Martial Arts World News Magazine - Volume 22 | Issue 2

COVER STORY
MAWN: Master Machado, you have been gracious to spend
some time during the COVID crisis to really help the industry think
a little differently about running a martial arts school and operating
their businesses through this time.
One of the things that you’ve contributed to the industry in a
very meaningful way is that you’ve built a way to teach a robust,
eclectic, and some would say a complex Brazilian Jiu-Jitsu curriculum
to kids, adults who are professionals, seniors, and people
who can’t go to work with a black eye or with broken fingers. What
do you think the ‘magic sauce’ is? Why do you think you’ve been
so successful at teaching?
CM: I have this thought that less is more. And whether it’s kids
or adults, you have one technique. The difference is that for kids I
make the goals more attainable. An adult can think it out and see
things ahead. They might have more expectations. Kids are in the
moment. A lot of people have challenges in terms of keeping the
attention span of the kids, and that’s one of the challenges. Kids
are not about teaching; kids are about show and tell and exciting
them. It’s not so much just the entertaining aspect of the teaching,
because we’ve got to be entertaining to a certain degree, but it
comes to a point that we have to also incorporate the role of an
instructor: input the discipline, input the mindset with a mat chat
and create a structure.
I feel kids are visual and they don’t hear much sometimes because
their attention is not there. They sometimes have a year difference
between one kid and another; a seven year
old to a six year old is like a mountain of difference.
So it’s kind of funny because you’re putting them all
in the same group. I believe you have to hit the endorphins,
so when I teach, the kids are in constant
motion even when they are watching a technique,
because as long as they are focused on their body,
it’s easier for me to keep their minds wherever I need them to be.
If they’re left idle and just listening, it’s really hard. I think, for
instance, other martial arts like Karate and Taekwondo have a
better experience in regards to the teaching aspect because you
Master Machado receives the coveted coral belt in Jiu-Jitsu
do kicks in the air
and you can do all
the demonstrations
with the mirror. The
kids have more
things they can
focus on. But in
Jiu-Jitsu, you have
the instructor and
another training
partner or body
for you to practice.
One teaching
technique I use is
Chuck Norris studied with the Machados and
animals to illustrate different
characteristics that I want them to
rekindled his passion for martial arts.
incorporate.
For example, if I wanted to grab and squeeze, you’re going to
be like an anaconda or a big bear. You start to stimulate the kid’s
imagination.
So how do we integrate that with the curriculum? The curriculum
is kind of streamlined. You have a list of the techniques,
the lesson plan, the warm ups, how much you repeat, how many
minutes you spend on each drill, what intensity of the sparring
and all the rules of engagement. Every school nitpicks what works
best for them, but I think the key here is triggering the imagination.
“…but I think the key here is triggering
the imagination. That’s how I feel I
can get to them the most.”
That’s how I feel I can get to them the most.
We do constant motion. For instance, if I teach my kids how to
do a Jiu-Jitsu guard pass, I break it down into two groups: one half
the passers, the other half the finishers. I teach them, first, how to
be in their position. We do a little running
around, like musical chairs; they
run around and you pick a spot on the
mat. If you don’t do it, you do squats or
push-ups; we make a big deal in a fun
way out of it. Then, I teach them the
rules of engagement.
They’re having fun and understanding
what is asked of them at the same
time. I think the challenge with kids
is not the teaching, it’s how clear the
instruction is for them to interpret. Now,
if there are five to eleven year olds,
the language that I’m explaining in this
illustration is universal. I don’t care what
degree they are or if they have a learning
disability, they’re going to get it.
I have autistic kids and kids that have
handicaps. They still figure things out.
36 MARTIAL ARTS WORLD NEWS VOLUME 22 | ISSUE 2