New on the Blog
- The Cone of Experience
The Pramek CoE is a concept used in the CLM series. It’s a means of understanding how students learn and where they are in their learning.
The following is an excerpt of CLM 3…
The Cone of Experience, or in Pramek terminology, ‘CoE’, attempts to demonstrate communication and level of understanding from the form of communication when it comes to learning. There are many forms of the CoE in the education world spanning many different topics and types of teaching. In reality, one should look to the general concept of the CoE as a guide. In the previous graphic, the CoE is explained in general education terms utilizing Edgar Dale’s version. A person learns different tasks in different ways, and they remember information given to them when they make actual use of the information.
For example, a person wanting to learn about a car engine will gain a lot of knowledge from a book about the engine, but will gain more knowledge about the engine by actually touching an engine and working on it. But, when one understands the engine, the theory of combustion and how the engine functions, the parts list…and they interact with an engine, they are learning at a higher level because are applying theoretical knowledge. They start with a base of knowledge, and real life information builds upon it.
Pramek puts a premium on manuals, videos, and in-person training because it has been found through internal research that students tend to learn best by being exposed to all three learning profiles, and in turn, they are then exposed to each level of the CoE. In many arts, there is no informational, it is only physical. In other arts, it is only informational, with very little real world scenario driven training and testing. By utilizing all levels of the CoE in communication, the education is more well rounded.
When a student can read it, they can reference it and attention-weight it in the EPL.
When they can see it and hear it on video, they imprint it and make it into their own.
When a student comes to live training and actually works with an instructor, the student can learn differentiation, unitization, and be instructed through the tactile approach in person.
They will actually perform it, and then be physically adjusted by an instructor and other students. In doing this process, they will remember and internalize at a higher rate than other students.
And finally, through the DPT, the student is tested thoroughly, and their perception is pushed to the limit through tension, stress, fatigue, arousal, and scenario. This hones the student’s skills and testes what methods and techniques are autonomic. When it is time for real life situation, the student is prepared.
Many martial arts have manuals that are visual tools that please the visual learner – but could they be read aloud to assist the auditory learner? How is the instruction on the video communicated? When one does a public exhibition, how are they working with the crowd? How does one adjust their demonstrations, and interaction with students? This is the level of education, and organization their presentation, that a teacher must think of. When a teacher thinks of a student’s cone of experience, and their communication, they can begin to radically alter the student’s perception of education. Within Pramek, we look to a version of the CoE that is more geared toward the conceptual learning method.
In Pramek, we must look at the general methods of learning a topic such as martial art, health and fitness, etc. The student is taken through all phases of the CoE, leading to a more thorough, in-depth method of instruction that gets results. This is the only way that the overall CLM is operational, and why it works.
When the EPL and DPT are viewed from the outside, it seems to be a difficult method of learning. But, viewed through the CoE, one begins to see that scientifically, all of the styles of learning are held within the EPL and DPT…that the Cone of Experience is worked through in a progressive, understandable way. This is why it is important for a teacher to not view a student as another dollar sign or a profile that is difficult to deal with, but as a challenge to be accepted and worked with in the classroom.
- Talking Lead…
Matt is back on Talking Lead!
In this hilarious episode, Matt and Lefthand run the gamut with knife defense, spring break as kids, the nature of anger, and the new way to solve combat: rock, paper, scissors!
- Breaking Balance…
We not only broke balance, we broke the expectation of what a martial art product can be.
A PDF you can read, and watch, on your computer, laptop, Iphone, Samsung…it’s all here.
Take it mobile, learn on the run!
- A training abyss…
When you are no longer learning from a teache, coach, or trainer, it is very tough.
I write this article from a personal standpoint – I’ve been there with a system, and a teacher. It becomes like a bad relationship as resentment grows. It is common to say in gambling someone stayed at the table too long, usually resulting in the gambler losing money, when they should have simply stepped away from the table. They become invested psychologically.
This very often happens with students of martial arts. They stay at the table too long. This is not to say they have nothing else to learn but at a certain point the investment becomes so expensive, or it becomes difficult to square with life and general ethics or morals, they begin to confuse the relationship with the teacher for their own well-being. It starts out slow, and grows, and soon the student is staring at the abyss in training, wondering, feeling guilty for looking at other systems and teachers.
The whispering inside the head grows louder.
And then the abyss stares back at them.
It’s a daunting task to leave or take time off, especially after years of training in a system. Here’s a few tips I have found to step back from that abyss and create more longevity in training in a system so that the day doesn’t come, or if it does, you recognize it and can work to prevent it…or prepare for the inevitable.
1) Never sign up for a new school for more than a few months. Contracts are a common thing because people have to put food on the table. But when you are starting off, start slowly and only go a couple times a week. After a few months, if you want to do more – do more, but never sign for more than a few months at a time if you can. This way you never stay because of money, you stay because of training.
2) Avoid a personal relationship with a new teacher for a while. Avoid excessively hanging out, getting beers with or doing dinners with your new teacher. Other students is one thing, but the more you are able to avoid personal entanglements the beginning the more you will be able to tell the difference between friendship and teaching relationship.
- Movement Transitions
Can you move when it counts?
Making movement work in the real world is sometimes a challenging task. Taking our movement learned in the gym or training room and then ‘weaponizing’ it means applying the principles toward a goal.
In this video, Matt shows how to take the common movements taught in our video &: Ground Transitions and apply them to one of the more challenging tasks for any shooter – transitioning from standing to suppine, and then back to standing – while still maintaining accuracy, fire control, and sight picture.
- Creating the confined space
Confined spaces, it’s horrifying.
Anyone who has ever been forced into a wall knows – it’s a scary place to be.
Available now in the shop, Against the Wall will take you deeper into the concept of close quarters and winning in the confined space than any videos out there.
- EP42: Sharp Thoughts with Cody Skillen
- Controlling posture…
What is postural control in martial art?
It starts in the crib….
Check out this video from last year on postural control and go by http://breakingbalance.com to pick up more knowledge today.