I've gone on and on about
how difficult the Gracie exams are, but that could be managed with
proper preparation.
It's funny how little
people understand about how to attack something like that.
I am a retired school
teacher, and also a long-time Karate instructor. All this essay does
is to apply proven educational technique to the difficult process of
the Gracie's exams. What would be the best way to teach for the test?
So let's say a team of
people want to do the first exam, called BBS1. Let's look at them
getting ready for the first of the three technical exam video
recordings.
The test preparation
group's first rule should be that whenever possible candidates work
with the same partner. It should be the person that they plan on
testing with. This might not always be possible, but it should
certainly be the goal. In a way, the test is like a complicated
dance, and sticking to one partner would be best. No surprises that
way.
So they go over the list
of technique that must be demonstrated. This is broken into small
groupings of about 3 to 5 related variants. They work together to
make sure everybody knows what the test expectations are.
The very first set of
related techniques is pretty short. It consists of;
---Super Hooks
-----1 Full Hips
-----2 Tuck and Shoot
-----3 High Hooks
-----4 Emergency Hooks.
Let's say “Bill” knows
the techniques well, but needs to see the precise testing sequence
shown to him. He then tries to do it himself, and makes a mistake.
The error is explained to him, as is the correction. Keeps trying,
and is fully successful on try #4. He announces, “got it,” and
moves on to the next sequence.
This is exactly the wrong
thing to do. Bill has just practised the test material four times.
Our bodies and minds learn through repetition, but they only learn
what actually gets repeated. Bill practised correctly only once, and
wrong three times. It's like a baseball player learning to hit home
runs. He won't improve by trying until he smacks one, and then goes
for lunch. He needs to hit the ball correctly over and over.
What should happen after
Bill gets his successful attempt on try #4 is that he should continue
to drill the technique sequence again correctly for a half a dozen
more repetitions, exactly in the fashion that he intends to do while
testing. This would take under five minutes and would be incredibly
valuable later.
This should be the test
preparation group's second rule; repeat the material correctly.
So anyhow, Bill made it
through the first sequence and starts on the next. He goes step by
step through all 16 sequences. Could he then perform the exam
successfully? Maybe, but I seriously doubt it. Probably, he and a
partner will then do a few run throughs of the entire exam. This
might help a bit.
Keep in mind that during a
real test recording, any serious error will cause the attempt to
abort. It is erased, and everything is reset to the beginning. It
would make sense to try to be the most comfortable and competent with
the last material to be performed. A mistake on the very first move
is a cause for laughter, and the loss of a few seconds of effort. An
error on the last move is not funny at all, and 15 minutes of intense
effort gets wasted.
Here's how I would
structure the test preparation for students who already know the
material well. The test would be divided in to manageable chunks, of
let's say two sequences each. Unlike Bill's method, “Michael” and
his partner start at the end of the test, rather than the beginning.
They go over these final 6
moves and variants just like Bill did. However, once achieving
success, Michael and his partner continue training until they are
able to perform it all flawlessly for a set number of repetitions in
a row, let's say three. Any mistake at all, and they have to do it
three more times. They are not blowing through the repetitions. Each
must be done as focused practice.
Once successful, they now
move on to the second to last test set of 7 moves. They do it just
like they did the other. When they finally make it through the the
last of their three flawless repetitions, they do not stop, but
rather continue on into the 6 moves of the sequence set they mastered
earlier. If they screw up in this, they keep repeating all 13 of the
movements until they get a perfect run through.
They then move to the
third set of movements, get them right three times in a row, and then
carry on through all of the material done earlier. If they can't make
it through all of this, they keep repeating it until they can. At
this point they are effectively drilling more than the entire final
third of the exam.
They continue through the
test towards the beginning.
This way even the bare
minimum number of repetitions that a team will go over the early part
of the test will be three times, while they will have done the final
material ten times. As they will have made many mistakes along the
way the actual total will be much, much higher.
Why do it this way? As
they work through the actual exam and recording, they will be
constantly moving into material with which they are more familiar.
The test will be getting easier as they go along. For most people
this is not true. As fatigue sets in it becomes harder and harder.
This should be the test
preparation group's third rule; drill the exam from the end to the beginning.
So three rules; train and
test as partners, keep training each sequence after mastery is
achieved, work from the back of the test to the front.
So are there any benefits
beyond the actual testing procedure? I certainly think so.
I stated earlier that the
first part of the exam might get repeated only 3 times, and the
ending 10, but these are minimums. Likely the first part will have 5
or 6 repetitions and the end more like 20. If the test can be
considered more practise, and if success takes three tries, that
would add 3 more repetitions to the start of the early repetition
count, and 1 more to the end.
That's a lot of drill in
addition to regular training. The end result will be an understanding
of the material deep in the student's mind, bones, and muscles. In
this way the exam actually becomes a teaching tool, and a powerful
one at that.
Right now we have Scott,
Cosme and Ryan who want to do the BBS1 exam as soon as possible, and
Robert and Elizabeth who are starting to display interest.
How much would it take to
get them all ready in a focused, 3-rule manner?
I have crunched the
numbers, and if an intense atmosphere can be maintained, I would
say that a one-hour session should see the group completing the last half of the exam material easily. A second hour should see half
of the remainder done, or more if the group has learns as well as I
think they will. They might have finished it all.
I think as a group they
need to commit to 3 one-hour sessions. The test camera should be
present at all times, and if there is time anywhere in there, testing
should begin.
If all goes very well, the
final hour will be for tests. If not, it will all be used for test
preparation. In an hour, two people should produce successful recordings.
Either way, they will be
ready for their first video, even if none can be recorded in those three hours. Unfortunately, there would still be two
technical test videos to prepare for.