Teaching approaches that make your classes more effective. Part 2
How to move beyond demonstration and correction toward collaborative learning
If you haven't read Part 1, start here for the foundation methods that make this approach work.
Many years ago, I visited a dojo where a student proudly told me their technical curriculum exceeded 1000 techniques. During training, I realized this approach left them no time to study underlying principles. Students knew countless forms but couldn't adapt when something unexpected happened.
Of course, this was an extreme example—most teachers I know do balance techniques and principles. However, the fact remains that 100% of aikido seminars I've attended in 20 years follow very traditional approaches—demonstrating techniques, then correcting individual students. Maybe we're hesitant to change even when there might be benefits, or simply unaware that other methods exist.
Traditional teaching patterns worth examining
While Part 1 addressed engagement and structure, these instructional approaches from earlier eras can be enhanced:
Unchanging conditions: Students practicing in pairs repeating the same scenario without variables, missing opportunities to develop adaptability.
Hierarchical instruction model: Students remain passive recipients rather than active participants in their learning process.
Fragmented skill development: Techniques practiced in isolation without continuous feedback or self-directed improvement.
External validation focus: Progress measured only by instructor assessment rather than internal awareness and peer collaboration.
Professional sports have evolved toward coaching approaches that use active learning, systematic feedback, and collaborative development—producing more adaptable performers who understand their training process.
Approach 1: Progressive challenge variables
What we do currently: Students practice techniques only under ideal conditions with compliant partners.
How to improve: Systematically introduce realistic variables so skills transfer to unpredictable situations.
Start every technique with cooperative practice until students understand the basic movement. Then gradually add variables: increase pressure/force while keeping it slow, slightly faster attacks, less perfect positioning, unexpected timing changes. Always ensure both partners succeed at each level before increasing difficulty.
This creates conditions where students learn to adapt their technique rather than just repeat it, without making practice competitive or dangerous. When someone grabs differently than expected, pushes or strikes before or instead of grabbing, can they still find their center? When timing shifts, can they adjust without panic?
Research in motor learning shows that practicing under varied conditions creates more robust skills than perfect repetition. The nervous system learns to solve problems rather than memorize sequences.
Implementation: In every class, include one exercise where you progressively increase the challenge. "Start slow and cooperative. When both partners succeed three times, increase the speed slightly. When that works, try from a lower or more demanding position."
Approach 2: Peer coaching and reflection
What we do currently: Learning depends entirely on instructor feedback, creating bottlenecks and passive students.
How to improve: Train students to observe, reflect, and help each other improve systematically.
After demonstrating a technique, pair students and give them specific observation tasks. "Partner A, watch how Partner B's posture changes during the movement. Partner B, notice where you feel most stable. Switch roles every few repetitions and share what you observed."
This transforms practice from individual struggle into collaborative exploration. Students develop teaching skills, learn to articulate what they notice, and help each other discover solutions.
The instructor becomes a facilitator rather than the sole source of correction. You can observe multiple pairs simultaneously, offering guidance where needed while students actively support each other's learning.
Why this works: Explaining something to someone else deepens your own understanding. Students often notice details about each other's movement that wouldn't be visible to them in their own practice. This creates multiple learning opportunities from every repetition.
Working with mixed skill levels: When pairing beginners with advanced practitioners, adjust the observation tasks. Give beginners simple, universal focuses: "Watch when your partner looks most relaxed" or "As uke, describe what felt most natural." For advanced practitioners observing beginners, reframe it as rediscovery: "What do you notice about the basic structure when watching someone learn it fresh?" Focus both partners on universal qualities like balance, timing, and relaxation rather than technical corrections. This creates mutual exploration where both levels contribute valuable insights.
Implementation: Start small—give pairs one specific thing to observe and discuss. "Take turns and tell your partner what looked most natural in their movement." Build complexity as students become comfortable with the process.
Approach 3: Short, frequent feedback loops
What we do currently: Students practice for long periods without course correction, reinforcing ineffective patterns.
How to improve: Create multiple opportunities for quick assessment and adjustment throughout each technique sequence.
Instead of practicing a technique for 10 minutes straight, use shorter cycles with built-in pauses. Practice for 2-3 minutes, then brief partner discussion: "What felt different that time?" or "Where did you notice tension?" Then continue for another cycle.
This prevents students from ingraining mistakes and keeps attention focused. Small corrections made early are more effective than major adjustments attempted after patterns have solidified.
Research on learning shows that immediate feedback is significantly more effective than delayed feedback for skill acquisition. The shorter the gap between action and awareness, the faster the improvement.
Example structure: 3 minutes practice → 1 minute reflection with partner → 3 minutes practice with adjustment → brief instructor input → repeat cycle.
Approach 4: Self-assessment and goal-setting
What we do currently: Students can't gauge their own progress or identify specific areas for improvement.
How to improve: Develop students' ability to assess their own performance and set realistic improvement targets.
End each session with brief self-reflection. "On a scale of 1-5, how centered did you feel during that technique? What would help you feel more stable next time?" Students learn to notice the internal experience of improvement, not just external form.
Encourage students to set micro-goals for the next session. "I want to notice when I'm holding my breath" or "I'll focus on staying relaxed in my shoulders when grabbed." Small, specific targets create focus and measurable progress.
This shifts responsibility from instructor evaluation to student awareness. When people can accurately assess their own performance, they become independent learners who continue developing between formal classes.
Implementation: Keep it simple initially. Ask one reflection question at the end of class: "What did you notice about your practice today?" As students develop comfort with self-observation, introduce goal-setting for the following session.
Watch out! Keep discussion brief—the tradition of training more than talking is valuable. Limit feedback to quick observations, not lengthy analysis.
Putting it together
Like any other system, this works best when applied systematically. Use the structure from Part 1 (themes, engaging warmups, student participation) as your foundation, then layer in these feedback systems to accelerate skill development.
Start with peer coaching—it's immediately accessible and builds community. Add short feedback loops once students are comfortable observing each other. Introduce progressive challenge variables as their collaborative skills develop. Self-assessment comes naturally as students become more aware through the other approaches.
These approaches simply add proven pedagogical and psychological methods to traditional aikido instruction. They create opportunities for students to stay more engaged, develop deeper understanding of principles, access multiple forms of guidance, and gradually take greater ownership of their learning journey.
Your next steps
Choose one approach from this series to experiment with this week. Notice what changes in student engagement, understanding, and progress. Ask for their feedback—they'll tell you what helps their learning most.
Teaching aikido well means making timeless principles accessible to each new generation of students. These approaches help bridge that gap while respecting what makes aikido unique and valuable.
Which of these feedback approaches resonates most with your teaching style? Share your experiences, your insights help the whole community understand how to make aikido more accessible without losing its depth.
Perso, je montre une technique, ensuite les élèves la répète. J'apporte des indications ensuite, et ils recommencent. Cela leur permet de prendre conscience physiquement et intellectuellement de ce qu'il y a à améliorer :-)