Judo

Farming communities have a unified identity. Unlike boom towns such as Tombstone and Deadwood that were established by those trying to get rich quickly, farming communities are established through generations by families and a family belief system.

The term “family values” has significant meaning, not the talking points that politicians use in an election year as a mantra. Community members also have a strong work ethic and the concept of bailouts and “free stuff” is repugnant to them. This sense of community is real. Community members work together in order for their community to thrive. In my community I have witnessed a “barn raising” for a young couple who lost their barn to a fire.

Growing up in a community has many advantages, but one disadvantage is the degree of protection these communities provide. It is understandable that individuals raised in farming communities believe that individuals have similar value systems. They believe that honor, integrity and ethics are a universal belief.

College life is very interesting. While technically it is a community, it is a transient community. The values that students bring are as diverse as the students themselves. The military attempts to create pockets of communities. Military discipline is a functional method by which the leadership organizes and gains productivity from its members.  Being faced with confusing circumstances such as changing from a familiar environment with clear values to one of narcissistic confusion and chaos is difficult. When individuals are faced with the disequilibrium of dysfunction their quest is to regain their equilibrium.

When high school student athletes go to college they tend to gravitate to that with which they are familiar. During these encounters, they are often disappointed that the ethics and honor they experienced in their community is lacking or non-existent in the college atmosphere.

Having started Judo training at an early age, it was difficult for me to understand the ritual of Judo. After a few months of training the value of the rituals became part of my understanding of Judo. What has remained consistent where ever I have trained is that the rule of Judo has remained consistent. Judo training provides the student a safe place both physically and psychologically to gather thoughts and feel a sense of well-being, the terminology is consistent and for the most part, instructors have the same agenda.

During college, Judo provided a sanctuary for me. No matter where the military sent me, there was always a Judo program that welcomed guests. If there was not an official program, the military supported me starting one even if it was temporary and just an introduction to Judo.

When I first went to Japan the people at the USO were kind enough to write in Japanese the directions to the Kodokan. Once there, Judo students volunteered to show me Tokyo and travel with me for additional training and sightseeing. On subsequent visits this cordial behavior continued. During my military leaves, throughout Asia, I experienced the same courtesy. There is a camaraderie that is unique to Judo. Aikido purports to have a universal family belief system, but actually it does not. Aikido instructors have conflicting approaches and beliefs on what Aikido is and how it should be taught. Even the terminology in different Aikido systems is different as well as inconsistent.

We are bombarded with constant misinformation. Young people need to have consistency, honesty and support. Judo training reinforces the ethics and moral compass that parents want to establish for their children. Judo training supports and reinforces these principles. Judo provides the guidance, support, direction and consistency that will encourage students to continue to thrive with and pass on the knowledge to the next generation.

“Reason encompasses and judges all things. This is the very principle of Judo. This principle itself is a unique, unparalleled, universal world view.”   George Ohsawa

Advanced Training

“Advanced skills are basics mastered.”  Bruce Lee

“Why do you think the extreme fighters look sloppy when they are in the ring? I trained many extreme fighters when I was in Korea and their basics were very good. When they got into the ring to compete they looked as though they did not have good basics.” This was the opening of my recent conversation with Mr. Kim.

He went on to explain that many of the full contact fighters he’d trained, as well as others he’d observed, had fought not to lose. Therefore, under the stress of competition they relied on the skills with which they have the most confidence. For example, skilled wrestlers who enter the cage often spend most of their energy on attempting wrestling moves even though they have acquired exceptional striking and kicking techniques.

Mr. Kim is consistent in his belief that psychology is an important aspect of training. “How does an instructor incorporate psychology naturally into training? I think that a clear understanding of the power of the basics is the most important aspect of truly learning martial arts. The more skilled that a student is at the basics the more a student trust them, consequently under stress an understanding of basic techniques a student will use all the tools that he trusts he will be successful under a variety of stressful situations.”  Kim, Sang Cook

This discussion of psychology and the basics began after a rigorous practice at Pacific Rim. It was not 1972 but in fact 2012. Mr. Kim watched class for a brief period and then, as he has numerous times before, began explaining the importance of basic techniques. With that introduction a particularly rigorous practice began under his tutelage. As usual, his insight and observation skills provided an invaluable lesson for all of us. When practice had concluded, the mats had been cleaned and the students had left Mr. Kim still had not changed into his civilian clothes. It was obvious that our lessons were not finished.

Through the years Mr. Kim has been systematically organizing his thoughts and teaching strategy in order to provide students with an extremely functional way to grasp much of the intensity of Chung Do Kwan. During the private tutoring that Mrs. G. and I experienced, Mr. Kim concisely explained what he was expecting from future Chung Do Kwan Black Belts. Students outside of Korea have had little exposure to Chung Do Kwan and those that make claims from what they have stated may not have the depth of knowledge Mr. Kim expects Black Belts to possess.

He began by drilling us on punching combinations His focus was on breath power with each movement. He then applied this process to sparring. It will be a task to apply this information in written form. However, it is important for future students to understand his strategy. His sparring is significantly different than any other instructor and clearly embraces Chung Do Kwan philosophy.

He has a unique understanding of Chung Do Kwan martial philosophy and teaching method. The information that Mr. Kim shared was an accumulation of a life time of training and teaching. The fact that the next generation of students are able to benefit from Mr. Kim’s expertise is exciting for those of us who continue to be in awe of his history and ability.

What is his secret: A clear understanding and appreciation of basic techniques! He has an appreciation for his early Karate training as he sees and acknowledges its influence on his Ching Do Kwan. He also references the fact that repetition of basic techniques is the secret to becoming a skilled martial artist. Other intangibles such as understanding psychology, anatomy and physical science are a “must” in training as well.

It is my wish that those students who are serious about their training will study Mr. Kim’s method and insure the tradition of quality martial arts will continue.

The Test

“We fear our highest possibility (as well as our lowest one). We are generally afraid to become that which we can glimpse in our most perfect moments.”  Abraham Maslow

Mr. Kim arrived at Pacific Rim in his usual unscheduled manor. His timing, as always, was impeccable. The night of his unscheduled, unannounced arrival was during our quarterly belt examination. The test included 16 advanced Black Belts on the test panel.

When Mr. Kim appeared at our door we were both surprised and thrilled. For some, it was a scene front the past when Mr. Kim would magically arrive during important events. Among those present was Master Morgan, who started practice with Mr. Kim 38 years ago, Officer Michael Stradley one in the first group of students Mr. Morgan and I promoted under Mr. Kim’s direction over 35 years ago. For some it was their first experience actually watching Mr. Kim in action during a test.

Most students perform well during their test. However, in Mr. Kim’s presence the room was electric. Not only were the students performing at their highest level, the Black Belt panel was intrigued with the instruction as well as Mr. Kim’s historical information. It was the most electrifying under Black Belt test that Pacific Rim has ever held.

Mr. Kim and I have visited many schools and presided over countless Black Belt tests. It is always rewarding when instructors you trained demonstrate through their students the continuation of Mr. Kim’s legacy. To have the next generation of this evolution present at the same time is an experience that is memorialized as special memories. It has little relevance whether a student is a seasoned Black Belt or one who has recently received their Black Belt promotion, their response to Mr. Kim is the same. He is simply awe inspiring to those who have been in his presence. This is a universal response especially when he is in Asia where he is very well known.

In years past, I was always amazed when an instructor would call or write asking who Mr. Kim was. They would comment that their instructor never heard of Mr. Kim. In discussing this situation with Mr. Kim, without animosity, he would call the Korean head instructor and within a short time I would receive an apology from the instructor who initiated the call. Except for Master Morgan’s book, Warrior Mind, finding accurate information regarding Mr. Kim and his continuing contributions to Korean martial arts was difficult. Suffice it to say that when encouraged to be forth right, senior instructors are well aware of Mr. Kim’s significant historical role.

During the test Mr. Kim was very intense. He observed every student with equal interest from white belt to the most advanced student. Many believe that traditional training is staid and the techniques have not kept up with modern times. They also have the misconception that senior instructors also have not kept up.

When Mr. Kim returns from his meetings in Korea he consistently instructs us on current technical methods and other changes in philosophy and technique. After the test he asked me to translate these changes. It may be difficult to understand, but in many ways Mr. Kim has a shy side. Often in the U.S. he has asked me to interpret techniques, philosophy as well as historical perspectives. In situations where he feels at ease, he will eventually start explaining techniques and strategies as only someone of his skill is capable. As many times as senior instructors experience him in action his knowledge, movement, strategy and intensity are unequalled.

Mr. Kim and I have often discussed the fact that he is a teacher of teachers, a role model for those who love the study of martial arts. He, of course, resists the notion. However, after the test and everyone had left I had the opportunity to re-affirm the role model concept.

It was easy to point out the fact that there were multiple generations, 4 decades, of students who have benefitted from his knowledge and willingness to share this knowledge with us. While he may have appreciated my information he remains a humble man who has dedicated his life to traditional martial arts training and instructing.

Folklore

Most folklore sayings are an easy excuse to not explain frustrating situations. For example, what does “Nobody says life would be fair” mean? Pacific Rim has always enjoyed successful competitive teams. Even though we have not stressed competition there have been students who were interested in competing.

Taekwondo and karate tournaments were memorable and, for the most part, judges and referees did their best. Even during my competitive time somewhat surprisingly referring was honest. Emotions were always high but there was civility and an adherence to martial etiquette.

The interesting fact is that initially there was only a brief meeting by the promoter and the Black Belts who were to judge to go over the rules and expectations. We all worked together.

I was asked to judge Chinese styles often when there were not enough Chinese stylists to judge as well as compete. Even though I was unfamiliar with the forms, the Chinese judges instructed me what to look for. My input was on form and function and the Chinese judges judged that as well as the order of the techniques. We worked well together.

My first formal judging and referee instruction was for Judo tournaments. I have yet to understand the politics of Judo. My referee certification is with the US Judo Association. I refereed many Judo tournaments that included competitors from all associations yet when I came to Oregon, I was told that I was not a USJF referee and therefore not qualified to referee.

My next formal judge and referee certificate was from the WTF. The training was complete. When I officiated at my first international competition I was very excited and nervous at the same time. It was in Seoul, Korea. I was relieved when Mr. Kim said he was not going to watch my events.

I was asked to go to Vietnam for WTF’s biggest international event. However, the thought of returning to Vietnam, under any condition, was not possible. Except for the official yellow gold jacket, being an official was a good learning experience.

For the past 15 years Mrs. G. and I have been actively involved in retriever dog field trial competition and the competition is fierce! There are often 90 dogs that start the event and by the last day all but 10-12 have been eliminated. The experience and complexity of the judges vary. Recently another competitor called to discuss her last trial in Spokane, WA. Her parting comment was “All I ask for is an honest, fair judge!”

The Spokane trial has become typical with the current newer judges. Many have not personally trained their own dogs but opted to pay a professional trainer to do the hard work. They have little knowledge about judging. There is formal training for judges but it is not mandatory. The significant issue is that most of these judges not only do not train their own dogs, but they have never personally competed in any sport.

At the Spokane trial, even though there were several of the competitors in contention for the finals, 7 out of the 60 that the judge took to the finals were her friends and the other 2 were able to provide her other opportunities. There used to be an ongoing joke about the officiating at Las Vegas boxing matches. The winner was not always the one that actually beat his opponent and now this seems to be the current trend at dog trials.

During Pacific Rim’s Judo competitive years, the referees at the larger tournaments were well organized and the referee’s behavior was monitored by senior referees. However, that was not always the case with smaller local tournaments.

At a local tournament one of our young female Brown Belts was up against a well-known Japanese Black Belt. The match was very close. Time was nearly over when the Pacific Rim Brown Belt clearly threw the Black Belt with a clean Ippon. Everyone was ecstatic! To our amazement, the head referee raised the hand of the Black Belt signaling her as the winner. One of the side judges stated an objection and after a brief meeting, all three officials agreed with the head judge. It seemed that the Black Belt needed another win to receive an award. The head referee was the instructor of the Black Belt and the two side judges, apparently from the same school, as was the head judge would also receive recognition if the Black Belt won. No folk saying can describe the sinking feeling experienced by the Brown Belt from the betrayal of the judge. Honesty and ethics are what separates martial arts from all others. This judge violated far more than merely making the wrong decision.

The unfortunate fact of dog competition is that as a competitor must pick competitive events by those that are judging. This should never happen in any martial arts tournament. It is difficult to say why the Pacific Rim Brown Belt Judo student left practice. She’d had a good Judo competitive record. I know that she became disillusioned because she believed whole heartedly in the integrity of the martial arts code of honor. Young people believe their instructors. They want to embrace that which is honest and real. Faced with a core level dishonesty, she could have been so discouraged by this experience that she chose to leave practice.

Mrs. G. and I continue to compete with our dogs. We enjoy watching them and know, without the judge’s affirmation, the level of their success. Many years ago, during a field trial, I had the opportunity to talk with one of the successful pioneers of dog competitors. After he had competed with his portion of the event I asked if he thought he was going to win. He said that dog competition is severely competitive and that there are many factors that will determine whether or not your dog won. He then went on to say that his assessment of his dog’s performance was honest. He went on further to say that the judges have their opinion and sometimes they have varying agendas. “I know when my dogs have done well and I know when they haven’t; the judges are welcome to their own opinion.” I have had the opportunity to run under his judgment. He not only was an excellent test preparer; he was an honest and fair judge.

It is difficult to explain to young competitors that not all competition is run fairly. We also don’t want students to become cynical about competition. It is a delicate balance, but one that instructor’s must address.

Self-Esteem

“As parents we have the awesome responsibility of instilling character, virtue, integrity and discipline as well as providing the educational and experiential opportunities that will prepare our children to lead healthy and productive lives. Perhaps the single most important thing that we can do as parents, educators and other shareholders in the development of the future of our children is the development of their self-esteem.” Stephen J. Del Castillo

What is self-esteem and how does it evolve? The term, while illusive, is plastered on the windows of every storefront Karate School located in every shopping center! Apparently, it is to indicate that those that use the term have inkling as to what it means. If the instructors of these schools were asked for their definition of self-esteem their answers would vary significantly. Experts in child therapy would also have a variety in their explanations of the meaning of self-esteem.

The fact is: self-esteem is an elusive concept! Rather than attempting to define self-esteem it is more educational to explain it, by describing observable behavior that clearly indicates positive emotional growth. Even though defining self-esteem is complicated, observing its development is not. By the time a student joins a school they bring a unique set of skills as well as a personal preconceived view of their world.

It is an instructor’s responsibility to ascertain each student’s strengths and anxieties during their initial phases of training. Many seasoned instructors were trained during the era when students were expected to prove their worth to be accepted as students. Promotions and rank were forbidden to be discussed. New students cleaned the school, washed and folded the instructor’s uniforms and generally were expected to be prepared to be uke whenever the instructor summoned them.

When I started training, during the initial phase, students trained on the wooden floor of a basketball court. The Judo program was at the YMCA and the mat was a boxing ring. Beginning students were not allowed to be on the mat or have a uniform until they could demonstrate basic Judo etiquette. When the instructor felt that beginning students were ready to be tested, he tested them. All basics were executed on the wooden gym floor. The final requirement was to demonstrate basic hard falling. This included a no-hands flip fall on the wood floor! Not only was the training process unhealthy it also discouraged students from continuing practice. Six of us started together and only two of us continued.

I have often thought about those students and how they felt when they were asked to leave or when they refused to do a flip fall. What a loss for Judo as well as a significantly negative experience it was for the young men.

Initially, martial art training was to train warriors for wartime. During the period of enlightenment, the benefits of this training extended beyond the military. There are instructors who believe practice is a right to passage. While that may have some basis in fact, the phrase “right to passage” has similar confusion in definition as does the term self-esteem. It might be that both terms have similar meaning. What is true is the fact that we know the setting up situations where students do not have success and are alienated does not prove anything except to demonstrate a poor teaching method.

It is easy for an instructor to be swayed by students who appear to have it all. These students demonstrate confidence in many aspects of their lives. Martial art training enhances their level of confidence. The student that has been excluded much of their social life is a different matter. Martial arts training should provide the type of success and encouragement that these students have not experienced in much of their everyday life. The unique quality of martial arts training is the fact that there are many aspects of training where students of all abilities can excel.

Instructors should provide specific training requirements for these students. This theory strikes in the face of conventional thinking that a student must fit into a program. There are some who believe that this theory of training minimizes the quality of martial training. To the contrary, this training philosophy includes students that otherwise would experience the same aspect of neglect that they experienced prior to entering training. They deserve a training program that will ensure that they have an equal opportunity for success. What instructors observe when presenting this curriculum is a physically and emotionally healthy student population where students of all levels experience success. While belts are important, there are many useful ways to acknowledge a student, which not only includes belt promotions, but also other individual achievement awards.

“The turning point in the process of growing up is when you discover the core of strength within that survives all hurt.” Max Lerner

Martial arts training should be designed to provide the support and guidance to assist each student with this self-explorative learning process. Whatever term is used it is obvious that with personalized training plans each student experiences a level of success that had not been available to them previously.

Outliers

The importance of family is a hallmark of traditional martial arts training. It is not unusual for close family members to feel that time goes by faster each year. Although family members are aware of their responsibility to keep in touch it is also difficult to do with the various obstacles of today’s busy families. Through the diligence of Mrs. G. & Mrs. Stradley they were able to schedule a dinner. Officer Stradley and I talk regularly, but do not have the opportunity to get together often. He has an extremely busy schedule with his own advanced training as well as his responsibilities as an Officer Training officer. When he is not working he is traveling to jump out of perfectly good airplanes with many of the best skydivers in the world.

Mike is consistently willing to take time out of his busy schedule to teach a section at WOMAF’s semi-annual Instructor Seminars. Students are cognizant that although he is not on the mat regularly, his teaching reflects his “real world” experience. This “real World” instruction separates what Mr. Kim calls “actual martial arts training from fantasy martial arts training”. For over 25 years Mr. Stradley worked the mean streets of Portland. He has worked under cover, Vice, Gangs, Patrol as well as 19 years as a SWAT member.

It is always an enjoyable evening when we have the chance to spend time together. As a general rule, Mrs. G. and I do not venture into the depths of the weirdness that has become Portland. However, there is not a place on earth that I would not feel safe as long as Mike is in reasonable proximity.

During our regular phone visits we discuss many topics. Apparently a recent subject of interest for many police officers, as well as business types, is books authored by Malcolm Gladwell. The book that occupied much of our 4 ½ hour dinner was Outliers by Gladwell.

Outlier: 1)  Something that is situated away from or classified differently from a main or related body.   2)  A statistical observation that is markedly different in value (from others of the sample).

The synopsis of Outliers is Gladwell’s theory of what constitutes success and how successful individuals evolve. He believes that there are a series of events that occur which contribute to an individual or groups success.  “To see ourselves as others see us is a most salutary gift. Hardly less important is the capacity to see others as they see themselves.” Hurley

For students of all levels to be successful, awareness of this concept can be helpful. Based on his hypothesis it is possible to postulate that instructors should take the iniative and assume the responsibility to understand and be sensitive to each student’s perceived self-image. The student’s self-perception is what brought then for martial arts training.

Parents have a responsibility to research training facilities to assure the competency of its instructors. Most often quality programs are difficult to locate. The reason is that these schools have fewer students and as such cannot afford the inflated rent of storefront space. Traditional programs focus on the quality of instruction while store-front schools may provide convenience in location; most are focusing on ways to artificially promote students for the purpose of retention of a student population. They also utilize whatever gimmicks they can to enroll new students.

According to Gladwell, the key to being successful is to understand what personal success means. It is imperative that the parents discuss the issue of success as a regular aspect of their family meetings. Instructors should also discuss this aspect with students and parents so that each can understand their expectations.

Officer Stradley and I have discussed the concept of success for many years. When he was an assistant instructor at Pacific Rim he was excellent at discussing these issues with parents and students. He helped new students understand that changing belt color, while a significant accomplishment, being successful was a journey.

Most of the martial arts magazines that Pacific Rim receives are primarily focused on enrollment and retention strategies. The concept of quality instruction is ignored. “Practice isn’t the thing you do once and you’re good. It is the thing you do that makes you good.” Gladwell

Statistics indicate that most parents chose a martial arts school that is in close proximity, approximately 3 miles, from their home. This convenience has potentially negative consequences. As discussed, schools those are convenient focus on numbers of students and are staffed by instructors with curious credentials.

Mrs. G. has a good friend with two children. One of her children excels at dance while the other is a chess prodigy. This mother dedicates much of her time to taking her children to these lessons. In discussing the amount of time she spends doing this traveling, her response was that to get the best instructors she has to travel to find the best instructors. Her experience with her children’s lessons is the same as finding a good martial arts school. The best instructors are not easy to find!

Store front chess or dance schools are not staffed with instructors who are capable of teaching to the advanced level that most parents expect. “Every child deserves the best.”  Doernbecher Children’s Hospital Advertisement

Definitions of success vary. Years ago, several of us “grad students” conducted a survey of how people viewed success. The target population was 18-35 years old. The men in the survey responded that being successful was having a career that was lucrative. They wanted a powerful position that provided them with many possessions. The women who were interviewed equated success with having a positive relationship and healthy children. Not surprisingly, neither of the groups interviewed reported that they felt successful.

Gladwell’s book requires the reader to look beyond the superficial and study the series of situations that affect and influence all of us.  Mike discussed how ironic it was that Bill, my first Black Belt student, and I had decided to go through Portland on our way from training in Gresham (we never went through Portland). This was at the exact time Mr. Kim was finishing the sign for his school. We were stopped at a red light and noticed him and the Hapkido sign. I don’t know why we decided to visit Mr. Kim’s school.

To each person studying their motivation for training it is important to understand what the circumstances were surrounding their decision. It is also important for instructors to discuss how and why their students ended up at their school. When an instructor understands at least one aspect of these circumstances the instructor, the student and often the parents can help the student define what success means for them and how to obtain their goals. When positive goals are individualized successful outcomes are likely possible.

Relationships

Besides my mother, the longest sustained relationship I have experienced with another person is with Mr. Kim. After 42 years we have begun to discuss the sequence of events that have contributed to this relationship.

As a Marriage & Family therapist I am often asked what the main contributors are to a healthy, sustaining relationship. In the words of Phil Collins, famous lead singer of the Group Genesis when he was asked the same question “I wish I knew I wish I knew.” However, after 40 years of attempting to help couples answer that question it is clear that one of the fundamental requirements for a long term relationship to sustain is respect.

Prior to meeting Mr. Kim I had trained with many instructors. Except for Mr. Dewar in Portland who was an extremely enegmatic figure, most of the other instructors, while very knowledgeable and capable instructors had little interest in the students other than their physical skills. Mr. Dewar wrote to me regularly while I was teaching and training when stationed in Texas with the Navy. He paved the way for several opportunities by sending letters and making phone calls on my behalf. When I went to Vietnam he wrote to me regularly. The only criticism he ever expressed to me was his disapproval of my “hippie” facial hair that I dawned when returning to Portland. In order to begin training in the area he made me promise to shave it off. He stopped short of “requiring” me to return to the G.I. hair cut I had before joining the military. It was all in good fun as Mr. Dewar had a great sense of humor. My respect and trust for him has never wavered.

A sense of humor should also be on the list of requirements for a sustained, long-term relationship. The instructors that take themselves too seriously seem to cultivate disgruntled students whose focus is not on the long term benefits of martial arts training. Senses of humor and respect generate loyalty and a lack of these ingredients creates disequilibrium. A good example of the disequilibrium and dysfunction is the jumping from camp to camp of mixed martial arts students.

Taking responsibility for your actions whether they are positive or negative also should make the list. Many instructors project their difficulties onto the students. The Asian belief systems focus on solving problems rather than finding fault. For some reason Asian instructors who teach in the U.S. take on non-Asian process of attaching blame to students rather than a problem solving philosophy.

When Mr. Kim and I met we were immediately very respectful of each other. From my point of view it was clear to me that this man was special. As a general rule I am a respectful person, a belief system that was role modeled to me by both of my parents. Even so, Mr. Kim was clearly a person who had qualities of which I had yet to learn. Unlike other instructors I had met he was not interested in talking about how good he was, how many tournaments he’d won or how many Black Belts he’d trained; he was interested in my view of martial arts and martial arts training. Our initial conversation was not as though I was being interviewed. Nor was he deciding if I was worthy to train with him. He was simply interested in my belief system. Throughout the years this interest an approach has not wavered.

He has not promoted hundreds of black belts but he has taken a special interest in each one of the few that he has promoted. Even though he may not have personally talked with many of them for some time, he expects that I have current knowledge of them.

Like many relationships ours has had its share of stress. Except for one unresolved issue, we have worked out those differences in a positive way. I often receive letters from instructors who are having problems with the head of their system. Most want to quit their association and instructor and join WOMAF. It is clear that the expectations of both individuals were not being met. Their communication has never been strong and mutual respect between then has never actually existed.

We have also had “would be” members who had no concept of respect. Their narcissism excluded their ability to connect. These individuals will always be disgruntled regardless of what is offered to them.

Mr. Kim has an uncanny way of seeing these individuals almost immediately. I have supervised experienced therapists who spent months being conned by narcissists. Yet Mr. Kim and my father could identify individual personalities more precisely than any therapist that I have met.

Mr. Kim remains consistently curious. I also am very curious by nature. Although I have learned much about his martial arts history I have been curious regarding his non-martial art childhood. The fact is that his childhood always contained martial arts training. He has always been reserved about how extensive and innovative his training had been. Suffice it to say, volumes could be written regarding his history.

Mr. Kim is spending more time at Pacific Rim than he has in years. He has been instrumental in renewing our affiliation with Mr. Ohm and the World Chung Do Kwan as well as the Korean Judo Association. We are training together regularly again and he plans to be on the mat teaching in a short time.

Our relationship has sustained by exhibiting mutual respect and trust. While our communication is often in foreign languages, for each of us, we problem solve in order to not experience misunderstandings of the past. We learned to take responsibility for our failures and to not project blame.

We have grown old together and are able to laugh at the ability we can no longer exhibit. I have been on the receiving end of Mr. Kim’s punches and kicks many times. Even more intimidating has been attempting to match psychological wits with him.

He remains how his teacher, Mr. Ohm the president of the World Chung Do Kwan Association describes him, as a “100 year man”: an instructor, who is a complete martial artist, an instructor who only appears only once every 100 years.

We are blessed to have him continue to guide us.

Ki Breathing

“The true value of a human being is determined primarily by the measure and sense in which he has attained liberation from self.” Albert Einstein

Aikido contains both old style and modern terminology. The term Kumusubi in Aikido has meaning within the understanding of Ki Energy. Tohei Shihan spent hours lecturing us on its meaning. He believed that O-Sensei’s message was that all life contains Kumusubi, or spiritual energy. He would tell us that it is possible for power within the world to blend with negative, aggressive energy and positive energy and that the power of Ki Energy allows this to happen.  In self-defense a defender can neutralize the negative aggressor without undue physical violence. The late Toyoda Shihan defined the process of Kumusubi as Musubl.

The discussions of this phenomenon originated when Toyoda Shihan read one of the original calligraphies that hung on the wall at Pacific Rim. He said it would take a lifetime of training to fully understand the concepts of Musubl. He based this on his Zen studies and his training as a monk. He believed that Musubl is the power of energy and action converging. That is it is at this point where energy and action begins.

We often discussed Tohei Shihan’s design on our calligraphy and his explanation for the calligraphy, when translated, means “clarity and purity”. Tohei Shihan who was my Aikido instructor was also Toyoda Shihan’s instructor and his explanation of the calligraphy while more in depth was very similar to Tohei Shihan’s.

The difference in our training experiences with Tohei Shihan was that Toyoda Shihan was Uchideshi, live in student, to Tohei Shihan. (Note: these terms have different spellings. This is the way it was spelled for me.)

“If you would understand non-resistance or non-aggression, the essential principle of Aikido you must first practice pouring forth your Ki.” Tohei Shihan

It was a surprise and a disappointment for both Toyoda Shihan and I when Tohei Shihan resigned from the Aikido Hombo to form the Ki Society. My understanding, from Tohei Shihan, was that the major disagreement he had with the Ueshiba family was over Ki training. When O’Sensei passed, Tohei was the logical choice to be the Hombo technical advisor. He was the most knowledgeable of all Shihan. O’Sensei trained Toyoda Shihan to be senior and instruct all sensei on proper Ki and technical training. Tohei trained Toyoda, who in turn trained many students in the U.S. and in Europe. When Tohei Shihan left, to form his own association, Ki training as it had been taught for so many years was no longer taught at the Aikido Hombo Headquarters.

While there are similarities in Ki training in Aikido and Hapkido, there are also distinct differences. Tohei Sensei devised a set of Ki exercises that were designed to enhance all training. Mrs. G. traveled to Hawaii to train in Ki Aikido and personally experienced the power of Ki training.

Techniques of Ki Aikido focus on breathing and not necessarily on the functionality of the techniques. Hapkido Ki exercises are first based on the techniques and their purpose. Breathing exercises taught in Korea can be sever and challenging. When I stayed with Mr. Kim, at his house in Korea, he expected that I do Ki breathing exercises each morning and evening.

For the execution of Front/Back Ki breathing Mr. Kim handed me his wife’s kimchee pot. These pots are heavy and slippery. Not only was the exercise tiring, but the fear of dropping, and breaking, one of Mrs. Kim’s pots was anxiety producing!

Korean breathing exercises require strenuous movements and at the same time require a relaxed mind and body. Unlike the Ki exercises of Aikido, the exercises of Hapkido are consistently grueling. Korean schools focus on utilizing breath power to project power in all movement.

When Master Morgan assists teaching at the WOMAF seminars, his focus is on Ki breathing exercises. He has been researching and teaching Ki breathing exercises for many years. At Pacific Rim we focus on the importance of training a student in proper Ki breathing. Proper breath control has application in all areas of life.

Every instructor should understand how seasons affect training. Students learn certain techniques better depending on the time of year it is taught. Ki breathing techniques are no exception. As Master Morgan so aptly points out in his teaching, Ki breathing patterns should change with the seasons. In parts of the world where there are no “seasons”, specific techniques are better understood during certain quarters. Certain Ki breathing techniques should also be taught quarterly.

There has always been a search for an understanding of the power of Ki energy. Tohei Shihan was the Aikido master who had made a life study of Ki power. In his last series of interviews he stated that he understood Ki energy training as well as O’Sensei. He believed that his Ki exercises surpassed other training of its type.

Korean Hapkido stresses Ki breathing within every technique. Ki breathing is essential to proper training. With proper Ki training the student is tested to withstand pressure and to display toughness. Hapkido training is designed to bring students to a stress point. It then helps them through that period and teaches them that they can become warriors. Understanding proper Ki breathing is essential in this learning process.

“Syncronized mind and body is not a concept or a random technique someone thought up for self-improvement. Rather it is a basic principle of how to be a human being.” Chogyam Trung

Everything Old is New Again

“He’s great coming out of the gate, but not much for stamina.”  From the classic movie Roadhouse 

The benefits of honest competition have many redeeming qualities. In business competition keeps the quality high prices manageable and customer service positive. The businesses that strive for these qualities usually succeed. In academia, to be accepted to college requires that students compete with others and except for special circumstances the most qualified student is accepted. Admittance to post graduate schools is even more competitive.

Most consumers have a curiosity about new businesses. Many are willing to give new businesses a try in the hope that they will not only be competitive but surpass the competition. This process usually benefits the consumer.

At a recent Ducks Unlimited banquet Mr. & Mrs. Martyn and Mrs. G. and I were in attendance. What has become the norm at these events is Mr. Martyn wins a quality door prize while Mrs. G. and I, who have donated to the raffle, walk away with non-winning tickets. Through Mr. Martyn’s winning we met the new business owner who had donated the door prize to Ducks Unlimited.

The owners were polite young entrepreneurs. After this meeting, I visited their store. Again, they were polite and appeared to be good businessmen as well as knowledgeable about their products. Consequently, I referred several people to this store. At first they were providing a good product and a good service.

There is no point in speculating as to what happened to their business acumen. In less than a year they were not completing assigned work or ordering the correct products. No longer were they providing even adequate customer service. At one point Mrs. G. and I visited this store and they were not open even though it was during their advertised work hours.

It is human nature to think that something new, even though untested, is better than a proven product. While it is important to investigate new fads it is of equal importance to study these fads carefully before making a commitment to embrace them.

If it were not for innovation, the U.S. would not be the leader of the world that it is. However, those who are involved in or new to an activity must continue to work to improve it. They must not rely on the naivety of the unsuspecting public to continue to support their product.

In discussing this concept with instructors their concern is that with every martial art fad traditional martial arts are overlooked. The evolution of Judo and Aikido has been dissected by many. What is a consistent theme is that both, while adapting with the times, qualified instructors in each art have been held to their founder’s beliefs and visions.

Judo, while an Olympic sport, has maintained its quality and the founder’s vision that Judo training is a way to enhance the quality of the life of its students. There are several approaches to teaching what the founders envisioned. The facts are, senior instructors, have diversified philosophies of approach but are mindfully respectful of the founder’s view.

Taekwondo has evolved from primarily a form of self-defense to an international sport and cultural phenomenon. It has more participants than any other martial art. While enrollment in many martial arts programs is on the decline, Taekwondo membership and participation continues to grow.

Hapkido is an anomaly. Its development was a result of the collaboration of several innovative young men. These young men, while experts in other martial arts, were searching for a system that they believed would become the most complete of all martial arts. Hapkido has evolved into that powerful force and is considered to be the most complete martial art.

However, while Judo and Taekwondo have standardized requirements and rules for competition, Hapkido does not. Attempts to have Hapkido competition, as with the ill-fated Jujitsu competition of the 1980’s, are an insult to the founders. One can only speculate as to the motive of instructors who attempt to convolute a martial art into an approach it was never designed for.

While Aikido instructors may disagree on the appropriate journey of Aikido they agree on the concept of Aikido. By contrast, there are many Hapkido instructors who not only are not qualified to be instructors; they have no idea who the founders were let alone what their vision was.

In this area it is not uncommon to observe a grand opening of a Hapkido school where the instructor has no Hapkido credentials. As any curious consumer these schools often get an influx of new students. In less than a year these schools close, leaving disillusioned students thinking that Hapkido is not for them.

This situation occurs everywhere on the east coast, where once thriving Taekwondo schools decide to add Hapkido to their program. The only drawback is that they do not have qualified Hapkido instructors. It appears that some owners believe that having a Taekwondo black belt qualifies a person to be a Hapkido instructor, too. Of course students who believe that they are learning Hapkido become disillusioned as they experience the instructor’s lack of knowledge. This approach not only hurts Hapkido it also dilutes the quality of Taekwondo.

In 1991 Mr. Kim, Mrs. Garrison and I travelled to Korea to discuss requirements for Hapkido instructors with the leaders of various Hapkido associations. Many masters were experiencing similar issues with unqualified individuals claiming Hapkido rank. These instructors welcomed Mr. Kim’s involvement. As a result of these meetings a system of qualifications and guidelines for Hapkido instructors was agreed upon. Unfortunately, outside of Korea uniformity of requirements for Hapkido instructors is not a priority for many legitimate Hapkido instructors.

Most professional organizations require some form of license to practice their profession. Many parents are under the impression that because someone is wearing a black belt it means they are qualified to also be a teacher. Hapkido, as with all legitimate martial arts systems, requires a qualified instructor. This trend of “unqualified instructors” is not new to the martial arts world. In the Vol. 1 of Aikido Masters several of the instructors interviewed discuss the fact that they also experienced unqualified instructors teaching Jujitsu.

In the 1960’s Judo was rigidly controlled by Japan as were most Japanese Karate organizations. Japanese Jujitsu was virtually ignored by Japan. In California there were two major Jujitsu groups. Eventually, students who were marginally qualified broke away and formed their own groups. When the head of Jujitsu in the Bay Area, Professor Law, died a litany of Jujitsu organizations (with unqualified instructors) materialized. Outside of Korea this process has been occurring for some time. There are many unscrupulous, unqualified instructors still promoting themselves and selling rank.

What we have experienced in this area is that at one point there were many Jujitsu schools that were run by the unqualified. That appears to be the circumstances currently surrounding Hapkido. What would insure the quality of Hapkido improving and growing stronger would be for the remaining qualified instructors to unite and agree on a set of standards in order to certify Hapkido instructors.

While it is human nature to try something new or be drawn to the hype, quality takes time and effort to understand and appreciate.

“Hobo Kore Dojo” “Your life is your Dojo”

Zen saying: “As your life changes from moment to moment, you must be flexible in observing it in order to blend and be in harmony with it.” Homma

Your bliss can guide you…

“It is playing and only in playing that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self.”   Winnicott

Traditional martial art training has many benefits. For years honorable instructors have understood that martial art training provides physical conditioning, strength and improvements of hand eye coordination which obviously improves self-esteem, self-confidence as well as focus and concentration.

What is often not discussed is how martial arts training can be instrumental in improving the skills of those who have special challenges. WOMAF has a history of successfully training students with physical as well as neurological and emotional challenges. The benefits that both the instructors and the students have experienced in this training are significant.

Training students that struggle with focus and concentration issues, while rewarding, takes patience by parents as well as instructors. To balance training and focus on individual students is a challenge. Without elaborating on diagnostic issues, it is obvious that martial art training can significantly improve the functioning of young people with emotional and physical or neurological challenges. In this arena there are verifying opinions of how to provide the most successful training for these children. While talking therapy has provided some support as has group therapy, these approaches may not provide lasting improvement.

In 1970, as a graduate student, I was contracted to work with a pilot program at Stanford University for children diagnosed with Asperger’s Syndrome. At that time, Asperger’s Syndrome was not as understood as it is today. However, even today treatment modalities vary with the therapist’s orientation.

During our work, several approaches were explored. As keeping with my approach and belief system, I recommended that along with the reward system that was being tested we introduce exercise. Implementing this strategy was subject to conflicting debates. The psychiatrist in charge of the program was supportive of the idea; two of his less athletic types were opposed, while the other two therapists were curious about the potentiality of exercise as therapy.

In designing the program I referenced Ueshiba and Kano’s view of teaching and their understanding of how students learn. Musashi even though unlikely was a significant philosophical contributor.

“The mentality of the way of martial strategy is nothing different from the mind of everyday routine in life.” Musashi   Musashi’s belief in routine was the key to the eventual success of this program.

“To study Judo is to gain possession of most practical and yet ultimate medicine for curing all sickness.”  Oshawa    “Ueshiba’s teaching is not of verbal nature but one based primarily on action and transmission of direct experience.” Oshawa   What appeared to be logical was the concept of minimal verbal interaction with maximum teaching by doing and working together as a team with the students.

Children with Asperger’s do not, as a general rule, like to be touched but they loved to participate in individual turning exercises (Aikido’s Tenkan). Each day began with these independent turning exercises. Over time the children were able to work one on one with each other or with one of the therapists. As their movements improved, their overt enjoyment and enthusiasm increased. With these simple exercises the children’s focus and concentration on puzzles and letter exercises significantly improved. There was also a reduction in the usual childhood illnesses. Because verbal communication was difficult with this population, it was hypothesized that many of their reported illnesses were stress induced.

During this nine month pilot project we were able to increase the amount of martial arts exercises that these children could execute. From an observational perspective the introduction of martial exercises was a behavioral and learning success. The children demonstrated happiness and enjoyment by their display of giggling and other joyful movements. It was clear they looked forward to the exercise routine. When I left the program the medical board had decided to continue to include martial art type exercises as a regular aspect of the program.

Since that pilot project, variations of that program have been implemented by Pacific Rim Martial Arts Academy instructors. Several therapists in the area have also discussed ways to utilize martial arts principles in their program.

What is apparent is that traditional martial art training exercises have many applications for a diverse population. The health benefits are significant. The mental health benefits of traditional training have not yet been adequately researched.

Traditional martial arts founders knew that their training methods provide benefits far beyond teaching fighting skills. A few researchers are looking at the issues of individuals rather than looking at them as ` symptoms. A friend of mine published an article on her research on the treatment of Childhood Asperger’s Syndrome.

 “New forms of rational child therapy are concerned with the search for meaning not only the meaning of symptoms, but also the meaning of any and all behavior, thoughts and feelings that occur in the therapeutic dyad.”  Allured

 “Judo and Aikido nurture and develop adaptability to the highest degree. The ideal of Aikido is to freely use the infinite speed and energy of the benevolent love which embraces all things. This is the ultimate goal of Aikido.”   Ohsawa

For Korean trained martial artists this philosophy also prevails. It is unfortunate that much of the philosophy of the true Korean masters has either not been published or translated. The philosophy of these masters has been passed down from master to instructor verbally. It is unfortunate for students of the Korean arts that with the exception of the few remaining masters, much of the philosophy of the Korean arts is lost.

What sincere instructors, as with all in the helping professions, know is that they train and teach to sincerely help all students, those gifted with physical talents as well as those with special challenges and talents. Training and teaching is our bliss.

“Your bliss can guide you to that transcendent mystery, because bliss is the welling up of the energy of the transcendent wisdom within you.” Joseph Campbell