Observations on Kata

McCarthy’s Ten Point Observations on Kata

Kata: Geometrical configurations of defensive composites. Despite their obvious anaerobic & holistic value, I do not believe that kata (by themselves) teach self-defence, but rather culminate the lessons one should have already learned. Understanding this, I would like to share ten important points we consider mandatory study for learners of Koryu Uchinadi.

Comment: I agree, the kata are merely inter-connected techniques used to teach and practice fundamental principles. 

1. Our position is that the physical culmination of animosity (manifested acts of violence) historically served as the catalyst from which early & innovative people first struggled with to develop plebeian defensive practices.

Comment: Then just say, “Manifested acts of violence.” In truth the empty hand systems did not historically serve as any type of catalyst in order to develop defensive practices but were used, at least historically for karate on Okinawa, to provide a pre-requisite to the teaching, practice and use of empty hand enhancers, i.e., weapons. In history except maybe in the cave dwellers time man or humans always gravitated toward weaponry. 

2. Identifying the varying acts of physical violence that plagued this early period most probably allowed innovative pioneers the opportunity to divide them into separate categories for the purpose of empirical observation.

Comment: I cannot perceive any relevance from this statement to the study and practice of kata. What varying acts of violence? What early period? Nothing allowed innovative pioneers but combat and violence of humans have always provided a need to create ways of stopping the threat or just destroying a threat. Throughout history it has come to me as empty-hand is a last resort when all other means are exhausted in the fight and in combat. Empty handed systems were more about communications within a tribe or group to enforce its rules, procedures and hierarchy. Hierarchal driven rules, procedures, processes and laws all come about to ensure the survival of the tribe or group and by its size all the way up to any given society. 

3. By recreating each act of violence in a safe learning environment, innovators were better able to study their habitual nature & understand them.

Comment: This is impossible, one cannot study the true nature of conflict, violence and violent conflicts in the “Safety” of a learning environment. The mere fact it is called a “Safe learning environment” constitutes rule requirements and that in and of itself changes the dynamics of conflict, violence and violent conflict. Granted, to pass down what other experienced professionals have learned in the fight, in combat or in self-defense must be taught to those without those benefits and that is done in a training environment but in truth that environment must hold reality and adrenal stress conditions as close to reality as possible limiting injuries that would make the combatant non-productive. 

4. By developing two-person drills innovators were provided with an opportunity to come into direct contact with each act of physical violence in order to develop functional responses while also discovering how to react to human error [Murphy's Law].

Comment: Two-person drills cannot put someone in direct contact with each act of physical violence. All they can do is assist the practitioners in achieving some semblance of proficiency in applying fundamental principles of martial disciplines, i.e., the fighting systems. To put someone or a set of someone’s in direct contact with acts of violence indicates they must actually go out and engage in violent acts and this is not the most productive way to teach, train and practice for the injury and death rate would be huge. 

5. Physical emulation and, the inner-drive to better ourselves, has certainly formed the foundation on which more important discoveries could continually be extrapolated & interpolated over successive generations.

Comment: Emulation of conflict, violence and violent conflicts in a training environment is practically impossible. You can only introduce a person to certain principles and effects that would be present in an actual conflict with violence, i.e., principles of achieving force and power along with the adrenal stress conditions one encounters in violent conflicts but not actual violent conflict. 

6. By removing the attacker [HAPV-side] from the two-person exercises a solo composite [i.e. a re-enactment of the application principles] remained, which ultimately became ritualized into a mnemonic tool: i.e. something used to aid the memory. 

Comment: Basics are not fighting or combat. Kata are not fighting or combat. Kumite is not fighting or combat. They are not the type of patterns that associate the field of combat into a training environment. Therefore solo practice cannot and will not achieve a mnemonic tool to associate fighting, combat or defense with its many attributes as a patter, idea or association to assist remembering some combat environment, not even to associate that training to actual applications. No one ever knows if they can get it done in combat, the fight or in defense until they are in the fight, in a defense situation or in a combat zone. As stated, most training is a type of familiarity with actual experiences in combat, a fight or in defense along with the tools that help us learn and apply principles for force and power to stop a threat at all levels but until you step up to the plate and swing away - you just don’t know. Then and only then can you start to accumulate experiences that will NOT answer the questions of the next encounter but will help you alleviate obstacles that may or may not rise up in the next encounter. It is the nature of the beast.

7. Kata (Hsing/Xing in Mandarin Chinese) unfolded from (Chinese) innovators linking together mnemonic tool. By linking together solo composites into signature configurations those pioneers developed abstract forms of human movement with wonderfully holistic overtones. Not only culminating the defensive lessons already imparted the abstract forms could be embraced at various levels of intensity, depending upon the learner's individual prowess, as unique methods of nurturing physical fitness and mental well being ... a from of moving Zen.

Comment: The effort and results of linking solo techniques or combinations into a configuration indicates a set patter when in violent encounters the only pattern is the chaos of fighting or violent acts. Again, this is why such things create false ideas and theories in non-experienced students who become non-experienced teachers where false information and false practices propagate down the line only to be discarded when the rubber hits the road that usually means a lot of gravely injured and/or dead people indicate things are not right. Most of what is described is good in creating healthy and fit bodies along with stronger minds for self-confidence, etc. rather than direct connections to actual experiences in a fight, in combat or when defending with physical force. It is an attempt to cross the great divide from training to actual violent conflict with ideas and theories that usually have nothing to do with combat, fighting and defense. 

8. Understanding this evolution should help make it more evident that kata, by itself, does not teach self-defense, but rather, culminate the lessons one should have already learned.

Comment: The concept and applicability of those learned lessons are in question here. Yes, it is true that kata do not teach self-defense. They teach the physical, i.e., physiokinetic principles, characteristics necessary to achieve a goal in self-defense such as proper structure and posture, etc. to generate force and power when fighting, defending or when applying empty handed combat, in combat. 

9. I believe that this art, as understood and embraced by the Uchinanchu (Okinawan people), was never a cohesive or coherent practice during Okinawa's old Ryukyu Kingdom. At the turn of the 20th century innovative pioneer, Itosu Ankoh, brought various embryonic practices out from behind the closed doors of secrecy, synthesized and simplified them into a single practice and introduced it to the school system: see note below. With kata being the principal vehicle through which to drill large groups of school students, emphasis was placed upon physical fitness and social conformity, rather than on understanding what acts of physical violence its defensive applications addressed. Supported by Government-serving [DNBK] propaganda ["Budo (of which karate became a part) was the way that common men built uncommon bravery"] an entire nation was lured to such practices. In an effort to forge "bodies of steel" and compliancy, in support of Japan's war machine during that radical period of military escalation, Itosu (by mistake or design) reshaped the original practice & purpose of kata to form over function and established a modern cultural phenomenon.

Comment: This statement tends to overshadow all the others and comes closer to the actual intent, as much intent as one can determine without actually discussing that intent with Itosu sensei, of modern karate as seems plausible in truth and practice. 

10. Ponder this question, whether by mistake or design, what happens to functional application rituals if and when their original outcomes are lost or changed? Outcomes always dictate the training methods used to accomplish such goals. Change the outcomes and you'll need to change the training methods! Studying kata for many years, I was lost in what Bruce Lee described as the "Classical Mess." I wonder what Sir Winston Churchill knew about kata with his comments about mother Russia ("A riddle wrapped in a mystery inside an enigma").

Comment: Here once again the author refutes many of the earlier comments to present some greater reality from ideas and theories that cannot be substantiated in any way yet it appears to come closer to truth. 

Note: Based on older practices [i.e. Kusanku, Passai, Useishi, Chintou, Jion, Naihanchi, Chinte, Jitte, Jiin, & Seisan, etc.] Itosu Ankoh, in April of 1905, while in his mid-seventies, "Officially" introduced five reconfigured sets of mnemonics [Pinan kata] at both Okinawa's First-Junior Prefectural High School as well as the Shihan Gakko [Teacher's College] as a simplified form of human movement.

General/Overall Comment: See all then internal comments. It is apparent to me that many of the statements are hidden and disguised in words and phrases such that the novice and student make a presupposition that because of its make up and presentation it must be true, factual and relevant to practice and training. Much like trophies, patches, and other accolades used to misdirect the true intent of martial disciplines toward a more social club like emotionally driven ego and pride like interactions allowing self-soothing practices over the more dangerous and disquieting truth of conflict, violence and violent conflicts.