Continuous Improvement In Karate by Cory Searcy
Introduction
One frustrating aspect of karate training for many students is that class after class, month after month, and - in some cases - year after year their classes consist of the performance of seemingly endless repetitions of the same few techniques. For instance, one possible situation is that, after being introduced to these core techniques in the first few months of their training, the students are enrolled in a class where no additional techniques are taught and no variations to the previously introduced techniques are ever even considered. Under such a scenario, everyone, from the lowest to highest-ranking student, simply works at improving, little by little, piece by piece, each of these techniques in their most fundamental form.
While that example might seem a little extreme, it is a situation that appears more often than it should in the modern karate club. Though such training methods are not entirely without merit, opportunities for significant improvement exist. There is no question that repetition is a valuable and necessary part of any karate program. However, there should be more to that program than simply repeating over and over again a few basic techniques in their most fundamental form.
Exactly how one might go about doing that is debatable, but there are models out there that can help structure thinking on this issue. One such model is provided by the philosophy of continuous improvement.
Continuous Improvement
Continuous improvement is a concept common to many disciplines, such as process analysis and manufacturing. The first point to emphasize is that the term "improvement" implies something about the method has changed for the better. Moreover, it also implies the change is only an improvement if other aspects have not been degraded. In other words, improvement in one aspect must not come at the expense of another. These points have particular relevance to karate practice and, as such, should be kept in mind throughout the duration of this discussion.
There are generally two types of classifications that are used to describe continuous improvement in other disciplines. With some minor modifications it is possible to apply these classifications to the study of karate. The two classifications are:
· Incremental improvement · Improvement by innovation
Most karate teachers are familiar with the first concept, though they may not necessarily refer to it by that term. Unfortunately, the second concept is one that seems to be less-widely practiced amongst teachers of karate. Following a brief introduction to the relevant theory, how and why these concepts can be applied to a karate program is discussed.
Incremental Improvement
Incremental improvement is essentially the process of making something better through the accumulation of small, piece-meal improvements (Nicholas, 1998). This type of approach may be considered in the context of the old cliché "one step at a time". After all, one of the ways one might choose to attack any problem is to break it up into manageable pieces. The underlying theory behind this attitude is that eventually, great improvement will come from a series of small, incremental gains.
As it relates to karate training, it is in this concept that the rationale for extensive repetitions is provided. Undoubtedly, any technique will be at its lowest performance at the time it is first introduced to the student. Therefore, it makes sense to spend time refining that technique with the thinking being that, rather than being satisfied with the result produced on the first try, efforts must be made to continuously improve each of the techniques. In this sense, one might say the concept of improvement is synonymous with "never stop trying to get better". In doing so, the belief is that as the student becomes more familiar with the techniques, they learn what to look for and may spot opportunities for improvement that they would have missed without the experience and success of earlier years. This concept has proven to be a valid training method in karate with many students, over time, becoming extremely proficient in the performance of basic technique.
Coming back to a more direct discussion of the underlying theory regarding incremental improvement, it may be helpful to reflect on the curve illustrated in Figure 1. Depicting a standard S-curve, this type of figure is commonly used to help present a discussion on incremental improvement.
F I G U R E 1 STANDARD S-CURVE Source: Competitive Manufacturing Management. Nicholas, 1998.
As illustrated in the S-curve, at first improvement is slow, but as the idea being studied is better understood, learning accelerates and improvement consequently occurs at an accelerated rate (Nicholas, 1998). This is a concept that again has particular relevance to karate training. For example, initially, many of the movements feel awkward to those performing them. However, once the student becomes comfortable with the new movement, they are generally able to improve on it fairly quickly.
Continuing to build on the example provided by the S-curve, after a period of relatively rapid improvement, there inevitably comes a time when improvements to the technique become less and less - regardless of the amount of effort expended. In other words, only so much improvement is possible given the limitations of the individual performing the technique. No matter how much effort is put in, it will be tough to squeeze out any marked improvement after time.At some point, virtually every karate student who continues to train over some significant period of time will reach this point for one technique or another. However, exactly when they reach it can vary widely. This highlights the fact that not everyone's progress will fit a standard S-curve. An analogy to consider is that for some people the curve will be "stretched" while in other cases it will be "squeezed". What is more, progress for the same person will be different for different techniques. Though it might seem rather obvious, remember that different people progress at different rates for different things. There will always be deviations from what is considered "average". Regardless, the point to be made is that for those who stick with an activity over a long period of time, there will come a point when the top of the curve is reached.
When the top of the S-curve is reached, one way to achieve higher performance by adopting a new way (Nicholas, 1998). By moving to something fundamentally different and innovative, the performance limitations to which the existing situation is subjected are removed. This type of improvement is known as improvement by innovation. All practitioners of karate; whether they are students, teachers, or both; can add value to their training by considering this concept.
Improvement by Innovation
Improvement by innovation traditionally involves creating or implementing a completely new method of performing the required task. An industrial example of this type of improvement is the replacement of the propeller engine with the jet engine. Although both technologies at heart perform the same function, they approach the problem in a very different manner. Though there is no question that the initial change will result in some discontinuity and require substantial effort, once the new way has been adopted the process of incrementally improving the system may once again be undertaken. As a demonstration of this point, consider the illustration in Figure 2.
F I G U R E 2 DISCONTINUITY Source: Competitive Manufacturing Management. Nicholas, 1998.
This notion of improvement by innovation has relevance to karate training - but it does require some tailoring. The "innovation" as it applies to karate technique is more subtle.
Accordingly, it must be explicitly highlighted that there are some differences between continuous improvement in karate and continuous improvement in other disciplines. Whereas in other areas, the old methods would usually be significantly minimized if not totally abandoned, in karate it is critical to realize that the more "innovative" or "advanced" training practices are to be done in addition to the more "basic" ones. As noted by Jon Keeling on his website, the idea is to grow in our capabilities, not simply substitute them (Keeling, 1998). It is in this way that repetition of basic technique must be a significant part of any karate program. The fundamental techniques do not need to be completely replaced for "innovations" to occur in karate training.
However, before detailing specific examples of innovation as it applies to karate, one final clarification must be provided. The main point to be made by the whole discussion involving the two classifications of improvement is that for real continuous improvement, both forms of improvement must be actively pursued. On their own, neither is enough to ensure that anything is continuously improving. As demonstrated in the opening paragraph, a significant issue in karate training today is that the concept of improving by innovation is sometimes completely neglected in favour of unending repetitions of the fundamentals.
To help illustrate the primary weakness in the model that advocates the continuous repetition of the most fundamental techniques at the expense of all else, consider a revised version of the S-curve. In Figure 3, a pattern representing an overall S-curve can be seen if one considers that it actually consists of a series of smaller S-curves. The combination of these small, incremental improvements directed towards a common goal ultimately leads to significant improvement with respect to the initial conditions. However, in order to achieve this marked improvement, regular use of both incremental improvement and innovation was required. To use only incremental improvement would have left the system at the top of the very first small S-curve, while innovation unsupported by incremental improvement wouldn't have really gone anywhere.
F I G U R E 3 INCREMENTAL IMPROVEMENT COMBINED WITH INNOVATION Source: Competitive Manufacturing Management. Nicholas, 1998.
Consider this information in the context of karate training. During the first few months of training in most clubs, the student is often continuously introduced to material not previously seen. In fact, they might learn something they consider "new" in every class they attend. The fundamental techniques such as the basic stances, punches, blocks, and kicks offer plenty of material to keep everyone busy on the incremental improvement aspect early on.
However, after this initial burst, some students are disappointed to find that emphasis remains on this relatively small set of techniques for the remainder of their training. Under an extreme scenario, no additional techniques are introduced and no variations to the previously introduced techniques are ever even considered. They simply continue to work on improving their technique according to the incremental improvement theory - even when it becomes evident that further improvement is not occurring.
The emphasis on incremental improvement in this example is not the problem. As it is one of the two ways in which to improve, this training method is certainly of great value to any student and should therefore be a big part of any karate program - particularly in the several months immediately following the introduction of a technique. The real problem in practicing only repetition of the same basic techniques over and over again is the absence of any improvement by innovation. Neglecting this aspect of training means that the student will not reach their full potential unless they do it themselves outside of class, assuming they are even aware it needs to be done. Rather than continuing to learn throughout the entire duration of their training, they might simply continue repeating their first year of training over and over again. That is a situation to avoid.
Continuing on the assumption that the practice of endless repetitions with absolutely no innovation is a method that offers opportunity for improvement, the question then becomes: how can the overall program be improved by integrating the necessary "innovations" into the modern approach of seemingly endless repetition? Once you have bought into the concept of improvement by innovation this is a question that may answered, though considerable effort may still be required.
Fortunately, there are already many teachers who have introduced training exercises designed to help their students make the transition from "basic" to more "advanced" training. Some representative examples are provided in the next section.
Progressing From Basic To Advanced Karate Training
Many aspects of karate training can be organized according to a fairly linear progression that slowly increases in complexity. Initially, karate techniques and concepts should always be studied in their most fundamental form. This is due to the fact that during the initial stages of training, it is important that students have a defined framework to follow. Under this system, before one can move on to the more advanced training exercises, time must be spent refining the earlier ones. However, as students move from the beginning and intermediate stages of training into the advanced levels, many of the restrictions associated with these basic frameworks should begin to be removed and variations introduced.
Again, that doesn't mean the fundamental techniques are completely discarded in favour of exclusive practice of more advanced ones. Even if a student has reached the "top of the S-curve" for a particular variation of a technique, there is still maintenance work that needs to be done in order to maintain that level of performance. Remember the "innovations" to karate practice are more subtle than those in the traditional sense of continuous improvement. It is simply a question of emphasis. For instance, consider the issue of sparring. Though not a "technique" per se, it is an exercise that clearly demonstrates how karate training can - and should - evolve over time.
There are many possible ways to structure the practice of sparring in karate. Though the specific exercises may vary from style to style, club to club, and teacher to teacher, one basic breakdown of the possible variations is by the level of "cooperation" between the students. At one end of the spectrum, movements are entirely prearranged, while at the other the participants are free to use any techniques they wish. Guiding students from one extreme to the other is a task that requires substantial innovation and variations on standard fundamental form.
Many karate teachers inherently recognize that there is a level of progression to follow in the development of a student's sparring ability. For example, it is generally recognized that before one can engage in free sparring, time must be spent developing the necessary skills through exercises such as distancing, 3-step sparring, 1-step sparring, pendulum sparring, and semi-free sparring. In the context of the discussion provided earlier, each of these exercises might be considered an innovation on the previous building towards the advanced-level activity of free sparring. Introducing variations within each of these classifications can help further ease the transition from one to the other. Since these issues have been addressed by Keeling (1998), they will not be discussed in further detail here. The point is that it has already been implicitly accepted that there is a level of progression in training students to spar.
The same is true of the practice of other techniques. But while many recognize that there is a level of progression in sparring, it is not always recognized that the study of the most fundamental techniques and concepts should also evolve over time. In fact, a closer look at sparring reveals many insights into how this might occur. Consider that by the time a student begins regular practice of free sparring they are no longer performing many techniques in their most fundamental form. Examples are offered by some of karate's most fundamental elements including the use of the pulling hand concept and the use of stances.
Utilizing the Pulling Hand Concept
When performing basic blocks or strikes that utilize the arms, students are typically taught that one arm moves out to either meet the target or to intercept the attack while the other is pulled back to what is often referred to as the chamber position - either the top of the hip bone or the floating ribs. In either case, the pulling hand refers to the hand being pulled back rather than the hand that is moving out. These two actions occur simultaneously.
Particularly in the beginning and intermediate levels, the pulling hand is often considered to be essential to maximize the instigation and synchronization of large torso muscle groups that effect the technique being delivered (Ingber, 1981). In other words, it can be helpful in "getting the feeling" for how to employ concepts like hip rotation and counter rotation. This is the primary reason that the use of the pulling hand is heavily emphasized until the student reaches an advanced level.
However, during a free sparring match it is relatively rare to see the pulling hand concept employed in its most fundamental form. Since free sparring is an advanced-level activity, this is to be expected. After all, by the time a student has reached an advanced level, they should have developed an understanding of how to generate power. Under the rationale introduced in the previous paragraph, this understanding negates the necessity to always pull the hand all the way back to the chamber position. Moreover, the advanced student should recognize that there are tradeoffs in utilizing the pulling hand concept. For example, though utilizing a big pull back motion can leave the backhand in a position to deliver a very strong follow-up technique, doing so will leave that backhand in a position where it is not useful to defend or takes too long to reach the target during an offensive technique. Therefore, many people have found that it makes more sense to punch directly from the guard position when engaging in free style sparring.
But while this variation on fundamental form occurs regularly in free sparring, it is rarely practiced outside of that activity. One innovation that can be easily introduced is to simply have advanced-level students conduct some practice of individual techniques and combinations from the guard position. Again, once the student has an understanding of how to generate power, "shortcuts" can begin to be taken in the performance of most techniques. There is no reason this shouldn't be practiced outside of free sparring.
Stances
The term "stance" refers to the muscle tensions in, and the configurations of, the hips and legs. While the specific configurations of the hips and legs used varies somewhat between styles and individual clubs, utilizing these sets of defined stances in karate training can help the student gain a greater appreciation for concepts such as power, balance, and mobility. In fact, the key to understanding the use and application of stances is in finding a way in which to balance these concepts so that efficient movement and effective technique can be realized.
During the early stages of karate study, emphasis is often placed on stances that can be referred to as "long and low" - meaning that the heels are spaced a relatively large distance apart and at least one of the knees is significantly bent, thereby lowering the hips. Though often awkward to perform initially, these types of stances generally provide the student with good balance and stability as well as providing some benefits related to physical conditioning. Furthermore, the fundamental forms of stances are necessary to provide the student with a framework to follow during the beginning and intermediate stages of their training.
However, as the student progresses into the advanced levels of training, stances should be utilized less as fixed positions and more as transitional ones. That doesn't mean they can't be used in their most fundamental form, just that it is not the only possibility. Though many of the principles associated with the fundamental stances will have some use outside the practice of the fundamentals, it must be emphasized that the fundamental forms of stances are primarily intended for training purposes (Schmeisser, 1994). They will not necessarily be directly applicable outside of their use in the most fundamental forms of training.
This sentiment is clearly illustrated in the performance of free sparring. For instance, while moving around during the match, few participants will move directly from one fundamental stance to another. Rather, most participants will assume a stance that has the heels closer together and the hips higher than any of the fundamental stances. When they do appear - if at all - the fundamental stances often exist only for moments at a time, frequently at the end of a technique.
Once the student has gained an understanding of concepts associated with balance, movement, and power generation, such practices should be encouraged. Again, though it is possible to utilize the fundamental stances when engaging a freely acting opponent, they are primarily for training purposes. Although keeping the hips low and the heels widely spaced can help facilitate the performance of a well-balanced and stable stance, such positions do not always provide the required mobility.
Building on that premise, the practice and use of stances, like the other techniques, should evolve over time. During their practice of individual techniques, combinations, and partner work, advanced-level students should regularly practice and experiment with variations on the fundamental stances. Such practice is necessary to gain a greater appreciation and understanding for how to utilize stances outside the most fundamental training exercises.
It should be kept in mind that the examples given above are meant to be illustrative rather than comprehensive. There are many other possibilities. The variations discussed here are meant more as ideas to keep in mind and to help provoke thought "outside of the box" in terms of the things that might be possible once an understanding of the fundamentals has been attained. Those examples also serve to demonstrate that many possible variations are relatively simple to incorporate into any training program. However, before these "innovations" are introduced, it is important to establish a strong base on which they may be built. It should be explicitly noted that in many cases it takes several years of training before one can begin to take some of these shortcuts. That means very early in a student's training, there should be very few - if any - variations on the fundamental techniques. Substantial time must be invested in incremental improvement prior to introducing and ultimately shifting emphasis to the variations.
Conclusions
Applying the philosophy of continuous improvement to karate training can offer significant value. What it means in practice is that repetition of the fundamentals must be a significant part of any karate program. However, it also means that repetition of the fundamentals alone is not enough. Innovations to the fundamental techniques and concepts are needed to ensure that the student continues to progress over time.
One manner in which to look at this approach is to always maintain constructive dissatisfaction with the present level of performance (Besterfield, 1998). The message of continuous improvement is that there is always room to grow even after one's performance appears to have leveled off. To keep improving however, karate practitioners must not be constrained by old or existing ways of thinking. Though introducing the required innovations can be a formidable challenge, such efforts are necessary to provide the student with the best chance of realizing their full potential.
