Copyright © IJCMAS ICMAUA.
All rights reserved
# 7. 2008
The international Journal
of Combat Martial Arts and Sciences ICMAUA
Current articles (All rights reserved by authors):
THE IDEAL
MARTIAL ARTS ATHLETE: SPLITTING BIG AND SMALL ONES WITH THE SAME COLOR BELT: Roberto González Haramboure
(02.2008)
RANKING
EXAMINATION IN MARTIAL ARTS: A WAY TO AN EXCELLENCY EVALUATING CULTURE: Roberto
González Haramboure (04.2008)
TIPS FOR A
SUCCESSFUL MARTIAL ARTS CLASS: Roberto González Haramboure (07.2008)
DRAGON KENPO’S
SHAOLIN HERITAGE: Reginald Hoover (12.2008)
THE IDEAL MARTIAL ARTS ATHLETE: SPLITTING BIG AND
SMALL ONES WITH THE SAME COLOR BELT
Roberto González Haramboure
In martial arts and
with these words we are net minimizing at all the importance of technical
level, mostly of the times the transcendence of belt color is magnified. We
know that martial artists, after a time of practice and the development of
several capacities, of course should be promoted to a higher rank. Consequently,
we can see many persons with yellow, orange, green, blue, brown or black belt,
as well as other several grades. Nevertheless, in competitions not always a
person with a higher technical level achieves a better result, and also there are
many persons with equal technical level with different place obtained. Those
subjects make us think in a parallel system of classification besides technical
level.
The first sport
using a classification system based on competitive results was Chess, thanks to
Arpad Elo. Also another sports such as Judo 1969 and Fencing 1972 made the
same, in Russia, Romania and other European countries. In Cuba, since 1987,
several system was used in Baseball, Gymnastics, Athletics, Weigh lifting and
others.
On that case, the
main categories that the athletes can receive are:
- Master of sport in
international class
- Master of sport
- Candidate to
master.
- 1st category (A)
- 2nd category (B)
- 3rd category (C)
- Candidate to
category
Based on those
experiences, after analyzing positive and negative subjects from each system,
we established the following categories.
|
Level |
Categories
|
|
First |
Great Master of Sport.
(G.M.S.) |
|
Master of Sport. (M.S.) |
|
|
Expert of Sport. (E.S.) |
|
|
Second |
Diestro of Sport (D.S.) |
|
Advanced of Sport (A.S.) |
|
|
Advanced Beginner of Sport
(A.B.S.) |
|
|
Talent of Sport (T.S.) |
The normative or
requirements for receiving each category are:
|
Categories |
Competitive
results |
|
Great
Master of Sport |
Locate among the 1-8 places
in the Olympic or World Championship |
|
Locate among the 1-3 places
in the Continental Championship |
|
|
Locate among the 1-2 places
in the Regional Championship |
|
|
Win to 4 competitors Great
Master of Sport |
|
|
Master
of Sport |
Being selected as a member of
the Olympic or World Team |
|
Locate among the 4-8 places
in the Continental Championship |
|
|
Locate among the 3-5 places
in the Regional Championship |
|
|
Win to 2 competitors Great
Master of Sport |
|
|
Win to 4 competitors Master
of Sport |
|
|
Establish or repeat national
record |
|
|
Experto
del Deporte |
Being selected as a member of
the Continental Championship Team |
|
Locate among the 6-10 places
in the Regional Championship |
|
|
Locate among the 1-4 places
in the National Championship |
|
|
Win to 2 competitors Master
of Sport |
|
|
Win to 4 competitors Expert
of Sport |
|
|
Establish or repeat province
or state record |
|
|
Diestro
del Deporte |
Being selected as a member of
the Regional Championship Team |
|
Locate among the 5-8 places
in the National Championship |
|
|
Locate among the 1-3 places
in the Province or state Championship |
|
|
Win to 2 competitors Expert
of Sport |
|
|
Win to 4 competitors Diestro
of Sport |
|
|
Establish or repeat district
or municipal record |
|
|
Avanzado
del Deporte |
Being selected as a member of
the National Championship Team |
|
Locate among the 4-8 places
in the Province or state Championship |
|
|
Locate among the 1-3 places
in the District or Municipal Championship |
|
|
Win to 2 competitors Diestro
of Sport |
|
|
Win to 4 competitors Advanced
of Sport |
|
|
Principiante
Avanzado del Deporte |
Being selected as a member of
the Province or state Championship |
|
Locate among the 4-8 places
in the District or Municipal Championship |
|
|
Win to 2 competitors Advanced
of Sport |
|
|
Win to 4 competitors Advanced
Beginner of Sport |
|
|
Talento
del Deporte |
Being selected as a member of
the District or municipal Championship |
|
Win to 2 competitors Advanced
Beginner of Sport |
|
|
Win to 4 competitors Talent
of Sport |
Based on those
requirements, the following chart show san example of classification of the
athletes in the Junior Karatedo Cuba Team trained by the author during the time
of 1994 – 1998.
|
Name |
Result |
Category |
|
Beisy
Quintana [1] |
Panamerican
Champion |
G.M.S. |
|
Ma.
Teresa Rodríguez |
||
|
Miguel
Pérez |
Establish National Record (win all the events) |
M.S. |
|
Alain
González |
||
|
Andrei
Silva |
||
|
Hirazet
González |
||
|
Yoel
Vázquez |
Nacional
Champion |
E.S. |
|
Yanelis
Moreno |
||
|
Silvio
García |
||
|
Nusdey
Frómeta |
||
|
Francis
Wilford |
||
|
Mayke
Guzmán |
||
|
Jairamí
Ondares |
||
|
Zoe
Ramos |
||
|
Yasser
García |
||
|
Calixto
Mitjáns |
Nacional Sub Champion |
|
|
Julio
Aguilar |
||
|
Yunaiki
Arencibia |
||
|
Pebet
Paret |
||
|
Yoel
Díaz |
||
|
Onay
Núñez |
3rd place in National
Championship |
|
|
Fidel
Sánchez |
||
|
Yasleidy
Cabrera |
||
|
Dunia
Hernández |
||
|
Damián
Triana |
||
|
William
Delgado |
||
|
Raidel
Mengana |
||
|
Manuel
Suárez |
||
|
Luisel
Airosa |
||
|
Mabel
Pérez |
Province
Champion |
D.S. |
|
Nubia
Montes |
Province Sub Champion |
|
|
Suinin
Yera |
||
|
Harold
Pérez |
||
|
Yohan
Díaz |
||
|
Yumisley
Madden |
||
|
Leduan
Hernández |
||
|
Carlos
Rodríguez |
||
|
Ana
Ivis Hernández |
3rd place in Province
Championship |
|
|
Luis
Luján |
||
|
Kenia
Infante |
||
|
Galia
Núñez |
||
|
Eduardo
Delgado |
4th place in Province
Championship |
A.S. |
|
Yasser
Sánchez |
||
|
Alejandro
Martínez |
||
|
Erly
HiIdalgo |
||
|
- |
- |
A.B.S. |
|
- |
- |
T.S. |
According tose
categories, and the reality of each territory, the athletes Hill deserve the
following privileges.
|
Categories |
Privileges |
|
Great
Master of Sport |
Regular competitors in the
National Team |
|
Master
of Sport |
First reserve competitors in
the National Team |
|
Expert
of Sport |
Second reserve competitors in
the National Team |
|
Regular competitors in the
Province Team |
|
|
Diestro
of Sport |
Third reserve competitors in
the National Team |
|
First reserve competitors in
the Province Team |
|
|
Advanced
of Sport |
Second reserve competitors in
the National Team |
|
Regular competitors in the
Municipal Team |
|
|
Advanced
Beginner of Sport |
Third reserve competitors in
the National Team |
|
First reserve competitors in
the Municipal Team |
|
|
Regular competitors in the
Dojo Team |
|
|
Talent
of Sport |
Second reserve competitors in
the Municipal Team |
|
First reserve competitors in
the Dojo Team |
The use of this
system, already validated, allow to establish a difference among persons with
similar technical level (color belt) but different trajectory. With the words
before we don’t want to magnify our system, because it is only our help to
improve some negative situation. For that reason, the author will be pleased to
receive any suggestions about it, in order to go on with its improvement.
MAIN BIBLIOGRAPHY USED
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“Estructura organizativo-metodológica para la formación de
atletas elite. Una concepción.”
Revista digital Efdeportes
Año 5 No 27. Noviembre 2000. Buenos Aires
Alvarez, R., “Hacia
un curriculum integral y contextualizado”. Honduras, 1998.
Anderson, R. y
Gerold, F. (1988). Psicología Educativa. Distrito Federal,
México: Trillas.
Ausubel, D. (1996).
Psicología Educativa: Un punto de vista Cognoscitivo. Distrito Federal,
México: Trillas.
Canfux, V. –
González, V. Formación docente y desarrollo profesional. su
comprensión desde una perspectiva histórico cultural del
desarrollo humano. IV Taller nacional de didáctica universitaria, CEPES,
Universidad de la Habana, Ciudad Habana, 2004.
Carretero, M.
(1993). Constructivismo y Educación. Cuarta Edición, Buenos
Aires: Luis Vives.
Castellanos, B.
“Educación para todos en las Américas”. Santo Domingo, 2000.
Centro de Estudios
para el Perfeccionamiento de la Educación Superior (C.E.P.E.S.). “Curiculum:
Diseño, práctica y evaluación” Ciudad de La Habana, 1995.
Centro de Estudios
para el Perfeccionamiento de la Educación Superior. “Curriculum:
diseño, práctica y evaluación”. Universidad de La Habana,
1995.
Colectivo de
autores., “Pedagogía” Editorial. Pueblo y revolución, Ciudad de
La Habana, 1988.
Coll, C. y otros.
(1998). Constructivismo en el Aula. Barcelona: Graó.
Danilov, M, A. –
Skatkin, M. N., “Didáctica de la escuela media”. Editorial. Libros para
la educación, 1980.
Departamento
Técnico-Metodológico del INDER., “Guía para la elaboración de programas de
preparación deportiva.” Ciudad de La Habana, 1995.
Díaz Barriga
Arceo, F. (1999).Estrategias Docentes para un Aprendizaje Significativo. Santa
Fé de Bogotá: McGraw Hill.
Draegger, D., “The
Martial Arts and Ways of Japan: Classical Bujutsu.” John Weatherhill, Inc.
Tokyo 1974.
Egami, S., “The
heart of Karatedo” Editorial. Kodansha LTD, Tokyo 1986.
Enciclopedia Digital
de las Artes Marciales. www.Shotokai.cl/filosofía/keiko.html .2000
Forteza, A -
Ranzola, A., “Bases metodológicas del entrenamiento deportivo”. Editorial
Científico-técnica, Ciudad de La Habana, 1986.
Fung, Goizueta
Thalía., “Las habilidades y las capacidades en el proceso de
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García, J.,
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Gionco, J. “El rol
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RANKING EXAMINATION IN MARTIAL ARTS: A WAY TO AN
EXCELLENCY EVALUATING CULTURE.
Roberto González Haramboure
“The sight should
always learn from the reason.”
KEPLER, J.
For any martial arts
practitioner is a secret that, no matter they assure self defense,
psychological security, avoid stress and over weight; they also are mainly a
way to a social improvement of persons. For that reason, the first rules to
follow inside them are pedagogical ones, belonging to the educative sphere.
On that subject all education
process has an important part that assures the information about goal
achievement or not. It is known as evaluation, defined with the following
words: “Continuous and permanent process in which validations are made to
formal and real curriculum, in internal and external subjects, involving either
academically and administrative functions form institutions; and help the feed
back to improve design and practice.” [2]
About this subject Zatsoirsky,
V. (1989) explained that all process should be based on metrology, known as the
science of measures and which duty is to: “assure the unity and accuracy of
measurements.”[3]
On the other hand, in martial
arts we can see a great arbitraries in evaluation, even more when in mostly of
examination requirements is declared a “general sense” that support the
decision of approved or not, avoiding any objective normative necessary for the
case.
About mistakes in evaluation in
martial arts personnel Sánchez, T. identity the origin in the: “bad
interpretation of normatives” [4]. The author explained that: “it is a
responsibility of institutions to rule coherent and accuracy normatives”[5] Another
criteria was offered by Premru, G. when
said that: “it is our desire to define
and give titles from and objective (measured) position, in spite of a political
(forced) position) This will require the use of known standards in order to
achieve the goals.”[6] On that same idea Sánchez, J. refered
that: “Certain subjects (…) sometimes are not clear enough, even for many
professors, and important points are in doubt because the less information we
have about themselves.”[7] Also Fraguas, J. explained that: “we can say
that there is a great difference of criteria very strong. A right grading
system should always be equal for everybody, in the same way one meter is one
meter everywhere. (...) Great institutions should establish normatives that
everybody will be able to follow.” [8]
Based on all those criteria
showed before, and others we will explain our point of view for improve the
mistakes about evaluation in martial arts, on it case by the system used in our
Karatedo Haramboure ryu, style created by the author, and designed from
experiences in Gimnastics and other sports.
The main subjets to evaluate
are:
- Physical and technical:
general aesthetic of performance, respecting also the structure of each
movement.
- Tactical: To join in a
creative way the movements and stances[9].
- Cognitive and affective.[10]
- Level requirements: To use
those ones involved with the present rank and join them with the first ones [11].
- Bonus for outstanding
performance.
Among them, in the present
article we will explain only physical, technical and tactical subjects. On that
case, according the mistakes that a student made, a jury can reduce his points
in the following way
|
Mistake |
Small ( - 5 points) |
Medium ( - 10 points) |
Great ( - 20 points) |
|
|
|
Physical preparation |
When de development of capacities can be better, but don’t affect the
right performance of movement |
When the poor development of capacities affects the right performance
of movements |
When the poor development of capacities doesn’t allow to perform the movements |
|
Technical and tactical preparation |
Poor performance of movement structure, even when it doesn’t affect
the efficacy of actions |
Poor performance of movement structure, even when it doesn’t affect
the efficacy of actions, but decrease its effectiveness |
When there is no possibility to perform the movement, or when the
performance put the person in danger |
|
For a better understanding, we
show a list of example of mistake situations.
It is consider a small mistake:
To bend the head to the floor,
raise the shoulders; do not extend complete the arms or legs while attack,
don’t locate the proper arm in hikite, feets out of line, change the high while
moving, etc.
It is consider a medium
mistake:
Actions out of balance even
without fall, fighting stance guaranteeing a poor protection, knees out of
line, etc.
It is consider a great mistake:
To close the eyes, give the
back to opponent, actions out of balance with fall, move the fighting stance
during actions, etc.
It is important to clear some specific situation that wont be
consider a mistake, such as:
When a person twist the body to
perform ushiro mawashi geri, it is necessary a time of temporary lost of view
from the opponent that is not a mistake.
According those mistakes, and
consequently the points decreased, we will be able to decide the option of
approved or not in the following way:
|
Belt color |
Yellow |
Orange |
Green |
Blue |
Brown |
Black |
|
Minimun points to decrease |
40 |
35 |
30 |
25 |
20 |
15 |
|
Dan level |
Only 10 |
|||||
As every evaluation we won’t
see only negative subjects but also the positive ones. On that case there are
bonus for outstanding performances (change rhythm or direction, jumps, twists,
etc) that will always have the value of 10 points.
The use of this system already
validated allow to establish a justice and accuracy. Because of it the jury not
only will be able to decide which student can be promoted or not, but also
identify the subject necessary to improve. On that case, evaluation in being
used besides as a teaching and educative strategy.
With the words before we don’t
want to magnify our system, because it is only our help to improve some
negative situation. For that reason, the author will be pleased to receive any
suggestions about it, in order to go on with its improvement.
1. En este caso la atleta
podría haber recibo la misma categoría por dos vías
diferentes, ya que en varias oportunidades derrotó a la competidora
Gladis Eusebio, medallista de bronce a nivel mundial (potencialmente G.M.D.). (N.
del A.)
2. Martínez, R., (Ob. Cit.) P 20.
3. Zartsoirsky, V.,
“Metrología deportiva.” Editorial Pueblo y Revolución. Ciudad de
La Habana. 1989. P 8.
4. Sánchez, T., Los grados y diplomas.
http://www.galeon.com/jlgarcia/grado.htm
5. Sánchez. T. (Ob.
Cit.)
6. Premru, G. Okinawan karate federation.
www.okf1956.org
7. Sánchez, J.
http://www.ucv.ve/judo/Info%202005/gandoy1.htm
8. Fraguas, J. Significado del
cinturón negro. http://www.galeon.com/jlgarcia/negro.htm
9. Debido a que en el estilo en
particular no existen katas prestablecidas, sino sobre la base de los
movimientos enseñados y unas indicaciones cada alumno construye la suya.
(N. del A.)
10. Mediante observación
estructuralizada y otras pruebas psicométricas. (N. del A.)
11. Debido a que en el estilo
en particular, para la construcción de las katas de cada grado existe
una cantidad específica de movmientos y tiempo de duración. (N.
del A.)
MAIN BIBLIOGRAPHY USED.
Alonso, R.,
“Estructura organizativo-metodológica para la formación de
atletas elite. Una concepción.”
Revista digital Efdeportes
Año 5 No 27. Noviembre 2000. Buenos Aires
Alvarez, R., “Hacia
un curriculum integral y contextualizado”. Honduras, 1998.
Anderson, R. y
Gerold, F. (1988). Psicología Educativa. Distrito Federal,
México: Trillas.
Ausubel, D. (1996).
Psicología Educativa: Un punto de vista Cognoscitivo. Distrito Federal,
México: Trillas.
Canfux, V. –
González, V. Formación docente y desarrollo profesional. su
comprensión desde una perspectiva histórico cultural del
desarrollo humano. IV Taller nacional de didáctica universitaria, CEPES,
Universidad de la Habana, Ciudad Habana, 2004.
Carretero, M.
(1993). Constructivismo y Educación. Cuarta Edición, Buenos
Aires: Luis Vives.
Castellanos, B.
“Educación para todos en las Américas”. Santo Domingo, 2000.
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TIPS FOR A
SUCCESSFUL MARTIAL ARTS CLASS
Roberto González Haramboure
As we always
express in our writings, in the martial arts context there are two spheres in
constant fight for supremacy: tradition and development. On that same sense we
had explained many times that, if we know the right essence of both spheres, we
can realize that they can be used in a parallel way and improve each other.
Nevertheless
many masters use to think in a contrary way and, even with the best purpose of
keeping traditions alive, don’t take into account about several important
subjects for a right process of learning, development and education. This
decision causes the necessity of a bigger and harder work to achieve the goals,
and occasionally function against this achievement.
That’s why in
the present writing we will share the information about those general subjects
that, based on many sciences, insures a successful martial arts class. More
than that, this information will also be very useful to solve many troubles we
had seen in martial arts classes around the world.
MAIN SUBJECTS.
An
unfortunately very usual subject in martial arts is the improvisation of
teaching. For that reason the first topic to be taken into account in previous planning.
It will allow not only to achieve the goals, but also to achieve them with less
time and resources.
Another
subject with a great level of generalization in martial arts classes in the repetition
of activities, it causes the decrease of motivation and development. In
order to avoid this situation, remember that in every learning activity the
student should receive something new.
About the teaching methods, in martial arts the most
used is repetitions. On the contrary, it has been confirmed that games (even for adults) increase
the motivation and intensify the actions.
SPECIFIC
SUBJECTS.
On in case, first
of all, remember that any class is organized into three parts:
INITIAL PART.
The time of
this part of the class will be between the 10 and the 20 % out of the total.
Before start
the performance of any movement, it is necessary to explain the objectives
to reach and the ways of work to do. It will insure the best
underestandind of the activity.
In order to achieve an integral benefit of the class,
the objectives should involve the following dimensions:
- Physical
(biological): related with the physical capacities and body functioning.
- Instructive
(Technique y tactics): related with the learning or improving of movements.
- Educative
(psychological): related with the ways of think and behavior.
After that we
should develop the preparatory exercises, involving the following requirements:
|
PARTS |
CONTENTS |
BENEFITS |
|
Lubrication |
Show
stretching without push, circle movements show and wide. |
To increase
mobility by releasing the sinovial liquid from joints. |
|
General
preparatory activities |
Shot and
show races, soft flexion, extensions, twists and others. |
To establish
an optimums state of excitation of the C.N.S and the motor capacities, as
well as the increase of body metabolism and cardiovascular and respiratory
systems. |
|
Special preparatory activities |
Related with
the specific work to be done in class. |
To increase
the physical capacity at motor level, in order to improve the development of
muscle activity |
The must common methodological mistakes about the preparatory activities
are:
- To omit one of
its parts.
As we explained in the chart before, each part of the preparatory
activities has a specific role, joined in a way that one fallows the other. For
that way it is improper to
omit any of them, because you will be jumping stages in the
psycho-physiological preparation that guarantee a right and healthy performance
in the main part of the class.
- Over work one of its parts.
It is proved by several neurofisiologycal research that, in order to
receive the right benefits of this activities, you only need to use the
optimums time. In the case of
enlarge the work in any of them, whatever it
is, after consuming its useful time, if you go on working then you won’t receive any more benefit at
all; besides this enlarging can cause fatigue or injuries.
- The use of improper exercises.
As we explain in the chart before, each part of the preparatory
activities has its own contents, relates with the satisfaction of a specific
function. Usually, in a wrongly way, many persons use into the preparatory
activities some exercises to develop capacities (such as jumps, intense races,
strong throwing, complex techniques, abs, push ups and others. These contents
belongs to the main part of the class, on which we do work for development
and not to the initial part in which what we are looking for in to
prepare the body. Therefore if we
make those mistakes, it won’t be possible for our students to reach the objectives
of any of those parts of the class, because
they will cancel each other, as well as surely cause physical or psychological
injuries (or both).
- Dont respect rest.
It cause the accumulation
of an unnecessary fatigue (improper
of that part), which consequence will be that students began the main part of
class or training with physical
or psychological disadvantage (or both)
The main causes of those mistakes are:
- Ignorance
It is when the martial arts master haven’t received the information
mentioned before, or another fro the same subject, and doesn’t have the chance
to plan and use this activities in a pertinent way.
- Inadequate interpretation of
bio-psycho-methodological fundamentals.
It is when martial arts masters receive the information but not in a
pertinent way, either by a bad given course or any other autodidactic way as books or videos. On that case there is
a great chance that the understanding is incomplete or unclear, and
consequently the plan and use of the activities will have difficulty.
- Routine.
It is not hard to see that some masters use to make the same preparatory
activities almost always, and the students make in a mechanical and
standardized way. Regarding this situation, if we assume that not all classes
are the same, and the preparation needs to be necessarily related with class,
then how to understand the repetition of preparatory activities in different
class? ON that case, of course, the preparatory activities won’t be the most
useful they should.
On that same sense, the main consequences of those mistakes are:
- Objectives can’t be reach.
- Performance and benefits are
decreased.
- Injuries can appear.
- The learning and improving process
are affected.
MAIN PART.
The time of
this part of the class will be between the 60 and the 80 % out of the total.
Technique
– tactics
About the order
of teaching, remember that the brain controls the rest of the body. The nervous
impulse goes out of the brain and travels by the spinal medulla to the all
body. This travel has two directions:
- From up
(head) to down (arms and legs)
- From inside
(center of the body) to outside (limits of the body)
Following this
principle, it is necessary to work first with arms and after with legs.
- When working
with arms, begin by the elbow, arms itself and finally hands. On that
same sense, remember that before performing seiken (shoku) suki, we need to
do first ushiro empi (hiji ate), gyaku ken, shita suki, tate suki and finally
seiken (choku) suki. Same than that, before performing uraken or tetsui,
we first need to perform yoko empi (hiji ate)
When working
with hands, it should be used it first open and after closed as a fist. Remember
that hands, on its natural stage are always open, and we need physical and
mental energy to close them. Therefore, contrary to many thoughts, open
hands are easier to handle than closed hands.
When working
with legs, teach first how to use the knee, the leg and finally the feet.
On that case, remember that before any knick we always need to perform hiza
geri.
Place
of the professor for demonstrations and performances.
In almost
every martial art class we can see the master in front of the students
performing the same movement. As each one does it in the same direction,
according them the trajectory is opposite.
Remember that brain
function in a crossed way, and the left hemisphere controls the right
part of the body and vice versa. This is an unconscious process, but if the student see the
master performing the same movement facing him and in an opposite trajectory,
the he will need to cross the information again, it time in a conscious way. In order
to avoid this mistake, master should function as a mirror and
work in the same trajectory of the student.
Therefore, if he wants the students to work to the left is “their” left
not “his” left, and he should say left but work himself to the right. On this case the
information and action flows in the same trajectory, improving the
understanding and learning.
About the same
subject, in order to improve the visual contact, remember that:
Actions to
be performed forward or backward should be demonstrated from the side.
Actions to
be performed from the side should be demonstrated forward or backward.
Another
important subject is that mistakes should never be neither explained nor
demonstrated, because in an unconscious way student affirm them in spite
of fix them. On the contrary, master should always explain and demonstrate
what should be done, despite what shouldn’t be done.
Physical
This work should
always be done after the techniques, because on the contrary with a
tired body will be harder to learn or improve any movement.
Human body is able to function because of several
energetic systems such as:
Anaerobic
(without oxygen) alactacid or Phosfagenus, characterized by actions with intensity
between 150 and 169 pulse rate per minute and performances until 20 seconds. This
system guarantees the development of maximum and
Anaerobic
(without oxygen) lactacid or Glicolitical, characterized by action with intensity
between 170 and 189 pulse rate per minute and performances until 20 - 30
seconds. It guarantees the development of strength and speed endurance.
Finally the
aerobic (with oxygen) system is characterized by intensity no more than 149
pulse rate per minute and performances until one hour. It guarantees the
development of aerobic endurance, flexibility, balance, rhythm and others.
It is very important to follow this dosage, because on
the contrary we can face the following risks:
- To think
that we are developing one capacity, but actually being developing
another less desired.
- Not being developing any capacity.
- Being causing
some injuries.
FINAL PART.
The time of
this part of the class will be between the 10 and the 20 % out of the total.
The class should
never finish with physical exercises or techniques. It is necessary to
perform another activities such as stretching, walks and others that
guarantee the body recovering.
At end we need
to make the control questions to insure the comprehension and learning,
as well as to explain the objectives of the next class to guarantee the
cyclical and continuous understanding.
Satisfying
those subjects, as mentioned before, we guarantee the achievement of the
objectives with less time and resources. On that same way, those modern
requirements doesn’t mean at all to forget traditional subjects.
DRAGON KENPO KARATE CONSORTIUM INTERNATIONAL
BLACK DRAGON CLANDESTINE COMBATIVES
INSTITUTE OF MARTIAL STUDIES
DRAGON KENPO’S SHAOLIN HERITAGE
Soke Reginald Hoover
World Martial Arts Masters
Society
Welcome to D.K.K.C.I.,. This article lecture
will address the long overdue examined issue of whether Ed. Hutchison Dragon
Kenpo is actually Kenpo / Kempo or Ch’uan Fa in Chinese, or what others
would like to call “Mixed Martial Art”!
First I would like to quote the actual words of
DK Founder Ed. Hutchison. He states that ‘Dragon Kenpo Is Derived From
Shaolin Kung Fu’. Is Dragon Kenpo really a martial art with Shaolin Temple
heritage?
To prove such a question to be true, we must
first examine Shaolin’s origin as it relates to ancient practice of ‘Fist
Methods’, [1]. I will at this time
introduce a Chinese Martial intellectual authority on the Shaolin Arts and
Ranking Master of the Shaolin Martial Way! This lifelong student, author,
instructor, and highly ranked Master within the Shaolin arts has studied
“integral mind-body training systems, including several yogas and martial arts
of India, China, Tibet, and Japan”. He began training in the Asian martial arts
in 1963, studying Burmese kick-boxing or Bando while in college. In 1970,
further training began in the arts of Shaolin Kung Fu, and T’ai-Chi Ch’uan. After
training in the three previous martial systems; further martial training
studies began in the styles of Kempo/Kenpo, Chi-Kung/Qi-Gong, Baguazhang/Pa-Kua
Chang, and Xing-Yiquan /Xing-I Ch’uan. The author of the ‘ESOTERIC MARTIAL ARTS OF ZEN TRAINING METHODS
FROM THE PATRIARCH’. Producer and creator of over fifty training
videos on the topics from “Northern
Shaolin for the Mature Athlete; Northern
& Southern Shaolin Hand and Weapons Forms; Childrens Kung Fu Series; Iron Warrior Series; to T’ai-chi and
Pregnancy”. Author of the critically acclaimed Shaolin Training Manual Of No Holds Barred Warrior Monk Techniques and
Methods, ‘SENG PING TAO: PATH OF THE WARRIOR MONK’; Dr. Edward Orem
stands firmly rooted into the Way Of Shaolin with over 35 years of martial arts
experience in the Asian martial arts systems. Dr. Orem holds the distinguished
Ph.D in Education, Anthopology, Linguistics and Tibetan Health Practices. Voted
into the prestigious “World Martial Arts Masters Society” (of which
myself is an honored and proud member), as
Ranking Societal Member! Dr. Edward Orem is a true Shaolin Martial Arts
Historical Pioneer in the west.
We will now examine the reasoning behind Dragon Kenpo having true Shaolin
lineage. Quoting from Seng Ping Tao, ( Introduction Page 1);
“This is a training manual for those that are tired of being victims
when it becomes ‘Show Time’, on the street. These 340 maneuvers have been
tested on countless battlefields by professional warriors, for hundreds of
years. The objective of these techniques is to win, quickly and
efficiently”[1].
1.
Was this not the purpose of the present existence of
Dragon Kenpo? I will examine this issue
further, later in our analogy. Continuing
from “Seng Ping Tao”;
“Obviously this is no crash course. Don’t kid yourself. You didn’t
really believe you could put in a few hours and still walk the streets with
confidence, did you”?
“These techniques insist on the development of the capacity for fluid
adaptation according to circumstance, practitioner, and opponent. There has
been a deliberate attempt in the Manual’s lay out to allow for you to modify
these suggestions for resolving ‘git down’ conflict in your favor”[1].
2.
Does this not remind the DK practitioner of the
“Tailoring Principle”?
3.
Does not the last sentence suggest that their existed
room for Martial Creative Freedom, even many years ago within the knowledge
base of the Warrior
Monks in travel from temple to temple and student exchanges between
China,
Okinawa, etc,?
4.
Does this also not lead one to assume there existed
some form of ancient Kenpo
that the warrior monks used in there journey from place to place outside
the temple grounds, to villages, towns, and cities etc,?
This sheds some light on Dragon Kenpo
methodology of creative unlimited freedom of martial physical expression. Continuing
from the “Seng Ping Tao”; “The idea here is to place the onus of responsibility
directly on the practitioner where it belongs. Adaptability and resourcefulness
are sought, not robotic response”. The technique names “themselves are
holdovers from a time when men ( and even a few women) depended on hand-to-hand combat
skills to save their hides. The nomenclature reflects their heritage from
Shaolin Ch’uan Fa, AKA Chinese Kempo”.
Quoting Ed. Hutchison, DK Founder; “I founded
Dragon Kenpo for two reasons:
1.
To create a place where those willing to make
themselves into the ultimate martial artists that only they, as a unique
individual, could do so.
2.
To create a place free from the collective untruths of
mainstream martial arts education”[5].
Therefore,
both styles suggest transferring the burden of martial physical skill upon the
practitioner. Not the teacher/instructor, etc,. Further, quotation from the
Seng Ping Tao page 3, paragraph 6 and page 4 paragraph 1; answers the question
in [1]. ‘Is Dragon Kenpo really a martial art with Shaolin Temple heritage’?
“However,
Da Mo’s system did add a depth of new understanding regarding intrinsic human
energy as his vigorous psycho-physical exercises were later wedded to the
traditional combative skills known as ‘shaolin shu’ (“temple boxing”) and
‘ch’uan fa’ ( “fist methods”). The pronunctiation of the Chinese ideographs for
‘ch’uan fa are rendered “kempo” in Okinawa and Japan”[1].
“At
this point we can suggest a tentative, theoretical construct based on our
observations. For example, we can see that few of Kempo’s moves resemble the
Long Fist styles characteristics of China’s provinces of the Han north or
Muslim east. And conversely, many of the movements have much in common with
several southern styles of pugilism, e.g. White Eyebrow and White Tiger (both
infamous underground “tong” styles). We may therefore deduce that ‘Kempo’ is a
more “remote ancestor of ‘Southern Ch’uan Fa’, brought from south China to the
southern Japanese islands”[1].
Thus, in answer to the ultimate question of ; Is
Dragon Kenpo really a martial art with Shaolin Temple heritage? We will refer
to the “Evolution Of Modern Kenpo” and
Ed.Hutchison’s statement in his Dragon Kenpo meditation tapes explaining
the “Dragon is Derived From Shaolin Kung Fu” as part one on the answer. Quoting
from the Direction Of Dragon Kenpo paragraph 2, page 1, of the ‘Evolution Of Modern Kenpo’ States as
follows: “As a martial art, Kenpo is referred to as a Do. The Do is referred to
in Buddhist Zen scripts as a path towards enlightenment. Lao Tzu, a priest
of Taoism said “Mastering others
requires force, mastering the self requires enlightenment.” This phrases sums
up the full circle of what kenpo strives towards”.[6]
Therefore, one can conclude that
the term ‘Taoism’ / “Daoism” refer to Chinese Origin was well as usage of the
term “Enlightenment”. Lao Tzu was a chinese scholar and “Father Of
Daoism”. So, proving the Chinese origin
of Ch’uan Fa aka Chinese Kempo as both
an Internal & External School Of
Thought conceptual analogy. Ultimately existing as hard and soft styles
in the fist. Before presenting this articles’conclusion. Let us now take a look
at the ancient temples of Shaolin and their modern day contributions. Last,
traditional Shaolin Dragon Style Kung Fu philosophy and methods in providing a
glimpse of kenpo’s traditional past.
“Henan": This is
"the" Shaolin temple seen in Chinese kung fu movies, and the one
portrayed in the ABC-TV "Kung Fu" series of the 1970s. The physical
premises, located in Loyang, a small mountain town southwest of Beijing, have
been restored by the Chinese government in the mid 1970s (the temple was
destroyed as a result of the Boxer Rebellion of 1901, but probably not until
the late 1920s), and subsequently become a tourist/martial arts Mecca. Most of
the resident "monks" seen today are actors, similar to the people you
would meet in Colonial Williamsburg and other historical sites. During most of
its history, Henan Temple was the seat of the most senior monks in the Shaolin
Order” [2].
“Fukien": Probably built around the same time as Henan Temple, but originally a
mainstream Buddhist temple until the early 1600s. This temple was integrated
into the Shaolin order around 1650. Larger than the Henan Temple, Fukien served
as the "headquarters" during times when Henan was either destroyed or
under threat. The southern styles of praying mantis, snake, dragon, and Wing
Chun were all developed in Fukien Temple, or by its masters. The temple was
burned during the Boxer Rebellion, and its remains were rediscovered in the
early 1980s”[2].
“Kwangtung": southern school, taught many great warriors, snake temple. Temple was
built in late 1700's as a Shaolin temple, built in a mountain area overlooking
the ocean near the city of Canton in Canton Province. This Cantonese temple was
close to (ca. 150 miles southwest) Fukien, and was home to many southern
styles, including Choy Li Fut and dragon (styles often originated in one
location and were modified at others). Shelled during the civil warring
following the Boxer Rebellion”[2].
“Wutang": Tiger temple. Located near the town of Wutang. Built in a politically
unstable area (near Manchuria and the Korean peninsula). Probably the temple
most involved with temporal concerns, and consequently often besieged by one
army or another. Mercenary monks, including Bok Lei, Hung Si Kuan, and Bok Mei
all came from Wutang, eventually moving to Henan (and thus involving Shaolin in
its biggest political incursion). Very old temple, integrated into the Shaolin
order around AD 800”[2].
“O Mei Shan": (literally, "Great White Mountain"),
northern, library and medical temple. This temple was located in an
inaccessible area of the Szechuan province and imported monks much like
research institutions do today. The temple itself was very old, probably Taoist
in origin. Integrated into Shaolin order around AD 1500. Was in close contact
with Tibet. Crane temple. This was a major medical "school" for four
centuries, the libraries filled with tomes from East and West. The buildings
were used for artillery practice by the armies of both Shang Kai Shek and Mao
Tze Tung, but restored in the early 1970s. Today, the "temple" serves
as the conservation service headquarters for the bamboo forests of Szechuan and
research center for the pandas”[2].
“The first four temples had the
brands of the tiger and dragon on the left and right forearms respectively. The
O mei shan temple had the mantis and the crane on the right and left
forearms”[2].
Riding the Wind: Dragon Style Kung Fu
“Long
before Saint George encountered his legendary beast, the Dragon played an
influential and beneficial role in Chinese culture. An amalgam of several
creatures, including monitor lizards, pythons and the Chinese alligator, the
polymorphic dragon was a water spirit, responsible for bringing the rains and
thus insuring the survival of crops. The dragon was symbolic guardian to the
gods, and was the source of true wisdom. This latter feature most likely
resulted from the observation of the living reptilian counterparts which,
usually at rest, seem to be in a near constant state of contemplation”[3].
“The
dragon represented two of the ancient elements, Earth and Water, endowing the
creature with powers of elusion and power. A Yang symbol, the Taoists saw the
dragon as a personification of the Tao itself-"the Dragon reveals himself
only to vanish." Shaolin Buddhists saw him as a vision of enlightened
truth, to be felt, but never to be held. Certain very old men were called
dragons, these being well versed in the life-supporting skills of herbal
medicine, agriculture, and kung fu. In early China, these skills were surely a
matter of life or death, and those so educated were held in high esteem”[3].
METHODS AND PHILOSOPHY
“Dragon
kung fu is essentially an internal, ch'i cultivating method, but initial
training is far more similar to a hard, external style than a delicate,
reptilian approach. In learning the moves, the student will strike hard, block
hard and stomp into each position, with the idea of learning the proper place
to be once each movement is complete. Eventually, the method of transmitting
power is retained, and the physically strengthened body is able to make
transitions in the proper, fluid manner. In turn, this reptilian smoothness
helps disguise the attack, making it extremely difficult for an adversary to
effectively counter” [4].
“Once a
purely physical semblance to flow has been mastered, the disciple incorporates
the deep hissing sounds to train ch'i flow. Inhaling is silent, but exhalation
is deliberate, tense and controlled. Inhaling lightens the body for aerial
maneuvers, while exhaling drives power into each technique. Blocking is
dispensed with, and parries or simple strikes substituted. At this point,
novice and advanced student show very little in common”[4].
“On the
highest level, an opponent is allowed to tire himself out, evasion becoming the
Dragon's key defense. Ch'i control is highly developed, and the degree to which
the body must be moved to redirect or avoid impact is under greater
control”[4].
“In each
form, one is taught to "ride the wind", a phrase which in large part
means follow rather than lead. Provide no opening without first letting your
opponent open. Unlike Crane, which also relies heavily upon evasion as a
tactic, the Dragon evades primarily by rotation of upper or lower torso with
little or no stance movements, while the Crane stylist hops frequently to
reposition the entire body. Both styles employ pinpoint strikes to vulnerable
meridian targets, but dragon also heavily uses tiger-like punches and clawing
techniques, snake-like stance shifts, and leopard-like hit and run strikes to
weaken a physically superior adversary. Dragon kung fu also regularly employs
low sweeping techniques, but these are not unique; most senior stylists of any
kung fu system use these on a weakened adversary”[4].
In Summary; The Direction Of
Dragon Kenpo seems to explain why Ed. Hutchison did not need to create Dragon Kenpo
as an American, Tracy, or Shaolin Kenpo Offshoot etc,! As the majority of Kenpo
Systems / Styles have adapted this same “Direction Of Kenpo” / Original Name;
to their respective martial disciplines: Thus, whether Ed. Hutchison had
knowledge of the Seng Ping Tao or not. This acclaimed martial work has proven
the Shaolin Heritage of an ancient martial system rooted deeply within the
Southern Chinese Provinces, brought to
the Southern Japanese Islands. Like it’s ancestor, Dragon Kenpo’s “git down” no-holds-barred mentality proves
beyond doubt that it exists clearly as a modern representation of this proven
ancient streetwise methodological analogy of conceptual free martial physical
expression, in failing violent physical aggression. So, yes Dragon Kenpo does
stand alone as a Chinese Kempo system with it’s own ancient temple roots within
the Seng Ping Tao, or Path Of The Warrior Monks Of Shaolin.
I sincerely hope that this article sheds some
light on the confusion of Dragon Kenpo as an offshoot and rooted Chinese Kempo
system. For information on Dr. Edward Orem and the Seng Ping Tao please
click on the reference [1] link below.
References
[1] Seng Ping Tao, pps. 1-4; http://eorem.tripod.com Orem Edward M., Ph’d 1992
[2] Shaolin History, http://www.shaolin.com/historycontent.aspx, Shaolin Gung Fu Institute, 2008
[3] Shaolin Styles, http://www.shaolin.com/StyleContent.aspx?Style=Dragon, Shaolin Gung Fu Institute, 2008
[4] Shaolin Styles, http://www.shaolin.com/StyleContent.aspx?Style=Dragon, Shaolin Gung Fu Institute, 2008
[5] The Dragon Kenpo Story, http://dragonkempo.org/index.php?view=article&id=46:the-dragon-kenpo-story&tmpl=component&print=1&page, Ed Hutchison,
29 March 2008
[6] The Evolution Of Modern Kenpo,
page 1; D.K.K.C.I. Library, DK Evolution
http://www.freewebs.com/kenposoke Hutchison Ed. “Late 80,s-?” Exact
Date Unknown