sensei8

Thanks for sharing that with us Brian; I enjoyed it!!

Ditto!!

Kusanku!!

I believe that's possible. But, not having first hand knowledge of why it was scored in the manner of which it was, and from what I saw, and considering that I might be quite familar with said Kata, I would've deducted appropriately my final score to reflect that.

That's a side to the discussion I'd not expected! This Ryu is different to that Ryu as the other Ryu is different form the Ryu over there because.....blah ...blah....I think we all get that and understand, but ..... the same Ryu in a different organization differs? Really? Kinda of surprised and confused by that! Hello, A bit of useless information for folk that may be struggling with the word “Ryū” and how it applies to martial arts schools and, in the context of this thread, why it is important to understand the application of the word. In martial arts, the most common translation for the word “Ryū” (written in Japanese as 流) means school, which although correct, ignores the full etymology of the word. More completely, the word means stream or flow. All rivers start at their source, turn in to little streams and proceed to flow through the countryside meandering and gaining in volume as they do so. When you are part of a martial arts ryū, you are part of a metaphorical stream, in that you are learning from an instructor who himself learned from another etc., etc. - eventually going all the way back to the founder of the style (the source of the stream). As you become part of that stream – you will add to it and, when you become qualified to teach, you will pass your knowledge on to the next generation of students and thus the stream continues to flow. This is a more accurate understanding of the word. As people we are all different (thank goodness) and of course times change. Whilst the Ryū may continue to flow, it is constantly added to and therefore, over time, inevitably there will be shifts. In the Japanese martial world, you will often see the suffix “ha” written when mentioning a style. E.g. Ono-ha Ittō-ryū “Ha” in this case means a group or faction, in that although the school in question is an Ittō-ryū - it is a group founded by Ono Jiroemon Tadaaki – thus "Ono-ha". His group therefore is a tributary of the main stream – however the key thing is that the core principles inherent to the main ryū. This is exactly what is happening today with gendai styles/schools. It is inevitable that as they grow, there will be divisions and thus changes will appear however, as long as the core principles reamain in tact, the ryu will continue to flow. K. Solid post!!

Can be quite damaging!! I'd suggest that great care should be taken when teaching and learning said chokes, and in that, any other technique that would cause unconsciousness. Merely to do it just to do it is irresponsible across the board. A qualified instructor should supervise to protect the students without any reservations.

Rear Naked Choke and the Triangle Choke; these are my favorites among the many other chokes taught and learnt because they're, for me, quite easy to transition into from many angles and they're both quite debilitating once locked.

Solid post!! Welcome to KF!!

Habits of said instructor might not make it possible to continue for this student, no matter what one might think and/or hope. It's a sensitive matter, one that shouldn't ever be taken lightly. Imho.

I value you across the board. Your mentorship I've depended on for quite some time, and in thatl, I'll always be grateful for everything that you do in order to increase KF's betterment. THANK YOU!!

I agree with everyone that's posted here as well. Your contributions towards KF is not forgotten, and vital to the betterment of KF. Thank you!!

I too would like to thank you for your many contributions throughout KF, and in that, keeping KF the leader within its type of venue.

I would like to join Patrick in his sentiments across the board!!

Many instructors already know quite well what I'm about to post. So, for some, this isn't new. For others, it might be new. *A beginner student shouldn't be expected to execute any said given technique at the intermediate level. *In that, an intermediate student shouldn't be expected to execute any said given technique at the advanced level. However, an intermediate student shouldn't still be executing any said given technique as a beginner. *Furthermore, an advanced student shouldn't be expected to execute any said given technique at a more advanced level than theirs. However, an advanced student shouldn't still be executing any given techniuque that's within the levels below him/her. There should always, no matter the level, be some type of noted improvement in any said given technique. Many times I've witnessed a testing cycles where said given rank wasn't improving across the board, yet, they'd still pass. Albeit, a newly awarded black belt is still no more improved than that of a beginner/intermediate student. However, I've also witnessed that beginners have been failed because said instructor thinks that a beginners given techniques should be at the level of an intermediate. To me, that's not possible, hence why a beginner is called a beginner and not an intermediate level student. Shouldn't a beginner have a intermediate level kick? No. If a 10th Kyu, for example, keeps their balance and all of that while doing the 4-count [up, out, back, and down] kick, shouldn't that be enough to consider that kick a passing score?? Imho. Your thoughts?

To be honest, I don't know much about a Rotating Curriculum, but what I do know about them, I do know that I don't want to have anything to do with it.

Thank you all so very much for your Bday well wishes. I had a great Bday with the family this weekend, and I did no training or teaching or administrative things at all over the weekend. I'm now 56 years old!!

Yes...an awesome job done very well!!

Congrats on receiving your masters!!

That instructor was wrong in the manner of which he choose to address said situation(s). I would've removed the instructor from the floor and had a serious conversation, and if that instructor refused to apologise and take ownership of his inappropriate actions, well, off the floor, especially during any testing cycle other than his own. Yelling at someone out of anger, frustration, or whatever, is purely uncalled for. Address the situation and not the person(s), and do it in private at all times. We're the instructors and this instructors actions put shame on every instructor because of the manner it was addressed. Students, kids and adults alike, are not our property to address in any way that we choose. They're people that make mistakes. Can't handle the stresses of a testing cycle, well, then don't conduct one nor be on any panel nor offer any assistance during said testing cycle.

I believe that you should be able to appeal directly to any governing body, including Kukkiwon. It would be worth the effort on your part. However, the decision will be up to the Kukkiwon. Good luck!!

Well done...congrats!!

Solid post!!

Aside from the definitions found in many sorted dictionaries, I'd like to present to you, KF members, what's not found in said publications... Tradition is what YOU think that it is because your MA journey is yours alone!! Therefore, tradition is what YOU decide that it is FOR YOU Instructors, as well as styles, teach us, or try to teach us, exactly what "Tradition" is. That's fine, but I'd like to find out for myself away from what the main stream of the MA is deciding for me. Let me learn for myself, and in that, let what I learn be true for ME!! Albeit, next time you're learning/training at someone else's dojo/dojang/school/etc, remember this: Their tradition is NOW YOUR tradition as well while you're in their dojo/dojang/school/etc. Respect that, or not! It has always been up to YOU!! Thoughts?

During the 49 years that I've been in Shindokan, I've learned a lot about myself and a few things about human nature. I'll admit I may not have been a very good instructor at first, because I didn't deliver great results to my valued students. Don't get me wrong, every ninth or tenth student saw good results and reached their MA goals, but they were the students who could have done it without my faults. Perhaps that's why the average career of an instructor is 18 months. For me, reality hit that not only was I not doing such a great job as their instructor. I was getting paid by them for me to teach them Shindokan, and because I was being paid but not providing substance. I couldn't live with this, so I reeducated myself, with the help of my Dai-Soke. I learned how human beings actually make changes, sometimes monumental changes, that improve their MA betterment, and how as instructors can help guide those changes. I was surprised by what I discovered during this process. I now know the best drills, the best workout plans, the best rest and recoveries, the ultimate approach to this and that concerning the MA, and on and on and on--doesn't really matter! Initially, that is. What matters is the pace that my students and I set together. If I as my students to do all of these at once, I am certain my students can not succeed. In fact, eve choosing two things at once has a tremendous rate of failure. Instead, let's work together, student and instructor, to narrow down a single area to address. Then, your chances of success start to rise!! Conquering one goal at a time leads to confidence ad the ability to handle additional changes naturally becomes easier. Before you know it, you're headed down the path to improved MA betterment. Thoughts?

If an instructor doesn't know how to motivate their students, well, close the doors!! Keeping an upbeat attitude BY THE INSTRUCTOR sure goes along way. On the other hand, a downbeat attitude BY THE INSTRUCTOR sure destroys the atmosphere quickly. The tone is set by the INSTRUCTOR, whether it's good or bad. Hence, the INSTRUCTOR must be proactive in managing said tone!! Treat others how you'd want to be treated. This seems like a good rule. Remembering them by name means a lot to students. Greeting them by their name when they come in the front door, goes along way. Things like this motivate students. Pep speeches!! I give them all of the time. Motivating them with the spoken word of positive encouragements, goes a long way, before, during, and after classes. Keeping a smile on your face will motivate. Saying kind words of encouragement while on the floor will go a long way. What we do, the MA, is hard, and in that, we instructors need to let our students know that we've had those days to, and from time to time, we still have those days as well. Build them up at all times!!