"When Parents Aren't Around" - Extended Edition Part I (diary entry)

04.11.2023 With instructors and senior students briefed, today we embarked on teaching the first part of my new extended edition of "When Parents Aren't Around" seminar for Hostlebro Taekwondo Klub, Denmark. The class was filled to capacity with students from Taekwondo, the neighbouring Hostlebro Kenpo Karate school and kareteka who had travelled across Denmark, as well parents actively engaged. There is a lot to be said for the sense of community being cultivated in the practical traditional martial arts community in this wonderful country. The seminar began with a discussion on the nature of self-protection. Then we warmed up with an obstacle course of commentary walking. Here students immediately observed exit points and became aware of hazards. This organised chaotic landscape became the default for most of the action of the day. Whilst being as safe as possible with chosen soft objects, agility cones and other obstacles, it helps differentiate from the more clear, clean and open space we use for martial arts training. Whilst walking students practised self-awareness, walking with purpose, being able to suddenly stop in a balanced position and observing their surroundings (including other people).

The commentary walking was first layered with tactical escape, which was improved on each call to "Exit!" Again, a regular bugbear of mine is the bad advice and straw argument of "running away". Tactical escape is a skill that can be adjusted, adapted and scaled. Key features of the tactically escaping include keeping one's back as clear of other people and hazards as possible, and keeping one's eyes on the perceived threat. It can be performed slowly or at speed. We did both, regularly adjusting movements in to teach instant adaptations.

The next phase was to layer in jogging, running, covering, striking and sprawling. Then other external hazards were thrown in such having objects thrown from the outside by parents such as Swiss exercise balls and having the lights switched off without warning. Students were also encouraged to touch partner's backs when they moved to exits in order maintain awareness. This "warm-up" (see comprehensive self-protection exercise) was ended with the in

troduction of breathing exercises. These are useful exercises to remind an individual they are in control of their bodies and can manage their survival impulses. It brought us onto stress control as a whole and how physical exercise is a good path to handling fear as well as developing attitude. There were a couple of false finishes that taught students to move from a relaxed and calmed place to immediate tactical escapes before resuming breathing exercises. After a reading on understanding fear from my book, "When Parents Aren't Around", we discussed defining a good attitude and why it is the driving force behind all effective self-protection. Linked the previous exercise, students were taught about the fight or flight response (extended to freeze, fawn and flop). Next, I read an excerpt from the book on

spotting warning signs in others. These were divided up into typically social violence warning signs that show aggression and asocial/predatory violence warning signs that are more deceptive in nature. This was followed by a game of build-up tag where students then discussed targets and strategies used in the game that relate to real-life. From here I introduced Predator versus Prey pressure testing. After three games, where students began to better appreciate all the stages of this game and what was required, we discussed what worked for prospective prey and what worked against them. An excerpt reading on general awareness was followed by a discussion and interaction centred on the Cooper Colour Code. This was connected to everyday life and the Predator versus Prey game.   https://clubbchimera.com/services/