Uechi-ryu Martial Arts | Karate

December 12, 1996

by Mark J. Brelsford

I would like to share with all the folks out there some of my reflections on spending New Years on Okinawa with Master Uechi. Master Uechi, as it is well know, was an extremely kind and gentle human being in many aspects. One thing that I will always treasure is the time that I was able to spend sharing the holiday’s season with Master Uechi and his family, while I was a student at the Futenma dojo.

As a United States Marine stationed in Okinawa during the early 1980’s, the holiday times are usually the hardest times of the year to be alone from one’s family. For the of the younger, less traveled service man and women the holidays can be a time of extreme loneliness and depression. The time when reflections of one’s family, and the distance separating loved ones can be difficult. I really believed that Master Uechi truly understood how lonely this time of year was for the foreign students that would be training at his dojo.

For those who do not know, on Okinawa NewYears is the biggest and busiest time of the year. A time when the family is the most important and the exchange of greeting and gifts is at there highest. It is also a time of celebration both at home, work and the dojo. Every New Years eve we would hold our New Years eve workout, a kind of out with the old in with the new, training session. A sought of a rededication of oneself to ones training and an overall boost to ones martial spirit. We would all perform our Sanchins both as a group and then one by one for Master Uechi. This would be followed by a typical workout to include body conditioning as well as the kata. Each performed with all the power, speed and form on could muster for the last work out of the year. We would then clean the dojo from top to bottom. Then just before midnight, the entire dojo, to include all the children who where at the training session would file outside and form a huge line of pairs. Then Master Uechi along with his wife would fire off a starters pistol, like the ones used at races, and off we would all go jogging down the streets in pairs, perhaps 20 pairs long!

Our final destination being the Futenma Shrine about a quarter of a mile from the dojo. It was a brisk little jog, dodging the crowds and the cars, all the time keeping a watchful eye on the children some as young as five jogging along with us. Once arriving at the temple, we would attempt to get as close to the entrance as we all could. This would be a little difficult due to the fact that the Futenma temple is one of the major shrines on Okinawa. Hundreds of people would be lined up to visit the temple and usher in the New Year also. What a site we must have been, the crowds would cheer us on as we would line up at the entrance, face the main building, assume our best horse stance and perform three punches. These punches would end with the loudest Kiai we could all muster! We would then clap our hands twice, bow and off we would all go back to the dojo. We would all be laughing and cheering all the way back to the dojo.

Once back at the dojo, we would all be treated to tangerines, which all the children would play with, and a huge pot of sweet bean soup (a traditional Okinawan New Year Food). Greeting would be exchanged, more treats for the children would appear, and finally a round of beer would appear for the adults. Once this was done and all the children parents picked their child up, the adults would slip off to a small neighborhood snack for more refreshments. The New years would be here!

That same day, Master Uechi would invite all the foreign students to his home, located above the dojo for a huge traditional Okinawan feast. Students would be there from the states, perhaps Argentina, England and any other country that might be at the dojo training this time of year. The food would include all the favorite of the holiday season, special Holiday rice, rich green tea, bean paste soup, sushi, and of course the rich and tasty Okinawan soba soup with lots of pork and green onions on the side! Master Uechi would then share with us all the information we could absorb and host our ever question about Uechi Karate. Explaining with a gleam in his eye as he talked about the early years of training and of course his beloved father the great Kanbun Uechi. We would all be in awe as he told us all these stories.

Finally it would be time to say good night, these parties would extend well into the evening. We would all say our good-byes, photos would be taken and home we would all go. Master Uechi would wave to us as we departed from his roof top along with his wife. I would then return to my barracks on base, knowing I just shared something that I would never forget and always treasure.

Permanent link to this article: http://uechi-ryu.com/holiday-time-on-okinawa-with-master-uechi/

Sep 11 1996

Training on Okinawa in the 50’s

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George Mattson's Corner

September 11, 1996

I wrote the following, in response to many CyberDojo articles being submitted about the “modern” dojo and “modern” training methods. Much of the discussion included lots of training that had very little to do with karate. Some of the participants asked about training on Okinawa, especially as karate was practiced many years ago. My statements brought quite a bit of mail and a phone call by Uechi students who were a bit shocked and somewhat confused over what I had written. Judge for yourself… GEM

I’m getting exhausted just reading about the many exercises modern dojo have incorporated into their workouts. During our lifetime, many of us will go through this phase of testing ourselves and our students in the name of superior karate training. If throwing a few kicks, punches and blocks in a kata is good, then testing oneself during training by throwing 10,000 punches, kicks and blocks in drills must truly be great!

Recently a fellow CyberDojo friend asked me to write an article for a new publication. He asked me to write about the “good old days” on Okinawa and “what was the training like back in the 50’s?” One of the areas of training that I remembered was the absence of calisthenics type of exercises. I learned a warm-up set of basic exercises that included a techniques from the kata. Most of the emphasis was on the actual karate. . . kata (forms), bukai (applications), Kumite (prearranged and freestyle sparring), Kotekitae (arm conditioning) and strength drills (use of various devises to enhance the muscles used to deliver karate techniques).

My classes with Tomoyose Sensei lasted about 2- 21/2 hours and were quite strenuous. I don’t ever remember leaving a session with a feeling that I hadn’t put out 150%. . . but the energy was spent doing karate, not just exercising. The training was quite different than any exercise program I had ever participated in before, which caused me to question everything I was learning. When I asked Tomoyose the difference between the Uechi-ryu training and Western exercises he stated that all the strength, speed, coordination, accuracy and most importantly the “spirit” comes from the kata. . . and most especially from Sanchin!

Although we practiced specific techniques from kata as drills, Tomoyose stressed that this was to help learn the sequences of the moves . The ability to use the movement comes from the kata. He further clarified the issue by saying that the farther removed the techniques were from the kata, the less effective they became. Learning a snapping-block (Hajiki-uke) as part of a kata, creates a different and more effective “muscle memory” than a block simply repeated a thousand times in the form of a drill.

Although he allowed me to practice on a makiwara (pounding stake), he repeatedly emphasized that it was unnecessary and actually blocked correct development of both the punch and the fist-weapon. As a 19 year old, I was more interested in feeling the pain and exhausting/exhilerating feeling of hitting that board than hearing what I believed to be the truth. Yes, I knew that Tomoyose was correct. . . my body and mind would develop best through the kata. . . but it felt so good to hit that board! (Tomoyose had a makiwara in his backyard and had in the past practiced on it. As a youth, he had learned Go-jyu under Chojin Miyagi for five years and was familiar with all the traditional Okinawan strength-training devises of the era.)

On Saturdays I would work out at Master Kanei Uechi’s dojo, where he would critique my progress and make recommendations to Tomoyose regarding my training. Master Uechi was an innovator and believed in expanding the teaching of the art to include the general public and possibly the world! In this regard, he embraced all the generic Okinawan training tools and innovations that he believed would help his students become better Uechi-ryu practitioners. This was a bit at odds with Tomoyose’s deeply felt beliefs regarding the training. Like his father, Tomoyose felt more comfortable with the Chinese way of training rather than the Okinawan and later Japanese influenced methods.

In Wakiyama Japan, the original dojo where Kanbun Uechi (The man who studied the original moves in China) first taught, no exercises were taught as part of the class. . . at least not in 1966. Ryuryu Tomoyose, the first student of Kanbun Uechi (father of my teacher) and then head of the dojo, claimed to teach only what Kanbun taught him. Ryuryu only learned Sanchin and Seisan kata, which he continued to teach. Additionally, his class was heavy influenced by two person drills with emphasis on arm conditioning and free style sparring.

I don’t know exactly when Kanei Uechi created the additional kata of Kanshiwa, Kanshu, Seichin, Seiryu and Kanchin, but I do recall that Kanshiwa and Seichin were part of my original training back in 1957-58. Additionally, Kanei had already created a two person drill (Yakusoku Kumite) which I called Kumite #1. When I returned to Okinawa in 1965, Uechi Sensei had just introduced Kyu and Dan Kumite,(which replaced the old Kumite #1) and the kata Kanshu, Seiryu and Kanchin. He also formalized the exercises. He had created a set of 10 warm-up exercises, (Junbi undo) and Supplementary exercises (Hojo undo). The Junbi-undo were the original ones I had learned. Simple stretching exercises beginning with the feet and finishing with the neck. The Hojo-undo were movements from the kata. . . blocks, punches, kicks and elbow strikes. . . with a few steps thrown in.

Hope all this trekking down memory lane and reliving a snapshot of times past is of some help. Its been fun for me.

George

One of the more interesting letters was sent to Okinawa . . . essentially asking if what I had said was still true today. Gordi Bryette was kind enough to share with me his response. . . and gave me permission to quote him in this article.

From Mike Murphy to Gordi Breyette:
I don’t know if you have been reading the cyberdojo lately, but recently GEM wrote a letter concerning training on Okinawa. I was wondering if what he said is accurate [today]. In case you haven’t read it, he stated (I’m paraphrasing) that Tomoyose sensei didn’t believe in training with makiwaras, etc. He said that all your training could be got through practicing your kata instead. Do all, or most, of the Uechi dojo train heavily with the various conditioning tools?

Gordi Breyette’s reply:

I did read the letter from GEM – in fact, he sent it to me at the same time it got posted, so I have an isolated copy to print out and give my students, if I wish.

I was going to put together a commentary to send him personally, and since I am on the subject, will cc this to him as well.

The gist of it is that he is right – most Okinawan Dojo do have and use much training equipment these days, but many foreigners misunderstand the usage – Okinawan karate-ka build their strength and endurance over long periods of time and mostly through exploration of form and kata, and use this equipment sparingly. In most Okinawan dojo, use of this equipment is sort of like a curative for a specific weakness – a medicine, if you will! Weak punches may be strengthened by various means, including use of certain heavy training equipment. Weak wrists and shoulder joints can be trained by proper use of the makiwara or chisa training. Weak or poorly-balanced kicks may be balanced and focused through use of the heavy bag. However, many foreigners, who visit for only short periods and see this equipment in use at the dojo while they are there, go home later thinking that such practice must be constant. Since they see only a tiny fraction of a year’s worth of training, what they see is generally accepted as a static norm – and so they firmly believe that a daily pounding of fists, lifting weights, even kicking the bags – is all very necessary and very Okinawan! While it is true they saw such training on Okinawa, they didn’t see it all.

One qualification, please – this does not apply to ALL “foreigners”, as I have seen and heard many others ask specifically about such training and receive an answer they didn’t expect – and have modified their personal training (and teachings) with outstanding results. Enough visitors do, however, go away with little understanding of this, or have not asked enough questions or seen enough training, and are today injuring themselves and their students because of a misunderstanding.

In no dojo I have seen downtown is any such training mandatory. I have seen great fighters do bagwork only occasionally, and same with makiwara training, chisa training, and so forth. They work till they have accomplished a certain feeling of ability, looseness, stability in the wrist joint or hip, balance, etc. – then go on to effect an application of this training in kata, bunkai, and kumite. The object of bagwork or makiwara training, etc. is to feel balance and power in the technique – not to do more bagwork – and apply that to the sparring partner, or the street situation!

To be honest, I have also seen great fighters and kata performers do an ENORMOUS amount of bagwork and other strenuous training with dojo equipment – but only during a specific point in their training, and mostly to remedy a specific weakness they have discovered in their form – be it fighting or kata. Once corrected, all this extra exertion tapers off except for occasional periods of “maintenance training”, and this is far less intense than the initial corrective training!

TOMOYOSE Sensei once said something to the effect (not a quote – a paraphrase) that all this equipment training has its place in a student’s life – but only as tool for the understanding of proper body dynamics and motion, and to help learn and practice a good application safely. All such training can be overdone, and overdevelopment in any one area can lead to an imbalance in others.

While we Americans often feel we can find a perfect balance no one has yet found, we as humans naturally tend to gravitate – whatever we might say or feel about the situation – toward our favorite form of exercises or drills, and neglect the others, or just pay them a passing acknowledgment. This is why we are always in need of Seniors who have been down that route before, and were corrected by their Seniors, who in their turn were corrected long ago, and onward. This is when the practice sessions become really hard and strenuous – because we have to do things other than what we really want to do!

I love to hit the makiwara, too – but I also have to stop hitting objects that present no dynamic challenge when I feel the hip motion is good, the shoulder is locked down correctly but still mobile, the wrist is straight and tendons tensed properly to protect the wrist joint, and the follow-through is strong. At that point, the makiwara training has served its purpose – and I am ready to work application in a “less static environment” so to speak. So, the strengthening is accomplished on the inside – not in showing large, callused, deformed knuckles and broken cartilage, but in strong and proper form, good snap in the punch, a clean twist to the delivery at the end, and good internal control of power.

In essence, the power and the real fighting is in the kata – not in the bagwork, etc. The equipment so cherished by many foreigners today is only a set of training tools, and such training, like anything else, can be overdone.

You may quote me.
later,
gordi

I reread my article and felt that a number of issues raised might be misunderstood, especially the remark about the makiwara. I sent the following to help clarify this one point.

Excellent and very accurate explanation Gordi. I should have more fully explained my comment about Tomoyose Sensei’s views, but each of my statements might be misunderstood, and I didn’t wish the post to turn into a book!

Tomoyose’s believed in the 50’s and spent a great deal of time trying to get me to understand, the differences between the original Uechi-ryu and the Okinawan contributions. He felt is was important, as part of my training, to keep the history straight. Knowing the differences didn’t affect the way I trained, nor the way I eventually taught when I first returned to America.

Tomoyose emphasized that the makiwara was a tool, to be used to strengthen the tendons and muscles used for a punch. . . not to develop the punch! And certainly not to develop the knuckles! Kanbun taught that the makiwara, (improperly used) created pillows on the fists. Tomoyose often chastised me for abusing the makiwara, showing the weakness in my fist by pressing the end of his thumb between the spaces in my bruised knuckles, smiling as I cried out in pain!

The Okinawans are rightfully credited for adding a dimension to martial art’s training that include the makiwara. Properly used, these devises can help speed up the strengthening of weaknesses in the individual. Such training should be carefully supervised by a competent instructor. Some very traditional teachers believe that these “weaknesses” will be corrected through the kata. . . a bit more slowly, but more healthful and more accurately and that outside devises were not necessary. Tomoyose, I suspect, falls into this category, although he has never gone on record with this view. My statement that “…he repeatedly emphasized that it was unnecessary and actually blocked correct development of both the punch and the fist-weapon. . .” should have been “… and improperly used, will hinder the correct development…” The problem with makiwara training, is that the teacher is very seldom standing over the student as he/she is working on it. And how many students do you know, use it properly????

Tomoyose was fearful (at least back in the 50s), that too much emphasis was being placed on the devises, and not enough on the kata. In spite of the fact that I abused the makiwara and taught a very “extreme” Uechi style upon first returning to the States, Tomoyose’s repeated messages to me were never forgotten. For the past 20 years I’ve been trying to right some of the damage that I started by introducing many exaggerated Okinawan training methods to the outside world and I have been attempting to get teachers to at least understand the philosophy taught by Tomoyose Sensei. . . even if they choose not to accept this more moderate approach to Uechi-ryu. (They, like me, may decide years from now to reevaluate their position. But if they don’t know any other philosophy, they and their students won’t have a choice!)

The West will add their innovations and “devises” to the marital arts, now that so many “eclectic” styles and spin-offs of legitimate systems have been created. It is important, as Tomoyose pointed out many years ago, that we understand where it all came from and how it was done at that time. History will determine if all the devises and modern training innovations have indeed been an improvement or not.

I wrote the post for the Cyberdojo, in response to the many people who were proudly talking about the “extreme” training programs in their dojo. I felt compelled to “shock” them a little, by getting them to think a little bit about what they are doing in the name of karate.

Best, George

Reply by Gordi:

Please feel free to use this wherever you would like. I have found that your article (thanks!) plus my commentary, and your final response to both Mike and me, put together a very powerful statement about “old-style” training – which is often mistakenly viewed as quite a “modern” approach to training. We as Americans have to learn to trust those folks who have been involved in this training as a cultural part of their lives for so many centuries – they had the answers decades before we had the questions.

As I reread everything we have written on this subject, and couple it with what I have been taught and told for so many years, a three-word axiom which applied to ALL my training comes to mind: CONSIDER SAFETY FIRST! Any training which injures or causes disability – other than the expected sore muscles or occasional bruise – must be avoided at all cost! Building power (different from strength) must be accomplished slowly and gently, without damage to the body and spirit of the practitioner or the partner. Even the most severe Sanchin test is built up in a slow and healthy manner, strengthening the body as a whole and teaching the student to integrate body parts safely into a whole and complete unit. This is the message of Sanchin, and karate in general – become a “Whole Person”. This simply can’t be done by going overboard, endangering one’s health for the sake of procuring a set of scary-looking knuckles but compacted metacarpals, huge biceps, triceps, and pecs but no sense of balance when punching or blocking, great abs but no understanding of breathing, muscular legs but poor posture especially in the lower back, and so forth. One CAN have all these desirable attributes – only by balancing the training and going it slow. On the other hand, I have never met a great Okinawan or Japanese fighter who looked like Arnold.

Permanent link to this article: http://uechi-ryu.com/training-on-okinawa-in-the-50s/

Sep 04 1996

Budo and Sport

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September 4, 1996

by Johnson, Bill

Hi all,

I guess this thread illustrates one of the significant differences between budo and sport. In sport karate, one is defeating an opponent. In budo, one is defeating the self. Minamoto Musashi points out that the warrior must learn to keep the mind calm and focused, not afflicted by external distractions.

The budoka is striving for the normal mind, the mind that does not stop. In sport, one is attaining a goal, and using a structure (a controlled environment) to gain self improvement and experience the win/lose exilaration of sport. The budoka is striving for the mind in which each technique is complete and finished in itself, thus moving without fixation at any one moment. “If your mind is normal, that is, if your mind does not stop, it does not matter whether you fight one or ten. If ten opponents strike at you in succession, you must deal with each attack without stopping to consider. That way , you deal with each attack as if it were alone. If you think about striking , your mind is taken up with striking…..”

As I have stated before, there are distinct differences between budo and sport. In budo , one trains to be at a single level. Ideally, one doesn’t change one’s mental state in combat, but has the same attitude in battle as in doing daily routine things. In this way, the warrior reacts naturally, and moves beyond technique. This kind of mental training is not compatable with competition. That is not to say either is superior. You choose your own Way. Whether that is to gain personal growth through the confrontation of an opponent, or to gain personal growth through the defeat of the self by the self, each path has it’s own goals. One must see clearly the difference between winning and surviving, between overcoming an opponent, and simply evading him. In budo, one develops the sword that gives life. That is, the sword that kills when unavoidable, but which serves justice. It is not a competitive feeling, but one of escape. If I survive, I win, not , if I hit him first, I get the point, the match, the trophy, the accolades, and the feeling of accomplishment in defeating a worthy adversary.

One cannot savor the budo, one simply is. It is not possible to desire the thrill of victory and simply be at the same time. If your mind is taken up by winning or losing, you are not doing budo. That is not to say that one cannot compete, competition is a forum in which simple techniques may be tried ,tested, and used. But the budoka kills his opponent, for to face another, there must be no other way. That is, if one competes as a budoka, one kills his opponent in his mind. The sparring makes no difference. One simply cuts down his opponent and keeps going. It is not a competition. THis lack of thrill makes for competitive sparring to become very foolish feeling. The competitive practitioner must lose all sense of competition and emotional attachment, even to himself/herself.

Thus, the whole purpose of facing another person becomes moot. They are simply another opponent. One cannot “beat” one’s opponent and do Budo. If it matters to you at all what the outcome of the sparring is, you cannot do budo. If you are simply performing a training task, without emotional attachment, then sparring becomes a tool for training. Obviously , few competitors would compete without the thrill and feeling of besting another person. In budo, we train to kill, and to survive. The two paths of competition and budo are mutually exclusive. That is not to say either is superior, and each has it’s place. However, one should realize what one is training for and why. Competition is good in and of itself, and so is budo. The two are not compatible, however.

Osu, WIld Bill

Permanent link to this article: http://uechi-ryu.com/budo-and-sport/

Aug 25 1996

Why I chose Uechi-ryu

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August 25, 1996

by Lisa DiOrio

Being thirtysomething and a working mother of two, I don’t devote much time to personal activities. But last summer, coerced by my husband, I put aside two nights a week to join him in a karate class. Since my experience with karate had previously consisted exclusively of “The Karate Kid” and B-grade “Kung Fu” movies, I was extremely reluctant and uncomfortable about being involved in a violent contact sport. I also considered the purpose of a karate class as purely a study in self-defense, and I doubted that my less than perfect post-pregnancy body would have ever have the strength required to defend myself despite any amount of training. However, after 10 weeks of classes, this class has proved all of my preconceptions to be false, and I have made a personal commitment to make the time to continue what has turned out to be a very rewarding activity on several levels.

First, I learned that there are many forms of the martial arts, and that the biases I held do not hold in all forms. The karate form taught in my class is called Uechi Ryu. It is a relatively modern form of karate originating from Okinawa. My sensei (instructor) has an excellent sense of humor combined with a gift for teaching that makes for a comfortable, and even entertaining class. The foundation of the instruction is a mutual building of trust and respect that eliminates any anxiety. The benefits of Uechi Ryu include enhanced fitness, coordination, discipline, control, confidence and stress reduction.

Since many other women may be avoiding this activity for themselves or their children for the same reasons I was, I have listed the counter arguments to some of my initial problems.

1.I don’t want to get hurt
I saw karate as a “blood sport”. I was concerned about being punched, kicked or thrown to the ground. In reality, the instruction is carefully tuned to the level of ability and readiness of the student. In the first few classes , there was minor physical contact.

2.I am non-violent
I have always avoided participation any violent sport, and I am generally non-aggressive, especially in a physical situation. The precepts of Uechi Ryu karate stress many personal qualities, and killer instinct is not one of them. Instead, the individual is encouraged to become more disciplined, goal oriented and controlled. In other words, skills are built up to provide the confidence to walk away from a potentially volatile situation. I have also discovered that I now enjoy the physical sparring with a partner since I know that I have the control to “fight” without actually hurting anyone.

3.I am not big enough or strong enough
This form of karate is based on movements that will be successful regardless of strength or size. And speed and coordination are as important as strength.

4.I could never be effective against a “real” attack
From time to time, my sensei includes specific tips on how an attack might occur and what an appropriate defense would be. This has heightened my awareness of self defense issues and I now feel that with time and practice, I would be able to stave off an attack. This is especially important to me since I have two small children, and as a result have always considered myself a particularly vulnerable target.

5.All that yelling and discipline is unnerving
My instructor maintains discipline and order in the class through respect- both between the student and teacher as well as for the art itself. He is able to maintain a relatively informal atmosphere while never losing the focus of the class. Discipline of the individual must come from within. In other words, if a student is using the class for a social hour, perhaps he or she doesn’t belong there.

6.Fighting is boring
I have always perceived fighting as a primitive, mindless activity. However, to be successful at Uechi Ryu karate, one must have a strong sense of tactics in addition to physical skill. The act of sparring is much like a chess game with each opponent countering the other’s attack. Further, the student is able to learn the various defense and offense tactics through predefined movement combinations that teach proper technique in a controlled setting.

7.I am not in good enough shape to compete well in a sport
Like any activity, karate requires practice if it is to be mastered. And as with any sport, practice tunes the body to the level of fitness required. In addition to diligently practicing my karate between classes, I have worked other activities I enjoy (cycling and dance) into a sort of cross-training regimen to increase overall strength and endurance.

8.I’d rather be dancing
Many women prefer some type of movement class such as dance, gymnastics or aerobics for their fitnes activity. My personal love is dance and music. Uechi Ryu karate is actually quite graceful and rhythmic when done correctly, and interesting enough simply as a study of movement.

My experience with karate has been very positive. I look forward to my classes when I can do something for myself- not defined by marital status, children or career. I have also discovered a more aggressive physical side to myself- and I am enjoying the opportunity for introspection and learning that I have not had for a long time.

For more information about Uechi Ryu karate, contact Steve DiOrio at (617) 270-9553. Classes are available for both children and adults in Natick and Needham.

Permanent link to this article: http://uechi-ryu.com/why-i-chose-uechi-ryu/

Aug 24 1996

Using Uechi Ryu Karate Training to Help Overcome Life’s Challenges

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August 24, 1996

by Jacqueline S. Blackburn, Nidan

Hello, my name is Jacqueline Suzanne Blackburn and I am currently a 39 year old female Uechi Ryu Practitioner. I was asked to write a few words of what it was like to be a woman and train in Uechi Ryu. At the 1995 Tiger, Crane and Dragon Summer camp, I was awarded the rank of Nidan after being tested by Master George Mattson, Master Jim Maloney and Master Dave Mott.

I am a single parent with 3 children and 1 grandchild. I began my training in the martial arts 8 1/2 years ago. I am five feet tall and weigh 125 pounds. I am the owner/administrator for the Okinawan Uechi Ryu Karate Academy in Halifax, Nova Scotia. I teach two beginners classes and intermediate class each week. I also help out with the children’s classes.

When I began my training, I was the only woman in a beginners class of 25-30 men, who were 5 – 10 years younger than me. For the first few months of my training, I remained the only female within this group. As a matter of fact, the only two other women who were training in this dojo at that time was a Shodan (Roxanna Hall) and an Ikkyu (Helen). Both of these women may have been of small stature but they trained with such intensity and fierceness that they gave as good as they received from the predominately male student body. Watching these two fine examples of what Uechi Ryu had to offer women, I was able to overcome those doubting thoughts of not being able to compete on the same level as the men or of not being ‘strong’ enough. The reality of those early months of training was becoming accustomed to the constant physical touching/contact that occurs. Having a man (a female Sensei was -and still is- a rarity in Uechi Ryu), constantly testing your Uechi stance (checking elbows/latts/shoulders/buttocks) the arm rubbing and pounding exercises, punching and being punched, kicking and being kicked, Sanchin stepping exercises and the other various exercises one must go through can be a very intimidating experience for most women.

Usually women are not brought up to feel comfortable with this kind of physical contact or even to deal with feelings of aggression. Therefore, most women are quite inept in handling the intensity of emotions that can occur during workouts. The feelings of accomplishment when I became proficient in working out at the same level as the men started me on that path of personal internal/spiritual growth that training in martial arts brings one. When I first began working out with a male partner, they would hold back considerably until something was said or by my performing the technique and getting in on them with power and aggression. I also had to learn how to handle being muscled by some of the men who believed that women did not belong in Uechi Ryu and that martial arts was a man thing. Being treated in the manner mentioned above just made me even more determined to succeed. While working out with this intensity, I learned that women can sweat just like men. After the first few weeks of being ‘tested’ in this fashion, whenever I worked out with someone it was with full commitment, intensity and mutual respect. Earning the respect and admiration of your fellow workout partners is a fantastic boost to one’s self-esteem as well as one’s self-respect.

When I moved up to the intermediate class, unbeknownst to me there had been a woman, Mamie Jew, who had been working out in afternoon classes for a couple of months. Her work hours became shift time so she was able to begin attending evening classes. Mamie and I formed a strong connection which has lasted to this day. Mamie and I would work out together at least once every other week. She was constantly surprising her male partners with her physical strength. It was good to see the changes in their expressions go from “hohum” to “wow your strong!” Even when we had become members of different dojos, we would still arrange to get together to train. After six months of training in the intermediate class, I was awarded the Rokkyu rank – I was ecstatic! Even today in my mind, that rank holds special meaning to me as a major accomplishment. I can still relive the feelings that overcame me when my was shook and I was told by the Sensei – “Congratulations you are a Rokkyu”. I felt that not only did I overcome the biased view that women do not last through the beginner stage but also that I earned the respect of my fellow students. Also by this time, there had been three or four more women who had joined the new beginners class. None of these other women remained to earn their third stripe.

My next major challenge occurred when I was a green belt. During class one evening, I miscalculated my block and was the recipient of a strong front kick to my lower abdomen. I have a very high level of pain tolerance. So I was bothered by the little pain which continued to nag me over the next couple of weeks. Finally, I went to see the doctor and discovered that I had two hernias in the lower abdomen, one on each side. Apparently I had been born with the hernias but that they had decided to just flare up at this time. Actually, they were quite bad and the doctor was quite surprised that I hadn’t been bothered by them years earlier. The kick was not the cause but was the trigger that let me know something was wrong. I certainly did not look forward to going for surgery and I wondered how this would affect my karate training. I had all kinds of questions swimming around in my head. How far would the time missed set me back? Would I be able to train like I did before? Will this affect my strength and power? Would I even want to return? After a six month waiting period, I underwent surgery (they repaired both hernias at the same time) which meant I could not study karate (or work) for at least four months during the recovery period. It ended up being 7 months before I was able to return to my karate training because my sciatic nerve had been damaged during surgery, especially on my left side.

Although I had not trained physically during my time away, I found that I had still grown in Uechi Ryu on another level. This was due mainly to the fact that I had been very fortunate to obtain a dear close friend, Derick Bagogloo, who also trained in Uechi. Actually, when we met, he was a Shodan and I was a 2-striped white belt. He was and still continues to be instrumental in my training and understanding of Uechi Ryu. He has helped me develop holistically as well as physically. Looking back over the years, I believe that when we are beginner-intermediate students we are so busy concentrating on the physical and mental challenge of learning that we are totaling unaware of the spiritual internal growth that is occurring at the same time. As you become a senior student, it is like a series of little light bulbs going off inside. Your understanding and acceptance of your own self as well as others grows and comes up to the surface. This helps improve your understanding and knowledge of your karate. Performing your katas with spirit and onemindedness gets the chi to circulate freely inside of you. You feel grounded and yet able to move freely and flowingly. Derick was instrumental for the realization that although I could not work out at the physical level that I was used to, I could still train internally and begin my way on the path of knowledge for the soft side of Uechi Ryu. When I returned to train at my dojo, there were only a couple of original students remaining from when I started. Most of the intermediate students were now strangers to me. Also in the interim, Roxanna, Derick and Mamie had left and joined a new dojo across the harbour. I felt disconnected for awhile until I got to know some of my fellow workout partners. This could have been discouraging but my love for Uechi Ryu helped me to continue to train with intensity and determination. Because this dojo emphasis was on the “physical growth” aspect of Uechi Ryu, I felt that I needed to make up for “lost time”.

My next major challenge occurred in Uechi Ryu a year and a half later when I was promoted to Brown Belt. During an advance class which took place in my original dojo (where at that time blackbelts from all over Nova Scotia came to train once a month), my partner was a visiting blackbelt who I believe was a Nidan at that time. I had been a brown belt for approximately only four months. We began working out on the advanced dan kumite – 10 point . Before we began, I explained to him that I had just been taught the last set of movements – the takedown – the week before and was still basically just walking through the movements. His response was “no problem”. I performed the takedown first. When it came time for my partner to perform the takedown, he attacked me with such intensity and speed that I began flying backwards from the shoulder strike so that when he applied the knee strike and ankle pull on top of it, my head was slammed into the floor with such force that I suffered a concussion that lasted two weeks (concussion was diagnosed by the emergency doctor at the hospital the following morning).

Because of the pain medication for the concussion and my not realizing the internal damage that had occurred, I continued training for the next two weeks. I finally visited my own doctor because I was not sleeping well and I generally felt out of sorts. I explained the takedown to him and he called the ambulance and had me rushed to emergency for x-rays where we discovered the extent of my injuries. The muscle from the midpoint of my skull to the middle of my back had been torn along my spine plus I was suffering from reverse whiplash. Because of the severity of the damage, he informed me that it would be a couple of years before I could go back to training in karate. At that moment I felt totally discouraged by this challenge. Uechi Ryu had become such a significant part of my everyday life and after being away from my training when I was a green belt, I knew that two years would just be too long a time for me not to train. I turned to my friend and mentor Derick for advice and solace. After speaking with him, I made the decision to take at least six months off and not do any karate, not even a Sanchin step. I followed the doctor’s prescribed physiotherapy plus shiatsu therapy which I would continue to do for the next two years. Because of the mishandling that occurred at the time of my injury at my original dojo, I talked it over with Derick and made a decision to join his dojo (which he had been operating for a year). Six months after becoming injured, I began training at Derick’s dojo under the explicit understanding that I was not to do any of the exercises that involved a partner. I was to break off from class and work on my stance, techniques or kata by myself. Even the warm up exercises became quite the challenge to get through. Having a neck injury affects everything you have to do. I learned a tremendous amount by just concentrating on my form, stance and techniques. Everything had to be done with absolutely no power (or even stretch) whatsoever as it caused extreme stress on the left side of my neck and shoulder. By very gradually increasing the intensity, after a year I was finally able to work out at almost the same level of power and focus as before my injury. It took two years for me to do a complete circle block with my left arm.

A year and half later, Sensei Derick Bagogloo had the wonderful opportunity of spending an extended period of time in Okinawa, Japan. Our dojo switched hands and we had three new Instructors. Six months later, I was recommended for my Shodan. Mamie and I trained hard to prepare for this ranking. During the changeover of instructors, I began teaching beginners and intermediate classes on a regular basis. I found this aspect of Uechi to be very enlightening. Showing others and explaining techniques helped reinforce Sensei Bagogloo’s teachings. This contributed greatly to my performance at the Shodan testing. We had the honor of Master Mattson attending our grading. The congratulations and compliments hat I received from everyone for my performance encouraged me to continue growing and to look forward to the knowledge that is gained by continuing to study Uechi Ryu.

Before I finish here, I just want to stress a few points. During the early stages of our martial arts training, a strong emphasis is made on the physical aspects of what Uechi Ryu has to offer. There are many times when you have feelings of giving up, feelings of frustration, weakness, dumbness and woe strike you at the oddest times of your training. These all become forgotten a little at a time when you continue your training and that feeling of accomplishment and satisfaction envelops you when you are able to move that big guy, that block, that kick or that punch. The knowledge gained by overcoming the obstacles that can take place in anything you do means you gain in the long run. My Uechi Ryu training has helped me take those experiences that I have had and helped the internal growth begin in a very positive and lasting way. This internal growth helps increase one’s understanding of the physical movements of Uechi Ryu. I believe this is where the soft side of Uechi begins to blossom. I would like to tell women that when they get beyond those challenges at the beginning stages of Uechi Ryu training, that the internal and spiritual growth that occurs is well worth all the hard work. Uechi Ryu is not only a test of strength, but also of values and respect. Uechi Ryu has also brought very significant people that have tremendously enhanced my life that maybe I otherwise would never had met. I also strongly recommend Uechi Ryu as the most realistic self-defense art a woman could learn. Remember, Uechi Ryu is effective and (if you choose it to be) quite deadly. Uechi Ryu is a very fulfilling way of life and needs more women in it to appreciate its beauty and to show its beauty.

Permanent link to this article: http://uechi-ryu.com/using-uechi-ryu-karate-training-to-help-overcome-lifes-challenges/

Aug 23 1996

Uechi-ryu Karate/Kobudo Association Proposal

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August 23, 1996

by Ron Klein

Introduction and Background

Kobudo has been an integral part of the instruction offered at the Uechi-Ryu (NAC/SOKE) dojo in Michigan for several decades. Kobudo kata and kata applications have been introduced from various Okinawan martial arts systems by different individuals. Recognition of proficiency has been demonstrated through invitation of NAC instructors to schools in Michigan and other states to conduct seminars featuring Kobudo kata and weapons applications to karate. This is in addition to students capturing awards for proficiency in Kobudo kata at regional and national martial arts tournaments.

Certification for students studying Kobudo in Michigan has been extremely difficult. There is no integral representation of Kobudo within a reasonable distance to the Uechi-ryu schools. In two cases, senior instructors have adopted sai and bo to our Uechi-kata in order to present some weapons training to their students. Aside from these two cases, there are no systems that accommodate the kata taught or the interpretations and adaptations to the unique kata practiced by the Uechi-ryu student. In one of the above cases, the proficiency of the instructor who had “invented” novel kata was so impressive that Mr. Klein promoted the instructor to the rank of Shodan in the Ryukokyku Karate and Kobudo Association (was promoted to Nidan in the system after a demonstration of Kobudo kata).

The lack of certification has caused difficulties for NAC dojo owners and senior instructors who are dedicated to the martial arts by discrimination from their own and other styles. In addition as one of our NAC instructors noted ” a knowledge of Kobudo without written proof has caused resentment from other high ranking black belts not only in Uechi-ryu but other styles.” or “…as a student of Kobudo for over 14 years, it was not until I received my Shodan (in another karate/ Kobudo style) that I had proof that I was proficient in Kobudo…..despite my teaching many students in my dojo for nearly a decade! ” It is not desirable for us (Michigan Chapter of the NAC/SOKE) to join another martial arts association to obtain certification in Kobudo which will require adapting to new kata and philosophies, that may be perhaps contrary to our own.

One option is to ignore the certification issues and simply integrate a few kata into the curriculum of individual dojo. We have done this and with the comments cited above recognize it as a first step in the evolution of a more formal association of practitioners who desire more communication, a mechanism for sharing ideas and techniques and a means for certification.

We now have approximately 230 students practicing Kobudo under the instruction of Mr. Klein , Mr. Vanderlaare and Mr. Moyle. We have been very pleased at the progress these students have made and the positive effect this practice has had on the development of their skills in Uechi-Ryu. We also recognize the historical precedent of the integral part weapons training played in the practice and development of pangainoon and Uechi-Ryu in China and Okinawa and we also recognize the increased interest of many practitioners of Uechi-ryu for traditional training in Kobudo.

Historical perspectives

The banning of swords and other weapons on the island kingdom of Okinawa was mandated following the establishment of the Second Sho Dynasty in 1477. In addition to the banning carrying swords the new king, Sho Shin, ordered the collection of all weapons which were placed under royal control at his castle in Shuri. This was necessitated to assure control of the island by the Sho dynasty following many years of political turbulence. Interestingly, this action predates the Sword Edicts of Toyotomi by approximately 100 years . It is during the Second Sho Dynasty that the native Okinawans were thought to have begun the development of open handed (weaponless) methods of fighting as well as adapting common farm and fishing tools for self-defense.

In 1609, the Japanese invaded and conquered the island. In order to maintain increasing degrees of political control severe social restrictions were enforced as well as continuing the ban on the possession of weapons by the native population. The samurai conquerors were the only residents permitted to own and carry weapons. Open handed systems, strongly influenced by interactions with Chinese martial artists were further perfected. Also simple tools of the fisherman and farmer were turned into lethal weapons for self-protection: boat oars (eiku), fish net floats (chesen kun bo), millstone handles (tuifa), top knot pints (jiwa) sickles kama), saddle stirrups (tekkos) and a variety of staffs were deadly when placed in the hands of a skill martial artist.

Recent History

Overtime, these implements were either replaced by more modern tools or simply became part of the quaint folklore and traditions of a rapidly industrializing agrarian society. However, the use of these weapons and the art of Kobudo became an integral part of the practice of martial arts on the island. Kobudo, though not formally part of karate has been inseparable from its practice and traditions. The practice of Kobudo kata and bunkai are used to enrich open handed arts by increasing physical strength, coordination, balance and grace. The weapons also are used offensively and defensively as extension of the practitioners body increasing one’s skill and awareness; they add an additional element of reality to everyday practice.

One major difference between karate and Kobudo is that the latter has not been systematized rather, emphasis has been placed on associations of practitioners who use the weapons to facilitate their own individual practice. This is usually accomplished by adopting several of the many hundred of kata now practiced on Okinawa and world-wide. Specific weapons kata have been introduced into several karate systems ( e.g. Isshin-ryu and Shorin-ryu) to enhance the student’s mental and physical training. Many dojo follow this practice and utilize weapons kata at the discretion of senior instructors who have learned the value of Kobudo training. Many instructors have requested training in traditional weapons to enrich their practice of Uechi-ryu. We have sought to meet this need in the past by individually studying a wide variety of weapons kata which we have shared among various dojo. The number of individuals and dojo requesting assistance in training in traditional weapons has increased significantly.

Proposal

We propose providing a system for recognizing the accomplishments of these individuals who have devoted time and effort to weapons training in addition to introducing and making available training in Kobudo as well as certifying the attainment of skill in these arts. We feel that the availability of a Kobudo association, sanctioned by the NAC will satisfy an unmet need of the membership to enrich their personal study and offer to their students a unique opportunity for advanced and supplemental training.

In keeping with the traditional roots of our Kobudo we have adopted the name NOFU-KOBUDO KAI . This name simply translated means Farmer’s Tools/Weapons Association and is a direct link to the historical roots of our art.
Mission Statement:

THE NOFU-KOBUDO KAI AND ITS MEMBERSHIP ARE DEDICATED TO PROVIDING A MEANS FOR THE STUDY AND DEVELOPMENT OF TRADITIONAL CHINESE/OKINAWAN KOBUDO, TO MAINTAIN AND ENCOURAGE QUALITY TRAINING AND PROFICIENCY THROUGH CERTIFICATION AS A RECOGNITION OF ACCOMPLISHMENT AND PROOF OF KNOWLEDGE AND PROFICIENCY.

The Association will be dedicated to providing:

1. Qualified instruction and training in traditional Chinese/Okinawan weapons.

2. Certification for white and black belt ranks in traditional Chinese/Okinawan weapons.

3. Support and the availability of the above to NAC/SOKE dojo as an extension and supplement to the instruction of Uechi-Ryu karate.

4. Such organization and certification to the members of the Michigan NAC/SOKE dojo and any other NAC/SOKE dojo regionally and nationally.

5. Such organization and certification to dojo of other styles that meet and satisfy the mission statement of the Association and the NAC.

Kata and Training

The kata currently practiced by the members of the NAC/SOKE are listed below. These kata have been chosen for a number of reasons, however in general they represent:

1. A broad spectrum of traditional Okinawan weapons
2. A tribute to a wide variety of individual instructors and styles encompassing the historical traditions of the Okinawan arts.
3. A wide variety of movements and forms we feel provide the student with the intellectual and physical variety essential for in depth training.
4. A wide variety of movements that represent techniques useful for self-defense situations as demonstrated by bunkai.
5. A continuity with the central principles of Uechi-ryu thus facilitating and enriching the art.

Though we list kata our members are currently practicing, we feel that it is important to recognize and incorporate weapons kata that are practiced by other NAC dojo as part of a certification program. We also recognize that Uechi-ryu is rooted in the Chinese martial arts where weapons and open handed practice are closely integrated. Thus we welcome in put as to new kata and weapons forms, regardless of the source, to be included in our listing of accepted kata. Such kata must satisfy criteria cited above. For this reason we have left the specific kata requirements for each rank open, thus permitting the student to choose kata that are relevant to his or her specific interest or which can be chosen by an instructor and adapted to the specific needs of individual students.

KOBUDO KATA (Practiced by the Michigan NAC)

KAMA
ANAKO NO KAMA
OKURYUGAWA NO KAMA-SHO

SAI
ANAKO NO SAI
TAIRA NO SAI-CHADIAN
TAIRA NO SAI-NIDAN
MATAYOSHI NO SAI
TSUKENSHITA HAKU NO SAI
HAMAHIGA NO SAI
SANCHO ZAI

TEKKO
KANEIGAWA NO TEKKO
MAYAZATO NO TEKKO

TUIFA/TONFA
SOKEN NO TUIFA
YACCA NO TUIFA
INOUYE (1SAI/1TUIFA)
MATAYOSHI NO TUNQA

BO (ROKUSHAKU BO-6 FT STAFF) OR KUN
CHUN NO KUN
SAKUGAWA NO BO SHO
SAKUGAWA NO BO DAI
KOSHIKI SAKAGAWA NO BO
SEJUN NO BO
TSUKEN NO BO

EIKU BO OR KAI (OAR)
MATAYOSHI NO EIKU (AKACHO NO EIKU)
SOKEN TSUNAGAKI NO KAI
TSUKEN AKACHO NO EIKU

JO (YONSHAKU-4 FT STAFF)
YOTOHA NO JO (RYOTOHA)

CHESEN KUN BO-SHO

JIWA (GUSHI NO JIWA)

BOKKEN GI SAN

Sai-short three pronged “swords”.
Kama-Sickle
Tuifa-milstone handle
Tekko-saddle stirrups
Eiku (kai)- skulling oar
Chesen kun bo-fish net floats
Jiwa-topknot “pin”
bokken-wooden sword

Rank Requirements and certification:

We have divided the kyu ranks into two colored belts green (Go-kyu) and brown (San-kyu). Though in Uechi-ryu most schools use a ten step kyu system, we feel this is unnecessary for kobudo training. The time in grade for kyu and dan ranks parallels the system accepted by the NAC and indicates the minimal time when a student is elegible to test for the next grade. The qualities scored for dan and kyu testing are identical to those required by the NAC. Judging of test requirements will be:

1. Sanchin spirit.
2. Timing/distance (for advanced bunkai and kata application)
3. Strength and power in the application of technique and kata
4. Accuracy and focus of the movement
5. Posture, stance and body position.
6. Technique-accurate usage and application
7. Spirit-zanchin
8. Breathing-regular and natural, not exhausting
9. Balance.
10. Economy of movement-in kata, bunkai and application
11. Knowledge of kata and past material (technical and oral, including history of kata and history and proper care of the weapon demonstrated)

Bunkai:

There are no set bunkai in nofu-kubodo. Bunkai is the demonstration of a movement or series of movements followed by its interpretation with a partner(s). Students will be expected to demonstrate the application of movements from their kata.

The testing boards for the Association will be ,except for content, identical in composition to those outlined for the NAC in the NAC handbook. The time in rank and material required for rank will be:( designations at each grade include all previous material, time in grade is minimal)

Gokyu- 1 year in grade. Kata: 1 sai, 1 bo and 1 weapon kata of choice

Sankyu- 1 year in grade. Kata: 2 sai, 1 bo,1 tuifa and 1 weapon of choice.

Shodan-1 year in grade.Kata: 3 sai, 2 bo, 2 tuifa and 1 weapon of choice

Nidan- 2 years in grade. Kata: 3 sai, 3 bo, 2 tuifa, 1 eiku,1 kama,1 jo 1 weapon of choice

Sandan- 3 years in grade. Kata: 4 sai,4 bo,2 tuifa,1 kama,1 eiku ,1 tekko,1 jo,1 chesen kun bo, 1 weapon of choice.

Yandan-3 years in grade. Kata: 4 sai,4 bo,2 tuifa,2 ac,2 tekko,1 Inouye,1 chesne kun bo, 1 kama,1 weapon of choice.

Godan- 3 years in grade. Kata: 4 sai, 4 bo, 2 tuifa,2 kala, 2 eiku, 2 tekko, 1 jo, 1 chesen kun bo, Inouye, 1 weapon of choice.

Rokudan-all above (plus enrichment of the system, history of a kata or specific weapon, introduction of a new weapon).

Permanent link to this article: http://uechi-ryu.com/uechi-ryu-karatekobudo-association-proposal/

Aug 22 1996

The Uechi Ryu Sensei

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August 22, 1996

by Jacqueline S. Blackburn

Senseis have a responsibility in their position as a teacher of Uechi Ryu. The higher the rank, the greater the expectation of a junior student of that Sensei. A Uechi Ryu Sensei must display all the skills they have learned which includes the internal, moral, and spiritual aspect as well as the physical side of Uechi Ryu. The Dojo should be treated as a sanctuary where when you cross the threshold, you have entered a place of peace, harmony and knowledge. There should be no undercurrents or inappropriate behaviour allowed to prosper and permede that sanctuary. This is a great responsibility for the Sensei. They must always keep a careful eye out so that if anything inappropriate does occur it is handled and stopped at the outset. Otherwise when a blind eye is used, the offender will think it is okay and then that behaviour will reoccur, grow and become an acceptable part of that person’s character. It should not matter what rank a person has achieved, if their behaviour is not appropriate to be a Sensei, then they should not be allowed to operate or teach in a dojo. Standards have to be maintained or the art will lose an important part of the essence that attracts people to come and learn and live.

Uechi Ryu is such a special and unique martial art. I believe that it is intended for everyone of us to find our path of harmonizing our mind, body and spirit. Senseis cannot and should not treat everyone the same as each person has their own unique need. A Sensei must develop their own internal eye so that they see where and what each student needs to be working on so that the student can develop into the best martial artist that they can be. Those who have not grown in the three aspects of Uechi Ryu can only be instructors not Senseis. Senseis encompass the three strong points of Uechi Ryu. Students who become/are Senseis should be well-trained and monitored by their own Sensei so that bad habits that slip in unobtrusively over time can be rooted out before one becomes a “bad instructor” who abuses or take advantage of the vulnerabilities of their students.

A true martial artist lives their art in their everyday life not just in the dojo. Respect for oneself is as important as the respect one must have for others whether they are lower rank, equal rank or senior rank. We have great examples of great teachers here in Uechi Ryu where Sensei George Mattson tops that list. He is an exemplary example of living Uechi Ryu day to day not just in the dojo. Students tend to adopt the manner of their immediate seniors and instructors. Being a Sensei is a tremendous responsibility and a privilege. This honor has to be earned through one’s own hard training, growth and understanding. Teaching in itself is an art and a gift that is shared with those around them. Because Uechi Ryu combines growth of the mind, spirit and body in its training, so should Sensei be made to fulfill these requirements before they begin to teach others. Otherwise, it is easy to instruct.

Above is all just my humble opinion. I believe that Uechi Ryu deserves to be taught by the best teachers it has to offer. Uechi Ryu students deserve to be taught the whole harmony of mind, body and spirit of Uechi not just the raw physical in your face part.

Jacqueline S. Blackburn, Administrative Assistant, Faculty of Architecture
Technical University of Nova Scotia, P.O. Box 1000, Halifax, NS B3J 2X4
Tel. (902) 420 – 7512 Fax: (902) 423 – 7611 email: jackie@tuns.ca

Nidan in Uechi-ryu Karate

Permanent link to this article: http://uechi-ryu.com/the-uechi-ryu-sensei/

Aug 21 1996

Memo to: All Uechi-ryu Karate Dojos in Nova Scotia and P.E.I.

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August 21, 1996

From: Dave Hunt on behalf of Sensei Mattson

Re: NAC Referee Certification

Sensei Mattson asked if I would contact all of you regarding referee certification. He would like to have your ideas and feelings towards the implementation of an official referee program. It would likely involve regular clinics in Nova Scotia to acheive referee status or different levels of proficiency. It is hoped that we could develop “sister” programs in the US and Canada which would be based on the same rules and would standardize the refereeing at all Uechi-ryu competitions including the World Championships.

Your ideas and comments are important and will contribute to the discussion regarding this topic. Please take the time to voice your opinions and write or call me as soon as possible but preferrably before March 30, 1996. When all of the feedback is collected, Sensei Mattson will have a better idea where we stand on the issue and how an official program, if desired, would be best implemented. Sensei Mattson indicated to me that he will likely be speaking about this matter to each dojo owner in the near future.

Permanent link to this article: http://uechi-ryu.com/memo-to-all-uechi-ryu-karate-dojos-in-nova-scotia-and-p-e-i/

Aug 20 1996

Master Degree Thesis Section

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August 20, 1996

Teaching Martial Arts at the College and University Level
by Joan Neide, Ed.D.
Department of Health and Physical Education California State University, Sacramento

Teaching the martial arts at the university and college level can be a very rewarding experience. The majority of students are eager, excited to try new things, and even though not all are the typical college age, 18-23, they definitely are young in heart and spirit. The downside of the experience is that classes are limited to a specific time slot and the population is transient. That is after one semester is a martial arts class they move on to other courses or graduate and move out of the area. A few will come back semester after semester, but these are limited to the very dedicated.

There are two basic ways to teach martial arts in higher education, through the physical education department or via the student run recreation and club associations. The following paper offers some advice on how to teach martial arts at the college and university level. Each university or college will have its own specific criteria, but hopefully the following advice can get you started.

Physical Education Department

Physical education departments are designed to offer an academic area of study concerned with the art and science of movement. They normally will offer a Bachelor of Science Degree in areas such as teaching, exercise science, dance, and athletic training. Physical Education departments also offer activity courses to undergraduate and graduate students which in many cases fulfill college graduation requirements. The activity area can be extensive with typical offerings such as softball, tennis, swimming, and in some cases skiing, sailing, and rock climbing. Course offerings depend on faculty expertise, facilities, and budget.

It should be noted that it is not advisable to approach the athletic department at your local college. The mission of an athletic department at a university is very different than physical education. Physical education is an academic department offering a major subject area toward a degree. The athletic department mission is typically to oversee the intercollegiate sports programs. In other words the athletic department services, the athletes and the competitive side of sports. The physical education department provides a teaching and learning environment and is not limited to sports, but will also include exercise science, athletic training, and teaching.

The martial arts have become a very popular course offering at colleges throughout the United States. From the physical education department point of view they provide students with an alternative from the typical offerings and yet provide all the physical and mental attributes that a quality physical education course should provide. Economically they are inexpensive to run, because equipment is minimal, and space is limited to an open and sometimes matted room. They also are popular with students and full enrollment is virtually guaranteed.

Approaching the Physical Education Department

The time to approach a physical education department is the beginning of the semester prior to when you would like to begin teaching. University departments can not just willy nilly place a course in its offerings. Each department must go through its own procedures. Class offerings typically are finalized 4-5 months before an actual class begins. New courses can require as much as a year’s lead time due to the need for university approval, facility scheduling, assigning of teachers, printing of schedules for distribution, and other budgetary consideration.

Typically a new course can be offered as an experimental course for one year and forego the lengthy paper trail, but to become a permanent course requires time. The course first must be presented by a faculty member to a departmental level curriculum committee. It then proceeds to a school level committee which studies the financial impact the course will have on the school and finally it may have to be approved by the president of the college. As mentioned above this process can take as long as a year to complete.

If you are lucky and martial arts classes are already being offered and they are not labeled as a specific style you can be hired to teach your own system without following the previously mentioned steps.

Applying for a teaching position

A typed cover letter and a resume is the best way to approach the Physical Education department chair. Your resume should follow a standard format. (Please note: Information on resume writing is available at any public library) the cover letter in general should state your reasons for wanting to teach martial arts, highlight your expertise in the field, and also your teaching effectiveness.

Please see enclosed sheet on skills for effective teaching. Read this carefully before going to an interview. Knowledge of how to be an effective teacher will be invaluable during your interview with the hiring committee and/or departmental chair.

Your cover letter also should highlight your knowledge of classroom management, safety procedures, a variety of teaching strategies, and your ability to evaluate students fairly and objectively.

Justifying a class in the martial arts is also something that should be articulated in your cover letter. For example, martial arts provides an opportunity for all students to participate in an activity that will contribute to an active and healthy life style. It helps student develop and maintain locomotion and nonlocomotor skills, as well as, a positive self-image. They also learn appropriate social behaviors by working independently and with others during a class period.

Another point that should be emphasized in a cover letter is the contribution the martial arts can have in the understanding and development of multiculturalism. This aspect of the martial arts is very important to stress. In our very diverse population the martial arts serve as a “window of understanding” to the Asian culture.

Certificate of Expertise

Physical education departments in the past usually have required a college degree in order to teach. Today, however, certificates of expertise from reputable organizations are typically accepted in lieu of a college degree. You should secure a teaching certificate from your martial arts association or, minimally, present your black belt certificate. The certificate must be legitimate and will in most cases be verified by the university.

Letters of Recommendation

Letters of recommendation do not have to be sent with the cover letter and resume, but they will be requested if you are being considered for a teaching position. Your letters of recommendation should be carefully selected. They should be from reputable people in the community and/or other legitimate martial arts schools. A recommendation that highlights your effectiveness as a teacher from a parent whose son or daughter you have taught is a Plus. If this Parent is well known and has a positive reputation in the community, it will be of even greater benefit.

Volunteering

Another way to get Started teaching at the college and university level is to Volunteer to assist another teacher who is already established as a martial arts instructor. You might have the expertise to assist in weapons, judo falls, conditioning, to name just a few. By assisting in a class you gain college experience and hopefully the recommendation of the instructor. This can lead to a position for you.

Employed

Once employed by the physical education department you will be considered as adjunct faculty (part-time}. This means you will be given the rights of a faculty members, i.e.- parking space, as well as be paid by the standardized part-time faculty salary scale. You probably will not receive any benefits, unless your work load is more than three or four classes. Benefits and Salary will vary greatly. You will, however, be under the school’s insurance coverage Which is an important consideration. Employment contracts can differ. Your length or service might be for one semester or you might receive a one year contract. This again depends on each college or university.

Syllabus

Once assigned to a class time you win be asked to write and distribute a syllabus to each registered student. The syllabus should contain the following information:

1. Course description
2. Course objectives
3. Course Content
4. Methodology
5. Evaluation plan
6. Required readings
7. References
8. Class Schedule (optional)

Enclosed are Sample syllabi (To be added on this site later) that are used at California state University at Sacramento The Uechi-ryu syllabus is a one credit activity course. Two sections are offered per semester with an enrollment of 3o. The course meets twice a week, 60 minutes per class, for 16 weeks. The School provides gi’s for the students

The Foundation and Practice of Asian Martial Arts class is also offered by the university. It is three credits and fulfills the requirements for a course in race and ethnicity. It is also an elective for Asian history majors. Uechi-ryu karate, tai chi chuan, and tae kwon do fulfills the required lab portion of the course.

Activity and Recreation Clubs

The second way that you might approach teaching at the college and university level is through the student- run activity and recreation clubs. on some campuses these student run organizations are formally sanctioned by the college and require certifications and requirements similar to the physical education department. on other campuses activity clubs are not as restrictive and the requirements to teach are less stringent. Nonetheless, all activity clubs will be college/university approved.

Generally all student activity based clubs are initiated and run by the students. Typically a group of students on campus will apply to the student activity/club organization to start a club.

After the club is approved and sanctioned, they will then seek out an instructor. The qualifications of the instructor are at the students’ discretion.

The students can hire the teacher of their choice and the salary is generated by dues or fund raising. The activity/club organization will provide for the students a standard university contract. contract and qualifications of the teacher will be reviewed by the activity/club organization primarily for the protection of the students.

Activity/club organizations discourage people who are not affiliated with the college from coming on campus and initiating a club without student support. These attempts can cause a potential martial art club to be restricted and/or be denied authorization by the activity/cldb organization. It is unlikely that a college or university would employ an instructor who takes this approach.

It should be noted that membership to an activity club on many campuses is not restricted to registered students. The requirement is usually that the majority of participants be registered students. Therefore you can invite people off campus to participate in your club. Remember however that university/college insurance and liability is minimal and in most cases does not exist.

Student Activity clubs-Restrictive

Activity clubs that are restricted by the college and university typically require a more extensive process for hiring. Like the physical education department they will require a formal application to be submitted as well as the resume and cover letter. Many colleges and universities will require CPR, basic first aid, and documentation of being certified as an expertise in the field.

The martial arts class, however, does not have to be formally adopted by the college as a credited activity class and therefore the time period to get one started could be less than a month. Also it would not have to adhere to the formal class schedule.

When employed by a college or university whose clubs are restrictive, the new teacher is sanctioned by the university. This means that the instructor may have minimal insurance

coverage, generated by student club dues or from the university. It would be wise to check on this personally because of the difference in each school.

Salary as mentioned above is generated from student dues or fund raising. This would be a negotiable point between the club members and the hired instructor. This differs from being hired from the physical education department which normally would have a set salary scale. checks can be issued from the club account which may be located on or off campus. cash payment at the time of service is also a norm.

Nonrestrictive Activity Clubs

Less restrictive activity clubs will not have the formal procedures mentioned above. A sanctioned committee or person will peruse the qualifications of a hired instructor, but would not set any limits. Activity club contracts between students and instructor will also be reviewed for the protection of the students.

It is very important to note that insurance coverage in nonrestrictive activity clubs will in all likelihood not exist. Just because you are working on a campus does not mean that you will have insurance coverage. AIso, the officers of the club can be liable as well as the instructor in charge.

Hopefully this information will be helpful to anyone who is interested in teaching at the University/college level. Because each school will differ, it is imperative that you understand and follow the procedures of that chosen school. Be aware of the insurance policy of the school and the teaching limitations. For example many schools will not permit sparring or allow bag work. Being prudent is the key to success at the university level. Less restrictive activity clubs will not have the formal procedures mentioned above. A sanctioned committee or person will peruse the qualifications of a hired instructor, but would not set any limits. Activity club contracts between students and instructor will also be reviewed for the protection of the students.

Hopefully this information will be helpful to anyone who is interested in teaching at the university/college level. Because each school will differ, it is imperative that you understand and follow the procedures of that chosen school. Be aware of the insurance policy of the school and the teaching limitations. For example many schools will not permit sparring or allow bag work.

Being prudent is the key to success at the university level.

Permanent link to this article: http://uechi-ryu.com/master-degree-thesis-section/

Aug 19 1996

Skills For Effective Teaching

Categories:

August 19, 1996

by Joan Neide, Ed.D.
Department of Health and Physical Education California State University, Sacramento

Course: P.E. 032 Uechi-ryu Karate

1. Plan lessons using a standard format. Objectives should be written in the psychomotor, affective, and/or cognitive domain. Activities or tasks must match objectives.

2. Establish a safe environment; have students participate in a safe environment.

3. Communicate directions and instructions clearly; teacher speaks to students only when they are quiet and all listening.

4. Quickly involve students in physical or cognitive activity at the beginning of class.

5. Tell or demonstrate to students what to do before getting equipment.

6. Establish rules or proper behavior, consequences of inappropriate behavior, and consistently enforce rules and consequences.

7. Teach and reinforce quick response to stop and go signals.

8. Use positive reinforcement to promote appropriate behavior.

9. Use humor when appropriate.

10. Teach students to be responsible for getting equipment, using it safely and correctly, and putting it back.

11. Spread out equipment for easy access.

12. Observe and scan from perimeter (back to wall); move around class to keep students on task.

13. Provide clear and directions and use appropriate planning to make smooth and quick transitions (ending one activity and beginning another).

14. Check with students for understanding and comprehension (ask a student to repeat directions or demonstrate the task).

15. Provide learning experiences that focus on curriculum topics appropriate for elementary or secondary curriculum movement concepts, skill themes, team sports, lifetime activities, and fitness. Be able to describe what a successful learner looks likes in behavioral terms. (for example, what does a “good” tennis serve looks like?)

16. Provide tasks for students that match their skill level.

17. Provide tasks that match the lesson objectives.

18. Provide the opportunity for each student to get a maximum number of appropriate practice tries.

19. Monitor students activity by moving among students.

20. Identify critical aspects of a student’s movement and make appropriate corrections comments – stays with student after getting feedback.

21. Conduct a lesson closure (less than 2 minutes); has students physically or verbally demonstrate their learning.

22. Show evidence of reflecting on teaching to include objective assessment of teaching behaviors.

23. When presented with a specific incident of inequity (gender, race, or skill level), can make an appropriate solution.

24. Shows enthusiasm toward the students and the material being covered.

25. Communicate clear expectations that learning is important.

Units: 1

Course Description:

This course examines the historical, philosophical and physical aspects of Uechi-ryu Karate. Students will be asked to learn the basic techniques and skills used in this Okinawa system as well as to develop and improve in body strength, flexibility, and coordination.

Course Objectives:

1. Students will gain an understanding and appreciation of an Okinawa martial art form that is practiced and taught internationally.

2. Students will develop and refine the basic techniques and skills used in Uechi-ryu karate.

3. Students will learn movement patterns that represent defensive fighting techniques.

4. Students will improve in overall physical condition and mental balance through active participation.

5. Students will learn the historical background of Uechi-ryu karate and the influence of Asian philosophies on its teaching methodology.

Course Content:

1. To critically examine the historical events and philosophical doctrines that have shaped the development of Uechi-ryu

2. To learn the basic blocks: circle, upper and lower blocks, and palm heel block.

3. To learn the basic strikes: front punch, back fist, knife edge, elbow strike, palm heel strike, hammer fist, one knuckle punch, and wrist strikes.

4. To learn the basic kicks: front, side, and crescent kick.

5. Students will learn the basic stances and foot movement patterns.

6. Students will experience prearranged sparring and its application in a real fighting situation.

7. Students will be introduced to formalities, kata, and the importance of learning balance, coordination and breathing techniques

Methodology:

1. lecture and demonstration

2. video tapes and readings

3. practice and application of skills

Course Regiremonts:

Please see attached sheet.

Course Evaluation:

1. Technique assessment: 90 points
2. Written assignment: 10 points

Attendance Policy:

0-2 absences, no deduction of overall grade.

3 absences, deduction of 1/2 grade on final grade (i.e. B grade will be reduced to B-)

4 absences, deduction of full grade on final grade.

5 or more absences, failure.

P.E. 3.2 Uechi Ryu Karate
Written Assigment (10 points) Due: ___________

1. Please read a book/magazine that relates to the martial arts.

Prior to reading submit name of book/magazine to instructor for approval. (see below)

2. Write a reaction paper to the book. No more than 2 pages, typed and doubled spaced.

Express your reaction to and opinions of the reading. This can include:

Discuss aspects that were interesting to you.

Points you agree with or disagree with and why.

Discuss any surprises.

Aspects of the reading that you would like to know more about.

================================================================

Please detach and submit to Dr. Neide:

NAME:___________________________________

BOOK/MAGAZINE:_________________________________

Approved______________

California State University, Sacramento Health and Physical Education
Instructor: Dr. Joan Neide
Solano 1003 ext. 5383

I. Name of Course: Foundation and Practice of Asian Martial Arts

II. Course Number: P.E.118A Uechi-ryu Karate

118B Tae Kwon Do
118C Tai Chi

III. Units: 3

IV. Course Description:

This course is designed to have students explore the ancient traditions of the Asian martial arts in conjunction with actual participation in a selected martial art course. The course asks the student to critically examine the cultural contribution of specific Asian communities such as Japan, China, and Korea, to the martial arts as practiced in the United States.

V. Course Objectives:

1. Students will gain an understanding and appreciation of an art/sport form developed in Asia that is practiced in the United States by people of various ethnic heritage.

2. Students will gain an understanding and appreciation of specific philosophical and religious elements of Asian American heritage.

3. Students will critically examine the socioeconomic framework of various Asian cultures and its influence on the development and perpetuation of the martial arts in the United States.

4. Students will trace the development of various martial arts forms and study their techniques and rationale for their specific style.

5. Students will critically examine martial arts literature, fiction and nonfiction, which compares and contrasts experiences of Asian and non-Asians in the study and practice of the martial arts.

6. Students will learn about the inclusion and exclusion of women in the practice and development of the martial arts.

VI. Course Content:

1. To critically examine Chinese Buddhism, Confucianism, and Taoism and its influence on the development of the martial arts.

2. To explore the influence of Chinese Buddhism, Confucianism, and Taoism on today’s Asian American community and on various martial art schools found in the United States.

3. To describe the relationship of Zen in relation to Buddhism specifically, swordsmanship and archery.

4. To describe how various ancient philosophical and religious elements still influence and shape the Asian American community.

5. To identify various martial arts styles from China, Japan, Okinawa, Korea, and the Philippines and to trace their origins and development to the modern era.

6. To see the similarities and differences between various Asian countries and the United States in their martial arts teaching methodology.

7. To describe the Code of the Samurai, Bushido, and its impact on Japanese martial arts as practiced in Japan and the United States

8. To examine various literary works which show the process of learning and understanding the martial arts from the perspective of non-Asian and Asian individuals.

9. To identify various women who have made a contribution to the martial arts past and present.

10. To see how various Asian cultures and American society have included or excluded women in the martial arts.

VII. Methodology:

The course will be organized into a lecture/lab experience.

Lecture/seminar – two hours per week

This component of the course will examine the historical and philosophical aspects of the martial arts. The students will be asked to critically examine various historical documents, texts, and literary works. The emphasis of this unit will be to see the ethnic and cultural diversity and similarities which shape various martial arts schools practiced in the United States. This unit also will explore the contribution and influence of the Asian communities in American society through the medium of the martial art.

Lab – two hours per week

This component will give the opportunity for students to participate in a variety of martial arts courses, including, but not limited to, Okinawa, Korean, and Chinese. This unit will allow the students to have a hands-on experience and to physically experience the teachings of the martial arts.

VII. Course Evaluation Plan

Lecture:

Written Assignments 50 points
Midterm 80 points
Final 100 points

Lab: (proposed)

Technique Assessment 80 points
Written Assignments 20 points

(Note: evaluation of lab experience is to the discretion of each instructor)

Total points possible = 330 points

Course Attendance:

It is expected that all students will attend all scheduled lectures, tests, and workouts. It is expected that all students will complete all reading assignments, tests, quizzes, and written assignments on the scheduled dates. Failure to do so will result in the lowering of grade for individual assignments.

IX. Required Texts:

Herrigel, E. (1989). Zen in the art of archery. New York: Vintage Books

Musashi, M. (1974). A Book of Five Rings. New York: Overlook Press.

Salzman, M. (1986). Iron and silk. New York: Vintage Books.

Recommended Text:

Frederic, L. (1991). A dictionary of the martial arts. Boston: Charles E. Tuttle Company, Inc.