The Black Belt Curriculum: Low Block is Awesome

        As we have outlined in the previous post, understanding an Advanced Concept comes from starting with a single technique and exploring many different characteristics of that given technique.  This may be an analysis of the collected Um and Yang characteristics of a given technique (push/pull, tension/relaxation, upswing/downswing, etc.), could focus on the areas of greatest strength and weakness of the technique, or may delve into varying applications of a single technique.  For the purpose of this initial example, we will choose the following Advanced Concept:

One Basic Technique may have a nearly infinite number of possible applications.

In order to better understand this, we will use the following verbal device, which students will repeat, in order to convey this concept:

“A block is a strike is a trap is a lock is a throw.”

By using this device, we begin to get our students to think beyond the limiting basic terminology to which they have been exposed, and allow them to begin thinking of their techniques not only in their simplest defensive forms, but as offensive and immobilizing tools as well.

            We start to deconstruct this Advanced Concept with the first part of our verbal learning device: a block.  For the purposes of this thesis, we will assume that a “block” refers to any use of a technique that stops, deflects, or redirects an incoming attack but does not immobilize the attacker or inflict damage to a traditional vital point.  It is important to note that while blocks can and do inflict damage, they can be differentiated from strikes in that they are both primarily defensive in nature and do not typically directly attack the main vital points of the body.   The typical “low block” then, as it is taught to a white belt, is explained as a technique that uses a downward swinging and rotating arm in order to stop or deflect an oncoming attack with the Ulnar side of the defender’s forearm.  The typical example is one in which an attacker executes a low to mid-level kick, and the defender intercepts this attack with the forearm, as depicted below:

Limiting the application of this block to one single attack is somewhat shortsighted, though. When we begin to examine the path of the low block, we see that it can be effectively used against not only a variety of oncoming kick attacks, but also against striking hand attacks and grabs.  When we begin to stress the properties of hip twisting and initial hand positioning prior to the execution of the block, this becomes even more readily apparent.

Example: Basic application of Low Block against a frontal double-hand grab

So, through a very quick analysis of the motion of the low block, we are already shown a variety of uses for this “block.”  When we push deeper into our analysis, though, we find that this is only the tip of the proverbial iceberg.

            We must move on to stage two of our verbal device: “a block is a strike.”  For the purposes of this thesis we will define a strike as any technique that is used to intentionally inflict damage by attacking a traditional vital point. When we look further at the motion of the low block, we can easily extrapolate that it can be used not only to stop an oncoming attack, but also as an attack itself.  By simply extending the range of the technique in relation to an opponent, we will find ourselves making contact with the fist, rather that with the forearm.  The so-called “low block” has now become a technique with which black belts will be familiar: the hammer fist.  While a hammer fist may not traditionally be held in this downward and side-oriented fashion, the effectiveness of the technique as a strike cannot be questioned.  It can be used to strike the inside of the knee, the shin, the ribs, the kidneys, the jaw, the throat, and virtually any other accessible vital point.

Example: Application of “low block” as a hammer fist strike to the jaw/throat

Again, though, we are merely scratching the surface.  By breaking down the arc of travel followed by the low block, we begin to see additional striking applications take shape.  The rising and falling action of the arm used to execute this technique yields a variety of elbow strikes, during both the initial preparatory upswing, and on the downswing, both of which become particularly useful if the opponent moves from a mid-range to close-range distance.

Further analysis will continue to yield an even greater number of possible strikes. For example, when taken to an advanced level, one low block may contain all of the following strikes, while assuming that the left hand is executing the “low block”.  Targets for each strike are dependent upon both the opponent’s reaction and the relational angle between you and the opponent.

1. Moving into a standard “crossed arm/one arm up, one down” starting position, start by using the right hand to execute a punch to the opponent’s ribs, kidney, or solar plexus.

2.   Immediately following this initial punch, the opponent’s head will begin to move forward.  Execute a left handed uppercut punch across the neck, jaw, or temple. 

 

3. On the upswing described in step 2 above, also execute a rising elbow/ forearm strike with the left arm to the opponent’s armpit, elbow, neck or jaw.

4. Use the “chambering action” of the right arm to strike with the thumb knuckle, finger knuckles (backfist) or Radial side of the forearm to the opponent’s ribs or kidneys.

5. As the left arm begins to descend into the low block, use the back of the elbow to strike the opponent’s philtrum, nose, eye, or jaw. Note: Photo is shown from opposite side for best view.

6. Finish the left hand downswing into “low block” by executing a hammer fist to the opponent’s nose, philtrum, jaw, neck, or temple.

While it is not suggested that this exact sequence of strikes will all be landed on an opponent, the progression of strikes does teach a very valuable idea: If one strike is blocked, the next strike should already be on its way.  Working on this drill with a partner may reveal even more striking opportunities, but even in this one exercise, we have now identified six new characteristics of the “low block” which many black belts may have never considered.  We are now starting to see with black belt eyes, but there is still more to discover.

Both the blocking and striking applications of the low block reveal more about the technique, and as we progress into the six-step striking drill listed above, we begin to uncover a vital characteristic of the technique that is often incorrectly ignored: Both hands must be considered when identifying applications for a given technique.  This idea leads us into step three in our exploration of low block: A block is a strike is a trap.  A Trap will be defined as a technique that catches or ensnares any of an attacker’s extremities by   compressing it between two bodily surfaces.  While not precluded from doing so, a trap does not automatically inflict pain; nor does it automatically immobilize an opponent. Traps usually come in one of three varieties: Leg traps, arm traps, and head/ neck traps, which are usually referred to as chokes.    How does the low block become a trap?  We must not only consider the use of both hands at this stage, but also the again reexamine the “starting position” of the technique.  Typically, a low block will be executed from one of two starting positions, each of which can be found in the pages of the Mooyae Dobo Tongji.

1.      The crossed arm/ one arm up, one arm down position

2.      The raised X position

 

Either of these starting positions can serve as an ideal trap.  The first of these two variations lends itself best to several different leg traps:

1. Hook the rising arm underneath the attacker’s kick, while simultaneously pressing downward on the top or side of the leg with the descending arm.

2. Using both forearms, bring the descending arm to the inside of the leg, while using the rising arm on the outside of the leg to compress the kick between each arm.

3. From position 2 above, pull up with the downward arm to the “chamber” position, while simultaneously grabbing the leg.  Use the other arm to swing down into the standard “low block” position and trap the leg.

Similarly, when we look at the raised X starting position, we see that it lends itself to trapping the attacker’s arm, which is compressed between each of the defender’s forearms.  This trap can be executed easily from either an Inside Line or Outside Line defense.

1. Inside Line Trap

2. Outside Line Trap

Finally, by examining the traps we have outlined above for both the leg and arm, we can easily extrapolate these applications into traps of the body, neck and throat, which can serve as effective immobilizing or choking techniques:

For the most part, though, when we look at the trapping applications of the “low block”, we find that we are only using a portion of the technique itself.  If we truly desire to apply the entire technique, we must again move up an additional level in our original verbal device: A block is a strike is a trap is a lock.  For our purposes, a Lock shall be defined as a technique that immobilizes the attacker by applying pressure to a specific joint or series of joints in a manner that will hyperextend the joint beyond its normal range of motion, usually, but not always, resulting in pain. There are a diverse number of different types of locks; some straightforward and relatively simple in their execution, and some more esoteric and difficult.  Fortunately, the low block lends itself to one of the most well known locks: the arm bar.  An arm bar typically in some way grabs the attacker’s wrist, while applying pressure to and hyperextending the elbow, the shoulder, or both.  To apply the low block as a locking technique, execute the following steps:

1.         Start by blocking the attacker’s arm with the “Raised X” starting position for low block.  This can be done from either the Inside Line or Outside Line.

2.    Grab the wrist with the “chambering” arm, pulling to extend the attacker’s arm straight, while simultaneously using the elbow of the “blocking” arm to lock the attacker’s elbow joint.

3.      Bring the “blocking” arm down in the standard arcing fashion to execute a low block, while continuing to pull the “chambering” arm in towards the ribcage.  As the “blocking” arm descends, it should maintain pressure on the attacker’s elbow and/or shoulder.

While the above application of the low block as an arm bar is probably the easiest lock to execute for this technique, it is far from the only lock one can apply to low block.  Remembering that a lock applies pressure to a joint or series of joints in order to hyperextend these joints and cause pain, we may pick a different set of joints to lock.  In this case we will choose the elbow and the neck.  Here with proper execution of the low block, the elbow is hyperextended and immobilized by applying pressure with the defender’s body, rather than using the arms, while the neck is rotated to the side and locked by applying pressure with the descending arm along the jaw line.  Note here that the spine may also be considered a joint, and that by further extending the “low block”, we can lock the spine against the defender’s front leg/knee.

    We are starting to truly utilize all parts of the low block as we delve into these locking applications, but there is still one more kind of application to explore: A block is a strike is a trap is a lock is a throw.  A Throw will be defined as any technique which both garbs and releases the attacker in one continuous motion, while disrupting the attacker’s balance causing them to fall to the ground.  Once again, there are numerous different throwing applications for the low block, but we will only examine one in detail here.  For this final application of the “low block”, we will utilize a chokehold attack from the rear, in this case with the attacker placing her right forearm across the defender’s neck :

1. The defender will bring his right arm upward to grab and rotate the attacker’s wrist, thereby freeing the airway:

2. The defender will shift his left leg behind the attacker, while beginning to drive the left elbow back into the attacker’s body. Simultaneously, the defender will begin to use the “chambering” action of the right arm to pull the attacker’s arm off the shoulder, thus avoiding the possibility of being pulled down himself.

3. The defender will pivot his hips to the left, while maintaining pressure on the attacker’s body with the left elbow, and will begin to swing the left arm down into the low block position, sliding the arm along the attacker’s body toward the head, knocking her backwards.

4. Finally, the defender will continue to pivot his hips forward while applying downward pressure on the attacker, driving her to the ground.

While it is difficult to convey this application using static photographs, when it is executed at speed, it is a dynamic throw that quickly lifts the attacker off her feet and sends her sprawling to the ground.  Astute black belt students may even notice that this technique directly correlates to other techniques they already know. Reflection upon this will help them to build bridges towards even more Advanced Concepts.           

Concepts, Not Techniques?
 

            At this point, the reader may be asking, “Isn’t this really just teaching a bunch of new, albeit more advanced, techniques?”  This is actually a difficult question to answer.  From a certain point of view, yes this is true. We really can’t escape from teaching techniques to our students if we wish them to learn how to apply their art.  However, as Obi-Wan Kenobi says in The Empire Strikes Back, “many of the truths we cling to depend greatly on our own point of view."  It is equally accurate to say that all of the above applications are encompassed within only one technique.  The difference is really one of both focus and scope.  The focus, or area of concentration is shifted away from the memorization and repetition of these techniques. It is instead centered on the concept that one technique has many different uses, functions, and applications. By focusing on the concept rather than the techniques encapsulated within that concept, we find that the students’ retention of the drills actually increases, and that they are able to now improvise by applying the same ideas presented to new techniques, which brings us to the subject of scope.

            The scope of this curriculum is actually beyond our ability to document and categorize.  Throughout this chapter, we have touched on only one technique.  Students must now be asked to reflect on the presented drills for low block, examine their level of Understanding of the material presented, and identify some of the concepts discovered.  In so doing we actually discover that the verbal device we have used throughout our exploration of low block is actually an Advanced Concept itself:

A Block is a Strike is a Trap is a Lock is a Throw

When we analyze, deconstruct, and then reconstruct this concept, though, we also learn that:

A Strike is a Trap is a Lock is a Throw is a Block

A Trap is a Lock is a Throw is a Block is a Strike

A Lock is a Throw is a Block is a Strike is a Trap

A Throw is a Block is a Strike is a Trap is a Block

Even this does not cover the concept adequately.  What we really begin to see is not possible to depict in words or pictures, but perhaps this comes close:

Once students begin to display even some Understanding of this Advanced Concept, they can then begin to Apply the drills we have done for low block to another technique such as high block or inside to outside block, and in so doing will then begin to Improvise entirely new applications and drills of their own, while keeping in mind that along the way, we tend to discover Basic Concepts as well, such as:

1. If one strike is blocked, the next strike should already be on its way.
2. Both hands must be considered when identifying applications for a given technique.

The Conceptual Model: Conclusions

Once our black belts begin to embrace the Conceptual Model for a new Curriculum,  they can begin to move closer towards the Ideal Concept.  What is the Ideal Concept of Tang Soo Do?  It is, of course, our ultimate goal: to become one with nature.  Perhaps this means something different to everyone, but it does not make it any less ideal, and I think that even when exploring the Ideal, we do some away with some universal truths.  One of these is that in order for our techniques to truly become natural, we must move away from the idea that everything we do must somehow be categorized, classified, and compartmentalized.  We must instead begin to realize that in truth, everything we do in Tang Soo Do is directly related to, and inextricably linked with, everything else we do in Tang Soo Do.  In other words: It’s all the same.  Everything we do is actually the same as everything else we do, whether this is techniques in drill, performing hyung, practicing one-steps, or sparring.  It’s ALL the same.

          Getting black belts to really understand this, though, is no easy task.  For this reason, we must continue to deconstruct the Ideal Concept into easier to understand Basic Concepts (most useful at the Gup Levels), and the more difficult, but also more valuable Advanced Concepts that are crucial to the black belt’s development.  We have previously in this chapter defined a concept as it relates to Tang Soo Do as an idea of a technique formed by mentally combining all its characteristics or particulars; the conjunction of all the characteristic features of a technique.
         We must move beyond even this definition as we continue to move forward.  It is time to start substituting other areas of our curriculum for the word “technique.”  We actually must start with:

An idea of ______ formed by mentally combining all its characteristics or particulars; the conjunction of all the characteristic features of  ______.

We must fill in the blanks with whatever subject matter we plan to explore.  Perhaps we use “hyung”, or “dae ryun”; “ho sin sul”, “kyuck pa”, or “il soo sik”.  The possibilities, and therefore the concepts, are limitless.



Kick. Punch. Easy Stuff.

The Black Belt Curriculum: Concepts, Not Techniques

 

 “The aim of education should be to teach us rather how to think, than what to think.”

                                                                                         - John Dewey

 

           

Just as in the opening quote of this post, when we begin our work on developing a new curriculum, we must not think only of what to teach, but also, more importantly, how to teach.  For the most part, for all of the ranks from white belt through to black belt, we stress leaning the particular techniques that are required for advancement in rank.  For the sake of simplicity, the use of the word technique in this case may refer to a specific block, strike or kick, but may also refer to a combination, a form, or a series of one-steps or per-determined self-defense movements.  The student is shown a particular way of doing something, and is expected to internalize it, memorize it, and ultimately, imitate it.  However, the well-known philosopher Confucius tells us:

“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.

At black belt, imitation, while still crucial to some degree, becomes less important, as the student has already developed this skill through years of training, and is expected to have refined previously learned techniques.  As Confucius informs us, imitation is the easiest method of learning, but is not the best way.  In fact, the “noblest” method of learning is through reflection.  Indeed, it is important for us to provide opportunities for our black belts to reflect on what they have been shown, and in this way work out their own discoveries. However, it is equally necessary for them to swallow the bitter pill of learning through experience if they are to truly gain wisdom.

            How then can we develop this three-tiered approach to gaining the wisdom we all seek as black belts?  We do this by placing less emphasis on rote memorization and imitation of technique.  We begin to challenge the mind of the black belt by emphasizing concepts, not techniques.  By doing this, we actively encourage our students to take part in both the reflection and experience stages of learning. Students will have to both think about the specific ways in which their techniques will be used, and will also have to apply the techniques in question.  This isn’t to say that we abandon the learning of new techniques all together.  Instead, we fully embrace our twelfth Attitude Requirement: “When you learn new techniques, learn thoroughly the theory and philosophy as well.” 

            How then, do we go about focusing on concepts, rather then techniques?  We start by first understanding exactly what the word concept really means. Often, this word is defined as “an abstract idea or notion.”  If the idea is question is truly abstract, though, it can’t really be conveyed properly by a teacher or rationally understood by a student.  We must dig a bit deeper in order to find a better definition, and by using the World Wide Web, we are able to access multiple dictionary sources simultaneously in order to do so.  Dictionary.com lists both of the following more robust definitions for the word concept:

1. “an idea of something formed by mentally combining all its characteristics or particulars”

2. “the conjunction of all the characteristic features of something”

When we remove the word something from the definitions above, and instead replace it with a more concrete word such as technique, we begin to formulate our approach to conceptual teaching.  In order to teach concepts, we must start with an idea of a technique formed by mentally combining all its characteristics or particulars; the conjunction of all the characteristic features of a technique.

            In order to truly understand the theory and philosophy of a technique then, the concept of the technique as it were, we must strive to combine and develop an understanding of ALL of the characteristics of that technique.  What a daunting task!  It would take more than one person’s lifetime to achieve this goal, which is, in fact, precisely the point. This is the true goal behind our constant repetition of these techniques, and it is why our art will continue to be passed on throughout time from one generation to the next.  This task seems overwhelming when we really think about it, though, so how can we expect our black belt students to tackle it with little to no guidance from us?  We can’t.  This starting point may be considered an Ideal Concept, and as an ideal, can never truly be completely realized.  We need to break this definition down even further, and by doing so, we can form a better framework from which we can begin to build towards the ideal. We can deconstruct the Ideal Concept, and in so doing, come to the conclusion that it contains smaller components, these being:

1. The Basic Concept: any idea or notion about a technique formed from a single characteristic of the given technique
2. The Advanced Concept: an idea of a technique formed by mentally combining several characteristics of the given technique

Black belts must be slowly introduced to these ideas, and instead of trying to comprehend all of the characteristics of a technique as a whole, they must first be presented with this deconstructed framework.  To put this more simply, we can either start by presenting the Advanced Concept, illustrating it through application of a single basic technique and its many different characteristics, or we can start with a Basic Concept and attempt to isolate one characteristic that is shared among many different techniques.  Over time, concepts, rather than techniques, become our building blocks with which we create even more Advanced Concepts, all of which lead us closer to the Ideal Concept behind each of our techniques. Black belts must reflect on a technique or concept, then must experience concepts through application of techniques, and then reflect again in order to develop new concepts.

Understanding that this line of reasoning may be difficult to follow, my next post will start by examining one of the first techniques many of us learned as a white belt:  the low block.  Most advanced students of the martial arts will have an intimate knowledge of how to execute a low block, but knowing how to do a thing and knowing why we do it are two very different things. Knowing why is the first step towards Understanding, which in turn can lead to the stages of Application and Improvisation.   

Kick. Punch. Easy Stuff.

The Black Belt Curriculum: The Culture Gap

“All of the books in the world contain no more information than is broadcast as video in a single large American city in a single year.  Not all bits have equal value.”

                                                                       -Carl Sagan

            When we examine the ways in which the world has changed in even the last 20 years, there is one overriding theme that stands out from all the rest: the advancement of technology.  More specifically, we have seen huge advancements in area of Information technology, or IT.  We have moved continually away from a purely Industrial or Mechanical Age, and into the Information Age.  Some have even said we have moved beyond the Information Age, and now live in a Connected Age, or a “Big Data” Age.  Businesses that do not have a website have become an oddity, and both businesses and individuals who do not have accounts on Facebook and Twitter are becoming more of a rarity as well.  Information is readily available not only from radio and television, but through computers and mobile phones as well.  We live not only in an age of information and technology, but of readily portable information and technology.  Information is literally at our fingertips anywhere at any time.  The World Wide Web only became available for public use in 1991, and only truly became a ubiquitous presence in the 2000s.[i]  Already, though, it has had a profound impact on the development of modern culture.  It has shaped the way we view the world, the way we communicate with one another on a day-to-day basis, and the way we make decisions.  We live in an era in which people are becoming more likely to text one another than speak over the telephone, in which they can create entirely new personalities for themselves in virtual worlds, and where “friends” are measured as an online numerical statistic rather than through true interpersonal relationships.

            Why, though, is any of this important when considering the development of a black belt curriculum?  If we are to reach our black belt students in a meaningful way, and if we intend to help them develop the qualities of a good black belt, then we must first understand the world in which they live, the societal forces that help to shape their decisions, and the ways in which our own curriculum and traditions are at odds with this larger culture. Conversely, though, we must also find new and innovative ways in which we can embrace this culture of Information Technology and keep our black belts interested in philosophies and practices that are firmly entrenched in our past.  Only by identifying and isolating both the best and the worst characteristics of our modern society can we hope to develop methods that will work to keep our art alive in the hearts and minds of our next generation of instructors and masters.

The Culture of Information: Understanding the Negative

            For many years now, critics of modern culture, and particularly critics of American modern culture, have stated that one of our greatest problems is that we live in a world of “instant gratification.”  This problem has only increased with the advancement of technologies geared towards exactly this purpose.  Information Technology has yielded to Gratification Technology.  If someone wants to hear a particular song, it can be downloaded in an instant.  If a particular television show or movie is desired, it is now available “On Demand.”  Money can be accessed instantaneously with a plastic card and a few button presses.  If one desires information on virtually any topic imaginable, a simple web search will yield thousands, and sometimes even millions of instant results.  Rewards are available and immediate; they require no real effort to receive, and when they are removed, we see an increase of anxiety and other negative emotions.  Unfortunately, while this culture continues to grow, it is ultimately damaging to its own members.

            In 1972, psychologist Walter Mischel conducted the now famous Stanford Marshmallow Experiment, in which children were given a marshmallow and were told that they would be given another, but only if they could wait to eat the first one for a predetermined period of time.  It was found that while only a small minority ate the first marshmallow immediately, out of 600 children, only one third were able to defer instant gratification long enough to receive the second marshmallow. Follow-ups to this experiment were then conducted in 1988, 1990, and 2011.  In each follow-up it was determined that those who were initially able to delay their impulses for instant gratification in the original experiment became more successful later in life, and that the characteristic demonstrated in the original experiment remained with the individual in question throughout their life.[ii]  The ability to delay gratification in order to ensure future goals are met may be threatened, though.  If this experiment was reconstructed from scratch today, with an even greater number of participants, what would it say about the impact of technology on our society?

            Child and Adolescent Psychiatrist Marilyn B. Benoit believes that the ability to delay instant gratification, what she terms “Frustration Tolerance”, is being diminished by the availability of today’s Information Technology, and that, in turn, the future success of today’s children is being compromised.  In her article entitled The Dot.Com Kids and the Demise of Frustration Tolerance, Benoit says:

 

“I do think that we should be mindful of some of the negative impacts of our new technologies.  As with all technological advances, these are unintended consequences which should raise some concern, especially at a time in our history when parents are spending less time with their children, and do not serve as much of a protective function as they once did.” [iii]

  

She then goes on to say:

“I contend that the combination of decreased parental protection and increased instant gratification changes the psychology and undermines the socialization of the developing child. When frustration tolerance is not acquired, modulation and management of aggression is compromised, and we see children like those who are now labeled "explosive" children. Excluding those children with neurobiological deficits, psychiatry describes such children as "narcissistic" and their explosiveness as "narcissistic rage." They are children who are unable to cope with the slightest of frustrations, and lash out aggressively. They are entitled, demanding, impatient, disrespectful of authority, often contemptuous of their peers, unempathic and easily "wounded." Their numbers are increasing. We must take note of this disturbing trend and intervene with some urgency if we are to raise children who will care about others in society.” [iv]

By extension, if we are to develop thinking black belts who will care about others in society, we, too, must take note of this trend and formulate strategies with which to combat its continued negative impact on our cultures, in both the macrocosm of national and world societies, and in the microcosm of our martial arts communities.  As things stand, we are confronted with students who believe that because they pay for lessons, and put in the minimum time required, they are automatically entitled to advancement in rank and all that goes with it.  When they are confronted with the necessity to wait for a desired goal or reward, they are immediately flooded with negative emotions, and choose instead to leave and seek out another studio or activity that will fulfill their need for instant gratification.

New studies even suggest craving for instant gratification through technology might be harder to resist than it seems at first glance.  A recent study from the University of Chicago suggests that the desire to check social media sites is actually greater than the addictions presented by alcohol or tobacco.  In a study of over 200 individuals, it was found that participants rated their desires to check websites such as Facebook and Twitter even higher than biological needs such as sleep.  Desires for alcohol, cigarettes, coffee, and other commonly accepted vices were actually rated comparatively low.[v]  This seems to be conclusive proof that we live in a new age; one in which technology has created as many problems as it strives to solve.

Interestingly enough, Dr. Benoit proposes a possible solution, and one that is intimately tied to our own ultimate goal: to become one with nature.  At the end of her article, Benoit tells us that:

“I have been fascinated by the role nature can play in developing frustration tolerance. Perhaps we can temper the negative technological impacts by taking children on excursions into nature where they can spend time observing the plants and animals, pondering the rivers and lakes, and marveling at the ocean.” [vi]

In essence, Dr. Benoit suggests that my meditating on different aspects of nature, one may be able to, to at least some degree, overcome the negative impact of technologies which promote instant gratification.  Meditation, reflection, and exposure to nature, then, are all aspects that must be included in a well-rounded Black Belt Curriculum.  These and other methods must be developed in order to fight the culture of instant gratification, and to help our students understand the value of achieving long-term goals with rewards that may be longer in coming, but are far more meaningful and satisfying.        

Not only does the influx of technology affect the mental health of our population, but it has been demonstrated to have a deleterious effect on our physical health as well. According to researchers from both Harvard University and the University of Chicago:

            “60 per cent of the extra pounds Americans have put on may be caused by a decline in the physical demands of work brought about by the arrival of computers and the like.  The other 40 per cent is due to technological innovation in agriculture which has driven down real food costs.” [vii]

They are not alone in this assertion, either.  Nutritionist, Chef and Exercise expert Andrea Cespedes says:

            “The role of technology in childhood obesity is not just a matter of speculation. More than 40 studies have been conducted on the matter, and many indicate that the availability of technology contributes to a sedentary lifestyle and weight gain in children. A Canadian study conducted in 2003 and published in the "International Journal of Obesity" linked 7- to 11-year-olds' television and computer use to a significantly increased risk to being overweight or obese. The study found that children who spent 3 or more hours a day in front of technology had between a 17- and 44-percent increase of risk of being overweight, or a 10- to 61-percent increase risk in obesity.” [viii]

We must combat not only the psychological impact of modern technology’s influence on our lives, but the physical implications as well.  When the driving force in someone’s life is to get to a computer screen, television, or video game console as quickly as possible, they will invariably be at risk for problems such as obesity.  A stress on physical activity both in and outside of the dojang must be another component of our black belt curriculum. Too many rote exercises and drills though will only help to trigger the desire for instant gratification, though, and that will work against us.  We must encourage a high degree of physical activity while still maintaining interest in our students and working away from the need for instant gratification.

                 All of the above is not meant to suggest that technological advancements represent some abstract evil that needs to be wiped from the face of the earth.  On the contrary, we can, under the right circumstances, make use of modern technology in ways that will help students develop the very qualities we hope they will one day possess. Even Dr. Benoit, while stressing that we should be mindful of the potential negative effects technology has on children, admits that “most of the effect of modern day technology is beneficial”.[ix]  To what degree, then can we add these beneficial aspects of modern technology to our developing Black Belt Curriculum?

The Culture of Information: Understanding the Benefits

            We must acknowledge that in addition to the bad, the modern Information Age has give us much that is good, and of immense value.  Communication between diverse groups has never been easier, and we are far more likely to be exposed to a multitude of concepts and ideas that we would never have experienced if we were cut off from the larger world. Families and friends who are spread part geographically can instantly share experiences through online chats, photo albums, and videos.  It has become much easier for us to reach larger audiences and deliver our own messages with the use of websites, email, and other Informational Technologies.  What we need is not a complete exclusion of technology, but rather a method of introducing a more balanced lifestyle in ourselves and our students. 

            The most visited and used website in the world is, and has been for quite some time, Google.  Google is a search engine that will return instantaneous results in a user-friendly format. Basically, you type what you want, and you get it.  This seems to indicate that people want information, and they know where to get it.  However, it is interesting to note that within the last few years there is one website that had skyrocketed to the number two position, surpassing many of the world’s most popular sites.  This site is, of course, the almost omnipresent Facebook.[x]  Facebook does not require you to search. Instead it brings information directly to you, based upon what you tell it you “Like.” In one click, hundreds to even thousands of students or prospective students will see your message.  At one time, it could be said that a dojang without a website was behind the times.  In today’s world, a dojang that doesn’t have a Facebook page is.

            Again, the reader may ask, “What does this have to do with a black belt curriculum?” Again, the answer is a simple one: Everything.  In order to adapt to the hustle and bustle of today’s families’ schedules, most martial arts studios have classes that last for an hour or less.  At one time, a class lasting this long would have been considered extremely short.  Classes when I first began training were uniformly two hours long, and would often run past the allotted time.  I am not suggesting that we are “soft” in our current training practices, though.  On the contrary, we have become more efficient in delivering our physical curriculum in less time to a greater number of students.  There is one major area that seems to be missing from the shorter classes of today, though.  Often, one of the first things cut out of classes that run for less than an hour is lecture and discussion.  This could be on any number of topics from philosophy, to training methods, to culture, to history, and is a critical part of any black belt’s development.  Try as we might, though, most of us fall short when trying to pack this part of our instruction into today’s shorter classes. Many of us have developed student handbooks, newsletters, fliers and other forms of paper handouts to be sent home, but how often do they reach our target audience?  They are just as likely to be left in the bottom of a bag or tossed in a drawer and forgotten forever as they are to be read and truly absorbed by our students.

            Today though, we have a better way to get our message across.  By posting short, to the point messages about what our students should be doing on sites like Facebook and Twitter, we can give subtle reminders without being present.  By posting photographs and videos of various classes, drills, and studio social events, we give our students a sense that they belong to something larger than themselves, and they are appreciated by their peers and seniors.  By posting links to relevant articles, videos, and other information online, we encourage our students to read and research.  By creating online knowledge games, we help our students to study and learn in creative ways. We are even able to create mobile phone applications that our students can download and use regularly.  Finally, by involving our black belts in the creation of suitable online content, we can help them to become leaders and at the same time bring them new levels of socialization and respect.  Today’s technology can be a blessing as much as it can be a curse, and, when properly used, can help bring a new focus to our curriculum.  We must learn to share the wisdom of the past by making proper use of the technologies of today and tomorrow.

The Culture Gap: Conclusions

            There is no doubt that the inundation of technology in our culture has had numerous negative impacts.  In addition, this onslaught of technological development shows no sign of slowing. We have moved from the Age of Information into the Age of Immediacy, and the need for instantaneous gratification is being ingrained into everyone who owns a computer, a mobile phone, or even a television.  It is becoming harder and harder to battle this growing need for immediate rewards.  What do we have to offer our black belts other than consistently increasing periods of time between promotions, less new material, and pressure to perform at levels that are up to our expectations?  This is a question we must both seriously consider and to which we must find our own individual answers.

            Some answers may be universal, though.  We must redefine in the minds of our black belts that which they view as rewards.  The desire for tangible things such as certificates, belts, and medals must be replaced with the knowledge that they are displaying increased levels of proficiency, and are being entrusted with new levels of responsibility that are of immense value to both the dojang and to the art itself.  We must not be afraid to praise our black belts when they deserve praise, and must strive to create opportunities for them to earn that praise.  We must impart to them the knowledge that by controlling their impulses for gratification right now, they are in fact coming closer to attaining even greater, if less tangible, rewards in the future.

           Finally, we must help our students to find the one thing that all parts of nature strive towards: balance.  In order to do this though, we must teach by example and strive for balance ourselves.  My instructor would often tell us that the line that separated the two halves of Um and Yang on the Korean flag represented “the path of the warrior.”  If we stray too far to either side of this path, we are losing sight of our goals and are straying from our true path.  This is as true in modern society as it was thousands of years ago.  If we do not learn to embrace the benefits that modern technology offers, simply because we are opposed to its negative aspects, we are unbalanced in our approach as teachers and role models.  We must seek innovation as well as adhere to tradition.  Above all, we must do what is best for our students and for the ongoing development of our chosen art.


Kick. Punch. Easy Stuff.

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[i] http://en.wikipedia.org/wiki/History_of_the_World_Wide_Web

[ii] http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment

[iii] http://drupal6.allianceforchildhood.org/dot_com_kids

[iv] ibid.

[v] http://www.wggb.com/2012/02/08/social-media-sites-like-facebook-and-twitter-are-as-addictive-as-alcohol- and-tobacco-local-experts-weigh-in/, http://phandroid.com/2012/02/05/drugs-are-addictive-try-social-networks/, & http://www.guardian.co.uk/technology/2012/feb/03/twitter-resist-cigarettes-alcohol-study

[vi] http://drupal6.allianceforchildhood.org/dot_com_kids

[vii] http://www.v3.co.uk/v3-uk/news/1987300/technology-blamed-us-obesity

[viii] http://www.livestrong.com/article/46320-obesity-children-technology/

[ix] http://drupal6.allianceforchildhood.org/dot_com_kids

[x] http://www.alexa.com/topsites

The Black Belt Curriculum: The Age Gap

“It has been more than half a century since I began teaching. Not only the methods of martial arts instruction, but the world itself has changed drastically and rapidly.  Consequently, I have had to throw out many of my old notes as the teaching methods have evolved greatly from my old days.”

                                   -Grandmaster Jae C. Shin, 2002  

 

We have introduced the fact that there are several qualities that separate the black belt student from the color belt student, and that there is a need to challenge the ideas of the past concerning the “hands off” philosophy of allowing black belt students to develop these qualities on their own.  Before we can move forward to develop a comprehensive curriculum for the black belt student, though, we must first identify the factors that have created the need for this new curriculum, as well as the areas in our current curriculum that fall short in addressing these factors, or are missing altogether.  In short, there are two questions we must address:

1.  Why do we need a new black belt curriculum?

2.  What is missing from our current black belt curriculum? 

Why We Need a New Curriculum: Teaching the Young

                  One reason we need a new curriculum for our black belts is actually relatively obvious.  Over the years, the average age of a martial arts student has decreased dramatically.  Until the early to mid-1980s, teaching martial arts to children was a very uncommon practice.  Even then, at ten to twelve years of age, a child was considered quite young to begin training.  Teaching methodologies were aimed at late teens and young adults, and not at children.  Over the years, instructors worked hard to develop new methods specifically designed for teaching children, and many became quite good at doing so.  Martial Arts Instructors began to realize that by starting at younger ages, they would be able to develop students who had lived their entire lives in the martial arts, and as such would learn and grow along with the curriculum, their skills and knowledge naturally growing with their mental and physical development over the years. This worked out extremely well when the new white belt was as young as ten years old.  In the martial arts schools of today, though, we are seeing new students as young as three.   As we began to accept beginners at younger and younger ages, a mismatch began to take shape between the development of the student and the development of the curriculum itself.

                  Grandmaster Shin, in his latest book, Traditional Tang Soo Do: Volume V: Instructor’s Manual, states the following:

                  “In years past, practice of martial arts was limited to male adults.  As the martial arts spread to countries outside of the Orient, it was acceptable for women and children to train.  As we progress even further, we see that the acceptance of children as young as 3 years old is beneficial both physically and mentally, as long as the program is geared towards their skill and comprehension levels”  (emphasis added)

We are told, in no uncertain terms, that a martial arts curriculum for these very young students must be specifically tailored to them.  Many very skilled instructors have spent years doing so, and have made our current Tiny Tigers and Little Dragons programs into a rousing success that is shared among studios across the world.  However, this program, while a wonderful addition to our overall curriculum, only addresses one end of an unbalanced dynamic created by accepting three year old students.  What it does not do is address the other end of our current curriculum, in which we are confronted by a growing population of eight and nine year old black belts, who may not be truly prepared to take the steps necessary to begin developing the advanced qualities of that rank.  These young black belts need additional stimulation, guidance and direction, or they may find themselves straying from the path.  It is our job as instructors to further develop our teaching methods for not only the young white belt, but for the young black belt as well.

                  Over the years, I have noted that one of the most common complaints of black belts, and in particular young black belts, is that they aren’t learning anything “new”.  This in turn tends to lead to boredom, and in the worst cases, students begin to despair that they will never learn anything new.  I have often challenged these students by telling them that if they aren’t learning anything new that is their fault; there is so much new to learn, and they simply aren’t looking.  This idea perhaps too strongly embraces that old philosophy that a black belt’s journey must be entirely one of self-discovery.  It is important that black belts learn and discover things on their own, yes, but perhaps it isn’t critical that they make every new discovery entirely alone.  This is especially true of our young black belts.  While we do want to encourage leadership skills, maturity, and a certain degree of self-sufficiency in these students, we certainly do not wish to foster a sense of boredom, or worse, hopelessness.  Children of eight and nine years old, even black belt children of this age, inherently seek guidance from those they perceive as role models. If we are able to guide them towards new discoveries and don’t, then perhaps it is our fault if they don’t learn anything new.  Black belts must be encouraged to see their techniques and drills from a different perspective; to analyze things they have been doing for years with a new set of “black belt eyes”, and in so doing, become stimulated to see the “new”, even in what they once thought of as “old.”

                  In addition to the need for additional stimulation, guidance and direction, young black belts also display a need for socialization, and more importantly, a need for social acceptance. In short, they need to feel as if they belong, and if they are given any sense that they do not fit into the group in which they are classified, they will naturally begin to pull away from that group.  If they do not have consistent and stable peer groups present both in their individual classes, as well as within the larger body of the dojang, they will begin to withdraw.  If this is not remedied, withdrawn students will very likely leave in order to seek new social groups in which they feel accepted.  While individual learning can and must continue to take place, our new curriculum must also address the need for socialization by creating new partner and group drills and activities geared towards black belt students.  They must be encouraged not only to interact with one another, but also to push and encourage one another towards new levels of achievement.     Within these group activities, certain roles will naturally begin to form, and some students will begin to take the lead while others will be more content to follow.  While leadership is certainly a trait to be encouraged, true leaders will know when to take a step back in order to help others develop these skills as well.  For students to truly take the bigger step towards understanding, they must actively take part in both roles.  The curriculum must be designed so that all members of the group both lead and follow, for only in this way will they learn to accept both the assets and the faults present in others, and will then help to strengthen one another’s assets while learning to overcome areas of weakness. 

                  While social acceptance from peer groups is a strong motivating factor that will help young black belts continue to train and develop their skills, there is perhaps another guiding factor that is an even stronger force in determining whether or not a young black belt will continue onward on the journey towards mastery: respect.  While it is true that respect is earned and not given, instructors can and should create opportunities for young black belts to earn respect.  Most instructors will allow youth black belts to engage in supervised teaching responsibilities and will give them opportunities to lead their juniors in many activities.  By putting young black belts in these positions of authority and leadership, they can earn the respect of both their peers and their juniors, but this is only one factor that must be addressed.  In addition, a black belt curriculum must put these young black belts into positions in which they can earn respect from those who are traditionally placed above them as well.  As historian and criminologist Don Pinnock says:

“Elaborately, often unconsciously, and with tools, substances and attitudes dating back to the dawn of our species, young people engage in rituals of transformation which have a single goal: adult respect.”

While the preponderance of evidence suggests that this is true, it also suggests that young people in general, and young black belts by extension, do not necessarily understand how to achieve this goal; nor do they truly understand what respect from adults is or how to measure it.  In the end they will create their own methods for achieving this respect, even when those methods actually yield a negative result.  If we want to create a comprehensive curriculum to include young black belts, we must then incorporate ways in which they can earn respect from various groups of adults, both in and out of the dojang.  The curriculum must include opportunities for public service, guided authority in adult groups, and, ultimately, recognition of both efforts and achievements in a way that matters to the youth black belts in question.

The Age Gap: Conclusions

                  After some analysis, we see that there are three main areas in which the age gap between black belts of the past and the black belts of today has caused corresponding gaps in our curriculum:

1.   The need for ongoing stimulation, guidance, and direction: developing “black belt eyes”

2.     The need for socialization and social acceptance from peer groups

3.     The need for respect from juniors and seniors, with a focus on respect from adults

By identifying each of these needs and the gaps in our curriculum which correlate, we can begin to create a specific curriculum designed to fill these gaps.  Before we do this, though, we must ask whether the scope of this design will be too narrow.  After all, these gaps only address a very specific population of black belts, and generally address situations within the dojang, but not without.  As Grandmaster Shin tells us in the opening quote of this post, it is not only martial arts teaching methodologies that have changed over the years, but the larger world as well.  Perhaps by examining this larger world, and the predominant ways in which it has changed, we will find additional areas in which we must modify and update our black belt curriculum, and in so doing, broaden both its scope and overall effect, but that is a post for another day.

Kick. Punch. Easy Stuff.

      

Beginnings...

 

“What the caterpillar calls the end,

the rest of the world calls a butterfly.”

-Lao Tzu

            It is often said in the martial arts world that black belt is the stage at which we really start to learn; that is not the ending of our training, but merely the true beginning.  If this is true, and I must say I agree that it is, then we must ask this fundamental question:

If black belt is only the beginning of our learning, then how, exactly, do we begin to learn?

While this proves to be a difficult question to answer, in either a qualitative or quantitative fashion, it is nonetheless what I will attempt to do over the next few months.  Before we can even begin to answer how we begin to learn at the black belt level, though, we must first ask what it is we are attempting to learn.  What are the qualities of a black belt student that are different from those of the color belt student, and what is a black belt striving to be that a color belt is not?

            Obviously, we could discuss the basic mental, physical, and spiritual development of the martial artist, and determine that a black belt should be a person who trains hard, who studies the history and terminology of his or her given art, and who is of strong character, but the fact is that all of these areas have been developed since white belt.  The training in these areas does not really change, and it certainly does not begin at black belt, so again we must ask, what is beginning, and how does it begin?

           Based upon my experience watching and training alongside countless students and instructors, I fell that I can say with some certainty that one of the qualities of a good black belt is understanding.  A black belt should strive to do more than simply perform the motion of a given technique or skill.  A black belt needs to be able to apply that technique, and must be learning how to do so for a variety of different situations in a dynamic way.  The black belt must display the ability to improvise multiple solutions for a given problem, rather than simply show that he can demonstrate a static drill through rote repetition.  The black belt is moving beyond mere imitation of what the instructors and senior ranking students are doing.   The black belt is in the process of attaining knowledge about why we perform our techniques and drills exactly as we do them, is learning how to use these techniques correctly, and is learning when to use one technique over another.  It is in all of the above areas, then, that a new black belt’s learning begins, and it is in these areas that the instructor must guide and develop his black belts.  To reiterate and consolidate these ideas then, a good black belt curriculum must facilitate the development of three key areas:

1.      Understanding (knowing why techniques work as they do)

2.      Application (knowing how techniques work and can be used)

3.      Improvisation (knowing when to use one technique or application over another)

           While this list of characteristics is meant to illustrate the qualities that the black belt is beginning to explore and develop, it is important to realize that it does not denote a simple step-by-step process, and should not be viewed as one.  As a black belt develops ability in one of these areas, it in turn feeds into another area as well.  A student may start by learning a particular application of a technique, and this in turn can foster both a greater understanding of the art and at the same time trigger certain improvisational skills.  Each of these three areas in turn feeds into the other two, and is not only a circular and cyclical process, but one that can travel in multiple directions at once, and also feed back into itself.  Perhaps the process can be best viewed like this:

                If these are the areas in which true learning begins, where, then, will this new beginning take us?  Is there some inevitable destination to which this process will bring all black belts?  If the black belt does, in fact, go through the process of learning each of the above key areas, then I postulate that yes, there is one destination common to all good black belts: becoming an instructor.  If one truly understands the core concepts of his or her own martial art, can apply those concepts, and can improvise and adapt to diverse situations, then I truly believe that person will naturally develop the desire to see these skills develop in others, and will want to be the one to teach them.  This stems from a natural desire to see the art we love continue, and this can only happen by passing our knowledge on to a new generation of martial artists.  It seems to me, then, that a good black belt curriculum must take teaching into consideration as well.  A black belt who is beginning to display development in each of the three key areas identified above must also be encouraged to develop teaching skills, and must be presented with teaching opportunities.

           Knowing, then, that we must cultivate these areas in our black belts and that in so doing we can be assured that our art will be perpetuated, why do we see a continued trend of black belts who quit their training while only on the beginning steps of this journey?  In the “old days” of martial arts training, we would always have placed the blame squarely on the shoulders of the black belts who quit.  The responsibility for discovery, research, and technical development was theirs alone, and only the occasional nudge from the instructor was expected in order to keep black belt students on the right path.  If they strayed from the path, it was their fault, and it was generally up to them to find their way back.   

           Perhaps, though, it is time to reconsider this philosophy, at least to some degree.  While it often is the case that a black belt quits due to their or limitations, or for their own reasons, it is also true that some portion of the black belts who quit do so because they aren’t learning that which they need to learn.  We must identify the areas in which our curriculum for black belts is deficient, and we must innovate new ways of teaching an ancient art in a modern world, while still preserving the integrity and traditions of our art. We must realize that there are situations we face today that our predecessors did not.  We must determine where and why some of our current practices fail, and change those practices accordingly.  It is not an easy task, but with some thought and some hard work, it is one we can accomplish.

 

Kick. Punch. Easy Stuff.