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.

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.