USCMAAI

The Three Rules of Self-Defense I have learned many lessons in my 30+ years in the martial arts. Of all those lessons, one of the most important was the three rules of self-defense. "Doc" (my sensei) often taught us that following these simple rules could keep you alive. These rules are as follows: Always assume that your opponent knows at least as much about fighting as you do. Now this may sound elementary, but I bet you all can think of a time when you underestimated an opponent. You were surprised by a "sucker" punch, or just out classed by their unexpected ability. This rule coincides with the Threat Elimination Theory of self-defense. Threat elimination states that you do whatever is necessary to eliminate or neutralize a threat. Based on this, you consider all variables such as: attacker size/number, environmental conditions, etc. Keeping T.E.T.(Threat Elimination Theory) in mind, assuming all possible threats (attackers) are as serious (at least as good as you), your responses to their attacks will be serious as well. Always assume that your opponent has a weapon, or has access to a weapon. Once again I have seen several fights where one participant was delivering a trouncing to another, only to find himself in serious trouble when a knife, pool cue, beer bottle, or gun “mysteriously “ appears. I have witnessed some of my students in training "freeze" when all of a sudden confronted with a knife. Anyone can produce and effectively use a weapon, and almost anything can be used as a weapon. Now when you consider the previous two statements, rule 2 should be a mainstay in your training. I have suggested adding spontaneous weapons to your self-defense and free sparring training. Doing this helps your students get over surprise of seeing a weapon. Always assume that your opponent is not alone. Now this rule should be more than evident to any experienced fighter, but I am often amazed at how someone will fixate on one person to exclusion of all his surroundings. I have watched very skilled fighters get “overwhelmed” by several mediocre individuals. How many times have you seen two people so engrossed in arguing with each other that they don’t see any one else around them? Even when your opponent is obviously alone, you should assume that someone might want to help him. I have personally been in fights in which people, who didn’t even know the person I was dealing with, tried to help him. I have been a cop, probation officer, and work in corrections, so there are people who would like to take a shot at me (and what better time than when I am fighting someone else)! You bar patrons should remember that some people go to bars just to get into fights, and doesn’t much care whom, or why they fight. Training yourself to be environmentally aware allows for you to be ready in case an unexpected attacker comes. I recommend introducing a surprise attacker into your self-defense and sparring sessions. This teaches students to stay alert, and not to fixate. In conclusion: Observing these three “rules”, should help you be prepared for what others call “surprises” when in combat. Adding variables to your training that force your students to deal with these three rules, will enhance their experience, and will be very valuable to them, if they are in a self-defense situation and have to deal with one or more of these variables. The other benefit of this training is that it re-enforces T.E.T., because it teaches that the use of force (your response to an attack), is not totally dependant on what your attacker is doing at the start of the altercation, but what the other variables bring into play.

Three of my top black belts are also friends of mine. We have trained together for 15-20 yrs. My take on this is the attitude that you take as an instructor is the attitude that your students will reflect. If you act professional and control your class, it won't matter who is in your class. When I was a very young black belt I actually taught my own mother karate (she actually made it to brown belt). Having your mom in class as a student is much more difficult than having your friends (making mom do push ups is one of the hardest and funniest things I have ever done...lol). Good luck to you with your new dojo. Remember friends outside of the dojo...Instructor /student inside the dojo!

dtstiachi is absolutely correct on this. My sensei practices Tiachi, and states that especially now that he is much older, he finds that the techniques of tai chi allow him to be as effective as he was when he was much younger without the expending of so much energy.

There is no one art or style that is best for self-defense. Just about any system if trained properly (ie with dynamic training with emphasis on the Threat elimination therory and enviornmental knowledge training) will be a effective means of self-defense. Remember that it is the practicioner that makes the system effective. I have personally had some exsposure to all three systems and all are very effective, but it is in the training of those systems and the fighting spirit of the practioner that makes them effective.

LOLOLOL: That was great! This sounds just like something I would do!

I remember asking my Sensei this question many years ago "Sensei how long will it take me to get to black belt" his answer "Not long and Forever". After 33years in the arts I understand!....who ever said I was a little slow!....lol

Thank you both!

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. Those of you who know me and have trained with me over the years, know that I feel that martial arts skills need to be taught in a practical manner. Techniques that are not combat effective and don't hold up under a pressured attack or defense should be discarded. Now after stating my prejudice for combat effective techniques, I must say that there are very few techniques that have no combat application. The problem with many techniques is not the techniques themselves, it is the way it they are taught and the when and where the technique is applied. In this article I will deal with the way I think a combat skill should be taught. When teaching a combat skill, there are several factors that must be considered. First, whom are you teaching? A group of Marines will generally be able to assimilate techniques faster than a group of moms taking a self defense course. Second, you also have to consider what skills you are teaching. That same group of mothers isn't likely to be willing to do eye thrusts and neck breaks like our Marine friends (then again maybe they would). Therefore the defensive/combat skills taught to these groups would probably be markedly different. Third, you need to consider where you are teaching these skills. In the United States, there can be a huge difference in the self defense laws from state to state. In some places justification of force must be overwhelming or the "victim" of an assault could end up being prosecuted for assault. Now regardless of the whom, what and where considerations you have to deal with, I feel that the best way to train someone in combat skills is to use the motivational learning method, along with the 5 phase approach. Motivational conditioning is a very simple process that consists of the following steps: 1. Show the student why they need to learn the new skill. It is human nature to question something new or strange. When teaching new skills to students it has been my experience that if they know why they need to know a particular skill, they are more likely to devote more effort to learning it. 2. Demonstrate the technique at dynamic pace. I always like to have someone who isn't a "expert," but knows the skill well, demonstrate technique if possible. This shows the student that the skill can be done successfully and if you use a non expert, this will help the student's confidence. 3. Teach the skill using the 5-phase approach. This method teaches the skill in a step by step method. Then as the student gets better, the amount of stress (realism) imposed on his/her practice is increased. This ensures that the student actually "gets" the skill down and lets the practitioner learn how deal with combat stress. I will go into this in detail later in this article. 4. Have the student successfully demonstrate the skill at a dynamic pace. This is the same as #2. Notice I don't say full speed, because you want to give the student enough stress to test their ability, but you don't want to go so hard and fast that the situation is not controlled. I generally state that 80% to 90% speed of attack and defense is good for dynamic technique. Successful demonstration of the skill(s) in a "dynamic" pace, gives your student confidence in their abilities. This confidence while not completely "combat proven" is as close as you can safely get and have control. 5. Have the student successfully execute the skill(s) in a real situation. This part of the theory is beyond an instructor's control. But it is generally accepted that the sooner a skill is used in a real situation, the more ingrained that skill becomes in us. I do not advocate putting your students in dangerous situations, just so they can fight their way out. The successful use of a combat skill in "real life" is not an experience that I would wish on anyone. But, those of us who have seen real combat and survived know the value of that experience. In the above model, I stated that the 5 phase method of teaching a skill should be used. This method is designed to teach the student a skill or set of skills. Then as the student becomes more proficient, increase the stress of doing that skill, either by increasing the speed and/or severity of the situation or adding other variables to the situation (weapons, multiple attackers, environmental conditions, etc.). The phase model is as follows: Phase I: Ideal Phase. In this phase the skill is demonstrated in a sanitary environment. All participants (attacker/defender or uke/tori) do as they are expected to. This phase is what you see when you go to demonstrations, watch the movies, etc. It is done to provide the student with the "mental picture" of how the skill(s) are properly done. I break this phase down into two modes (demonstration I and demonstration II). Demonstration I is at dynamic speed. This shows the student that the skill works in a combat situation. Demonstration II is done in 3 steps at slow speed. This allows the student to see the skill broken down into beginning, middle and end, thus completing an accurate mental picture. Phase II: Fixed/Static Phase. In this phase the student actually begins learning the skill in the 3 step method. The skill is done in the Ideal Phase mode (i.e. no variables). At this point in training any mistakes made are corrected at each step. It is very important that the student not be allowed to move from this phase until all three steps can be completed without error. Most of us are familiar with this method of training. I bet we all learned to do front kicks, sidekicks, throws and punches in this "by the numbers" way. All steps are performed at speeds between 10% to 50%. I also use this phase to work "reverse motion" of techniques. This is like doing a technique twice each time it is executed and helps the student learn a particular block, strike, stance or kick faster. Phase III: Fluid Phase. In this phase the student begins to speed up the actual execution of the skill. Any action that is a catalyst for the skill is also sped up as well. This gives a student an opportunity to practice the skill and increase in ability. When a student starts in this phase all action that is a catalyst starts at 50% speed. As a student becomes comfortable with the use of the skill, the speed and intensity of the catalyst can be increased up to 70%. It is important for the instructor to teach the student to react without thought of "what he or she is doing" during this phase. This is no longer by the numbers, but is a fluid action. Phase IV: Dynamic Phase. In this phase of training, the student should be more than familiar with the skill and should be able to execute at dynamic speed with a dynamic catalyst. Dynamic means between 80% and 90% speed. Full speed is not used for safety purposes, but the more automatic you can make your use of the skill the better. The purpose of this phase is to force your student into executing the skill in a stressful environment. This increases their acclamation to the stress of a real situation and helps prevent freezing in actual combat. Phase V: Variable Action Phase. This phase of training is actually a repeat of Phases III and IV. In this phase the "what ifs" are introduced and trained for. This is when an instructor may add variables such as: weapons, additional attackers, weather or environmental concerns, etc. The purpose is to get the student to "think outside the box" and to be adaptable. This is a very important and often unused phase of teaching a skill because I have rarely used a technique in real life that could be executed exactly the way it was practiced in training. If you don't prepare your students for variations, then in the real world they will not be able to adapt quick enough to survive. As you can see, the teaching of combat skill isn't that complicated. But, it does require some effort on the part of the instructor. Using the motivational learning method along with the 5 phase teaching plan will dramatically increase your student's ability to perform in a stressful situation. And we all know that all combat is stressful!

I have studied two forms of Kenpo/Kempo (American/Chinese) for over 20 years, and can tell you without a doubt that they both are effective. I agree with other posts, that it is not the art in itself that makes it effective, but the practioner and the way the art is applied. Today many people go for what ever is popular, and whatever isnt is considered worthless. To that I would reply that I have used my martial arts training in the streets, in hand to hand in the military(South America, and the Middle East), and as a Law Enforcement Officer. The fact that I am here posting right now is all the testiment I need to give to the effectiveness of what I have been taught. I don't feel the need to prove my arts effectiveness to anyone, and if they want to think that way, fine by me. I just hope that they never run into one of us "worthless Kenpo stylist" in a conforntation, they may be in for a real suprise and lesson about underestimating another persons style.

I began my study of the martial arts in 1971. At that time I was a 5yr old with some major anger control issues. My family (mom, dad, 4 older brothers and 2 older sisters) all trained in various styles from Western boxing to Hapkido. I was placed in training after an incident where I tried to shoot one of my brothers with a .38. My parents had tried therapy and I was one of the first children to be prescribed medication (thorizine). The martial arts has saved my life. The lessons I have learned in training has protected me from physical harm, but more importantly, I learned how to control the "beast" inside me. I have heard my sensei's words "If you don't control yourself, someone else will" just about every day of my life. Those words have kept me out of prison. I will always be greatful to my parents, and my sensei for having the wisdom to teach me through the arts that you must have discipline and self control.

Hello everyone! I am Keith Mabon 9th dan Special Operations Combat Karate, and Assitant Director of the United States Combat Martial Arts Association International. I have been training in the martial arts since age 5. I hold dan rank in Kenpo(American),Shotokan, Jujitsu, and Chinese Kempo. I also have trained in JKD,Boxing,Wing Chun,and Judo. I am very glad to be a new member of this forum, and look forward to discussing a variety of topics (although my specialties are combative arts and self-defense).

Teaching Combat Skills Those of you, who know me and have trained with me over the years, know that I feel that martial arts skills need to be taught in a practical manner. Techniques that are not combat effective, and don’t hold up under a pressured attack or defense should be discarded. Now after stating my prejudice for combat effective techniques, I must say that there are very few techniques that have no combat application. The problem with many techniques is not the techniques itself, it is the way it is taught, and the when and where the technique is applied. In this article I will deal with the way I think a combat skill should be taught. When teaching a combat skill, there are several factors that must be considered. First, whom are you teaching? A group of Marines will generally be able to assimilate techniques faster than a group of moms taking a self-defense course. Second, you also have to consider what skills you are teaching. That same group of mothers isn't likely to be willing to do eye thrusts and neck breaks like our Marine friends (then again maybe they would). Therefore the defensive/combat skills taught to these groups would probably be markedly different. Third, you need to consider where you are teaching these skills. In the United States, there can be a huge difference in the self-defense laws from state to state. In some places justification of force must be overwhelming, or the “victim” of an assault, could end up being prosecuted for assault. Now regardless of whom, what, and where considerations you have to deal with. I feel that the best way to train someone in combat skills is to use the motivational learning method, along with the 5-phase approach. Motivational conditioning is a very simple process that consists of the following steps: Show the student why they need to learn the new skill. It is human nature to question something new or strange. When teaching new skills to students it has been my experience that if they know why they need to know a particular skill, they are more likely to devote more effort to learning it. Demonstrate the technique at dynamic pace. I always like to have someone who isn’t a “expert”, but knows the skill well demonstrate technique if possible. This shows the student that the skill can be done successfully, and if you use a non-expert, this will help the student’s confidence. Teach the skill using the 5-phase approach. This method teaches the skill in a step-by-step method, then as the student gets better, the amount of stress (realism) imposed on his/her practice is increased. This ensures that the student actually “gets” the skill down and lets the practitioner learn how deal with combat stress. I will go into this in detail later in this paper. Have the student successfully demonstrate the skill a dynamic pace. This is the same as #2. Notice I don’t say full speed, because you want to give the student enough stress to test their ability, but you don’t want to go so hard and fast that the situation is not controlled. I generally state that 80 to 90% speed of attack and defense is good for dynamic technique. Successful demonstration of the skill(s) in a “dynamic” pace, gives your student confidence in their abilities. This confidence while not completely “combat proven” is as close as you can safely get, and have control Have the student successfully execute the skill(s) in a real situation. This part of the theory is beyond an instructor’s control. But it is generally accepted that the sooner a skill is used in a real situation, the more engrained that skill becomes in us. I do not advocate putting your student’s in dangerous situations, just so they can fight their way out. The successful use of a combat skill in “real life” is not an experience that I would wish on anyone. But those of us who have seen real combat and survived know the value of that experience. In the above model, I stated that the 5-phase method of teaching a skill should be used. This method is designed to teach the student a skill or set of skills. Then as the student becomes more proficient, increase the stress of doing that skill, either by increasing the speed and or severity of the situation, or adding other variables to the situation (weapons, multiple attackers, environmental conditions, etc.). The phase model is as follows: Phase I- Ideal Phase- In this phase the skill is demonstrated in a sanitary environment. All participants (attacker/defender- uke/tori) do as they are expected to. This phase is what you see when you go to demonstrations, watch the movies, etc. It is done to provide the student with the “mental picture” of how the skill(s) are properly done. I break this phase down into two modes (demonstration I and demonstration II). Demonstration I is at dynamic speed, this shows the student that the skill works in a combat situation. Demonstration II is done in 3 steps at slow speed. This allows the student to see the skill broken down into beginning, middle and end, thus completing an accurate mental picture. Phase II- Fixed/Static Phase- In this phase the student actually begins learning the skill in the 3-step method. The skill is done in the Ideal phase mode (i.e. no variables). At this point in training any mistakes made are corrected at each step. It is very important that the student not be allowed to move from this phase until all three steps can be completed without error. Most of us are familiar with this method of training. I bet we all learned to do front kicks, sidekicks, throws, and punches in this “by the numbers” way. All steps are performed at speeds between 10% to 50%. I also use this phase to work “reverse motion” of techniques. This is like doing a technique twice each time it is executed, and helps the student learn a particular block, strike, stance, or kick faster Phase III- Fluid Phase- In this phase the student begins to speed up the actual execution of the skill. Any action that is a catalyst for the skill is also sped up as well. This gives a student an opportunity to practice the skill and increase in ability. When a student starts in this phase all action that is a catalyst starts at 50% speed. As a student becomes comfortable with the use of the skill the speed and intensity of the catalyst can be increased up to 70%. It is important for the instructor to teach the student to react without thought of “what he or she is doing” during this phase. This is no longer by the numbers, but is a fluid action. Phase IV- Dynamic Phase- In this phase of training, the student should be more than familiar with the skill and should be able to execute at dynamic speed, with a dynamic catalyst. Dynamic means between 80% and 90% speed. Full speed is not used for safety purposes, but the more automatic you can make your use of the skill the better. The purpose of this phase is to force your student into executing the skill in a stressful environment. This increases their acclamation to the stress of a real situation, and helps prevent freezing in actual combat. Phase V-Variable Action Phase- This phase of training is actually a repeat of Phases III and IV. In this phase the “What ifs” are introduced and trained for. This is when an instructor may add variables such as: weapons, multiple attackers, weather or environmental concerns, etc. The purpose is to get the student to “think outside the box” and to be adaptable. This is a very important and often unused phase of teaching a skill, because I have rarely used a technique in real life, that could be executed exactly they way it was practiced in training. If you don’t prepare your students for variations, then in the real world they will not be able to adapt quick enough to survive. As you can see, the teaching of combat skill isn’t that complicated. But it does require some effort on the part of the instructor. Using the motivational learning method along with the 5-phase teaching plan will dramatically increase your student’s ability to perform in a stressful situation. And we all know that all combat is stressful!

The palm-heel strike is one to the most versatile strikes in karate. The power generated from this strike can be devistating. This strike can be delivered with the speed of a jab, and from various angles of attack. I would recommend that if you are having difficulty with it, try opening your hand a little, make a claw instead of putting your fingers together. Then when you do the strike, you have a downward claw as a follow up technique when attacking the chin/face area of an opponent.