Copyright © IJCMAS ICMAUA. All rights
reserved
# 11. 2011
The international Journal of Combat Martial Arts and Sciences
ICMAUA
Current articles (All rights reserved by authors):
9th MASTER
ZUBAIRI’S TAEKWONDO CUP-2010: Wajid Raza Isfahani (02.2011)
KATA
BUNKAI: THE APPLICATION OF A KATA IN COMBAT: Luis Gustavo Ramirez (03.2011)
ZUBAIRI’S MARTIAL
ARTS CENTRE. (Since 1983). LABOUR DAY TAEKWONDO DEMONSTRATION & COLOUR BELT
PROMOTION CEREMONY. KARACHI-PAKISTAN: Wajid Raza Isfahani (05.2011)
KUKKIWON
PRESIDENT AWARDED CERTIFICATE OF COMMENDATION TO MASTER ZUBAIRI. HE IS NOW A
QUALIFIED INSTRUCTOR: Wajid Raza Isfahani (07.2011)
MARTIAL
ARTS TRAINING AS A METHOD OF MODIFYING ATTITUDES AND BEHAVIOURS IN THE
CLASSROOM: J R Lee-Barron (08.2011)
KOREAN
MARTIAL ART YONG MOO DO LAUNCH IN PAKISTAN: Wajid Raza Isfahani (10.2011)
RENSHIS,
SHIHANS AND HANSHIS (OH MY): Dr. Donn Miskel (12.2011)
EARTHQUAKES
& CACOY DOCE PARES ESKRIMA BELT GRADINGS! : Leigh Jenkins
9th MASTER
ZUBAIRI’S TAEKWONDO CUP-2010
Wajid Raza Isfahani
ZUBAIRI’S MARTIAL ARTS AND
SPORTS FEDERATION-INTERNATIONAL. (The
International Council for Martial Arts cum Sports Learning, Teaching and
Friendship)
Savanna City A-1/512
Gulshan-e-Iqbal 13/D/3 Karachi 75300-PAISTAN.
9th MASTER ZUBAIRI’S
TAEKWONDO CUP-2010
Karachi Cadet School, PECHS,
Karachi. December 20-21, 2010
REPORT December
25, 2010
The Zubairi’s Martial Arts
And Sports Federation-International and Karachi Cadet School in collaboration
with Pakistan Taekwondo Council organize 9 th Master Zubairi’s Taekwondo Cup
2010 under the rules and regulations of World Taekwondo Federation at Karachi
Cadet School Gymnasium on 20th - 21st December 2010. The Prof Dr Rizwan Mustafa
Zubairi attended the event as chief guest while the Mr. Ashfaq Ahmed director
and Mrs. Erum Irfan Principal of KCS were grace the occasion as guest of
honour. Taekwondo Master Instructor Shabbir performs his duties as event
organizing secretary. There are over 400 participants in two day event. Master
Zubairi specially performs Ho Shin Sul Techniques and Poomsae Taebeck.
The event is approved from
“World Organizer of Martial Arts” by Grandmaster M.I.Tianero and “Korean
Martial Arts Instructors Association” by Grandmaster Oh Kum Yul & Richard.
Black Belt fight for Gold Medal
The list of Medal winners
are as under.
Black Belts Man.
1: - 58 Kgs Gold Medal Abid
Alam
2: - 68 Kgs Gold Medal Abdul
Hadi
3: - 80 Kgs Gold Medal Syed
Kashif
4: + 80 Kgs Gold Medal Syed
Rehman
Junior Colour Belts Sparring
Man
1: Fin -45 Kgs Gold:
Waqas Jehanzeb, Silver: M.Mohtasib, Bronze: M.Hussain Shah & M.Ali
2: Fly 45-48 Kgs Gold: Noyan Khalid, Silver: Dawood, Bronze:
Bilal Ahmed & Ashar Javed
3: Bantom 48-51 Kgs Gold:
Ali Muhammad, Silver: Ali Zain, Bronze: Sameer Shahid & Agha Saheer
4: Feather 51-55 Kgs Gold:
Moiz Ahmed, Silver: Talha Shaikh, Bronze: Khizar Shafiq & Awish Sohail
5: Light 55-59 Kgs Gold:
Huzaifa Bin Aftab, Silver:Zain Haider,Bronze:Abdul Basit&Shahzaib Amin
6: Welter 59-63 Kgs Gold:
Abdul Sami, Silver: Shahrukh, Bronze: Zubair Khan & Yashwa
7: Light Middle 63-68 Kgs Gold: Shamir Imran, Silver:
Muhafiz Asif, Bronze: Khizer Qasim & M.Hanif Rana
8: Middle 68-73 Kgs Gold:
Nafees, Silver: Junaid, Bronze: Muneeb & Wasif
9: Light Heavy 73-78 Kgs Gold: Awais Khan, Silver: Fahad
Awan, Bronze: Waqas Khan & Mubashir
Iqbal
10: Heavy +78
Kgs Gold: Hassan Bhutto, Silver: Wajahat
Usman, Bronze: Uzair Malik & Aman Ali
Women
1: Fin -42 Kgs Gold: Anum Asif, Silver: Laiba Moten, Bronze: Kehkashan Awan
2: Fly 42-44
Kgs Gold: Ifrah Arshad, Silver: Alvina
Ashfaq, Bronze: Iffat Jabeen
3: Bantom 44-46
Kgs Gold: Anum Iqbal, Silver: Ayesha
Lakhani, Bronze: Surriya Mateen
4: Feather 46-49
Kgs Gold: Warisha, Silver: Hafsa, Bronze:
Kishwer Naz
5: Light 49-52
Kgs Gold: Arooba, Silver: Eman Arshad,
Bronze: Uzma Naz
6: Welter 52-55
Kgs Gold: Amber Iqbal, Silver: Maria
Punjani, Bronze: Mariyam Latif
7: Light Middle 55-59 Kgs Gold: Mariyam Anis, Silver:
Sitwat Mobeen, Bronze: Naureen Aftab
8: Middle 59-63 Kgs Gold:
Nadia Imam, Silver: Sadia Imam, Bronze: Palwasha Noor
9: Light Heavy 63-68 Kgs Gold: Areesha Aftab, Silver: Lubna Hafeez, Bronze: Naheed Sabir
10: Heavy +68 Kgs Gold:
Mariyam Dosa, Silver: Sharish Akhter, Bronze: Sughra Naik
Poomsae Individual
1 st Junior Taeguek
4 Jang Gold: Shehyar Silver: Mubashir, Bronze: Soman & Hammad
2 nd Junior Taeguek 8 Jang Gold: Umer Farooq Silver:
Zawad, Bronze: Mujtaba & Najam
Master Zubairi performing Hoshinsul Techniques
Poomsae Team
1 st Team Taeguek 4 Jang
Gold:Sajjad, Adeel, Bilal
Silver: Ahmed, Shan-e-Karim,Usman Bronze: Basit Memon, Saif-Ur-Rehman, Muzamil
Poomsae Pair
1 st Pair Taeguek 4 Jang
Gold: Shahzain & Shoaib
Silver: Hammad Ghos & Hammad Khan Bronze: Nabeel Qureshi & Shameer
Ahmed
The Referee and Judge
Master Shabbir, Master Faraz
Jeffery, Master Rehman Shah, Master Wajid Raza, Master Furqan and Master Ahmer
Kamal.
Master Zubairi giving speech at the end
At the end Master Zubairi
paid a very special thanks to Mr. Abdul Hameed (Cadet Training Officer), Mr.
Khalid Marco (Gymnastic Coach) and Jury panel for their contribution and
supporting to the event.
Group Picture with Master Zubairi,Ms Irum ,Abdul Hameed,Khalid Marco
,Officials and winners
KATA BUNKAI: THE
APPLICATION OF A KATA IN COMBAT
Luis Gustavo Ramirez
Costa Rica
"The value of a thing depends on how it deals with mentally and not
the thing itself"
Jigoro Kano
Most martial arts have kata
or forms, this corresponds to choreographic movements that bring together the
various techniques that uses art to be practiced. These forms have 4 key
features:
1. Begin and end with a
courtesy and at the same point or place called embusen.
2. Fits a specific breathing
techniques.
3. Have a maximum point of
tension that goes along with a war cry called Kiai, who gives power and
strength to blow, diversion or blockage, they should be with the full scope of
the objective, what the Japanese call Kime.
4. The various positions
must have balance, balance and consistency, the body must maintain an adequate
level of height and length together with a relaxed and smooth scrolling
Depending on the system to
climb grades or they must comply with a kata or different and each has its own
dignity and difficulty according to student progress.
Now let's analyze what is a
kata in our daily lives. If we analyze the above characteristics: we are born
and die (embusen); breathe to survive, we have difficulties and voltage peaks,
and, throughout life we should be in balance, equilibrium and also have an
adequate level of knowledge and maturity to act.
Nonetheless, as many
practitioners perform a kata without understanding its meaning and order and be
aware of what they're doing, in the world there are also people who live their
lives out of inertia, if you have a purpose, just to be a link chain more
"natural" birth, grow, reproduce and die.
Kata Bunkai speaks to apply
each technique knowing the meaning and being aware that the movement has a
specific and defined purpose, understanding and visualizing the attack an
opponent can apply this technique in a fight or a real life situation.
Thus, for example in the
classical Heian or Pinan katas traditional karate can take the movement of
Jyodan Jyuji Uke (upper block with folded hands) of the fifth kata and use it
to effect or Shionage Ikkyu (first control and tetra lateral projection
Aikido), or continue and Migi Chudan zuki hidari (direct hit from left and
right fist) and counterattack the opponent.
I could go on giving
examples of each movement and its many applications, but my approach is to
introduce you to a point to ponder:
When we read the Bible in
Ephesians 6:14-17 the apostle Paul talks about The Armor of God as we prepare
for a fight, yet even when we dress should be aware that we can be attacked at
any moment I do not know if has happened to you when you think you are calm and
maturity and total time to time deal with a situation bewildering you act
violently, without precision or says and does things he should not have said or
done, then comes repentance and the voice of conscience says you should never
have done so, he has gone? Right, I would say that almost all of us and it is
because even when we learn the word of God, we receive the advice and prepare
ourselves if we are not aware and we are warning an attack can take us
unnoticed.
Kata Bunkai in our daily
lives is to think before they speak, ponder the consequences before making a
decision and be aware of all the people we impact with our way of being and
acting. You see yourself and change the bad, leave the past and start acting
like a warrior, asking God for wisdom (James 4-8) and practicing the word of
God every day, in every movement.
Only through the practice of
good deeds, good performances, speaking in a positive, correct and sweet we can
achieve effective implementation of technology in the battle for victory over
oneself.
It is when we are in times
of crisis we must act calmly, effectively and do not forget the teachings of
our Lord Jesus.
ZUBAIRI’S MARTIAL ARTS CENTRE. (Since 1983)
LABOUR DAY
TAEKWONDO DEMONSTRATION & COLOUR BELT PROMOTION CEREMONY.KARACHI-PAKISTAN
Wajid Raza
Isfahani
The Taekwondo Black belt
demonstration and color Belt Promotion ceremony was conducted on 01st May 2011,
evening at Zubairi’s Martial Arts Centre F.B Area Branch, Karachi, in
conjunction with Pakistan Taekwondo Council Team of Black Belts.
The event was conducted to
celebrate the Labour Day which was witnessed by a large crowd of audience;
Master Zubairi named the event as “Labour Day Taekwondo Demonstration”.
Professor Dr Rizwan Mustafa
Zubairi, 7th Dan Black Belt, the executive member of Pakistan Taekwondo
Federation & Chairman of Sindh Taekwondo Association supervised the event.
Master Zubairi has thrown the importance of Labour Day, sports and the martial
arts in community among nations and us.
The black belts have
demonstrated the techniques of Taekwondo include forms, breaking and self
defense.
The following candidates
were awarded GUP grades in Taekwondo.
1- Tooba Zafar-Green Belt.
2- Syed Hamza Shah -Green Belt.
3- Mohammad Zaid Zubairi-Green Belt.
4- Syeda Aimen Absar-Green Belt.
5- Eisha Zafar-Yellow Belt.
Syeda Aimen Absar was
awarded the best student award certificate while Tooba Zafar received best
technical skills demonstration certificate.
Black belts Wajid Raza,
Furqan and Ahmer Kamal were awarded Labour Day Taekwondo Certificates.
Master Zubairi specially
performed Taekwondo close combat techniques and explained new rules of sparring
by World Taekwondo Federation.
By: Wajid Raza Isfahani
(Secretary General)
KUKKIWON PRESIDENT AWARDED CERTIFICATE OF COMMENDATION
TO MASTER ZUBAIRI.HE IS NOW A QUALIFIED INSTRUCTOR.
Wajid Raza
Isfahani
The World Taekwondo
Headquarter Kukkiwon in Seoul, Korea had conducted the 23rd Taekwondo Foreign
Instructor Training Course in the academy with the enthusiastic participation
of over 144 Taekwondo Masters from 35 different nations. Master Zubairi from
Pakistan was selected as Team leader by all participants.
The 23 rd Taekwondo Foreign
Instructor Training Course 2011 was held from the 11th till 16th of July. The
orientation and opening ceremony was organised in the Taekwondo Academy/Stadium
by Kukkiwon President Kang Won Sik which was followed by a special lecture by
Professor Jin Suk Yang(WTF Secretary General) followed by another one on
Taekwondo Vocabulary/ Basic Motions and movements by Professor Hyung Nam Kwon.
The next day teaching method of Taekwondo was taught by Professor Chun-Taek Son
and a lecture on Pre-hospital management in Taekwondo was given by Prof Jeong
Weon Kim. Then the demonstration theory was shown by Prof Taek Yong Kwak.
Poomsae techniques were
taught to Dan holders by Prof Jae-Yoon Ahn on the third day and Grandmaster
In-Sik Hwang on the fourth and fifth day in the stadium followed by a thorough
explanation of competition rules by Prof Ik Kee-Jeon. The spairring session by
World Taekwondo champion Master Myung Sam Chang.Taekwondo History by Prof Uong
Yong Ha.
Theory and practical
examination were also conducted at the last day of the course by three
Grandmaster of Kukkiwon. Master Zubairi, Oskar Posada Rios, Daniel Kim and
Jae-Hyong Kim were presented the certificate of commendation by Hyun-Duk Oh,
the President of World Taekwondo Academy.Master Rizwan Mustafa Zubairi qualify
the test along with his partners Master Laiq Sultan,Masroor Zaman and Kamran
Zahid Khan.
Master Zubairi gave a
special speech on the graduation day on behalf of the participants from all
over the world. He humbly thanked Daniel Kim from Singapore, Jae-Hyong kim of
Austria and Sungha Jung of Korea for translating all the lectures from Korean
to English and making it easy to understand. A very special thanks to Lee Hyung
Sun , Ko, Kwang Mun and Master Khalil Jabran.
Master Zubairi’s Teacher
Grandmaster Won, Sang Wook 9th Dan Kukkiwon had awarded special trophy to him
due to his voluntary services in Kukkiwon training course.
The Pakistan Taekwondo
Council and Zubairi’s Martial Arts Centre are now registered with Kukkiwon
(World Taekwondo Headquarter) in Kukkiwon Membership System.
Master Wajid Raza Isphani.4
th Dan
Media Secretary (Pakistan
Taekwondo Council)
MARTIAL ARTS TRAINING AS A METHOD OF MODIFYING
ATTITUDES AND BEHAVIOURS IN THE CLASSROOM
Prof. J R
Lee-Barron PhD FIFL
Note: This paper was
originally presented at the IMAS conference in 2009, with the guest of honour
being Lord Smith of Leigh. To see other papers from this event together with a
full programme of the conference, please visit the IMAS website at:
www.instituteofmartialartsandsciences.com
Introduction
Teaching, as we all know, is
not the easiest thing in the world. However, whatever difficulties we might
occasionally experience as martial arts instructors is as nothing when compared
to what some school teachers have to put up with. Being a teacher in a modern
school can be an extremely stressful profession, one that can eventually take it’s toll upon a persons
mental and physical well-being. The attitudes and behaviours encountered by
modern day teachers are often insulting and threatening, with some even
resulting in personal violence. This is largely due to a minority of students
behaving in a completely unacceptable manner towards their teachers,
peer-groups and even the wider local community, due to them having what is
called “Emotional and Behavioural Difficulties” or EBD.
This paper will share some
important observations I have made regarding the positive effect martial arts
training can exert upon “troublesome” or “difficult” children and young people.
It will recount how I noticed that regular training can dramatically increase
not only the health and fitness of pupils, but also boost their levels of
confidence and self esteem, inner discipline, and important social abilities
such as interpersonal skills and teamwork, etc. All of which serves in reducing
some of the more classical traits of EBD.
Naturally, because of these
improvements, they also aided in the students overall academic performance by
instilling a strong sense of self-worth, discipline and respect in the
individual, helping to reduce instances
of disruptive behaviour such as bullying and so aiding teachers in maintaining
control in the classroom during their mainstream schooling.
Background
I have been involved with
the martial arts for over forty years, and education and training for the past thirty.
During that considerable period of time, I have taught all types of things to
all types of people and I still enjoy the tremendous buzz I get whenever I see
my students learning and achieving. I first taught in a Special Educational
Needs setting way back in the early 1980’s when I had the privilege of working
with Students with Learning Disabilities (Autism/Down’s Syndrome) and found the
task to be both challenging and rewarding. I later underwent special training
to become better at what I was doing (yes, for any responsible teacher CPD has
always been there: We didn’t have to wait to be told to update our training and
qualifications. Back then, we just did it!) with the City Literary Institute in
London, and pursued this specialism for several years, both in the UK and
elsewhere.
Then, in 1999, I began
teaching some special classes for children and young people with Emotional and
Behavioural Difficulties. These pupils attended a local special school, and
their PE Teacher had contacted me to see if such a venture might be possible.
Naturally, I jumped at the chance and commenced giving lessons to them very
shortly thereafter.
An eye opening experience
The classes were to take
place at a martial arts club in a town neighbouring their school, his meant
that the pupils would have to be “bussed” in for their training and, on more
than one occasion, the class had to be postponed due to some sort of
disturbance that took place on the minibus during the short trip between their
school and the training venue which was literally only a scant few miles away!
In other words: So frequent and serious was the disruptive behaviour of this
group that, sometimes, they never even
managed to make it to the class!
I also had an interesting
time when they did actually turn up to the venue: I was initially subjected to
an almost constant stream of verbal abuse, had my instructions completely
ignored and, during one seemingly quite subdued training session, wherein I was
lulled into a very false sense of security, one bright young fellow thought he
would take it upon himself to try and set light to the building by making use
of the toilet rolls in the Gents conveniences! So, you can take it from me that
these classes can be extremely eventful, to say the least.
Yet, it must be remembered
that this disruptive (and, at times, even destructive) behaviour is not
deliberately directed at any particular person or object. Rather, it is a
symptom of a deeply troubled human being, an expression of the anguish and
turmoil they feel deep inside of themselves for a whole variety of different
and extremely complex reasons. Therefore, it should be perceived as being a
very loud cry for help and attention. If an instructor wishing to work with
this type of group is unable to accept this, and begins taking the abuse that
will is hurled at them in a personal way, then they will actually end up
playing the students game rather than encouraging them to play theirs.
Consequently, no one will end up getting anywhere.
Be that as it may,
“forewarned is forearmed” as they say and, as I had been informed that this
group was known to consist entirely of pupils with EBD, this is precisely how
I expected them to behave, and had
prepared myself accordingly.
I found that the old,
reliable tools worked best: I completely ignored the negative behaviour (in this sort of situation, you simply must
be prepared to endure a certain amount of abuse and negativity, and allow it to
wash off you like water from a ducks back. It would be very foolish, especially
at the early stages, to challenge and confront every little thing, as you would
end up filling up the whole lesson in this way and nothing concrete or positive
would be achieved) while ensuring that I noticed and praised the positive. Now,
at this early stage, there was precious little “positive”, I can tell you.
Therefore, I had to lower my sites somewhat and become a lot more realistic as
to what could actually be taught, learnt and achieved in these preliminary
sessions.
I made sure I noticed and
praised the very smallest of things: A posture that was sloppy but at least
attempted, a kick that was done badly, but tried, a break-fall that made far
more noise than sense, but was executed on cue, etc. I praised these small
things not just because I wanted to encourage them, but because I had come to
realise that, to them, they were not “small things” at all. Quite the opposite
in fact: They were making a very real effort to listen, observe, imitate, and
practice: To learn, in other words. And this was a very big thing for them to
do.
I also had to be very
careful as to how and when I praised them. Members of this group possess their
own strict sub-culture, wherein the respect of their peers is absolutely
everything. Consequently, getting any sort of praise from any sort of teacher
is not looked upon as being the coolest thing in the world and, if given in too
obvious a way, it can seriously damage their “Street-cred” and even compromise
their position in the pecking order. From a teachers point of view, praise given
at the wrong time and/or in the wrong way can actually end up encouraging
rivalry, jealousy and bullying, and we need to always be mindful of this when
dealing with such groups. A simple nod or a wink in the right place will
normally suffice. It is best to try and completely avoid acknowledging anyone
as a “teachers pet” so don’t over do it.
The same can be said about
the person you use to help you in class: DON’T! Instead, try and use everyone
in the group at different times and for different things (the bow, the warm up,
helping you to demonstrate a technique, etc.) This helps maintain motivation
and enthusiasm while also avoiding causing too much friction amongst the group.
You should also be prepared for a student you choose to help to occasionally decline
your kind offer, in no uncertain terms! If and when this should happen, then
maintain your composure and choose someone else (while keeping your fingers
firmly crossed)
It was by recognising and
appreciating these often extremely tiny positives that could so easily have
gone completely unnoticed, that I gradually began to establish a more positive
rapport with these students. Building upon this smallest of foundations, I
gradually began to notice a slight, almost imperceptible, change in the way
this group behaved.
They began lining up by
themselves, even though they would still fidget, talk and mess around. They
would listen to what I was saying, even if they sometimes looked completely
bored with the whole thing, and started to genuinely make an effort to learn,
remember and practice the techniques, even if they did still swear at each
other (and me) on the odd occasion.
To help this continue in
this trend, I ensured that I never spent too long upon one thing. We would
practice solo kicking and/or striking techniques for about five minutes, then
change to practicing a throwing technique for the next few minutes, then
break-aways, etc.
By the fourth week of
lessons, things had improved so much that I even introduced an element of
weaponry (in the form of foam-rubber safety nunchaku) and this went down very
well indeed.
From that point on, the
group became very self-regulating: They all made an effort to behave, listen
and learn and, if anyone started to get a little too disruptive the rest of the
group would ask them (perhaps not always in the politest of ways) to shut up
and behave. Even more surprisingly, the person would normally just come out
with something like “oh yeah, okay!” whereas, a few weeks earlier, there would
have probably been a physical encounter.
By the end of the term, this
group was finally ready for their grading exam. Despite everyones reservations,
they had managed to modify and regulate their attitudes and behaviour to such
an extent that they had learnt just as much as any of the other mainstream
groups I was teaching of a similar age and ability.
Yes, they were still
hyper-active and, again yes, there was still the occasional lapse in
concentration. The difference was that the students themselves had, by now,
made the conscious decision to not mess about so much and to try to pay
attention when they were shown something. Yes, I had used every trick I knew
(and even learned a few more) to help them reach these conclusions and make
this decision but, in the end, it was their hard work that had finally paid
off.
As we all know: When a
person achieves well in one area, it often has a knock-on effect upon other
areas of their life. And this, according to the feedback I received from this
groups school teachers, proved no exception. I was told that they had become a
lot less disruptive in class, and, while they were still far from what you
might call “perfect”, it was noticed that they seemed to be “trying harder”,
and were achieving more because of this.
Unfortunately, due to both
budget-constraints and the school having to relocate to another building, and
also to certain changes in my own situation, these classes were discontinued
after only a couple of terms. This was disappointing not only for the students
themselves, but also for the fact that any form of serious, localised research
could not be conducted.
The reasons for a young
person developing and demonstrating the symptoms of EBD are both numerous and
complex, and so lay well outside the parameters of this paper. We do, however
know that EBD often manifests itself in Antisocial Behaviour and aggression,
and it is important that any instructor considering such work understand a
little about these.
Recent research into
aggression has managed to identify a variety of traits and indicators. Among
these are the following:
■ Impulsiveness
■ Short attention span
■ Hyperactivity
■ Anxiousness
■ Depression
■ Low levels of confidence and self esteem
■ Troubled relationships with family members
■ Paranoia
Some of the above traits might
well be inherited (nature) while others will be the products of the persons
social environment (nurture). Other important influences could be the type,
frequency and intensity of some form of personal abuse, and the misuse of
certain substances, etc. For example, it has been proved that violence and
cruelty can leave a very real “scar” upon the brain chemistry itself, with the
person typically having quite low levels of serotonin (a neurotransmitter that
inhibits aggression). Therefore, a young person who has (again, for example)
suffered abuse is often very quick to anger.
To help them, teachers need
a patient, respectful appreciation regarding this complex predicament, and to
develop the skills necessary to have a positive impact while at the same time
establishing firm boundaries around aggressive behaviour without the pitfalls
of punishment, shame and humiliation. After all, most of these children will
have been through an extremely hard time, so there is no need for us to add to
their distress any further. We are there to help, not to hinder.
As far as the martial arts
instruction goes: A training environment should be established wherein
opportunities for learning and achievement are provided within a climate of
encouragement and recognition of progress. These young pupils require intense
educational interventions, but any form of improvement should not be expected
to manifest themselves overnight: It has taken a sustained period of time to
cause the young persons behaviour to deteriorate to such an extreme extent, and
it will most probably take an equal amount of time to begin to modify it in a
more positive way. Martial arts can play a vital role in this intervention as
it allows these students to begin expressing themselves in a more positive way through
providing an outlet for their more negative behaviours, channeling their
energies and emotions into something that is enjoyable, meaningful and
worthwhile.
In my own opinion, the study
and practice of the martial arts tends to differ quite dramatically from other
sorts of physical activities in that their influence upon children and young
people with EBD, simply because they are structured in a very different way,
with both short and very long-term targets of achievement already identified
and put in place.
■ respect
■ discipline
■ confidence
■ self esteem
■ interpersonal skills
■ teamwork
■ lengthened attention span
■ acceptance of authority
■ control of stress levels
■ anticipation of next grade
■ eventually achieving the black belt (or equivalent)
In short, it would seem that
they are an absolutely excellent tool for encouraging both cognitive and
behavioural modification.
CONCLUSION
In addition to the above, I
have also taught a variety of special educational needs in mainstream college subjects,
and have taught a martial arts class in a hostel for young ex-offenders
recovering from substance abuse conditions which experiences, if included here,
would mean this becoming a thesis rather than a short research paper.
Therefore, I have chosen to limit myself to the most relevant situation and
experience befitting this conference.
This paper is based upon my
own personal experiences and observations and, as such, must be viewed and
evaluated as being purely anecdotal. While there has been some far more serious
research projects conducted concerning this area, it has been somewhat sporadic
in nature. However, what empirical evidence does exist would seem to serve in
backing up my own opinion: That martial arts are, indeed, a very powerful and important
tool in aiding these youngsters to improve themselves and achieve far more than
they would otherwise.
One thing we do certainly
know is this: Positive interventions at the earliest possible opportunity is
the key to realising good outcomes for children and young people with any kind
of emotional and behavioural difficulties. The government (in the UK at least)
is, at last, beginning to lend more support to the structures that bring
together various agencies such as education, social services and the NHS, etc
in a model of positive intervention, the common goal of which is to help and
support young people. I believe that martial arts training also has a lot to
offer and, in my opinion, should be included as an integral part of this
initiative.
Prof. J R Lee-Barron PhD
FIFL
Jaimie is the founder and
president, Institute of Martial Arts and Sciences, and is the author of the
book “The complete martial arts instructor” Further details of which are
available on this site.
References and Bibliography
Daniels, K. and Thornton,
E.W. (1990) An Analysis of the Relationship Between Hostility and Training in
the Martial Arts. Journal of Sports Sciences 8: 95-101.
Daniels, K. and Thornton, E.
(1992) Length of Training, Hostility and the Martial Arts: A Comparison with
Other Sporting Groups. British Journal of Sports Medicine 26: 118-120.
Fuller, J. R. (1988) Martial
arts and psychological health. British Journal of Medical Psychology, 61,
317-328.
Gleser, J. and Brown, P.
(1988) Judo Principles and Practices: Applications to Conflict-Solving
Strategies in Psychotherapy. American Journal of Psychotherapy 42: 437-447.
Jasnoski, M.L., Corday,
D.S., Houston, B.K., and Osness, W.H. (1987) Modification of Type A Behavior
Through Aerobic Exercise. Motivation and Emotion 11: 1-17.
Jin, P. (1989) Changes in
Heart Rate, Noradrenaline, Cortisol and Mood During Tai Chi. Journal of
Psychosomatic Research 33: 197-206.
Jin, P. (1992) Efficacy of
Tai Chi, Brisk Walking, Meditation, and Reading on Reducing Mental and
Emotional Stress. Journal of Psychosomatic Research 36: 361-370.
Konzak, B. and Boudreau, F.
(1984) Martial arts training and mental health: An exercise in self-help.
Canada’s Mental Health, 32, 2-8.
Leith, L.M. and Taylor, A.H.
(1990) Psychological Aspects of Exercise: A Decade Literature Review. Journal
of Sport Behavior. 13: 219-239.
Parsons, M. (1984)
Psychoanalysis as vocation and martial art. International Review of
Psychoanalysis, 11(4):453-462.
Richman, C. L. and Rehberg,
H. (1986) The development of self-esteem through the martial arts.
International Journal of Sports Psychology, 17(3), 234-239.
Trulson, M. E. (1986)
Martial arts training: a novel ‘cure’ for juvenile delinquency. Human
Relations, 39, 1131-1140.
Reiter, H. (1975) A Note on
the Relationship Between Anxiety and Karate Participation. Mankind Quarterly16:
127-128.
Richman, C.L. and Rehberg,
H. (1986) The Development of Self-Esteem Through the Martial Arts.International
Journal of Sport Psychology 17: 234-239.
Weiser, M., Kutz, I., Kutz,
S.J. and Weiser, D. (1995) Psychotherapeutic Aspects of the Martial
Arts.American Journal of Psychotherapy 49: 118-127.
NOTE: In addition to the
above, I would highly recommend Prof. Edward De Bono’s work to any type of
teacher, particularly “Six Thinking Hats”, which is always readily available in
several formats, both new and used.
KOREAN MARTIAL ART YONG MOO DO LAUNCH IN PAKISTAN
Master Zubairi
The Korean Martial Art
Yongmoodo has been launch in Pakistan by Rizwan Mustafa Zubairi, the certified trainer
and international Master Instructor from World Yongmoodo Federation, Korea.
The first two days
instructor training seminar has been conducted by the President and founder of
Pakistan Yong Moo Do Federation Master Zubairi which comprises of basic Yong
Moo Do techniques including Dan Jun Breathing, locks, swiping and kicking
techniques. The seminar is officially approve and sanctioned from World Yong
Moo Do Federation secretary general Grandmaster Sae Yong Oh.
Master Zubairi informed that
Yong Moo Do is the martial arts of 21 st century and technically this system
met all the requirements of Pakistan Martial Arts Society.
Master Zubairi has inducted
Master Shabbir Hussain and Master Rehman Shah as Vice President in Pakistan
Yong Moo Do Federation.
Over 50 martial artists
include the following black belts has participated during the two-days training
seminar at Karachi Taekwondo Academy from 15 th and 16 th October 2011.
1. Master Shabbir Hussain
2. Master Rehman Shah
3. Sarfaraz Ali
4. Muhammad Shoaib
5. Muhammad Talha
6. Irshad Khan
7. Safdar Ali
8. Abid Alam Siddiqui
9. Abdul Hadi Siddiqui
10. Alamgir Shah
11. Muhammad Shakir
12. Sohail Khan.
13. Muhammad Faizan Khan
14. Muhammad Zubair
Master Zubairi has been in
martial arts for over 30 years and is promoting Korean Martial Arts from
Zubairi’s Martial Arts Centre since 1983 in Pakistan.
Master Wajid Raza Isfahani
Media Secretary.
Pakistan Yongmoodo
Federation (Since 2011)
Zubairi’s Martial Arts Centre
(Since 1983)
RENSHIS, SHIHANS AND HANSHIS (OH MY)
Dr. Donn Miskel,
Judan, Shodai Soke, BLMAA
Sounds a little sarcastic doesn’t it? As well it
should. I’ve become sickened with all the politics and infighting that seems to
plague the martial arts community. Things aren’t quite as bad as they were in
years past but we still have a long way to go to achieve any real unity in the
martial arts world.
I’ve dedicated the major part of my life to the
research, study and teaching of the martial arts. I started my formal training
in 1959 but I actually began instruction two years earlier under a brown belt
judoka who gave informal instruction at one of the Chicago Park District field
house gymnasiums. I was a part of the turbulent era of the martial arts in the
early sixties that culminated with the unfortunate death of Jim Konservic at
the Green Dragon Black Cobra Hall on the
North Side of Chicago. I was a member of the old ‘World Karate Federation’ and
later a member of ‘Count Dante’s’ Black Dragon Fighting Society. It was a wild
and turbulent time in Chicago and karate was a rough and bloody affair in those
days. Training was brutal and grueling but some of the toughest fighters of
that era could be found in those small and dank dojos in Chicago.
I have recently become incensed again by the
backstabbing and back bighting that I’ve become aware of on various blogs,
martial arts discussion boards and websites.
You’d think that grown folk would get a life and find something better
to do. It seems that the only way some people can build themselves up is by
tearing other people down. There’s an old saying; “An empty wagon makes the
most noise”. I’m convinced that many of
these critics of everyone and everything fall into that category.
I have my highest rank in eclectic and
Americanized Asian martial arts. In reality many of those who think that they
are studying a completely traditional art are doing exactly the same thing.
Very few Western instructors teach these arts in a completely traditional
format. The art, no matter how traditional, is filtered through the mind and
personality of the one teaching it. That gives his interpretation of that art a
unique flavor independent of the traditions he may have been thought. As a
disclaimer let me say that I have
instructor rank in several traditional arts. I have trained under a number of
Japanese, Okinawan, Chinese and Filipino masters in my martial arts journey.
While I enjoyed the sense of oriental culture that they offered I found their
instruction no more enlightening than that of their Western counterparts. The
best two instructors that I studied
under were of Irish and African American extraction.
I am of the belief that if a martial art is to be
effective as a combative or self defense tool it has to reflect the demands of
the times and the needs of the practitioner. I love iaido. It’s a beautiful art
and the discipline that it requires does wonders in offering an occasion of
self discovery. Still, it has very little relevance to modern self defense
needs. I still teach defense against sword attack to my advanced students but I
don’t expect them to ever face a katana wielding attacker. Of course, in the
crazy times we live in there’s no guarantee.
I have recently been honored with the rank of
10TH Dan Hanshi through several national and international organizations but I
have better sense than to step into a school in Japan and expect the 9TH Dan
master there to fall down on his knees and kowtow to me. That doesn’t even
happen here, though in my humble opinion… But then, again, that’s neither here
nor there.
Whatever rank I have been granted is recognized
by my peers in the U.S., Europe and Australia. In spite of my fifty plus years
in the arts I may or may not be recognized as a master by organizations in some
Asian countries. That’s probably as it should be because, though many of my
techniques are based on what I’ve garnered from various Asian systems, what I
teach is patently American. It addresses the needs and the physical and mental
attributes of occidentals.
I teach enough kata to claim some connection to
my classical martial arts heritage but what I expect my student to garner from
them and how they are approached is uniquely American. I no longer teach the
classical systems, not because I don’t appreciate them but because they don’t
suit the needs of the type of student that I teach. Before leaving Chicago most
of my students were involved in law enforcement, security, mental health or
other such high risk occupations. They wanted to learn how to defend themselves
or how to respond in a combative situation. Because of this my training
regiment consists primarily of kyohan (basics) waza (short fighting forms), and
ippon and nippon kumite (one and two step
sparring). I leave jiyu kumite and randori (competition sparring) for the
sporting crowd. Nothing wrong with competition. It just isn’t my point of
emphasis.
I respect every master of every classical martial
art that exists. I admire their fidelity and their dedication to their master,
their predecessors and their system. I feel the same way toward the original
systems that I trained in, their founders, present masters and sensei. I just
don’t teach what or the way I was taught The classical systems serve a purpose
and fill an important niche. I don’t
expect them to adhere to my ideas or philosophies, nor do I criticize what they
do or how they do it. If it works for them and fulfils their needs it has
served its purpose.
I don’t seek recognition from systems,
organizations or masters outside of my circle of peers. The masters and
instructors I associate with share a similar philosophy and follow a common
path. I only ask for the same respect from these classical stylists that I show
them. I don’t require their approval of what I do.
There was a time when I would challenge others
who questioned my integrity or my ability. More often than not I left them
broken and bleeding but unconvinced. Fortunately I’ve grown up and I understand
that beating the snot out of someone doesn’t educate them and it certainly
doesn’t change their direction. They will continue to do what they do and think
what they think even if they do it battered and bruised.
I have read in several blogs where people were
slandering the knowledge, integrity, ability and honor of people that they have
never met and don’t even know. As a minister I am discouraged from using
graphic language so it would be difficult for me to adequately articulate my opinions of such individuals.
Also, since I have learned that it isn’t expedient to give people of that ilk
badly needed attitude adjustments I just shake my head and go about my
business. You can lead a horse to water but you can’t hold his head under until
he drowns. And I quote.
I know and associate myself with some rather
controversial martial artists. I have seen them being criticized and slandered
by people who couldn’t stand in their shadows. They have never seen them fight and they have never crossed swords with
them ( which probably explains why they are still capable of running off at the
mouth). I have seen some of these
individuals fight. Most of them are exactly what they claim to be. They are
exemplary fighters and teachers. What more is a martial artist required to be
before he is recognized by the status quo?
During the sixties and seventies Chicago and much
of the rest of the Midwest was ostracized and basically ignored by the martial
arts media and the rest of the martial arts community. This, in spite of the
fact that Chicago had some of the toughest fighters in nation. Some things went
on that were less than acceptable amongst some of the teachers and
practitioners in Chicago but the entire city was black balled for the actions
of a few. Unfortunately this type of trend still continues. Politics and
martial arts snobbery still abounds. This shouldn’t be so.
The martial arts should be a brotherhood. There is too much contention between systems,
organizations and styles. People with different philosophies or who train in
different ways for different reasons are criticized. No one has a monopoly on
the martial arts. A person has the right to train in whatever style or system
he wants. Who he trains under or who his style was initiated by does not
determine how effective that person or his style is. Being old doesn’t make
something more effective and just because something has been done the same way
for a lot of years doesn’t make it practical.
Many systems were designed to address the needs
of the time. The techniques that they used reflected this. The hands were
abused and heavily conditioned because they were used against people wearing
armor. Flying kicks came about to address enemy on horseback. Does that mean
that we should practice these same techniques today? That depends on the
individual. Conditioned hands come in real handy for tamashiwari (breaking)
demonstrations but they don’t necessarily make a person a better fighter. A
karateka or taekwondo stylist may be able to leap up and kick the ceiling but
that doesn’t mean he’ll be effective against a knife wielding aggressor. I’ve
known individuals who could break stacks of bricks, fly through the air like a
leaping cougar and lift massive amounts of weights but who couldn’t fight their
way through a handful of kindergarteners.
As I’ve gotten older I’ve had younger martial
artists want to test their abilities against me. Many of them have never been
in combat and they’ve never had to fight for their lives in brutal city
streets. Everything they know about fighting they learned in the dojo. At sixty
two years of age and with injuries that have resulted in several debilitating
surgeries I’d still wager that I could knock their hats around backward. But
that isn’t what the martial arts is about and it certainly isn’t what I train
for. They want to spar with me to see if the art I teach is effective.
Considering that much of what I teach is designed to disable, incapacitate and
even cripple or kill, I don’t think that there is a way to satisfy their
requests without someone being seriously hurt. They have yet to come up with a
sport that advocates competition eye gouging and such like. Some arts don’t lend themselves well to
competition. When soldiers are training for combat or police officers are
preparing themselves to survive on the streets I don’t think that competition
is one of their primary concerns. Competition won’t prepare them for survival
for a life and death situation.
Lastly, I would like to talk about what
constitutes a master. By the time a person has stayed with the martial arts
long enough to really become a master he is up in age. There are no twenty year
old martial arts masters. That isn’t to say that a twenty year old can’t be an
excellent martial artist. Some are but they aren’t masters. Mastery takes time.
Contrary to what those old martial arts movies may lead you to believe there
are no seventy year old martial arts masters going toe to toe with twenty five
year old fighting champions. That only happens in the movies. I’m too old to
fight in a tournament, even if I wanted to. That doesn’t mean that I can’t
defend myself. I can’t fight a twelve rounder but I can give you pure hell for
three or four minutes. Considering what I would feel that I had to do to defend
myself against a younger opponent, the fight wouldn’t be pretty. If I had my
way it wouldn’t even be a fight. A fight requires give and take. At my age I’m
willing to give bit I don’t plan on taking much in the way of abuse. That means
that, with my limited choices, my response would have to be violent, vicious
and deadly. Such a scenario wouldn’t be good for anyone involved.
Considering that most masters are getting up in
years and can’t or won’t try to compete with the younger fighter it stands to
reason that he is a master because of what he knows not because of what he can
do. If you have the fortune to train with and learn from such an individual
you’re trying to tap into the knowledge that he has. If you came to engage him in ritualistic
combat or try him out to see what he knows you came to the wrong place for the
wrong reason.
A case in point. When Mohammed Ali came to Angelo
Dundee he didn’t ask him to spar with him. Dundee was too old to be trying to
fight a young contender who was still in his prime. That didn’t mean that he
didn’t have anything to offer Ali. On the contrar., Mohammed Ali was, in
affect, sitting at the feet of a master. He came to him to learn what he had to
teach him not to test his fighting prowess. Mohammed Ali became the world heavy
weight champion and Angelo Dundee was an aging trainer. So I ask you; who was the student and who was
the master? (You should have known that there’d be a test) If you said Ali I’m
sitting here risking carpal tunnel syndrome for nothing and you’re educationally
challenged.
There are teachers, sensei and masters out there
in every shape size and variety. They teach some of anything and everything an
aspiring martial artists might want to know. Because he doesn’t have an
oriental cast to his eyes or have a Japanese, Korean or Chinese name doesn’t
put his claim to the title of Renshi, Shihan, Hanshi, Sensei, Sifu, Guru or
Maestro in question. If he teaches what you need well and effectively and he is
able to back up his claims what do you care who he is sanctioned by? If a person offers you a million dollars are
you going to check his pedigree to see if his fortune consists of ‘old money’?
If you do you’re an idiot. If it spends it spends. By the same token, if his
system works it works. He doesn’t have to claim lineage to some sage sitting on
a mountain top in Tibet to be a viable martial artist, an excellent teacher or
a martial arts master. Being a master has less to do with who you claim lineage
to than with your own personal knowledge and experience. A master is a master
because of what he knows not who he knows. If you want to be able to name drop
pursue your journey with someone who offers you that opportunity. On the other
hand if you want to learn an effective martial art or fighting system, find the
teacher who offers what you need and follow him. In the end a title is just
that, a title. The bottom line is does he have what you need and is he willing
to offer it to you. If you find that individual, you’ve found your master.
Follow him. Who knows? You might actually learn something.
God bless you, my brethren. Train hard and go
with God.
EARTHQUAKES & CACOY DOCE PARES ESKRIMA BELT GRADINGS!
Leigh Jenkins
Enough has been written about
all of the devastating earthquakes that
have taken our once beautiful city of Christchurch by surprise.
And everyone has witnessed the
incredible effects it’s had on our city’s infrastructure, business, families
and on all of our friends as well.
Because now all of these really
terrible earthquakes, tremors, and nasty conditions have destroyed the
buildings that used to house some truly fine martial art clubs in the city,
including our wonderful martial arts school too.
My occupation as a
Detective in the Police Force of New Zealand has placed me in the privileged
position of being a front line responder to the damaged sites in the city, and
this was immediately after all of the earthquakes.
So my hobby as a martial arts
instructor has allowed me to truly observe and understand the true
resilient human condition and attitude
in mid crisis.
When the quake hit, I watched
as the students of our club made enquiries into the welfare of all their loved
ones and friends, then assessed the damage done to their homes, and somehow try
to then sought to establish if they still had a job or not.
After the initial shock of
everything, the student’s concentration then turned to getting our martial arts
school club back on its feet. Despite
the circumstances, all of them expressed a really strong desire and need to
return to some sense of normality in their life, something with a familiar
routine again.
There was overwhelming support
to get classes back up and running again at our school, and this was only just
some three weeks after February’s disaster quakes, then we opened our doors
once more for the students to come and train.
When practicing the Eskrima,
there is not much opportunity to allow your locked in concentration to stray,
and so the regular practice at our school proved to be a welcome time out from
the quakes.
And then my Cacoy
Doce Pares Eskrima Instructor, Grandmaster Vincent Palumbo of Adelaide in South
Australia, was in constant contact with me, because he was so very concerned
for the wellbeing of our Eskrima students at my school.
All of the students were
practicing really well, and so I then decided to invite GMV to attend our club
so as to conduct a seminar and grading for my enthusiastic Eskrima
students.
I knew that GMV had the ability
to dramatically raise the spirits, confidence, and energy levels of all these
eskrima students who train at my martial arts club, because he is a realist,
and he’s so approachable to anyone.
Even though Christchurch was
still being hammered by many of the aftershocks, and a real lot of the really
negative publicity in the news, so all this combined with GMV’s friends in
Australia calling him nuts, as all of them tried their best to talk him out of
going to Christchurch, he still agreed to come and do a seminar and grading
here for our students.
Then I was truly humbled to
watch the effort put in by the students during the build-up to the
Grandmaster’s visit, even despite some of the extremely personal circumstances
that the students found themselves in.
So then it was on that Friday
11th of November 2011, Grandmaster Vince Palumbo came and conducted
a 4 hour seminar. He first started with
some of the more familiar basic drills, and he built them up into the
comprehensive and effective drills with disarms, locks, throws and sparring
routines.
As I first predicted, and as
always, I just watched with a big smile on my face as the my student’s spirits,
confidence, energy levels, and skills excelled in the presence of GMV.
Then on Saturday 12th
of November 2011, we practiced and graded for 8 hours, so it was a very busy
day, and all students were successful in achieving their promotion.
At the commencement of the
seminar weekend, there was Dr Kyle McWilliams who’s also the only student to
have been graded for black belt in New Zealand, but by the end of that weekend,
it was Miss Nadine Maynard’s turn to under go a gruelling examination for black
belt in Cacoy Doce Pares Eskrima.
She has definitely earned this
rite because over the years she’s consistantly been one of New Zealand Cacoy
Doce Pares Eskrima Club’s outstanding performers, and so then she became the
other only student to grade and achieve the prestigious rank of Eskrima Black
Belt - so it was well earned by her, and
it was truly deserved too.
Students graded to 1st
Class Brown Belt:
·
Patrick Flaherty
·
Daniel Bowden
Students graded to 2nd
Class Brown Belt:
·
Tic H’sia How
·
Nick Tan
·
Rao Fu
·
Daniel Mowatt-Gardiner
·
Timothy Clark
·
Patrick Durney
Students
graded to 3rd Class Brown Belt:
·
Robyn Tan
·
·
Jasmine Ting
·
Ryo Yamamura
·
Tom Aspinwall
·
Andrew Schriffer
·
Astrid Mueller
·
Elliot Hill
All members of New Zealand
Cacoy Doce Pares Eskrima Club wish to thank Grandmaster Vincent Palumbo for his
time and efforts spent with us here in Christchurch, and an even bigger
thankyou to his lovely wife and daughter for just agreeing to let him come
across to our shaky city.
Salamat to you GMV.
By Master Leigh Jenkins of the
New Zealand Cacoy Doce Pares Eskrima Club.