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           Combat Centric

Talk Forum for Military, Police, Martial Artists and Aware Citizenry interested in self-defense for moral, legal and ethical purposes.

Hock Fightin' Words Talk Forum

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 on: June 02, 2006, 10:17:02 AM 
Started by Hock - Last post by Hock
How do I become an instructor?

Various rankings in each or all the courses can be achieved in seminars and classes. Train with us and master these levels. Instructorships are available in each course, or in the CQC Group. Instructorships involve classroom training, hands-on practice and both written and physical testing in a designated camp or course.

First, pick a course:
Force Necessary: Hand! The unarmed course
Force Necessary: Stick! The impact weapons course
Force Necessary: Knife! The knife course
Force Necessary: Gun! The gun course
Close Quarter Concepts Group: (completion of the hand, stick, knife, gun
                                                levels together)
Defender!: The police/enforcement/security course
Pacific Archipelago Concepts: Materials from Indonesia, Hawaii,
                                           Japan, Philippines. Also includes
                                           Essential Filipino Martial Arts

These levels are not long, not complicated and built to be an easily digested progression. Technically everything should be in level 1! But it can't be. It has to be spaced out for this digestion.
The teaching levels are:
  > Class Organizer authorized to develop your skills with partners for advancement
  > Basic Instructor upon completing any  3 levels in a course
  > Advanced Instructor upon completing any 6 levels in a course
  > Specialist Instructor upon completing any 9 levels in a course
  > "Black Belt" Instructor upon completing Level 10. We know that in the business of teaching, one important credential among others, among the students of the world, is the accomplishment of a Black Belt. And with that? Your training/understanding truly begins. This is an old black belt adage that is and should be very true.

Finish any three levels in a course (they need not be order) and then qualify as a basic instructor. Finish and 6? Advanced. Finish any 9? Subject Matter Expert.

Much of the early testing is done at seminars as I will teach that level's material and watch a candidate perform it in amongst other students.
My typical seminars are about 14 or 15 hours over a weekend. I only plan on teaching certain themes for about 6 to 8 of these hours. The other hours I select material needed by the attendees.

Some camps are geared specifically for rank advancement. Those are the best to go to. Most seminars are just about subject matter.


 on: June 02, 2006, 10:09:29 AM 
Started by Hock - Last post by Hock
SFC is the umbrella name of my business. The courses under that umbrella have different names. What are the Force Necessary courses?

- Force Necessary: Hand! The Unarmed Combatives Course

- Force Necessary: Knife! The Knife/Counter-Knife Course

- Force Necessary: Stick! The Impact Weapon Course

- Force Necessary: Gun! The Gun /Counter-Gun Course

- CQC Group. Do all the above? You are in the Close Quarter Concepts Group.

- Pacific Archipelago Concepts: The combative essence of Pacific Islands systems. Japan, Philippines, Indonesia, Hawaii.

- Police Judo: this course is the hand, stick, knife, gun material, but geared for enforcement missions. Police need their own police-named course.) The Police Judo seminar program are presented in modules.

Be in any course, or all courses.
Take tests for ranks and instructors in one or all courses.
You can achieve the various levels out of order, like someone take college courses.
Don't take tests and just train for knowledge.


 on: June 02, 2006, 10:05:51 AM 
Started by Hock - Last post by Hock
How do I become an SFC member?

Simply attend one of my seminars.
Renew? Attend next year's seminar.
SFC membership is free.

I'd like to keep the membership free. If some weird thing happens, that might have to change, but I can't forsee it now. I don't feel like I run an "organization", more like an "alumni." When I hear the term, "martial arts organization?" I get a bad feeling in my stomach, really...deep down...don't you?


 on: November 07, 2005, 09:19:23 AM 
Started by mleone - Last post by mleone
Im in the advertising field and here are some good strategies:

1. Find the inherent drama within your offering.

After all, you plan to make money by selling a product or a service or both. The reasons people will want to buy from you should give you a clue as to the inherent drama in your product or service. Something about your offering must be inherently interesting or you wouldn't be putting it up for sale. In Mother Nature breakfast cereal, it is the high concentration of vitamins and minerals.

2. Translate that inherent drama into a meaningful benefit.

Always remember that people buy benefits, not features.
People do not buy shampoo; people buy great-looking or clean or
manageable hair. People do not buy cars; people buy speed, status,
style, economy, performance, and power. Mothers of young kids do
not buy cereal; they buy nutrition, though many buy anything at all
they can get their kids to eat -- anything. So find the major benefit
of your offering and write it down. It should come directly from the
inherently dramatic feature. And even though you have four or five
benefits, stick with one or two—three at most.

3. State your benefits as believably as possible.

There is a world of difference between honesty and believability. You
can be 100 percent honest (as you should be) and people still may not believe you. You must go beyond honesty, beyond the barrier that advertising has erected by its tendency toward exaggeration, and state your benefit in such a way that it will be accepted beyond doubt. The company producing Mother Nature breakfast cereal might say, "A bowl of Mother Nature breakfast cereal provides your child with almost as many vitamins as a multi-vitamin pill." This statement begins with the inherent drama, turns it into a benefit, and is worded believably. The word almost lends believability.

4. Get people's attention.

People do not pay attention to advertising. They pay attention only
to things that interest them. And sometimes they find those things
in advertising. So you've just got to interest them. And while you're
at it, be sure you interest them in your product or service, not just
your advertising. I'm sure you're familiar with advertising that you
remember for a product you do not remember. Many advertisers are
guilty of creating advertising that's more interesting than whatever
it is they are advertising. But you can prevent yourself from falling
into that trap by memorizing this line: Forget the ad, is the product
or service interesting? The Mother Nature company might put their
point across by showing a picture of two hands breaking open a
multivitamin capsule from which pour flakes that fall into an
appetizing-looking bowl of cereal.

5. Motivate your audience to do something.

Tell them to visit the store, as the Mother Nature company might
do. Tell them to make a phone call, fill in a coupon, write for more
information, ask for your product by name, take a test drive, or
come in for a free demonstration. Don't stop short. To make guerrilla
marketing work, you must tell people exactly what you want them to do.

6. Be sure you are communicating clearly.

You may know what you're talking about, but do your readers or
listeners? Recognize that people aren't really thinking about your
business and that they'll only give about half their attention to your ad— even when they are paying attention. Knock yourself out to make sure you are putting your message across. The Mother Nature company might show its ad to ten people and ask them what the main point is. If one person misunderstands, that means 10 percent of the audience will misunderstand. And if the ad goes out to 500,000 people, 50,000 will miss the main point. That's unacceptable. One hundred percent of the audience should get the main point. The company might accomplish this by stating in a headline or subhead, "Giving your kids Mother Nature breakfast cereal is like giving your kids vitamins—only tastier." Zero ambiguity is your goal.

7. Measure your finished advertisement, commercial, letter, or brochure against your creative strategy.

The strategy is your blueprint. If your ad fails to fulfill the strategy, it's a lousy ad, no matter how much you love it. Scrap it and start again. All along, you should be using your creative strategy to guide you, to give you hints as to the content of your ad. If you don't, you may end up being creative in a vacuum. And that's not being creative at all. If your ad is in line with your strategy, you may then judge its other elements.

 on: March 25, 2005, 06:24:45 PM 
Started by Professor - Last post by Professor
Hammers....teaching assistants.....what's the difference? 
Hey now!!

I know the truth hurts......   ;)

 on: March 25, 2005, 05:38:55 PM 
Started by Professor - Last post by Virgil
Hammers....teaching assistants.....what's the difference? 
Hey now!!

 on: March 25, 2005, 11:45:57 AM 
Started by Professor - Last post by Professor
As you can see i have time on my hands today, highly unusual. The one point I always bring into teaching is that some people are just unteachable, dumber than a bag of hammers. Boy I love that quote.

Hammers....teaching assistants.....what's the difference? 

 on: March 25, 2005, 10:26:57 AM 
Started by Professor - Last post by arnold
As you can see i have time on my hands today, highly unusual. The one point I always bring into teaching is that some people are just unteachable, dumber than a bag of hammers. Boy I love that quote.

 on: March 25, 2005, 09:43:25 AM 
Started by Professor - Last post by Professor
Hock distributed this article several years ago.  After reading some of the discussions, it seem that it might be important to the group.   I've deleted some of the misc. crap that an article requires

 - - - - - - - - - - - - - - - - - - - - - -

Effective Training in Four Easy Steps

The teaching methodology shown here today is based on the 4MAT system.  This teaching system is well research and accommodates all learners.    The theoretical underpinning are solid, the method is simple.   What more can a teacher/trainer desire in a teaching methodology?

In this methodology, we “move around the clock” beginning at 12 o’clock:


It never fails a student interrupts my happy thoughts and ask, “Why do I need to learn this?”   The question that they are really wanting to ask:  Why did you waste a valuable portion of my life teaching me this f*&%*#G stuff when I’m never going to encounter it outside of your made-up world.   Ah, the joys of teaching.  Why fight it?   

First, and always, answer this basic question of yourself:  Why am I teaching this to my student?  The best strategy I have found to answering this question is to act as a motivator/witness/storyteller.   In the first step, tell a story; describe an instance that happened to you, happened to someone else, or an instance that might happen.  Do your research!  This provides a context for learning.  The learner can then answer the “Why?” question for themselves and can begin to learn from you without THE nagging question.  As much as people say they want “THE ANSWER”, they always are ready for a good story!


You’ve now setup the student for learning.  The next step is to provide the answers.  The teacher/trainer is most comfortable delivering information.  In technical training, the instructor has two types of information to provide:  background information/theory and step-by step instructions.  The instructor’s role in this step is simply as a teacher.   In step-by-step instruction, deliver one method for accomplishing the task at a time.  This step provides students an opportunity to see the methodology modeled correctly.   If all learners understand the method provided, it is then time to provide optional steps as appropriate. 


This step is easy!  Practice! Practice! Practice!   

Provide your students the opportunity to practice the methodology that is you have taught to them.   Your role is as coach/skilled-guide.  All of us learn through trial and error.   It is now the student’s turn to take over the classroom responsibilities.  Coaching good … Teaching bad.    It is the teacher’s job to fade into the background an only come out when their skilled opinion is needed.


Let students teach it to themselves.  In this step, the teacher is reliant on self-discovery.   The teacher’s role is now transformed into an evaluator/remediator.  This step is VERY often left out in the learning process and is the very important.  Your clock is not yet complete without this step.  In this step the teacher allows students to explore the newly taught materials.  I personally learn a lot when student are exploring techniques.   

In this step, the teacher is the person that then gets to ask “Why?”.  This is a pleasant role reversal for the teacher and many students begin to better understand the learning process.

The Cycle

But, I don’t have time to do this in my class…you ask too much!  Of course you have enough time!   The time spent in each step is not important (10 seconds, 1 minute, 10 minutes).  The fact that you have spent some time on each step is important.   I find that this process is largely subconscious in outstanding instructors.   Each of these steps should be used for every instructional session.  Move around the clock with the four step and enjoy effective instruction.

 - - - - - - - - - - - - - - - - - - - - - -

I have used this method in martial arts seminars, my personal teaching, in the development of state teaching curriculum, consulting, etc.     This is a common-sense method for curriculum or lesson development.   

 How do you start using it?

Take a sheet of paper, draw a bullseye, and write your notes in each of the four quadrants.   

How much detail?

It's unbelievable the variety of detail that a person will use...and how little.    This is simply a teaching guide that you can customize to your own style?

What is most important?

Cover each of the four quadrants before you end your lesson.   

Where do we go from here?

The power of an internet discussion board is that we can post information for others so that we can get feedback and carry-on a discussion.  I'll stop here and leave it to discussion.

I love this lesson methodology.   It works!

 on: March 19, 2005, 07:48:22 AM 
Started by Rawhide - Last post by Rawhide
Good point Bill.  This is the tech World after all.  That was one thing I failed to mention as a counter to what I was doing.  Always a flip side to everything!  Listen to the man, people!

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