Today we will continue our discussion of The Ten Considerations of Combat. We have discussed Environment, Range, Positions, and Maneuvers. Here we will discuss Targets, and Natural Weapons.
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 they are 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.
Showing posts with label notes. Show all posts
Showing posts with label notes. Show all posts
Monday, June 27, 2011
Tuesday, April 26, 2011
The Next Two Considerations of Combat
We began discussing the Ten Considerations of Combat in an earlier post. Each of these considerations is of unique importance in fully understanding, and by extension properly responding to, any combat encounter. Today we will continue with considerations three and four. Positions and Maneuvers.
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 hands and feet within their natural range of motion?
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. Finally the student must take into account the position of the opponent relative to the environment. Is he blocking a door the student could have escaped through? Is he near anything which could be used as a weapon? Is his position vulnerable in a way that could be exploited by the student, for instance near an obstruction or dangerous area? These are all important factors to be considered.
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 through 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? Does he bounce in his stance or stay low and solid? 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 mount, guard, side mount, north/south, scarf, reverse scarf, knee on stomach, and rear mount positions, using stand-up technique, box drill, and rolls. Practice defending while prone against a standing attacker. 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.
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 hands and feet within their natural range of motion?
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. Finally the student must take into account the position of the opponent relative to the environment. Is he blocking a door the student could have escaped through? Is he near anything which could be used as a weapon? Is his position vulnerable in a way that could be exploited by the student, for instance near an obstruction or dangerous area? These are all important factors to be considered.
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 through 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? Does he bounce in his stance or stay low and solid? 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 mount, guard, side mount, north/south, scarf, reverse scarf, knee on stomach, and rear mount positions, using stand-up technique, box drill, and rolls. Practice defending while prone against a standing attacker. 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.
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.
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.
Saturday, October 23, 2010
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.
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.
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