What Determines Your Training Priority's?

 I was recently having a conversation with another student/training partner of mine (in Oyata's methodology), and the discussion turned to what (or which) kinds of techniques would be the most productive for a student to train with/for.
 Seeing that our main concern, is Self/Life-Protection, it should seem obvious that techniques that deal with the most commonly occurring aggression types/methods would be the most beneficial/productive (for training purposes). 
  Not being that difficult to figure out (between personal experience, testimonials and a plethora of video available on the internet), once the verbal sex has escalated to the physical level, the most common (initial) aggression is (either) the "face" punch, or the "shoulder" shove. Either of which could be utilized as a stepping stone to further escalation by that aggressor. What occurs after one of these initial actions can vary greatly (depending upon the social situation, environmental conditions, etc.). If the initial verbal confrontation didn't previously "alert" the defender to the impending situation to begin with, then that individual's defensive abilities were (already) lacking.
  Our (training) concerns are commonly in response to those "initial" aggressive actions (the "face" punch and the "shoulder shove/grab"). Everything else that is trained for, are in response to the numerous random occurrences following those initial actions (and of course, the more casual/common less threatening aggressions, ie. wrist/arm grabs and such).
  There are "other" equally threatening actions that could be addressed as well (and should be trained for by the student to respond to also), but these (2) are the most commonly encountered (initial) aggressive actions/methods.
  These aren't just "our" opinions about what is common, but are bared out by recorded police records of (at least "reported") assaults. There would be little point to practicing for the types of assaults that didn't even occur (i.e. "sparring" types of situations)
 We attempt to train our students to use defensive motions that will function equally well for multiple manners of (initial) strikes. Though impossible to "know" what an aggressor will utilize, it is possible to prepare for a limited number of the most commonly used methods of opening attack methods/manners.
 In that regard, we initially attempt to train students in techniques/motions that have the potential to respond to multiple variants of these methods of aggression (using the same initial defensive motions).
 From researching the available records (as well as from personal experience), the most common opening aggressive action is (some manner of) a strike to the face/head (of the defender/tori). 
 The second most popular is the "chest-shove/push". Though possible, it is extremely rare for an aggression to begin with a "kick" (kicks are more likely to occur in the midst of an altercation, usually when some opening for one occurs and/or as a means of desperation). 
 In addition to those defensive hand/arm motions, we emphasize (overall) defensive body positioning. In our training methodology, we tend to position ourselves closer to our opponents than the majority of other systems train to do. This is done for several reasons.
 By being closer (on average, under 3 feet away), we limit the practicality of an opponent attempting a kick. Positioning ourselves close to an aggressor also tends to make them uncomfortable as well.
 The common hand/arm strike, requires an amount of distance to create (effective) momentum before it impacts your head. By being closer, this mandates the aggressor to create sufficient space to do so (before attempting that strike to your head).
 This is most commonly done by (either) pushing you rearward (to create that "space") with their non-striking hand, or by backing-up (themselves), usually by taking rearward step (while they wind-up their striking hand). 
  Either situation will create numerous options (for the defender) to preemptively neutralize that aggressors ability to continue (their) possible capabilities. It is those options that we train our students to perform.