Shinkyu’s Principles of Self-Defence.
Shinkyu’s self-defence curriculum has been carefully formulated. Firstly we have done countless hours of research into what are the most likely attacks our students will encounter. Then we looked at what the best solutions and defences are in these situations. Our research took us far beyond our karate background, with techniques learnt from krav maga, muay thai, judo and jiujitsu and MMA. We developed a strict set of 9 tests or principles which all of our defences must pass before we teach them.
1. Techniques/defences must be as simple as possible while still being highly effective and as reliable as possible. Complex defences will be forgotten and frequently you will lose fine motor control with the stress of a self-defence situation. Too many stages that are each in turn dependent on the previous step working is also a big danger.
2. Defences, within reason, should work against a much larger and stronger opponent.
3. Appropriate pre-release and compliance techniques should be taught as part of the release and escape defences.
4. Defences must take into account the emotional/mental state and physical toughness of the attacker. A motivated attacker is likely to endure pain, therefore pre-release and compliance techniques should be aimed at vulnerable areas that are likely to create a physiological response.
5. Defences must take into account the likely movement of an attacker and likely follow up techniques of the attacker. Their attacker may have pushed, pulled or unbalanced you from the outset. Attackers are also highly likely to follow up their initial attack. Attackers are NOT going to stand and wait for you to perform your defence.
6. Defences should start at the natural reaction position of defender.
7. Defences that presume that a defender is anticipating or ready for an attack should also be taught with an alternative solution if the attack comes as a surprise. As training advances, this should extend to situations where a defender’s first indication they are in a situation is being hit and potentially hurt.
8. Relevant follow-up techniques used to incapacitate or restrain an attacker in order to prevent second attacks should also be taught as part of the defence. Students should be taught to think when escaping and running or incapacitating or restraining is the most appropriate action.
9. Defences must be appropriate to the threat; this may require teaching several defences of varying severity along with teaching the ability to decide when is it appropriate to use them.