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Technique based training is the defacto and dominant form of karate training. It is built on testable, obvious and exacting fine tuning model. It is also based on repetitive practice, i.e., a mindless repetitive practice where students and practitioners do the same, EXACT, technique over and over and over and over and over again. It also creates pre-arranged drills consisting of those same basic techniques done over and over -ad infinitum - under the guise that it actually trains toward what is referred to as, “Muscle Memory.”
When you create such things as, “Upper and Lower Basics,” and “large quantities of kata,” and “large quantities of bunkai,” and “large quantities of prearranged drills,” and “large quantities of self-defense drills,” you have a means of creating an economically based driven teaching model. It creates criteria that can be seen and heard toward “Large quantities of belts and levels and ranks.”
This all comes down to the very basics of this type of karate training, it is a business model. It has been stated that such models don’t have any value in the fight, i.e., in self-defense. I quote, “But I (the author of the quote but I do agree) can think of zero actual fighters who find this (referring to technique-based training) valuable.”
Principles-based training is rarely observed and used in self-defense or fighting or combatives because too many are stuck solid in the business models as technique-based models described above. IN PBT (principles-based-training) you really have to know and “Understand” them and you have to be able to apply then while in the grips of the monkey brain while in the grips of adrenal stress conditions of conflict and violence. Even the technique-based training would have serious issues here if that were even remotely possible for adrenal stress conditioned reality-based training models.
Look at it this way as quoted once again from a professionals perspective, “Technique-based repetitive training does lead to knowledge.” It is that knowledge business models require in order to justify and create a model that is testable and definable in the creation of requirements and a syllabus, etc., much like normal school environments teaching mathematics, sciences, etc.
In order to gain, “Understanding,” you have to acquire “Experience.” My source will say, “Play, if the games are done well, can give you a start on understanding, maybe some insight.”
Technique-based knowledge means you have to process a large quantity of things in order to act. Consider being attacked, “You first have to observe an attack is under way. Then you have to orient toward that threat. Now for that critical part, you have to ‘Decide’ on what to do.” If you have to process through a large quantity of techniques to find, “The right one,” to stop the threat then you have extended the time necessary to get to that last stage, to act by using that particular technique. Here is a rub, you will decide on just one technique or drill or maybe a combination when you enter the ACT stage of the loop and if that fails - ops, back to the decide state and a loss of more time while your attacker is demolishing you.
Now, per another quote, “Teaching in a principles-based way, one level of abstraction up is to understand that striking is just ‘Power generation, targeting, and conformation.’ If you understand it, your choices in the ‘Decide stage of the OODA loop’ just got reduced to about three choices that is a huge drop in action, reaction, and decision times with a large increase in flexibility and adaptability.” Now, don’t that just sound so damn cool?
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