How I train it

I introduce a recognisable problem, give students time to understand it, and gradually make the practice less predictable.

A progression, not a performance

We might begin with a shove, a grab or a close-range strike. The aim is not to rehearse one perfect answer, but to help students understand what is happening and explore ways to respond.

First, a controlled introduction. Two people work slowly and cooperatively. One presents the problem while the other learns how to move, keep their balance and use their hands and body effectively. I may demonstrate one possible response at this stage, but it is a starting point, not an answer to memorise.

Next, the partner begins to change things. They may move, alter the pressure, change the distance or approach from a different angle. The student discovers what needs to change and what remains useful.

Then, we add more resistance and uncertainty. The partner may continue, resist or change what they are doing. The student has to recognise those changes and adapt, rather than wait for a rehearsed sequence to unfold.

Making pressure useful

Those stages are not a rigid sequence. I adjust the difficulty to the student and the problem. Too much pressure too soon can turn an exercise into a struggle rather than an opportunity to learn.

Hard training is not automatically realistic training, either. Even a demanding exercise takes place within agreed limits. We need to be clear about what it tests and what it cannot reproduce.

The purpose is not simply to make training difficult. It is to make it informative.

What I hope students learn

It is encouraging when a student performs a movement well. It means more to me when they notice that something has changed and make a useful adjustment without being told what to do.

I want them to understand why something works, recognise when it does not, and know when the best response is to create an opportunity to leave. That matters more than collecting techniques.