IBF/BCSA Practical Proficiency Award Scheme
International Budo Federation
British CombatSombo Association
Revised
November 2010
The IBF/BCSA
has a “Coaching Effective Programme” which is a programme of teaching people how
to become effective in the art of coaching, copies of this can be obtained from
HQ or can be seen on
www.combatsombo.co.uk
or
www.budo-ibf.co.uk.
IBF/BCSA
realise that not all people wish to participate in an in depth academic
programme (although the organisations recommend they do). So to encourage new
instructors and teachers they have developed a practical exam for the various
Martial Arts/Combat Disciplines they wish to qualify in.
IBF/BCSA
Practical Proficiency Award Scheme
Instructors Awards
Level 1 to
3
Personal
Requirements
Level 1
1)
IBF/BCSA
current member
2)
Minimum of 3rd Kyu/4th Grade in the relevant Martial
Art/Combat Discipline they wish to instruct
3)
Minimum 15 years of age
4)
Have a basic knowledge of First Aid
5)
Has
read the IBF/BCSA Child Protection Policy
Level 2
1)
IBF/BCSA
current member
2)
Minimum of 1st Kyu/ 6th Grade in the relevant Martial Art/Combat
Discipline they wish to instruct
3)
Minimum 17 years of age
4)
Have a basic knowledge of First Aid
5)
Has
read the IBF/BCSA Child Protection Policy
6) Level
1 Instructor
7) Level
1 Referee/Timekeeper recorder
Level 3
1)
IBF/BCSA
current member
2)
Minimum of 1st Dan/1st Degree in the relevant Martial
Art/Combat Discipline they wish to instruct
3)
Minimum 21 years of age
4)
Have a First Aid Certificate
5)
Has
read the IBF/BCSA Child Protection Policy
6) Level
2 Instructors
7) Level
1 Referee/Timekeeper recorder
8) Club Level
Competition Controller
Examination Requirements
Level 1
1)
Demonstrate a correct warm up procedure
2)
Demonstrate 3 techniques of the examiners choosing from the syllabus up to 3rd
Kyu/4th Grade
3)
Explain what is meant by Safe Exercise
4)
Teach a lesson
5)
Questions on Rules of your Discipline
Examination Requirements
Level 2
1)
Demonstrate a correct warm up procedure
2)
Demonstrate 3 techniques of the examiners choosing from the syllabus up to 1st
Kyu/6th Grade
3)
Explain what is meant by Safe Exercise
4)
Teach a lesson
5)
Questions on Rules of your Discipline
6)
Prepare Lesson Plan
Level 3
1)
Demonstrate a correct warm up procedure
2)
Demonstrate 3 techniques of the examiners choosing from the syllabus up to 1st
Dan/Degree
3)
Explain what is meant by Safe Exercise
4)
Teach a lesson
5)
Questions on Rules of your Discipline and Referee Match
6)
Prepare Lesson Plan
All candidates must be aware of
All
Examinations will be conducted by IBF/BCSA Examiners
TEACHER
AWARD
All those
who have passed IBF/BCSA Coaching Effective Programme Level 2 can apply
For
Teachers Award
MASTER
TEACHER AWARD
All those
who have passed IBF/BCSA Coaching Effective Programme Level 3 can apply
For Master
Teacher Award
GRANDFATHER
RIGHTS
This usually
refers to people who have Awards outside of the IBF/BCSA or have years
experience in Coaching but never taken an exam. These people are welcome in the
association with a few adjustments i.e. modern day practise, will be accepted in
to the IBF/BCSA as an Instructor on providing evidence .
IBF/BCSA Coach and Instructors awards
The IBF/BCSA has 2 types of Coaching programs: 1) The Coaching Effective Programme developed by Geoff Gleeson 9th Dan & Martin Clarke 8th Dan. This explained in the information below. 2) IBF/BCSA Practical Proficiency Award There is also Life Experience Award Scheme. (Grandfather Rights) This is a scheme where candidates can apply for Instructor-Teacher-Master Teacher Awards based on proof of the practical experience and knowledge.
1) The
Coaching Effective Programme was developed by Geoff Gleeson 9th Dan & Martin
Clarke 8th Dan in the very early 1980’s, the concept was way ahead of its time,
thanks mainly to the input of the late Geoff Gleeson 9th Dan. If you
look at the United Kingdom Coaching Certificates you will see a lot of
similarities, yet CEP was developed nearly 30 years ago. If you look below the
original text has been copied, you will notice a lot of time is spent
explaining what course work was needed and what had to be done, all those years
ago there was not the information on how to Coach but as the years have passed
there has become a great deal of information available, Books, DVD’s, Internet,
NVQ courses are available and much more, so the need for the IBF/BCSA to run
such extensive course has diminished. The IBF/BCSA will continue to encourage
members to examine in CEF we now allow our members to get their
information from other sources.
The CEP is
not recognised by all governing bodies, the idea was to develop IBF/BCSA members
skills in the Art of Coaching, not just a means to obtain another certificate of
competence
International Budo Federation
British CombatSombo Association
COACHING EFFECTIVENESS PROGRAMME
INTRODUCTION
The IBF/BCSA is a voluntary
organisation that began by teaching Japanese combat
disciplines, but then gradually
expanded to
include other combat disciplines and
creative activities.
The IBF fully realises that to
have a broad base of successful participants - of all
ages, both sexes and ethnic
groups - it must have an enlightened staff of coaches at
the top of the
structure. The programme laid out below in detail shows clearly
how a
participating member can change the role of performer to
coach.
The programme is very
comprehensive as is shown by its
philosophy. The
nuclear model
(see fig.1) shows how
that philosophy is implemented. The four cells of effectiveness
are
modelled in this way
to show clearly that no cell is more important than another,
but that each one
satisfies the different needs of different performers, meaning, an
elementary coach does
not necessarily mean the coach has
merely an elemental
understanding of coaching, but
that the coach has been trained to
deal with
elementary
performers.
The material covered, although
strictly related to each cells'
purpose, it's not
limited to just the
action of the training
venue. The IBF fully recognises that a
coach's responsibilities
are not restricted to the training place, but go beyond to
the
surrounding community. The IBF attempts, very conscientiously, to
show its
members, through the coaching staff, what those
responsibilities are.
Every effort is made to explain clearly and rationally what each
coaching cell
contains and what is expected of the candidates
while studying those cells. However,
if there are any queries
please do not hesitate to contact the coaching supervisor.
THE PHILOSOPHY OF
THE PROGRAMME
For convenience
and brevity the philosophy is laid out under
three headings:
1.
SELF
DEVELOPMENT
The programme is primarily
concerned with the continual broadening and deepening of the coach's own
personal store of
knowledge. In order that he/she can do his/her job of coaching
better.
BENEFITING OTHERS.
IBF coaches must
recognise they are responsible, whilst in the training centre, so their
trainee's integrity and aspirations,
without abusing that trust
they will try and help them to achieve their
aims.
SOCIAL OBLIGATIONS.
IBF trainees, who train in the combat disciplines, have a moral
obligation to the community of which they are a part. The
coach's task, by example and deed, is to show what those
obligations are.
BACKGROUND HISTORY
BUDO
Budo is a Japanese
generic term that covers various methods of
fighting with or without
weapons. Some of these fighting systems go
back several hundred years and their origins can be found in the bukei
jidai 1186-1867 AD, the military period. It was a
feudal society and like many others of its
kind, was dominated by the warrior. His position within society was
largely judged by his behaviour towards those he ruled, and that behaviour in turn was
judged by the way he used his martial skills to buttress his authority.
That code of behaviour was an eclectric morality made
up from Confucianism, Buddism and Shintoism, a morality that contained
the 'rules' of 'fair play, protect the weak, uphold
justice and defend the innocent.
Of course these ideals
were not upheld by every samurai (warrior)
over the seven hundred
years. Many times they were broken by
renegades and psychopaths, but the majority did hold to them and in itself that
gave respect to the samurai, which can still be
found in Japan today
JUDO
Judo is not
a
fighting skill like
those found under the label of
budo. Judo was devised in 1882 by
Jigoro Kano as a physical and moral education. Since then, and particularly
after World War II it has gradually been
modified, now, like all the budo fighting skills it has become a combat
discipline. Like all disciplines, this combat
form is tightly controlled by rules which are nationally and
internationally recognised and accepted. The IBF
has applied the ideals of Jigoro Kano to all
its combat disciplines.
CombatSombo
CombatSombo is a grappling self
defence system developed and invented by Martin Clarke. It is based on the
grappling arts of Judo, Sambo, Free Style Wrestling, Lucha Canaria, Cornish
Wrestling and combat disciplines of Jiu Jitsu, Boxing and Kickboxing. A more in
depth history can be obtained by contacting Martin Clarke.
THE
IBF CONNECTION
Members of the IBF/BCSA are greatly attracted by the various styles
Combat skills. They find their complexity, both in physical and
Spiritual terms, both a
challenge and a stimulus. Nevertheless,
they fully realise they are not
feudal samurai, battling their
way
through medieval clan wars. Yet
they do accept, as did the
Samurai, that morality is as
important a part of the
training
as
is
physical development, therefore
every effort is made to teach those
Combat skills in a moral context
under a tight ethical
control.
It is done in the three following ways:
1.
Structured and Unstructured
Training.
The first way, structured (Kata)
is where skills are analysed and studied in their
dissected form.
The second way, unstructured training (randori) is where skills are
studied in
their totality during informal
competition.
2.
Teaching Methods.
These are utilised in such a way
that each individual's potential is given every
opportunity to evolve in a
manner
that suits each personality.
3.
Codes of
Behaviour.
al
The kind of behaviour is encouraged that ensures mutual
benefit for all.
A
COACH'S DEVELOPMENT.
Physical skills, particularly
complex ones like the combat skills
are still not
understood. How
are they acquired? Is it just
memory? Intelligence? Or, just
a
matter of forming habits? How
are skills learnt? Are they learnt in the same way
by everybody, or, does everybody learn them differently? In the
experience of
the IBF
everyone learns them differently; therefore the aspiring coach must
learn as many
teaching methods as he/she can, so that
he/she can help as many people as possible.
That's a tough job
to do.
The intention is two fold:
By putting the emphasis upon
principles and concepts, the
coach will better
understand the needs
of people training in the
range
of performance reflected in each
coaching cell.
As the coach moves from one coaching cell to another, he/she
gradually acquires more
experience of a wider range of needs and
how to satisfy them through a greater range
of responses (e.g.
science, art, music drama etc.).
CELL
CONTENT
The following is an
indication of what is in each coaching cell.
The numbered
sub-sections will be known as units. (see Planning
and Preparation for
Assessments).
1.
ELEMENTARY COACH - LEVEL 1
The units for
this cell are as follows:
i.
The need for 'warm
up' and 'warm-down'.
Some examples of
appropriate exercises.
ii.
The understanding of
the function and purpose of the limbs
and body
weight in a combat skill or
action.
iii.
The use of the arms and legs to develop force within the
total action.
iv.
The use of the body
weight to develop and attacking dynamic,
or an
aesthetic effect.
v.
How to control a
group (of people) by the use of three
simple teaching
techniques; the
sequential, the gestalt and
the
democratic. They will be
experienced through macro-and
micro-teaching situations.
vi.
How to draw up lesson
plans (for the future) and what should
be their
objectives.
vii.
The
importance of keeping teaching records.
2. COACH - LEVELS 2 & 3.
The units for this cell are
as follows:
i.
The use of technique training.
Discipline, as an essential quality in behaviour, technique
and
performance.
ii.
The
advantages and disadvantages of rote learning.
iii.
The use of S-R
(stimulus and response) theory in the
learning of technique.
iv.
Personal biomechanical systems and their effect on technique
development.
The learning of technique in
relation to such factors as
rhythm, pace,
flexibility and dynamic
force production.
3.
ADVANCED COACH - LEVEL 4.
The units for this cell are:
The theories and
analysis of skills.
Differences between skill and technique.
Prescriptive and descriptive
definitions of skill and their
effects on teaching and learning methods.
4.
Principle Coach Level 5
i.
The structuring of
tactics, both bounded and unbounded in
terms of objectives set.
ii.
The importance of
spontaneous creativity within the
development of tactical skills.
iii.
The development of the
proximity sense, as related to the
maturing of special skills.
iv.
The use of psychological factors as part of a winning
plan.
v.
Mind training as
related to physical training and the part
it plays in the total training
programme.
A
REFEREEING SUPPLEMENT.
The
combat sports have competition as an essential part of their
training programme
(both national and international). It may be
necessary therefore that a coach should
have an understanding of
the rules and how to conduct competition.
Nethertheless, refereeing is not
an intrinsic element within coaching, therefore
refereeing will not be part of
the coaching
assessment. However, if a coach is
involved with refereeing
he/she can request a refereeing supplement.
If successful the result will be
added to his/her coaching
certificate (see Referee Assessment).
REFEREE
ASSESSMENT
There will be two levels of
referee - club and event. The
following criteria will be applied.
CLUB
REFEREE
i.
The candidate will be
expected to have a sound knowledge of
the rules of the
combat sport of his/her choice.
ii.
The candidate will
have to referee three specially set-up
contests and
show good
control over
their progress.
EVENT
REFEREE
This is sub-divided into various
levels of competence i.e. A, B
and C. The
candidate will sit
the various exams as expected of
the IBF Referees
Committee.
PLANNING
AND PREPARATION FOR ASSESSMENT
From time to time the IBF will
arrange and organise special
training
courses for
its
members who wish to become coaches.
The courses will be built upon the three following
pillers.
1.
SKILL
ANALYSIS
A core ability of any coach is
to analyse a skilled performance.
How can skills be
deconstructed and
under what headings? How to
rebuild and improve the
skill.
2.
TEACHING
METHODOLOGY.
What is the relationship between
teaching and learning? The
importance of
injecting meaning of movement into the minds of the
trainee. The priorities of a teaching method: e.g. skill
development, aspirations of performers, personality of the coach,
the moment in time (e.g. new training concepts). How is teaching
influenced by language and what part does aesthetics (art) and
semiotics play in the learning process?
3. HEALTH AND SAFETY.
Body and mind needs
to be developed as one unit, but
harmoniously. Strength
training, cardio-vascular facilitation
should go hand-in-hand with ethical considerations (e.g. strength
training for your children). Stress training (stamina
development) should be aligned with relation
systems (e.g. meditation, rhythmic movement sequences). The place of discipline
and ritual in the avoidance of injury.
There
are always intrinsic risks when learning combat skills.
The IBF recognises these hazards and builds into its training
programme constraints that minimise these risks.
COURSE PROGRAMME
The Coaching
Supervisor, in consultation with the Coaching
Council, will make up the programme for each preparation course.
It will be done by taking various units from each of the coaching cells,
thus producing an interesting, stimulating and balanced
course.
The course, the units
it includes, plus dates and venues, will be
circulated to all
IBF members for their convenience.
If members wish to
have units included in the forthcoming course
(which
are not already included) they can write to the Coaching
Supervisor (at least two weeks before the course date) and ask if
it/they can be included. If at all possible, this request will be satisfied.
Non IBF members can
apply for permission to attend these courses,
however, the fee will be greater than for members and only when
there are places unfilled by members can non-members attend.
I.B.F. RESPONSIBILITIES
The IBF keeps all
these questions, both overt and covert, under
constant review and continually revalues and revises its
responses to them. That is done in order to maintain the highest standard of
services to its members.
WHY
BE ASSESSED?
Usually an individual begins coaching because of an altruistic urge to help
others,
but gradually, as they realise that teaching and coaching are nowhere near as
easy as
they look, they wish to
find out more about them. Later still they want that
ability
recognised, for two main reasons:
i.
To show people that
the standard of their coaching skills is
not
just a subjective
assessment, but is recognised by a
specialist group of
their peers.
ii.
If they wish to
become professonal coaches and earn a living
by
it, they will need
proof of their ability to show their possible employers (e.g. National
Vocational
Qualifications
coming into force in 1992).
The IBF has devised the following assessment scheme to provide the greatest
possible range of opportunities
for the greatest
range of coaches.
There will be two general ways of assessing coaching ability, the precise form
depending on the coaching cell being studied.
i. A
practical coaching session lasting 15-30 minutes.
This can be done
in one of two ways:
a.
coaching a free style
skill, i.e. unrelated to specific,
ultimate goals.
b.
coaching a competitive skill in a competitive situation.
ii. A justification of the practical session.
It will need to show why the
lesson is in the form it is and
what the intention
is
to be fulfilled. It
will be based upon
the
projects undertaken during the
preparation time (see
'Projects') and can take any of the following forms:
a.
a written essay.
b.
an audio tape -
not lasting more than 15 minutes.
c.
a DVD - not lasting more than 15 minutes.
N.B.
Elementary coaches do not do projects.
BASIS OF ASSESSMENT
The assessment will be based upon the following factors:
i.
The originality and eland of the session.
ii.
The rapport between group and coach.
iii.
The
profundity of the justification.
iv.
The range of imagery
used to generate learning.
PROGRESS THROUGH THE CELLS.
There is an intended
form of progression running through the four
cells. It is hoped
that
an aspiring coach will progress through
them in the order they are presented,
however, the sequence does
not have to be followed. If an individual feels
sufficiently
confident he/she can go for any cell directly, e.g. the Advanced
Coach.
However, it is hoped that even in such circumstances the
coach would eventually be
assessed in the other two coaching
cells.
The purpose of the scheme is to produce an effective coach, not
just an 'exam
passer'.
HOW
TO ENTER FOR AN ASSESSMENT
The following conditions have to
be fulfilled before a candidate
can be assessed:
i.
Be a
member of the IBF/BCSA
ii.
Conform to the following age limits:
Elementary
Coach -
17 years
Or
more.
Technique/Skill
Coach -
19
years or more.
Advanced
Coach
- 21 years or more.
Elementary
Coach Level 1 -1st Kyu/ 6th Grade or
100 hours experience in the activity.
Levels 2 &
3 Coach 1st Dan/Degree
200 hours
experience in
the activity.
Advanced
Coach Level 4
& Principal Coach Level 5 – 3rd Dan/Degree
in relevant combat discipline) or 500
hours experience in the activity.
THE CANDIDATE'S RESPONSIBILITIES:
i.
Each prospective
candidate must ensure he/she has covered at
least every unit in
his/her respective cells.
He/she must keep a record of the attendances and have it
signed by the staff coach responsible for the preparation course.
ii.
Each prospective
candidate must ensure he/she has organised
the two projects
and t
hat they are
completed before the
Assessment takes place.
HOW
TO GET ASSESSED
ELEMENTARY COACH - LEVEL 1
The candidate can ask any IBF qualified Assessor for an assessment appointment
at a
time and place convenient to both.
At the same time the following procedure will be mutually agreed:
i.
What
is the combat discipline to be assessed?
ii.
Will the candidate
provide his/her own class/group to be
coached?
iii.Does the candidate wish to do the club referee's assessment?
If so, will he/she
provide his/her own contestants?
N.B.
If the candidate cannot provide a class or 'contestants', the Assessor
can be
asked if he/she can provide this. If not,
the assessment will
not take place.
At the agreed time and place, the
candidate will hand to the
Assessor the
following:
i.
IBF membership card.
ii.
The
Assessment fee.
iii.
The
record of attendance at preparation courses.
iv.
A class plan showing
briefly what is to be done and why.
(Or verbally give a
class plan).
The candidate will then be given
15 minutes to implement that
plan and show
his/her coaching ability. At the completion of
that
time the Assessor can ask the candidate questions on the
lesson and/or the plan. If there is to be a referee supplement,
it will be completed next.
The result of one or both assessments will be given there and
then. If the effort is
rejected the supporting records will be returned. Another attempt can be made
as soon as arrangements
can be made, if that is desirable. If the effort is
successful,
a note from the Assessor to that effect, plus the fee will be
sent to the
Coaching Supervisor (at IBF H.Q.) BY THE CANDIDATE.
The appropriate certificate will
be sent to the candidate as soon
as possible.
COACH -
LEVELS 2 &
3
From time to time, the IBF will
arrange dates, places and times
on which
assessment will be held. All those attending the preparation courses will
be given that
information. Candidates
wishing to apply (for
assessment) should
send the following
documentation directly to the Assessor at least 2 weeks before
the date of the assessment.
i.
IBF
membership.
ii.
Assessment fee.
iii.
Attendance records at preparation courses.
iv.
The combat discipline to be coached (at the assessment).
v.
Project
essays.
vi.
Justification
of
proposed assessment session.
vii.
If the refereeing supplement is required:
If
it is the club referee, it may take place on the same day
as the coaching
assessment. If there are too many
applicants, it may have to
be
arranged on another,
subsequent day. The candidate will be so
informed. Event
referees award can only be awarded by the Refereeing
Committee.
Confirmation of acceptance and a
place on the assessment day will
be sent to the
candidate as soon as
possible before the day. It
should be noted however that the
Coaching Supervisor can, at this stage, reject (iv) or (v) or both, as being of
an
inadequate
standard for the assessment. In this case there will be no
assessment.
On the Day Coach level 2&3
The IBF will provide the classes and two assessors for each assessment
The candidate can select the number and mix of the people who are to form his
'Class',
also the duration of the
'lesson', up to a
maximum of thirty
minutes. The time to be
given to the
assessors
before the assessment
session starts.
STAFF COACHES
These are appointed by the Coaching Supervisor. They can organise preparation
courses and be teachers on them.
Staff
Coaches will also be the Assessors of the
coaching unit
assessments.
The Coaching Council is made up
of five staff coaches (including
the Coaching
Supervisor). This
four is appointed by the Coaching
Supervisor.
From time to time, specialists
from outside the IBF may be
invited to contribute
their expertise to the preparation courses. Also members and non-members of the
IBF
with specialist
qualifications can
be co-opted onto the Coaching Council.
THE KIND OF NOTIONS A CANDIDATE SHOULD BE THINKING
ABOUT BEFORE APPLYING FOR AN ASSESSMENT
The IBF expects its coaches to
have two major characteristics, if
they are not
innate
then they should
be acquired. An insatiable
curiosity and a sustained
scepticism. Both of these are
essential to the art of coaching. Coaching is an
art
of course,
it can exploit and utilise the many techniques of science, but
eventually the manipulation of performance that embraces
aesthetics, a commitment to
an intent, the tenacity to transcend
the prosaic, must be art.
Similarly, the bogus coach,
peddling pseudo-science in an attempt
to justify his
specious wisdom
must be sought out by the
continued application of
healthy scepticism.
What follows below are some
pointers to some ideas and notions that deserve both curious consideration and
sceptical appraisal.
ELEMENTARY COACH - LEVEL 1
Is static
balance the same as dynamic balance?
If you wanted to be a long
jumper would you practise the jump
first and the
run up afterwards?
What kind of licking
exercises would you give to a young child
before letting
him
lick the ice cream?
If you were a huntsman and you
wanted to shoot from a galloping
horse, how much time
would you spend in
the rifle butts (standing
still)?
COACH - LEVELS 2 & 3
If illusion is the
source of creativity, what is the value of
rote learning?
Is kata necessary, or is repetition the bolt-hole of the quack?
Does language transport only
meaning, or is it an intrinsic part
of skill acquisition?
Is signal detection just another
word for feedback and is
feedback just an excuse for making
mistakes?
Morality a camouflage for the
cynic, or the power house of
progress?
Can thoughtless habit really be
the basis of a complex skill
development?
Does success really produce reinforcement of learning, or is tenacity (without
pleasure) the true source of progress?
Can drawing be used as part of
the essential image making element
in skill acquisition?
Are demonstrations merely imagery
or do they serve a greater
purpose?
ADVANCED COACH LEVEL 4 & PRINCIPAL COACH LEVEL 5
Is mental rehearsal merely
memory, or does it relate to innate
qualities?
Is learning the reflection of
teaching, or is it really to do
with maturation of perception?
Is motivation a thrust towards
success, or a fancy name for the
seeking of self
identification?
To experiment with coaching
method is important, but just as you
learn what you
already know, do you only look for what you have
already found?
If problem solving stimulates
the intellect, what does problem
solving achieve?
Is kata an elementary force of
semiotics and if so how can it
(kata) be improved?
A
COMMENT
To discuss these questions and all
the ramifications the
engender, both
inside the
candidate's head and among candidates
and
staff coaches, books will need to
be
read. The topics and
subjects covered, or implied, are very extensive and therefore
some candidates may have trouble finding out where to start.
Here is where,
again, the Coaching Supervisor can help. Write to
him, ask the staff coaches for some
book titles that you can help
with. Once having started to read there is nowhere it
cannot
take you.
A
SUMMING UP
The IBF realises that the above
coaching programme is a very
ambitious one. It
will
demand much from
those people, who
undertake it, but
combat people do have great
tenacity and
determination or they would not be in the discipline. It is
therefore to
be hoped that for those who complete the journey it will be a very valuable
experience
- with benefits beyond just
the
coaching. It is further hoped, for example, that for
those
so inclined, this course could be an excellent jumping base to go
to
university.
For whatever the purpose the successful candidate uses the knowledge, the IBF
wish him or her even greater
success and
fulfilment in his or future
endeavours.
For further
information
please send
an S.A.E. to:
Martin Clarke,
118, East Street, Sittingbourne,
Kent.
ME10 4RX.
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