Part 1: Introduction
During the two-year kenshusei programme, each kenshusei must write two reports. They are usually given the questions in the January of each year and are expected to hand them in at the beginning of March. Below you'll find the reports I completed while on the course. You can link straight to an individual report with the following links:
Part 2: Teaching Advanced Technique
Part 3: What is the Relationship between Bujutsu and
Budo?
Part 4: Teaching the Disabled
Part 5: What is the Difference Between Western and Eastern
Fighting Styles?
Part 6: Teaching the Elderly and Physically Weak
Part 7: What Are the Different Elements of Physical Power?
Part 8: Teaching Karate for Health
Part 9: Teaching Kata, Kumite and Kihon
Part 10: What Muscles do we need for Karate?
Part 11: Psychologically Speaking, What is the Relationship
Between Breathing and Preparing to Fight?
Part 12: Teaching Women and Children
Part 2: Teaching Advanced Technique
I think many people make the mistake of trying to teach advanced technique by simply adding lots of techniques together to make long basic combinations. This can especially be seen in Europe where many incompetent instructors, when teaching kihon, simply add one technique for each grade group. Therefore, the white belts do one technique, yellow belts two, green belts three etc. Therefore, black belts are made to do combinations of 7, 8, 9 techniques. It simply becomes a test of one’s memory.
In my opinion, I think advanced technique is not the end conclusion, i.e. a punch or a kick. Advanced technique is the in-depth study of body mechanics. By studying body mechanics in greater detail one can learn new ways of how to use one’s body and become more efficient at using one’s body.
To illustrate this point I want to talk about two simple exercises that teach advanced body mechanics. If we practise kizami tsuki, gyaku tsuki in zenkutsu dachi, it is a very simple way of learning the hanme-shomen action of the hips. Students, when practising this technique, often make quick progress, and can perform the technique reasonably well. However, after a while their skill might reach a plateaux, and they are unable to progress much further. At this point it is useful to practise the same technique, but instead of using the conventional zenkutsu-dachi, use kiba-dachi and kokutsu-dachi.
The student will find it more difficult to generate the same power, and only by improving flexibility, strength and correct use of the hips will the student continue to progress in skill. Once this has been achieved, if the student returns to normal kizami tsuki, gyaku-tsuki practise in zenkutsu-dachi, they will find an improvement in performance due to the practise of the technique in the unconventional way.
A second example can be seen in practising this simple technique. From heisoku-dachi step back gyaku tsuki left and right hand. Then step to the side shuto uke (kokutsu-dachi) both left and right hand. Then step to the side kagi tsuki in kiba dachi (step to the right, left hand punch, step to the left, right hand punch). After every technique return to heisoku-dachi, so all techniques start from there.
This combination is very simple, practising three techniques and three stances. But more importantly it is practising the hip vibration/snap of each technique. From heisoku-dachi the hip vibration/snap for each technique is exactly the same. However, the timing is slightly different for each one. Therefore, by practising these techniques together, students can understand that using the body’s power at different times in a technique produces different results; therefore they can gain greater insight in body mechanics.
These two simple examples show that in order to teach advanced technique, we must give students a chance to use their body in ways they already understand, but provide greater physical restraints (example 1) or provide them with new or innovative ways of how to use technique, timing, kime or body mechanics (example 2). This way their karate foundation will become stronger and their knowledge will grow.
Part 3: What is the Relationship between Bujutsu and Budo?
Historically bujitsu can be seen as the origin of budo. If we see all budo having a family tree or evolutionary path, bujitsu can be seen to have direct relationships with budo. For example jujitsu gave birth to judo and aikido. Okinawan Te (karate-jitsu) gave birth to karate-do in all its styles and forms.
In order to clearly see these connections it’s important to see what bujitsu is. Any bujitsu can be seen as a fighting style or system, comprising of various techniques that have been tried and tested in real situations. They don’t claim to be more than a sum of their parts, but merely a system of self-defence. Therefore, training has a direct relationship with the outside world, as practitioners of bujitsu would have more than likely used the techniques in real life situations in order to protect themselves. Therefore, bujitsu helped the bujitsu-ka become physically strong, nothing more.
However, bujitsu can be seen as the origins of budo, therefore, it is in the past. Since those times Japan and the world has changed and developed. So, too, has bujitsu into budo. Now, budo-ka practise the same, or similar, techniques of long ago, however, the styles have developed into more than the sum of their parts. This can be seen in the irony that Japan is the safest country (statistically speaking) in the world. However, it has given birth to the most famous and most widespread budo in the world. If budo simply provided a way to defend oneself, it would have died out long before now, because on the safe streets of Japan it simply isn’t needed. Therefore, it is offering more than self-defence.
Now, budo offers a “way” of self-improvement, which goes far beyond just physical strength. By learning the budo techniques we can become physically aware of ourselves. This physical awareness leads to mental and emotional awareness. And consequently, if we have a greater understanding of ourselves we are able to understand other people and the world better.
Therefore, the relationship between bujitsu and budo is that bujitsu provided the basic techniques that we use when practising budo today. So physically they are very similar. However, bujitsu was very external, dealing with the defensive problems people had to deal with on a daily basis. However, since that time the art has evolved into budo. Now it has been internalised dealing with the problems people face within themselves, therefore becoming a “way” to live one’s life.
A recent development in karate, spearheaded by Asai sensei, has been wheelchair karate. Asai sensei has devised many kata specifically for wheelchair karate-ka, producing a wealth of information and techniques.
When teaching disabled karate-ka, we can, in many ways, follow the same pattern as when we teach able-bodied karate-ka. However, disabled karate-ka have special considerations. First, we must assess the ability of the person. People who need to use a wheelchair suffer from a variety of ailments, some severe, others not so severe. Therefore, we must determine what the person is physically capable of doing. We must also consider why they are doing karate. Is it because they want to increase their physical fitness, to improve self-confidence or is it for self-defence. These things should be considered when teaching the person.
Once the person has been assessed, training can be started. The person will probably already be physically strong, especially around the shoulders. However, his physical range may be limited due to only pushing or pulling the chair’s wheels when moving. Therefore, the person must increase his physical range by stretching.
Once flexibility has been increased, we can move onto practising basic techniques. These techniques can be taken from the kata devised by Asai sensei. At first they should be practised without moving, learning the correct body position and preparation for all basic blocks, punches and strikes. Following this movement, without techniques, can be practised. Developing quick, sharp movements backwards and forwards, concentrating on correct hand position on the wheel. Finally we can combine both types of training, practising all techniques in a normal kihon training style, moving up and down the dojo practising the various techniques.
Once the basic techniques have been taught, we can then move on to kata that Asai sensei has devised, starting with the easiest, slowly progressing to the more difficult kata. Just in the same way that we teach kata to able-bodied karate-ka.
Up until now, the way we teach wheelchair karate is similar to normal karate. However, when we teach kumite, we must consider the special needs of the disabled karate-ka. First the disabled karate-ka can't practise kumite together. This is because it is impossible for a karate-ka in a wheelchair to effectively attack another karate-ka in a wheelchair. Therefore, able-bodied karate-ka must be used as attacker (which is good because in reality if they were attacked it would probably be by an able bodied person). Then it is important to alter the type of kumite. We can't practise “gohon kumite”, “jiyu-ippon kumite” or “jiyu kumite”. However, “ippon-kumite” and self-defence can be practised.
With “ippon-kumite” techniques and movement can be practised, first basic from the front, kicking or punching attack, with the disabled karate-ka blocking and counter-attacking. Then the attacks can become more difficult, multiple attacks and also attacking from different angles, forcing the defender to move more and with greater speed. However, with wheelchair kumite it is important to realise that attacks like “mae geri” and “chudan tsuki” are unlikely to be used, due to the wheel- chair, so attacks should be modified to make them more realistic.
From “ippon-kumite” we can naturally lead on to more self- defensive techniques. Strategy can be taught, for example always keeping 45 degrees to the attacker (the wheelchair is more stable and there is less target for the opponent to attack) and keeping the backhand on the wheel and the front hand as guard. As the disabled karateka’s skill increases, attacks can become more complicated and realistic, almost becoming a special wheel- chair karate type of “jiyu-kumite”.
If we follow all these points, wheelchair karate is almost following the same syllabus as normal karate, therefore, producing a very comprehensive form of karate.
Part 5: What is the Difference Between Western and Eastern Fighting Styles?
From an historical point of view, there are absolutely no differences between western and eastern fighting styles. And it is not just western styles (Europe and America). The whole world has a long history of unique regional fighting systems.
We can see this with the Irish “Bata”, Scottish “Catheran”, Russian ”Sambo”, Indian “Kabadd”, Indonesian “Silat”, French “Savate”, Spanish ”Zipota”, English “Purring”, Icelandic “Gilimae” or Sudanese ”Wuba” to name just a few. And every fighting system that I have just mentioned has it’s own kata, kihon and kumite drills. Plus there is a lot of evidence to show that there were many ties and connections between different styles. For example, the British based ’knight Templars are reported to have had strong connection with the fighting monks of the Chinese Shaolin Monasteries, up until the 13th century, when the Knights Templar was forced to disband by the Vatican (Catholic Church).
So maybe the better question to ask is “Why did Eastern fighting styles develop into world dominance and Western styles didn’t?” I think the reasons for this are 100% social-cultural.
Japan, until relatively recently (Meiji Restoration) remained a feudal society. In this society weapons could only be carried by gentry, however, there was still a need to protect oneself from various dangerous elements in the society. Japan’s continued isolation further helped to foster the unique bujitsu, and then budo, developing over time into what they have become today.
However, the west’s history is quite different. We will take the U.K. as an example, because in many ways the country shares characteristics with Japan. However, the U.K’s history has prevented the development of its fighting styles in the same way as Japan.
In the U.K. there has been documented fighting systems for 1500 years. However, the U.K. has enjoyed sustained stability. It has had a stable form of government for nearly 1000 years (since 1066).
It was the first democracy in the world, the first to stop the feudal system, it had the first industrial revolution and it was the first country to franchise (give the right to vote for government) its whole population. The result of these factors was that it created a society and culture that didn’t need fighting styles. Therefore, many of the long-practised fighting styles simply died out due to lack of need, so couldn’t develop like their eastern counter-parts. However, what took the place of these fighting styles was sport. The U.K. is responsible for creating 90% of all team sports (including baseball, coming from English rounders, and American Football, coming from English Rugby). However, some sports were directly taken from fighting systems. The most obvious are boxing and wrest-ling. In the 17th Century the British Aristocrat, the Marques of Queensbury, created the first rules for boxing, most of which are still used today.
Therefore, due to the lack of necessity for defensive fighting styles, plus the need for sport as entertainment and to release rivalries between various areas, regions or districts, in the west fighting styles died out or became sports, whereas in the east continuing necessity fostered fighting styles, helping them to develop into the budo we have today.
Part 6: Teaching the Elderly and Physically Weak
When teaching the elderly and physically weak, there are important considerations; what we must do and what we must not do.
Obviously, these people are weaker and have less ability to do karate than physically healthy people. Therefore, we must adapt the training to suit them. They can't be expected to do body conditioning training as it takes much longer for these people to heal, so they would always be injured. Plus the amount of repetitions that they do in a lesson must be reduced as they are more susceptible to Repetitive Strain Injuries (R.S.I).
Of course, as someone gets older, or if they have less physical strength, then their stamina is reduced. So these people can't be expected to train intensively for a long time. Plus it will take much longer for these people to increase their stamina. In some cases it may be impossible for them to build-up stamina.
However, there are things that we must do. These people are at greater risk of injury, and we must do everything to try to prevent injury. In cold environments, this risk is increased, so there dojo should not be cold and the warm-ups before the lesson should be very comprehensive. And when doing the warm-ups, we should consider that ligaments and muscles of the elderly and physically weak, are shorter and weaker. Therefore, the type of stretching should be adapted and stretching should be done for longer.
We must also consider why these people are training. Is it for physical health, self-defence or just to increase confidence? It is unlikely to be for competition or to advance through the grading system, therefore these aspects of training don’t need to be emphasised what may need to be emphasised is self-defence techniques, correct body use and safe stretching techniques.
There are several points that only effect the elderly and only effect the physically weak.
With the elderly, it is difficult for them to build-up muscle; therefore, we should limit the bodybuilding exercises. It is enough for the elderly just to maintain their muscles. Plus when teaching the elderly, obviously they will be older than the instructor. Therefore, special care should be taken to show respect to a person who is older than oneself.
With the physically weak, they may be young, but just lacking physical strength. Therefore, it should be judged on a case-by-case basis. If they have the potential to become stronger, they should be pushed and encouraged to do so.
Part 7: What Are the Different Elements of Physical Power?
Karate-ka, by using karate waza, are able to generate great power. This is done through the use of different muscle groups working together. Plus not only muscles are used, but also joints of the body, combined to produce twist power, snap power and penetrating power.
If we take gyaku tsuki as an example we can show how these different types of power are used in combination to produce such a destructive punch.
Calf Muscle (back leg): The calf muscle is the strongest muscle in the body (relative to its size). So it acts as an anchor for the technique by pushing the (back foot) heel to the ground. It also acts as the impetus for the technique because there is a large amount of twitch muscle in the calf muscle and this twitch muscle allows the calf muscle to tense quickly, starting the power to flow to the fist.
Thigh Muscle (back leg): As the initial power from the calf muscle flows towards the fist, the thigh muscle tenses, locking the leg straight. This creates a solid stable stance, but more importantly it initiates the hip twist and allows power to travel to the hips.
Hips: Until now all the power that has been created is simply pushing power, pushing from the heel/floor forward. However, the action of the hips adds twisting/snapping power. As the right side hip (if punching with right hand) is pivoted forward into a locked shomen position, upper body weight is transferred forward in a sharp snap and twist action.
Back and Back Muscles: As the back leg and hips lock and twist into position, the back muscles tense, creating a solid connection between the hips and the shoulders, thus allowing all power to easily flow from the lower body to the upper body.
Shoulder: Of course, the shoulder is the joint connecting the body to the arm, so it allows power to be transferred from the hips/back to the arm. However, the shoulder snaps in a similar way to the hip, therefore, producing more power, which is subsequently transferred forward to the arm.
Elbow and fist: The elbow and fist are not used until the very last moment of kime. However, unlike the other joints, the elbow and fist are used in a twisting, screwing action, creating a type of penetration power, different from the simple pushing penetration power created by the thigh of the back leg.
Therefore, on the point of kime all these different parts of the body, creating different types of power, come together to create a very destructive punch. At that moment, just for a split-second, a line of tensed muscles can be traced from the back leg heel to the punching arm fist, allowing all power to flow from the anchor at the floor to the target.
Therefore, in conclusion, the different elements of physical power are different combinations of use of muscle groups and joints. And because there are different types of muscle and muscle groups and because there are different types of joints, we can produce different types of power.
Two further things must be mentioned. In the example used (gyaku tsuki), the hikite is also very important. This creates balance and acts as an impetus for the hips and punching hand. But, because its action is in the opposite direction of the punch, it can’t be classified part of the physical power of the punch. Secondly, ki, the more esoteric idea of body power, is very important in all karate waza. However, this is not a physical energy, therefore does not qualify as part of this question.
Part 8: Teaching Karate for Health
Unlike the elderly, young or disabled, normal people have no physical limitations. However, this does not mean they are capable of intense training. They may not have done any exercise since leaving school. Therefore, for their own health the instructor must assess their initial ability before the training starts. However, from the start it is important to encourage them to try hard as they have no physical limitations. This way they will become healthier more quickly.
Many beginners may never have done such intensive exercise before. Therefore, it is important to teach the correct way to stretch to prevent themselves from injuring themselves during warm-ups, due to bad stretching techniques, and during training, due to not warming-up thoroughly. “Ballistic” stretching (stretching when you bounce forward and back to stretch the ligament) should be avoided, and correct stretching (using the tension and relaxation of one’s muscles) should be taught to promote health.
During training correct body movement and posture should be emphasised if they are moving incorrectly, it will cause long term, chronic injuries. However, correct movement will increase body tone and muscle strength. As the student gets better at the techniques, the instructor can motivate the student harder, so they can improve more quickly, therefore becoming healthier and fitter.
After training the instructor should always encourage a good warm-down. This will help the body remain supple and healthy, lactic acid build-up and muscle ache will be reduced, so the student needs less rest between training sessions. As the student becomes stronger, they can be encouraged to do other fitness exercise and “cross-training” outside the dojo, therefore always increasing their stamina and muscle tone, producing a healthier body.
As well as encouraging the student to train hard in a safe and scientific manner, the instructor can also give advice about injury prevention and recovery. Students often know little about dietary needs, so they should be encourage to eat protein rich foods in order to build muscles, carbohydrate rich foods to supply energy and think about taking vitamin and mineral supplements to ensure they are eating the recommended daily amounts. Plus, especially in the summer, instructors should make sure students don’t dehydrate, so during breaks they should be encouraged to have sports drinks or water.
Finally, when an injury does occur, students should be taught I.C.E. and H.A.R.M.
I: Icing (72 hours only) C: Cease exercise l E: Elevate the injured area
H: Heat A: Alcohol R: Resume training M: Movement
If they follow I.C.E. and avoid H.A.R.M., then the injury will heal quicker. If all these ideas are taught to the student, then they will be able to enjoy karate in a safe and healthy way, all the time getting stronger and fitter.
Part 9: Teaching Kata, Kumite and Kihon
I think inexperienced instructors often teach the three parts of karate separately, with no underling theme running through- out the lessen. However, it is possible to teach kata, kumite and kihon whilst emphasising points and themes that run throughout the three parts.
To do this the instructor must first choose a kata, and then decide which points in that kata he wishes to emphasis in the lesson. Then the lesson must start with kihon. Kihon can be taken directly from the kata, or kihon can be chosen which emphasis the same points that the kata does.
Once kihon has been practiced, and the important points have been emphasised, the same points can be practised in kumite. The instructor can create kumite drills that make the students use techniques that have been practised in kihon and will be practised in kata.
Finally, kata can be practised and the students will have an enhanced appreciation for the points that have been emphasised in the lesson, therefore improving their skills. An example of this type of lesson can be seen in following. If we take Unsu as the chosen kata, the instructor can decide to emphasis the sharp hip twists that are practised in Unsu, especially the four gyaku-tsuki at the beginning of the kata.
In kihon the students could practise the sharp hanme-shomen movements of the hips. They could do this by practising normal kizami tsuki-gyaku tsuki in zenkutsu dachi. They could also practise using this sharp hip movement as the impetus to move the body. From heisoku dachi the student could practise moving forward, back and to the sides and punching gyaku tsuki, using the hip twist to move the body into zenkutsu- dachi. And finally, from gyaku tsuki in zenkutsu dachi, students can practise this sharp twist by turning 180 degrees, and punching gyaku tsuki to the back, finishing in a solid zenkutsu dachi.
In kumite, students can practise defending multiple attacks, blocking and counter-attacking with gyaku-tsuki to the forward, back and sides, just like the kata bunkai of Unsu. Then, from free style kamae, students can practise tobi-konde gyaku tsuki attack, using the hips as the impetus for the attack. And finally, students can practise jiyu-ippon kumite, using the previously emphasised points of strong hanme-shomen hip movement to create the impetus for body movement. By doing this their blocking and counter-attacks will be much sharper and stronger.
Finally, in kata, students can practise all of Unsu, whilst emphasising the strong hip movements, and hopefully their performance will improve. It is also possible to practise the entire bunkai of Unsu, therefore, giving the students an overview of the whole meaning of the kata.
Therefore, by teaching karate in this manner it allows the students to practise one theme for the entire lesson. This way students can see the connections between kata, kumite and kihon and learn karate comprehensively.
Part 10: What Muscles do we need for Karate?
A fit and healthy karate-ka is characterized by a well-rounded muscular physique. Athletes from other sports often have disproportionate physiques. A swimmer will have large shoulders and thighs, a marathon runner will have a very light frame and limited muscle, but a javelin thrower will have muscle favouring his throwing arm.
Each sport produces distinctive physiques. However, a karate-ka works to produce a well balanced, even physique. This is because no matter what technique is being practised, the karate-ka will try to use his whole body in order to maximise power. Therefore, all major muscle groups are used. This evenness is further reinforced by the fact that techniques are practised equally with both right and left sides. Therefore, regardless of whether the karate-ka is left or right- handed, both sides will equally increase in strength and speed.
However, a part of the body that is developed more in karate, than other sports, is the hips and abdomen. The source of all karate power is the abdomen (hara) and all techniques use the power of the abdomen and hips to generate kime. Therefore, more than other athletes, karate-ka have strong hips.
Another important point is the different type of muscles that are used in karate. There are two types of muscles, twitch and endurance. Karate is rare amongst sports, because it uses both twitch and endurance muscles equally. If we look at other sports, a marathon runner would only use endurance muscles, whereas a sprinter would only use twitch muscles. They only need to concentrate on building-up one type of muscle.
However, in karate, we use endurance muscles to enable use to continue to train for one, two hours. But we use twitch muscles to produce the explosive power that is needed in kumite or to produce kime at the end of a technique. Doing karate naturally helps to build-up these types of muscles. However, in order to increase performance we must do extra training. However, this must be “cross-training”. For example jogging alone is not good enough; we must break it up with sprints. So if we are using a 400 metre athletic tracker, we should jog for 300 metres and then sprint for 100 metres.
The same is true with weight lifting. Just lifting heavy weight is not good. We must practise heavy weights with slow, low (*number) repetitions, but then practise light weights with fast high (*number) repetitions. This way we can improve our muscle physique perfectly for karate.
(* low and high means number of times we do a repetition. i.e. low = 10 times and high = 100 times )
Part 11: Psychologically Speaking, What is the Relationship Between Breathing and Preparing to Fight?
When we are preparing to do karate, whether it be in the dojo or in a competition, we often become nervous and anxious. This is due to the anticipation of combat, fear of the unknown or simply pressure to perform and win. The result, unfortunately, is often counter-productive, resulting in an inferior performance. Therefore, one’s nerves must be controlled.
A way to achieve control over one’s anxiety is breathing. Of course, breathing is a sub-conscious function of the body, needing no conscious thought. However, if we concentrate on our breathing it helps calm our minds.
This “calming of the mind” can be achieved in many ways. Some people simply concentrate on breathing in and out. Others breathe in, hold their breath for a short time, breath out, hold their breath for a short time and then start again. And other people do various combinations of both styles. Another method is to use visualization whilst concentrating on breathing.
One can visualise breathing in positive energy and breathing out negative energy. Another example is visualising winning the competition or beating one’s opponent whilst breathing.
The result is that whilst concentrating on breathing, in whatever way, one forgets about the negative and fearful aspects of the kumite. Concentrating on the positive helps to become more focused and mentally sharp. The correct breathing helps the body to relax and release tension, plus reducing hyperventilation and panic. Therefore, when it comes time to fight the person is physically and mentally ready to fight.
However, in conclusion, I think it is important not to relax too much. Concentrating on one’s breathing produces a meditative state. This reduces the adrenaline in the body, but adrenaline is vital to the body to perform at its peak. Therefore, producing too much adrenaline can be very bad when doing kumite, producing too little can also be counter-productive.
Part 12: Teaching Women and Children
When we teach women and children, we must consider their needs and limitations.
Let’s look at children first. Physical consideration are most important when teaching children because they are still growing and developing. Therefore, certain exercises must be avoided. The most obvious example is “makiwara” training. If a child practises this, it could cause severe problems in the future. Over stretching is also an important point when teaching children. Young ligaments are very vulnerable to long-term damage; therefore when stretching or when teaching a technique, special care should be taken to ensure the child is doing everything correctly, because they can easily cause long-term damage to their joints, ligaments and cartilage. Also we must be aware, depending on the child’s age, that they may not be able to train for the same time as an adult, so we must always take notice of the child’s energy levels, especially if they are training with adults.
Children also have mental considerations that must be taken into account. If we use an example of a 10-year-old child, their concentration time is less than 30 minutes (sometimes as short as 10 minutes). Therefore, it is very important to have regular breaks in a children’s class in order to allow them to regain their concentration. Plus it is important to have different types of training in order to stimulate the child, otherwise, the child will simply become bored and unable to study. Ideally, every 10 minutes the type of training should be changed, and the instructor should alternate between serious, intensive training and relaxed, fun training (although often this is very difficult with karate).
We should also be aware why the child is studying karate, as it can have serious consequences on the child’s karate development. Whether the child is practising, because he is being forced to by his parents, of if he is being bullied at school, or if he simply wants to be like Bruce Lee, the reason always effects how the child studies and develops.
Plus, it should never be forgotten that children are developing physically, mentally and spiritually, so like the child’s parents, it is important that the instructor provides a good role model to prevent the child from becoming arrogant, undisciplined, aggressive or simply a bad person.
Women also have their special considerations. Obviously they don’t have the physical strength that men have. Therefore, the intensity of training should be adjusted to suit their ability. Also body-conditioning training must be altered to take into account women’s body type. Makiwara training might be avoided depending on the woman.
Regarding the mental aspect of women’s training, an instructor must consider why the woman is training. If it’s purely for self-defence then, self-defence techniques should be emphasised during the training. If it’s purely for fitness, then correct muscle use and fitness information should be taught during the lesson.
It is also important to remember that women naturally may find it difficult to generate aggression, when doing kumite. It should not be seen as a sign of weakness or lack of motivation, but simply a natural part of a woman’s psychology. Therefore, an instructor must help and teach the student to develop the ability to produce these feelings, when doing kumite.
This article © Scott Langley 2002
