One day a student saw his Sensei punching a wooden post that had been thrust into the ground. The student inquired: "Sensei, what is it you're punching?"
The teacher replied: "This is a makiwara. It's a wooden board, lightly padded and thinned at the top. We use to develop our hands and technique. Come try!"
The student walked over and began striking the board gingerly. He had noticed months earlier that his instructor's hands were rough around the knuckles and that his punching power was far greater than his slight frame belied. Could this simple board be the key to his power? The student had to wonder.
"Now I want you to practice on this slowly and lightly at first. In time we'll increase the impact, but I must be certain you're technique is correct."
For a month the student struck the board deligently, feeling it bend and snap back into place. He was growing more comfortable all the time. Sadly his trip to visit his Sensei was brief and soon he flew back to his home town. Motivated and confident, the student set out to construct his own makiwara. His Sensei had given him a few tips on construction, so he felt ready.
Wandering the aisles of the local hardware store, the student noticed a similar looking board in both length and width. However, next to it was a sturdy and thick piece of oak. Certainly, the student concluded, that if the thin board had succesfully developed his Sensei's striking power that a thicker and more durable board would elicit even better results!
He bought the thick oak and planted it firmly in his backyard. Later, finding the outdoor makiwara a bit inconvenient, he decided to secure a thin foam pad to his concrete basement walls and strike that instead.
Unfortunately the student's Sensei never visited his home dojo and failed to inquire about the specifics of his makiwara practice. Perhaps such an intervention could have helped avoid the severe damage and arthritis the student would experience in later years.
More is a Tempting Proposition
The previous story is entirely fictional, however it might as well be true considering the amount of martial artists who have suffered in a similar way. Makiwara training is not inherently dangerous and can be executed safely. However, it is easily abused for the sake of quicker or more significant short term results.
The fictional student saw what his instructor had done and came to a natural conclusion that if he were to do more/harder/longer he would experience better results. This is a tempting mindset but can be very dangerous.
The classical martial arts were developed over decades (sometimes centuries) of careful analysis and adjustment. As times changed so did the specific needs of practitioners, so the arts continued to grow and evolve. Good classical arts, ones that helped practitioners defend themselves without damaging them in the process, eventually developed. Unfortunately, no matter how far back in time you look, the struggle of patience vs results and ego has always existed and tugged on exponents.
More Examples of More
Excessive makiwara training isn't the only way we as practitioners can upset proper training balance. Consider the following hypothetical scenarios:
- A teacher decides to enlogate stances so as to develop the leg muscles of students. The next generation decides that if long stances are good, even longer stances must be better. So long in fact that perhaps each student's belt should touch the ground when settling into stance.
- A student notices a fine flow that his teacher executes during freestyle practice. The student decides that flowing technique is clearly the best and sets out to eliminate all hard, impactful and linear technique.
- A practitioner attends a seminar with a known vital point fighting expert. Amazed by the effectiveness of the vital point techniques, he shifts his entire study and marketing efforts to the propogation of vital points. He decides that there must be even more to it and creates a tangled web of fact and fiction surrounding the "energy" of the arts.
- A skilled kata exponent discovers the existence of tuite and the reailty that kata can contain more than just striking. She then decides that the true application of each kata is an elaborate series of joint locks and grappling maneuvers and focuses purely on these ideas.
- After a few years of study a student realizes that his teacher has studied both a hard Japanese art and a modern style of boxing. He decides that since cross training two styles is beneficial he would study five styles, combine them, and name his own art.
These are fictional situations like the story told above, but some of them may sound familiar and ring true to your experience.
Awareness as the Solution
The trick to managing "more" is realizing that it can exist in your school and in between your ears. It has the power to affect any of us (myself included). When coming up through the ranks of Okinawa Kenpo, I was inundated with a wide variety of empty hand and kobudo kata. At certain points I distinctly remember focusing on the next set of kata I needed for testing to the exclusion of all other matters. In order to progress through kyu ranks and acquire the more "advanced" kata I fell victim to "more".
Eventually I realized what I was doing and was able to pull myself out of that collector's cycle. Even now I frequently ask myself: Where is my focus? Have I become too obsessed with a single aspect of training?
More vs Specialization
An important distinction is that "more" is not the same thing as training deligently or finding a specialty. For example, if a teacher were to decide that body conditioning was important to her and thus her students, it's logical and understandable for her to incorporate frequent conditioning drills. But if she obsesses over drills and methods that sacrifice mobility, technique, and even personal health all for the sake of increasing body hardness then she would have committed an error of disharmony in training.
When observing your art and your methods of training it's important to consider both diminishing returns and off-balance practice methods. Sometimes in your established art you'll come to notice things that help you early on but eventually become a hinderance. At those times you can explore ways to improve your technique without forgetting the value those initial methods brought.
A teacher's job is even harder, as the temptation to change things can be strong. Well meaning instructors often wish to increase the speed of student development or cut to the "no nonsense, nitty gritty harcore stuff" that took them years to figure out. Of course, they are unwittingly discarding things of high value that can ultimately result in not just a well balanced martial artist, but a deligent and humble person as well.
Good classical training is diverse and not readily understood at a glance. It challenges each student to obey faithfully and keep the system true to its roots while at the same time thinking independently and finding balance. Such a mental and physical struggle as in one of the most subtle yet lasting benefits of the old ways.