Essential's of the Oyata Te System

 A number of individual's have contacted us in regards to what we are now teaching, and how we are advancing Oyata's art. For the most part, we are teaching the same things that we always have, Oyata's Life Protection art. Being that this instruction came directly from him (Oyata) we have always been aware of where he desired that instruction to lead. We have removed (numerous) practices from our curriculum that were believed by Oyata to be irrelevant to that purpose. The decision to do so, was additionally influenced by the fact that we do not instruct minors, and that we do not participate in competitive demonstrations (sport “sparring” competitions). Our classes are focused on “personal” self-defense and the repercussions of those actions (both legal and personal).

The majority of our student instruction is based upon the guidance we received from Oyata in regards to his performance of the open-hand kata that he provided to us. Those “traditional” kata are taught by numerous other systems as well, but he had modified them to better reflect his own interpretations and applications. Those modifications were based upon his own research, experience and the instructional scrolls he received from his instructor's (Wakinaguri and Uhugushugu). Those scrolls emphasize principles of motion and application of the instructed motions, NOT specific “techniques” (as is commonly promoted and/or believed).

Although Oyata studied with several additional (Okinawan) instructor's, that study was focused on the learning of various additional “kata” that his instructor's had not taught to him. It was those kata that he incorporated into the kyu-level curriculum for his system. The kata taught to him by his 2 (actual) instructor's was reserved for his Yudansha level student's. Oyata additionally included several “exercises” to his curriculum (“Turtle”, “Spiderweb”, etc.). These were (essentially) Lead-in's to Shi Ho Happo (Our Yudansha kata).

A major portion of Oyata's Life-Protection methodology is centered around the use/application of Tuite. This is the “grappling” art that is demonstrated within the various kata. Oyata recognized that the majority of confrontations do not require the student to inflict injury (or serious damage) to an assailant. Confrontations can (often) include individual's known to the student. The infliction of injury (upon an adversary) can prove to be detrimental to the student (for various reasons). Tuite provides an effective means to defend one's self without that concern. It (additionally) provides the means to escalate as well (should that need present itself).

Obviously, striking and kicking methods are taught as well, but they are focused on the neutralization of an opponent's ability to continue their assault (rather than the physical defeat of that assailant). Though often considered a matter of semantics, this is a distinct difference (from how many “martial art's” are presented/taught).

Person's who choose to study with us, are commonly interested in their own “self-defense”. This requires that they learn Oyata's approach to doing so. That study includes numerous (seemingly) minor variations from how (and why) particular motions are performed. Our classes include lectures on how an assailant does and doesn't move, how an assault is (physically) initiated, and what reactions are commonly performed (in regards to a technique's application). The student is shown the differences in how/why applications will be applied, based upon the size of the student (as well as the assailant).

Oyata taught that the physical size of the student should be irrelevent to a technique's effectiveness. He regularly demonstrated that a student's physical size/strength were irrelevent to a correctly performed technique's application. For that reason, a student must be well versed in the human bodies natural range's of motion (ROM) and the (common) limitations of those motions.

Unlike many (if not most) classes, we do not emphasize (nor provide) “calisthenics's” as any part of our student's practice. If a student is interested in furthering their personal “physical fitness”, we suggest that they attend a gym (to do so). Though (minor) increases in a student's physical abilities may be achieved, that is not our classes emphasis.

Our classes are kept small for a reason. This allows us to provide individual guidance of the instructed motions, and the reason's for how those motions are performed. Every student is (physically) different, and therefor performs the individual motions (slightly) differently. Though it is popular to teach a class “as a whole”, motions will commonly require individual instruction (in regards to use/application). Though I'm sure there are individual's who have “mastered” the ability to do so, I have found no (viable) examples of it's occurrence.

There is no “group” testing of our student's (in regards to rank advancement), every student is addressed/taught on an individual basis. We rarely even inform a student that they were under review (for a kyu-rank advancement) as we conduct no “formal” testing of kyu-rank students. Those students who thrive on “rank” advancement, are often disappointed (by our instructional methods). Expanding on Oyata's desire's, we don't require the wearing of (any) “belts” (colored or otherwise). Student's are aware of their present “kyu-level” (of instruction), but that awareness is only provided for their reference for what information has/has not (as yet) been shown to them.

Instructors and Student's are provided with a “basic” requirement list. We only mandate a limited number of subjects for the student's initial instruction and order. Individual instructors and schools are allowed to include instruction in additional subjects and “styles”. Only the content and order for the instruction of Oyata Te is structured.

The most striking difference with our system is that our Yudansha students are all of equal ranking (I.E. “Yudansha”, or “Black Belt”). We feel that the use of “titles” and higher ranking serves little to no purpose, so we have eliminated that aspect of grading. Our group is kept to a relatively small student/teacher ratio, so we feel no need for further “rank-levels” as they serve no purpose (beyond feeding “ego's”). Our Yudansha are treated as study/research equal's. Members are aware of (and can easily inquire of) who knows what, and whom to approach if/when they wish to learn a particular subject.

The available Yudansha are able to provide instruction in any of the weapon's kata that Oyata provided to us, and the study/practice of additional subjects (beyond that of Life Protection) are also available. The practice of Shodo is encouraged as it incorporates numerous similar aspects to it's practice that are shared with the practice of Oyata Te.