It's great to know the real reason why your martial arts students want to join, but what if you could go one level deeper? Cat Zohar shares how.
- How to improve your martial arts school’s student retention
- Member engagement vs. customer service
- Why member engagement is like fortune telling
- How to identify your martial arts students inner greatness
- And more
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GEORGE: Hey, this is George and welcome to another Martial Arts Media business podcast. So, I've got a repeat guest with me today, Cat Zohar, all the way from the States. Hi Cat.
CAT: Hi. How's everyone? Welcome, hello. Glad you're here if you are.
GEORGE: Cool. So, a quick intro. Why the episode number two and a bit about what are we going to be talking about here today. Recently on our Partners program, we co-created something with all Cat's expertise, all her IP, and we called it Retention by Design. Retention by Design, and Cat's going to correct me if I've misplaced the wording.
But something that we've focused on in our Partners program, we always talk about how to attract the right students, how to increase sign-ups and how to retain more members. And on the increased side, we talk about mastering sales. And with mastering sales, we're really big on really understanding the real reason why people join. Not the hey, I want confidence, but why the confidence? What is the deeper emotional reason why people go ahead?
Cat's taken that to a whole another level when it comes to retention. And instead of just uncovering and discovering what the actual emotional reason is why people go ahead and start martial arts, but she's developed a system where she can actually identify the personality traits and how to identify the actual greatness of the student in a more detailed way. Are they good at the competition, would they make a potential instructor, and so forth.
I'm not going to reveal too much from that, but what I really liked about the whole concept is it just takes things to a whole another level. And if you've got retention problems and football is a top priority over martial arts and a whole bunch of other things and you're finding price wars instead of value wars of why your martial arts program is superior, then this is going to be a lot of fun and a lot of value.
So with that, welcome again, Cat.
CAT: It's great to be here, George, thanks for having me.
GEORGE: So, just for a quick two-minute intro. Just for anybody who hasn't listened to the first episode, just give us a quick rundown, who is Cat?
CAT: Well, that's a loaded question. Cat is a person who has a marketing company that focuses on helping martial arts schools with their member engagement. Member engagement is probably a lot of my contribution to the martial arts industry and helping martial arts school owners not just sign up new members, but most importantly keep those members and keep them not just coming to classes, but keep them showing up happily and referring their friends and family members to their martial arts schools.
So, a lot of what Cat is, is a little special twist on taking a look at our relationships that we have with our students and how to be able to best serve our members. Not just in a sense of giving things, but most importantly in a sense of what they're able to receive by taking part in the martial arts class. Pretty much a combination of the martial arts business along with being a martial artist myself for over 30 years and a practitioner of the arts.
This is something that I have a good sense of direction on where martial arts instructors and well-meaning school owners tend to put more emphasis in certain areas, where if they were to shift some of that focus and attention to keeping their students through different things and not just teaching great classes, but also the process of which they help them develop personally and give them that personal development aspect in their program, they could actually do a lot less recruitment than what they may believe is necessary.
In the long run, it saves them a lot of that effort that goes into the ads and goes into the marketing and goes into the arduous task of getting new sign-ups each and every day. It definitely saves a lot of gray hairs from showing.
GEORGE: Awesome. So, let's break it down. Let's start with just the problem of this. Where did things go wrong with member engagement?
CAT: If I had to pinpoint, I always use this expression, member engagement is the opposite of customer service. Customer service waits for a problem to happen, and then figures out, what could we do to make it better, fix it? Member engagement eliminates the need for customer service because we try to pre-empt whatever that problem may be and just stop it from ever forming and ever even becoming an issue.
So, member engagement truly is, almost if you had a crystal ball and you were looking into it and you were saying, if that's the path for this new student that I have, I want to be sure that that thing that I just saw come up into my vision doesn't happen. Or, if that could be the ultimate outcome for this particular student, I want to ensure that that's exactly what their experience is going to be. So, it's almost like a fortune teller, if you will, looking into the crystal ball for the life journey of a martial arts student.
The truth of the matter is, here I am, I'm going to go off on a tangent because I guarantee my instructors never would have expected the fact that I, the geeky little six-year-old girl that signed up for martial arts classes would have been as invested into martial arts training as I am today. And I think that really is a lot of what … Instructors have preconceived notions of their students when they get started and they're not always favourable.
It's like, they're going to end up dropping out, or they're not going to end up going that far. Or they put high expectations on other students, like this is a superstar, they have so much ability, I can make them so great, and then become utterly disappointed that the student decides to pull out or they take a break or stop for football, or soccer as we call it. Yeah, that gets very dejecting in the whole school owners' job role.
GEORGE: It's really hard for this is just a practicality of life, right? Your assumption of people is generally wrong. It's almost like when you run a split test for ads. You always think that's the sure winner, and then it's typically not. And same thing with people. You can have a gut feel and some intuition with, all right this person is like this. You get a good feeling about it. But then there's all these other things that are going on that you could never predict. So, you can never really accurately assume.
And assumptions could also be dangerous. I see this in sales a lot. One thing with website development, always talking with copywriting. We always ask the question, if I had to walk into your school and ask what do you do here, what would be your answer?
Sometimes the question just goes, we started in Okinawa and we did this and there's this whole tangent of stuff. And I'm like, hang on, you lost me at 1964. I'm not here anymore. Because you completely missed the point. What I'm getting to with that, it's so easy to just assume your story is going to connect with someone, or just assume that somebody's here for confidence. But there's so much more going on behind the scenes.
And want to take this, not to a crystal ball level, of course, because it's actually a practical process that you put together. So where do we go from here? If we look at member engagement and you need to lift your game. Maybe people are dropping off and other sports are taking priority, etc., where do you start this whole process within the communication with the parents, etc.?
CAT: Great question, George. And everything that you've said so far has been completely spot-on with your analysis of where people, well, what do you guys do, what do you accomplish. And I think that is exactly where most school owners drop the ball is because they want to put someone on a trial membership, or they want to get them enrolled on something. And before that they're so eager to sign them up on a program or say I got one and celebrate that success, one of the most important areas to learn about the student is day one. It's on the intake process. It's the day you ask them to fill in a liability waiver form and permission slip to try a first class with you.
This is one of my strong beliefs is that If we were to ask better questions on that intake form, and not just one of those old lists of 50 different questions about will you be living in the area for the next year or so or questions that are a little bit less relevant to the life of the student as opposed to the life circumstances of the student is really telling.
How often is it that martial arts instructor as a parent, of say a child that's five, six, seven years old, what kind of a friend is your child? Does he get along well with others? How does he participate in group activities? These seem to be very reasonable questions for a future educator, a teacher, a martial arts instructor to learn and to know, especially from a parent's perspective before they begin teaching the student.
To me it seems like common knowledge that we would take the time to ask questions about the student that we're going to be teaching so that way we know how to teach them. But I don't think it happens nearly enough.
GEORGE: Okay, so let's look at how beneficial this is. Our goal is we want to keep more students and we want to learn more clear understanding of who they are, what they really want, what are their potential personality trait. So how do we go about uncovering a better understanding and being able to use that, not just on the sign-up process, but actually to keep them engaged throughout the program? My follow-up question would then be, how do we predict the actual times, where you were saying member engagement to actually replace the customer service. How do we go about that? I'm asking that now in case it doesn't slip my mind.
CAT: I hope I remember that question when it comes around to that part of the discussion here. Great great great pack here. An assessment. I think the number one way to be able to ask parents the important questions that we need answers to is through a simple assessment. What if this assessment was, oh, I don't know, 18-questions long and ranked them in order of different priorities as far as how they showed up most powerfully in a child's life. And a parent takes this on behalf of a child, or an adult student takes it for themselves based on how they react to different situations and things.
And giving them this type of simple, very straightforward matter of fact-type questionnaire that they could quickly take and basically, you're able to then get a little bit of a profile of who this person before you is, without making too many judgements, but just based on how their personality is showing up and how other students in your martial arts school may have also related to such questions.
GEORGE: Give us an example. I'm trying to just cut in. Just give us an example. So, assessment. If you could handpick a couple of things to give us an idea of how you go about the whole profiling.
CAT: Sure. So let's say if a student has really strong perseverance. Because we know our martial arts program teaches a student perseverance. Let me backtrack one step. Let's say that all these things that we say we teach in martial arts, confidence, perseverance, indomitable spirit. All of these traits were there. And then a parent was able to say, well, I definitely see my child, as opposed to say lacking, he needs more confidence.
What if we were able to take it from a completely different perspective? What if we were able to say that my child has so much fortitude, so much perseverance. He doesn't give up and sometimes he probably should. He's the one who stays to the end, and he's trying to be everybody's friend even when other kids may not be so nice to him in return. These are real frustrations a parent may have if they're dealing with everyday life with their child. It gets me so raging mad when I see other kids taking advantage of his good nature.
And I'm sure there's people listening to this recording right now and says, oh my gosh, I've heard parents say that to me last week. And they're probably thinking of their own student body and thinking to themselves like, I have students like that. Where if somebody took their very last snack for lunch, they would not even have a problem with it or let them do it because they're not aggressive or they're not assertive enough.
So we hear these things that parents want these things for their child. They don't want them to be bullied, they don't want them to be cornered. They want them to exude, not necessarily just confidence, but also assertiveness. They want them to be able to say when enough is enough and stand up for themselves so they're not being taken advantage of, which is completely understood.
But what if a parent was able to recognize, well the fact that they have such good endurance and what if that was really more like empathy. And what if their child's empathy was one of their strongest features and that was not a bad thing. That was a good thing. And we're able to recognize that first through the questions we ask. Like, for instance, how much empathy does your child display when working with other kids or in groups? How do they share empathy with their friends at school?
These types of questions that we're asking specifically, they may say, extremely much. He gets a five on a scale of one to five, five being the highest, that's my kid all the way. So, now we have a little bit of a different understanding of what this child really has initial greatness for because that's the way his personality is showing up. That's the way he communicates on an on-going basis. That's what mom hears from the school teacher every time they have a sit-down conference.
So, these are the types of things that now that the martial arts instructor's able to say, hey, we know you want confidence, and that's going to come with our martial arts program, but we're not going to let him lose one of the strongest qualities that he has with maybe say empathy, or maybe say fortitude or one of the other types of honour. He just has such great integrity, he's not going to tell a lie and he's going to be honest if something comes down to the wire about what happened in this particular situation.
These are all really good things but sometimes can perhaps be seen as a little bit more passive or a little bit meeker. And sometimes that could also lead to some of the reasons why parents bring their kid into a karate school or martial arts program in the very first place.
So all of that being said, gives us a chance to really hone in on where the areas are that a parent says this is great, as opposed to saying, ugh, we just need more discipline in this house because he just doesn't listen to any of the rules. As opposed to focusing the attention negatively on what's lacking, we just really want to shift the conversation and focus on the beginning of a new relationship on what's already there and build on that.
GEORGE: That's awesome. So, what I was getting at then was predictability. So we know in the program, and maybe this is a question down the line, actually because we can focus more on what we've just discussed here. But to that question because we're going to push it out and we're going to forget about it. So, let's discuss it.
So, predictability. So if we think customer service, member engagement. We want to combat problems and deal with situations before they actually arise. How do we go about looking at that journey and saying okay, white to black, let's just call it that. For example, we know in the next three to five years or whatever the journey is. Longer if it's Jiu Jitsu. That's going to be the journey of the student and there's going to be some obstacles where the student's going to want to quit, lose interest, etc. How do we go about that? That's a big question.
CAT: That really is. This may be a little bit of a more lengthy response to it as well. But in all fairness with time and our listeners' schedules here, let me address that this way. There's not a roadmap in any martial arts student's journey. There's a destination where X marks the spot. And if that's black belt, we know that that's what the goal is for a student that we want as martial arts instructors to see our students achieve.
But until that goal is also the student’s goal and the parents’ goal, we have a three-way obstacle. So, we can't just be pushing someone. The student has to want it. We can't want anything for our students more than our students want it for themselves. I didn't say it, I just probably said it better. I wasn't the first person to quote that.
The truth of the matter is if our students and our parents of these students don't want black belt just as much, they're not going to get it. Part of member engagement is really listening to find out what the outcome is that a student is looking for. And make sure that we're able to not just deliver that, but find out what the next outcome is going to be as well, too.
And, through something like the assessment where we know where a person's tendency tends to be strong, we can actually say, well given this amount of fortitude that your child has, and that perseverance, we're running a boot camp session where it's going to be a four-hour training day, but he's got the makeup, he's going to be great for this. This type of rank advancement camp, or this type of workshop that we're going to do, or this intensive training for a competition team, maybe, it's going to be right up his alley. This is going to be something he's going to do so great at.
And because he has that grit, has that perseverance that he's showing naturally, that it's there, it's within him, that's something now that we can take and expand over the course of yellow belt, green belt, blue belt, purple belt, red belt, black belt, and make that grow with him.
A parent comes in, they want confidence, we show them confidence. They say thank you very much, have a great day. We were able to do that in two weeks, that was worth it. And then you're done. But wait a minute. Because we tried to show up with something that wasn't necessarily already there. We tried to show them or give them something that we were able to throw at them or help them develop or help them gain. But we negated the fact that they already came prepared with something.
And that greatness they came prepared with is going to get us so much longer of a road to be able to work with and to be able to naturally appeal to what it is the child's already doing well at. And the parent recognizes, already on board with, keyword. They're already in alignment that yes, this is one of the greatnesses in their child. This is something they'd really excel at. You tell me what parent wants their child to fail and just fail miserably in anything that they do? And then, not only want them to fail miserably at what they do, wants them to do that consistently for about three to five years.
No. We make this into such a struggle, and that's where so many disconnects are going on with martial arts school owners because they see things as this is our curriculum, this is the way it has to be, this is everything that needs to be taught. But sometimes they miss the fact that, well, the student's probably not going to be ready for that after just two classes, six classes, eight classes. Every student is not identical. But the instruction was so great, they're always going to be ready that way. That isn't necessarily the case, either.
So, by giving them the proper instruction where we recognize areas of greatness. Let's say, perseverance, for one. They're able to then now suggest, with confidence, hey, our competition team requires a lot of perseverance from our competitors and it takes a little bit of commitment on the parents' part, too. So, I'm guessing if your kid has all that perseverance, you probably have a little bit of it up your sleeve, too. So, we're going to recommend that he gives try-outs a chance. Is that something you'd be interested in? Because he looks like he's got a lot of talent and a lot of ability to grow with that.
And they say yes, great. And now this is something that's able to move them in the direction of continuing on. So, it isn't necessarily just setting the goal of black belt, but also giving them something that does resonate with them. And that is worthy of their journey.
So how do we overcome and take the predictions with a crystal ball and different things and the membership process where a student may want to stop or may want to take a break? You always refer back to what the initial goodness was in their child from the start. And recognizing that. And recognizing where they're going with that. And recognizing the progress that that area's making.
Not so much about the areas of efficiency, but more so about the areas of progress and about the areas of growth. Not only was he great at something like this when he came in, but look at how much better he's getting at it. And wow, do you see how that transfers over for now to A, B, and C.
Sometimes it's kind of funny. Martial arts instructors want to get to 100%. Say this is 100% right here, and they say, well the best way to get to 100% is not to go from the 98 percentile to make it 2% higher and get there, but what's the area where it's like two, four, six per cent. The area that's 4%, I want to start here and really make it go all the way up. Why such an uphill battle? If the goal is to get to 100%, I want to find out where are we at 90. I don't want to have to go 100 degrees to be able to get there, I want a student to be able to go from 95, 96 and there we are. Look at what we just did.
But it's just an easier way to be able to show people. And then most importantly, instil that type of success in our students through the journey that they also enjoy the process. Sometimes it's counterintuitive what's easiest to be able to deliver with our programs.
GEORGE: So, there are two paths, really. There's the linear path, and then there's the personalized path. The linear path is, yep, there's some bumps in the road and we know that typically when a student goes from this to this, there's a drop off. Or this type of season might affect it. Or change in school, going into teams, all these things. So that's sort of the linear path of the constants that you can predict.
But then what you can't predict and what we're talking about here is focusing on the higher-level, the outcome, the individual path of the student. Where are they at in their journey? So taking it to that point, it's almost like saying, all right, here's the outcome that we want. Here's the outcome that the individual wants. That's what they want. Here's martial arts. How do we form the glue? What's the glue that's going to keep these two together.
And when Johnny here goes off-path, and loses sight, now we can sort of come back and say okay, Johnny wanted to be here, how is that going. Well, you're not there yet. Okay. So let's backtrack on that. So sometimes, it can be also, I guess, reminding of where they're at and what they actually wanted and are they there yet. What's your take on that?
CAT: Evaluation and communication always has to be part of the growth process, period. So, recognizing where a student begins, recognizing where a student is somewhere after a belt promotion, maybe. Having sit downs with parents and open communication about how the program's working in their life. These are all real, important parts of keeping engagement strong with your members.
And of course, any type of relationship is going to have its ups and its downs. It's not always smooth sailing 100% of the time. Isn't that the way the saying goes? It's the turbulence or it's the rocky waves that create the proficient sailor? It's not the calm waters that create the experienced sailor. And remembering that and recognizing that with parents when they come in. It's like, oh, this is a perfect opportunity for us to be able to really, truly express to little Billy here that this is part of the road of life, and we're going to work through this together. And getting him through that period or that experience. So, yeah, definitely.
But also recognizing that so often if there's a problem, their teachers are going to address it like, she just won't keep her hands to herself, she touches and smacks the kid next to her all the time and who cares that he keeps pulling her hair, but she needs to learn to keep her hands to herself. Whatever the situation is.
So often parents are just used to hearing what's wrong, what's broken, what's not right with this particular incident. How can they “fix their kid?” We've got to just recognize from the start when parents come in that there's nothing wrong with their kid and not to assume that there's something wrong with their kid. But, instead, assume that you're here, for what? To just do better at being who you are, right?
I don't want to change you when you come in for martial arts classes. And I think this is where we really have a disconnect a lot of times with the enrolment process. Because somehow, martial arts instructors get this idea that in order for me to do well at my job, I have to completely transform and change who you are as a person, or make you into something completely different than what you are. I don't think that's what parents want, either.
Just because they come in with a concern or a problem or a reason, doesn't mean that reason needs to be 100% of the focus of the entire relationship on-going. To refer back to say, he didn't have confidence, now he does. I'm a superstar, stay with me for the next six, seven, eight years, that's not necessarily the path to success. But, instead, recognizing since your child is so great with A, B, C, since your child does so good already with this particular element, I know he's going to find a lot of success with this and this and this. In fact, this is the reason why our instructor over here, Mr. Jojo or whatever his name is, is doing what he's going today teaching classes. Because he was quite similar.
So, recognizing that the process to growth isn't always the path of most resistance, but instead the least resistance. And recognizing areas of personal development that we could see for ourselves as martial arts instructors.
When I talk to school owners, I'm always amazed sometimes when I hear them express that I know this student's going to be getting ready to quit. Or I'll even ask them a question, who's the next student in your martial arts school that's going to quit? And they give me a name. I'm like, wait a minute, stop right there. You have a name of somebody who's going to quit in your mind. What have you done to prevent that? Nothing. I'm just waiting for it to happen.
I know if I take my vitamins every day I'm not going to get a cold, but when I feel a cold coming on, and I know a cold is coming on and I say, nah, no vitamin C. I'm not going to take any orange juice, I'm not going to have anything to help combat that in any way. I'm not going to make sure my diet's clean this week. No. No, I'm just going to let it happen. It's almost like saying, what's wrong with you?
I'm asking all the listeners to this recording right now. All three of you out there. One, two, and whoever else is listening to this right now. I'm asking you, please ask yourself that difficult question. Who's your next student to quit. And then whatever name comes to mind, what are you going to do about it? What are you going to do differently? Because if you were going to do the same thing, we already know what the outcome is, you're going to be right. Congratulations, you're going to be right again.
But none of the times where a student says that they're going to quit is it completely always, I never saw that coming. It's usually they missed a class, they missed two classes. This happened. Or we hear a little bit of a soft tell. Oh, well we're running into some problems at school. I hope he can keep his grades up. We hear a different type of tune about it. We hear different things about it all the time.
So, instead, a parent comes in says, we're running into some problems at school, we're going to have to stop karate so he can focus on schoolwork. Well, when has that ever been known to help? When has that ever been known to actually fix the schoolwork? So he's going to spend all his time with the tutor then? Actually, helping him excel at something that he's great at, like, I don't know, martial arts classes, is going to be great for his confidence to continue while he tries to improve at school. So, we're going to take the one thing he's struggling the most right now and make that 100% of his concentration and focus?
How would a parent do with that? If you were to say to a parent, let's just go ahead and tell you the only thing you could do 100% of the time is work on that one project you've been procrastinating on for the last year. How are they going to feel about that? Their reactions probably going to be about the same. Yeah, everybody needs a healthy outlet. Everybody needs some way to be able to feel good. So, we just recognize where that shows up. I hope that helps.
GEORGE: So, look, we've been talking a lot of big-picture ideas, big concepts. I want to quickly make this super practical. Because it's one thing when we did the thing for our Partners, Retention by Design, we broke it down as in a process. Let's be real. Maybe this is a simple conversation or simple listening for a lot of people. But for a lot of school owners this might be next level of the head. It's like, all right, I get the concept, but now what. How do I actually make a thing?
So you've made it really practical in a way of going from assessment to actually identifying the, I say personality trait, but the greatness, their inner greatness. And that whole concept as in a process. So, walk us through how that works. How do you go about it?
CAT: That's a really tough question to verbalize since it's so heavily based on visual aids. And unfortunately, I don't have my brochure with me right now. But one of the things that is really important is after we take the assessment, we do an evaluation on the assessment. And the assessment's easily broken down into six different categories, or six different areas. And each one has a rank of up to five points per section.
And basically, what we're looking for is out of three areas, which I refer to as our centralized qualities, we also have three contributing qualities. Every centralized quality is going to get matched with one contributing quality. And when these two come together, a centralized quality and a contributing quality, they make a butterfly. We call these butterfly themes. Each student has a unique butterfly theme. And there's nine different butterfly themes a student could actually fall under.
These particular themes aren't my creation as far as how they show up, but instead, science. It's different learning styles. It's the way that students learn best or tend to do best in certain environments. Some students tend to do better visually. Some students tend to do better by hearing the instructions broken down step by step by step. Other students do better when they actually get to demonstrate or physically participate.
So based on what a person's learning style is, we then are able to kind of direct or guide how we go about teaching the classes, how we go about instilling confidence in that student and for whatever their path is. And basically, use this as a little bit of a tool to be able to leverage what recommendations we make for this students' martial arts journey.
So, really after we have their butterfly theme figured out, the next step is for us to be able to communicate that with the parent and then give the parent some ways that this is going to benefit their child at home, too. So, when it comes down to cleaning up their room when they're asked, what's the best approach to get them. What's the best way to give that direction for the child? We're not just going to say it's always this way.
No. Instead, we're going to take it based on how their personality shows up and then recognize what kind of learner they are. And then from that be able to clearly and confidently share with the parent, one of the best ways for you to be able to coach your child, like we do here in the martial arts school in the art of personal development. And it's to give them this command for cleaning up their room. And them recognizing when it happens, that this was done by the process of what. Where their natural greatness tends to fall in.
It really helps you incorporate the martial arts that you teach at your martial arts school with parenting martial arts in a sense that they're able to give out to utilizing the same type of information that we just uncovered based on the assessment for them as well.
GEORGE: Awesome. So, I think here's what we're going to do. We could talk about this forever. it's a lengthy topic, so I want to be respectful of your time. I think here's what we're going to do. If you're listening to this podcast, you're going to have to head over to martialartsmedia.com and find this episode. We have not really planned this, so this will potentially be the worst presentation.
CAT: What are we doing here, George?
GEORGE: This is potentially the worst attempt at a cool offer. If you are still intrigued, listen on. So, we're going to put together something that you can take the assessment and you can implement this whole process in your business from front to back. And head to where the episode is. Just look for Cat Zohar on martialartsmedia.com.
We haven't worked out the details, which is why I'm saying this is probably the worst attempt at a sales offer on a podcast, ever. But the cool part about it is, if what we've spoken about is cool, if you have problems with your retention. If you know that understanding a student's true greatness is going to be super beneficial to understanding how that works.
And to make it in a practical way that you don't have to be a genius with a crystal ball to and really figure things out, but to have a practical sort of step-by-step way of going about it. Then, head over to this episode. We'll have a link where you can access more details. I think we'll shoot a quick video just to give a bit of a breakdown on what that actually is and how that works. How was that?
CAT: Yeah, sure. Sounds great. We'll give the assessment to anybody who wants to take it. So, if this has piqued your interest at all, good. Take the assessment. We'll send you back what your evaluation comes back as and have a conversation about your results. I think that sounds great.
GEORGE: We should ask. Where can people find out more about you and more about all this what you've got going on? And thanks for being on, again, Cat.
CAT: My pleasure. I love being able to share with martial arts community. This is where I grew up and this is where I plan to stay. This is my livelihood, so whatever I'm able to do to help martial arts school owners around the world is truly a good passion of mine and I'm happy to help any way I can in that way.
Best ways to learn about me are either my website CatZohar.com that has the links to all the different creations that my mind comes up with. There's BeginnerMinds.com too, which is the program we're discussing. Any of those sites are the best way to keep tabs on me. Or of course send me a Facebook friend request if you watch this and I'll be happy to connect with you over social media as well.
GEORGE: Awesome. Cool, cat. That sounds cool when you say it like that. Thanks for being on.
CAT: Why, thank you.
GEORGE: Thanks again for being on. As I mentioned, you can check out, obviously, all of Cat's websites. Catzohar.com and BeginnerMinds.com and we'll put together something special for you guys as a podcast listener. So, head over to the website, check that out, martialartsmedia.com. Cat, it's been great having you on again. Always great speaking to you and I'll speak to you again soon.
CAT: You too, George. Awesome. Thank you
Awesome. Thanks for listening. If you want to connect with another top, smart martial arts school owners, and have a chat about marketing, lead generation, what's working now, or just have a gentle rant about things that are happening in the industry, then I want to invite you to join our Facebook group.
It's a private Facebook group and in there, I share a lot of extra videos and downloads and worksheets – the things that are working for us when we help school owners grow and share a couple of video interviews and a bunch of cool extra resources.
So it's called the Martial Arts Media Business Community and an easy way to access it is, if you just go to the domain named martialartsmedia.group, so martialaartsmedia.group, g-r-o-u-p, there's no .Com or anything, martialartsmedia.group. That will take you straight there. Request to join and I will accept your invitation.
Thanks – I'll speak to you on the next episode – cheers!
Here are 3 ways we can help scale your school right now.
1. Join the Martial Arts Media community.
It's our new Facebook community where martial arts school owners get to ask questions about online marketing and get access to training videos that we don't share elsewhere – Click Here.
2. Join the Martial Arts Media Academy and become a Case Study.
I'm working closely with a group of martial arts school owners this month. If you'd like to work with me to help you grow your martial arts school, message me with the word ‘Case Study'.
3. Work with me and my team privately.
If you would like to work with me and my team to scale your school to the next level, then message me with the word ‘private'… tell me a little about your business and what you would like to work on together and I'll get you all the details.
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