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