4th Kup (Blue)

Signifies the sky towards which the plant of Taekwondo grows

Grading up to blue belt

Make sure to ask in class if there’s anything you’re unsure about!

7

Fitness Test

The fitness test aims to ensure that students meet the physical requirements to progress to the next level. The expected level of fitness increases the higher the belt. This is the first part of the grading and students will be expected to perform their techniques after it.

 

Self-Defence

Students are expected to be able to demonstrate a sufficient level of self defence for their belt. This includes technical proficiency as well as attitude toward self defence. Students are expected to show that they would be capable of defending themselves successfully.

Intermediate Level – Defence against Chokes and Headlocks

d

Line Work

Line work will include the following:

  • Spinning hook kick
  • Elbow strike
  • Knife hand blocks

 

/

Sparring

Students will spar with one another. The aim of grading sparring isn’t to win, but to demonstrate your abilities.

Students are expected to demonstrate what they have learned, to show good technique as well as control and a positive attitude.

Patterns

Yul Gok Tul
The pattern has 38 movements, which refer to Yi Ee’s birthplace at the 38th latitude; the diagram is said to represent the Chinese symbol of ‘the scholar.’ Yul-Gok is the pseudonym of the great philosopher Yi Ee (1536-1584 B.C.E.), nicknamed ‘the Confucius of Korea.’

2

One-Step

Students will be tested on one-step

b

Theory

The colour of the belt signifies the sky towards which the plant of Taekwondo grows

You could be tested on the form of techniques you are being assessed on, or have already been assessed on in previous gradings.

 

Q

Destruction

There is no destruction element in this grading.

Self defence videos (blue tag to red belt level) 

Patterns

Yul Gok

Yi Ee was born in Gangneung, Gangwon Province in 1536. It is said that by the age of seven he had finished his lessons in the Confucian classics, and passed the Civil Service literary examination at the age of 13. Ee secluded himself in Kumgang-san following his mother’s death when he was 16 and stayed for 3 years, studying Buddhism. He left the mountains at 20 and devoted himself to the study of Confucianism.

He married at 22 and a half. He then passed special exams with top honors with a winning thesis titled Cheondochaek (천도책, “Book on the Way of Heaven”), which was widely regarded as a literary masterpiece, displaying his knowledge of history and the Confucian philosophy of politics, and also reflecting his profound knowledge of Taoism. He continuously received top honors on civil exams for a consecutive 9 times. His father died when he was 26. He served in various positions in government from the age of 29, and visited the Ming Dynasty as seojanggwan ( 서장관, document officer) in 1568. He also participated in the writing of the Myeongjong Annals and at 34, authored Dongho Mundap, an eleven-article political memorial devoted to clarifying his conviction that a righteous government could be achieved.

Due to his vast experience in different offices over the years, Yi Ee was able to garner a wide vision of politics and with the deep trust of the king, became one of the central figures of politics by the time he was 40. His many documents and theses were presented to the royal court but when political conflicts escalated in 1576, his efforts proved fruitless and he returned home. Following his return, he devoted his time to studies and education of his disciples and authored several books.

He returned to office at 45 and while holding various minister positions, produced many writings which recorded crucial political events and showed his efforts to ease the political conflicts that were rampant at that time. However, King Seonjo was noncommittal in his attitude and it became difficult for Yi Ee to remain in a neutral position in the conflicts. He left office in 1583 and died the following year.

Yul Gok

Yul-Gok was well-known for his development of a school of thought concerning the philosophy of the 12th century Confucian scholar Chu-Hsi. Chu-Hsi established the concepts of “li” (reason or abstract form) and “chi” (matter or vital force). He proposed that these two concepts were responsible for all human characteristics and the operation of the universe. As he defined the concepts, they are very similar to the concepts of body and soul in found in Western philosophy and religion. The “li,” however, is not totally synonymous with the idea of an individual and can represent groups or models for each form of existence. Yul-Gok’s school of thought supported the concept that the “chi” was the controlling agent in the universe and that the “li” was a supporting component. Experience, education, and practical intellectual activities were stressed in this school of thought. The other major school of thought, stemming from the philosophy of Chu Hsi ,was fostered by Yi Hwang (ToiGye), who proposed that the “li” controlled the “chi” and stressed the importance of moral character building.

Techniques

Spinning Hook Kick

This is

Elbow Strike

Your

Knifehand Blocks

We

Techniques

Techniques