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Karate Kid: Games and Activities for Introducing Karate to Early Elementary
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Karate Kid
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Elian Aljadeff-Abergel
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Published online: 26 Jan 2013.

To cite this article: Elian Aljadeff-Abergel (2011) Karate Kid, Journal of Physical Education, Recreation & Dance, 82:4,
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 Karate K id
Games and Activities for Introducing Karate to Early Elementary Students
Elian Aljadeff-Abergel

You can teach yourself basic techniques that can be passed on to your students.

K
arate is an Okinawan martial art that was first introduced in Japan in 1922
by Gichin Funakoshi (Funakoshi, 1973; Mood, Musker, & Rink, 2007). Karate
literally means “empty hand,” and it is characterized by unarmed tech-
niques such as blocks, punches, and kicks (Theeboom & De Knop, 1999).
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In 1905, karate became required content in the physical education curriculum

in Okinawa, and it was later also taught in Japanese universities. Following World
War II, many United States soldiers who practiced martial arts in Japan opened
martial arts schools in the United States (Mood et al., 2007). The interest in martial
arts in America has increased in the past two decades (Winkle & Ozmun, 2003). In
response to an Issues department question in JOPERD (Issues, 2000) asking about
the appropriateness of martial arts in schools, the majority of respondents indicated
that they believe martial arts should be taught in physical education classes. These
opinions concur with recommendations for the formal inclusion of karate in the
physical education curriculum (Na, 2009; Theeboom & De Knop, 1999; Twemlow
et al., 2008).
Despite the growing interest and recommendations, data show that martial arts
are only minimally infused in school settings. For example, studies have found that
only 2.8 percent of elementary students were taught self-defense skills in physical
education (Chen & Mauk, 1999) and only 4.8 percent of American high school boys
and girls learned martial arts in their physical education class (Chen, 1999). Possible
reasons for the negligible adoption of martial arts like karate in schools could be
that (1) karate is not as common and popular among physical education teachers as
other topics (e.g., basketball) and (2) physical education teachers receive little or no
training in methods of teaching karate in a school setting.
Nevertheless, the infusion of karate into the physical education curriculum—
despite limited content knowledge—is quite feasible, as will be discussed in this article.
There are various levels of infusion of karate into the physical education curriculum.
Teachers could deliver an introductory unit in elementary school (i.e., three to five
lessons in a school year); teach a full unit of instruction in secondary physical edu-
cation as prevalent in Europe (Theeboom & De Knop, 1999); or adopt karate as the
main focus of the physical education curriculum (including a systematic application
of its belts system), as observed in a school in Las Vegas, Nevada. Infusion of karate
is also possible at the university level, as practiced in European physical education
teacher education programs (Theeboom & De Knop, 1999). This article will focus
on the basic level of karate infusion in physical education—the introductory unit,
which is instructionally appropriate for teachers who have a limited background and
only beginning knowledge of karate.
The purpose of this article is to propose learning activities and games to teach
fundamental karate techniques in an introductory unit. The author, a certified
karate coach and second dan in Shotokan karate, with 13 years of experience teach-
ing karate, will first discuss the benefits of teaching karate to elementary students
and then provide basic activities and games to facilitate enjoyable learning of five
fundamental karate techniques in an elementary school setting.

JOPERD • Volume 82 No. 4 • April 2011 33

 The Benefits of Karate for School-age Students
Most Japanese martial arts share the same practice forms and
educational philosophy (Theeboom & De Knop, 1999). Karate
contributes to learning in all three domains (i.e., cognitive,
affective, psychomotor). Children who participate in martial
arts can improve their anaerobic power and capacity, endur-
ance, body composition, muscular strength, flexibility, and
balance (Na, 2009). Routines such as the Kihon (fundamental
practice), Kata (practice of forms), and Kumite (free-fighting)
can teach students movement and physics concepts, tactics,
and self-defense skills (Mood et al., 2007; Na, 2009). By
following the tradition of karate, students develop respect,
responsibility, and self-regulation (Funakoshi, 1973; Na,
2009; Twemlow et al., 2008). In addition, participation in
martial arts may develop a positive attitude toward physical
education (Banks, 2006).
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Introducing Karate Skills to Early
Elementary Students
The introductory unit proposed in this article provides
students with the benefits mentioned above, and it is
also feasible for physical education teachers with limited
knowledge about karate, for the following reasons. First, the
introductory unit includes learning activities and modified
games that can be taught easily by teachers with limited
content knowledge and no previous teaching experience
in karate. The modified well-known games (e.g., tag) can
serve as efficient and enjoyable methods of teaching karate
techniques. Second, the introductory unit is three to five
lessons long, and its objective is to expose students to a few
fundamental karate techniques and to encourage them to
practice karate in after-school settings (e.g., karate schools).
Because the introductory unit is short, it alleviates teachers’
concerns about the time needed to teach karate, which will
probably be a new activity to most students and therefore
time-consuming. Lastly, focusing on five fundamental ka-
rate techniques does not involve teaching combats, which
significantly reduces potential safety risks. The next section
describes the suggested learning activities and games in the
karate introductory unit.
Games and Activities
The five fundamental karate techniques recommended for
an introductory unit are straight punch, horse stance, front
stance, downward block, and front kick. Table 1 shows a sug-
gested lesson-plan format to facilitate systematic planning
and implementation of the unit. The lesson plan includes
three constant segments and a core segment. The constant
segments are (1) recitation of the dojo kun (training hall rules)
at the beginning and the end of the lesson, (2) warm-up, and
(3) closure. The dojo kun consists of five karate rules (see table
1) that are practiced and cited in each Shotokan-style karate
lesson. When reciting the rules, the teacher (sensei) states one
rule at a time, and the students repeat it aloud. This process
reminds students how they should behave within and outside
the dojo (training hall). The warm-up should include a game
34
of moderate-to-vigorous activity followed by appropriate
stretching. The game could be a review of a game learned in
previous lessons. During closure, the teacher should review
the concepts and skills learned in the lesson, provide infor-
mation about the content to be learned in the next lesson,
and finish with the recitation of the dojo kun.
The lesson’s core segment entails two learning activities
and two games that will vary from one lesson to another. The
activities and games are primarily designed to teach five spe-
cific karate techniques to novice elementary learners. A typi-
cal karate practice involves students standing in rows facing
the teacher. The teacher paces the activity with a loud count
and demonstration of the technique. The teacher typically
performs 10 to 20 repetitions of the activity together with
the students, and then continues counting while walking
around the class, observing their performance, and providing
feedback. Although this method is not a rule, the following
activities are organized with this format in mind, unless men-
tioned differently. In game activities, each game should start
when the teacher says ajime (i.e., “start” in Japanese) and end
when saying yamme (i.e., “stop” in Japanese). Additionally,
personal space is of primary importance in karate practice. For
all activities, unless mentioned differently, the teacher must
discuss basic safety rules before the beginning of practice and
ensure that students have sufficient space to practice without
creating contact or interfering with others.
Technique 1: Straight Punch
The straight punch, or choku-zuki, is the most basic technique
in karate and therefore the first technique to be learned
(figure 1). It should be taught on day one of the unit and
reviewed at the beginning of each subsequent lesson. The
critical elements of the choku-zuki are (1) closed fists, (2)
straight arm, and (3) inward rotation of the fist at the end
of the movement.
Learning Activity. First, teach the students how to close
their fists appropriately. Ask them to open their palms, close
only their distal palm joints, and then create a fist by clos-
ing the rest of the joints. They should close their fists using
their thumbs to lock it from the outside. After the students
have learned how to close their fists, teach the attacking-
hand movement with one hand first (e.g., right hand). The
first step is to pull the right fist to the waist with the fingers
facing upwards. Second, move the right arm forward to
the center of the body and, only when the arm is straight,
rotate it so the fingers face downwards. The third step is to
return to the starting position by moving the arm backward
without rotating the fist. Only when the fist returns to its
home (i.e., waist) can it be rotated back. Practice several times
with one hand and then with the other. After practicing the
movement with a single hand, teach the students to use two
hands together: one hand moves forward while the other
moves backward.
Game: Beat the Monster. The students stand in a large circle
with the teacher in the middle. The teacher holds a curved
body shield with a picture of a monster on it. The shield is
JOPERD • Volume 82 No. 4 • April 2011
 Table 1. Lesson Plan Format for Karate Introduction Unit

Critical Elements/
Time Activity Organization
Other Comments
5 min Dojo kun and Introduction: Students sit in two or three Dojo kun:
• The lesson begins with the rows • Seek perfection of char-
statement of the 5 basic ka- acter
rate principles (dojo kun): the • Be faithful
teacher states one principle
• Endeavor
and the students repeat after
him or her. • Respect others
• The students remain sitting, • Refrain from violent
and the teacher provides an behavior
introduction for the day’s
activities.
• Safety issues are pointed out.
10 min Warm-Up: • Students scatter in the Count numbers in Japanese:
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• Short and simple game (can be room for the game Ich = 1
a review of a game played in • Students form rows for Ni = 2
the previous lesson) stretching
San = 3
• Stretching led by the teacher
Shin = 4
Go = 5
Rok = 6
Sichi = 7
Hachi = 8
Kyuu = 9
Jou = 10

5 min Learning Activity 1 Students spread out in rows Cues for Learning
Activity 1

5 min Game 1 Students scatter in the room Cues for Game 1

5 min Learning Activity 2 Students spread out in rows Cues for Learning
Activity 2

5 min Game 2 Students scatter in the room Cues for Game 2

3 min Cool-Down Exercise Students spread out in rows

2 min Closure and Reciting of dojo kun Students spread out in rows

something the teacher could buy, or make by folding a thin
matt (like those used in gymnastics lessons) and hold it with
two hands while the students punch it. The students walk
slowly toward the center while saying, “Monster, monster,
we are not afraid of you.” The teacher responds, “Really?!
So come closer…” When the students are standing close
enough, almost touching each other’s shoulders, the teacher
shouts, “Stop! Let’s see how strong you are” and then moves
around the students, letting them punch the curved shield.
After one round, when all students have had the opportunity
to punch the shield, the teacher drops the shield and says,
“Oh, you beat me. You are so strong!”
Technique 2: Horse Stance
The horse stance, or kiba-datchi, is the first stance that should
be taught in karate (figure 2); it is a solid, stable stance used
when an attack is initiated from the side (right or left). Kiba-
datchi should be practiced with the choku-zuki every lesson
(i.e., practicing choku-zuki in a kiba-datchi stance). The criti-
cal elements of the kiba-datchi are (1) wide stance, (2) toes
directed forward, and (3) both knees flexed outward.
Learning Activity. Demonstrate the stance and its critical
elements. Explain to students that kiba-datchi is also called
the horse stance because it is very similar to a rider sitting on
a horse. To get into kiba-datchi, students should begin with

JOPERD • Volume 82 No. 4 • April 2011 35

 their feet together. They move their toes outward without
moving their heels, and then move their heels outward
without moving their toes. Repeat these two movements
one more time and then ask the students to bend their
knees. After repeating these five steps several times, ask the
students to get into kiba-datchi in one count. Practice this
movement a number of times and then practice kiba-datchi
with a straight punch, without changing stance.
Game: The Horse Tag. The students are scattered in the
room. Four cones mark the boundaries of the playing area,
and headbands are used to identify up to three taggers. In this
version of the traditional game of tag, the taggers are called
Ninjas. If a student gets tagged by a Ninja, he or she stands in
place in a kiba-datchi stance. Students can be released only if
they demonstrate a correct kiba-datchi stance with all of the
critical elements and another student crawls between their
legs to free them back into the game. At first, the teacher
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monitors accuracy of performance and then gradually shifts
the stance assessment to the students.
Technique 3: Downward Block
The downward block or gedan-barai, is the simplest block
in karate and therefore is the first to be taught (figure 3).
Gedan-barai is a low block, which mostly serves to block a
front kick. After students have learned how to punch (i.e.,
choku-zuki), they can begin practicing gedan-barai in pairs.
The critical elements of gedan-barai are (1) closed fists, (2)
block starts from shoulder, and (3) block ends within one’s
body space.
Learning Activity. Remind the students how to close their
fists and, if needed, repeat the first part of the choku-zuki
learning activity. Ask the students to put their left hand on
their right shoulder and their right hand in front of their
body. Tell them to imagine they have cookie crumbs on their
shirt and ask them to clean their arm by moving their left
hand down their right arm and down to the waist (the right
hand stays still). They repeat this movement five to 10 times
and then practice with the other hand. Remind the students
that in karate, when one hand is working, the other hand is
moving back to its home base (i.e., waist) and “resting” there.
The students repeat the full movement (i.e., blocking with
one hand while the other hand moves to the waist) several
times with each hand. Make sure they rotate their fist when
they reach the waist and prompt them to demonstrate the
technique’s cues. After the students master the technique
while stationary, initiate the same practice while standing
in the kiba-datchi stance.
Game: Karate Cookie Island. Four cones are used as bound-
aries. In this tag game, dots (i.e., cookies) scattered in the
area serve as “safe areas.” Students cannot be tagged when
standing on a cookie and correctly practicing gedan-barai
(i.e., cleaning the cookie crumbs). When students are tagged,
they must practice gedan-barai 10 times (i.e., five blocks with
each hand) before they can return to the game. If a student
standing on a karate cookie island does not demonstrate all
of gedan-barai’s critical elements, he or she is eligible to be
36
tagged. The teacher should start as the tagger. After students
are able to identify correct and incorrect gedan-barai, they
can serve as taggers as well.
Technique 4: Front Stance
The front stance, or zenkutsu-datchi, is the second stance
students learn in karate (figure 4). This very common stance
is used in every kata and kihon (i.e., practice of forms and fun-
damental moves). Zenkutsu-datchi is considered a very stable
stance for front attacks. This stance also facilitates comfort-
able movement forward and backward compared to other
stances in karate. The critical elements of zenkutsu-datchi
are (1) shoulders-width stance, (2) front leg aiming forward
(including knee and toes), and (3) front-leg knee flexed.
Learning Activity. The zenkutsu-datchi learning activity
starts with students standing in kiba-datchi. Ask the students
to move their right foot 10 inches backward and rotate their
body to the right so that a new shoulders-width stance is
created. It is important for the stance size not to be wider
or smaller than the kiba-datchi stance. The students should
bend their front knee and aim their toes forward. They do
the same with the left leg: start from kiba-datchi, move the
left leg backward, and rotate the body to the left. After the
students practice these steps several times, teach them how
to move forward and backward with zenkutsu-datchi. Starting
with the left leg, the students stand in zenkutsu-datchi facing
forward. On the first count, the students move forward and
freeze when both knees touch each other. On the second
count, they get into zenkutsu-datchi, this time with the right
leg forward. They repeat these counts eight more times (i.e.,
four more steps forward). Next, they do the same practice,
this time stepping backward: the front leg moves backward,
still facing forward. After they practice the movement with
two counts, ask the students to move with zenkutsu-datchi
in one count. When the students are able to do the move
fluently, they can add a punch (i.e., choku-zuki) and/or block
(i.e., gedan-barai) in each move.
Game: 1, 2, 3, Freeze. The students stand on the baseline
facing the teacher, who stands on the end line across from
them. The objective is to be the first to cross the end line. The
teacher calls, “1, 2, 3, freeze!” The students advance by using
the zenkutsu-datchi stance until the word freeze is called, and
then they must freeze in zenkutsu-datchi. They must return
to the baseline if during the freeze time the teacher detects
that they moved, wiggled, or did not demonstrate the critical
elements of the zenkutsu-datchi stance. The teacher examines
the students’ stance for a few seconds, gives feedback, makes
corrections, and then returns to the end line to call the next
“1, 2, 3, freeze.”
Technique 5: Front Kick
The front kick, or mai-geri, is the last technique students
need to learn in order to be familiar with the basics of karate
(figure 5). It is the most basic kick in karate and the easiest to
perform. After students learn how to kick mai-geri, they can
practice the kick with a partner who blocks with gedan-barai.
JOPERD • Volume 82 No. 4 • April 2011
 Figure 1. Straight Punch

Figure 2. Horse Stance

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Figure 3. Downward Block

Figure 4. Front Stance

JOPERD • Volume 82 No. 4 • April 2011 37

 Figure 5. Front Kick
1&5 2&4 3 6 & 10
The critical elements of mai-geri are (1) start the kick with
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the knee lifted, (2) create a 90-degree angle with the body,
and (3) return to the starting position (i.e., knee lifted) after
completing the kick.
Learning Activity. In the beginning, mai-geri can be prac-
ticed while holding a chair or leaning with one hand against
the wall. Ask the students to lift their left thigh to create a
90-degree angle between their thigh and body. Emphasize
the first critical element (start the kick with the knee lifted).
Ask them to extend the knee and kick forward. After kicking,
emphasize the second critical element (return to the begin-
ning position, with the knee lifted). Repeat the same steps
with the right leg. After practicing mai-geri in four counts
(i.e., lift knee, kick, return, drop leg), the students kick a full
mai-geri in one count, demonstrating all critical elements.
When they have mastered the kick without moving, they can
practice the kick while standing in zenkutsu-datchi or with a
partner who blocks the kick with gedan-barai.
Game: Save Me. Four cones are used to mark the bound-
aries, and headbands are used to identify the taggers. For
safety, students should maintain their personal space and
run carefully without colliding into anyone else. The stu-
dents play tag with one to three taggers (i.e., the Ninjas).
Tagged students should sit on the ground in a child’s pose,
with their head tucked into their knees. A peer who wishes
to release a tagged student should stand beside him or her,
carefully perform a correct mai-geri above the student, and
without touching him or her say, “I saved you.” The saved
student should then thank the peer and get up to return to
the game. The child’s pose position forces the saver to lift his
or her knee to the proper height before performing the kick.
The interaction “I saved you” and “thank you” in return,
ensures that the tagged student waits to return to the game
safely, and also allows for the demonstration of social skills
between students.
Summary and Recommendations
The introductory unit presented in this article incorporates
simple learning tasks and generic modified games that help
to make karate content easier to teach, even for teachers who
38
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7&9 8
are unfamiliar with the basics of karate. With the growing
interest in martial arts, an introductory karate unit may very
well inspire students to pursue their martial arts passion after
school hours. In this case, teachers should refer students to
karate clubs in the community, where they can further ad-
vance their skills and enjoyment practicing a nontraditional
physical activity.
References
Banks, A. L. (2006). Developing students affect in university self-defense
course. Physical Educator, 63, 8-17.
Chen, G. (1999). A study on self-defense education of United States
high school students. Journal of the International Council for Health,
Physical Education, Recreation, Sport and Dance, 36(1), 36-41.
Chen, G., & Mauk, C. (1999). How much American elementary school
students know about self-defense. Journal of the International Coun-
cil for Health, Physical Education, Recreation, Sport & Dance, 35(4),
58-61.
Funakoshi, G. (1973). Karate-do: The master text. London: Ward Lock.
Mood, D., Musker, F., & Rink, J. (2007). Sports and recreational activities
(14th ed.). Boston: McGraw-Hill.
Na, J. (2009). Teaching taekwondo through Mosston’s spectrum of styles.
Journal of Physical Education, Recreation & Dance, 80(2), 32-43.
Issues. (2000). Should martial arts be taught in physical education
classes? Journal of Physical Education, Recreation & Dance, 71(9),
12-14.
Theeboom, M., & De Knop, P. (1999). Asian martial art and approaches
of instruction in physical education. European Journal of Physical
Education, 4, 146-161.
Twemlow, S. W., Biggs, B. K., Nelson, T. D., Vernberg, E. M., Fonagy,
P., & Twemlow, S. W. (2008). Effects of participation in martial arts-
based antibullying program in elementary schools. Psychology in the
Schools, 45(10), 947-959.
Winkle, J. M., & Ozmun, J. C. ( 2003). Martial arts: An exciting addition
to the physical education curriculum. The Journal of Physical Educa-
tion, Recreation & Dance, 74(4), 29-35.
Elian Aljadeff-Abergel (aljadeff@unlv.nevada.edu) is a graduate
assistant in the Department of Sports Education Leadership at the
University of Nevada–Las Vegas, in Las Vegas, NV 89154.
JOPERD • Volume 82 No. 4 • April 2011