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).

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

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.

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.

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.

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.

by John Ray

I think that I might have some small amount of thought on this idea that may help others (and myself) to clarify the benefits of “cross training”. I have had some experience in training in very unrelated arts, for long periods, under very unrelated and quite different sensei, up to dan ranks.

In my case, I had practiced karate, on Okinawa and here for 10 years before I began another discipline in another dojo, in another country, mainland Japan. This was Aikido, which I studied for 2
years. I found it incredibly different from my experience in karate: the sensei; the physical dojo; the relationships between sensei and students, and students and students; the level of intensity; but most
of all; just the feel of the activity…. the attitude of the participants. After that (with my Shodan) and much introspection, I left that dojo and found an iaido dojo which was even more different from the karate dojo than the aikido dojo was. I have practiced this for 16 years. An iaido practice session seemed to me at the time to be nearer a meditation session, or Tai Chi, Yoga, etc…. very alien to the rough and tumble activity I had been used to. I was a beginner in each dojo. I had to consciously “unlearn” a great deal AT THE BEGINNING of each art. I had to change my muscular tension, stances, hand positions, eye contact, types of stepping and movement, rhythm, and well, for a lack of a better term, feeling. After about eight years of iaido a funny thing began to happen. I began to be complimented on certain things that I had UNCONSCIOUSLY brought into the kata… skills and attitudes I had developed primarily during my karate studies and to a lesser degree from
aikido. Certain principles that are what I now consider the fundamentals of Japanese martial arts seemed to truly enhance my iaido performance.

Six years ago, I left Japan, and while continuing iaido, began training in karate again consistently. Surprisingly, I had a much clearer image of what was going on… what was important… and what my karate sensei had tried to pass along to me: the same basic principles that had begun to seem important in iaido in just the last few years of my practice in Japan. I don’t profess to be a “master” of martial arts. That’s a western idea. However, crosstraining has definitely given me a totally different perspective on the various arts that I have studied.I didn’t begin a new art until gaining some rank in the first, in this case san dan in karate, and later, shodan in aikido. Do I think that was the best way to do it? I can say for a fact that being “mature” in karate allowed me to retain a lot of what I had learned in the face of seemingly overwhelming differences in aikido. I think that it would be very different for a beginner to train in a karate dojo, an aikido dojo, and an iaido dojo at the same time, equally.

I think the surface differences of the DIFFERENT SENSEIS would bewilder him and send him to the nearest basketball court or aerobics center. I teach now and pass both iaido and karate along to my beginning students. In my head the two different experiences have been reconciled. In the beginning, I don’t stress the differences…. on the other hand, I don’t stress the similarities. Just my attitude of their compatability is enough to ease “crosstraining tension” in my students. I think crosstraining is good. I would, however, recommend a totally different art. I’m not sure why a Shorin Ryu person would want to train in Shotokan or a jujutsu person would want to train in aikido. Most of the traditional arts are complete in their area of specialization: striking, grappling, weapons. It may just take longer to see it. Finally, if you do decide to crosstrain, either have some time and experience under your belt in one art, or find an instructor who has managed to integrate (but not as a “new” art) two or more.

Sorry this became so long. Guess I just build up to these through the months. This is based on my experience alone, as anecdotal evidence. Other opinions will be equally respected

John Ray

George sent a series of letters to me from the cyberdojo on the subject of a woman who came from an abusive relationship who cried during sparring whenever certain types of (nonsexual) contact occured. The individual in the first letter wanted to know if there was a way that a person might “train through” this response. There was a reply from Nancy Agnew – a person I have grown to respect from previous letters sent to the cyberdojo – talking about the possible permanence of this condition, and there were references made to the literature about the syndrome.

I have wanted to write about this subject for some time, and in fact I was toying with an idea for an article just last night. That article will be forthcoming. In the mean time, I would like to create a prologue by commenting on these e-mail. First, this is NOT my area of expertise. However I am reasonably educated, and I have taught well over 1000 people while a sensei at University of Virginia. Without even trying, I was exposed to this type of thing all the time. A typical scenario would be as follows. I would be teaching a beginners class and in the class I would be trying to show the application of a particular technique. I would come up with some off-hand scenario of an attack and a need for a response. I would then demonstrate how the technique worked in that situation. After class, one of my normal rituals was to sit on the steps of Memorial Gym, put my socks and shoes on, and gaze at the Star Magnolia tree in front of the gym. Suddenly a woman would sit down by me, tell me their name, talk about the class for a few seconds, and then go into “mind download” about a flashback I had triggered of a significant traumatic event in their life. This was never a “come on” – this was always very serious stuff.

My (amateur) approach would be as follows. First, I would engage in active listening. This means eye contact, occasional nods or uh-huhs, occasionally summarizing parts of what the person said and asking them if that was what they meant, and NEVER acting surprised or shocked at what I heard. I would NEVER say something like “oh yea, something like that happened to me when I…”. I would NEVER say something like “well don’t worry, these things happen” or “you’ll grow out of this”, or “I think this will make you better…”. Almost anybody can do this with a little practice, and this process has tremendous value. I will even venture to say that I have averted at least one suicide in my lifetime doing nothing more than this.

Finally, I would almost always recommend that the person seek professional help. When someone dislocates a finger in class, I tell them to get a physician to reset it. When someone shows signs of psychological injury, I also tell them to seek help.

I think its fair to say that many people who have these types of problems are suffering from something called “Post Traumatic Stress Syndome”. Many severe events in life (combat, rape, witnessing a traumatic event) can cause a range of symptoms that fall into this category. I think it is also fair to say that some people are more prone to this than others.

My (amateur) advice about the student who cried while sparring would be to see that this student sought help. A sensei could suggest that they become semi-actively involved in the therapy to the extent that the syndrome manifested itself in class. In other words, I would tell the individual to tell their counselor that I was willing to work with them in whatever way they thought appropriate. Now and then I am the one talking to a good psychologist or psychiatrist about a particular student who is having a problem and I will ask them what I can do (in addition to telling the student to get help).

I am convinced that karate sensei get a non-random population in the front door of the dojo. In some cases women and men have different motives for coming in to study karate. However I think that both women and men share the motive of overcoming some significant traumatic event in their life. Karate sensei will need to be aware of this. Good sensei learn to be sensitive, flexible, and accomodating when appropriate. Good sensei do not take a “one size fits all” approach to instruction. Good sensei also know when they are getting into an area beyond their pervue, and recognize the need to refer a person when necessary. And finally, good sensei truly like people, and care about the “whole person”.

Bill Glasheen

George has filled me in on some dialogue about the subject of “touching women” in the dojo. While reading the various letters, it occured to me that there were many interwoven issues being discussed and entertained. These issues included (but were not limited to) the following: contact between men and women during grappling, appropriate ways to touch women while performing routine correction of technique, explicit or implicit differences between the sexes in expectations or treatment, romance in the dojo, male-male vs male-female touching, intentional sexual tension for training purposes, politically correct thinking and all its social and legal consequences, context of touching, homophobia, and public perception.

I am not afraid to say that this subject scares the hell out of a lot of people. But to keep it in context, I always go back to a research study done on the characteristics of physicians who got sued. We live in a litigeous society driven by sources of capital, and this makes physicians run scared. It also keeps their malpractice premiums high – which contributes to the total cost of health care. So studies were done to try to find out if there was anything unique about those physicians who were sued. Other than the practice specialty and general incompetence, there was one other characteristic that identified the high-risk malpractice candidate – poor bedside manner (OK folks, keep the minds out of the gutter). To put it in plain terms, jerks are more likely to get sued.

So back in the dojo, there is no reason for a well-intentioned, kind person to run scared. In fact I personally believe it is unhealthy to shun the subject of sexuality altogether. Face the facts: some people intentionally enter activities like karate because they are looking for another social outlet. I am the proud papa of more than a few dojo marriages. It may not seem to be the most noble motive, but who are we to judge an individual’s motives if they harm nobody and contribute to the group? What is neded is an etiquette – explicit or implicit – by which the gentlemen and gentlewomen abide. This etiquette however must have context. A university dojo, a main street dojo, and a dojo in the church social hall will have unique populations and unique concerns.

As a sensei, a professional, and a person, I have my own rules that I live by, and I will share them here – for what they are worth. First of all, at the age of 41 I am happy to realize that I still have all the urges and interests that I had at age 17 (though not to the same degree) and I recognize the need to keep them in check. I also grew up with six sisters and so developed a perception that many never develop. Finally I was hit on enough as a teenager by members of the same sex (not my cup of tea) and so personally know what unwanted advances and unwelcome touching is all about. These and other vicissitudes of life helped me develop my personal approach.

Whenever I touch someone (and I do touch people often inside and outside the dojo) I try to put myself as a fly on the wall and question my motives. Would I be as likely to touch a male or female in the same way? What is the message and/or motive of my touch? How is it being received? Am I more likely to touch this person because of their appearance? Am I making my message or intentions clear?

My own humble opinion is that business-as-usual touching can and even must exist in the dojo. I have found that most reasonable people who are involved in sports eventually lose the phobia about their bodies, their appearance, and being touched in a way that doesn’t humiliate or demean. In fact to be a complete contrary on the subject, a very good self defense lesson was made to me one day by a former special forces sensei when he grabbed me in the crotch as a response to my attempt to throw him. I let him go, and he immediately dumped me. Ippon!

Occasionally rules must be made. I had one in my U.Va. dojo: teachers could not date or otherwise do one-on-one socializing of new students for one full semester. This allowed students of both sexes a chance to establish their worth and capabilities with their karate before they became an interest with another intent. The result – we actually kept more of the “attractive” members in the class. No surprise if you think about it.

Finally, I think the stereotype of women being harassed by oversexed indecent men may overshadow other consequences of sexuality in the dojo. I once observed what I would call a “queen bee” syndrome: a highly ranked woman popular with other highly ranked men in the dojo who drove other women out with her behavior. I’m certain that both sexes could have a free-for-all with finger wagging in that situation, but the bottom line is that this is an issue for both sexes to consider. When men and women treat each other with respect and care, there is usually little to fear.

The following post on the “CyberDojo” represents a popular concern that martial artists have regarding the practice (or I should say incorrect practice) of the Sanchin kata. Bill Glasheen then presents his views on the subject. GEM

It has long been known that dynamic tension katas were of questionable value, despite being strongly supported by those who have been taught to do them. Just as hypertension is damaging to the body over a long period of time, such artificial spiking of the vascular,cranial, and pulmonary pressures is NOT good for you and will do some damage, especially if you happen to have a predisposition to hypertension, peripheral vascular disease, or congenital vascular abnormalities (A-V malformations, aneurysms, etc). There are benefits to breathing control, but it appears physiologically that sanchin hard ibuki breathing should go the way of knuckle toughening, knuckle pushups, and straight leg situps- DON”T DO IT. If you want to work on muscular dynamics, use weight training with proper breathing control, including kata with weights for resistive exercise and balance control. For breath control and focus, it woudld be safer to use taichi style soft breathing and concentrate on centering, rather than using the extreme isometric contraaction of sanchin style forms. It is possible to focus on muscular dynamics without doing the damage that such isometric contraction produces. There are adverse effects to the heart (dysrhythmias) Lungs (increased pulmonary pressure), kidneys (transient hypertension),eyes (increased intraocular pressure). Do small amount of damafge for long enough, and the body can no longer repair itself. . Taichi has been shown to have positive health benefits, where sanchin style isometric contraction does not. Just a thought, for those who insist on doing the kata “full bore”, the body is a wonderful machine, and will adapt to most abuse, however, there are limits, and sanchin goes beyond those limits, just like straight leg situps, knuckle pushups, and traditional hand toughening. Just because Joe Blow did it and survived, doen’t make it good for you. Everyone who does knuckle toughening develops some degree of arthritis. Everyone who does isometrics does some degree of barometric damage to various organs, everyone who smokes does some damage to their lungs and heart. Do what you wish, but it is a bit like Russian Roulette, des neh? Osu

Wild Bill The Tuchuk (Khalizek of the Kur Clan) aka William H. Johnson, RN Univ of Va,Cardiac Cath Lab, Box 438-24,Charlottesville, VA 22908 whj5k@galen.med.virginia.edu

I find the previous note facinating in that it makes perfect sense, and yet in its eloquence and clarity, it demonstrates what I view as a misunderstanding in how Sanchin should be practiced. I think this gentleman is accurately describing Sanchin as he has seen it performed and as he was taught how to do it.

My qualifications: A doctorate in biomedical engineering with an emphasis in systems physiology. A dissertation on rhythms in cardiopulmonary systems, which includes quantification of how respiration affects arterial and venous pressure, heart rate, and peripheral vascular flow. Five years of research in the field of cardiology. Renshi rokudan in Uechi Ryu (one “style” of sanchin). Nidan in Shorei Kai Goju Ryu (another “style of sanchin). My humble opinions follow:

In the Uechi Sanchin

Moderate tension should exist only to hold the pelvis under, keep the abdomen firm (not hard), keep the shoulders pulled down, and keep the straightened fingers rigid. The strikes and blocks are done with focus, and with as little counter resistence as possible. Uechi Ryu is a predominantly open handed system that employs specialized strikes with pointed surfaces to vulnerable areas. Maximal efforts are not necessary. 400 lb bench press ability is not necessary. Therefore there is no need to create a breathing technique WITH the strikes as it makes no difference in the ultimate utility of the strike. Uechi stylists thus choose to “hide” the breathing by taking breaths between strikes. There are exceptions to this in the Uechi system; any pushing movements would benefit from doing an exhale with the movement as there is resistance to the movement in much the same way as there is resistance to muscles in a bench press. But the bulk of the system (and the focus of Uechi Sanchin) is application of low internal resistance, focused techniques – good relaxed and fluid movement. The Valsalva discussion is moot.

In the Goju system (from my perspective, experience, and opinion) The points of tension for the pelvic tuck, firm abdomen, lowered shoulders and firm hand are identical. However the Goju sanchin has a closed fist instead of an open, pointed hand. The hand positions are meant to be abstractions of the types of techniques done in the system. The predominant technique in Goju Ryu is the seiken (closed handed punch). The trademark technique of Uechi Ryu is the shoken (one knuckle punch). Goju’s technique allows – and to some extent requires – more total energy. Consequently the practitioner benefits from resistance training. This is done in the Goju Sanchin through its dynamic tension fist strikes. The kata was choreographed long before Olympic weights and weight training machines were invented and in common use. However the way that these activities are done can – and should – be identical. The proper breathing in Goju Sanchin and a bench press should NOT be a Valsalva maneuver (breath hold).

If one is doing a bench press with 50 pounds, IDEAL breathing would be a gentle exhale with each weight extension. There is a little value to this in that: 1) no breath holding exists which would create the Valsalva maneuver, and 2) the slightly increased intrathoracic pressure would increase blood flow to the muscles being worked. A similar situation exists in karate with a strong punch. All the same physiologic principles apply.

If one is doing a bench press with a very heavy weight, IDEAL breathing would involve a more restricted exhale. The object is not to use the epiglottis as a cork. The principle is similar to the art of pressure cooking. A pressure cooker maintains a constant internal pressure to speed the process of cooking. The pressure inside is directly proportional to the little weight that one puts over the hole. Some pressure cookers actually come with several sized weights. One might be used to cook vegetables quickly. Another might be used to tenderize stew beef. In weight lifting and karate, the amount of counterresistance to an exhale should be proportional to the amount of work that one wants to do with a motion. We don’t cork the pressure cooker because we don’t want dinner all over the kitchen. We don’t do a Valsalva maneuver in weight training or karate because we don’t want strokes, aneurisms, hernias, hemorroids, or blackouts. If I am benching my max, I perform a veritable kiai (resistance to exhale results in a very loud yell).

Goju Sanchin was designed to give us the ability to practice a tremendous dynamic range of resistance motions, and to learn how to correctly titrate the breathing resistance. Those I see practice the vein-popping muscle- rippling window-rattling sanchin are – in my humble opinion – suffering from testosterone-induced showmanship. They do impress some people. They do not impress me as being particulary enlightened. The amount of time a martial arts practitioner spends moving pianos for self defense is rare. So why spend so much time practicing something that has little application? Most smart martial artists evolve to a point where they get the job done with the LEAST amount of effort.

One final note. Everybody always talks about exhaling. Does anybody out there (with the exception of Bill Clinton) ever inhale? The nose-restricted inhale is the yin half to the epiglottis restricted (yang) exhale. Restricting an inhale LOWERS the intrathoracic pressure. This increases venous return and subsequently gives the heart more blood to pump out on the exhale. This also eliminates the cumulative negative effects of restrictive exhales. One should not be done without the other.

My conclusions: the negative effects discussed are irrelevant in the Uechi Sanchin. They are potentially there in the Goju style Sanchin, but only if done improperly.

Bill Glasheen

More from Bill Glasheen regarding Sanchin breathing. . . specifically in the Goju system:

Goju sanchin – IF PROPERLY DONE – does not involve isometric (same position) but rather isokinetic (same speed) exercise. One does not do Valsalva (breath holding), but rather slow, measured breath release. It is the exact type of breathing that one should do in the weight room, with the amount of resistance to the breath being proportional to the weight being pushed. Breath restriction on inhale gives the yin (lowered pressure) to the yang of the restricted exhale (raised pressure). And if one doesn’t “breath hold” on an isometric exercise, then that too can be safe.

Transient increases in blood pressure are a natural consequence of getting up in the morning. Everything from getting ticked in a traffic jam to doing some jumping jacks will transiently raise blood pressure. It’s sort of like having a car. One wants to rev the engine to drive it – you just want to be sure not to “red line” the engine, or drive the engine hard all the time. Plus biological systems will develop stronger engines if put through a regimen of moderate stress and then rest.

Karate, like guns, is dangerous in the hands of the ignorant. As with guns, a careless person will do more damage to oneself.

Bill Glasheen

(Note: Because of the unique nature of the “arm rubbing/pounding” conditioning exercises in Uechi-ryu, I asked one of my medical doctor students to do some research into the dangers of contracting Aids from the practice of these drills. He gave me the following information.) GEM

The cumulative epidemiologic data indicates that transmission of AIDS requires direct intimate contact with or intravenous innoculation of blood and blood products, semen or tissues. The mere presence of or casual contact with an infected person cannot be construed as exposure to AIDS. Although the theoretical possiblity of rare or low risk alternative modes of transmission cannot be totally excluded, these are not documented in the medical literature.

The major mode of transmission is sexual. Also important is intravnous transmission by shared needles. AIDS is not transmitted by casual contact, fecal-oral or airborne routes or by contaminated food or drinking water.

People are at risk of AIDs to the extent that they are exposed to blood and certain bodily fluids. The AIDS virus has been isolated from blood, semen, saliva, tears, urin, vaginal secretions, cerebrospinal fluid, breast milk and amniotic fluid but only blood and blood products, semen, vaginal secretions and possibly breast milk have been directly linked to transmissionof AIDS.

Contact with saliva, tears and sweat has not been shown to result in infection. The virus is not capatible of penetrating intact skin but infection may result from infectious material coming into contact with mucus membranes or open wounds (including inapparent lesions) on the skin.

In general the source of the virus in the body fluids other than blood is lymphocytes. All body fluids that contain lymphocytes can harbor the virus. Sweat does not contain lymphocytes.

The AIDS virus can live outside the body for up to an hour but in general survives only minutes. Fresh blood must encounter an open would in order for infection to be spread during routine exercise.

Factors included in the evaluation of risk include the type of body fluid with which there may be contact, the volume of fluid to be encountered, the probability of exposure taking place, the probable route of exposure and the virus concentration in the fluid or tissues.

If the normal routine does not involve exposure to blood or body fluids which carry the AIDS virus, (although situations can be imagined or hypothesized under which anyone, anywhere might encounter potential exposure to body fluids) but does involve handling of implements or utensils, use of public or shared bathroom facilites or telephones and personal contact such as handshaking or arm rubbing, no protective equipment is required.