Friday, December 7, 2018
Definition and the Use of Motion, within the Oyata Te System
Oyata's methodology (regardless of the time-period for that instruction) has always emphasized (entire) "body" motion/use during the application of the instructed motions. That instruction varied/changed over the course of his (years of) instruction. This came about because Oyata was constantly striving to improve the instruction that he provided to us (his students). Many of the concepts that he taught, were provided with no definitive "labels" that distinguished those principles. Many of them encompassed several (sub) subjects. One of the major ones, we have "labeled" as Force Efficiency.
Force Efficiency is the term that we use in our instruction of the (physical) application of the instructed motions utilized within the Oyata Te system. Oyata did not use this term, it is the phrase that we coined to define the manner that he (Oyata) taught and utilized to convey that concept. The term is used to define the efficient use of the physical actions that are taught to our students (via the instruction that was received from Oyata). Our use of the word “Force” should not be confused with Forceful or to imply “strength” (within the use of those applications).
The average student is initially inclined to believe that having a greater amount of (physical) “strength” will assure that students use of the instructed motions will (always) prove to be the most effective (if not efficient). Of the (multiple) factors that determine the “effectiveness” of an application's use, the amount of applied “power/force” is considered to be the least important (the correct “placement” of that application being significantly more important).
When one is determining what factors are the most universally available, physical strength is only one of, if not the lowest/least important on that list. If/when a technique isdependent upon that “one” factor (I.E. “power”), it is (then) only applicable by a limited number of individual's (male or female). That use is additionally dependent upon it being greater than the opponent's ability to resist/absorb that application.
The student's knowledge of an opponent's natural "weak spots" (not necessarily "Pressure Points") is necessary for the use of those applications. That awareness/knowledge is taught through the instruction of the student's use >of their own body (within the instructed motions).
Force Efficiency is the initially instructed "awareness" of those strengths (and vulnerability's). Though (initially) taught as an efficient means of technique delivery/use (by the student), it additionally exemplify's an opponent's vulnerabilities. If/when involved in a physical conflict with an opponent who is larger/stronger, the student must have the ability/knowledge that allows them to circumvent those advantages. This awareness is exampled in every aspect of the instructed positions/motions.
When people (generally) speak of Oyata's technique application, they (commonly) will refer (if not “obsess”) to his use of a “neck-strike/knockout”. This technique (though being very impressive) was often difficult (if not "impractical") to utilize in a (more "common") altercation. If that technique were as "effective/practical" (as people generally imply) why didn't Oyata spend more (if not the majority) of his classes being devoted to his student's perfecting it? (obviously) Because it wasn't(either “easy” nor practical ). Depending on the circumstances, it more often resulted in a “stun” (or temporary imbalance of an opponent (thus becoming a glorified “atemi” strike, which was what Oyata considered it to be. Our use of the term "Force Efficiency" is used to exemplify the student's most efficient use of their body and appendage motion in the application/use of the instructed positions, motions and techniques (whether defensively or offensively). That instruction begins with the student learning/understanding what motions are natural and what motions are not. That includes the subliminal motions that occur in response to expected and/or unexpected actions (performed by the student or Uke during an altercation). The student's awareness of those responses allows them (those responses) to be utilized within the student's application of (the instructed) technique. <
When one examines what constitutes “natural” motion, it commonly consists of forward motion (by the bodies limbs. Those motions that are “circular” (or rearward) are not considered to be as “practical/effective” for use (as those that are delivereddirectly forward). (in general) Circular motions require “room” to develop momentum. It is also difficult to (efficiently) include the user's body-weight with those types of strikes.
Oyata Te demonstrates the positioning of the student's hip's and shoulders during those application movements. In general, the hip's and the shoulder's remain (consistently) "square" (to one another) during any motion/movement. When that alignment is altered, the student will be (and "feel") off-balance. I have recently seen (several) “examples” of individual's performing (their own) versions of Oyata's method for performing the Kata (the versions that he taught). What's commonly exampled, is a quickly performed example, that includes (numerous) incorrectly “added” motions (as well as motions that were removed by him as well). Oyata did include additional motions, but they were intended to be (very) subtle (and barely recognized/noticed).
One of the most obvious (of Oyata's changes), was the elimination of (any) "shoulder-wag" (during the performance of the kata). The reasons for doing so are multiple, but its inclusion is an obvious indication of not having been part of his later (I.E. the last 10-15 years of his life's) instruction. The examples I've seen may have been (at one time) "valid", but they should be (more accurately) considered as being "basic" (and certainly not "advanced", as those posters have claimed). Oyata's later years of instruction focused on the student's use/positioning of their body (whether during technique or kata) motion. He felt that this was of higher/greater importance than (individual) “technique” use or variance. Those motions held greater importance than the learning of different or additional technique motions. Once those motions were understood by the student, techniques would become more obvious (via the kata motion) to the student.
I've received numerous inquiries as to why I don't post "video's" of new/different technique applications. If my readers refer to our Oyata Te page, my associate has included (numerous) videos that example (much) of what I have addressed here (technique motion/application, etc.). Frankly, "feeding" the Internet's "need " video examples is not my goal (here).
Those that (actually) are interested in what/how we teach Oyata's methodology should visit/attend our classes to get a more descriptive (and physical) “exampling” for what/how we teach his methodology. Our Classes are (very) relaxed and we are very open to explaining the “how” and “why” of Taika's teachings (as well as those teachings that he didn't agree with).