- Joined
- Sep 22, 2004
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- #81
This has been touched upon in other threads. Originally all the attacks were different, as they are in American Kenpo. I believe the thought process should bring us here and just as we look deeper into forms we do that with combos as well. To speculate why the half moon step was introduced to combos as attack I would have to say to simplify things. Bring it to the lowest common denominator so that people didn't have to learn 100 different attacks for 100 different defences. Again speculation, I wasn't there. So if you have been in the game awhile and have done these techniques a thousand or more times you should be comfortable enough with them to branch out for the attack. For better or worse there were changes made in the system to make it more "user friendly". The nice thing is that we all have free thought, so if you don't like the half moon there is no one going to show up and force you to train with it or teach it or like it.
What your saying makes absolute sense to me. If you look at a DM you should be able to see a cross hand wrist grab or an overhead club simply by varying mainly initial footwork and the initial block. Often a non straight punch attack is easier to do on a particular DM than the actual way it is initially taught. Having one attack method is a very easy way to get the student to memorize than take them into different attacks once the coordination begins to develop. Saying you have to make it as realistic as possible may be no different than saying you should teach words before letters, because people say words more than they say letters. It is whatever takes the student from point A to B in the least amount of time. Confusion or lack of coordination plagues almost all students in the beginning and if you have one with the coordination early than you can fast track their training by employing higher rank training methods early on if they are ready from day one.
The same precision could be, is and WAS attained BEFORE half mooning came in. The real attacks could be slowed down to make it easier for a new student to get it. Then the wiring in the brain will be used to a more realistic stimuli. In the end the same results were there: safety, coordination (properly for the real stuff), and technique.