ninjanurse

Getting in on this a bit late. I have sparred many different styles and I will have to say that once you look beyond all the criticism of Olympic Sparring (those who don't know have a lot to say about it) you will find that because you must hit hard enough to cause visible shock, and you can win by knockout, it can condition the body to take a hit, survive a crash better, get up from a bad fall, etc., It also enhances agility, speed, flexibility, timing, endurance, etc. I originally took up TKD with the specific purpose of making my kumite better-and it changed my whole perspective and the course of my marital path. I find no problems with the applicability-it's a training tool just like kata.

I train with the class on occasion-what better way for them to see their art in action? Even warmups and basics can be done while keeping a watchful eye and the students have something to strive for, someone to kick higher than, etc. Daily discipline is the key! You have to make the time to train-kids and all! Having a master to keep you on task is also important-whether they are local or 2000 miles away they can keep you accountable and provide valuable input to your journey. Good luck on your search-I am sure that there are many here at KF that may be able to give you some input on teachers and associations in your area too!

Good article-covers the basics and makes some solid points!

Welcome. now drop and give me 10! LOL!!!

Personally I tend to go with the "empty cup theory" and expect my students to do the same. Asking, requesting, or suggesting a double grading would be met with no grading. Your instructor will know when you are ready for rank-and it will most likely not be based on knowing material ahead of your grade.

GREAT!

Thanks for sharing this with us! Love this: "It's not where you stand in class that matters; it's that you are in class" !!!

This post was originally published as an article in a dedicated KarateForums.com Articles section, which is no longer online. After the section was closed, this article was most to the most appropriate forum in our community. A few years ago, I was at a crossroads, torn between loyalty to a system and the desire to share my own knowledge of martial arts with my students, struggling with the decision to strike out on my own or stay connected to an established network. Having spent many years studying various systems I joined with this particular group, because their style was most like my main style of interest, and I was given the opportunity to retain my rank as I learned their format while I opened an associate school. I gave them several years of loyalty, taught my students their "system" and supported the association's activities without question - all the while under the constraint of not teaching my students anything else but "approved curriculum." Finally, the internal conflict caused me to contemplate jumping ship. But the loyalty issue muddied the waters, and I worried about losing friendships and professional alliances, sending the wrong message to students, etc. My search for answers led me into an emotional conversation with a martial artist from my past who, after listening to my story, reminded me of something from my past training that I had not considered, remembered, nor fully understood - and it immediately answered all the questions I had been asking myself: Shu Ha Ri. Shu Ha Ri is a concept with many layers and interpretations, so I will be as general as possible in my explanation and leave the ifs, ands and buts for another time. It is a method of learning - of obtaining mastery - that is woven into Japanese martial culture and thus inherent in many martial styles that share this cultural base. It begins when the student first starts their training and continues throughout their lifetime, changing and adapting to the context and circumstance of the practitioner but always based in tradition and fundamentals. Shu: The first stage of learning where the student practices kata/basics exactly as taught - absorbing technique through repetition, without deviation or question. He/she learns to "hold" that which has been passed on to them and develops loyalty to their ancestors and their ways. This stage is all about tradition and develops discipline and a sense of loyalty. Ha: I define this as the "guided discovery" phase where the student is allowed make their own conclusions about kata and application through pre-selected context and a period of trial and error that allows for the adaptation of technique based on the personal style. The student makes the kata/techniques their own and discards combinations or contexts that do not "fit" but are still held accountable to the system. This phase eventually leads to the student becoming competent - within the rules and selected context - and finally proficient as they begin to use kata/technique intuitively. Finally, new context begins to emerge and they "break" from tradition but do not stray far. Ri: This is the stage where the student begins to depart from kata and the doors to creativity began to open. The "how" rather than the "why" dominates and new kata begin to emerge. Eventually, it's time to leave the nest and accept what their heart and mind desires - to transcend into a new beginning. The circle completes and they now have our own traditions that they pass on to their own students as Shu begins again. Shu is within Ha; Shu and Ha are within Ri. It all made sense! In that one moment I realized that the answer was here all along! I was evolving, and my heart already knew what it had to do even if my mind was not yet on board. I realized that my friend was telling me that I needed to return to my roots/traditions and embrace "ri"! I needed to let go and let my martial arts evolve according to plan and stop worrying about other things - train and the answer will come. I returned to my training with a new perspective, reconnected with the roots of my training (judo, Tang Soo Do, tae kwon do, karate, Arnis and jujitsu) and soon the muddy waters began to clear. I began to realize that I was blessed to have many traditions to draw upon and many kata began to appear - all of which seemed to follow the same format: Shu - a base of technique/kata, Ha - the addition of guided context and student discovery, and Ri - live application and creative response. I went with it and eventually the decision to break away now seemed minor in the grand scheme of things It came and went with little commotion on my end (I received the blessings of all my past instructors with the exception of the current, of course). The evolution of a style began and continues through Shu Ha Ri!

Great article!!

Congratulations!

Great article!!

You can tailor the UBBT to fit your own/Soke's vision-it truly is a personal test that you design around those things that are important to your training (the physical, i.e., fitness, diet, practice, etc.) and those things you struggle with (the internal, i.e., meditation, discipline, humility, confidence, etc.) or want to incorporate into your "practice" as a master teacher. Taking what you teach on the mat out into the world, and teaching your students to do the same by designing curriculum that is more than just physical techniques.

Always the "a-ha!" moments!

Welcome to KF and welcome back to the arts!!

Ditto-love it!

Unfortunately it happens all the time in dojos everywhere-students who get too big for their britches and seek "recognition" in the form of rank from another source. You can't predict what anothers' ego is going to drive them to do but you can maintain your own ethics and standards and feel good that you al least are holding up your end of the "deal".

The UBBT is for all styles, all systems, all arts. I would be happy to give up all I know about it and my thoughts on both participating in it and implementing it's concepts it in your own dojos.

This post was originally published as an article in a dedicated KarateForums.com Articles section, which is no longer online. After the section was closed, this article was most to the most appropriate forum in our community. On April 13, 2013, I had the honor and privilege of testing for my 5th dan in front of my martial arts peers, including several master instructors and, most importantly, my long time teacher and friend, Tom Callos. It was the culmination of my martial arts journey of 35 years and the new path that I embarked on 18 months prior by becoming a member of the Ultimate Black Belt Test (UBBT), a project that seeks to change the way we conduct black belt testing, run our schools and contribute to the communities we live in, by taking the lessons we learn in the dojo out into the world to share. The physical requirements included daily repetitions of pushups, sit-ups, forms, sparring and running, designed to demonstrate that small things add up into big things and that a single act can have far reaching effects in the future. That is a lesson that we try to impart to our students, which sometimes falls on deaf ears, and that we must sometimes remind ourselves of. We were also required to make our lives an open book by documenting our diets and making public our progress on the various requirements through weekly journaling, pictures and videos. It was all about the concept of putting your money where your mouth is, walking your talk, putting up or shutting up. This is a transparency not often seen by martial arts instructors these days, that says more about who you are than what you are. (Note: the purpose here is not to debate the goal of martial arts training - combat vs. character - as I believe both can be achieved albeit through different paths.) We also took on large projects outside our dojos to impart to our students, and the communities we live, the value of martial arts training apart from the physical. This meant looking at self defense in terms of the environment, our nutrition, education, compassion, etc. Using this as the marketing of our work, rather than how many birthday parties we host or buddy day specials we run, speaks volumes to what we really stand for and represent to our communities - the same communities our students live and work in. The more challenging of the requirements were the personal ones, which were decided upon through identifying our weaknesses and taking them on. For example: focusing on anger management, repairing broken relationships, achieving personal victories, time-management, public speaking skills, curriculum development, living more simply, finances, school management and more. Many important lessons can be taught to your students as you yourself change in front of their eyes as we all know that actions speak louder than words! The final part of the test - a demonstration of our physical skills and a personal testimony of our journey - took place in Greensboro, Alabama during a house building event unlike any I have ever experienced. It was a project of love that began several years ago and has become an integral part of the education of the members of the UBBT, their students, their families and all those within their sphere of influence. It represents a 4 day immersion in "the way" – a concept we strive to pass down to our students with words and actions that cannot be fully explained. It was a gathering of teachers from all martial art styles who know no boundaries and have no territories to protect - only wisdom, experience and knowledge to share, and traditions to pass on. For those of us who seek to teach our students the value of service and friendship, the UBBT and the Alabama Project serve as a training ground - a University level education - for bringing the same kinds of projects and experiences to our own communities. They give us the tools to take ideas and turn them into meaningful expressions of the lessons we teach; and for changing the way we think about our role as teachers. A new path for a new future.

Great article! Shugyo can take many forms in the modern dojo-any activity or event that stretches a student (of any age) beyond their perceived capacity helps them grow. Parents can be an obstacle though as sometimes they need to be stretched just as much as their kids LOL!

Great article! I don't have the space right now for retail but do have a small display of items students need-and might want as a gift. Thanks for the information!

Shuhari.

All true. I do believe however that you can reward the students of today with small goals (belt changes every 4-6 months) while still maintaining the quality of your program as long as your expectations are made known and students are consistently held to a standard. Anything between white and black is inconsequential anyway.

Good info! I agree that testing, of some kind, is necessary for both student and instructor to evaluate where they are and where to improve.

I recently expanded my schedule to make ALL kids classes 1 hour and it has been quite a success-even with the 4 yr old crowd. It gives me time to establish a daily rapport with each class, answer their questions (as they have MANY!), and make sure that everyone stays engaged by having the luxury to stop and re-focus the class when needed. I am, afterall, in the busines of teaching kids to focus, pay attention to details, and learn self discipline so if I never push them beyond their capacity they will never grow. The parents are loving it too!

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