Who knows about this blog

Apparently, no one who wants to respond. :) That's okay. I'm discovering that I don't have a great fire to push my ideas into the world or get responses.

But, I've told some groups about it. I told the students in one of my graduate classes right away. It is on constructivist learning on the internet, and this blog fulfills one of the assignments. I also told my kenpo club and my instructor and a few others right away. A few weeks ago I told the folks on the kenponet, which is a big mess of martial artists, and a pretty critical bunch at that. I would have figured some of them to start arguing that I'm wrong by now. :)

I don't know if anyone would find this thing by accident or not. In the settings, I okayed listing it for others to find.

Oh, well.

Peace,
SGB

7 testing

It looks like I'll be testing at least 7 people this Saturday, going for yellow, orange, and purple ranks. One person is holding off, planning to learn a few bits she missed and practice over the holiday break. This should be a good test. I plan to work them rather hard, which always makes for a good test. :)

Peace,
SGB

4 quadrants drill

Tonight we did the 4-quadrants drill (just made up that name, don't know if it has a name otherwise).

There are 4 techniques in the beginning levels that all play off the same general idea. The defender steps back with the left foot, presenting the right side, and handles the defense and offence primarily with the right side. These 4 techs have initial blocks / parries that cover each of the 4 corners, facing the bad guy. This means that one tech covers the upper right quadrant, another the lower right, and so forth.

Putting them together, the student has 4 techs to do that remove much of the doubt and conflict that might hinder the response time of a beginner. Specifically, all step the same way (roughly), and have the right arm defending. So, the defender just has to step back and stop whatever hit is coming. By that time, the defender will be falling back on their training (based on repetition), and can do the rest of the tech as needed.

So, for the drill, everyone pairs up. They take turns in some manner (lots of ways to do this -- tonight we did 2 attacks, then 2 defense, then 2 attacks, etc, and using a "musical chairs" kind of process to switch up partners). The "bad guy" will either swing a right roundhouse punch or a left roundhouse punch (taking up the 2 upper quadrants), and the defender must read the attack and defend with one of the 4 self-defense techniques. Then, after a bit of this, we add in a kick for the lower quadrants. The defender has to "read" the motion of the bad guy to determine what is coming, and react immediately, meaning the drill forces the defender to not process information consciously, but rather rely on training and trust their own reflexes and "position recognition". This is why it's so important that they need not decide how to step -- that decision is a big complication for beginners that can't easily be handled yet.

For beginners, we make the reading easy, a clear step in with the punch, cocking the punch first, etc. For more experienced students, there is less warning, better control of "tells", faster and harder punches, etc, until a point where the bad guy is doing his best to foul up the defender, and throwing some solid strikes.

The drill develops ability to read, reaction time, below-conscious processing, trust of the body's reactions, trust of the training, confidence, comraderie, and lots of other stuff. It's not a bad drill.

We also did variations on wrestling described in a post below. These were also interactive (1-on-1 and competitive, specifically), and teach some of the same lessons as above, but also how to manipulate the opponent, throw or off-balance someone, keep one's own balance, etc.

Peace,
SGB

Attitude

There's a lot I can write about attitude in martial arts, but it's 2 am, so I'm going to keep this very focused.

One thing I do at the end of every class is have the students do the technique they learned in the air. I give them 3 or so chances to make it as good as they can. This has really helped, I think. In any case, nearly every time I do this, I tell them that they need to impress themself.

It might go something like this:
"Don't worry about me, don't worry about your neighbor. You know how hard you've been working, how well you are doing. You also know how much better you can do, what your potential is. Well, your real potential is even better than what you think it is. Now, I want you to give it your all. I want you to impress yourself. Later on, you can impress me. Right now, impress yourself. Do better than you thought possible. Go!"

Then, at the beginning of the test, I tell them that now is the time when they have to impress me. I remind them that they have more potential than they realize, and that they still need to impress themselves. But today is the day to impress me.

Peace,
SGB

FYI, how classes and tests are organized

Regular class:
Bow in
warm up exercises and review of known material like drilling basics
stretch
get a drink of water
learn new basics
learn new self-defense tech or form or set
questions
bow out

Test:
Bow in
explain purpose and format of test
warm up exercises -- pushups happen between every step from here on, we do 500 or 600 pushups, or more, depending on how long the test goes
stretch
drill basics in the air, starting with first belt, and progressing through all belts (all tests are cumulative)
drill self-defense techs in air, progressing as before
do self-defense techs on bodies, progressing as before
do forms and sets (this part is usually done individually -- the other parts everyone is moving at once)
recite current pledge from memory (we sing goofy kids songs -- loudly -- between pledges, for the fun and to clear out echoic memory; the point is to understand and commit to the pledge, but we have memorizing too as a way to make sure the student has spent a little time with the pledge before testing)
do more exercises or sit in kneel, depending on what I think they can do, while I double-check to make sure I'm satisfied with each promotion, and give a letter grade to go with the comments I've been keeping.
Belt ceremony, for those that pass.
Bow out.
Pictures and food (my wife usually makes homemade bread or cookies or something, and drinks)

Peace,
SGB

Tests

Tests are strange things. We are all business. It's harder work physically and mentally than regular class, longer with more movement per minute, no horsing around or exploring an issue.

The only talking, generally, is what I do when starting the test, what I do for the belt ceremony, what I do for giving instructions, and what they do when answering my questions about why we do this or how we should do that.

We do a fair amount of body work on each other, but not, as a percentage, as much as regular class. After the test, everyone feels very connected and happy to have survived it. It's a good feeling.

Peace,
SGB

End of semester mess

So, my grad classes (4 of them) for the semester are ending, and we're preparing for the belt test in kenpo. And the holidays are here. I'm frazzled.

In the different areas of my life (when I think of things as compartmentalized), I'm responding in different ways.

With school, I am having trouble thinking clearly, and getting the motivation to get the work done. But, I'm doing it -- in fact I'm doing all the work early because my schedule is too tight to leave anything to the night before it's due, since I have no nights free all this week. I'm also getting really obsessive about it, which is a good sign that I'm stressed.

In kenpo class, I'm still able to think and get new ideas. In some ways it's a refuge from school. But, I have less confidence. I second-guess my choices and ideas, and I mumble or briefly digress in class. As a result, I have to give extra effort to keeping everything simple, lest I start second-guessing what I do. Generally (and this may be a bad sign), I follow my plan or idea anyway, then second-guess after I've done it.

I need to ask for feedback, get another perspective on what I'm doing in kenpo class. I'll have to remember to solicit feedback tomorrow.

Meanwhile, here comes the belt test. So far, at least 3 are testing, each for a different color of belt. I expect a few more to step up before test day.

Peace,
SGB

Not my regular class, not my regular methods.

Tonight (Monday night), I ran a stress-reduction class for campus RA's. Actually, I ran 2 sessions. Since they knew no kenpo, and the purpose was stress reduction, I talked briefly about ways martial arts reduce stress, made sure they all sweated a lot, and taught them a few basics and had them do the basics on pads and on each other. In the second session, we also had time for some wrestling-like activity. This was kenpo related only in that the basics were kenpo basics. Otherwise, this could have been any martial art.

I found that I was searching for ways to make the class more interactive and to pair people up. Our regular class has a structure conducive to constructivist methods. And, the regular students have a base of information and a knowledge of class structure that allow more constructivist exploration. Finally, the regular students are used to working on each other, opening lots of options for constructivist methods.

With a bunch of beginners doing a slightly non-standard format, I did not have as many options for using constructivist methods as I usually do. I was limited to having them do 2-person stretches, practicing punches and parries on each other, and some wrestling. We did not have options for the cool interactive drills, or the usual exploration that comes with learning a self-defense technique, and so forth.

But, I did have 2 regulars come to class to work out and help, and they both told me they were great sessions. This suggests, again, the value of doing basics and repetitive drilling, and argues against some of the more cognitive stuff, and constructivist stuff. I'm starting to wonder if a push for more constructivist approaches might weaken rather than strengthen what we do.

Peace,
SGB

Some interactive drills

Here are a few of our interactive drills that I mentioned earlier. The abbreviations are all for various self-defense techniques that the participants know. DS is a defense against a right grab or punch, SoD against a left, ID and DH both against a front kick. The 4 of them work together to defend in each of the 4 quadrants, the 4 corners of the space between the defender and the bad guy, if the bad guy is standing in front of the defender. Star Block Set is a quick set where we go through 5 blocks in a specific order.

--- --- ---

Line Drill – attacker throws left or right, defend with DS or SoD

Line Drill – attacker throws left, right, or thrusting front kick, defend with DS, SoD, ID or DH, teacher plays “wild card”, attacking with unexpected attacks so that students had to bring in idea of spontaneous response

Balance Drill (1 on 1) – 3 or 4 variations, all variations of what we used to call "Indian wrestling" when I was a kid. Lay a belt on the ground. Start with both feet on a belt, both participants touching hand and foot (like sticky-hand/sticky-foot wrestling), with the goal of pushing either foot off. Lots of variations. Ends with front foot on belt, no touch requirement, pushing the front foot off.

Wrestling (1 on 1) – a sort of light wrestling, the idea being to get the opponent to put one knee or more to the ground, playful and non-competitive (as much as such things can be).

Semi-circle drill – An environmental awareness exercise, where one person is in the middle, and others are spread around them in set positions, and the person behind them picks who attacks when, with limited options for attack. Lots of variations.

Sticky hands -- a bit hard to describe, you have to do it to understand it.

Star Block Drill – progression, many variations. Start with 1 person does "Star Block Set" in horse stance while other sends out strikes to block. Progress through lots of variations. End with both people in stance and moving and switching which stance is forward while firing attacks that work with Star Block Set and defending with front hand.

Sample lesson plan, with 2 techniques described

Here's an example of my class notes, the daily lesson plan. I figured I should write a description of Sword and Hammer, since I mentioned it below, then thought I might as well give an example of a class note that has a description within. So, here's the note from a class where I taught S and H, then, for the intermediate students, taught another technique called Thundering Hammers. I have not edited this, so it has jargon and idiosyncratic cues you might not understand. But hopefully you'll get an idea of S and H, probably the simplest self-defense technique in the system.

-- SGB

--- --- ---

Open, exercise, drill basics – outward handsword, back hammer fist, drill techs, stretch

Beginner Tech: Sword and Hammer (Flank Shoulder Grab)

1. An attacker at 3 o'clock grabs your right shoulder with their left hand.

2. As you pin his hand with your left hand, step to 3 with your right foot into a horse stance as you execute a right outward handsword to your attacker's throat.

3. Follow directly with a right hammer fist to the attacker's groin. (Utilize marriage of gravity with this strike. Sink with the strike.) Grafting Flow End of Obscure Wing

Lessons:

2. Pin dead hand. Back-up mass sideways

3. Marriage of gravity.

"Grammy tech." Kill then hurt. Ethics of self-defense. Etc.

Introduce the pledge. If time, review Grasp of Death. Questions? Close

Open intermediate class

Intermediate Tech: Thundering Hammers (Front- Right Step-Through Punch)

1. An attacker from 12 o'clock comes at you with a right step-through punch.

2. Step your left foot to 10:30 into a left neutral bow facing 1:30 as you execute a left inward block to your attacker's right arm. Note: Your right arm will be hanging. Grafting Flow Dance of Death Sleeper Flashing Wings Flashing Mace

3. Shuffle towards 12 o'clock utilizing back-up mass as you pivot into a left close kneel and execute a right horizontal bottom fist to your attacker's midsection. Note: Your left arm will cock high above your in preparation for your attacker's response. Your right knee will check your attacker's right leg and buckle it.

4. Shift into a right close kneel facing 4:30 as your right hand checks across your attacker and checks their right shoulder down. Continue the flow of motion to maximize the marriage of gravity and execute a left inward overhead hammerfist to your attacker's kidneys. Note: Your right hand will be cocked high, your left knee will be putting pressure on the back of your attacker's right knee. Grafting Flow Crossing Talon End of Grasp of Death

5. Your left hand checks across your attacker's back and essentially slaps the back of attacker’s head as you shift back into a left close kneel facing 10:30 and utilize gravitational marriage and execute a right inward overhead hammerfist to your attacker's neck. Note: Your left knee will again put pressure on the top of your attacker's right kneecap. Grafting Flow End of Crossed Twigs

6. Step your left foot to 7:30 into a right neutral bow facing 1:30 as your left hand wraps forward to the left side of your attacker's face. Roll their face so it is facing you. As your hand finishes, loop it through and execute a quick right backfist to your attacker's right jawbone. Note: The follow-through will cause your right hand to end by your right hip.

7. Push drag to 1:30 as you execute an upward palm strike to your attacker's face.

8. Cross out towards 7:30.

Note: Try this technique with one hand or even no hands.

Lessons:

1. Or right jab.

2. Slight step off. Lazy hand.

3. B-UM. Cock left immediately, should be on way as you double them over.

4. Inserts? Don’t overdo them or you lose the flow.

5. Cock high immediately. Keep the hammers coming.

6. Short and quick.

7. Drive up and back, watch for bad guy’s arms.

Upper case and lower case.

Questions

Close

Curriculum

We have a set, organized curriculum, though we have a lot of leeway as to when and how we teach each piece, and we do a lot of stuff, like interactive drills, that aren't on the curriculum.

Our curriculum is online. You can go through the club's webpage at

http://restech.wustl.edu/~kenpo/

or go directly to the curriculum section of the webpage for our association

http://ukkd.tripod.com/curriculum/adult/index.html

-- SGB

The pre-emptive strike

Here's a nice controversial topic that comes up again and again. When people talk about self-defense, they usually mean that the bad guy strikes and they defend themselves. Then, inevitably, the question comes up -- "when is it okay to strike first?"

The short answer is, not often. :)

Our first pledge goes
"I come to you with only "Karate" - empty hands.
I have no weapons; but should I be forced to
defend myself, my principles or my honor;
should it be a matter of life or death,
of right or wrong; then here are my weapons -
"Karate" - my empty hands."

That opens up some ideas to mull over, and suggests that self-defense is justified in a few ways, not just by the incoming punch.

Looking strictly at moral issues (as opposed to legal restrictions), let's see. This is my opinion. I encourage you each to add your own, or critique mine.

1) Most think violence is okay if you are working as an agent for a governmental body empowered to send you out with that authority. That means that cops and soldiers can engage in violence, under some specific restrictions. The cynic in me needs to point out that often they can engage in violence outside of those restrictions and still get away with it.

2) the most common justification given in these kind of discussions is emminent threat. You know you are going to get attacked, there's no doubt, and you jump first. It is very important to take some time and think this scenario through, to figure out and discuss some situations and cues that tell you it is definitely go-time. Don't just let this issue go and hope you can figure it out when the need arises. The ethical issues are too important and the situations too subtle and complex to just hope you can figure out the right thing to do when you are in the heat of the moment.

To elaborate, none of us are mind readers. Human motivation is hard to read, and human behavior is hard to predict, especially for criminals, and sociopaths, and desperate people. If we postulate a specific situation where it is clearly go-time, it's fairly easy to poke holes in the scenario, offer reasons why it might not be go-time because the bad guy might choose to back down, etc.

Then comes paralysis of analysis. Don't let all this stop you when you need to act. The goal is to help identify when it is go-time, not talk yourself out of going when you need to. And, you'll never think up every situation, so relying on ethical principles may prove more helpful.

3) Saving someone else. Human life is precious, even if it isn't your own. We can discuss all day on who should be helped and in what situations. This also needs some serious thought, and carries great risk.

One thing I am reminded of is a principle for nations to go to war under just war theory. Nations are justified in going to war if they are attacked, if they are under clear and immenent threat (troops are gathered and ready to roll across the borders), and if their allies are attacked (if we have sworn to defend them in treaty). Nations are only obligated to go to war in defense of allies with whom they have protective treaties. Nations are not obligated to defend themselves, but they may be obligated to defend their friends.

In class, we engage in discussion about the morality of violence and nature of self-defense multiple times each semester. It comes up in the process of teaching techniques, and in the process of talking about the pledge, and specifically when we cover a technique called Sword and Hammer, in which the response is far more vicious than the initial attack we are supposed to be defending against (the bad guy grabs the shoulder from behind and to the side, the defender responds by chopping the bad guy's throat). The tech is a great think piece, just begging a few interesting questions, and provides a platform to discuss those questions. It serves as an example from which we have to find, as a group, either a justification, or resolve that there is no justification. Each time it's brought up, the conversation is a little different from last time, which is fine. The point is to get students to think about, and discuss, the ethical issues in self-defense.

Besides that, the tech teaches some nice physical lessons about striking from point of origin, body fusion, and so forth. :)

-- SGB

P.S. Another way to approach this issue to discuss when being the first to strike is not justified, i.e. ego fights, etc.