I’ll probably do quite a few posts on training and all the aspects at play there from the perspective of student and instructor, but let’s start with this one. I warn: this post may be a jumbled confused mess, but that’s because while the physical contact aspect is an important part of the training experience, it can be a little embarrassing to talk about. I’ll do more posts on the subject, but I felt like I needed to get this one out there.
I’ll be honest, most combat training (any kind of combat training really) involves a lot of man-handling of the student on the part of the instructor. Whether it’s pushing the student lower in their stretching exercises, gripping the leg to show the path of the roundhouse kick, pulling back their shoulders, fixing their stances, or just offering up your unprotected hands as stationary targets so that the student can get the feel of the double punch, (I should say this is all long before we get into the really sensitive stuff like grappling) training involves a lot of physical contact.
A lot. It’s likely that a child from a household where the culture of physical affirmation is rare will receive more physical affection from their martial arts masters than they do from their own parents. So on any given day in a martial arts school, you may walk in to find adults touching kids in what appear to be very weird places (knees, shoulders, hips), or doing the same with young adults and teens, or the same with each other. They slap each other on the back, give high fives, pats on the head; you may even find complete strangers hugging each other like they’re best friends even though they have nothing in common except their uniforms. I cannot count how many random strangers I have hugged in my lifetime and I never saw again after that, I have hugged men and women of all ages, shapes, and sizes as part of a greeting simply because we were part of the same organization. The people you train with often are more than just friends, they become a second family.
This can be very confusing to an outside observer who doesn’t really have the context to associate what they’re seeing with what’s considered “normal” behavior, especially when it’s between members of the opposite sex (or same-sex). It’s the sort of thing that can be especially confusing for students who begin as teens and young adults, especially if they’re in a school that has head and assistant instructors between their late teens to early thirties. It can be easy to misinterpret the contact in early sessions, but as the student progresses they will adjust and become used to it.
So, let’s talk about the sort of physical contact you see on the training floor:
Adjusting the body:
For a student to learn a technique, they have to master a few different stages. While a student can often mimic their instructor’s movements, they often miss out on key details like hand and foot position. It’s their instructor’s job to catch and fix the student’s mistakes. This means that when working with basic techniques whether as stand-alone or in forms like katas. The head instructor and his or her assistants (usually students they’ve trained who’ve risen to the upper belt ranks) will watch and wander through the group stopping to correct small things: such as pushing the font leg in the front stance wider, adjusting hand position by gripping the wrist, pulling back on or straightening the student’s shoulders to keep them from slouching, telling them to lean further forward. Different instructors in different schools will do different things, but whether it’s a martial arts school or a military academy, you can bet your character has gotten used to people putting their hands on them even if it’s from someone they may not be particularly comfortable with.
So, why is the contact necessary?
A large part of martial training is building muscle memory, but no student is going to be perfect their first time out. The more repetitions (reps) and the more practice a student gets, the better they will perform. But without course correction a student can develop bad habits, in the beginning the body doesn’t want to work and the mind must enforce its will to keep focus during training. The muscles need to remember the appropriate positions so that when the student does the technique at full speed they don’t get hurt. Once you physically correct a student, their body is more likely to remember the sensation and they are better able to push themselves there. Instead of guessing what it’s supposed to look like based on what they’ve seen, they now know what it feels like. The latter is easier to achieve than the former.
It’s especially important when teaching little kids kicks, their body is just developing its sense of balance and the older instructor can quite easily show them what to do by guiding their leg and the position of their body. It’s a very common exercise with roundhouse kicks which, because of the way the leg arcs in front of the body, can be difficult to grasp the first time around. Once the child has the sensation, they pick up the technique and improve their performance very quickly.
Kids Raised in the System:
Kids who have been raised in the system or reared to fight are more used to this level of contact than older students. They relax more easily under their instructors hands, they adopt techniques more quickly, and students who began as children (even in a different style) can learn new styles much more rapidly in just a few sessions than older, less experienced students. There is actually some truth in Cassandra Cain’s ability to effectively learn and adopt techniques into her fighting style that she’s only seen once, though the child in question doesn’t need to have as violent a background. I, for instance, can replicate most of the techniques I see in the instructional videos floating around the internet, whereas they’re pretty worthless to someone without the same level of training.
This is partly because of the way my brain learned, from a young age, how to translate the visual data I receive into a physical form. I start working with the basic underlay of what I’m seeing, the stance, the hand position, the feet position, and then replicate it without needing much guidance.
They can, however, be very dense when it comes to figuring out if someone else likes them. For obvious reasons, many kids who are raised in the martial arts system get used to physical contact as an expression of feelings like friendship, approval, affirmation, etc. Those signals get crossways of trying to physically show someone you’re interested, especially if the other individual is from outside the school or the martial artist lifestyle. Depending on the culture at play, something like a hug can mean anything from “hi! how are you?” to “omg, he/she is touching me!”.
It can lead to misunderstandings and trouble.
The Relationship between Student and Instructor:
I won’t really go into student and teacher relationships here that much other than to say: it’s icky, please don’t. The power dynamic at play can get screwy very quickly. My advice: If you want to combine love interest with teacher, the best way to do it is between two people who are older but of similar age and similar rank, a pair of thirty year old third degree and first degree black belts going out is less squicky than the third degree head instructor and a new white belt.
Or keep the love interest to an assistant instructor instead of the master or head instructor, they have less authority over your character’s training and are less likely to screw up the training of the other characters who are training with your characters.
Or have their love interest training them in a new skill after they’ve already mastered several of their own. This puts the two characters on a more even footing.
The more responsibility that’s at play, like the instructor being responsible for whether the character and their friends live or die (Like Four in Divergent) or responsible for whether or not a character passes their training (Kara Thrace in Battlestar Galactica), the more quickly the relationships snowball towards uncomfortable territory. Conflicts of interest are nice and drama-filled, but they also run a genuine risk of dismantling what the Instructor character is supposed to be about and what the student is supposed to be learning. It’s a conflict you should think about long and hard before deciding to include it in your story.