking: Are you clear about what you're reacting to? Are you in touch with your feelings and needs? Do you have a hunch about the other person's feelings, needs and values? Do you know what you want to have happen next? Okay, now's the time to talk! Here are some suggestions about what to say (and what not to say).
First, don't say anything from Step 3. This is the blameful thinking that fueled the anger in the first place. Instead, stick to Step 2 and state a clear observation. ("I have been thinking about how you spend three nights a week with your friends.") Then jump to Step 4 and be open about how you are feeling. Remember to choose a feeling that comes from the heart or a body sensation like, "I feel lonely and sad." Watch out if you start by saying, "I feel that" or "I feel like you..." - remind yourself that what is likely to follow is analyzing or blaming, and that you are unlikely to get what you want by speaking this way. Remember: express emotions and body sensations, not analysis or blame.

Once you've named the feeling that replaced your anger when you got in touch with your needs, name your needs out loud. ("I realize I need more companionship than I'm getting.") Then make a request that invites a response from the other that will make life more fulfilling right now. ("Would you be willing to agree to spend every Tuesday and Saturday evening with me?")
The other person will also want understanding for their needs. But chances are, they won't have done all the internal work you just did. They will probably go straight to Step 3. They may be saying something out loud like, "You're so selfish, it's always about you, isn't it?" Just the blameful sorts of things you've just refrained from saying to them! That's okay. You can handle it. Choose to empathically receive whatever they say. Move your attention to their feelings and needs. Guess what action they might like you to take. "So are you worried (feeling) about consideration for your needs (need) and do you want to know that I am willing to consider them as well (action)?"

Telling a person that you hear what they want is not the same as agreeing to do it. By hearing what they want, you make sure you understand clearly so you can let them know how you are about doing it. When you demonstrate that you really understand what they feel and need, you will be amazed how quickly they will trust that their needs are important to you, and as a result will be open to considering your needs in return. They are also likely to be more receptive to various strategies for meeting their needs.

So, let's recap.
In steps one through three you learned new ways of understanding and relating to feelings of anger.

In Step 1 you learned that anger is a valuable warning signal that tells you to stop and look under your "emotional hood" at your feelings and needs, and to begin to look for outcomes that would make life more satisfying.
In Step 2 you learned to identify "just the facts."
In Step 3 you learned that your feelings result from your needs being met, or not met, and are never the result of what another person does or doesn't do.
In steps four through ten you practice new ways of relating to yourself and others.
In Step 4 you take ownership of your thinking and focus your attention on your feelings and needs.
In Step 5 you experience a fuller sense of self because you get in touch with your needs and realize that you can take positive action in meeting those needs.
In Step 6 and 7 you begin to envision positive actions that are in harmony with meeting your needs right now.
In Step 8 you refocus your awareness on the others involved, connect with their feelings and needs, and identify actions that might contribute to meeting their needs.
In Step 9 you choose who you would like to speak first, knowing that you can continue the dialog until everyone's needs are met through actions everyone is willing to take.
In Step 10 you finally put it all together and begin a dance of communication, where you take turns expressing how you are and receiving how the other person is. You stay focused on making clear requests and tuned in to how you feel about what is being requested of you. You continue to dance until everyone's needs are met through actions everyone agrees to take.
Summing up.
Every minute, every one of us is alive with needs and values seeking expression. You love to live in harmony with your values, and you love to contribute to others' experience of harmony, when you can do so with no element of coercion involved. Moment by moment, with honesty and empathy, you can meet your needs, and bring your values to life. Practicing these 10 Steps you truly can transform anger into compassionate connections.


This article is from Well Being Journal, January/February 2003, Volume 12, #1 (out of print).
By Neill Gibson and Sheri Klein
Picture provided courtesy of http://www.squidoo.com/childangermanagement


Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/



Wednesday, July 23, 2008

Judo - USA Olympic Team

We are rooting for Valerie Gotay --- Go Valerie!

Home: Temecula, CA
Birthdate: 11/5/1973 Name: Valerie Gotay Weight Category: 57kg
Date of Birth: November 5, 1973 Hometown: Temecula, Calif. Current Residence: Harlingen, Texas Judo Rank: Yodan (4th degree black belt) Club: USA Judo National Training Site at Harlingen Coach: Israel Hernandez Education: Completed junior year at San Diego State

University Honors:
Ippon Trophy for outstanding female athlete at the 2005 Pan American Judo Union Championships
Outstanding Female Competitor Award at the 2007 Pan American Judo Union Championships
Outstanding Female Competitor Award at the 2008 Pan American Judo Championships
Olympic Teams: 2008, 1992 World Championship Teams: 2007, 2005 (Ninth), 1991, 1990 (Junior) Pan Am Games Teams: 2007 (Silver), 1991 (Silver) Pan Am Championships Teams: 2008 (Gold), 2007 (Gold), 2006 (Bronze), 2005 (Gold), 1990 (Silver), 1988 (Silver)

Personal: Valerie began competing at the international level by the age of 14 and qualified for the U.S. Olympic Team in 1992 at the age of 18. After the Barcelona Games she retired from competition to pursue a degree in psychology at San Diego State University. In 1996 Valerie got married and gave birth to her first of two children.

Valerie decided to return to competition in 2004 and finished second at the Olympic Trials in San Diego, Calif. Within a year of her return to the sport she had taken over the top spot in the 57kg division. "I am very proud to have made the 2005 World Championships Team after such a long layoff and look forward to more years of competition," Valerie said. "My goal was to make the 2005 World Team after my 10-year layoff. I've accomplished that goal and now my next goal is an Olympic medal." At 33-years-old, Valerie is more than 10 years older than her U.S. Women's Teammates, but after winning the Pan Am Championships in May she is one of the top six 57kg players in the world.

Recent Career Highlights:
2008:

Gold - 2008 U.S. Olympic Team Trials for Judo
Gold - Pan American Championships
2007:
Gold - U.S. Open
Gold - Pan American Championships
Gold - USA Judo Senior National Championships
Gold - British Open
Gold - Belgian Ladies' Open
Silver - Pan American Games
Bronze - Golden Judoguis Championships
Bronze - Rotterdam Super World Cup
Seventh - Vienna World Cup
2006:
Gold - USA Judo Senior National Championships
Gold - Finnish Open
Gold - U.S. Open
Gold - Rendez-Vous Canada
Fifth - Swedish Open
Fifth - Belgian Open
Ninth - Paris Open
2005:
Gold - USA Judo Senior National Championships
Gold - Pan American Championships
Gold - U.S. Open
Bronze - British Open
Bronze - Rendez Vous Canada
Bornze - Pacific Rim Championships
Fifth - Sofia World Cup
Ninth - World Championships
2004:
Gold - Benito Juarez Championships
Gold - Fall Classic Nationals
Silver - British Open
Silver - Olympic Trials
Silver - Korea Open
Silver - Rendez Vous Canada
Bronze - USA Judo Senior National Championships

http://judo.teamusa.org/athlete

Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinJudo.com/
http://www.GoshinGear.com

Tuesday, July 22, 2008

Flood Aid Donations - Cedar Rapids Iowa - Karate Schools

I was born in Cedar Rapids Iowa and lived in the Ellis Park Area.

I am not amazed at how quickly these warm-hearted and loving people have pulled themselves together.... There is still more work to do -- WILL YOU HELP?






Amazing video. My heart goes out to everyone affected by the floods.

This tragedy shows the world how we Iowans handle difficulty..we stand together and help each other.




Re-Usable Bags Project All Proceeds to Help Support the Victims of The Flooding In The Midwest.


Calling All Martial Arts Schools and Other Groups/Organizations That Would Like To HelpThe Victims Of The Recent Flooding!

The National Leadership Team and Goshin Karate & Judo Academy is seeking your help with this project to bring some relief to those that were affected by this most recent natural disaster.

How You Can Help
We've organized a nation-wide project to sell re-usable grocery bags with the help of your students and members of your group. You'll find a .PDF file below for download that you will hand out to your students. Your students will then go out in your community and pre-sell bags to friends and family and businesses whom would like to help. Your 'team leader' will collect all of the money and order forms and place your order through this site. Download Student Order Forms Here

We (The NLT) will make the entire order of bags (simply to save money by ordering in quantity and increase the amount of money for the relief) and send out the order to your school. You will then separate the order for your students who will be responsible for delivery.

How It Works: A Breakdown of Our Re-Usable Bags Project

Students/Members Go Out And Collect Orders For Bags
Group Leader Will Collect Orders and Send In Funds


The donation that your school will collect and make through this site is 100% tax deductible and will go directly toward helping those affected by the flood. Multiple schools and organizations are already involved including... (Get Your Logo On This Page and On The Final Printed Bag)


Leadership Academy Martial Arts. Woodruff, WI

Goshin Karate and Judo Academy. Scottsdale, AZ

J.K. LEE Tae Kwon Do - Milwaukee, WI


Place Your Order Here
# of Bags Ordered x $5.00 per bag = $ Amount To Donate
http://www.leadershipstudents.com/bags/


Orders Will Be Fulfilled and Sent Out Within 7-10 Business Days.
Any Questions Can Be Directed To Mr. Gary Engels @LeadershipProgram@Gmail.com

Thank you for your support!

A Special Thank You To Ms. Jen Stough, Ms. Cindy Carlson, and Mrs. Nikki Engels For Creating and Organizing This Project

Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/

Monday, July 21, 2008

Teenagers doing Karate - TOTALLY


Benefits of Karate for Teens

At Goshin Karate & Judo Academy our programs teach teens to focus their mental and physical energies in productive and non-violent ways. The most obvious benefits of Martial Arts training for teens are physical development, coordination training, and good health.

There are also additional psychological and emotional benefits, which are not immediately apparent. Often-mentioned results of Martial arts training are greater focus, increased
self-esteem, increased self-discipline, calmness, and a more positive attitude toward life, as well as, knowledge of self-defense. However, the main focus of Karate at Goshin's is perfection of character.


Martial Arts has many aspects which are mental, spiritual and physical. It is both an art and a sport. Whether your teen wants to pursue Martial Arts in the competitive arena of self-defense, the art, or the exercise and mental gratification it brings, Goshin Karate & Judo Academy promises to deliver personalized attention and maximum focus towards fulfilling your teen's goals.

Here is what one of our teenagers said, "I was bored with health clubs and gyms, so I decided to join Goshin Karate & Judo Academy. It was a great move. Now I reach my personal fitness goals and learn something really useful at the same time . . . how to protect myself."


Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/

Sunday, July 20, 2008

Tips for Ensuring Safety



Personal Safety - College Kids


Basic rules:
• If you notice someone who seems out of place or behaves suspiciously, report the person to security or the police.
• Be aware of your surroundings.
• Use the buddy system.
• If you must travel somewhere alone, make sure a roommate, close friend or relative knows where you are going and when you are expected back.
• Keep dorm room/apartment doors locked at all times. Keep a list of emergency numbers by the phone.
• Do not accept rides with strangers or with persons who may be intoxicated.
• Never reveal your phone number to a wrong number caller. Ask what number they dialed and advise them to try it again.
• Don’t reveal to a caller that you are home alone, and hang up on obscene callers.
• Don’t give out personal information to a stranger on the phone.
• Report abandoned or suspicious packages or bags to security or the police.
• Carry a cellular phone.• Carry only necessary cash and credit cards.

On foot:
• Walk with confidence and take note of your surroundings. Avoid shortcuts.
• After dark, walk with others or use a shuttle service.
• Use well-lit walkways.
• Walk facing traffic.
• Make mental notes about the locations of emergency phones/pay phones along your route.
• If carrying a purse, keep it closed and close to your body.
• Don’t wear a IPods (ear phones) when walking alone.
Consider a Women's Self Defense Course --- www.YourWorthDefending.com

If you think you are being followed:
• Cross the street and change direction.
• Keep looking back, so the person realizes you spot him/her.
• Notice as many physical characteristics as possible so you can describe the person.
• Get to a well-lit, populated area• Report the incident to security or the police.
Inside a building:
• Don’t enter elevators with someone who looks out of place or behaves suspiciously. Report the person to security or the police.
• Don’t go into a stairwell alone.
• Keep the door locked if you are in a room alone and ask who is there before opening a door when someone knocks on it.
• Keep your purse, wallet or other valuable items with you at all times. Never leave them unattended.
• Never prop open locked exterior building doors.

In your car:
• Always lock your car when you leave it.
• Keep your keys in your hand while you walk to your car. Pay attention to the area surrounding your car and check the floor and back seat of your car before getting in.
• Park in well-lit areas and as close as possible to the building you are visiting.
• If leaving after dark, ask someone you trust to walk you to your car or call for a security escort. • Don’t leave valuable items in plain view inside your car. Lock any valuables in the trunk. • Don’t drive alone at night if possible.
• Never pick up hitchhikers.
• Always keep your doors locked when inside your car. If possible, keep the windows up.
• If your car breaks down and someone stops to assist you, it is better to ask that person to call the police for you than to accept a ride.
• If you see flashing blue lights on the car behind you, do not pull over until you are in a well-lit, populated area. A police officer will understand your concern.

If you think you are being followed:
• Go to the nearest police or fire station, residence hall, or open building.• If no safe areas are near, honk the horn and turn on your hazard lights.
Using ATMs:
• Use automatic teller machines (ATMs) that are busy, easily seen by the public, and located in well-lit areas. • Avoid using an ATM alone or at night.
• Do not stand at an ATM and count your money.
More Safety Tips
• Always lock your room when you leave, even if only for a few minutes.
• Keep records of your equipment that give the make, model and manufacturer’s serial number.
• Inscribe a personal identifier number on all equipment.
• When not in use, store computers and equipment in a locked room or cabinet.
• Write your name on the inside of your books.
• Never leave purses, bookbags or other belongings unattended when at the library, in a classroom, in lounge areas or in eating areas.
• Secure your car’s license plate with tamper proof bolts.
• Don’t leave your vehicle registration, important identification papers, credit cards or money inside your car.
• Keep a record of your car’s tag number, vehicle identification number (VIN), and complete description in your wallet or your residence.
• Store valuable items in the trunk of your car; do not leave anything in plain view.
• Park a bicycle in well-lit, frequently traveled areas. Use a U-shaped bicycle lock or case-hardened chain.
• Keep a record of your bicycle’s make, model and manufacturer’s serial number.

Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/

Friday, July 18, 2008

Being Safe on Campus



Personal Safety & Security Suggestions


When in the hall
Get to know your neighbors so you can help each other out
Don't leave valuable items out in the open
Don’t advertise that you will not in your room for extended periods of time
Do not sign in people you do not know and don't intend on staying with. You are responsible for the people you sign in.
Always lock your door whenever you leave even if it is just for a moment
Do not tamper with any locking mechanisms anywhere

Walking alone
Use well traveled, well lit routes
Avoid using the same route everyday
Be sure to carry only small amounts of money
Carry a noise making device
Wear clothes that allow you to move quickly
Be observant of your surroundings at all times

What constitutes suspicious activity
Anyone trying to jump a fence or gate
Anyone seen perpetrating acts of vandalism
Anyone seen harassing or heckling others
Anyone walking through halls trying door knobs
Anyone sitting in parked vehicles for extended periods of time or driving slowly with their lights off
Anyone loitering at strange hours or locations

Bike Security
Always lock your bike through the wheels and the frame
Cable and Chain locks will only discourage opportunistic thieves
The best way to protect your bike from theft get a U-lock and a strong cable lock
Riding your bike often and relocking it in a different place is a good way to prevent it from being “scouted” by a bike thief
Park your bike in well lit areas public places
Register your bike with the ASU Police to help them find it if it gets stolen

Vehicle Security
Park in well lit areas at night
Don’t park in the same spot every night
Don’t take the same route to your car every day
Always keep all doors locked and windows shut when parked or even stopped
Keep all valuable items out of sight in your car, preferably in the trunk
Keep an emergency repair kit in your car incase of breakdowns

Public Transportation
Wait at well lit bus stops
Be aware of your surroundings while waiting for the bus
Let the bus driver know of suspicious activity or harassment on the bus
If it appears someone from the bus is following you make yourself as visible as possible to others by making noise and walking in the street

What to do when feeling threatened
Analyze your situation before you act
Always move away from potential threats, do not be confrontational
Make your way to one of the many blue light Emergency 9-1-1 phones on campus
If possible, find any group of people join when you move away from the threat
If you believe you cannot escape a threat make as much noise as possible to alert someone nearby that you are in danger - YELL BACK OFF - FIRE - CALL 911
When speaking to the police be prepared to give accurate descriptions of the suspect: height, weight, gender, age, clothing, etc., the scene of the crime or attempted crime, and the details of the suspect’s escape: description of vehicle or bike (make, model, license plate number, color, etc.), direction of escape, etc.

In Elevators
Look in the elevator before getting in to make sure no one is hiding
Stand near the controls if possible
If you feel unsafe or uncomfortable get off at the next floor
If you feel unsafe or uncomfortable while waiting for the elevator with someone, do not get on with that person.
If you are attacked in the elevator, hit the alarm buttons and as many other buttons as possible.
Remember that there are cameras in every elevator on campus
Do not overcrowd or “stuff” elevators beyond their carrying capacity or beyond the comfort level of everyone on the elevator

Online Social Networking
Remember that anything you put on MySpace and Facebook can be seen by anyone with an internet connection
Do not put your address, residence hall, room number, contact information, etc. on your personal page.
Do not put anything you would not want your family or boss seeing on your personal page




Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.GoshinGear.com/



Thursday, July 17, 2008

Women's Self Defense Class - College Students




Free Life Saving Self Defense Strategies

Here is some important information for females of ALL ages.

A group of rapists and date rapists in prison were interviewed on what they look for in a potential victim and here are some interesting facts :


1) The first thing men look for in a potential victim is hairstyle They are most likely to go after a woman with a ponytail, bun, braid or other hairstyle that can easily be grabbed.They are also likely to go after a woman with long hair. Women with short hair are not common targets.

2) The second thing men look for is clothing. They will look for women who’s clothing is easy to remove quickly. Many of them carry scissors around specifically to cut clothing.

3) They also look for women on their cell phone, searching through their purse or doing other activities while walking because they are off guard and can be easily overpowered.

4) Men are most likely to attack & rape in the early morning, between 5:00a.m. and 8:30a.m.

5) The number one place women are abducted from/attacked is grocery store parking lots. Number two is office parking lots/garages. Number three is public restrooms.

6) The thing about these men is that they are looking to grab a woman and quickly move her to another location where they don’t have to worry about getting caught.

For Times and Dates visit this site: http://www.YourWorthDefending.com/

7) Only 2% said they carried weapons because rape carries a 3-5 year sentence but rape with a weapon is 15-20 years.

8) If you put up any kind of a fight at all, they get discouraged because it only takes a minute or two for them to realize that going after you isn't worth it because it will be time-consuming.

9) These men said they would not pick on women who have umbrellas, or other similar objects that can be used from a distance, in their hands.Keys are not a deterrent because you have to get really close to the attacker to use them as a weapon. So, the idea is to convince these guys you're not worth it.

10) Several defense mechanisms he taught us are: If someone is following behind you on a street or in a garage or with you in an elevator or stairwell, look them in the face and ask them a question , like what time is it, or make general small talk: "I can't believe it is so cold out here", "we're in for a bad winter." Now you've seen their face and could identify them in a line-up; you lose appeal as a target.

11) If someone is coming toward you , hold out your hands in front of you and yell STOP or STAY BACK ! Most of the rapists this man talked to said they'd leave a woman alone if she yelled or showed that she would not be afraid to fight back . Again, they are looking for an EASY target.

12) If you carry pepper spray (this instructor was a huge advocate of it and carries it with him wherever he goes,) yell I HAVE PEPPER SPRAY and holding it out will be adeterrent.

For Times and Dates visit this site: http://www.YourWorthDefending.com/

13) If someone grabs you , you can't beat them with strength but you can by outsmarting them. If you are grabbed around the waist from behind, pinch the attacker either under thearm (between the elbow and armpit) OR in the upper inner thigh VERY VERY HARD. One woman used the underarm pinch on a guy who was trying to date rape her and was so upset she broke through the skin and tore out muscle strands - the guy needed stitches. Try pinching yourself in those places as hard as you can stand it; it hurts.

14) After the initial hit, always GO for the GROIN. You might think that you'll anger the guy and make him want to hurt you more, but the thing these rapists told us is that they want a woman who will not cause a lot of trouble. Start causing trouble and he's out of there.

15) When the guy puts his hands up to you , grab his first two fingers and bend them back as far as possible with as much pressure pushing down on them as possible !

16) Of course the things we always hear still apply. Always be aware of your surroundings, take someone with you if you can and if you see any odd behavior, don't dismiss it, go with your instincts!!! You may feel a little silly at the time, but you'd feel much worse if the guy really was trouble.


Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/

For Times and Dates visit this site: http://www.YourWorthDefending.com/

Teaching Personal Protection Strategies and Self Defense Courses for families in Scottsdale AZ., Phoenix AZ, Cave Creek AZ. Carefree AZ., Desert Hills AZ. Fountain Hills AZ., and all surrounding areas. since 1991

The Clone Wars



You might have thought that no Star Wars movie would ever show in theaters again, at least not until Lucas re-releases them in 3D sometime after 2010. Good news - that's no longer the case, as we have received confirmation that the animated movie Star Wars: The Clone Wars will be playing in theaters on August 15th later this year!


The movie is a full-length feature developed from the 25-episode animated Clone Wars series that played on Cartoon Network a few years back. Lucasfilm is launching this new movie in theaters where it will later play on Cartoon Network again before the launch of yet another new animated series. Star Wars is back in theaters again in 2008, baby!


Warner Brothers decided to kick off the series with this theatrical release after they were shown the first footage from the series. Star Wars: The Clone Wars will run around 100 minutes in length and will take place between Episodes II and III. Anakin is not Darth Vader yet and the story will be focused around the ensuing Clone Wars that began in Episode II: Attack of the Clones. Warner Brothers and Lucasfilm seem as excited about this release as we are, saying "I don't know anyone who wouldn't want it" and taking a risk by "trying to do something unprecedented — marrying TV series and theatrical release."

George Lucas is involved with the project as executive producer. Lucas said he began work on this new spin-off because he "felt there were a lot more 'Star Wars' stories left to tell." And instead of making more live-action movies, he wanted to tell those stories through animation, pushing the technology forward at the same time. Dave Filoni of "Avatar: The Last Airbender" will be directing, with Henry Gilroy, Scott Murphy and Steven Melching writing. No actors from the original movies are involved, except Anthony Daniels as C3PO and Matthew Wood as General Grievous and the battledroids.

USA Today has scored the very first photo from the upcoming animated film of Anakin Skywalker and Jedi apprentice Ahsoka, which can be seen below.

In this film, Anakin and Obi-Wan are trying to hold together the galactic republic, split apart by war between a separatist robot army and the good-guy white-armored clones. The Jedi apprentice you see above is actually Anakin's padawan, a change from the story that we've been familiar with throughout the movies. However, they're not changing up the Star Wars lore without the help of the man in charge. "George is our guide. He's the creator of the Star Wars universe, so we couldn't have a better mentor," asserts director Dave Filoni.


I know we'll be in theaters on August 15th watching this movie. With the experience I had seeing TMNT in theaters, I'm certainly just as excited to now also see Star Wars: The Clone Wars. The theater is such a great platform and atmosphere to launch this series in, and I can't wait to see all the crowds and people, young and old, who will be there enjoying it together.




Source: Star Wars: The Clone Wars official site Related Items

Movie:
The Empire Strikes Back
Return of the Jedi
Star Wars
Star Wars Episode I: The Phantom Menace
Star Wars Episode II: Attack of the Clones
Star Wars - Clone Wars: Vol. 1
Star Wars Episode III: Revenge of the Sith
Star Wars - Clone Wars: Vol. 2



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Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.GoshinGear.com/

Womens Self Defense Class - Scottsdale Arizona

Wednesday, July 16, 2008

Video Games: Good or Bad?



Video games: Bad, but not all bad

What's a parent to do? A report released Wednesday by Surgeon General David Satcher links video games to aggressive behavior in children. This adds more fuel to the recent fires concerning the negative effects of video games.

Stanford University did a study that found violent video games boost aggressive feelings and behavior in players. This week, Stanford Medical Center researchers reported that aggressive acts by third and fourth-grade students dropped 25% after TV and video game use was cut down or eliminated. Incidents of verbally aggressive behavior — teasing, taunting, threatening — were cut in half.

But kids are screaming for more video action ...

The publicity onslaught showed that parents must deal "with what can sometimes seem like pretty rough road," says David Walsh, psychologist, president of the National Institute on Media and the Family, and author of Dr. Dave's Cyberhood: A Parent's Guide to Electronic Media,

Still, experts say there is hope for beleaguered parents trying to decide how to handle video games — and their children.

Examining the studies
To begin with, the video game situation is not as bleak as some would have us believe. Experts say that video gaming can develop some valuable capabilities:

Proficiency at following directions.
Enhanced problem-solving and logic skills.
Fine hand-eye coordination — although in limited range.

Games can also stimulate young imaginations, notes Catherine Cella, children's media specialist and author of Great Videos for Kids: A Parent's Guide to Choosing the Best. "Wonder and fantasy is in short supply for children, and it's an essential part of their lives."

Experts also caution that the report from the Surgeon General and the Stanford studies need to be examined closely to minimize sensational and inaccurate conclusions.

"Media violence — specifically video games — are not a major risk factor for violence," observes Damon Thompson, Surgeon General communications director. "We did find rising links between media violence, television violence, and short-term aggressive behavior. But that is significantly different from violent behavior allegedly caused by playing video games."

"In children, there is a difference between aggressive behavior like pushing or shoving, and real violence — like hitting — which causes bodily harm," he explains. "But the key factor regarding video gaming is that we simply don't have enough research at this point to form conclusions."
Similarly, experts find the Stanford studies have some limitations. The 2000 Stanford study used college students whose aggression was measured by the volume and duration of horn blasts directed at an opponent.

That may be aggressive, but it isn't violent.
This week's Stanford study may be too broad to draw conclusions about video games alone. "The first problem is that they did not separate the effects of watching television from the effects of playing video games," says Jeanne Funk, a clinical child psychologist, associate professor of psychology at Toledo University, and one of the most referenced researchers in the field.
Funk also says the study addressed only the issue of time spent on video games, not the content of the games.

Cause for concern
But the content itself is only part of the problem. It's the negative aftereffects that have experts and parents concerned:

Social isolation — Players often play alone and the games have little real-world application. They may spend less time in other activities such as sports, reading, interacting with the family, or doing homework.

Increased aggressive behavior — Despite the limitations of the studies, most experts agree on the basic link between games and increased aggression.

Desensitization to gender issues — Women are often portrayed as weak, ineffective, or having exaggerated chests.

Rewarding violent behavior — In violent video games the winners are usually the ones who have more violent options at their command — and use them. Negotiating and other nonviolent solutions are often not options.

Seizures — Although seizures are not commonly triggered, "Some kids are more prone to flashes of light when they occur at certain frequencies," says Walsh. "We see strobe warnings in theaters, but not in video games."

Repetitive stress injuries — Carpal tunnel syndrome is a familiar lament. So is "Nintendo Grip," which can make it difficult for children who play games a lot to hold a pencil properly.
Hopeful content

Although experts generally agree that video game content is the biggest problem, it also holds the biggest hope.

"When you consider that the easiest type of game programming is based on simple commands that just tend to make things explode or die, you begin to understand that we are still in the infancy of video gaming, design, and programming," says Walsh.

And girls may help change that for the better.

"Girls still don't play video games as much as boys do," notes Walsh. "There's obviously financial incentive to develop video games that girls want to play, so I think we can expect to see a burgeoning market in which the skills that girls tend to value more in our culture become part of video games played by both genders."

Cooperative teamwork, reasoned problem solving, and nonviolent conflict resolution — all qualities associated with feminine values — make for great adult business and interpersonal skills. Boys could gain a lot from these types of games.

Six solutions

Until more video games with wider appeal and benefits are developed, is there an interim solution? Cella suggests what she calls "the six R's," for parents:

Rules — Parents must decide what is acceptable in your home and what is not. When it comes to games, "Simply explain that 'we don't like to watch violent things or treat people this way,'" she says.

Ratings — Be proactive in knowing them and what they mean.

Respect — "Kids will get into a 'zone' where they don't respond to anything beyond the screen," notes Cella. "That includes speaking and sharing with other family members.

"One essential rule is that when the parent walks into the gaming area and needs to speak with the child, they each recognize that the parent saying 'Pause the game' results in exactly that," she continues. "But it also means that we as parents don't interrupt their entertainment time unnecessarily."

Read — Parents need to find unbiased reviews of new programs. Check for publication ownership. Some video magazines are owned by game manufacturers.

Recognize the child's maturity level — Consider their maturity, not just their chronological age, emphasizes Cella.

Rent video games first — "You can get bored with them, or discover that as play progresses into more complicated levels that the content may change markedly in terms of what is appropriate to your rules," Cella observes.

Easier said than done?
"It definitely takes some work and skill development on everyone's part,"

"But it can — and does — work."


By Mike Falcon - With medical adviser Stephen A. Shoop, M.D.



Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/


Tuesday, July 15, 2008

Lifetime Self Defense Skills



Our programs teach lifetime self defense skills.

So far we've talked extensively about the positive life skills that our programs provide. We pride ourselves on giving our students the confidence and true self respect to recognize, avoid and walk away from a potentially threatening situation. (Our name "GOSHIN" means Self Defense)

But let's face it - it CAN BE a rough world out there. The numerous tragic incidents of school violence we've seen in the news have focused new attention on childhood bullying and harassment. One study found that 90% of 4th through 8th graders report being victims. Being bullied can make children feel lonely, unhappy, frightened, unsafe and leave emotional scars that can last well into adulthood, as well as immediate physical danger.

At Goshin, the attributes of self esteem and confidence that we've discussed above will make them less of a target for bullies. We'll also teach them specific ways to avoid trouble, and to overcome the bully without fighting. But, instead of teaching "sport karate" or flashy but empty "Hollywood Movie" techniques, we'll also give them practical and effective self defense skills that will last them for a lifetime. How to verbal skills and body language to a bully or stranger and be convincing. How to get out of headlocks, chokes, grabs, rear holds, hold downs on the ground, and much more.

(It may surprise you to know that not all martial arts schools really teach effective self defense - in fact, many do not, focusing instead on "tournament" fighting strategies or formal exercises which often don't translate into practical self protection.)

Over the years, we've received feedback from numerous students and former students who've had to use what they had learned to avoid potentially devastating results. One was an eleven year old boy who used the verbal and distancing techniques we teach to avoid and drive off an adult stranger who was attempting to abduct him. Another was a fourteen year old girl who used our ground escape techniques to successfully prevent being raped.

Think of our self defense training like you think of insurance - you hope you never have to use it, but when you do need it, it's great to have!

In addition to the powerful, empowering attributes listed above, you can also look forward to seeing your child develop:Courage:Your child finds the courage to move outside of the comfort zone. He wills himself to take on more difficult karate moves and skills. He becomes no longer afraid of being afraid.

Staying power:Your child learns not to give up. She sticks things out. Even if she fails she perseveres. She won't let her self doubts get in the way of finding ultimate solutions.
Improved Focus: which delivers the skill to "zero in" on critical tasks at hand. Doing what needs to be done WHEN it needs to be done. Learning to make eye contact with his teacher (and not just in karate.) Paying greater attention to what each teacher says.

Still, you're wondering if this will work for your child. We've made it very easy for you to find out - for your child.
Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/

Monday, July 14, 2008

Back To School - Martial Arts




Choosing A Martial Arts School For Your Child

Sadly, summer is quickly coming to an end. In just a few short weeks, kids everywhere will be heading back to school. That means parents are scrambling to find them quality after school activities. Martial arts training can fit the bill perfectly!

If you are thinking about enrolling your child in a martial arts class, this helpful guide can assist you in weeding through the many choices you are facing.

Choosing a quality martial arts school for your child is essential if you want your child to stick with his or her training. Your child has to be learning new things and has to enjoy it! For the parent, the school has to have a similar vision and goals for your child, and the distance can't be too great so that classes aren't a burden on a busy parent. This guide is designed to help take the guess work out of choosing a great school your whole family will love.

Here's How:

1. Decide What You and Your Child Want Out Of Martial Arts
You must have clearly defined goals if you are going to find a school that you will really be happy with . Read The Top 5 Reasons To Enroll Your Child In A Martial Arts Class for more information.

2. Start Searching For Schools In Your Desired Distance
Start listing addresses and phone numbers of all the schools within your desired range. The easiest place to start is the local yellow pages. Scan through the advertisements and search for those that seem family friendly. A school that advertises full contact, military or law enforcement type of instruction may not be the best choice for a 10 year old.

3. Start Calling & Asking Questions
Call your favorites and ask some of these questions.· Do you have one combined kid’s class or do you split by age?
· What is different about your children's class vs. your adult class? (A kid's program is often organized in smaller sections for children to learn.)
· How much is a trial program? (Ranges from free to 59 dollars and from one class to one month).
Call all of your listed schools before you schedule any introductory lessons.

4. Schedule and Attend Trial Lessons at Your Top Choices
Try out the classes at the schools you liked the best from your questions over the phone. Also, try to observe an adult or teen class, or an advanced children's class if they have one. This will give you an idea of what to expect down the line.

5. You are almost done!
Be aware that after the class, they will try to get you to join officially, and may even tempt you with offers of discounts if you sign up immediately. My advice is to wait until you have tried all of your top choices. Even if you absolutely love the school, you never know what the next one will be like. If you try a few schools, and still love that other school, then you will know that you have made the right choice.

6. Make Sure To Get All The Costs
Be sure to ask not only about tuition, but about testing fees, uniform and equipment costs and any organization or membership fees outside of actual tuition. Be sure you can handle these costs on a long term basis. It does no good for your child to sign up in the heat of the moment and then realize a month or two down the line that you really can't afford his or her classes. Make sure the costs will not be a hardship on the family.

7. Congratulations!
Your child is now a beginning martial artist and you are now a proud "Karate/TKD/Kung Fu Mom or Dad". You've done all the research, analyzed the distance and costs, and made the decision that was right for your family.


Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy
6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

http://www.GoshinKarate.com/
http://www.GoshinCares.com/
http://www.GoshinGirls.com/
http://www.goshingear.com/

Friday, July 11, 2008

Parents, let’s face a cold, hard fact. You are responsible...





So Your Child Wants To "Take A Break."


At a national seminar a few years ago, the speaker- a sixth degree black belt- asked the audience, made up of over 250 black belt instructors, the following question; “If I could give you $100, 000 right now for your black belt and all of the positive experiences and attributes you’ve gained as a result of achieving that black belt, how many of you would take my check?” Not a single hand went up. However, ask any black belt if there was a time during his or her training that there was a temptation to quit, and you will almost always get a “yes”. Ask that same black belt if he or she wishes now that they’d just given up when tempted, however, and they’ll almost always tell you “No Way!!”.

The personal attributes of perseverance and goal attainment- learning to set goals and achieve them- are perhaps the most important and valuable qualities acquired by a martial artist during the course of his or her training. This is the quality that separates the doer from the quitter, throughout a lifetime- whether in pursuit of a college degree, a career challenge, or a difficult personal situation. The very structure of the black belt ranking system provides a systematic way for students to set and meet goals. Young people need to have realistic goals that mean something to them. They also need our support and motivation to achieve them.

As students move into out intermediate and advanced programs, they begin to internalize the mental aspects of character, self-esteem, self-control, and concentration, along with the ongoing development of strength, balance, leverage, timing, and advancement of other martial arts skills. As challenges increase and rank promotion begins to require more work, however, it’s not uncommon for young students to become temporarily discouraged. It’s up to us as parents and instructors to make the difference between a child who meets and overcomes challenges and one who merely gives up. Your encouragement of your child’s efforts takes on new significance at this time.

As a parent, you will experience both joys and challenges during your child’s journey to Black Belt. Here are some tools to help you effectively meet some of those challenges.
SITUATION: your child is playing outdoors and doesn’t want to attend class today.

UNDERSTANDING: The format of the day probably hasn’t been explained to the child. Therefore, he/she doesn’t feel a part of the family plan for the day’s events. This can be eliminated just by letting he/she know that they are a part of the big picture. Begin your day by outlining the day’s events so that you child will develop predictability in his/ her life. Predictability will eliminate your child thinking that his life is like a blow of the wind, but is planned, with goals set and accomplished, and very rewarding because of the structure you have established.

REPLY: “Alicia, your class starts in 30 minutes. Remember we talked about you going to class this morning when we were having breakfast.” “Yes Ma’am” (Go to class) “I don’t want to go to class today.” “We have committed to attend twice a week. If you don’t go today, then you’ll have to make it up on Wednesday. If you want to make it up on Wednesday, you’ll have to call Mr. Boggs and tell him your plan. Or, what do you say let’s just go on to class today.” “Well, I’ll just go now” or “O.K. I’ll call Mr. Boggs.”

SITUATION: Your son wants to quit.

UNDERSTANDING: This is not a seasonal sport. This activity is a way of life; a way to learn life’s rules- how to finish what you start, how to be patient, self-controlled, truthful and build other important character traits. Our “Words of the Week” discuss how to use many moral characteristics. This is very valuable in our self-development program. The children love the class, but have a short focus on goals; that’s why they have parents, to keep them focused on their goals. If the parents are weak and give in to the emotional moment, then they are allowing the child to quit something beneficial in their life.

REPLY: Positive reinforcement works best. “Alex, look at your belt. Wow! An orange belt with two stripes. You’re doing so well and we are so proud of you. Can I call your grandmother and let her know what a great job you’re doing?” Short-term goals work best at this moment. Don’t deny. Just delay. “Son, let’s get through this belt and then we’ll talk about it. You need to get your Black Belt because you’re not just any son on earth- you’re my son and my son is a winner because he finishes what he starts!!”

When to praise your child. When a child knows you care a great deal for them, then your care allows them to create a great deal of belief within themselves. Any time they have been challenged and met the challenged and met the challenge, reward them with your praise. Look for times to praise. Kids want to feel good about their station in life and praise helps them feel good. Parents, you have to be committed before your child can be committed. They can’t drive. Sometimes a parent feels that their job is to be a taxi cab driver and sometimes the taxi driver doesn’t want to go unless the kid begs.

A parent’s job is to set the child’s rules and to nurture the child until the rules are part of the child’s value system. Affirmations such as “Quitters never win and winners never quit.” ; ”As long as I try, I am somebody who can accomplish my goal, no matter what it takes” ; “Day by day, I’m getting better and better!” ; ”I am born to win.” can have a powerful effect on teaching and maintaining motivation.

“From the greatest sincerity comes the greatest achievement.”- Confucius

Parents, let’s face a cold, hard fact. You are intimately responsible for designing, developing and instilling your child’s value system. It is true that if you “train a child in the way he should go and when he is old, he will not depart from it. “When a child turns out to be worthless, the parents are blamed but, when your child turns out to be priceless, you will be praised. May you and your child’s vision of tying the Black Belt around him/her soon become a reality.

Together we can make it happen!!

-- Mike Anderson - www.GoshinProducts.com


Roger

Mr. Boggs - Sensei
Goshin Karate & Judo Academy

6245 E. Bell Road #120
Scottsdale, AZ. 85254
480-951-2236

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