129 – Success By Design – Foundations Required To Setup Your Next Profitable Location

Kevin Blundell shares 3 essentials from The Next Profitable Location Blueprint that’s helped them open 20+ successful martial arts locations. 


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IN THIS EPISODE:

  • What’s the population needed for a successful martial arts school, and how far should this be from your existing location? 
  • The ‘drivers science’ behind choosing your exact new location
  • What to avoid in your environment when scouting for locations
  • Accessibility and geographical location: what are their impact on your martial arts business?
  • Why should you take advantage of ‘The Next Profitable Location Blueprint'?
  • And more

*Need help growing your martial arts school? Learn More Here. 

 

TRANSCRIPTION

GEORGE: Hey, it's George Fourie – welcome to the Martial Arts Media™ business podcast. In this episode, I'm chatting to repeat guest, Kevin Blundell, from Kumiai Ryu Martial Arts System. 

Now, if you've listened to the podcast over the years, we originally spoke on Episode 20 – talking about signing up 100 new students within five weeks. Then we got together on Episode 115, talking about the strategic mindset behind 23 locations. 

And this episode is really special to me, because if you listen to Episode 115, that is where this whole new journey began. Let me give you a few insights. 

So, Episode 115 was actually a recording from our internal, private Partners event that we hosted for our Partner members. So, three times a year we get our Partner members together and it's a combination of masterminding, networking, and bringing speakers together – and just learning and growing and sharing information and networking together. 

And after the event – Kevin spoke at the event, which was the recording of Episode 115 – and after that, we started talking about this process of opening another location. Now, Kevin is one of the most humble and sincerest guys that you'll meet and won't always reveal the depth of knowledge that he has within the industry. 

But when you speak to him, you'll know that he's very methodical and everything is systemized and designed for success, step by step with absolute certainty and clarity. We started talking about how to go about opening, successful location after location; and they've rinsed and repeated this process 20 plus times, very, very successfully.

And so, I spoke to Kevin about, number one, speaking again at one of our events, but how about, we actually just look at the whole process and the blueprint, and map it out and see if it's something that we can share with other school owners. And that's why I'm really excited about this podcast, because we're just in the process of putting together The Next Profitable Location Blueprint. 

Martial Arts Location

So, depending on when you're listening to this, we are hosting a Partners Intensive Event that for the first time we opening up to the public, and if you're listening to this a bit later, the program will be ready to go and available, which is the full course – The Next Profitable Location Blueprint.

So, we chatted a bit about the first steps. If you're looking at opening the next location, what are the things that you got to look for in… Firstly, why do you need to do it in the first place? How do you go about probing the population? What have you got to look for? What is the minimum number of people that you should have in a town, if it's a rural town? What is the best structure to set up your location, and all the rest. 

So, we're going to jump right in now. Wherever you're listening to this podcast or watching, make sure you hit the subscribe button. If it's on YouTube, hit subscribe. If it's on your favorite audio channel, make sure you subscribe – that you get notified when our next episodes come out and look for the notes and the links to the show notes. Episode 129. 

So, we're at martialartsmedia.com/129 – check the show notes. There are links available to the event depending on when you're watching or listening to this, there'll still be time to jump on. Otherwise the program should be available. Have a look, and if you're looking – seriously considering opening up the next location, it might be worth checking out. Alright, but let's get into the magic. Let's jump into the show. Let's do it. 

Kevin, so in the context of opening a new location, we always ask the marketing question first. But in reference to opening a new location, what has been the best marketing campaign or promotion that you've done that's been most successful for you? 

KEVIN: We've had a number of successes, but one that comes to mind is when we open one location, we systematically went around creating rumors and whispers. So, we, you know, we joined some local Facebook groups, we spoke to local sporting groups, and we just said, “Hey, it's a new martial art school coming to town.” 

We had a few people in the geographical area, and we asked them to do, just in their day to day activities, just say, “Oh, by the way, there's a new martial arts school coming to town,” and it piqued a lot of people's interest. So, it was really good how it unfolded for us. 

GEORGE: What was the result of doing that strategy? 

KEVIN: What was really going… On our opening week we got 50 paid trials for the first week before we even commenced. During the construction phase, you know, I was present a fair bit and went to hardware store, service stations, you know, just interacting with the local community – and I always told them what was going on. 

And funny enough, a lot of those guys booked in, paid for their trial, and were there that first week. Some are still with us in that area. So, it's really good, it's really successful. 

GEORGE: Fantastic. So, Kevin, I wanted to bring you on, we've got – and depending on when you're listening to this – but we've got an event coming up, and we've put this program together called ‘The Next Profitable Location Blueprint'. If I think of any martial arts business owner in the world, and I think who would be the renowned expert on this topic, it would be you – just because you've done this so many times and successfully and run a multi-million-dollar organization with your multiple martial arts schools. 

So, if we're to just start from the beginning – if I'm a martial arts school owner and I'm looking to open up my next location, I want to grow my growth, where do you start? 

KEVIN: A lot of trials and tribulations to get to where we are now, but I certainly feel confident we've got it pretty accurate. Certainly, over the last number of locations we've opened, we've been very successful, as we followed the blueprint from day one. 

Probably the most important thing is once you establish your why – why you want to do it and what you want to achieve – is to find the geographical area you want to be in and one of the key things is, you know, if you're going to own both the locations, you need to be able to manage those. So, anything more than an hour's drive away, becomes a little bit untenable, but if you're, you know, 30 to 45 minutes away, it's an ideal location. That's the first thing. 

So, you just basically look at the map and, you know, if you're in a city, do you know how many suburbs away you want to be? How busy is it to travel there? If you're in a rural environment, what's the next largest town or city, and how long is it going to take to get there? You need to account that in, because that's one of the key things, if you are running both locations, you certainly need to have that measured from the start. 

Probably the next thing is, once you decide where you'd like to go, is to physically go there yourself and just have a look around, get a feel for the place, just see what happens. And there's a lot of subheadings under that of what we do, that primarily is just see. I know it sounds a bit, you know, of a sort of fly by. 

You've seen your parents' way of setting up a business, but get a vibe, it really is – get that vibe for that area. And you can get that over a couple of days, visits, you know, just by interacting with the community, having a look around, and obviously doing your research. 

GEORGE: Perfect. So, I want to talk a bit more about visiting for the vibe and so forth. But let's take just one step back – before you've even visited the town, what are you looking for? 

If you, like, draw up a map and you're looking, “Alright, well, I'm here and I'm looking at a radius of about 30 minutes to an hour from where I'm at for my next location.” What are the things that you're looking for? And what type of research are you doing to determine where you are going to set up? 

KEVIN: So, once I've gone to the place and had a look physically, just to sort of satisfy myself, that's an area. So, these two things correlate together, and that is… Then I go on and I look at the Bureau of Statistics, I look for the population in the area, I look for the medium income, I look for activities, you know – is it a sporting town or is it a retiree town? Is it a low socio-economic area or is it a, you know, wealthy area? 

Generally, somewhere in between those two is an ideal area, young families. You can plonk yourself in a very wealthy area, but people, you know, haven't got any time and then you put yourself in an area where there's a lot of folks that just haven't got the resources to participate. So, you have to weigh all those things up so you can do your research. 

Our local government area websites have a lot of information. So, we systematically go through and tick off – look at the Bureau of Statistics, your local government area websites, and you just see, you know, even news articles. I've done research on news articles as well, just to see what sort of people are in that area, and if they would fit into your martial arts school community.

GEORGE: And what about sports activities and things like that? Is there anything you look at? Are you concerned about competition or anything like that? 

Martial Arts Location

KEVIN: Look, I think if you go to an area where there's a lot of sporting activity – we've had a lot more success where there was, areas where there wasn't. So, you know, do they have a soccer competition, a touch football competition, basketball, hockey, how many teams they got, you know, and that's easy. 

Just look at the local associations, you know, for example, the Hockey Association for field hockey, you know, football, all sorts of things, swimming, whatever sporting day. Even look historically at the sporting pages for that area, you know, to see the prowess of the athletes that come out of there. 

Because if they're a sporting town, it's, you know, you do run into the thing of ‘we only can only train in the summer, because winter,' and vice versa. But once you get people involved, you know, they'll work it out, and you'll have them there training all year round. 

So, you know, you want to look at that. In part of a scenario, where, as I say, you might have a lot of retirees or people, there's not much action happening, you might have a level of success, but I just found that, you know, really looking into the area you're going to make a big difference. 

GEORGE: Fantastic. If we had to look at population density, and how big are communities, is there a set number that you think of as a minimum? Especially if you're looking at like a rural town that's close by, that there's just not enough people in the vicinity to make it work? 

KEVIN: I look at percentages. So, if you can get 1% of the population to participate… 15,000 is a good benchmark, so if you've got 15,000 people who are within 30 minutes of where you're going to set up your new martial arts school, generally you'll get 150 people there as a rule. 

Obviously, this varies from location to location, but that's been the formula I've used, probably for 30 years. We have a lot of rural locations. You know, some initially were just community services into small areas. But you know, as we went along and became more proficient at what we did, we identified around that, around that 15,000. 

So, although we do have some schools, where there's a very small population, and for 5000 or 6000, they have over 100 members. So, you know, it really depends on the community. So, that's everything – dovetails together. It's really important to make sure it all marries together when you're doing research. 

You need to be honest in your assessment, but sometimes you get a little bit, you know, look at things through rose colored glasses. So, it's really important to make sure you're honest with your analysis. 

So, let's say you visit a town and you like the vibe, and it feels good. Has there ever been a moment where emotions clouded the actual logical “business brain”, and maybe the decision making didn't go in the right way? When I wore a younger man's clothes, yes. Because I thought everyone should do martial arts, and I couldn't understand why everyone everywhere in the whole world wasn't doing martial arts; but the reality came along pretty quickly. 

So, you know, you can make a clouded judgment, but with my overall approach now, if you follow the analysis, and you follow the steps, you'll get past that and make you feel… 

For example, we looked at a number of locations, Jason, you know, other towns near where I live at the present time. And one up north was closer to the one in the south, but once we went there and did our due diligence, we found that the one that in the north just wasn't going to support a full-time center and, you know – be great for little community martial arts in a hall type place, you know, it'd be fantastic for that. 

And there's some great martial arts schools there, but they don't ever have any great numbers, because it's just not that environment. 

GEORGE: And can you recall what the distinct trigger that made you feel that that's just… What is it about the town that you felt or the research that told you that it's just not going to work there? 

KEVIN: Well, initially, the vibe just wasn't there, and there was, just the atmosphere. Then when I did my research, you know, sporting groups and socio-economic, and it started to really throw up a lot of red flags. And I just thought, before I proceed any further with this, I'm not going to make a quick decision. 

So, I sort of left it for a few weeks and came back and re-went over the material and chose the other location, which was a great success. So, I guess, you know, a vibe is not a thing, but it just comes with experience. But having the opportunity to look at statistics, income, age, population demographics, obviously… 

Then what's happening in that town – was it a, you know, highway town or was it bypassed? You know, like, there's lots of little things that, you know, added up. And it just didn't add up right, and I made the right decision, 

GEORGE: I just want to go back on the distance, because we spoke about within a half an hour's drive. And I think anybody that's in a city might think, “Woah, nobody's going to drive 30 minutes to get to martial arts in a city environment,” right? But your experience in a rural town is very different, right?

KEVIN: In some of our rural locations, we have people drive 100 kilometers, or 60 miles, as we know it, each way to class twice a week, you know, well, without fail, and have done that religiously, year in and year out. So, in the city, I find that if you're more than, say, probably about 25 to 30 minutes, that's a maximum amount of travel, but generally, it's 15 to 20 minutes. 

But you still don't want to be parked on top of, you know, in an area that you're not happy with, you need to have a good area. So, you still need to do the same due diligence. We have locations in major capital cities as well. So, we understand how that works. So, there's sort of, like, you just need to make sure what, you know, public transport – is that available? 

One of our locations in Sydney, the train station is straight across the road from where they've got the dojo, which is the martial arts school, you know, and it's a great little location. 

So, it's not a full time one, it's a community hall, but he's got such a great relationship there. He can set up, you know, he has a set up team – they set up each night – has 150 members, and he's just killing it, you know, it's just great. It's a really good, great location. 

GEORGE: Fantastic. So, let's talk about that – location, right? So, you've done your research, your decision-making process has evolved and you're confident that, “Alright, I've found the place, I've found the town or the suburb where I'm going to set up my location.” 

Now you start looking for an actual venue, for an actual facility where you can set up. What are the elements that you go through to assess where a good location is, or whatnot? 

Next Profitable Location

KEVIN: It really comes down to a lot of things. But the major thing I found is accessibility. As I said, in that Sydney location, we had a choice of a better venue, but it was buried. It was so far away from public transport, whereas this one is, people just step off the train and walk across the road. So, it's probably not the best venue, but it's been the greatest venue. 

So, you need to look at, you know, if people have to come off a main thoroughfare and turn more than three times, they usually just don't bother with it, you know. What I mean by that is, from going on a main thoroughfare through a city or regional area and you just turn left, right, left, there it is, it's been a little formula I've used. 

And as people know, you know, around here, being involved in setting up a martial arts school, you can spend a lot more on advertising, if you've got a place that's pretty much not known about. So, sometimes I see the rent as an investment in my marketing, and I balance that. 

So, if you've got a big signage, it's easily accessible, and it's in an area that may have other activities similar to yours, like a gym, massage therapist, you know, indoor center of some activity. When people come, it really is a factor in making the decision. You don't really want to be next to a trucking company on one side, a diesel mechanic on the other, you know, or a noisy sort of industrial area. 

Because it just might be cheaper, but you'll be punished in the long run, because people just don't want to bring their kids there. So, it really comes down to thinking like a parent bringing a child or a person who's, you know, finished their day at the office or even a tradesperson. 

You know, they try to come somewhere where it's nice, it's clean, it's easy to get to, good parking, well lit. And lighting is a key thing, especially when I try to visit other martial arts schools and, you know, you need a torch to get in through the carpark. Just little things like that, that makes a massive difference.

GEORGE: Kevin, I find it interesting that you mentioned that you favor accessibility to the actual venue itself. Now once you've found this venue, how do you then… Do you do random visits at random times of the day? Or how do you just further assess if this is, you know, before you sign on the dotted line? 

KEVIN: Yeah, I think that's really important for people setting up a new location – actually go there during the key times you'll have a timetable. So, at this point, I would have a ghost timetable, written out roughly what days and nights we'd run classes based on other locations and what works already. 

And then I go to the area, and sort of drive around and just see, because of the, you know, there's always going to be schools nearby, or businesses closing or whatever. You just need to get a feel, as a parent, you know, dropping your child off, getting there after work, you know, how hard is it to get there? You know, some locations are gridlocked at 3:30pm, so you might have to review your timetable. Nighttime is always important. 

The safety of your students as they come and go, and the parents' parking accessibility, walking distance from public transport. You know, is it a safe walk? You just want to think about all those things, and whilst you may not be able to tick every single box of that list of things I mentioned, if you can get close, it'll work much better for you. 

GEORGE: Okay, so we've covered a lot of the foundational stuff, and I want to be respectful of your time. But I do want to cover something and this is a question that always comes up a lot, you know, different business structures and how you go about it. Now, you mentioned that you select a location that's within the 30 to 60-minute range. 

But obviously, the goal is for you to open the location and not completely run it forever. So, you want to have somebody else in charge. Now I know you've got a few business structures, three that you potentially work with, but if you don't mind sharing, what is your favorite business structure for your next location to open up, and why do you prefer that? 

Next Profitable Location

KEVIN: With my experiences, I've tried many different formulas. I find under license seems to work the best for me, and that means we have someone who is growing within your organization, and then they can branch out and open the next location. Now that person would obviously be one of your instructor team, or ready to become part of your instructor team and have the financial backing to put themselves into the position. 

Sometimes we do work out a financial arrangement of, like, helping set up as part of the license agreement. They're primarily under license, so it gives a person autonomy. It gives them their own identity, still under your umbrella and infrastructure, which enables them to be very successful, because all the hard work is already done. 

GEORGE: Alright. Kevin, we've got lots more to talk about and I'll lead into that, but if you don't mind sharing, we got together a couple of months ago, and I started asking questions just about your process. And you spoke at one of our events prior – for our Partners group, the Partners Intensive – we decided to get you back on, depending on when you're listening to this, we either have the full program released or you're still in time for the event. 

But we decided to get together and my job was to extract all your knowledge and help put it together, and we've come up with the whole format, the whole blueprint, “The Next Profitable Location Blueprint.” And do you mind just sharing a little bit? Why the program and who will benefit most from that? 

KEVIN: Over the years, you know, by default, I started public speaking at seminars and events, being privileged to do it pretty much all over the world and met a lot of fantastic people along the way. And every time, you know, people would ask me, how do you do this? How do you do that? And I'd sort of give them a rough idea, and after our discussion, I thought, “Well, it'd be remiss of me not to package it up, so other people have the opportunity to, you know, get their next location up and profitable and running successfully, without having to go through all the pitfalls.” 

And my ideas aren't grandiose or, you know, unrealistic, they're all measurable and they're all obtainable. So, you know, I think it's a great opportunity for people to plug in. And, you know, have a listen, and we've been very successful, and I wish nothing but success for everybody else in the industry. 

GEORGE: I have to add that is a really modest way of putting it, from the perspective of helping. Kevin, you know, putting all this together and breaking down the modules from how to fit out all the facilities, how to maximize your space, the organic marketing approach you take, which I have to say – next level – you know, and this coming from a marketing guy! 

This is just setting up the right foundations to get your school growing and thriving before you take on any paid type marketing campaigns. Yes. So, the approach is just, I have to commend you. It's really phenomenal. 

KEVIN: Well, thank you, George, and I truly hope, you know, people do take the opportunity, because they will benefit. It's, you know, we call it The Next Profitable Location Blueprint because it really, it's about your next location, we want it to be profitable. 

And the blueprint is your map, it's clearly, you know, and we've done all the heavy lifting, and if you follow the steps, you know, I've had nothing by success so far, and you've got 40 years of mistakes, condensed and cleaned and polished and out the other side already, so, yeah, well, thank you very much. 

GEORGE: Perfect, and we'll leave all the details where you can access either the event if you're on time or the actual recorded program. It'll be on martialartsmedia.com/129, the numbers one two nine. Kevin, thanks so much for sharing so generously, and we'll speak again. 

KEVIN: Thank you very much, George. Looking forward to it.

 

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119 – How To Run 70 Martial Arts Classes Per Week And Only Teach 6

Brett Fenton recently got married, went on 2 honeymoon vacations, and returned to his martial arts school with more students signed up. We discussed the ‘Instructor Team Blueprint’ that made this possible.

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IN THIS EPISODE:

  • Creating a value-based culture in your martial arts school
  • How to build an instructor team that runs like clockwork without you
  • The method to spot and develop high-potential instructors
  • Why investing in instructor training helps ensure your school's success
  • Do this when instructors clash with your culture 
  • And more

*Need help growing your martial arts school? Learn More Here.

 

TRANSCRIPTION

To create a team that can also be exciting and informative and follow your values and your culture onto that mat space is so important, because then you can be your best as well, not just on the floor but off the floor, where you can problem-solve for parents and students off the mat, because that's just as important as what they're learning on the mat. The moment I switched over to that way of thinking, it all started to change.

GEORGE: Good day. George here. Welcome to the Martial Arts Media Business Podcast. Today I've got a repeat guest with me. Really happy to have Brett Fenton back. Good day, Brett.

BRETT: Hey, George. Good to be back on the podcast again.

GEORGE: The last time we spoke, things were different, right? We were just lockdowns moving in and out, and we were talking about virtual gradings, a few epic things of what you're doing. If anybody wants to backtrack on that, Episode 98, but today I want to talk about something else. 

I chat to Brett every week in our Partners group, in our coaching calls, and Brett's always got a ton of value to share. One thing that's come up is Brett runs about 70 classes per week at Red Dragon Martial Arts, and is only teaching six.

I want to get down to the number one question school owners always ask me is, “How do we get more instructors? How do we go about that process?” I want to, on your behalf, pick Brett's brain today and just get all the insights on how that's going about. 

Brett, just a quick intro for those that haven't listened to the previous podcasts. Just give a quick roundup on your background, where you're based, what you guys do and so forth.

Brett Fenton

BRETT: Absolutely, George. I've been doing martial arts pretty much all my life, but I got really serious in my late teens. Got started doing Wing Chun Kung Fu, Jow Ga Kung Fu and some Tai Chi, and started teaching classes. As I think most of us do, it's just you're the standout student in the class and so you get thrown up at the front to run warm-ups, and then all of a sudden you're good at that, so then you start teaching classes.

I was doing that in the early '90s, had my first school in '94, and then I started Red Dragon Martial Arts in '97. We're about to hit 24 years of running classes. That's changed, obviously, from the small community hall where we had 20 students to now we're over 400 students. We only had two classes a week. Now we have 70 classes a week, and we have two training rooms, a gym, a full-time professional facility, and an instructor team of over 20.

Yeah, as you said, I only run six of those classes at best on any given week. I love running classes. I love teaching classes. I teach probably more private lessons than I teach classes. I'll probably do between 10 and 20 private lessons a week. That's where I try to add more value to our teaching staff, I suppose, in that element. I'm teaching the instructors or our elite athletes.

Yeah, it's about I was that instructor that basically taught classes for free, was pulled off the bench for no reason other than I was good, and I wanted to come up with a better way of doing it. I've been lucky enough over the last few years to hang out and pick the brains of some of the best people in the world, like Dave Kovar, Roland Osborne, those kinds of guys, and just learn as much as I can. Fred DePalma is another one.

They're my mentors, and this is my variation and version of that that works well in my school, so yeah. That's what we're going to probably chat about today.

GEORGE: Yeah, perfect. You've implemented that really well, just by your lifestyle. I mean, let's talk about that, right, because a couple of months ago you got married. Congratulations.

BRETT: Thank you.

GEORGE: You were able to completely switch off, completely switch off, and go on a honeymoon. I think you had two honeymoons, didn't you?

BRETT: Well, we'll get to that. Yes.

GEORGE: Right. For the purpose of this, you were able to take a break, leave things over to your team, go on a holiday, get back with a school that has grown and retained its students. How do you go about that? Where do you start going from, it's a one-man show, and obviously you grow a team, but you could actually have the confidence and faith in your team that you can take that complete step back?

BRETT: Absolutely. I still remember. It doesn't happen as much these days, but up until 10 years ago, I couldn't even leave the floor without the parents going, “Oh, the class doesn't run as well without you. You're the superstar instructor. We are paying for you.”

I think all instructors, particularly school owners, feel that pain, that they can't even have a day off. They come in sick, eyes hanging out of their head. They're exhausted.

My retort, I suppose, to customers and parents alike, would be to say to them, “If I teach less classes, when I'm on that floor, I'm fresh. I'm invigorated. I'm excited. I love being there.” If I'm on there for …

I was teaching 40 classes a week at one stage 10 years ago, just because I needed to be on the floor and I didn't have a team that was capable without me, but there were days where I wasn't a great instructor. I was cranky. I was exhausted. I was burnt out. They're not getting the best of you when you like that.

To create a team that can also be exciting and informative and follow your values and your culture onto that mat space is so important, because then you can be your best as well, not just on the floor but off the floor, where you can problem-solve for parents and students off the mat, because that's just as important as what they're learning on the mat. The moment I switched over to that way of thinking, it all started to change.

Yeah, as you said, I just got married about three months ago. We went to Tasmania, spent two weeks in isolation with no reception. Everything went smoothly, came back, was back for about two weeks, and then I took my wife away for her 50th birthday in the Whitsundays on our yacht, and we didn't have any reception there either for a week.

Loved the ability to do that, and know that my team is looking after their baby as much as it is my baby, because they love the place. They're invested in it. They've grown up there. It's really important to know who to pick when it comes to that, so that you have that peace of mind when you go away and have some days off, let alone if you're sick or unwell.

Because I see too many martial arts schools out there closing their doors for the day because the instructor's sick, and you just can't do that and be professional at the same time.

GEORGE: Yeah, cool. I liked what you said, that they take care of their baby as much as yours. Before we get into the biggest obstacles and how school owners have got to make this transition, I'd like to talk about culture. How did you install that culture? 

Before we get to that, we've got a really great download for you, for something that's going to really help you on choosing the right instructor, what ethics and characteristics you've really got to look out for. I'll mention how you can grab that, but let's chat about culture. How did you go about installing that culture within your team?

BRETT: No worries. A number of years back, we actually went through a bit of a slump with our culture. Had a few changes, a few instructors left, and it happened. In business for 25 years, there are going to be shifts in culture, particularly when I change direction and I see a way of changing. It's always going to happen, and we've had that happen probably five different times over 25 years.

It can be just as simple as we're adding a new program, or we decided we want to go from being a small-town community hall to having our own facility. There were people that didn't like that idea. They thought that, no, that's not martial arts. Then going from that to having multiple rooms with air conditioning, that's like, “Well, now that's not martial arts.” To some of your instructors, that's like you're turning into a gym.

We had a lot of obstacles to overcome, to keep growing and going in the direction that I thought that the school needed to go in, but also where I thought the majority of my students deserve to have their school go in. I'm always looking out for them to have the best facilities, the best instruction that they can have, but that doesn't come without its challenges.

Basically, we sat down with an expert that is an expert in culture, and I'm lucky enough that my wife's also a culture manager. She works in the culture industry in her business. She, along with one of my best friends, Matt … he lives in Canberra and he's big on culture there … they came together and we created these value systems for our school, that are unbreakable rules that we run our business by and run our school by.

Then they were up on the wall in massive posters, so things like we believe … and they're all belief statements. “We believe that everybody has the opportunity to become a black belt, not just the athletes,” so things like that. “We believe that nobody should blow another person's candle out.” 

We have all these belief systems, and they're everywhere throughout our school. That tells everyone, “This is what we believe in.” I'm also a massive Simon Sinek fan, and he's obviously worldwide. He gets brought into businesses to help with culture. I've listened to all of his podcasts, his interviews, his books, his TED Talks, you name it.

For me, culture is the number one thing as far as I'm concerned. It doesn't matter what you teach. It doesn't matter if you're doing martial arts, gymnastics, or dance. I don't care. If your culture is not right, you'll never grow and you'll never have harmony inside there, and you'll never have a day off because you'll be having to micromanage your team all the time.

I don't micromanage my team. I actually sit in this office, where I am now. I spend most of my time in this office, even when the classes are running, and I pop out, just have chats to the parents if I get a message on my watch or my phone.

I don't teach classes. I've got cameras right above me, where I am right now. There's 12 cameras. I can look up there and see how it's all going if I really want to, but at the end of the day, I trust my team.

They are well-trained. We do monthly training sessions where we go through any of the issues we had during the last month. We've noted it all, we fix it all and we move on.

We listen to our feedback from our students and our parents, so yeah, it's all important. It's an ongoing process that doesn't happen overnight, but yeah, it has to happen.

GEORGE: All right, perfect. You're installing the beliefs. That's very known amongst the culture within the students, so that helps. Now, how does this transition over when you start trying to spot the talent and seeing, all right, well, who's the next instructor? How does it go from being a student to transitioning someone and inviting them to become an instructor?

Martial Arts Instructor

BRETT: Very important, George, in the fact that I think we already do it the day we have people come in and do a trial class. We're very big on not just accepting everybody as a student. They have to have pretty much the same, I suppose, values that we have anyway. It doesn't matter.

If you come in and you go, “Oh, I'm a 10-time world champion,” and you've got a bad attitude, I'm probably not going to accept you as a student. I'll go, “Mate, just go down the road, or go to the AIS or wherever you need to go to feed that ego.”

I'm looking for people that are like-minded to us, have the same values or want the same values, and want to train hard. They want to enjoy their training. They want to be nice to everybody. They're not there for their own selfish reasons all the time. It's pretty much from the day they walk in for their trial. We're almost pre-editing the instructor team by that.

Then that leads us down the path to maybe a month or two in and we see people that are training really hard, everybody gravitates towards them, their personality is infectious, and that's a big thing. My instructor team, it's always on personality first, and then skill and talent is way, way down the track, because you can't teach personality. You literally can get someone who's very technical and very skilled and can put an entire class to sleep, because they get down that rabbit hole of technical stuff.

You get someone who's personable, who's what we like to call Disney, so they're very exciting. Everybody loves to be around them. They can teach people opening letters and that would be an exciting class. It doesn't matter what they're teaching, which makes it easy because you can get them when they're only six to twelve months down the track, teaching how to kick something or how to punch something, or how to hold a kick shield or how to do one technique, but the way they teach it will be amazing.

That's our number one, I suppose, way of wading through all of the student body to find the diamonds in the rough. We do that from personality first, and then we teach them the skills, not just the martial art skills but the teaching skills, which is so important, how to pass on your knowledge.

GEORGE: Why Disney?

BRETT: I think Disney has been doing it for nearly a hundred years, and they've always improved on what they've done. In the industry all over the world, managers and business owners from all over the world actually go to Disney's, their college, where they learn how to do staff management, how they get to present and perform at an elite level. I often say to our instructors that when we're out there teaching, we're not just passing on knowledge. Every parent and every kid that's watching us, we're performing at the same time. How we perform in front of them will keep them engaged.

I think back to when I was in school. The number-ones, the teachers that always got the information across to me best, were the ones that engaged me very well. We want our instructors to be very engaging, very likable and very knowledgeable, obviously.

We have to make sure that we start with them being likable, because nobody's going to listen to them if they're not. They're just going to switch off. It doesn't matter how skilled they are. Yeah, Disney does it best, I think, and they still do it to this day, running a course on that, so very, very useful to learn.

GEORGE: All right, perfect. We're about to go with this. I want to make this episode super practical. Now, full disclosure, Brett and I worked together on a course. It's called The Instructor Team Blueprint. I'll talk more about that, but really what I want to do in this episode is I want to extract some things from the course that were really useful, but I think that can make the most impact from the get-go.

I think the number one question that always comes up in our group is how do you go about finding the right instructors or inviting them, how does that process go. I want to dive a bit more into that.

Then as a gift with this episode, if you download the actual transcript, we'll include the Character Traits to Clarify, which is basically a list of what character traits you're looking for and how you go about finding that in the instructor that you want. To bring that back to here, let's talk about spotting the talent.

You mentioned you plant the seed from the get-go. How does it go from there? How do you get people on board your team and take it from there?

BRETT: No worries, George. First thing is obviously, spotting the talent, to go up to them and say, “You're really skilled at this skill. You'd make a really good instructor one day.” If you see them naturally just going over and helping other people, that's a very key indicator, but just by someone who's at the school, they don't miss classes. When they grade, they grade at a really high level. They're highly personable, so they're that Disney.

Once you start to see that, that's when you can approach them and say, “Listen, I think further down the track, you'd become a really good instructor. Have you ever thought about becoming one?”

If they say, “No, I hadn't, but that's pretty cool,” you go, “Well, we do instructor training once a month. You're more than welcome to come along and have a look at it and see if you enjoy it. If you do, you can come to that until such time as you feel that you're confident enough to start helping us out,” and then just giving them small roles as they go. It might be, “Do you want to come in once a week and help with our three-to-six-year-old class,” or our seven-to-12-year-old class or our adult class, whichever one they like.

Then from there, it just grows. It's, again, growing their ability to stand in front of an audience, their ability to have confidence in their knowledge. Because even though they may present really well in a grading, when they come to teach somebody else, they may find that they get too nervous, they can't talk.

We need to teach them the skills of doing that. We do mock classes when we do our instructor training to help people get through their anxiety when it comes to teaching, if they struggle. A lot of our instructors, funnily enough, have a lot of anxiety, and this is one of the best things for them, because they learn to cope with their anxiety.

They learn the tools to use, whether it's the breathing tools, mindset drills, things like that. It just makes them even better martial artists, because now they're not worried all the time. They can stand up in front of an audience, be in class, and present. They take that out into the real world as well, and it makes them better out there, whether they're working or just in their personal life.

GEORGE: All right. Just backtracking, you've invited them, they come to instructor training. How does it progress from that point?

BRETT: With our adults, they'll just basically go up into our advanced rank. When they get to an advanced rank, they can start assisting in classes if they've been doing the instructor training. Because we don't want anyone assisting until they've been through our instructor training, because they don't know the correct language to use. They don't know the correct way to correct. 

They might just go up to a kid and just go, “That's terrible, fix it.” That could be the day that that poor kid's come in and he's having a hard day as it is. Then you've had this assistant come in for his very first class, has no idea what your culture is on the floor when it comes to teaching, and that kid's now, “I don't want to train anymore,” and he leaves. You can lose students quickly that way.

We want to make sure that all of our assistant instructors know what to say, how to say it. They are empathetic as well as being personable. For our junior instructors, we have what we call Black Belt Club. They go into that after they get to an intermediate belt.

That means that they can come out and they can show other kids how to do things like push-ups, how they can hold pads and kick shields. They can direct them. They can help set up the floor, but again, they still come to our instructor training, because we don't want them, again, using the wrong terminology, using the wrong communication skills.

We can have 10-year-olds out there doing that. We have some really good 8-to-10-year-olds that will help. They'll be partners in our jiu jitsu program, where it's so hard for a three-to-six-year-old sometimes to partner up with another kid, because they just don't understand roleplaying and taking turns. We usually put them with one of our juniors and they do the techniques on them, and then that makes it a lot easier. You get through a class a lot faster and at a higher level.

Then once they've been doing that up to about the age of 14, we then put them into our junior instructor program. That will be, like say in our Kung Fu, it would be our SWAT team. In our Extreme, it's our X team. In our jiu jitsu, it's our Sub Club, so we have a variety of different levels.

Then that means that they can actually take a group on their own, so they have a group of kids. Usually when they first start, it will be the white belts, because they're easy to teach. They're keen for knowledge. They look up to these kids, and basically build their skills out on the floor while they're still doing their instructor training every month.

Once we get up to an adult, they can then go up to Senior Instructor level. Whether they're being paid or not, it's up to them. If they are being paid, though, we don't start them until they're 14 years of age. They must be volunteering first, to basically make sure that they are part of our culture on the floor as an instructor, not just there for the money.

GEORGE: Yeah, cool. Funny enough, we just spoke a bit about this on our Partners Power Hour call earlier, but let's talk about money and compensation, because that's another question that comes up. How do you compensate instructors? When do you start paying, when do you not pay, or is it different for everyone? How do you go about that? Obviously, taking into consideration we've got an international audience, so we'll leave the Australia terms out, but just in a general concept.

Martial Arts Instructor

BRETT: It depends on the student. It's, again, coming down to knowing what your student's goals are. Why are they teaching, at the end of the day? For some of our instructors, they've been teaching for 10 years. They don't want a dime. They actually find it insulting. It's an insult if they get paid, because we can't actually pay them what they're worth. If I've got a lawyer who wants to teach class, I can't pay him $200 an hour to teach my class. He's not going to give up his job. He just loves doing it, because it makes him feel valued.

There's a lot of value in contributing back into the school as an instructor. I did it for a good 15 years before even seeing a dime, but I love it. It was my apprenticeship, I always call it, in instructing. For some people, that's all they want, and they'll teach one class, maybe two classes a week. There's no expectation for them to teach, but they love it and they do it. Sometimes it's for decades.

Then you've got the instructors that go, “You know what, I'd rather do this than do a normal job. I don't want to do a normal job. I want to do this.” Whether they're coming out of high school, they're in their late teens, and they go, “I want to do this,” then we talk about them going down that pathway of becoming a qualified instructor, being paid. 

I've got one instructor that's been here for 10 years, and he's been paid more in the last 10 years than any of our other instructors, just because he is a superstar. He could ask me to go anywhere all over the world, back when we could fly places. I'd go, “Sure, just make sure you get back here in a couple of weeks.” He's that valuable.

Then I've got instructors that were six-year-olds that are now 20-year-olds and they don't want to have a normal job, so they're getting paid as well. It really depends on what their goals are and where they see their future. If they just want to teach one class a week or two classes a week, and they love teaching and they don't want to be remunerated, that's fine, we don't pay them, but we give them so many other bonuses. We give them stuff, like they get uniforms, they get gifts all the time. 

If I think they deserve something, I'll take them out to dinner, you name it. We just make sure that they feel special. It's one of those things. They need to feel valued, more so than the financial side of it. That's why a lot of people volunteer in the first place, it's that value that they feel for their contribution. We don't want to undermine that.

GEORGE: Perfect. Sometimes paid, sometimes not, just depends on the person. We were discussing, as you mentioned as well, it's important that you can't pay a lawyer $200 an hour, type of thing. You've got to have the balance. Obviously, if you've got to pay someone, that you pay them something that's valued, but also not an insult. For those people, it might be better for them to have the social norm of just being able to contribute and be valued in a different way.

BRETT: Absolutely. They may also get paid really well in their job, but where they are, they don't have that esteem. They're not put up on a pedestal. They might be like a mechanic, who earns 50 bucks an hour but nobody even talks to him. Then all of a sudden he's out on the floor and he's a black belt, and everybody is listening to every word that he says. You can't buy that. 

That's just pure pride that he loves, and you couldn't pay him for it. Think about it. Most of our instructors paid to be in that position. They paid fees to get to that position, like I did when I was training. Yeah, we just want to make sure that they feel valued and that we appreciate everything they do, and that they are held in esteem with their student base.

GEORGE: Just interesting, let's flip the tables quickly. What happens when it goes not to plan and you get the instructor that is not aligned with the beliefs, or they were aligned with the beliefs but the ego is growing with the position, or they're just getting off track or something happens in their life and it derails them, and they start to separate the alignment where you and the club are going versus on their journey? How do you deal with that type of conflict?

BRETT: Oh, there's obviously a number of ways that people do deal with it. Like a lot of school owners, I'm sure that I've had it happen to me so many times over the years. It just becomes part and parcel. Students leave, instructors leave. It's just what happens. There's a few ways you can deal with it. You can be obviously nasty about it and just kick them out. You can force them out by taking away their shifts or whatever, or you can just have someone come in and take over their class.

I like to do it from another way and go, “Okay, what do I need to do? Obviously I don't want you here, because you're not good for our culture.” I can either get them to come back on board with our culture, which is Plan A. Plan B is to then go, “How can I help you to go out and do your own thing?” 

Whether that's going and teaching for somebody else, because it usually is only around the instructor that has their own opinions on how it should happen. They're not in line with my opinions or the school owner's opinions. Then there's going to be that fraction happening inside the classes all the time.

That person probably needs to go and run their own school. Then you go down the pathway of, okay, “Well, which way would you like to do it? Would you like to do it with my support? Would you like to do it as our branding, without our branding, or do you just want to just go and do your own thing?” You give them some avenues to go down. 

We've had ones that have gone just down their own way and not wanted any help whatsoever. We've had some that have gone with help. Yeah, at the end of the day, you're looking at their future still, like you would any other instructor. If it doesn't align with the direction we're going in, that's okay, because we can't all go down the same path.

We want to try and make it as amiable as possible. I don't want to have them out there being competition, as they say. I'd like them to be on the same page as us and looking out for each other. I'm still great friends with all my instructors of 30-plus years. I had to do the same thing at some stage to them. I had to go out on my own, but I did it respectfully, because I saw a different pathway that I wanted to go down. I was respectful, and I'm still in contact with them and I still train with them, and I still get them to come in and guest-instruct and all that stuff happens.

Yeah, it's understanding where you've come from and then understanding where you want to go. I understand that from my perspective and their perspective. I think that takes a little bit of empathy, to understand it from the other person's perspective. It's not the wrong thing to do, they've just got a different direction they want to go in, and so we help them.

GEORGE: Yeah, totally. Because that is a concern that a lot of school owners mention, if you don't want to get someone on board, you make them the star of the school, and they decide they're too entrepreneurial and they want to open up their own school. The intention was just to grab what they can, and they make a run for it. What you're saying is you're just approaching that with a bit more of an empathetic approach, and you want to make sure you instill those values and that there is an open path that people can leave.

Brett Fenton

BRETT: Yeah, absolutely. Yeah, because I've been down the pathway. I've had instructors just leave and not tell me, and then go and open up in opposition. I think as long-term instructors, we've all had that happen. That's just because we didn't read the warning signs early enough. That's part of growing. 

We often talk about in the industry, if you get a black belt, it doesn't mean to say you're an instructor. Then after you've been instructing for say a good 10 years, you'd probably have been a black belt instructor if you'd been doing it properly. Then after you've owned your school probably for 20 years, maybe now you're a black belt school owner.

You try to look at it in that vein, that you've got to be improving your skills as an instructor, but then also as a school owner and then as a business owner. They're all skills that you need to be growing. Part of growing as a business owner is understanding that your staff will want to leave at some stage, like students want to leave, and that you've got to find an amicable way of making that happen, so that if they need to come back to you for help later on, there's a doorway for them to come through. 

Because if they leave under bad terms, then they don't feel like there is a doorway, or there usually isn't because it's not amicable. I've been down that path many times, and would have preferred it not to be that way, but these days I'm a lot better on that. That just comes from experience. The only true way of getting it is to go through it.

GEORGE: Exactly, yeah. I like Ross Cameron‘s philosophy. He calls it the bus, you know. Everyone's on the bus, they get on the bus, and sometimes they jump off the bus. You help them get from one place to the next. It's their time to hop off the bus and go do their own thing.

BRETT: Yep. You can't get upset about it. You helped them in their journey to where they got to. The fact that people will stay for 5, 10, 15, 20 years is crazy, that they want to stay that long. That means you've done something right.

Rather than looking at it from the point of what I did wrong for them to leave, you've got to look at it from the perspective of that you did something right for a very long period of time, and then learned from it. That's what we're always trying to do. I'm definitely trying to do that all the time. Perfect at it, not, but I'm always trying to improve the way I do it.

GEORGE: Awesome. We wanted to include a couple of things and resources you could use from this episode. If you go to the website, if you're listening to this, martialartsmedia.com/119. That's where all the resources for this episode are going to look.

As I mentioned earlier, Brett and I, we spent some time, and my job was to extract everything out of Brett's mind and help him put together a program that covers the Instructor Team Blueprint in six steps.

We've gone from the team skill plan, how to assess how many instructors you're going to need and fulfilling those positions, spotting the right talent, systemizing the training accordingly, running the instructor training boot camp, how to do that, rewards and recognition, payments and a whole bunch of other things. From what we just discussed … and, Brett, I'm about to put you on the spot here, forgive me.

BRETT: That's okay.

GEORGE: When you download the transcript of this podcast, we've included the Character Trait Clarifier. It's basically a list of what you're looking for as in work ethic, popularity, their passion, communication, leadership skills. Just going through a process of how to basically score people, score your students, and see if they've got the right attributes and right values and the right character traits to become an instructor.

Putting you on the spot, Brett, just talking, it reminded me of how people find it hard to get people to transition from student to instructor and how that process goes. You've got something called the Instructor Letter of Offer.

BRETT: Yep.

GEORGE: Do you mind telling us about that? Then I'm going to ask if you wouldn't mind including it.

BRETT: Okay. No worries. Absolutely. I can definitely include that. I'll send it through to you. It basically is a formal letter that we would send out to an instructor that's maybe even been doing the instructor training. They've come in, maybe done one session, and we've gone, “You know what? We think that they would be the right fit.”

It can be a teenager, it can be an adult, it doesn't matter. It can be even a kid, if you really want to start your junior instructor team that way.

Just the formal part of it just states everything that you expect of them, that you've found that they would be the right fit, that they have the necessary skills as far as their personality goes and they fit the culture. It's really important that they understand what they're in for, that it's an important role, that's it's not just being plucked off the floor and put up on the front of the class, which obviously, we still do that to this day. We have instructors, but we don't pick on anyone that doesn't do instructor training, but you have to start somewhere.

I remember getting plucked off and just put on the front of the stage and, “Here you go, run a warm-up.” There's a better way to do it. During class, walk around, find the right people. Find if they're interested, invite them to the first session. If after that they seem interested, they do a really good job, then you can send them the offer to join our instructor training squad and go from there. You can have levels of that.

You can write the letter for, “We'd like you to become a junior instructor,” or we'd like you to become an assistant instructor, a senior instructor. You can basically format it to suit whatever your needs are.

Just the sheer fact of getting something in the post that's formally saying that we want you in our team, that's a pretty proud moment for most people. Rather than just coming up and slapping them on the back and going, “Hey, you want to be an instructor?” It's a big difference in the mindset then. It just shows how much we think about these things. It's professional.

GEORGE: Perfect. All right. Thanks for that. We'll include that with the transcript, and as a bonus, what we'll extract is just, with the Character Trait Clarifier, there's a snippet in Module 2 of how we went about that and how you go about working with that. I'll get our video editor to just edit, give you that snippet so that you know how to work through the worksheet and you know how to go through the PDF.

Other than that, Brett, thanks so much. I mean, if you've got anything to add about the Instructor Team Blueprint.

Instructor team blueprint

Just for reference, if you want to grab the course, you can go to martialartsmedia.com/courses and just look for The Instructor Team Blueprint. It's up there. It's really a good value for the amount of knowledge and work that's gone into it. Yeah, it's a really good value. Brett, have you got anything to add on that, about the program?

BRETT: I think that I wish it would have been around 20-something years ago when I was first teaching classes, and I had to travel all over the world to do that and then bring instructors from overseas to here. It's just been one of those things, that I know all of us long-term school owners wish we had more information back when we did, but now we do.

It's just a combination of 25, 30 years of teaching and all the things that I did incorrectly and correctly, fined-tuned into a nice, easy-to-learn-and-use course that I think would suit anybody that's trying to grow their school and not want to be at their school 24/7, teaching every single class 'til they're 85.

I don't want to retire. This is my retirement. When I'm at my school, I like being here, but I would hate to think that I'd be like my instructor, who is in his seventies, and if he's not at the school, it's closed. I don't want to be that. I want to be able to take time off. I want to be able to be unwell and not have to get up and go to my class and teach. Thank God I didn't have to worry about COVID.

Even to the point where my team is so proficient that when we did lockdown last week, I taught no classes. They were so good. They teach it all. It was amazing. I just go here. There's Zoom, off you go.

They just report back to me how it went, so it's perfect. It allows you to have a life. It allows you to have your family. It allows you to do other things, and it allows you to really enjoy your martial arts again and enjoy your school, rather than being stressed out about it all the time. Yeah, it costs you a bit of money to pay a really good team, but it's worth it in the long run, for sure.

GEORGE: Awesome. Cool, Brett. Thanks so much. Great having you back on again, and we'll chat again next week.

BRETT: See you soon, absolutely.

 

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115 – Kevin Blundell – The Strategic Mindset Behind Running 23 Successful Martial Arts Schools

In this exclusive live recording from a recent Partner’s Intensive, Kevin Blundell from Kumiai Ryu Martial Arts System, shared some of the deeper details responsible for his martial arts business success.

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IN THIS EPISODE:

  • Scaling your martial arts schools from 1 – 23 locations
  • Becoming the ‘go to’ martial arts school in a small community
  • What can martial arts schools model from country clubs?
  • Strategies to replicate your skills amongst your staff
  • The science of an effective staff training program
  • Investing in your instructors with a salary scale
  • Attracting students into your leadership program
  • How to keep the quality across multiple martial arts locations
  • And more

*Need help growing your martial arts school? Learn More Here.

 

TRANSCRIPTION

The way we structure everything is customer service and what the customer wants. So, first of all, we're providing a martial arts experience, and each person's experience will be different. So, you need to tailor each program you have around that. So, if it’s your kids program, you need to have the parents on board. If you have someone who wants to be a competitor or become a combat sports athlete, we need to have that program detail. If you're someone who just wants to come in and do some training. So, we're offering a martial arts experience, but the key point is clear and concise customer service.

GEORGE: Hey, there! George Fourie here. Welcome to the Martial Arts Media business podcast. We are on Episode 115. And, a bit of a different structure of a podcast for you, but great guests and some great content. So, why the different structure? Over the weekend, we ran our Partners Intensive event – it was a school owner’s event for martial arts school owners all around the world, who are clients of ours. 

So, it wasn't an open event, although we did hand out a few invitations to a few lucky school owners who joined us and got some great value out of the weekend as well. So, ran the event online, which, look, this is the cool part about online, is we have school owners from the United States, Canada, UK, Australia and New Zealand, right? Five different countries all around the globe, and this made for really great mastermind sessions, great conversations between school owners, and it was an epic event. So, really thankful for the weekend, and everybody that attended.  

So, one of my guests, Kevin Blundell, was on previous podcast episode 20, you can have a listen to that, and so I invited Kevin along for round two. And the event was coming up and I said, “Look, why don't we actually just have you at the event, and we can run the podcast as a podcast interview, but more importantly, we can have our guests ask you questions?” And that really changed the flavor of the podcast, great questions about scaling with multiple schools, how to structure the business, how to pay staff, how to do your staff training, etc. So, real good value. 

Kevin Blundell is from Kumiai Ryu Martial Arts Systems, and I might just mix up the numbers, but it's 23 locations, I believe? About half of them are full time and they're approaching just about 2000 students. So, a really successful school owner and just a wealth of knowledge and just a really wonderful human being. Really generous in everything that he shared, so, you're going to get a lot of value out of this. 

Now, there's one snag out of this interview. As luck would have it, I've just moved offices. So, if you look at this, and it looks a bit crazy, it's like day one in my new office, so please don't judge from stuff all around the background—the office. It was my last weekend in my office in the city, and as luck would have it, the day that I ran the online event, the entire building's power went out. Luckily, I had a lot of backups, phone, internet, mobile, etc. 

So, we managed to pull through and five minutes before Kevin logged on, the entire building's power went out, so I thought I'd lost everyone at the event, but I managed to log back on Zoom and I walked around the office recording the podcast, muting in between, that you couldn't hear the fire alarms and things going off in the background, because of the power outage. But anyway, if you see a bit of craziness in the beginning just, yeah, look past that, look for the gold in this episode, because there's a lot of it. Anyway, here we go, enjoy the episode, I'll speak to you soon.  

GEORGE: Good day, Kevin!

KEVIN: Good morning. How are you?

GEORGE: I'm just on mobile right now. So, we got Amandeep in the UK, Ben and Cheyne from AKA, we got Lindsay, we got Karl. We got Kim and Richard from Canada, we got Matt from Victoria somewhere. Michael Scott and Peter from New South Wales, we got Grant from Polletts, we got Sam and Kylie, and we got Zak from Perth. And we're all excited to hear of you, and Kevin, when I said let's jump on, the entire whole building in Perth shut the power down. So, as you do. So, but we're ready for you, and so we're going to improvise. 

First up, Kevin, welcome. Thank you for joining us today. So, I don't have my notes in front of me, but what I can tell you is, Kevin is one of the most respected martial arts school owners that I personally know. We worked together quite some time ago, and we keep in touch every so often. I really love chatting to Kevin, hearing his perspective of how he views his organization. So, guys, you've got Kevin for about 50-60 minutes, I want you to make use of the time and ask as many questions as you want. But I'm going to lead a few things that we want to talk about – how Kevin views his organization, how he views delivering a world class experience to his students, and then for you guys looking at scaling to multiple locations, 23 locations, right, Kevin? 

KEVIN: Yeah. 

GEORGE: Yep. So, we can dive a bit deeper into the structure and how that's going. So, thanks for joining us, Kevin.

KEVIN: Thank you. Thanks for inviting me, George. 

GEORGE: Cool. So I guess just a little quick introduction, just a bit to fill in the gaps where I might have missed – just a bit more about you and Kumiai Ryu. 

KEVIN: Yes, sure. Well, we're based predominantly in New South Wales, Queensland and ACT. My background is I started studying martial arts in 1969. Boxing and judo, because karate was too deadly, and then went into karate, and kickboxing, Muay Thai, BJJ, the whole thing, along the way. And we just started our own organization in 1989, in Orange, and we just started a very small group of people, and we just slowly grew from there. 

Primarily, we grew organically, we didn't really have any master plan, I was working as a builder. And then I took up a government position with Fair Trading, and then senior building inspector. So, it was just pretty much what you would classify as just a hobby or part time enterprise on the side, with no real ambition until 2010, decided to go full time. Or from 2011, we went full time, and subsequently we've grown out to 23 locations, and just quite a few students across those locations. 

GEORGE: Right, perfect. So, now, I mean, going from the one to 23, there's obviously a lot of details and gaps in there. I guess going from, you know, from one to two, what are the core decisions that you made, that you felt, alright, this is this is a real business, this is a real thing. And how did you adjust your thinking and your strategy? 

KEVIN: Well, initially, I just wanted to, my background was used to just do the martial arts for enjoyment. I've been doing it all my life. My father was also a martial artist. And so I just sort of, you know, when I was a kid, I was training, and when I turned eight, we started training regularly and formally. 

So, it's just sort of, like, something I always did. I explored other sports, I used to race, motocross, and played most competitive sports at different stages and different levels. And then I just went into it, I liked the competition side – was very popular through the late 70s and 80s. And then I just was more like, it was just a social thing. Then I realized that, well, you know, I can spread the word a little bit further if we have more locations. So, like-minded people decided to join us. 

So, we didn't really have any structure or any format. It was like, I suppose we were just all sailing on the same lake, and we say, “Hey, let's sail together over there”. Yeah. So, it was pretty ad-hoc, no real structure. And, you know, we weren't looking to, you know, save the world or take over the world with martial arts. We were just enjoying what we do. Then we slowly developed from that point. And then I went, “Whoa, hang on, I better get this a little bit more formulated,” and so about 1990, I started to design things in a more corporate structure, and then it just sort of grew from there. 

When we went full time, well, that's when we blossomed out. So, other people would just be sort of like, I might use Brett as an example. I say, “Hey, what are you doing up there?” “We're doing this.” “Do you want to do something together here?” “Why not?” And that's, we sort of did it under the same umbrella, and then we grew from that point. So, that's how we sort of got. So, it was pretty much, you know, accidental, got to this point, really – was more purposeful from 2011 onwards, and our focus has been providing good service ever since. 

GEORGE: So, let's talk about that, Kevin, because we spoke a bit about it the other day and you were diving, really defining on the type of experience that you deliver and paying attention to finer details. And although you mentioned, you know, it's kind of flowed from there, but there's a lot in that, right? Because it's like you have organic growth – but it's very strategic in that way, because there are little things that are setting you apart from what everyone else is doing. You got to maybe dive a bit deeper into the type of experience and how you guys go about that? 

KEVIN: Yeah, sure. Well, if you need to have systems, we all know that. There's electronic systems and that, but the bottom line is, you need to view everything from the inside out. And the way we structure everything is customer service and what the customer wants. So, first of all, we provide a martial arts experience, and each person's experience will be different. So, you need to tailor each program you have around that. 

So, if it’s your kids' program, you need to have the parents on board. If you have someone who wants to be a competitor or become a combat sports athlete, we need to have that program detail. If you're someone who just wants to come in and do some training. So, we're offering a martial arts experience, but the key point is clear and concise customer service. So, you need to, you know, what we do is we have training for everything, we have every detail for every process, and all staff use the same process at all locations. 

GEORGE: And guys, just checking in, right? This is your opportunity to ask anything that is on your mind, or what you want to elaborate, Kevin to elaborate on. So, and just for some context, this was going to be a podcast interview, and we decided to schedule it this way so that you guys can get the benefit of having this type of interaction. So, yeah, please add to the questions. 

What would you say, you know, because you guys operate your main Port Macquarie location, pretty small town, although you have a thriving business there, and also what's probably a premium service, right? It's not the cheapest of the services. How do you frame that? And how do you position yourself in the market to stand out and where pricing is not as much as an issue for the services in the value that you deliver? 

KEVIN: Well, I think the most important thing is if you want to be paid as a professional, act like a professional. People aren't interested in how many belts you got, or what titles you won, and how many medals and trophies you got, and how many kilos that you've trained and all the rest of it. That went out in the 80s and, you know, along with mullets and Holden cars sadly. 

So, you need to reframe, and if you want to, you know, provide a professional customer service. Okay, I'll give you an example. Well gym, most people have heard of that, they'll come to a town, and they'll set up a franchise. They have a slick process where they locate the building, purchase the building, or lease the building, set up the building, pre-frame what they're going to do in the community, what services they're going to provide. 

Our most recent model, we put one new facility in Western Newcastle, we got a brand new building, we leased the building, my business, I'm a builder by trade, so I set that up using my skills, and we started right in the middle of COVID. Like, COVID was raging when we started in the first week of August last year, and we've moved to 95 current financial members with our minimum payment of $150 per month. 

So, it's about good leadership and determination, and having clear and concise systems in place that you follow. So, we don't get into anything other than making sure we provide the service that we say we're going to provide, and we have people trained to deliver that service. So, obviously, you need to have skilled martial artists teaching your class, and you need to have skilled people doing your administrative work out the front. Now, sure, we all start off. 

Like, I'm not too proud – I was doing the cleaning during COVID – and it was a real good leveler, bringing me back down to earth. But you know, it was an opportunity to really find everything we did, and reset and restructure. I understand some of you folk are still under strict lockdown around the world and that's terrible, but you know, there is light at the end of the tunnel, that's for sure. 

GEORGE: Okay, so guys, quick check in – what are you getting from this? If you can use the chat as a, every time you pick up something that's useful and that you can use, use the chat. That will give me good guidance, well, on where we can steer the conversation further. 

Alright, perfect. So, want to touch, and we can jump back onto this, but how do you go about structuring your organization? I think, actually, before I ask that – you mentioned something in our chat on Wednesday, I think it was – and we spoke about the way you view your organization. Can you elaborate a bit on that? And for a hint as well, talking about the whole country club type. 

KEVIN: Okay, sure. Well, I'm not saying anyone's not a professional, don't get me wrong. I'm just saying what we do and how we go about our business. So, initially, martial arts to me was a fun thing, as a kid. And then it was like, a cool thing to do as a competition and win trophies and have good fun doing it. Then it was like a hobby, and then it was a social thing, and then it was like, semi-professional business on the side. 

But I had to take responsibility and realize I'm running a corporation, it's a multimillion dollar corporation that has tentacles across 23 locations, and we're responsible for thousands of people's well-being and providing the service that we're going to do. So, you need to have a clear and concise structure. So, we have a corporate head office, which is also based here, Port Macquarie. 

And then each location, I own some, I half share in some, and the rest are all under license. You need to make it so the people who are under license are getting value for being part of your group and organization, and being well supported through that process. So, the overarching thing is, you know, if you're happy with just a single dojo, single school, sorry, and you're doing it with your partner and/or business partner, and you're getting an income and you're enjoying your lifestyle, that's good. 

My point, I've never had aspirations to grow to be some monolithic martial arts organization. It's always been about, am I enjoying what I'm doing? Yes, I am. Am I helping people better themselves? Yes, I am. Am I giving people opportunities? We have 85 people that work full-time across all our schools. So, we're employing a lot of people. And then we have dozens and dozens of people whose kids, after school, come in and help in class. So, that's probably, you know, that's why we need to run it properly, and you need to be responsible and follow everything, you know, as per good business acumen. 

GEORGE: Perfect. And then you mentioned looking at country clubs as an inspiration. Why is that? 

KEVIN: Okay. When I was in America, I did a talk. I've been a few times and done some talks with the EFC group, and Brett's with me a few times. So, he has, he never fell asleep in any of my seminars. So, that's good. So, when I was over there, I met some very wealthy and successful martial artists. They're a little bit opposite to us, they love to flaunt their Lamborghini and take you to their holiday mansion and take you out on a yacht and all that sort of stuff. 

Whereas, you know, we like to keep ourselves a little bit quieter and just let our successes bubble in the background. Anyway, one guy took me to a country club, like it was, you know, like a golf course, tennis, all that sort of stuff. And it was, you know, really flash, and it impressed me and I said, “Oh, so what do you do to get in here?” I said, “Do you just come in, sit down and eat?” Says, “Oh, no, sir. No, you have to be, pay to be on a waiting list.” I said, “Pay to be on a waiting list? Seriously?” He said, “Yeah,” and he said that you have set fees. 

And apparently the one I went to, which was really nice, was an ‘Al Cheapo' one. But I came away thinking about what if we all approached our martial arts a little bit differently? You know, swimming lessons are important, we all know that, and guys, martial arts is just as important. So, we should be viewed a little bit differently than just, you know, some people who are over there, saying it is another thing to do. So, we changed our mindset to be like, well, to be a little bit more exclusive, and that you can't just rock up and join in and have a free class or anything like that. 

You have to go through a process and to be analyzed to see if you fit into our community in a positive way. Conversely, it gives the potential student an opportunity, and their family, to see if they are happy with the service we're providing. Then they may go and try the next guy down the road, and that's okay too. We encourage that. We actually encourage that, because we only want people who are committed and who are going to participate within the guidelines that we have, and follow our systems. 

GEORGE: So, you would never go into a price war? 

KEVIN: Well, the quickest way to go broke is to go cheaper than the bloke down the road. In a number of our locations, we've been taken on in a price war, even had one guy march up to us, when we opened the location, he said, “This town isn't big enough for another martial art school, you know, and I'm the leading one here”. And he was right when he went broke a year later, because he engaged in a price war, and, so, every time we put his price down, I put mine up. 

GEORGE: Great. So, for any of you guys doubting your pricing, there's some good advice, so on that, how do you frame that? Like, if you, in a conversation, if somebody is going down that route and poking at other people being a martial arts school, and at less of the price. How do you go about handling that? 

KEVIN: Well, first and foremost, let me qualify, anyone that teaches martial arts and puts up their shingle and they’re honest to all, I take my hat off to him. It's like anyone that steps on the mat, in the ring, in the cage, whatever. I admire that. I've had that journey myself, and it's good fun. But back to what we're talking about here is that, first and foremost, if people want to shop around, that's their prerogative and choice. Some people will buy a really cheaper version of the car, and they'll be very happy and satisfied, because it works within their means. Some people will buy a BMW and Mercedes Benz, because it works within their means, and then everything running between. 

So, when I say about being professional, I believe that if everyone's being an honest toiler and doing the best they can, they're professional, you got to remember guys, if you charge a dollar in business, it's the right dollars that you got to charge. That's what you need to remember. With our organization, we focus on making sure we have everything professionally done. 

So, someone comes in, and our staff are trained to talk to them, and extrapolate the correct information out of them, of what they really are there for. So, we don't go into any pricing discussion at all, and if they ask, we quite happily tell them we don't have an issue with that at all. However, we're more about filling the need that they have. You got to remember anyone that's called you, sent you a message, coming to your school – they're already halfway there, if not two-thirds of the way there. So, you need to be grateful they've made that contact, and you need to treat them exactly how you'd like to be treated in any customer service environment. 

So, that's the way we process, go through the process. And then what we do is that we listen. We listen to what their needs are, and we discuss their needs. We don't even talk about tuition fees, or anything that we just explained. We have a two week trial, this is how we go through it, and most of the time, most people aren't concerned about asking about the price. If they ask about the price, you should give them exactly what it is and everything they're going to pay for, so there's no hidden cost. 

GEORGE: Like that. So, real value-based pricing. It's not what you deliver, it's really the outcome that you're trying to serve. And when… 

KEVIN: We have a saying if any of our staff is selling, they're sacked, because we do not want to sell a martial arts program. We are storytelling. We're telling you about martial arts, everyone here will know how martial arts feels for them, and the journey they've been on to get to the point they are at now. 

And once you can harness the feeling into words, then you have a much better way of getting people to enroll in your school. You want them to enroll in your school to be educated in the way that you run your organization and the programs that you have. You don't want them to think they just come in and kick some bags – because they can go to the local gym for a 15 bucks membership. Go and do weights 24/7 and kick and punch bags all day long. Okay, so you want to be – we're selling a martial arts program. 

GEORGE: I love this. But what I'm more intrigued about, is how do you replicate that type of skill amongst your staff? Because if you're saying storytelling and not selling, right? You're telling stories – how do you get your staff to engage into that level of enrollment that they are storytelling and telling stories? 

KEVIN: So, let's translate it to martial arts. It doesn't matter what style system and martial arts. Generally, everybody does something that has graduation involved – belts, badges, t-shirts, these big furry hats, the different colors, whatever. Everyone has a progression through the martial arts, so, with the staff, they need to be also given progression. 

So, you start your staff at a lower level, and you have training just like you have training for your next belt or your next badge, or whatever system you use, but we use belts for the point of the exercise here that we are discussing. We train people with scripts, and then the scripts are then revised constantly. Then we have a lot of meetings online, but not all the time, not inundated; and then we have gatherings many times throughout the year where we get together. But the most important thing is rehearsal, and this is where a lot of people fall over – they're here, it's a great idea. I'll go through this script with my staff. Yeah, let's rehearse it. 

Okay. So we have, and most of you have heard of it, phone script rehearsal, and all that sort of stuff. That consistency is the key, because your staff will go off script very quickly, if you don't keep them on script. So, you need to make sure they're following… And they’re not robotic, They’ve got to be fluid and flexible. So, the more senior they are, the more experienced, they can answer questions seamlessly. But we actually sit down and have rehearsals on how to take a phone call, how to answer a message, how to address someone when they come in – and we practice and the results come from there. 

GEORGE: Love that. So, somebody, I think it was Alan, was asking about staff training and how you go about it, I'll just pull up the question here. But you do staff training, that's super valuable – actually how to do the enrollment, the scripts and so forth, because that is your first point of contact. So, that's arguably one of the most important points of the training. But where else do you; what else do you lean towards – what's the type of staff training that you do? And the depth that you go? And it was Sam, if you want to elaborate, maybe, a bit deeper than that, just ask that in the chat. 

SAM: Yeah, so, in terms of staff training, obviously having 23 locations, you've got clear systems to produce more people like you, and then obviously lower level instructors, assistant student leaders down from that. So, I'd like to hear a little bit more about how that's structured, and even maybe how you go through after the training, and pick and choose who are going to be the head instructors that are going to manage your facilities. 

KEVIN: Sure, Sam. Thanks for your question. We have some historical owners. So, if you like, the organizations in two parts, we have 10 full-time centers, and then we have, I think four part-time centers, and the rest are in community or school halls. So, we sort of focus on the top 14, if you like, for everything, everyone follows the same system. So, for example, in a community or a school hall, the guy or the girl might work in a full time job, and they just teach two nights a week. 

So, I classify them as part-time hobbies, but they're still part of our organization, and the numbers all collate together. The rest, so my main focal point is for people with permanent setups, who've made big financial commitments. So, we want to make sure they get a return on investment, and they are able to do that. So, our systems, once you have a full time center, you can, so, we have a leadership program. 

So, we'll talk about two sides. So, the martial arts side, pretty much like everyone else does, have a leadership program and then you have different levels of instructors. So, like, you might have, obviously assistant instructor, class instructor, a lead instructor, they lead a group of classes if you have multi floors in your location, or you might split your class in two, whatever. Then we have an instructor coordinator, and their job is to coordinate the rostering, the staffing, and look after the whole area. So, some of these jobs are very casual, they all have been casual, very few hours a week; and we have many that are full-time, as we mentioned earlier on. So, and then obviously you have the school owner, or you might have a manager in there. So, we have a manager in some, but most are school owned. Okay, so that's sort of the martial arts side. 

On the business side, we replicate, that where in the leadership program, we identify at a young age if someone's going to be good to either go into an administrative role, or a marketing role, or an instructional role. Some do both, obviously, and then we have training programs for them. So, you might come into our facility, say here, and you'll see a young lady or young boy there, they'll be 14 or 15, and they'll come in, and they'll welcome you, and they'll say, “Oh, hi, Sam, your appointment is at 4:45. Please come over here, sanitize your hands, you know, for the COVID and all that sort of stuff. Have a seat, and we'll have, you know, the person coming out, going to talk to you.” And then they'll come out and get the person and go from there. 

So, they're learning to be communicators, and then go from there. And then then we have people who can run the whole front office or the front desk, and they're the ones who make appointments and set up the trials, set up the enrollments, discuss any, you know, things that are happening or need to happen. So, it's structured that way. So, then we have, obviously, if you have a junior leadership team program, and I think they're all pretty much the same, and everyone just adds a bit of spit and polish – how they see it should run. And, but the key is just like everyone else says, if you don't keep developing staff, and that coming through, or people coming through, well, you know, you can lose a lot. 

Like here, Port Macquarrie, we had really good staff that, some took up positions and when COVID hit, they moved to maybe Newcastle or Sydney or Brisbane or something for work, or went off to uni, and that. We lost like eight key staff in a 12-month period, but we're still carrying on, because we had enough depth, and we had enough training for those people to step into those roles. So, you have a little bit of a bump in the road, but you just keep on trucking. So, hope that answers your question, Sam.

 SAM: Thank you. 

GEORGE: Anything else you want to ask in relation to that? 

SAM: No, that's good. 

GEORGE: Perfect. Well, while we're going around and while Sam was asking a question, anyone else got a question? If you just want to unmute.

LINDSAY: It's not really a question, but – good day, Kev. 

KEVIN: Good day! 

LINDSAY: I, I don't know, sat through something that you were having a talk in Sydney there a couple of years ago. You said that when you opened up a new venue, you used a chocolate wheel to attract people, you know, when you're advertising. I'll be really honest with you, after that session that you did, I actually went out and bought a chocolate wheel, and the next event we had, I used it. 

And I could say the amount of kids that came over to get a free chocolate, or a free pen, or a free some damn thing was unbelievable! And we've still got a whole stack of those students that we signed up from that event, simply by coming out with that chocolate wheel, was amazing. We still got it and we still use it. 

KEVIN: Great stuff. I'm glad it worked for you, Lindsay. Well, when I'm down that way next, I'll come and get a chocolate off you. 

LINDSAY: I don't think that's wise, Kevin. Neither of us need chocolate! 

BEN: You're not dead yet, guys. Can I jump in, George, is that okay? 

GEORGE: Yes! 

BEN: Good day, Kev, I'm Ben. So, I've started up a second location. So, I'm just sort of feeling my way through some of this stuff, and it's in a community center. The guy I've got running it, I've actually got on a small commission basis plus his hourly rate. I'm trying to get him invested in it, and he is invested in it. So, I just wanted you to talk a little bit about how you structure, you know, part-time, full-time, people that come in once a week on casual rates, people that are, you know, using it as their career. What sort of steps and levels and remuneration stuff do…? 

KEVIN: Yeah, 100%. Well, we use the fitness industry award as our base. I think that's pretty much, from my understanding, from the boys at Fair Work I spoke to, they said that's the one you got to use. So, we've used that for the last 10 years, and so we pay everyone accordingly. According to the younger staff, a couple of girls work at McDonalds and they said, “Oh, we like working here because you get more money”. And I said, “Oh, but you get free McDonalds, don't you?” and they said, “No, we don't, actually”. Apparently, they don't anymore. 

Anyway. So, we use the fitness industry award, and we have different levels. So, when you get to a like, if you own a school, and the person works for you, our people get to what we call Level 4A. They're like instructor coordinator or front office coordinator. They are paid a wage and then they get an incremental growth bonus from your gross monthly take. That fluctuates depending on the income, so if your income for the location is, I don't know, I'll just use round figures, is 20,000, they might get 0.25%. 

If they get up, when you get up to 40, or 50,000, the percentage goes up a little bit more, and that incentivizes them to be proactive, participative, and take ownership. And as you all know, someone has ownership of something, they're going to embrace it, and make sure your systems are utilized to the fullest extent. So, my objective is to get our guys up to their bonuses equal to their weekly wage. So, per month, they get like a fifth week's wages, that makes sense? And that way that really motivates them to move forward. 

BRETT: Okay, that's, yeah, that's good. That's sort of what I'm thinking. I might look at my percentages, but anyway. 

KEVIN: When I first did it, I got a little bit generous, and…

BRETT: I've got him on 5%, but then again, he's only got five students. 

KEVIN: You know, they're going to get more, you know. 

BEN: Well, good! Yeah. All right. Thank you, man. Thank you. 

KEVIN: No problem, Ben.

 GEORGE: Awesome. Anyone else got a direct question? 

ALAN: Yeah, George, I've got one. 

GEORGE: Yeah.

ALAN: Thanks. Well, how do you get people into your leadership program?

KEVIN: Sure. Okay, well, there's a whole bunch of seminars on it, like, Brett's got a pretty good program up there as well, and he does a really good leadership one. So, you know, probably something he could talk about at another stage, but what we do is, you just look across your classes, and you'll see, kids are a little bit more attentive, a little bit more participative, and even the ones that are not. 

So, we have an application process, and we only take a set amount each, twice a year. And we have a waiting list about, like heaps of people want to get on board. So, we make it part of the language is that later on, if you want to get involved, and we tell the parents, we say see all the staff out there, that are teaching, they all started as three, four or five year olds, nearly all of them, you know, like the 16, 17, 18 year olds. I got guys that have been with me for 40 years, you know. Hard to believe, I know, I only look 35; but you know, so, you have people, you know, involved for a long time. 

But just as a starter, if I had to answer your question, I will look at the people training. Don't get caught up in, oh, you can only have higher grades involved. I aim for people who are about between 9 – 12 months training, and then they're the ones I invite across, to do a one month trial in the leadership program. And then from that, we filter to the next level. Now, we don't throw people to the curb, nor do we, you know, push them aside; but what we do do, those who didn't make the cut, we get them to do other activities and roles. 

So, they still feel like they're part of the group, and then later on, they may come in the second time around or the third time around. It's a bit of FOMO – fear of missing out. So, they, you know, once they get in, they really – it's amazing to watch how much they step up. So, I hope that answered your question, but, Brett, you got a pretty good leadership program up there. Is that correct? You still… 

BRETT: Yeah, we've actually, George and I've been working on creating an actual program for it all, so, and I think I stole most of stuff off you back in the day, so… I'm just, there's you and Dave Kovar that are my role models in that kind of development, so…

KEVIN: Thank you! 

BRETT: Yeah, but yeah, no. It's an absolute necessity, if you want to literally be able to run your school like a business, so you're not stuck down in the trenches with everybody every single day. So, it gives you the freedom to actually step outside and kind of get that 30,000 foot view of how the business is running, so you can see where the things that need to be tweaked. 

Like, we just lost one of our best instructors yesterday. She's studying to be a psychologist and – Sam, yeah – so, she's been with us for a long time. But yeah, you know, she wants to be a psychologist – a child psychologist – so, she's been working around kids for a long time. But we've got six kids that are 14 years old ready to jump straight in there. They bawled their eyes out yesterday, but they'll take over her job next week. Yeah, they're going to miss her, but they've learned from her, and following in their footsteps, is another bunch of 10 year olds that want to be them, so… 

KEVIN: Perfect. 

BRETT: Just got to, yeah, you just got to be looking at your bench strength all the time. And then they come from weird directions. 

KEVIN: Correct. 

BRETT: Yeah, someone comes in and they're just got the right personality. Sow the seed early that they've got the right personality to be an instructor, is it something that they'd be interested in down the track. And then might not be another year before you chat to them again, so and then start getting them going in that direction. Yeah, that's it. Yeah, you just got to be on it all the time.

KEVIN: Terrific, no, it's great. I'd like to have a look at that when you got it done, because everyone has a good tweak of something. I just want to qualify something, everyone, if I could. You know, we're talking about people coming in and doing various roles and that, but the most important thing is, I found the quality of our end student, a person that reaches black belt is a lot higher than it used to be, because you have more time to focus on your programs and developing your staff. 

And so, like, we don't mass produce people, I mean, still, four to five years to get to karate black belt, you know, still 8 – 10 years to get your BJJ black belt, still all that stuff's in place, and still has that, you know, quality and that's the key thing. And it allows you, if you're interested in combat sports, you might be able to focus on that. If you're interested in people doing forms, you can focus on that. You might be a member of World Taekwondo, or Karate or Muay Thai or whatever federation and have an active role in that. 

So, you know, having these systems in place, allows you to have a better organization, and a stronger organization, and a much higher quality. I'm not saying that your quality's bad and you're not putting your heart and soul in it, but what I'm saying is, it gives you that opportunity to have that helicopter view of the whole thing. And then when you change your mindset, everything changes in a positive way for you. 

GEORGE: Love that. Just wrapping up on another few minutes, if that's okay with you, Kevin. Just want to check in if there's any other questions. Anyone else got a question for Kevin? Quick one. 

MATT: Hi, Kev, it's Matt here. How are you going? 

KEVIN: Good, thanks, man. 

MATT: You know, just a quick one with your staffing, more as, like COVID and the like, where natural attrition may have found other work elsewhere. Staff retention? Have you found it easy? I mean, I guess where I'm going with the question, you're going to spend so much time upskilling, monetary, time wise, etc. Once you've got them up to a certain level, and they're proficient, have you found there's many that or some that just up and leave and take an offer up better somewhere else? Or they're pretty loyal, or…? 

KEVIN: Well, that's never happened to me, but if it does happen to me, I'll help them set up their location, you know, under my umbrella there, because I don't invest my time in negative energy. They're all negative people. So, I invest my time in positive things. So, there's your question: what are the skills that you can transcend across to other industries? And if they go on and then find a career elsewhere, based on what you've done for them, I find that as a very positive thing, man. 

But staff retention, as I said, we lost a whole bunch because, you know, four went to uni, two moved away for work and two moved away for relationships. It was just like, it all happens, you know, so that happens in any business. And I don't see, you know, when you're investing in something, well, it's a business cost, and that's the way it goes. So, to shorten the answer, you know, if you make it attractive enough for them, and it's a great opportunity, and there's advancement, and there's also the chance for, you know, personal development growth, you find most people just love the job. I mean, I think we're all on here now, because we all like what we do, I hope. Sometimes you want to kill people, but it's okay. 

CHEYNE: Yeah, so Kevin, I've got a quick question, if you don't mind. My name is Cheyne. 

KEVIN: Good day, Cheyne. 

CHEYNE: How do you keep quality control as in every club, every location, teaching the same? 

KEVIN: Sure. That's a really good question, and that's one I've had a lot of times asked to me. And because we have that corporate structure, we have a tier of people who actually, you know, go to each location and make sure the standard is high, with, I use the grading. So, with gradings from your two belts below your black belt or, like, whatever you have, everyone has to grade at one of three camps that we have a year, and that way there is quality control. And if you come, or you send someone into grade, this is the martial arts side, and if they're not up to standard, I don't look at the student, I look straight at you, and everyone else does. 

So, the actual standard has lifted, because it's self-perpetuating, because people don't want to be the guy that sends someone to fail their grading. So, that's the martial arts side. And on the business side, well, you have monthly reports, and you can see growth, and you probably heard it before, statistics, you know, keep tabs on everything. And you can see like, with our marketing, you know, we have various forms that we capture, where people come from, why they come in, how they come in, what they're looking for, and then there's a next level of marketing. 

That's right up George's alley, so I won't go into that. But you know, he's the man for that sort of thing. But just with your staff working for you at an isolated location, they have, we have like a daily report they text in – just a short report – and then they have a weekly report, and then we have a weekly meeting. So, it makes sense. That's for the other locations I own, and the ones that are under license – that's their baby – but they follow exactly the same system. 

CHEYNE: And what about keeping video? How do you make sure that everybody is doing full kata, for example? What do you use to communicate to your mentor?

KEVIN: Yeah, good question. Okay, well, a long time ago, I used to go to a camp and take a notepad and a pen and draw little stick figures, and then they come up with this beautiful thing called a VHS, you know. It was about this big and say video. We've had everything, our whole curriculum online since, I think, 1995; and it's very clear, and it stipulates you can only grade as per the kata and bunkai on the curriculum. So, we have a system where we have a curriculum, and you might go there and go, say, for your brown belt – what have I got to learn, say grading requirements, what kata, and they do that. 

So, they're being taught by their instructor, and then we have senior instructors, who go to the locations and do seminars. So, every location gets a visit from either myself or one of the senior guys, every six weeks or so, and then we get together the three camps per year. So, the quality control is maintained through either using what we call curriculum, and then, you know, there's many, many forms out there, there's some great stuff. Chris Folmar Budocode is a good one, we use a different one. You got your phone there, you can video and send it around. 

So, we're not learning stuff off videos, you need to learn it physically, and then just have the video as a reference tool. So, I just want to make that clear. So, you know, we don't, but if you're already a martial artist, you can pick stuff up, you know. There's a lot of YouTube experts out there, but we're not one of them. Hopefully I've answered your question, Cheyne. 

CHEYNE: Yeah, thanks man. 

GEORGE: Perfect. Alright, guys. Anymore questions? If there's more, probably got time maybe for one more, if there is. 

ZAK: Just a quick one, George. Hi, Kevin. I'm Zak from Perth. 

KEVIN: Good day, Zak. 

ZAK: Just since we're on the staff part – how often do you guys have staff meetings with the full-time staff? Is that a daily thing? You get together once a week, at the start of the week? 

KEVIN: Yeah, sure. So, what we do is our full time staff, if they're in a separate location to where I'm at, they send in a nightly report just to – it's pretty much a format, they just fill in the blanks. It's just like any incidents and that sort of stuff. And then we have a weekly meeting, and the weekly meeting we have, okay, you know, what's happened, what's about to happen. And then we might have once every three weeks, we have a dedicated actual training on a specific area. Then we have physical training for all the instructor staff weekly, they have a set class they have to go to and if they don't attend, you know, three out of the four weeks, then they're put back down further on the roster. So obviously, things crop up, people get sick and all that sort of stuff. So, we keep the quality constantly, you need to have that quality.

ZAK: So, you do physical training once a week, sort of in meetings?

KEVIN: Yeah, they have to train in other classes as well, but just to make sure we got that exact quality control, so you know, keep on. But it's all about ownership, everyone has to own their role. Everyone has to own their class that they teach, and everyone has to own what they're delivering. So, we have everything set. All the classes are set, all the details, topics. So, we take the syllabus, and then we extrapolate that information out into a weekly schedule, and then that weekly schedule, and there's classes that fall in that week.

So, we'll use, say, our karate program. Okay, our focus might be, I can look it up now, but last night, I can tell you what it was, it was focusing on Tai Sabaki, which is body shifting. Okay, so that was the topic. So, that happened in 23 locations last night, everyone was doing that subject. And that way, well, you know, and so when mum comes in and says, “I hear you failed my son,” you know, “he didn't pass the grading – what happened?” you know, and all that sort of stuff. We just say, well, the syllabus was taught over the 12-week period. 

Some locations, we have a grading every 12 weeks, or we have three gradings a year, so we don't have every week or anything like that. So, it's a bit of a backup and allows us to to reference back and say, “Well, this was taught this week”. And over the term, the same subjects taught, I think three times, intermingled over the 12-week cycle. So, that way, you can rest assured that, you know, the child has if they turn up regularly, that's why, and if they don't turn up regularly, they can't grade anyway.

ZAK: So, pretty much, you do three gradings a year, and you repeat this. You do a training session, which goes over probably what two weeks, something like that? Like five different training sessions leading up to that 12-week cycle? 

KEVIN: Yeah, yeah. 

ZAK: Yeah, so, it's easy to monitor when you have locations where you can't be, I guess. 

KEVIN: Look, in the good old days, you just rock in and right it over. When I was on a building site, I used to write it on a bit of gyprock, got to teach kids tonight. That was my class plan. So, you know, I see Lindsay laughing, because it's the way it was, you know, you rock up and you go, “Ah, jeez, grading's coming up, these guys don't know this. Ok, we better do that.” 

So, you know, you can, you know, shoot a shotgun into the trees and hopefully hit something, or you can do a study of where your target's going to be, and set it up and be a little bit more accurate, you know. So, you need to have everything detailed. And it sounds like a lot, but it's not really – it's just what you do. And it's just a matter of structuring it, so people are able to learn what they need to learn to advance correctly. 

ZAK: So, I've got a last question. If it's not personal, give me a range, roughly, would you pay your full-time, like sort of more of the head instructors, not the ones that are on ownership, those that are just working for you guys? 

KEVIN: The guys that, like, run a location or something? 

ZAK: Yeah, probably like a run?

KEVIN: Yeah. So, it depends if, like instructor coordinator, I think in the fitness industry, I think it's 4A, which is about 25-something an hour, and then they get bonuses depending on how long they've been there for and what they contribute. So, that wage will go up markedly depending on their participation and involvement. That make sense? 

ZAK: Yeah. 

KEVIN: And your casuals are about 30 bucks an hour. I think we add up casuals and we have different levels. We have accredited instructors, and non-accredited instructors, and which is a whole other subject for another day. 

ZAK: No worries. Thanks for that, Kevin. 

KEVIN: You're welcome. 

GEORGE: Perfect. Cool. Thanks, Zak! And thank you, Kevin. I think if everyone could just quickly unmute, and just give Kevin a virtual… 

BRETT: We have to unmute for that? 

GEORGE: Keep some, make a noise – come on, man! 

BRETT: Hooray! Thanks, Kevin. Awesome. 

CHEYNE: Thanks, Kevin. Awesome work, man. 

KEVIN: Well, guys, all I'd like to say is, you know, keep doing what you're doing. Fight the hard fight. It's been a tough journey, strong leadership, clear and concise systems, and have goals all the time, you know – where you want to be, how you want to get there, and enjoy the ride. I mean, I wake up every day excited. Okay, you know, what are we going to do today? And how are we going to approach this, and you know, we're always looking to, you know, work towards the next goal. So, thanks for having me on George. And you can reach out through social media, I'm there. If you have any questions, and yeah, so all the best for the future. 

CHEYNE: Thanks, mate. 

GEORGE: Kevin, thank you so much. Thanks so much. Thanks a lot for your time, I really appreciate it. Sorry about the tech issues earlier, but thanks so much – for a change, it's me having all the tech issues! The tech guy has got all the tech issues. 

KEVIN: That's my pleasure. Have a great day, everyone. Take care.

GEORGE: Thanks, Kevin. Cheers.

 

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***NEW*** Now available on Spotify!

43 – Henry Calantog: 3 Must-Haves For Martial Arts Instructors To Run Fun & Entertaining Kids Classes

Martial Arts school owners rate Henry as the ‘Go To' kids instructor. These 3 Must-Haves will make you follow suit.

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IN THIS EPISODE, YOU WILL LEARN:

  • How Henry Calantog got to work with Kyoshi Fred DePalma & MA1st
  • The essence of ‘Patience is a virtue’ when teaching kids classes
  • Helpful strategies on how to keep kids entertained and motivated during martial arts classes
  • The three general ways on how martial arts students learn
  • How to achieve the right balance of being serious and using humor
  • And more

*Need help growing your martial arts school? Learn More Here

 

TRANSCRIPTION

GEORGE: Hi this is George Fourie and welcome to another Martial Arts Media business podcast, episode number 43. Today, I have a guest with me that I met at The Main Event in Sydney. I was fortunate enough to be able to share some presentation at The Main Event, which is hosted, Ma1st and I was able to, it was my first presentation, it was good to get to a live event and meet Kyoshi Fred DePalma, who also introduced me to Henry Calantog and I was told by a lot of some of my customers and a lot of people that I engage with, mentioned that Henry is top notch and he has been helping them with instructors, helping them instruct their kids classes and everybody mentioned they've learned a lot from Henry. So of course, I wanted to take the opportunity to get Henry on the show. So welcome Henry!

HENRY: Hello George, thank you very much for having me on.

GEORGE: Awesome. So, we've got lots to talk about, but we're going to start of course, right at the beginning. So who is Henry Calantog?

HENRY: My martial arts background… well, actually let’s go through the personal background. I am the first, I'm Filipino. You wouldn't know that, because I'm over 6 feet tall, if you're familiar with any Filipinos, obviously, that's extremely tall. I was the tallest kid in the village, that's what we would make the joke with. But I am the first generation of my family that was born in the US, so my parents of course emigrated from the Philippines – Cavite, if you're familiar where that little fisherman village is, migrated here, and I was born here and pretty much, we brought the rest of the family over.

Did martial arts off and on when I was a younger child, I tried to do eskrima kali because of a friend of a friend of my father knew how to do it, so we tried to train it in the backyard. Had a really bad experience with it, just because it’s a very old school instructor and my first class was putting my hand on the table while he was hitting my hand with a rattan stick. So, at the age 8 years old, I didn't find that very entertaining, so I didn't want to come back.

I enrolled into a Taekwondo class; I just remember getting the pajamas. I did a Taekwondo class at the YMCA; I didn't like that either, because I thought it was boring. We sat around too much and didn't do anything. It wasn’t until I was raised in Reno Nevada – if you know where that is. And due to a job transfer, my mom moved to Arizona. We lived in Chandler Arizona, which is a couple of miles from where I'm a direct student of Kyoshi Fred DePalma. And then, I’ve been a student of his for 20+ years and that's where we found his school in 1994.

And so, it pretty much started from there. And the biggest draw for me was that classes were fun, that it wasn't just… my first two experiences, my hand, was getting beat by a stick and my second experience, we sat around and we just watched everybody do things, we didn't do anything. I think as a kid, I'm probably exaggerating – I probably kicked the pad five times in a two hour class and I just thought it was really awesome, with Kyoshi DePalma's and my other instructors, who was his head instructor, Jeff Wahlberg, was his head instructor at that school, because I was his student directly under him, they just made classes really fun and engaging for a young tween kid, you know?

And I've been with him ever since, and form a professional standpoint, I have had every job at the martial arts school. I was obviously the student – that went up. I did competitions, I helped out in classes, I moved up from helping out in classes to being a guy that cleaned the bathroom, who cleaned the throw-up at the end of a good class. If somebody threw up in class, you know those kinds of situations, I mopped the floor, I mopped the mat. I did every job, I eventually got moved up to just like an assistant role and then a job opened up at our school for a program director, which is kind of ironic, because we don't even have program directors in any of our schools anymore.

But it opened up and so at purple belt, I started being the program director in a school with over 300 active students. And I was a teenager in high school. So I was the handling credit card payment, I was making enrollment agreements, contracts – I mean, I was getting a very, very early I guess lesson on how the martial arts world worked – long story short, at the age of nineteen, I get sent out to run one of our satellite locations and I have been running that satellite location – which I eventually bought several years later, I've been doing that since March in 1999. So I have been the assistant, the assistant's assistant, a program director, I've been behind the counter, all the way to being a head instructor of a school, of a branch location, and now owning that school since 2001. So that's kind of the brief history of me.

I like to tell people, everyone keeps mentioning how I teach kids: it didn't even start off that way and the funny story about it is, one of the very first classes I ever helped out in, I had kids walk off the floor, because they were bored. Ironically, I was telling you the story that I was bored in the Taekwondo class – nothing against Taekwondo to my Taekwondo friends, I was just bored. But actually, one of my first classes that I was responsible for teaching myself, I had kids walk off the floor to sit with their parents, because they thought it was boring in a class.

To now, I mean, one of the schools we visited was Dave Loti’s school and they were telling me that some of the little dragons that they taught while I was there, they were crying that I wasn't there the next day teaching them. And so, it’s kind of, it’s funny, it’s a balancing act and we'll kind of delve into what we do with the company that I'm part of, Martial Arts 1st and the different instructor colleges and instructor workshops that we do with communications, but we'll delve into that more. That's the background of me.

GEORGE: Awesome! So I want to go back one step, because it is a big thing for you to be first generation born in a foreign country – how do you feel, and just knowing obviously, you teach a lot of kids and in the American environment: how do you feel it’s been different for you to grow up in a country where all your parents are from – well, you as well are from the Philippines.

HENRY: You know what, I have to honestly… there was a language barrier growing up, not with me, but with my mother. My mother obviously, English was her second language and this is actually the parallel that I brought up with my wife and we had a conversation today about patience. And I brought this parallel that why I ended up at being such a patient person which eventually moved on to being patient with kids was because I saw people treat my mom terribly because English was her second language. Now, not all Americans are like that, so don't get the wrong idea, but often times if people meet someone who does have that language barrier, they already pass judgment on them right away.

So like a good example, we'd be going to the store and my mom would struggle, trying to communicate to the cashier about something. And sometimes the cashier, let’s be honest, the cashier could be this young kid who's just frustrated that he's at work that day. And so he's just rolling his eyes because he just can't communicate. And then I come along, speaking exactly like this that has taken speech classes, presentation skills from junior high all the way to where I am now and I speak clearly and it completely surprises people. And so I think one of the first things is from being the first generation born, I got to learn patience right away, because I had to be watching people being impatient with my mom and with my brother, who also had challenges as well.

I learned to be patient and it also made me understand that you can't judge people right off the bat. You have to look at them as the blank slate that's always something that can surprise you. And that goes to teaching kids, because I find that sometimes old school instructors, especially the ones that we deal with when we do our instructor workshops, that always say “Why, I just can't teach children. There's a certain age group that I just can't go past.”

I find the reason that they do that is because they already judge that kids are that way, instead of realizing that kids are this open tapestry that you can keep adding upon, that that kid might be emotional at the age of seven, but they are going to be incredibly resilient by the age of seventeen. So don't pass judgment and say, well that kid is always that way. So I guess being first generation born, kind of answering your question the long way, kind of helped set my path in that direction, which I try to communicate a lot of times when we do our workshops.

GEORGE: Fantastic. That's… all right, so it’s easy for you, because you've lived through this and you experienced that. Now, when you do workshops and you have to actually teach instructors, OK, it’s almost… it’s not your teaching, but it’s actually… I wouldn't say character. It could be character in a way, because you're just not patient and you can't deal with that. How do you go about actually teaching instructors that deeper level of understanding, how to work with kids?

HENRY: Well, it’s fun because in our last workshops that we were doing throughout Australia, one of the things that we covered was the fact, there's three general communication styles that we talk about and three general ways that people learn: visual, verbal and what we call kinesthetic, which is basically hands on, that's just like the big word that people use for it. So you have visual, verbal and kinesthetic. And one of the first things that I go over in a lot of our instructor things is, I ask the instructors what type of learner would you characterize yourself as? Now lest kind of go further.

So a visual learner is someone, for instance, kind of self explanatory: you have to watch it, you have to see it. A visual learner might be the kind of person who will say, hey let me see you do it first before I do it. So they have to sit back and actually watch it and see the examples and whether it’s teaching a kata or form, or it could be something as simple as the way you're supposed to fix something on your computer – they want to sit back and watch you physically do it.

A verbal learner is someone who needs explanation of why. Why am I doing this? What's the purpose for me doing this? Explain to me the big reason for this. I make the joke that my wife is a verbal learner, because before we can act on anything, we have to then have like a 15-minute discussion of why. And I'm more of a visual and kinesthetic person: I just see it and want to do it, but she wants the full explanation. So, verbal learners are people who need to know the reasons.

And kinesthetic – they just want to put their hands in it. They just want to get doing, I’ll learn better by actually moving. That's one of the first things we cover when we do instructor workshops is, we ask the instructors to self evaluate – what kind of learner are you? After I just described what learning types are, what are you? Are you more visual, are you more verbal, are you more kinesthetic? What is your primary learning style?

Now, you always learn in all three ways, but you tend to push and feel more comfortable towards one direction. Once the instructors in the workshop kind of recognize exactly what type of learner they are, then I usually throw them a bomb and say, that's the reason why all your students are that type of learner. Because that's the only one you know to tailor to. So if you're a visual learner, you teach visually. You teach by doing examples, but you don't necessarily explain why you're doing it. You just show them, I'm just doing this move and let’s just follow what I'm doing.

So you tend to attract more visual learners, because you go towards that. Or as the opposite of the verbal, you have the why people and so on and so forth. And the big challenge that we make instructors understand is, if for instance, when you get a lot of instructors who are visual, we'll tell them, fantastic, you're visual! Keep doing that, but how can you improve your verbal communication and how can you perform or get better at your hands on communication? That's always the fun thing to say – it’s easier to do, it’s kinesthetic, it’s hands on, but how can you get better? Because when you teach something, you want to hit all three evenly, always and consistently, even always inconsistently.

So like an example that we'll do in a workshop is, my base style is American kenpo, so I’ll just teach a technique we call 5 swords, which is you're blocking a roundhouse punch or haymaker and we just kind of go through the movements in that. And through that example, I will show the whole instructor workshop through the breakdown of the technique – so now they're learning something kind of fun to do, the instructors are having fun, because they're learning something new that's maybe out of their style, that's different from their style and we're going through the technique, but then they're seeing how I'm visually demonstrating it, so I'm in front of the class doing it while they're following me, I'm verbally explaining it saying, we have our body shoulder width. We have our hand going towards the neck, because the neck is open and the line of sight is easier for striking from here to there, so I'm explaining why I'm doing every certain move.

At the same move, I might be having them doing it on a partner at the same time, I'm explaining it and visually doing it in front of them, if that kind of makes sense. And I know you kind of saw me do a little bit of work when we were at the main event, so in one five minute section, I’ll demonstrate how to do all three teaching styles, all three communication styles and get it in a way where I hit every learning style evenly and everybody gets the point within less than 5 minutes, whereas a lot of instructors, if they're primarily visual, they'll lose their verbal people right away. Or worse, the verbal ones don't necessarily get belligerent, but they're that student that sometimes the instructor gets upset at, because they're the one going – well, why? Why would I put my foot forward? Why do I move my foot at that angle? And it’s not just adults – I mean, kids ask why all the time! They do!

And some instructors will get frustrated, they're like, they're always asking me – they just need to do it! And I'm like, no, they're a verbal learner. They're not being disrespectful to you; they just want to know why you're moving your foot this way. Well, we're moving our foot this way because the line of attack is coming in this direction, so we're stepping off the line of attack so we don't get punched in the face. If you took the time to actually explain it in those terms, then they're going to go, oh, that makes complete sense.

But it’s really trying to hit all three, and we'll spend an hour role playing, working each and every learning style individually and then teaching the whole team and staff how to integrate all three, so by the end of the session, I don't want to say we perform miracles, but we get them to think outside the box. And the biggest reports I get from every workshop that we do is that a week later, two weeks after, everybody's super jazzed about it, but they see the differences in class, and more importantly, it isn't the owner that sees the difference – it’s the students who are commenting, what happened? Normally I would struggle doing this, but now I'm not struggling this. And they think it’s them! They think, I must be getting better at this. They don't realize their instructor finally understood, oh – I learned to communicate better.

The big phrase I always like to say is that it doesn't matter the subject that you're communicating, it’s how you're communicating it that really counts, especially with children, which is one of the reasons you have me on today. I don't care if you're teaching Brazilian Jiu-Jitsu, Taekwondo, American kenpo, full contact kick boxing – the subject doesn't matter. I see amazing instructors that teach Brazilian Jiu-Jitsu to children. I've watched them, I've seen them, and I go, that's fantastic. They're hitting all three learning styles, they're building rapport with those kids, fantastic, they're making it fun and entertaining for them, but at the same time, they're getting substance.

And then I see, there are instructors who shouldn't even for lack of a better way of saying it, should never touch a child, because they get far too frustrated, they immediately throw their hands up at them, and they're like, they just won't get it at all. It doesn't matter what you're teaching, it matters how you're teaching it and the communication style.

GEORGE: That's such a big thing to really reflect on yourself. I know when, I've been helping martial arts school owners, probably for four or five years and it’s been OK, because people ask me what to do and I just go do it. And then we started to form the Martial Arts Media Academy, where I felt, all right: we've got to be teaching and coaching the stuff to really help school owners get a better result and it’s probably been the hardest thing that I've done, is having to really reflect on, how do I take something, in this case for me, it’s a complicated topic: how do I serve the left brain, how do I serve the right brain, the stories and give it that visual component and for me it’s really being sort of… some people want the analytics, the logistics of things, and then other people want the story and you've got to tie it in with the metaphors or something that triggers off the pictures in the brain that each earning style is really grasping it at the end of the day.

HENRY: We call it the, one of the types that I present a lot, I've been doing a lot in the last two years is called the empathetic instructor. And the definition of empathy is literally seeing the world from another person’s viewpoint. That's very difficult. As much as you want to say, oh, I get it – you never will. I bring my wife as an example I can say I understand, but I don't understand. I’m not my wife, I haven't lived her life, but how much closer can I get to really understanding? Can I really let the guard down in kind of a figurative way and say, how do they see it? What we're here for, teaching kids: what does a five-year-old see?

When they see you do that move, you might be seeing – and this is one thing I address a lot with veteran instructors: when you see me doing a jumping kick, you see the way I chamber my knee. You see the way that I posture up. You might see the way I loaded up the jump before I went up. You'll see the technical part of it, because you're an advanced level instructor. You know what the five-year-old sees? You jumped really high! They don't even notice you did the kick, they just went, and you jumped really high! I think you jumped as high as a rabbit! Or a kangaroo!

That's what they see and the instructor has to go back and go what it makes exciting for a five-year-old? That you're telling them, you're going to jump as tall as a kangaroo. You're going to jump as tall as a rabbit. You're going to be able to kick somebody that's this tall with that jump. That's going to be what their trigger point is and what motivation is for it, not to have the perfect jump kick to get a first place in a tournament, you know what I mean? Whereas, that might be why the instructor wants to do it, it’s what's the purpose of why do they want to do it.

So we go back to the why game: why do they want to learn it? Why would anybody want to do it, why would anybody want to follow through with it and then look at it from their vantage point? It’s funny because I do a lot of parallels between being an instructor and a salesman, because what does a salesman do? What's a definition of a salesman? It’s not just to sell something to you: a salesman is trying to fix a problem.

If I'm going to a car salesman, why do I go to a car salesman? My problem is, I need a car. My car is broken, my car is old, I need a solution. Why do parents, why do students come to us? Parents want us to solve their problem. What's their problem? My kid is really energetic; he needs an outlet for energy. My kid needs to learn confidence. My kid is getting bullied or harassed physically at school, I want him to learn to defend himself.

My reason for teaching is not the reason why they want to be there, I want to know why they want to and what the parents why could be a 100% different than what the kids why is. And you have to be able to communicate that. So that's one thing we address a lot with the empathetic instructor, is why does the kid want to do this, why does the parent want to do this, why does the art, the dojo, the school, want them to do this and then where's your mid point where you're hitting all three at the same time. If that makes sense.

GEORGE: Very much. Two things: one is, I love how you mentioned jump as tall as a rabbit, or jump as tall as a kangaroo, because that's the visual component you were just talking about, it’s that, alright, cool, I can picture that. Then you mentioned addressing the problem and something that I've always thought about as well is, the parent's problem is not the child's problem at that point in time, it’s a completely different thing. So do you have your core problems that you work on, or do you feel that you're trying – which is probably a hard thing to do, but to be really personal with your students and try and be on top of, you're here for this reason, you're here for that reason type scenario?

HENRY: It's kind of, that's like a multifaceted question. I think the best way to kind of answer it is, one thing that we tell our staff and we have a large chain of schools, we actually have a big instructor training tomorrow and one of the things that were constantly integrating to them and telling them is that black belt is the answer. And what I mean by that is, you don't sell a black belt to somebody and that's the answer that solves their problems. The path to getting a black belt will solve everyone's problems. Everybody's issues, the path to becoming – so if you need more confidence, the path to getting a black belt will always rebuild your confidence.

If you need to learn to defend yourself, the path to getting a black belt is going to do that. If the parent their child to have more self discipline, the path to a black belt… so we always kind of redirect it to the one key black belt magical thing that when you become a black belt, through the process of doing it, you'll get everything that you want, but then you'll also gain everything that comes along with that, plus more.

One of the questions I always ask to instructors is, why did you first start training in martial arts? And you get a variety of answers: I wanted to build confidence; my mom signed me up, blablabla. And then I ask the next question: why do you continue to train in martial arts? And it’s always, almost always, it’s a completely different answer. They started because they were bullied, but they continued because they love the life skills that come along with it. They started because they were having confidence issues, but they love how physically strong they feel because of doing it and so, I hope I'm not being too broad about it.

We kind of channel it that way and make them know that through the process of training, through the process of goal setting, through the process of it all, they'll get everything they want, plus more. Everybody will and if you're a martial arts instructor and you've run a school for any amount of time that had students be loyal to you for 5 + years, you understand that, because you formed such close relationships with them, and it’s actually, you mentioned something about it might be difficult to form those one on one relationships – it can be if you don't try, so whether you are running a school of a 150, or you can do 600, if you're not trying to shake hands and really get to know everybody, then they don't feel that you're making a connection with them which means you're not feeling like you're really guiding them in the process to that black belt again. I hope that answers the question, I don't know if I kind of steered off a little bit?

GEORGE: No, that's perfect, that's perfect. So getting back on to the kids, so we've covered the educational part and really addressed the problems – where do you bring the fun part? And I should mention that a few instructors mentioned that your energy is although it’s contagious, it’s almost… I don't know… why can't I be like that? How come I don't have your energy? So I can gather how you bring a lot of energy tot he class, which would be fun for the kids, but again, how would you transfer that message over to the instructors? How do you focus on making the classes fun for kids?

HENRY: Number one is… this is funny, because I say this over and over again, the name of the company I work for is Martial Arts 1st. We put the martial arts as number 1 – that's what we do, is martial arts. So I got brought up in a pretty old school mindset that we learned to fight, we learned to break things, this is what we do. In the process of that, I had an instructor with Fred DePalma and Jeff Wahlberg; they made jokes constantly while we were doing class. They were having fun with us. They were praising us, but at the same time, they'll make those off handed jokes. That's what you have to, you have to learn from a kid’s perspective.

Energy is – actually let me kind of segway this a little bit: before I teach, I'm a business owner, so I’ll do all my business stuff in the morning and early afternoon, but before I teach, no matter what, I usually take at least 30 minutes to an hour of me time before I have to teach that day. Whether it’s a private class at 3:30, even if I might have been at the school all day, at 2:30, I get in my truck and I drive.

Even if it’s going down to the local store to get a water, or if it’s just me taking a drive, because my school is located in the middle of beautiful mountains, so there's beautiful hilltops, and you can just go through the neighborhoods and just kind of take everything in. I play some upbeat music and I just completely shift my mindset that I have to be a performer that day. And that's where it comes in, because if you think about performers from a kid’s perspective, one huge part of engagement is that you have to keep the kids entertained.

Think about the programs that kids watch, from the movies, from the television programs, to even like the YouTube videos they're watching – why are they watching that? My own kids, right before bedtime, my son says, can I finish watching this YouTube video? Because they're really into video games and gaming and stuff like that. And they're watching it and if he has his earbuds in, I let him finish it.

And all of a sudden, he just starts laughing hysterically, because whichever YouTuber he's watching, made some kind of joke. And my kids aren't exactly; their humor isn't on a high level. He might have made some joke about the way the guy smelled in the video and my kids just start laughing. But my kids want to keep watching it, because they're trying to, not only do they see the content of what he's doing, but they're entertained by how he's presenting it and the jokes that he's making.

And so that's a huge part of taking that hour before you have to go and teach, getting yourself pumped up and prepare to be a performer. I will make a prefix: I was in drama almost the entire adolescent life, all the way to adulthood. So I did theatre production, I was in musical theater and I think that all of that really – and I was in speech and I debate, skills of high school, so I was used to being in front of people and entertaining them, I even used to do standup comedy when I was in high school at the local coffee shop.

Not very well, because I find my students laugh at me, because if they don't laugh at me, I’ll make them do more pushups, but that's my humor. That's how I get people to laugh now, but I think not only do you have to take a persona of being an instructor with kids. You have to understand, you have to perform in front of them if you want to keep them engaged, because one thing I tell instructors, I keep repeating that, and I tell this over and over again to everyone I do these workshops with: if you can't keep them engaged, they'll never learn that flying arm bar routine that you want them to learn. They'll never learn that kata that you think is so essential to your art form, that everybody must learn this technique in this art form because your art form is the essence of this. They'll never want to learn it if you don't make it fun for them in the process of doing that.

And so, like with kids, we'll make jokes, but we'll make sure to watch our hour so that it doesn't get to giggly. Like a good joke we make all the time is, let’s say, what's a good example, what joke did I make today with the kids that made them laugh: we were doing pushups, they were doing a pushup set on the ground, and I'm like, come on, keep going, keep going, until you feel your muscles burning! Are they burning? Are they on fire? Oh, too on fire, you've got to slow down; you've got to slow down! No, too hot, too hot – way too hot! Tssss – you're hot man, you're so hot right now.

And the kids just start laughing, because of the way you present that, but what's the kid doing while he's doing that? He's doing pushups while he's doing it and he's having a smile. So that can be kind of an example of the humor directed in the direction with kids. I’ll also make it all the time, where if I ever feel like the humor is going too far, then I’ll bring everybody back in and say, OK everyone, feet together, hands to the side, eyes on me, I'm really tall, so we really bring the focus back into it.

That's where some instructors will almost go too humorous and then they lose the class completely, so it’s very much a push and a pull and we call it the balancing act. You have to make sure you're right on the border where you're making yourself still kind of funny, but then you're still being serious at the same time. And you never want to be too serious with kids, but then you never want to be too funny with kids. And that's kind of a process we talk about.

GEORGE: Fantastic, that was actually my next question is, how do you keep that balancing act, because you're either going to be too serious, or you're going to be too funny, so you've got to have the push-pull.

HENRY: Push-pull. And we talk about reading your class and reading how they're reacting to things. A good example is, one of my instructors was teaching a kids’ beginner class, it’s a small beginner class today, there was about 7 or 8 kids in it today. And she was, we have our belt testing, belt grading, whatever, however you want to call it, this Saturday. And so they're getting ready for it and you can tell some of them are stressed about it, they're a little stressed, because they know they're test is coming up. And so, sensei Chester is my instructor, sort of making a joke with them like, we're moving like snails, let’s all move like a snail.

And then at one point, everybody's moving really slow, getting into it. Then at one point, one of the kids, he is our kid that does this, so we all have a kid that does this: he just takes it way far and he's, when we say move slow, we're talking about, we're making everybody go slow motion a lot. Slow motion move. He's standing there completely still and of course, sensei asks him, we're supposed to be moving. I am moving, I'm just moving so slow you can't see me. And then you see that and the other kids pick up on it and they kind of start going, oh, I'm going to do the same, because that's what kids do.

When one of the five girls falls, what do the rest of the girls do? They all start falling, because they think it’s funny, so sensei did the best thing and said, OK, wait: let’s all move as slow as possible for five more seconds. Ok, great: now, let’s be normal and go back to it. So it’s about giving that inch to them for a little bit, but then learning to redirect and then go, OK, now let’s be normal, black belts in the making right now and that is goofy. So it’s, read the class, but also kind of see the sign post that you go, if I let them have one more inch of this, I know it’s going to be a little bit too far.

And that's one of those general things that if you teach long enough – and typically, instructors will know what I'm talking about, when it does go wrong. So they'll tell me, yeah, I had this one class, where I couldn't get them to, I mean, they were too goofy. They start playing around too much and I couldn't get them in. Usually I can talk to that instructor about the individual situation and my first question is, well, where do you think it went wrong and usually the answer is, when I went along with the joke for too long.

When I should have redirected it right away and started going back to the drill, but I ended up and this is an issue that we talked about with our own instructors, I became a spectator, just watching the kids play off each other. So instead of being the person that steps in and says, OK guys, let’s go back to the drill, let’s go back to the kata, I just kept stepping back going, wow that's funny. That's really funny, wait, it’s getting too funny and I didn't interject and step in right away. So that being the one thing, it’s very individualistic, but it’s finding where that turning point is, I guess to answer that question.

GEORGE: Yeah, all right, fantastic. Henry, that's amazing. So we've got really the empathy part, I really liked that. I guess putting yourself on the other side of the table really thinking of how you're being perceived in a way, being empathetic.

HENRY: Exactly.

GEORGE: So visual, auditory and kinesthetic.

HENRY: Kinesthetic, hand on.

GEORGE: We mastered that. Keeping classes fun and having the balance act and really putting yourself in their shoes, how they learn. I like the associations of really jump as high as a rabbit, or as high as a kangaroo, that really making sure that you put all those components together. So before we round up, I do have one more question. Two more questions. One, where we can find out more about you, but one is, where does Master C come from?

HENRY: The country or state?

GEORGE: Master C!

HENRY: Oh, Master C, gotcha! Ok, so this kind of goes along with teaching with kids and you've got to understand this, OK? So my name is Henry Calantog, Calantog being not a really overcomplicated last name, but when I first opened our Scottsdale school, I taught a student, a little dragon, he was probably 4 years old, his name was Greg Goulder. And Greg had a speech issue, he actually was taking speech classes, going through speech therapy, because he had a little bit of a lisp, so he had a difficult time pronouncing things.

He was a very emotional four-year-old. And when I introduced myself, my name is Mr. Calantog and usually, I play a game with the kids when I say, what's your name, and they'll say, my name is Greg. And my name is Mr. Calantog, what's my name? Mr. Calantog. What's your name? What's my name? And we kind of play it back and forth, and I’ll go, OK, now we're friends, because we know each other, that's been kind of my little tactic that I've done with kids for years to kind of break that little report building shell.

When I tried it with Greg, he couldn’t say my name right. So he started stuttering and at one point, he started tearing up, because he knew he had a speech issue, and because he couldn't say Calantog, he was a four-year-old boy in his first orientation class, starting to cry. And I stopped and said, no, no, no, wait one second – Greg you are like the coolest kid I know. You can call me Mr. C. And you know, he wiped his tears.

No one else calls me Mr. C, you can call me Mr. C. And now 20 years later, everybody calls me Mr. C, or Master C. It just stuck because since he kept calling me that in classes, other students kept calling me that and then it just kind of built up. So going back to teaching kids, it wasn't about me making and pushing him to do what needed to be done, what was he comfortable doing and what made him feel special, because I made him feel comfortable.

GEORGE: Amazing.

HENRY: Good story?

GEORGE: Love it, love it. Thank you Henry, it’s been great speaking to you. So, please share with us – where can people find more about you and ma1st and all the rest.

HENRY: Ma1st.com, Martial Arts 1st. Obviously, we're in the US primarily, and so we hold workshops, we're almost every other month, we hold workshops in the US throughout everywhere, we're going to be in LA early in September, we're back in Texas I believe in November, then next year a big traveling schedule. We go to a lot of the big events, of course we're going to be in Australia I believe rudimentary the next Main Event is going to be in the August-September timeframe, because it’s going to be a little later in the year.

So easier for all of our Australian clients to kind of hit it and we'll be available for seminars and events and instructor workshops while we're out there next year up in Australia. So yeah, ma1st.com, you can find out more about us. And you can read about all the different features that we have, Kyoshi Fred DePalma – he's my instructor. He's also the man that brings me out and does all these wonderful things. You can contact him for more information, or myself.

GEORGE: Fantastic Henry. I look forward to that; I will also be at the Main Event again next year in Australia. I am planning to come to the US though.

HENRY: Good!

GEORGE: So yeah, I’ll definitely get in touch.

HENRY: San Diego is a beautiful place.

GEORGE: It is. Awesome, thanks a lot Henry, I’ll speak to you soon and for the show notes, you can go to martialartsmedia.com/43, the number 43. Thanks a lot for being on Henry; I’ll speak to you soon.

HENRY: Very welcome, you have a great day.

 

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We sometimes provide referrals to and links to other World Wide Web sites from our site. Such a link should not be seen as an endorsement, approval or agreement with any information or resources offered at sites you can access through our site. If in doubt, always check the Uniform Resource Locator (URL) address provided in your WWW browser to see if you are still in a MartialArtsMedia.com-operated site or have moved to another site. MartialArtsMedia.com is not responsible for the content or practices of third party sites that may be linked to our site. When MartialArtsMedia.com provides links or references to other Web sites, no inference or assumption should be made and no representation should be inferred that MartialArtsMedia.com is connected with, operates or controls these Web sites. Any approved link must not represent in any way, either explicitly or by implication, that you have received the endorsement, sponsorship or support of any MartialArtsMedia.com site or endorsement, sponsorship or support of MartialArtsMedia.com, including its respective employees, agents or directors.

Termination of This Agreement

This agreement is effective until terminated by either party. You may terminate this agreement at any time, by destroying all materials obtained from all MartialArtsMedia.com Web site, along with all related documentation and all copies and installations. MartialArtsMedia.com may terminate this agreement at any time and without notice to you, if, in its sole judgment, you breach any term or condition of this agreement. Upon termination, you must destroy all materials. In addition, by providing material on our Web site, we do not in any way promise that the materials will remain available to you. And MartialArtsMedia.com is entitled to terminate all or any part of any of its Web site without notice to you.

Jurisdiction and Other Points to Consider

If you use our site from locations outside of Australia, you are responsible for compliance with any applicable local laws.

These Terms of Use shall be governed by, construed and enforced in accordance with the laws of the the State of Western Australia, Australia as it is applied to agreements entered into and to be performed entirely within such jurisdiction.

To the extent you have in any manner violated or threatened to violate MartialArtsMedia.com and/or its affiliates’ intellectual property rights, MartialArtsMedia.com and/or its affiliates may seek injunctive or other appropriate relief in any state or federal court in the State of Western Australia, Australia, and you consent to exclusive jurisdiction and venue in such courts.

Any other disputes will be resolved as follows:

If a dispute arises under this agreement, we agree to first try to resolve it with the help of a mutually agreed-upon mediator in the following location: Perth. Any costs and fees other than attorney fees associated with the mediation will be shared equally by each of us.

If it proves impossible to arrive at a mutually satisfactory solution through mediation, we agree to submit the dispute to binding arbitration at the following location: Perth . Judgment upon the award rendered by the arbitration may be entered in any court with jurisdiction to do so.

MartialArtsMedia.com may modify these Terms of Use, and the agreement they create, at any time, simply by updating this posting and without notice to you. This is the ENTIRE agreement regarding all the matters that have been discussed.

The application of the United Nations Convention on Contracts for the International Sale of Goods, as amended, is expressly excluded.

Privacy Policy

Your privacy is very important to us. Accordingly, we have developed this policy in order for you to understand how we collect, use, communicate and make use of personal information. The following outlines our privacy policy. When accessing the https://martialartsmedia.com website, will learn certain information about you during your visit. Similar to other commercial websites, our website utilizes a standard technology called “cookies” (see explanation below) and server logs to collect information about how our site is used. Information gathered through cookies and server logs may include the date and time of visits, the pages viewed, time spent at our site, and the websites visited just before and just after our own, as well as your IP address.

Use of Cookies

A cookie is a very small text document, which often includes an anonymous unique identifier. When you visit a website, that site”s computer asks your computer for permission to store this file in a part of your hard drive specifically designated for cookies. Each website can send its own cookie to your browser if your browser”s preferences allow it, but (to protect your privacy) your browser only permits a website to access the cookies it has already sent to you, not the cookies sent to you by other sites.

IP Addresses

IP addresses are used by your computer every time you are connected to the Internet. Your IP address is a number that is used by computers on the network to identify your computer. IP addresses are automatically collected by our web server as part of demographic and profile data known as “traffic data” so that data (such as the Web pages you request) can be sent to you.

Email Information

If you choose to correspond with us through email, we may retain the content of your email messages together with your email address and our responses. We provide the same protections for these electronic communications that we employ in the maintenance of information received online, mail and telephone. This also applies when you register for our website, sign up through any of our forms using your email address or make a purchase on this site. For further information see the email policies below.

How Do We Use the Information That You Provide to Us?

Broadly speaking, we use personal information for purposes of administering our business activities, providing customer service and making available other items and services to our customers and prospective customers.

will not obtain personally-identifying information about you when you visit our site, unless you choose to provide such information to us, nor will such information be sold or otherwise transferred to unaffiliated third parties without the approval of the user at the time of collection.

We may disclose information when legally compelled to do so, in other words, when we, in good faith, believe that the law requires it or for the protection of our legal rights.

Email Policies

We are committed to keeping your e-mail address confidential. We do not sell, rent, or lease our subscription lists to third parties, and we will not provide your personal information to any third party individual, government agency, or company at any time unless strictly compelled to do so by law.

We will use your e-mail address solely to provide timely information about .

We will maintain the information you send via e-mail in accordance with applicable federal law.

CAN-SPAM Compliance

Our site provides users the opportunity to opt-out of receiving communications from us and our partners by reading the unsubscribe instructions located at the bottom of any e-mail they receive from us at anytime.

Users who no longer wish to receive our newsletter or promotional materials may opt-out of receiving these communications by clicking on the unsubscribe link in the e-mail.

Choice/Opt-Out

Our site provides users the opportunity to opt-out of receiving communications from us and our partners by reading the unsubscribe instructions located at the bottom of any e-mail they receive from us at anytime. Users who no longer wish to receive our newsletter or promotional materials may opt-out of receiving these communications by clicking on the unsubscribe link in the e-mail.

Use of External Links

All copyrights, trademarks, patents and other intellectual property rights in and on our website and all content and software located on the site shall remain the sole property of or its licensors. The use of our trademarks, content and intellectual property is forbidden without the express written consent from .

You must not:

Acceptable Use

You agree to use our website only for lawful purposes, and in a way that does not infringe the rights of, restrict or inhibit anyone else”s use and enjoyment of the website. Prohibited behavior includes harassing or causing distress or inconvenience to any other user, transmitting obscene or offensive content or disrupting the normal flow of dialogue within our website.

You must not use our website to send unsolicited commercial communications. You must not use the content on our website for any marketing related purpose without our express written consent.

Restricted Access

We may in the future need to restrict access to parts (or all) of our website and reserve full rights to do so. If, at any point, we provide you with a username and password for you to access restricted areas of our website, you must ensure that both your username and password are kept confidential.

Use of Testimonials

In accordance to with the FTC guidelines concerning the use of endorsements and testimonials in advertising, please be aware of the following:

Testimonials that appear on this site are actually received via text, audio or video submission. They are individual experiences, reflecting real life experiences of those who have used our products and/or services in some way. They are individual results and results do vary. We do not claim that they are typical results. The testimonials are not necessarily representative of all of those who will use our products and/or services.

The testimonials displayed in any form on this site (text, audio, video or other) are reproduced verbatim, except for correction of grammatical or typing errors. Some may have been shortened. In other words, not the whole message received by the testimonial writer is displayed when it seems too lengthy or not the whole statement seems relevant for the general public.

is not responsible for any of the opinions or comments posted on https://martialartsmedia.com. is not a forum for testimonials, however provides testimonials as a means for customers to share their experiences with one another. To protect against abuse, all testimonials appear after they have been reviewed by management of . doe not share the opinions, views or commentary of any testimonials on https://martialartsmedia.com – the opinions are strictly the views of the testimonial source.

The testimonials are never intended to make claims that our products and/or services can be used to diagnose, treat, cure, mitigate or prevent any disease. Any such claims, implicit or explicit, in any shape or form, have not been clinically tested or evaluated.

How Do We Protect Your Information and Secure Information Transmissions?

Email is not recognized as a secure medium of communication. For this reason, we request that you do not send private information to us by email. However, doing so is allowed, but at your own risk. Some of the information you may enter on our website may be transmitted securely via a secure medium known as Secure Sockets Layer, or SSL. Credit Card information and other sensitive information is never transmitted via email.

may use software programs to create summary statistics, which are used for such purposes as assessing the number of visitors to the different sections of our site, what information is of most and least interest, determining technical design specifications, and identifying system performance or problem areas.

For site security purposes and to ensure that this service remains available to all users, uses software programs to monitor network traffic to identify unauthorized attempts to upload or change information, or otherwise cause damage.

Disclaimer and Limitation of Liability

makes no representations, warranties, or assurances as to the accuracy, currency or completeness of the content contain on this website or any sites linked to this site.

All the materials on this site are provided “as is” without any express or implied warranty of any kind, including warranties of merchantability, noninfringement of intellectual property or fitness for any particular purpose. In no event shall or its agents or associates be liable for any damages whatsoever (including, without limitation, damages for loss of profits, business interruption, loss of information, injury or death) arising out of the use of or inability to use the materials, even if has been advised of the possibility of such loss or damages.

Policy Changes

We reserve the right to amend this privacy policy at any time with or without notice. However, please be assured that if the privacy policy changes in the future, we will not use the personal information you have submitted to us under this privacy policy in a manner that is materially inconsistent with this privacy policy, without your prior consent.

We are committed to conducting our business in accordance with these principles in order to ensure that the confidentiality of personal information is protected and maintained.

Contact

If you have any questions regarding this policy, or your dealings with our website, please contact us here:

Martial Arts Media™
Suite 218
5/115 Grand Boulevard
Joondalup WA
6027
Australia

Email: team (at) martialartsmedia dot com

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