AKS Quarterly Newsletter

"The Punchline Editorial"
December 2015

On behalf of the American Karate System Senior Black Belts, I would like to wish all our members and their families a wonderful Christmas and all the best in the coming New Year.  As this year comes to a close, it is a time to reflect on both our accomplishments as well as the things that we can improve on.  Looking to the past helps us plan for the future.

In 2015 we welcomed four new Black Belts from West Virginia, with more to come possibly yet this year.  Mr. Andrew Echart from Toledo put together a most impressive demonstration of forms and skills to earn his 4th Dan at this year's Summer Camp.  We watched the rise of competitors such as Kristyn Reinecke, Nicole Austin, and the Gacilic family who are the new generation of tournament champions.

Sadly, we said good bye to several of our friends in 2015.  Mr. Roger Wenzel was a respected and talented Black Belt who helped build a strong club of outstanding members in Oklahoma.  Mrs. Shannon Thomas was an early member who helped shape some of the elements during the inception of the AKS,including the naming of our newsletter.

We came together to discuss how we can continue to grow and improve our organization.  The ongoing improvements to our handbook and discussing the minimum testing age for future Black Belts.  We continue honor our foundation and refine our future.

In 2016 there will be both opportunity and challenges.  There is discussion that our West Virginia group may hold a Spring Seminar, which is always a great experience.  There are plans being worked on to open another AKS club in the Muskegon area.  We are planning on at least 5 people testing for promotion at our annual Summer Camp.  We are also discussing some major improvements to the summer camp format to make it an even better learning experience for all ranks.

So until we are back on the floor sharing in what we do best, I wish you all a wonderful holiday and an even better New Year.

Dave Thomas 8th Dan
Assistant Chief Instructor

A New Year - A New Approach

Well, it's the end of the year, and I would like to start by wishing you all a Merry Christmas and Happy New Year.

I joined the AKS while going to school at Muskegon Community College in 1975.  I had come from a Tae Kwon Do background.  When I first met Mr. Lieb, I was taking his class the fall of my first semester of college.  I enjoyed what and how he was teaching, and I noticed right away the difference in training with a style/organization that had so many members.  Not that my previous clubs weren't members of larger organizations, it mostly seemed that they were just small clubs providing training.  From club-to-club everything was similar, but different with regard to technique names, ranking procedures etc.  In 1975 the AKS seemed to really have it together.  Not only did we have it together, we were constantly trying to improve.  Since then, we have codified all of our techniques along with publishing a hand book, establishing yearly seminars and a summer camp.  All of our existing clubs are as close to teaching the same as we probably will get.  I reminisce about this because it has been a good 40 years.

Now it's 2015 and Karate is no longer at the top of everyone's to-do list.  All of our clubs and classes are smaller.  There seems to be so many other things to do.  In most business organizations that I have belonged, the motto is, "Grow or become stagnant and die."  Well, as an organization, we must do better to try to attract more students.  Here are five suggestions to help you get students in the New Year.

First, sales and advertising are the key.  Make sure you have a lot of business cards and pamphlets.  Nowadays, you can go online and design a business card using Vista prints or many other printing services.  You can get 250 cards for $10.00.  Then pass out the cards and promote your school.  Make sure your students have these cards, and pass them out on a regular basis.

Second, utilize your existing students base.  Have monthly contests to see who can bring the most friends to class.  This is especially important for the teenage and adult members of your club.  These ideas also work for children's classes, but remember that the biggest drop-out from karate is children.  Those teenage years are tough because they have too many other things to do.  Sometimes they come back as young adults, but that is rare.  Our target market should be those adults that never did but always wanted to try karate.  In this day and age of scary stuff, stress how karate training builds confidence and personal security.

Third, try running self-defense clinics that attract outsiders to your class.  If you're a member of a church or any other social organization, try introducing self-defense classes with a connection to your karate class.   Other types of clinics, such a Bully Busters could be used to attract kids to your children's classes.

Fourth, we need some of the younger Black Belts to take the initiative and go out and try teaching on their own.  This is probably the hardest to do of these suggestions.  Holding a class takes a real commitment, but without new clubs we will not grow.  So to try to start small.  Consider teaching at your house.  Most original Karate schools in Okinawa were just in someone's back yard.  Some other location ideas could be at a church or school gym.   Or maybe through area Community Education programs.  Remember, even if you are only teaching out of your garage, you still should use the previous suggestions to grow your class population.

Fifth, as you are talking to potential students, use the catch phrase, "Reality based instruction."   Somehow, because of MMA and other martial arts marketing, the public does not believe studying karate is as effective as it once was.  It's all about perception.  We all know that everything we teach is, and can be, as deadly to an opponent as any other martial art.  We just have to emphasize this to our potential customer/student.

In closing, I hope these suggestions help you to remember that we have many experienced instructors that can answer any questions you might have about training, teaching, and running a karate school.

Happy New Year!

Fred Reinecke 8th Degree AKS
Assistant Chief Instructor

You Doesn't Have To Call Me Sensei

"My name is Edmund Jude Gore.  Now you can call me Ed, or you can call me Edmund, or you can call me J, or you can call me Jude, or you can call me E Jude, or you can call me Edmund Jude; now you can call me Edmund J, or you can call me EJ, or you can call me EJG, or you can call me Gore, but you doesn't hasta call me Sensei!"  Many of you (except you young whipper snappers) will remember a comedy routine that became popular in the late 70's.  Bill Saluga created a shtick as Ray J. Johnson who became annoyed when addressed as "Mr. Johnson."

The term Sensei has several meanings.  It is often difficult to translate a foreign word or term into English and fully understand the meaning.  Sensei literally translates as "one who has gone before" or "one that was born before."  In Japan, it is appropriate to use the term for clergymen, teachers, doctors, lawyers, politicians, and other figures of authority.  In the AKS, we refer to Black Belts as Sensei.

We use the term Sensei as a sign of respect.  It's funny that many times in class when I am addressed as Sensei, I look around to see who came into to the Dojo.  Many years ago, when I first started teaching band, I had a very good student who became a close friend over the years.  He would call me Gore, not Mr. Gore, just Gore.  "Hi Gore . . . Hey Troy."  I was asked occasionally if it bothered me to be called by just my last name.  I was not.  I knew the intent behind it, because I was guilty of the same.  When I first entered college and majored in music, I was not prepared.  I was fortunate to get an instructor that was patient and willing to go the extra mile to bring me up to speed.  We became very good friends.  He was known as Dr. Milburn by his colleagues, but I called him just "Milburn."  He told me to call him Dave, but for all the years of our friendship he was "Milburn" to me.  A name or title is not as important as the intent behind it.  I have been called Mr. Gore before when some have not been very happy with me.   In fact, if your parents were like mine, when you got called by your full name, you knew you were in trouble!  My uncle even called me "Nitwit" on occasion.  I knew that it meant that I had done something stupid (hard to imagine . . . right?), but he still loved me.

I have been a student of Sensei Folsom for nearly 30 years.  We are very good friends and talk almost daily; however it took many, many years before I could call him John when speaking outside of the Dojo.  I never wanted him to think that I had any less respect or appreciation for what he has done for me by not calling him Sensei.  I study Iaido and Aikido every Tuesday (and karate when time allows) with Sensei Bill King.  We have been good friends for a long time, but I still have a difficult time addressing him as Bill outside of the Dojo.  As we leave the Dojo and get into our cars to go home (or sometimes to dinner) I will say, "Thanks Sensei" and he will reply, "Bill" for which I respond, "Okay Mr. King."

I'll admit, I am not very fond of being called Sensei.  In fact, I often get this odd feeling that the hair on my head is standing up and tingling when I'm addressed as Sensei.  Those of you that know me must admit that it is very odd indeed since I don"t have any hair on my head.  (Just remember, God only made a few perfect heads and the rest he covered with hair).  It just plain feels weird when my long time buddy Bill, or my wife, calls me Sensei in class.  I will let you know that this is definitely not the case when Sandy and I are at home.  Hmmm . . . I think I will wear my red and white belt around the house a day or two to see if that changes.  On second thought, I better not push it?   When I hear "Sensei" I think of my instructor and the instructors I have studied under and learned from: John Folsom, Bill King, Mike Sullenger, Fred Reinecke, Dave Thomas, Tom Twining, Dave Hayes, Heinrich Reimer, Frank Carmichael, and the list goes on.  I especially feel uneasy when they are present and I am addressed as Sensei.

In our karate club I am called Sensei.  That's okay and the way it should be.  I am honored and humbled when students address me as Sensei.  However, I want them to realize that I am also a student; studying and learning just like they are; no better or worse.  I am there because I want to learn and train, and I am willing to share what has been passed on to me by all the instructors (Sensei) I have had the privilege to train under.  I keep a white belt with me to remind me that I must always be open to learning from whomever is willing to share, and I know that I don't have all the answers, even though I won't admit it (please stop shaking your head yes in agreement).   So the next time you see me in Walmart or walking down the street and say, "Hi Sensei," know that I understand.   However, don't be surprised if you hear me respond, "You doesn't have to call me Sensei."

Younger Black Belts

As you all know, we have been discussing the merits of lowering the testing age of a 1st Dan Black Belt rank for almost a year now.  There has been much discussion on the merits as well as the reservations about lowering the age.  It was discussed at some length at Summer Camp and a blanket letter was sent out in August asking for our Black Belts input.

I must say, I was pleased with the response and the logic behind various individual's position.  The interesting separation came basically in two groups; instructors who had schools with children and teenagers tended to support lowering the age.  Our veteran Black Belts, a number of whom no longer teach but remain a guiding force in the AKS; want to maintain the status quo.

The breakdown is as follows:

12 votes for keeping testing at 17 years minimum
  7 votes for lowering the age under 17 years
11 votes for a written petition to the AKS Executive Board requesting special review.

Everyone that wrote me wanted to assure that in no manner should we diminish the integrity of being an AKS Black Belt.  There were a number of concerns addressed in support of 17 years minimum; maturity, physical ability, legal implications, etc.  Those supporting a younger testing pointed out that students are starting younger, the risk of losing good students who may have to wait 3-4 years before they meet the minimum age, as well as other competing styles who promote students at much younger ages than we do.

When Mr. Lieb established the Black Belt testing guidelines, he was also concerned with maturity, physical skill level and the legal implications of promoting someone that is still legally a minor.  And those of who were close to him; took great delight in how he would set strict guidelines, explain his logic at length, and then bend them when he chose.  I know of several Black Belts that tested at 16 years old.  Mr. Lieb intuitively knew his students and knew when they were ready to be a Black Belt.  He was not constrained by a date on the calendar.  He knew his students and their abilities, he was the consummate instructor.

When we promote someone to Black Belt, we as the senior Black Belts are empowering that person to teach their students to the best of their ability.  Our Black Belts teach physical skills, competitive skills, life saving skills, expanding their student's body of knowledge and world view.  We touch lives in more ways than we can imagine.  And no one knows a student's abilities better than their teacher.

I think we do a disservice when we second guess our instructors who believe they have a student that meets our testing requirements.  We either trust their judgement or we don't.  If we don't trust them, we as an organization are in trouble.

In an effort to put this issue behind us, I suggest the following, leave the minimum testing age at 17 yeas of age.  But allow an AKS Black Belt instructor the option of petitioning the Executive Board for special review of a qualified student under the age of 17.  The student would be subject to a pretest review by a member of the Executive Board who would report back to the other members if special dispensation would be accorded.

I am not suggesting that we categorically reduce the testing age, but moreover allow our instructors the latitude for recognizing the exceptional student.

I particularly like the quote by Sensei Yamashita which is #50 in our list of testing questions.  He was asked, "What have you accomplished when you earn your Black Belt?"  He replied, "You're a good student."

Let's do all we can to teach and nurture our students.

Dave Thomas 8th Dan
Assistant Chief Instructor

Do You Have Member News ?

Please send news (weddings, births, graduations, etc.) so that we may share with our members and friends.  Accompanying pictures are most welcome!

We look forward to hearing from you !

PROMOTIONS!!

Congratulations to all students who have been promoted this past quarter, and to those we've missed in prior newsletters.

Best wishes in your continued training!

Teaching Police Self-defense;
What Martial Arts Instructors Should Know!

This ariticle is the result of the class (same subject) I taught at this past year's AKS summer camp.  Several people suggested to me that I write about what I taught.  So this begins Part I of a two-part article.

Introduction

Over the years, I have been involved in discussions with fellow martial arts instructors regarding the difference in teaching police personnel, versus civilians.  During the 2015 Summer American Karate System Camp, I was asked to instruct attendees in these differences.

My back ground as a police officer covers 45 years.  In addition to this, I have 55 years of martial arts training.  I started teaching self-defense some 47 years ago as a young airman stationed at Sheppard AFB, in Texas.  Over the past three-plus decades, I've been instructing police and correctional officers various come-a-long tactics, coupled with self-defense (close quarter combat), and weapons retention.  As most readers will likely know, the focus on police use-of-force around the country has become more intense of late.  The main stream media, and various groups in our society, are quick to judge an officer's use of force before the facts have been determined; let alone the dust settling.  This rush to judgment has cost some good police officers their careers.   Sadly, we've also seen some bad cops who deserved to have the public light shined on their improper conduct.  In many cases, this failure to conduct themselves properly is the result of the officer becoming too emotionally overwhelmed by the circumstances.  When you couple the emotional nature of the job with a poor attitude and training on the part of the officer, you have a recipe for trouble.  These situations do nothing but harm the good reputations and hard work put forth by all the really good officers who serve their respective communities with honor and distinction.

Basic concepts of teaching civilians versus cops

The belief in our society regarding a person's right to self-defense goes back to the pioneer days and later cowboy era.  The fact that today all 50 states have some level of concealed carry license civilians may qualify for, further speaks to this inherent right.  The Castle Doctrine, in many states, gives people the right to stand their ground.  When a person does defense himself against an attack, they are only required to justify the force they used; regardless of whether it was with or without a weapon.   On the other hand, a police officer must write a report and describe in detail what the subject did that justified his or her actions and the level of force used.

When we teach civilians to defend themselves, we instruct them that they are allowed to use the amount of force necessary to neutralize the threat.  I have also taught them to differentiate between low level threats posed by friends or family, versus threats one might face from a stranger.  You wouldn't break someone&339;s arm for just being pushed.  On the other hand, breaking the arm would be appropriate if they attempted to assault you with a knife, club or gun.

Where a civilian would be reacting in a defensive situation; something they didn't initiate, a cop is actually the aggressor, which makes using the term "self-defense" a misnomer.  Let's say I'm arresting a guy for public intoxication.  He's standing there quietly, not trying to retreat or come at me.  I advise him he's under arrest for being drunk in public and approach him in order to escort him to my police car.  If he comes along peacefully there's no problem.  But if he tries to pull away, I must initiate further aggressive actions in order to subdue him and place him in handcuffs.  The main goal of the officer placing a subject under arrest is to get them restrained prior to transport and booking.  In the police career field, one learns very quickly you cannot trust that the individual will remain docile throughout the arrest and transport process to the jail, and subsequent booking.  There are a myriad of reasons why a person resists, or tries to evade arrest.  It's the officer's responsibility to ensure he or she uses only that force necessary to affect the arrest, detention, and transport of the individual.  The level of resistance determines the amount of force applied by the arresting officer(s).

One thing I'd like to point out. When it comes to police use of force the level of knowledge a cop has will dictate his or her response. This also holds true for civilians who train as well. By this I mean the amount of training in defensive tactics they've received. The more training an officer undergoes, the higher his level of self-confidence will be. This enhances the officer's competence to do his or her job over time. Sadly, far too many officers have the attitude that it's the department's responsibility to pay for and schedule such training. The realization, on the part of the officer, that this training will aid them in possibly surviving an attack doesn't enter into the equation. Additionally, chiefs of police are seldom able to secure enough funding through the budget process to facilitate scheduling and paying for defensive tactics training with the frequency needed for conditioned reflexes to develop, which enhances the officers self-confidence.

Another aspect I've found is the difference in a person's interest and desire to learn when they have a vested interest in doing so. What I mean by this is simple. A person who has been assaulted doesn't want to experience that again. They are motivated by the need to be prepared in the event such a situation might occur again at some point in the future. The person, who has never been attacked or assaulted in some manner, doesn't see being prepared for something that has yet to happen as important. Many would consider this an example of the person sticking his head in the sand. Among my fellow cops we have a different way of describing it. I'll let you use your imagination.

To be continued in March 2016 Punchline.