Tuesday, November 27, 2012


 "The system of those sequential relations that any event has to any other, as past, present, or future; indefinite and continuous duration regarded as that in which events succeed or coincide with one another” 
  This is the official definition of timing. When I (we) speak of timing, it's more in relation to when we do what we are doing something. Unfortunately, that can vary greatly. It depends on the need, ability and practicality (of the application). The RyuTe® system tends to (or attempts to) use a kick in conjunction with two hand techniques (be they what-ever).
  This should seem simple enough, but reality often fouls that premiss by interjection of situations that simply don't allow it to happen (sigh...). I have students who are regularly frustrated by the fact that they can't always do all 3 at once. Simultaneous execution of these 3 actions does not require that they all 3 occur at once. It's “nice” when they can, but it is not even a requirement for them to work!
  For myself, I don't necessarily want all 3 to occur at the same time. I've found that a slight delay of the “kick” (say, during a Tuite application), can “load” the (intended) target leg more effectively than if it (the leg) is struck simultaneously with the “grab”. Or, possibly even the reverse (initiating the kick before a “strike”) would apply better (by “activating” a muscle or nerve point) from the reaction (provided) from the kick.
  Techniques are not (necessarily) set in stone (as to their execution). Some are more effective, given certain prerequisite actions, but most are more fluid (in their applicability).
  We tend to train students, to have a “plan”(in their head) before any action has taken place. Then, once any action, has commenced, continue with that action to completion. The purpose of “practice” (per say) is to expose the student to as many variables as is practical.
  Regardless of how many different situations we attempt to plan for, we will never practice “the one” that the student will (possibly) be involved in. It's our hope that with time, and practice, that the student will simply react to the situation, and not be a slave to the individually practiced responses. 
  It's because of this, that when people (be they students, or others) ask me about what if's, or what do you do, when they do “such and such” that my response is usually “I have NO idea”, “do it”, and “let's see”. This annoys some people, and others just look at me, and some (usually students) go ahead and do what-ever. And, we both see (what “I” would do). Now does that mean that's what they will do? (I doubt it). It doesn't even mean that it (what-ever the action that I did) would be the best for them to do
  RyuTe®, is a very individual system, how one responds to any particular set of stimuli will tend to vary (by their own experience/knowledge). Knowing how “I”, would react (at least at that time) may, or may not, provide the questioner with the answer they seek. Can I be “blind-sided”? Of course! (It's up to me to prevent that situation from being able to exist to begin with). But it definitely can happen.
  There is, NO exact “timing” for every technique. Timing, will be dependent upon the individual situation, and the individual technique involved. There ARE, some fairly common timing situations, and we (attempt to) impart them on our students. 
  We have some basic pretenses for certain atemi (body/arm) strikes, and we explain how these are set up (for the most effective results). But, even these can change, as circumstances in any encounter can/will.
  The skill of timing, is really learning to read the opponent. This consists of the ability to recognizing the activation of various points and natural weaknesses in the opponent during (or in reaction to) various motions made by the opponent. This ability (with practice of a variety of techniques) will allow the student to use which ever technique/motion is most effective in the given situation.

Monday, November 26, 2012


  The name of our Dojo/School was originally Kenshukai (Study,Training Place), Taika (later) named it RyuShinKan (Hall of the Heart/Soul of Ryukyu). We simply combined the two, to be RyuShinKan Kenshukai. Our original intent (with even having a Dojo), was to have somewhere to work out/study with other Yudansha. Kyu-ranked students were not our (original) concern. That of course changed over time (with people approaching us to instruct them).   

 Though desiring to train with (mainly) other Yudansha level student's (such as ourselves), we've found that the majority of "Dan-level" students, aren't interested in (at least mutual) study.
 We've maintained an open invitation to our fellow martial artists to mutually share, study and expand our own knowledge and abilities within the art of RyuTe®.
  The most common question asked of us (regarding our classes), is what do we teach to our students? and What do our classes consist of ? Though seeming to be a rather ignorant sounding question, to someone who isn't familiar with what is taught in a (or any) martial arts class, it is a valid one.
  Our primary student instruction, is for training that student in methods of self-protection from various manners of aggression. The majority of those aggression's will be from person's known to the individual/student (this can be confirmed through the government statistic's of assaults/altercations). Because of that fact, our initially instructed techniques will not (necessarily) be fatal (in their intent).
  Though “Life” protection is our main emphasis, the more realistic occurrence (that a student will likely experience) will be a physical altercation between themselves and a known aggressor (for a multitude of possible reasons).
  Only on rare occasion will those situations mandate the necessity of having to more seriously respond to an aggressor. More often, a situation will require that the defender (student) will only need to protect themselves (as well as possibly restrain the aggressor) from any immediate injury.
  To that end, we train our student's to (primarily) protect themselves from injury (from any attempted aggression), then (if necessary) neutralized, and even restrain their aggressor until help can be attained and/or (again) if necessary, to immobilize that aggressor sufficiently to allow the student to escape the situation.
  A high percentage of those defensive situations won't begin with an actual strike. They will often begin with a grab, or a push (in an attempt at moving and/or intimidating the student). In response to these (types of) occurrences, we train our students in Tuite techniques. These are the techniques that were developed by our instructor (Taika Seiyu Oyata) for these types of aggression.
  In addition to the instruction of Tuite techniques, we teach students defensive responses to attempted impact assaults. Unlike many taught systems, the majority of RyuTe® defenses are designed to be ambidextrous in their manner of execution, meaning, regardless of the aggression manor used (ie. Right or Left), the defender will use the same defensive motion to defend against it.
  While learning these defensive responses, student's are also instructed in the traditional forms (Kata). These allow the student to (both) practice the shown techniques (when a training partner isn't available), and to allow the student to continue their own study when not in a class.
  Student's are also instructed in the performance and application through kata for traditional Okinawan weapons. Though offering no (directly) usable application (as having those weapons on one's person would be illegal in most locals), their practice can be correlated to the performance of the taught open-hand techniques.
  Unlike many schools (including other RyuTe® Dojo/Schools), We don't emphasize the practice of “sparring” (at least in the manor commonly understood to be practiced by most schools). Our methods of practice are more akin to the 2 or 3-step methods of technique practice. In our methodology, we only have 1 of the participating student's (commonly) utilize the protective gear (at a time). The particular defense being practiced at the time will determine who (tori or uke) will don the protective equipment.
  This practice is conducted at full speed/power. The initial defensive strikes being practiced (at full speed/power) are commonly being performed upon the uke's arms (and/or those areas that will be covered by protective padding worn by the uke). This will of course vary, as a student's practice needs and requirements change (hopefully improving, LOL). 
  At the mid/higher kyu-ranks, our student's are exposed to basic anatomical knowledge (skeletal, muscular, neural, kinesiological/ROM and Internal Organ familiarity). Our intent is not to create EMT's out of our students (LOL), but to confirm a student's general familiarity with the human anatomy. That knowledge will assist with the students abilities to most effectively apply the various taught techniques. 
  We believe that learning to protect one's self is an admirable pursuit (on it's own), We also feel that a familiarity with the cultural aspects of the art's place of origin is something that should be encouraged (as well as offered, if/when a student expresses an interest).
  While the majority of our student's instruction is centered upon the physical aspects of Life-Protection, at a student's higher levels of instruction (3rd-1st kyu) we include the option of instruction in Oriental Brush Calligraphy (“Shuji/Shodo”). Though (primarily) done for the cultural aspect, a basic knowledge of commonly utilized kanji can prove quite beneficial to a student's advanced study.
  Although not utilizing spoken Japanese (except in very limited amounts) during our classes, we will use some of those terms that are commonly encountered in other people's classes (for the purpose of our student's familiarity with them). Those terms are usually for stances, kata and a few technique names as well as some common (Okinawan/Japanese) terms and sayings.
  The common (total) period of instruction is (approx.) 4-5 years (from new "inexperienced" student, to "Shodan" Yudansha). That time period could of course vary, depending upon an individual student's desire to practice (and/or any previous experience). Our individual classes, are commonly around 2 hrs. in length (how anyone can accomplish anything, in any shorter of a time period is beyond our understanding, LOL).
  We've had some complete their study sooner than the listed 4-5 yrs., and some even having taken longer to complete their training (to the level of Shodan). There is no way to (really) know how long it will take an individual to complete their study (to the level that they consider to be "complete"). I've been studying for 30+ years, and I'm still attempting to increase my own level of understanding, LOL. 
 There are numerous other details that are learned and practiced by our students as well. These include the Atemi and Kyusho aspects of study.  It's these two branches of the striking/manipulation arts of Okinawa that are the RyuTe® claim to fame (being developed by Taika himself).  Though not our main focus of study, they do seem to be the subject of greatest interest (by prospective students). 
 Our instruction of students is based upon the individual's interest. Anything beyond learning the basics of protecting one's self is considered to be "optional" instruction (non-mandatory). Our student's are encouraged to expand their study beyond the basics of self-defense.To qualify as being an "art" form, a practice must consist of more than simplistic motions used to accomplish a task. There has to be a task specific sequence of objectives, that are followed to accomplish that objective (and in a manor that is considered to be acceptable/correct). Our instruction of students (in RyuTe®), is designed to do just that.

Friday, November 23, 2012

Criminal's ≠ Mensa Member's

(Observing, & Accessing the Intelligence level of those who choose to instigate a physical assault)
  It has long been my contention, that the general level of intelligence (or at the very least, “education level”) exampled by the over-all criminal element, is of a lower than normal level. If you have ever been to (meaning “visited/worked”, LOL) at an incarceration facility (“Prison”), you'll quickly come to the understanding that everyone you encounter (mostly the “inmates”) belong there (or at least you quickly understand why they're there). 
  Stated even moreNon-P.C.”, they're not that freaking bright (which will most often explain why they are criminals). Yes, there are exceptions, but those are (very) few, and far between.
  Consider every physical act of aggression that you have ever been (either) involved with, or witness to. If I had any money to do so, I'd bet, that none of them took place because of some intellectual disagreement.
  Physical conflict will only occur when/if the ability to intellectually (and verbally) present/debate one's perspective (either) fails, and/or never existed to begin with.
  Despite what ever reasons are given, the fact is, that “crime” is not the endeavor of an (exceptionally) intelligent person. With very few exceptions, criminally inclined individual's (at least the physically inclined criminal's) are not prone to the extended study of a martial art (too much commitment is required, LOL).
  In addition to having limited intellectual tendency's, criminals certainly don't have the patients to continue study in a (or any) martial art. The practice of “sparring” (as it is commonly being implemented) implies that the opponent will possess (at least) some martial arts knowledge/ability (though through participation in it, numerous violent criminal inclinations can be satisfied, therefor can also attract that element).
 Though claiming to offer practice/experience in the application of the studied technique's, it's only on rare occasions that you would use any of what's practiced in a class (during a "sparring" match). For the average "karate" student, this lack of training, would be a fairly common experience.
 In an actual "self-defense" situation, the majority of those strikes being attempted, will be a “round-house” punch, a “straight” (from the shoulder) punch, and an “upper-cut”. The only kicks that most are likely to encounter (from someone who isn't formally trained) is going to be a front kick, or (some form of) a “round-house” kick (seems that everybody, knows how to perform some manner of a round-house kick, LOL).
  You can easily go on “U-Tube” and watch the “kiddies” play-fight with their ridiculous kung-fu wanna-be reenactments and spinning-kicks. It's readily apparent that these individual's only possess rudimentary abilities.
 What's commonly observed, is untrained amateurs pummeling (at) one another in the usual "Alpha-Dog" (types of) contests. Though usually appearing clumsy, and awkward, (as well as being typical, LOL) this is what a common confrontation resembles.
  Any serious student (with even moderate experience) could handle the majority of the individual's seen on these video's. The most obvious difference seen between the participants, will be the level of commitment that the individuals (usually the "winner") will display.
 Though rarely being of any notable skill-level, the most beneficial part of watching these altercations isn't the abilities of the participants. More notably is the observation of the types of techniques being utilized (straight  and roundhouse punch, 90% of the time). 
 The majority of what will be encountered will be the (classic) "Rabbit-punches" (rapidly repeating punches) though not powerful (individually), these punches can create a cumulatively debilitating effect on the recipient
 Regardless of the skill-level of (either of) the participants, when a solid technique is landed, the effect is usually immediate. This more illustrates the need to connect (with a strike), than distinguishing any superiority of any type/method.  
 The popularity of the more brutal defensive methods has (mostly) been productive (on a popularity basis) for recruiting (even more) violence prone males (to be students). This also fulfills the standard for the lower commitment (lower intelligence) student, who would prefer to beat their way to a confrontation's conclusion.
  As for being considered a "good" choice for defensive purposes, I believe that they are not. My own "standards" (for students) are, that if a 95# female isn't able to make the technique work (on a 200# male), then the technique isn't worth teaching. 
 That standard (alone), means that 95% of the MMA (types of) techniques wouldn't qualify (to be taught in my classes). It also means that the systems that emphasize any manner of brute force tactics (alone) wouldn't either.   

Sunday, November 18, 2012


  Of late, I've been doing a lot of research on what and how (other) systems are teaching their methods and precepts for the training of their students over the performance of applying their manner of grappling/manipulation techniques.
  Though usually calling their techniques (or whatever it is that their doing) “Tuite”, unless those techniques were taught by Taika Oyata, they're not (actual) Tuite (which I have explained elsewhere).
Seeing that we're rewriting our school's Tuite Instruction Manual, I was recently looking-up something on the internet, and came across something similar to our 6 Basic Tuite Principles. I've listed them (theirs) here for comparison purposes, and to be frank, their pretty disappointing.
  In comparison, they have 9, where as we have only 6, (at least for our basic principles). Some of theirs are just ridiculous IMO. They should be considered obvious enough to not be required as being “principles”, much less as the vague concept that their implying (ie. #5, The first half of #6, and #8). They also have a few of them that are simply re-stating the same thing, in different ways? (#2, 3, and 4).
Their “principles” are as follows:
1. Use pressure points, every joint is controlled by at least four points
2. Apply complex torque, move a joint in more than one direction (bend & twist)
3. Utilize two way action (push & pull)
4. Generate confusion, confuse the mind or the joint. Mind-slap, kick, strike before tech. Move   
    joint in several different directions to confuse it before technique.
5. Work against a base, create a base, either you leg, body or hand.
6. Create mechanical advantage, position yourself where you are the strongest and they are the 
     weakest. keep your arms in close to your body.
7. Apply variable pressure, change the frequency of the tension applied to a lock. our body  
    eventually will compensate for the pain. change pressure to prevent that.
8. Stick to opponent, always keep in contact with attacker. sticky hands theory
9. Utilize Redundancy, means to apply several principles at the same time or in rapid succession.
  Their first one (#1), to myself is just stupid. By making this a principle, their implying that one has to learn those (supposed) “4” points (which again, is just stupid), the implication that these “points” even exist, is that someone has to learn them to cause the techniques to work. #7 is the only one that actually makes sense (though we don't include it in ours, because it should already be understood by the student with the learned application of any/all general technique).
  Having actually read the texts that these are based upon, I'm already aware of how incorrect their application methods are (as well as the premiss for their methodology). I've stated before that those texts are used by us, for our students to point-out the things that they're doing wrong in their provided photo's. 
  My associate was even recently contacted by someone who was going to be working in town (K.C.MO.) over the next few month's, and was curious about attending our class. His (main) question was regarding whether we taught these (listed above) “principles”. 
  After informing him that we (or Taika) did not, he replied with “Thanks”,...that's all, just “Thanks”, LOL. I find it incredible to begin with, that anyone follows the idiot that this individual was enamored with, but to pass on acquiring hands-on experience? (because that someone didn't follow the same theory that you had seen,...once before?). 
  When these guy's came out with their “No-touch” knockouts (mid 2000's), I figured everyone would then (have to) realize that they didn't know what they were talking about (except for the loser's that live for the bizarre, LOL). 
  For the most part, they did lose what little credibility that they did have. It seems it's only the real loser's (and of course the Charlatan's that provide these seminars (in stupidity, LOL) that follow what these moron's are preaching. 
  They pretty much amount to anybody that's willing to do anything to get your money, while making themselves out to be something more than what they are (and of course figuring that there are people that will be too ignorant to know better, LOL).
  I do know that if/when comparing what these people are teaching (to ours), they are basing theirs on pseudo-science instead of any real science.

Wednesday, November 14, 2012

Doesn't it bother you?

  I'm aware that the United States doesn't rank that well in the (Global) education department (20-something?). I'm also aware that there seems to be some manner of a conflict being waged against "science" (in general) in various parts of the U.S. as well. I watch the television, and I can tune-in any manor of show that's presenting "ghosts" (and their "hunter's") as if they also really exist. All of that, doesn't mean that "I" should be expected to jump onto this bandwagon of stupidity, and begin teaching that my student's should believe in some manor of made-up nonsense as well.
  I was recently asked what difference it (really) made to me, whether somebody practiced some form of Hokey-Pokey Goggledy Goop, and then proclaimed that it was “the magical mystery martial art” (or used the more common term of "Ki")?
  As long as the (over-all) given instruction actually did provide some level/manner of defensive capabilities, then what difference would the inclusion of any of these taught “accessories” make ? (regardless of how useless and/or untrue they are).
  I believe my biggest problem with it, is the fact that it's a Lie. I tell my students to regularly question everything that I tell and show to them. If/when they aren't convinced that what's being shown to them will work, then they won't be inclined to practice it.
  I have no need to lie to my student's about the effectiveness of the techniques that I teach. What is taught, is based upon recognized science, and physical principles. The inclusion of any manner of mystical nonsense is only being done (by those instructor's that do include it) to make themselves appear to be, or be doing, more than what is actually occurring.
  The desire to have or possess some manner of “powers” beyond the normal physical is more akin to a fantasy obsession, than having any actual use or application. Those systems that tend to emphasize those types of abilities, are (more often than not) fairly limited in their physically instructed abilities.
  Having been around for a few years, I feel completely confident in this evaluation. In the past 30+ years of my practice I have had numerous encounters with individual's who have made claims of some manor of “Ki/Chi” abilities. None have been able to perform anything that I myself wasn't able to reproduce (without making any claims of Ki/Chi use or manipulation abilities).
  I'm also regularly flooded with E-mails that are attempting to imply that these same charlatan's are only using those “terms” for an easily understood reference manor (which I contend is deceptive at it's root, by attempting to use those recognized terms and explanations as if they were legitimate and scientifically recognized as being valid by ANY scientific community, which they are NOT).
  Most commonly, these people utilize someone of sufficient physical size (to begin with) to perform their “examples” (of extra ability). Most often these performances are nothing more than tricks (which can be found on the internet with a simple search for “Examples of Ki/Chi being Fake”). Those who push this nonsense have no Scientific training and/or are in denial of any scientific methodology.
  In regards to the practice of RyuTe®, the association has several individual's/Dojo within that organization who are currently pushing these nonsensical concepts (which is easily confirmed by their Websites and their listed affiliations). They are frauds and charlatan's IMO, and deserve to be ejected from participation within the RyuTe® association (for being such).
  Having listened to member's (attempt) to defend those individual's actions, I have no sympathy for their nonsense and/or deceptions. There are legitimate ways for a school/dojo to make money. Pushing this nonsense only reflects poorly upon the RyuTe® association, and it's image through it's affiliation with those schools.
  I am unable to lie to my student's (merely to pacify somebody's hurt feelings from being kicked-out of an organization). I would rather continue without that association if I were to be forced to decide between allowing this nonsense to be included with what we teach, or not continuing to be a part of that association. 
 If/when any school has to include this manor of ignorance (in an attempt to legitimize itself, or it's actions), the attending student's should vacate immediately (and find themselves a new school/dojo to study at)
  Upon several occasions (over the past year alone), I've had “persons” insinuate threats (upon my person, my family, and my students). All of which, was related to commentary made here, on this blog. Now granted, in every one of those instances, I was neither impressed nor concerned for my own well being by those threats (one needed to only of considered the source of those threats, LOL).
  What I write about, and/or state “here” (upon this blog), are my own opinions. I have been informed, that I should develop humility (regarding my opinion of various subjects, and the individual's which I have wrote about). I disagree. 
 If/when I identify a turd floating in the communal punchbowl, I'm going to not drink from that punchbowl. I will also express that I believe that turd should be removed from the punchbowl (and that the punchbowl should then be sterilized as well, LOL). I believe it to be disingenuous (if not self-centered) to not inform anyone else that there exists a turd in that punchbowl.
 The study of RyuTe® is not based on Pacifism, in numerous instances it would be (more accurately) considered a form of preemptive self-defense. Taika named his art "Life-Protection", that phrase can encompass numerous branches within the instruction of that art.   
  In regards to the ignorance of what is often being taught as fact, and isn't (ie. "TCM"), if someone chooses to waste their time with that drivel, so be it. It should never be taught in any establishment and/or class that includes the instruction of RyuTe®. Anyone who claims to be a student of RyuTe® and/or of Taika, and is teaching that nonsense has never studied with Taika and/or isn't teaching his methodology.      

 While writing this tirade, my associate forwarded me an (inquiry?) E-mail, from someone wanting to know if "we" (I assume RyuTe®) at our Dojo, teach all the TCM nonsense that GD does (this person having recently attended one of that guy's seminars, which I find hard to believe that anyone still attends those, LOL). He stated that he would be working in our area for a few months and was interested in attending our class. Upon my associate replying with "No, Taika did not condone TCM or any of what GD teaches", the individual replied with "thanks"... (we presume he didn't wish to learn what Taika actually did teach, LOL).
 I informed my associate to tell to him to come-by, I'd be happy to show him all the mistakes being made in GD's "book" (about Tuite). We use those book's for our student's to identify the (many) mistakes being performed within each of his examples, LOL. 
 As to the individual's who were kicked-out of this association, and all of those whom have chosen to continue to associate with them, I consider you (all) to be of the same ilk as they (therefor, I have no interest in having any affiliation with you, nor anyone who would be associated with you, or I'm sure, you with myself). I consider each of those individual's to be self-evident hypocrites and charlatan's.