PRIVATE TRAINING

The process of developing skills from a beginner to a master is not easy. Often times, the art is taught in a simple way: learn 12 angles of attack and then defenses and disarms against each of the angles, then add in some reflex and flow drills. There is often a lack of focus on the principles, concepts and strategies in the teaching format. These are the most important aspects of Integrated Eskrima and are brought forth in every lesson. Each lesson is taught with a focus on teaching the student to be able to identify the technique structures: Mode, Range, Gate, Footwork, Defense.

Integrated Eskrima offers a comprehensive training curriculum taught within 12 Modules. Each Module focuses on one specific area of study, and each concept and technique within the Module is fully integrated before moving on to the next Module. The 12 Modules are developed around techniques categorized by the following weapons:

• Solo Baston – Single Stick
• Doble Baston – Double Sticks
• Dos Manos Solo Baston- Two-Handed Single Weapons
• Baston y Daga – Stick and Dagger
• Espada – Sword 
• Espada y Daga – Sword and Dagger
• Daga – Knife
• Talahib – Empty Hands

The weapons are taught according to the following classification by method of use:

• Single Weapon, Single Hand
• Single Weapon, Double Hands
• Double Weapons, Equal Lengths
• Double Weapons, Unequal Lengths
• Empty Hands vs. Weapons

Application of Integrated Eskrima is dependent on the proper Linking and Integration of its six Integral Methods. These encompass the nuts and bolts of the system in terms of its composition of movement theories and methods. These are:

• 13 Footwork Methods
• 13 Striking Methods
• 12 Angles of Attack
• 3 Ranges and 4 Modes of Engagement
• 27 Primary Defensive Techniques
• Supporting & Secondary Techniques
• Counters and Reversals
• Feinting Maneuvers

Mastery of the art is gained through the Integrated Modular Training Method (IMTM). In a nutshell the material learned in one module (footwork, strikes, counters, locks) are learned as “individual skills development” and then “integrated” with all other skills in the module, and made “live” through the “nucleus drill.” Once the module is passed, the student learns Module 2. The process repeats. After Module 2 is passed, the material is all then “integrated” with those of Module 1, completely, and made come alive via the “nucleus drill.” There is no moving on to Module 3 until full “integration” of Module 1 and Module 2. Through IMTM, students don’t just memorize specific counter sequences, but they have to modulate and integrate the material into a whole method of application and understanding.