Copyright © IJCMAS ICMAUA.
All rights reserved
Reviewer: MBiol. Aija
Pupina.
# 6. 2007
The international Journal
of Combat Martial Arts and Sciences ICMAUA
Current articles (All rights reserved by authors):
LAKAS KATORSE : Ricardo “Rene”
Casiño (05.2007)
ESSENTIAL
ELEMENTS OF LAKAS KATORSE: Ricardo “Rene” Casiño (06.2007)
BUDO SCIENCES: BREAKING THREE GREAT WRONG PARADDIGM: Roberto
González Haramboure (09.2007)
TEACHING
TO TEACH MARTIAL ARTS. DIDACTICAL STRUCTURE OF MARTIAL ARTS EDUCATIVE AND
PREPARATION PROCESS: Roberto
González Haramboure (10.2007)
HOW TO BECOME
THE BEST MARTIAL ARTS MASTER. APPROACHING TO THE IDEAL PROFILE: Roberto González Haramboure
(10.2007)
ACCS: ADVANCED COMMANDO COMBAT SYSTEM OF CQB FOR
SPECIAL OPS: Komal VS (10.2007)
SIMMEY-DO, THE INVISBLE WEAPON: Kahil Salam (11.2007)
LAKAS
KATORSE
By Ricardo “Rene” Casiño
All rights reserved.
Lakas Katorse
is a purely Filipino Style Martial Art
founded by Ricardo “Rene” Casiño, who was unsatisfied by what he
saw as incompleteness in the other arts in which he trained. Translated, “Lakas
Katorse” is a Filipino vernacular term meaning “Power Fourteen.” In
this case, FOURTEEN is the number used, to classify nearly every sequence,
pattern, technique, etc. in Lakas Katorse, for the reason that it is not too
high a number that students will be stalled in the memorization of techniques,
yet at the same time it is not too low of a number to allow the memorization of
the techniques to be too simple. Although the main focus of Lakas Katorse
lies in the training of the Martial Art, it also includes its own unique system
of Body Building, Aerobics, Fitness, Ballroom / techno dance and in some aspects,
Physiotherapy. This broadens the definition of the term “Lakas Katorse”, making
it a well rounded sports/athletic system for overall physical fitness and
health. Consequently, instructors of Lakas Katorse are well-grounded in terms
of over physical speed, strength, and endurance, making them well-equipped for
the martial arts that they teach.
LAKAS
KATORSE HISTORY
In 1971 at the
age of 11, young Ricardo “Rene” Casiño began his official
training in the Martial Arts. His first style was Japanese Karate, but later
moved on to train in other arts such as suntok or boxing, sipa – suntok or kick- boxing, the
Filipino kicking art known as Sikaran, and the Filipino stick fighting art
known as ‘Arnis’. He went on to spread the Martial Arts all over the
Philippines as an instructor, while at the same time competing in tournaments
all over the country, winning as much as 21 trophies and dozens of medals from
national, regional, and invitational tournaments. Still unsatisfied by his
training, Rene Casiño was motivated to begin a new movement in the
Martial Arts that encompassed not only empty-handed combat, but also included
weapons training as a primary forte. In 1990, in his home town in Tagoloan,
Misamis Oriental (Philippines), Rene Casiño began to experiment with new
self-created theories, techniques, and principles that would later be the core
of his new art. The beginnings of Lakas Katorse proved to be a long and
arduous task, as each technique required thousands of experimentations on
different combat situations to prove its effectiveness. For over four years of
intense training, observation, and strict martial experimentation, Rene
Casiño painstakingly spent countless hours in solidifying his new art,
until finally in 1994, he succeeded in achieving his goal. It was in that same
year that he finally lifted the newly made banner of Lakas Katorse after being
officially registered in the Securities and Exchange Commission of the
Philippines (
Soon after,
Rene Casiño brought his new art to Saudi Arabia, where he worked as the
head Martial Arts and Fitness and Health instructor in the King Fahd Naval
Academy. Part of His job is to
train and organize of indoor and outdoor sports to the navy cadets and
officers in various exercise and athletics events. such as ; Athletics (Track &
Field) Runs, jumps, throws, Combative:
Lakas katorse martial arts;14 bladed and non- bladed weapons,
“Panambuno” or hold throws, locks and submission, Fitness : aerobics ; kickboxing, body pumps, dance, mat- concentric,
eccentric isometric, stretching, twist /
CPR. Creative Movement Gymnastics:
rhythmic, Dance: ballroom, creative, modern, Territorial Goal: basketball, team handball Line:
football, Net and Wall :volleyball, lawn tennis,
badminton, table tennis, handball,
squash Fielding:
cricket ,softball , Innovative Target: archery, bowling Aquatic:
survival techniques, swimming, water aerobics, weightlifting and Bodybuilding.
It was there that Lakas Katorse first spread,
from the cadets to commissioned and non-commissioned officers of the Royal
Saudi Naval Forces. At first, the style was met with criticism from
instructors, masters, and Grandmasters of different arts, but was later
embraced after Rene Casiño proved the worth and combat efficiency of Lakas
Katorse. Ironically, many masters who came to criticize Lakas Katorse were
surprised at its fast-paced realistic touch in the executions of armed and
unarmed combat, unique system of training, and synthesis of quality and
quantity of techniques, that they ended up praising the value of the art. Some
even neglected their own arts and committed themselves to the study of Lakas
Katorse. In the process of spreading the art of Lakas Katorse, Rene
Casiño gained the approval and recognition of a variety of international
martial arts organizations, and has already been acknowledged as the
Grandmaster (Punong Guro or Dalubhasa) of Lakas Katorse by The World
Organizer of Martial Arts (WOMA), Board of Martial Arts Council (BOMAC), World
Karate Federation (WKF), World Accreditation of Certification Office For
Martial Arts (WACOM), The International Council of Master and Grandmasters
(ICMG), The World Head of Society (WHOS), and many other regional and
international organizations. For now, Lakas Katorse is still in the stage of
expansion as more and more students from all over the world join the steadily
growing ranks of the Lakas Katorse Force.
WHAT IS LAKAS KATORSE?
Lakas Katorse
is a purely Filipino Style Martial
Art founded by Ricardo “Rene” Casiño, who was unsatisfied by what
he saw as incompleteness in the other arts in which he trained. Translated, “Lakas
Katorse” is a Filipino vernacular term meaning “Power Fourteen.” In
this case, FOURTEEN is the number used, to classify nearly every sequence,
pattern, technique, etc. in Lakas Katorse, for the reason that it is not too
high a number that students will be stalled in the memorization of techniques,
yet at the same time it is not too low of a number to allow the memorization of
the techniques to be too simple. Although the focus of Lakas Katorse lies
in the training of the Martial Art, it also includes its own unique system of
Body Building, Aerobics, Fitness, Ballroom / techno dance and in some aspects,
Physiotherapy. This broadens the definition of the term “Lakas Katorse”, making
it a well-rounded sports/athletic system for overall physical fitness and
health. Consequently, instructors of Lakas Katorse are well- grounded in terms
of over physical speed, strength, and endurance, making them well equipped for
the martial arts that they teach.
.
THE SYSTEM
Most, if not
all, of the aspects found in the Lakas katorse are unique. The classification
of thousand of techniques into 14 weapons and 14 are like non-that have ever
been seen today. Even the techniques in armed and unarmed combat are unique
from those taught in any other martial arts. The innovated style of Lakas
katorse martial arts is based on the reality of street combat, with or without
weapons. The main method of learning within the Lakas katorse system is
memorization of techniques, which is followed by continuous routine
repetition. We believe that memorization
of the techniques works the mind. While the repetitious movements of the body
help make the application of the techniques second nature to the student. This
continuous repeating coordination between the mind and body allows the
subconscious mind to retain the motion and application of the techniques. This
then leads to a student being capable of executing any practiced moves with
spontaneity. We believe that due to our unique system of which emphasizes the
proper execution of techniques. Combined with the repetitions of practice. Our
students can achieve this martially controlled state of spontaneous reaction in
any combat situation. Due to the precision repetition and technique execution
demanded from any students during practice, the effectiveness of the Lakas
katorse martial system is highly advanced as seen in some of our techniques,
which can reach up to three strikes in a single moment. We, highly recommend
Lakas Katorse as one of today’s most effective modern combat arts. As we are
sure to be able to offer much of the techniques on demand in the new generation
of martial arts.
In terms of
training Lakas, katorse lays claim as having one of the unique systems in
training. Our techniques are divided into sequences, which in turn are divided
into “Groups and Stars”. These groups and stars are then divided into the four
belt colors of Lakas Katorse. The belt system is as follows:
White Belt: Initiate
of Lakas Katorse
Brown Belt: Senior
instructor of Lakas Katorse
Black Belt: Master
of Lakas Katorse
Star
Requirements (The Road to the Red Belt): Greater Master of Lakas Katorse
¼ Red, ¾ Black Belts (First Fold):
Star Requirement One
½ Red, ½ Black Belts (Second Fold): Star
Requirement Two
2/4
Red ¼ Black Belt {third fold}: star requirements three
Red Belt:
Dalubhasa {Grandmaster} Lakas Katorse
{Held by Ricardo C.
Casiño}
The backbone of
Lakas katorse training lies in the partner training. We believe that through
partner training. the Lakas katorse students gains a realistic first hand
experience in the feel of the movements,
while at the same time gaining experience in against varied kinds of
partners with differing physiques, movements and levels of fighting depending
on who their fighting is, be he/ she a student an instructor a master or the
Grandmaster. Although it is highly recommended that a students trains with a
partner it is not required until the higher level of Lakas katorse. With our
unique system comes a solo training format designed to give single students a
method of practicing a thousands of techniques of Lakas katorse without the aid
of the partner. Regardless of whether as student has a partner or not, he/ she
can still begin his training in Lakas katorse to build a foundation to a higher
level of the system.
Although the
Lakas Katorse martial art is fully base on street combat, it is also designed
to be easily translated into a sport. This makes the Lakas Katorse system fully
rounded and efficient in martial arts, sports, and overall physical fitness.
LAKAS KATORSE
WEAPONS TRAINING IN {3} CATEGORIES: {PHYSICAL FITNESS,
LK STREET FIGHTING
WHITE BELT
CATEGORY:
{6} RINGS –
Lakas katorse competitors should fight in {6} rings in a row
ring
1 – foot fist
ring 2 – Arnis
ring 3 – Balaraw short
ring 4 – Balaraw long
ring 5 – Palusok
ring 6 – Panambuno
BROWN BELT
CATEGORY:
{8} RINGS –
Lakas Katorse competitors should fight {8} rings in a row
Note:
competitors should fight according to the requirement level
BLACK BELT
CATEGORY:
{9} RINGS
Note:
Competitors should fight according to the requirement level
In 2005 the Founder
and Grandmaster of Lakas Katorse establish the MATA NG BAYAN ELITE FORCES
{MBEF} a non – government organization
NGO registered in the securities and exchange commission, Philippines
ESSENTIAL ELEMENTS OF LAKAS
KATORSE
By Ricardo “Rene” Casiño
All rights reserved.
A martial
artist particularly those who are holding a higher martial arts rank believes
got many experiences in the tournament fight, in the demonstration to show the
skills and techniques before the Masters and Grandmasters from different
discipline and encounter unexpected fight or straight fight. This proves that a
higher-ranking martial artist is competent of their ability. “Depending of the
discipline” in time of danger if your life is almost owed by death that is the
moment where you were thinking twice to whether you run away, or face the
situation. However, all of such threats were just depend on individual courage
and skill where you are train. In the Philippines, I experience and encountered
an individual who made an amok, wielding a knife and bolo and confronted me;
some are under the influence of liquor while other not. As a Deputy Police
Chief of the Barangay, I often responded to the people who made a crime
{face-to-face confrontation}. My martial arts skill gave me courage
to confront the sharp knife, ice pick and bolo and above all my faith and
prayer of God for safety and protection during the confrontation. My
three years of working and experiencing to various crimes, I also expose
in defense in the deadly weapons such as; knife, bolo, home made guns, and the
12 volts battery operated for catching the fish. {Fishing rod the positive and
negative}
The deadly
weapons I was disarmed so far namely: 4 knives, 3 ice pick 3 bolos.
To handle the situation is quite hard especially if the criminals are intend to
kill you for they are influence of drugs, liquor while others are in depressed
situation. It was during nighttime the incident occurred I have the difficulty
to handle it aside from the rain it is quite invisible because the light is insufficient.
Still I was survive and the only thing I depend on is Gods help and protection
and secondly my self – defense skills in weapons. I would say my martial arts
knowledge helps great in my day-to-day activities. It is an advantage for us if
we are martial artist especially if we have a rigid training of the weapons
{bladed and non-bladed} in my long experience of hand and foot combat training,
the weapons training is incomparable. That is why weapons are my first priority
in the training. Based on the TV, RADIO and NEWSPAPER reports in the
Philippines People have died because of the deadly weapons used. The snatching
of cell phone, bags, necklace and other valuable things sharp and pointed
weapons are usually use by the robbers. Other incidents are drugs related they
used knives or any deadly weapons to kill somebody. A lack of experience
martial artist in the training of weapons is vulnerable to a criminal who knows
how to use a knife. Robbers the knife is a part of their lives and commonly
used as means of livelihood. There were news report that a martial artist died
on the spot, at first he fought with criminals but later was stab he never
defend himself due to inexperience in the training of weapons. Be reminded
that, if what we practice will show up. The training of deadly weapons is big
different from practicing bare hand and bare foot only. Weapons practitioners
are more cautious, and mentally and physically alert for once they made a
mistake they will suffer skin cut. Why should we train if we suffer bruises
contusion of or even skin cuts? Therefore, in the Lakas katorse training
safety measure is a top priority. In the Lakas Katorse, weapons training
many precautionary measures taught during the training so even if the
techniques perform were so fast there is no such contusion or skin cuts
occurred.
Meanwhile, as
weapons expert I have the pleasure to impart my skills for I
believe that if this {fighting qualities} would absorb in you then the
weapons fighting strategy would be more applicable{ bladed and non- bladed}
this gives you confident and courage to practice more about the
LAKAS KATORSE weapons techniques.
A weapons
fighter knows the “essential elements” mentally and physically. A
Weapons expert does mean “a practitioner and a fighter of hand and foot
and weapons -bladed and non bladed”. This is base on the real meaning of
self- defense- to transform the whole body into a weapon. To study the hand
foot for offense, defense, and the weapons as well. A martial artist with
weapons experience is advantage. In fact, in the” foot fist fight” you can
apply the techniques you have learned from the weapons training. In the
“weapons fight” it is quite complicated and hard to use the foot fist training
and experience since the degree and angle of defense and offense is big
different comparing to a purely weapons fight .this is Martial arts
education we have to educate in the martial arts way without limiting our
knowledge. I believe that the training of weapons is one of the higher level of
education ever offered that martial artist has to take.
ESSENTIAL
ELEMENTS TO BECOME A WEAPONS EXPERT
BALARAW
{S} USE &
DIFFERENT
GRIPS 1.} The “conceal” hiding the Balaraw in inner wrist, 2.}The “thrust” and
3.} The “thrust reverse.”
BUTT – LK
practitioners are train for butting in the training. If the defender hits the
butt by the offender it is a warning sign for him, the defender thinking of his
risk that if the hit is from the blade of the Balaraw perhaps untimely dying
occurred. At this point, the defender do extra care not to hit anywhere on the
body.
SLASH- is
often use the by the LK practitioners and is quite safe instead of stab. the
fast training drills, slash is very effective. if the defender hits the
slashing techniques does means a danger for him assuming that, slashing
is the same as stab that penetrating on the body.
CRASH – only
the highly trained LK practitioner can do the crashing techniques. This
training is almost the same thing with the butt the difference is that crash
could be perform in the fast and short moves. The edge of the base of the blade
is use to crash the body at any angles.
LEVER – LK
practitioners often used the side of the blade and the forearm to lever the
defenders arm, causing to break, maim, control, twist and disarm.
BLOCK –at the
right angle and exact distance from the body is the primary moves to deal with,
the confrontation between the Balaraw to Balaraw is a great challenge for every
partner, the good estimate and the correct block is necessary to avoid the hit.
In fact, the LK drills is the best training tool expedient for different angles
of the blocks exercise.
STRIKE – This
technique is not actually coming from the Balaraw but from the forearm and
other parts of the body, causing to distract the defender to let the offender
do the second move and taking advantage.
THRUST- LK
thrust could be perplex, decisive and deceptive and continues {qualities} so
that the defender has nothing to do but to depend, and protect until being hit.
The LK drill is a precise technique to avail those qualities.
PRESS – this
is often use by the LK practitioners to lock up the defenders arm, to clear and
to do the offense.
DISARM – is
the core training of every LK training for without this, perhaps moves has in
no effect, no essence, and not winnable. in fact, if you are use of the
disarming techniques the defender should always defend, release and clear but
if the disarming is continues or what we called { cadena or chain} a trapping
could be techniques could be possible, and the defender become motionless
and get exhausted in doing the unending disarming. In fact, LK disarming must
be a {cadena} so that the defender has no way no react except to defense until
disarm.
PUSH – is the
advantage training by the LK practitioners that if you are use to it. You can
even hit any parts of the defender body. Like for instance if you are going to
hit the “sole of the foot” while standing- up {Defender} by applying the push
and pulling techniques [offender} you can do the sole hitting.
PULL- is the
partner of the “push” if the two {push and pull} were working together then the
hidden parts or unexposed body parts of the defender will hit. LK practitioners
are use on this kind of training. This is a funny game the defender is trying
her best to depend, not to trap of the push and pulling but at the end the hit
is perform.
PUNCH- can be
a two way perform by both arms {armed– unarmed} this is a deceptive moves that
the defender does not know to whether what arms could be use for offense.
ELBOW – is often
use in the training of LK particularly in close fight elbow is effective and
could get damage if the defender will caught by surprise and the strike hit in
right angle.
HOLD – is one
of the most important training of LK. Based on the rules the LK practitioners
are- allowed to hold the arm only, while the defender is not allowed to hold
the arm. Therefore, the counter releases etc are often perform during the
training.
RELEASE HOLDS
– this is a very attractive and effective training. Ones the LK practitioners
are get trap and lock the release holds are the final moves to release the
holds and counter holds.
CENTER- LK
practitioners should always cautious in distributing the weight or proper
placement of the weight during the training, the swift moves, of offense
and defense using the speed and power could only be done if proper alignment of
the body is maintain.
COUNTER- the
LK practitioners should always counter any attack made by the offender. The one
attack could either one or two counters perform in fast moves if possible. The
question is that, did the defender is ready to defense himself? Actually, our
technique is seemingly cannot comprehend by the defender particularly if the
defender is unfamiliar with the LK fighting system.
ARNIS
USE &
DIFFERENT
GRIPS – the Lakas katorse standard grip would be 2 to 3 inches away from the
base of Arnis for diverse purpose, the grip from the edge of Arnis up to the
bottom is part of the training in preparation for any combat fighting.
LK GRIP- 2 to
3 inches away from the base
PROPER GRIP-
if where the fore knuckle located the blade is there
BUTT- used the
base of Arnis utilizes for poking, jabbing, ram, bump, rap, pushing and shoving
to all the Lakas Katorse vital parts of the body.
CRASH – used
the edge base of Arnis utilizes for smashing, breaking, battering, and
shivering on the Lakas Katorse vital parts.
LEVER- used
the specific side of Arnis so with the arm, exerting enough strength to lever
the vulnerable parts to be able to establish disarming, clearing, punching,
blocking, twisting etc.
BLOCK- used
the specific parts of Arnis and the arms to block any forms of attacks, a block
that could be define as attack.
STRIKE – use
the specific parts of Arnis as well as the fist utilizing the Lakas katorse
vital parts.
THRUST –used
the top of Arnis and the fist to drive into, and propel direct to the Lakas
katorse vital parts.
PRESS- used
the forearm and the side of Anis to weigh upon, press down and up, and circular
straight way for clearing, take advantage, unbalance, pulling, pushing, take
down and submission.
DISARM – used
the specific parts of Arnis and the arm for snatching, controlling, disabling
to become defenseless in seconds.
PUSH – use the
arm for pressing forward for unbalance, turning around, and delay.
PULL- used the
arm for pushing and other Lakas katorse combination moves.
PUNCH- used the
fist for punching to any target areas wield or unwieldy.
ELBOW- used
the arm and elbow for lever, strike, and breaking the bones.
RELEASE- used
the arm for releasing the holds with matching twist to lock up and counter the
gripping arm.
CLEAR- a
technique use by the Lakas katorse practitioners clears all the obstacles that
could obstruct in front or at the center to give way the offense and defense
and other combination techniques.
FOLLOW STEPS-
fundamental steps by the Lakas katorse practitioners used to establish the
proper balance, distance, quick counter and body coordination.
FAMILIARIZATION-
a Lakas katorse training using diverse combination techniques or a series of
intricate moves that seems hard in the first training experience but if you are
used to it, it could be simple moves. This training needs long patience and
perseverance so that the techniques used turns natural moves.
INSTICT- it is
a physical and mental training adopted by the Lakas Katorse for we believe
that, what we practice will showed up and the thousand of techniques being
practice instinctively come out, our solid fundamental techniques taught by the
Grandmaster conveys us to become awesome, smart and unique fighter.
COVER- a
technique taught by the Founder to cover the whole body with 26” inches in
length single Arnis in any manner of weapons attack.
BUDO SCIENCES:
BREAKING THREE GREAT WRONG PARADDIGM.
Roberto
González Haramboure
“The less we
can do in favor of something, is to understand it.”
GASSET, J.
In the present
publishing we try to share many personal conclusions about these subjects, based
on the modern scientific knowledge together with the traditional heritage. On
that case, we don’t want to be assumed as the persons with the most and last
knowledge, only one who has studied and give his products to the colleges, to
be used in favor of martial arts. Personally, I am sure that even when we have
a lot of knowledge, we have many things to learn yet. I would like to show
graphically this idea by the following picture. Before talk (or on this case
write) about martial arts, it is very important that first we understand
themselves, especially on its essence. About it, in the Dictionary of the Real
Academy of Language, we find the word “war” from the Germanic “Werra”, defined
mainly as fight, but also with the following meanings:
- Broke of peace.
- Army
fighting.
- Opposition (even in moral way).
In the same document we can
find the word “art” from the Latin “ars” or “artis”, with the following
meanings:
- Virtuosity, ability to do something.
- A way of
human activity to express a personal view from real or imaginary sources.
Joining those words we can
see the phrase “martial arts”. But remember that that the word “martial” came
from “Mars” (Roman God of war), similar of Ares or Enalio from the Greece
Culture. Therefore martial arts mean “arts of war”. Nevertheless many people
use it (in a wrong way) to assume that a martial way is that expressed by
discipline, order, courtesy and etiquette; in spite of its actual meaning. That is our first wrong paraddigm to break. Now that
we understood what martial arts actually are, we can search their
methodological origin.
With the pass
of time, several millenary fighting systems from the Eastern Continent known as
martial arts has been introduced in the sport scene, and even more, included in
the Olympic chart. Among them we can find Judo, Taekwondo, Wushu, and others.
Inside this scenery, several people say that martial arts on that case have
lost their sense and meaning
For the analysis we should begin by culture, known as
the amount of assets, spiritual or material ones, created by men in benefit of
a specific sphere. On that case we find several kind of culture such as:
Medical, Military, Sexual, Culinary, Artistic and so on. In the case of
Physical Culture, involves mainly the following components.
Those
components are known as:
- Physical
Education: Pedagogical process directed to the development of physical
capacities and knowledge about them and the body functioning.
- Recreation
(from a physical point of view): Use of physical activities in a spontaneous
and entertaining way in the free time.
-
Physiotherapy: Use of physical activities, and other affinities, in order to
prevent or eliminate physical or psychological illness.
-
Sport: Activity that assures a
physical and psychological work, based on rules of practice in a competitive
situation. The main sport
taxonomy is:
- Ball games:
represented by Volleyball, Baseball, Football, Jockey and others.
- Time and
Score: Weight lifting, Athletics, Cycling and others.
- Competitive
Art: Figure Skate, Synchronized swimming, Gymnastics and others.
- Fighting:
Boxing, Wrestling, Fencing (in wish are also included martial arts such as
Judo, Karatedo, Wushu y Taekwondo and others)
Sport preparation, according Matvéev, L. P.
(1983) is: “...the multifaceted process of rational use of the amount of ways,
methods, conditions that allow the influence in the sportsman’s growing, and
assure the necessary level to reach high performance. This process involves:
- Sport training: "The main way of sport
preparation, based on systematical exercises pedagogically organized in order
to rule the sportsman’s evolution and his increase. This exercise can be done
in general ad particular way, and directed to physical, technical, tactical and
psychological objectives.
- Competitions: (as a way of preparation and not as an
official tournament) are: An imitative way to present the actual conditions of
performance.
- Use of extra factors that help training and
competitions, and intensify its effects and also the resting process alter
charges: Use of special way to
increase the resting process after training and competition; and also
procedures that intensify and improve the effect of training charges (can be
naturals from the environment or artificially created by man as biological,
psychological or any other kind that increases the sport shape.
About martial
arts preparation process, Draegger, D. (1974) said: "martial arts,
correctly transmitted, are balanced system of spiritual discipline, self defense
and competitive sport, always that a principle of gin shi tai (mind, body and
technique) is present.[1]
In relation
of this idea Egami, S (1986) said that martial arts should be understood by
renshu and keyko. On the first case is only involved the physical and technical
development, but in second is a wider scene that involves, besides, the mental
development.
Renshu
(training) involves the following components:
- Yunbi undo (preparation exercises) (warm up): “The development of
muscles in mans change according to their use. Therefore, at the beginning of
every lesson, all persons should make exercises to prepare and develop its
muscles, in a way that they make easier the performance of movements and
techniques.[2]
- Shutai undo (Main exercises) "It is made of stances, blocks,
kicks and paunches that can be done alone or in pairs."[3]
- Hojo undo (complementary exercise): “They are from Yoga and Doin
(Indian and Chinese exercises for health), that give many benefits.”[4]
- Seiri undo (relaxing
exercises). Known as cooling or resting activities.
So far we have
noticed that martial arts and modern fighting sport share the same subjects in
training, the only difference is the consequence. On sport the goal is to score
points and in martial arts was to finish the opponent. But…that makes a
difference? Less technique, less attack zone, less time change the idea? On the
similar case of flames. Is there any difference in the flames from our kitchen
from that of a wood fire caused by an tourist? No! One is under control and the
other no, but is the same fire. Martial arts and fighting sports are
definitively the same. The following pictures show the idea mentioned.
This is the second wrong paraddigm to break: are
martial arts and competitive sport the same or not?
The third wrong paraddigm to break is that
science is opposite to traditional subjects from martial arts.
In the same
way of martial arts, on this case we will start from theoretical basics.
Science is
known as: ¨“the amount of well worked facts and hypothesis that, in a way
that are practical, economical and humanity possible, can be proved
experimentally.[5]
Tadition cames from Latín traditio,
or tradere, "give". Therefore, tradition is all about
valuable, believes and heritage that a generation receives from people before.
It is known mainly as “peolpe wisdom”
The relation
of those words at its meaning was analyzed by poet Vicente Aleixandre when
receiving Nobel Price, attacking traditions that are kept without criticism. He
said that the vitality of traditions lies on their capacity of renovation and
change. After that, we will se how science helps martial arts, without affects
them.
We know that
man, for ancient times, have tried to understand the world. On that sense, when
we start in the martial world we should began with research, in order to learn
the more things about it as possible.
Alter that it
is necessary to look the history, in order to know the pass and the origin.
The next step
is about philosophy; in wish we can assume our position in the world according
our pints of view and knowledge,
Consequently
comes psychology, in order to know the human behavior.
After we know
how to think in general, cames the turn of sciences involved with actions. The
following step is bioquemestry that involves body functioning and cellular
reactions.
One step
forward we see biology, in charge of the structure of living species.
The next
science is biomechanic, in charge of movement possibilities.
So far we
have seen the sciences involved with the way of think and make in solitary, but
when we face a group of persons it is necessary to use sociology, in order to
understand the relations and interactions of the people.
At the
present point, we have seen sciences involved in thinking and doing in solitary
and group, but in a subjective and empirical way. In order to become exact our
work we should use metrology. It cames together with methodology, that assures
the planning of the activities that should be done.
When we reach
the point that know all about think and make in a right way in groups or
individual, we are in conditions to teach. There cames pedagogy. But as we are
not able to reach many people even when we want it, it is necessary that in an
indirect way other people receive our teaching, there cames in the last step
literature.
The following Picture shows the ideas
expressed.
So far we……..
Main
bibliography used.
1. Bañuelos,
F., “Bases para una didáctica de la Educación Física y el
Deportes.” Gymnos Editorial, Madrid, 1992.
2.
Cangelosi, P.
"El concepto de Chi en el Pa-Kua". Revista Cinturón Negro.
México. 1992.
3. Clarke,
M., “Hojo Undo, a forgotten training method in Karate-do” Shotokan Karate
Magazine. www.skmag.Com
2002.
4. Colectivo de autores., “Pedagogía”
Editorial. Pueblo y revolución, Ciudad de La Habana, 1988.
5.
Coubertin, P., “Memorias olímpicas”. Editorial
Limpert. Fracfort de
Meno, 1959.
6.
Danilov, M, A.
– Skatkin, M. N., “Didáctica de la escuela media”. Editorial.
Libros para la educación, 1980.
7. Docungué,
J., “ Física 11no grado”. Editorial Pueblo y revolución. Ciudad
de La Habana, 1989.
8. Draegger, D., “The Martial Arts and Ways of Japan:
Classical Bujutsu.” John Weatherhill, Inc. Tokyo 1974.
9. Egami, S., “The heart of Karate-do” Editorial.
Kodansha LTD, Tokyo 1986.
10.
Forteza, A -
Ranzola, A., “Bases metodológicas del entrenamiento deportivo”. Editorial
Científico-técnica, Ciudad de La Habana, 1986.
11.
García, J.,
"Planeamiento, desarrollo y evaluación curricular".
Instituto Superior Pedagógico José Antonio Echeverría. Ciudad de la Habana.
1998.
12. García, J., Ante todo educador.
http://www.galeon.com/jlgarcia/profesor.htm
13. Gerber R., “La curación energética”.
Ediciones Robinbook, S.L. Barcelona, 1993.
14.
Gunmerson, T.,
“Teoría del entrenamiento de las artes marciales”. Editorial
Paidotribo. Barcelona, 1993.
15.
Guyton, A C.,
“Tratado de fisiología médica.” 7ma edición Tomo II.
Editorial Revolucionaria. Ciudad de La Habana, 1977.
16. Haramboure, R. G., “Deporte y Budo... ¿Diferentes o iguales?” http://www.redmarcial.com.ar/opinion/budoydeporte.htm
17. __________________., “La preparación deportiva
desde la óptica pedagógica de la teoría curricular: su
validez para todas las modalidades deportivas y las artes marciales.” Revista
digital efdeportes. Buenos Aires, Año 10 No. 74 Julio 2004. www.efdeportes.com/efd47/artm.htm
18.
__________________.,
“Esquematización estructural de los tipos de preparación
deportiva. http://www.efdeportes.com/efd89/prepara.htmhttp://www.efdeportes.com/efd89/prepara.htm
19.
_________________.,
“La Cultura Física en el Perú: Análisis y sugerencias. Centro
internacional de investigaciones deportivas. http://www.hrmax.us/
2006
20. _______________., "Estrategia curricular para
perfeccionar el proceso de preparación deportiva del Karate-do."
Tesis en opción al grado de Doctor en Ciencias de la Cultura
Física. Instituto Superior de Cultura Física "Manuel
Fajardo". Ciudad de La Habana, Cuba, 2001.
21. _______________., “Estrategia curricular Haramboure:
reafirmación de los records deportivos obtenidos por atletas cubanos,
ahora establecidos por sus similares peruanos.” Revista Digital - Buenos Aires
- Año 10 - N° 79 - Diciembre de 2004. http://www.efdeportes.com/efd79/estrat.htm
22. ______________., Fundamentos
fisio-metodológicos del desarrollo de capacidades en el Karate-do http://www.efdeportes.com/efd65/karate.htm
23. _______________., Contextualización
científica del aspecto marcial del Karate-do
www.efdeportes.com/efd44/kdo.htm
24. _______________.,
“Perfeccionamiento curricular de la concepción del proceso de
preparación deportiva, mediante la introducción de contenidos
bioenergéticos de la Cultura Física Oriental para complementar e
intensificar los efectos de las cargas de entrenamiento: ¿soluciones
milenarias a situaciones actuales?“ http://www.efdeportes.com/efd34b/artm.htm
25. ________________.,
“Entrenamiento bioenergético.” ¿El doping del nuevo milenio? http://www.efdeportes.com/efd39/bioe.htm
26. ________________.,
“El Karate Do desde la óptica de la física mecánica.
"Sensei" Newton dice:
http://www.redmarcial.com.ar/opinion/newtondice.htm
27.
_______________., “El progreso en la
actividad física. Mitos
y realidades.” Revista Digital - Buenos Aires - Año 11 - N° 102 -
Noviembre de 2006. http://www.efdeportes.com/efd102/mitos.htm
28. __________________., “Requirements for a Suitable Education
for Budo Sensei.” Electronic Journal of Martial Arts. http://ejmas.com/pt/2006pt/ptart_Haramboure_1006.html
29.
Hernández,
Corvo, R., “Morfología funcional deportiva del aparato locomotor”. Editorial
Científico-técnica. Ciudad de La Habana, 1987.
30.
Jager, K. – Oelschlagel, G.,
“Teoría elemental del entrenamiento deportivo”. Editorial
Deportiva. Berlin, 1979.
31.
Jwing Ming, Y. La
técnica oriental para mejorar la salud y las Artes Marciales. Ed. Arbol.
México. 1992.
32. Kanazawa H. Dynamic power of karate. Dragoon
books publications. Tokio, 1986. Laboratorio de Terapias Especiales. Documentos
de archivo. Instituto Superior de Cultura Física. Ciudad de La Habana. Cuba. 2000.
33. Kolychkine, A., "Judo, arte y ciencia". Editorial científico
técnica, Ciudad de La Habana, 1988.
34.
Lemos, E., "La
preparación física del Karate-do. Un primer enfoque."
http://www.efdeportes.com/efd34b/karate.htm Buenos Aires. Año 7. No. 34. Abril 2001.
35. Meinel,
K., "Didáctica del movimiento". Editorial. Orbe, Ciudad
de La Habana, 1977.
36.
Pavlov, I. P., "Obras
completas". Tomo III, Libro 2. Academia de Ciencias de la URSS. Moscú, 1951.
37.
Revista Muy
interesante., "Principales planos musculares a desarrollar en cada
deporte". No. 225 Editorial Marquez de Villamagra, Madrid. Febrero
2000.
38.
Zatsiorski V.M. Metrología
deportiva. Editorial Planeta. Moscú, 1989.
TEACHING TO TEACH MARTIAL ARTS. DIDACTICAL STRUCTURE OF
MARTIAL ARTS EDUCATIVE AND PREPARATION PROCESS
Roberto González Haramboure
When we are about to design and
use the martial arts educative and preparation process with our students, we should
began from Education, known by Danilov, M. A. – Skatkin, M. N. (1980) as the:
“dynamic and sophisticated amount of systematical activities, in with it is
possible to join the action of teachers and students in order to reach the
collective and individual development”[6]
Alter that, we need to go on
with Pedagogy, known as: The amount of knowledge and experiences in charge of
education as a phenomenon typically social and specifically human, with the
purpose of study and improve education”
The centre of Pedagogy is the
curriculum, defined by Pansza, M. (1996) as a: “structural series of knowledge
and learning experiences, intentionally joined with the intention of producing
learning that assure new ways of think and perform facing the problems of social
life and work” [7]
IN the subject of curriculum,
we need to follow important steps such as: Desgin, Use and Evaluation.
In order to establish a
pertinent curriculum, it also necessary to follow the indications of
Martínez, R. (1999), that explains it as this: “curriculum proposal that
give a positive answer to the requirements of the science and technique
development of time, social system and professional activity.”[8]
For that reason, for a
pertinent curriculum, besides Pedagogy it is very useful Didactics, known as:
“The art of teaching” and join the theoretical and methodological subjects
involved with the development of student.
In the case of Didactics, we
need to follow the main categories, also together with Curriculum:
According to design and use of
curriculum, we have Objective, Contents (activities), Methods (strategies,
procedures) and Evaluation (same as curriculum)
On that case, it is very
important to begin from evaluation. For that we are using the work of Savin, N.
V. (1979) when he said that: “The best teachers study first the preparation
level of their students, and only before that they are able to develop the new
learning material.”[9] So, we
need to start evaluating our students, in order to know exactly what they need
to learn and develop, and in with measure.
Once we know the exact initial
level of our students, we can define the objective of our process, know as:
“The purpose that assume the object transformed, the problem solved” What object or problem? That one we knew by
the initial evaluation!
In order to reach an integral
education, our process should have three main objectives:
-
Biologycal: That involves physical
capacities development, improving organs and increase body functioning
possibilities.
-
Instructive: That involves directly the
learning or improving of stances and movements.
-
Educational: That involves the influence
in character and personality of our students, in order to make them better
human beings besides of champions.
The next step is to choose a
right content. It is known as the amount of information and activities that
teachers use to transmit to students, as part of their education. According the
physical capacity we want to develop of the technical movement we want to teach or improve (from the objective), that will be the
correspondent activity to achieve that. On that case we need to know about
Bioquemestry, Physiology, Biomechanics, Psychology and others.
Once we know what to do (by the contents or
activities), it is also necessary to know how
to do it. Here cames the method. It is know as the way, structure of
process, the system of procedures, strategies and techniques that help to
organize the activity to do.
The main methods to use are:
Intuitive (sensitive
and perceptual)
Visual: (direct) personal
demonstration
Visual (indirect) by photos,
videos, graphics, etc.
Auditive: Using any kind of
sound
Self sensation (Propioceptive):
Using inner feelings in training.
Verbal: Explanations
Verbal: Orders
Practical (teaching)
Global (making the whole
technique)
Fragment (making the technique
by parts)
Mixed (joining both:
global-fragment-global)
Practical
(improvement)
Continuous (without
interruption of performance)
Discontinuos (Interrupting
performance – series, repetitions)
Games (in order to use
motivation to increase the expectations in training)
Competence (in order to know
the possibilities of using the subjects learned in a real situation.
For a pertinent teaching,
besides all the topics mentioned before, we can forget the pedagogical
principles, they are: starting positions that rule the way of teaching
according the objectives defined.”[10]
On that case, following the
criteria of Klinberg, 1990 y Labarrere, 1991, we need to work satisfying this:
-
Scientifically:
We need to know deep and wide knowledge and experiences, that assure us to use
many ways of make our students understand the process received.
-
Asequibility:
Knowing the real level of our students, we will be able to give them exactly
what they really need.
-
Systemically:
Assuring the continuity of process without interruptions that brake the
progress
-
Education:
Assuring that we are working for make a better persons, resides a better
martial art competitor
-
Relation among theory and practice:
Assuring that our students will be able to use effectively what we teach them.
-
Individualization:
Assuring a personal attention in spite of a collective process.
-
Relation among the abstract and
concrete subjects: Assure that our students really understand
what we explain and show them.
-
aspectos
afines.
Alter we began with the
initial evaluation in order to know the starting level of our students,
consequently planned the objectives, and based on them select the activities,
methods and principles, we are at the end able to make the final evaluation.
The results of it, of course in comparison with the first one, will give of the
information about if we satisfy the objectives or not, and therefore if we can
teach a new content or not.
If we don’t take into account
those subjects, we will be working for nothing because we wont actually reach
almost anything, and sure we will be damaging our students in a physical or
mental sphere.
BIBLIOGRAPHY
1.
Castellanos, B. “Educación para todos en las
Américas”. Santo Domingo, 2000.
2.
Centro de Estudios para el Perfeccionamiento de la
Educación Superior., “Curriculum: diseño, práctica y
evaluación”. Universidad de La Habana, 1995.
3.
Cortina, Ma E. (2001) “Las habilidades
pedagógicas profesionales de la disciplina didáctica de la
Educación Física. Tesis en opción al grado de
Máster en Ciencias. Instituto Superior de Cultura Física, Ciudad
de la Habana. 2001.
4.
Danilov, M, A. – Skatkin, M. N., “Didáctica de
la escuela media”. Editorial. Libros para la educación, 1980.
5.
García, J., “Planeamiento, desarrollo y
evaluación curricular”. Instituto Superior Pedagógico José
Antonio Echeverría. Ciudad de la Habana. 1998.
6.
García, J., Ante todo educador. http://www.galeon.com/jlgarcia/profesor.htm
7.
Guyton, A., “Tratado de fisiología
médica” 7ma. Edición. Tomo
II. Editorial Revolucionaria. Ciudad de La Habana. 1977.
8.
Haramboure, R. G, “Estrategia curricular para el
perfeccionamiento del proceso de preparación física del
Karate-do.” Tesis presentada en opción al grado de Doctor en Ciencias de
la Cultura Física. Instituto
Superior de Cultura Física. Ciudad de La Habana. 2003.
9.
Hechevarría, M.,“Criterios
didáctico-metodológicos sobre las habilidades pedagógicas
profesionales a la luz de las tendencias contemporáneas de la
Educación Física y el Deporte” Instituto Superior de Cultura
Física, Ciudad de la Habana. 1997.
10. Hernández, C.- Cortegaza, L.- Hernández,
J. “¿Soy realmente un buen profesor de educación física o
entrenador deportivo?” Revista Digital EFDEPORTES - Buenos Aires -
Año 9 - N° 66 - Noviembre de 2003
11. Herrera, C.-Fraga,
R., “Reflexiones sobre la educación basada en competencias.” Ciudad de la Habana, Julio 1999
12. Jesús
Huerta Amezola, Irma Susana Pérez García y Ana Rosa Castellanos.,
Desarrollo curricular por competencias profesionales integrales.
13.
Kolychkine, A., “Judo, arte y ciencia”. Editorial
científico técnica, Ciudad de La Habana, 1988.
14. Martínez, R.,
“El Diseño curricular: Un estudio en la carrera de Agronomía de
la Universidad de Matanzas” Tesis Presentada en opción al grado de
Master en Ciencias de la Educación Superior. C.E.P.E.S., Ciudad de La
Habana. 1999.
15. Mozo, L., El proceso
de entrenamiento deportivo desde una óptica científica. Centro de Estudios Transdisciplinarios Bolivia (CET)
Cochabamba 2006.
16. Muñiz, A., Premisas
para ser un buen entrenador de niños y adolescentes. http://www.efdeportes.com/efd86/premisas.htm Revista Digital - Buenos Aires -
Año 10 - N° 86 - Julio de 2005
17.
Páez, V., La formación de competencias
en el profesional de la educación desde una perspectiva humanista. IV
Taller Nacional de Didáctica Universitaria, CEPES, Universidad de La
Habana, Ciudad Habana, 2004.
18.
Platonov, V. El entrenamiento deportivo. Teoría
y metodología. Editorial Paidotribo, Barcelona, 1995.
19. Posner J, G.,
"Análisis de currículo". Segunda edición.
D'VINNI EDITORIAL LTDA, Colombia, 1998. P
89.
20. Spinato, D., Los instructores de artes marciales.
Asociación Fueguina de Karate-do Itosukai. http://www.zeronetworks.com.ar/afkik/bibl.php
21. Tanus, A., Maestros, cuando? http://www.sifutanus.com.ar/maestroscuando.htm
22. Zartsoirsky, V., “Metrología deportiva.”
Editorial Pueblo y Revolución. Ciudad de La Habana. 1989.
HOW TO BECOME THE BEST MARTIAL ARTS MASTER
APPROACHING TO THE IDEAL PROFILE
Roberto Gonzalez Haramboure
Educative
sphere, in general, have worked a lot of years around the world looking
for the best process in order to achieve
the best students. Therefore the main subjets has been the topics to teach, the
methods and strategies to use for teach and evaluate. This is right but
incomplete. On that case persons are taking account of the students and
process, but in a certain way have forgotten another important component:
teachers.
It
is known that even the best educational process in wrong hands will be
unuseful, for that reason, the person in charge should have the same quality of
what he is expected to do.
Martial
arts is very close to this situation, because mostly of professors doesn’t have
a professional specific education. Otherwise, they generally use to make with
their students what once their teachers made with them, improved with the
knowledge and experience received in some courses. In the same way we said
before, this is good but not enough.
Martial arts teaching is a profession as any
other, that demands top teachers in order no only of develop good athletes, but
also to increase and improve the sphere itself, beyond medals, competitive
records or color belts.
Looking
for an answer to that great problem, we have been studying for 9 years the
criteria of many authors for several spheres such as:
-
Professional
-
Pedagogical
-
Sport
-
Army
-
Martial
arts
-
Universitary
-
Scientific
By
joining the ideas expressed in more that 217 books, videos, articles and
interviews; we was able to design the Haramboure Classifying System for martial
arts teachers, that have also been successfully validated in 5 countries with
more than 200 persons.
The
theoretical support of our martial arts teachers’ classification system in the
professional curriculum by competencies. On that case we assume curriculum by
the criteria of Pansza, M. (1996) when define it as a: “structured series of
knowledge and learning experiences, that in intentional way are used in order
to obtain new ways of thinking and performing facing the problems of social
life and work.”
Competencies
were known at the first time as fight, opposition, but later in the
professional sphere it was recognized as aptitude. On that case it was defined
by Suárez, V. (2004) as: “those that allow the person to solve the
problems involved with a specific working field, with the correspondent
responsibilities, duties and activities required”
After
decided the theoretical support of the system, we show the requirements that it
involves. On it particular case, we will explain the reason of include or exclude
some of the requirements usually mentioned by the authors consulted. In order
to decide with requirement will be taken into account or not, we fallow he
criteria of Bretel, L. (2002) when said that: “It is very important to be sure
that what we are evaluating is actually involved with what we consider a
desirable performance.” “It is very
important to know wish is the specific educative mission of teachers and on
that sense, to know wish is the knowledge, capacities and experiences necessary
for it”. Based o it, we first explain
the requirements that are not taken into account.
Mostly of
authors (from the martial arts sphere) defend among the requirements for a
teacher’s license of any level, two subjects: Age and technical level (Dan).
With all respect, we will explain why in our system those requirements are not
taken into account in the same way.
First of
all, martial arts doesn’t need to be treated in a different way in comparison
with other teaching specialties, because the only difference among them is the
proper activities (what to teach), but the process based on pedagogy,
didactics, methodology and ethics, is always the same. On that case, if there
is no other specialty involved with teaching (including sports and army) that
have a specific requirement of age and technical grade….why did martial arts
should have it?
In the
way that mostly of martial arts authors explain that, it is necessary to reach
certain age I order to receive a title (even when the rest of requirements have
been satisfied)…Why? Remember that the most important is not the time we have
been doing an activity, but what have we done and achieved in the meantime.
Besides that, the defined age is almost always very advanced, and many persons
die before reach it. Not a lot of sense don’t you think?
In the
international recompilation of information specifically about age in teachers
done, a low percent of persons said that prefer an old master because it is
suppose to know more and have a respectful personality.
A greater
number of persons asked answered that prefer a young teacher because hey feel
his closer to them.
The
criterion mostly expressed is that age is not important because we can be smart
or fool and kind or nasty, in spite how old we are; and the important thing is:
to have great knowledge and experiences along with a young attitude.
In our
system, based on that almost unanimous criterion, we established that
candidates should have reached at least the minimum age to be considered as an
adult.
The other
subject is technical level (Dan). It is, in spite of the criteria of several
authors, only a measurement instrument consequence of movement performance.
About this subject García J. said that: "A martial arts professor
should be first of all an educator. It is not necessary that a persona have a
high Dan, the only thing it will assure is a better propaganda for persons
without knowledge. What he needs is a great capacity to transmit knowledge with
a proper methodology and progression”
Pointing
this right idea form García, the reader should understand the social
duty of each person. On that case, the necessity of having a high technical
level if only for athletes (involved in competitions), and the capacity of a
pertinent teaching is for master (involved in preparation process and
education) If we are nor sure of that, is the same that is we go to a doctor in
order to fix our shoes, or visit a car mechanic in order to relieve our head
pain. The simple reason of that is that we are asking them to make thing not related
with their social duty.
On the
other hand, when in a technical examination one person include other
requirements not related such as teaching results, medals received and others,
is making the mistake of confusing measurement and evaluation. Besides, if you
want to see a technical performance in order to decide if movements are being
doing well or not, what the matter if the students of that persons are
champions or not? Remember that one
thing is a technical level of a person, and other his capacity of teaching.
Related but different things, and consequently with different evaluations.
On that
same idea, usually when a candidate is trying to reach a teaching category in
martial arts it is established that besides technical level (with obligatory
ranks), you also show many other requirements involved with the consequences of
his pedagogical duty in martial arts. The second part is right, but the first
(rank)...For what? One more thing about
it, if either for technical examination or to obtain a teachers category you
need to assure a good movement performance and also an outstanding trajectory,
then why you should face both process if they are the same?
For rank
examination is not only necessary a good performance, but also an outstanding
trajectory. For receiving a teacher’s category you need to show an outstanding
trajectory, but you also need to show a good performance. Remembering the
Shakespeare’s Hamlet: To be, or not to be?...Can you understand it? If so,
would you please explain it to me!
One last
thing about those subjects (age and Dan) on it case related each other. It is
very hard to understand that a person, each time older and with a weaker body,
should be able to perform each time more difficult movement in order to receive
a higher rank. Hard to believe!
Alter the
necessary explanation of the requirement not taken into account in the same way
than the other authors, now we explain those ones that we do take into account
in our system.
Among the competences for
being a good martial arts teacher we choose those that involve the three main
dimension of man such as:
- Attitude: Involves personality, character and moral
values.
- Knowledge: Involves
theoretical subjects as ideas, principles and concepts
- Procedures: Involves the use of
techniques, strategies and methods
Those
competences involve several capacities such as:
- GNÓSTIC: Involves the
knowledge, either form the specific sphere or those form relatives spheres, all
of them necessary for an efficient teaching.
- METODOLOGYCAL: Involves the
methods of planning the inner activities from teaching.
- ORGANIZATIVE: Involves the
ruling procedures of activity, specially according time, space and resources.
- COMUNICATION: Involves the
way of talk of the teacher and the general and specific terminology used
- DEMONSTRATION. Involves the
body language general o specific used by teacher, as a way of expression into
the process. Also the use of audiovisual means.
- PERSONOLOGYCAL: Involves
external personal view, higiene, moral education.
- EDUCATION: Involves the
effort of professor in no only teach, but also to educate their students for
being a better person resides champions.
- RESEARCH: Involves the
innovation and creation used by teacher into the process, beyond the simple
offer of knowledge that already exists.
- OPERATIVE: Involves the right
use of equipments in relation with the teaching activity.
In a way that a candidate
satisfy those capacities and competences, will be able to reach the following
teaching categories, according their proximity to the ideal profile.
Auxiliary Instructor (Sempai): This category can be
assumed as a relative equivalent of advanced student or professor helper and
represent mainly an outstanding martial arts competitor (active or retired),
and involved to: “those persons with
knowledge, capacities and experiences that assure the necessity of using them
in order to help in the martial arts preparation process of another people”.
Instructor (Sensei, Sabonmin, Sifu, Shidoshi): This category can be
assumed as a relative equivalent of a person graduated in a school for the
sphere of sport training or martial arts, as well as those ones who have
finished the middle universitary studies in the same sphere. It involves to: “those persons with enough knowledge,
capacities and experiences in their sphere, that guarantee the development in a
competent way in the martial arts preparation process of another people”.
Professor (Renshi): This category can be assumed as
a relative equivalent of a person graduated in universitary studies in the
sphere of sport training or martial arts. It involves to: “those persons with wide and deep knowledge, capacities and experiences
in their sphere and other related to this, that are ready to face in a
competent way the preparation, updating and improving of other persons in
martial arts.”
Master (Kyoshi): This category can be assumed
as a relative equivalent of a person graduated from a Master Degree in the
sphere of sport training or martial arts. It involves to: “those persons with very wide and deep knowledge, capacities and
experiences in their sphere and other related to this, that are ready to face
in a competent way the preparation, updating and improving of other persons in
martial arts and other spheres relatives, transmitting and producing their own
teachings .”
Grand master (Hanshi, O sensei): This category can be
assumed as a relative equivalent of a person graduated from a Doctorate Degree (Ph.D.)
in the sphere of sport training or martial arts. It involves to: “those persons with the widest and deepest
knowledge, capacities and experiences in their sphere and other related to
this, that are ready to face in a excellent way the preparation, updating and
improving of other persons in martial arts and other spheres relatives,
transmitting and producing their own teachings .”
Super Master (Doshu, Meijin): This category can
be assumed as a relative equivalent of a person graduated from a Doctor
Honorius Cause in the sphere of sport training or martial arts. It involves to:
“those persons with extraordinary
knowledge, capacities and experiences that with their creations has helped the
sphere.
Important notes from
the system:
We are
not taking into account the category of Shihan because of its relative sense,
with express: the person with higher rank in a specific community.
We are not taking into account
many categories usually mentioned such as Soke, Kaicho and Kancho, (Founder,
director or owner of the martial institution) because all of them express only
an administrative responsibility, not always involved directly with teaching.
The
categories of Auxiliar Instructor, Instructor and Professor; because of their
low rank, even when it can be reached with an integral evaluation; they should
mainly be reached in a pregradual school way. For that, candidates need to
satisfy several studies involved with martial arts that include manily:
-
History
-
Philosophy
-
Physiology
-
Biology
-
Biomechanics
-
Bioquemestry
-
Pedagogy
-
Didactics
-
Methodology
-
Ethics
-
Management
-
Psychology
-
Morphology
-
Sociology
-
Sport training
-
First aids
Those
studies can be done in two optional alternatives:
In an
intensive way:
-
One year for Auxiliary Instructor
-
One year for Instructor
-
One year for professor – trainer
In an
extensive way (recommended):
-
One year for Auxiliary Instructor
-
Two years for Instructor
-
Two years for professor – trainer
On the
contrary the categories of Master and Grand Master, because of heir high rank,
should mainly be reached in an integral evaluation of results, success and
contributions. Nevertheless, candidates can also receive some kind of help in
postgradual school.
This
integral evaluation, in order to quantify the satisfaction of the competences
and capacities mentioned before, involves the following activities:
-
Analysis of the curriculum vitae.
-
Performance of a model class.
-
Analysis of criteria from students, work
colleague and chief.
-
Presentation and defense of a scientific
material about any topic form sphere.
Each of those activities has
their own point scale, and the final amount of it allow locating the candidate
in the corresponding category, in the way that can be seen in the chart.
|
Cualitative evaluation |
Cuantitativeevaluation |
Competence level |
Evaluation indicators |
Category |
|
Outstanding |
|
V |
Have full conditions to face
successfully in a individual way the preparation process of other people |
Super Master |
|
Excellent |
80-100 |
IV |
Have plenty of conditions to face
successfully in a individual way the preparation process of other people |
Grand Master |
|
Very good |
60-79 |
III |
Have great conditions to face
successfully in a individual way the preparation process of other people |
Master |
|
Good |
40-59 |
II |
Have advanced conditions to
face successfully in a individual way the preparation process of other people
|
Professor |
|
Enought |
20-39 |
I |
Have the minimum conditions
to face successfully in a individual way the preparation process of other people
|
Instructor |
|
No good |
- 20 |
NO COMPETENT |
Doesn’t have the minimum
conditions to face successfully in a individual way the preparation process
of other people |
NO CATEGORY |
The Grand Master category should
be the profile expected to reach by any teacher.
The Super
Master (Doshu, Meijin) category should only be given in a casuistic analysis.
Therefore, not all the persons with the Grand Master category should expect to
receive it.
Vantages
of the system:
- Its requirements are joined
in a holistic way, in order that they can be used as a unique structure.
- Assure a selection of
requirements based on sciences involved in the social duty of candidates,
allowing evaluating only what the candidate needs.
- Assure an evaluation and
classification based on the exact measurement of it requirements, allowing that
a candidate understand his exact strong and weak subjects, either if he receive
the expected category or not.
- Increase the integral
development of candidates, because evaluate what he actually is able to do in a
professional situation expressed in results.
- Join theory and practice.
- Assure changes in what the
candidates know, and what they can do with their knowledge and experiences.
As a ending
words about the system, with all respect from those authors with different
criteria, our only intention is to make an evaluation and classification system
closer to the way that world in functioning ate present in the pedagogical
international sphere, and we don’t think at all it is the best can a person do,
but the best we can do so far. If later either ourselves or another person,
offer a better idea, the only that martial community should do is to follow it
in order to help the evolution of martial arts.
ACCS: ADVANCED COMMANDO
COMBAT SYSTEM OF CQB FOR SPECIAL OPS
Komal VS
Development of Military Martial Arts:
Military Close Quarter Combat (CQB) Arts are very different from Civilain Martial Arts. Tracing the development of Military Martial Arts (Now also called ‘Combatives’), it all started with World War II, when British Army started developing a quick system of Hand to Hand Combat called UAC. This was hastily compiled with major influence by judo & wrestling. Thus they used to catch a punch, grab a kick, grab a bayonet thrust at them and throw! Very impractical, but this method spread all over the allies as UAC.
ACCS : Advanced Commando Combat
System
Till the late nineties,
Military Martial Arts were not in spotlight. The British Unarmed Combat was
adopted by most Allies & by the armies who derived support from the
British.
Today, in
the modern era, most armies all over the world, have reviewed their Unarmed
Combat systems & CQB systems & began the process of modernization. In
India, a Doctor couple by names [Prof. Dr. Deepak Rao & Dr. Seema Rao] have
made significant efforts in bringing about modernization of Close combat Arts.
Their system named the Advanced Commando Combat System, (ACCS) is derived
from their research & study of training over 15,000 soldiers from the
Indian forces.
It is to
be noted that the Rao couple have devoted their life to training soldiers from
the Indian forces & never accepted any compensation for their work. Their
efforts & research in modernization has received official appreciation from
the Indian Army Chief in 2001. ACCS represents the first few of the newer
generation Military Martial Arts & the art has chosen to remain low
profile, non commercial & dedicated to training the Indian forces.
Let us compare ACCS to other Military Martial Arts:
|
|
ACCS
Military Martial Art of Indian Origin |
Other Military Martial Arts |
|
How was it
founded? |
Estb by a systematic Research over 12 years |
Are modified versions of same old British UAC |
|
How many
were trained? |
Imparted to
15,000 soldiers & police |
only taught as part of Basic course during trg |
|
Course
Duration? |
Courses are Specialized & committed: full time. |
Courses are Basic & only for a few hours of reg
trg |
|
Who are
trained? |
Only Instructors are trained to propagate further |
Only
Recruits are trained |
|
Official Appreciation by Army HQ |
Founders received official Army Chief Appreciation |
Founders have no official appreciation from force HQ |
|
What is the
Syllabus? |
Complete Close Quarter Combat System |
Only Hand to Hand Combat |
|
How it is
taught? |
Army Top Brass invite Founders for Official
ACCS 1-2 week long courses at Force Formation
HQs for trg Instructors in
ACCS modern methods. Courses are on CQB applications for Spec Ops
& CT Ops with Simulation. |
Martial Artists run 2 day courses outside Army
locations call it "SWAT" & "Military" ! etc
& invite a few forces personnel to participate in their spare time
alongwith many Civilains. Only Martial Arts are taught under guise
"CQB" |
Recognition
The Art ACCS today is recognized as the Ninth Military Martial Art in the world after British UAC, American Combatives, German H2H, Russian Sambo, Israeli Haganah, Chinese Defendu & Gung Fu, Japanese Samurai Budo, Italian Army arts. This recognition is via American, European & Asian (Japanese & Chinese Bodies). However the real acknowledgement comes from the fact that ACCS has got popular with the Indian armed forces for over 14 years – which is an acknowledgement of a Military art by the second largest Military in the world. The ACCS research has been acknowledged by the CHIEF OF ARMY STAFF APPRECIATION twice in 2001, and 2005. No other Military martial art in the world has received such a high honor. It is also an art that has over 300 official endorsements from Top Brass of Army, Air Force, Naval Chief, DGPs, NSG, MARCOS, GARUD, BSF etc. And it is totally INDIAN.
Specifics features of ACCS
What is unique about this art is that ACCS is strictly a Military Art, with easy to learn techniques that require more fitness, ruggedness& knowledge rather than precision, skill & years of practice. Also the situations that ACCS trains in is not inside the ring or wrestling arena or street, but for situations like Close Quarter battle Ops, Room Combat, Confined Space Combat like Aircrafts, Close Quarter Ground Clearing & Occupation and Special Operations.
Our art ACCS today is the only Military art in the
world which is totally Military based without any civil influence of Judo,
Karate & Sport Shooting. It is also the only indigenous art with no
mimicking of British Snap Shooting or US Tunnel Vision Shooting
techniques. It is also the only art that
covers the full gamut of CQB from Hand to Hand to Reflex Shooting, Sentry
Termination, room Combat, Small Team Tac etc
Reflex shooting
of ACCS
Weapon to Weapon W2W application: The ACCS is well
known for its innovative technique of close quarter shooting, predominantly
developed for sport shooting and CQB operations. The technique is different
from conventional shooting in two respects a) It advocates carrying the rifle
barrel pointing upwards while engaging the target b) shooting by aiming only
with the foresight as angle of deviation is minimum at close quarters. ACCS
claims that this reduces the reaction time and improves shooting accuracy
Sentry Termination applications
Weapon to Hand W2H application: ACCS has many
varieties of dagger terminations to the neck, abdomen and kidneys. Different
techniques are employed to cause hemorrhage within body cavities rather than
external bleeding leaving no signature in a covert operation.
Edged weapon defense and defense to firearm threats and
attacks
Hand to Weapon H2W application: ACCS has techniques
of avoiding the arc of thrust of edged weapon attack and deflecting the line of
fire while threatened by a firearm. ACCS has developed a special technique
called bullet evasion where the defender ducks the line of fire during
alignment of the firearm attack.
Methods of bare handed killing
Hand to Hand H2H application: Five scientific
methods such as suffocation, choking, strangulation, hanging and garrote and
cardiac tamponade are executed via various techniques.
Confined space combat applications
ACCS teaches use of intra-aircraft objects to
function as weapons in aircraft combat. Pens, spoons, plastic bags, blunt
objects of everyday use such as bottles, torch, bags etc are employed as
modified weapons to achieve its cause.
Conclusions
The face of modern day military martial arts is
changing with most armies adopting realistic systems. We must make clear
differences between civilian applications and military application of combat
arts.
SIMMEY-DO,
THE INVISBLE WEAPON
Kahil
Salam
Style Simmey-do,
was created on the base basis of the school kyokushin-Kai karate. This
school, which was created by the great Japanese master, Masutattsu Oyama. It
was translate with most rigid among all Japanese schools of karate of past
century. Style Simmey-do absorbed in itself the effective technique of
blocking, impacts by hands and by feet rejecting everything what is excess and
shown its ineffectiveness in combat.
Style absorbed
the mass of methods of utilized in the struggles according to different
rules of different styles. Throwing technology is one of the components of the
bases of style Simmey-do. The source of throwing technology became the rich
arsenal of the school of jiu-jitsu, the ancient style of Samurai. The tactics
of conducting battle was developed on basis of Thailand school
"Muay-Thai". In this school, for the first time practiced the impacts
by the feet lower than housing. In the traditional Japanese karate similar
impacts were considered inappropriate, and they were forbidden. Masutatsu
Oyama, was the first Japanese master, who introduced these impacts into
the base basis of his school.
The difference
in the style Simmey-do is in fact that in it you find sufficiently many
elements from these schools of the combat skills, which make it universal. Time
and practice proved that athletes passing the course of preparation by the
style Simmey-do, can successfully participate in the competitions of different
level in any rules.
THE KARATEDO OF FUTURE. A NEW
CONCEPTION OF MARTIAL ARTS
Roberto Gonzalez Haramboure
Do you imagine a Karate do
style without katas and grades, and where everything is teached in a different
way and order? Don’t be afraid, I have a logic explanation for all this, and I
want to share it with you.
General basics.
In life, everything should be
seen from a dialectical point of view. The word “dialectic” comes from the
greek “debate”. From a philosophical point of view it is known as: the science
of general laws of movement and evolution of nature, thinking and human
society” Dialectic assumes that everything is always in change and movement,
and also offers the chance to know the world and improve it.
It is undeniable that the
origin of those changes lies in the relation of old and new things (one way of
expression of martial arts yin yang). About this subject tradition comes from
the Latin terminology “tradere” that
means deliver. Tradition is all this that one generation receives from other
before and, because of its value, it delivers to the next ones. It involves
values, believes and heritage from a
particular community; transmitted mainly in oral way and know as folklore or
“people wisdom”.
On the other hand Science,
according CI.T.M.A. (1996), is known as
the: ¨“Amount well worked of proved facts that can be showed experimentally
in a practical situation”[11]
According relation that joins those
two topics Aleixandre, in his Nobel Prize receiving speech, explained that
vitality in tradition lies precisely on its capacity of renewing in order to go
on being useful. Therefore tradition and revolution are two identical words.
Supported on this idea, the
pedagogical paradigm in martial arts should be integral competencies, know as:
a psychological configuration that join several cognitive, metacognitive
subjects; as well as motivation and other personal qualities, controlling the real and effective performance in an
specific sphere, according to a disable product built in an specific
historical context. Among those competencies, the best theory is about
integration and contextualization, in wich competencies are consider as complex
and joined units that include psychological contents that assured an
efficient performance with success in an
specific context.
Therefore in Karatedo (an
martial arts in general) the main goal should be the satisfaction of the
following competencies:
Attitude: refers to a personal disposition, with specific
values and interests.
Concepts: refers to a theoretical part,
concepts, theories, that support the practical performance.
Procedures: refer to methods, techniques,
strategies that can be used in order to reach a goal.
Those competencies should also
have inner topics involved in martial arts such as improve the body and mind
functions and guarantee self defense; but as a medium purposes in a way to
reach the final purposes mentioned before, involved with working for a better
society.
In order to reach those goals
it is necessary to use constructivist theory, in wish knowledge is known as a
personal building of the reality that man can do because of its relation with
the world. After those general basics, we will explain the main specific
basics.
Teaching contents:
In Karatedo, and almost the
rest f martial arts, exist two modalities: Kata (way) and kumite (fight); with
this mutual undeniable relation and benefits. On that case… ¿why are
they so different? Lets see:
Kata: Performance
completely automatically and mechanically based on memory resources.
Kumite: Performance
completely spontaneous and creative.
In order to solve those
differences, and also to satisfy constructivist’s requirements, kata should not
be teached as such. On the contrary, as kumite do, students should receive the
insolated techniques and build his own kata. About those topics it is necessary
two explanations:
-
The performance of this kata should satisfy technical
requirements of kata in general.
-
This decision never searches the elimination of
traditional kata, but actually we haven’t found the way to keep both together.
Also about teached contents, it
is necessary to find a way of use (in a right methodoloycally way) the contents
to improve inner bioenergy (KI). It has been always a proper topic of martial
arts, unfortunately with a poor and deficient use.
After explained the contents to
teach, we will explain the order of doing it.
Order in teaching:
A well spread idea in Karatedo
is that a person should learn first to stand, then to walk and finally to
perform other movements (techniques). About it, if we study the body
functioning we can see that brain controls the rest of the parts. With its
nervous impulse information comes out of the brain and goes by spine to all the
body cells.
On that case nervous impulse
goes from up to down (head to body), and from in to out (spine to outside)
This explanation assured the
necessity to teach movements following this order: First hands, after chest and
abdomen, and finally legs.
Improving detains about it, but
based in the same explanations, into a body segment happens the same: Usually
we can see that sensei teaches suki and after empi (hiji ate) explaining it is
more difficult. On the contrary, remember that nervous impulse comes first and
easier to elbows than to hands. On more details, specifically about
biomechanics:
- In the trajectory of suki
performance, we should do always otoshi empi (hikite), Ura suki (uraken), shita
suki, tate suki, and only finally the classical suki.
- In the trajectory of uraken
or tetsui performance, we should do always yoko empi
Also about the hands, usually
sensei teaches to close the hand in a fist in order to perform movements that
way and after (thinking more difficult) teach movements with open hands such as
nukite, shuto, teisho, etc.
On that case remember that in
natural position hands are always open (easier) and it is a necessary
psychological and physical energy to close it (harder)
With the legs happens the same:
- Before almost every kick we
should perform mae hiza geri
After explained the contents to
teach and its order, we will explain the way of doing it.
Methods of teaching
On the same way explained in
the purpose of teaching, the main methods to use should be those in wish
teacher is a helper in the process of learning in the students, such as:
analytical, heuristically, problems resolution, inductive, intuitive,
deductive, abstraction, comparison, etc.
Ways of evaluation
In all evaluation there are
always several requirements to satisfy. Without minimizing the importance to
the rest, we should explain the most important ones for almost everybody:
Objectivity and relation with teaching and social duty.
Those aspects, in the case of
students, can be controlled in the following way:
Relation with teaching
and social duty.
On that case students are
prepared mainly for tournaments and examinations, so these similar contents
should be examined. But according the way of teaching (in a constructivist way)
ranking examination should be done with the same situations.
Objectivity: In almost all the
rank examination activities, the results are based on a “general sensation”
about the candidate. This empirical procedure can cause lack of justice (in
favor or against it doesn’t matter) A good way to avoid this is to establish
the evaluation normative in a quantitative and qualitative way. On that case
jury examiner should know exactly the weak and string points of candidate in
order to decide correctly.
Those aspects, in the case of
teachers, can be controlled in the following way:
Relation with teaching
and social duty.
Teachers are formed to teach
(its social function) so, contrary to many persons, the most important things
of them are not the technical performance but the pedagogical and
methodological way they use to guarantee that their students achieve its goals.
About this idea one author said that: ”It is very important to be sure that
what we are evaluating is what we can consider a disable performance (…) We
should identify the exact mission of teachers, and based on that, which are the
necessary knowledge, experiences, capacities and attitude”
On that case, Dan level under
this idea should disappear for teachers because changes the entire picture in a
wrong way. About this, instead of worrying in the improvement of technical
performance to reach a high Dan, teachers should worry about the satisfaction
of several conditions more important on his duty such as: Methodology,
research, knowledge, demonstration (involving technique), organizations,
education, attitude, operations, procedures, etc.
Therefore, instead of worrying
about which Dan to reach, they should develop to teacher’s levels, such as:
Auxiliary Instructor (Sempai): Represented mainly by
outstanding athlete (retired or not), or a person with similar conditions and
involves to: Those persons whose
knowledge and experiences allow the necessity of used them in contribution to
educative process of other people.
Instructor (Sensei): It can be
assume as the relative equivalent to a person who has finished the medium level
in teachers school, or those who has reached the medium trajectory in a
university teachers studies, and involves: Those persons with enough knowledge and experiences that guarantee the
development of other people in a competent way.
Professor (Renshi): It can be
assume as the relative equivalent to a person who has finished the university
teachers school, and involves: Those persons
with wide and deep knowledge and experiences that guarantee the development and
improvement of other people in a competent way.
Master (Kyoshi): It can be assume as the relative equivalent to a person who has reached and
academicals Maters level, and involves: Those persons with very wide and deep knowledge and experiences that
guarantee the development and improvement of other people in a competent way in
the sphere, transmitting and producing knowledge.
Grand Master (Hanshi): It can be
assume as the relative equivalent to a person who has reached a Doctorate level,
and involves: Those persons with very wide and
deep knowledge and experiences in the sphere and other related that guarantee
the development and improvement of other people in a competent way,
transmitting and producing knowledge. It is the ideal profile of model to
follow by any person involved in teaching.
Super Master (Doshu): It can be assume as the relative equivalent to a person who has reached
an Honorius Cause Doctorate level, and involves: Those persons with extraordinary knowledge and experiences, that with
his acts and creations has developed the sphere.
But how ca teachers reach those
categories? Lest see:
Objectivity: Those categories
can be reached only when the candidate satisfy the expectations mentioned
before, on that case by the following evaluation exercises and normative
|
Ways of evaluation |
Points |
|
Competitive results of his athletes |
20 |
|
Presentation and defense of a thesis |
20 |
|
Develop and defense of a model class |
20 |
|
Contributions to the
sphere |
20 |
|
Criteria of athletes |
10 |
|
Criteria of chief |
10 |
|
TOTAL |
100 |
According the amount of points received, candidate
can be classify this way:
|
Qualitative evaluation |
Quantitative evaluation |
Competence level |
Evaluation criteria |
Category |
|
|
|
V |
Desarrollo excepcional en toda su extensión y
envergadura |
Doshu |
|
Excellent |
80-100 |
IV |
Desarrollo acabado en toda su
extensión y envergadura |
Hanshi |
|
Very good |
60-79 |
III |
Buen desarrollo pero posee
algunas limitaciones a superar |
Kyoshi |
|
Goog |
40-59 |
II |
Moderado desarrollo con diversas limitaciones a superar |
Renshi |
|
Enougth |
20-39 |
I |
Desarrollo incipiente con
múltiples limitaciones a superar |
Sensei |
|
Not good |
- 20 |
NOT COMPETENT |
No posee el desarrollo
mínimo para asumir el proceso docente-educativo |
NO CATEGORY |
ording
the amount of points received, candidate can be classify this way:
Neccessary closing words.
We don’t want to finish the
present article without mention the criteria of the author who said that
criticism is not to bite, to dig, it is not to look in the black points that
make ugly the beautiful work; it is to point with noble intention the defects
and to vanish the shadow.
Therefore if the reader (as a
budoka) feels bad reading, please understand that I (as a budoka) felt on that
same way when writing. I am sure that martial arts will never develop only by
kind words, but by well intention criticism to solve the problems. On it particular case, I am not saying that
my solution is the best, only the best I have find so far.
I am sure that many of the
ideas expressed here will need a long time to be understood and used, but in
the meantime we are finishing the design of a new Karatedo style that involve
all this. For the interested ones don’t worry, you will know about it soon.
In the text there are some
subjects that we have not explained a lot, because they art part of another
materials, that can be read by the compilation showed in bibliography.
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2000. Buenos Aires
Altamira, J: ”Utilización óptima de la
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Alvarez, R., “Hacia un curriculum integral y
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(1999).Estrategias Docentes para un Aprendizaje Significativo. Santa Fé
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