Martial

Arts for ALL

Vol.02 2018
www.unescoicm.org
ISSN
IS SN : 2635-8816 j
CO N T E N TS

EDITORIAL REMARK 02

WIDE ANGLE
• LESVOS ‘Islands of Hope’ Refugee Youth Program 03
• Cerebral Palsy, No Match 07
• My Karate Journey From Kenya 09

04

ZOOM
• Gender Equity in Martial Arts 13

INSIDE ICM 23

• Second International Youth Martial Arts Camp

• International Martial Arts Photo Contest
• Second Martial Arts Research Initiative for Experts

08 • Second Martial Arts Open School

• First African Regional Martial Arts Congress
• 2018 International Martial Arts Academic Seminar
• 2018 Northeast Asia Martial Arts Forum
• ICM NEWS, e-mail based newsletter
• SNS Hashtag Campaign

2018 ICM Insight

11
Volume 2 | Publication International Centre of Martial
Arts for Youth Development and Engagement under the
auspices of UNESCO | Executive Publisher KIM Sihyun
Editor-in-chief CHOI Ickchan | Editorial Staff LEE Miso
Design and Printing NOTSUN | Inquiries +82-043-845-
8864 | Fax +82-043-850-7349 | Address City Hall 5F,
Eutteum-ro 21, Chungju-si, Chungcheongbuk-do, Republic
of Korea, 27339 | Web http://www.unescoicm.org | E-mail
unescoicm@unescoicm.org

The views expressed in the writings of ICM INSIGHT do not necessarily

15 reflect those of UNESCO ICM nor its editorial staff. An online version of ICM
Insight is available on www.unescoicm.org/eng
 EDITORIAL REMARK • 02

Enhancing Youth Development

and Engagement Through
Positive Values of Martial Arts
Established under agreement signed between the Korean government and UNESCO
on December 1 2018, ICM strives to play leading roles in international cooperation to
promote the positive values of martial arts.

Throughout the year of 2018, ICM has carried out a wide range of projects to contribute
not only in the promotion of philosophies and cultural values of martial arts for youth
development and engagement, but also in the founding goals of UNESCO which are
peace and humanity.

Martial Arts Open School provided youth in Africa and least developed countries,
an opportunity to develop themselves through martial arts training and education.
International Youth Martial Arts Camp served as a platform for youth to communicate
with each other and train both their body and mind.

In addition, the inaugural African Regional Martial Arts Congress allowed martial arts
experts in Africa, a priority region for UNESCO, to initiate in discussions related to
martial arts, marking the first step in the region to increase awareness in martial arts
for youth and women.

This year’s ICM Insight is themed upon ‘Martial Arts for ALL’ and consists of articles
that share stories of martial arts participation beyond the boundaries of nationality,
disability, gender and more. It is a great pleasure that through ICM Insight we are able
to bring values of martial arts into spotlight.

ICM will continue pursuing the spirit in which the Sustainable Development Goals of
UN were established under: Leave No One Behind. We will exert our utmost efforts to
create environments where everyone can take part in martial arts activities, implanting
the values of peace and reconciliation in the lives of youth with martial arts.

International Centre of Martial Arts for Youth Development

and Engagement under the auspices of UNESCO

Secretary General KIM Si Hyun

03 •

Among different camera lenses, wide angle allows to fit more into the frame than what can normally be seen
WIDE ANGLE
by the human eye. In this section, ICM Insight will cover a wide array of contents on martial arts.

LESVOS ‘Islands of Hope’

Refugee Youth Program
Reducing violence, increasing self-confidence, and
introducing personal and community values for social harmony.

Presenting the Budo for Kazakhstan

Peace Empowerment
Methodology for the
children and young Turkey
Greece

adults of the Kara Tepe

refugee camp. Kara Tepe
Spain Camp

Moria Camp

Nir Zamir
Algeria Saudi
Arabia

Nir Zamir is the Chief Executive

Officer of Budo for Peace, a
non-profit social harmony and Responding to the Need of and un-escorted children.

Many Thousands Naturally, as is typical with people

educational organization using

and communities in such dire

the martial arts ethical code as

The prolonged conflicts in Asia and conditions, there are consistent

a platform for promoting co-

the Middle East have generated a bouts and incidents of violence at the
existence between communities

consistently growing numbers of camps, adding short and long-term

across the diverse social

people and communities uprooted

mosaic constituting the Israeli
society. This non-governmental
organization also operates
personal empowerment programs
for children and young adults of
diverse ethnic, socio-economic
and religious origins in Israel
and throughout the region.
Simultaneously, Zamir is the Chief
Executive Officer of Kids Kicking
Cancer Israel, another non-profit
organization that uses martial arts
therapy to empower children with
cancer and other serious diseases,
and their families.
from their habitats – turning them
into refugees. Many thousands of
these refugees from Afghanistan,
Iraq, and Syria, mainly, have found
shelter on the island of Lesvos,
Greece. Thousands of these Muslim
and Arab refugee communities are
being concentrated in the island’s
Kara Tepe and Moria camps, curtesy
of the Greek government and
several United Nations and other
organizations. Inhabitants of these
camps include both stranded families
misery and threats to this displaced
and already distressed population.
Inhabitants of these camps get very
little in terms of support-programs
designed to mediate and decrease
the level of violent eruptions,
and practically no sports-related
programs that are known to have a
positive impact in that regard.
This reality was the motivation for
Budo for Peace, the Israeli non-profit
education and empowerment non-
governmental organization to explore

ways and means to better these
refugees’ lives by introducing our
‘Value-Do’ methodology to them in
the context of the ‘Islands of Hope’
program.
About Budo for Peace
Budo for Peace is a
registered Israeli non-
profit educational
organization with the
mission to promote
social harmony and non-violence
among children and young adults,
as well as train them to become
responsible young leaders in the
future. The values our educational
program include: Courtesy, Self-
Control, Integrity, Humility, Social
Harmony, Order, Responsibility,
Love for Humanity, and Respecting
the other. In Israel we regularly
empower thousands of children with
this program, already for the past 14
years, with great success. Students
of this program include Bedouin,
Christian, Jewish, Muslim, secular
as well as religious communities,
kids-at-risk, and youth with special
needs and disabilities. Throughout
our operation we have seen the
positive impact of the ‘Value-Do’
educational system over our students
to include significant reduction of
violence among them, as well as
their tendency to maximize their
individual potential, and pursue
social harmony. This is in line with
many academic studies that validate
the connection between martial
arts teaching and the reduction of
violent behavior. Sensei Robeen
Arkia, Budo for Peace’s 7TH Dan
Education Director, Chief Operating
Officer and Chief Instructor explains
that one of the reasons the ‘Value-Do’
system is so effective – is due to the
fact that it remains dynamic in the
1) For more details see www.jpost.com/Israel-News/Judo-can-mitigate-youth-violence-study-508596
2) For more details see www.ynetnews.com/articles/0,7340,L-5412189,00.html
way it evolves throughout the years,
consistently integrating input and
updates proposed by our instructors
in the field.
Unique Value Proposition
Budo for Peace has a comprehensive
educational program specifically
designed to empower kids at
risk, guide children and young
adults to develop effective self-
control; become mindful of the
individual’s responsibility within their
community; aim to maximize their
personal potential as they mature;
and practice social harmony and
coexistence. In this context, our
‘Value-Do’ methodology is the only
program in the world making use of
traditional martial arts techniques
and code-of-conduct towards
guiding individuals to embrace a set
of values and behavioral attitudes
that decrease violence and enhance
social harmony. The ‘Value-Do’
methodology integrates a set of 9
values in the application of selected
martial arts techniques and exercises,
thus educating the practitioners as
they experience what to an outsider
(C) 2018 ALL RIGHTS RESERVED, JORDAN POLEVOY, JORDAN@VEXA.COM
WIDE ANGLE • 04
would look like a typical martial arts
practice. The teaching of these values
is experienced-based, thus has much
more impact on the target audience.
One of the main impact-points
of exposing youth to traditional
martial arts practice is the reduction
in violent behavior among them –
a topic that has been and is being
consistently researched and validated
in many academic studies. One such
study has recently been shared in
the Jerusalem Post1) and similar
evidence exists in multiple dedicated
research campaigns conducted in
many countries. Budo for Peace
has in this context been awarded
prestigious ‘Regional NGO of the Year’
by the International Peace and Sport
organization based in Monaco2). A
table about extensive Psychological-
Sociological research that shows
consistent correlation between youth
exposure to martial arts practice and
the reduction of violent behavior is
provided at the end of this article.
05 •

•O
Value-Do Education on
Islands of Hope
Through our partnerships with local
non-governmental organizations
already operating in these refugee
camps, and by training of local
martial arts sensei, instructors,
of various styles to apply our
methodology, the plan is to extend
our program to about 150 children
for the first year of operations.
These children are inhabitants
of the refugee shelter-camps set
up by the Greek government and
several international humanitarian
organization led by the Israeli non-
governmental organization IsraAid,
and classes are meant to occur in
the School of Peace3) managed by
this nonprofit organization on the
island.
 ffer the kids and youth at Kara
Tepe and Moria Camp a ‘Value-
Do’ course, facilitated by local
martial arts instructors specifically
trained to provide this unique
teaching which is designed to
inspire them towards personal
empowerment, responsible
conduct as they mature, and social
harmony with their peers of any
origin. These values are especially
critical at a time in which this
audience is experiencing significant
disadvantages and individual
hardships and loss.
•O
 ffer the camps’ leaderships and
the relevant adult-community a
program designed to decrease
and minimize breakouts of violent
behaviour among the camp’s
children and youth.
• Introduce the programs participants
– and through them their parents
and communities – to the educational
content of the Budo for Peace program,
i.e. harmonious coexistent, self-
control, social responsibility, etc.

(C) 2018 ALL RIGHTS RESERVED, JORDAN POLEVOY, JORDAN@VEXA.COM

(C) 2018 ALL RIGHTS RESERVED, JORDAN POLEVOY, JORDAN@VEXA.COM

3)The School of Peace is run by IsraAid with the aim to provide quality education to the 4,000 refugee children and youth on Lesvos
Island. By cooperating with Budo for Peace, IsraAid can now add physical education in the curriculum.
 WIDE ANGLE • 06

Table 1. Overview of selected studies on martial arts and personality traits

Year Author Sample size Target group Methodology Martial Art Measured Effect Positive or Negative Effect among Martial Artists
Self-confidence, dominance,
1978 Duthie et al. 152 Karate, etc
Cross-sectional autonomy, achievement,
Positive among advanced martial artists
Konzak & (level of experience) General development(personality
1980 84 General
Klavora factors and physical well-being)
Karate
Richman & Cross-sectional (level of
1986 60 Self-esteem Positive among advanced martial artists
Rehberg experience+ performance)
Anxiety, self-esteem and social Positive among advanced and successful
1986 Trulson 34 Youth Longitudinal (type of guidance) Taekwondo
adroitness martial artists
McGrowan &
1989 107 Longitudinal (type of guidance) Karate Angry Positive among traditional martial artists
Miller
General
1990 Layton 93 Karate Trait and state anxiety
1993 Kurian et al. 30 Cross-sectional Taekwondo Anxiety and independence Positive among less successful martial
(level of experience) artists
Self-reliance and enthusiastic
1994 Kurian et al. 72 Youth Taekwondo
optimism
2003 Najafi 118 General Cross-sectional (type of guidance) Karate Humility and overall levels of hope Positive among traditional martial artists

Cognitive and affective self-

Longitudinal (school-linked Taekwondo, regulation, prosocial behavior, class
2004 Lakes & Hoyt 193 Youth Positive over time among martial artists
program) control room conduct, performance on a
mental math test

Cross-sectional
2007 Kuan & Roy 40 Wushu Self-confidence and energy control Positive among successful martial artists
(level of performance)
General
Cross-sectional Taekwondo,
2007 Wargo et al. 40 Self-esteem Neither positive nor negative
(level of experience) Karate

Taekwondo,
Cross-sectional Personal growth and self-
2009 Steyn & Roux 72 Youth Hockey, non- Positive among martial artists
(comparison different groups) acceptance
sport group

Table 2. Overview of selected studies on martial arts and aggression

Year Author Sample size Target group Methodology Martial art Measured effect Positive or Negative Effect among Martial Artists
1980 Rothpearl 152 Cross-sectional Karate Hostility
1981 Nosan-chuk 41 (level of experience) Karate Aggressive fantasy Hostility
General
Cross-sectional (level of
Daniels & Karate, Jiu-jitsu,
1990 80 experience)+(comparison Hostility
Thornton Badminton, Rugby, control Positive among advanced martial artists
different martial arts)
1991 Skelton et al. 68 Youth Taekwondo Aggressiveness
Cross-sectional
Daniels & (level of experience) Karate, Jiu-jitsu,
1992 79 General Hostility
Thornton Badminton, Rugby,
Longitudinal
1994 Edelman 15 Youth Aikido Hostility and aggressiveness Positive over time among martial artists
(school-linked program)
Lamarre & Cross-sectional
1999 51 Judo Aggressiveness Positive among advanced martial artists
Nosan chuk (level of experience)
General Cross-sectional Karate, Wrestling and
Bjorkqvist & Attitudes towards violent Positive among Male, negative among female
2001 319 (comparison different Boxing, non-contact sport,
Varhama conflict resolution karate
martial arts) no sports

Longitudinal
2001 Zivin et al. 60 Kempo Hostility and aggressiveness Positive over time among martial artists
(school-linked program)

Cross-sectional
Reynes & No difference compared to control(judo more
2001 150 (comparison different Judo, Karate, control
Lorant anger than control)
martial arts)

Reynes &
2002 8 Judo, control Negative compared to control group
Lorant(a)
Longitudinal
Reynes & Aggressiveness No effect compared to control, positive effect
2002 9 Youth Karate, control
Lorant(b) compared to judo

Reynes & Longitudinal (comparison

2004 43 Judo, Karate No effect among karate, negative among judo
Lorant different martial arts)

Boxing, Weightlifting,
Endresen & Violent and antisocial
2005 477 Longitudinal Wrestling, oriental martial Negative among martial artists
Olweus behavior
arts, non-participants

Cross-sectional
2007 Wargo et al. 40 General Taekwondo, Karate Aggressiveness Neither positive nor negative
(level of experience)

Cross-sectional
Taekwondo, Hockey, non- Verbal aggression and
2009 Steyn & Roux 72 Youth (comparison different Positive among martial artists
participants hostility
martial arts)
07 •

Cerebral Palsy, No Match

Adaptive Martial Arts

F. Darrell Mattingly When people hear the term ‘Adaptive
Martial Arts’, they tend to have a
mental image of what it is, which
may not be the correct vision. All
F. Darrell Mattingly, born with

martial artists have strengths and

Cerebral Palsy, uses a walker and

weaknesses. The goal of adaptive

motorized wheelchair to get around.

martial arts is to build upon the

At University of Kentucky in Lexington

strengths using martial arts principles

he received two Bachelor’s Degrees in

without harming the art itself. I

Computer Science and Mathematical

don’t like the term ‘adaptive martial

Science with a minor in Statistics and

arts’, because I feel martial arts is

is a web designer and developer at the

for everyone and any martial artist

University of Kentucky. Mattingly is a
Nidan (2nd degree black belt) in Tracy’s
Kenpo and is a member of diverse
organizations such as AMAA(Adaptive
Martial Arts Association)1) that help
people with disability.
adapts their martial arts to match
their skill set. But in a formal training
setting, if you make changes to the
adopted curriculum – it is deemed
adapted or modified.

Adaptive Martial Arts
Training
As a child of the 1970s and 80s, I
grew up watching martial arts shows
and movies which got me interested.
At that time, training someone with
a disability was unheard of.
So, my training was solely informal.
I began training myself using books.
Looking back, the ‘training’ –if you
call it that—was horrible. With the
knowledge and understanding
I have now, I would say it was
horrible because I didn’t understand
the concept of adapting techniques
to my needs.
For example, a bearhug-a bearhug is
a type of attack where the attacker
uses a firm and rough embrace
to control you from the rear- is
not practical for someone in a
wheelchair. Whether the person
in a wheelchair is the attacker or
is being attacked, a strong enough
embrace to control the person is
near impossible. So the original
technique is not practical. However,
I was so focused on getting the
movements exact that I didn’t
see the benefits of the underlying
principles each technique intended
to teach. Despite these difficulties in
training, I was just happy that it fed
my desire to learn martial arts.
At the age of 31, I began training
in Tracy’s Kenpo after reading a
local newspaper article about a
school owner who had a similar
disability. However, it was not until
my new instructor, master Steve
Finn, took over that I felt like I was
actually starting to achieve my
goals. Master Finn made adaptions
to techniques, focusing on ‘what
worked’ for me instead of taking
a ‘by-the-book approach’, while
still honoring tradition. In Tracy’s
Kenpo, we have a technique called
‘7-swords’. ‘7 Swords’ involves 7
open hand strikes. In this technique,
the steps and weight shifts increase
the speed and power of the strikes.
My adaptation of this technique
includes keeping the hand strikes
but removing the foot movements.
This still teaches the hand strikes
and is still effective. Thus we are
honoring the original while making
it work for me.
This taught me that the right
teacher is the key to success. I
began to advance in grade then

1)AMAA is a not for profit organization which strives to provide resources to both martial arts students and instructors alike.
If a potential student with disability wants to start training, AMAA tries matching them with training opportunities in their local area.
For instructors AMAA provides training and guidance when they have question on a disability or on adapting their content.
 WIDE ANGLE • 08

rank and soon began to integrate

into the ‘Group Class’ setting. At first
the other students were nervous
working with me because I was
the only adaptive martial artist at
the school, but before long I was
‘just another student’ and began
teaching others about the principles
and techniques of adaptive martial
arts. I have seen many physical and
emotional benefits as a result of my
training. I fit in and have a sense
of accomplishment every time I
train. Truly, it is the only place I feel
at total peace and like I belong at
the Dojo. Recently, I have started
training Kali to add stick and blade
to my Kenpo.

Martial Arts Training

Advice to Others
As with anything in life, martial arts It's merely just a difference of martial artists should remember
is a journey. We all must walk our weakness and strength. Everyone they are not in completion with
own path. I wish to help you find has different weakness and strength. anyone, except themselves. The
your own path. Disabled or not, the Rather than making comparisons ultimate goal of a true martial artist
first question to ask when deciding with others it’s important to find, is not to be better than anyone
what martial arts to learn, is ‘Why m a ke a n d u n d e r sta n d t h e s e else, but to be better than you were
do I want to train?’ Is it for health, differences within yourself. All yesterday.
sport, or self-defense? This answer
will help narrow your options.
Then ask yourself, ‘What are my
personal strength and weakness?’
You will choose a martial art that
should maximize your strengths.
For example, if your weakness is not
using your legs, then you won’t want
to focus on a purely kicking system.
After narrowing your choices based
on your desires and abilities, you
will need to investigate teachers.
Your choice of your teacher is your
key to success. He or she must
have a complete knowledge of the
system and be capable of seeing
your ability. When approaching a
new technique, ask these questions,
‘Is it practical?’, ‘What is the lesson
it teaches?’, ‘How do I make it work
for me?’ Remember, martial arts
is a journey. Whether you have MARTIAL
disabilities is not important.
ART
09 •

My Karate Journey
From Kenya
Lona Apiyo Abiero

Lona Apiyo Abiero, from Kenya, is

a committee member of the Kenya
Karate Federation, metropolitan
region. She is currently a national
Karate and Tong-il Moo-do athlete.
She plays for the Dilpack Karate
Club and has had the chance to
represent Kenya in both national
and international championships.
Currently, she is working as a
freelance personal trainer and
Karate instructor at Smart Gyms in
Nairobi, Kenya.

Start of My Journey
For relatively some time in high
school, I was a prey of emotional
victimization and bullying. Many
can surely attest that this is the
most agonizing and traumatizing
form of bullying. I could not
protect myself or inform the school
management about it. These four
years were marked with in and out
of depression and I was full with
rage and anger. This made my
performance drop badly from grade
B to C.
Through domestic issues, my
parents separated when I was 5
years old. My mother had left and
got remarried in Uganda, a different
countr y. My anger grew when
my father passed away in 2012. I
was only 22 years old, pursuing a
bachelor’s degree in Journalism and
Mass Communication at Masinde
Muliro University. Not only did I have
to drop out of university due to lack
of funds, I had lost a best friend, a
home, and basically, my whole life
was lost.
In 2015, when I was walking back
home from work, I heard people
shouting in some building in Kisumu
polytechnic. I peeped through, and
saw them punching and shouting
at the same time. Next day, I went
to check in again, and the instructor
offered me a lesson for free and
that is where my Karate journey
began. Within two month of Karate
training, my anger towards life
reduced. Punching and working out
helped relieve me, and I could focus
on myself more. I started going for
championships, and I was winning.
My priority had changed and instead
 WIDE ANGLE • 10

of idling, I just wanted to train and year, I was injured during a Karate
train and challenge myself in the tournament and I had to undergo a
ring. I gained back my confidence. I minor surgery.
was able to recover my self-esteem. I had to use crutches to walk and
I had doctors’ appointments after
When my relatives heard I had
started learning Karate, they
ex p re s s e d n egat i ve o p i n i o n s
claiming I was out of control, now
The aim of Karate is not to injure an opponent
that I didn’t have a father. This was
in line with a strong stereotype in but to learn discipline and give utmost respect
Kenya that martial arts, including
Karate are all about fighting and to life as you seek perfection in character.
violence. Some even said I would go
mad because of one famous female
Kenyan boxer called Conjestina
each single day. This meant that I
Achieng who is now suffering from
could not go to work anymore. But
mental issues and cannot continue
my relatives played a big role in
boxing. In Kenya, many believe
helping me pay my hospital bills and
that martial arts can cause mental
they gave me support throughout
problems, and even lead to death.
the three months in recovery. I
However, Karate is not all about
believe this change happened
fighting. The aim of Karate is not
because my family had witnessed
to injure an opponent but to learn
the positive power of Karate.
discipline and give utmost respect
to life as you seek perfection in
character.

Now my family, including my

relatives, has become my number
one support system. They have
shown great interest in my
performance and I even teach my
three and four year old cousins. Last
11 •
Story of the
Dilpack Karate Club
Sensei Dan Wara, my coach who
had offered me free Karate lessons
in 2015, and is still doing training
for free changed my life. When
I asked him why, he told me his
story. How he struggled during his
days, how his age mates mocked
him back then for choosing Karate.
How he managed to escape from
peer pressure which comes together
with crime, promiscuity and drug
addictions.
They were born in the slum, the slum was
not born in them. And through martial arts
and our proper guidance, they are making a
change now.
He was working as an engineer at
an industry at Mukuru Kwa Njenga,
a slums. Kids in East of Nairobi. He
saw the poor living conditions in
the slums. Kids were not going to
school, and crime rate, prostitution
and drug abuse was so high. He
started talking to the kids and that’s
where he started teaching Karate
to two boys who soon brought
along their friends and siblings.
After seeing the living condition of
these children, he wanted to help
them and decided to offer free
Karate lessons to more children. So
he started a small Karate Club on a
plain grass field. But when raining
season started, they had nowhere to
go.
At that time, he was now working at
about the situation and decided
to help. He offered the Karate Club
Dilpack Kenya, a subsidiary of the members a space within the factory
Van Dillewiin Group in Netherlands at the vehicle parking lot with a
that focuses on printing, packaging rooftop.
and exporting goods. The General
Now the Dilpack Karate Club has
Manager at Dilpack Kenya heard
grown. Six out of fifteen members
 WIDE ANGLE • 12

of the Kenya National Karate Team

are from this Club. The Dilpack
Karate Club receives donations of
new uniforms, clothes, and shoes
that increase a sense of belonging
to the learners. Because martial
arts is not only about fighting,
but about self-discipline, the Club
keeps track of their students and
monitors their school performance
which in most cases have improved.
It also contributes in raising social
participation through martial arts.
By including mind games, and
dancing time in the Karate lessons,
they help youth learn team building
and cooperation skills.

Life in the Kenyan slums is marked

w i t h l a c k o f wate r a n d p o o r
sanitation and sometimes even lack
of soap, hence we decided on a
laundry day. Kids bring their Karate
uniforms and school uniforms to
wash every Sunday. We uphold
discipline, and cleanliness is key.
Free Karate Lessons in Kenya
Being dirty and unkempt, according
to martial arts makes day to day life In Kenya, living conditions are very low. Many people live from hand
associated with indiscipline. The to mouth. The little cash is used to buy food and pay school fees;
kids here at the Club must have hence paying for Karate is like luxury. Nonetheless, martial artists in
clean uniforms, clean nails, short Kenya believe in the positive roles martial arts can play. So there are
and neatly combed hair and that many instructors in Kenya who work as volunteers. These instructors
is our first rule. They were born in go looking for street kids in slum areas and offer free lessons. Now I
the slum, the slum was not born am also offering free Karate lessons at Smart Gyms where I currently
in them. And through martial arts work at as a freelance fitness instructor. Among my students are three
and our proper guidance, they are Muslim women who have experienced bullying in public places whom I
making a change now. am teaching self-defense also once a week in their compound.

My main aim is to promote martial arts especially to women and

youth. This is because first, martial arts can teach self-defense. In
dangerous areas, women are exposed to sexual assault and crimes.
‘Karate Grannies’ in Kenya is a good example of elderly women
learning to protect themselves from rapists, when sexual crime against
people over sixty is increasing in Kenya. Martial arts can help empower
people regardless of their gender, to protect oneself and fight against
these offenses. It also teaches discipline and principles. I believe this
can help decrease the number of young prostitution rates. If there is
anything I could ask for, it’d be one center or one building with basic
training equipment for children with different needs to participate and
learn Karate. For instance, separate space for Muslim women who feel
uncomfortable while taking lessons because of having to learn in the
same space as their opposite gender.
13 •

Among different camera functions, zooming in allows to focus on a main object making its surroundings look small.
ZOOM
In this section, ICM Insight will zoom-in and focus on in-depth contents.

Gender
Equity in
Colin Higgs, Ph.D

Martial
Dr. Colin Higgs is Professor Emeritus in
Sport and Physical Education at Memorial
University, St. John’s, Canada, and a

Arts
Member of the Canadian Long-Term
Athlete Development Expert Group. In
addition to his work in sport performance
he is heavily involved in using sport for
positive youth development in developing
countries. He is the author of more than
100 publications, and is a well-known
speaker at international conferences.

I am neither a martial arts expert Equality v Equity same hurts those who are different,
nor an expert on gender equity. My and those who have had fewer prior
recent background is in Long-Term While similar, equality and equity are opportunities to develop skills. The
Athlete Development 1); a process different in important ways. Equality difference between equality and
developed in Canada to ensure the means treating everyone the same equity is illustrated below.
optimum development of Canadian – and in many circumstances this
youth and adults regardless of is the right thing to do. In other
whether they aspire to be high circumstances treating everyone the
performance athletes, or just want to
take part in the sport of their choice
Figure 1 : Equality and Equity – similar but different
for health and personal enjoyment.
In the past 15 years of working on
this project, much has been learned.
One of the key lessons learned, is
that training males and females
in the same way guarantees that
the training for either the males or
the females will be sub-optimal.
Because most coaches and martial
arts leaders are male, and the
majority of martial arts participants
are also male, it is often the
instruction and training of females
that falls short. Equality - Treating everyone the same Equity - Providing the same opportunity

1) For more details see www.canadiansportforlife.ca

 ZOOM • 14

Gender Equity in Growth and development differences

Martial Arts •Including the optimum time in female development for

training speed, strength, endurance and flexibility.
Since gender equity, by definition,
means providing every martial arts Female-specific and female prevalent injuries
participant with what they need
•Physical injuries to which females are more susceptible.
to be successful, gender equity
means training males and females •Hormonal issues associated with energy intake and energy
differently so that each can reach expenditure during high intensity training.
their full potential.
Psycho-social coaching differences.
While there are many areas of
•Psycho-social differences among females and males on how
training in which females require
they react and respond to coaching and training.
a different approach, three of the
most important are:

Growth and Development Table 1 : Stages of sport related development

Differences Stage of Growth Approximate Age Sport Related Development Notes

•Developing basic human

Children are NOT miniature adults
and care must be taken to ensure
that their training, in martial arts
and other sporting activities,
is appropriate to their stage of
physical, mental, social, and
emotional development.
Although growth and development
is continuous and for the most
Early Birth to age 6± in movements. Little to no involvement
childhood males and females. •Love of being physically in organized sport.
active.
Mastering fundamental Important for child to
Middle •6-8 for females. movement skills such as be engaged in a wide
childhood •6-9 for males. running, jumping, kicking, range of different sport
throwing, catching, etc. and physical activities.
•8 to the start of adolescent
growth spurt in females Learning a wide range of sport A time when the
Late childhood
(often around age 11). specific skills in many different human body is
•9 to the start of adolescent sports – including martial arts optimized for learning
growth spurt in males (often for those who are interested. physical skills.

part gradual, a child’s journey to around age 12).

adulthood can be broken down into •Early developers may

several phases.
•Start of the adolescent
growth spurt until rapid
growth slows down and
Adolescence/ stops.
Puberty
•Often around ages 11- 15
for females and 12-16 for
males.
•Increased focus on one or two start puberty more
sports – including martial arts
for those who are interested
– and the development of
highly skilled movement
patterns.
•Age at which specialization in
a specific martial art is to be
encouraged.
than 4 years earlier
than late developers.
•Important to
organize training
and competition so
that early and late
developers are both
encouraged to remain
in the sport.

Muscle strength
Specialization in single increases faster than
martial art, and on a style bone development
Post Late teen years into early
of performing, coupled making athletes
adolescence 20s.
with increasing success in susceptible to bone
competition. and joint injury early in
this stage.

Variable ages, with peak Focus on increasing success for

competition performance those involved in competition
Adult
usually seen in the late 20s and striving for success at the
or early 30s. world level.
15 •

At each stage of development the instructor must take into consideration four different areas on which
the athlete should be working. Those areas are:

Technical Development
These are the skills of each martial art. This is usually the area of development on which most
time is spent, particularly at the late-childhood, adolescent, and young adult stages. It is often
the area of sport development in which instructors have great knowledge, and the confidence
that they are doing the right thing.

Tactical Development
These are the strategic and tactical decisions that the athlete must make, and this decision-
making ability is often the difference between champions and runners up. However, brain
development determines how well the athlete is capable of dealing with tactics and strategy.
Before the age of approximately 11-12 children are not capable of abstract thinking. They can
deal with concrete tactical decisions such as, ‘if your opponent does this…then you do that’,
but their brains are not capable of dealing with more abstract ideas, such as, ‘try to draw your
opponent forward and then move it’.

Sport Psychology Development

To be the best they can be, athletes need exceptional sport psychology skills, and because
these skills are related to brain development, different sport psychology skills need to be
introduced and developed at different ages.

Physical Capacity Development

There is emerging research that suggests that while all physical capacities can always be
developed through training, there are times during growth and development when the body
of the athlete responds better to certain types of training. There appear to be optimum times
during growth for the development of:

Hand and Whole body

Stamina Strength Endurance
foot speed movement speed

And the optimum period of development for each capacity differs between males and females.
 ZOOM • 16

Figure 2 : Increase in body height and the adolescent growth spurt Understanding Growth
The green line above shows the
200
Height, measured on each birthday
24.0

Adolescent Growth Spurt

height of a martial arts participant
each year on their birthday. If you

How much individual has grown since last birthday (cm/year)

look carefully you will see a rapid
150
18.0 increase in height around age 13
to 16. This is called the adolescent
Early growth slows rapidly
growth spurt.
Peak Height Velocity (PHV)
If, instead of measuring how TALL
Height (cm)

100 12.0 the participant is, we measure HOW

Adolescent Growth Spurt MUCH THEY HAVE GROWN SINCE
THEIR LAST BIRTHDAY, we get the
Consistent growth
red line.
during childhood
The red line shows the adolescent
6.0

Growth: Height gained since last birthday growth spurt more clearly, and
50

when the martial arts participant

Growth stops in early adulthood.
0 0 is growing the fastest - in this case
just after their 14th birthday - this is
called their PEAK HEIGHT VELOCITY.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Age (Years) For both males and females CERTAIN

TYPES OF TRAINING are best done
BEFORE or AFTER the age of peak
For both males and females CERTAIN TYPES OF height velocity (PHV).

What is best done before or after

TRAINING are best done BEFORE or AFTER the
PHV is different for males and
age of peak height velocity (PHV). What is best females.

done before or after PHV is different for males and

females.

Coaching Females Figure 3 : Periods of increased sensitivity to training of different capacities

Emerging evidence has shown Peak Height Velocity (PHV)

clear differences in the way females
respond to coaching. Research
shows that females, particularly
teenage females, are often reluctant
to make a real effort in sport
because of fear of being rejected Stamina

by other females who might see Skill Development

them as ‘trying too hard’. This is Endurance
different from what happens with Flexibility

males, where making a real effort Speed 1 Speed 2

to be good at a sport leads to
Strength
improvement and success, and this •Speed 1 : Is the speed of limb movement: the
success leads to being well accepted speed of moving hands, arms, feet, Strength
by the other members of the sport and legs.

club. This difference in effort and •Speed 2 : Is the speed of moving the whole
body: starting, running, stopping,
acceptance between males and
spinning, turning, changing direction.
females is shown below.
17 •

Figure 4 : Coaching for effort in What Coaching Females Differently Means

males and acceptance in females
for the Martial Arts Leader
To get female participants to maximize their effort and reach their full potential,
When Coaching Males the early stages (in particular) of instruction and coaching need to focus on,
Coach for EFFORT ‘coaching for acceptance’. This is generally not the way male coaches approach
Effort
coaching! Coaching for acceptance means:

 reating a training environment with a climate of acceptance and social

C
connection.

 roviding time for social connections before, during and after training
P
sessions. This often contrasts with the ‘let’s get on with it’ approach of many
male instructors, who sometimes see female athletes who are chatting, as
Acceptance Results
‘wasting their time’ or being disrespectful.

Committing to the  ales are generally more interested in the ‘what to do and when to do it’
M
dojo, trying hard when learning a new martial art skill, while females often learn better when
• Effort
in training, and
they are provided, and understand, the ‘why and how’ of a new skill.
practice
Making good
• Results progress in the
 emales often want to receive more detailed feedback on their performance
F
martial art
than males, and when that feedback is not provided may feel that they
Feeling part of the
don’t really understand the skill, or are being ignored by the instructor.
dojo, being accepted
• Acceptance
by others around
them

Test your knowledge of coaching females

When Coaching Females
At the end of this article there is a self-test for instructors and coaches.
Coach for ACCEPTANCE
It is worth taking if you want to understand how your teaching and coaching is
helping, or hindering, female participants.

Acceptance

Results Effort

When they feel

accepted they
• Effort
commit to make a
real effort
Participating and
• Results training to their full
potential
Feeling part of the
dojo and being
• Acceptance
accepted by others -
around them
 ZOOM • 18

Protecting Females from Injury

Females are susceptible to many of the same injuries as their male counterparts, but also to some female-specific
injuries, or types of injury that are more common in females. Given the nature of martial arts, the following types of
injury require attention.

Concussion
Participants can get concussions from banging heads, from being hit or kicked in the head, or from
striking their head during falls. Females, particularly teenage females, appear to be more susceptible to
concussion injuries than males of the same age who receive the same head impact.

• Protection : Use well-fitted head protection during sparing and competition, and practice safe techniques.
• Know what to do : Have a concussion protocol in place, and do not let player return to competition, or
practice, until it is safe to do so, and the player has been medically cleared to take part
in martial arts. A basic concussion protocol can be found at the end of this article.

Mechanical Injury
Females are prone to short-term and long-term injury to the ligaments in their knees(anterior cruciate
ligament), the patellofemoral joint, and around the shoulder.

• Protection : Injuries can be reduced through developing sport-specific movement abilities, along with
strength and conditioning (particularly core strength), balance and flexibility.

Psychological Injury
These are the feelings of unfair criticism, self-doubt, failure, and rejection that increase the likelihood
that a player will drop out of the club and/or the sport.

• Protection : Instruct and coach to create a positive environment where social connections are
enhanced. Balance positive and negative feedback - with more positive than negative.
Build martial arts skills to increase confidence and where possible provide positive female
role models.

Energy Balance Injury

Poor eating habits and cutting down on food intake to lose weight reduces the ability to train and compete,
and can harm growth and normal development.

• Protection : Educate your players that healthy eating is the most important goal, and that they need
adequate food energy to train, play, maintain their menstrual cycle and to ensure good
bone health. High-level training with inadequate food intake can lead to what is known as
the Female Athlete Triad.
19 •

The Female Athlete Triad

When females train hard (with or
without restricting food intake),
some females will experience THREE
related body changes:

Reduced hormone production

Menstruation becomes
intermittent or stops

Bone is reabsorbed, and stress

fractures become more likely

It is the long-term damage to bones

that is most important since it can
lead to brittle bones later in life.

Understanding the Triad

The stress on the body created by
training, especially when a female
athlete is trying to lose weight to
make a weight class in competition,
causes changes in the chemicals
released in the brain. These
chemicals are carried by the blood
to all the other organs in the body.
There are two consequences as
the circulating chemicals cause the
body to produce: More stress and
fewer reproduction hormones.
As a result of the reduction in
re p ro d u ct i o n h o r m o n e s , t h e
female athlete may fail to ovulate
(with associated disruption of
menstruation – which becomes
More stress hormones
Fewer reproduction hormones
irregular or stops) and more importantly in the long-run this
increases the reabsorption of bone. When bone is reabsorbed
there is an increased risk of stress fractures in the short-term,
and an increased risk of the female athlete developing brittle
bones as they age.
When energy balance is restored (decreased training intensity
and/or increased food energy intake) normal menstruation
rapidly returns in most cases. The loss of bone, however, is
longer lasting or permanent, and it is for this reason that care
should be taken to ensure adequate food-energy intake for
female martial arts participants, especially those training at
high intensity for competition in weight classes.
 ZOOM • 20

About Concussion and Concussion Protocol for Martial

Arts
Concussion is damage to the brain that can lead to many different symptoms.
Anyone who gets a head injury should be seen by a doctor as soon as possible,
and it is critical to seek medical assistance if symptoms get worse at any time.

The most common symptoms are:

Thinking problems such as

• Not knowing where they are, or the time, or what
happened to them
• Being generally confused
• Being knocked-out (although this is not necessary
for concussion to occur)

Athlete complaining about

• Headache or dizziness
• Feeling dazed, seeing stars or flashing lights
• Hearing ringing in their ears
• Decreased vision, seeing double
• Stomach ache, stomach pain or feeling sick

Other things you might observe

• Poor coordination or loss of balance
• Having a blank stare, rather than looking at things
• Slurring their speech
• Being slow to respond to questions or directions
• Showing inappropriate emotional responses
• Noticeable decrease in martial arts performance

How long do symptoms last?

Symptoms often last a week or more but may last much longer. In general
Concussion the more severe the concussion the longer symptoms last, but there is great
variability between individuals in how fast they recover. Sometimes athletes can
of the brain take many weeks or months to heal completely, and repeat concussions often
take longer to heal.

Concussion Treatment
The most important treatment for concussion is rest, and this means both
physical rest, and resting the brain from cognitive tasks.

Returning to Martial Arts following concussion?

It is very important that you do not go back to martial arts if you still have any
concussion symptoms.
21 •

Return to Martial Arts needs to be careful and progressive

Return to activity must follow a step-by-step approach:

No physical or cognitive activity. Complete rest.

Once symptom-free and cleared by a doctor, go to step 2.

Light exercise such as walking or stationary cycling, for 10-15 minutes.

If symptoms return go back to previous step.

Light physical activity for 20-30 minutes, for example walking or

swimming. NO CONTACT ACTIVITIES. If symptoms return go back to
previous step.

Light martial arts activities, practice techniques, movements or drills,

and other activities with NO CONTACT with other players, and no falls.
If symptoms return go back to previous step.

‘On the mat field’ practice with light body contact, once cleared by a
doctor. If symptoms return go back to previous step.

Game play. If symptoms return go back to previous step.

Regardless of how the athlete feels, they MUST spend at least

one day at each step before progressing to the next.

· For more information about Long-Term Athlete Development | www.canadiansportforlife.ca

· For more information about coaching females and about the female athlete triad | www.caaws.ca
· For more information about concussion | www.parachutecanada.org/home/print/2346/
 ZOOM • 22

Female Friendly Martial Arts

- Self Assessment Checklist for Leaders -
Yes No On your own, and in private, answer each of the questions below as honestly as you can.

1. Have you taken the time to educate yourself about the psychological factors that are
□ □
important to female athletes?

2. Have you educated yourself about the injuries and health issues that are more common in
□ □
females, and have you adjusted your training to take them into account?

3. Are you committed to the long-term development of ALL martial arts participants and not
□ □
focus attention on those with the most talent?

4. Do you deliberately coach to create the best atmosphere for training and competing -
□ □
instructing players on what to do to improve rather than focusing on what they did wrong?
5. Do you create an inclusive environment and actively manage relationships between and
□ □ among participants? Do ALL players feel welcomed and appreciated for what they bring to
the club.
6. Do you mix up partners and small groups during practice and training so that everyone
□ □
trains with everyone else and cliques don’t form?

7. Do you organize social opportunities for your participants outside of formal training and
□ □
competition so that they really get to know each other?

8. Do you treat all of your players equally, with the same rules applying to your best and least
□ □
talented participants if they break the rules?
9. Do you have ZERO tolerance for bullying, for harassment and for words or actions that show
□ □ sexism, racism, or lack of tolerance for participants who are different because of sex, race,
religion, poverty, or other reason?

□ □ 10. Do you treat ALL players with respect ALL of the time?

Count the number of ‘Yes’ answers you gave yourself.

Score of 8-10 Score of 5-7 Score of 2-4 Score of 0-1

You understand how to
coach young women to
make them feel part of
the team, and to perform
at their best.
You are on the right track,
but need to brush up on
the latest information on
how best to coach female
athletes.
Time to educate yourself Perhaps you should not
about coaching females - be coaching females until
and to put what you learn you have updated your
into practice. coaching education.

Based in part on and adapted from, “Recommendations for High Performance Coaches and Leaders
Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS)”
23 •
As a UNESCO Category 2 Centre in the Social and Human Sciences Sector, ICM strives to contribute in youth
development and engagement through martial arts. In this section, ICM Insight will introduce a range of activities
INSIDE ICM carried out during the year.
Second International
Youth Martial Arts Camp
International Youth Martial Arts
Camp (IYMAC) was hosted by ICM
from August 8 to 13. About ninety
participants from six countries –
Bulgaria, Canada, China, Korea,
Malaysia, and Singapore – joined
in activities such as martial
arts exchange sessions, special
lecture from the Korean National
Commission for UNESCO, visit to
the World Martial Arts Museum,
etc. This year the participants were
guided by a group of Supporters
consisting of 12 Korean high school
students as part of the centre’s
efforts for youth empowerment.
IYMAC was initiated to gather
young martial arts practitioners
from all over the world to provide
a platform for cultural exchange
and creating friendships. ICM plans
to continue developing projects
d e s i g n e d to p ro m ote y o u t h
development, leadership and
cooperation skills based on the
philosophies and cultural values of
martial arts.
Second Martial Arts
Research Initiative for
Experts
ICM’s Martial Arts Research Initiative
for Experts (MARIE) took place
from July 2 to August 20, where
nine martial arts experts from nine
International Martial countries – Bahrain, Belize, Kenya,
Korea, Kyrgyzstan, Laos, Nepal,
Arts Photo Contest Uzbekistan, and Vietnam – shared
their knowledge and experience as
instructors and discussed how to
further develop themselves. Notably,
four female martial arts experts
participated in this year’s program
to speak for women in martial arts
training. During the program, the
participants took classes on the
theories and practice of martial
An International Martial Arts Photo
arts and participated in a range of
Contest was initiated by ICM from
cultural activities and experience.
June 1 to August 31, under the
MARIE was initiated with aim to
theme of the words ‘Martial(武)’
help instructors foster capabilities to
and ‘Arts(藝)’. The objective of
empower youth as leaders of change
the contest was to identify and
and social engagement.
showcase photos that visually
express the values and importance
of martial arts for world peace and
development in creative ways. 38
winning entries (one grand prize,
one gold prize, two silver prize,
eight bronze, and 26 selection
prize) were selected by a judging
panel which consisted of experts
in the field. The grand prize winner
was Sudip Maiti who presented
‘The Art of Self Defense’. Winning
photos are displayed on the official
website of the contest.
 INSIDE ICM • 24

Second Martial Arts

Open School
ICM’s Martial Arts Open School was
held in Kenya (June 25 – August
3), Jordan (July 9 – August 17),
Kyrgyzstan (August 17 – September
9), and Canada (September 16 –
November 16). For each country,
selected Korean or local martial arts
experts provided training classes
at least three times a week. More
than total 400 people took part in
the classes, which focused on African Kenpo in Kenya, Taekwondo in Jordan and Kyrgyzstan, and Taekkyeon in Canada.
Martial Arts Open School is designed to foster North-South cooperation, and increase the interest and participation of
women and youth in martial arts in countries that have insufficient infrastructure for martial arts education.

2018 International Martial Arts

First African Regional Martial Arts Academic Seminar
Congress

The International Martial Arts Academic Seminar (IMAAS)

ICM in cooperation with the Kenya National Commission
for UNESCO, held the first African Regional Martial
Arts Congress in Nairobi, Kenya from October 23 to 24.
The congress consisted of five sessions, and the topics
covered the status and challenges of martial arts in
Africa, and African youths’ martial arts activities and
social engagement. Martial arts experts, government and
UNESCO officials from 13 countries attended the congress
and discussed the structure and activities of martial
arts networks in Africa. The inaugural African Regional
Martial Arts Congress is expected to make contributions in
building and expanding martial arts networks in Africa.
held on November 30, by ICM focused on the meaning and
role of martial arts in modern society. The seminar started
with a keynote speech on ‘Martial arts and traditional
sports and games’ by Principal Finn Berggren from Gerlev
Sports Academy. Presentations were followed by Professor
Andreas Niehaus from Language and Culture Department
at Ghent University, on ‘Karate as an Olympic sport and
intangible cultural heritage’ and Professor Na Young Il from
Seoul National University who discussed the role of martial
arts in a world of war and peace. Senior Lecturer Dr. Alex
Channon in Physical Education and Sport Studies at the
University of Brighton finished the presentation sessions
with the title ‘Love Fighting Hate Violence (L.F.H.V.).’ IMAAS
intended to provide a platform to trigger multi-faceted
discussions over martial arts.
25 •

2018 Northeast Asia ICM NEWS, e-mail based newsletter

Martial Arts Forum Starting this year, ICM sends
subscribers, UNESCO Field Offices
and National Commissions, etc
‘ICM News’, an on-line e-mail
based newsletter featuring various
contents such as martial arts related
news, and writings from experts
in diverse fields. Distributed in
유네스코 후원 청소년 발달과 참여를 위한 국제무예센터는 무예 분야 유일한 유네스코 July, September and November in
2018, the contents are uploaded on
후원 카테고리 센터입니다. 유네스코 국제무예센터의 활동에 대해 더 알고 싶으시면
홈페이지를 방문해주세요.

ICM and the Mongolian National ICM’s official website, ‘ICM News’
Centre News Here we share our Centre's latest news.
board. ‘ICM News’ is shared in two
Commission for UNESCO hosted
the 2018 Northeast Asia Martial Arts languages, English and Korean.
Martial Arts Research Initiative for Experts Programme Completion
Ceremony

Those interested can subscribe for

The Completion Ceremony for MARIE(Martial Arts Research Initiative

Forum from December 13 to 14 in

for Experts) was held on August 10. Nine martial arts experts from
nine countries had chance to exchange knowledge and experience as

the English version of ICM News on

martial arts instructors and was able to further develop themselves.

Ulaanbaatar, Mongolia. Martial arts

experts, government and UNESCO
International Youth Martial Arts Camp Completion Ceremony
The completion cereomony for the IYMAC(International Youth
ICM’s official English web-site, and
officials from five countries - the Korean version on the Korean
Martial Arts Camp) was held on August 12. About 80 youth from 6
countries had a chance for cultural exchange learning each other's

website.
martial arts during five days and six nights of the camp. For youth

Democratic People's Republic of

capacity building, this year’s camp organised a group of supporters
that consisted of 12 Korean high school students.

Korea, Japan, Mongolia, People's

Republic of China and Republic of
Korea - participated in discussions
on the history and current situation
of martial arts in Northeast Asia,
#ICmartialarts
and ways to increase youth and
women participation in martial
SNS Hashtag Campaign
arts. The forum was organized
to provide a platform for sharing
knowledge and information, and
contribute in peace-building for the
five countries of the Northeast Asia
Region.

ID : UNESCO ICM

Facebook Instagram YouTube Twitter

ICM has launched the ‘#ICmartialarts’ campaign on social networks aiming to

encourage people to post martial arts related content on their social networks,
thereby increasing awareness and highlighting the presence of martial arts in
our daily lives. Those who wish to participate in the campaign can simply post
a photo related to martial arts, such as martial arts performances, uniforms, or
gears, with the ‘#ICmartialarts’ which means to be able to see martial arts with
your eyes. ICM currently has SNS pages on Facebook, Instagram, Twitter and
Youtube.
INSIDE ICM • 26
Martial Arts for ALL

City Hall 5F, Eutteum-ro 21, Chungju-si, Chungcheongbuk-do, Republic of Korea, 27339
T +82-43-845-8864 | F +82-43-850-7349 | www.unescoicm.org