Thank you for your response. The target audience of this post was more my fellow masters and grandmasters around the world, for raising the standards and techniques we use to consider candidates for promotion. The reason for this is to ensure that the feedback given is consistent (as much as possible) between masters in the dojang and to ensure we have a description of how we do it (rather than just “make up a number between 0 and 100 depending on what you thought of it”). I’ve shared it with my students (and their parents) because I believe in openness, but they aren’t the target audience.

The principal point of a grading scheme in my mind is determining if the student can perform the techniques taught in a more pressured environment (competition is one form of this, but the range of techniques demonstrated can be limited, gradings are another). They’ll have already been through these with masters in the dojang, but doing them on the day, with an audience watching makes it tougher mentally. Feedback is given to the students many times during training and during pre-grading assessments.

We use the word “dojang” in Korean/Taekwondo over the Japanese dojo, but that’s fine. However, not all dojangs are business with customers. A lot of schools in America and Korea are, for example, but in the UK it’s more common that they are small part-time clubs. For me personally, Taekwondo is done for the love of the art and helping people, rather than for money (I want to retire having never earned a penny from Taekwondo). So, if the customers don’t like the service, they can go elsewhere — I can remain pure to my morals and standards.