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New soldiers begin their Combatives training on day three of Initial Military Training, at the same time that they are first issued their rifle. The training begins with learning to maintain control of your weapon in a fight. Soldiers are then taught how to gain control of a potential enemy at the farthest possible range in order to maintain their tactical flexibility, what the tactical options are and how to implement them.

The three basic options upon encountering a resistant opponent taught are: [ citation needed ]. During the graduation exercises the trainee must react to contact from the front or rear in full combat equipment and execute whichever of the three tactical options is appropriate and to take part in competitive bouts using the basic rules. The Combatives School teaches four instructor certification courses. Students of the first course are not expected to have any knowledge of combatives upon arrival. They are taught fundamental techniques which are designed to illuminate the fundamental principles of combatives training.

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The basic techniques form a framework upon which the rest of the program can build and are taught as a series of drills, which can be performed as a part of daily physical training. While the course is heavy on grappling, it does not lose sight of the fact that it is a course designed for soldiers going into combat.

It is made clear that while combatives can be used to kill or disable, the man that typically wins a hand-to-hand fight in combat is the one whose allies arrive with guns first. Subsequent courses build upon the framework by adding throws and takedowns from Wrestling and Judo , striking skills from Boxing and Muay Thai , ground fighting from Brazilian Jiu-Jitsu and Sambo and melee weapons fighting from Eskrima and the western martial arts , all of that combined with how to conduct scenario training and referee the various levels of Combatives competitions.

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Larsen recognized in the development of the Modern Army Combatives Program that previous programs had suffered from the same problems. Invariably, the approach had been to pick a small set of what were deemed simple, effective, easy to learn techniques and train them in whatever finite amount of time was granted on a training calendar. This "terminal training" approach, which offered no follow-on training plan other than continued practice of the same limited number of techniques, had failed in the past because it did not provide an avenue or the motivation for continued training.

Instead, his approach was to use the limited amount of institutional training time to lay a foundation for training around the Army. Techniques were put together in a series of simple drills so that through repetition, such as during daily physical training or as a warm-up exercise, soldiers could be expected to not only memorize but master the basic techniques.

Drills were designed to rapidly teach core concepts to students. The first and most widely taught drill is known as Drill One and is as follows:. Such drills serve many pedagogical functions.

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They instill basic movement patterns and so internalize the concept of a hierarchy of dominant positions. When used as a part of a warm-up they maximize the use of available training time, allowing instructors to review the details of the basic techniques without taking time away from more advanced training. New techniques can be taught in context, for example a new choke can be practiced every time the appropriate position is reached. They allow students of different levels to work together.

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An advanced student will not necessarily pass the guard or achieve the mount in the same way as a beginner but the drill still functions as a framework for practice. The drills also allow Combatives training to become a routine part of every soldier's day. During physical training for instance soldiers could be asked to perform the drills interchangeable with callisthenic exercises.

The most beneficial category of submission technique is the chokehold. Students are taught a variety of different chokes and are taught how a properly applied choke feels so that they know the difference between a choke that they must break or submit to immediately and one that they can safely ignore if they have an opening for a submission hold of their own. A properly applied blood choke will prevent the flow of blood to and from the brain, resulting in unconsciousness in approximately 4—10 seconds. The best known example of this is the rear naked choke. Less preferred, but also effective techniques are joint locks.

Joint locks are not the preferred method for attacking an enemy, because they do not completely disable the enemy. Joints locks do inflict large amounts of pain and can secure compliance from the enemy. This makes them especially useful in controlling opponents during crowd control operations or when someone is being clearly threatening, but the rules of engagement prohibit killing them if the opponent is easily given to surrender under pain.

If compliance cannot be secured or is not desired, the joint lock can be extended fully, breaking the applicable joint. Students are taught the difference between pain that signals a joint lock is in progress and simple discomfort. Functional Cross Training - Stewart - Book. At UC, the essence of good self-protection is threefold: Master a few well-honed personal security concepts.

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Add a realistic understanding of your enemy. Gain an understanding of fear and how you will react under pressure. Additional information Weight 0. Reviews There are no reviews yet. You may also like…. Related Products. Add to cart View Details. Share it. Bushido — Nitobe I. Alibert, Thierry Barker, Barry 1. Bloem, Jan 7. Bogsater, Sveneric 2. Cummins, Anthony 4. Emelianenko, Fedor 3. Formaggio, Alain Funakoshi, Gichin 7. Habersetzer, Roland 1.

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