For
the student of defensive tactics, acquiring usable knowledge about
the location, and the
manner of using the
locations of weak
points (commonly referred to as Kyusho and/or Atemi points)
has historically been difficult.
Though many claim to
teach such locations, they often prove to be previously recognized
and/or invalid
locations (for numerous reasons).
This
isn't to disparage (all of) those shown/taught locations, only
that they aren't necessarily unknown by
the student. Many of those shown are commonly realized by
anyone who has ever banged their arm/leg and experienced the
accompanying pain from doing so. The type of points that we are
attempting to teach to student's, are those that are not generally
known/realized and utilized in one's Life Protection methods. Aside
from (only) causing/creating a pain reaction, these locations
can/will often cause specific physical responses (that can then be
utilized against an aggressor).
Simply
stating locations and providing the direction of those
points utilization would not provide student's with the
ability to utilize what is being shown. To be able to fully
incorporate these locations into one's defensive repertoire, there
are additional factors that need to be understood by the
student. Those factors begin with the following subjects:
Understanding
the “Finger Pressure” Example
Cross-Crawl
Theory
Limbs
Range-of-Motion
Nerve
paths/locations throughout the human body
Muscle
Locations and functions
Recognition of the natural motions made in response to
stimuli.
The “Finger Pressure”
Example
The
student's study begins with the “Finger Pressure” Example. This
example has the student extend their arm with the hand formed into a
fist, to the front of their body. Another person, then applies light
pressure to one of the 5 available sides (top, bottom, front and
either side). As this pressure is applied, the recipient should make
note of the reactions created upon the rest of their body. In
addition to the muscular responses created on the arm itself, there
will be additional responses in the legs and body as well as upon the
opposite arm.
Depending upon the side of the hand being pressured,
those reactions will vary upon the positioning of the other limbs. By
becoming aware of these additional reactions, the student can
begin to understand the purpose of additional motions that are taught
during the instruction of various applications, though they do not
(directly) cause/create pain or any noticeable responses, they
are an important piece of the applications (and become extremely
relevant in regards to kyusho/atemi application).
The “Cross-Crawl”
Theory
This
theory is based upon the body's natural counter-balancing actions.
The most obvious example of this is the motions made when someone is
walking. The person's arms motion forward and back as their legs
alternate forward and back. These motions are done in opposite
alternating moves. As the person's right leg moves forward,
their left arm moves forward, as their left leg moves
forward, the right arm motions forward.
This
alternation is done to maintain a balanced and erect posture.
Maintaining an erect posture is one of the most prominent traits that
people will naturally attempt to maintain. This alternating action is
part of the contra-lateral controlling traits of the brain.
On
the basic level, the right side of the brain controls the left
side of the body, and vise-verse. This interactive connection extends
further, in that motions and reactions made by or upon the right arm
are (indirectly) correlated to the left leg, as the left arm is
similarly associated to the right leg. This essentially translates as
when either arm/leg is struck, the contra-lateral limb will
sustain an near-equivalent reaction as well. There is a
corresponding lateral response
as well, when a limb (arm or leg) is struck. That doesn't mean
injury, only response.
Limbs Range-of-Motion
Knowledge
of the bodies natural range-of-motion (ROM) assists the
student in understanding the natural weaknesses of the limbs.
Nerve paths/locations
throughout the human body
Knowing
the locations of nerves that are susceptible to external manipulation
will assist the student in exploiting those weaknesses, in either
strikes and/or when manipulating associated limb motion.
Muscle Locations and
functions
Having
knowledge of the individual muscle's locations, points of attachment
(tendons) and function will assist the student in knowing the
weaknesses of those muscle's (and their associated limb function).
Recognition of the
natural motions made in response to stimuli.
Recognizing
and knowing the natural motions (including reflexes) made in response
to occurring events, will assist the student in knowing what can
generally be expected to result from their own applied action.
The
described areas of study, are intended to assist the student in the
utilization and discovery of known and (previously) unknown
atemi/kyusho point locations. We provide a number of these locations
for the student's initial knowledge. These introductory locations are
intended to provide the student with applicable points to utilize,
and become familiar with these types of striking/manipulation points
and locations.
The
greatest misconception about these points, is that it is commonly
(and mistakenly) believed that ALL points cause/create pain.
It needs to be understood, that Kyusho means vital point. There's
no implication
of Pain being made by this designation. Many of these points are only
applicable in certain (often positional)
situations.
Taika
has stated that kyusho
points, have the potential
to cause serious injury with their use. Atemi
points, include almost any physical action done to aid the user in
protecting themselves, including distractions.
This makes it difficult to specifically identify any point as being
one or the other (or even both,
depending upon the purpose
for their being utilized).
That
being stated, many of these points can cause serious injury
when used in conjunction with certain motions/techniques. Knowledge
of these points, is used in unison with the student's (already)
practiced techniques. This could be Tuite (The
grappling/manipulation), Atemi (strikes) and/or in
combinations thereof.
The
use of many of these points is additionally dependent upon the
direction of the recipient’s (uke's) movement, supplemental to the
direction of the tori's motion.
Simply listing these subjects (as done here) is hardly an instructional method. It's only an informational statement. Student's are required to familiarize themselves (through provided materials and class experience) with each of them for rank advancement.
For many, this would go against the "poke this spot" mentality of instruction (oh well). I suppose there are situations where that would be sufficient, but for our classes, we strive for a little more cerebral ability from our student's.
For many, this would go against the "poke this spot" mentality of instruction (oh well). I suppose there are situations where that would be sufficient, but for our classes, we strive for a little more cerebral ability from our student's.
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