National Grading Integrity & Examination Standards (NGIES) Policy

The National Grading Integrity & Examination Standards (NGIES) is a formal policy framework issued by BMABA CIC (hereafter “BMABA”) to provide a unified, credible, and ethically grounded approach to martial arts grading across all styles, disciplines, and club structures within its governance.

NGIES sets out the national benchmark for grading integrity and examination conduct. It is designed to protect the credibility of martial arts qualifications, promote merit-based advancement, and preserve the cultural and technical authenticity of both traditional and modern styles. As a policy-led framework, it ensures that all grades awarded under the BMABA banner are trustworthy, consistent, and evidence-based, irrespective of the grading model, discipline, or club size.

This policy is applicable to all BMABA-registered clubs, instructors, and examiners, whether operating under formal assessment-based grading systems or dynamic, non-formal progression models. It is style-agnostic and inclusive, allowing for freestyle, hybrid, or discipline-specific pathways — provided grading remains technically justified, transparently recorded, and ethically administered.

The NGIES framework serves three principal purposes:

As a living policy, NGIES will evolve over time through structured review and consultation, enabling BMABA to respond to sector-wide developments, community feedback, and the changing needs of instructors and students.

All BMABA-registered clubs and instructors are strongly encouraged to adopt the NGIES framework as the standard model for awarding and recognising martial arts grades. While voluntary at launch, it is anticipated that alignment with NGIES will become a prerequisite for full regulatory recognition under Club Colours and other national verification programmes at a future date.

The foundation of the National Grading Integrity & Examination Standards (NGIES) rests on a set of core principles that define what constitutes a credible, ethical, and technically sound martial arts grading. These principles are non-negotiable and apply to all BMABA-registered clubs, instructors, and examiners, regardless of discipline, teaching method, or grading model.

All grades must be awarded solely on the basis of demonstrated ability, effort, and readiness. Martial artists must earn their progression through hard work, discipline, and technical proficiency — not through attendance quotas, time served alone, or automatic promotion.

Grading should reflect a genuine advancement in a student’s capability and understanding, and must never be treated as a reward for loyalty, payment, or club tenure.

The financial cost of a grading should reflect only the fair and transparent costs associated with its delivery — such as hall hire, certification, or examiner time. A reasonable derivation of profit, intended to support the club’s broader objectives, sustainability, and long-term security, is acceptable.

Reasonableness shall be determined by the club or lead instructor, taking into account the local economic context, the club’s operational needs, and the value provided to students. For the avoidance of doubt, BMABA offers the following indicative guidance:

At no point should financial incentives — including grade-linked payments, rewards for referrals, or loyalty-based promotions — influence a student’s result.

All assessments must be conducted without bias or favouritism. Students must not be advantaged or disadvantaged based on gender, race, age, disability, financial background, or affiliation.

Instructors and examiners must apply consistent standards across all candidates. Where conflicts of interest exist (e.g. family members, close associates), independent verification or alternative assessment structures are expected. Any conflicts of interest must be formally recorded in grading summaries or official records.

Once awarded, a martial arts grade must be considered final and irreversible unless it can be clearly evidenced that it was issued fraudulently or in error (for example, clerical error or misrepresentation). Grades must not be retrospectively withdrawn or demoted due to political disputes, disciplinary disagreements, financial issues, or conflicts unrelated to the student’s technical or behavioural merit at the time of grading. This is a critical safeguard to ensure students are protected from misuse of authority and organisational politics.

Accordingly, all instructors must treat the issuing of a grade with the gravity it deserves. Once formally awarded, a grade represents the culmination of assessment and endorsement, and should only ever be conferred following due deliberation and confirmation. Reassessment or suspension of grading privileges may only occur through due process in exceptional circumstances, not as a punitive or discretionary act.

The NGIES framework supports grading systems that are accessible to students with additional needs, neurodiversity, disabilities, or cultural considerations. Reasonable adjustments may be made to assessment delivery methods, provided the integrity of the grade is maintained and parity of achievement is upheld.

Grading systems should be structured to allow all students the opportunity to progress meaningfully, with due care and sensitivity given to vulnerable individuals or those facing specific barriers.

All grades must be formally recorded and justifiable. Whether using a formal grading event or a non-formal progression model, instructors must retain records of:

Grading must never be informal to the extent that there is no traceable evidence of how, when, or why a grade was issued.

BMABA retains the authority to:

Instructors and clubs found to be in violation of NGIES may be subject to sanctions in accordance with BMABA's regulatory and disciplinary policies.

The structure, progression, and technical content of a grading syllabus form the core of a student’s martial arts journey. The NGIES framework does not prescribe a singular grading model, but it does establish clear expectations for the authenticity, transparency, and recognisability of grading systems across all BMABA-registered clubs.

While styles and disciplines naturally differ in form, history, and pedagogy, a degree of standardisation and clarity is essential to ensure student progress is both credible and nationally intelligible.

Clubs teaching a classical or established martial arts discipline — such as Karate, Judo, Taekwondo, Aikido, Jiu-Jitsu, or other historically formalised systems — are encouraged to maintain that discipline’s standard grading structure.

This typically includes:

Where a club deviates from the classical structure — whether for historical, practical, pedagogical, or accessibility reasons — this is permitted under NGIES provided transparency is maintained. However, if the grading structure diverges significantly from the recognised lineage, or if the technical basis of the style is modified (e.g. adding Muay Thai techniques into a Kickboxing syllabus), the discipline must be explicitly identified as a Freestyle or Hybrid variant.

Examples:

This ensures clarity for students and parents, employers and regulators, other clubs assessing progression, and BMABA when auditing grade recognition and compliance.

Preserving the technical identity of a martial arts style is essential for national and international parity, progression credibility, and student trust. While evolution and local adaptation are expected over time, clubs must not dilute the essence of a style to the point of misrepresentation.

To uphold this principle:

For example:

Naming transparency:

BMABA reserves the right to require clarification or reclassification of any club's listed style(s) where technical identity is ambiguous or misleading.

The term used to describe a discipline in a grading context must reflect the technical and cultural identity of the style being taught. While umbrella terms such as "Karate", "Jiu-Jitsu", or "Kung Fu" are permissible, they are considered broad descriptors that may encompass numerous substyles, each with distinct pedagogical, technical, and grading expectations.

Where a club is delivering a recognised substyle of a broader discipline — for example, Shotokan Karate, Wado-Ryu Karate, or Gracie Jiu-Jitsu — it is appropriate and strongly encouraged to reference that specific lineage both internally and publicly. A club may issue advancement in "Karate" provided the technical content is substantively based on a codified substyle. For example, an instructor delivering Shotokan Karate may issue ranks under the term "Karate" if the pedagogy clearly aligns with Shotokan practice and this is identifiable within the teaching and assessment approach.

Where multiple substyles are blended or significantly modified (e.g. a mixture of Shotokan and Wado-Ryu), the correct classification would typically fall under a Freestyle or Hybrid variant (e.g. "Freestyle Karate"). This avoids the misrepresentation of any individual substyle and ensures clarity for students, external instructors, examiners, and regulatory bodies.

To ensure transparency and uphold technical oversight:

BMABA will reference the following in determining what constitutes a valid substyle framework:

This reference does not constitute endorsement or recognition of the organisation itself, but serves to provide stability and continuity in how style-specific grading is understood and verified.

Clubs may expand, adapt, or enrich their syllabi with additional techniques, training methods, or contemporary applications, provided such adaptations retain the underlying merit and technical DNA of the style being referenced. Artistic licence is acceptable, so long as students are not misled regarding the origin or authenticity of their training. If such adaptations alter the essence or DNA of the substyle it should be restated as 'Freestyle' or similar.

BMABA reserves the right to require clarification or reclassification where a certificate, syllabus, or system appears to misrepresent the discipline or lineage being delivered.

The NGIES framework recognises that grading practices across martial arts disciplines may vary in formality, timing, and delivery. While some clubs follow traditional, event-based grading structures, others adopt dynamic or non-formal progression models that integrate advancement into everyday training. Both approaches are valid within BMABA, provided that grading remains ethical, transparent, and technically justified.

The most commonly used grading model within traditional disciplines involves a scheduled grading event, during which students are assessed against a defined syllabus by one or more instructors or examiners. This format is the primary model in systems such as Karate, Taekwondo, Judo, Kickboxing, and similar styles with codified belt or grade hierarchies.

BMABA supports and encourages the use of formal grading methods where appropriate, particularly at intermediate and senior levels of progression. This format ensures students are assessed in a clear, structured, and transparent environment with outcomes that are consistently documented.

Formal grading structures must include:

Where possible, formal gradings should adhere to the following additional expectations:

Examiner Structure

Grade Separation Between Examiner and Candidate

Minimum Time Between Grades

BMABA recognises that progression timelines will vary depending on style, training intensity, and student readiness. However, the following guidance is recommended for national consistency and to safeguard against grade inflation:

This structure establishes a minimum of 28 years from 1st Dan to 8th Dan, assuming continuous eligibility and successful performance at each stage. These intervals represent minimum transition periods; instructors may exceed them where appropriate to uphold quality or to reflect wider teaching and contribution-based criteria.

Grading Environment and Conditions

Record Keeping and Oversight

BMABA may request grading records as part of compliance checks, audits, or to support grade verification. Clubs unable to provide grading records may face delayed recognition of awards or additional scrutiny in examiner-related matters.

BMABA recognises that not all martial arts disciplines follow formal, belt-based grading structures. Many clubs operate under fluid or dynamic progression systems, where student advancement is determined by the instructor’s ongoing observation during regular training sessions rather than through scheduled grading events.

This approach is particularly common in:

BMABA accepts and supports the use of non-formal grading pathways, provided the club maintains full adherence to NGIES requirements for transparency, traceability, and technical merit.

To remain compliant with NGIES, clubs using non-formal grading models must demonstrate:

The absence of a formal event does not remove the obligation to record the advancement in a structured, auditable format. Where a student is awarded a grade — formally or informally — it must be entered into a permanent register.

BMABA recommends the use of the Lifetime Student Grade Register (LSGR) or the official BMABA Club Manager platform to document:

For example, in Brazilian Jiu-Jitsu, it is customary for rank progression (especially at purple belt or above) to be marked with a ceremonial belt handover. While this traditional method is entirely acceptable, the instructor or club must ensure that the grade is formally documented within 14 days of issuance, including all required particulars.

Similarly, in Krav Maga, progression may be issued in stages (e.g. Level 1–5), and in Muay Thai it is common for students to remain ungraded until reaching Kru status or instructor level. Regardless of the visibility of grades in class or their representation via belts, every issued grade or title — including single-grade advancement to black belt or equivalent — must be:

If a club wishes to implement a comparable Dan or Degree structure in a discipline that does not traditionally use such a system (e.g. “Krav Maga Black Belt – 2nd Degree”), this is permitted under NGIES, but only under the following conditions:

Recommended minimum time between grades:

This equates to a minimum of 28 years from 1st Dan to 8th Dan. While most clubs may not extend to this level, any club introducing multi-level senior grading must adopt these thresholds or exceed them. These timeframes help maintain national parity and protect against grade compression or inflation.

All non-formal grades issued must still reflect the same core principles of NGIES: merit-based advancement, fair assessment, traceable records, and consistent criteria.

BMABA may require evidence of any non-formal grades issued as part of an audit, regulatory review, or student inquiry.

Instructors frequently encounter students with previous martial arts experience who wish to resume training at a new club. To ensure fairness and prevent grade inflation, clubs must follow a clear and consistent protocol for determining grade placement in such cases.

The NGIES Jump-Start Protocol provides guidance for onboarding students with varying backgrounds:

In all cases, instructors should:

BMABA supports the fair recognition of prior experience but emphasises that such recognition must be anchored in evidence and technical merit, not assumption or convenience.

While the NGIES framework establishes national guidance on minimum time intervals between grades, BMABA recognises that in rare and exceptional circumstances, a student may demonstrate the technical merit, maturity, and consistency to justify accelerated advancement. This is particularly relevant for high-performing athletes, students with international representation credentials, or individuals who have been mis-positioned upon joining a club and who clearly exceed the expected grade standard.

The Accelerated Progression Protocol is a controlled mechanism for acknowledging such cases without undermining the broader integrity of progression frameworks.

This protocol applies in two specific contexts:

Kyu Grades

Instructors may, under this protocol, advance a student by up to two full Kyu grades within a single grading. This mechanism should only be used in exceptional circumstances and would typically occur once in a student’s martial arts journey.

For avoidance of doubt:

Dan Grades

Accelerated progression may also apply to Dan grades up to 4th Dan only, but under stricter limitations:

BMABA does not recognise direct or accelerated promotion from a Kyu grade to a Dan grade. There must always be a formal, stand-alone progression point between the two to ensure technical continuity and proper recognition of senior status.

Governance and Best Practice

Use of the Accelerated Progression Protocol must remain an exception, not a convenience. Clubs are reminded that overuse of this tool may result in external scrutiny or limited recognition of the awarded grades by third-party organisations.

It is strongly encouraged that clubs intending to use this protocol:

BMABA reserves the right to request evidence of accelerated progression decisions as part of any audit or membership review process. Clubs are specifically reminded that this is not a mechanism to be employed in aid of a club's expansion and must not be unduly made available in response or return for students assisting in delivery of sessions or progressing toward instructorship.

BMABA is committed to ensuring that all students, regardless of age, ability, or background, can access grading opportunities that are meaningful, fair, and reflective of individual development. The NGIES framework supports inclusive grading systems that balance high standards with reasonable adjustments, while maintaining national consistency in recognition and verification.

All grading systems and assessment structures must be adaptable to accommodate students with additional needs. Clubs must take proactive steps to ensure no student is disadvantaged by disability, neurodiversity, or protected personal circumstances, and that every student has a fair and supported opportunity to demonstrate technical progression in a meaningful and merit-based manner.

Instructors should consider adjustments for:

Reasonable adjustments may include:

Parity of achievement must always be maintained. A student’s grade must still reflect technical readiness and instructional merit. It is the method of assessment, not the outcome standard, that may be adapted. Adjustments must never compromise the integrity of the grade awarded.

Clubs should maintain written records of all reasonable adjustments, including how the assessment was adapted and why. These should be consistently applied and available for review if required.

SENCO Training & Individual Learning Plans (ILPs)

BMABA strongly recommends that all clubs conducting inclusive grading undertake the BMABA SENCO Award to ensure they have a foundational understanding of SEN inclusion in martial arts environments.

Clubs grading students with additional needs should always maintain an Individual Learning Plan (ILP). This plan should:

The ILP should accompany the student throughout their progression and inform how grading assessments are delivered. It serves both as an inclusive education tool and as a safeguarding record.

Technical Mapping & Grading Parity

Where a club operates a specialist SEN syllabus, this must be formally mapped against the club’s mainstream or standardised syllabus. The purpose of this is not to lower expectations, but to ensure equivalent merit is applied across both pathways.

BMABA reminds clubs that inclusive grading is not about reduced standards — it is about access parity. This means:

In principle, a student achieving, for example, a 4th Kyu grade via an adapted assessment must demonstrate comparable mastery of the required principles, appropriate to their capabilities, in order for that grade to be nationally recognised under the NGIES framework.

Children require distinct pedagogical approaches to ensure martial arts training is safe, developmentally appropriate, and meaningful. All BMABA-registered clubs must provide at least one junior-specific syllabus (where children are permitted - in either children only classes or family classes) clearly separated from the adult framework in both structure and expectations.

This includes:

Any student awarded a grade under a junior syllabus must have that grade clearly marked as a junior award, both in records and public reference. For example:

BMABA expects junior and senior grades to remain clearly delineated across all grading records, certification, belt designations, and references made in public or promotional contexts.

Syllabus Structure & Pedagogical Continuity

Clubs may operate multiple junior-level syllabi (e.g. infant, junior, teen) as appropriate to their internal pedagogy. However, each junior syllabus must:

For example, a club may operate an Infant Syllabus for ages 4–8 and a Junior Syllabus for ages 9–16. While these may differ in content and contact level, the progression pathway must clearly align with the principles and techniques of the adult syllabus — and, where applicable, with the broader expectations of the discipline (e.g. Shotokan Karate, Wado-Ryu, or Kickboxing).

BMABA recognises that age-related physical and cognitive limitations will inevitably reduce the technical distinctiveness of some traditional styles at lower age ranges. However, the essential structure and philosophy of the style must still be recognisable and progressively developed.

Multiple junior grading pathways should not be created for commercial advantage. Grading structure should be split only when there is a demonstrable need based on technical limitation, cognitive development, or safeguarding considerations.

Recommended Design Order

It is considered best practice under NGIES for a club to:

This ensures consistency in grading standards and allows students to transition smoothly into the full syllabus in later stages, providing appropriate scaffolding for later technical development.

Where traditional practices form part of the adult syllabus (such as sparring or kata), these may be safely omitted or modified in junior syllabi — particularly where safeguarding risks exist. For example, the removal of sparring with head contact for under-18s is strongly recommended, even if such sparring is a traditional aspect of the discipline.

Transition Between Junior Syllabi

Clubs may determine appropriate points at which students transition between junior syllabi (e.g. Infant to Junior, Junior to Teen), provided:

Clubs are permitted to use distinct belt structures for juniors. For example:

The use of fully novel belt sequences is acceptable for juniors, provided the pedagogical and syllabic reasoning is sound and clearly documented.

Junior-to-Adult Progression

Clubs may decide the age or criteria at which a student transitions to the adult syllabus. However, BMABA recommends:

Once a student transitions to the adult syllabus, they may not revert to junior grades. Clubs must exercise caution and sound judgment when promoting or transitioning students from junior to adult frameworks.

Grade Position on Transition:
It is recommended (but not mandatory) that students transition across syllabi at or within one Kyu grade of their current level. For example:

Where a student has attained Junior Black Belt (1st Dan – Junior), it is not acceptable for this grade to automatically convert to Adult 1st Dan. Instead:

Clubs are reminded that no junior grades beyond 1st Dan are permitted under NGIES. Junior syllabi must culminate at 1st Dan level to prepare for progression into an adult framework.

Junior grades — including junior dan ranks — do not automatically convert into adult qualifications. Full Black Belt status is not recognised by BMABA if awarded to individuals under the age of 18, due to the maturity, instructional capability, and safeguarding expectations associated with senior grades.

Clubs may issue provisional junior dan grades to under-18s who meet the technical criteria for that grade within a junior syllabus. However, upon reaching the age of 16–18 (style dependent), students must undergo formal reassessment before the dan grade can be recognised as equivalent to a senior grade.

The reassessment should:

BMABA may request evidence of the reassessment when verifying dan grades, issuing instructor certifications, or processing insurance validations.

The transition from junior to senior recognition is an essential part of maintaining the integrity of senior grades nationally. Clubs are encouraged to manage this pathway proactively and transparently.

BMABA expects its member clubs to uphold a national culture of mutual respect, transparency, and grading consistency by recognising legitimate grades awarded by other reputable instructors or organisations. This includes:

Unless there is a clear and specific concern regarding the technical integrity, assessment method, or overall credibility of a student’s previous grade, clubs must not disregard or invalidate externally awarded achievements.

Disagreements rooted in personality conflicts, politics, association rivalries, or general philosophical differences do not justify the rejection or downgrading of a student’s grade.

If a club decides to question or re-assess an external grade, the following process must be followed:

Clubs are reminded that regrading must not be used as a means of control, commercial gain, or ego. The purpose of any reassessment must be to align standards — not to diminish past achievement.

Where concerns exist, clubs are encouraged to consult with BMABA for impartial guidance or mediation. BMABA may investigate suspected misuse of discretion, particularly where there is evidence that students have been unfairly penalised, misled, or subjected to undue financial burden.

For cases involving higher grades (e.g. dan ranks), or where students transfer from non-BMABA organisations, clubs are encouraged to retain full records of the decision process. This supports transparency, continuity, and future validation if required.

The recognition of black belts or dan grades awarded outside of a club's own grading framework is a sensitive and significant matter under the NGIES framework. Equivalency may be granted only where a student demonstrates clear and credible evidence of meeting the expected standards for that level of seniority.

BMABA recognises that the lead or senior instructor within a club is best placed to assess whether a student may reasonably be considered to possess black belt equivalency. This refers to the level of technical ability, understanding, and practical performance expected of someone who could credibly pass a formal dan grade assessment — typically 1st Dan — within the club’s own syllabus or technical structure.

However, strict conditions and governance principles must be followed.

BMABA does not formally recognise martial arts grades that are issued solely under trademarked or brand-led systems where the underlying style cannot be technically identified or externally validated.

Examples include, but are not limited to, grades awarded under brand-specific labels such as:

Where the technical content, pedagogy, and grading criteria are unique to a single organisation and are not transparently linked to a recognised martial arts discipline (e.g. Karate, Judo, Kickboxing, Taekwondo), such grades may be considered non-transferable and non-recognised under NGIES.

This applies equally to internal club promotions, student transfers, and instructor credentials.

For a grade to be considered valid under the NGIES framework, the following must be evident:

For example:

If multiple disciplines are taught under one brand, each style must be independently identifiable and aligned to a separate technical framework.

This clause is intended to protect:

BMABA may reject or request clarification on any grading certificate, syllabus, or credential that does not clearly identify the martial art being taught. Clubs operating under a brand-led framework are encouraged to dual-name styles where necessary to ensure transparency.

BMABA reserves the right to:

The credibility of martial arts grading depends on ethical assessment, impartiality, and a commitment to technical merit. Under NGIES, all instructors and clubs are expected to uphold the highest standards of assessment integrity, regardless of discipline, club structure, or student demographics.

Grades must never be awarded on the basis of:

Students must only progress when they have demonstrably achieved the technical, behavioural, and attitudinal standards expected of the grade being awarded. It is not acceptable to promote a student due to their time served, financial investment, or desire to avoid disappointment.

Consolation passes — where a student is knowingly awarded a grade despite not meeting the required standard — undermine the entire grading structure and are not permitted under NGIES.

This applies equally to dynamic or non-formal progression models. Even where a student is assessed over time rather than through an examination event, instructors must ensure grading decisions are based on objective, recorded evidence of skill and development.

BMABA maintains a clear stance against the over-commercialisation of grading. While it is acceptable for clubs to recoup costs or earn a modest, transparent margin to support operational sustainability, any attempt to inflate prices for profit at the expense of grading integrity is a breach of ethics.

Grade fees must remain proportionate to:

Where frequency or pricing is manipulated for financial gain, BMABA may investigate and take disciplinary action if necessary.

Instructors should avoid assessing immediate family members wherever possible. Where unavoidable:

Grading one’s own family members without independent oversight can severely impact perceived integrity.

Clubs must maintain accessible, clear records for all student assessments. These should include:

Records should be retained for a minimum of three years and made available to BMABA on request for audit or investigation purposes.

Gradings — whether formal or dynamic — must be challenging but fair. It is acceptable to uphold traditional discipline and rigour, provided these do not create unnecessary distress or harm.

Instructors must:

The grading should not be structured to punish or intimidate students. Nervousness is normal, but students must never be made to feel unsafe, embarrassed, or humiliated.

Clubs must provide:

Where sparring, grappling, throws, or kumite are part of the grading, instructors must be especially vigilant. Stress, adrenaline, and nerves can increase the risk of injury.

Examiners should:

High standards can and should be upheld, but never at the expense of student safety or safeguarding.

Clubs must make accommodations for students with additional needs. This includes:

Modifications may include adjusted communication, alternate assessment formats, or changes in grading environment. These must not dilute the technical merit of the grade but should allow fair opportunity to demonstrate parity of progression.

Where a student experiences a minor, non-technical error (e.g. slip, fall, uniform issue), instructors must apply discretion. The following should not automatically count against a student:

Students should be made aware — during grading preparation and on the day — that they may safely withdraw or pause as needed. Where absence is brief, this should not prejudice their outcome. If absence is substantial, the panel must consider a formal fail in accordance with 10.1.

Where necessary, the grading panel may request a follow-up demonstration at a later time, or may use in-class observations to assess a technique that could not be demonstrated safely during the grading.

Students must be shown how to exit the mat or grading area respectfully (e.g. bowing off), so that their conduct remains consistent with the tone of the event.

Accurate documentation is essential to uphold the integrity of martial arts grading. Clubs are expected to maintain detailed, retrievable records of all student progress and to issue certificates that reflect technical standards, transparency, and professionalism.

All grades awarded by a club must be logged clearly and securely. Acceptable record-keeping systems include:

At a minimum, each grade record must include:

These records must be retained for a minimum of three years and made available to BMABA on request in the event of an audit, dispute, or query regarding grade authenticity.

Wherever possible, clubs are encouraged to use digital platforms to support backup, accessibility, and security.

Certification issued to students upon successful grading must be professional and complete. Each certificate must contain the following:

It is acceptable to include branding or internal programme names (e.g. “Samurai Tigers Programme”) as a subtitle or decorative feature, provided the primary discipline or style is clearly visible.

Example:

Clubs must take care to avoid misrepresentation. Certificates should not imply issuance directly by BMABA or any other governing body unless that recognition is explicitly held and active.

Where joint awards are issued (e.g. a club grade and a BMABA grade), the certificate must distinguish between the two awarding entities.

The BMABA name, logos, crests, emblems, and all related branding are the intellectual property of BMABA CIC and are protected under registered trademark. These assets must only be used in accordance with the BMABA Branding & Logo Usage Guidelines, which are issued separately and apply to all clubs, instructors, and affiliates.

Grades awarded under the NGIES framework by a suitably qualified examiner within a BMABA-registered club are recognised and accepted nationally by BMABA. However, such grades are not issued directly by BMABA CIC itself — for example, through its national executive committee or central headquarters — and care must be taken to avoid misrepresentation.

To ensure clarity for students, parents, and the public:

Clubs are responsible for ensuring that all public communications, certificates, websites, and promotional materials reflect this distinction. Misuse of BMABA branding or false implication of central grading authority may result in disciplinary action and removal of club recognition under NGIES.

For clarity or uncertainty regarding branding usage, clubs should consult the latest edition of the BMABA Branding & Logo Guidelines or contact the national office for guidance.

Grading is a defining moment in a student’s martial arts journey. It must be administered with care, professionalism, and a clear commitment to fairness and transparency. The outcome of a grading — whether pass or fail — must be handled in a way that maintains student dignity, supports wellbeing, and upholds the technical standards of the art.

Failing a student in a grading must only occur when it is demonstrably justified by objective, clearly defined criteria. These should be linked directly to the technical and behavioural expectations of the grade level in question.

Key expectations include:

Instructors are expected to take into account the physical, emotional, and psychological impact a failed grading may have. Failure should never be used punitively or to assert control or dominance. It should instead be viewed as a learning opportunity and communicated respectfully with empathy and encouragement.

Clubs must also:

In exceptional circumstances where a student must pause a grading due to medical needs, sensory overload, or safety concerns, instructors should accommodate this appropriately. This may include partial re-assessment or instructor-led observation in class. If absence during a grading is substantial or material, the panel may determine a fail is appropriate, in line with NGIES expectations. However, wherever possible, discretion should be applied with the option to re-demonstrate missed content at the end of the grading or during a future session. Recent class performance may also be used to validate known competency where formal assessment was not possible.

Clubs should exercise discretion in cases where a student experiences on-the-day nerves or isolated technical mishaps — such as dropping a bokken, stumbling during a kata, or hesitating in a combination — especially when these are out of character.

While the integrity of the grading standard must be preserved, instructors may reasonably fall back on their broader, prior knowledge of the student’s capability. Where there is confidence that the student has demonstrated consistent readiness and technical ability in class, such incidents may be regarded as isolated grading-day nerves, not systemic underperformance.

Students should be clearly briefed in advance on how to remove themselves from the mat for safety, dignity, or medical reasons. For example, they should be guided to complete a technique, bow respectfully, and exit with composure.

Under no circumstances should any failed grading be the result of parental interference, or commercially derived (i.e: outstanding bills etc).

All clubs must have a documented and accessible grading complaints process. This should outline how a student, parent, or carer can raise a concern or appeal a grading outcome, and what steps will be taken to review or investigate the issue.

Minimum requirements include:

Where a complaint cannot be resolved internally, or where a student or parent feels a decision is unfair or non-compliant with NGIES standards, the matter may be escalated to BMABA for independent review.

BMABA may request access to assessment records, examiner notes, and witness testimony. It may also review the grading process in the context of the club's style and ethos. Clubs must store records of all grading-related complaints and appeals for at least three years, in a secure and retrievable format.

BMABA reserves the right to intervene where grading integrity or student welfare is at risk. Ongoing concerns or repeated issues may impact a club’s recognition under NGIES.

Grading outcomes are not determined solely by technical performance. Behaviour, attitude, and conduct form a fundamental part of a student’s readiness to progress, particularly in disciplines that emphasise character development and martial ethics.

Instructors may choose to defer or fail a grading where a student demonstrates unacceptable behaviour, such as:

This is particularly relevant in children and teenagers, where behavioural development is often a key outcome of martial arts participation. In these cases, a failure may not be due to technical incompetence, but rather a clear and consistent failure to meet the behavioural standards expected of the next rank.

Clubs are encouraged to:

Behavioural failure must not be used arbitrarily or punitively. It should always be proportionate, constructive, and well-documented. The ultimate aim is to foster personal growth and ensure the student is prepared to represent their grade both technically and ethically.

In some circumstances, a student may demonstrate potential but fall slightly short of the full standard required for a formal grade — whether technically or behaviourally.

In such cases, a club may choose to issue a ‘Temporary Pass’ or ‘Provisional Grade’.

This approach allows the student to continue training on the next syllabus while being supported in the areas where improvement is still needed.

Key guidelines for temporary passes:

This approach can be useful in borderline cases — for example, where a student narrowly misses technical targets but is making consistent progress, or where a behavioural lapse is judged to be isolated or remediable.

Temporary passes should not be used as a routine solution or a way to avoid difficult decisions. They are a tool to support fairness and progression, while maintaining grading integrity.

The outcome of a grading — whether a pass, fail, or deferment — can have a significant emotional impact on students. It is the responsibility of all instructors and examiners to uphold the dignity, wellbeing, and confidence of students before, during, and after the grading process.

Clubs must take appropriate steps to ensure grading results are delivered with discretion and care. This includes:

Students should never be left feeling humiliated or shamed by a grading result. Every effort must be made to ensure the experience is constructive, even when the outcome is not what they hoped for.

Grading should only occur when a student is demonstrably ready to attempt progression. In most cases where a student fails on technical merit, it reflects a failure of the instructor or lead examiner to correctly assess their readiness beforehand.

It is the responsibility of the club to determine:

A student should not attend a grading “to see how they get on”. If there is uncertainty about their readiness, it is almost always preferable to defer the assessment rather than risk a failed outcome. A well-handled deferment, when communicated properly, can avoid unnecessary harm to confidence and morale.

Key points regarding deferment:

When grading is used appropriately and students are properly prepared, failure should be rare. It should never be a routine outcome, nor used as a disciplinary tool. The grading process should always reflect the best interest of the student’s long-term martial development and wellbeing.

Time-served progression refers to any award of rank or status based primarily on duration of service, experience, or contribution, rather than demonstrated technical ability. This may include so-called honorary grades, lifetime awards, or recognition-based dan grades.

BMABA recognises the valuable contribution of long-serving practitioners, instructors, and community leaders. However, in the interests of preserving national standards and safeguarding the credibility of martial arts rankings, time-served grades are not automatically recognised under NGIES unless specific conditions are met.

BMABA may consider recognising a time-served grade only when all of the following conditions are met. Recognition is not automatic, and clubs must be able to demonstrate that the grade is credible, justified, and issued in good faith under the broader expectations of national parity.

a. Demonstrable Technical Ability

The recipient must still be able to demonstrate a meaningful level of technical proficiency aligned with the grade awarded. This may include, but is not limited to:

In cases where the individual is no longer physically active due to age, injury, or other limitations, recognition may still be granted based on historical evidence of previously held competency and ongoing contributions to the pedagogy and safeguarding of the art.

The time-served grade must be issued with full transparency and demonstrable integrity. This includes:

Instructors must never promote themselves under any circumstances.

BMABA recognises that in some cases, geographical isolation, political estrangement, or lack of senior infrastructure may limit progression opportunities — particularly for long-standing instructors operating independently or in regions without accessible senior examiners.

However, this must not be used to justify self-promotion. In these cases, any time-served or service-based grade managed and issued at club level must be:

Self-issued ranks, no matter the justification, undermine the legitimacy of the grading system and will not be recognised under NGIES. Solo-led instructor clubs or those without a student body able to support the process should explore BMABA's National Vocational Grading Scheme.

c. Longstanding Contribution

The recipient must have made a substantial, sustained contribution to the martial arts community. This may include:

This contribution must be verifiable through organisational records, student testimony, historical documentation, or other supporting evidence.

d. Evidence and Documentation

BMABA reserves the right to request documentation supporting any time-served grade, which may include:

Where sufficient evidence is not available, BMABA may withhold recognition, offer partial acknowledgment (e.g. honorary standing), or require a formal re-assessment for verification.

Time-served grades are recognised under NGIES as legitimate technical awards where a club or style’s progression pathway supports senior advancement based on continued practice, leadership, and contribution over time, rather than a singular grading event. This is particularly relevant in traditional systems or where dan gradings follow defined time-in-grade pathways.

Time-served grades must still meet the criteria in 11.2 and must not be self-awarded. Where no senior examiner is available, clubs may use internal governance mechanisms such as instructor teams or community voting to propose a time-served award. BMABA reserves the right to request supporting documentation for national recognition.

Honorary grades, by contrast, are symbolic and must be clearly labelled as such. They are not to be used as a proxy for technical competence, instructional authority, or safeguarding compliance.

Honorary titles — such as honorary dan grades or ceremonial belt awards — may be used by clubs or associations to recognise an individual's contribution to martial arts. However, these titles must be clearly distinguished from technical, time-served or vocational grades, especially within the NGIES framework.

Honorary grades must not be treated as equivalent to vocational, time-served peer issued or technically assessed grades. They are symbolic and must not, under any circumstances, confer teaching authority, examination privileges, or formal instructional standing unless the recipient separately meets the current technical competency for the grade in question.

To avoid confusion or misrepresentation, honorary grades must:

Where honorary or ceremonial grades are issued to instructors still actively involved in training or coaching, clubs must take extra care to avoid conflating honorary recognition with technical certification. This is especially important when honorary grades are issued at a higher dan level than the individual has technically attained.

Distinction from Vocational Dan Grades

A vocational dan grade, when issued under BMABA's direct national grading framework, is a technically assessed and formally examined rank. These are awarded only following rigorous practical evaluation, verified eligibility, and oversight from BMABA’s executive grading authority or national panel.

A time-served grade may, under specific conditions (see Section 11.2), be accepted as a formal technical rank — but this is dependent on demonstrated competence and transparent governance.

An honorary grade, by contrast, is symbolic and should be treated as such. It cannot be substituted for technical evaluation, nor should it be cited as evidence of instructor competency, unless separately and independently verified.

Governance & Safeguarding Implications

This distinction is essential for safeguarding, insurance, and public trust. Students, parents, and stakeholders must be able to rely on clarity of title and transparency of qualification. Misuse or misrepresentation of honorary grades as vocational credentials undermines the credibility of all grades issued within the NGIES framework, and may lead to disciplinary action.

It is essential that clubs and instructors maintain a clear and principled distinction between time-served recognition and formal technical gradings. While BMABA supports legitimate time-served advancement where it aligns with a style’s progression model, this should never be used to bypass the expected process of assessment or to circumvent scrutiny.

Key principles include:

This clause protects the integrity of martial arts progression, ensures public trust in grades issued under NGIES, and encourages clubs to find balanced, transparent pathways for senior recognition without undermining the values of assessment, accountability, and merit.

All grades — including those awarded in recognition of service — should be logged, certified, and issued in accordance with BMABA’s standards. Time-served or honorary grades must not be hidden or presented as standard grades to avoid misleading students, clubs, or members of the public.

Where used, any time-served or honorary promotion must clearly state its basis and should ideally be accompanied by written explanation or citation.

BMABA reserves the right to:

While respect for service and longevity is a vital part of martial arts culture, NGIES prioritises technical credibility, consistency, and fairness above all else.

Dan grades represent the highest levels of technical and professional achievement in martial arts. Under NGIES, strict guidance must be followed to ensure these grades maintain national credibility, parity across styles, and the respect of the wider martial arts community.

Dan grades represent advanced levels of technical maturity, contribution, and leadership. As such, a strict minimum time-in-grade structure must be followed to uphold credibility, prevent grade inflation, and ensure consistency across clubs and styles.

BMABA recognises that different disciplines and teaching contexts will vary, but the following national framework is to be used as the default benchmark for time-based progression between dan grades:

This timeline results in a minimum of 28 years between 1st Dan and 8th Dan, assuming all other requirements are met and no deferrals or deferments are needed.

These intervals are minimums. Instructors are encouraged to exceed them where appropriate to preserve standards, reflect personal development trajectories, or acknowledge time spent in leadership or service rather than technical training alone.

Clubs found to be issuing dan grades that breach these minimums without exceptional and well-documented justification may have those grades rejected or flagged for review under NGIES.

Dan grade assessments must go beyond basic demonstrations and reflect the candidate’s maturity, technical command, instructional ability (where relevant to the discipline), and wider contribution to the martial arts community. A dan grade should represent the whole practitioner — not just technical ability but ethics and leadership too.

Each club or style may tailor its own process, but assessments must remain fair, rigorous, and consistent with the NGIES framework. The methodology used should be proportionate to the seniority of the dan grade being awarded.

a. Acceptable Assessment Routes

Internal assessment may be used for 1st and 3rd Dan provided that the process is documented, transparent, and based on formalised grading criteria. The assessment must still evaluate a wide range of competencies.

Panel assessment is recommended for all dan grades and should include at least two senior instructors wherever possible. This ensures oversight, reduces the risk of bias, and strengthens the credibility of the grading process.

External examiners are strongly encouraged for dan grades 4th and above. The inclusion of an impartial, senior instructor from outside the club adds transparency and provides national-level credibility, especially when the grade will be relied upon for teaching or instructional authority. We understand this will not always be possible, so this is not compulsory.

b. Core Assessment Domains

All dan grade assessments should cover, at minimum, the following areas:

Technical proficiency. This includes performance of core syllabus content, advanced applications, and demonstration under pressure. Candidates should display maturity of movement, situational adaptability, and style authenticity.

Theoretical knowledge. Candidates should demonstrate a sound understanding of their style’s history, philosophical roots, grading rationale, and (where applicable) safeguarding, child protection, and coaching principles. This may be assessed through questioning, written work, or scenario-based examples. This can also be assessed in advance of the grading, and evidenced to the panel during deliberation or review for disciplines that are rooted in the technical assessment first and foremost.

Instructional ability. Where a dan grade carries teaching expectation, candidates must demonstrate class management, safe coaching techniques, student communication, and an understanding of pedagogy relevant to their student base.

Leadership and ethics. This includes evidence of community contribution, mentoring, upholding club culture, safeguarding responsibility, and wider involvement in martial arts development. Candidates should be seen as role models. Similar to theoretical knowledge, it may not be possible to assess this during the examination process so it may be considered as part of grading readiness or evidence and testimonial brought to the grading panel by the relevant instructor(s).

c. Moderation, Documentation, and Oversight

Clubs must maintain clear records of all dan gradings conducted. This includes assessment criteria, participant names, date and location, examiner names, and outcomes. Where external examiners are involved, their details and observations should be documented.

BMABA may request to review dan grade assessment records at any time to ensure consistency and credibility under the NGIES framework.

d. Exceptional Circumstances and Equivalency

A dan grade awarded without any formal assessment — even if issued by a senior figure — is unlikely to be recognised unless supported by robust and independently verifiable evidence. In such cases, clubs should submit a detailed rationale to BMABA, including historic grading records, student outcomes, or peer corroboration.

Honorary or time-served dan grades are addressed separately in Section 11. These must not be presented or interpreted as equivalent to a formally assessed dan grade unless clearly validated through peer review or formal assessment.

e. Integrity of Outcome

Dan gradings must never be awarded automatically based on years served, seniority in the club, or political position. If a club wishes to acknowledge contribution, honorary or time-served recognition may be more appropriate (see Section 11). However, formal progression should always follow a deliberate and measurable assessment process.

The credibility of a dan grade is essential to the individual, the club, and the wider martial arts community. As such, all examiners and instructors bear collective responsibility to maintain the integrity of the process.

Clubs and individual examiners bear full responsibility for the integrity, accuracy, and credibility of any dan grade awarded under their authority. This responsibility extends beyond the day of assessment and includes the long-term standing of the grade in the eyes of the wider martial arts community.

Key obligations include:

BMABA reserves the right to investigate and, where necessary, withhold national recognition of any dan grade that appears to breach these expectations. This may include seeking evidence of assessment procedures, requesting video or written justification, or requiring corroboration from senior instructors. Where serious concerns arise, BMABA may also suspend or revoke a club or examiner’s authority to award further dan grades under the NGIES framework.

The integrity of martial arts grading relies heavily on the capability, ethics, and technical standing of those who serve as examiners. This framework outlines current expectations and introduces the foundation for BMABA’s National Examiner (NGIES) Qualification, which provides a consistent, nationally credible standard for assessment across all affiliated clubs.

To ensure technical integrity while supporting grassroots clubs, the following principles apply:

This model provides a structured safeguard against grade inflation while ensuring that even small or developing clubs retain the ability to progress students meaningfully.

BMABA recognises that many clubs are led by instructors who may currently hold lower Dan grades. In such cases, this mechanism provides room for the lead instructor to gradually progress through the examiner framework, enabling the club's grading capacity to mature in lock-step with the club’s growth. As the instructor achieves higher grades, their eligibility to award higher grades expands proportionately — creating a natural and credible pathway for long-term club development.

BMABA's preference would be a two grade separation (i.e: a 1st Dan can grade to 2nd Kyu, a 3rd Dan to 1st Dan, and so on and so forth) but recognises that such limitations would be hugely limiting for many rural, small or independent clubs.

Examiners are not only responsible for assessing technical skill but also for modelling professionalism, safety, and fairness. To maintain credibility under the NGIES framework, all examiners must meet the following compliance expectations:

This ensures examiners remain up-to-date with national safeguarding expectations, continue to improve their objectivity and assessment skills, and align with the evolving legal and ethical standards expected across the martial arts sector.

Failure to meet these conditions may result in BMABA withholding recognition of any grades awarded, especially at dan grade level or where concerns are raised around a student’s experience, welfare, or progression.

To ensure consistency, fairness, and national credibility in martial arts assessments, all examiners wishing to be nationally recognised under the NGIES framework must complete the BMABA National Examiner Qualification. There will be a grace period in place until September 2026 to allow ample time for clubs to align to the NGIES framework for recognition of grades.

This structured programme provides the technical, ethical, and procedural foundation needed to conduct gradings to a nationally accepted standard. It is open to eligible instructors (see Section 13.1), and forms a requirement for anyone wishing to be recognised as an Approved BMABA Examiner.

The Examiner Qualification includes the following key modules:

To uphold the national credibility of the BMABA Approved Examiner status, all NGIES registered clubs or examiners will be subject to random re-validation audits. This process ensures that grading practices remain ethical, consistent, and aligned with evolving standards, and that examiners remain active, accountable, and committed to continuous improvement.

Revalidation audits will include one or more of the following;

Instructors may choose to conduct gradings through a club-led panel approach, whereby two or more senior instructors jointly assess candidates. This collaborative method offers valuable peer oversight and can enhance consistency, especially in clubs with multiple instructors or technical leads.

To preserve grading integrity and national standardisation:

This structure ensures that panels can be inclusive and collaborative without diluting technical accountability. It also enables smaller clubs to gradually build examiner capacity as instructors progress, supporting sustainable growth while preserving grading credibility.

Some clubs may choose to convene grading boards that include external guest examiners, senior figures from other organisations, or a formalised internal committee. This model can support impartiality, transparency, and national credibility when structured correctly.

The following standards must be upheld:

This panel model can offer excellent assurance of fairness, cross-style respect, and enhanced student experience — but it must never dilute the technical rigour of the grading process or undermine style-specific expectations. The use of external examiners is encouraged where available, especially for higher dan grades, but their participation must be formalised and appropriately documented.

Solo examiners may be appropriate in some settings, but strict conditions apply.

Clubs relying on solo panels must ensure extra care is taken to:

The solo examiner remains solely responsible for all grading outcomes.

All clubs must have predefined, transparent protocols governing how grading decisions are reached. This includes:

In multi-examiner or panel-based assessments, clubs must define in advance:

This ensures consistent, fair decision-making and helps protect both students and examiners from subjective or unclear outcomes. All examiners must agree to these terms prior to grading day, and a brief written summary of the panel decision-making process should be kept on record for all assessments, especially for dan grades or contested outcomes.

Grading transparency, structure, and ethics are foundational components of the wider BMABA ecosystem, particularly in relation to:

The National Grading & Instructor Examination Standards (NGIES) framework represents BMABA’s benchmark for best practice in martial arts assessment. While the NGIES framework will not be mandatory for Club Colours or Regulation Ready approval until further notice, its adoption is strongly encouraged for any club seeking to establish national credibility, transparency, and safeguarding confidence in their assessment procedures.

This is to allow sufficient time for:

However, there are clear signposts of where NGIES alignment will increasingly intersect with other BMABA quality markers:

Clubs adopting NGIES early are likely to benefit from:

The NGIES framework is designed to support quality, integrity, and fairness in martial arts grading across all BMABA-affiliated clubs. While its implementation is grounded in trust and guidance, BMABA retains a duty to monitor compliance and intervene where necessary.

BMABA will offer advisory support to assist clubs in adopting NGIES-aligned practices. This may include:

Clubs are encouraged to engage with this support as early as possible to ensure a smooth transition and sustained alignment with best practice.

To uphold national grading standards, BMABA reserves the right to undertake the following:

All audit activities will be proportionate, evidence-led, and compliant with BMABA’s broader safeguarding and regulatory policies. Clubs will always be given an opportunity to respond to concerns.

Where serious or repeated breaches of NGIES expectations are identified, BMABA may enforce the following sanctions:

These actions are not taken lightly and are always preceded by a formal investigation and right to reply.

This section defines key terms used throughout the NGIES framework to ensure shared understanding and consistency across BMABA-affiliated clubs.

A form of student progression based on observation, training consistency, or instructor discretion rather than set grading events. Non-formal grading must still align with core NGIES principles of fairness, transparency, and proper record-keeping.

Any martial art that:

This includes Karate, Boxing, Kickboxing, Judo, Taekwondo, Kung Fu, BJJ, etc. Systems that are entirely branded or proprietary may not meet the criteria unless accompanied by a clear technical lineage or rationale.

Grades issued to minors or beginners that may include:

These must be clearly documented and communicated, especially when transitioning to adult or formal rank structures.

An individual responsible for assessing student progress and awarding grades. Under the NGIES framework, examiners must:

Branded syllabi may be used alongside formal style names but must not replace or obscure them. For example, "Phoenix Combat Karate (based on Wado Ryu)" is acceptable; "Phoenix Rank Level 4" without mention of style is not.