Originally posted by twinkletoes
I think I'm a little troubled by lines like "I see guys like you all the time and I have to wonder if it's because you're not getting the instruction you need to really interpret the art, or there's a larger agenda at work."
I'm not trying to start trouble! Also, my instructor was tops! (He is now retired and I have limited access to him). He is in the top 2 most functional martial artists I know! (Too close to call)
My problem is this (I am speaking personally about my training environment--yours may not correspond on all points. If it doesn't, try to see why the differences might give me a certain perspective):
We teach a number of techniques and patterns and forms.
The tech's etc. are prearranged (with numerous variations)
We do not expect that if our students got into a real fight they would use a curriculum technique move for move (because of the dynamic and chaotic environment of an actual situation).
We use the techniques as examples and say "these are just samples of how it *could* go. Use them as an idea, until you can spontaneously act using appropriate measures."
We spar using *very* limited rules: limited targets & tools, no weapons, no grappling, etc.
After 15 years of using techniques and katas I am just NOW reaching a point where spontaneous action is appropriate, speedy, powerful, etc. to the point where I am confident it could be effective.
Now again, these are the circumstances that I find myself in--your training experience may be different. Perhaps your school does much more grappling, or weapons sparring, or spontanaeity drills than mine. But this is the environment that has given me this perspective.
Now, if our goal is to teach effective improvisation, why not teach something like this:
-introduce skills (teach the basic, just the way you do now)
-drill the basics in specific and alive ways to foster attributes, especially timing, positioning, and improvisation.
-increase the nature of the drills so as to become more realistic (while maintaining safety, of course) so that improvisation branches out
-spar (safely) with a growing number of allowed tools and situations, including allowing clinching, striking in the clinch, takedowns, grappling, etc. occaisionally introduce weapons, multiple attackers, etc.
This kind of training environment teaches improvisation through application of good technique in a variety of situations, without the use of prearranged techniques and katas. Normally, it is considered a JKD Concepts approach (or SBG, if you want to be really specific).
Students who I have begun using this method with (as early as their first class) have shown tremendous improvement over others. They respond more quickly, and more appropriately on a consistent basis, even at white belt. They are still working on the same MOVES and doing them the same WAY as the other students, and the other instructors are teaching them the same way as their classmates. They are still Kenpo students.
It seems to me that I am teaching them Kenpo the JKD way. Does that seem right to anyone else? I am allowing them to freely learn and experiment in an alive fashion, while still introducing and developing the moves of kenpo karate. Now, I have only introduced maybe 75% of what I've listed above: I have not yet introduced many students to weapon sparring, or sparring that includes both striking and grappling. Also, multiple opponent sparring has been extremely limited. However, it is working, and working well. They are developing skills more quickly than the other students at the school.
Again, I am not saying that this is the method everyone should follow. However, it is a method that (for me) is showing vast advantages over other methods. So is it Kenpo the JKD way? I think that might be an appropriate way of thinking about it. Would I call it that? Never. It's Kenpo in my book, until the basic moves / concepts undergo radical change.
Best,
~Chris