WARNING DANGER: Choke Hold for Self-Defense

WARNING: USE AT YOUR OWN RISK; USE TO YOUR OWN DETRIMENT! IN MY PERSONAL OPINION IT SHOULD BE OUTLAWED IN BOTH SPORT AND DEFENSE!!!

As evidenced by the use of this method in a wide variety of cases it has become apparent it may be best to avoid using it in a self defense event. As you will see in the following a person has to be extreamly proficient in its application and must consider that in its use one must deal with considerable uncontrollable variables far and above other methods better suited for self-defense. In short, use at your own extremely dangerous risk!

Using a choke hold as a self-defense technique carries significant risks, both physically for the person being choked and legally for the person applying it. 

Here’s an in-depth look at the dangers associated with choke holds:

1. Physical Risks

• Risk of Asphyxiation and Death: Choke holds  restricts blood flow and air to the brain. If improperly applied or held for too long, they can lead to unconsciousness, brain damage, or even death. This is especially true with “vascular chokes” like the rear naked choke, which compresses the carotid arteries.

• Nerve Damage: Compression on the neck can cause damage to the vagus nerve or other nerves, potentially leading to long-term medical issues like paralysis, difficulty swallowing, or nerve pain.

• Neck and Spinal Injury: The neck is particularly vulnerable, and even slight misalignment during a choke can lead to cervical spine injuries, which could result in paralysis or even death.

• Respiratory Injury: Choke holds that compress the trachea, such as the “air choke,” can cause trauma to the windpipe, potentially resulting in life-threatening swelling or asphyxiation after release.

2. Psychological and Ethical Considerations

• Intense Fear Response: When choked, people often experience extreme fear and panic, which can escalate a self-defense situation unnecessarily. The psychological trauma of being choked can have lasting effects on both the victim and the individual applying the choke hold.

• Excessive Force: Choke holds are often viewed as excessive force in self-defense. Using them requires careful consideration of the specific threat level, as they are often seen as an escalation rather than a de-escalation tactic.

3. Legal Implications

• Misuse and Liability: Choke holds are often deemed as potentially lethal force and are sometimes banned by law enforcement agencies due to the risk of fatal outcomes. Courts often see their use as excessive, especially in situations where alternative control techniques could have been used. (Count on this being used excessively to put you away)

• Standards of Proportionality and Imminence: Self-defense laws typically require that any force used be proportionate to the threat faced. Because choke holds are inherently dangerous, their use can be difficult to justify legally unless it’s a last-resort measure in an immediate life-threatening situation. (Good luck with that)

• Risk of Criminal Charges: In self-defense cases, if a choke hold causes severe injury or death, the person who applied it may face criminal charges, particularly if it can be argued that less dangerous techniques were available. (And there are many other options and I personally believe the glorification of this method by the entertainment use of it promotes its use and practice!)

4. Practical Challenges in Application

• High Skill Requirement: Choke holds require precise application to be both effective and safe. Without proper training, there’s a higher chance of causing unintended harm, which increases both physical and legal risks.

• Difficult to Control: Unlike other restraint methods, choke holds can be difficult to disengage from once they’re applied. This can make it challenging to safely assess the effect of the hold and may lead to unintentional harm.

References

1. U.S. Department of Justice (DOJ) and Police Training Standards: The DOJ has set guidelines to restrict choke holds due to the high risk of fatal outcomes and has pushed for alternative restraint techniques in law enforcement.

2. Medical Research on Carotid Restraints: Studies from medical journals, such as those published in Forensic Science, Medicine, and Pathology, highlight the risks associated with vascular restraints and their impact on brain and neck health.

3. Legal Case Studies and Self-Defense Law Analysis: Review of legal precedents in self-defense cases involving choke holds, as well as guidelines set by organizations like the American Civil Liberties Union (ACLU), which has highlighted the dangers of choke holds in both civilian and law enforcement contexts.

If you’re considering using choke holds as part of your self-defense training (DON'T), seeking expert instruction and understanding the associated risks and legal restrictions is essential.

Hypervigilance

Kado no keikaishin [過度の警戒心]

Being on high alert all the time for self-defense, often referred to as “hypervigilance,” can have a number of negative physical, mental, and emotional effects. 

Here are some of the dangers:

1. Chronic Stress and Fatigue

Constantly being on guard keeps the body’s stress response activated, leading to the release of stress hormones like cortisol and adrenaline. Over time, this can result in chronic stress, which wears down the body and mind. Chronic stress can lead to:

• Physical exhaustion: The body becomes fatigued because it is in a constant state of fight or flight.

• Weakened immune system: Chronic stress can compromise your immune system, making you more susceptible to illnesses.

2. Mental Burnout

Being in a hypervigilant state drains mental energy. The constant need to scan your environment for threats can lead to:

• Mental fatigue: Over time, decision-making becomes slower and more difficult as mental resources are depleted.

• Anxiety: Hypervigilance often leads to anxiety or panic attacks, as the mind becomes overly attuned to perceiving threats where there may not be any.

• Paranoia: When you’re always on edge, you might start to see danger in situations that are harmless, which can cause irrational fear or mistrust of people.

3. Emotional Strain

The constant tension of high alert can wear down emotional stability and lead to:

• Emotional numbness: When the mind is in a constant state of alertness, it can become desensitized to everyday emotional experiences, creating a sense of detachment from others.

• Irritability and anger: Hypervigilance may increase irritability or lead to anger over seemingly minor situations due to an overly reactive nervous system.

• Difficulty relaxing: It becomes hard to “switch off” and enjoy peaceful or restful moments, which are crucial for emotional balance.

4. Impact on Relationships

Being on high alert can cause strain in personal relationships due to:

• Social withdrawal: Hypervigilance can make someone avoid social situations or relationships because they fear potential conflict or danger.

• Distrust: Constant suspicion of others’ intentions can make it difficult to maintain healthy, trusting relationships.

• Communication issues: A person on high alert may react defensively in conversations, leading to unnecessary conflict or misunderstandings.

5. Physical Health Risks

The physiological effects of being constantly on guard can lead to:

• Heart problems: Prolonged high alertness can increase heart rate and blood pressure, contributing to long-term cardiovascular issues.

• Sleep disturbances: Hypervigilant people often have trouble sleeping because their bodies are in a heightened state of alertness, leading to insomnia or poor-quality sleep.

• Muscle tension and pain: Constant stress can cause muscles to tense up, leading to chronic pain, particularly in the back, neck, and shoulders.

6. Reduced Situational Awareness

Ironically, being overly alert can sometimes reduce the ability to effectively respond to real threats. Constant hypervigilance can lead to:

• Tunnel vision: The mind may become too focused on perceived dangers and miss other important aspects of a situation, reducing overall awareness.

• Overreaction: When someone is constantly expecting danger, they may overreact to minor incidents, escalating situations unnecessarily.

7. Long-Term Psychological Effects

Over time, always being on high alert can contribute to more serious psychological issues such as:

• Post-Traumatic Stress Disorder (PTSD): Those who have experienced trauma and remain hypervigilant may develop PTSD, marked by intense anxiety, flashbacks, and emotional distress.

• Depression: The constant strain on emotional and mental resources can lead to feelings of hopelessness or depression, particularly if someone feels they are constantly in danger without relief.

8. Poor Decision-Making in Crisis

When the mind is chronically in fight-or-flight mode, decision-making in actual self-defense situations can become impaired. This includes:

• Impulsiveness: Reacting too quickly without evaluating the situation properly, which can lead to poor choices or escalation of conflict.

• Lack of clear judgment: Constant stress can cloud the ability to assess a threat clearly, increasing the chances of errors in judgment.

Balancing Vigilance with Relaxation

While it’s essential to remain aware of your surroundings for self-defense, it’s equally important to find a balance that allows you to relax and recharge. Some strategies to manage and reduce hypervigilance include:

• Mindfulness practices: Techniques like meditation and deep breathing can help ground you and lower stress levels.

• Regular physical activity: Exercise can help release built-up tension in the body and alleviate stress.

• Healthy boundaries: Learning to assess and respond to situations appropriately can help reduce unnecessary vigilance.

• Mental relaxation exercises: Techniques like progressive muscle relaxation and visualization can help train the body to switch off hyper-alertness when not necessary.

By finding balance, you can stay prepared for threats without letting the strain of hypervigilance negatively impact your life.

Okinawan School Karate

Okinawa-ryū karate [沖縄流空手]

 - Alfonz Ingram & cejames

The integration of Okinawan karate into the formal education system of Okinawa began in the early 20th century as part of broader reforms to modernize Japan’s education system and promote physical fitness and character development. However, there were several significant changes to traditional karate as it became formalized for educational purposes. Here are the primary reasons for these changes:

1. Alignment with National Education Goals

• Japan’s Meiji government, after the Meiji Restoration (1868), placed strong emphasis on physical education as part of the national curriculum to promote health and discipline, especially as the country was modernizing and expanding militarily. Okinawan karate was introduced into schools as a way to strengthen the physical health of students and build loyalty to the nation.

• The goal was to foster strong, obedient citizens who could later serve in the military. As part of this agenda, karate was adapted to emphasize physical fitness, teamwork, and the cultivation of discipline and moral character (Shūshin).

2. Simplification and Standardization

• Traditional Okinawan karate, practiced in small, private settings, involved complex training methods that included various katas (forms), deep exploration of bunkai (application), and weaponry training (kobudo). These elements were not considered suitable for mass instruction in a school setting, especially for children.

• As a result, the practice was simplified to make it easier to teach large groups. Many of the more practical and deadly self-defense techniques, along with the deep philosophical aspects, were de-emphasized or removed. The focus was shifted toward the physical practice of basic techniques (kihon), such as punches, blocks, and kicks, and kata became the primary teaching tool.

3. Influence of Physical Education Theories

• Karate’s integration into schools aligned with the rise of physical education theories from Western countries. German gymnastics and other Western-style physical training were influential in Japan’s educational reforms. Karate had to be adapted to fit this mold.

• The introduction of training drills, group exercises, and standardized kata sequences was influenced by this need to fit karate into a physical education framework. As a result, karate was systematized and lost much of its original flexibility and individuality.

4. Incorporation into Japanese Cultural Identity

• Okinawa was annexed by Japan in 1879, and the Japanese government sought to assimilate Okinawans into the broader Japanese identity. Karate, an indigenous Okinawan martial art, was seen as part of this local culture that needed to be aligned with Japanese values and practices.

• With the inclusion of karate in the education system, it became “Japanized.” This meant removing certain aspects of Okinawan culture and adapting the practice to reflect broader Japanese values. One example was the change in terminology, such as the replacement of “Tode” (Okinawan for “Chinese hand”) with “Karate” (empty hand), which was a step toward making karate a Japanese art rather than a strictly Okinawan one.

5. Prominent Figures in the Change

• Itosu Anko (1831–1915) is one of the key figures responsible for the modernization of karate for school settings. In 1901, Itosu introduced karate into the Shuri Jinjo Primary School and later advocated for its inclusion in the Okinawan school system and military training. He emphasized the practice of kata as a way to develop physical strength and mental discipline while minimizing the combat elements.

• Itosu’s famous Ten Precepts of Karate (1908) was a letter to the Ministry of Education in which he outlined how karate could be beneficial for education and the physical and moral development of students. This document was instrumental in bringing karate into public schools, and it provided the rationale for standardizing and simplifying the art.

6. Development of Sport Karate

• Over time, as karate continued to be part of the educational system, it took on a more competitive, sport-oriented nature. This was not part of the original Okinawan tradition, where karate was primarily a self-defense art. The educational reforms and the push to modernize and unify karate practices led to a more regulated, non-lethal form that could be practiced in a safe, controlled environment.

• Karate tournaments and competitions emerged in the mid-20th century, further solidifying karate’s transformation into a sport, particularly in mainland Japan, as distinct from the original Okinawan karate, which retained a greater emphasis on self-defense and practical applications.

Conclusion

The incorporation of karate into the Okinawan education system involved significant changes that helped transform it from a traditional martial art focused on self-defense and spiritual development into a standardized practice suited for physical education and national identity. The changes, primarily driven by figures like Itosu Anko, were shaped by broader political and social forces aimed at modernizing Okinawa and integrating it into the Japanese state. While these adaptations made karate accessible to more people, they also led to the loss of certain traditional elements, particularly those related to its self-defense and philosophical roots.

References:

• Funakoshi, Gichin. Karate-Do: My Way of Life. Kodansha International, 1975.

• Higaonna, Morio. The History of Karate: Okinawan Goju-Ryu. Dragon Times, 1995.

• Bishop, Mark. Okinawan Karate: Teachers, Styles and Secret Techniques. Tuttle Publishing, 1999.

The incorporation of Okinawan karate into the Okinawan school system during the early 20th century brought about significant changes to the art. These changes were driven by the need to adapt traditional martial arts training into a standardized, systematized practice that could be taught within the context of physical education. Below are the key changes that were made:

1. Simplification of Techniques

Traditional Okinawan karate was a complex system of martial arts that included various aspects like striking, grappling, joint locks, and even weapons training (kobudo). For the educational context, many of these complex and potentially dangerous techniques were removed or simplified. The emphasis shifted to:

• Kihon (basic techniques): These include punches, blocks, and kicks that could be easily taught to a large group of students.

• Kata (forms): Kata became the central focus of school karate training. These pre-arranged sequences of movements were ideal for large groups, as they allowed students to practice basic movements in a controlled manner without sparring or full-contact training.

Itosu Anko, who was instrumental in the introduction of karate into the school system, developed simplified versions of kata to be taught in schools. For example, he created the Pinan (Heian) kata series, which were designed to be easier for beginners to learn than the more complex traditional forms.

Reference: Funakoshi, Gichin. Karate-Do: My Way of Life, Kodansha International, 1975.

2. Removal of Dangerous Techniques

Okinawan karate included techniques intended for real-world self-defense, such as vital point strikes (kyusho-jutsu), joint manipulations, and throws. These techniques were deemed inappropriate for young students in a school setting, so they were largely removed from the curriculum. The focus was placed on non-lethal, non-injurious techniques that promoted physical fitness and discipline rather than combat readiness.

This shift moved karate away from its roots as a practical self-defense system and towards a more fitness-oriented, character-building activity.

Reference: Bishop, Mark. Okinawan Karate: Teachers, Styles and Secret Techniques, Tuttle Publishing, 1999.

3. Increased Emphasis on Physical Fitness

With karate becoming part of the national physical education curriculum, there was a significant shift in focus toward physical conditioning. The original self-defense-oriented training methods were replaced with exercises that promoted general fitness, strength, and flexibility. These changes aligned with Japan’s national policy of promoting physical health in the education system.

Exercises such as group calisthenics, running, and other forms of conditioning became an integral part of the karate training in schools. The goal was to develop strong, healthy, and disciplined students who could serve the nation, particularly in the military, rather than producing martial artists skilled in combat.

Reference: Higaonna, Morio. The History of Karate: Okinawan Goju-Ryu, Dragon Times, 1995.

4. Standardization of Curriculum

Before its incorporation into the education system, Okinawan karate was largely taught on an individual basis, with each instructor passing down unique methods to small groups of students. Once it was introduced into schools, the need for standardization became apparent.

• The curriculum had to be unified so that it could be taught in a consistent manner across multiple schools.

• The creation of standardized kata sequences (like the Pinan kata) made karate more accessible and uniform, ensuring that all students learned the same foundational skills.

The move toward standardization also facilitated the formal grading systems that began to emerge, allowing students to be assessed on their proficiency in specific, well-defined areas of karate.

Reference: Funakoshi, Gichin. Karate-Do Kyohan: The Master Text, Kodansha International, 1973.

5. Decreased Emphasis on Self-Defense and Practical Application

Traditional Okinawan karate was a martial art with a strong focus on practical self-defense. This emphasis shifted significantly when karate entered the school system. Since the goal was not to prepare students for real combat but rather to build their physical fitness, discipline, and moral character, the focus on self-defense applications was minimized.

• Bunkai, the practice of applying kata techniques to real combat scenarios, was largely downplayed in school karate.

• Sparring (kumite) was either minimal or non-existent in the early stages of school karate. This removed the hands-on, combative aspect of the art, making it safer and more suitable for children and teenagers.

Reference: Bishop, Mark. Okinawan Karate: Teachers, Styles and Secret Techniques, Tuttle Publishing, 1999.

6. Shift in Purpose: From Martial Art to Character Development

Karate was traditionally taught as a method of self-defense and self-improvement, both physically and mentally. However, when it was introduced into the school system, its purpose shifted to a tool for character development, physical health, and moral education.

• Itosu Anko’s Ten Precepts of Karate (1908) outlined how karate could be beneficial in fostering values such as discipline, respect, and perseverance among students.

• Karate training was seen as a way to instill the virtues of loyalty, endurance, and a strong spirit, aligning with Japan’s nationalistic goals at the time.

This change in purpose led to a philosophical shift in karate, emphasizing the moral and ethical benefits of training over its combative aspects.

Reference: Funakoshi, Gichin. Karate-Do: My Way of Life, Kodansha International, 1975.

7. Military Influence and the “Japanization” of Karate

As part of Japan’s push toward modernization and militarization in the early 20th century, karate was modified to serve the broader national interests of Japan. With Okinawa’s annexation by Japan in 1879, Okinawan karate began to be incorporated into the national identity and shaped by Japanese influences. Karate was seen as a way to promote physical fitness in young men who could potentially serve in the Japanese military.

• The changes made to karate in schools reflected a broader “Japanization” process, with the term “karate” (meaning “empty hand”) becoming more widely accepted instead of the original term “Tode” (meaning “Chinese hand”).

This nationalistic push led to karate becoming less about individual expression and self-defense and more about fostering collective strength, obedience, and loyalty to the state.

Reference: Higaonna, Morio. The History of Karate: Okinawan Goju-Ryu, Dragon Times, 1995.

Conclusion

The integration of Okinawan karate into the school system fundamentally transformed the art. It became simplified, standardized, and focused on character development and physical fitness rather than practical self-defense. These changes were influenced by broader educational reforms, nationalistic goals, and the military needs of Japan at the time. While the integration helped popularize karate and make it accessible to a wider audience, it also led to a loss of many traditional elements that had once been central to Okinawan karate.

References:

• Funakoshi, Gichin. Karate-Do: My Way of Life. Kodansha International, 1975.

• Funakoshi, Gichin. Karate-Do Kyohan: The Master Text. Kodansha International, 1973.

• Higaonna, Morio. The History of Karate: Okinawan Goju-Ryu. Dragon Times, 1995.

• Bishop, Mark. Okinawan Karate: Teachers, Styles and Secret Techniques. Tuttle Publishing, 1999.