Wushu Program.pdf

A PROGRAM FOR THE DEVELOPMENT OF A WUSHU ATHLETE

INCLUDING A TECHNICAL MANUAL OF THE NOVICE SKILLS

ANDREA M. FALK

1990

This paper was given as a major paper towards the completion of a Master of

Physical Education degree. It was done before the development of the new duan

ranking program in China, so the routines examined are those from the older

system. The basic techniques required for the lower levels have probably not

changed that much, but I need to take a look at them to update this paper. Due

to the limitations of the old computer, the pdf of this paper does not include the

original drawings and tables.

Until I manage to do an update, I hope that this will help wushu coaches analyse

what, why, and how they coach.

Andrea Falk, April 15, 2004

TABLE OF CONTENTS

INTRODUCTION .................... 1

INTRODUCTION TO WUSHU AND LONG FIST

....................

EXPLANATION OF THE PROGRAM

....................

BASIS OF THE PROGRAM: LEARN THE ABC's

....................

THE LONG FIST PROGRAM

....................

SKILLS IN THE FIRST PATH ....................

BASIC SKILLS ....................

WEAPONS SKILLS

....................

FIGURES LIST ....................

FIGURES

....................

REFERENCES

....................

APPENDICES LIST

....................

APPENDIX A

....................

APPENDIX B

....................

115

APPENDIX C

....................

123

INTRODUCTION

This paper is intended as the preliminary step in the development of a

wushu teaching and training program. Currently there are neither established

progressions nor objectives in wushu clubs throughout Canada. This paper is an

attempt to fill this need, and is in two parts. The first is a plan for a complete

teaching program. An outline has been developed for an overall program, with

suggested objectives for each level of achievement. The second is an in depth

analysis of the wushu skills in the first level of the program. The novice level has

been described in more depth, both as a suggested technical manual for the level,

and as a blueprint for the development of technical requirements for the higher

levels. The contents of the novice level can be made into a technical manual in

line with the National Coaching Certification Program by creating a more readable

format, such as putting the text and diagrams together.

INTRODUCTION

TO WUSHU AND LONG FIST

Wushu is the national sport of China. It is traditionally subdivided into

combative and exhibition areas of performance. Over many years a great variety

of styles of wushu have developed. Due to the characteristics of each style,

everyone may find one suited to their abilities and needs. The style analysed in

this program is modern long fist, the most athletically demanding style of wushu,

and the style seen as well suited to develop a firm foundation for further

involvement in wushu. Long fist is being developed as the major compulsory style

for international routines competition, for empty hand, sword, sabre, spear and

staff. See figures 1, 2, and 3 for the placement of long fist and the four weapons

within the overall picture of wushu.

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INSERT FIGURES 1, 2, & 3 ABOUT HERE

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Long fist is a dynamic sport, demanding a great deal of the player. The

attributes necessary for the performance of long fist include great leg strength,

power and endurance for vertical jumping, kicking, holding stances, and moving

at top speed throughout an 80 second form; superior passive and dynamic

flexibility of the ankles, hips, legs and waist for kicks, stances and balances;

absolute motor control for powerful, rapid, full body movement interspersed with

motionless stances and balances; upper body speed, power and dexterity for fast

accurate techniques and especially for weapons play; fast reaction time for

performing two or three man sparring routines; a great deal of coordination and

agility for performing a great many complex and accurate moves within 80

seconds; and expressiveness for displaying a martial spirit. A high degree of

mental toughness and psychological skills are also required. Intelligence,

concentration and artistry are needed to learn and perform, and dedication to

master long fist.

EXPLANATION

OF THE PROGRAM

The development of a well integrated athlete skilled in wushu requires a

carefully designed program which can take the athlete from novice to elite and

from childhood to adulthood. To this aim, this program is purpose-process

oriented, that is, it attempts to serve the athlete's needs through the medium of

wushu. The purpose-process framework examines why people move, how they

develop through movement, and how a program can provide the opportunity to

fulfill their purposes. Jewett and Mullan (1977) list twenty two purpose elements

through which a person may seek meaning in movement, grouped into seven

main areas: physiological efficiency, psychic equilibrium, spatial orientation,

object manipulation, communication, group interaction, and cultural

involvement. These purposes indicate the many reasons and combinations of

reasons athletes have for participation in a sport.

The process aspect of the program examined how the athlete would ideally

develop within the program. The development of the athlete is accounted for in

the physical, motor, psychological or affective, cognitive, and social domains.

Taxonomies for both maturation and skill development stages in these domains

were used to develop the the objectives and progressions of each level of the

program. See the references for further information on the purpose and process

categorizations. The wushu program has grouped the domains into three areas:

attitude, for affective, cognitive and social development; basics, for motor

development; and conditioning, for physical development. This is in order to use

a simple mnemonic device - learn the ABC's - and to use terminology which is

known to coaches and athletes.

The subject content of the program is long fist, and the program allows a

progression toward mastery of the skills of wushu. The method of systems

analysis has been applied to long fist to determine the skill contents of the

program. The skills for the whole program were taken from the Chinese national

competition regulations, and the skill progressions for the first two gates were

developed from the novice routines developed by a committee of experts in

China. See Appendix A for the breakdown of the novice routines. The method of

analysis of routines in the appendix was developed expressly for the wushu

program. This type of analysis can be applied to any style of wushu, so can be

used as a blueprint for other styles as well as long fist.

The development of this program has involved:

Analysis of the attributes required of long fist players

- Analysis of the physical capabilities needed for long fist performance.

- Analysis of the mental requirements needed for long fist performance.

Analysis of the skills of long fist

- A breakdown of all long fist skills to discover the basic movement patterns.

- A breakdown of the skills of the four weapons to determine basic

movement patterns of weapons.

Analysis of the learning progression for long fist

- A breakdown of each novice routine to discover a logical learning

progression of skills for long fist empty hand and the four weapons.

- Analysis of the development of the athlete from novice to elite, and from

child to adult.

Analysis of the skills, common errors, corrections of each skill.

Suggested drills and conditioning to improve skills.

The progression of wushu skills for the first two gates was determined by

the importance, frequency, and learning difficulty of the novice routines. The

following factors were also taken into consideration: the most fundamental

techniques are taught first; simple techniques are taught before complex; all

techniques which are needed for routines have been taught by the time the

routines are taught; tumbling techniques are included early, while the children

are still young enough to perform them with no fear or hesitation; kicking and

jumping techniques which do not occur in the novice routines are taught to lay a

foundation, so that by the time they are needed in future routines they will be

relatively skilled. In addition, jumps are the 'fun techniques' so are included

early to maintain motivation.

Additional considerations were taken regarding the learning progression of

weapons skills. These are: giving fairly equal weighting between long and short

weapons, between sword and sabre, and between spear and staff at each

introductory level; teaching less techniques in the first path to allow time to

become comfortable with the weapons; when one technique is performed with a

variety of weapons, teaching it at the same time for all the appropriate weapons;

setting a foundation with the four basic weapons before going on to traditional

weapons; teaching safer techniques and weapons before the more dangerous. The

sabre, having a single edge, is taught before the sword, which has a double edge.

The staff, being blunt, is taught before the spear, which has a sharp tip. In

general, techniques which move away from the body are taught before those

which come in towards the body. The more controlled of the long weapons are

taught before those which swing from one end with force.

The program has been specifically designed for the athlete to start at an

early age and continue in the program. Developmental aspects are suggested, and

suggested age ranges for each level are given. It is expected, however, that many

athletes will join the program at older ages than those suggested. The skill

progression of wushu within each pathway can be applied to teaching the athlete

at any age. Novice adults will not need to go through the developmental motor

aspects of the program, but will follow the same skill learning progression. Older

beginners will also progress more quickly through the cognitive, psychological

and social objectives than younger beginners.

Gates have been used rather than the usual levels or stages, to emphasize

the process, or movement, of learning. Instead of looking at each stage as a level

which has been arrived at, it is seen as a pathway towards the next gate.

Similarly, each set of tests is not a goal in itself, it is a gateway to the new world

which opens up to the learner once he or she has passed through. The idea for

the actual term 'gate' comes from the traditional Chinese term for becoming

skilled - 'ru men' - to enter the door or gate.

There is a great deal of content in each level, it is not a quick approach

with a lot of tests of subskills. All the basic long fist skills will have been learned

by the third gate, so further advancement is through refining long fist skills,

learning new styles or weapons, and practicing application of the skills. See

figures 4 and 5 for the complete list of bare hand and weapons skill groupings

and progressions to the third gate.

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INSERT FIGURES 4 & 5 ABOUT HERE

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One of the great advantages of wushu is the variety of styles which are

suitable to a great number of different people with varying abilities and at various

stages in their lives. An athlete can continue to grow and improve in skill by

changing to less physically demanding styles as he or she grows older. Internal

skill and control becomes increasingly important, as it is both more practical and

health building than external strength. A traditional style is introduced

immediately in the program, and maintained throughout, so that on retirement

from competition the athlete is already competent in a style suited to lifetime

participation. Sparring is an optional part of the program, and a rough

progression has been suggested. If choosing not to spar, the student still must

know the application of the techniques in the routines.

The initial stages of the program are to develop the overall skills of the

students in an atmosphere of fun so that they want to and are able to continue in

wushu. Further training to mastery of wushu will stretch the limits of the

participants, challenge them to become the best they can be, and gain self-

knowledge from the experience.

BASIS OF THE PROGRAM: LEARN THE A, B, C's

The program emphasizes Attitude, Basics and Conditioning - the A B C's.

Attitude, basics, and conditioning are absolutely vital at all levels of ability.

Attitude refers to the psychological, affective and social skills and values of the

athlete. Basics refers to both general movement skills and wushu skills.

Conditioning refers to the development of physical abilities necessary for

participation in sport.

ATTITUDE

ATTENTIONAL PROFILE OF A WUSHU PLAYER

A wushu player needs to able to focus narrowly, to concentrate fully on the

performance of a solo routine. The athlete needs to be able to shut out all

distractions during practice or performance. A broad focus is rarely needed, as

the athlete does not react to external stimuli. Athletes performing two- or three-

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