Episode 1149 - The Problems with Teaching Kids and Adults the Same Way
Jeremy and Andrew discuss the differences between teaching children vs adults and why it NEEDS to be done differently.
The Problems with Teaching Kids and Adults the Same Way - Episode 1149
SUMMARY
In this episode, Jeremy and Andrew discuss the crucial differences in teaching kids and adults in martial arts, emphasizing tailored approaches for effective learning. They explore developmental, motivational, and disciplinary distinctions to improve training outcomes.
TAKEAWAYS
There are developmental differences between kids and adults.
Motivational factors for different age groups vary.
Teaching methods should be tailored to age and experience.
Discipline and boundaries need to exist in classes.
There should be an emphasis on fun and variety in teaching.
Communication should be different for different aged students.
CHAPTERS
00:00 Introduction
01:23 Teaching kids and adults: experience and challenges
03:14 Demographic differences and class segmentation
05:01 Teaching fundamentals to different belts and ages
07:15 Developmental and cognitive differences in learning
10:22 Imitation versus understanding in kids
14:28 Motivations and engagement strategies for kids
17:05 Connecting training to real-life impact for adults
20:36 Discipline, boundaries, and class tone
23:06 Maintaining energy and variety in kids' classes
25:30 Making classes fun and engaging for adults
27:00 Repetition, chunking, and time perception
29:12 Delivery methods and communication styles
31:12 Encouraging audience interaction and feedback
32:41 Closing remarks and support channels
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SHOW TRANSCRIPT
Jeremy (00:08.92)
Hey, what's up everybody? Welcome back to another episode of Whistlekick Martial Arts Radio. Today, Andrew and I are talking about the problems with teaching kids and adults the same way. Hopefully, none of you are doing this and making these mistakes we're gonna talk about, but you should listen anyway. You should watch anyway, because we love what we do. And hopefully, even if you're not learning, you're having a good time with us. Thank you for being here.
I'm Jeremy Lesniak, founder at Whistlekick, co-host of martial arts radio with my great friend Andrew Adams. Andrew, I'm glad you're here. I'm glad we're making more time to make more episodes for our audience. How are you today?
Andrew Adams (00:52.384)
doing great. GR almost like Tony the Tiger.
Jeremy (00:53.74)
Great. Are you like Tony the Tiger Great? I heard it. I heard it. I hear I heard I heard that slight trail on the R. I knew exactly where you were going. And this is what happens when you spend so much time with someone, right? This is this is what happens when you're eleven hundred and whatever episodes deep. We are in our eleventh year of martial arts radio. It's hard to believe that this is happening, but it's true. And this is why we keep doing it because
There's always more, right? Just like there's always more to train. There's always more to talk about. And we continue to get better. So we talk about some things again. We've talked about some of this stuff before that we're gonna talk about today in in a past episode. I don't remember which one. I didn't look it up. But we're here we are, we're talking about it again. So let's let's start here. Andrew, have you taught both kids and adults?
Andrew Adams (01:45.782)
Yeah. I have taught both kids and adults.
Jeremy (01:50.956)
Have you taught them separately and or at the same time?
Andrew Adams (01:58.931)
I've definitely taught them separately. I'm thinking, have I taught them at the same time?
If
Jeremy (02:09.216)
Might depend on where we define kid.
Andrew Adams (02:11.401)
Yeah, you know, yeah, yeah, that's a fair i I I'm gonna say yes, but it was it was like an adult class and there was like one child in the class. Like so I'm gonna say f for the sake of argument, I'm gonna say no, I have not. It's usually been kids' classes and adults' classes.
Jeremy (02:20.77)
Mm. Okay.
Jeremy (02:27.758)
Okay. I I have, right? I've run mixed groups and it's it's a challenge. And I think that a lot of martial arts instructors, because so much of what happens is challenging, they get into routine.
And let's face it, most martial arts instructors have a preferred demographic. They like teaching either the beginners or the advanced, they like teaching the kids or the adults, right? We all have that preference. And what I've observed is some martial arts instructors tend to teach all of their classes based on their preferred demographic.
Andrew Adams (03:08.629)
Yeah. Yep. Yep. Or yeah. Yeah. I I would agree.
Jeremy (03:14.584)
So on this episode, we're gonna talk about the differences that lead to needing to teach adults and kids differently. And we're we're gonna make it, we're we're gonna cut the groups in two, right? Like it's it's adults and it's kids. But let's also recognize that if you have enough different people that you have different classes or could have different classes, if you had a group of seniors,
And a group of 20 somethings, you shouldn't teach them the same. If you have a little dragons, a three to four year old class, and an adolescent age early teen class, those shouldn't be taught the same either. In fact, if you have demographics that lead to breaking up the classes, there should be noticeable differences in how those classes are taught. And if you are not doing that, I believe you are wrong.
Andrew Adams (03:46.859)
Mm-hmm.
Andrew Adams (04:10.557)
Mm. Yeah, we don't this is not something that we often say on whistle kick.
It is a statement that I can get behind.
Jeremy (04:20.896)
In the same way that you shouldn't be teaching a white belt and a black belt the same way.
You shouldn't be teaching
A seminar the way you teach your class. If the goal is to impart knowledge, and you have the ability to specify the way you are presenting information and running a class and make it more catered to the people that you have, you should be doing that. And if you are not doing that, that is a missed opportunity and it compromises the quality with which you are presenting.
said another way, it limits the ability of the students to learn.
Andrew Adams (05:05.471)
Yeah. Yeah. And I think one of the easiest ways I think to get our audience to quote unquote get it is if you had a class full of all black belts, and let's just make it we'll make it easy. You've got a class with ten black belts, you're gonna teach a class, and you have a class of ten white belts, you're gonna teach a class. Are you gonna teach those two classes the same way? The answer for everybody is unequivocally.
No, I'm not going to teach them the same. Those black belts are going to learn differently because of their experiences. The same can be said for your age as well.
Jeremy (05:46.293)
And to the the one or two of you out there who feel the need to be contrarians and you're already thinking this, yes, even if they're going over the same material, you're teaching it differently. Because if it is material you're teaching to a white belt, that means it's a fundamental in your school and your black belts have already learned that.
Andrew Adams (06:04.457)
Yep. Yep. You can still teach those fundamentals to the black belts, but your nuance of what you teach and how you get them to go there are going to be very, very different.
Jeremy (06:06.977)
Uh-huh.
Jeremy (06:11.597)
Yeah.
Yep. And if you disagree, I'm guessing you don't have very many black belts.
Andrew Adams (06:20.182)
Could be.
Jeremy (06:21.134)
Okay. All right. So let's start with the developmental differences. When we think about kids and a kids class and adults and an adult class, there are things that matter in terms of the development of that person, both mentally, well not both, more than both, mentally, emotionally, physically, that are incredibly relevant here. Now I know Andrew, you not only teach martial arts, you teach music.
you work with a a you know, I I suspect that some of your time working with elementary age kids is really relevant here.
Andrew Adams (06:59.988)
absolutely.
Jeremy (07:01.654)
What what is it what is it you see that we should w let let's start let's start there. What whatever what is it you see when you look at the different age groups that you work with on the music side?
Andrew Adams (07:15.785)
Yep. So
kids and and you know w you can define the the age, whatever, it's gonna be subjective for everybody, but in general, kids don't as often care about the meaning or the why of what what what you're doing. They they're gonna want to know how to do it correctly and better. But adults they they often, more often than not, will want that meaning. It you know, adults want meaning
Kids usually need structure first.
Jeremy (07:50.851)
Yeah. Adults often, not always, but often are intellectual first. Most of what we do as adults in modern Western society involves developing a skill unto a goal. And if we don't understand the goal, it limits our ability, it can limit our ability to fully invest in the skill.
This is where, well, why are we doing this? Why is this applicable? Now, I think in in most martial arts schools, that is either implied or explicitly mentioned. It doesn't have to be a full conversation. It doesn't have to be 20 minutes. But, you know, a if you're teaching a block, a lot of us will, and this is might be how you use the block. It could be pat in passing, it could be three seconds. It could be, you know, I do this block to defend against this.
okay, now I have a basic understanding of how I contextualize this. But kids, they they they don't they might not even know the words you're using, even if they've been around a while. One of the things I think is really important to mention is the brain continues to develop until about the age of 25. And so things that seem obvious to adults are not necessarily obvious to kids.
Andrew Adams (09:16.214)
Yep, absolutely.
Jeremy (09:18.164)
And when we explain the why of things, when we use a lot of words, plenty of kids, th a lot of those words just don't land.
You know, you're you're you're a parent, how I bet you've used the phrase. You know, it's like I'm saying things and the words go in you in one ear and out the other. Right? Because for some kids it literally does.
Andrew Adams (09:42.007)
Yeah. Yeah. They learn how to tune tune out if it's too much too much yapping, too much talking. oftentimes they don't care. They just want to like I I'm not gonna give the whole story, but I've I've 'cause I've said it before on the show. but in a competitive setting, a group of adults thought the kids kept beating them because the kids had more time to practice. No, it wasn't that. It was that when the kids were told how to do something better, the kids just said, Okay, we'll do it that way.
The adults would second guess the instructions of how to get better and think they knew better. No, th the the kids just said, Okay, we'll do it this way and we'll get better and they did and the kids always win.
Jeremy (10:22.944)
Imitation versus understanding. Right. And there's a there's an upside to that. If if kids trust the instructor, there's a lot of buy-in. But it also becomes really difficult for them to start to implement what you're teaching them in some sort of freeform manner. A lot of them rely on that repetition, and if it's if it breaks out of the mold, well, you know, do one of the things that you learned today.
Andrew Adams (10:41.238)
Mm. Mm-hmm.
Andrew Adams (10:52.418)
Mm.
Jeremy (10:55.0)
Right.
That's a challenge. So how do we get around that? We we give them per what I call parameters, right? You can pick between, and this might change depending on the age group, A or B, if they're really young, or A B C D E, if they're older, right? I don't generally go above five, but giving people a few things to pick from can help them understand, okay, this is this is what success looks like, right?
People need to know what success looks like before they engage.
Andrew Adams (11:29.824)
Yeah, absolutely. And and I think another thing that to keep in mind as well is because adults have a for the most part fully functioning brain, I sometimes question my own self in that regard. But how many times have you been in a class someone else is teaching and they say, Here's the technique, do this and it's like two or three moves long, and you get into the second one and you're like, you know, the third one, he really wants me to do this.
But I just I feel like I want to do this instead, right? That happens a lot. It doesn't happen to kids. Or or I should say it rarely happens to kids. Yeah. Kids are like, you want me to do it this way? Okay, I'll do it this way. And so they don't question stuff as much. Now, I want to be really clear. There's nothing wrong with questioning things. Questioning things is good. but adults Yeah, for sure. But adults I think have a tendency to
Jeremy (12:00.225)
Yeah. Yeah.
Jeremy (12:06.752)
It happens less frequently, right?
Jeremy (12:20.192)
It has a time and a place.
Andrew Adams (12:26.4)
Want to know that why and well, why don't we do it this way instead? Because this way feels more comfortable. Kids don't have that. And so your teaching style is gonna reflect that.
Jeremy (12:35.382)
Or at least it should.
Jeremy (12:40.748)
There are plenty of other things that that we could get into on the development side. The one that I want to point out, because I didn't learn this until fairly recently, left, right. There are plenty of kids for whom left, right, it's not just that they don't know, it's that things are not fully wired. You may be demonstrating something with your left hand, left foot, and the child literally thinks they're doing it with their left hand, left foot.
Andrew Adams (12:50.956)
Mm.
Jeremy (13:10.392)
But the right hand or right foot is moving. And I've seen instructors, and I used to be one of them, get really frustrated because, like, no, this one. And someone finally explained it to me. And I don't I I wish I knew when when this happened. That yeah, usually that happens at I I forget what the age is, five, six, seven, somewhere in there. But what prompted this was a a kid who was late in that development.
I want to say they were nine. And things were were happening cross-hemisphere in the brain that just were not what you would have expected. And now that I know that, it completely changes the way I interact with kids. Now, I assume that my adults not only are wired properly for left-right, but they can figure out what left-right is.
Andrew Adams (14:04.01)
Yeah, yeah. I mean I'll tell you who I learned that from in in a not necessarily that exact thing, but who I picked up a lot from is actually Mindy Ruddick. She did a class a couple of years ago, two or three years ago at Marshall Summit, on teaching kids, and it really opened my eyes up a lot about the differences on how children learn and that the motivation is not the same across age groups. Like three and four year olds
Jeremy (14:14.798)
Mm.
Jeremy (14:19.96)
Mm.
Jeremy (14:28.739)
Nice.
Andrew Adams (14:33.654)
want you know typic and typically not always always exceptions but you know th you know three four year olds they are motivated by this and five six seven year olds are motivated by this and eight nine like they all have different things that they are looking for in general.
Jeremy (14:36.536)
You're generalizing and th that the of course.
Jeremy (14:50.326)
Yeah. Yeah. And, you know, the motivation, of course, is different by age. And this is part of where, as good instructors, we understand the why of our students attending classes. You're going to have overlap. Your kids are going to overla tend to overlap with other kids. Your adults are going to tend to overlap with other adults. You're probably not going to see a lot of overlap for why between those two groups. And that should inform how
You present the information, even if the information is exactly the same.
Andrew Adams (15:21.536)
Mm-hmm. Mm-hmm. Yeah. I I agree wholeheartedly. It's it's absolutely gonna be different.
Jeremy (15:28.994)
What are some of the things that you say that you have seen, not just in martial arts but across the board, work well as motivations for kids? Because let's face it, kids can be fickle.
Andrew Adams (15:40.552)
Mm-hmm.
It has to be done very gently, but cross competition can work really, really well. That making a game of it, but to see who can do this thing, quote unquote, better, can really motivate the other person to get better. And you know, people listening or watching that have listened for a long time will know that I'm involved in competitive music, which is a very bizarre thing to think about because music is music, but it's competitive. But
when those students, my drumming students, compete against each other in a very friendly way. They are competing in the same level, but they both end up pushing each other to get better.
Jeremy (16:26.67)
Yeah. Sounds like healthy sparring.
Andrew Adams (16:29.578)
Very, very similar. Yep.
Jeremy (16:31.042)
Yeah. I was actually having a conversation with this morning with someone that this idea that when you can find that right balance of healthy competition for the right people, it definitely brings out their best.
Andrew Adams (16:48.697)
absolutely.
Jeremy (16:52.618)
When we start to look at the the motivation on the adult side, I tend to see adults want to understand how whatever it is we're doing exists, impacts their life outside of training.
Andrew Adams (17:05.558)
Hm. Yeah.
Jeremy (17:06.954)
If if they don't connect the dots between what we're doing and life, and a lot of it's obvious, right? Because most most adults somewhere on their list is I want to be able to defend myself. So that that tends to to chime in. Or, you know, physical training, conditioning. Yeah, I I understand. I want to be stronger. I want to, you know, lose a pound or two. I want to be healthier. I want to be able to move faster without losing my breath. Right. That stuff becomes obvious.
Jeremy (17:37.25)
But there are other things too that maybe aren't so obvious when, you know, what's a what's a good one?
A lot of the softer self defense skills around awareness and things like that. You know, we might do drills where it's not initially obvious how it makes them better.
We've got to connect those dots for them.
Andrew Adams (18:03.232)
Yeah. Yeah. And and again, those are things that kids are typically not going to have as much interest in knowing or learning.
Jeremy (18:11.17)
But you could run the same drill or game or whatever you want to call it. And if you make it fun, there that that's all, that's all kids really want. Kids want to have fun.
Andrew Adams (18:20.63)
Yep. Yep. They wanna have fun and whether they know it or not, they typically are gonna want structure on how to do things the quote right way.
Jeremy (18:31.32)
They want to have fun, they want to know they're doing it well because they want to be praised for doing it well. And you know, I think adults want the same things, but they have a different relationship with each of those aspects. And the place where I find it most is if I tell my kids' class we're gonna play a game, they cheer. If I tell my adult class we're going to play a game, they become nervous.
Andrew Adams (18:46.241)
Mm.
Andrew Adams (18:55.798)
Mm-hmm.
Andrew Adams (19:01.622)
Hm. Yeah, and I think that is that that reason has there I think there's multiple reasons why that is. And one of them is that we are told in sus as a society that you're not supposed to play when you're an adult, which is silly.
Jeremy (19:17.63)
G play isn't serious. Play is not the most efficient way to get from A to B. That's their fear.
Andrew Adams (19:21.035)
Yeah, exactly.
Andrew Adams (19:26.38)
Yeah, yeah.
Jeremy (19:28.63)
And play also suggests that there's a winner and a loser. Kids are much more comfortable getting things wrong if they know what the progress path looks like to getting better at it. Adults have a much harder time. And I think that that that is a big part of why adults are not willing to do not just martial arts, but any new thing. Because they don't want to, they don't want to look foolish.
They don't want to be embarrassed. They don't want to be wrong.
Andrew Adams (19:56.331)
Yeah, they won't Exactly. That's what I was gonna say. They don't want to be wrong. They don't want to feel like they've done it the wrong way. they're gonna get laughed at, embarrassed, like all of that stuff. And kids generally don't care as much about that stuff. You know, especially the littler kids.
Jeremy (20:15.79)
Adults and children have a different relationship with discipline too, and that completely changes the tone of a class. It's it's pretty easy to apply proper discipline to children without them feeling like you have done them a disservice.
Andrew Adams (20:34.528)
Yeah. Yep.
Jeremy (20:36.898)
But you can't discipline an adult in the same way, even if they need it. And let's face it, we all need it from time to time. We all test our boundaries, maybe not as frequently as kids, but when we do it, it's gotta be called.
Andrew Adams (20:49.408)
Yeah. Yeah. And and adults in general don't like being disciplined. Period. End of discussion. They just don't.
Jeremy (20:55.308)
Yeah. Yeah. I have found that the best way to handle things with an adult, less is more.
thinking of a generic name that no one out there will think I'm talking talking about someone.
Jeremy (21:16.866)
I don't think I know any Bobs really well. Okay. Hey Bob. Mm mm.
It can be that simple. You know, just a mm-mm. And people tend to get that. And and I have found that 95 plus percent of the time, that's all that's needed. They just need to know where that boundary was. okay. Yeah. I yeah, I guess I I did kind of cross that boundary. All right. well, I know where it is now.
Andrew Adams (21:25.59)
Yeah. Yeah.
Andrew Adams (21:38.21)
Mm-hmm.
Andrew Adams (21:46.326)
Yep, and that wouldn't work for kids. not in general.
Jeremy (21:49.007)
Mo most kids. Most kids need more than a. Because that's not direct enough. It's not it's not as clearly drawn a boundary. Adults have a different relationship with what boundaries look like. And they just need to understand where they are. Kids don't always know what boundaries are. And and and let's face it, there are child rearing.
Andrew Adams (21:53.366)
Yeah, exactly.
Mm-hmm.
Andrew Adams (22:11.89)
that's a good point.
Jeremy (22:18.262)
philosophies today that are even more compromised. And so what what we, you know, twenty, thirty years ago we would have seen as standard boundaries at standard ages, that is not the true anymore. And that that does create some some challenges within our classes.
Andrew Adams (22:41.312)
Yep. they're different. They just they they are going to be different. And I think you have to treat them that way. So let's let's talk about some of the mistakes that instructors make in here.
Jeremy (22:55.7)
My my philosophy for kids is keep the energy as high as you can and keep it as fun as you can.
Andrew Adams (23:04.769)
Mm.
Jeremy (23:06.252)
And so the biggest mistakes I've ever made teaching children are doing the opposite, right? Letting the energy get too low, let and letting it get too serious. And I have found that if I do those two things really well, kids have a great class. I can take the most straightforward drills. I could have them doing single techniques moving back and forth in in rows, up and down the floor.
Andrew Adams (23:16.524)
Mm-hmm.
Jeremy (23:36.118)
And if I keep that energy ten out of ten.
Jeremy (23:41.708)
That changes everything. If I tell them, all right, we're gonna play a game. All right, ready, ready? I don't even have to tell them the rules of the game. I just use the word game and we'll get 10 minutes in before someone will be brave enough to ask the question. Has the game started?
Andrew Adams (23:56.835)
Yeah, I I think another thing is yes, kids often need that structure, but I think you have to have some variety in w how you are teaching. If if every single kid's class looks exactly the same, the kids are gonna get bored. So sometimes I'm gonna teach, I mean, I'm always teaching with hot with some energy, but
throwing in as an as a an example, a c you know, we're in doing an hour-long class, for example, and 10 minutes we're gonna teach, I'm gonna teach with no words whatsoever. Right? I mean, I can still keep that energy up even though I'm not talking, but it has changed the vibe in the and I don't do this every single class because then the kids begin to expect it or know exactly what's coming, but keeping them
Jeremy (24:35.267)
Yeah.
Jeremy (24:39.404)
Right.
Andrew Adams (24:53.664)
I don't wanna say on their toes 'cause that implies I'm scaring them. But like yeah, absolutely.
Jeremy (24:56.792)
But it it it chang it changes things. It changes the way they are perceiving the information. And that makes it different. And kids, just the way they're built, they want variety. And even if they don't need it physiologically, which I believe they do, the rest of the world tells them they do. And you gotta meet people where they're at.
Andrew Adams (25:22.432)
Yep. Yep. Absolutely. Because everybody's gonna be in a different place. So you have to meet them where they're at.
Jeremy (25:30.476)
I think one of the mistakes that we make with adults is not making class fun because we're so afraid of not teaching good information and you know, I I I I can't I can't do games with my adults. They they won't, you know, they won't participate, which I've heard, which is insane.
People overcorrect and they go too far into the series. And if you have any understanding of how people learn, if they're in ga if they're having fun, they're more likely to be engaged. If they're engaged, they're going to learn. If you want people to learn better, you make it fun. That doesn't have to mean it's trivial or ineffective. It's an attitude as much as it is the actual movements.
Andrew Adams (26:07.732)
Absolutely.
Andrew Adams (26:16.8)
Mm-hmm.
Andrew Adams (26:21.674)
Yep. And I think an important factor here is keeping in mind that the more enjoyable you make it, the easier it is for the student to feel like it's okay to make a mistake. And with kids, no problem. They have no problem with that. But adults often have a hard time making I'm putting in air quotes, making mistakes.
Jeremy (26:46.786)
I think one of the mistakes that we make i has to do with the way we handle repetition.
Jeremy (27:00.974)
Kids want repetition really only up to the point that they believe they understand it.
Their understanding as it connects to the goal put in front of you. So if you said we're gonna do front kicks until you do a good front kick, they're gonna decide, well, I'm doing a good front kick. But if you said we're gonna do front kicks until everybody's kicking above their head, for example, and and I'm not saying you should do this, but that changes things.
Now, okay, I I'm kicking above my head. Okay, they're not. That person's not. Now, that may not create the culture that you want. But adults, on the other hand, you could say,
We're gonna do front kicks. And we're just gonna keep doing them. We're gonna do them until I say we're done. Adults will say, okay, I I yeah. I mean, maybe not what I want to do, but I'm here. I trust that the instructor has a reason. And that unbounded time domain that doesn't bother adults. Kids get nervous. Well, how what do you mean we're just gonna do front kicks forever? Because
Andrew Adams (27:53.16)
Mm-hmm. Mm?
Andrew Adams (28:17.036)
Yeah.
Jeremy (28:18.828)
You know, maybe they're the kid's six and ten minutes is forever to them.
Right. So recognizing that the way they handle chunks of time, numbers, quantity of instructions, and word choice is all dramatically different. And a lot of the a lot of that stuff I think instructors tend to pick up organically, because you know, they'll they'll use certain things and it doesn't work and
most martial artists are pretty good at iterating. They go, Okay, well, that didn't work.
How about this? okay, that works. Great. And they remember that for next time.
Andrew Adams (29:05.632)
Mm-hmm. Yeah. And and I think keeping in mind that explaining more doesn't mean you're teaching better.
Jeremy (29:12.298)
No. In fact I would I would suggest that generally say less and let them do more.
Jeremy (29:25.132)
And really, I mean, all of that's just about changing delivery, right? You you you you talked about using voice versus no voice. The ease the the number one thing we have that we can modulate as instructors is how we deliver our information. Right? Whether that's the they're they're having a day, it's a full moon. There's another one. An adult class on a full moon does not.
Tend to change as much as an adult class on a new moon. But a kid's class on a full moon versus a new moon is pretty different. And if it's not different in your school, then it's probably chaos all the time. Right? Some schools are like that. changing delivery tends to give you an opportunity to reduce chaos. So I might just okay, we're all gonna face this direction.
Andrew Adams (30:09.056)
That could be.
Jeremy (30:21.076)
I might use my voice really high or low or silent. I might
I could sing the instructions, all right everybody, now we're gonna do front kicks. And
Andrew Adams (30:34.914)
Mm-hmm.
Jeremy (30:38.03)
I sense singing. I don't know what. Okay. But now I'm now I'm hanging on the words.
Andrew Adams (30:40.001)
Yeah.
Yeah, yep.
Yeah, I totally get it. by the way, if I was in that class where we're gonna kick until we can kick over a head, that's only happening if I'm laying on the ground.
Jeremy (30:53.474)
Yeah, well, could be a really long class.
Andrew Adams (30:56.562)
No, if I'm laying on the ground I can kick over my head easy.
Jeremy (30:58.733)
okay. I meant if you were standing.
Andrew Adams (31:02.614)
Ha ha ha.
Jeremy (31:04.748)
Yeah, not not a great example. That's the one that came to mind initially though.
Andrew Adams (31:07.862)
No, it's fine. It was funny, funny. What have we what have we missed out on? What have we not the audience can tell us.
Jeremy (31:12.014)
I don't I don't
Yeah, they they're they're good about that. So make sure you you you let us know. So here's here's what we want. When we do episodes like this, I think it's really important to recognize that Andrew and I are just two people and we have a good amount of experience, but we don't have all of the experience. And if you chime in, that makes us better. So here's what we want. The number one thing. Most of you are on Facebook, go to the Facebook page, Martial Arts Radio. You will see this episode was posted.
If you watch it or listen to it all you know later, you might have to search to find it. That's fine. It's still there. Drop a comment. Add to the conversation. That is really, really important. Now, maybe you've got something to say you don't want to share it publicly, or maybe you aren't on Facebook or whatever. You can email us. Jeremy at and Andrew at whistlekick.com are our email addresses. If you want to support what we do, the number one thing is make sure you are watching and listening and or listening.
To every single episode. We do two a week. And the best way to make sure you never miss one is to get on the email newsletter. Go to whistlekickmartialarts radio.com, go to the top, make sure you subscribe to the newsletter, and you're gonna get an email just twice a week that says, Hey, here's the episode. Click here to watch it, click here to listen to it. Sometimes we do some behind-the-scenes stuff in there, sometimes not. You can unsubscribe anytime, and it's free. Everybody wins.
Our social media is at Whistlekick Everywhere you might think of, and of course whistlekick.com for all the other good stuff. And with that, we are at the end. So let's say goodbye the way we've said goodbye, I think every episode we've ever done. Until next time, smile and have a great day.
Andrew Adams (32:56.482)
Train hard and have a great day.