The second part of CCMA’s “When Parents Aren’t Around (Teenage Edition)” is a much more physical experience. This is not a true representation of the overall self-protection philosophy, which deems the non-physical training to form 90% of training. However, in practice the large amount of soft skills data can be delivered as headers for the students and the various skills, such as adopting a proactive attitude, being situation-specific in one’s awareness, need not consume 90% of the whole 10 hour course. Therefore, although soft skills make up the majority of the first part of the course and around 50% of the time allocated to the second part of the course, in order for the intensity and nature of the physical skills to be appreciated a disproportionate amount of time is given to them.
We re-capped on the material covered in the previous half, including both soft and hard skills. There was also discussion on the various topics, which led us onto having a closer look at the reasons why we train, the Bystander Effect and the 10/80/10 Rule. The first and last of these three areas were illustrated using video footage. We used CCTV footage of an assault to demonstrate how a predator is likely to attack and how the average victim usually responds. I hope the footage helped convey the point that we make too many assumptions regarding what the average untrained and inexperienced victim might do and also how onlookers might respond. If there is a central rule running through all my self-protection training it is about taking and retaining control of any situation, and being as self-reliant as possible. The Bystander Effect was illustrated showing how a fake child abduction scenario was set up and how few people responded in all the different cases. The 10/80/10 Rule was a discussion on a phenomena described in Ben Sherwood’s “The Survivor’s Club” book. It puts it that in the average crisis incident 10% of people will panic and often do the wrong thing; 80% of people will freeze and await instructions and another 10% will respond according to their training or level of experience. I also reinforced the importance of training realistically and regularly, as you will never rise to the occasion, but default down to your level of training.
The fence was covered again using role-play. We then re-capped on pre-emptive striking, focusing on faster responses and increasing impact. The strikes were trained from different positions and then as the student transitioned through various postures. Intensity was increased throughout these exercises. We also looked at referencing a target and striking from blind spots, as well as against multiple aggressors. This section was finished with incidental combinations.
For support skills, we looked at the cover and anti-grappling. Both of these areas are covered in my new ebook, “Mordred’s Victory”. The physical side of training was completed with a “Scramble Drill” pressure test. This type of activity involves one student trying to access an exit point from their hands and knees whilst multiple attackers grapple them all at once. Although this does not replicate a real life situation – what does? – it helps build fortitude and resourcefulness under combative pressure. The student can use virtually every tactic taught in the course to fight off their attackers.
The soft skills section was completed with discussions on the First Aid, maintaining awareness (“The Double Tap”), self defence and law, and defeating “The Black Dog”. The final point can have an even more detrimental effect on an individual than an actual assault and refers to the depression and/or anxiety someone might feel following a situation.
Notes from the previous seminar: Click here
My new ebook: Click here