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Purpose: To introduce the parent and student to the art
of self defense and to the new standards of living the art will teach them.
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 Teaching
objectives:
A. To identify honesty, good sportsmanship,
and the students importance in good health and fitness in each of us.
B. To look for an honest balance of good and
bad in ourselves and mankind.
C. To learn what situations can turn
explosive and how to avoid them or to defend yourself in them with minimal
effort.
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(Sensei B.J. and his trophies)
Jujutsu has been known by several names throughout Japanese
history: taijutsu, yawara, kempo, kugusoku, kumiuchi, koshinomawan. What is
unique to the art is that one did not use brute strength to overpower an
opponent, but rather skill, finesse and flexibility. Economy of energy, balance,
and grace were the outstanding hallmarks of the good jujutsu practitioner.
Unlike the Western hand-to-hand fighter, the jujutsu fighter was expected to be
soft and pliable, winning by appearing to yield.
In classical form, during the feudal period, jujutsu was part of the bushi
training, along with archery, spearfighting, swordsmanship, horsemanship,
maneuvering, and etiquette. Its importance grew with the rise of the bushi class
after the late Heian period. Throughout subsequent periods of Japanese history
(Kamakura, 1185-1336; Muromachi, 1336-1573 into the Tokugawa period, 1603-1868)
the art became more diversified and specialized, being taught in schools (ryus).
Ryus organized around different aspects of the art, perpetuating their founders'
vision.
The schools differed in emphasis and strategy. Some specialized in throwing (nage),
others in groundwork (osae, shime, kansetsu), and others in striking (atemi). In
matters of strategy, some schools valued taking the initiative in combat while
others preferred timely reaction to an opponent's aggression. Those that
followed the principles of swordsmanship insisted on sudden, total attack.
Others preferred to neutralize the opponent's attack once it was in motion.
Given the constant state of war in Japanese feudal history, ryus tested their
vision of jujutsu on the battlefield, where the premium was on survival. The
three hundred years of peace that followed the Japanese civil wars led to a
change in the nature of the art. Under the harsh Tokugawa martial codes combats
between bushi became rarer and heavy warfare far less frequent. On the other
hand, unarmed combat became more common. The rise of the common citizen at the
end of the period required that jujutsu techniques be adapted to the needs of
everyday life.
.
Dr. Jigoro Kano, founder of modern Judo, was born in the town of Mikage in the
Hyogo Prefecture, on October 28, 1860. Shihan Kano never viewed the martial arts
as a means to display physical prowess or superiority. As a pacifist, he studied
them to find a way to live in peace with other human beings. In his youth Kano
studied Jujutsu under a number of different masters. Kano decided that Jujitsu
was to complex and to large to learn. It unified all the arts into one and he
thought it was
to much for anyone student to learn so he branched off and made the art of Judo.
Kano basically took all the throws out of Jujitsu and built his system around
three major sets
of techniques: throwing (nage waza), groundwork (katame waza) and striking (atemi
waza). The throwing techniques, drawn from the Kito ryu, were further divided
into standing (tachi waza) and sacrifice (sutemi waza) techniques. Standing
techniques included hand (te waza), hip (koshi waza) and foot (ashi waza)
throws. Sacrifice techniques include full sacrifice (ma sutemi waza) and side
sacrifice (yoko sutemi waza) throws.
Judo was taught in a well-structured process. Standing techniques were organized
into five sets ranking from less strenuous or technically difficult to more
advanced (the Gokyo no Waza). Ground and striking techniques were organized in
sets also. The sets were introduced slowly as Judokas became more proficient in
the art. Students were divided into mudansha (color belt level) and yudansha
(black belt level). Mudansha students were ranked into five classes (kyus) while
yudansha were ranked into ten degrees (dans). Ranks indicated the student's
level of expertise in the art as different techniques were introduced at each
new rank.
To complete the transition from jutsu (martial art) to Do (way of life), Kano
added a strict code of ethics and a humanitarian philosophy to his newly created
system. Kodokan instructors and students were expected from the beginning to be
outstanding examples of good character and honest conduct. Any hand-to-hand
combat outside of the dojo, public demonstrations for profit, or any behavior
that might bring shame to the school could lead to suspension or expulsion from
the Kodokan.
Kano's ultimate concern for the well-being of the whole individual and of the
community is reflected in his teaching methods and in Judo's second guiding
principle. Kano utilized four teaching methods in his dojo: randori (free
practice of all Judo technique), kata (pre-arranged forms, considered the more
technical rituals of the art), ko (his systematic lecturing), and mondo (periods
of question and answer).
Most of Judo's development took place around the turn of the century. In 1889
Kano traveled to Europe and America to promote his martial art. He would make as
many as eight trips to other continents to propagate Judo before his untimely
death at sea, on May 4, 1938.
Literally, jujitsu is the art of suppleness, flexibility, and gentleness. Judo
founder Jigoro Kano
traced the art's emergence to the period between 1600 and 1650. In its golden
age
(the late 17th to mid - 19th century) more than 700 jujitsu systems appeared in
Japan.
The vital issue in jujitsu was effectiveness in combat. Methods were
tested in duels and public competitions among members of various schools. These
encounters
were frequently lethal. Such testing not only improved weapons and ways of
employing them, but established the reputations of the survivors.
Jujitsu techniques include kicking, striking, kneeing, throwing, choking, joint
locking, holding, and tying, as well as the use of weapons. Most other systems
emphasized only one or two major techniques. Jujitsu was always a secondary
method of combat to the warrior, since he relied so heavily on his weapons.
Jujitsu's basic advantage is that its students can fight in any situation.
They can complete defenses against a stand up fight or close quarter battle.
They do everything from punches and kicks to grappling. In the history of
martial arts jujitsu has remained the dominant victor.
In 1993 Sensei L. Brock Moody was awarded by the AAJA (later renamed) KMF his
own style of jujitsu. Sensei Moody had to show the KMF 27 original moves in 14
categories to be awarded his own style. Sensei Moody found that the jujitsu
being taught was being limited. He felt like Bruce Lee, that martial art
techniques should be free from style and repetitions. He eliminated the formed
kata's and repetitive motions that they produced. They not only made the student
stale but also made him very predictable. Brock-Do-Jujitsu embraces freedom in
its essence. Because of its freedom, anyone can complete its movements. Whether
the person be big, small, heavy or skinny. In the art of jujitsu anyone person
will find a technique that is suitable to them. Brock-Do-Jujitsu techniques can
also be deployed by the handicap. There is no shame in being defeated, only
shame in being afraid to try.
Helpful hints and terms:
Brock: meaning fights like a badger.
Do: term meaning the way to enlightenment,
self realization, and understanding.
Ju: taking advantage of an opponents method
and forcing a defeat for his or her purposes.
Jujitsu: the gentle art of self defense.
Sensei: highest instructor that is
instructing the class. Usually, an instructor that has completed a Yen course.
Belt: back in history, the belts were
colorless and never washed. They then became soiled. Through the years the
highest belt was usually the darkest. As history progressed they used colors to
describe rank then ending with black as the highest.
Chi: an energy that is generated by the
respiratory system. Martial artists use this energy to drive through an
opponent.
Ki: a persons' center of balance that they
use when moving in any direction.
Sen: a defensive decision, or thought in
life or combat.
Go-no-sen: acting on a defensive decision,
or thought that can be made in life or combat.
Sen-no-sen: making the defensive decision
and acting on that decision before the act itself ever happened.
Rules & Regulations:
This sheet must be read carefully and signed when finished by both the parent
and the student. These are some of the rules I expect out of my students at all
times with no exceptions.
1. At all times the students must and will obey the rules that his or her
parents have established for their child!
2. There will be no horse play at any time inside the dojo!
3. If the student has trouble in school, with a teacher or other classmates, the
sensei will be notified so the sensei will be aware of the parents wishes on how
they would like the matter to be taken care of. (We are here to mold your child
into what you want. Not to let him or her become a bully or to teach him or her
to disrespect their elders)
4. Absolutely no profanity!!!
5. Absolutely no drugs!!!
6. Absolutely no illegal acts of any kind will be tolerated!!!
7. If you are going to miss practice please notify the Sensei. 448-2461
8. Their will be absolutely no lieing allowed. We can not accomplish anything if
the truth is not told!!!
9. No name calling of any kind will be allowed!!!
10. The most important rule is its ok to say your having trouble doing something
but never say I can't do something.
11. Students must bow before entry of the dojo.
12. Students uniforms must be clean.
13. Students must not chew gum or candy while working out.
14. Students will never use their skills except in self defense.
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