1

Volume

MUKKAMAAR
An initiative of Ishita Sharma Foundation

Trainer Handbook
 MUKKAMAAR

Trainer Handbook

ã Ishita Sharma Foundation

A-304, Ami Jharna • Kanyapada
Film City Road, Goregaon East, Mumbai 400093
Email info@mukkamaar.org • Website mukkamaar.org
CONTRIBUTORS

Alexander Fernandes
Ishita Sharma- Editor
Pranav Mantri
Someshwar Bagdewar
Tanaji Lohakare
First Edition,
June – 2019
Pages: I + 27
Published by: MukkaMaar

PROPRIETARY INFORMATION

This Trainer Handbook contains proprietary and confidential information of MukkaMaar and Ishita Sharma Foundation and is prepared for
internal circulation to its Trainers/Teachers/Faculties only, subject to the condition that no copy or other reproductions shall be made in
whole or in part, either physically or electronically, without express written permission of MukkaMaar and Ishita Sharma Foundation. This
document and the information contained herein are the proprietary of MukkaMaar and Ishita Sharma Foundation. All rights of the information
contained in this document are expressly reserved by MukkaMaar and Ishita Sharma Foundation.
Table of Contents
Founder’s Note ........................................................................................................................1
I. Introduction................................................................................................................2
Do’s and don’ts to follow ......................................................................................................2
Do’s ...........................................................................................................................................2
Don’ts ........................................................................................................................................2
II. Curriculum (Level 1) .................................................................................................3
A. Fitness Curriculum ....................................................................................................3
B. Techniques Curriculum.............................................................................................4
C. Poems Curriculum .....................................................................................................6
III. Class structure to follow ...........................................................................................8
Basic flow and timelines .........................................................................................................8
IV. Class sections ..............................................................................................................8
Introduction .............................................................................................................................8
1. Basic stretches ............................................................................................................9
2. Warm-ups................................................................................................................. 10
3. Strength .................................................................................................................... 11
4. Techniques ............................................................................................................... 12
5. Self-practice ............................................................................................................. 13
6. Flexibility .................................................................................................................. 13
Closing.................................................................................................................................... 15
Schedule for 48 sessions – 6 months, 24 weeks .............................................................. 16
Additional Resources ........................................................................................................... 19
Theory of self-defence ......................................................................................................... 21
Summary ................................................................................................................................ 23
The Self-Defence Formula: ADDER ............................................................................... 24
AWARENESS & FEAR ..................................................................................................... 25
 1
Chapter
M U K K A M A A R

Founder’s Note
As Edmund Burke famously said, “The only
thing necessary for the triumph of evil is for
good men to do nothing.”

Welcome to the team.

W
e at MukkaMaar take immense pride in our instructors. You’re the ones who
are working on ground and taking the mission forward. The seeds of
MukkaMaar were sown in 2016, and the team has worked relentlessly over
the years to try and set the ball rolling for a better tomorrow. And now, you
are part of that journey, and are the change-makers.

This manual is a guideline for how the MukkaMaar classes are supposed to be conducted
across all branches, for adolescents. As you know, fitness is at the core of effective self-
defence, but even before that, is confidence, courage, grit and resilience that enables a
girl to stand up for herself. Please remember at all times that the physical activity is a
means to achieve a mindset of a warrior, and we will not stop, until we achieve it. Your
students must not only know self-defence, but also look like martial-artists. The exercise
and drills are a means to see an army of girls who walk, talk, and behave like powerful
individuals, are not afraid of speaking their mind, yet with dignity, who respect others,
who believe in themselves even if no one else does, who strive for excellence and get
disappointed but never give up. In moments of disappointment or frustration, try to
visualize a world like that, full of women who own themselves and their bodies, and I’m
sure you’ll find the motivation to continue with your efforts.

We only need your intention and commitment, and please know, we are here for you.
Together, we can, and we will, do our bit, and further.

All the best!

Ishita Sharma

1
M U K K A M A A R

I. Introduction

Do’s and don’ts to follow

Do’s Don’ts
Smile Waste time
Greet Separate girls from boys
Grab attention Discriminate ever
Interact Make religious or caste-based remarks
Answer questions Touch anyone, except to adjust, after
taking consent
Correct mistakes Expect perfection in the first months
Give clear instruction Indulge in personal conversation
Be visible to everyone Divulge phone numbers, social media
profiles
Remember children by name Use foul language
Time everything- self practice, water Let children be in same group
breaks repeatedly
Follow a pattern Let girls pause too long, keep hopping
Keep track of your attendance Forget to count even while holding
positions
Make even number of lines Give a picture of attacker being a
rough character who looks like the
villain of a film
Keep count for all exercises Refer to situations where 4 attackers
Keep targets attack, that happens only 5% of the
Demonstrate times
Use voice modulations to create Use last names, even to introduce
excitement yourself
Explain the importance of activity Overload with number of techniques,
Use the word attacker teach only 2 in one session
Keep the class disciplined,
appropriately strict Use opponent, ever, unless just before
a competition

2
 II. Curriculum (Level 1)
All MukkaMaar students should be able to complete 50% of this curriculum within the
first 6 months to pass into the second level of training. An assessment by an external
faculty will determine whether the curriculum has been delivered effectively. Please note
that leeway must be given to children who are suffering from malnutrition, or health
issues, or any other challenges that hinder their ability.

A. Fitness Curriculum
STRENGTH
1. Jumps
a. Long jumps, side jumps, back jumps
b. Spinning jumps 360- 10 (each side)
c. Squat jumps – 10
2. Push-ups
a. Front palm, side palm, inside palm, back palm (10 each)
b. Surya namaskar push-ups
3. Core
a. Crunches, front, side, side with punches- 10 each
b. Mountain climbers- front, side, cross, jump and back- 10 each
c. Leg raises, cycles, circles- 10 each
4. Squats 50 (half squats), duck walks, duck hops
FLEXIBILITY (Memorizing the full sequence)
1. Tip-to-toe mobility
a. Neck, shoulder, waist, wrist, hip, full body, ankle- rotations (5 each)
b. Standing Bends- side, forward (chest to knee), back, full bends
c. Seated stretches- forward, one leg forward, twists, butterfly, butterfly
forward bend, splits- forward and side
d. Leg swings- for kicks, front, side, back
STAMINA
1. Running, jogging on the spot/ jumps/ burpees- (5 minutes non-stop)
2. 500 punches in 5 minutes
3. 300 kicks in 5 minutes

3
 B. Techniques Curriculum
STANCES
a. position 1, 2, 3, 4
b. Fighting stance (FS)
c. Bow and arrow stances for pushing pulling
PUNCHES
a. Face, body, low, cross, side, (first in Position 4, and then in fighting stance)
b. Hook punch, upper cut (in fighting stance)
c. Single, double, up to 6 punches in one count- (Position 4 and FS)
d. Hammer attacks, top and side
BLOCKS & DODGES (in position 4)
a. Outside blocks- body, low
b. Inside blocks- body, low
c. Rising blocks
d. lowering blocks
e. X blocks- high low
f. Side dodge, back dodge (FS)
KICKS & KNEE ATTACK
a. Straight kick
b. Roundhouse kick
c. Side kick
d. Circular kick, reverse circular kick
e. Knee attack, straight and round
FOOTWORK (FS)
a. Shuffling all directions
b. Shuffling with punches and kicks
SPARRING & CONDITIONING
a. Punches, blocks combinations and together, on the spot in Pos. 4
b. Block punch kick combos on the spot in FS
c. Block punch kick with shuffling (footwork)
d. Forearms conditioning (4 parts)
e. Thighs conditioning (outside)
LOCKS & HOLDS
a. Wrist release and locks

4
 b. Little finger releases
c. Bear hug releases

C. Counselling Curriculum
The trainers need to touch upon ALL of the following topics
CALL 1098 using their better judgement to decide in which order. The
best idea would be to look for opportunities to open a
certain conversation. Remember, this may not cover
everything you could talk about to create agency, but please refer to this from time to
time to bring up the topics in case they have not been discussed.

1. "Sexual Harassment"
Sexual harassment is any unwanted sexual attention- often called ‘badtameezi’.
Learn the different forms this attention can take and study it from a female and
male perspective.
2. "What Are We Afraid Of?" Myths and Realities of
SEEK HELP TILL YOU Sexual Assault prevention must begin with education. In this
session participants will learn the latest facts and discuss the
GET IT myths and misconceptions we all grew up with.

3. "Are children more vulnerable"- You could say, people attack children thinking
they are kids, what will they do? Right. They think we will not complain, or we
will get scared. But such people are very wrong. We will not be scared, we will
learn what to do, and how to do it. And YOU NEED TO KEEP SEEKING
HELP TILL YOU GET IT. Parents, friends, teachers, sibling, police, child-line,
anyone you know, but you need to keep complaining TILL IT STOPS.

4. "Awareness of Our Environment" Learn how to maintain awareness of your

daily surroundings and decrease your potential of being targeted for crime.

5. "When No Means No" Assertiveness is one of the

ROLE PLAY- Saying NO! most effective techniques in avoiding assault. An assertive
response may prevent as much as 80% of potential
attacks. AAP ZOR SE NA BOLOGE TOH KOI KUCH NAHI KAR
PAYEGA.

6. "Push and run, never enter a fight” Emphasizing Physical Self-Defense

Techniques for only as a last resort. However, women can and do resist assault
attempts successfully. There are three times as many attempts as completed
rapes.

5
 7. "Peace Begins at Home" Domestic Violence is the use
DOMESTIC VIOLENCE of force to control and maintain power over another person.
IS A CRIME That force can be physical, verbal, psychological and/or
sexual. You must not point at a child and say, ‘this happens
in your house’. You could gently bring their awareness to the
fact that it is wrong, and that it’s a CRIME. Most girls grow up in an
environment where domestic violence is normalised, and hence grow up to enter
similar relationships and the cycle continues.

8. "Traveling Safely" Guidelines for behaviour and safety when traveling and/or
working away from the office. Never confuse this with blame. It will never be
the child’s fault, no matter what. This is only to guide them to use better
judgement and be safe only TILL THE WORLD BECOMES SAFE.

9. "Conflict Resolution" Strategies and Techniques for De-Escalation -How to

diffuse anger and de-escalate volatile situations. E.g. if the attacker asks for
money, give it. If the person is drunk, avoid confrontation, and escape. Do not
answer back if you can’t escape, you never just how violent another person can
be.

10. "The Perpetrator You Know" Misconceptions of Acquaintance Rape Women

are assaulted by a wide range of men they know: by family members, by friends,
and by neighbours. Discuss why acquaintance rape is the most widespread form
of sexual assault against women, yet the least reported; and that the only reason
people do it is because they think they ‘can’. 95% of the times the perpetrator
is known. Discuss how to be a difficult target, through body-language,
confidence, eye-contact, and overall personality.

D. Poems Curriculum
NADI- Freedom

"Sharam aurat ka gehna hai.

Ladki ho, tumko sehna hai. "

Iss soch ko ab badalna hai.

Ab na tootna, na bikharna hai.

Buland aawaz, yeh kehna hai.

Hum nadi hain, humko behna hai.
Na kisi baandh se ab bandhna hai.
Hum nadi hain, humko behna hai.
Hum nadi hain, humko behna hai.

6
ROKO- Self-defence

Kisi ne chhooaa,
kuch bura hua,
Jab uski ghalati,
tumhe kyun sazaa?

Majboor nahi mazboot bano,

Khatre mein bhi himmat karo,
Yeh char kadam tum apnaao ,
Chillao, shor machaao,
Bhaago, aur awaaz uthaao.
Mere peeche phir dohraao
Chillao, shor machaao
Bhaago, aur awaaz uthaao

Kisi ne chhooa,
Kuch bura hua,
Ab jiski ghalati,
Ho usey hi sazaa

7
 III. Class structure to
follow
Each MukkaMaar class will follow the same basic structure of 6 parts, other than
the intro and closing. The instructor may only deviate from this structure, to
enhance the quality of the class by focusing on a particular technique/ skill that
needs improvement. Such deviation must not exceed a total of 10 times from the
entire 6-month schedule.

Basic flow and timelines

Introduction 2-3 mins Intention setting
1. Basic Stretches 2-3 mins Big muscle groups
2. Warm-ups 5-7 mins Inc. heart rate, games
3. Strength training 7-10 mins Push-ups, crunches, burpees
4. Techniques 10-15 mins Attacks, defence, combination
5. Self-practice 5-7 mins No instructions
6. Flexibility 7-10 mins Tip-to-toe, splits, backbends
Closing 2-3 mins Review, reflection, poem

IV. Class sections

The sections define the sequence of exercise you must follow in every class. The
improvisation section is devised to help your class be more fun, as well as for better
learning and understanding. The ‘activity’ part MUST be completed at any cost and
improvisation part incorporated in the extra time.

Introduction
Objectives

- Fill the class with energy

- Ask what they remember from the previous class
- Set goals for the day, and month

8
 - Ask what activity they enjoy the most and what they would like to do
- Ask if they experienced any pains and aches

Activity (Banter turned into games if need be)

- Hello namaste game (if needed)

- Hopping on the spot games
- Interacting game e.g. how many had pains, say Aaaah, how many enjoyed clap
your hands, how many are excited say yay
- Show without talking what exercise you love the most?
- Can we try to do plan for 2 minutes today, whoever does gets ‘excellent’ from
me etc.

Prompt questions for the first class

- Do you know who I am and why am I here?

- Do you do any activity? Dance, yoga, playing, anything?
- Importance of exercise
- What will you call me?
- Why MukkaMaar exists?
- Are you happy you have this fun class?

1. Basic stretches
Objectives

- Open up the body

- Let them get charged for exercise
- Awareness of body parts and large muscle groups
- Name each body part as you stretch it

Activity

- Waking up stretches (Let them make a waking up sound, if they are not charged
enough)
- Stretching up with both hands, side twists, forward bends, half back bends
9
 - Low squat stretch, twist, side bends, leg stretches
- Hug knee forward, hold ankle back
- Calf stretches
- Shoulder and arm stretch, triceps, forearm
- Ready! Let them get ready!

Important points for the first class

- Mirroring- Very Imp- your right is the child’s left

- Position 1- feet together, 2- Shoulder distance, feet parallel, 3- Wide leg for
alternate toe touch, 4- Squat down, keep the toes outside for the first 3 months
as the kids are not able to push the knees out while keeping feet parallel
- Always try to face the kids
- Keep only basic stretches at the beginning, no seated movements as the body
won’t warm up
- Why MukkaMaar exists?
- Are you happy you have this fun class?

2. Warm-ups
Objectives

- Let the heart-rate increase

- Increase in stamina
- Allowing the body to get heated and sweat

Activity (Sequence to follow)

- Walk, run, hop (game if needed)

- Hopping, hop in pos. 2 and clap, hop and cross
- Hop and kick front, side, back, knee up, knee outside
- Hop and twist, hop and sit down on count
- Hop fall back and stand on count
- Forward side back jumps, in random order
- Squat jumps
- Spinning jumps

10
Activity (Improvisation)

- Hop, clap, jump, walk, sit game

- Burpees
- Circuits in the class room
- Duck hop pakda-pakdi
- Animal walks of different kinds
- Jumps in a circle
- Duck walk caterpillar race in lines, with students holding the shoulder of person
in front

3. Strength
Objectives

- Make the different body parts strong

- Correction of posture, back straight, and chin held high
- Ability to understand stances and techniques by identifying which muscle to use
where

Activity (Sequence to follow)

- Planks
- Push-ups (only when children learn to hold the proper position)
- Push-ups, front palm, side palm, inside palm, back palm
- Surya namaskar push-ups
- Crunches / Mountain climbers (4 variations)
- Squats jump and squat (only when form is correct, otherwise bad for knees)
- One leg squat -both sides
- Pushing- pulling exercise

Activity (Improvisation)

- Pakda-pakdi in duck walks/ duck hops

- Wheel-barrows

11
 - Partner planks and crunches
- Partner claps and squats
- Which line holds plank longer, other lines squat and wait
- Chair on wall competition
- Partner, one-person plank, another squat competition
- Planking with sequential counting

4. Techniques
Objectives

- Understanding self-defence
- Understanding context of attack and defence and use of reasonable force
- Cover the curriculum and remember and execute it
- Understanding the delicate and vulnerable parts of the body
- Gradually build strength, courage, and confidence to execute techniques if need
be
- Focus only on a self-defence perspective and not a sport one
- To ensure girls ‘FEEL’ strong and empowered to defend themselves against
anything, whether it is a violent situation, or difficult circumstance

Activity (Sequence to follow)

- Whichever part of the curriculum is being taught

- Step-wise guidance is written in subsequent chapters
- Group practice on counts
- Partner practice on counts
- Partner-work to understand application
- Focus on hitting hard and with power
- Understanding how to shout along with breath
- Visualization of actually ‘HITTING’ someone in the face, groin etc.

Activity (Improvisation)

- Who can catch a punch- partner

- Squat and kick- circular kicks- partner

12
 - Aiming for a moving handkerchief
- Partner punches with control, no blinking when the punch comes really
close
- Shouts- hey with every movement

5. Self-practice
Objectives

- Allowing time to understand what’s taught WITHOUT instruction

- Allowing free-play and observing the students individually as they
practice
- Team-building and creating NEW friendships
- Understanding time management
- Understanding execution of moves on a human being
- Respecting one another and not causing harm during practice
- Being able to retain and practice even when there is no instructor to ensure they
can continue even if they finish the MukkaMaar course

Activity

- Timed practice of whichever part of the curriculum is being taught

- Step-wise guidance is written in subsequent chapters
- Finding new partner for practice
- Timing each round, e.g. one partner punches for 2 minutes, then switch

6. Flexibility
Objectives

- Understanding that all parts of the body are important

- Importance of joints and smaller muscles
- Understanding that being flexible will cause lesser injuries
- Loving one’s body and removing shame- e.g. Girls feel shy to stretch the chest,
legs etc.
- Learning show-off moves like splits, raise confidence to another level
13
 - Being able to name all body parts, and knowing appropriate stretches, building
a base if they wish to make a career in fitness

Activity (Sequence to follow)

- Tip-to-toe (Let girls name the body parts as you move down
- Neck, say yes, no, okay, rotations
- Shoulder shrugs, say maybe, I don’t know
- Shoulder rotations, Swim forward, back, one back one forward
- Hand to shoulder, touch elbows to each other rotations
- Wrist rotations, fingers open close
- Hip-rotations, mix the juice in your tummy story
- Squat spinal twists
- Alternate toe touching
- Pos. 1 forward bend, cross leg forward bend
- Seated forward bends, twists, butterfly
- Wide leg forward bend
- Standing full body rotation
- Half back bending
- Full back bending (only when safe)
- Front and side splits
- Leg swings, forward and back
- Leg stretches with partner
- Rest in child’s pose
- Deep breathing
Activity (Improvisation)

- Backbend walks (only when safe)

- Partner wide leg seated stretch
- Partner forward and back bend
- One leg balancing- tree pose, or aero-plane, leg forward hold competition
- Butterfly and rest
- Sit in ‘dand-asana’ hold competition, seated L shape, hands up
- Flat-back hold with partner- half forward bend
- Mal-asana hold- seated full squat with elbow namaste in between
- Bak-asana hold- Arm balancing
- Handstands (Only when safe)
- Headstands (only when safe)

14
Closing
Objectives

- Reflection on the learning

- To create value for MukkaMaar
- Understanding why what we did is important
- Understanding there may be pains and aches
- Distinguishing between good and bad pain
- Leaving the class refreshed and not extremely tired

Activity

- Snap your finger if you liked the class

- Clap if you’re not tired etc.
- Interacting game e.g. how many have pains, say Aaaah
- Show without talking what exercise you love the most?
- Today, ……….. did excellent and some children were very badmash
- This week monitor is …..
- Poem Hum nadi hain/ after 3 months Awaaz Uthao Chillao
- Promise for the week e.g. This week I will say thank you for everything e.g. thank
you mom for food, thank you when I buy something etc.

15
 Schedule for 48 sessions – 6 months, 24 weeks
Month 1
Session 1
Session 5
Punches- Position 4, only face punches
Cross and side punches
Making pos 4
Rising and low blocks- next
Making a fist
Partner block exercise from wing chun-
Why punch? Circular movement like a
Next
chain
Wrist release-
Practice in slow motion, then with class
100 punches
Session 6

Session 2
Learning fighting stance
Punches- Position 4, face and body Raising the knee for kicks and back in
punches fighting stance
Making pos 4 How to keep a guard
Making a fist Parts of the foot, weapons, where all can
one hit from
Why punch? Circular movement like a
chain Straight / front kick
Practice in slow motion, then with class Practicing kick with both legs
100 punches
Session 7
Double punches
Practicing kicks again
Session 3
Straight kick with following leg
Punches to face and body Block, punch kick combination, with
Triple punches to face and body shouts- next
Visualization
Session 8
Blocks outside
Blocks and punches together in one
count- next
Session 4
Rising block, body punch
Start with blocks Low block body punch
Outside and inside blocks, Outside block body punch
Partner work with blocks and punches Practice slowly with partner

__________________________________________________________________

16
Month 2
Session 9
Session 12
Kicks practice with speed and force
Correction of all techniques (wherever
Using Focus pads for correcting
needed)
technique, or any other method
Practice with partner, to make the kick
high, partner gives target in squat Session 13

Punches in Pos. 4, 6 punches in one

Session 10
count, combinations of face and body
Roundhouse kick for speed
Learning the twisting of foot first Speedy side and cross punches
Explain that it’s dangerous for the knee Revision of footwork with guard
if you ground it
Weapon used Session 14

Rotate the hip Conditioning

Walk on the edge of foot to understand Roundhouse kicks on thighs
the weapon
How to keep muscles flexed
Drill- one partner holds and another
one hops, and twists hip
Session 15
Hop around while holding leg
2 to 10-, 10-2 with partner Straight kicks and roundhouse kicks
practice
100 kicks in 3 minutes
Session 11

Footwork- stepping in fighting stance Session 16

Punches in fighting stance
Combinations of all techniques with
Practicing footwork in various footwork
combinations
__________________________________________________________________

Month 3

Session 17 Session 18

Dodges Correction of all techniques (wherever

Dodges and punches with a partner needed)
All technique combinations in one
Session 19
count, e.g. 1- block, punch, dodge, kick-
focus on power and speed Dodges

17
 Conditioning of fore-arms with a Session 22
partner
Upper-cut in fighting stance
Session 20

Session 23
Hook punch in fighting stance
Knee attacks, straight and roundhouse
Session 21

Session 24
Hook punch in fighting stance
Combinations of upper- cuts, hooks,
and knee attacks with footwork

_________________________________________________________________
Month 4
Session 25 House test of techniques
Cleaning all techniques
Session 28
Session 26
Combination of different attacks and
Circular kicks- inside and outside defenses
Weapon used for kicks Each house to make a different
Circular kicks with partner squatting combination and teach others
down, kick over their head Session 29

Session 27
Use of attacks for different situations
Where to attack
Repeat
Use of combinations
Circular kicks- inside and outside
Weapon used for kicks Session 30

Circular kicks with partner squatting

Use of attacks for different situations
down, kick over their head
Where to attack
Use of combinations

All curriculum teaching should finish by session 30, and then the rest of the sessions
focus on clarifying movements, making corrections, and improving speed, stamina,
accuracy, and power.

18
 Additional Resources
FITNESS Ice-breaker games

• Salaam-namaste game
• Good morning increasing volume
• Jogging on the spot with increasing claps
• Hop-walk-sit-clap
• Monkey watch monkey do, with wrong instruction

Strength training games

• Wheel-barrow
• Duck walk pakda-pakdi
• Hold partner and run
• Hold-partner and run while punching
• Lock and key in various walks

Partner workouts

• Plank claps
• Jump-clap-squat
• Jump clap burpees
• Partner split squat
• Partner lunges
• Partner crunches with punches or claps
• Partner crunches moving a bottle from side to side
• Partner roll and plank
• Partner pushing pulling
• Knee taps and wrist release with partner

Exercises

Jumping

• Jump on the spot

• Try various heights and speeds
• Try rhythmic jumping – with feet moving apart – together – to the side –
forwards – backwards
• Jump making various shapes in the air
• Jump touching various parts of the body with the hands
• Jump and travel – vary take-offs, landings, direction, shapes, speeds, levels
• Try a standing broad jump - with a partner

19
 • Count the number of jumps taken to reach a nominated spot Hopping
• Hop on the spot, hop on one foot, change to the other – move around the area
• Hop to spell out names in giant letters
• Hop on one foot and place the other leg in various positions eg out in front,
tucked up behind, free leg swinging in various directions
• Hop with a partner, in unison, joining up in various ways, breaking off and re-
joining

Running

• Run varying speed and direction – be a paper blowing in the wind – run forward
and back to place – run in a big circle, change and run the other way
• Run making floor patterns such as circles, squares, zigzags
• Jog on the spot, run to a new spot and jog on the spot
• Run with a partner or in groups
• Run and vary arm actions– above head, behind back, out to side
• Jog on the spot holding hands out at waist height– bring knees up to touch
hands
• Run with exaggerated long strides
• Straddle run– run forward leaping to the right as right foot advances, leaping to
the left as left foot advances
• Run taking a hurdle stride every fourth step

Partner drills
TECHNIQUES

1. Tap your head 1-2, simultaneously tap your partner’s hand 1-2, keep
switching hands. This is to practice keeping your guard. Keep changing
rhythms.
2. Creating different rhythms – with the punches, 112, 121, 122, 212 and so
on. Aiming at a towel, target keeps moving. Use 1 hand.
3. HATAO- Move the punch sideways, and step away at the same time. Eg.
If something stinks, what do you do?
4. ROKO- Protect with your head with shield, not stick. Block for hooks.
Lift your elbows, along with your shoulders, and stick your chin down like
an angry look, eyes always look up. Keep the fore-arm close to upper arm,
and elbow faces forward, not sideways.
5. DODGES- Avoiding a punch- DUCKING making a U with the head,
along with a side-step, always keep your guard. SLIPING- side step, always
block a punch from the outside, towards he protector’s body, always keep
guard up. STEP BACK- getting out of the way of the punch, don’t lean
back, step back.
6. Elbow attacks- in front- upwards- aiming for the chin, sideways- hit the
pointy edge- remember, attack goes forward not in a circle, other hand is
always in guard. One hand is the sword, one is the shield.
7. grip leaving
8. Eye to eye activity- (move the feet and ask participants to move the hands)

20
 9. Inside outside blocks with eyes closed- wing-chun
10. Ghunghroo activity- follow the sound

Theory of self-defence
“Self-defense is not just a set of techniques;
it’s a state of mind, and it begins with the
belief that you are worth defending.”

— Rorion Gracie

T
eaching an array of strategies — not just fighting skills — is vital when 95% of
gendered violence s is perpetrated by someone known to the victim, and when
few sexual assaults occur as surprise attacks in public spaces.

Critique or myth?

The case against self-defence usually revolves around three claims: first, that expecting
women to fight, unfairly shifts the onus for stopping sexual violence on to female
victims, not male perpetrators. Second, detractors argue that physical resistance can
exacerbate the risk of severe injury during an assault. And finally, that fighting violence
with violence is unlikely to affect any structural change to the norms that perpetuate
violence against women.

MukkaMaar’s ideology

While we are not in complete disagreement with the above, it would only be logical when
we have achieved a world where there is no violence, gendered, or otherwise. The onus
of stopping violence is not on women alone, it is on all genders, which is why
MukkaMaar brings together like-minded individuals irrespective of gender to affect the
change we desire. We understand and promote self-defence as a preventive measure to
curb violence as opposed to finding utility in actual fights, which is a rare possibility. The
second point is very arguable keeping in mind that 95% attacks are by neighbours and/or
family members and often start with a gesture that does not seem like a threat. Self-
defence enables one to nip problems in the bud. It is not fighting violence with violence,
as much as it is sending out a clear message that women will not take things lying down.
Nobody tries to assault someone holding an armed weapon, with the capacity to use it.
It sends a message. When the message is clear, and exceptions become the norm, the
society adapts with structural changes. It is a process, which sadly, begins with fear, but
we are hopeful, that it will end in mutual respect and love.

21
 ALL INSTRUCTORS SHOULD KNOW
SOME STATISTICS ON CAWAG (Crime
against women and girls) AND SHOULD
BE SENSITISED TOWARDS THE CAUSE

Ideally, a good self-defence program should reflect these philosophical points:

1. Women do not ask for, cause, invite or deserve to be assaulted. Women and men
sometimes exercise poor judgment about behaviour, but that does not make them
responsible for the attack

2. Whatever a woman's decision in a given self-defence situation, her decision to survive

the best way she can must be respected. Self-defense classes should not be used as
judgment against a victim/survivor.

3. Good self-defence programs do not tell an individual what she "should" or "should
not" do. A good program offers options, techniques, and a way of analysing situations,
including a full range of strategy-building. A program may point out what usually works
best in most situations, but each situation is unique, and the final decision rests with the
person actually confronted by the situation.

Self defence | Self-protection | Self- preservation

1. Decoding the typical attacker- how does he look?

The picture drawn by these statistics is one in which there is typically some sort of
emotional connection between the victim and the assailant. It thereby suggests that
sexual assault is a much more complicated issue than can be confronted merely by
learning physical technique. Yet, in most cases, courses in self-defense for women focus
almost exclusively on physical technique. The reality that women are usually
assaulted by a known assailant means that self-defense skills for women should
primarily include learning skills to recognize and defend against assaults
committed by a trusted friend, neighbor or intimate partner. In other words,
classes should begin to account for the emotional and psychological dynamics
of the common relationships between victim and perpetrator. Some martial artists
teaching self-defense for women, even while acknowledging that assailants are typically
not strangers, tend to ignore the relationships and emotional dynamics that exist between
victim and perpetrator.

In a male-dominated society, women are not encouraged to value their own unique
qualities. Instead we are defined as "good" or "bad" according to male norms and
standards. "Of course, the habit of seeing women's behaviour as something to be
explained in relation to the male norm makes sense in a world that takes the male norm
for granted." These norms divide women into "good" and "bad." So it becomes an

22
accepted idea that only bad women are assaulted. Not only is this an outright example
of victim-blaming, but it also makes women feel that they are somehow to blame for
being assaulted because they are "bad." It should be recognized that some behaviours
are riskier than others, but assault is assault no matter where a woman is or what she
was doing at the time of her attack. Socialization happens in many ways, but the end
result of this kind of socialization usually includes feelings of low self-worth in women.
For women, low self-worth often includes self-blame and self-hatred.

2. Denial

Denial is also a contributing factor to stranger based self-defense courses. Many martial
artists acknowledge and report about the statistics and data but don't believe them. It is
in many ways much easier to deny the reality of how sexual assaults happen, to whom
they are happening, and who is committing them. It's easier for both men and women.
For women it's easier because disbelief enables them to believe, "THAT wouldn't, won't,
couldn't, EVER happen to me." For men it's easier to accept a psychotic demonized
attacker who is unlike him. Telsey gives this example: "[W]omen are blamed for assaults
against them or for staying in abusive situations; other women then participate in the
blaming, partly in an effort to convince themselves that the assaults would not happen
to them because they would not behave that way."

3. What not to do?

• Habitually carry a weapon, even if only for self-defence. Don’t live in fear. Self-defence
should make one feel fearless, not anxiously cautious. There’s a fine line between the
two, and we must tread it carefully
• Enter into a violent situation unless you have no alternative
• Carry on fighting when you could escape instead
• Carry on attacking once it is clear that you are no longer in danger
• Kick or beat a helpless person on the ground
• Deliberately use lethal force except as a last resort

Summary
• Self-protection is more than being able to fight – it’s a way of living.
• Threats exist all around you, and can develop at the most unexpected times.
• It is always best to avoid fighting if at all possible.
• Sometimes resistance is your best or only option.
• Nobody ‘fights fair’ on the street.
• The consequences of an attack can be very severe or even fatal.

23
 • The best time to deal with an attack is long before it happens, by being prepared or by
ensuring it does not happen at all.
• Everyone has the right to obtain some form of self-defence training, and should be
encouraged to do so.
• You have the right to defend yourself and the people around you.
• You may strike pre-emptively if you are sure an attack is about to occur.
• Your response must be ‘reasonable’, but you may use all ‘necessary’ measures.
• You are permitted to arm yourself in the face of a clear and imminent threat, but you
may not carry a weapon under normal circumstances.
• If you are forced to take violent measures to defend yourself, you must stop when there
is no longer a threat. If you do not, you become a criminal.

And more than anything:

• Do not engage in high-risk behaviour. Always act in a manner that minimises your
exposure to threats, no matter what people might think of you. Your life is precious.
Protect it!

The Self-Defence Formula: ADDER

Avoid
A V O I D - D E T E R -
(Not to be confused with encouraging the regressive ideology of keeping women ‘locked
D E F U S E - in the house’)
E V A D E -

R E S P O N D
The first stage of self-protection is to avoid danger wherever possible. This is largely
a matter of common sense. Potential attackers like lone victims in dark, secluded places
where they can do as they wish without witnesses. Other dangerous places include town
centres at night, where considerable amounts of alcohol are consumed. It is sensible to
avoid such places, but if you job or social life takes you there, then you can practise other
forms of avoidance; avoid aggressive people, and avoid conduct that might spark or
escalate a confrontation.

Deter

The most obvious deterrent to attack is, of course, to look like you could and will tear
any aggressor into bloody strips. Failing this, deterrence is a more subtle matter. For
starters, try not to look like a victim. People who walk briskly and purposefully, looking
around them, seem more confident than those who amble aimlessly along staring at the
ground. Smart and tidy (but not ostentatious) clothes can also make you seem confident
and ‘powerful’. Believe it or not, this can deter an attacker. The simple fact that you seem
confident and can see the attack coming may prevent it from happening at all.
Deterrence in its simplest form means not looking like a victim.

24
Defuse

A confrontation can sometimes be defused. In the case of an attempted robbery this can
mean letting the attacker take your property rather than getting into a fight. When
tempers flare, it is possible to head matters off by accepting abuse and threats without
reacting. This may be difficult when you want to throttle someone, but it really is a better
option than getting into a fight with someone – and all their friends too.

Evade

When other options fail, you can always evade. This may mean running, placing an
obstruction such as a parked car between you and the threat, or going into a public
building where there are many people around.

Respond

The absolute last resort is response. You should be ready to respond right from the
beginning, just in case, but only when all else fails should it become the option of choice.
Responding means entering into a fight situation (or being ready to). Response options
are varied: evading a blow, striking pre-emptively, setting off a personal alarm or simply
assuming a ready stance. If matters get to the Respond stage, things are very serious
indeed and you must be ready to do whatever you need to in order to survive and escape.
You will have little or no time to plan or to think, so it is best to know what to do
beforehand.

AWARENESS & FEAR

AWARENESS

• The habit of looking around you.

• The rational recognition that unknown people may pose a threat.
• The willingness to act on the danger signals, whenever they occur.
• Someone you don’t know trying to get close to you.
• A feeling you’re being pressured or ‘railroaded’ into going somewhere.
• A feeling that something about the situation is unusual.

FEAR

Fear can be useful to you for two reasons:

• If you feel fear, even just a hint of it, then you are perceiving a threat. Listen to that
warning and look for a way to withdraw from the situation.

25
• If you feel shaky, have butterflies and a dry mouth, then be thankful! Your body is
primed and ready to go; if you have to fight or run you’ll be on record-breaking form.

26