Tuesday, December 22, 2009

The Fourth Level of Forms

In my experience there are four levels of understanding forms. The first level is just being able to get through the pattern. The second level is being able to go through the pattern with appropriate speed and timing. The third level is knowing the interpretation of the moves and the meaning of the form. It is at this level that many martial artists stop. Granted, it can take a lifetime to truly understand the subtleties of the self-defense implications within the forms and I’m not suggesting that any martial artist should not continue to pursue this deeper understanding. However, reaching the fourth level of understanding, the ability to effectively teach the form to others, is often a skill that is overlooked in martial arts.

What makes being able to teach a form to others the fourth level of understanding is that it is the culmination of all of the other levels. Indeed, to be able to help a beginner to know the pattern, I’d have to know the pattern myself. To be able to help a beginner to execute the form with appropriate speed and timing, I’d have to be able to demonstrate appropriate speed and timing. Finally, to be able to demonstrate to a beginner the self-defense implications of a form, I would have to first understand them.

However, an important prerequisite for teaching is something that goes beyond what the teacher knows about the form itself. This prerequisite is, of course, effective communication skills. The best martial artist in the world would be a poor teacher if he or she could not communicate effectively. What’s tricky about teaching forms is that “effective” communication is defined solely by what helps the student to understand and this may differ from student to student. In to increase the chances that your methods of instruction will be universally effective, you need to be aware of the three main learning types: visual, auditory, and kinesthetic.

Visual learners learn by seeing. In order to cater to visual learners you may have to adjust yourself so that you are always visible to the students. If there is a significant turn in the form, you may have to move to another position so that you are still in view of the students. Kinesthetic learners learn by doing. When teaching kinesthetic learners, it helps to have assistants who can mingle with the students and make minor physical adjustments to their positions. This may mean moving their head block into a more appropriate position or putting your hand in front of them to simulate a target.

Auditory learners learn by hearing. In order to teach auditory learners you must speak slowly and clearly, at the very least; but it is more than that. Many times instructors will go through a form and uses phrases such as “turn this way,” or “do this, then this.” These phrases are as meaningless to an auditory learner as they are to a reader. Instead, use precise names of techniques and directions, either relative or absolute. For example, saying “turn ninety degrees to your left” could mean the same saying “turn and fast the windows;” one is a relative direction, the other is absolute. However, it is generally better to use relative directions since they are more generic. If a student remembers to turn left by ninety degrees then they can do that whether they’re practicing at the dojo or at home.

Since many forms have sections that repeat, it is helpful to use language that makes that obvious. For example, the Okinawan Kenpo Karate form pinan nidan has a repeated section that includes a low cross-block, a break, a kick, and two punches. The first time this combination is done, it is with the right hand on top for the cross block, the right foot does the kick, and the left hand does the first punch. Everything is the opposite for the repeat of the combination. Below are two ways these combinations can be articulated:

Method #1
1. Turn and face this way in a left foot forward front stance
2. Cross block low, right hand on top
3. Break out
4. Right leg kick, set it down in front
5. Right foot forward front stance
6. Left hand punch, right hand punch
7. Turn into a right foot forward front stance
8. Cross block low, left hand on top
9. Break out
10. Left leg kick, set it down in front
11. Left foot forward front stance
12. Right hand punch, left hand punch

Method #2:
1. Turn left 225 degrees into a left foot forward front stance
2. Cross block low, back hand on top
3. Break out
4. Back leg front kick, set it down in front in a front stance
5. Back hand punch, front hand punch
6. Turn right 90 degrees in the same stance
7. Cross block low, back hand on top
8. Break out
9. Back leg front kick, set it down in front in a front stance
10. Back hand punch, front hand punch

Both methods accurately describe the techniques, but Method #2 is more effective because it makes the similarities between the two combinations obvious by using the same words. Notice that in Method #2, numbers two through five are the exact same as numbers seven through ten, but that’s not the case for Method #1. The reason this is better for auditory learners is that they don’t have to remember whether it is the right hand then the left hand in the first combination and then the left hand then the right hand in the second combination. They can just remember: back hand punch, front hand punch; and that will be correct for both.

By understanding these simple communication tricks and using them properly an instructor can help students get to the first level of forms, but in the process elevate themselves to the fourth level.

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