Wing Chun Learning
- by David Hartmann
Learning Wing Chun is similar to learning a language. It has similar complexity. It takes a similar investment in order to become proficient. It combines the mind and the body together. Ip Man called it 'Smart boy boxing'.
In class we aim to build a strong foundation, a connected structure, with high standards. If the foundation is not there then techniques do not add significant value. If foundation is there then fighting effectiveness is there, irrespective of the techniques learnt.
Learning is holographic. As the student masters an area of learning he can then move onto something else. This is not necessarily linear. The seeds of competence in a particular movement may have been planted months ago and other things perfected in the mean time.
If students are consistent in their application they will advance. Consistent means daily practice alone and regular practice in class. We use several learning techniques in order to make sure that students advance.
Firstly the student is asked to imitate the teacher. This means that the teacher demonstrates a movement, and the student is asked to follow by looking at the movement, focusing on repeating the movement mindfully. This approach is common in martial arts learning, but has limitations. Two movements may look similar however may affect the human body in completely different ways.
Secondly the teacher explains clearly to the student the reason behind the movement, the mechanics of the movement and provides examples. This is an important part of the mental game of Wing Chun learning. Through examples the student and teacher develop a common vocabulary that allows the student to ask questions productively.
Thirdly the teacher moves the students' body in the correct way and allows the student to feel the teacher moving in the correct way. This provides reinforcement of the concepts of learning and is similar to techniques used in Alexander Technique and other physical therapy methodologies. Students gain a familiar feeling which is correct and then can work to find that feeling again while practicing alone.
Fourthly the teacher and other students 'feed' each other with physical movement and energy in sensitivity drills and by 'touching hands'. This helps the student understand what energy can come in from an opponent and how that energy can be managed, both by techniques and structure.
Finally the student is asked to explain concepts of Wing Chun to other students and answer their questions. This allows the student to reflect in different way on the consistent messages that the teacher has been giving over the months of training.
As the student learns, the teacher helps him or her build a tool box for self evaluation and self criticism. This allows practice without the teacher to be mindful and effective. Mistakes can be identified and corrected. The students of Wing Chun can develop and grow on its own.
The other students contribute to learning almost as much as the teacher. With their questions, standards and approaches they provide different mirrors through which the student can see what his or her teacher is saying. This cannot replace significant one on one time with the teacher and teacher interaction remains crucial to development.
Learning progress varies from individual to individual. Learning to stand properly, connect the knees, elbows, shoulders and hips to the ground is a life long mission. Between three and six months students start to understand the feeling of connectivity.
In the first year students focus on understanding the Siu Nim Tao and explore different elements of the Siu Nim Tao with Lop Kun and Dan Chi Sao.
- by David Hartmann
Learning Wing Chun is similar to learning a language. It has similar complexity. It takes a similar investment in order to become proficient. It combines the mind and the body together. Ip Man called it 'Smart boy boxing'.
In class we aim to build a strong foundation, a connected structure, with high standards. If the foundation is not there then techniques do not add significant value. If foundation is there then fighting effectiveness is there, irrespective of the techniques learnt.
Learning is holographic. As the student masters an area of learning he can then move onto something else. This is not necessarily linear. The seeds of competence in a particular movement may have been planted months ago and other things perfected in the mean time.
If students are consistent in their application they will advance. Consistent means daily practice alone and regular practice in class. We use several learning techniques in order to make sure that students advance.
Firstly the student is asked to imitate the teacher. This means that the teacher demonstrates a movement, and the student is asked to follow by looking at the movement, focusing on repeating the movement mindfully. This approach is common in martial arts learning, but has limitations. Two movements may look similar however may affect the human body in completely different ways.
Secondly the teacher explains clearly to the student the reason behind the movement, the mechanics of the movement and provides examples. This is an important part of the mental game of Wing Chun learning. Through examples the student and teacher develop a common vocabulary that allows the student to ask questions productively.
Thirdly the teacher moves the students' body in the correct way and allows the student to feel the teacher moving in the correct way. This provides reinforcement of the concepts of learning and is similar to techniques used in Alexander Technique and other physical therapy methodologies. Students gain a familiar feeling which is correct and then can work to find that feeling again while practicing alone.
Fourthly the teacher and other students 'feed' each other with physical movement and energy in sensitivity drills and by 'touching hands'. This helps the student understand what energy can come in from an opponent and how that energy can be managed, both by techniques and structure.
Finally the student is asked to explain concepts of Wing Chun to other students and answer their questions. This allows the student to reflect in different way on the consistent messages that the teacher has been giving over the months of training.
As the student learns, the teacher helps him or her build a tool box for self evaluation and self criticism. This allows practice without the teacher to be mindful and effective. Mistakes can be identified and corrected. The students of Wing Chun can develop and grow on its own.
The other students contribute to learning almost as much as the teacher. With their questions, standards and approaches they provide different mirrors through which the student can see what his or her teacher is saying. This cannot replace significant one on one time with the teacher and teacher interaction remains crucial to development.
Learning progress varies from individual to individual. Learning to stand properly, connect the knees, elbows, shoulders and hips to the ground is a life long mission. Between three and six months students start to understand the feeling of connectivity.
In the first year students focus on understanding the Siu Nim Tao and explore different elements of the Siu Nim Tao with Lop Kun and Dan Chi Sao.
