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-   -   Article: Aiki Syntax, Part 2: Tori by Ross Robertson (http://www.aikiweb.com/forums/showthread.php?t=9307)

AikiWeb System 11-18-2005 03:52 PM

Article: Aiki Syntax, Part 2: Tori by Ross Robertson
 
Discuss the article, "Aiki Syntax, Part 2: Tori" by Ross Robertson here.

Article URL: http://www.aikiweb.com/columns/rrobertson/2005_11.html

Paul Laxon 12-03-2005 07:04 AM

Re: Article: Aiki Syntax, Part 2: Tori by Ross Robertson
 
Hi Ross,

Thanks for publishing this series of articles. Ever since I saw you demonstrate these ideas at the 2003 Aikido-L seminar in Toronto I've been wanting to ask you if you'd write a more detailed description of the concepts you had briefly talked about at that time. I was amazed at how, after talking for 10 or 15 minutes to someone who only had 3 or 4 months experience in aikido, that person was able to handle 2 attackers with relative ease.

The only other thing I'd really like you to explain is what exactly you tell the person you are preparing? How do you boil down all this information for them?

Thanks again for sharing your ideas.

Paul

R.A. Robertson 06-21-2006 12:19 PM

Re: Article: Aiki Syntax, Part 2: Tori by Ross Robertson
 
Quote:

Paul Laxon wrote:
Hi Ross,

Thanks for publishing this series of articles. Ever since I saw you demonstrate these ideas at the 2003 Aikido-L seminar in Toronto I've been wanting to ask you if you'd write a more detailed description of the concepts you had briefly talked about at that time. I was amazed at how, after talking for 10 or 15 minutes to someone who only had 3 or 4 months experience in aikido, that person was able to handle 2 attackers with relative ease.

The only other thing I'd really like you to explain is what exactly you tell the person you are preparing? How do you boil down all this information for them?

Thanks again for sharing your ideas.

Paul

Hey Paul!

Great to hear from you. For kids, I will often say something like "take whatever body part they have given you, and put in gently on the ground away from their feet. Then let go." You'd be surprised how many techniques can be described that way (so why get bogged down with endless techniques that often get in the way?).

Another example: any connection between uke's and tori's hands makes a potential "doorway." So, using katatedori as an example, if you duck under the "front door," ikkyo or sankyo results, and sometimes kaiten nage. Going through the "back door" will almost always give you shihonage. For katatekosadori the reverse is true.

So, in this case, you've essentially taught the student one thing (here's the door, walk through it) and introduced them to four or more techniques. Yes, it's still useful for them to learn the names of these forms that result, and of course they still need to practice.

But in a crisis, what would you rather have a student have to remember?

Good luck, and if you decide to experiment, let me know how it goes.

Ross


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