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.

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.

Experiencing the Passion of Martial Arts

“They do not display themselves; therefore they are illuminated.

They do not define themselves; therefore they are distinguished.

They do not make claims; therefore they are accredited.

They do not boast; therefore they advance.” Lao Tzu

“Lao Tzu believed that the ideal way to direct events was to use methods that did not create resistance or elicit counter-reactions.” RL Wing

“The true martial art should not be mistaken for a simple combat sport.” “It is the great art of outer pacification and inner harmony.” Fauliot

Dr. Lekas, DC finds very interesting videos and regularly shares the links with Pacific Rim students. Sensei Toshihiko Koga is the latest of these outstanding videos that he has recommended. I would encourage everyone to watch his talk with the young students he was addressing. The fact is that martial arts principles have long been based on the contents of his speech.

Respect for your training partner, train with those stronger as well as weaker, learn from everyone and show respect for everyone. We have always stressed keeping a clean training area, everyone cleans, all ranks-no exceptions. Students wear clean, white or blue uniforms. Sensei Koga’s talk included not only wearing clean uniforms but also showing respect for those who purchase them. Children, preteen and teenagers should wash and take care of their own uniform with respect. Students should not wear worn or tattered uniforms with holes in them. According to Sensei Koga, to wear an improper uniform is showing disrespect to your art.

Years ago I was asked to present a Hapkido seminar to a Jujitsu Association. The promoter was well known for his books and articles on Jujitsu. The school where they practiced was in a community center. The exterior grounds were well kept and gave the appearance of a neat, organized facility. However, the interior and mat areas were cluttered and filthy. The student’s uniforms were also ill-kempt. The senior Black Belt instructor’s uniforms were the worst!

The promoter, who was also the head instructor, had at least a dozen metal pins attached to his black belt. In doing mat work these pins could easily cut the face and other exposed areas of his partner. I asked him how he could do mat work wearing his belt. He shrugged and said that with his Jujitsu system his students did not do mat work. He stated that his system was so advanced that, he did not need to teach mat work.

Korean Hapkido schools are often located in the poorer areas of town. Rent is very expensive and operating a school has many financial challenges. In the higher rent areas, instructors have had to provide a pick-up and delivery service for young students. Others, like Mr. Herr the Korea WOMAF representative, has added a weight lifting gym to his successful Hapkido program. His advanced Hapkido does not lend itself to children’s training. What you find in these schools whether the focus is on adults or on adults and children is that they are spotlessly clean, pristine in nature and not cluttered with self-promotion materials.

Every Korean school I visited or trained at was extremely clean. The students wore clean, pressed uniforms. Their equipment, while often showing signs of wear, was well cared for.

It is interesting that most of the U.S. shopping mall schools are not very clean and the practice area is cluttered. The exterior is littered with self-promotion which is often contains historically inaccurate information.

For some instructors, teaching has been relegated to an “activity” or an “after-school-day-care” program. Their goal has become one of monetary pursuit rather than teaching the beauty and completeness of martial arts. It is not their passion or their bliss.

It should be encouraging for all dedicated instructors to listen to the devotion that Sensei Koga has for Judo. Many instructors will not understand the meaning of his words. Those few that do understand his words also know that feeling of gratitude when they put on their clean uniform, step on a clean mat, in a pristine training hall, and give thanks when they bow and begin practice.

“The martial arts…extend into every act one performs throughout one’s life. A positively motivated mind makes the seemingly impossible possible. In their capacity as art; as a physical exercise and as a spiritual discipline, the martial arts are method of unifying matter and spirit in such a way as infinitely to broaden and deepen human life.”  Saim Sang Kyu

Open Heart to Learning

“Your mind should always be composed, quiet and without any sort of restlessness. It should be at peace. Your words, especially, should be calm and few in number. You should not talk things of no use. This is, indeed, an excellent method of nurturing your chi”. Ekiken

Ms. Yoko Tanabe’s credentials are impressive. Her Judo career spans two decades. Among her competitive accomplishments are two time Olympic Silver Medalist and six times All Japan Judo Champion. When she entered Pacific Rim Martial Arts Academy it was obvious that Ms. Tanabe was a special person. Her demeanor was confident, humble and she displayed a sense of dignity that comes from a true understanding of traditional martial arts training.

While her techniques were flawless, her skill in communicating the essence of Judo was what was especially impressive. True martial art training has a language that is universal. That language is available to any sincere student. The only requirement is that a student has patience and compassion for all individuals.

Watching Ms. Tanabe teach younger students was a lesson in understanding dedication to teaching and especially dedication to Judo. Not only did she flow and blend comfortably with beginners, her communication of advanced Olympic techniques struck a special note to those who have experienced international competition.

When I first met Professor Walter Todd he had just returned from testing for his 5^th DAN Judo promotion at the Kodokan in Tokyo, Japan where I had taken my 1^st DAN Judo test two years earlier. My test consisted of what seemed like hours of demonstration of falling. From the falling demonstration there was a demonstration of Nage No Kata where I was briefly tori but mostly uke with an advanced Black Belt.  As uke, I took more falls. The rest of the test is a blur. What I remember is being thrown very hard by several Black Belt spectators. It is possible that even the custodian took his turn at throwing me. When I asked Professor Todd about his experience he smiled. He went on to explain that he had experienced a similar test. It is important to note that Professor Todd was personally trained by Mifune Shihan. He stayed at his house and they had a strong teacher/student relationship. In addition his wife and her family were personal friends with Ms. Fukuda, the first woman Judo 10^th DAN.

Even with his Judo history and political connections he was still required to formally test. His test consisted of demonstrating falling, in a variety of situations, and he had to randori with 7 much younger Black Belts, whom he dispatched with ease. Even though he was acquainted with, and personal friends of, the examiners he was expected to demonstrate not only the technical requirements, but also how to properly teach the techniques that the Kodokan instructors were teaching.

Ms. Tanabe was very complimentary about the students at Pacific Rim. She stated that their techniques were strong but what she was most complimentary about was their willingness to have an “open heart to learning”. The other compliment she gave was regarding the Pacific Rim student’s ukemi. She explained that the quality of ukemi is not just in the technique, but more importantly quality ukemi means that the student has made a commitment.

When Mrs. G. and I were on the seminar circuit we were scheduled to give a seminar on the east coast. We met with the promoter who seemed like a nice enough person. As is my usual custom I asked the promoter, a high ranking Hapkido instructor, what portion of the seminar he would like to teach. My seminar custom is to have the promoter teach their specialty in order for them to feel a part of the training. His first response was that he did want to do any techniques that required throwing or falling. He owned and operated 4 schools. None of his assistant instructors knew how to fall nor did they teach any techniques that would normally require throwing or falling.  All of his assistant instructors were 3^rd DAN and 4^th DAN Hapkido Black Belts. Can you learn proper technique without learning ukemi? Is there true commitment without ukemi?

“Martial arts should be studied with the goal in mind of perfection: perfection of form in movement, perfection of mind in activity, perfection of principle within the system. Therefore to achieve true mastery, study the art to its roots. The sage recognizes that there is always more to learn. Learning in martial arts is a step-wise process, advancing through the proper order. But learning is infinite, ceaseless throughout life.” A Simpkins, PhD.

What is encouraging is that an instructor, the caliber of Ms. Tanabe, is willing to share her vast knowledge with a small school. Not only did she share her knowledge with us, she also conveyed the true essence of martial arts.

Throughout history there are instructors who defy the mass production and emphasis on monetary gains for the purity of the art. Instructors with that deduction are difficult to find. Their focus is on the art they love and nothing could ever compromise that belief.  Ms. Tanabe is one of those rare and dedicated master instructors.

“The great learning takes root in clarifying the way where in the intelligence increases through the process of looking straight into one’s own heart and acting on the results.”  Pound

Improve and Adapt

“Pay attention to what’s happening. It is all right before you. You must learn to see what you haven’t been seeing.”  Enos

It is no surprise that Heartbreak Ridge, starring Clint Eastwood, was not nominated for an Academy Award. Unlike most Academy Award nominees and winners, much can be learned from this iconic movie. “Improvise, adapt, overcome” seasoned veterans have much to teach while often times people claiming high rank, or who have obtained their rank politically as with Major Powers in the movie, are empty uniforms. Major Powers was one of these empty uniforms with an inflated ego and minimal experience. In his position and with his ego he could get people killed. There are instructors who operate in a similar manner. They are more interested in promoting themselves than in understanding the consequences of their improper instruction. Learning is a continual process, it takes time and patience.

While in another state giving a seminar, I was contacted by a high ranking Hapkido instructor who wanted me to evaluate his Police Tactics techniques. Apparently, he had applied for and gotten a lucrative contract, with a large police agency and he was hired to teach police tactics. We worked out at one of his local schools. Mrs. G. was with us and helped by being one of the “bad guys”. It was apparent from the beginning that he had no idea what he was doing. I offered to stay and help him with a curriculum. He knew that I had been teaching Police Tactics for various police agencies for many years and I thought that is why he had asked for me to critique his techniques. What he really wanted was for me to confirm for him that I thought he was as great as he thought he was!

I was extremely fortunate in my military experience. The seniors I worked for were only interested in getting the job successfully accomplished. They were supportive, watched our backs and if necessary they expected us to adapt and improvise. However, that was not the experience one of my friends experienced prior to joining us.

He was a Marine Sergeant on his 3^rd tour of duty when he joined us. On his 2^nd tour, he was assigned to a Major not dissimilar to Major Powers. This Major was intent on making a name for himself, collecting medals and moving to the Pentagon. His ambition was so self-directed that he was willing to sacrifice his men to fulfill his own ambition.

My friend had had several disagreements with this Major, not unlike the interaction between Eastwood’s character and Major Powers. While Vietnam was new to the Major, my friend had the experience to keep his men from making mistakes in combat. He had a distinguished military career and because of this he had the choice of his next duty station. He chose our unit.

When he got his orders to report to our unit he was in deep enemy territory. When his Major found out that he had requested to leave his unit he was very angry. It looked bad for a decorated combat Marine Sergeant to ask to leave his unit. The Major knew that the request made him look bad and his ego superseded his command responsibility and he decided to get even with the Sergeant rather than lead him.

The major released the Sergeant on the spot. He ordered him to find his own way back to the main base. The Sergeant adapted and improvised, traveled at night and hiding during the day. It took him three nights to get back to a Safe Zone. He reported to our unit five days after he was left deep in enemy territory. I learned a great deal from his experience and subsequent experiences we both encountered. He was not particularly big or exceptionally physically strong. However, when he focused his mind there was not any obstacle that could deteer him from his goal.

When Mr. Kim enters Pacific Rim, as he did recently, the atmosphere becomes electrified. Only recently has he allowed students to get to know him the way that I know him. He has a great sense of humor, does not take himself so seriously. He is disappointed that others that he has known for years present themselves as Super Grandmasters. He read an article that I showed to him and asked me what a Great Grandmaster is and then he smiled that smile. His teaching is similar to the way he has taught for many years. During this last visit he worked with students individually.

For the past several years he has worked with me privately explaining what he was teaching in Korea and wanting me to teach the same process during seminars as well as regular practice at Pacific Rim. When I asked about these changes his response was “What change?” Then, that smile. It is obvious that Mr. Kim’s teaching strategy is to teach students how to learn by observation, thinking for themselves, improvising and adapting. I have been a student of Mr. Kim’s for over 35 years. Our relationship, and my training opportunities, has exceeded any expectations I ever had. After all these years, when he enters Pacific Rim, I always learn.

The mark of a true Grandmaster is the ability to convey information in a way to continue to explore information to help students at all levels continue to learn. Mr. Kim’s philosophy has always been that without philosophy, science and psychology martial arts cannot properly be learned. True masters think in a similar manner regardless of the art they teach. Professor Kano, the founder of Judo, “Asserted that truly physical training should be accompanied with instruction in scientific principles, mental and spiritual training. An understanding of Judo is also impossible without being familiar with the basics of philosophy and ethics.” Kano Martial arts teach us to understand basics, improvise, adapt, overcome, improve and be open to learning.

Situational Unawareness

“In my opinion, the single most important factor in preventing an armed or unarmed conflict is the combative mindset. Winning a gun fight, or any fight, is 10% technique and 90% attitude.” Dave Spaulding

“Target fixation is a well-established phenomenon experienced to one degree or another by anyone who is taken by surprise and faces harm.” Walt Rauch

I spent the most condensed period of time training with Mike Stradley. He was sixteen years old when we met. Because of the circumstances and timing, we were able to spend a lot of time together. When we would go to the gym we would do a threat assessment and when we went to a restaurant we would do a threat assessment. Eventually, he learned to quickly and easily do a threat assessment, entry and exit strategy and to not indicate a startle response.

It may have been that the Vietnam experience was still fresh in my mind or that since I was working with various police agencies I thought it was prudent to continue to keep up with my training. In any case, I think that my Vietnam experience solidified the belief that being vigilant does not mean being paranoid. In seminars I called this training “Functional Paranoia”.

Target fixation has long been known as a problem, especially when dealing with multiple situations. “Tunnel vision” or “over focus” is often demonstrated by how a student punches at the last spot he saw. Tactical instructors will tell students “It’s the threat you don’t see that will kill you”.

Martial arts instructors need to spend time discussing with their senior belts various drills that help students practice awareness and perception. There are some theories that indicate that with all the technology, people focus on their hand held gadgets and tune out the rest of the world.

“The constant use of portable electronic media devices presents a whole other set of problems. One glaring “good” example of being non-aware is while texting or checking email was included in a recent survey that reported many mobile device users at clearly marked and controlled traffic intersections walked blissfully into on-coming traffic.” Walt Rauch

The man that taught Mrs. G. to shoot competitive Sporting Clays has several suggestions on how to improve perceptual ability. As cars go by gain details of the car, then the passenger, then the license plate information and then finally concentrate on the screws that hold the metal plate to the car and notice whether the screws are lined up or not. Do this of course as a passenger, not as a driver.

As part of our self-defense program we provide a basic I.D. sheet for students to practice their perceptual skills. Culturally we are consistently encouraged to not expand our use of our perceptual skills. Employers often reward employees for their ability to tune out their environment. “For many, the ability to block out such distractions is directly proportionate to their productivity. In effect, they are experiencing situational unawareness.” Walt Rauch

There are many ways to improve your perceptual skills. When you walk into a new space take a second to see and then test yourself on how much you can remember. It is a fact that eye witnesses to a crime identify the bad guys as two inches and twenty pounds heavier than they actually are. Practice observing individuals and study details about them. This is good training.

Mr. Kim always checked exits as well as alternative escape routes where ever we stayed. It is imperative to get out of the habit of “tunneling”. To relearning skills that you initially possessed is not an easy task. Like any other practice, it takes time and patience.

Many of my former students who have taken their training seriously have significantly improved on my techniques and ability. That is as it should be. It is the teacher’s responsibility to provide what resources are available to aid the student to surpass his or her instructor.

I am pleased and encouraged how Pacific Rim students have taken their knowledge and improved on it. Officer Mike Stradley epitomizes the accomplishments of these students. As a training officer he passes on his understanding of his training and how it applies to police work. Others have taken their training and applied it to a variety of career positions. They have actually combined their perceptive and communicative skills to become successful in the area of their chosen field.

“The safety of you, your family and possibly the general public should be your primary concern. But, you also need the right mindset. It begins with understanding trouble can arrive anytime, anyplace.” Dave Spaulding

Ju Yoku Go Wo Seisu

“Strength can be overcome with flexibility.”

The fever from the results of the NFL playoffs is still in the air. While a person may not be a football fan, it is hard to not feel a sense of excitement, patriotism and pride that for at least a few hours, people can be focused and feel a sense of group pride. With the playing of the national anthem, the pledge of allegiance, and the fly-overs by the military makes it is impossible for a person not to feel pride in America. The games symbolize much more than mere competition.

Many may feel a sense of nostalgia for the times when they also were on the field, or on the mat, preparing for their chance to compete and test their skill and courage. Competition is a chance to be rewarded for all those challenges in training. Often those who experience their first tournament are overwhelmed with the mixed emotions of anxiety and excitement. While the body registers these emotions physically in a similar manner a person’s brain provides conflicting messages. In recent times, because of these conflicting emotions, there has been controversy concerning the value of competition. In fact, the value and beauty of competition has been lost with the current “win at all cost” mentality. Winning without honor and respect is not winning. It is difficult to point to any single sociological factor that has led to this trend.

Almost every news show has a story about parents fighting at their child’s soccer game, parents fighting with referees or sports figures having fights with each other. There was even a story of professional basketball players going into the stands and assaulting a spectator.

“Jujitsu’s main purpose was to put down and defeat by power, Judo is about changing techniques” Okano

Pacific Rim students have competed in a variety of venues. Many have been Junior High, Senior High or college athletes. The instructors at Pacific Rim feel that it is important for students to be involved in a variety of competitive experiences.

Victory or Defeat 

It is not the critic, who counts, not the man who points out how the strong man stumbled or the doer of deeds could have done better. The credit belongs to the man who is actually in the arena whose face is marred by sweat, dust and blood; who errs and comes short again and again; who knows the great enthusiasm, the great devotion and spends himself in worthy causes; who at best, knows in the end the triumph of high achievement and who at the worst if he fails, at least fails while daring greatly, so that this place shall never be with those cold and timid souls who know neither victory or defeat.” Theodore Roosevelt

Years ago, competing in open Karate and Taekwondo tournaments was fun. However, these tournaments have become more about winning at any cost by most of the competing schools and less about skill and sportsmanship. There are many reasons for this. Sociologists believe that the current trend toward “bad manners” among the populace has to do with an overall feeling of powerlessness. Unemployment, the escalating cost of living, politics and court systems that consistently make decisions that disregard the will of the majority are major contributors to this feeling. A general angst that no one is listening and that no one in political power cares contribute to anger and bad manners. A constant media bombardment of class envy attacking the wealthy hardworking high achievers is in vogue and is a major contributor to jealousy and anger.

The social phenomenon expounding on the have and have not’s contributes to a negative mentality expectation of instant gratification and entitlement. Students do not believe they need to train long enough to truly understand the essence of their sport. That they know more than their coaches or that they deserve to be leaders without “earning” it results in poor behavior and sloppy technique. This attitude has become very apparent in Karate and Taekwondo competition. In the past instructors encouraged students to compete in open karate and Taekwondo tournaments , but because of the poor sportsmanship and unethical refereeing, Pacific Rim students are now discouraged from competing in these tournaments.

Another reason for the deterioration of karate and Taekwondo tournaments is the fact that students prematurely leave established systems with a senior instructor and form their own group. The result is that these misguided individuals attend Karate tournaments to show everyone how tough they are and not what skills they have learned.

Contrast this with Judo tournaments that are well run, well refereed and well regulated. Professor Kano, the founder of Judo, was not fond of the idea of competition. He felt that the best way for Japan to become a peaceful country was through understanding and training in kata. Being a realist, he also knew that in order to promote his belief that Judo benefited mankind; competition had to be part of Judo. He believed that Judo should not only be a learning and a life altering experience, it should also be fun. During that time fun was not a major aspect of Japan’s cultural belief system. In addition to having fun, Professor Kano’s Judo encouraged exchanging techniques and ideas. The goal was not defeating an opponent, but learning from an opponent. With the advent of Judo becoming an Olympic sport there was concern that Judo would fall into the “winning is the only way” mentality. However, because of their love of Judo the senior instructors were able to guide competitors to continue to value Professor Kano’s vision “A man’s worth on the spiritual side consists in being possessed of reason and dealing with things intellectually, while on the physical side it lies in being able to make an extensive use of modern tools. The use of modern tools means having functions of the hand and at the same time standing on one’s feet.” 

Experiencing the variety of emotions prior to, during and after competition is valuable for the understanding of dealing with these emotions every day, under pressure. The key for instructors is to find the correct venue for students to be able to have a positive, safe competitive experience. Parents must also be reminded that Judo competition was founded on the principle of having fun and the exchange of ideas and techniques. That winning is more than who gets what medal.

At this point in martial arts competition, only Judo adheres to the principles that parents should want their children to learn. Unfortunately, with the poor training of competitors and poor officiating, open Karate or Taekwondo tournaments are not a safe environment for young students. Parents and their children should be introduced to competition that is safe and psychologically supportive.

There is no question that individuals that are successful have learned how to deal with the competition of life. The result of those that have either been discouraged from life’s competition, or shielded from the emotional transition that is experienced by competing, experience dire consequences. Self-entitled college students wait to the last minute to get the credits required to graduate. If an instructor does not enable these “competition phobic” students they, and/or their parents, blame the instructor.

Kodokan literally means a school for studying the way being the concept of life itself.  “Judo… is a study of mind and body…  The true essence of the quality of martial arts training is exemplified in Judo.” The quality of the students, instructors, and competitors is exemplified in Professor Kano’s vision. Professor Kano realized that “there in the principle of Judo lies man’s dignity as a human being, the essence of what he ought to be”.