Sharpening the Warrior’s Edge, Bruce Siddle at 115 bpm, fne motor skills like precision and accuracy skills are rated exceeds 145 t!"m, complex or still deteriorate the #isual system against a narro$! %he one heart rate exceeds 1&5 bpm, or you can expect to experience auditory exclusion the loss o peripheral #ision and depth perception! %his initiates a catastrophic ailure o the cogniti#e processing capabilities, leading to atal increases in reaction time or hyper #igilance 'ree(ing in place or irrational acts)! *nlike other motor skill training, sur#i#al skills $ill be perormed in the stress o combat! %here are t$o #ery important elements o sur#i#al training+ maximum certainty and minimal outlay o energy! %he training training methodologies based upon our our steps designed designed to create create skill confdent by moti#ating the students to learn and practice+ creating a need to learn the skill! on#incing the students they can learn the skill -uickly! reating an en#ironment $here students obser#e the skill $orking! .nd pro#iding the students $ith frst/hand experience $hich ingrain a high potential o success! %he instructor instructor should ne#er ne#er demonstrate demonstrate a techni-ue or or a skill beyond beyond 50 speed or po$er! .ll #erbal eedback should be directed at clariying the mental pictures! When instructed gi#e the students eedback, $e should remember that the purpose o eedback is to correct and refne the neural motor program! orrection eedback should be ocused on one mistake at a time! %he students must learn learn the basic components components o the the skill $ithin $ithin three minutes minutes or 25 practice repetitions! %he study o motor beha#ior classifes motor skills into three three basic basic orms! %hey %hey are gross, fne, and complex motor skills! . gross motor skills as most commonly defned as a strength e#ent the ma3or muscle masses, such as the arms and legs! ormally it is a pushing or pulling e#ent and is enhanced $hen adrenal action is in#ol#ed! %he second classifcation classifcation is fne motor skills! skills! By more more skills in#ol#e in#ol#e hand eye coordination and oten some orm o digital action! *nlike gross motor skills, adrenaline and stress $ill interere $ith the uidity and precision o fne motor skills! %he fnal orm orm is complex motor motor skills! omplex omplex more more skills are are a series o motor skills combined! 6esearch 6esearch has identifed that complex motor skills ha#e a parameter o optimal perormance, that has been chartered at a $orking heart rate bet$een 115 to 145 bpm! %he a#erage student student $ill learn learn a gross gross motor skill skill at a much -uicker -uicker rate rate and fnd or complex motor skills! 7ross more skills are perormed at optimal le#els under high stress conditions! conditions! 8n contrast, buying complex motor skills deteriorate under high stress conditions!
The neural basis of survival motor programs
learning can best be defned as a beha#ioral change that needs to criteria+ it results rom an experienced and it endures o#er time! %he oundation o sur#i#al training is based upon t$o principles! %he frst is the de#elopment o a sur#i#al program $hich controls a specifc le#el o threat that the student can learn -uickly! %eaching any motor skill is a process o de#eloping a mental picture in the minds eye o the student! %he a#erage student learns a skill by obser#ing the instructor’s demonstration o the ne$ techni-ue! %he neural programming begins as a student $atches the instructor demonstrate the skill, thus creating a picture o the skill in the mind 8 as a student mentally processes the picture in his mind eye, the neural program begin to seek out appropriate connections $ith other ner#e cells! %he author reers to this process as sot $iring! Slo$ly the neural program continues to be refned into the student attempts a physical application o the techni-ue! ompetent and techni-ue success $ill be a product o techni-ue uidity! %echni-ue uidity is a result o the neural program refnement, or hard $iring! 9ard$iring is neural net$orking $hich occurs $hen the sur#i#al motor program mo#es rom the #isuali(ation phase to the actual physical skill! ombat training consists o t$o elements! %he #ersus threat recognition, and the second is response selection to a specifc threat! %he second element, response selection, is as critical to a student sur#i#al as being able to perorm a sur#i#al skill competently! %he key to successul sur#i#al training is fnding methods to decrease the students reaction time to a threat stimulus, and pro#ide training $hich $ill condition the students to an automatic response $ithout hesitation! %his cannot occur $ith static skill repetition, in $hich the skill is not practiced $ithout the threat stimulus! Static skill repetition does nothing to program students to perorm a skilled in the stress o a feld application! %his is kno$n as the stimulus"condition response training principle! :or a response to be conditioned or an automatic response, there must be an associated stimulus $hich triggers the response! %hereore, i a sur#i#al motor program is expected to be automatic to a threat in the feld, the t$o must be combined early in the students training! %he ocus o training should not ocus on teaching a skill alone! 8nstead the ocus should be directed at the de#elopment o automatic responses to a specifc threat stimuli!
Survival motor skill classication the ideal sur#i#al skill should be kept as simple as possible and techni-ue ex, techni-ue response time, in theory o application! Sur#i#al skills must be designed around to keep backers! %he frst is to de#elop techni-ues that can be -uickly learned by an indi#idual $ith a#erage physical and mental capabilities! %he second
is to de#elop the understanding o the psychological stresses that the accompany a sur#i#al situation! ;any techni-ue ailures may be a result o teaching skills that are not adaptable to sur#i#al stress! ciency increases $ith increased task di>culty or complexity! 7ross motor skills are generally a pushing or pulling e#ent, or any e#ent $hich has double appendage symmetry! 8t’s usually a strength e#ent! . high le#el o arousal $ill increase the optimal perormance due to increased adrenal secretions! :ine motor skills are perormed by small muscle mass, such as hands and fngers and re-uently in#ol#e hand eye coordination! 8n sur#i#al skills any hand eye coordination is considered a fne motor skill, or example shooting a frearm! :or optimal perormance, the conditions should maintain at lo$ or nonexistent stress le#els! omplex more skills are skills $hich in#ol#e hand eye coordination, timing or tracking, and ha#e multiple techni-ue components! Sur#i#al skills that $ould be considered, $hat’s more skills include a shooting stance that has muscle groups $orking in di?erent or asymmetrical mo#ements, or a takedo$n that has more than three independent mo#ements rom di?erent muscle groups! @ptimal perormance conditions $ere co#ered more skills is in a lo$ stress en#ironment! @pen border skills are skills that are conducted in a dynamic en#ironment and should be considered reactionary motor skills! Example $ould be an o>cer reacting to a deadly orce actions o the assailant! losed motor skills are skills conducted any static, non/stressul en#ironment! Example $ould be a frearms -ualifcation in $hich the student perorms the fring se-uences on command at targets and don’t shoot back! %he adrenal hormones increase blood supply to the extremities, thus increasing the indi#idual strength potential! %his explains $hy gross motor skills, such as po$erliting, can be perormed optimally under high le#els o stress! 9o$e#er increase in adrenal hormones $ill also interere $ith fne motor skills and accuracy during the e#ent perormance! %he Wea#er stance is a fne motor skill based on the use o small muscles o the hand, hand eye coordination, and needed precision! %he isosceles stance is traced back to :airbairn and Sykes, $ho identifed that meant in a frefght $ould assume an instincti#e cro$d, $ith both arms stretched in ront o them to obtain a natural targeting system! %his stance $as designed by obser#ing the actions o men during the stress o combat or in an open motor skill en#ironment! %he last element e#aluated is an inborn reex to s-uarely ace the attack! %he fght or ight syndrome+ that response, $hen suddenly attacked especially in close -uarters, is to base our opponent s-uarely $ith our hands and arms extended out in
ront o! %his is a natural stance assumed by all animals $ho deend themsel#es on t$o legs! .dding handgun and you ha#e isosceles stance! When put into a stressul situation, it is the actual/based opposition rather than turn to the side! %he perspecti#e o percei#ed capabilities! 6espondents a#ored techni-ues that appeared to be simple to perorm $ithout the need or extensi#e practice! 6espondents also a#ored techni-ues $hich the o>cer could practice! %he techni-ues $hich can practice alone are gross motor skills!
Survival reaction time true reaction time is a unction $hich occurs bet$een the sensory ner#ous system in the brain’s ability to recogni(e and identiy a proper response to the threat! %hen do$nload a motor program to the motor ner#ous system! 8t is a measure o time rom the arri#al o a suddenly presented in unanticipated signal to the beginning o the response to it! %hereore reaction time by defnition is a pure cotton task! %he second stage is time, $hich is normally assigned at the time rom the inter#al bet$een the beginning and o the mo#ement! 8n the case o sur#i#al training, this $ould be the length o time a sur#i#al skill $ould take to complete! %he third stage is response time! %his is a combination o reaction time to time! 8t $ould be defned as length o time rom the perception o the threat to the completion o his response! Ed ;c7i#ern+ usually more than one idea is present in consciousness at the same moment, each stri#ing so to speak, to bring out its appropriate action! .ction is thus delayed by the presence o competing ideas, causing $hat $e call deliberation, reection and choice! :lood, $e deliberate, $e choose! %he sur#i#ors o many amous gunbattles $ith a $ant to better impulses and mo#ements al$ays under perect control! o disturbing inuence $as great enough to thro$ them out o normal bounds, no danger no matter ho$ great your close, interered $ith their positi#e mo#ements, properly controlled, crappy time, and accurately directed! With such men it $as not a case o lack o ner#es as some type to make it appear! 8t $as a matter o ha#ing e#erything in the $ay o impulse and emotions absolutely under control at the psychological moment! %he term mental stalls $as de#eloped to identiy ho$ reaction time to break do$n at any one o the our stages o the sur#i#al reaction time out! %here can be a stall at the perception stage that the student is not paid attention and does not percei#e the threat a stall occurs at the analysis date you cannot identiy the threat or in the e#aluation stage the student misinterprets the le#el o threat! :inally a stall may occur the student does not ha#e training or experience de#eloping strategy to counter the threat! Are#enting mental stalls is a matter o de#eloping preplanned strategies, a process loosely reerred to as pre/programming! Are/programming appears to circum#ent
the strategy ormulation stage indirectly do$nloads the motor program into the central ner#ous system! %he benefts are a substantial sa#ing sur#i#al encounter! Enhancing a student’s reaction time is a matter o increasing the process o percei#ing a thread and initiating a sur#i#al motor program! %he short/term memory analy(es the stimulus and reerences the stimulus to the rele#ance or the moment! 8n the e#ent that short/term memory does not immediately ha#e an automatic response, short/term memory $ill search the long/ term memory! ;emory rame$orks pro#ide us $ith another perspecti#e o ho$ inormation is processed and retreat! . threat stimulus o percei#ed to the perceptual senses, keeping in mind that most rats $ill be processed through the #isual system! . picture o this that is brought to the short/term sensory store $here did it is analy(ed and e#aluated by the short/term memory! 8 the short/term memory can immediately identiy the threat and the appropriate sur#i#al response, a sur#i#al motor program is immediately do$nloaded into the central ner#ous system! 8 the short/term memory does not ha#e an immediate response in storage, the short/ term memory $ill access the long term memory or a solution! @nce a long/term memory has de#eloped a solution to the threat, permission is transerred short/term memory and do$nloaded to the central ner#ous system! %he goal is to decrease the interaction bet$een the three stages o memory and preerably bypass to access long/term memory! %his is done through prediction in preprogramming a sur#i#al response! Aerceptual narro$ing occurs as arousal increases in our area o ocus becomes more intense and more ocused and narro$! %his narro$ness eliminates some o the immediately ad3acent to use that could be rele#ant to perormance! *nder high stress, the pupils $ill dilate together more inormation and depth perception is diminished! .nytime the heart rate escalates in a lie/threatening situation or $hen $e are conronted $ith a sudden running stated that stimulus, perceptual narro$ing $ill occur! 9enry and 6ogers ound that reaction time increased $hen+ additional elements or opponents in a series are added to the action! .nytime more than one limb must be coordinated! When the duration o a still becomes longer! .nytime a mo#ement become more complicated! Students might must be educated on the symptoms o sur#i#al stress and methods o going heart rates beore sur#i#al perormance deteriorates! %he fght or ight response acti#ates the sympathetic ner#ous system bloodo$ is redirected to the ma3or muscles and handed that sturdy su?er rom the #ascular occlusion! %he contour o the land changes a?ecting #isual tracking di>cult and the ability to ocus on ob3ects $hich deteriorates and appro#e real #ision feld narro$s! 9yper#igilance results rom the perception o a threat in the student’s lack o confdence in their ability to control the threat! Stress is a matter o perception, and perceptions can be changed through the training process! %he frst step is
de#eloping confdence in a specifc skill! %he second step is de#eloping situational confdence! %echni-ue simplicity must be examined rom the perspecti#e o student perception, speed a student may learn a skill, and the e?ects the heart rate has on skill execution! .lthough static practice allo$ students to de#elop basic neural motor programs, static practice $ill not trigger the motor program $hen exposed to a spontaneous threat! %here are many di?erent methods o controlled breathing, $ith t$o key components are present in all systems! Slo$ deep breath expanding the belly and controlling the respiration cycle! %he frst techni-ue in#ol#es inhaling and allo$ing the stomach to expand! %he second techni-ue ad#ocate inhaling or a specifed count usually three seconds and t$o seconds holding three second exhaling! %he isosceles stance position both closer $ithin the natural art o strength than the Wea#er stance! %he natural art o string can be described at the natural s$inging motion o the arms to the ront $hile in a standing position! %he contemporary Wea#er stance is based upon a side can’t o the body and head! %he canteen o the body directly pulls the head side$ays so the o>cer must establish site alignment $ith his dominant eye! %his stance is theoretically sound and biomechanically supported! 9o$e#er single eye ac-uisitions close the #isual processing time, resulting in a slo$er response time! 8n situation $here time is short, the brain $ill demand more inormation and pulled ahead S-uare to obtain binocular #ision! 8n this occurs is that 8 cannot ocus during sur#i#al stress! Binocular shooting allo$s die to unction normally! =istances less than 20 eet need binocular #ision or maximum #isual input! When students are $ithin close proximity o a target in time to respond is percei#ed as #ery minimal, hal second or less, students $ill automatically resort to a single handstands e#en i they are only trained and t$o/handed stance! %he key to stress responses the perception o time and distance! %his automatic o#erride seems to disengage as the distances increase in the need or accuracy gets greater! .t distances beginning at t$o or yards, the brain $ill automatically respond by assuming a t$o/handed grip $ith a $hip $eapon raising to eye le#el! .dditionally, the acti#ation o the sympathetic ner#ous system $ill cause the head and shoulders to s-uare on the target to obtain maximum #isual input, $ith arms assuming some #ariation o an upper body isosceles! Wea#er stance may be employed in nonthreatening situations!
