Karate , Bollywood Crunch and More"

Shotokan karate - Special Weekend Program for women

Dear Girls,

In this era , where women feel insecure due to increasing number of rapes, murders, kidnaps, we need to be very well equipped and confident, so that WE DO NOT FEEL HELPLESS IN SUCH A SITUATION if at all we get stuck in one..

We are not weak - No Female is weak, it is about recognizing your power , having faith in yourself, feeling more confident, staying alright and exercising your aggression @ the right time with the right energy.

Aimed at WOMEN EMPOWERMENT - MODEL FOR TEACHING WOMEN'S SELF-DEFENSE

Enroll today and learn to BE FIT and DEFEND YOURSELF..!! :)

1. Length of Programs

Valuable self-defense tools can be taught in short or longer amounts of time. Programs can and should be at varying lengths to reach the broadest population of women and girls in recognition that women and girls have varying resources and responsibilities but all need access to high quality self-defense training.

2. Content of Programs
Regardless of length, programs should include the key components of self-defense training--varying in depth of content covered. Each program would include something about the framework, boundary setting, and concrete tools with more material covered, the longer the program. All self-defense tools and skills, in all aspects of the range, include physical, mental, emotional, spiritual, and social/ cultural components. a. Framework for understanding violence and self-defense, includes:

a. Culture of Violence
Gender socialization and gender stratification and their role in violence
The interconnections among sexism, racism, and classism and their role in violence
Understanding of power relationships, including the teacher-student relationship, and how to minimize abusive power relationships and create a safe environment

Make it clear that accountability for violence lies with the person who commits it and that everyone has the right to make choices about whether or not to fight back.

Realistic assessment of risks and options, drawing upon current statistics

Similarities and differences between stranger, acquaintance, and relationship violence

Similarities and differences between violence and self-defense, including awareness of our own potential for violence
Similarities and differences between martial arts and women's self-defense
Necessity for collective action and building alliances with the anti-violence community

Opportunities for participants to reflect upon their own experience with violence and self-defense

Understanding that violence creates trauma and that participants in a self-defense course may have been victims or perpetrators of violence. Instructors need to create physical and emotional safety to support self-defense as a healing process and to provide experience with non-violent environments.

b. Boundary setting skills, includes:
"Seeing" danger, Being open to positive outcomes, Recognizing and establishing safe distance
Projecting confidence
Reading body language
Power of the voice and ability to vary volume and still be effective
Setting and maintaining boundaries
Consistency between body language, voice, and content
Assertiveness (and its distinction from both aggression and passiveness)
De-escalation
Confrontation
Controlling one's own emotions (e.g. breathing, "Take 10," or other methods)
Speaking up against violence even if you are not the target
Teachers modeling effective boundary setting/assertive skills--setting clear expectations, giving supportive and effective feedback
Opportunities to practice boundary setting skills in the group, with partners, or with an instructor

c. Concrete tools, includes:
Provide a context for the tools (e.g. you've set boundaries which have been ignored or have been grabbed in a threatening way)
Using one's breath
Learning to recognize intense feelings and how to use them.
Emphasis on the purpose: getting to safety (i.e. not beating someone up)
Acknowledge escape, "hit and run," and choosing to survive as viable options
Clarify that physical tools are tools of last resort
Frame use of physical tools within the ethic that "The greatest compassion (towards self and others) yields the least harm."
Tools are simple, easy to learn by any woman, their ex*****on allows "room for error" (i.e. doesn't require precise ex*****on to be effective)
When framing the tools, differentiate from "sport."
Body language, dodging/evading methods, releases from grabs
Deal with defenses against grabs, against weapons, and defenses from the ground
Opportunities for practicing physical skills, conveying a respect for many known methods for teaching physical techniques, for instance, in the air, with pads, with partners using control, and with padded attackers.

Make clear distinctions between strikes that cause serious damage, strikes that distract without lasting harm, holds that contain without hurting, holds/ locks that injure, sweeps that off-balance, sweeps leading to takedowns, etc. etc. OR relaxation exercises, deep breathing techniques, verbal roleplays, or roleplays that use strikes, stance, etc.

Enroll today and learn to BE FIT and DEFEND YOURSELF..!! :)

Shotokan (松濤館 Shōtōkan) is a style of karate, developed from various martial arts by Gichin Funakoshi (1868–1957) and his son Gigo (Yosh*taka) Funakoshi (1906–1945). Gichin was born in Okinawa[1] and is widely credited with popularizing "karate do" through a series of public demonstrations, and by promoting the development of university karate clubs.

As the most widely practiced style, Shotokan is considered a traditional and influential form of karate do