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3th Gup Examination

3rd Gup Brown

Testing for 2nd Gup Brown

Instructions: The multiple choice/matching part of the test should be taken in the dojang. The essay questions may be completed outside of the dojang, and turned in with your answers to the essay questions posted on the door of the training area.

1. Match the Japanese or Chinese words in the right-hand column with the following:

(a) The Japanese word for "instructor"	(1) kwoon
(b) The Chinese word for "instructor"	(2) dojo
(c) The Japanese word for "martial arts school"	(3) sensei

2. Indicate the style of each martial art below. Choose from this list: "O" - Okinawan karate style; "J" - Japanese karate style, "E" - karate style whose origin could be considered to be in either country, "N" - the martial art is neither Okinawan nor Japanese.

1. shorin ryu
2. shudokan
3. shotokan
4. naha te
5. shito ryu
6. wado ryu
7. daito ryu
8. isshin ryu
9. kyokushinkai
10. Okinawa te
11. goju ryu

3. Match the martial art in the right-hand column with its founder:

(a) Kanryo Higashiona	(1) shotokan
(b) Sokon Matsumura	(2) wado ryu
(c) Chojun Miyagi	(3) shudokan
(d) Hironori Ohtsuka	(4) shito ryu
(e) Kanken Toyama	(5) naha-te
(f) Kenwa Mabuni	(6) kyokushinkai
(g) Gichin Funakoshi	(7) goju ryu
(h) Masutatsu Oyama	(8) shuri-te

4. Okinawan karate arose primarily out of what social circumstances:

1. increased trade with Japan, leading to martial arts exchanges
2. increased trade with China, leading to martial arts exchanges
3. civil war leading to an upsurge of activity in fighting styles
4. a ban on weapons after conquest by Japan, fostering the development of open hand styles
5. a ban on weapons after conquests by China and Japan, fostering the development of open hand styles and creation of new types of weapons

5. Masutatsu Oyama popularized karate by what action:

1. founding a martial arts style in the 1950's
2. holding full contact tournaments among karate styles which attracted media attention
3. giving breaking demonstrations which attracted media attention
4. going into bull rings and knocking bulls unconscious with punches
5. all of the above

6. Vocabulary

(a) in gun ung bo	(1) spear hand, palm down
(b) yu sool	(2) basic techniques
(c) tong hyel	(3) where there is cause, there will be result
(d) kibon sool	(4) pressure point inducing pain
(e) boo sang	(5) emptiness
(f) pyun son kut eopeochireu	(6) ten hands
(g) kong	(7) throwing techniques
(h) sipsoo	(8) Korean dynasty
(i) koryo	(9) injury
(j) pyun son kut jeochyochi	(10) spear hand, palm up

7. Anatomical vocabulary

(a) femur	(1) the bones in the hand
(b) abductor	(2) the bone at the front of the chest
(c) quadriceps	(3) muscles which pull towards the main axis
(d) adductor	(4) the region near the knee cap
(e) ligament	(5) vertebrae, bulges at the base of the neck
(f) radius	(6) the region near the chest
(g) C7	(7) tissue joining bones or cartilage
(h) ulna	(8) the region near the lower back
(i) tibia	(9) tissue connecting muscle to the bone attachment
(j) metacarpal	(10) muscles which pull away from the median line or adjacent part
(k) occipital	(11) a forearm bone, opposite the thumb
(l) lumbar	(12) a forearm bone, same side as the thumb
(m) thoracic	(13) extensor of the knee
(n) patellar	(14) the region near the back of the head
(o) sternum	(15) the shin bone
(p) tendon	(16) the thigh bone

8. Consider the first time you teach H pattern walking to a new student. For each item below, choose all statements that apply.

1. The first steps are to:
   (1) Demonstrate all of H pattern walking while the student watches.
   (2) Explain to the student why we do H pattern walking, and that it's connection to form.
   (3) Tell the student to visualize an H while they do the movements.
   (4) Have the student stand at "junbee" facing the front of the dojang.
   (5) Have the student stand at "junbee" facing the mirrors.
   
2. Next:
   (1) Tell the student you will say "slap the leg which moves", and demonstrate this.
   (2) Tell the student you will say "slap the leg which moves", demonstrate this, and have them demonstrate it.
   (3) Tell the student we will ask "which leg moves", and demonstrate this.
   (4) Tell the student we will ask "which leg moves", demonstrate this, and have them demonstrate it.
   (5) Ask "which leg moves", and have them demonstrate it.
   
3. Show the movements using the following rules:
   (1) Show as many steps in a chunk as the individual student can remember.
   (2) Always show the form in four step chunks.
   (3) Start over from the beginning each time and go through all the steps learned up to that point before showing new steps.
   (4) Have the student perform each step after you show that step.
   (5) Have the student watch you perform several steps and then repeat those steps as you give only verbal instruction.
   
4. For each cumulative chunk:
   (1) Count from "hana" up to the number of steps in the cumulative chunk
   (2) Count starting with "hana" for each turn
   (3) Before each turn say "watch", then ask "which leg moves", then demonstrate, and then count
   (4) Before each turn, ask "which leg moves", then demonstrate, and then count
   (5) Demonstrate each chunk, then have the student demonstrate it while you count
   

9. If someone attacks you with a same side grab, how do you choose the correct response from the many responses you have been taught?

1. Use the first one you were taught.
2. Use the most advanced one you were taught.
3. Respond according to the attacker's intent.
4. Do any response for a same side grab attack.
5. Choose the response which cripples the attacker.

Essay questions.

10. In detail, describe the first movement in koryo. Also, discuss how power is generated in the technique.

11. Why do we sometimes not allow students to speak when correcting basic movements?

12. How can the instructor maintain the students' enthusiasm for training? Consider sincerity, cues from the students, appropriate challenge, the importance of success, instructor's demeanor and projection, pacing, tactics, student anonymity, ways to give corrections, fun and discipline, relaxation and intensity, etc.

13. Discuss sparring theory. Include in your discussion foundation principles, offensive and defensive maneuvers, following the opponent, advantages of the attacker and the defender, disrupting the plan, considerations in counter-attacking, intensity, interactions between juniors and seniors, the goal of winning, etc.

14. Discuss form theory, including in your discussion foundation principles, purpose, the opponent, multiple levels of development, phrasing, basic/ advanced continuum, etc.