The Switch! - Vagabond Warriors Write-up (diary entry)

Vagabond Warriors 2.1 saw the return of some familiar faces from last year when the method was in its prototype phase. Andras Millward (wing chun and FAST Defence instructor) had previously suggested that the white board approach might be better delivered using a PowerPoint system. He was able to see how that idea had been fully embraced. Andras has since used the Vagabond Warriors approach to radically change his own personal training and the way he teaches his classes. He had this to say about last year’s seminars:

“For those of you new to Vagabond Warriors I have to add that attending a mere two VW seminars last year totally transformed my approach, attitude and content of my training and that of the students I have under my guidance. In terms of the Wing Chun club I co-instruct, gone are the jumping jacks etc. and functional, combative warm ups are in place, using exercises and ideas learnt first hand from Jamie and then devising others based on the VW criteria. The WC students love them, and the harder I push them, the bigger the smiles. Once they can breathe again. My fellow instructor has now mined his extensive repertoire of bodyweight functional exercise to balance my combat-focus with similar reactions from the students. "

The class would see further examples of how the feedback from students actively shaped the way training took place. For example, the exercise decision chart was altered during a discussion on its process. The chart looks at three different paths to improve an exercise based on the premise that the combative exercise was not realistic enough. Reasons for this might be that it would be unsafe if it was to be made any more realistic, that it is lacking in some way or that the skill level of the participants is too low. If it is a safety issue then you need to create an overlapping exercise that addresses what is missing. If it is just lacking in some way then the exercise either needs adding to or replacing altogether. If there is a skill issue holding back the realism then either the students need to be brought up to speed or the coach’s teaching method needs addressing. However, it was pointed out that sometimes an exercise that is lacking some way also might require an overlapping exercise.

This time I started the PowerPoint lecture with a description of modern teaching methods – The Hierarchy of Learning Model. This is common in most institutions, but martial arts classes generally seem to be still subscribing to a pre-1930s education model.

As per usual, the basic foundations of the Vagabond Warriors approach were addressed. This includes the C.S.I. guide, the Hierarchy of Training and the ground-up teaching model. I provided examples of top-down and ground-up approaches. The top-down model is the way most martial arts classes and associations are run. Decisions and progress are made and decided by a very small number of people at the top and then issued down through a complex hierarchy until it reaches the masses of students. The ground-up version takes its inspiration and ideas from the collective students. They feed the development of the teaching. The teacher is less of an instructor and more a coach or guide. Individual students are encouraged to think like coaches themselves.

The physical warm-up consisted of shadow boxing and sparring from cold at 30%. The various intensities of pressure had already been defined on the PowerPoint. Then the students did a series of functional fitness exercises, focusing on straight punches, hooks, uppercuts, arm-drags and double leg takedowns. They performed the technique at full power for a minute on a partner – either on pads or a model for the grappling technique – and then did the functional fitness exercise designed to strengthen it.

The class ran through the physical areas of quarrying tactics and principles, when pressure tested through specific sparring, and attribute training on the focus mitts. A key theme, again raised by a VW attendee, was to look at the way someone could handle changing their objectives. If there is one thing that VW does it is to teach students why they cross-train and to build a compass that enables them to keep on the right course. So, with both the overlapping proactive focus mitt work and the strategy one versus strategy two pressure testing, fighters were expected to switch their objective from sport to self-defence and back again. Several found this to be a real mental challenge, especially when they were tired. Back in the conference room I explained how attribute training – such as submission grappling – could provide opportunities to strike from a self-defence perspective.

This all comes from recognizing objectives. For example this video shows me sparring at half-speed and focused on self-defence. The objective here is for me to fight the person on top of me off, so that I can get to my feet. My attribute training in Brazilian jiu jitsu allowed me move into some advantageous positions from underneath. However, rather than persisting with the oma plata shoulder lock position I incidentally acquire, I opt to get to my feet and to keep striking.

The warm-down section began with shadow boxing at all ranges and with visualization - "seeing" different opponents. We then did a series of functional fitness freehand movements with a slosh tube thrown in for good measure. These included rolling to combat base, snaking on the spot, bridging and drilling double-leg takedowns. The slosh tube was passed around the group for squat and kicks and double-legs. The tube is a great piece of makeshift fucntional training equipment with its roots probably in American football or rugby training. It's good for getting fighters used to moving against unpredictable resistance. However, it probably wasn't the best piece of equipment to use for double-leg takedowns - as driving into and flipping the tractor tyre was earlier or a thick high resistance band.

Vagabond Warriors continues to be an ever progressing and evolving method for improving the ability of every individual that attends. Rather than forcing a system or style onto participants, it allows the participants to be the lifeblood of the training. Their successes and failures help shape the material and create more useful data. That is the objective. We have aims to better develop and constantly improve what is being taught out there.