Excellence Is A Powerful Decision

Sensei Alan Says: Excellence Is Beyond the “I Can’t Place”

The “I Can’t” place, is that mental point where we tell ourselves that we “Can’t do” something. It’s the first inkling in our mind, that maybe we’re at our maximum ability. It’s where our feelings of wanting to DO, something, are overwhelmed by a greater, and growing feeling of wanting to just escape. It’s the feeling associated with the “I Can’t Place,” the intellectual threshold of our own self-doubt.

As we become aware of our I Can’t place, “Doubt” takes center stage. Doubt, with its debilitating feeling of “I Can’t,” brings a reality that we know all too well. If you are stuck, in the “I Can’t” place, you have to really dig in and push through.

For, to be sure, we can all aspire to and want to do more, and thereby, become more than we already are. But, we know also, that there are levels of performance beyond our capability. Nevertheless, in order for any of us to be more, than we already are, we must at least attempt to do more than we’ve already done.

And the good news is that in attempting to do more, we by definition, challenge the boundaries of our performance capability, i.e., we redefine the definition of our limits. That is a benefit of deciding to be excellent. We train, in fact, in order to challenge our limits. Therein lies the secret, to attaining excellence.

EXCELLENCE is to be found beyond the point where we say: “I can’t” do this or I can’t do that.

That doesn’t mean that by simply trying, that you are always going to be successful, any more than a baby is successful in its first attempts at walking. But, when you decide to be excellent, you’ve already agreed to want to try. And, this is important, because you’ve got to be willing. You’ve got to want to succeed.

Remember this: The journey to “excellence” begins with the very decision to challenge the “I Can’t.”

We have to get beyond: “I Can’t,” because, in point of fact, we all know our limitations, before we reach them. We know what our limitations “feel like.” We know our “quit place” better than anyone, although we try often to fool ourselves into not knowing.

Think about it. If we recall those times when we think that we’re getting close - to what we imagine that we can’t do - our minds will play that doubtful tune we’re so familiar with. It’s the sound of our resolve - beginning to slip away.

For example: take something as simple as the Push Up exercise. But, to dramatize the point, let’s do those Push Ups slowly, and squeeze our muscles tight all the while. I call them Power Push Ups. And when we’re approaching that place where it hurts…Oh Boy! And, in your mind you are saying something like: “Man, I don’t think I can make it.”

We feel our resolve being tested. The pain is the provocation. The muscles hurt…but not the Will. If you take a moment to consider it: Will Power doesn’t hurt. But, resolve can certainly be tested. And when that happens, then the Will must deal with the pervasive feeling of Doubt. So true, yes? And, the pain in the muscles can be such a big distraction. Pain makes the feeling of “I Can’t” feel real.

The mind reacts to that painful distraction - calling on us to “HOLD UP” — “SLOW DOWN.” Or some words to that effect. The brain is trying to warn us that we’re approaching our limit. That care needs to be taken, or we might even Hurt Ourselves….!

I call that spot where doubt first pops up, the “I Can’t” place. It’s the threshold in our performance, where we can lose our focus on getting the task done, and instead begin to focus on the “maybe” associated with “Not” getting the task done.

Well, for the record let me say, that the first “I Can’t” place - is a fake!

You can do more. The first feelings of doubt are your body’s way of giving a warning. And IF you are not ready to challenge the definition of your own abilities; IF the definition that you’ve set for yourself, and which has very likely been seconded by those around you, who’s opinion you hold as truths….then it’s also very likely that you have reached your maximum. You’re about to give up. Your limits have been determined, and you have chosen — by choosing NOT to go forward – you have acquiesced to the limits of your capacity. You are what you’ve already done…and no more.

However, for those of us who seek excellence, we must push beyond this IMAGINARY “I CAN’T,” place and through the experience of doing that which we’ve never done before. It is there that we discover the magnificences of the human spirit.

By Doing, We Discover Excellence!

The space of time, the place and the doing - between the Imaginary “I Can’t” and the REAL I Can’t place - is the realm of excellence. It’s a place where excellent lessons are revealed. It’s a place where the spirit soars!

Sensei Alan Says: Excellence is a place where “I Can’t” becomes:
“I AM!”

In teaching physical arts, athletics, or any motor skill activity, the teacher often ends up showing students “how to do” - by first getting them to understand “what they can’t do.” The challenge is in getting them to discover how to teach themselves!

Especially for the young ones, just starting out, they learn to overcome the feeling of “I can’t,” before they’ll have sufficient courage to try that which can be done. Baby steps may be required, to allow them room to learn the “feel” of things first. I teach that we essentially learn about things, by learning how those things feel to us. It’s sort of like why babies always want to touch and taste things. Once felt, our brains will then analyze what we’ve felt, and consequently, reason out a judgement about what we need to do to repeat the activity. Teaching motor skills in martial art is this sort of thing.

The job of the teacher is to show the way. However, “how the way is shown,” can vary greatly from student to student. Some students are visual learners, some are tactile, and others can naturally focus auditory on what was said, (that they heard in the lesson), and then make the adjustments to transition into the “How To” of getting it done.

When it comes to teaching physical skills, learners who are athletic will be eager to try stuff, while the shy one’s will act accordingly. The trick is to give each one, what each one needs to “get it.” That can make teaching beginners real tricky, especially if they are the shy type.

However, in my experience two factors are important considerations:

First - Motivation. It may be said that: “Teachers can’t teach anything to anyone who doesn’t want to learn. Learners do the work. And that work is made a lot easier when the student is eager to learn.”

I remember asking my cousin, a very experienced and successful kindergarten teacher, how it was that she was able to teach those children to read, when they had never read before. That, I confessed, was truly a remarkable feat of the teaching arts.

Her reply was quite simple. She said: The children really want to know what is on the page. They’re eager to learn to read.

True that! A motivated learner is automatically favored with a high expectation of success. Hence the phrase: Necessity is the mother of invention… Here again, the teacher ends up being the guide, mandated to show the learner the way, ostensibly by showing them what they can and can not do - with both experiences offering insight and clarity into the process of learning.

I believe that the teacher is like the good cook, who by using sensory stimulation - i.e. good smells, and great presentation - entices the diners to eat. Such is the talent of the cleaver teacher - to encourage learning.

The Second is Having Fun. In my experience, when students are having fun they will generally give more of themselves to the process. Stated another way: Students are more likely to focus their attention when they’re doing something that gives them pleasure.

Consequently, when teaching youngsters how to KICK, for example, it may be necessary to teach them games and skills that also show how to have fun with balance, first, because kicks require good balance, as they are done with only one foot touching the ground. Therefore, the more comfortable the student is with maintaining balance, the more focused they’ll be able to give attention to standing on one leg when learning to kick. Those Karate Kids that have good balance already, will simply learn how to do more with their balance. Those without confidence will have a fun way to build their self confidence.

Persistence, patiences, and perseverance, are key.

In any discussion of martial arts and discipline, it should be stated that while it’s true that “fear” - can serve to focus the student’s attention - albeit, there is an associated debilitating quality to fear induced learning. Never the less, in the learning of martial arts, as in all learning, the student must appreciate the reality of “consequences,” associated with their behavior. Whether positive or negative, “consequences” do serve an important function in teaching. To be sure, as a natural function of growth, we learn to appreciate how the outcomes and consequences of our actions are irrevocably linked to our decisions, and the behaviors generated by those decisions. Likewise, the discipline of Martial Arts teaches that the consequences of our actions will likely depend on the student’s manner of self control.

Such is the essence of discipline in martial arts training.

There is no doubt that the regimen of martial arts can be a boon to self confidence and self esteem, and that is especially true for the young. At Karate N Motion we teach that Excellence is a Decision - that is achieved as the student learns how to improve through persistence, patiences and perseverance. “Bushido,” (the code of martial arts), reinforces an achievement based meritocracy system. It’s built in. Stated another way: Students receive praise and punishment, based on their performance. Like a balanced meal - a good course of learning is well rounded.

This excerpt continues with tips for training Karate Kids in Kicking. Balance drills and interactive games are offered as a way to get parents involved in the martial arts learning experience of their Karate Kids.

By
Shihan C. Alan Simms
10th Degree

DISCLAIMER

This book intends to provide ideas on how to prevent and avoid becoming a victim.  Every situation differs.  You must make the decision on what to do about the situation at that time. The author does not make any representation, warranty or guarantee that the ideas and techniques described in this book will be safe or effective in any confrontation. Nor may the ideas in this book work in every situation. Use of these ideas/techniques does not guarantee that you will not sustain injury or property loss.  You may be injured or injure someone else if you use the techniques described in this book. The author is not responsible for any injuries that may result.  The reader should respond appropriately to each situation and only apply force that is applicable.  The reader should be knowledgeable of the federal, state and local laws with regard to self defense. Use of excessive force or any degree of force not justifiable under the circumstances at hand maybe a crime in your state and give rise to civil liability on the part of the actor.  The author does not make any representations or warranty regarding the legality or appropriateness of any technique or idea in this book.

A thief pulls a gun on you and demands your money.  Your safest option is to escape, but only at the right time. 
When you’re attacker is distracted, you drop the money on the ground and immediately flee.  
Ladies, turn your pocket book upside down, spilling the contents,
Then take off in the opposite direction.
The robber wants to get the money.
 
Chasing after you means leaving the cash behind.
Even if the guy is armed, the odds are in your favor if you run away right then.  
To stick around means that you are ultimately leaving your fate up to the aggressor.  
If robbery is all he wants, then maybe you’ll get away.  If he decides to take more, then you’re at his mercy.

The weakest and most vulnerable creature, who is prepared, can offer a successful defense against an unprepared opponent.  

Knowing the “self” you are trying to defend, is a critical first step to gaining a strategic advantage. Unfortunately the most likely victims know very little about their own vulnerability.  Victims wear their vulnerability like a sign on their chest, and walk around totally unaware of their environment. Bullies can spot a likely target, by how they react, present themselves, and are generally unaware of impending danger.  

To be sure: victims are predictable!  Most people become targets of aggression because they have taken their safety for granted.  Victims are the easiest people to spot.  They wear vulnerability like a sign upon their chest that says: “Take Me.” They walk through parking shopping areas, or on streets, totally unaware of their environment.  They’ll leave car doors unlocked, display loosely held pocketbooks or jewelry, and allow obviously suspicious looking individuals to stalk and corner them; all the while hoping that the scary guy following them will just go away.

The bad guy already knows this.  He is instinctively alerted to those who are most vulnerable.  The more vulnerable looking the target, the more inviting they look to would be aggressors, bullies, etc.  The aggressor’s success, in fact, depends on picking an easy victim.  In point of fact, the bad guy knows that if he picks poorly he can be caught, lose his freedom, or maybe get hurt. Therefore he chooses his targets carefully.  Adding to the advantage of choice, the aggressor is also aware that he has the advantage of deciding when, where, and how to carry out the attack. This is a considerable advantage indeed.
 
The mugger, for example, who follows a shopper in the parking lot of a mall, has already determined the vulnerability of his victim.  He observes that the victim’s arms are filled with shopping bags. Perhaps they have little ones in tow.  He observes that their car keys aren’t handy, and that no can of mace is visible. He uses their lack of awareness as his strategic advantage. 

Like a predator in the wild, the aggressor will attack based on opportunities presented by prey.  He waits to catch the prey off guard.
More often than not it is the predictable behavior of the prey which determines the consequences of their own downfall.   The Predator uses the element of surprise to govern the outcome of his assault.  In this scenario, the surprised shopper is caught off guard in a compromised position as they are fumbling for keys at their car.

Like any predator, the attacker will then use their superior position, (the first strike advantage as well as the element of surprise), to strike or otherwise command control and bring the prey into submission as quickly as possible. The prey was chosen, ultimately because in their lack of awareness. The rule is that prey make the ultimate mistake of taking their safety for granted. They do it all the time!
  
Predators make it their business to learn about their prey. They use their knowledge of the prey’s predictable behavior to give them the advantage.  In order to take back the initiative - you need to know how to prey on the predators. Awareness is the key! Self Defense is really about using your strengths and managing your weaknesses. Remember: You are the prey! You are the one who is vulnerable to attack. Your vulnerability is why you got “picked” in the first place!   Therefore, success - whether for the predator or the prey - goes to the side that is most prepared to catch the other guy - unprepared!

The student of Self Defense Strategy knows that “Gaining a Strategic Advantage” means doing the unexpected - in order to create surprise and confusion. The element of “Surprise,” can be a powerful ally of the Prey.  Predators are well aware of their natural advantage. In an aggressive assault as much as 75% of the outcome is based on the first assault and the reaction to it. Consequently, successful predators study the predictable reactions that are likely from their prey. They use this to their advantage. In fact, their success actually depends on the predictable reactions of the prey.  Predators choose the time, place, and circumstance of the assault to ensure their strategic advantage. Next they use the predictable reaction of the prey to ensure the success of their aggression.  The Element of Surprise ends up being a function of Gaining A Strategic Advantage.

Timing is therefore very important. Successful predators are those that are able to expose and exploit the vulnerabilities of their prey. Success for the prey often means doing the unexpected, and therefore disrupting the predator’s advantage. Hence we see the strategies employed in guerilla war fare - a predominant defensive strategy — where it is deemed that because the aggressor is superior in numbers and strength - the defense seeks to be deceptive and elusive.  This strategy is based on not being so predictably vulnerable. Remember: predators depend on the predictable vulnerabilities of their prey.   

To Learn More about Ways To Gain a Strategic Advantage visit the Karate N Motion Media Store. There you can purchase this pamphlet for just $5.00. The enlightenment it brings is well worth the purchase price. http://www.karatenmotion.com/catalog/index.php?cPath=21

However, it is also just a beginning. The matriculation of Martial Arts rank, is comparable to the growth we experience in going from elementary school to middle school, in terms of the experience of a new beginning. And likewise in going from from middle school to high school and from high school to college a process of note worthy achievement. All mark the start of something new and more challenging educationally from the previous process.

However, in the business of martial arts, there is frankly more to be earned from the White Belt beginner through to the Black Belt stage than from Black Belt and Beyond. This is simply because there are far more beginners from which to draw business! More over, once attained, the Black Belt student has gone through the arduous physical and economic process to reach that coveted rank, and it often gives them reason to pause - so to speak - to enjoy the status they’ve attained.

Unfortunately, there is no universal standard for Black Belt achievement. The Black Belt standard of excellence varies from Dojo to Dojo. I recently entertained a child attending one of my Dojo’s Karate Kid Birthday Parties - who at 9 years of age - reported to be a Brown Belt at her school! How is that possible? Albeit, the child was an athlete. But, what is the standard that promotes one so young to the belt before Black Belt? How much could she learn at that age? My student - who was the Birthday Girl, in this case, was also 9 years of age. She was at the second level belt in my system - a Yellow Belt - after two years of study.

Few commercial Martial Arts schools are prepared to teach a curriculum of significance, for the Beyond the Black Belt level. Many, in fact, don’t even have Black Belt Classes - for Black Belts - that require performance capacities at that advanced stage. I’m not talking about “Black Belt Clubs,” where students pay more to get a certain patch and have their name posted. I’m talking about a Beyond Black Belt - curriculum of significance. Where is the knowledge to support the advancement to come from? The reality is that if Black Belts are not under the direct and technically challenging instruction of a more senior and therefore more knowledgeable martial artist mentor - how are they to be advanced! Where’s the knowledge of what, how, when and why to do this move or that - to come from? More often than not the tendency in commercial schools is to have young and inexperienced Black Belts spend the majority of their time in the Dojo teaching the White Belts / beginner classes. But, the reality is that even for advanced Master Level Black Belts - we are not immune from the old adage: You must Use It or Lose It.

I believe that the study of martial arts Beyond Black Belt is likened to Graduate School. However, there needs to be a set curriculum, with requirements that validate the knowledge needed to earn the Black Belt. This involves a solid foundation in the technical articulation, theory, and tactical skills. Beyond Black Belt requires the added challenge of strategic martial arts “problem solving” that can only be appreciated once a practical standard is attained. However, in the commercial karate world that standard, is unfortunately, as varied as are the systems and teachers that teach those systems.

Rigorous and challenging practice opens the way to higher levels of perceptivity in any art, craft or sport. Creativity is born of skill sets that encourage an enlightenment of “how to” that spurs the energy of creativity. Perception is the key. Yet, perceptual mastery must be learned. That is not something that comes out of the apprentice, (pre-Black Belt) level of understanding.

Sensei Alan Says: Black Belts are the Craftsman of martial arts. They have developed a skill set that can create proficiencies on demand. They understand that Excellence Is A Decision. And while they may or may not always be excellent in their performance, they are “in the neighborhood!”

Beyond Black Belt is as much about learning to appreciate the applicable “Timing, Distance, and Balance” of techniques and tactics as it is about learning techniques! More over all techniques have an “intent” - a purpose for being the tool that all techniques, in fact, are. And lastly, each technique or tactic has an applicable “attitude,” or emotional motivation that enhances the maximum effect of that movement.

Mastering the Craft of martial arts “IS” the way of the Master Craftsman. The key is in the doing! Learning to perform in excellence, at higher and higher levels, is the way to Mastery!

Black Belts must Learn to appreciate this.

For more check out: http://web.me.com/simmsalan/Karate_N_Motion_-_Dojo_Daily/Welcome.html
and www.karatenmotion.com

We need that threshold to be very clear in the mind of the student/learner, so that there is no mistaking the experience of what happens - when we push past that “I can’t” place.

We need to know our limit…so we can push past it.”

But then there’s more….check out: http://web.me.com/simmsalan/Karate_N_Motion_-_Dojo_Daily/Welcome.html
and www.karatenmotion.com

To perform with “Excellence” involves stamina. Excellence requires determination - i.e., the commitment to stay the course regardless. That is the course of excellence - and it is maintained by the decision to sustain excellence.

Hense the Sensei Alan Says motto: Excellence Is A Decision

However, to prepare to perform a the level of excellence, regardless of where the performers ability is at the outset, requires that one must practice “in the zone.” By working out in a mind set of putting the pedal to the medal - so to speak - the athlete becomes familiar with working out at their best! The athlete learns about themself in terms of performance capability, behavior under stress, stamina, and intensity.

Concequently, the athlete discovers all the ways that they might “Fall off the Pace,” so to speak, when going all out. That’s good as a measure of one’s capability! But, it can also be a rather frustrating reality check, because it tells as much about what CAN NOT BE DONE, as it does about what CAN BE DONE. The reality check can be tough on the self esteem.

That’s life, as they say. But, is doesn’t have to be negative. The good news is that we each have the power to change our ” performance level” within us. We may fall down - but we can decide to at least try to get back up! Fall down again - and get back up again.

In truth, once you’re down - you know where that’s at! And, if you don’t like being Down - then that’s can be all the more motivation to get the back up…and make a difference!!!

Excellence is a powerful decision…the power of which begins to happen when you make the decision to try. It it’s to be, then it’s up to thee.

That’s my take on it anyway.

Oss!

All Blocking technique is used to divert, or otherwise stop an incoming blow from reaching it’s target. While different martial arts styles have different ways of blocking - ranging from hard systems to soft systems - the basic intent is the same - i.e. stop, the incoming strike. In this post, I am discussing the concept and use of RADAR BLOCKS. While they share the same objective, to make the opponent’s blow miss, Radar Blocks use arms as an “early warning system,” to position the hands and arms to intercept the line of the attacking blow, early, before it can score or cause a predictable reaction.

Strategic Significance: All offense depends on the predictable reactions of the defense in order to be successful.

Essentially the objective of any offensive attack is to make the defense break down. Offensive intent, used in one-on-one contest are no different essentially than in warfare . The idea is to bombard the defense until the defender can no longer avoid, parry, or offer a counter offensive. Specific technique is deployed by the offense, in order to create a specific reaction by the defense. Successful attacks create a predictable defensive response, which is the strategic basis of a winning strategy.

For example, the Simple JAB in Boxing is used to disrupt the timing of the adversary. Successfully executed, the defense will become distracted and stuck - (also known as “unable to get off”), as it is increasingly absorbed with avoiding the quick - stunning effect of the JAB. A well timed Jab will predictably make the defense “flinch,” and become less able to respond - i.e. counter attack - or even avoid getting hit. By comparison, in warfare - long range attacks, as with motor or rockets, can achieve the same purpose.

In hand to hand combat, this rapid fire offensive technique is used to produce a predictable response and creates a “basis of predictability” that is essential for devising a winning offensive strategy. Consequently, the Jab is a classic offensive strategy in Boxing. The quick fire effect of the Jab is useful in taking advantage of the predictable reaction that it causes. Such is the offensive intent of the Jab - to create a predictable reaction using a quick strike attack.

However

Radar blocks attack the problem - at the source.

Radar blocks do not produce “predictable vulnerabilities.” Radar blocks do just the opposite.

Radar Blocks “divert” the intended purpose of the offensive strike.
Radar Blocks cause the attacking strike to go “off line” and thereby unbalance the attacker.
Because Radar Blocks “take” the initiative of the offense away -they “usurp the intent” of the offense and therefore cause vulnerabilities in the offense’s attack. In fact:
Radar Blocks turn defense into offense at the point of contact. How - Why - Because:
Radar Blocks position the arms to intercept the line of the attack, thereby diverting the intent of the strike, causing it to go off target. Moreover:

Radar Blocks are by nature a Counter Offensive
Radar Blocks create a surprise effect that’s similar to going up stairs, with the thought that there is one more step! The resulting surprise causes a total disruption in thinking.

The strategic intent of the Radar Block, therefore, is to unbalance the adversary, and ready the defender to launch a Counter Attack before the adversary has time to recover.

For more check out: http://web.me.com/simmsalan/Karate_N_Motion_-_Dojo_Daily/Welcome.html
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The Black Belt Student of Martial Arts Mastery is expected to appreciate that each discipline – Blows, Blocks, Joint Locks and Movement, are each a study unto itself. Mastery of any of these four martial studies can easily involve years of focused individual study. Arriving at the Black Belt rank is a measure of learning to execute the basics of each of these disciplines. Alone the way you discover how each study invariably overlaps with principles germane to the other disciplines. In other words, learning Blows – necessitates learning Blocks to defend against Blows. Learning to Lock Joints, necessitates learning how to transition from Blocks & Blows into Joint Locks – and visa versa. And, as for Movement, all interactive competitions involve movement of some kind. I teach Black Belts to appreciate how “Movement,” invariably puts one into position to score. In other words, Movement puts one into position to either execute a blow, or a block, or a joint lock — either from an offensive or defensive perspective. The Black Belt Student is expected to appreciate each application within the context of the associated discipline. Stated another way, technique pre black belt involves how and when to use it. Beyond Black Belt - the focus shifts to “Why” within the context of the application - be it offensive or defensive - or pertain to blows, blocks, joint locks or movement. Think about this.

In terms of nomenclature – various “empty hand” martial forms have defined themselves by the discipline of one or more of the principles of Blows, Blocks, Joint Locks and Movement. For Example: Boxing focuses on Blows and Blocks of the Arms, along with Upper Body Movement and footwork. Jiu Jitsu – is a ancient form of joint locking that is, for all intents and purposes, a non-sport version of Judo or Wrestling (which as spectator events - each have organized point competitions and rules to govern contest). In Jui Jitsu, however, submission and potential broken bones are effected through an assault on the body’s skeletal structure. Jiu Jitsu in modern day Mixed Martial Arts stops short of breaks, to recognize “submission” as the standard of excellence. Blows, Blocks and Movement are inherently a part of the jiu jitsu study.

Karate, Tae Kwon Do, and Kung Fu – involve blows of the hand and foot that use punches, blocks and kicks, and to a lesser degree, include jiu jitsu-like joint locking. Those familiar with Martial Arts styles will appreciate that the differences in the popular forms of Karate - Tae Kwon Do and Kung Fu are primarily in the disciplines of empty hand martial arts, which have been developed in Japan, Korea and China respectively. Other popular cultural derivatives have been adopted as in Brazillian Capoiera – Jiu jitsu, and Kick Boxing as perfected in Tailand. Who can argue with the advancement of empty hand fighting as an art form in the sweet science of Boxing - as perfected in the United States.

It is my goal to prepare the Black Belt student with a foundation in the techniques of each discipline that can serve as a starting point to reference their progress going forward. Technical “Style,” however – as germane to a cultural derivative - is taught from a structural - as opposed to a cultural point of view – (while of course appreciating the cultural derivation). For example – a Boxing Blow – like a Jab - may for all intents and purposes be tactically more effective, in a given situation, then say a classic Karate Blow. Never the less – the martial arts adept should understand that all blows have a structural definition that was initially created based on it’s practical application or “intent.”

Appreciating the “intent” of any weaponry is key to understanding the value of its “tactical application.” The student should be prepared to appreciate this.

This is the first edition of a longer essay on the beginning tenets of a comprehensive Martial Arts Study..

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“Self Defense” is essentially, Knowing what - You can Do – When Faced with a Self Defense Situation.
Because at the end of the day, the more you KNOW about how to handle your own self – in a “Self Defense Situation” – the more you can affect and potentially control the Outcome – of that situation. In fact, I teach: “You don’t Know a Thing About Self Defense – until you know the “Self” that you are trying to defend.”

The Key is in “self awareness.” Why - because To KNOW – or to be aware - is to have Options. To be caught unaware is to be unprepared, reactive, and all too often - predictable. Remember – in virtually every predatory attack, “the success of the predator depends on the predictable reactions of the prey.” The prey that is without options – is predictable! Therefore, from the predator’s point of view, the clear strategy is to position the prey in a way as to limit their options.

SELF DEFENSE KNOW HOW, ends up being the ability to know what to do, when, where, and how, that will give you a strategic advantage over the adversary. Hence the phrase: Knowledge is Power – the power to decide. The power that comes with being prepared - to catch the other guy unprepared - and ends up being the ultimate objective in securing a strategic advantage. This holds true in any of life’s situations, but it’s certainly so in those situations, where one’s “Self,” needs defending.

He who DECIDES can dictate the consequences of a situation. Like a Boss on a Job; or a Parent in charge of a household; or You – in charge of making decisions about Your Own Life. In each situation, with knowledge of what to do, one has the “power of knowledge” to affect the Outcome. That’s Power. For Instance:

Say like you are playing a simple game of basket ball – “B-Ball” – sounds innocent enough! But what if the one who is covering you, can force you change direction – when you don’t want to. And what if the one who is covering you can pressure you with contact – and in doing so force you to pass on shots – or take shots before you’re set and on balance. The person, who’s covering you, can dictate the consequences of your game that day. They can get into your head, with their knowledge - mess up your game! With their KNOWLEDGE, they can affect and consequently control the outcome of the contest.

If you’ve ever played against someone like that – or maybe that someone IS YOU – then You already know what I’m talking about. The point is that with Knowledge you can better Dictate how situations will work out. Now isn’t that the truth?
In a self defense situation you generally have a Predator - the aggressor, the one who’s bringing it…. and you generally have someone whom the predator is bringing it against - the Victim – or in this case, the one we’ll call the Prey.

When you analyze exactly what’s going on – we can break down the Self Defense Situation into 3 Parts:
Stage One is “The Pick!” It’s where the Predator chooses the prey – and the Prey realizes that they’ve been picked! It’s the “Oh ______!” stage. It’s where the Prey is shocked, off balanced, and generally forced into some kind of a reaction.

In fishing, it’s where the fish reacts to being hooked and snaps back against the line – but they’re already hooked! In war, it’s where the patrol realizes that they’ve walked into an ambush – and dart for cover – where by design – there is little cover to be found. In sports it’s the moment when you realize that you have been faked out of your socks! Now, what are you going to do?

Instantly the survival instinct kicks in – you’ve been picked, or caught, or faked out. It is the First Stage of what I call the “Self Defense Situation.” It is also where the Fear of Loss kicks in. The immediate reaction is to find a way out! And that is where we enter into Stage Two. Which is where so many Prey get Stuck! If the prey can not come up with a way out - once the Stage Two trap is sprung - then they lose!

It is in Stage Two that the Prey offers their best effort at resistance. However, that resistance is going to be based on what Knowledge the Prey has to count on in their survival. Survival – other than blind luck – will be based on what they know!

Ask any good sports defender – by the second quarter of a game, they’ll be able to tell you about the “tendencies” of the person they are covering. That’s because people tend to Go with What They Know!

Ask any successful fisherman – they’ll tell you all about the tendencies of their fish Prey. And the same can be said of successful sales people. Having a knowledge of the tendencies, habits, of buyers helps make the sale. In self defense situations, Stage Three is the outcome. And Sensei Alan Says: knowing the behaviors of your target is essential to producing high rates of success.

If you know what to do – then you can do it and thereby affect the ultimate outcome. If you don’t know what to do – then the power remains with the aggressor, who was the one who “Picked The Prey” in the first place.
Don’t forget: “The Predator depends on the predictable responses of the Prey – in order to be successful.”

In reality – the smart predators are doing their homework. They have Knowledge on their Side. Knowledge gives them a predictability of outcome – provided that they do their part .
Victims are most often identified by how they take their own safety for granted.

More to come:

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As the CEO and Chief Shihan of this Martial Arts School - I need to be assured that whom ever is teaching the class will perform the prescribed drill based regimens in a manner that is accountable for a measured level of performance. I, (and the people who Pay For KnM’s Services), need to know that when someone, (particularly other than me, teaches), they can reliably expect that the student will come away with the opportunity to achieve a pre-determined degree of athletic / performance, (i.e., martial art, motor skill capacity building).

That is the expectation for all who come out of basic training in the armed services. And we can all readily recognize that the army competently prepares very “average” clientele.

In other words, I need to know that a particular technique was performed a predetermined number of times - IN CLASS - and under prescribed regimens. And as the specific set of repetitive drills, are administrated over a designated amount of time, the outcome will produce a reliable measurement of achievement. That achievement is designed to affect a broad range of “average” participants. This “process,” or system that we use to inspire learning, must produce an acceptable and quantifiable result.

ON THE OTHER HAND: The formal educational curriculum process. (shown in the next paragraph and offered to me for commparison, as the educational standard), categorizes the “steps” in the learning process - prioritizing them into an Order Of Learning

Main Category: “Standard”
Sub set of Main Category: “Strand”
Specific skill of sub set: “Cumulative Progress Indicator” (CPI)

This approach recognizes the cumulative effect of achieving each step (i.e., 1, 2, 3), while suggesting - but not delineating - the specific drills associated with the phenomena of step by step learning. I would imagine that the delineation comes next. Because it is critical to the credibility of the outcome.

More importantly, *(and why I feel that the effort of Sensei being accountable for written class lesson plans - and instructional objectives - is worth the undertaking), is to provide a “standardization of results,” which heretofore does not exist in Martial Arts Schools.

In fact, I’d venture to say that such a “standardization” is far from successfully practiced in PUBLIC SCHOOLS either - given the broad range of student achievement in various school districts. Nevertheless, the attempt noted above is made on a “theoretical level.”
But in truth:

Theory don’t teach - “teachers who inspire learning,” teach!

In the lesson plans I’ve created for KnM instruction outside of KATA, the focus is on the step by step regimen, (i.e., what people need to do in order to get better - regardless of who is teaching). The approach is based on the assumption that, by following the prescribed repetitious regimen, the student will gain a quantifiable measure of technical, physical capacity. It is conceived in the same manner as is used in training camp in professional athletics. Training Camp is designed to identify individual talents and produce a reliable, and quantifiable result. In the approach:

Learning is not dependent on the quality of the teacher -
but on the quality of the “system!”

At the risk of sounding self serving: I feel the approach at Karate N Motion is verified by the excellent results shown by it’s students. The success of the KnM system is validated by the pedagogy afforded the author / Shihan. And the quality of the results is quantified (step by step) through a training regimen that prescribes a set amount of TIME in which specific SKILLS are repeated. And lest we forget, tested and graded by performance authentication - i.e. the awarding of a higher belt!

I see a direct correlation to the formal educational model, but do appreciate that there is a difference in the way it is communicated and committed to a curriculum.

I base my credibility of the fact that: Our stuff gets results!!!

ANY WAY YOU SHAKE IT! All physical training involves repetition of “physical activity.” That physical activity is measured by some quantifiable ranking / testing system.

I would imagine that Physical Education Teachers - in addition to their close to “pre-med” fundamental baccalaureate education - are taught the structure and practice of drill based physical regimens in the structure of teaching practicum’s where they’re taught how to affect the athletic performance of students in class.

In the Practicum of teaching Martial Arts - I believe that each of the applicable categorical areas - sub categories and skills be taught at EACH LEVEL - beginner, intermediate, & advanced!
The Curriculum’s are designed to be “appreciated” with greater depth of understanding at each level. Repetitious Review enhances appreciation.

The four basic categories of martial arts study: Blows, Blocks, Joint Locks and Movement inherently overlap and require “cross reference” to reinforce their inter related martial context.

There is simply too much detail to cover in one phase - i.e. Beginner, Intermediate, and Advanced..

Once introduced at the beginner level, the student will perform the same proficiencies with greater clarity and degree of difficulty, at the intermediate level and subsequent level of expertise at the advanced level.

“Attitude and Intent” are clearly areas worthy of inclusion as separate functional area of study. The intensity of which is particularly relevant in the Beyond Black Belt - Master’s Curriculum. However the concept of martial techniques having an associated “attitude and intent,” is intended to be introduced at the beginner level, and subsequently reinforced throughout the student’s under black belt curriculum experience.

Functional clarity, however, in terms of the practitioner being able to physically represent the appropriate “attitude and intent of technique” is a particular accountability of the black belt adept.

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i agree with that philosophy for advanced martial artist. but let me ask you a different type of question. what is your view on breathing and spirituality in a dangerous, stressful situation, from a beginner’s standpoint?

Breathing and Spirituality

For the adept the two concepts are part n parcel of the same thing. However, they may be considered very differently by different kinds of people. For this martially focused discussion, we will discuss spirituality as something quite different from religious orientation. Next, we’ll address breathing as a life giving function, akin to the wilful act of expressing life, i.e. being alive!

Did you see the movie Remo Williams? I recommend it as a martial arts reference, on many levels, but specifically as relates to this response. In that movie the chief protagonist - REMO - is being trained by a Korean master assassin - martial artist, (who was actually a Jewish actor by the name of Joel Gray - cause they couldn’t find a Korean to move like that and be able to play the part - (that’s a hoot, huh).

A significant part of REMO’s training had to do with breathing. He’d be required to sit and focus on the act of breathing. The conscious appreciation of the breathing process involved a higher degree of awareness, or so he learned. The effect inevitably becomes akin to what we might describe as being “spiritual.” (By the way, the actor who played REMO was also a student of my Master.)

Mushashi talks about breathing in his Book of Five Rings, referring to so called: “YOGA Breath”. The essence refers to breath that is “consciously” inhaled and exhaled. The intended symbolism has more to do with conscious living - or otherwise stated - not taking or granted the value of breathing as a function of living.

Through training one can learn to appreciate this “value” more. Imagine, the Navy Seals who in 09 rescued the Americans held captive off the coast of Somalia. Those guys had to tread water in the night ocean, for hours, before being given the “go” signal to effect the rescue. The first shots were fired from them while in the water. The act of consciously “Breathing” was most certainly an important aspect of their keeping it together.

In the art of meditation, the subject is advised to empty the mind and concentrate solely on breathing. The intended effect is akin to a sublime arrival at a separate state of reality. Breathing becomes the validating manifestation of life. The ability to focus one’s total attention on this function enables a degree of control — that might be described as a way of controlling, or at least, managing life. That, in and of itself, is a spiritual-like state.

That is also a clue to the answer you seek. Control that which can be controlled. The process becomes a function of focus. Stress can cause a loss of focus. The same can be said of danger induced fear.

However, my Master used to say; “You don’t know anything about control, until you’ve experienced the absence of control. And then, when you get a little bit back,” he said, referring to a bit of the control, “then you can readily tell the difference.”

Let me share with you a story to illustrate how I came to appreciate that truth, as it pertains to breathing in a dangerous or stressful situation.

In my adept training I’d often be put into holds by my Master, to show me various grips and such that pertained to the art of Jiu Jitsu. But these “holds” also would have the effect of cutting off my air flow. I thought I was gonna die, before Master would loosen his grip.

Master would release the hold long enough for me to get about as much air as one would from a swizzle stick - the very smallest of sipping straws. Then he’d cut off the air once again. This would go on for perhaps a third of the class. I considered it to be torture!

Eventually, I learned to stop stressing and slip into a kind of slow metabolic state. In this state I discovered a calm. It was even serene. I found that I could quite simply, exist, for long states, without air.

Later when I became dreadfully ill from a cerebellum bleed - a stroke - I found myself semi-awake lying in my hospital bed one day, and suddenly my breathing stopped. You see, one of the horrible things about that kind of brain injury is that brain cells continue to “stop working - and die” after you’ve been stabilized. You can succumb to body functions just going off line, hours or days even after the stroke. That’s what happened with both recording artist, Luther Vandross and Barry White. They both survived the moment of stroke, to pass some time after.

I figured, shit! So, this is how it’s going to happen! During the next minute or so, as I was literally waiting to die, a thought came to mind, that I’ve come to call, “the little voice.” It said: “Roll Over!”

Now, let me explain: I have had a stroke! I can’t just roll over. It takes effort, and time. I will have to struggle. But, I’m working on NO AIR! And by my recollections, it would take the better part of a minute for me to turn over, with a fair share of effort - if I did have air.

Never the less, the voice in my head sounded remarkably like that of my Master! I figured, I better get moving! And, if I die along the way, it would be better than just letting it happen. So, the struggle begins - without the benefit of air.

A little past half way, and I get a tiny squirt of air, like through a Swizzle Stick! I said - Hey! I know this! Right On, Baby - I live!!!!

My point - breathing can be calming, or alarming. In both cases it is done as a reaction to your emotional state. And, it ends up being a manifestation of how you are managing “your” control of life. While you do not control all the bodily functions that occur in your life, breathing you do. And I discovered, that even without breath - there is much that you can control.

does that help to answer your question?

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