Machiavelli (if I'm attributing it to the right person) specifically applied it to fighters. I don't think that's necessarily true--everyone takes micromanagement as an insult. But it's more explicit in dangerous professions. A firefighter I know is incensed that he has to spend more time in each report documenting his PPE (Personal Protective Equipment) than his job. He showed me one report-- nearly half a page of what equipment he put on and in what order. Barely four lines on extracting the subject from the wrecked car.
When you are entrusted with life or death decisions, being treated like a child throws a huge mixed message.
So here's the deal. If you are a micromanager, you aren't a leader. You aren't even a shitty leader. You're a busybody who likes to feel important by interfering with better people than yourself. If you have employees who need to be watched every second either you need to hire adults or, more likely they aren't the problem.
When you get the micromanager who always finds fault, it is something else. If everything a worker does is wrong, no matter how closely they follow policy or even if they were just following the last set of orders, what's going on isn't even management, micro or otherwise. It is straight-up victim grooming. Creating a field of passive people for the manager's games.
I doubt if most micromanagers realize what they are. Humans are excellent at rationalizing and it's easy to reframe micromanagement as "Being explicit" or "I'm a hands-on guy." But on the tiny chance someone reads this and sees through their own bullshit and decides to change... it won't be easy.
No matter your intentions, all those years of micromanagement have instilled in your people the idea that you don't trust them-- and that they can't trust you. They will literally assume that you turning over a new leaf is a trap. That you will give them enough trust to show some initiative and then will ruthlessly punish them for that initiative.
This easily becomes a self-fulfilling prophecy. When you change your behavior and don't notice any benefit for a day or a week or a month, it is easy to revert. The reversion just becomes further evidence that your attempt at change was insincere.
Note: Going out of my lane a little, but setting up for the next post, which is about the teaching equivalent of micromanagement.
The loss of life and terrible injuries that occurred in the low-tech vehicle and knife attacks in London earlier this month shocked many across the world.
A Thank You
Before I write further on this topic I want to pay tribute to three particular groups of people.
Firstly the professional responders to the event. The courage and professionalism of those on-duty who delayed or stopped the attackers, provided in-situ medical care and who have continued that medical and pastoral care as well as criminal investigation after the event. These are all demanding tasks and like many others around the world I have a tremendous respect for everything you have done.
Secondly those who were just enjoying their personal time or going about normal working lives who did what they could to stop or delay the attackers. From barring doors, getting people inside, throwing objects or directly attempting to stop them. These actions (for which some people paid with their lives) no doubt saved many others, and to act in such a way to help others or protect themselves under such circumstances commands respect.
Finally I want to pay tribute to those survivors who circumstances dictated did not directly have to fight the attackers, but who followed the direction of others to wait inside, to run, and who succeeded in protecting themselves from harm, no doubt to the great relief of their friends and families. These were natural actions and nobody should forget that fact. Some among them may be blaming themselves, wishing or thinking they could have done more, and that is also a natural response after such a traumatic event. They are not to blame, they have nothing to apologise for; they did not cause this event and the reality is that it is highly unlikely that they could have done anything more than they did, and that we are thankful for their safety that they did not.
Taboos and Adrenaline
There are many unspoken taboos when it comes to discussing events such as this, and there are many things that armchair warriors say that should be dismissed.
One taboo I would like to address is that of the effect of adrenaline in unanticipated violent events such as this. It is something that I have written on in my books and in martial arts magazines, as have many of my respected peers. Freezing and/or fleeing, experiencing memory distortion of time, recalling future projections of events that did not happen recorded as memories, creating ‘false’ memories based on the brain struggling to arrange events, visual perception narrowing, aural perception narrowing, and suffering memory gaps are all normal responses. I have seen all of these occur in training programmes I have run and studied many accounts of them happening under stress in real events. I have also experienced some of these myself in violent events outside of training. Loss of bladder or bowel control under the influence of high adrenaline is also a natural programmed biological response, and one that men can be more susceptible to than women (due to the higher intensity of the initial male adrenal dump and the quantities of liquid men imbibe on a night out). No-one should feel ashamed if this happened to them in an event such as this. No-one should mock anyone if they saw or heard it happen to them. All that has happened is that their body has prepared them for the anticipated event.
Aftermath – Martial and Media Myths
Since the event, I have been approached a number of times by people concerned by what they saw in the media about these attacks. “How can you deal with that?” I have also seen a number of dangerous half baked Hollywood approaches advocated in the press and online by instructors using the event to bring themselves greater publicity, and while I have no objection to seeing more people engage in martial arts or self defence training, I do worry when the material advertised betrays a deep ignorance of the subject matter.
I have written in the past on knife crime and you can find one of my articles in Jissen and in my book Karate and Self Defence, and another here on Headlines, knives and kneejerk reactions. While a significant problem, knife crime still makes up only a small proportion of overall violent crime in the UK, and in the majority of instances the knife is used as a tool of coercion rather than to injure or kill. Such crimes naturally can cause other forms of injury, and I do not wish to belittle these in any way, but the vast majority of people are at low risk of being a victim of knife crime, especially compared with the risk of being a victim in a road traffic accident or of having cancer or heart disease – all of which can be terrible and traumatic events for sufferers and their families.
Carrying a weapon
In some countries people legally carry knives or guns as defensive tools or deterrents against being a victim of violent crime. These can work, especially if the people have the training necessary to utilise such tools effectively under the conditions of the surprise and stress of an unexpected event. In the UK however carrying an object with the intention of using it as a weapon is illegal.
If anyone in the UK is tempted to break the law and carry a blade for the purpose of self protection I invite them to undertake a simple reality check. For most people the odds of being targeted are so low that you are wasting your time and risking a criminal conviction. Carrying a knife increases the likelihood of using it and escalating the level of violence in a confrontation with unnecessary life changing consequences.
If those arguments do not convince you then there is a simple reality check that you could either experience professionally at a Filipino Martial Arts (FMA) School or try with rubber blades smeared with jam. If you watch a knife on knife altercation with skilled knife users you will see how hard it is to deal with a trained aggressive attack. If you try it with jam you’ll see how covered you get in a jam v jam event. Fighting a knife with a knife is not cool, it isn’t practical under pressure, and will take decades of regular practice to gain a proficiency that could give you a high percentage of success. That success will also depend on who you are. Are you really prepared to kill someone else to protect yourself or others? If you are not then it is unrealistic to train to do so. You have to have that resolve.
In my book Karate and Self Defence I wrote about ways to test and develop your knife defences if you are a martial artist. It is an uncomfortable process. It is possible to survive an attack with no injuries, but it is not a situation anyone should want to find themselves in. It is a last resort if the need is there to protect yourself or others and escaping without contact is not a viable option.
Forget the Movie Fu. If your jacket isn’t already off then don’t expect to have the time to disrobe and use it as a flail. Don’t think you’ll have time to take off and use your belt. Such things are for prearranged choreographed action scenes. Do not buy into such rubbish or bolt-on knife defence courses – they will only work if fully integrated and drilled with your normal training.
The solution is no different to normal self defence training.
Avoid trouble if you can.
Deter by appropriate confident but non threatening body language.
Negate aggressive situations through appropriate social behaviour.
Escape the confrontation through running if possible, but if you believe an attack to be imminent escape by taking necessary reasonable sustained action with speed and aggression. That means using anything to hand to help you if you believe the other person to be bigger, stronger or have another advantage such as a weapon. If attacked with a weapon it is reasonable to believe your life is in danger and you must have the resolve to respond with the same level of violence.
The real solution should be to keep on doing what you are currently doing. Be alert out in public, as you should be, but go out and live your life. The risk you face is lower than the everyday risks you face in your transport choices. Worrying about what might happen should not prevent you from living what is.
When I die, these are the things that I will have wished I said and possibly the things you would have wished to have heard. I'm thinking of my son right now, but that's just a focal point. If your dad (or whoever) had the words, these are the words that need to be said:
You have never disappointed me. You might have felt that, but know it was never so. When you were born, I held in my arms a perfect example of perfect human potential. An awe-inspiring bundle of possibility. Innate power and potential of cosmic proportions.
In Greek myth, the heroes were half gods. Heracles, the son of Zeus and a mortal mother; Aeneas the son of Aphrodite and a mortal father. This is how I see you, how all humans are: Something incredible and powerful and heroic. Supernatural in your birthright.
That is how I see you.
If you sensed disappointment, it was never with you, but with the world. You have had to make compromises; we all have. And I may have sighed because the choice you made was not the choice I wanted, since I wanted to see you as a pure and perfect god. But the choices you made were pure and perfect, given the information you had and the priorities you placed. I might have wanted you to stand above the world, but you were neck-deep in the world, protecting the weak, calculating the consequences. I had a Socratic, imaginary ideal-- you had a gritty reality. You made your choices based on that reality. You made the best choices you could, and I love you for that.
I wish that you could see yourself as I see you. The strength, the growing wisdom, the compassion, the insight. You are mightier than you can possibly imagine.
Walk in the world as an Olympian. Nurture your strength and cherish the strength of the minigods all around you. It is a beautiful and complex world, and you are an integral part of that beauty and complexity.
"We want an unarmed defensive tactics system for our officers that works the same for all officers regardless of size, gender or age, that will work on all threats regardless of size, strength or mental state and has zero risk of injury to the offender."
"You realize that's impossible, right?"
"You don't have anything? We'll keep looking."
The latest. A request for comprehensive self-defense training but with absolutely no element of violence. This one is tempting. Not the material. As requested, it's simply stupid. It's the students. The people who want this do home visits on people who are in the system. Often alone, this student base has daily contact with a population that frequently have criminal records and a history of violence. These are kids (adults, but at a certain age, everybody starts to look like a kid) going into harm's way to do good things. If anyone needs a comprehensive program, these are the people.
Naively, I alsoused to believe that there was always a non-violent solution, but even then I realized there wasn't always time to find that solution. I was wrong. There are people who enjoy hurting others, and only force or the threat of force will stop them. Predators who can't feel closure without pain. Really bad guys who need to see someone break. People who honestly believe that acceding to a verbal solution is an act of cowardice.
" You boys have been real nice, but I guess now it's time to make you fuck me up." When I asked, "Why?" later the old man said, "If I went to jail and didn't fight, I wouldn't be a man." People satisfying needs with pain isn't limited to the BDSM world.
Realistically, the big gains in SD are in the non-violent soft skills. Recognizing and avoiding dangerous places and people. Recognizing when an individual is setting you up or weakening your position. Escape, evasion and de-escalation. Usually, by the time things go physical, it's pretty desperate. This isn't how to out-fight a fighter, but how to deal with a bigger, stronger threat who chose the time and place and conditions (weapon, numbers...)
This isn't a Disney movie. Things can go very bad. The belief that there is always a non-violent solution creates blindspots and vulnerabilities. If any belief is that precious to you, you will fail to recognize and respond to the exceptions. People don't train for things they don't believe in. It is a belief that makes one voluntarily both blind and unprepared.
You all know this. But some people don't get it. More accurately, they refuse to get it. Teaching the impossible isn't a new problem. It starts with education. Over the years, I've found a bag of tricks to get people to see. That's why I use Maslow, and where the distinction between aggressive, destructive (including self-destructive) and assaultive behavior comes in. Why we discuss ethics explicitly. Personal clarity between what people want and what people need.
Whoah. Damn. Rewind and erase. I just strawmanned all over myself. Shit. All the objections and blindspots I just talked about? Realizing... You don't see these in the field. EMTs, nurses, police, corrections, security, even the people manning the desk at the local VA-- every last one I've talked to has recognized the need for something truly comprehensive. They're usually the ones who contact me. The impossible demands have all come from desk pushers, people who write and protect policy. People who live in idealistic abstraction of the real world.
Unfortunately, they tend to be the ones who control what the line staff get.
Not to self: Remember not to confuse institutions with people.
It's all good. Remember watching Rudolph the Red-Nosed Reindeer all those years ago and the Island of the Misfit Toys and you thought, "That's me" ? Me too. And it's all good.
Don't like who you're supposed to like? Care about things other people think are too small or too big? You dig into history while the people around you parrot what their peer group says? Fuck 'em. Seriously, fuck 'em. No one is trying to make you better. They're just trying to make you more like them. That's how they define better-- conformity.
Not that long ago, a friend wanted to introduce me to one of his people. I asked, "What's he like?" R said, "He's broken, but he's broken our way." R is one of the most effective individuals I know, even if he is broken. Because he's broken my way.
It's all good. We are all misfit toys. Find your family-of-choice. Cherish them deeply and protect them fiercely. Be proud. You may be a broken toy in this strangely plastic hothouse world, but when that world shatters you are the one who will function. They still won't like you, but they will need you. And that is something.
Happy birthday, HM
This may sound a strange sentiment coming from me. I love history. I’m definitely not an expert on the history of my predominant martial art medium (karate), but I am relatively well read and have made a few observations on it in magazine articles and books in the past. When I read about the history of my art I don’t look at it from the perspective of someone who is native to the land of its origins, or speaks that language; but I do approach it with both a degree and a doctorate in history and an understanding of what constitutes good practice.
For many people it seems to be incredibly important who their teacher was, who taught their teacher, what each person’s seniority within the dojo was and so forth. Great importance may be attached to what has been written about their form of karate or its predecessor. This can often lead to fierce arguments as to what is right, what is wrong, what is pure, what is adulterated, and who is closest to ‘the original’, as if that is an arbiter of quality.
Now I’m interested in what has gone before, but I take it with a pinch of salt. I treat claims and anecdotes without evidence in martial arts history as I would treat them in any other form of history. When it comes to the application of an art however, I prefer a scientific approach or, where that is not possible, an empirical approach.
I want to know if the type of warm up I am doing is detrimental or beneficial to my and my students’ health, and that the pace and nature of the physical activity I do throughout the lesson maximises positive physical and mental development while minimising the risk of long or short term injury. I want to know if the techniques I’m teaching or being taught are suitable for the purpose claimed. I want to know if the teaching models I’m using are the most effective for promoting sustained skill development. So while I have an interest in history, I’m more interested in checking what I do and teach is compatible with current scientific approaches, or failing that the empirical tests of well researched literature in the field or appropriate physical testing.
The belief held by someone in the past, while interesting and informative, does not make that belief true.
A training method that was used successfully in the past is not automatically the best training method for the present.
A good teacher does not necessarily create another good teacher.
Being wrong does not diminish the value of a teacher in the past. Time has simply given you the opportunity to see the fault and make the appropriate adjustment.
I have written here before that we in the modern world have far greater opportunities to be superior and more knowledgeable practitioners than the icons of the past. We stand on their shoulders and we move onwards: training, researching, testing and learning in a global community of like-minded people.
The history of our arts is a record of its course to the present, possibly true, possibly myth, maybe some deliberate obfuscation and invention – it doesn’t matter. What is important is that you are here, now, training, learning, and hopefully moving forward to ensure that you are as good as you can be.
Last weekend taught a full two-day seminar dissecting principles and application at Randy King's KPC Self Defense in Edmonton. Taking each of my eleven principles*, digging into it as much as time would allow, then playing and experimenting. It does no good to have something you intend to use in chaos just as a mental picture. You have to play with anything to understand it. You have to play with it to make it a part of you.
It was the first time organizing the information this way and teaching it all at once. It was some pretty deep water. The feedback was solid. Randy said it best, albeit in nerd speech: "I think I just leveled up as an instructor. This will help me steal the magic better."
Aside-- Stealing the magic. Ever run into an instructor who could do things you simply couldn't? Not talking the bullshit magic stuff like chi balls. Setting so he couldn't be lifted (structure) or push you across the room with almost imperceptible movement (structure + line and circle + balance). It's just good physics, but often the really good instructors can't explain what they are doing so they have real trouble teaching it. Understand the principles and you know what to look for. You can learn the good stuff they can't articulate well enough to teach. The stuff that looks like magic.
One of the attendees was Rick Wilson. Rick is the 60+ year old guy that the jocks are a little worried about playing sumo with. The guy who has studied traditional stuff and rejected traditional stuff and come full circle to find the body mechanics behind the traditional stuff. Smart. Really deep base of knowledge.
At some point, I think it was after InFighting last year, Dillon started calling Rick the Dark Wizard. His body mechanics are that good. And this is coming from Dillon...
Anyway, Randy and I had coffee and burgers with Rick. Good talks. About teaching, communication and writing. Trying to find decent answers to shitty and deadly situations. And in the details got yet another system of power generation to work on. Multi-directional joint expansion. I just started playing with joint expansion at all but here's yet another can of worms. Also Rick's "clamp" which is definitely going to improve my explanation of bone slaving (which is one piece of structure.)
*Everyone should have their own list. Mine happens to have eleven. There are many good ways to organize information
Setting a boundary is not a negotiation or a conversation. It is a very different communication mode than most people ever use. This is why most people find it so hard, and why most people can safely ignore your boundaries. It is not enough to know the pattern, you have to practice. And the real practice is not in learning the pattern, it is in sticking to the pattern.
The pattern is simple:
- State boundary
- Repeat boundary (Louder)
- State penalty
- Apply penalty
"Back off!" "I said back off!" "One step closer and I will knock you on your ass!" Knock on ass.
"Go to bed." "I said, go to bed!" "If you do not go to bed right now, you will get a spanking and I will put you in bed." Spank and carry.
The example in Scaling Force:
“I’ve told you to leave the door open when you come into my office.”“What’s your problem? Are you afraid to be alone with me?” Trying to joke, trying to make the boundary setter defensive. Do you see the predator dynamic here?“Open the door.” Simple, direct statement. No argument, no reasoning, nothing in the voice that could turn it into a question. One of the worst phrases is “I need you to do X for me” as it places all the power on the threat and sounds like a plea on two levels, “need” and “for me.” Do not use this tactic when dealing with potential predators. It’ll backfire.“Whatever. I wanted to talk to you about…” Disregarding “no” or pretending to ignore boundaries is a huge red flag that you are dealing with a predator.“Open the door.” Staying on message.“Geeze, can’t you stay on the subject?” Again, trying to shift blame/responsibility, implying that the predator is the one who wants to get the job done and the potential victim is hung up on something minor.
“Open the door or I will file that complaint. Now!” The only thing added to the statement of boundaries is the penalty. “Now” acts as an ultimatum. Once you take this verbal step you must be ready to act on your threat. If the threat ignores you (some will, most won’t) and you fail to follow through, you will have marked yourself as easy meat.------------------------------------------------------------------
I normally avoid the words always and never, but this one comes close. Deviation from this pattern turns the boundary setting into something that is not boundary setting. If you need to set a boundary, doing something else rarely works.
It's hard to stick with the pattern because we aren't used to it. If you explain the reasons behind your boundary, it's now a conversation, not boundary setting. The conversation may work, but what comes out is an agreement, not a boundary. Agreements require the consent of all involved parties. You set your boundaries around the things that are more important than other people's consent.
Exception: You can make the reason (provided it is simple, not too personal, and doesn't invite follow up questions) the introduction to step 1, e.g. "You're too close. Back off." NOT "Back off, you're standing too close." NOT "I had a really bad childhood and when people with beards get within arms reach of me I sometimes have panic attacks so back off." You get the idea.
If you just keep repeating the boundary, it's a broken record and meaningless. No one respects it. Empty noise.
If you state the penalty but can't bring yourself to apply the penalty, it's just posturing, an empty threat. Not only does this erase the boundary, the person now knows you to be just an empty threat. All of your boundaries disappear.
If you skip the two middle steps, you aren't setting a boundary. The first statement was a warning. It's a different thing.
You can pretty accurately gauge the level of predation that you're dealing with by how they challenge the boundary.
"Back off." Most normal- and normal in this context means someone with no ill will towards you and no language barrier or mental issue that prevents them from grasping that this is a declarative statement-- will back off. The might be bewildered or upset, and will probably ask for an explanation, but they will respect the boundary. You can explain a respected boundary if you choose to, just be aware that damn near everyone assumes that knowing the reasons gives them the right to break the rule.
Socially awkward/language barrier/mental illness/drugs may just blow by step one, but step two stops them.
Predators however have three common responses to step 1, "Back off" One is to open their body language, soften their voice and gently violate the boundary while asking you a question, "Honey, why do you want to be like that? You aren't afraid of me, are you?" The second is to turn it back on you, try to trigger a common social guilt that makes you feel bad for setting your own boundaries, such as, "What, you got a problem with (ethnicity, gender, religion, any of the hot-button labels.)" Or, "You think you're so special you can tell me what to do?" The third is to trigger a monkey dance by demanding the third step, "Oh, yeah? What are you gonna do about it?"
Step two tends to stop the low level predators as well. All of the common predatory responses to the first step are trying to divert you into a predictable social script. If you fall for them, it shows you can be manipulated and more important, those scripts are predictable. Ignoring the hook and going for the second step means you are hard to control and unpredictable. Most predators will give it a pass.
Real world notice #1: Sometimes, you'll be setting boundaries say, at work, where there is a long term relationship. This guy might be a creep and you need to set boundaries, but you also have to work with him, maybe for years. Some of them will flirt with the edge of the boundary and try to turn it into a game to see if and when you will cave.
Some predators will push to step three, mostly to see if you have a step three or just go into broken record mode. Once you have stated the penalty, you have revealed that you do in fact have a plan to deliver consequences. Even the more serious predators back off here unless they are sure they can get away with it. And are willing to cross those lines. If the rapist knows he has to kill to keep you from reporting, he has to make a choice.
Real world notice #2. A lot of self-defense is taught as if the incident will happen in a sterile laboratory environment. The sexually aggressive creep at the office didn't back off until step three. That's pretty predatory. But he did back off, so win! Yay! But never forget that assholes are very good at punishing people for standing up to them, and this is a long game. The creep will tell everyone to listen how unreasonable you are and how petty and how you were going to write him up just for standing there... It's a long game, but you can play a long game, too.
A week ago I held another of my Sim Days for a mixture of my students and guests.
Although every karate lesson I teach revolves around pre-empting or responding to HAOV (habitual acts of violence), attacks taken out of any context, no matter how dynamic, alive or sustained, are one dimensional. It is in my Sim Days where my students experience the broader context of the tactical, ethical and legal repercussions of aggression and violence through simulating how they might respond to events in multiple scenarios, whether on their own, with peers, and with children (or adults).
These are training events that comprise elements that test a participant’s response, but also give them training in more optimal approaches and multiple opportunities to learn from what they and others have experienced throughout the day. The core-learning element of the day is not the experience of the short scenarios themselves, but the unpressurised frame by frame group discussions on the video footage of the same that takes place throughout the day. It is always gratifying to see how well trainees respond to this and how much they take forward to future scenarios.
As an instructor, I have an obligation to study the footage to see what I can learn to help maximise the performance of my students. Identifying mistakes or less desirable behaviour means that I must question what I’m teaching and how I’m teaching in order to help each individual progress.
I accept that what I’m looking at in my training days is artificial. There are many different compromises I have to make to ensure that the training is safe. It is however, as many participants with direct professional or personal experience of real violent events have attested, as close to the reality of the pressures of conflict management as is safe to create.
Training safety does present limitations. There are a number of things that cannot be done because of the injuries that might ensue. There are areas of the body that are not attacked, and obviously all contact to the head must be pulled because of the high risk of concussion in multiple person events when many are role-playing. While participants are clearly acting under the influence of adrenaline, they obviously do not have the full pressure of the consequences of a real event, which could elicit more extreme tactics. Nonetheless, when reviewing and learning from a person’s actions I hold the following maxim to be true: if you cannot do it in training then it is foolish to assume that you will be able to do it outside training.
So what has prompted this particular blog post?
On the last Sim Day I had the highest ratio of junior to seniors I’ve ever had. 1:1.
I like having younger participants on the training days since people do respond differently as both bystanders and participants when the threat is to or from a younger member of society, especially if they are behaving as if they are acting in loco parentis for a friend’s child. Furthermore, statistically in England the 16-24 age group has the highest risk of being a victim of violent crime and accounts for the largest proportion of offences.
On this occasion I had a group of three 13 year olds and two 14 year olds; all boys training alongside five adults. They all had between 65 – 120 hours of training. I felt that this was a great age to try this training experience as they are at a time where confidence in their ability does not necessarily account for the advantage that size, weight and strength gives fully grown adults. At the same time they were strong enough (in numbers) to pose a threat to the adults, while being young enough to elicit protective parental responses from them too.
Throughout the day I noticed the majority of the younger students having difficulty hitting the head. Now they were aware that contact to the head needed to be pulled, and had actually practiced punching both each other and the adults in this manner (the adults were all veterans of a number of these events and had long dropped any qualms on making contact and had the experience to calibre contact appropriately).
This is not uncommon. It has been my experience that a lot of people have difficulty switching from hitting an inanimate object like a pad to making contact against a person. The aversion to hitting the head or face is particularly common. This aversion is generally reduced by practice, just as the ability to shrug off direct verbal abuse is improved through practice, but it is a trait worth noting.
As attacks to the head are among the most common HAOV, my students naturally spend a lot of time delivering them and defending against them. They regularly practice striking pads in simulated head shots and they deliver these in appropriately skilled fashion for their age and time training. Despite this, the combination of the pressure of the event and a natural disinclination to hit the face meant that most of them struggled in their first few scenarios, especially in ‘leading’ with a strike to the head (as opposed to following through if necessary), and thus for safety I should assume that outside of training the same hesitation could occur.
I am not overly concerned by what I witnessed because I already have strategies in place to give my students alternatives. Many of my drills (including some of my pre-emptive drills) initiate with elbow point or forearm strikes to the body (acknowledging both the aversion to striking the head, the proximity of most violent encounters, and the potential short and long term injuries and consequences of the action) such as a slightly modified version of morote uchi uke, and knee strikes to the leg and body play a prominent role in the training I deliver. Throughout the day I saw my students effectively utilising these body shots with far greater ease than any shots to the head.
So what will I take away from this? Will I stop teaching head shots? No. Will I continue to teach body shots? Yes. What I will do is put a greater weighting on body pre-empts in my classes to ensure that from the start of their training journey my students have something that is more likely to fit within any initial limitations that they set themselves.
On Saturday, under my supervision, four teenage boys (aged 13-14) experienced a fake abduction. This was a single scenario in a multi faceted training day for both adults and teenagers. While this is a very rare event, it is perhaps one feared the most by parents, and so we wanted to see what we could learn from replicating an example.
Like all training, we had to make compromises for safety. The most glaringly obvious compromise was that the boys knew they were going to experience an abduction attempt. They also knew which vehicle the attacker(s) would use. What they didn’t know was how many people would be involved or how we would set them up.
That wasn’t the only compromise:
– due to a scheduling clash we had to stage our scenario outside a venue filled with young children with open doors for ventilation, so the teenagers couldn’t shout for help or bang on the vehicle,
– the vehicle wasn’t scrapped so we couldn’t kick it or hit people into its bodywork.
– for safety all shots to the head were pulled; the attackers wore headgear in case of backward uncontrolled strikes,
– the teenagers were bare-headed and we decided to proceed on the basis that the attackers would use body shots to subdue them so as to preserve their looks.
Each teenager entered the scenario ‘blind’, not having seen the ones that went before or having had opportunity to get any information from the previous participants. They were asked to walk down a particular passageway as if on their way home from school or visiting a friend. An aggressor would run up behind like a jogger, and then grab the boy to lift him into the van where a second person could assist in controlling them. A third man was behind the wheel.
This obviously represented a possible attack. More people could have been involved. We could have used a fake weapon for intimidation. The aim of the exercise was for all of us to see how difficult it was to escape once the attack had begun, and how quickly it could be done.
The results were chilling as you can see here.
Of the four participants, three were taken with the van ready to drive away within 12 seconds from first contact. The longest resistance lasted 35 seconds, and had he not been pulling his shots (for safety) that young man might have escaped or caused his attackers to abandon their attempt for fear of being caught. As it was we did attract some outside attention.
One of the most obvious things to take away from the exercise is that awareness of your environment is everything. Anyone listening to music on headphones would be easy prey. Hoodies would reduce peripheral vision and reaction time. Choice of routes, walking in company, wide corners and how you react to people around you in terms of innocuous hand positions (scratching the back of your neck for example) would make a difference in reducing the odds of being a victim and in being in a better position to resist.
These abductions featured bear hugs in what is their most likely use. These particular scenarios reinforced that unless you act before it is fully on, you are not going to get out very easily, and you probably won’t have a stable ground platform to work on. I teach bear hug defences to illustrate principles of movement, and to try and ingrain the reaction to move before it is on, but I recognise that the attack is both rare (because there are very few scenarios in which someone would do it) and that once it is on then most defences I’ve seen demonstrated (including my own) are ineffective until the person starts to release you.
If you want to theorise about bracing against a van, or pushing off from a van, or a car boot… try it. Come up with ideas, but then try them until you have some high percentage solutions.
This was nothing more than a training exercise, but it has given all those participating something to think about.
Roughly, meaning is important. Syntax is the effective ordering of symbols to deliver meaning. Grammar is an attempt to codify syntax to make it both easier to deliver meaning and easier to detect sloppy syntax. Until grammar becomes it's own thing.
Roughly, fighting is to have an effect to serve the goal. The principles (leverage, structure, etc.) and building blocks (power generation, strikes, takedowns etc.) are the means to achieve that goal. "Form" is an attempt to codify the principles and building blocks. Both to make fighting easier to teach and to make it more efficient. And it works, until form becomes it's own thing separate from effect.
Good grammar is never wrong, exactly. And it's never wrong to punch with good form. This is (sort of) axiomatic because because good form is supposed to be what a punch with perfect body mechanics looks like.
This is where I hit the wall. It's an image, partially visual, mostly kinesthetic in my head, but the words that surface are a mess:
Communication can happen with absolutely no proper grammar or syntax-- Think comforting an infant. And fighters can be devastating even with no recognizable form and shitty body mechanics. A 2x4 upside the head doesn't need a lot of skill. But that in no way means you should eschew skill. A 2x4 plus good body mechanics is better than a 2x4 with shitty body mechanics.
It doesn't hurt to comfort an infant using grammatically correct phrases, unless your focus on being grammatically correct makes your language stilted and unnatural. Then the kid will get weirded out. It doesn't hurt to fight with good form, because good form is just good body mechanics. Unless you are so focused on doing things "right" that your movements become stilted and unnatural and you get your ass kicked.
A focus on form, whether in grammar or fighting, can cover up a lot of ignorance. If I can't refute your arguments, I can make fun of your spelling. If I don't have any real understanding of how the human body works, I can focus on form the way I memorized it-- knowledge memorized substituting for understanding. With understanding, I can teach you to hit harder, with knowledge I can teach you to look like my sensei did when he was hitting hard.
When form/grammar become it's own thing. This is looking like a universal. Grammatically correct nonsense is still nonsense. Punching air while looking right is still punching air. We create these systems to make things better, to make a specific goal easier to accomplish. Whether that goal is conveying information or knocking someone down. But in almost every case, certain people are drawn to become masters and keepers of the system, and to them, the system becomes the goal itself. Has there ever been a piece of great literature that was grammatically perfect? I'm sure Shakespeare had someone correcting his grammar. In fighting and SD, these are the couch sitters that will tell you you survived wrong. Universal-- I'm thinking of ways that bureaucracies originally designed to solve problems become self-perpetuating machines, sometimes at great cost. Cough*Rotherham*Cough.
And that's even assuming the form is based on what we think it is. Kicking with the instep is less likely to injure your target and more likely to injure you than kicking with your shin... but it makes a slapping noise that is much harder for a referee to ignore. "Ain't" was a forbidden word in my grade school. Not because it was unclear, but because our teachers wanted us to sound like s specific socio-economic class.
Teaching is fun, and (on paper) life is amazing. Four countries this year already and a new one day after tomorrow. Of the classic travel lines (Arctic and Antarctic Circles, Tropics of Cancer and Capricorn, Equator and International date line) I've crossed all but one in the last six months. Amazing home, ardent love. Life is amazing. But for the last few years it has felt muted. Dull. Adrenaline makes life feel more real, and none of this ever has or ever will feel as real as going head to head with a bad guy or heading off a riot.
K and I are experimenting with new things this year. Simple things mostly. Have had most of a week to talk to Toby and spent the night before last in a sleeping bag without a tent north of the arctic circle. I feel transition coming on. A good one.
We all age and change. And, can't speak for everyone, but I suspect it's common-- there's a tendency to focus on an image of the past. Sometimes it works out. I trained so hard in martial arts because long after it was true, every time I looked in the mirror I saw the tiny, scrawny kid, the smallest kid in the redneck school. But most of the time, it's almost like we focus on whatever will make us feel worse. Or maybe it's just me.
Bragging alert: At my peak, I got the physical fitness awards from both Army BCT and the Academy. I could do over 110 pushups in 2 minutes, did a 10:50 2-mile, hand-over-hand a 10.5 mm climbing rope. At 5'8" I could jump and grab a basketball hoop and once kicked the net. That whole time, I thought I was weak and small.
And whining alert: Now over 50 years old. Lots of injuries over the last fifteen-- knee, elbow and shoulder dislocations. Long term effects of concussions. Some arthritis from broken fingers. Bones out of place in feet and ankles. Spine acting up making the hands spasm and go numb...
I've been looking at the past as a lost thing. News alert, the past is always a lost thing. Can 55-year-old Rory ever be 25-year-old Rory? Of course not. Trying to get back to a past physicality is just as toxic as a violence survivor who thinks that who they were before the incident was the "real" them and measures their progress by how far they retrogress to that "real." It's bullshit. It's a bullshit way to think. It's.Not.Useful.
Can 55-year-old Rory ever be 25-year-old Rory? Nope. But, you know what? Nobody has any clue what 55-year-old Rory can be. No one knows what the limits are. It's never happened before. This is something to explore, not to plan. I've done the fighter thing. And the teacher thing (Don't worry, I'll continue that for a bit). The next transition will be to scientist, experimenter and explorer. What's possible? What's fun? Already feel my inner world shifting. This is going to be an interesting ride.
What’s in a name?
I’ve used the term self defence because most people understand what is meant by it, even if it is not the most accurate term. We can play semantic games with terms such as Conflict Management, Personal Safety, Physical Intervention, Self Protection and Self Defence – but what most people ‘think’ they are looking for, and therefore search for is self defence. Martial arts training can comprise aspects of self defence, but unless the art has been specifically devised for that purpose recently, it isn’t the same thing.
The elephants in the room
Elephant number one. Let’s call her Nellie. Nellie is the fact that while most classes you attend are physical, and most people want or expect a physical session, the majority of self defence is comprised of knowledge/experience that does not really come with physical training. Nellie isn’t in class, she’s packed her trunk and said goodbye to the (martial arts) circus. Nellie isn’t necessarily an effective use of your instructor’s time in regular training, given how little time your instructor spends with you. Most of what Nellie has to offer can be covered in a seminar or taught via books and videos.
What is Nellie? She’s the non-physical element of self defence.
Avoidance – knowing what does and can happen and strategies to reduce your risks of being a recipient of social or asocial violence, aggression or sexual abuse.
Deterrence – knowing how to move and behave in a way that does not make you a target or a challenge.
Negation – knowing ways to behave in situations of social aggression that can ease tension and reduce the risks of a physical altercation.
Legal – knowing not only where you stand with regard to using force, but also how that underpins your trained responses, and how to describe your actions so as to minimise the risk of prosecution should your actions face investigation.
Physiological – knowing what is likely to happen to your body during and after an aggressive (and possibly a physical) altercation, how it will make you feel, and strategies for dealing with it during and after.
Psychological – admittedly this does carry over into the physical class, having the resolve and having made the decision to act when necessary to protect others or yourself and to handle the consequences of that.
Aftermath – knowing strategies to cope with the impact of an event after it has occurred (physiological, psychological and legal).
These things can be difficult to cover in an average class. Obviously good instructors allude to them where possible, but people generally come to classes for physical training. One strategy that can work well is to cover this material in either a written syllabus that students are given, or in youtube videos for students – in addition perhaps to suggested reading of texts by authors whose work you recommend to broaden their thinking. To help ensure exposure to this external material, introduce short (one or two line answers) multiple question open book theory exams with each grade.
Elephant number two. The king of elephants. Let’s call him Babar. Babar is the fact that actually most people do not need self defence training, they only think they do.
The actual prevalence of aggression and violence for the majority of the population (particularly in first world countries) is so small that most people with a little common sense (see Nellie if they have grown up in a nice enough environment not to develop ‘street smarts’) will only see ‘unavoidable’ violence on screen. The majority of violence that does occur doesn’t happen to the people coming to your classes, or if it has, is not likely to happen to them again. Attendance at a martial arts class is a bit like car insurance, it’s something you hope you never need, and something that is rarely used, but we feel better for having it. While the training aim for the attendees may be self defence, what they actually need is a good product (a martial arts class weighted towards self defence) that will give them confidence and reassurance, and what they need more than self defence is a form of physical fitness training that will provide good health (which is not necessarily exclusive to good self defence). The strength of martial arts is that it can provide excellent mobility, balance and coordination training as well as aerobic and anaerobic development in a mentally stimulating fashion that suits a broad range of ages, personality types and body sizes.
Integrating martial arts and self defence in regular classes
This is where a lot of well-meaning instructors fail. They know that their potential students want self defence, so they use it in their advertising, but because they have no clue about the reality of aggression and violence (due to lack of experience/information or plentiful but limited experience distorted by the prism focus of a particular environment (military/security/LEO)), they don’t offer an appropriate self defence focused class. The problem can be compounded when they are part of a larger organisation with a set martial arts syllabus comprising externally set forms, set basics and pre-arranged sparring.
So how can such an instructor orientate their classes more to self defence?
The big difference between real violence and pretence is that people actually hit things. I’m not suggesting that students hit each other (though that is beneficial for psychological conditioning), but that they hit pads. Hitting pads is how you develop and test (the two are not exclusive) your ability to reliably deliver force.
Pad work is the most common nod to self defence I see in martial arts classes, and it is also one where I tend to see a classic error in understanding the issues of real violence.
Guard – Don’t assume that an altercation will be one on one. If you aren’t using a free hand to hold then it should be used to protect the head, the most common target. It’s great to see people do aerobic pad work routines that stretch their stamina and mental resilience, but if they are so tired that they are dropping their guard then they are engraining bad habits. Most violent incidents barely last a few seconds; from a self defence perspective, drilling good habits is more important than drilling stamina.
Head shots and hands – Most people, given pads, immediately focus on head shots. In doing so they are overly focused on the head as the target and the fists as a delivery system. This is a perception skewed by a few factors: firstly the knowledge that head shots can be very effective; secondly the use of the head as a target in both contact and non-contact combative sports. Hitting the head with an unprotected fist is very different from hitting a pad with an unprotected or gloved and wrapped hand, particularly if you aren’t engaged in any other form of hand conditioning. The fist is a useful weapon, but choose targets with care. In pad drills use the fist, but focus more on developing power with forearm and elbow strikes, knee strikes and open-handed strikes and don’t under-estimate the ability of body shots to safely negate most threats.
Pre-emption – pad drills can be an excellent way to incorporate real bread and butter items of good self defence training such as smooth pre-emptive striking skills, combining verbal distraction and striking, experiencing verbal aggression, and utilising appropriate fences. In addition to this they can also isolate and train classical martial arts techniques so there is a real win-win for instructors balancing the needs of self defence and a martial arts syllabus.
- Making greater use of the their forms
The technique weighting in classical martial arts forms is interesting. It is quite different to what you will see in competitive martial arts drills where certain types of techniques score higher points, or certain types of protective equipment make certain strikes more viable.
While we do see punching in martial arts forms, it is not the most common movement, particularly in karate forms. You’ll see other techniques that can act as strikes with the forearm or elbow, grappling movements, shielding or parrying, trapping, throwing, kicking or kneeing occur far more regularly.
Learning and training good quality self defence focused applications for your kata not only ticks the self defence box, but also helps students develop as martial artists within the confines of an organisation (and helps expand the organisation’s future instructor knowledge pool).
- Hitting through a training partner and simulating impact.
Try to hit people.
This does mean adjusting your drills. Pulling contact is a bad habit that can develop incorrect distancing and a lack of understanding of how people move when hit. It’s useful when you are only training to touch a target, but if you want to train to make contact effectively you need to hit people.
I’m not suggesting that the class be full contact. What I am suggesting is that attacks are made at a distance where an on-target hit would go through the target, and where (a slowed) response will push through its target, thus creating body movement and a more realistic picture of follow up responses. Is hitting people slowly a compromise? Yes it is, but not perhaps so great a compromise as practising missing people, particularly if you are also practicing hitting the pads full power and by actually pushing through the human target you are getting a mental map of tactile response, potential follow up tactics, and gaining stability feedback.
- Incorporate HAOV.
Admittedly this is harder to do if you are working within a tightly regulated syllabus, but if you aren’t actively practicing defending against HAOV in the physical classes, including not only the most common initial attacks but also the likely follow through and compromised positions in which students may find themselves, then you aren’t teaching self defence.
How can you do this in a tightly regulated martial arts syllabus? We’re back once again to training applications for the forms. Pushing, grabbing, pulling, haymakers, headlocks, clinching, barging, tackling even ground escapes – the counter tactics and escapes are there waiting to be trained. Doing so brings focus to the rationale behind ‘obscure’ movements and stances, stays true to the martial arts, and hits the physical self defence brief.
If you can address Nellie in your syllabus and gradings, target Barbar with appropriate incorporation of aerobic exercise, and bring good pad work, form use, appropriate contact and HAOV into your physical classes, then you’re offering something beyond a simple martial arts class, you’re also offering self defence.
It’s not that you don’t do it. I’m sure that if you are a form practitioner interested in bringing a functional purpose beyond postural exercise to your forms then you do. It’s just that some people seem to pay no more than lip service to actual analysis when arriving at their applications. For me bunkai is about methodology and criteria. I’m very strict about what I teach, for what purpose I teach it, the context of each tactic, and why I choose to drill some applications and not others.
In my Pinan Flow System series of books I discussed many of the criteria I use when assessing potential applications as to whether I deem them worthy of inclusion in my teaching and training repertoire. To borrow an analogy from recent popular culture, my bunkai process sits like Thor’s hammer Mjolnir in the Avengers’ Headquarters, and impressive characters like Captain America, Iron Man and Hulk attempt and fail to lift it. Robert Downey Jnr’s Tony Stark remarks “The handle is imprinted, right? Like a security code. “Whoever is carrying Thor’s fingerprints,” I think, is the literal translation.” and some might think that in similar vein my bunkai process only chooses applications that I have formed myself, but as Thor observes “Yes, well, that’s a very interesting theory. However, I have a simpler one. You’re all not worthy.” Thor’s honesty (and that Mjolnir does accept other worthy people) is demonstrated later in the film by the character Vision also lifting the hammer. In similar vein I will obviously use good material from other people that meets my analysis criteria. I’m always looking for it when I cross train, and I have referenced in books and videos other instructors such as Rick Clark or Waldo Zapata when I have taken or adapted a drill that I’ve seen them do that lifts my Mjolnir.
So what do I look for through my bunkai? I’m certainly not trying to retrospectively work out the purpose someone in the past saw in a single movement or sequence. Past use or historical accuracy does not guarantee effectiveness or appropriateness in our environment. I have seen in one demonstration of another art an application which I think is such a good fit for a kata sequence that it is highly likely to be the ‘original’ envisioned use; unfortunately it is only appropriate for one on one encounters on soft ground and so I will not drill it – it fails the criteria of my bunkai. If I was teaching seminars in kata application for MMA matches I’d probably train and demonstrate it.
My analysis criteria to find applications looks for movements and tactics meeting as many as possible of a number of combative principles. Here are mine with brief explanatory notes. This is the Mjolnir used to forge my applications.
HAOV Relevant – focusing on habitual acts of violence, whether for pre-emptive use in pre fight posturing, or recovering the initiative from the most likely forms of initial attack, delivering an effective follow through in the event of tactic failure, or dealing with likely secondary or tertiary attacks from failures are important to me because that is the environment for which I am training my students. The physical acts of violence within HAOV may include defending against ‘professional’ or skilled tactics, but I do distinguish between habitual and historical. Purely focusing on the physical techniques is martial arts training not self defence, teaching them alongside patterns of crime, avoidance, deterrence, negation/de-escalation, legal underpinning, aftermath etc. is where more accurately you are teaching self defence as part of personal safety/self protection.
Legally Underpinned – this is not the weak option. This is not about increasing your risks in a situation, it is about decreasing your risks afterwards. This is about understanding force and how to use it effectively within the law. It’s about having a training methodology that results in drills that lessen the risk to practitioners should they have to engage in non-consensual violence. This is an important aspect of self protection. You’re not in an action flick; violence has consequences.
Effective, Efficient and Easy
Minimising Risk of Harm (defender) – I don’t often stress this because I think it is obvious. Protect your head! Don’t rely purely on your technique working. I shudder every time I see someone hit or enter while demonstrating a kata application without doing this. I slap myself if I get so distracted by teaching that I don’t do it in demonstration. If both hands are engaged then not doing this makes sense, but both hands should not be engaged if your head is in or going through a potential striking line.
Technique Multiplicity with Transferable Skills – You don’t want a huge repertoire. You want a small repertoire that can effectively be used to do a lot of different things. You also want the training efficiency that comes from transferable skills.
Utilising Predictable Response – This isn’t simply about how people are likely to attack you if you stand one way rather than another, it’s more about understanding how people really move when things work and when things don’t. You need to hit people and grapple with people to find this out.
Taking and maintaining the Initiative
Inherent Redundancy – Things go wrong, things fail. It might be due to size, strength, angle, or intoxication. You have to have back ups.
Vital Points Targeting – I’m not really talking about Kyusho here, although there are overlaps. Go for weak points. Maximise the efficiency of your movements. This is the secret ingredient in the icing on the cake – the ingredients and cooking of the cake is more important overall.
Adrenaline Tolerant – It’s got to work under pressure. Raising your heart rate can simulate some aspects of this but it’s not the same. While I’d like to see it with bigger group samples to draw firm conclusions, I’ve seen similar increases in combination lock opening times between 5 minutes of hard aerobic exercise and 1 minute of verbal argument followed by 3 second fight simulations in scenario training.
Low Maintenance – It should be simple. That doesn’t mean it can’t have several stages and turns. A lot of things look or feel complex until you’ve done them a few times (watch beginners trying to turn their hips or coordinate arms and legs), but it should be easy to keep at a high skill level.
Stable Posture – Your techniques should not compromise your balance.
Unbalancing – We should always be looking to reduce the other person’s ability to unbalance us, hit us, or brace against a hit.
Multiple Person Awareness – you can only effectively fight one person at a time, but doing so should hinder the ability of others to join in rather than make you an easy target. Some favour close range for this, others favour long range. I certainly favour movement, changing angles and head protection with any free arm.
Holistic Integrity – A technique can be great, but if it doesn’t fit with everything else you do it’s near useless to you. Techniques and tactics need to fit together and be able to flow into each other (see redundancy). An application may look cool, but does it force you to make a completely different initial response to normal?
And almost everything is on a scale. Clarity of communication can be non-existent or poor or good or very close to perfect. And the clarity can be impaired at either end (I can write poorly or you can read inaccurately) or in the middle (radio static.) And clarity can be deliberately manipulated. I can choose to lie or be obscure, consciously or not. You can choose to hear something other than what I said, consciously or unconsciously.
At some point, and it's probably on a scale, choosing (manipulating) your own perception becomes the superpower of reframing.
All of this means there are some very important things that will never have a clear answer. Where is the line between education and brainwashing? Deep training changes the student at a fundamental level, and with changes that big, informed consent is impossible. There's an arrogant answer that as long as you teach "the truth" it doesn't matter, but all educational systems have believed that their mythology was objective truth. Do you really think you've evaded a trap that has caught everyone else?
Where is the line between toughening up and abuse? I feel very privileged to have had my childhood. I like who I am, and my childhood gave me the tools to function and stay sane in some relatively nasty conditions. My wife thinks my childhood was "horrific."
If you embrace the power of reframing, the recipient can literally decide if an event was good or bad, can choose the effect the event has on his or her (or my own) life. Except, what about the cult member who is perfectly happy in a life of isolation, deprivation and control? Why is it okay for me to reframe my childhood as a positive thing, but not for another adult to reframe his experience as 'joy in service?' When does reframing shift from empowerment to dodging? Where is the line between assistance and enabling?
At what point does my cheerleading ("I got over X, you can too!") Become disempowering ("So why haven't you got over it? What the hell is wrong with you?")
Speaking about this becomes murky, because not everything that is deliberate is also conscious. There are many people choosing to be assholes that never let that decision rise to their conscious mind where they might have to face responsibility. What's the best way to interact with someone who chooses to lose when I want the person to be successful?
To some extent, this is all mental masturbation. And a by-product of magnification. You can look at anything with too fine a lens and the problem becomes impossibly complex. Too coarse a lens and the problem is too blurry to see. There's a sweet spot.
Living as a human is an action. You'll never cover all of the angles, so you learn what you can, get as good as you can, and act. Over-analysis leads to inaction. Never pretend that the complexities don't exist, however. That's one of the ways you get people doubling down on failed solutions.
Rest is highly under-rated. Most people do not allow themselves adequate rest between different types of training to maximize the benefits of such training and give the body enough time to recover. Failure to allow appropriate recovery is the equivalent of taking a step back for every two steps forward. This isn’t just about taking time off from training or mixing lower intensity sessions or having varied workouts. The amount (and quality) of sleep you take has an impact on your mental and physical performance, memory retention and therefore progress.
This isn’t so much about flexibility as mobility. Daily routines that encourage and increase your joint mobility and maintain or increase your ability to reach or turn will reduce the likelihood of injury in more intensive training. You do not need to ‘warm up’ to do this. You are already at body temperature, your muscles aren’t going to get warmer. Gradually extend and increase your range of motion in supported exercises. When was the last time you saw a Yoga class do star jumps on the spot for fifteen minutes before starting their routines?
This is a no brainer. We all like to treat ourselves and most of us should have a pretty good idea of what is good for us and what isn’t (despite frequently contradictory isolated studies being taken out of context to attract interest in the mainstream media). Ultimately a nutritionally varied diet that doesn’t upset your stomach and helps you maintain or achieve the weight you want is what you should aim for. If you want your body to recover and be ready for training you have to give it adequate fuel. Saying that you are trying to ‘lose fat’ and then cutting the fat or carbs in your diet so much that you don’t recover properly after training, or suffer mental fatigue, or feel too tired to train is counter-productive.
Visualisation isn’t actually what I mean. Good practitioners can visualise what a technique or tactic looks like and see themselves doing it. More experienced practitioners who have spent time internalising their training can feel a technique without doing it, replicating in their mind not only the sight but the tactile sensation and feedback of the movements. Greater awareness of what you are doing leads to better practice and more reliable skills. If you’ve not done this before it will be hard to begin with. Many people initially cannot visualise something without physically replicating the movement, but when this happens to me I take it as confirmation that I don’t know it as well as I should. Moving from closed eye video representation to adding in tactile feedback (foot pressure, muscle sensations etc.) requires both more paired practice and attention to detail (shutting your eyes in paired training once engaged tactilely and ‘strike-safe’ can help as can focusing on sensory feedback in forms).
If only I had the time, or the energy!
You do have the time, because most of us have unrealistic expectations of what personal practice can be and should be.
Although they can overlap, a training session that develops strength, a training session that works your aerobic fitness (and requires ‘fitness clothing’ and makes you sweat) and a training session that develops core skill sets (balance, mobility, sound biomechanics, coordination etc.) do not have to be the same thing. At full speed most ‘full’ kata only take 10 to 40 seconds to practice, at slow speed you are only talking one to two minutes for a high quality repetition, and quality repetition makes a huge difference. You don’t have the space? Don’t do the full kata, or practice alternative stepping and weight transference to enable you to do a full form. You have no space? You’re sitting on a train? See item 4! Rehearse in your mind what the moves feel like – research shows that mental rehearsal can be as powerful for imprinting good biomechanics as physical rehearsal. It is something done by most top-level sport competitors in multiple disciplines, so why not follow their example?
You don’t have the energy?
Again I’d say that is both an issue of perception of how much energy is required, and what your body is acclimatized to do. A hard training session after a normal working day is both a mental and physical challenge for most people (especially parents) compared to relaxing at home. It’s a wonder that many people make it to training, but then those that do find that socialising with people in a different environment (or simply setting a moment aside at home), doing something that takes the mind away from all other distractions, can be incredibly relaxing and beneficial.
The more you do, the more you become capable of doing. The trick is to stretch yourself gradually, stretching rather than breaking the comfort zone. Those of us who use Leisure Centres are familiar with the January and February perfume of deep heat that accompanies the upsurge in attendance from people who have set themselves challenging New Year resolutions. The aroma only last two months because most people do not set SMART targets for their progress: they aim too high too soon and lose both the mental resolve and the physical recovery to continue. Increase what you do gradually, follow the other five shortcuts, and you will have the energy.
Is this really as obvious as I think it is?
It’s a well-known mantra to tell people to consume more fluids, but how many of us really do it?
You are a bag of water, you are continually losing water, and you need to replenish it at safe levels on a regular basis in order to function efficiently. Simple lack of adequate hydration can have as profound an impact on your concentration, reaction time and vision as tiredness or mild intoxication.
Hydration affects your quality of life. You don’t have to drink pints of water and you don’t have to overspend on flashy prefabricated isotonic drinks or sugar-laden juices. Your food choices can affect how much you need to drink as a diet high in fresh fruit and vegetables will contain good levels of moisture, but a healthy person will need to replenish fluids on a regular basis.
Is this all too obvious? Then ask yourself honestly, how many of these do you really adhere to?
Thanks to Dan White for the mobility exercise image. I do not own the rights to the food or bed images.
The thing was, we were dealing with an inmate who wanted to hurt himself. Lighten up for even an instant on pressure and he would start slamming his own head into the floor. Lose a grip on his wrist and he would try to gouge his own eyes.
In most situations-- self-defense, combatives, whatever-- you have a goal. Get to safety. Get the bad guy in cuffs. Whatever. In almost every case, the threat's goal is irrelevant to your goal. If the threat wants to play with me as a toy or see what someone looks like as they die or get enough cash for the next hit of meth or heroin or crack, that really doesn't affect my goal to get home in one piece.
Get this: most of the time your goal is NOT to deny the threat's goal. Most of the time your goal (go home safe or threat goes to jail) are antagonistic to the threat's goal purely as a side effect.
But, rarely, your goal is to deny the threat's goal. Your focus shifts from winning to denying the threat his idea of a win.
This is strategically dangerous. One of the golden rules of tactics is to never play the threat's game. But when you are trying to deny the threat his definition of the win, you've already ceded most of your strategy. There is no pro-active way to work from this paradigm. When your goal is denying the threat's goal, you have already let the threat define the goal. The threat controls the battlefield and has the advantage.
In long-term conflicts, "denying the opposition" has a more profound side-effect. Once you define yourself by your enemy, you can never win. Labor/management. Israel/Palestine. To defeat your enemy would cause your raison d'être to die. And thus, you.
Note for a future post: positive versus negative, in definition and goals.
We all have biases-- biases in the way that we perceive, process, think, plan... You probably know some of your physical habits (when you cross your arms, is the right or the left on the outside? Are you left or right eye dominant? Which shoe goes on first?) but not all of them. You probably know even fewer of your mental habits. And even fewer of your perceptual habits (hint-- I bet if you examine the last several big meetings of strangers the handful of people you remember will have certain things in common.)
The bullshit never goes away. Humans know surprisingly little. We have a lot of stuff in our heads, but the things we know to a certainty is a very small subset. And many of those are useful, but incorrect. The sun doesn't actually rise in the East, the sun is stationary and the earth spins...and that's not true either, because the sun isn't stationary, nor is the galaxy.
I'm never certain how much bullshit has crept in. I can't be. If I only taught the things I'm 100% scientifically certain of, all of my knowledge could be summed up with "1+1=2 as long as you limit it to inanimate objects; and things with a higher number on the Mohs scale will scratch things with a lower number."
When I teach a technique, I can be fairly confidant because I've used it. But really? Take a throat strike. I've used it exactly once. Spectacularly successful. Would absolutely use it again in the same situation... but if I read a "scientific survey" trying to extrapolate from a sample of one I'd laugh my ass off.
"No Bullshit" isn't a state. It's a scale. And a process. And that makes it one of the virtues.
We tend to have a binary way of looking at the world. Is a thing good or bad? Hard or soft? Right or wrong? I find that immature. Most things are scales, not states. Not good or bad, but better or worse. End state thinking leaves no room for improvement. "Excellent" can be improved on, "perfect" can't.
If you did a move well, you can get better. If you did the same move right, you can't.
Calling something a virtue recognizes that if it is a scale, it can also be a process. Virtuous people are not the ones being good, they are the ones striving to be better. Every day. "No bullshit" as a virtue is a commitment to challenging your own assumptions, back-tracking your beliefs to first sources. It isn't the contentious skepticism of trying to prove people wrong to score points, but to cut away all of your personal wrongness to continuously build a stronger foundation.
This will be (probably) the last of the MovNat AARs. Talking about training methodology.
I've written about Toby before. And here. And here. And teaching in general here. That's Toby Cowern of Tread Lightly Survival.
Wilderness survival, assault survival and movement have a lot in common. They are simultaneously complex and simple. Specifically the problems can be mind-bogglingly complex, but the solutions, in order to work, have to be simple. All three subjects are perfectly suited to the way people naturally think and move. All three subjects are almost in direct opposition to the way people are socially conditioned and taught to think and move. All three subjects wire to and work from the part of our brain that functions at primal levels with deep joy and deep pain. Almost all of civilization is specifically targeted to make these three subjects alien: We have grocery stores and central heating to avoid using wilderness survival skills; police and laws and eradicated predatory animals so we don't need assault survival and; cars and forklifts so we don't have to move and carry.
Just as there are principles in survival, and in movement, there are principles in teaching. My favorite teachers (and Vic moved onto the list) get that.
Good teaching is principles-based, and we've covered some of that in the last post.
A good teacher doesn't tell you what to think, but shows you how to think. Toby's "non-prescriptive" answers. Vic would ask the right questions, like "Where is the tension in your body? Is that helping or holding you back?" Or pointing out that if you want to move north, having your legs or feet moving west probably isn't helping.
It's about the student, not the instructor. The only reason I have any real assessment of Vic's physicality is because he attended a VioDy. At the MovNat seminar he demonstrated very little and his assistants demonstrated the minimum necessary to get you started, then the participants played. The ability of the instructor was irrelevant, the class was all about increasing the ability of the student.
At the instructor level, knowledge is insufficient. You need understanding. There was one technique in MovNat (part of the broad jump) that didn't jive with my previous training. When I asked why, the instructor (Stefano) was able to explain the reason behind the difference-- the environment in which my previous training was the right answer, why it would be right, when it would still be better than the MovNat way and the reason behind the MovNat difference. When instructors have just memorized technique, they don't have the tools to explain and are left with mere dogma. With understanding you can pass on the rules, and the exceptions, to the students.
Very little about right/wrong. Lots about better. Tied to the above point. I don't think I heard anyone being told they were doing anything wrong, but a lot of, "Try this, I think it will work better." There are lots of good teaching reasons to stay away from criticism.
And, tying into both of the last two points, there was no appeal to authority. It was all experiential. Never did Vic have to tell us something worked. When an instructor candidate pointed out a detail of your alignment or structure, there was an immediate, visible improvement. You only have to tell people something worked if it didn't actually work.
Vic was also cool with variation. I was one of the minority that had better balance with shoes on than off, and carrying a weight at chest level than at waist level. Extraordinary instructors are cool with not trying to force the statistical average onto the outliers.
Just as there is a natural movement for a human body, there is also a natural learning. Humans, like all animals, learn best through play. There's some stuff you have to talk about, and some stuff you want to play with in the gym, the studio or the lab. But playing, ideally in the real environment, is what locks in a skill. I led this post off with pointing out that some of the things closest to our evolutionary path are complex problems that require simple solutions. Play is the way we cut that Gordion knot.