For this reason, Chi Sau practice is practically impossible to quantify as the permutations of posture, strategy of teacher, fight experience and physiology of teacher and student, bear down heavily on output before we even begin to bring a ‘state of mind’ into the equation.
We could ask ourselves,
- Do I possess prior experience of fight behaviour and contact?
- Can I recognise body mechanics and a relationship to gravity?
- Was I engaging, and discussing with senior grades and teachers with a fighting background?
- Have I experienced other exponent’s hands and methods outside of one school or lineage?
- Was there transmission of experience and dedicated passing of plays to address change?
- Do I comprehend when I am struck, and the availability to strike safely from a variety of positions?
- Am I humble? Am I patient? Have I donated sufficient time with superiors to the practice of Chi Sau?
There is so much to consider, so many variables, so many good and bad circumstances and predicaments, it is not surprising that so many approaches co-exist.
For successful transfer to fighting, the above list is not optional. For practical transfer from teacher to student, a list like this should operate as a prerequisite for improving fight competency from one generation to the next.
Wing Chun development needs to be checked against real time eventualities on a contextual basis. If you do not posses a battle checked model for Chi Sau, teaching and training is dangerous. If your understanding and experience cannot adequately pull apart an exchange within striking distance to encompass attack methods familiar and unfamiliar to Wing Chun combat form, then necessarily it is time that you speak with a teacher, or examine other types of fighting in preparedness to meet that and cope accordingly.
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