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The keyword for a success-oriented development not only in the martial arts - intent

The keyword intent has an in-depth and through going effect on the effectiveness of a martial art system, which actually is supposed to be used primarily for self-defense.

The first logical question arising in relation to this is : is there actually a martial art system which is not used for the self-defense? If the answer to this question is Yes, then the practitioner actually does not practice any martial art system to the literal sense of the term! At that, a consequent follow-through of the question formulation leads to the terming of combat sport: That, however, is used primarily for the entertainment of an audience, which is supposed to be captured by the attractivity of the tournaments in order to come back again and again .

If the above question is answered No, then the link between the term martial art system and self-defense is very close. Within self-defense the primary aspect lies in balancing risk and security. For every human being, regardless of being emotional or not, the advocated ratio between risk and security is 0% / 100% - 0 % risk and 100 % security! This ratio goes always hand in hand, meaning, that at 0 % risk there is automatically 100 % security, because if there is no risk present there is only security! From that, it can be concluded, that all movements and strategies of a martial art, that has the objective of self-defense, has to be geared towards this ratio in order to be able to cope the demand of self-defense.

Since the untrained human being does not by nature dispose of the according physical and mental tools in order to comply to the above-mentioned ratio in a violent situation, which lasts only fractions of seconds, training is necessary. This training, which must be built up from the scratch and being continued farther, however, also with a certain seriousness, in order to get closer to the ratio objective. With this, it is decisive, that the beginner is being tutored slowly, structuredly and continuously in order to give him the possibility of adapting to always new change processes. Seriousness becomes better understandable through the term "intent". Alongside of the general course of training, the term "intent" can also be broken down to the single technical aspect.

An example from the everyday life: The learning of a language. In order to be able to communicate with people of the most diverse cultures in the world, it is necessary to have mastered the respective foreign language or to have mastered at least the foreign language, that is the most widely spread one. If someone begins to learn a new language, the beginning level is not everyday conversation but simple exercises and words. Following this, it is important, in order to achieve sustainable learn effects that not to too much input is provided during each lesson in too fast time, because an information overflow will flood all information channels and cause a lockdown. The consequence for the student will be, that most of the things to learn cannot be perceived consciously. The other extreme - hardly not to put any strain on the student in order to always keep him or her in the comfort zone, is also not suitable for sustainable learn effects either, because he develops the feeling, learning is a mere playful conduct. The contents of each lesson should be provided to the student in a way, that the he feels a certain light strain for himself, but also understands, why he needs to have that strain. In regards to this, "light" means, that the instructor never exceeds more than 30 % of the mental and physical intake capacity of the preceding achievements of the student in order to keep the intake channels of the student open, so that he can further perceive and proceed new data without hinderance. Through continuous learning and training, the high objective of learning a language is the conversation on the same level as in the own mother tongue.

Taking from the above the learning model leads to the so called "cascade-learning-model": only if a new learning step has been consolidated through adaptation, it offers a new platform. The new platform then has established itself as the new comfort zone for the student, which then has again to be newly challenged by the instructor - this challenge, however, only with an exceed of not more than 30%! If this "cascade-learning-model" is continued further on and is later mentally interpolated (mathematically the simple finding of the common straight line), then a real development direction upwards will become visible. If this model is not pursued, a sideway movement on the always same level is the only option. The consideration is always valid for both levels - the mental one as well as the physical one.

How does term of "intent" relate, however, martial art training in regards to the effectiveness of self-defense? Likewise as learning a language, the beginning is done by simple physical exercises, that are based on a theoretically logical and comprising strategy. Because many aspects must be equally served in self-defense in order to warrant 100 % security, such training can not be realized overnight. As during the language training many aspects must be served, if the language skills are to be used for example in the commercial field for not making things wrong merely by misunderstandings or not understanding at all. In analogy the intent within the respective exercise should always be made transparent to the student in order to achieve a sensitivity for self-defense on the metal level.

Parallel on the physical level the intent of every single technique must be made perceivable in correlation to the "intent-orientated" execution. This puts a high demand on the instructor, because only he has the possibility to place the student constantly in his respective variance control circuit, and to raise the reference bar always further upwards through corresponding training. More simply put, this means that when the instructor does not increase the intensity of the techniques and exercises (to put "intent" of execution equally to for example the intent of making a contact) for the student when he has reached a new platform level, then there is no need for the student to adapt himself any further or change respectively. If this already happens on a low level, then the student does not have any chance for a personal development.

In everyday training, particularly in the area of self-defense without arms, scenarios are willingly used as substitute for missing necessary logical technical tools, so to give the student a feeling of security. This, however, without having previously elaborated physically meaningful tools, that have been learned with the right "intent" and having been realized in partner training as well. Through that, the student lacks the necessary foundation and has only simplest natural physical assets at his disposal, which, in order for himself to stand out in the scenario, can only be compensated in this case by possible physical superior assets.

Following this line of thought, then it is easy to understand, that constant training with arms goes hand in hand with unarmed self-defense training effectively - the fact, that targeted movements with weapons or objects are executed with the "intent" to control a possible attacker through intented energy transfer to his body, lets the awareness for "intent" on the physical and metal level be much more distinct. For example if during the unarmed training the intent to strain or hit the partner is willingly taken back (in order for example not to give his training friend any bad feelings), training with arms gets more significant. The pure self-reflection, that a violant armed assailant, even if he out of any reason whatsoever throttles himself back, can nevertheless add tremendous physical and also mental damage, lets the term "intent" become more tangible, perceptible and particularly more realistic. Particularly for oneself, in order to improve the "intent" of his training clearly.

Whichever training form - unarmed or with arms - is being done, the term "intent" defines the effectiveness of the training and is also present in everyday life: playful learning of contents hardly allow development or none at all, provided that these contents need to be sustainable and later on serve the realization of things, that are of decisive importance. In this context it is noted, that the term "playful" is rather adopted to the transition of learned skills under examination situations or in general situations "under fire (stress)". Only then will a "playful" transition in examining situations or "under fire" make the student his new achievements aware!