The original description of this thread seems a bit broad to me - "TMA" could cover a wide variety of styles with very different approaches to blocking. I'm going to limit the following comments to the type of blocking most seem to be discussing in this thread - karate/tkd style "hard" blocks with chambering and large movements.
These discussions come up regularly due to the realization that these "blocks" are completely unworkable in the form that they are widely taught. Different practitioners offer different explanations of the movements, with various degrees of plausibility:
The large blocking action is a training movement which is refined down to a much smaller movement in actual application.
The "block" is actually a strike.
The "chambering action" is actually the block.
The "block" is actually an armbar or other grappling movement.
Etc.
I don't have any particular clue what the original purpose intended by the inventors of the kata for these movements was. I do believe that the entire issue points to a major pedagogical failure by the people who developed these systems and passed them down.
When a large percentage of people teaching your art have a profound misunderstanding of the purpose of some of the most fundamental techniques in the system and the better informed disagree among themselves about the meaning of those techniques, then something is wrong with your methods of instruction.
I found it interesting to read Dan Djurdjevic's blog that was linked earlier. Mr. Djurjevik is clearly a knowledgeable and articulate practitioner of Karate and other martial arts. He is an advocate of the view that the large blocking actions found in kata are kinisthetic training tools to develop the body mechanics used in the much smaller, more refined blocking actions that a practitioner would use in a real fight. Yet he describes a couple of different instances where he was challenged by a student regarding the utility of the blocks as traditionally taught and he was unable to articulate an explanation of that view on the spot. By his own account, he understood the movements well enough to use them but he was not prepared to explain them properly.
In these discussions, the claim is often made that knowledge has been lost in the generations since the founders of karate did their thing. The blame for this loss is often placed on students who didn't study long enough before setting out to teach on their own. My perspective is different. If you have a student who trains with you for just a few years before going his own way, his skill may not equal your own. That's reasonable. However, if a high percentage of your students who have trained with you for several years have a complete misunderstanding of the basic meaning of fundamental techniques, then you have failed as an instructor.
I doubt that all the founders of karate just happened to be naturally bad teachers, so I suspect the issue is probably cultural. The "traditional" martial arts may work just fine for their intended purpose, but the "traditional" instructional methods can probably be improved on quite a bit.
These discussions come up regularly due to the realization that these "blocks" are completely unworkable in the form that they are widely taught. Different practitioners offer different explanations of the movements, with various degrees of plausibility:
The large blocking action is a training movement which is refined down to a much smaller movement in actual application.
The "block" is actually a strike.
The "chambering action" is actually the block.
The "block" is actually an armbar or other grappling movement.
Etc.
I don't have any particular clue what the original purpose intended by the inventors of the kata for these movements was. I do believe that the entire issue points to a major pedagogical failure by the people who developed these systems and passed them down.
When a large percentage of people teaching your art have a profound misunderstanding of the purpose of some of the most fundamental techniques in the system and the better informed disagree among themselves about the meaning of those techniques, then something is wrong with your methods of instruction.
I found it interesting to read Dan Djurdjevic's blog that was linked earlier. Mr. Djurjevik is clearly a knowledgeable and articulate practitioner of Karate and other martial arts. He is an advocate of the view that the large blocking actions found in kata are kinisthetic training tools to develop the body mechanics used in the much smaller, more refined blocking actions that a practitioner would use in a real fight. Yet he describes a couple of different instances where he was challenged by a student regarding the utility of the blocks as traditionally taught and he was unable to articulate an explanation of that view on the spot. By his own account, he understood the movements well enough to use them but he was not prepared to explain them properly.
In these discussions, the claim is often made that knowledge has been lost in the generations since the founders of karate did their thing. The blame for this loss is often placed on students who didn't study long enough before setting out to teach on their own. My perspective is different. If you have a student who trains with you for just a few years before going his own way, his skill may not equal your own. That's reasonable. However, if a high percentage of your students who have trained with you for several years have a complete misunderstanding of the basic meaning of fundamental techniques, then you have failed as an instructor.
I doubt that all the founders of karate just happened to be naturally bad teachers, so I suspect the issue is probably cultural. The "traditional" martial arts may work just fine for their intended purpose, but the "traditional" instructional methods can probably be improved on quite a bit.