Taking things to the 10th degree..

There is a lot of confusion in the martial arts over grades and rank.

In a previous blog, I looked at rainbow or Kyu grades.

In this blog I’m going to look at Dan grades.

In my opinion, there are 3 main issues which should be discussed:

– Standards
– Time in grade
– 10th Dans

Now I don’t mean to cause offence, as I said, I’m voicing my own personal opinion and sharing the solutions I have found.

I’m not pontificating and looking for everyone to adopt our working practices.

I just want you to consider possibilities.

Every art is different, as are associations, what we have in place with the SBA is functional for us but it is very much a “work in progress”

I just want you to consider the problems and find a solution that fits for you.

The first problem, as I see it, stems from the variety of styles, associations, syllabi and assessment criteria being used in the world today.

For argument sake we will dispense with style or art and concentrate only on structure.

If the world was a simple place there would be 2 types of belt.

The rainbow or colour belts, these would denote a junior or student grade who has not passed the coveted black belt.

And black belts, only worn by those that have.

Everyone would understand the difference and would know what had been studied by the belt being worn.

Unfortunately, the world is not a simple place.

So in the real world we have major discrepancies in grading criteria.

Junior black belt vs Seniors is always a bone of contention.

Should a child be awarded a black belt?

And if one is issued how does that child rate against an adult?

Leaving age aside, for the moment.

What one person does for a grade may not be the same as another, even though they train in the same style and same association.

Add to confusion, by allowing students to change grade by changing associations and we have a major mess.

The SBA looks at the arts in a different way than most, replicating itself on formal academia.

We start with the age issue by teaching kids in a slightly different technique order than adults. This is to protect them during their physical development.

We also adjust grading times so students are minimum of 15 years of age before starting the shodan syllabus.

We have 12 coloured belts, or 15 grades for kids, traditionally called Kyu grades.

Technically, it takes a minimum of 4 years 6 months for an adult, training 2 sessions of 2 hours a week, to accrue the knowledge you need for black belt.

Unfortunately, life gets in the way.

We have never had anyone pass black belt with under 6 years of training.

1st to 2nd Dan is minimum of a year (though it usually takes 2 years).

2nd to 3rd Dan is minimum 2 years.

3rd to 4th is minimum 3 years.

4th to 5th is minimum 4 years.

All these are combat grades and require physical assessments.

6th Dan and above are awarded on services to the association, with a minimum of 5 years between grades.

As I said earlier, we favour an academic based structure for our association, your belt is only recognition of your personal study.

The black belt is but an extension of your study to show your progression to higher learning but does not confir on you the abilities to teach.

Becoming an instructor, coach or teacher of any subject requires separate study.

Learning on pedagogical approaches, lesson plans and structure is just as important as strong subject knowledge.

The Martial arts should be the same.

With that in mind, the SBA requires all instructors to have a formally accredited and nationally recognised level 3 or above teaching qualification.

This gives our instructors a level of professionalism above what is usually expected for a martial art.

Each grade has a minimum standard that is formally laid out in the assessment criteria.

Only instructors with formally accredited and nationally recognised assessment qualifications can be used on our grading panels.

Thus providing every student with an unbiased bench mark of their current abilities against the recorded standard.

There is, at present, a disregard for high grades. People claiming that others haven’t earned them.

I believe that if more martial arts favoured this structure a lot of the in fighting could be resolved.

People would respect their grades and those of their peers, reducing the need for politics.

Moving on to our second problem, time in grade.

Above, I have outlined the SBA’s syllabus times.

Although we favour an academic structure, we still use the traditional time in grade as part of our criteria but as I’m about to suggest, this maybe something that we may need to reviewed in the future.

If we consider the arts as a purist form of learning, which is a point I doubt many people will argue with, then we should possibly reconsider the “times in grade” and look towards “Guided Learning Hours”

Students have different natural skills and start learning from their own unique level but let’s put that aside for the moment.

Let’s take 2 students, identical in every way.

If student A trains once a week for 2 hours, then in a 13 weeks / 3 month period you will have accrued 26 hours of practice and be eligible to grade.

No one would argue that.

If you consider it takes 6 years to earn a black belt, you have trained twice a week and completed 1248 hours of training.

Now look at Student B, who trains full time, studying 40 hrs a week.

To match the same time in grade criteria would be approximately 32 weeks.

Just let that sink in.

Not much more than than 6 months to black belt, how many would scream McDojo or rant about martial traditions.

If we hold the student back, respecting the traditional 3 months between grades, then how many would claim it’s all about the money.

Students want to progress quickly, many will pay to take private lessons or attend more than the 2 classes a week we have used in our example.

Training in smaller classes or “one to one” with the instructor, will reduce learning times.

If they fulfil the criteria should they not grade early?

Now this example was for two identical students.

If we drop student ability back into the mix, the chances are we are really restricting the student’s growth.

We have all heard about gifted children.

Let’s for example consider Michael Kearney.

He enrolled at the Santa Rosa Junior College, completing an Associate’s in geology at age 8 went on to finish his Bachelor’s degree by age 10, making him the world’s youngest university graduate.

Should he have been kept back?

He passed the assessments and fulfilled the criteria of the degree.

Has there been an outcry from the academic community?

No, it is only in martial arts that traditions need to be maintained.

Students have to be a certain age with many years training to hold a “legitimate” grade.

Which leads us on to our final problem, the elusive 10th Dan grade.

For traditionalists the 10th Dan is the pinnacle of martial arts achievement.

They should flow through the room, killing everyone in their way.

Pausing, only briefly, to survey the damage in their wake.

Other notable qualities should include, walking on water, being older than the mountains and able to speak only in riddles.

Ok, none of that is true.

But we do expect 10th Dan’s to be old and wise, right?

Do you really need to be old to be a great martial artist?

I don’t think so.

Bruce Lee, arguably the greatest influence the martial arts world has ever seen died when he was
32.

Elvis, the King, died at 42.

Let’s not forget James Dean, who only made it to 24.

All proof that greatness cannot be defined by age.

Then surely we must consider the number of years training.

People will argue 30, 40 or even 50 years to become a master.

With that kind of timescale to become a “master”, how long would you need before it would be acceptable to form your own style?

Judo was established in 1882 by Jigorō Kanō.

He was born in 1860, making him only 22 when he formed his own style.

Granted he wasn’t a 10th Dan at that point but surely this nulls both the age and time in training criteria?

So where are the criteria we should use to award a 10th Dan?

Who has the grade to award it?

Every style and association will have their own thoughts, which due to human nature and politics, will be ignored by all the others.

I would suggest that we could again look to academia for a solution.

Maybe the 10th Dan should be awarded as an honorary degree.

An honorary degree, in Latin honoris causa or “for the sake of the honor” is an academic degree for which a university has waived its usual requirements and may be awarded to someone who has no prior connection with that university.

It is often conferred as a way of honouring a distinguished visitor’s contributions to a specific field or to society in general.

I feel this would bring styles and associations together, people could be promoted for their dedication, influence and success, not only in their own style but by others.

Honorary degrees are often given to famous people, actors and politicians, there is no criticism or ridicule.

It is accepted practice.

Sean Connery received one from Edinburgh University.

But that couldn’t happen in martial arts or combat sports right?

Or could it?

The boxing hall of fame, inducted Sylvester Stallone, a man who never boxed, at the same time as Mike Tyson.

No one thought it was wrong.

There were no demands for Stallone to prove himself by getting in the ring.

Only in the martial arts, where respect is supposedly taught from day one, do we have keyboard warriors trashing reputation of people they have never even met.

I want to thank you for taking the time to read such a long post.

As I said at the beginning, these are just my thoughts. They hold no more weight than anyone else’s.

But hopefully I have given you something to think about.

Stay safe, Til we speak again..

 

 

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How Do You Do Yours?

In this blog post I want to talk about gradings, promotions or belt testing.

Most arts have some kind of formal rank, grade or belt system in place.

It usually follows some kind of a syllabus or curriculum of learning.

This allows students and instructors to map the progression of the student on their martial journey.

The order of the belts and syllabus will vary from style to style and maybe even across associations.

But what I want to discuss in this post, is the way rank is attained.

To avoid misunderstandings, this post is only dealing with rainbow grades or belts below the coveted black belt.

Dan grades, I will leave for another day.

So how do you conduct your gradings?

In my time in the arts, I have come across 3 types of grading.

– Assessment
– Testing
– Awards

The first type is an assessment grade, which follows a strict process where all students are assessed against a minimum standard or criteria.

This may include both written knowledge sections and physical or practical sections.

Usually set for specific dates in the year, for example every 3 months, and conducted formally.

“X” number of technically correct repetitions of the required techniques and you pass.

The students and instructors know exactly what is required to pass and what will not.

It is standardised with no hidden aspects or surprises.

The second type is a traditional test, this is when the student has learned all the required techniques and they are tested by the examiner.

As in the assessment type grading, there will be a formal testing of the student, outside of normal class times.

Again, at with assessments, these test will be held in average every 3 months.

It is the examiners prerogative for the format and they ask for what they want to see, their opinion is the only criteria of what is needed to pass.

This type of grade is more subjective and open to interpretation.

What one instructor looks for may well be completely different from another.

The final type is an award.

There are no formal tests or assessments.

There are no fixed dates and promotions take place during normal class times and are completely at the discretion of the instructor.

Now, I’m not going to comment on the strengths and weaknesses of each type or recommend which one you should use.

That is down to the instructor or the association you train with.

In the SBA, we use the assessment method.

All students have access to the syllabus from white belt to Shodan and understand the criteria they will be graded under.

This removes the subjective or personal opinion of the examiners.

The students are fairly assessed and, in my opinion, our grades stand up to external scrutiny.

As the chief instructor of the SBA, I took the decision to move our clubs from traditional style testing to assessments.

I was sick and tired of politics and looked at the ways I could change things for the better.

We started by looking at the way our classes were being run and insisted that all instructors hold formally accredited teaching qualifications, first aid qualifications, a qualification in safeguarding of children youths and vulnerable adults and an up to date criminal record check.

This put our teaching practices above the level of most associations, as all instructors have been externally assessed on their teaching abilities and backgrounds.

The next logical step was to look at the syllabus and the way rank promotions were taking place.

We put all our instructors through a formally recognised assessment qualification, the same qualification used by industry and trade sectors to assess vocational qualifications.

Each grade has a specifically written criteria and minimum pass marks.

This has lengthened the process for the examiners but gives the students a fairer representation of their abilities.

Are we finished?

No, we are now looking towards the future, with a full review of the syllabus.

But that is also for another day..

If you would like information on what we have put in place or on any of the qualifications mentioned drop an email to
scottishbudo@aol.com

 

Speak to you soon

 

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I came to learn Fighting not Kata..

Most martial arts focus on 3 main areas:

– Basics
– Kata/Patterns
– Fighting

As martial artist’s we all want to fight, right?

If we are honest, we go through the motions of the first two, basics and Kata, to get to the good bit..

Fighting!!

Sure some instructors may dish out the old cliches and tell there students “I train so I don’t have to fight”.

That’s not a bad thing.

It has its place, especially for those that teach kids.

But when push comes to shove, we teach fighting.

At some point, no matter the style or art you train in, there will come a time when you doubt your techniques and feel the need to test what you have learned.

Whether you try semi-contact or full, you will pit yourself against the techniques and strategies of your peers.

It’s easy, at this point, to forget your roots and change the focus of your training.

Often I have heard of students being attracted to the bright lights of competition and looking to another art or instructor to provide what they think is missing from their training.

Leaving the solid base they had, to chase their elusive dreams.

Many end up just hitting pads or worse, being used as cannon fodder for senior students who already compete..

But remember a successful fighters shelf life is pretty short, you may have already missed the bus.

Not everyone will be a champion and injuries happen.

No matter how great you think you are, the reality is that for most people, you’ll never make the UFC and will still have to be at work on Monday morning.

Unlike competition careers, martial arts is a life long journey. With over 30 years of training in several arts.

I still consider myself a beginner who has only started to scratch the surface.

So let’s look again at the main areas of training:

– Basics
– Kata/Patterns
– Fighting

Basics is where you learn your art.

It’s your introduction to training, where the foundation to your art is taught.

You learn the concepts and principles of striking, kicking, blocking, locking and throws.

It is taught carefully, with your instructor making corrections to your body position.

Practice is long and repetitive, committing techniques to muscle memory.

If learned properly, techniques will come on their own in reaction to the situation or attack.

This is put into action and tested when we spar or fight.

We apply our techniques in a dynamic way against a resistant partner.

But there is a massive leap from basics to sparring.

Care needs to be taken or injuries can occur, even if we do try and break it down into 3 step , 5 step or 1 step first.

This is where Kata comes in.

Kata is the means by which fighting theory becomes fighting practice.

It takes the individual technique taught during basics and combines the concepts of timing and distance.

Kata also allows you the chance to work on your own, outside of class.

It is the foundation for all sparing and opens your mind to the idea of multiple attackers and practical self-defence technique.

Now before I get called out on social media, I didn’t say Kata was for Self-Defence.

I said it can open your mind to multiple attackers and practical self-defence.

In my opinion, Kata practice will change the practitioner’s perception of their basics.

Beginners might not understand the nuances of Kata or see the benefits, so let’s change our discussion to something most people understand.

Weight loss.

In weight-loss and fitness circles, there are daily arguments about the use of fad diets and specific fitness regimes.

Fashions change, things come and go but no one would argue against the long term benefits of healthy eating and exercise.

The scientific results are well documented and have stood the test of time.

But what has that to do with Kata?

In society, things that work are kept and things that don’t are thrown away.

There’s a reason traditional arts use Kata.

Because it works.

Kata holds the secrets to your art, kept in plain sight and passed down through the generations to you.

Hopefully you’ll remember this post if your training becomes boring, allowing you to see things from a different perspective.

A wise student never forgets the importance of their Kata.

And if you are learning a style or art that doesn’t have Kata, maybe you should be asking the question why not?

Fighting is a young students game, Kata will be with you for life.

Speak to you again soon..

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Gun Law in the UK.

Having travelled and taught martial arts across Europe and North America, there is one question that repeatedly gets asked.

“What do you think of our gun laws?”

Often, I have no idea of their laws and so learn more than I teach.

But I have spent a lot of time “stateside” lately, I have talked to many gun owners, seen numerous news reports and read  a “few” posts on social media about the 2nd Amendment Rights of US citizens.

Now, I don’t want to talk about the politics of another country or presume to know what is right.

But I can talk of history and how things have gone in this country.

We in the UK are held up as a shining beacon, an example for others to follow.

Well, have a read of this, it’s a short history of gun control in the UK.

http://www.ncc-1776.org/tle2010/tle558-20100221-07.html

And before you ask, yes in Scotland we have banned air guns.

You now require a firearm certificate to own one.

And yet we still have gun crime, murders and shootings.

Maybe not to the levels elsewhere but we are a small nation.

Perhaps we should look at the facts:

February 12 Taxi driver Bulent Kabala, 41, shot dead on a roundabout in Enfield

March 8 Kelvin Odunuyi, 19, shot in Wood Green amid escalating gang warfare

March 14 Joseph Williams-Torres, 20, shot dead in a stationary car in Walthamstow

March 25 Abraham Badru, 26, shot in Dalston, East London, without warning

April 2 Tanesha Melbourne, 17, gunned down by drug gang in Tottenham

April 2 Amaan Shakoor, 16, shot in the face outside Walthamstow Leisure Centre

April 9 An armed man was shot dead by police in Romford after threatening people with a gun near a petrol station

Now these are for London alone in 2018, not bad for the capital city of a country with some of the strictest gun laws in the world and let’s not forget it’s own dedicated police force.

Gun crime was in decline up until 2014 but since then has been steadily increasing.

It was reported by the Sun newspaper, that between 2016 and 2017 the number of reported cases went from 2,193 to 2,542.

This was according to figures release by the Metropolitan Police.

In 770 of those cases, a gun was actually fired.

Let that sink in, these figures are only for the London metropolitan area.

According to several research websites,  many of the UK police forces gave no response to requests for information.

Consider these facts when you here about the success of our gun control legislation and remember, criminals don’t follow laws.

 

 

 

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British Justice..

BRITISH JUSTICE?’

“Fury grows at murder arrest of 78-year-old who ‘stabbed to death burglar in house raid’”         TheSun.co.uk

This is one of many headlines making the rounds on news and social media.

Now if you know me, you’ll know my background and that I’m an strong advocate for Self-Defence.

But too many, especially people who should know better, are jumping on this bandwagon and claiming this is outrageous.

I agree..

It is outrageous, outrageous that people are furious about a man being arrested on suspicion of murder.

Suspicion of murder.

The police are an investigational authority, they are tasked with collecting evidence. They arrested the “pensioner” after the burglar had died.

So let’s look at the facts.

There was a young man killed by a stab wound, found on a public road.

Should there be an investigation?

Yes.

Does the ages of suspects matter?

No.

Should the suspect be arrested?

Yes.

The police have to do their jobs, they haven’t said he is guilty. He has been charged and is innocent until proven guilty.

He has the law on his side, the crown has to prove it was murder to a jury of his peers.

If the situation is as reported, he has a good case for self-defence.

If, as has been alleged, he was protecting himself, his wife and his property, under the current CPS guidelines it might not even make it to court. It all depends on the evidence being reviewed.

As a self-defence instructor I have spent many years teaching the law.

It is important that we all understand the law and our rights under it.

Please take the time to read up on it, don’t be outraged or furious without understanding the facts.

Mark Dawes is one of the UK’s top authors on Self-Defence and an expert on the use of force.
His book on “Understanding Reasonable Force” is available on Amazon.:

 

Or take a look at the guidance given by the CPS.

https://www.cps.gov.uk/legal-guidance/self-defence-and-prevention-crime

Or why not contact me directly at scottishbudo@aol.com

I run Self-Defence workshops and courses at venues through out the UK.

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Teaching a martial syllabus..

As always I write my blog post on the back of something happening in real life.

There was an interesting post on Facebook about martial arts curriculum.

Now, I don’t want to go down the route of discussing technique or which style is best.

If we do that we get drawn into the political minefield.

Instead, I want to talk about how I use our syllabus to teach.

The syllabus shouldn’t really change, although there may be some additions over the years.

The whole point of having a syllabus is to standardise the teaching process.

Having a syllabus makes teaching group sessions easier and provides a structure for generations to come.

My view of the syllabus changes depending on who I’m teaching..

For beginners I consider the syllabus a set of guidelines.

Let’s compare the process to teaching children to write.

When teaching kids to write, we put guidelines on the page to show them where to write.

This sets up page position or in martial terms body structure and posture.

We give examples of letters so that they may be copied.

We might, depending on the needs of the student, have dots to show how to draw the letters.

This is when we concentrate on the basic or single technique and should be taught using the principles of EDIP:

– Explain
– Demonstrate
– Imitate
– Practice

Then we move on with students are taught groups of techniques which work together.

This again can be compared to writing.

Taking individual letters putting them together to form words.

We give examples of how words are spelt, adding meaning to the previous lessons.

We teach them to use their own finger to separate groups of letters.

This is the same as teaching the student the importance of their own personal range within the guidelines of fighting distance.

The next step is using our groups of techniques against an opponent.

Developing a self-defence scenario is similar to using words to form sentences.

Being able to control the different elements of a fight using the techniques they have learned.

The sentences will gain structure and complexity with the number of words or techniques the student can use.

Final stage is when the student can use their full vocabulary to communicate their own ideas and express them so that others can understand.

They don’t create the story, it writes itself.

This is when the technique is no longer formed by recall but from the needs of the moment.

The free flow of the moment gives the practitioner’s technique a life of it’s own.

Each part of the syllabus changes at this moment to become a snap shot in time.

A position of unforeseen possibilities, progressing from that finite point of time, into a future not yet conceived.

That opens the door to my theories on time, something I’ll leave for another day..

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A snake, a frog and a little lesson in marketing..

It’s January, so it must be time for a new blog post..

Today I want to share a meme that was post in social media.

It is one of hundreds, possibly thousands, posted daily which will be shared and liked but it struck a chord with me on a couple of levels.

Firstly, as an advertisement for Jack Daniels..

Whether it was by design or luck, the product placement on this meme will put it where traditional advertising couldn’t.

There are strict rules about advertising alcohol to kids and yet this meme could possibly be seen by anyone over the age of 13.

It would have cost Jack Daniels millions to reach this size of market, if it was even legal for them to try.

It will continue to bring brand awareness as it will be shared forever, with each generation that finds it funny..

Think what that level of exposure could do for your company or brand.

So the questions you need to ask yourself is are you using social media to its full potential?

Have you got an presence on the platforms your customers will see?

The second point I want to raise, this meme covers every lecture, video or book on business marketing that I have ever read and it does it in 30 seconds.

Think about it, the Fisherman is you as a business.
You use traditional bait, the worms, to hook your fish.

We all use traditional marketing to attract business but we know there is better bait, frogs, available if we look outside the box.

The snake represents a one time sale, a person who stumbles across your product either by luck or by accident.

This could be a group, individual or customer base, that you hadn’t considered selling or even marketing to before.

But this type of customer gives you a chance to expand your brand exposure and ultimately increasing your potential customer base.

If the customer values the product, as the snake enjoyed the Jack Daniels, the customer’s word of mouth could bring in more clients.

The final thing to take from the meme, don’t forget to pay the snake.

Otherwise you could be bitten when you take the frogs.

If a customer brings you more clients, they deserve to be rewarded.

They could have taken them to your competition.

As a company, we offer reduced prices to repeat business customers and commissions to individuals who sell places on our courses.

If you would like a free copy of our ebook on business branding, drop me an email or join our mailing list at http://eepurl.com/J8pyn

Now, I’m off for a drink..

 

Copyright Credit to https://www.facebook.com/LaughOrCroak1/ for the meme.

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