Kenpo Notes

[Thesemindz]

I was taught at my school to take notes. Copious notes on everything. Notes on techniques, notes on basics, notes on how and why and when to do different things.
I have a notebook full of notes, more than one actually, and I'm willing to bet some of you do as well. So I thought it might be interesting to share some of our notes we've accumulated over time.








I'll start.

• Eight Considerations of Combat (which are actually ten)

1. Environment
2. Range
3. Positions
4. Maneuvers
5. Targets
6. Natural Weapons
7. Natural Defenses
8. Cover & Concealment
9. Intent
10. Circumstances

• Categorical Breakdown of Attacks

1. Grab
2. Push
3. Pull
4. Punch
5. Kick
6. Hugs, Holds, and Takedowns
7. Locks and Chokes
8. Weapons

a. clubs
b. knives
c. guns
​

• Families of Techniques

Offensive Locks
Offensive Strikes
Defense towards the Inside of the Body
Defense towards the Outside of the Body
Defensive Lock
Defensive Hug or Hold
​

• Zones of Awareness

Tight Mind
Kime
White Dot Focus
Black Zone Awareness

Flowing Mind
Mushin
Black Dot Focus
White Zone Awareness

​

• Three Points of View

Attacker
Defender
Bystander
​

• Four Basic Motions

Thrust
Snap
Whip
Slice
​

• Constituents of Motion

1. Object (what moves)
2. Energy (what moves it)
3. Space (where it moves)
4. Direction (where it's moving to)
5. Angle (where it's moving comparatively)
6. Path (how it's moving)
7. Timing (when it moves)
8. Speed (how fast it moves)

• Newton's Laws of Motion

1. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. (Law of Inertia)
2. The force of an object in newtons is equal to the mass of that object in kilograms multiplied by it's acceleration in meters per second through a given space. (F=ma)
3. For every action there is an equal and opposite reaction. (law of reciprocal actions)

• Ten Ways to Add Power to a Strike

1. Strength
2. Ground Leverage
3. Torque
4. Back Up Mass
5. Opposing Force
6. Marriage of Gravity
7. Borrowed Force
8. Rebound Energy
9. Bringing the Target to the Weapon, vice versa, or both
10. Angular Momentum

I have pages and pages more, but I thought this could get us started. Does anyone else have anything they'd like to add?



-Rob

 

[Thesemindz]

• Three Stages of Learning

1. Embyonic
2. Mechanical
3. Spontaneous

• Three Stages of Technique Formulation

1. Ideal
2. What if?
3. Spontaneous

• Three States of Kenpo

1. Solid
2. Liquid
3. Gaseous

Five Main Targets

• Front of the Body

1. Eye
2. Throat
3. Solar Plexus
4. Groin
5. Knee

• Back of the Body

1. Base of the Skull
2. Spine
3. Kidney
4. Groin
5. Knee

• Clock Concept

The practitioner imagines that he is standing in the center of a clock face drawn on the floor, and assigns a number on the clock to the direction from which his opponent attacks.
​

• Response Process

1. Scan
2. Identify
3. Predict
4. Decide
5. Execute

• Four Levels of Understanding

1. Unconsciously Incompetent
2. Consciously Incompetent
3. Consciously Competent
4. Unconsciously Competent

• Four Focus Points

1. Rate on a scale of one to ten
   • Am I giving this my all?
   • How far could I go?
2. Friendly Competition
   • Could I do better?
   • Is this my best effort?
3. Situational Awareness
   • Where am I?
   • What am I doing?
   • Is it real?
4. Am I improving?
   • Am I progressing?
   • Am I getting better?

• Four Dynamics of Survival

1. Defend Self
2. Defend Family
3. Defend Nation
4. Defend Mankind

• Joe Lewis Punching Method

1. Explosive Action
2. Initial Speed
3. Bridging the Gap
4. Hyperextension of the Stance
5. Recovery

• Five Ways to Bridge the Gap

1. Lean
2. Front Step and Lean
3. Drag Step
4. Push Drag
5. Step Through

• Five P's to Master the Art

1. Practice
2. Patience
3. Perseverence
4. Polish
5. Perfect

I've got more. Anyone else?



-Rob

 

[seasoned]

Kids class
Children learn what they live.
If a child lives with criticism, he learns to condemn.
It a child lives with hostility, she learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with shame, she learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, she learns confidence.
If a child lives with praise, he learns to appreciate.
If a child lives with fairness, she learns justice.
If a child lives with security, he learns to have faith.
If a child lives with approval, she learns to like herself.
If a child lives with acceptance and friendship, he learns to find love in the world.

 

[Thesemindz]

• The Prerequisites of Proper Performance

1. Posture
2. Balance
3. Angle
4. Liveliness
5. Continuity

• The Kenpo Formula

1. Prefix
2. Suffix
3. Add
4. Delete
5. Alter
   • Targets
   • Timing
   • Angles
6. Re-Arrange

• F.A.S.P.

1. Form
2. Accuracy
3. Speed
4. Power

• Natural Weapon Structure

Aligning the bones in the body directly behind a strike to most effectively transfer power while protecting the joints and bones in the weapon itself. Examples include alinging the leg and bones of the foot behind the ball of the foot in a front kick, or striking with the first two knuckles of the fist with the wrist straight and the forearm aligned directly behind it.
​

• Stance Base

The base of a stance is the area covered by its toe to toe and heel to heel lines. Proper stance base is essential for power and stability.
​

• Stong Line and Weak Line

Stances are designed to resist force applied from one or more specific directions, but are often vulnerable from others. Because there are an infinite number of points on a circle, each stance actually has an infinite number of progressively stronger and weaker lines. The terms Strong and Weak Line refer to those lines against which a stance is most and least able to resist force applied against it. Strong and Weak Lines can exist in three dimensions, meaning that stances can be more or less capable of resisting forces applied against them not only from in front or behind, but also from above and below.
​

• Constant and Relative Centerline

The Constant Centerline is an imaginary line bisecting the human body from the top of the head straight down through the groin to the floor. Almost every major target lies somewhere on or near the Constant Centerline. The Relative Centerline refers to an imaginary line that also bisects the human body, but whereas the Constant Centerline bisects the body symmetrically, the Relative Centerline bisects the opponent in relation to your position. Close attention to the Relative Centerline allows you to monitor and respond to changes in your opponents body positioning and weight distribution.
​

• The A List

1. Attitude
2. Avoidance
3. Awareness
4. Acceptance
5. Action

-Rob

 

[Thesemindz]

• The Six Invisible Enemies

1. Complacency
2. Ego
3. Fickleness
4. Impatience
5. Perfectionism
6. Unhealthy Comparisons

• The Eight Relationships of Circles

1. Side by Side - Not Touching
2. Side by Side - Touching
3. Side by Side - Overlapping
4. One above Another - Not Touching
5. One above Another - Touching
6. One inside Another - Touching Perpendicularly
7. One inside Another - Not Touching
8. A Relationship not yet Discovered

• Four Areas of Proximity to a Wall

1. Against
2. Close
3. Near
4. Away

• Black Belt Success Cycle

1. Know What You Want
2. Make a Plan
3. Get a Coach
4. Take Consistent Action
5. Review Your Progress
6. Set New Goals

• 12 Foot Maneuvers

1. In Place Pivot
2. Push Drag
3. Drag Step
4. Front Crossover
5. Step Through
6. Rear Crossover
7. Rear Sliding Leg Sweep
8. 180 Degree Reverse Spinning Leg Sweep
9. 360 Degree Reverse Spinning Leg Sweep
10. Inverted Hooking Sweep
11. In Place Pulling Sweep
12. Crossed Leg In Place Pulling Sweep

-Rob

 

[Thesemindz]

• Fifteen Ways to Use a Knife

1. Thrust
2. Slice
3. Club
4. Hammer
5. Hack
6. Ream
7. Core
8. Tenderize
9. Slap
10. Knick
11. Scissor
12. Fillet
13. Pare
14. Scrape
15. Dig

• Four Ranges of Combat

1. Outside Contact Range
2. Within Contact Range
3. Contact Penetration Range
4. Contact Manipulation Range

• Angles and Points

- Bracing Angle

The Angle against which a stance is braced, determing it's Strong Line
​

- Angle of Cancellation

Positioning one's opponent at an angle which hinders that opponent's ability to attack.
​

- Angle of Protection

Positioning one's self at an angle to an opponent which affords the least vulnerability to attack.
​

- Angle of Execution

Angle created by a weapon along it's path of travel between its point of origin and its point of execution.
​

- Angle of Incidence

Angle at which a weapon makes contact with a target. The angle of incidence which allows for the greatest transference of force is 90 degrees.
​

- Complimentary Angle

Angle at which a weapon fits a target. Effectively fitting a weapon to a target allows for maximum penetration and an efficient transference of force.
​

- Angle of Disturbance (Angle Y)

Distance opponent's weapon is disturbed by the defensive maneuver which contacts the weapon at the point of interception.
​

- Point of Origin

Position of a weapon in the instant an attack is initiated.
​

- Point of Execution

Position of a weapon in the instant it makes contact with a target.
​

- Point of Interception (Point X)

Point of contact created by an opponent's weapon and a defensive maneuver.
​

- Point of Oblivion

Point at which an opponent's position has been disturbed to the extent that any action on his part requires a greater amount of time to execute than the defender's response to that action.


​

-Rob

 

[Thesemindz]

• Zones

- White Zone

The entirety of the combat arena which can be percieved visually.
​

- Black Zone also known as Obscure Zone

The entirety of the combat arena which can be in some way percieved by one or more of the senses excepting visually.
​

- Gray Zone

The entirety of the combat arena which can be percieved visually, but only incompletely. This area lies at the edge of the peripheral vision and moves in and out of the obscurity.
​

- Natural Zone

The natural area within which the different parts of the human body reside. Kicking to the head takes the legs outside of their natural zone, just as punching to the knees does. However, changes in heigth, width, and depth can bring targets and weapons into zones which would not normally coincide.
​

- Neutral Zone

The area within a zone from which weapons can be launched to any other point in that zone with roughly equivalent speed and efficiency. For instance, keeping the hands level with the shoulders will allow the defender to move high, low, left, or right with roughly equal ability. Keeping the hands too high or too low will allow the defender to move quicker within that area of the zone, but will prevent the defender from defending to other areas of the zone with the same speed.
​

- Zone Coverage

Positioning the body to protect a specific zone of heighth, width, or depth, or a combination thereof to a greater degree.
​

- Zone of Sanctuary

The areas outside the boundaries of a circular strike which can be retreated to in order to stay within range of the opponent, but away from the path of his weapon.
​

- Zone of Protection

The entirety of the combat arena which the opponent is unable to directly influence.
​

- Orbital Zone

The area which is created by drawing an imaginary elipse from the eyebrow ridge, down to the shoulders, and beyond that to encompass the groin.
​

• Magnitude of Basics

1. Simple Basics incorporate one action, one intention, and one effect.
2. Sophisticated Basics incorporate one action, multiple intentions, and multiple effects.
3. Complex Basics incorporate multiple actions, one intention, and one effect
4. Complex Sophisticated Basics incorporate multiple actions, multiple intentions, and multiple effects

-Rob

 

[Thesemindz]

• Eight Considerations of Combat (which are actually ten)

1. Environment
2. Range
3. Positions
4. Maneuvers
5. Targets
6. Natural Weapons
7. Natural Defenses
8. Cover & Concealment
9. Intent
10. Circumstances

The Eight Considerations of Combat which are actually ten are designed to give the student parameters with which they can begin to define the combat arena.

1. Environment

Environment refers to the shape and layout of the combat arena, as well as any obstructions it contains. It also incorporates things like lighting, footing, surface textures, and climate.

But more importantly enviroment includes the emotional atmosphere of the engagement. An objective observer will come to understand that different emotional environments have different energy levels and effects on the people within them.

For instance, next time you are in a crowded movie theater, remove yourself from the moving going experience and feel the atmosphere of the room. If it is a comedy you will feel a different energy level than if it is a tragedy, or a horror, or an action movie, or a drama. Extrapolate this experience to your surroundings in life.

Next time you are at work, try to feel the emotional atmosphere you work in. Then do an experiment. Go from person to person, and try to change their attitude. If the room is happy, depress people. If the room is depressed, encourage people. You will notice a definite change in the atmosphere of the room.

It is important to understand these changes in the human environment in order to understand best where a confrontation takes place. The same argument will escalate differently in a crowded bar than it will in a library. Understanding this can aid the student in better deciding when and how to use force.


​

-Rob

 

[Thesemindz]

2. Range

Range is one of the most important determining factors in deciding both the necessity of, and the applications of force.

During the escalation phase of any combative situation, the student should be paying close attention to the range at which the encounter is occuring. It is important for the student to be determining ranges not only between himself and his opponent, but also between himself and his routes of escape, himself and obstructions in the field, his opponent and his opponent's allies, and the confrontation and any deterring factors such as security cameras or officers, and crowded or well lit areas.

Upon determining the necessity of the use of force, the student must use his knowledge of range to determine the applications of force most appropriate to the engagement. If the opponent is outside contact range, then engaging the opponent may require projectile weaponry or techniques.

Foot maneuvers can be used to either increase range for the purposes of evasion or escape, or to decrease range for the purpose of engaging the enemy.

If the opponent is within contact range the opponent can select techniques which are appropriate to the situation. The following considerations of combat assist the student in deciding the appropriate technique.


​

-Rob

 

[Thesemindz]

3. Positions

The positions of the combatants is a key determing factor in identifying the targets and weapons appropriate to the engagement. Understanding the concepts of Constant and Relative Centerline will allow the student to disect the opponent's position as it compares to the position of the student.

The opponent's position needs to be identified with regards to height, width, and depth zones, as well as the specific positions of the opponent's natural weapons.

Determing the height of the opponent is more than a mere determination of his stature. The student must determine whether he is standing, kneeling, crouching, slouching, etc. If the opponent appears to be slouching in his stance, it could be because he has pre loaded his legs to spring forward.

Determing the width of the opponent's stance can help the student to understand which weapons are closest to his own targets, as well as what defensive maneuvers he may need to execute in order to defend against those weapons.

Determing the depth of the opponent's stance can help the student to understand whether the opponent intends fight or flight. An opponent with his legs spread far apart may be less prepared to flee, and by extension, more likely to stay in an escalating situation. An opponent who has drawn his stance in tighter may be preparing to flee, however, he may also be preparing to execute an offensive foot maneuver.

The position of the opponent's natural weapons is also important in determining what aggressive action to anticipate. Is the opponent prepared to execute a hand or foot strike? Has he raised his arms aggressively or defensively? Are his weapons within their natural range of motion? Are they near any weapons which he might introduce to the confrontation?

Similarly, instinctual responses can affect the opponent's position. Ducking the chin and blading the body are both instinctual responses to aggression, as is raising the arms to protect the head. Identifying these changes in the opponent's position can help the student determine the escalating threat level.

Just as range may determine whether or not to engage in conflict, positions are a determining factor in exactly how to do so.

​

-Rob

 

[Thesemindz]

4. Maneuvers

Foot maneuvers are often overlooked, but are one of the most important aspects of any violent confrontation.

Just as stances are the basis of all effective technique, foot maneuvers are the basis of all effective technique execution. Being able to turn a static fighting stance into a mobile weapon is the key to efficacy.

Foot maneuvers can be used to advance, retreat, or reposition the key actors within the combat arena. Knowledge of the correct and appropriate application of foot maneuvers not only allows the student to move safely and effectively, it also allows the student to identify the opponent's maneuvers within the environment, and allows for the incorporation of sweeps, trips, and throws into the repositioning of those actors.

In identifying the opponent's foot maneuvers the student can attempt to find flaws within the opponent's technique, as well as opportunities for entry techniques. Does the opponent lift his feet and step throught the environment, or does he shuffle or glide? If he lifts his feet, then perhaps he can be directed into an area littered with small obstructions which he may step on. Does he shift his weight more than is necessary? An understanding of weight distribution can assist the student in delivering throws and other off balancing techniques.

Foot maneuvers are more than just moving through the environment. They are also a way to sense the environment. A skilled practitioner can detect obstructions as he moves through the environment, and avoid them or incorporate them into his defense.

​

-Rob

 

[Thesemindz]

5. Targets

Targets determine techniques. It can be no other way.

The student must be able to both identify available targets, as well as determine the appropriate techniques and weapons to use against those targets.

Understanding the opponent's position allows the student to identify the available targets exposed by that position. Are his arms too low to effectively defend his head? Is his body bladed, or is he facing the student square, exposing his solar plexus at a ninety degree angle to the student? These questions are important and must be answered by the student within fractions of a second.

Once the targets are identified, the student must be able to execute the appropriate techniques. The natural contours of the human body, as well as the size and density of the chosen target are some of the aspects which determine the appropriate weapon. It would be inappropriate to use a finger thrust technique to the opponents jaw, however, that same technique might be appropriate to the eye. A front thrust kick may be appropriate for a strike to the opponent's bladder, but not generally to the opponent's solar plexus.

The availability of targets fluctuates constantly with changes in the opponent's position. Identifying targets, selecting the appropriate weapons, and launching the appropriate techniques must all occur with immediacy, something which comes with experience and consistent practice.

​

-Rob

 

[Thesemindz]

6. Natural Weapons

Natural Weapons are the tools with which the student is able to execute his offensive technique.

In this case, the deliniation of these as "natural" weapons means that it is those parts of the student's body itself which can be used in an aggressive manner. Typically this is thought of as arms and legs, hands and feet, but in practice there are other natural weapons which can also be applied to the situation.

Every part of the human body can be used either as a striking surface, or as a fulcrum against which leverage can be applied to injure or maim the opponent. The head and forearms can be used as striking surfaces, or the neck and shoulders as fulcrum points.

Perhaps the most important natural weapon is the mind. Learning that the mind can be used as a weapon is a key step in the student's instruction. It can be used to escalate or de-escalate a situation. It can be used to dissaude an attacker from his intended use of aggression, or infuriate him into acting irrationally. It can be used to disguise the student's intentions, techniques, and direction.

Undestanding the use of natural weapons is key to self defense.

​

-Rob

 

[Thesemindz]

7. Natural Defenses

Natural Defenses, like natural weapons, refers to those things which the student brings naturally into any violent confrontation with which he can defend himself. Typically again, this is thought of as arms and legs, hands and feet, but just as with natural weapons, there is much more than that available to the student.

Many blocking maneuvers can be executed using other parts of the body, including the elbows, knees, and even head. Defenses do not necessarily have to incorporate blunt trauma, instead using the head to buttress an opponents shoulder may be sufficient to defend against a punch by limiting his range of movement.

Additionally, natural defenses can incorporate conditioning which the student has done ahead of time to better equip himself to withstand injury. Conditioning one's body against trauma is a natural outgrowth of intense combat training which incorporates contact, and in so doing the student is able to develop the ability to absorb or resist traumatic impact.

In practice, natural defenses can include blocks, parries, evasive maneuvers such as slips and dodges, jamming and "stop hitting" techinques, and the ability to turn or redirect an opponent's strikes.


​

-Rob

 

[Thesemindz]

8. Cover and Concealment

Cover and Concealment are similar but seperate issues involving protective positioning within the combat arena. Both incoporate aspects of the environment in an effort to improve the defensive capabilities of the student, yet each has unique aspects.

Cover refers to any situation where the student has managed to place himself behind some type of obstruction which protects him from assault. This may be as simple as putting a table between the student and his opponent, or as complex as seeking to remove one's self to a seperate location in order to flee from a pursuer.

Concealment on the other hand refers to positioning one's self in such a way as to disguise or hide the student's presence from his attacker. This could mean hiding behind an obstruction such as a tree or a car, or hiding within a structure, such as a a dumpster or a depression.

It is possible to be neither covered nor concealed, either one or the other, or both. A student behind bullet proof glass for instance, would be covered, but not concealed. Similarly, the same student inside a cardboard box would be concealed, but not effectively covered. However that same student inside an armored vehicle might be both concealed and covered.

There is a further aspect of cover and concealment which deals with the psychological aspects of the terms. One could cover one's emotions by protecting their ego from assault, allowing them to make rational, reasoned judgements about a violent encounter. At the same time, the student could conceal his movements by disguising them with feints or deceptive positioning.


​

-Rob

 

[Thesemindz]

9. Intent

Intent is a crucial aspect of any violent confrontation. Unfortunately, for the defender, it can be one of the most difficult aspects to ascertain.

The intent of the attacker will in many times determine his positioning, his targets, even his techniques. For instance, an attacker who wants to rape a woman will choose different targets and techniques from one who merely wishes to kill her. An attacker whose intention is revenge for some percieved wrong may choose different techniques than one whose intention is to impress his cohorts.

The attacker's intention may in some ways be the most important aspect of any violent confrontation, however, because it can only rarely be known, and even then unreliably, to the defender, the defender must act as though his attacker's intentions are the worst. In less volatile situations, such as an argument between colleagues, or a dispute over a parking space, the defender may be able to make assumptions as to the intentions of his opponent. Knowing that your opponent has relatively benign goals may allow the defender to exit a situation before violence even becomes necessary.

However, in the most violent of situations, home invasion, random assaults, attempted rapes, the defender must assume that his attacker intends no less than three things. To disable, torture, and eventually murder his victim. Failing to do otherwise would give the attacker another advantage in addition to surprise and initiation of action.


​

-Rob

 

[Thesemindz]

10. Circumstances

Circumstances is closely aligned with intent, yet has a slightly different meaning as used here.

While intent refers to the attacker's internal goals, circumstances refer to those aspects of the situation which can be discerned similarly by all actors involved.

For instance, was the engagement initiated when the student accidently spilled a drink on a stranger at a club? Or was it the result of two pubescent young men trying to show off for their friends? Do the actors know each other? Are they friendly or hostile aquaintances? All these questions make up the circumstances of the encounter.

Imagine two young men facing off on a relatively flat surface. Both are in approximate fighting stances with their hands raised. Their voices are loud as they shout across the intervening distance between them, and then they rush towards each other with their faces flush.

That could either be a gang fight in a parking lot between mortal enemies, or a karate sparring session in a dojo between best friends. Understanding the circumstances of the encounter are crucial for making appropriate judgements.


​

-Rob

 

[Thesemindz]

• Categorical Breakdown of Attacks

1. Grab
2. Push
3. Punch
4. Kick
5. Hugs, Holds, and Takedowns
6. Locks, Chokes, and Strangulations
7. Weapons

a. clubs
b. knives
c. guns

​

The Categorical Breakdown of Attacks exists for the purposes of aiding the student in grouping similar attacks under large headings and beginning to codify something as inherently organic and unpredictable as violent combat. In so doing, it allows the student to choose from a smaller number of possible responses when confronted with stimulus, as well as demonstrates to the student the similiarities in defensive strategies when dealing with different attacks from within the same categories.

Understanding the Categorical Breakdown of Attacks is more than simply filing techniques away under punch, kick, club, etc. It is a tool for cultivating the ability to make decisions under stress, and for developing in the mind of the student a cohesive approach to tactics and strategy.

1. Grabs

Grabs are the most common type of attack encountered in self defense. Even in stylized forms of combat which prohibit their use, such as Western Boxing and Olympic Style Tae-Kwon-Do, you will still see grabs executed regularly. It is a natural response, and one of the first motor skills learned by humans in the infantile stage.

While often overlooked as "merely" grabs, they are in fact some of the most dangerous attacks one may encounter in a self defense situation because of the ability of an attacker who has grabbed his victim to use that grab to facilitate a wide range of techniques. Once grabbed, the student can be held for additional strikes, repositioned, thrown, locked, choked, or put into a variety of hugging and holding techinques. In some cases, the grab itself can even be a damaging attack, if force is applied liberally to a sensitive area of the anatomy such as the inner thigh, throat, or groin.

Effectively defending one's self requires awareness, time, and mobility. By removing any one of these three things, the attacker has greatly reduced the efficacy of any defensive maneuvers on the student's part. The grab is so inherently dangerous specifically because it limits the student's ability to utilize one of these three aspects of self defense, mobility.

Grabs are not "dead" techniques. They are not "wasted" weapons. They are not to be ignored. Properly executed, grabs are among the most dangerous attacks the student may face, and must be addressed carefully and correctly.

Just as the infantile human learns first how to interact with his world through grabs, so to must the beginning student be taught how to defend against them in order to learn how to properly interact with the environment of combat.


​

-Rob

 

[Thesemindz]

2. Push

A push is any technique where the opponent is applying force in at least one direction with the intention of repositioning his opponent. While it could be argued that any blunt trauma technique, including punches and kicks would fall under this heading, those types of attacks are intended to do blunt trauma, and may reposition the opponent. By contrast, pushes are intended to reposition the opponent, and may do blunt trauma.

Pushes are most commonly thought of as techniques which occur during the escalation phase of a violent situation. While it is true that they are often seen during this phase, they are also applicable to the combat phase itself.

Properly applied, pushes have the potential to be devastating techniques. By off balancing his opponent and preventing him from establishing a solid base, the attacker can completely remove his ability to generate power for succesful strikes. By situating his opponent near obstructions, he can cause disruptions in his ability to maneuver. By repositioning his opponent anatomically, he can move his limbs to positions which prevent him from being able to attack or defend.

All of this and more can be accomplished with effective use of push techniques. Understanding their many uses will aid the student in understanding the stategies to employ in defense of them.


​

-Rob

 

[Thesemindz]

3. Punch

The Punch category incorporates any traumatic techniques executed using the arms and hands. This includes punches, hammerfists, backnuckles strikes, palm strikes, handsword techniques, elbows, forearm strikes, slaps, and finger thrusts.

The purpose of these techniques is to inflict pain and injury through blunt trauma to vital and non vital anatomy. In practice this can include everything from penetrating closed fist strikes designed to damage internal tissue, to open hand strikes intended to create surface injury, to point strikes to soft tissue such as the eyes and throat.

While these techniques may differ in purpose and execution, they share similar properties which allow for the development of protective strategies. By studying both the natural range of motion and the natural zone of the arms the student is able to employ specific positioning and maneuvers in his defense.
​

-Rob