Tuesday, May 16, 2017
I am occasionally queried in regards to the video series that Oyata released in the early 90's. Mainly in regard to how the kata are (now) being taught (in comparison to those videos). There is a number of things that need to be understood in regards to those videos. At the time of their release, Oyata was in the midst of converting to teaching his system of RyuTe. What he was teaching was no longer (purely) “Ryukyu Kenpo” and he wanted to emphasize that distinction. Those video's did not clarify those differences.
What was shown on those videos, was (more accurately) “Ryukyu Kenpo”. The manor that he (later) wanted the kata to be practiced included (numerous) changes that (in his mind) clarified many of the kata motions bunkai. Those motion's changes included many of the differences in how he wanted the motions to be performed, so as to emphasize the fundamentals that he felt were applicable to what he was teaching. He stated that we (his students) hadn't been seeing those motions (on our own, without his guidance).
By changing the name of what he was teaching, his goal was to stop students from referencing “old/other” examples (which he stated were “inaccurate” for what he was then teaching).
Oyata stated that those additions were always present in the kata motions and that (prior) instructor's had not corrected them (within their students performance of those motions). He additionally stated that some instructor's had performed the motions/positions incorrectly (or more precisely, inaccurately). In the case of one (famous) instructor/master, that person had an (anatomical) “defect”(?) that didn't allow him to perform a “horse stance” (correctly). That instructor was (naturally) “splay-foot” (he was unable to turn his feet inward/towards one another). By (his) example, this anomaly was passed on to the manor his student's performed the stance, and became “canon” for the system he taught.
To that end, Oyata rarely used himself as being an “example”. He would often demonstrate (how “he” performed a motion), but would commonly (only) correct specific inconsistency's in how a student would perform that same motion. Oyata understood that each student would motion (slightly) differently. Those differences wouldn't change the principles of the motion being performed, though how the motion looked may vary (slightly).
My (personal) belief is that this was why he didn't want to do the videos (to begin with). He didn't want students to consider “his” performance (of the illustrated motions and kata) to be considered the only (or final) correct example (as was exampled through his continued modifications to those kata). Doing so would additionally restrict/limit the student's inclination to continue improving what was being taught.
Oyata considered the videos as being “promotional” (advertisements?) for prospective students (NOT as training references). They exampled numerous “popular” applications (bunkai) for the kata motions, though “skipped” twice as many of the basic (bunkai) motion examples. The videos additionally fail to demonstrate any of the instructed principles that permeated his system of Life Protection (though several “basic” concepts are mentioned in the included audio).
It should be notated that the majority (if not all) of the individual's that appear in those videos (in the role of “uke”) were ejected, or quit soon after the release of those videos (mid “90's”). That's not to say those persons had no talent or had no “skills”, only that they were not present for the numerous changes and additions that Oyata made in regards to how he wanted his methodology to be taught.
Those changes were the reason why Oyata didn't want those tapes to be used as “reference” (for his students). They were intended as “student recruitment” videos, not for (present) student training or reference. What was taught during the “Ryukyu Kenpo” years was legitimate, but it was (very) different from what (and how) he taught that information (until his death 15+ years later).
Wednesday, May 10, 2017
The majority of striking methods used in the commonly taught styles of “martial arts” (regardless of the method taught), are based upon the amount of force used to deliver them. There are 4 factors involved with that delivery, mass, speed and momentum all of which are utilized in regard to the fourth element, placement (or accuracy). The quantity's of any of the first 3 factors will determine the level of result achieved, and the type/manner of that effect, will depend upon the 4th factor (accuracy) for the delivery for those (combined) elements.
“Effect”, is the result from an applied action. When analyzing one's technique application(s), one has to first evaluate whether the result that was achieved via the applied/delivered action, was (both) effective, and (anatomically) efficient. Those results are not mutually exclusive (ie. A technique can be effective, yet not efficient, and/or efficient yet have only limited effect). Circumstances can additionally modify those evaluations.
Mass is the least relevant of those factors. Though (possibly) being able to compensate for an inadequacy (in another element), it cannot (completely) replace any of them. The most important is accuracy. The higher the level of accuracy, the less important those additional factors become.
The common (if not standard) belief, is that a Larger, Stronger individual is more likely to defeat a smaller (ie.”weaker”) individual (with other factors being supposedly equal). This is a misleading belief. The assumption is being made that despite an individual's ability (knowledge), they will (for some reason?) be unable to utilize that knowledge/ability (because of the size difference?). The instructed techniques are not based upon those physical factors, so why would they (somehow) become (suddenly) irrelevant?
Despite any presumed equality, a larger (stronger) person learns, practices and understands the instructed material differently. The smaller (weaker) person will of practiced that material with the intent of defeating the larger/stronger opponent (as it would have been considered their greatest threat). The victor in a confrontation is never (solely) based upon size/strength, it is based upon knowledge (of how to utilize the individual's available attributes, and the degree of practice that they have committed to that pursuit).
The master's are (rarely) considered as having been such, because of their physical prowess. It is more commonly (if at all) only mentioned as a side-note. If this were not the case, then they would have been (regularly) defeated by larger/stronger individual's.
Perpetuating this strength fallacy, is detrimental to a student's training. It shouldn't be ignored, but (instead) utilized within one's training. One's training should already be done in this regard. The difficulty in doing so, is if they have a compatible type of student to practice with.
Speed is (often) the most easily modified factor for the newer student to achieve (or at least to make the attempt of modifying). Unfortunately, it should also be the last of those attributes to be addressed during one's practice of the instructed techniques/motions.
It is also momentum, that is the least understood, and is (therefor) regularly the least correctly utilized. The most common misunderstanding if not misapplication of momentum, is in regards to body motion (during the delivery of a limb action). Numerous systems/instructor's believe (and teach their student's) that one should swivel their hips or retract the opposite arm while delivering a strike (whether with the arm's or the legs). While providing a feeling (by the performer) of the motion (if not resistance), it adds little to nothing (beneficial) to the performed action. The fact that the person feels the motion, is evidence that any supposed increase in force is not being transferred (in)to the impacted person/object.
The efficient use of any of these factors requires that one be familiar with the (natural) anatomical motions & limitations of one's own body and (thereby) that of others (in general). The difference in whether “power” (momentum/force) is being transferred, is whether it is felt, or not. When it is (being felt), it isn't being transferred.