OVERLAND PARK, Kan. -- Less than two months ago, Marti Hill was lying inside her Prairie Village home with her throat slashed, left for dead. Saturday, she was at Traditional Martial Arts and Fitness sharing her story of survival.
Traditional Martial Arts and Fitness held an event Saturday to raise money for Hill's medical bills and loss of wages. Many of the attendees were working up a sweat with a kickboxing class that Hill once took with them. Hill said she felt like her workouts prepared her to survive her brutal attack and encouraged other women to consider the connection.
"I knew a little bit about self-defense," Hill said, "but not that much, and I wish I knew more."
One of her regular workout partners, who's been kickboxing for seven years, is convinced the classes are an asset that extend beyond the physical aspect.
"It becomes a part of you, and you do feel more confident that you're in more control, that you don't have to just lay down," said Sue Bucklin. "You can stand up. You can fight back."
Bucklin also credited the classes for a sense of community.
"We become a tight family and everybody pretty much knows everybody. And we wanted to be part of helping one of our own," she said.
Hill said that togetherness was one of the most important parts of the healing process. Although the fundraiser focused on fitness, the message she most wanted to get out was to cultivate friendships and remember their value.
"It's been very emotional having that many people that you're feeling their caring," she said.
26-year-old Brian Pennington, a handyman who had done work for Hill two weeks before the attack, has been arrested and charged with attempted murder.
To contribute to Hill's fundraiser, go to HelpHugs.com.
from http://www.kctv5.com/news/25490264/detail.html
Thursday, October 28, 2010
Wednesday, October 27, 2010
Considerations Five and Six
5. Targets
Targets determine techniques. It can be no other way.
The student must be able to both identify available targets, and determine the appropriate techniques and weapons to use against those targets.
Understanding the opponent's position allows the student to identify the available targets exposed by that position. Are his arms too low to effectively defend his head? Is his body bladed, or is he facing the student square, exposing his solar plexus at a ninety degree angle to the student? These questions are important and must be answered by the student within fractions of a second.
Once the targets are identified, the student must be able to execute the appropriate techniques. The natural contours of the human body, as well as the size and density of the chosen target are some of the aspects which determine the appropriate weapon. It would be inappropriate to use a finger thrust technique to the opponents jaw, however, that same technique might be appropriate to the eye. A front thrust kick may be appropriate for a strike to the opponent's bladder, but not generally to the opponent's solar plexus.
The availability of targets fluctuates constantly with changes in the opponent's position. Identifying targets, selecting the appropriate weapons, and launching the appropriate techniques must all occur with immediacy, something which comes with experience and consistent practice.
6. Natural Weapons
Natural Weapons are the tools with which the student is able to execute his offensive technique.
In this case, the deliniation of these as "natural" weapons means that it is those parts of the student's body itself which can be used in an aggressive manner. Typically this is thought of as arms and legs, hands and feet, but in practice there are other natural weapons which can also be applied to the situation.
Every part of the human body can be used either as a striking surface, or as a fulcrum against which leverage can be applied to injure or maim the opponent. The head and forearms can be used as striking surfaces, or the neck and shoulders as fulcrum points.
Perhaps the most important natural weapon is the mind. Learning that the mind can be used as a weapon is a key step in the student's instruction. It can be used to escalate or de-escalate a situation. It can be used to dissuade an attacker from his intended use of aggression, or infuriate him into acting irrationally. It can be used to disguise the student's intentions, techniques, and direction.
Understanding the use of natural weapons is key to self defense.
Drills -
Beginner: Students A and B face each other in a fighting stance. Student A calls out one target and a weapon he could use to strike it on Student B's body, then performs that basic making sure to hit his target with a good basic strike. Student B then chooses a different target on Student A, calls it out and names his basic and then executes a controlled strike. Alternate until one Student or the other can not think of a new target. Begin again.
Intermediate: Students A and B practice three hit kenpo with selected categories of targets and weapons. Upper body, closed hand strikes, front of the body, kicks and leg strikes, etc.
Advanced: Students practice Offensive Defense. While sparring, each student identifies which targets he will be hitting in combination, and which weapons he will use. Combinations must be two or more targets and include both arm and leg strikes.
Targets determine techniques. It can be no other way.
The student must be able to both identify available targets, and determine the appropriate techniques and weapons to use against those targets.
Understanding the opponent's position allows the student to identify the available targets exposed by that position. Are his arms too low to effectively defend his head? Is his body bladed, or is he facing the student square, exposing his solar plexus at a ninety degree angle to the student? These questions are important and must be answered by the student within fractions of a second.
Once the targets are identified, the student must be able to execute the appropriate techniques. The natural contours of the human body, as well as the size and density of the chosen target are some of the aspects which determine the appropriate weapon. It would be inappropriate to use a finger thrust technique to the opponents jaw, however, that same technique might be appropriate to the eye. A front thrust kick may be appropriate for a strike to the opponent's bladder, but not generally to the opponent's solar plexus.
The availability of targets fluctuates constantly with changes in the opponent's position. Identifying targets, selecting the appropriate weapons, and launching the appropriate techniques must all occur with immediacy, something which comes with experience and consistent practice.
6. Natural Weapons
Natural Weapons are the tools with which the student is able to execute his offensive technique.
In this case, the deliniation of these as "natural" weapons means that it is those parts of the student's body itself which can be used in an aggressive manner. Typically this is thought of as arms and legs, hands and feet, but in practice there are other natural weapons which can also be applied to the situation.
Every part of the human body can be used either as a striking surface, or as a fulcrum against which leverage can be applied to injure or maim the opponent. The head and forearms can be used as striking surfaces, or the neck and shoulders as fulcrum points.
Perhaps the most important natural weapon is the mind. Learning that the mind can be used as a weapon is a key step in the student's instruction. It can be used to escalate or de-escalate a situation. It can be used to dissuade an attacker from his intended use of aggression, or infuriate him into acting irrationally. It can be used to disguise the student's intentions, techniques, and direction.
Understanding the use of natural weapons is key to self defense.
Drills -
Beginner: Students A and B face each other in a fighting stance. Student A calls out one target and a weapon he could use to strike it on Student B's body, then performs that basic making sure to hit his target with a good basic strike. Student B then chooses a different target on Student A, calls it out and names his basic and then executes a controlled strike. Alternate until one Student or the other can not think of a new target. Begin again.
Intermediate: Students A and B practice three hit kenpo with selected categories of targets and weapons. Upper body, closed hand strikes, front of the body, kicks and leg strikes, etc.
Advanced: Students practice Offensive Defense. While sparring, each student identifies which targets he will be hitting in combination, and which weapons he will use. Combinations must be two or more targets and include both arm and leg strikes.
Introduction to Fancher's Street Edge:Self Defense Systems
We had an excellent seminar at the school last night taught by 4th Degree Black Belt Instructor Mr. Tim Fancher of Columbia, MO. Mr. Tim Fancher has over twenty five years of martial arts experience training and teaching the cutting edge of combat technique and knowledge. As a professional personal protection specialist he teaches seminars around the country and has been featured many times on both radio and television as an expert on the subject. His experience as a police officer, security professional, and martial arts instructor informs his unique and assertive approach to staying safe in any dangerous situation.
Attendees of the seminar were taught a variety of techniques including -
Attendees of the seminar were taught a variety of techniques including -
- Defenses against Straight Wrist Grabs using strikes against vital targets
- Driving Takedowns from 12 o'clock against Straight Punches
- Defenses against Rear Bear Hugs using Groin Grabs and Piston Striking
- Techniques for Controlling and Transporting a Subject using Wrist Locks
The Seminar ended with a study of Pressure Point/Pain Compliance techniques. Each of these techniques was practiced against specific, vulnerable targets on the opponent with the intent of changing their position or compelling behavior.
Pressure point – Jugular Notch (Suprasternal Notch)
Location: The trachea and small nerve fibres in the jugular notch region.
Direction of pressure: Pressure is in a downward direction towards the centre of the body at a 45-degree angle from the front of the opponent.
Pressure point – Clavicle Notch
Location: Located directly behind the clavicle bone in a depression, which is approximately half way between the shoulder joint and sternum.
Direction of pressure: Applied downward pressure at a 45 degree angle towards the body centre
Pressure point – Mandibular Angle
Location: Where three nerves come together at the base of the ear lobe, behind the Mandible.
Direction of pressure: Pressure applied inward and upwards towards the center of the skull.
Pressure point – Hypoglossal Nerve
Location: Under the chin inside the mandible approximately 15 to 20 degrees from the forward apex of the lower jaw.
Direction of pressure: Pressure should be applied in an upward direction, past the mandible, towards the centre of the skull.
Pressure Point - Infraorbital Nerve
Location: At the point where the upper lip meets the base of the nose.
Direction of pressure: Pressure should be applied inward and slightly upward towards the center of the skull.
Mr. Fancher emphasized the importance of preparing for the engagement beforehand, with the right mental attitude, visualization, and physical training. There was plenty of body work and repetition, allowing each of the students to perform their techniques with energy and resistance. The techniques and intensity he brought to the seminar gave each of the students an expanded toolbox for identifying dangerous situations, and for defending themselves and others.
We look forward to seeing Mr. Tim Fancher again and continuing to benefit from his unique approach to personal protection. Mr. Fancher offers both private and group lessons in Fancher's Street Edge:Self Defense Systems, and can be contacted at http://www.facebook.com/Streetedge and timothyfancher@gmail.com.
Tuesday, October 26, 2010
New Research Shows Meditation May Have Possible Long Term Benefits
From CNN’s Dan Gilgoff:
Can people strengthen the brain circuits associated with happiness and positive behavior, just as we’re able to strengthen muscles with exercise?
Richard Davidson, who for decades has practiced Buddhist-style meditation – a form of mental exercise, he says – insists that we can.
And Davidson, who has been meditating since visiting India as a Harvard grad student in the 1970s, has credibility on the subject beyond his own experience.
A trained psychologist based at the University of Wisconsin, Madison, he has become the leader of a relatively new field called contemplative neuroscience — the brain science of meditation.
Over the last decade, Davidson and his colleagues have produced scientific evidence for the theory that meditation — the ancient eastern practice of sitting, usually accompanied by focusing on certain objects — permanently changes the brain for the better.
“We all know that if you engage in certain kinds of exercise on a regular basis you can strengthen certain muscle groups in predictable ways,” Davidson says in his office at the University of Wisconsin, where his research team has hosted scores of Buddhist monks and other meditators for brain scans.
“Strengthening neural systems is not fundamentally different,” he says. “It’s basically replacing certain habits of mind with other habits.”
Contemplative neuroscientists say that making a habit of meditation can strengthen brain circuits responsible for maintaining concentration and generating empathy.
One recent study by Davidson’s team found that novice meditators stimulated their limbic systems — the brain’s emotional network — during the practice of compassion meditation, an ancient Tibetan Buddhist practice.
That’s no great surprise, given that compassion meditation aims to produce a specific emotional state of intense empathy, sometimes call “lovingkindness.”
But the study also found that expert meditators — monks with more than 10,000 hours of practice — showed significantly greater activation of their limbic systems. The monks appeared to have permanently changed their brains to be more empathetic.
An earlier study by some of the same researchers found that committed meditators experienced sustained changes in baseline brain function, meaning that they had changed the way their brains operated even outside of meditation.
These changes included ramped-up activation of a brain region thought to be responsible for generating positive emotions, called the left-sided anterior region. The researchers found this change in novice meditators who’d enrolled in a course in mindfulness meditation — a technique that borrows heavily from Buddhism — that lasted just eight weeks.
But most brain research around meditation is still preliminary, waiting to be corroborated by other scientists. Meditation’s psychological benefits and its use in treatments for conditions as diverse as depression and chronic pain are more widely acknowledged.
Serious brain science around meditation has emerged only in about the last decade, since the birth of functional MRI allowed scientists to begin watching the brain and monitoring its changes in relatively real time.
Beginning in the late 1990s, a University of Pennsylvania-based researcher named Andrew Newberg said that his brain scans of experienced meditators showed the prefrontal cortex — the area of the brain that houses attention — surging into overdrive during meditation while the brain region governing our orientation in time and space, called the superior parietal lobe, went dark. (One of his scans is pictured, above.)
Newberg said his findings explained why meditators are able to cultivate intense concentration while also describing feelings of transcendence during meditation.
But some scientists said Newberg was over-interpreting his brain scans. Others said he failed to specify the kind of meditation he was studying, making his studies impossible to reproduce. His popular books, like Why God Won’t Go Away, caused more eye-rolling among neuroscientists, who said he hyped his findings to goose sales.
“It caused mainstream scientists to say that the only work that has been done in the field is of terrible quality,” says Alasdair Coles, a lecturer in neurology at England’s University of Cambridge.
Newberg, now at Thomas Jefferson University and Hospital in Philadelphia, stands by his research.
And contemplative neuroscience had gained more credibility in the scientific community since his early scans.
One sign of that is increased funding from the National Institutes of Health, which has helped establish new contemplative science research centers at Stanford University, Emory University, and the University of Wisconsin, where the world’s first brain imaging lab with a meditation room next door is now under construction.
The NIH could not provide numbers on how much it gives specifically to meditation brain research but its grants in complementary and alternative medicine — which encompass many meditation studies — have risen from around $300 million in 2007 to an estimated $541 million in 2011.
“The original investigations by people like Davidson in the 1990s were seen as intriguing, but it took some time to be convinced that brain processes were really changing during meditation,” says Josephine Briggs, Director of the NIH’s National Center for Complementary and Alternative Medicine.
Most studies so far have examined so-called focused-attention meditation, in which the practitioner concentrates on a particular subject, such as the breath. The meditator monitors the quality of attention and, when it drifts, returns attention to the object.
Over time, practitioners are supposed to find it easier to sustain attention during and outside of meditation.
In a 2007 study, Davidson compared the attentional abilities of novice meditators to experts in the Tibetan Buddhist tradition. Participants in both groups were asked to practice focused-attention meditation on a fixed dot on a screen while researchers ran fMRI scans of their brains.
To challenge the participants’ attentional abilities, the scientists interrupted the meditations with distracting sounds.
The brain scans found that both experienced and novice meditators activated a network of attention-related regions of the brain during meditation. But the experienced meditators showed more activation in some of those regions.
The inexperienced meditators, meanwhile, showed increased activation in brain regions that have been shown to negatively correlate with sustaining attention. Experienced meditators were better able to activate their attentional networks to maintain concentration on the dot. They had, the study suggested, changed their brains.
The fMRI scans also showed that experienced meditators had less neural response to the distracting noises that interrupted the meditation.
In fact, the more hours of experience a meditator had, the scans found, the less active his or her emotional networks were during the distracting sounds, which meant the easier it was to focus.
More recently, contemplative neuroscience has turned toward compassion meditation, which involves generating empathy through objectless awareness; practitioners call it non-referential compassion meditation.
New neuroscientific interest in the practice comes largely at the urging of the Dalai Lama, the spiritual and politial leader of Tibetan Buddhists, for whom compassion meditation is a time-worn tradition.
The Dalai Lama has arranged for Tibetan monks to travel to American universities for brain scans and has spoken at the annual meeting of the Society for Neuroscience, the world’s largest gathering of brain scientists.
A religious leader, the Dalai Lama has said he supports contemplative neuroscience even though scientists are stripping meditation of its Buddhist roots, treating it purely as a mental exercise that more or less anyone can do.
“This is not a project about religion,” says Davidson. “Meditation is mental activity that could be understood in secular terms.”
Still, the nascent field faces challenges. Scientists have scanned just a few hundred brains on meditation do date, which makes for a pretty small research sample. And some scientists say researchers are over eager to use brain science to prove the that meditation “works.”
“This is a field that has been populated by true believers,” says Emory University scientist Charles Raison, who has studied meditation’s effect on the immune system. “Many of the people doing this research are trying to prove scientifically what they already know from experience, which is a major flaw.”
But Davidson says that other types of scientists also have deep personal interest in what they’re studying. And he argues that that’s a good thing.
“There’s a cadre of grad students and post docs who’ve found personal value in meditation and have been inspired to study it scientifically,” Davidson says. “These are people at the very best universities and they want to do this for a career.
“In ten years,” he says, “we’ll find that meditation research has become mainstream.”
From CNN.com
Can people strengthen the brain circuits associated with happiness and positive behavior, just as we’re able to strengthen muscles with exercise?
Richard Davidson, who for decades has practiced Buddhist-style meditation – a form of mental exercise, he says – insists that we can.
And Davidson, who has been meditating since visiting India as a Harvard grad student in the 1970s, has credibility on the subject beyond his own experience.
A trained psychologist based at the University of Wisconsin, Madison, he has become the leader of a relatively new field called contemplative neuroscience — the brain science of meditation.
Over the last decade, Davidson and his colleagues have produced scientific evidence for the theory that meditation — the ancient eastern practice of sitting, usually accompanied by focusing on certain objects — permanently changes the brain for the better.
“We all know that if you engage in certain kinds of exercise on a regular basis you can strengthen certain muscle groups in predictable ways,” Davidson says in his office at the University of Wisconsin, where his research team has hosted scores of Buddhist monks and other meditators for brain scans.
“Strengthening neural systems is not fundamentally different,” he says. “It’s basically replacing certain habits of mind with other habits.”
Contemplative neuroscientists say that making a habit of meditation can strengthen brain circuits responsible for maintaining concentration and generating empathy.
One recent study by Davidson’s team found that novice meditators stimulated their limbic systems — the brain’s emotional network — during the practice of compassion meditation, an ancient Tibetan Buddhist practice.
That’s no great surprise, given that compassion meditation aims to produce a specific emotional state of intense empathy, sometimes call “lovingkindness.”
But the study also found that expert meditators — monks with more than 10,000 hours of practice — showed significantly greater activation of their limbic systems. The monks appeared to have permanently changed their brains to be more empathetic.
An earlier study by some of the same researchers found that committed meditators experienced sustained changes in baseline brain function, meaning that they had changed the way their brains operated even outside of meditation.
These changes included ramped-up activation of a brain region thought to be responsible for generating positive emotions, called the left-sided anterior region. The researchers found this change in novice meditators who’d enrolled in a course in mindfulness meditation — a technique that borrows heavily from Buddhism — that lasted just eight weeks.
But most brain research around meditation is still preliminary, waiting to be corroborated by other scientists. Meditation’s psychological benefits and its use in treatments for conditions as diverse as depression and chronic pain are more widely acknowledged.
Serious brain science around meditation has emerged only in about the last decade, since the birth of functional MRI allowed scientists to begin watching the brain and monitoring its changes in relatively real time.
Beginning in the late 1990s, a University of Pennsylvania-based researcher named Andrew Newberg said that his brain scans of experienced meditators showed the prefrontal cortex — the area of the brain that houses attention — surging into overdrive during meditation while the brain region governing our orientation in time and space, called the superior parietal lobe, went dark. (One of his scans is pictured, above.)
Newberg said his findings explained why meditators are able to cultivate intense concentration while also describing feelings of transcendence during meditation.
But some scientists said Newberg was over-interpreting his brain scans. Others said he failed to specify the kind of meditation he was studying, making his studies impossible to reproduce. His popular books, like Why God Won’t Go Away, caused more eye-rolling among neuroscientists, who said he hyped his findings to goose sales.
“It caused mainstream scientists to say that the only work that has been done in the field is of terrible quality,” says Alasdair Coles, a lecturer in neurology at England’s University of Cambridge.
Newberg, now at Thomas Jefferson University and Hospital in Philadelphia, stands by his research.
And contemplative neuroscience had gained more credibility in the scientific community since his early scans.
One sign of that is increased funding from the National Institutes of Health, which has helped establish new contemplative science research centers at Stanford University, Emory University, and the University of Wisconsin, where the world’s first brain imaging lab with a meditation room next door is now under construction.
The NIH could not provide numbers on how much it gives specifically to meditation brain research but its grants in complementary and alternative medicine — which encompass many meditation studies — have risen from around $300 million in 2007 to an estimated $541 million in 2011.
“The original investigations by people like Davidson in the 1990s were seen as intriguing, but it took some time to be convinced that brain processes were really changing during meditation,” says Josephine Briggs, Director of the NIH’s National Center for Complementary and Alternative Medicine.
Most studies so far have examined so-called focused-attention meditation, in which the practitioner concentrates on a particular subject, such as the breath. The meditator monitors the quality of attention and, when it drifts, returns attention to the object.
Over time, practitioners are supposed to find it easier to sustain attention during and outside of meditation.
In a 2007 study, Davidson compared the attentional abilities of novice meditators to experts in the Tibetan Buddhist tradition. Participants in both groups were asked to practice focused-attention meditation on a fixed dot on a screen while researchers ran fMRI scans of their brains.
To challenge the participants’ attentional abilities, the scientists interrupted the meditations with distracting sounds.
The brain scans found that both experienced and novice meditators activated a network of attention-related regions of the brain during meditation. But the experienced meditators showed more activation in some of those regions.
The inexperienced meditators, meanwhile, showed increased activation in brain regions that have been shown to negatively correlate with sustaining attention. Experienced meditators were better able to activate their attentional networks to maintain concentration on the dot. They had, the study suggested, changed their brains.
The fMRI scans also showed that experienced meditators had less neural response to the distracting noises that interrupted the meditation.
In fact, the more hours of experience a meditator had, the scans found, the less active his or her emotional networks were during the distracting sounds, which meant the easier it was to focus.
More recently, contemplative neuroscience has turned toward compassion meditation, which involves generating empathy through objectless awareness; practitioners call it non-referential compassion meditation.
New neuroscientific interest in the practice comes largely at the urging of the Dalai Lama, the spiritual and politial leader of Tibetan Buddhists, for whom compassion meditation is a time-worn tradition.
The Dalai Lama has arranged for Tibetan monks to travel to American universities for brain scans and has spoken at the annual meeting of the Society for Neuroscience, the world’s largest gathering of brain scientists.
A religious leader, the Dalai Lama has said he supports contemplative neuroscience even though scientists are stripping meditation of its Buddhist roots, treating it purely as a mental exercise that more or less anyone can do.
“This is not a project about religion,” says Davidson. “Meditation is mental activity that could be understood in secular terms.”
Still, the nascent field faces challenges. Scientists have scanned just a few hundred brains on meditation do date, which makes for a pretty small research sample. And some scientists say researchers are over eager to use brain science to prove the that meditation “works.”
“This is a field that has been populated by true believers,” says Emory University scientist Charles Raison, who has studied meditation’s effect on the immune system. “Many of the people doing this research are trying to prove scientifically what they already know from experience, which is a major flaw.”
But Davidson says that other types of scientists also have deep personal interest in what they’re studying. And he argues that that’s a good thing.
“There’s a cadre of grad students and post docs who’ve found personal value in meditation and have been inspired to study it scientifically,” Davidson says. “These are people at the very best universities and they want to do this for a career.
“In ten years,” he says, “we’ll find that meditation research has become mainstream.”
From CNN.com
Kicking. It's not just for kicking anymore.
The kenpo curriculum attempts to offer a complete catalog of combat motion. It has literally dozens of different hand techniques, well over twenty different kicks, strikes with the knees, the elbows, the forearm, the back of the leg, even the wrists. You learn tackles, takedowns, throws, and falls. Traps, locks, chokes, and strangulations. You even learn how to hurt your opponent using THEIR body.
In short there's a wide range of grappling and striking techniques, both circular and linear. Almost anything you could think of, using almost every part of your body, to hurt, injure, maim, or kill an attacker. Kenpo has it.
But it's up to the student to train the material. And most of us rely on our kenpo self defense technique practice for the bulk of that training. And that's great, because the techniques give us a context within which all these movements take place, and they allow us to see first hand how the human body reacts to applied force.
But the self defense techniques are heavily weighted towards upper body basics, and unless we supplement that training with pad and bag work, we end up with fast, accurate hand technique and sloppy, uncoordinated kicks.
Which is precisely why we should all spend more time practicing our kicks. In the air. On the shields. On the body. Because the only way to get better is to train more.
But the benefits of training our kicks go far beyond just improving our kicking technique. Every time you execute a front kick you are engaging a long string of heavy, powerful muscles. And doing so burns calories, increases muscular strength, improves balance, and increases flexibility and range of motion. Kicking also incorporates a number of minor secondary movements such as pivoting the supporting leg, turning the torso, and flexing the abdominal muscles. It's a whole body workout, and you'll see the results all over your kenpo.
You see, when you practice kicking technique, you learn more about ground leverage, and rotational energy, and snapping and thrusting, and back up mass. And all those lessons translate directly into your hand techniques.
So the more you practice your kicks, the better your kicks will be. The better your punches and handswords will be. The better your neutral bow will be. The more effective your throws. You are learning a complex, interconnected series of physical skills, and the more you train any of them, the better they all become.
Getting good at martial arts is a matter of improving a hundred skills one percent at a time. You're laying the foundation for your future performance with every drill, every repetition, every kick. Make it a strong foundation, and you will build a mighty fortress.
Drills -
Beginner: Practice each of your kicks on the heavy bag ten times, each leg, for each of the letters in F.A.S.P. Form, Accuracy, Speed, Power.
Intermediate: Practice "three hit kenpo" using only kicks and sweeps.
Advanced: While sparring, Student A uses only kicking techniques and sweeps. Student B uses only hand techniques and grapples. Alternate.
In short there's a wide range of grappling and striking techniques, both circular and linear. Almost anything you could think of, using almost every part of your body, to hurt, injure, maim, or kill an attacker. Kenpo has it.
But it's up to the student to train the material. And most of us rely on our kenpo self defense technique practice for the bulk of that training. And that's great, because the techniques give us a context within which all these movements take place, and they allow us to see first hand how the human body reacts to applied force.
But the self defense techniques are heavily weighted towards upper body basics, and unless we supplement that training with pad and bag work, we end up with fast, accurate hand technique and sloppy, uncoordinated kicks.
Which is precisely why we should all spend more time practicing our kicks. In the air. On the shields. On the body. Because the only way to get better is to train more.
But the benefits of training our kicks go far beyond just improving our kicking technique. Every time you execute a front kick you are engaging a long string of heavy, powerful muscles. And doing so burns calories, increases muscular strength, improves balance, and increases flexibility and range of motion. Kicking also incorporates a number of minor secondary movements such as pivoting the supporting leg, turning the torso, and flexing the abdominal muscles. It's a whole body workout, and you'll see the results all over your kenpo.
You see, when you practice kicking technique, you learn more about ground leverage, and rotational energy, and snapping and thrusting, and back up mass. And all those lessons translate directly into your hand techniques.
So the more you practice your kicks, the better your kicks will be. The better your punches and handswords will be. The better your neutral bow will be. The more effective your throws. You are learning a complex, interconnected series of physical skills, and the more you train any of them, the better they all become.
Getting good at martial arts is a matter of improving a hundred skills one percent at a time. You're laying the foundation for your future performance with every drill, every repetition, every kick. Make it a strong foundation, and you will build a mighty fortress.
Drills -
Beginner: Practice each of your kicks on the heavy bag ten times, each leg, for each of the letters in F.A.S.P. Form, Accuracy, Speed, Power.
Intermediate: Practice "three hit kenpo" using only kicks and sweeps.
Advanced: While sparring, Student A uses only kicking techniques and sweeps. Student B uses only hand techniques and grapples. Alternate.
Sunday, October 24, 2010
The Next Two Considerations of Combat
3. Positions
The positions of the combatants is a key determing factor in identifying the targets and weapons appropriate to the engagement. Understanding the concepts of Constant and Relative Centerline will allow the student to disect the opponent's position relative to the position of the student.
The opponent's position needs to be identified with regards to height, width, and depth zones, as well as the specific positions of the opponent's natural weapons.
Determing the height of the opponent is more than a mere determination of his stature. The student must determine whether he is standing, kneeling, crouching, slouching, etc. If the opponent appears to be slouching in his stance, it could be because he has pre loaded his legs to spring forward. It could also affect the power of the opponent's strikes.
Determing the width of the opponent's stance can help the student to understand which weapons are closest to his own targets, as well as what defensive maneuvers he may need to execute in order to defend against those weapons.
Determing the depth of the opponent's stance can help the student to understand whether the opponent intends fight or flight. An opponent with his legs spread far apart may be less prepared to flee, and by extension, more likely to stay in an escalating situation. An opponent who has drawn his stance in tighter may be preparing to flee, however, he may also be preparing to execute an offensive foot maneuver.
The position of the opponent's natural weapons is also important in determining what aggressive action to anticipate. Is the opponent prepared to execute a hand or foot strike? Has he raised his arms aggressively or defensively? Are his weapons within their natural range of motion? Are they near any weapons which he might introduce to the confrontation?
Similarly, instinctual responses can affect the opponent's position. Ducking the chin and blading the body are both instinctual responses to aggression, as is raising the arms to protect the head. Identifying these changes in the opponent's position can help the student determine the escalating threat level.
Just as range may determine whether or not to engage in conflict, positions are a determining factor in exactly how to do so.
4. Maneuvers
Foot maneuvers are often overlooked, but are one of the most important aspects of any violent confrontation.
Just as stances are the basis of all effective technique, foot maneuvers are the basis of all effective technique execution. Being able to turn a static fighting stance into a mobile weapon is the key to efficacy.
Foot maneuvers can be used to advance, retreat, or reposition the key actors within the combat arena. Knowledge of the correct and appropriate application of foot maneuvers not only allows the student to move safely and effectively, it also allows the student to identify the opponent's maneuvers within the environment, and allows for the incorporation of sweeps, trips, and throws into the repositioning of those actors.
In identifying the opponent's foot maneuvers the student can attempt to find flaws within the opponent's technique, as well as opportunities for entry techniques. Does the opponent lift his feet and step throught the environment, or does he shuffle or glide? If he lifts his feet, then perhaps he can be directed into an area littered with small obstructions which he may step on. Does he shift his weight more than is necessary? An understanding of weight distribution can assist the student in delivering throws and other off balancing techniques.
Foot maneuvers are more than just moving through the environment. They are also a way to sense the environment. A skilled practitioner can detect obstructions as he moves through the environment, and avoid them or incorporate them into his defense.
Drills -
Beginner: Practice each of your first five foot maneuvers from a neutral bow. Incorporate hand and foot technique. Once you've practiced strikes with foot maneuvers in the air begin again with a focus shield.
Intermediate: Student A assumes a fighting stance. Student B circles Student A, striking available targets. Change positions. Alternate.
Advanced: Students A and B close in any standing grapple. Without breaking contact, Students compete using foot maneuvers and body positioning for a single pre-selected goal such as stomps, rear position, sweeps, throws, etc. Practice with increasing intensity, paying special attention to control and joint safety, especially around the knees.
Ground Fighting: Practice escaping and standing from nine positions, using stand-up technique, box drill, and rolls.
Student A lays on back. Student B circles in standing position. Student A maneuvers on ground to keep legs between their torso and Student B, while Student B attempts to move into kicking range of Student A's head. Alternate.
The positions of the combatants is a key determing factor in identifying the targets and weapons appropriate to the engagement. Understanding the concepts of Constant and Relative Centerline will allow the student to disect the opponent's position relative to the position of the student.
The opponent's position needs to be identified with regards to height, width, and depth zones, as well as the specific positions of the opponent's natural weapons.
Determing the height of the opponent is more than a mere determination of his stature. The student must determine whether he is standing, kneeling, crouching, slouching, etc. If the opponent appears to be slouching in his stance, it could be because he has pre loaded his legs to spring forward. It could also affect the power of the opponent's strikes.
Determing the width of the opponent's stance can help the student to understand which weapons are closest to his own targets, as well as what defensive maneuvers he may need to execute in order to defend against those weapons.
Determing the depth of the opponent's stance can help the student to understand whether the opponent intends fight or flight. An opponent with his legs spread far apart may be less prepared to flee, and by extension, more likely to stay in an escalating situation. An opponent who has drawn his stance in tighter may be preparing to flee, however, he may also be preparing to execute an offensive foot maneuver.
The position of the opponent's natural weapons is also important in determining what aggressive action to anticipate. Is the opponent prepared to execute a hand or foot strike? Has he raised his arms aggressively or defensively? Are his weapons within their natural range of motion? Are they near any weapons which he might introduce to the confrontation?
Similarly, instinctual responses can affect the opponent's position. Ducking the chin and blading the body are both instinctual responses to aggression, as is raising the arms to protect the head. Identifying these changes in the opponent's position can help the student determine the escalating threat level.
Just as range may determine whether or not to engage in conflict, positions are a determining factor in exactly how to do so.
4. Maneuvers
Foot maneuvers are often overlooked, but are one of the most important aspects of any violent confrontation.
Just as stances are the basis of all effective technique, foot maneuvers are the basis of all effective technique execution. Being able to turn a static fighting stance into a mobile weapon is the key to efficacy.
Foot maneuvers can be used to advance, retreat, or reposition the key actors within the combat arena. Knowledge of the correct and appropriate application of foot maneuvers not only allows the student to move safely and effectively, it also allows the student to identify the opponent's maneuvers within the environment, and allows for the incorporation of sweeps, trips, and throws into the repositioning of those actors.
In identifying the opponent's foot maneuvers the student can attempt to find flaws within the opponent's technique, as well as opportunities for entry techniques. Does the opponent lift his feet and step throught the environment, or does he shuffle or glide? If he lifts his feet, then perhaps he can be directed into an area littered with small obstructions which he may step on. Does he shift his weight more than is necessary? An understanding of weight distribution can assist the student in delivering throws and other off balancing techniques.
Foot maneuvers are more than just moving through the environment. They are also a way to sense the environment. A skilled practitioner can detect obstructions as he moves through the environment, and avoid them or incorporate them into his defense.
Drills -
Beginner: Practice each of your first five foot maneuvers from a neutral bow. Incorporate hand and foot technique. Once you've practiced strikes with foot maneuvers in the air begin again with a focus shield.
Intermediate: Student A assumes a fighting stance. Student B circles Student A, striking available targets. Change positions. Alternate.
Advanced: Students A and B close in any standing grapple. Without breaking contact, Students compete using foot maneuvers and body positioning for a single pre-selected goal such as stomps, rear position, sweeps, throws, etc. Practice with increasing intensity, paying special attention to control and joint safety, especially around the knees.
Ground Fighting: Practice escaping and standing from nine positions, using stand-up technique, box drill, and rolls.
Student A lays on back. Student B circles in standing position. Student A maneuvers on ground to keep legs between their torso and Student B, while Student B attempts to move into kicking range of Student A's head. Alternate.
We Call it Offensive Defense
Most people call it sparring. But what exactly is sparring?
Well, first let's establish what it is not. Sparring is not self defense. It's not a real fight.
Instead, it's a competitive sport activity. It has rules, and judges, and specific allowable techniques and targets. The arena has boundaries, and there are time limits, and a set number of opponents. In self defense, there are no rules and nothing can be predicted. In sparring, every possible aspect of the engagement is accounted for and controlled.
In short, it's a game.
So why play the game? Especially if we are training for self defense? What possible use can there be in engaging in this activity if it doesn't match the parameters of our expected combat scenario?
Imagine a tennis player. They play a specific game on a specific size court with specific size racquets and specific rules. But is there anything they can learn from playing table tennis? Or racquetball? Or badminton? Those games are completely different, but they incorporate similar concepts involving ball spin and placement, racquet position, and court awareness.
For us, sparring serves a similar purpose. It isn't a real fight, but it can help us to learn and practice many combat skills which overlap with self defense. We can learn about environmental awareness, and striking combinations, and fighting while moving. We can see, and feel, what it is like to have someone hunting us, trying to hit us, trying to put us down. We can practice our techniques and our basics against a real, resisting opponent, and learn just what it takes to hit someone who doesn't want to be hit and what it takes to keep them from hitting us when they really, really want to.
That's why we spar. Because it may be a game, but it's a useful one. And it's a lot of fun too!
There are dangers associated with sparring as well which we must avoid in order to get the most out of it's practice. First, we must always remember that the rules which apply to sparring do not apply to self defense. In sparring, you can't kick your opponent in the knee, or punch him in the spine. Perhaps more importantly, he can't do those things to you. But in self defense, there are no judges to step in and put a stop to the engagement if you end up on the ground with multiple opponent's kicking you in the head and back. Training only for sparring will leave you unprepared both physically and mentally for self defense.
Second, sparring is alluring. The competitive nature, the accolades and trophies available to the athletic performer, all these things have a natural attraction to some people. And a certain kind of student can reach this point in his training and become lost. For some, competitive sparring is the end of the road. They enjoy the activity so much that they never learn to move beyond it, and in not progressing they miss out on all the glories which follow. Every step of your journey in the martial arts will be filled with wonder. Never doubt that the next lesson is greater and more awesome than the last. Such is the way with sparring. It is fun. It is exciting. Which is what makes it attractive to so many. But it is only a step in the journey, not the end of it.
Sparring is an intermediate drill. It is designed to teach specific skills to the student which are applicable in the wider arena of self defense. It is a testing ground, and a classroom. Learn to value it for what it has to offer. Learn to respect the dangers associated with sparring and to avoid the pitfalls that may slow your progress. Avoid unhealthy comparisons with your classmates and focus on your own journey. Learn to fight like a warrior, with courage and humility.
Because the greatest lesson sparring has to offer is that sometimes, we lose the fight. Sometimes we face bigger, stronger, tougher, more skilled opponents. When that happens in the school, we get a chance to try again. When it happens in the street, we may not.
So train hard. Fight well. And get better every time you step on the floor.
Drills -
Beginner: Practice two and three hit combinations against pads, shields, and the heavy bag. Try to incorporate linear and circular striking, kicks and punches, and inward and outward motion. One strike is easy to defend, multiple strikes are progressively more likely to succeed.
Intermediate: While sparring, Student A chooses one yellow belt self defense technique. Student B attacks with the specific attack for that technique and two other basic strikes. Each time they receive the appropriate attack Student A responds with their chosen technique, while sparring normally in response to the other two basic strikes. Alternate. Continue with each of your techniques.
Advanced: Carefully incorporate standing grappling techniques, leg kicking, takedowns, and ground fighting into your sparring.
Well, first let's establish what it is not. Sparring is not self defense. It's not a real fight.
Instead, it's a competitive sport activity. It has rules, and judges, and specific allowable techniques and targets. The arena has boundaries, and there are time limits, and a set number of opponents. In self defense, there are no rules and nothing can be predicted. In sparring, every possible aspect of the engagement is accounted for and controlled.
In short, it's a game.
So why play the game? Especially if we are training for self defense? What possible use can there be in engaging in this activity if it doesn't match the parameters of our expected combat scenario?
Imagine a tennis player. They play a specific game on a specific size court with specific size racquets and specific rules. But is there anything they can learn from playing table tennis? Or racquetball? Or badminton? Those games are completely different, but they incorporate similar concepts involving ball spin and placement, racquet position, and court awareness.
For us, sparring serves a similar purpose. It isn't a real fight, but it can help us to learn and practice many combat skills which overlap with self defense. We can learn about environmental awareness, and striking combinations, and fighting while moving. We can see, and feel, what it is like to have someone hunting us, trying to hit us, trying to put us down. We can practice our techniques and our basics against a real, resisting opponent, and learn just what it takes to hit someone who doesn't want to be hit and what it takes to keep them from hitting us when they really, really want to.
That's why we spar. Because it may be a game, but it's a useful one. And it's a lot of fun too!
There are dangers associated with sparring as well which we must avoid in order to get the most out of it's practice. First, we must always remember that the rules which apply to sparring do not apply to self defense. In sparring, you can't kick your opponent in the knee, or punch him in the spine. Perhaps more importantly, he can't do those things to you. But in self defense, there are no judges to step in and put a stop to the engagement if you end up on the ground with multiple opponent's kicking you in the head and back. Training only for sparring will leave you unprepared both physically and mentally for self defense.
Second, sparring is alluring. The competitive nature, the accolades and trophies available to the athletic performer, all these things have a natural attraction to some people. And a certain kind of student can reach this point in his training and become lost. For some, competitive sparring is the end of the road. They enjoy the activity so much that they never learn to move beyond it, and in not progressing they miss out on all the glories which follow. Every step of your journey in the martial arts will be filled with wonder. Never doubt that the next lesson is greater and more awesome than the last. Such is the way with sparring. It is fun. It is exciting. Which is what makes it attractive to so many. But it is only a step in the journey, not the end of it.
Sparring is an intermediate drill. It is designed to teach specific skills to the student which are applicable in the wider arena of self defense. It is a testing ground, and a classroom. Learn to value it for what it has to offer. Learn to respect the dangers associated with sparring and to avoid the pitfalls that may slow your progress. Avoid unhealthy comparisons with your classmates and focus on your own journey. Learn to fight like a warrior, with courage and humility.
Because the greatest lesson sparring has to offer is that sometimes, we lose the fight. Sometimes we face bigger, stronger, tougher, more skilled opponents. When that happens in the school, we get a chance to try again. When it happens in the street, we may not.
So train hard. Fight well. And get better every time you step on the floor.
Drills -
Beginner: Practice two and three hit combinations against pads, shields, and the heavy bag. Try to incorporate linear and circular striking, kicks and punches, and inward and outward motion. One strike is easy to defend, multiple strikes are progressively more likely to succeed.
Intermediate: While sparring, Student A chooses one yellow belt self defense technique. Student B attacks with the specific attack for that technique and two other basic strikes. Each time they receive the appropriate attack Student A responds with their chosen technique, while sparring normally in response to the other two basic strikes. Alternate. Continue with each of your techniques.
Advanced: Carefully incorporate standing grappling techniques, leg kicking, takedowns, and ground fighting into your sparring.
Saturday, October 23, 2010
Stretching the Truth
Everyone knows that it's important to stretch before you work out, right?
Wrong. It can actually be detrimental to your performance, and even result in injury.
Ok. That's not the whole truth either. The reality is that stretching is a general term which encompasses three major types of stretching approaches, static, dynamic, and ballistic. And it's important to know which to do, and when, in order to avoid injury and improve performance.
Let's start with a brief description of each type.
Static stretching is used to stretch muscles while the body is at rest. It is composed of various techniques that gradually lengthen a muscle to an elongated position and hold that position for 30 seconds to two minutes. Static stretching exercises involve specialized tension receptors in our muscles. When done properly, static stretching slightly lessens the sensitivity of tension receptors, which allows the muscle to relax and to be stretched to greater length.
Dynamic stretching is a form of stretching beneficial in sports utilizing momentum from form, static-active stretching strength and the momentum from static-active stretching strength, in an effort to propel the muscle into an extended range of motion not exceeding one's static-passive stretching ability. It is a type of stretching while moving. It increases range of movement, and blood and oxygen flow to soft tissues prior to exertion.
Ballistic stretching is a form of static stretching or dynamic stretching in a bouncing motion. Ballistic stretches force the limb into an extended range of motion when the muscle has not relaxed enough to enter it. It involves fast "bouncing" movements where a double bounce is performed at the end range of movement. Ballistic stretching has been found to be hazardous towards the body. It can injure vital muscles and nerves with the sharp jerking movements. It is even possible for tissue to be ripped off the bone.
Each of these types of stretching have a purpose, and a time in your training when they are most effective.
Dynamic stretching increases blood flow and releases tension, and should be done immediately prior to your workout during the "warm up" phase in order to prepare the body and help prevent injury. Static stretching increases long term flexibility and range of motion, and should be done immediately after your workouts as part of your "cool down," when the muscles are still warm and pliable. Ballistic stretching can increase long term range of motion but should never be done, ever, due to the high risk of serious injury it carries.
This is why we start each class with arm circles, leg raises, and shoulder rolls. The key to these exercises is not to "throw" your limbs into the stretch, but to consciously and deliberately move your body through the positions. Then, after each class, spend just a few minutes working on the flexibility in your hips, shoulders, and back. The long term health benefits are well worth the two or three minutes you'll spend reaching for your toes.
Remember, never bounce. Never "throw" your body. If it hurts, stop immediately. Discomfort is good, pain is bad. Listen to your body and never compare your flexibility or range of motion to someone else's. Only focus on what YOU can do to get better.
Proper stretching is an important part of every exercise routine. With the right care and maintenance your body will perform better, longer.
Drills -
Beginner: Listen to your body when you're stretching. Find the points of tension and focus on relaxing those muscles.
Intermediate: Use your forms and stance work as a time to explore your full range of motion. Exaggerate your movements and experience your poses.
Advanced: Practice locks slowly and carefully with a partner. Ask them to gradually increase the pressure until you tap, then try to relax into the lock to test your pain tolerance and full range. An extra half second may save your life. Never practice knee locks like this, as the knees are easily injured even before they are fully locked. Always tap!
Wrong. It can actually be detrimental to your performance, and even result in injury.
Ok. That's not the whole truth either. The reality is that stretching is a general term which encompasses three major types of stretching approaches, static, dynamic, and ballistic. And it's important to know which to do, and when, in order to avoid injury and improve performance.
Let's start with a brief description of each type.
Static stretching is used to stretch muscles while the body is at rest. It is composed of various techniques that gradually lengthen a muscle to an elongated position and hold that position for 30 seconds to two minutes. Static stretching exercises involve specialized tension receptors in our muscles. When done properly, static stretching slightly lessens the sensitivity of tension receptors, which allows the muscle to relax and to be stretched to greater length.
Dynamic stretching is a form of stretching beneficial in sports utilizing momentum from form, static-active stretching strength and the momentum from static-active stretching strength, in an effort to propel the muscle into an extended range of motion not exceeding one's static-passive stretching ability. It is a type of stretching while moving. It increases range of movement, and blood and oxygen flow to soft tissues prior to exertion.
Ballistic stretching is a form of static stretching or dynamic stretching in a bouncing motion. Ballistic stretches force the limb into an extended range of motion when the muscle has not relaxed enough to enter it. It involves fast "bouncing" movements where a double bounce is performed at the end range of movement. Ballistic stretching has been found to be hazardous towards the body. It can injure vital muscles and nerves with the sharp jerking movements. It is even possible for tissue to be ripped off the bone.
Each of these types of stretching have a purpose, and a time in your training when they are most effective.
Dynamic stretching increases blood flow and releases tension, and should be done immediately prior to your workout during the "warm up" phase in order to prepare the body and help prevent injury. Static stretching increases long term flexibility and range of motion, and should be done immediately after your workouts as part of your "cool down," when the muscles are still warm and pliable. Ballistic stretching can increase long term range of motion but should never be done, ever, due to the high risk of serious injury it carries.
This is why we start each class with arm circles, leg raises, and shoulder rolls. The key to these exercises is not to "throw" your limbs into the stretch, but to consciously and deliberately move your body through the positions. Then, after each class, spend just a few minutes working on the flexibility in your hips, shoulders, and back. The long term health benefits are well worth the two or three minutes you'll spend reaching for your toes.
Remember, never bounce. Never "throw" your body. If it hurts, stop immediately. Discomfort is good, pain is bad. Listen to your body and never compare your flexibility or range of motion to someone else's. Only focus on what YOU can do to get better.
Proper stretching is an important part of every exercise routine. With the right care and maintenance your body will perform better, longer.
Drills -
Beginner: Listen to your body when you're stretching. Find the points of tension and focus on relaxing those muscles.
Intermediate: Use your forms and stance work as a time to explore your full range of motion. Exaggerate your movements and experience your poses.
Advanced: Practice locks slowly and carefully with a partner. Ask them to gradually increase the pressure until you tap, then try to relax into the lock to test your pain tolerance and full range. An extra half second may save your life. Never practice knee locks like this, as the knees are easily injured even before they are fully locked. Always tap!
A Universe Filled with Motion
We speak of "linear" and "circular" strikes in kenpo. A front kick or a straight punch are "linear" strikes. A wheel kick or backknuckle are "circular" strikes. But even “linear" strikes are, in truth, circular paths of motion. The circles may be elongated, but due to the inherent shape of the human body, the weapons still rotate around a central axis in order to strike. So for instance, while a side thrust kick would be considered a "linear" technique, in order to execute that kick the leg must be rotated within the hip socket and the path of the foot from point of origin to point of execution will create an arc.
But even understanding that for the purpose of training we still delineate techniques into "linear" and "circular.” And we describe those paths with the Universal Symbols.
There are many versions of this image, but this one will suffice for this discussion.
Within the universal symbol we can see many instances where "circular" lines become "linear" and vice versa. We can imagine, for instance, an outward extended block could become an inward handsword strike such as in the technique Sword of Destruction. In that case, the path would look like this.
However, if you could turn that two dimensional image into a three dimensional one, you would see that image like this,
I took that image from Michael Billing's Kenpo Karate site, and he got it from Jeff Brady's New Mexico Tiger Dragon Kenpo Karate Site.
When viewed in three dimensions you can see that what was previously thought of as a "linear" movement, is in fact only linear from a limited perspective. In truth, while the hand may follow a linear path of motion from point of origin to point of execution, the arm rotates around the joint, which is attached to the core which rotates around the body's center, resulting in a complex interconnectedness of linear and circular movements.
So, while some techniques appear linear in execution, the structure of the body requires that they incorporate circular motion for execution.
Articulation of the body occurs at joints where two or more bones meet. Depending on which parts of the body are being articulated, different types of joints allow for different ranges of motion. While some of these joints allow for little or no articulation, others allow for a great deal of movement.
Amongst those that allow for the least range of motion are the synovial joints, like those which attach the individual pieces of the skull to one another. For our purposes, these joints allow for such limited articulation as to be unimportant to our discussion of motion, though understanding them has value when discussing targets. Amongst those which allow the greatest range of motion are the ball and socket type joints, like in the hips. While those joints allow for a greater range of motion, in a greater number of possible directions, they are still limited in many ways, and do not allow for infinite motion.
A great number of other factors, including the length of the bone and muscle fibers, and muscle strength, determine the range of articulation, but ultimately, while the movement of the individual parts of the body can be explored infinitely and categorized limitlessly, that motion itself is limited and finite.
So, when discussing how the relationships of circles incorporate "linear" techniques, we can take two divergent approaches. We can either say that the "linear" techniques run parallel and perpendicular to the circles in the techniques, which is akin to looking at the universal symbol in two dimensions, or we can acknowledge that "linear" techniques are in fact simply less obvious circular motions, which is akin to looking at the universal symbol in three dimensions.
For my purposes, I find that understanding both is important to the overall goal of understanding motion as it applies to self defense. When defending or attacking, the student should recognize that more linear or more circular paths of motion have benefits according to the specific context of the situation, for instance, linear motions may be faster or harder for the opponent to identify, while circular motions may be more powerful, more fluid, or circumvent the opponent's defenses. At the same time, the student should understand that "linear" and "circular" are artificial categorizations, and that his applications of motion incorporate circular movements, both in the path the weapon moves through and the way in which that weapon moves in relation to the body, ie. the articulation of the joints, and that his, and his opponent's weapons both have capabilities and limitations which must be considered, and can be exploited.
Drills -
Beginner: Identify each of your basics on your belt charts as either "linear" or "circular." Practice these basics on pads, paying special attention to the path of execution of each basic.
Intermediate: While sparring, Student A only uses "linear" techniques. Student B only uses "circular" techniques. Alternate.
Advanced: Student A faces 12 o'clock while Students B and C circle Student A. Students B and C may attack with single strikes any time they are standing between 9 and 3 o'clock relative to Student A. Student A defends and may attack Students B and C at any place on the circle, using "linear" and "circular" strikes according to their relative positions.
Ground Fighting: Student A on their back, Student B rotates through nine positions. Mount, Side Mount, Reverse Scarf, Scarf, North South, Reverse Scarf, Scarf, Side Mount, Mount. At each position, both Students pause to identify possible striking opportunities. Alternate. Increase intensity and introduce spontaneity.
But even understanding that for the purpose of training we still delineate techniques into "linear" and "circular.” And we describe those paths with the Universal Symbols.
There are many versions of this image, but this one will suffice for this discussion.
Within the universal symbol we can see many instances where "circular" lines become "linear" and vice versa. We can imagine, for instance, an outward extended block could become an inward handsword strike such as in the technique Sword of Destruction. In that case, the path would look like this.
However, if you could turn that two dimensional image into a three dimensional one, you would see that image like this,
I took that image from Michael Billing's Kenpo Karate site, and he got it from Jeff Brady's New Mexico Tiger Dragon Kenpo Karate Site.
When viewed in three dimensions you can see that what was previously thought of as a "linear" movement, is in fact only linear from a limited perspective. In truth, while the hand may follow a linear path of motion from point of origin to point of execution, the arm rotates around the joint, which is attached to the core which rotates around the body's center, resulting in a complex interconnectedness of linear and circular movements.
So, while some techniques appear linear in execution, the structure of the body requires that they incorporate circular motion for execution.
Articulation of the body occurs at joints where two or more bones meet. Depending on which parts of the body are being articulated, different types of joints allow for different ranges of motion. While some of these joints allow for little or no articulation, others allow for a great deal of movement.
Amongst those that allow for the least range of motion are the synovial joints, like those which attach the individual pieces of the skull to one another. For our purposes, these joints allow for such limited articulation as to be unimportant to our discussion of motion, though understanding them has value when discussing targets. Amongst those which allow the greatest range of motion are the ball and socket type joints, like in the hips. While those joints allow for a greater range of motion, in a greater number of possible directions, they are still limited in many ways, and do not allow for infinite motion.
A great number of other factors, including the length of the bone and muscle fibers, and muscle strength, determine the range of articulation, but ultimately, while the movement of the individual parts of the body can be explored infinitely and categorized limitlessly, that motion itself is limited and finite.
So, when discussing how the relationships of circles incorporate "linear" techniques, we can take two divergent approaches. We can either say that the "linear" techniques run parallel and perpendicular to the circles in the techniques, which is akin to looking at the universal symbol in two dimensions, or we can acknowledge that "linear" techniques are in fact simply less obvious circular motions, which is akin to looking at the universal symbol in three dimensions.
For my purposes, I find that understanding both is important to the overall goal of understanding motion as it applies to self defense. When defending or attacking, the student should recognize that more linear or more circular paths of motion have benefits according to the specific context of the situation, for instance, linear motions may be faster or harder for the opponent to identify, while circular motions may be more powerful, more fluid, or circumvent the opponent's defenses. At the same time, the student should understand that "linear" and "circular" are artificial categorizations, and that his applications of motion incorporate circular movements, both in the path the weapon moves through and the way in which that weapon moves in relation to the body, ie. the articulation of the joints, and that his, and his opponent's weapons both have capabilities and limitations which must be considered, and can be exploited.
Drills -
Beginner: Identify each of your basics on your belt charts as either "linear" or "circular." Practice these basics on pads, paying special attention to the path of execution of each basic.
Intermediate: While sparring, Student A only uses "linear" techniques. Student B only uses "circular" techniques. Alternate.
Advanced: Student A faces 12 o'clock while Students B and C circle Student A. Students B and C may attack with single strikes any time they are standing between 9 and 3 o'clock relative to Student A. Student A defends and may attack Students B and C at any place on the circle, using "linear" and "circular" strikes according to their relative positions.
Ground Fighting: Student A on their back, Student B rotates through nine positions. Mount, Side Mount, Reverse Scarf, Scarf, North South, Reverse Scarf, Scarf, Side Mount, Mount. At each position, both Students pause to identify possible striking opportunities. Alternate. Increase intensity and introduce spontaneity.
Thursday, October 21, 2010
Beginners: Relaxation and Communication
When you first step on the training room floor, it can be an intimidating experience. You're surrounded by strangers, wearing strange and uncomfortable clothing, and everyone seems to be speaking another language. It takes time to become comfortable with this new environment.
You will hear your instructors talk about relaxation. Relaxation is the key to speed. Relaxation is the key to flexibility. These aren't just lessons about your technique performance. Every lesson you learn in the studio has applications beyond the physical. If your mind is tight, (kime), you will hear less and learn slower. Instead, you must learn to cultivate the flowing mind, (mushin). Then you will be open to knowledge, and you will learn to love your mistakes, because they will contain new lessons.
Communicate with those around you. Ask questions. Learn names. To misquote Samuel Clemens, "familiarity breeds comfort." It's scary to get hit by strangers, it's less scary to get hit by your buddies. Let your instructors and your training partners know where you are at physically and mentally. Everybody's training experience is better when there is clear communication. Voice your concerns, and be generous with your praise. Never be afraid to ask for help. If you see that someone has a great front kick, ask them to show you how they got there. Someday new beginners will be asking you.
Every Master, of every skill, was a beginner once. The only difference between you and them is how many times they showed up to class.
Drills -
Beginner: Next time you're at the school, take a moment to close your eyes and feel the energy of the room. Try to sense the atmosphere of the space and make it your own. After all, it's your school too.
Intermediate: Take the time to attend a beginner class every once in a while. You'll be an example to the new students and you'll get to see just how far you've come in your own training.
Advanced: Help the beginner students with their material. You wouldn't be here without brown and black belts who pulled you up behind them. Now it's your responsibility to pass on the knowledge you have gained, just as it has always been. Master to student, hand to hand, for thousands of years.
You will hear your instructors talk about relaxation. Relaxation is the key to speed. Relaxation is the key to flexibility. These aren't just lessons about your technique performance. Every lesson you learn in the studio has applications beyond the physical. If your mind is tight, (kime), you will hear less and learn slower. Instead, you must learn to cultivate the flowing mind, (mushin). Then you will be open to knowledge, and you will learn to love your mistakes, because they will contain new lessons.
Communicate with those around you. Ask questions. Learn names. To misquote Samuel Clemens, "familiarity breeds comfort." It's scary to get hit by strangers, it's less scary to get hit by your buddies. Let your instructors and your training partners know where you are at physically and mentally. Everybody's training experience is better when there is clear communication. Voice your concerns, and be generous with your praise. Never be afraid to ask for help. If you see that someone has a great front kick, ask them to show you how they got there. Someday new beginners will be asking you.
Every Master, of every skill, was a beginner once. The only difference between you and them is how many times they showed up to class.
Drills -
Beginner: Next time you're at the school, take a moment to close your eyes and feel the energy of the room. Try to sense the atmosphere of the space and make it your own. After all, it's your school too.
Intermediate: Take the time to attend a beginner class every once in a while. You'll be an example to the new students and you'll get to see just how far you've come in your own training.
Advanced: Help the beginner students with their material. You wouldn't be here without brown and black belts who pulled you up behind them. Now it's your responsibility to pass on the knowledge you have gained, just as it has always been. Master to student, hand to hand, for thousands of years.
Advanced Students: Chokes and Strangulations
How much do you practice chokes and strangulations? Do you look for them in your techniques? Do you practice them alone as individual techniques? In a static or dynamic environment?
Here I'm defining strangulation as the prevention of oxygen to the brain, and choking as the prevention of air to the lungs.
Do you work these techniques on partners? Do you practice attacking and defending against these techniques? Standing and on the ground?
Do you practice tool assisted chokes and strangulations? Cords? Smothering? What about positional asphyxia? Do you practice defending against someone sitting on your chest and compressing your lungs?
Do you practice thumbs forward and pressing? Throttling the opponent? Lifting or pulling? From all directions?
Do you practice defending against these attacks in a dynamic environment? Do you practice using these techniques in sparring to weaken and overcome your opponent? Do you incorporate regular attacks against opponent's breathing and blood flow into your combinations, such as partial strangulation or smothering your opponent when fighting in close?
What kinds of activities or exercises do you do to improve this skill? Here are some drills to help!
Static Drill-
Opponent at 12, Attacks with Long Range Double Handed Grab to student's throat. Student attacks Opponent's Stance and Position with Strikes. (Angles of Execution, Weapons, Targets, Leverage)
Dynamic Drill-
Opponent at 12, Attacks with Long Range Double Handed Grab to student's throat. Opponent Moves dynamically, Manipulating student's Positions and Changing Stances. Student practices Strikes to Opponent's Body. (Openings, Bracing Lines, Range and Angles)
Static Drill-
Opponent at 12. Student stands Inside and alternates attacks to Opponent's air with one hand and strikes and grabs with the other. (One side strangles, Hands covering Opponent's mouth and nose, One Arm Guillotine)
Dynamic Drill-
Both Students Spar, close range. Lead Hand Attacks to Air/Rear Hand Strikes to Body (increasing speed and intensity)
Static Drill-
Chokes and Strangulations from 6
Students Drill both as Attacks and Defenses from
Dynamic Drill-
Student sparring with Opponent at 12, Opponent at 6 spontaneously attacks with choke or strangulation, Student must defend. (Attacker at 12 may continue to attack)
Static Drill-
Ground Fighting Choking and Positional Asphyxia
Moving to Positions (North South, Scarf/Reverse Scarf, Mount) in order to crush or smother Opponent.
Dynamic Drill-
Grappling to Submission, Incorporating Attacks on Opponent's Air
Static Drill-
Student practices Transitioning from Rear Bearhug (one arm pinned) to Sleeper Hold (one arm in) to Throw or Hang, and from Rear Bearhug (both arms pinned) to Rear Naked Choke Hold (or Rear Hanging Guillotine) to Dragdown or Hang.
Dynamic Drill-
Students Begin in Front Bearhug (both arms free) and fights to take Rear Position, Transitions from there to Choke or Strangulation to Takedown to Finish. (increasing intensity and speed)
Ground Fighting-
Students practice Falling safely while holding Opponent (Back, Forward, Side, Opponent Facing Towards or Away).
Students practice Transition to Rear Position when Standing in Top Position (Crescent Stepping, Waterwheel Technique), Takedowns from Rear Position
Students practice Rolling Opponent from Mount using Cross Arm Grabs and Checks
Students practice Positioning for Air while Mounted and In Mount, shifting to either crush or free the upper torso
Give those drills a try. Remember, these are dangerous techniques. Never hold a strangle more than six seconds, always take time to recover between each technique, and ALWAYS TAP!!! No tough guys!
Here I'm defining strangulation as the prevention of oxygen to the brain, and choking as the prevention of air to the lungs.
Do you work these techniques on partners? Do you practice attacking and defending against these techniques? Standing and on the ground?
Do you practice tool assisted chokes and strangulations? Cords? Smothering? What about positional asphyxia? Do you practice defending against someone sitting on your chest and compressing your lungs?
Do you practice thumbs forward and pressing? Throttling the opponent? Lifting or pulling? From all directions?
Do you practice defending against these attacks in a dynamic environment? Do you practice using these techniques in sparring to weaken and overcome your opponent? Do you incorporate regular attacks against opponent's breathing and blood flow into your combinations, such as partial strangulation or smothering your opponent when fighting in close?
What kinds of activities or exercises do you do to improve this skill? Here are some drills to help!
Static Drill-
Opponent at 12, Attacks with Long Range Double Handed Grab to student's throat. Student attacks Opponent's Stance and Position with Strikes. (Angles of Execution, Weapons, Targets, Leverage)
Dynamic Drill-
Opponent at 12, Attacks with Long Range Double Handed Grab to student's throat. Opponent Moves dynamically, Manipulating student's Positions and Changing Stances. Student practices Strikes to Opponent's Body. (Openings, Bracing Lines, Range and Angles)
Static Drill-
Opponent at 12. Student stands Inside and alternates attacks to Opponent's air with one hand and strikes and grabs with the other. (One side strangles, Hands covering Opponent's mouth and nose, One Arm Guillotine)
Dynamic Drill-
Both Students Spar, close range. Lead Hand Attacks to Air/Rear Hand Strikes to Body (increasing speed and intensity)
Static Drill-
Chokes and Strangulations from 6
Students Drill both as Attacks and Defenses from
Dynamic Drill-
Student sparring with Opponent at 12, Opponent at 6 spontaneously attacks with choke or strangulation, Student must defend. (Attacker at 12 may continue to attack)
Static Drill-
Ground Fighting Choking and Positional Asphyxia
Moving to Positions (North South, Scarf/Reverse Scarf, Mount) in order to crush or smother Opponent.
Dynamic Drill-
Grappling to Submission, Incorporating Attacks on Opponent's Air
Static Drill-
Student practices Transitioning from Rear Bearhug (one arm pinned) to Sleeper Hold (one arm in) to Throw or Hang, and from Rear Bearhug (both arms pinned) to Rear Naked Choke Hold (or Rear Hanging Guillotine) to Dragdown or Hang.
Dynamic Drill-
Students Begin in Front Bearhug (both arms free) and fights to take Rear Position, Transitions from there to Choke or Strangulation to Takedown to Finish. (increasing intensity and speed)
Ground Fighting-
Students practice Falling safely while holding Opponent (Back, Forward, Side, Opponent Facing Towards or Away).
Students practice Transition to Rear Position when Standing in Top Position (Crescent Stepping, Waterwheel Technique), Takedowns from Rear Position
Students practice Rolling Opponent from Mount using Cross Arm Grabs and Checks
Students practice Positioning for Air while Mounted and In Mount, shifting to either crush or free the upper torso
Give those drills a try. Remember, these are dangerous techniques. Never hold a strangle more than six seconds, always take time to recover between each technique, and ALWAYS TAP!!! No tough guys!
Great Smoothie Recipes for the Health Conscious
Shouldn't that be all of us? Anyway, here are some great recipes to make delicious, healthy smoothies. They're a great way to start your day!
Banana - OJ Shake
1 Banana
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
=====
309 Cals, 56g Carbs, 2.3g Fat, 22g Protein
Strawbery - Banana Shake
1 Banana
5 small Strawberries
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
=====
312 Cals, 58g Carbs, 2.4g Fat, 22g Protein
Tropical Delight Shake
1 Banana
1/2 cup fresh pineapple
1/4 cup Fresh Mango
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
4 oz Plain Yogurt
=====
356 Cals, 80g Carbs, <5g Fat, 27g Protein
For added variety, try tossing in a half cup of blueberries!
Full breakdowns on ingredients:
---------------------------------
Designer Whey Protein Powder - Natural Flavor
Calories = 90
Carbs = 2g
Fat = 1g
Protein = 19g
---------------------------------
Strawberries, fresh
Serving Size: 5 small (1" dia)
Amount Per Serving
Total Carbohydrate 2.5 g
Dietary Fiber 0.8 g
Calories 10.5
Total Fat 0.1 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.4 mg
Potassium 58.1 mg
Total Carbohydrate 2.5 g
Dietary Fiber 0.8 g
Sugars 0.0 g
Protein 0.2 g
---------------------------------
Blueberries, fresh
Serving Size: 0.5 cup
Amount Per Serving
Total Carbohydrate 10.2 g
Dietary Fiber 2.0 g
Calories 40.6
Total Fat 0.3 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 4.4 mg
Potassium 64.5 mg
Total Carbohydrate 10.2 g
Dietary Fiber 2.0 g
Sugars 0.0 g
Protein 0.5 g
---------------------------------
Banana, fresh
Serving Size: 1 medium (7" to 7-7/8" long)
Amount Per Serving
Total Carbohydrate 27.6 g
Dietary Fiber 2.8 g
Calories 108.6
Total Fat 0.6 g
Saturated Fat 0.2 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 1.2 mg
Potassium 467.3 mg
Total Carbohydrate 27.6 g
Dietary Fiber 2.8 g
Sugars 0.0 g
Protein 1.2 g
---------------------------------
Orange Juice
Serving Size: 1 cup
Amount Per Serving
Total Carbohydrate 25.0 g
Dietary Fiber 0.5 g
Calories 109.6
Total Fat 0.7 g
Saturated Fat 0.1 g
Polyunsaturated Fat 0.2 g
Monounsaturated Fat 0.1 g
Cholesterol 0.0 mg
Sodium 2.5 mg
Potassium 473.1 mg
Total Carbohydrate 25.0 g
Dietary Fiber 0.5 g
Sugars 0.0 g
Protein 2.0 g
---------------------------------
Mangos
Serving Size: 0.25 cup, sliced
Amount Per Serving
Total Carbohydrate 7.0 g
Dietary Fiber 0.7 g
Calories 26.8
Total Fat 0.1 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.0 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.8 mg
Potassium 64.4 mg
Total Carbohydrate 7.0 g
Dietary Fiber 0.7 g
Sugars 6.1 g
Protein 0.2 g
---------------------------------
Yogurt, plain, low fat
Serving Size: 0.5 container (4 oz)
Amount Per Serving
Total Carbohydrate 8.0 g
Dietary Fiber 0.0 g
Calories 71.2
Total Fat 1.8 g
Saturated Fat 1.1 g
Polyunsaturated Fat 0.0 g
Monounsaturated Fat 0.5 g
Cholesterol 6.8 mg
Sodium 79.1 mg
Potassium 264.4 mg
Total Carbohydrate 8.0 g
Dietary Fiber 0.0 g
Sugars 8.0 g
Protein 5.9 g
---------------------------------
Pineapple, fresh
Serving Size: 0.5 cup, diced
Amount Per Serving
Total Carbohydrate 9.6 g
Dietary Fiber 0.9 g
Calories 38.0
Total Fat 0.3 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.8 mg
Potassium 87.6 mg
Total Carbohydrate 9.6 g
Dietary Fiber 0.9 g
Sugars 0.0 g
Protein 0.3 g
You only get one body. The battles we face every day in the arena of health and fitness are far more likely to kill us in the end than a mugger's knife or an assassin's bullet.
"No one dies from old age alone, but rather...worry, tension, and the will to die...these are the killers."
Banana - OJ Shake
1 Banana
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
=====
309 Cals, 56g Carbs, 2.3g Fat, 22g Protein
Strawbery - Banana Shake
1 Banana
5 small Strawberries
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
=====
312 Cals, 58g Carbs, 2.4g Fat, 22g Protein
Tropical Delight Shake
1 Banana
1/2 cup fresh pineapple
1/4 cup Fresh Mango
1 scoop Protein powder
1 cup ice
1 cup OJ
1 tsp Stevia Powder
4 oz Plain Yogurt
=====
356 Cals, 80g Carbs, <5g Fat, 27g Protein
For added variety, try tossing in a half cup of blueberries!
Full breakdowns on ingredients:
---------------------------------
Designer Whey Protein Powder - Natural Flavor
Calories = 90
Carbs = 2g
Fat = 1g
Protein = 19g
---------------------------------
Strawberries, fresh
Serving Size: 5 small (1" dia)
Amount Per Serving
Total Carbohydrate 2.5 g
Dietary Fiber 0.8 g
Calories 10.5
Total Fat 0.1 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.4 mg
Potassium 58.1 mg
Total Carbohydrate 2.5 g
Dietary Fiber 0.8 g
Sugars 0.0 g
Protein 0.2 g
---------------------------------
Blueberries, fresh
Serving Size: 0.5 cup
Amount Per Serving
Total Carbohydrate 10.2 g
Dietary Fiber 2.0 g
Calories 40.6
Total Fat 0.3 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 4.4 mg
Potassium 64.5 mg
Total Carbohydrate 10.2 g
Dietary Fiber 2.0 g
Sugars 0.0 g
Protein 0.5 g
---------------------------------
Banana, fresh
Serving Size: 1 medium (7" to 7-7/8" long)
Amount Per Serving
Total Carbohydrate 27.6 g
Dietary Fiber 2.8 g
Calories 108.6
Total Fat 0.6 g
Saturated Fat 0.2 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 1.2 mg
Potassium 467.3 mg
Total Carbohydrate 27.6 g
Dietary Fiber 2.8 g
Sugars 0.0 g
Protein 1.2 g
---------------------------------
Orange Juice
Serving Size: 1 cup
Amount Per Serving
Total Carbohydrate 25.0 g
Dietary Fiber 0.5 g
Calories 109.6
Total Fat 0.7 g
Saturated Fat 0.1 g
Polyunsaturated Fat 0.2 g
Monounsaturated Fat 0.1 g
Cholesterol 0.0 mg
Sodium 2.5 mg
Potassium 473.1 mg
Total Carbohydrate 25.0 g
Dietary Fiber 0.5 g
Sugars 0.0 g
Protein 2.0 g
---------------------------------
Mangos
Serving Size: 0.25 cup, sliced
Amount Per Serving
Total Carbohydrate 7.0 g
Dietary Fiber 0.7 g
Calories 26.8
Total Fat 0.1 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.0 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.8 mg
Potassium 64.4 mg
Total Carbohydrate 7.0 g
Dietary Fiber 0.7 g
Sugars 6.1 g
Protein 0.2 g
---------------------------------
Yogurt, plain, low fat
Serving Size: 0.5 container (4 oz)
Amount Per Serving
Total Carbohydrate 8.0 g
Dietary Fiber 0.0 g
Calories 71.2
Total Fat 1.8 g
Saturated Fat 1.1 g
Polyunsaturated Fat 0.0 g
Monounsaturated Fat 0.5 g
Cholesterol 6.8 mg
Sodium 79.1 mg
Potassium 264.4 mg
Total Carbohydrate 8.0 g
Dietary Fiber 0.0 g
Sugars 8.0 g
Protein 5.9 g
---------------------------------
Pineapple, fresh
Serving Size: 0.5 cup, diced
Amount Per Serving
Total Carbohydrate 9.6 g
Dietary Fiber 0.9 g
Calories 38.0
Total Fat 0.3 g
Saturated Fat 0.0 g
Polyunsaturated Fat 0.1 g
Monounsaturated Fat 0.0 g
Cholesterol 0.0 mg
Sodium 0.8 mg
Potassium 87.6 mg
Total Carbohydrate 9.6 g
Dietary Fiber 0.9 g
Sugars 0.0 g
Protein 0.3 g
You only get one body. The battles we face every day in the arena of health and fitness are far more likely to kill us in the end than a mugger's knife or an assassin's bullet.
"No one dies from old age alone, but rather...worry, tension, and the will to die...these are the killers."
Wednesday, October 20, 2010
Eight Consideration of Combat
Eight Considerations of Combat (which are actually ten)
Environment
Range
Positions
Maneuvers
Targets
Natural Weapons
Natural Defenses
Cover & Concealment
Intent
Circumstances
The Eight Considerations of Combat which are actually ten are designed to give the student parameters with which they can begin to define the combat arena. Today we will begin with the first two.
1. Environment
Environment refers to the shape and layout of the combat arena, as well as any obstructions it contains. It also incorporates things like lighting, footing, surface textures, and climate.
But more importantly environment includes the emotional atmosphere of the engagement. An objective observer will come to understand that different emotional environments have different energy levels and effects on the people within them.
For instance, next time you are in a crowded movie theater, remove yourself from the moving going experience and feel the atmosphere of the room. If it is a comedy you will feel a different energy level than if it is a tragedy, or a horror, or an action movie, or a drama. Extrapolate this experience to your surroundings in life.
Next time you are at work, try to feel the emotional atmosphere you work in. Then do an experiment. Go from person to person, and try to change their attitude. If the room is happy, depress people. If the room is depressed, encourage people. You will notice a definite change in the atmosphere of the room.
It is important to understand these changes in the human environment in order to understand best where a confrontation takes place. The same argument will escalate differently in a crowded bar than it will in a library. Understanding this can aid the student in better deciding when and how to use force.
2. Range
Range is one of the most important determining factors in deciding both the necessity of, and the applications of force.
During the escalation phase of any combative situation, the student should be paying close attention to the range at which the encounter is occuring. It is important for the student to be determining ranges not only between himself and his opponent, but also between himself and his routes of escape, himself and obstructions in the field, his opponent and his opponent's allies, and the confrontation and any deterring factors such as security cameras or officers, and crowded or well lit areas.
Upon determining the necessity of the use of force, the student must use his knowledge of range to determine the applications of force most appropriate to the engagement. If the opponent is outside contact range, then engaging the opponent may require projectile weaponry or techniques.
Foot maneuvers can be used to either increase range for the purposes of evasion or escape, or to decrease range for the purpose of engaging the enemy.
If the opponent is within contact range the student can select techniques which are appropriate to the situation.
Drills -
Beginner: Every time you walk into a room count to five and then close your eyes. As quickly as possible identify ten things you saw in the room, paying special attention to anything which would either impede your movement or could be used as a weapon.
Intermediate: Facing a heavy bag, stand with your toes even with the base of the bag and work as many strikes as you can remembering FASP. Then move back six inches and repeat the process. Then move back six more inches and repeat. Continue, using lunging and skipping strikes when you move outside of striking range until it takes more than two foot maneuvers to reach the bag. At that point, you are out of your opponent's effective range. Turn away and escape.
Advanced: Practice strikes against heavy bag with a weapon in one or both hands. Pay special attention to how different grips effect reach. Practice striking around corners and around and over obstacles.
Ground Fighting: Practice spontaneous ground fighting in the corner of the room, in doorways, and under and around tables and chairs. Watch for environmental dangers and look for opportunities to escape.
Environment
Range
Positions
Maneuvers
Targets
Natural Weapons
Natural Defenses
Cover & Concealment
Intent
Circumstances
The Eight Considerations of Combat which are actually ten are designed to give the student parameters with which they can begin to define the combat arena. Today we will begin with the first two.
1. Environment
Environment refers to the shape and layout of the combat arena, as well as any obstructions it contains. It also incorporates things like lighting, footing, surface textures, and climate.
But more importantly environment includes the emotional atmosphere of the engagement. An objective observer will come to understand that different emotional environments have different energy levels and effects on the people within them.
For instance, next time you are in a crowded movie theater, remove yourself from the moving going experience and feel the atmosphere of the room. If it is a comedy you will feel a different energy level than if it is a tragedy, or a horror, or an action movie, or a drama. Extrapolate this experience to your surroundings in life.
Next time you are at work, try to feel the emotional atmosphere you work in. Then do an experiment. Go from person to person, and try to change their attitude. If the room is happy, depress people. If the room is depressed, encourage people. You will notice a definite change in the atmosphere of the room.
It is important to understand these changes in the human environment in order to understand best where a confrontation takes place. The same argument will escalate differently in a crowded bar than it will in a library. Understanding this can aid the student in better deciding when and how to use force.
2. Range
Range is one of the most important determining factors in deciding both the necessity of, and the applications of force.
During the escalation phase of any combative situation, the student should be paying close attention to the range at which the encounter is occuring. It is important for the student to be determining ranges not only between himself and his opponent, but also between himself and his routes of escape, himself and obstructions in the field, his opponent and his opponent's allies, and the confrontation and any deterring factors such as security cameras or officers, and crowded or well lit areas.
Upon determining the necessity of the use of force, the student must use his knowledge of range to determine the applications of force most appropriate to the engagement. If the opponent is outside contact range, then engaging the opponent may require projectile weaponry or techniques.
Foot maneuvers can be used to either increase range for the purposes of evasion or escape, or to decrease range for the purpose of engaging the enemy.
If the opponent is within contact range the student can select techniques which are appropriate to the situation.
Drills -
Beginner: Every time you walk into a room count to five and then close your eyes. As quickly as possible identify ten things you saw in the room, paying special attention to anything which would either impede your movement or could be used as a weapon.
Intermediate: Facing a heavy bag, stand with your toes even with the base of the bag and work as many strikes as you can remembering FASP. Then move back six inches and repeat the process. Then move back six more inches and repeat. Continue, using lunging and skipping strikes when you move outside of striking range until it takes more than two foot maneuvers to reach the bag. At that point, you are out of your opponent's effective range. Turn away and escape.
Advanced: Practice strikes against heavy bag with a weapon in one or both hands. Pay special attention to how different grips effect reach. Practice striking around corners and around and over obstacles.
Ground Fighting: Practice spontaneous ground fighting in the corner of the room, in doorways, and under and around tables and chairs. Watch for environmental dangers and look for opportunities to escape.
Intermediate Class: Lock Flow Drill
In intermediate class Tuesday we discussed finding and applying locking techniques against our opponent. With that in mind, the following video briefly discusses applying grappling techniques to the pattern contained within the technique Sword of Legend.
Practice the flow with your training partners and see if you can find other places to insert grappling techniques into your striking patterns.
Drills -
Beginner: While performing your techniques on the body, alter each of your basic strikes to basic grabs. Pay attention to targets and angles of attack. Practice both pulling and pressing with each grabbing technique.
Intermediate: Practice alternating lock flow drill with a partner while striking opponent with off hand.
Advanced: While performing your techniques on the body, look for opportunities to insert grappling techniques. Once you've point referenced to a grappling technique point reference out of the grappling technique and into a different self defense technique. Continue to completion.
Ground Fighting: Student A in Mounted Position attacks Student B with straight punches. Student B defends by grabbing Student A's extended punch and countering with the Straight Armbar (juji-gatame).
Practice the flow with your training partners and see if you can find other places to insert grappling techniques into your striking patterns.
Drills -
Beginner: While performing your techniques on the body, alter each of your basic strikes to basic grabs. Pay attention to targets and angles of attack. Practice both pulling and pressing with each grabbing technique.
Intermediate: Practice alternating lock flow drill with a partner while striking opponent with off hand.
Advanced: While performing your techniques on the body, look for opportunities to insert grappling techniques. Once you've point referenced to a grappling technique point reference out of the grappling technique and into a different self defense technique. Continue to completion.
Ground Fighting: Student A in Mounted Position attacks Student B with straight punches. Student B defends by grabbing Student A's extended punch and countering with the Straight Armbar (juji-gatame).
The First Four
Entrapping Circles, Entrapping Elbow, Concealing Strikes, Fallen Sword
The first four techniques.
These techniques begin your study of Kenpo because they are the structural foundation upon which all of your study of self defense motion will be applied. They may seem simple, but within that simplicity lay the keys to the kingdom.
In a self defense situation, you can be struck or you can be grappled. The attack will come from inside your arms, or outside your arms. And you can respond with either a strike, or a grapple. This is the entire universe of empty hand self defense. All unarmed combat situations can be defined by these three parameters. We will see later why it is so vitally important to understand these categories and their self defense applications, but first let's explore how the first four techniques you learn teach this important lesson.
Technique Yellow One -
Entrapping Circle
Attack - Left close grab to TOP of right shoulder from three o'clock
Defensive Maneuver - Left Pinning Check coupled with Right Arm Clockwise High Zone Clearing Motion
First Counter Offensive Maneuver - Right Wrap Around Arm Lock to Opponent's Left Elbow
In this technique we are GRAPPLED, the attack comes from OUTSIDE the arms, and we respond with a GRAPPLE. The defensive maneuver prevents the near arm from striking and protects against any punches thrown from our opponent's off hand. The counter offensive maneuver repositions the opponent for follow up striking.
Technique Yellow Two -
Entrapping Elbow
Attack - Left close grab to FRONT of right shoulder
Defensive Maneuver - Left Pinning Position Check to Opponents Left wrist coupled with Right Arm Counter Clockwise High Zone Clearing Motion
First Counter Offensive Maneuver - Right Downward Elbow Trap to Opponent's Left Elbow
In this technique we are GRAPPLED, the attack comes from INSIDE the arms, and we respond with a GRAPPLE. The defensive maneuver prevents the near arm from striking and protects against any punches thrown from our opponent's off hand. The counter offensive maneuver repositions the opponent for follow up striking.
Technique Yellow Three -
Concealing Strikes
Attack - Left Extended Grab to TOP of Right Shoulder from three o'clock
Defensive Maneuver - Left Pinning Check to Opponent's Left hand
First Counter Offensive Maneuver - Right Upward Obscure Handsword Strike to Opponent's Throat
In this technique we are GRAPPLED, the attack comes from OUTSIDE the arms, and we respond with a STRIKE. The defensive maneuver prevents the near arm from striking. The counter offensive maneuver creates a Predominant Pain Focus and shifts the Opponent's weight behind his center, limiting his mobility and striking power.
Technique Yellow Four -
Fallen Sword
Attack - Right Straight Step Thru Push to High Center of Chest from twelve o'clock Defensive Maneuver - Step back with Left foot to Right Neutral Bow First Counter Offensive Maneuver - Right Inward Block to Opponent's Left Radial Nerve
In this technique we are STRUCK, the attack comes from INSIDE the arms, and we respond with a STRIKE. The defensive maneuver moves us out of our Opponent's immediate striking range, while the counter offensive maneuver damages the first closest major weapon presented by our Opponent.
You will see these three parameters in every unarmed self defense technique you learn. In Sword of Destruction the STRIKE comes from OUTSIDE and we respond by STRIKING. In Securing the Storm the STRIKE comes from OUTSIDE and we respond with a GRAPPLE. in Broken Arm the GRAPPLE comes from INSIDE and we respond with a STRIKE.
The reason it is so important to learn to break down a combat situation into as few parameters as possible has to do with how the human mind works. Beginning with “On the Rate of Gain of Information” in 1952 by William Hick, studies over the last fifty years have shown that as the number of possible responses increases, the time required to choose amongst them also increases, even if all options are equally correct. This requires us to limit the possible number of responses to each possible stimulus in order to be effective.
Understanding the importance of limiting and defining the situation, the student then categorizes the possible permutations as described above.
If attacked from the front, the defender must control space. If attacked from behind he must reposition one or all of the principal actors in order to best approach the encounter.
If grappled with, the defender must avoid being grappled to an inescapable position. If struck, he must avoid being incapacitated by the blow.
If grappling in response, he must grapple his opponent to a disadvantageous position. If striking, he must incapacitate his opponent, through trauma or force.
This is one reason why you begin, from your first lesson, with simple two and three move techniques that teach you each of these parameters, and how to apply them. Study your yellow belt techniques, and as you progress look for similarities between them and the more advanced material you will learn. Take this simple lesson to heart and you will never have to say, "I don't have a technique for that."
Drills -
Beginners: Student A attacks from twelve o'clock with either a push or a grab. Student B defends with either a push or a grab. Alternate.
Intermediate: Student A attacks from any direction with either a kick or a lock. Student B defends with either a kick or a lock. Alternate.
Advanced: Student A attacks from any direction with any attack. Student B defends with a combination of alternating strikes and grapples. Alternate.
Ground Fighting: Student A attacks with strikes. Student B defends with grapples. Switch. Alternate. All positions.
The first four techniques.
These techniques begin your study of Kenpo because they are the structural foundation upon which all of your study of self defense motion will be applied. They may seem simple, but within that simplicity lay the keys to the kingdom.
In a self defense situation, you can be struck or you can be grappled. The attack will come from inside your arms, or outside your arms. And you can respond with either a strike, or a grapple. This is the entire universe of empty hand self defense. All unarmed combat situations can be defined by these three parameters. We will see later why it is so vitally important to understand these categories and their self defense applications, but first let's explore how the first four techniques you learn teach this important lesson.
Technique Yellow One -
Entrapping Circle
Attack - Left close grab to TOP of right shoulder from three o'clock
Defensive Maneuver - Left Pinning Check coupled with Right Arm Clockwise High Zone Clearing Motion
First Counter Offensive Maneuver - Right Wrap Around Arm Lock to Opponent's Left Elbow
In this technique we are GRAPPLED, the attack comes from OUTSIDE the arms, and we respond with a GRAPPLE. The defensive maneuver prevents the near arm from striking and protects against any punches thrown from our opponent's off hand. The counter offensive maneuver repositions the opponent for follow up striking.
Technique Yellow Two -
Entrapping Elbow
Attack - Left close grab to FRONT of right shoulder
Defensive Maneuver - Left Pinning Position Check to Opponents Left wrist coupled with Right Arm Counter Clockwise High Zone Clearing Motion
First Counter Offensive Maneuver - Right Downward Elbow Trap to Opponent's Left Elbow
In this technique we are GRAPPLED, the attack comes from INSIDE the arms, and we respond with a GRAPPLE. The defensive maneuver prevents the near arm from striking and protects against any punches thrown from our opponent's off hand. The counter offensive maneuver repositions the opponent for follow up striking.
Technique Yellow Three -
Concealing Strikes
Attack - Left Extended Grab to TOP of Right Shoulder from three o'clock
Defensive Maneuver - Left Pinning Check to Opponent's Left hand
First Counter Offensive Maneuver - Right Upward Obscure Handsword Strike to Opponent's Throat
In this technique we are GRAPPLED, the attack comes from OUTSIDE the arms, and we respond with a STRIKE. The defensive maneuver prevents the near arm from striking. The counter offensive maneuver creates a Predominant Pain Focus and shifts the Opponent's weight behind his center, limiting his mobility and striking power.
Technique Yellow Four -
Fallen Sword
Attack - Right Straight Step Thru Push to High Center of Chest from twelve o'clock Defensive Maneuver - Step back with Left foot to Right Neutral Bow First Counter Offensive Maneuver - Right Inward Block to Opponent's Left Radial Nerve
In this technique we are STRUCK, the attack comes from INSIDE the arms, and we respond with a STRIKE. The defensive maneuver moves us out of our Opponent's immediate striking range, while the counter offensive maneuver damages the first closest major weapon presented by our Opponent.
You will see these three parameters in every unarmed self defense technique you learn. In Sword of Destruction the STRIKE comes from OUTSIDE and we respond by STRIKING. In Securing the Storm the STRIKE comes from OUTSIDE and we respond with a GRAPPLE. in Broken Arm the GRAPPLE comes from INSIDE and we respond with a STRIKE.
The reason it is so important to learn to break down a combat situation into as few parameters as possible has to do with how the human mind works. Beginning with “On the Rate of Gain of Information” in 1952 by William Hick, studies over the last fifty years have shown that as the number of possible responses increases, the time required to choose amongst them also increases, even if all options are equally correct. This requires us to limit the possible number of responses to each possible stimulus in order to be effective.
Understanding the importance of limiting and defining the situation, the student then categorizes the possible permutations as described above.
If attacked from the front, the defender must control space. If attacked from behind he must reposition one or all of the principal actors in order to best approach the encounter.
If grappled with, the defender must avoid being grappled to an inescapable position. If struck, he must avoid being incapacitated by the blow.
If grappling in response, he must grapple his opponent to a disadvantageous position. If striking, he must incapacitate his opponent, through trauma or force.
This is one reason why you begin, from your first lesson, with simple two and three move techniques that teach you each of these parameters, and how to apply them. Study your yellow belt techniques, and as you progress look for similarities between them and the more advanced material you will learn. Take this simple lesson to heart and you will never have to say, "I don't have a technique for that."
Drills -
Beginners: Student A attacks from twelve o'clock with either a push or a grab. Student B defends with either a push or a grab. Alternate.
Intermediate: Student A attacks from any direction with either a kick or a lock. Student B defends with either a kick or a lock. Alternate.
Advanced: Student A attacks from any direction with any attack. Student B defends with a combination of alternating strikes and grapples. Alternate.
Ground Fighting: Student A attacks with strikes. Student B defends with grapples. Switch. Alternate. All positions.
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