Random Practice Methods

A recent comment/question (by a reader) on a previous blog, raised the question of “research”, and the methods we utilize to perform our own. Oyata had provided us with several methods (that he utilized himself) to do so. The “examples” commonly seen being done (on the Internet) usually consist of people attempting to use the motions in the same (if not exact) manner as those motions are performed within the kata. Oyata had been shown that those motions are (generally) individual motions (even if not representing "individual" techniques), and they were intended to be combined with "other" motions (demonstrated within the same and other kata). Oyata's explanation was that the (individual) motions, were more like "letters" that needed to be combined with other/additional letters, in order to form words (more complete techniques/applications). Although certain kata may be assembled to emphasize a particular theme, the individual motions could serve multiple uses, depending on what and how they were combined with other kata motions (whether from the same or different kata).

One of those methods utilized “pictures” for each of the motions contained within the instructed kata. This amounts to having a “deck” of picture/cards that includes the motions from each of the kata. The deck is shuffled, then a number of (random) individual cards (motions) are drawn from the deck (1, 2, 3, 5?). Those cards represent individual techniques/applications and defensive motions, so those motions are (at least attempted to be) combined in some way to illustrate a defensive response to the predetermined manner of assault. It doesn't always “work” (in a practical manner), but it does force the student to formulate how the motions “could” be utilized. It can also illustrate additional uses/interpretations for those motions that had not been previously considered.

The use of the cards additionally gets the student “away” from the (common) belief that the motions are (always, if not only) used in the manner depicted within the particular kata.

Taika used this method (using Kodak "pictures"), we now have the convenience of the internet, and can order a "deck of cards" with the pictures (that are provided) in as many "decks" as necessary. A large number of the "basic" motions are repeated within the various kata, so it isn't (really) necessary to print an entire deck for each individual kata. I believe that our own “main” deck of “kata motion” cards, has 197 cards. That “deck” represents the motions contained within the 12 foundational kata (taught to our students) within the Oyata Te system.

The most common use is done by randomly drawing a set number of cards and the student attempts to develop a defensive action/response using those cards. The cards can also be specified (to 1 or 2 particular cards). The student could also include randomly selected additional cards as well (the possibilities are seemingly endless).

The “goal” is to get the student to begin thinking of the motions as all (individually) being important. Student's (often) get “pigeon-holed” into believing that a single (or group) of kata motions (only) has a “specific” (if not individual) purpose.

If one were to “imagine” being the original creator of a “kata”, Why? Would you create that “kata” to defend against (only) a particular set of “aggression” methods? It makes more sense, to provide motions that would have multiple uses/applications (for a variety of aggressive acts). It's been noted (by multiple sources) that many of the early instructors, only taught a single or only a few kata to their students. When those students would study with another (different) instructor, they would often learn the kata that those instructor's taught to their students (often to learn similar if not the same defensive actions). Oyata felt that learning the (relatively small number of) kata that he included within his system was more than sufficient for a (diligent) student to learn/understand the demonstrated motions (which is the purpose of the kata). Understanding “how” to utilize those motions is achieved through the student's continued practice/research of those motions.

Once a student has learned a "set" of kata (regardless of the number of kata learned), they should have the ability (through the demonstrated actions contained within those kata) to develop/practice the instructed techniques (as well as adapt those motions) to a variety of aggressive actions.

It should be noted, that numerous individual's (and/or “newly” developed “systems”) have created their own set of “kata”. Every example of these (types of) “kata”, that I have observed, have been lame attempts (at replicating existing kata and/or motion combinations). I could understand (maybe) developing an “exercise” (to learn/practice a particular motion), but none (that I have seen) provide the varying application of instructed motion that the “traditional” kata provide. Kata, do not provide the (actual) responsive “technique” instruction/application. They provide examples of defensive technique motion. An instructor is (at least initially) required to provide examples for the use of those motions. Student's should avoid fostering the “belief” that a (any) particular kata motion can/will only represent an individual technique/response (to a particular aggressive action). That motion will often be used in additional defensive actions, but its use may vary slightly (within those defensive actions). What is demonstrated within the kata, is (often) a "basic" example for that motion. The kata provides the principles of/for that motion (not necessarily the exact application of/for that motion). Individual circumstances will dictate the (actual) use (for that motion), but the kata provides the physical execution/use of that motion.

I've seen numerous people (attempt to) demonstrate that the kata includes the (initial) actions of the aggressor, this makes no sense (to myself). There would be no purpose to have included the motions of an aggressor (within a “training” routine, like a “kata”). Those motions would already be known/recognized by the student (and often are what the student-initiated their attendance of the class to learn a "defense" in regards to).

The “traditional” kata were (originally) taught in “secret” to a select few students. Their purpose was to convey principles of/for particular technique application, not (necessarily) specific techniques. If that were the case, it would be much simpler to (simply) have a "list" of techniques/motions (that the student would be required to learn). When the student gets away from the concept that the motions are (individual) techniques (and in fact represent “concepts/principles”), the ability to recognize techniques (that utilize those motions) becomes more readily apparent.