"Labeling" Instruction

 The training manner most commonly utilized (by the majority of training methods) is done in a "fixed" pattern of levels. This is commonly defined as "Basic, Intermediate and Advanced". Although this may be more easily accepted by the beginning student, these terms may (actually) hinder the student's progress. By attaching these labels, this manner of instruction is limiting the student's understanding of what is being shown to them.

If/When a motion is shown in one manner, and is then changed (to something more practical) it beg's the question "why was I shown this less practical manner, when the other is so much better?". The most common response is that it provides short-term goals (for the student) while that student improves their ability with that motion.

In our instruction (of the Oyata Te system), we only use these terms in a very general aspect. We don't have (specific) "Basic, Intermediate and Advanced" anything. When we use any of those terms, it commonly means that what's being shown or demonstrated has varying methods of it's performance. It has nothing to do with the student's ability, or the motions use. These terms are (more commonly) used in reference to how many additional motions are being used with it (to perform the desired action/effect). Oyata didn't perform (and we do not teach) "single" action applications. Those motions always include additional motions with the performed action.

The simplist example of this would be in (the instruction and practice of) a "Punch". We have student's participate in "Formation" practice (with everyone in lines, everybody working on the same or similar motions). When we do this, students will begin in a "natural stance". As the motion is called out, the student's rotate their body accordingly (left/right) and will perform the action(s). Each motion will include the use of both hands, and the neccessary footwork motions, and will be done in the manner it is likely to be used (in an actual application of the performed motion). This includes a body shift (movement) and can include any follow-up motion/action.

Singular technique/arm motion (only), can/will create the "habit" of attempting that (singular) manner of application. The excuses used for having students practice these motions from a "horse stance" are both simplistic and detrimental to the student's over all training. More often they only serve the needs of the instructor (providing the ability to individually observe the student's performance of the motion). The motion will not (or shouldn't) be done individually, so how is watching it's individual performance beneficial? (to the student).We're inclined to give our student's greater credit (in regards to their commitment) and we feel that we are providing a more beneficial level of study/practice accordingly.

What is commonly seen (among numerous instructed methods) is what was shown to school children when the art was initially demonstrated and introduced to the Japanese school system. We (at our school) do not teach anyone under 16 years of age, so (for our classes), we require a higher level of study/learning (commitment) from our students. That methodology is not practical for many schools. Our instruction method is designed and intended for students that are willing to commit to that study. In many ways, this can be argued to be slower (for the student to replicate), but by eliminating those "stages" (of performing the actions) the student actually has fewer "steps" (of instruction) to go through (making the instruction faster, if not arguably easier to learn).

We are (constantly) evaluating our instruction (of both what, and how we are providing that material). Because of that, we will (often) update what and how we provide that instruction. This is (almost) "taboo" for many systems. Oyata's manner of instruction was very "drawn out", often taking years to (completely) convey a concept and/or motion. This was done for (numerous) reasons (and could easily be argued as being justified), but we have chosen to (instead) raise the (required) level of a student's performance of the instructed motions as being their objective (for their learning), rather than requiring an abstract "commitment" which often failed for Oyata (and numerous other instructors), as was evidenced by how many people were "kicked-out" of his organization prior to his death.

Oyata did not (directly) "teach" mudansha (kyu-rank) students. He only taught (his own) Yudansha (Black Belt) students. He expected those Yudansha to teach that material (what was being shown to them) to their students. A large number of those instructors only taught limited amounts of that information (until their students gained higher ranking (under those instructors). What was shown to the mudansha was (in our opinion) unnecessarily restricted (until those students achieved a Yudansha grading). Much of that information should have been being refined prior to their reaching a Yudansha grading. That included Kata, technique and application principles.