Sunday, April 16, 2017
The Anomaly Fallacy : (the “Great Excuse”)
Personally, I thought the “Anomaly” fallacy had been (finally!) dismissed as being untrue (or at least “inaccurate”). This fallacy was commonly associated with a person's ability to perform a “Tuite” technique upon certain individual's (the so-called “Anomaly”). This was commonly demonstrated by various (popular) “instructors”, by exampling particular individual's (that they provided). They would perform (at least “their” version of) a “Tuite” technique upon an individual, and “show” that the technique couldn't/wouldn't work upon that individual.
It was never even suggested that the individual (performing the technique) was (simply) unable to perform the technique (correctly) upon that individual, it was “always” that the person was one of the (implied) “anomalies” and that the technique couldn't/wouldn't work on them. The person (who couldn't perform the technique) would then claim that a certain percentage of the population (which varied, depending upon the person providing the claim) couldn't have those techniques performed upon them.
Though not necessarily being an untrue claim, the percentage provided was (as the percentage provided was commonly between 30-40%) definitely inaccurate. To compound the person's ignorance (of “Tuite”), the person would commonly claim that more “power” would be required to cause the technique to function.
Though being sure that there are people who may be resistant to those manner of techniques, the claim that the number is of the quantity claimed is ridiculous. It (more often) only requires that the technique be done correctly (which in every example I have witnessed, it wasn't). I have been teaching this art for over 40 years. I've performed these techniques upon (literally) hundreds of individual's. I have yet, to of encountered one of those “anomaly's” (yet, these individual's claim that they encounter one or two at every seminar???). There do exist individual's who are difficult (meaning that the technique must be performed exactly correct to elicit the desired response) but we have encountered NONE for whom the techniques could not be achieved.
Obviously it's easier to make the claim that there are “anomaly's” out there, and whatever it is that they are teaching, won't work on them. That would infer a lack of knowledge/ability upon the person attempting the technique (something that these individual's would never admit to).
Oyata taught that Tuite required (correct) technique. The size and/or strength (of either the tori or uke) was irrelevant. This means that the smallest student, should be able to utilize the technique upon the largest/strongest student, and achieve the desired result. The fact that an individual has a high pain threshold, or is extremely flexible, makes NO difference for achieving the desired result. Using the “anomaly” excuse, should only be a sign that the individual doesn't (completely/correctly) understand the techniques application.
Obviously “strikes” used in conjunction with a techniques application will (often) make that technique easier to apply/make function (mostly by through being a distraction). That shouldn't imply that doing so is a requirement for it's functionality. Slow Practice of the instructed Tuite motions should be done to understand how/why they do or don't work (for the individual). The addition of superlative strikes (whether hand or foot) are (almost) always included in actual defensive situations.
Seminars (in general) do not allow one to learn/practice a newly shown technique (Tuite, in particular). There is insufficient time to do so. These types of techniques require months (of practice) to perfect (or even become somewhat competent with). Seminars are intended to elicit interest in further instruction (commonly by the presenter of the seminar). They should not be considered (serious) “Training” sessions. Nor should one believe that they are (completely) competent in a techniques application after having (only) learned a technique at/during their attendance at a seminar.