JKASVTest: 2002

Sunday, December 1, 2002

Training in Japan

I have been asked many times if it is worth the effort and money to make a trip to Japan to further one’s training. Having spent a total of 8 years in Japan, much of that training in Karate-do, I suppose I could help provide some insight into the relative value of this. Ultimately, however, this decision should be a very personal one and the answer for one person may be different from the next.

Some positive points worth consideration:
• There are more high-quality instructors of the traditional Japanese martial arts in Japan than anywhere else in the world.
• There are more high-quality karateka training seriously in Japan than anywhere else.
• With so many people training and so many people teaching, the available number and variety of types of classes is extremely high. You could train several times each day with some great instructors, even specializing in a particular part of training such as kata or kumite.
• Training itself is relatively inexpensive.
• Many people would be impressed to hear that you trained in Japan.
• There can be some wonderful experiences, both during and outside of training.

Some negative points worth consideration:
• If you do not understand the language, your ability to understand the training points may be limited.
• It may take a while to find the best instructors, dojo or schedule for you, personally, since information is not always readily available.
• Japan is a “closed society.” Even if you live there for many years, there are certain circles into which you would never be completely welcome.
• Japan is a very expensive place, in general.
• If you do not travel with anyone else or do not know anyone already there, Japan can be a lonely place to live.
• You could have some bad experiences there, both during and outside of training.

The quality of your training depends on many factors, no matter where you train. Some important ones are:
• The instructor – Does he/she teach in a way that you can learn?
• The people training there – intensity, population (cultural, age, gender, occupational and experience breakdown), size of class, and atmosphere
• Type of training – Some people prefer hard physical training, some prefer to focus on technical aspects, etc.
• Schedule – Having lots of classes is meaningless if you can’t attend them.
• Location – Is the dojo conveniently located?

One of the most important things to consider is what you want to get out of the trip. If you are going simply for the experience—because you want to see what it’s like for yourself—maybe you should just go. If you want to have some intensive training, you may want to treat it as a summer camp (actually, about the same price for most people, when you factor everything in), and make the trip. But if you hope to learn the “secrets of Karate-do,” you may want to save yourself the time, effort and money. It may take you longer to achieve the same level of understanding in Japan than it would somewhere closer to your present home (providing you have a very good instructor in the area you are presently).

If you are looking for a great instructor, there are many points to consider. If you simply want someone to yell at you to go faster, train harder, etc., you could find this type of “instructor” almost anywhere. If you are looking for someone to actually teach you something, perhaps you should do some research on what each particular potential instructor might have to offer in a particular area. Much can be gained from hearing/reading the thoughts of others. But sometimes you really do need to have the experience yourself in order to appreciate the quality of instruction of a particular teacher or the appropriateness of his teaching style for you.

One resource for this is the Instructor Profiles’ Database that I am administering:

There is also some limited information about the JKA and Hoitsugan Dojo on the JKASV and Hoitsugan websites.

Other resources for information about training in Japan:
Karate the Japanese Way
24 Fighting Chickens

Good luck!

Copyright © 2002, Jon Keeling

Training in Japan

Friday, November 1, 2002

Single Techniques or Combinations?

Is it better to practice single techniques or combinations? If a combination is simply a group of single techniques, does it really matter which we do?

I have found that, in general, those who are very good at single techniques are very good at combinations of techniques as well. However, those who are merely adequate at single techniques are not necessarily so good with combinations. The same holds true the other way around; those who are very good at combinations are usually very good at single techniques, but those who are are simply passable at combinations are often not so good with their single techniques.

For self-defense purposes, it is usually advised that one practice very few techniques as frequently and repetitively as possible. In an emergency situation, it is usually difficult to do anything complicated. And what you have trained repetitively to be instinctive is what should be the natural reaction in such a situation where we do not have time to think about complicated maneuvers or strategy. Fancy combinations that work in tournaments may not work in a more realistic encounter.

But what if one is not training for self-defense, but more for tournaments? For this student as well, practice of single techniques can be very valuable, for the reasons mentioned above as well as considering that, except for rare situations, only one point is scored in tournament kumite anyway.

So if single techniques are all we need, and even if we decide we want to perform combinations, it is merely a factor of adding single techniques together, what value does combination training hold for us? In my opinion, the main advantages of practicing combinations is to work on strategy and transitions.

As for strategy, practicing a kick for long range followed by a punch then an elbow strike for progressively shorter distances can be valuable training. To be able to then modify such a combination to gain a familiarity with moving forward, back or to the side with such a set of techniques, then changing the order of the techniques, then the techniques themselves, gives us strategic ideas and experience. These can be helpful for self-defense, tournaments, physical dexterity or the study of body mechanics, depending on what the individual wants to get out of such training.

As for transition between movements, this can be quite important as well and is one way that this idea works in reverse; that someone very good at combinations is often very good at single techniques as well. If we practice only a single move for each count all the time, regardless of the number or variation of techniques involved, whether by the count or no-count with the feeling of pausing between each technique, this has its limitations. If we practice minimizing the time to transition between techniques/movements, it can not only improve our combination skills, but can improve our single technique execution as well.

This last point was made more clear in my mind while training with Ubl (Steve) Sensei recently. He had us performing a kizamizuki-oizuki (jab off front arm followed by stepping-punch off back arm) combination, reminding us that the step forward should begin no later than the initial punch is executed and perhaps at times even before the first punch has completed. We were practicing this while moving slightly back with the front foot on the first technique, which made this particularly challenging and enlightening. To move the back foot forward before the front foot is planted following its backward movement is quite difficult, especially if one want to maintain stability and strength in the first technique and not simply as a setup for the second technique.

It all comes back to setting goals and keeping them in mind while we train. If we train only combinations or only single techniques, we can still improve the other skill. In the same way that our kumite training can help our kata, and vice-versa. As with everything, just keep in mind what you are trying to accomplish and work toward those goals.

Copyright © 2002, Jon Keeling

Wednesday, October 2, 2002

Training for Team Competition

It is no secret that I do not feel that tournaments should be a primary focus or goal of training in Karate-do. Competition does have positive value, however, as I have indicated in my article on that subject. If you are involved in tournament competition, you may want to consider some of the following tips regarding the practice for team events.

Team Kata
Team kata competition almost always involves three members performing the same kata simultaneously. Judges watch for all the same elements as with individual kata competition. In addition, judges consider the timing of the group, how coordinated the three members of the team are with each other.

It is very important to concentrate on the “weakest link” of the team. Two members may be phenomenal. But the team could still lose to a team with significantly less overall skill if the former team’s third member is way off in timing and or technique. Note: The weakest link for timing may be different than the weakest link for technique.

Other points to consider
• Look to person in front as you move and when changing directions. Who is in front changes numerous times in each kata and some of the turns take more work than others. The key is to follow who is front at each moment.
• Don’t rush the kata performance.
• Judged on weakest link for technique.
• Judged on weakest link for timing.
• Practice two at a time, with the third member watching and providing feedback.
• Videotape the performance and study as a group and with the coach/instructor if possible, discussing any differences in technique, timing or nuances.
• Ask for feedback from other students.
• “Feel” one another’s timing; this can best be accomplished through lots of repetition.
• Bowing and overall attitude may make the difference if teams are closely matched in technique and timing; what the judges see before the kata may influence their scoring, to some degree.

Team Kumite
Team kumite events can involve three or five members. But matches are always one-on-one. So there is not much difference, in each match, between team and individual kumite events.

One thing to bear in mind is that except for the rare round-robin type tournaments (these take much time so are generally not done), there is always one winner and one loser (or, if you prefer “non-winner&rdquo

to each match in individual competition. There can be a draw in team competition, and often is. The team with the greater number of winning competitors wins the event. In the case of one win for each side and one draw (for a three-person event), there is usually an additional, tie-breaking match.

Additional points to consider during training:
• Generally, same as individual kumite, so not much event-specific training is required.
• As with team kata and individual events, attitude may play a part, especially when competitors are closely matched.
• As with so many other things, lots of practice helps, especially if it is with a variety of partners.
• Basics are the key to good karate. But for tournament preparation, one should also practice the type of kumite that will be performed in the competition.
• Competitor order can be crucial.

This last point is worth some elaboration. For example, with a three-person team, you may want to have the best competitor go first, to get in the lead, point-wise, and take some pressure off the other team members. Or, that superior competitor may be reserved for last, in case there is a need for a win to break a tie.

The key to making anything better is practicing that which you want to make better, thinking about it as you do. But we must keep our goals in mind. Are we practicing karate to win medals and trophies, to learn to better defend ourselves, to get in shape, to have better self-control/discipline, to be better people…? For more on this question, see my article "Why People Do Karate".

Copyright © 2002, Jon Keeling

Monday, September 2, 2002

Taking Responsibility

Do you find yourself making excuses? I know I sometimes do. Do you blame your lack of rank advancement on your instructor(s) or examiner(s)? Do you feel like you would get more out of your training if your sparring partners didn’t come in so fast with their attacks? Do you spend time thinking up excuses for not training more?

While there may be legitimate reasons, we all, at some time, fail to take responsibility for our own behavior. Whether or not we are at fault for our shortcomings, transferring blame to someone else should not become a habit.

Other commitments in your life may be a higher priority than training sometimes, as is the case with me these days, now that I have a baby at home. But while this may be a valid excuse for not going to the dojo as often as I used to (or would like), it is not an excuse for me to give up training altogether. I can still work out at home in between other things. And I can train while I teach at the dojo (for at least part of the class). I feel that I am responsible for my students’ continuing progress, and therefore also feel responsible for what other teachers at my dojo do who lead classes in my absence.

If I find myself partnered in kumite with someone who is slow, I do not blame my partner for my lessened training. Instead, I change my focus to something other than working on speed. If someone lacks control, I use this to test myself in “expecting the unexpected,” as long as things do not get out of hand such that safety becomes a major concern.

As an instructor, I have a responsibility to my students to provide a high level of teaching. If I feel that someone’s learning or training desires do not fit with the subject or methods that I teach, I gladly point them to another location/instructor that I think might be more suitable. I think of this as my responsibility, too.

Competitors at a tournament may blame the judges for not calling the scores better. Judges may assume that a technique scored a point because another judge scored it. We are all human, thus capable and prone to make mistakes. We must acknowledge our shortcomings and learn from them. We can also learn from observing the shortcomings of others. In fact, I think it is our responsibility to learn from the mistakes we make as well as the mistakes others make.

Students sometimes feel as though they are spending too much time practicing the basics, when they would rather be introduced to advanced kata or free-sparring. I suggest that students who feel that way try to realize the value of these basic repetitions, that their advanced kata and free-sparring will be improved, eventually, as a result of this seemingly mundane practice.

Classes cost too much? If you do a little comparison-shopping, you would probably find that karate classes are an incredible bargain, compared to, for example, ballet or college classes. If you still think that your dues are too high, consider discussing this with your instructor. Often, the instructor would consider a lesser payment if a student cannot make it to the majority of classes due to a hectic schedule or long commute. Or perhaps the instructor could offer referral fees for helping to bring in new students or some other “soft-dollar” arrangement.

I have heard the excuse many times that “I am not in good shape now, so I can’t make it to class.” Isn’t one of the reasons to come to class “to get (or keep) in shape”?

The bottom line is that we should not make excuses. There are some legitimate reasons why we may not be perfect. But let’s take responsibility for our actions (or inaction, as the case may be).

Some quotes worth considering:

"Life is tough, but when you’re tough on yourself, life is infinitely more rewarding" (Zig Zigler)

"If you keep on doing what you have been doing, you are going to keep on getting what you have been getting." (Alcoholics Anonymous)

"We must ask where we are and whither we are going." (Abraham Lincoln)

"Whether you think you can or think you can’t, you are probably right." (Henry Ford)

"A goal is nothing more than a dream with a time limit." (Joe L. Griffith)

Copyright © 2002, Jon Keeling

Friday, August 2, 2002

Don´t Train Like the Pictures in the Book

There are many good books on the market that explain techniques and practice methods of the martial arts (there is also a lot of garbage out there, but that is not the point of this article). Many of these books contain excellent photographic examples and are worth studying for their form.

So, why not train like these pictures (at least the good ones)? While these may be fine examples of how one should look at completion of a technique/movement, this is far from the “complete picture.” Even a sequential set of photographs cannot fully show the finer points of movement between the techniques.

I have been known to tell students that “training is not pictures; it is video.” The movements between the static pictures are very important. Sometimes, they are actually more important than the position at completion of the technique or movement. We should not be satisfied with simply having good positioning at the moment the technique is completed. We should strive for proper, efficient, effective technique throughout the entire movement.

If someone is performing kata and looks very good in each stance, but habitually rises and falls in height (incorrectly) while stepping between these stances, are the techniques truly good? I do not think so. While a beginner can get away with flawed performance, more advanced karateka cannot (or at least should not). In kumite, these flawed movements can cause the loss of a point or, even worse, an injury. And in a real-life self-defense situation, the lack of complete control throughout techniques could mean the difference between a very real success and failure.

Following are some examples of common flaws between (or before or after) techniques
• From ready position (either basic gedan-barai or jiyuu-kamae), the punching arm moves back before moving forward for the punch (increase of total elapsed time to target and giving away intention to opponent).
• When punching, blocking or striking, the shoulder of the attacking arm is raised momentarily (inefficient/excess use of energy and giving away intention).
• When kicking (mae-geri, mawashi-geri, yoko-geri), the foot is not brought up close to the body before extending into the target but instead drags close to the floor (results in smaller snapping motion and/or less direct movement toward target from the body’s center).
• Making only the final portion of a movement fast (reducing effectiveness and realism, allowing opponent more time to react).
• Lack of zanshin after completion of a technique (this “remaining spirit” is the awareness that allows us to more easily and quickly react to whatever might come next).

One of the most common problems facing many of us is the counter-productive use of exertion. This could be physical, such as when tensing the muscles too early in an effort to put more power into the technique. This could also be non-physical, such as frustration or over-enthusiasm. In these situations, we may find that the final position of the body may be proper, and therefore on the surface look like a good technique. But, in fact, the execution of the technique may have been completely ineffective and therefore the technique as well would be lacking.

In an effort to better see our shortcomings I would advise periodically videotaping performance and evaluating not only the final positions of the techniques, but the entire range of the movements. With digital video, this analysis can be done quite easily, as the slow-motion playback on a good digital video-camera can show crystal-clear picture quality. We should try to be objective when watching our own performance and be open to the opinions of others who might also be watching. As usual, we should be trying to improve our techniques and ourselves, not just looking good for a moment.

Copyright © 2002, Jon Keeling

Don´t Train Like the Pictures in the Book

Tuesday, July 2, 2002

Analogies

Drawing parallels to familiar ideas, concepts, activities or objects can help students better understand points the teacher is trying to make. While some students may understand completely after only one analogy, others may not comprehend until just the right explanation is given. Because of this, I risk offering too many analogies for students. I would like to offer a few examples here, for both students and teachers. Some of these may be in common use while others may not. The point is that sometimes looking at something one way not help clarify a concept, while looking at it another way may make it perfectly clear.

Building a foundation (of stances, techniques or houses)
I am sure that many other instructors use similar analogies when explaining the importance of stance and basic techniques to students. The basic techniques are building blocks of our training; without a strong base of support in the fundamental techniques and theories, we cannot properly execute the more “advanced” techniques and theories. The same thing can be said of techniques themselves; without a strong base of support (stance), the techniques of the arms are relatively insignificant. We can use the analogy of building a house; no matter how well you build the upper levels of the house, without a strong foundation, it may fall like a house of cards.

Building a wall (or stance)
While it is probably fairly common to describe stances in terms of solidity, attention to mobility and flexibility should also be stressed. I was thinking of this while trying to construct a retaining wall on my property recently. Imagine concrete blocks with rebar running through them but with mortar not yet added between the blocks. The blocks are solid. But the rebar, while adding additional support, since the blocks are not yet sealed together with mortar allows for some flexibility. That reinforced concrete is the preferred material for earthquake-resistant buildings is based largely upon this idea of flexibility of a strong material. A related description was given recently in a class by Field (James) Sensei, of JKA of Santa Monica, when he offered the idea of bamboo running through stone, as opposed to simply thinking of a stance being like stone; the bamboo allows for flexibility that the solid stones do not.

Fire hose
The idea with the fire hose analogy is that power can be projected relatively effortlessly but with great force in the desired direction. For example, when describing the push of the back leg in front stance, one could think of that back leg as a fire hose, directing the power from the fire hydrant, that is the floor. This could help the performer develop drive without stiffness. The same analogy can be applied to punches, imagining the arm as a hose to channel the force from the body, which is then the fire hydrant. A demonstration is often a useful accompaniment. The idea is that the flow is relaxed, yet powerful.

Water comes in different forms
Ice, water, gas… The ability to change forms of a substance increases its range of uses. Bearing in mind that the fluidity of water in its liquid state can quickly turn into the hardness of ice, this concept can translate into a goal of creating contrast between fluid and hard techniques. For more on this contrast idea as it relates to muscular tension timing, please see the following articles on the subject: Feb 1998 and May 2000.

Music
Whether speaking in terms of timing, rhythm or tone, musical analogies are particularly useful for describing kata. Kata can appear different visually depending on different types of audible parallels drawn. For more on this subject, please see the following article on this subject.

Cars
Comparing karate movements to the way cars move can also be useful. For example, one point I have made several times to students is that just about any car can get up to 60mph (100kph), but what makes for an impressive car is one that can accelerate quickly from zero to 60mph. Also impressive and useful is the stopping power and maneuverability of an automobile. Similarly, our ability to perform karate movements quickly from a standstill, as well as to stop suddenly or change directions midstream, will greatly improve our karate.

Weapons
Most people are very familiar with the idea that snapping kicks should be performed with a “whipping” action. Understanding that the pulling back of the whip is what ultimately gives this weapon its effectiveness is useful for understanding the way to create power in such a karate technique. There are other weapon analogies that can be drawn as well. For example, one can think of a thrust kick to resemble the power projection of a battering ram. In my teachings, I have analogized using guns, maces, swords, spears, catapults and other weapons.

Descriptions of Developmental Progression
To describe the way students progress in their training, the instructor can employ a variety of analogies. For example, the students can be said to all be traveling upward on a spiral (such as a spiral staircase); they may all be doing the same technique (vertically-aligned on the spiral) but the more advanced students are at higher levels on the spiral. Another way to describe this is to imagine chiseling a sphere out of a cube; the first (eight) corners cut are simply done and obvious, followed by less obvious cuts that are more plentiful and more difficult to make. Ultimately, a perfect sphere is never achieved, relating to the idea that this is a never-ending study toward perfection, without ever actually being able to attain that level, but trying nonetheless. (Credit where it is due: I heard this “sphere-sculpting” concept explained by Dr. Elmar Schmeisser, author of Advanced Karate-Do).

I use analogies often when I teach and try to create new ones in an effort to make the point clear to as many people as possible. For the teacher, it is good to bear in mind who your students are; a sports analogy may be great for class full of young men but possibly not for one consisting primarily of older women. The point should be to further the students' understanding of the techniques or movements.

Copyright © 2002, Jon Keeling

Analogies

Sunday, June 2, 2002

<i>Kumite</i> Timing

Many karateka are familiar with various Japanese terms meant to describe kumite timing. For many people studying karate in the West, these terms were first stumbled upon in texts, showing photographic examples of the different types of timing commonly employed in kumite. Some Western instructors use these terms on a regular basis in class. A few Japanese instructors, mostly in the West, do as well. It is probably worth noting, however, that in my eight years living and training in Japan, I do not recall a single time hearing a Japanese instructor use terms such as go-no-sen and sen-no-sen. Other terms, such as de-ai were used frequently. But, contrary to what seems to be popular belief, much of the terminology included in these texts is not in frequent use in Japan.

Here is a brief review of the more commonly used terminology relating to kumite timing:

Go-no-sen
As with the other –sen terms, this implies a type of timing. Sen actually means “method.” Go-no-sen is “after method,” meaning that the technique is applied after the opponent has committed to a technique. An example of this is when the opponent steps in with an attack and the defender blocks and counterattacks.

Sen-no-sen
Sen-no-sen is “before method,” and implies that the technique is applied before the opponent’s technique. For example, one may notice a chance to attack the opponent and do so before the opponent has a chance to complete his attack.

De-ai
De is the root of the verb deru, which means “to enter” (actually, it is literally “to exit,” but the linguistics become confusing if we go into this in any more detail). Ai means “to meet” or “to come together.” This is the same ai as in Aikido (“Way of Joining Ki&rdquo

and kiai (“meeting” [concentrated] energy&rdquo

. Therefore, de-ai refers to the act of meeting the opponent’s technique as it is executed, launching the counterattack intended to reach the opponent before the opponent's attack lands. This is basically a form of sen-no-sen, but specifically referring to a counterattack launched after the opponent has already committed to an attack of his own, but reaching the target before the opponent does.

Other terms, such as sen-sen-no-sen and tai-no-sen are also sometimes heard. These are basically variations of the above.

While I have no objection to using Japanese terminology, I find that many people outside of Japan use these terms more than is practical. I am fluent in Japanese. As my students are not, however, if I use Japanese terminology I will almost always follow the terms with English explanations. Since there are many ways to further break down explanations of timing than using just the above terms, I would prefer to explain more thoroughly, instead of relying on broad terms such as those listed above.

Here is a review of several levels of timing:
• Blocking and/or evading, without a counterattack
• Blocking completely, then using counterattack
• Initiating counterattack before original attack is completed
• Blocking and counterattacking simultaneously, timed to match original attack
• Blocking (if needed) and counterattacking such that counterattack finishes before original attack
• Feinting to draw (counter)attack from opponent, then launching actual attack after avoiding or blocking
• Feinting to create opening, then attacking
• Attacking directly

As you can see, there are many methods of timing that can be used in kumite. There are even a few that I did not mention above, such as those involving dealing with grappling/grabbing attempts by the attacker. So, my main question is: Why do some people restrict their training by limiting their kumite timing drills to those of the main textbook examples of go-no-sen and sen-no-sen, when there are so many possible alternatives?

At the most basic level, we must work at the extremes (first two examples on the list above and last one) before attempting to explore the intricacies of the other possibilities. At nidan (second dan) and above, however, I would expect karateka to be exploring all of the above types of timing in their kumite practice, at least in non-basic kumite. (Not when practicing basics with beginners, who may be confused by the timing variations.) While knowing the terminology may help, practice and thinking about how to practice are what really help us understand the fine lines between different types of kumite timing.

Copyright © 2002, Jon Keeling

Thursday, May 2, 2002

The Value of Karate Classes

How much are karate classes really worth?

In economics terminology, something is worth "what the market will bear." This definition may be further classified to include one or both of the following: 1) what seems reasonable based on costs and profit levels (supply side) and 2) perceived value (demand side).

From the supply side: If an instructor enjoys teaching karate classes and has a day-job that pays well, he may not require much money from the students to be satisfied. If an instructor is relying on the income of the dojo and has many expenses to cover, he may require higher payments.

From the demand side: Some people may shop around for various martial arts programs and simply choose the one that costs the least. The classes that cost the least may or may not actually be the "cheapest." Some instructors are very undervalued and some are overvalued. This is at least partially a reflection of perception, both of the public in general and the individual consumer. It is often, however, the perceived value that determines what the market will bear.

Let's make a few comparisons, in terms of relative value:

1. Movie - Lasts longer, more entertaining
Yes, a movie can be more entertaining. But if you are attending karate classes for entertainment purposes, what you are doing is probably not "real" karate. Karate can be entertaining. But there is a lot more to it than that. Unless you are watching an educational documentary (not so entertaining), you are probably not going to learn much from the movie that would help you become more fit, learn self-defense skills, or understand any of the other ideas explored in most karate classes.

2. Visit to the gym or community center - Can involve different activities
You can get a great workout in many different ways. Karate is only one of many choices you have if all you want to do is get in shape. But it is worth noting that unless you are fortunate enough to be working out with a friend who is helping you, or paying a hefty fee for a personal trainer, you are probably not going to learn as much as in a karate class. Also, it is sometimes more difficult to stay motivated and disciplined under such conditions. People are generally not as committed to their workouts and you may see completely different people every time you go.

3. Ballet - More "sophisticated" and "cultured" an activity
When comparing ballet and karate, it seems that perceived value becomes very evident. It is generally accepted that classes in traditional ballet cost a lot. Ballet teachers work diligently for many years to become the best that they can at their art and go on to study in more depth as they migrate to the teaching role. Although ballet may result in body flexibility, muscularity and motion control, it is probably not a very helpful tool for a self-defense encounter. This factor may make karate the more practical or "valuable" of the two, all else being equal. When compared to aerobics, including "cardio-kickboxing" and similar misnomers, both ballet and (authentic) martial arts really stand out as sophisticated, both taking many years to do well and years more to teach well. But for some reason, ballet is often perceived as having a higher value for classes than karate.

What is the value of karate classes in actual monetary terms? It obviously depends on what the individual student thinks they are worth. For some students, $10/hour may seem like a bargain. For others, that may seem a bit expensive.

In very general terms, I would say that the value of a 60- to 90-minute group karate class, at least in California's Silicon Valley (relatively expensive for almost everything), may be something like this:
• Good workout, with no real instruction: $5-10
• A few pointers, but nothing special; instructor as "coach": $10-15
• Something(s) pointed out that will make a difference in the long-term; a real teacher: $15-25
• Very eye-opening experience, including many points or at least one very major one: $25-50

The event should be pleasant, educational and fulfilling. For example, if attending a one-hour class that consists of a hard workout, but no instruction, where one is injured partially due to lack of supervision/instruction, $5 might be more than enough.

Of course we must also take into consideration that a special seminar may occur with an instructor who does not visit the area frequently. For this, one may pay an extra $5-10, knowing that this opportunity may never to come again, even though it may not be much better than a regular class. The host(s) of such an event often have to pay considerable fees to hire the guest instructor, often involving travel expenses, accommodations, hourly fees and perhaps rental charges for the facilities used. As a regular member of a dojo, attending many classes, you should be expected to get a discount over the hourly fees suggested above, by paying monthly/quarterly dues, etc.

The value of the class is probably at least somewhat determined by the size of the class. If there are hundreds of participants, comments by the instructor(s) to students are probably only of the most general type. If there are only a handful of people training, the instructor can probably give much more specific comments and tailor the training more to suit the individual. For private lessons, therefore, the value of the class could easily be 5 times the value of a group class, if the instructor is very good. A one-hour class that costs in excess of $200 may be worth every penny and more, if the instructor does a fantastic job. What is learned in this one hour may be enough to keep you thinking and training for months of regular classes without any additional comments needed.

In the modern age of the internet, microwaves and other things that have made our lives, generally, so much easier than those of previous generations, many people seem to have become lazy. Some people cannot imagine traveling for more than 20 minutes to a martial arts class, considering that there are 3 or 4 places within that amount of travel time from which they can choose. They often do not realize that their time would be better spent traveling the extra 20-30 minutes to a better dojo, perhaps in another city entirely. Some people do realize the value of traveling for their training. I have numerous students, for example, who spend almost an hour each way to train at my dojo. For special events, such as the Instructors' Classes, black belts come from as far as 2 ½ hours away to better themselves. I used to travel 90-minutes each way to train in New York City every Friday night with Mori Sensei, happy to pay the added costs of visitor fees. I did this for a couple years because I felt it was worth it. Although I do not expect everyone to jump on a plane and go to Japan as I have done so many times for my training, it seems to me as though many people could benefit by going the literal "extra mile" for their training.

I always aim to make students feel that they are getting a bargain in my classes. I charge a little more than a few other dojo in the area. But a lot less than many others. My private lessons cost more than just about anywhere else in northern California. But I think they are worth it. When I have potential new students or those visiting from other areas who are hesitant about paying a guest fee, I tell them to just pay me after class whatever they think it was worth. I try to be fair. One instructor from another area, upon hearing me tell him to "just pay me whatever you think is fair" for teaching a seminar, replied: "I don't think we can pay that much!"

Ultimately, while some martial arts' classes overpriced, most are generally undervalued. If you are looking for a (new) dojo and have any doubts about the prospective instructor, or classes in general, I would always suggest checking out many dojo in the area. Talk with both the instructor(s) and students to get a better idea if it is what you want to do, how you want to do it and what it might be worth for you.

For additional reference, please see information about my Shotokan Karate Instructors' Profile Database.

Copyright © 2002, Jon Keeling

Monday, April 1, 2002

Why Bare Feet?

Why do we train barefoot? In many martial arts, especially those of Japanese tradition, training is conducted without footwear. Is it to develop the muscles of the ankle in a more refined way than is possible while training with shoes on? Is it something spiritual? Or is it a totally useless tradition? We are more likely to have to use our techniques in a self-defense situation while wearing footwear, are we not?

There may actually be several reasons for taking off the shoes for training. To start with, let us examine the tradition of taking off the shoes when entering a home in Japan.

Reasons for taking off the shoes at home are prioritized in the minds of most Japanese:
1. Cleanliness
2. Separation of "outside" vs. "inside"
3. Comfort

In other cultures where shoes are traditionally removed upon entry into the home, such as China, the priorities may be different. It is my opinion that many Chinese treat cleanliness with less importance on this issue than they do comfort. This is based on my experiences in China and Taiwan, as well as with many homes of Chinese and Chinese-Americans in the USA. The difference in priorities is not necessarily "wrong" or "right" as much as it is simply "different." This difference may play a part in explaining why many Chinese martial arts are practiced in footwear. It may also have something to do with why the clothing of many Chinese martial artists appears to be so much more comfortable than their Japanese counterparts.

In the Japanese tradition, as I believe it should be other places as well, it is considered quite rude to attempt to enter someone's house without first removing the shoes, even if told that it is OK to do so. On the other hand, it is considered rude for someone to ask visitors to remove their shoes when the floor is dirty. Even here in the US, if I enter someone's home and it looks clean, I will assume that I should remove my shoes at the door.

Although training with no shoes on may be more comfortable to some people, it seems that comfort must not be a major reason for taking the shoes off for training, even if it is the main reason to remove the shoes at home. A symbolic expression of "outside" vs. "inside" may play a part in this tradition; the student puts aside the garments of the outside world and dons the simple white uniform of his fellow students. But, to me, it is the idea of cleanliness, as well as the related safety factor, is by far the most important reason to train barefoot.

The floor must be as clean as possible during training. I think this idea is generally understood by everyone. Whether wearing something on the feet or not, a small particle of debris on the foot could fly into someone's eye as a result of a kick. If anything is worn on the feet, it must be cleaned thoroughly before each training session. Would that really be worth the extra time? There may be some people who, due to some condition or injury, must wear footwear. Those people must take extra effort to clean their footwear for safety reasons. Of course the training surface must be kept clean regardless of the type of footwear, or lack thereof. But removing footwear upon entering the dojo should help make the cleaning of the floor that much less work. Please see my article on Dojo Etiquette for related points.

The ideas of distance to the target and making contact are also something worth considering. The distance is more difficult to control when the foot is encased in a shoe or even with foam padding. This also relates to the safety aspect, as a lack of control could cause unintended injury. Additionally, the feeling one gets when making contact with the bare foot during training is better for providing physical feedback to the performer of the kick. On a related note, we use some different muscles of the foot and ankle when wearing nothing on the feet. These small muscles help control minor adjustments in balance when standing on the floor. To appreciate the role of these small muscles, try standing on one foot for several minutes. You should notice that you make very minor adjustments with your foot/ankle to keep your balance. This is similar to the way a cat uses its tail for balance when walking across a thin wall or tree branch.

"Sticking" to the floor may sometimes be a problem when training barefoot on mats. But this is often much more of a problem with shoes on. While the shoe may offer some additional support for the ankle, the added sensitivity in the nerves of the foot while training barefoot may further reduce risk of injury from slipping or sticking.

Those who simply accept the idea of training without shoes on as "tradition" may miss the point. An example of this is when students take off their shoes at the dojo door, then step outside to stretch our or use the restroom, still not wearing anything on their feet. They may then track in dirt, debris or unwanted bacteria to the dojo on their return. This almost completely defeats the purpose of removing shoes when entering the dojo. If someone is coming into the dojo after having been on a dirty floor surface, the feet should be properly cleaned (or at least brushed off), before stepping onto the dojo floor.

So, when training outside on dirt or grass, should we wear anything on our feet? In terms of kicking up debris, this may be inevitable; there will be some loose sand, etc., on the ground no matter how well you clean the area. In terms of protection for your feet, though, it is in our best interest to wear something on the feet while training outside. That being said, when training with footwear, contact should be limited, or even completely deleted from the training. Furthermore, we should be careful when training outside not to kick up any dirt or debris into others. So kicking should be done away from others when possible.

In summary, training barefoot is a good idea for those willing to properly maintain a clean training area, for several reasons. Cleanliness, safety and possibly heightened awareness of body positioning may all be worth considering as reasons to maintain a shoe-free dojo environment. If training for self-defense only, however, perhaps one should practice in a variety of footwear situations, in a variety of training environments. In general, something should be worn on the feet when outside and nothing should be worn on the feet when inside, according to Japanese tradition. A better understanding of this tradition should help us all to benefit more from it.

Copyright © 2002, Jon Keeling

Why Bare Feet?

Friday, March 1, 2002

Receiving Criticism

Humility is a virtue. While it is understandable that we would like to show as few flaws as possible, those who accept their shortcomings and try to improve them are generally better off than those who do not. I am not the most humble person there is. But I do know that in order to become better at something, I must sometimes make an effort to open myself to criticism from others.

I often criticize myself. I set high goals and often cannot reach them. But criticism from yourself and criticism from someone else can be vastly different. To criticize yourself, you already realize that there is something wrong. When someone else criticizes you, you may not have realized that there was a problem. In fact, even after hearing the critical remarks, it may still be difficult to see that they apply to you. While some people may mistakenly note something that is not necessarily wrong, most criticism in the dojo is based on actual shortcomings and should be recognized as such.

There are times when someone will be critical of another, not as a catalyst for improvement, but out of spite or jealousy. This is not the type of criticism that I am considering here. I am focusing on the type of criticism that an instructor may offer a student or another instructor, or a student may give to a fellow student, in an effort to help the other to improve. Granted, there are some people who do not give criticism well, as there are those that do not accept criticism well. However, if done correctly, critical feedback can help us develop and is something that we should all welcome.

Recently, I had the members of my class examine each other's stance when performing techniques. As there was an odd number of students, I joined one of the lines, intentionally pairing up with one of the newest members. I did not do this hoping for him to be in awe of my superior technique. I lined up with him because I have too often lined up with my more senior students, who were unwilling to admit that they saw flaws in my technique. I was happy when this beginner told me that my front knee was moving slightly during some of my movements. This gave me something (more) to work on. I am grateful for that criticism. I think it is better to see that you have a mistake than to not see it. We all make mistakes. Acting as though one is perfect is a sure sign of imperfection.

When an instructor or senior informs a student of a mistake or a way to do things better, what is the proper response? Should the junior student counter the feedback with "You're not perfect either!" Or should the junior student accept everything said with a deep bow and an "Osu!," even if it is relatively insignificant?

I think the response to criticism should generally match the amount and tone of the criticism, while of course showing respect that is deserved. If the instructor or senior student is earnestly trying to help the junior student, the junior student should respond similarly, indicating in words and/or action that he understands and will try to improve that point. If the instructor ridicules the student and jokingly laughs at him, the student is probably not out of line joining in on the laughter and not necessarily thanking the instructor for noting the mistake. The former example is much healthier for both parties involved. The well-meaning instructor will often feel much better seeing a student trying hard to correct something just pointed out to him, than hearing a loud "Osu!" when it is obvious that the student was not listening at all.

One of my instructors in Japan told me that I should not train with my students. That is easy for him to say, as he is a member of the Instructors' Class in Tokyo, where he gets to train with other senior instructors 6 days/week. I do not have the luxury of being surrounded by other instructors at my dojo. Nor do I have the luxury of time. I have a busy day-job and another night-job besides my karate teaching, as well as a young child at home and lots of work to do fixing up the house and tending the garden. In order to train, I must do it by myself, with my students, or train with instructors at other dojo. Needless to say, I cannot do that much of any of these with my schedule as it is, so I do it wherever and whenever I can. Considering how seldom I get to train, I want to make the most out of it, realizing that my skill level may slip without training, even more so if I do not get any feedback. While analyzing my movements in the mirror and on videotape has its benefits, receiving criticism from someone else can add much value.

While some people can be overly critical, to the point that it can become counter-productive, it is something that, when done correctly, can really help us to improve. I suggest that everyone, including instructors, take the opportunity to listen to comments and suggestions by others. Sometimes it takes more humility than we thought. But it is usually worth the extra effort.

A final note on giving criticism. When critiquing someone else's performance, it is usually a good idea to mix the negative and positive feedback such that the tone is encouraging, not degrading. For example, when I have one person in class perform a kata in front of the rest of the group to receive feedback, I tell the others to give two comments; one negative (something to work on) and one positive (one area to feel proud of).

Copyright © 2002, Jon Keeling

Friday, February 1, 2002

Why Take Exams?

Most new students do not give it a second thought when their instructor or senior tells them that passing exams is necessary to advance in rank in karate. As the months and years roll by, however, some may wonder if the tests are really testing what they should, or if there should be exams at all.

As with many other facets of karate and the way its related activities are administered, there are positives and negatives that may be worth considering.

Positives:
• Gives the student feedback on his/her performance
• Gives other students an idea of relative ability
• Gives everyone (student, teacher and others) an opportunity to see how well the performer does under pressure
• Provides a goal for the student to aim for in training
• Provides teachers with primary curriculum for different level students

Negatives:
• Does not always reflect accurately the true ability of the performer, simply the performance at the time of the exam
• Favors athleticism
• Only tests a limited number of techniques and scenarios
• Some people do not like to take tests, either for fear of pressure or lack of interest

The process of kyu testing (pre-black belt) has the benefit of determining if the student has a sufficient grasp of the most basic techniques before advancing to the more complex techniques and combinations. At different levels, there are certain general points being looked at, in addition to the specific techniques of the exam. For the dan ranks, it is often more of a personal achievement, although more advanced technical skills are generally required for higher levels. For the higher ranks (usually over yondan), contributions to an organization are often a prerequisite in addition to "technical maturity" (an obviously ambiguous, subjective and perhaps arbitrary term).

To get around some of the exam shortcomings, whether real or perceived, examiners may want to consider that the ranking exams are often limited in their scope and that not everyone should be expected to be able to fit into the same mold in terms of physical technique and performance. This thought should also probably be explained to many students who may wonder why they failed when other passed an exam, or vise-versa. One way that I augment the traditional physical exams is by providing a written exam as well.

With the combination of physical and written exams, an examiner can get a better idea of the student's understanding of techniques and ideas for consideration when it may not be clear by simply watching his or her performance. For added reference, the physical exam may be videotaped. All of this is good for the examiner. But for the benefit of the student being tested, feedback on the physical and written exams, as well as a copy of the videotape, really should be provided after the exam for clarification as to what advancement in rank (if any) was decided upon. The examiner may also want to explain what the decision process involved.

Once a rank is achieved, others may sometimes question its validity. While some dojo may accept the rank of new members gained elsewhere, some do not. Usually, within a given organization, ranks are accepted between different dojo. But even this is sometimes not the case.

There are many different styles of karate and organizations that supply rank certification. It should be understood, however, that these ranks are not always accepted outside of those organizations, sometimes not even outside a particular dojo. Kyu rank is usually considered "dojo rank" in that it is up to the instructor of a new dojo if he will accept the kyu rank awarded elsewhere. Dan rank is usually a more official rank that is generally accepted at any dojo affiliated with the organization with which that rank is certified. That being said, it is still up to the instructor to decide who is to wear what color belt or where to stand/sit in the lineup when it concerns functions/hierarchy within the dojo. This should be because there may be a difference in standards or points of focus specific to a particular dojo, not just because the instructor wants to demean the new student.

For example, in my dojo I usually require new students to take a test with me, no matter where they may have received their previous rank, unless it is clear that they are up to the standards of my dojo. Most are not. I have a reputation of having higher technical standards than just about anyone else in the area teaching Shotokan. Some students may have been required to do more complicated combinations or some self-defense at their previous dojo. At my dojo, however, I require a higher level of understanding of the most basic techniques, as opposed to a shallow understanding of many so-called "advanced" techniques or tactics. Often, students who have transferred from another dojo, where they claim to have been a 4th kyu or 2nd kyu, or even a black belt, may have to wear a white belt for a while, or at least a belt level/color that they have more clearly earned. Some of my prospective students, hearing of this concept, decide to train elsewhere. Those who decide that the color of their belt is not as important as the level of training/teaching they receive usually do well and advance quickly. The ability to accept a "beginner's mind" is truly an asset to the learning process.

Rank exams and different colored belts have their purpose. They can be good tools for instructors, students and others to gauge relative abilities. If one has any doubts as to what is required at a given rank, where one stands in relation to others or how one is doing in training in general, I cannot emphasize enough that a student should consult with the instructor(s) for clarification and guidance.

Copyright © 2002, Jon Keeling

Tuesday, January 1, 2002

Training Floor Surfaces

My dojo has recently moved its location from a room with a wooden floor to a room with a hard mat. There are some advantages and some disadvantages to practicing karate on this new floor material. Below, I will review various floor types and some of their relative pros and cons.

Wood
Wood is the traditional floor material for karate practice. While some wood floors are quite hard and provide little cushioning, they are better for supporting stable stances. Also, turning on wood is usually easier than the alternatives, as the support foot can more smoothly pivot during the turn. Some things to consider regarding wood floors include the lack of cushioning and whether the floor becomes slippery when too damp or too wet. Also a floor may warp or crack over time if not properly constructed or taken care of.

Tatami
Tatami is the traditional floor material for martial arts such as aikido and judo, but is rarely used outside of Japan and, recently, even within Japan. Tatami is basically tightly-woven rice straw. Tatami mats have about the same amount of cushioning as a hard mat. This cushioning is especially important when doing falls, which are so prevalent in aikido and judo. Authentic tatmi is quite expensive to purchase and maintain, so synthetic substitutes (look like real tatami, but made of a rubbery plastic material) are now used in many dojo where the use of tatmi is desired but not financially practical.

Mat (single, stationary mat)
There are many types of mats. But most stable mat floors (single sheet pulled over a mat or mats, tied at the edges) are somewhat hard. While the feet may sometimes "stick" on a mat (unlike on a wood floor), which can cause unexpected damage to the joints, the added cushion can provide for a safer environment in which to practice falls in training, especially true with a softer mat. One must be careful when training on mats-even the single covering type-as small spaces between the mats (underneath the covering) can cause the support foot to move slightly or a toe could get stuck. Muscles in the legs may compensate for these small movements (or lack of movement) to avoid a fall. This situation, however, can lead to problems with the joints over time.

Mats (multiple, portable mats)
As with single mat floors, multiple mat surfaces can involve different amounts of cushioning. One of the potential problems with moveable mats is the chance that one or more of them could slip and cause unexpected movement of the supporting limb(s). Another common complaint with this type of surface is that the toes sometimes stick in the cracks between mats, which can cause mis-steps and even toe dislocation, ankle sprains or worse. Mats kept folded may be a good breeding ground for mold if left in a moist, warm location for a long time. Some airing out of the mats is recommended if not used often.

Grass
Training on grass outside can feel good emotionally, if the weather is nice. One thing that must be considered, however, is the very high risk of getting dirty. Sitting down on the grass or dirt in a white uniform can be very frustrating. Also, practitioners must be very careful to check the entire surface area for stray rocks, sticks and garbage before and during training. There is nothing inherently wrong with training with shoes on, except perhaps that the added weight can put additional stress on the knee during kicks. Another point to keep in mind is that dew sometimes forms on the grass more quickly and potently than might be expected. Dew can cause unwanted slipping when stepping or shifting. I remember one of Mori Sensei's summer camps in about 1984, when we were having our morning training out in the grass in bare feet. He had Sakurai Sensei (Canada) demonstrate the kata Empi, while we all watched through the intermittent fog. Landing from the jump at the end of the kata, Sakurai Sensei slipped a noticeable distance on the dew-covered grass. What impressed me about this was that despite sliding about two feet backwards, he kept his stance intact and only leaned slightly to compensate for the near fall. His good balance of leg tensions is, I am sure, what saved him from falling. Stance stability is something we need to keep in mind even more when training on wet grass.

Carpet
Carpet is one of the worst surfaces for regular training. Of course training on all types of surfaces has its benefits from a self-defense perspective, as we do not know what type of surface we might be attacked on until it happens. However, carpet is less than ideal for regular shoeless training, with the risk of rug-burns being one of the drawbacks. There is usually only minimal cushioning provided with carpeting, as concrete is usually less than an inch or so below the feet.

Concrete
Concrete is probably the worst surface presented here for barefoot training. There is no cushioning, so joints are in jeopardy. Being difficult to keep clean, stray pieces of garbage and uneven surfaces may cause abrasions on the bottom of the feet. With shoes on, concrete becomes a better training surface than carpet in terms of the latter's tendency for the feet to "stick" while turning.

Summary
There are various types of surfaces on which one can train that are not mentioned above. My view on training surfaces is that wood is the best for daily karate training. Some type of mat should be used when practicing falls. Training on surfaces other than wood is good for supplementary self-defense-oriented practice and, if wood is not available, usually better than no training at all!

Copyright © 2002, Jon Keeling