Master The Skills of Effective Tactical Ninjutsu and Be Successful.

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1. The “Stop 6”: The 6 most common stopping, or stalemate positions, or “reference points” that happen over the course of a fight – Hock, through scientific analysis and experience, has broken down the sequence of a fight into 6 different points (often defined by “stalemate” positions) in which only a limited number of mechanics can actually take place. He has labeled these points the “Stop 6.” By understanding the Stop 6, students begin to view a fight in much more manageable segments rather than an infinite number of often confusing and convoluted possibilities. In doing so, the amount of thought required to produce effective movements in a given situation is greatly reduce. This allows the student to move effectively and fluidly much earlier in their training and increase the likelihood of retaining the information.

2. The “X Strategies”: Comprehensive defensive strategies that are based on natural reflexive reaction and minimize the need extensive training – The ability to react appropriately and effectively during the initial moment of an attack is one of the most crucial aspects of self-defense. The ability to read an opponent’s body language in order to stage a proper defense and counter takes significant training, especially for beginners. In the initial “standoff” or “interview” phase, the attacker has a seemingly infinite number of possibilities available in order to launch an attack. However, by utilizing natural flinch reactions, combined with comprehensive defensive movements, the student can mount an effective defense quickly, with minimal though and/or effort involved, while putting the attacker in a much more predictable position. Ultimately, this concept allows the student to reflexively and instinctively move into a dominant position, regardless of what the attacker’s first move is, without thought or calculation.

3. Adaptive Flow – By utilizing the above core concepts, the student is able to naturally create flowing techniques from one move to the next, without having to recall memorized techniques or be limited to predefined moves that conform to a specific “style” or “art”. Techniques come naturally from the body as circumstance dictates, by utilizing an understanding of the base concepts. A simple analogy to this would be walking. When we learn to walk, we do not think of each step or movement as a technique that has to be recalled. We simply learned to walk by gaining and understanding of balance and movement. We then put it together by doing it. We could then take those concepts and learn to run and jump. Not by adding techniques but by expanding upon the mechanics we already know. If someone attempted to pull the rug out from under us, we could likely maintain or regain our balance to counter, even if that had never been done to us before. We don’t need a “technique” to counter the rug being pulled. Instead, we inherently have the ability because we already know how to stand and walk. And it would most likely happen instinctively without much active thought.

   It is also important to note that students are not expected to perform any particular technique. If they are physically unable to perform them, they work with moves that work with their physical capabilities. If a technique doesn’t suit their needs or circumstances, they obviously don’t use it. They may or may not choose to adapt their physical capabilities at a later time based on their need or desire. Instead of you having to conform to a style or “art”, this is a system that conforms to you, as an individual with unique body mechanics.

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