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TRAINING SUPPORT PACKAGE (TSP)

TSP Number /Title

/ Conduct Modern Army Combatives Program Level 2 Certification

Effective Date 01 Oct 2006

SupersedesTSP(s) /Lesson(s)

TSP Users

Proponent The proponent for this document is the Modern Army Combatives Program.

ImprovementComments

Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:

Director, United States Army Combatives School06811 Barron StreetFort Benning, GA 31905

Telephone (Comm): (706) 545-2811Telephone (DSN): [email protected]

SecurityClearance /

Access

Unclassified

ForeignDisclosureRestrictions

FD5. This product/publication has been reviewed by the product developers incoordination with the United States Army Combatives School foreign disclosureauthority. This product is releasable to students from all requesting foreigncountries without restrictions.

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PREFACE

Purpose This Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for: Modern Army Combatives Program Level 2Certification.

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This TSPContains

TABLE OF CONTENTS

PAGE

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Conduct Modern Army Combatives Program Level 2 Certification/ Version 1

01 Oct 2006

SECTION I. ADMINISTRATIVE DATA

All CoursesIncluding ThisLesson

Course Number Version Course Title1 United States Army Combatives School

Task(s)Taught(*) orSupported

Task Number Task Title

WTBD #32 React to Man to Man Contact

ReinforcedTask(s)

Task Number Task Title

AcademicHours

The academic hours required to teach this lesson are as follows:

Resident

Hours/Methods6 hrs 0 mins / Lecture / Discussion

64 hrs 0 mins / Practical Exercise (Performance)3 hrs 0 mins / Review5 hrs 0 mins / Testing2 hrs 0 mins / Administrative

Total Hours: 80 hrs

Test LessonNumber

Hours Lesson No.

Testing Standard Officiating Exam Day 5Tournament PE Day 5

(to include test review) Technique Exam Day 10Comprehensive Exam Day 10

PrerequisiteLesson(s)

Lesson Number Lesson Title

N/A

ClearanceAccess Security Level: Unclassified

Requirements: There are no clearance or access requirements for the lesson.

ForeignDisclosure

Restrictions

FD5. This product/publication has been reviewed by the product developers in

coordination with the United States Army Combative School foreign disclosureauthority. This product is releasable to students from all requesting foreigncountries without restrictions.

ReferencesNumber Title Date

AdditionalInformation

FM 21-20 Physical Fitness Training 30 Sep 1992FM 3-25.150 Combatives 18 Jan 2002FM 5-19 Composite Risk

Management03 Jul 2006

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Student StudyAssignments

None

InstructorRequirements 1 Instructor per 12 students, who must be a certified Instructor IAW TR 350-16,

Chapter 6, certified in Skill Level Four Modern Army Combatives by the UnitedStates Army Combatives School located at Ft. Benning, Georgia.

AdditionalSupport Name

StudentRatio Qty Man Hours

PersonnelRequirements

None

EquipmentRequired

IdName

StuRatio

InstrRatio Spt Qty Exp

for Instruction 4110-01-485-3626Chest, Ice Storage

1:36 Yes 0 No

5305-00-151-2522Can, Water, 5 Gal

1:36 Yes 0 No

5836013927680/96454NLCD DATA PROJECTOR

1:36 Yes 0 No

6545-01-161-7145Case, Medical Set, Nylon (Aid Bag)

1:36 Yes 0 Yes

6665-01-103-8547WET GLOBE TEMPERATURE KIT

1:36 Yes 0 No

673000SCREENWScreen, Projection Wall/Ceiling Mount or Portable

1:36 Yes 0 No

702102982124/70209NComputer, Personal System

1:36 Yes 0 No

702500MONITORComputer, SVGA Color Monitor

1:36 Yes 0 No

7210-00-081-1417Sheet, Bed 5:36 Yes 0 Yes

8960-01-430-4378Ice

1:36 Yes 0 Yes

* Before Id indicates a TADSS

MaterialsRequired

Instructor Materials:FM 3-25.150Combatives SOPBasic Combatives Handbook, dated 1 Jun 2001Serviceable 16 Ounce Boxing GlovesServiceable Standard Head Gear

Student Materials:Uniform will be the Army Desert Combat Uniform or Army Battle Dress Uniform, and barefeet or wrestling shoes. Service members of other Forces and civilians will wear uniformequivalent to the Army Battle Dress Uniform.

Classroom,Training Area,and RangeRequirements

Classroom, General Purpose (8,400 Gsf, 72PN)Physical Education Training Fields

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AmmunitionRequirements Id Name Exp

StuRatio

InstrRatio

SptQty

None

InstructionalGuidance

NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying thislesson and identified reference material.

Purpose. The purpose of this standard operating procedure is to establish allstandards, criteria, and the authority for certifying U.S. Army Combatives Level 2Instructors.

Scope: This SOP is applicable to all Combatives students and instructors involvedwith any Combatives course or program.

Reference: FM 3-25.150 Modern Army Combatives System

General: Level 1 certified instructors are capable of teaching basic Combativescore level 1 techniques. Level 2 certified instructors are given a more detailedunderstanding of core level 1 techniques, and are given a broadened knowledge ofsome more advanced fighting techniques. Level 3 certified instructors are

authorized to teach the level 1 course as well as run battalion sized Combativesprograms. Level 4 certified instructors are authorized to teach the Level 2 courseand are capable of running Brigade sized Combatives programs.

Level 2 Instructor Certification:

A. Students may only be certified by an approved level 4 instructor, with thetraining validated by the first O-6 in the chain of command (See Paragraph 8,Combatives Certification Recognition). The Commandant may replace thisauthority. Each certificate must contain the signature of the certifying instructor.The Combatives School must receive a Memorandum of Training for all SkillLevel Two students upon completion of course.

B. The level 2 course is an 80 hour train-the-trainer course covering instruction ofthe Advanced Ground Combatives Techniques in accordance with FM 3-25.150 and the Modern Army Combatives Program (MACP).

C. Level 2 certification will include a written examination that will certify studentsto officiate standard rules competition.

D. The level 2 certification course must include the Standard Rules Tournamentpractical exercise in accordance with the MACP Standard OperationsProcedure.

E. The level 2 certification course must include a portion in which the studentdemonstrates his teaching proficiency by successfully completing the Level IITechnique Test.

F. The level 2 certification course must include a written examination thatdemonstrates the students comprehensive mastery of course academicmaterial.

G. The Level 2 certification course requires that the Students participate in the

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EPW Search and Control Practical Exercise.

ProponentLesson PlanApprovals

Name

Larsen, Matt

Rank

GS-12

Position

Director, MACP

Date

01 Jul 2006

Barron, David SFC Chief Trainer, MACP 01 Jul 2006

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SECTION II. INTRODUCTION

TerminalLearning

Objective

NOTE: Inform the students of the following Terminal Learning Objective requirements.

At the completion of this lesson, you [the student] will:

Action:Conduct Modern Army Combatives Skill Level 2 Certification

Conditions:At the Fort Benning Modern Army Combatives School or satellite

institution, given an FM 3-25.150

Standards:Receive evaluation on advanced ground fighting techniques andtakedowns to dominant positions. Successfully pass writtenevaluation on standard competition rules. Run a standard rulescompetition. Participate in the EPW search and control practical

exercise. Successfully complete both the hands on comprehensivetechnique exam and comprehensive written exam.

SafetyRequirements A daily risk assessment should be conducted; the Instructor should have risk

assessment read before training is conducted.

RiskAssessmentLevel

Low - Locally developed through daily risk assessments

Environmental

Considerations It is the responsibility of all Soldiers and DA civilians to protect the environmentfrom damage. Units/installations will prepare an environmental risk assessmentusing the before, during, and after checklist and the risk assessment matricescontained in Unit Leader's Handbook for Environmental Stewardship (TC 5-400,Chapter 5). The checklist should be supplemented locally using state and localenvironmental regulations applicable to your area.

EvaluationPerformance on this terminal learning objective will be evaluated by the certifiedinstructor.

InstructionalLead-In For the next 80 hours you will be receiving certification on Skill Level Two Modern

Army Combatives. In order to train Soldiers on Advanced Ground Combativesskills you must hold this level of certification. You will need to be the subject matterexpert in this area. Combatives will promote Values and Warrior Ethos to allSoldiers. Your attitude during this training will determine how motivated yourstudents will be.

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SECTION III. PRESENTATION

1. Learning Step / Activity 1. Review Skill Level 1 Ground Fighting Techniques (Day 1)

Method of Instruction: Practical Exercise (Performance)Instructor to Student Ratio: 1:12

Time of Instruction: 3 hrs 0 minsMedia: Small Group Instruction (SGI)

Note: The review will include demonstrations of Level 1 technique that will allow the students toexecute Drill # 1, Drill # 2, and Drill #3. Performance on these drills will enable the instructors toevaluate the students current understanding of Modern Army Combatives Program Techniques.

NOTE:

Conduct a check on learning and summarize the learning activity.

2. Learning Step / Activity 2. Lecture: The History of Martial Arts (Day 1)

Method of Instruction: Lecture/ Discussion

Instructor to Student Ratio: 1:12Time of Instruction: 1 hrs 0 mins

Media: Small Group Instruction (SGI)

The History of Martial Arts

- Martial arts of the worldWhere do the martial arts come from? Most people would answer that they come from the orient. Thetruth is that every culture that has a need for martial arts has them. We have fighting manuals from

medieval Europe that show many of the same techniques that we teach today1. The ancient Greeks hadwrestling, boxing and the pancrathalon. There are paintings on the walls of Egyptian tombs that are overfour thousand years old showing both armed and unarmed fighting techniques that would seem familiar to

many of todays martial artists2.

- Jitsu vs. DoWe are going to talk now about the Japanese martial arts because there are some very instructive thingsabout their history that are a microcosm of martial arts in general and that are very useful inunderstanding American attitudes about martial arts in particular.

Every Japanese martial art ends with either the word Jitsu or Do, for example Jiu-Jitsu/Judo,Kenjitsu/Kendo, Aikijitsu/ Aikido. The original arts all end with Jitsu which means the art or technique.They were created out of the necessity of a violent time, when there was a definite need for fighting

ability. The entire reason for the existence of the training was to produce competent fighters.

As Japanese society became more settled and peaceful, the ability to fight well became less important.This was true even for members of the Warrior class, the Samurai. This, and the modernization of the

1 Medieval Combat: A fifteenth-Century Illustrated Manual of Sword fighting and Close-Quarter Combat( a translation ofHans Talhoffers Fechtbuch printed in 1467), Codex Wallerstein: A Medieval FightingBook from the Fifteenth Century on the Longsword, Falchion, Dagger, and Wrestling by GrzeggorzZabinski with Bartlomiej Walczak Copyright 2002 by Grzeggorz Zabinski with Bartlomiej Walczak.2 Combat Sports In the Ancient World by Michael B. Poliakoff Copyright 1987 by Yale University

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Japanese military, resulted eventually in the banning of the wearing of the swords that were the badge ofsamurai rank, effectively making the warrior class the same as every one else.

What this meant was that there were thousands of men who had spent their entire lives training to fightwho had no real need for their martial abilities. Most of them simply stopped training all together andbecame normal members of society, but a few looked deeper at the results of their training. They realized

that they had gained much more than just the ability to fight by it. Training in the martial arts had madethem in to the men that they were.

This then became the new reason for training. No longer was producing competent fighters of primaryconcern. The principle goal was to produce better people. One very good example of this is Jigoro Kano,the founder of Judo. As a young man Kano became an expert in several systems of Jujitsu. However, notonly was he an expert at Jujitsu, but he was also a teacher. He was director of the Tokyo Higher NormalSchool (precursor of the present Tokyo University of Education) for twenty three years and Chief of the

Education Bureau of the Ministry of Education3.

As Kano grew in his knowledge of Jujitsu, he realized that it could be used as a tool in developing better,well rounded, people. With this in mind he formatted the Jujitsu that he had learned into a better teachingtool and called it Judo. So the main difference between the Jujitsu that he learned and the Judo that he

taught was the purpose. His teachers were mostly concerned with his fighting ability and skills. He on theother hand was more concerned with building the character of his students4.

- The Modern Martial arts

Although we have been talking specifically about the Japanese martial arts, this evolution from Jitsu to Door in other words from concentrating on actual fighting ability to actual ability being of only secondaryimportance, is indicative of most of the modern martial arts world. If you read or listen to almost anythingput out by someone in the contemporary martial arts community about training, it will almost invariably becolored by this change in the reason for training.

To put things in perspective, imagine an accountant somewhere in America trying to decide whether ornot martial art training is practical. If training cost the accountant $50 a month, he will spend $600 peryear. What are the odds that he will be robbed in a way that his training could stop for $600 per year.Therefore from a fiscal perspective it makes more sense to save his money. Now consider his chances ofbecoming injured in training, as compared with his chances of becoming injured by an assault and yousoon see that in a practical sense it really doesnt make much sense for the average citizen to train in themartial arts.

There are of course many good reasons to train that have little to do with the practical need for fightingability. There are thousands of people across America who are training to fight with a samurai sword. Veryfew of them believe they may need to defend themselves against sword wielding ninjas on the way totheir car at the mall. They train because they enjoy it. For the same reason that people play baseball, orre-enact civil war battles or any other leisure activity. This of course is completely different from thesituation of the Army.

Modern Army Combatives training therefore stands apart from the vast majority of martial arts training inthat producing actual fighting ability is of primary concern. Both the mental and physical benefits of

3 The Father of Judo: A Biography of Jigoro Kano byBrian N. Watson, Yukimitsu Kano4 An excellent source on the history of Japanese martial arts is the series by Donn F. Draeger thatconsists of: Classical Bujutsu, Classical Budo, and Modern Bujutsu and Budo published by JohnWeatherhill, Inc of New York and Tokyo. Although Draeger tends to be Nipocentric in his views of themartial arts, his books some of the most thoroughly researched and well written on the subject, and in thiscase his Nipocentrism is not a handicap.

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training gain their worth from their usefulness in producing more capable soldiers.

NOTE:


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3. Learning Step / Activity 3. Review Level 1 Ground Fighting Techniques (Day 1)



Note: Continue with material from the morning session. The review will bring the students up tosuccessful execution of Drill # 3. Additionally, Level 1 Submissions will be covered during thisperiod.

NOTE:


4. Learning Step / Activity 4. Sparring from Dominant Positions (Day 1)



NOTE: Have the students rotate through a series of dominant body positions for sparring.

NOTE:


5. Learning Step / Activity 5. Warm Up (Day 2)


Time of Instruction: 30 minsMedia: Small Group Instruction (SGI)

NOTE: Modern Army Combatives drills #1, #2, and #3 will be utilized for the warm up. The students

execution of technique during these warm up sessions will allow the instructor to evaluate understanding.

NOTE:


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6. Learning Step / Activity 6. Level 2 Technique: Trap and Roll From the Mount (Day 2)


Time of Instruction: 1 hr 30 minsMedia: Small Group Instruction (SGI)

Enemy Posts Both Arms

A. Point the head outside arm you are going to attack

B. Both hands will come and cup the arm-thumb less grip and pull it in

C. Trap same side leg

D. Lift hips up and over, end up in good pass the Guard posture

Arm Around Neck Post on One Side

A. Trap arm by bringing head back to ground

B. Same side hand of trapping arm will come outside cup arm by bicep and pull it in elbow down andtucked in

C. Other hand will post palm on the hipboneD. Trap same side leg of trapped arm

E. Lift hips up and over to pass the Guard posture

Larger Enemy Pins Wrists

A. Can not power up

B. Take one hand track circle around head

C. Roll to your side trapping leg and blocking wrist

D. Continue to roll and lift up and over to pass the Guard posture

NOTE:


7. Learning Step / Activity 7. Level 2 Technique: Achieve the Mount (Day 2)



Push the Propped the Knee

A. Start in basic Side Control

B. Post hand switch your base sit legs through

C. Enemy will prop near side leg up

D. Put arm underneath his shoulder and pull up

E. Push on knee taking top leg on top of bottom leg

F. Drive knee across his waistline hook foot on leg

G. Release foot and shoulder at the same time spine uncoils

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H. Achieve the Mount

Pull the Propped the Knee

A. Start in basic Side Control

B. Post hand switch your base sit legs through

C. Enemy will prop far side leg up

D. Push with chest on his far shoulder

E. Pull leg towards the ground

F. Step over hook foot inside of knee spine uncoils

G. Achieve Mount

Conduct Drill One with all the different ways to Push or Pull the Propped Knee

NOTE:


8. Learning Step / Activity 8. Level 2 Technique: Defend Against Being Mounted (Day 2)



Defend against attempt to mount Arch

A. Enemy starts in basic Side Control

B. Post hand switch base

C. Reach around his back and cup hip to block

D. As enemy steps over bridge and extend your arm

E. Roll enemy over

F. Come up to good pass the guard posture

Defend against attempt to mount Backdoor

A. Enemy starts in basic Side Control

B. Enemy posts his hand and switch base to sit legs through

C. Enemy drives knee across weight comes off back leg

D. Straighten backside leg

E. Lift leg with elbow/forearm

F. Bring leg up and over hook same leg

G. Continue to shrimp

H. Recompose the Guard

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NOTE:


9. Learning Step / Activity 9. Lecture: Evolution of Judo to Brazilian Jiu-Jitsu to MMA (Day 2)

Method of Instruction: Lecture/ DiscussionInstructor to Student Ratio: 1:12


Deliver Evolution of Brazilian Jiu-Jitsu Lecture:

- Judo

14 years since the beginning of the Meiji era and the Japanese turn toward westernization, only 5 yearssince the outlawing of the wearing of the double swords. Other Jujitsu schools denigrated his system

as being unrealistic and unproven. Challengers came and were met almost every day. "It seemed thatthe Kodokan had to take on the whole of Japan, and had to have a spirit of being ready for anything."

wrote Kano in his own memoirs5. Judo had to prove itself in the trials of challenge matches. This eracame to its climax in 1883 when the police officers of the Tokyo Metropolitan

Police Station arranged a series of fights between the top fighters of Totsuka-ha Yoshin-ryu jujutsu and

the Kodokans best which ended in a resounding victory for the Judo men6.

Having with this great victory established itself as the premier martial arts school in Japan, When a youngJigoro Kano founded the Kodokan Judo institute in 1882, he had a formidable task ahead of him, howto spread the popularity of his new system in a country that was full of martial arts schools. Ad to thatthe volatility of the country, it had only been Kano set his sights on the rest of the world. He madeseveral trips abroad and sent some of his best students around the world to spread the popularity ofJudo They did this primarily by demonstration and by fighting the local champions of various western

martial sports.

Among those who went to spread the gospel of Judo to the world was his chief assistant, Yamashita, whowent to America in 1903. While he was there, President Theodore Roosevelt arranged a challengematch with a middleweight catch-as-catch-can wrestler named Joseph Grant, who was teachingPresident Roosevelt wrestling. In a letter to his son Kermit, Roosevelt described the outcome Insideof a minute Yamashita had choked Grant, and inside of two minutes more he had got an elbow holdon him The President was impressed enough to take judo lessons from Yamashita and arranged

for him to teach at the U.S. Naval Academy7.

Another student that went out was Mitsuyo Maeda who traveled to the United States, Europe, and Centraland South America and eventually ended up in Brazil. He fought many challenge matches along theway and after arriving in Brazil was helped to raise a Japanese immigrant colony by a diplomat

named Gastao Gracie. In return he taught Gastaos sons Judo/Jiu-Jitsu. This was in the 1920s andthe two terms were both still being used for the system Kano was teaching8. After training with Maeda

5 P. 63, Kano Jigoro Chosakushu, by Kano Jigoro, Gogatsu Shobo, Tokyo, Japan. 1984.6 An excellent source on the this climatic match is the article Judo's Decisive Battle by WayneMuromoto Copyright Tengu Press and Wayne Muromoto, Honolulu, Hawaii, 2002.

7Professor Yamashita Goes to Washington by Joseph R. Svinth, Aikido Journal, 25:2 (1998).Copyright 2000 Joseph R. Svinth.8 An example is the book Complete Kano Jiu-Jitsu, Judo, the Official Jiu-Jitsu of the Japanese

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for a short time Gastaos oldest son Carlos opened his own school where he and his brothers, most

notably the youngest brother Helio, started to teach and fight challenge matches as well9.

- Brazilian Jiu-Jitsu

Helio Gracie eventually arose as the familys champion. He began fighting challenge fights when he was

17 defeating a boxer named Antonio Portugal in only thirty seconds. Helio, at only 135lbs, reined asthe no holds bared fighting champion of Brazil until he was 47 years old. During this time he lost onlytwice, once to the twelve time open weight Judo champion of Japan Masahiko Kimura, and once in athree hour and forty minute battle to his former student Waldemar Santana, both of whom outweighedhim by over eighty pounds.

Other members of the Gracie family carried the tradition of challenge matches forward and as they did,the techniques of their system were shaped by the demands of arena fighting.

In 1989 an article entitled Bad10was published in Playboy Magazine That essentially told the world aboutthe Gracie family history of fighting challenge matches and about Helio Gracie, his oldest son Rorionand how he had issued a challenge to fight anyone in the United States, winner take all, for

$100,000. Rorion had made somewhat of a name for himself around the martial arts community byselling videotapes, titled Gracies in Action, of his family and some of their students fighting againstpractitioners of various other martial arts. Eventually Rorion teamed with a promoter and created thefirst Ultimate Fighting Championship.

The idea behind the first few UFCs was to pit practitioners of various martial arts against each other, withas few rules as possible, in order to see which arts were the most effective. In an eight or sixteen-manfield, and using a single elimination format, Rorions younger brother Royce Gracie dominated everyopponent he faced, winning three of the first four such tournaments and only failing to win once bybecoming a heat casualty after winning his first fight.

- Mixed Martial Arts

Soon however the demands of being a television event started to force changes in the UFC. Royce foughta thirty six minute draw that went beyond the time slot for the broadcast. Because of this, theproducers were forced to implement time limits to the fights. With time limits came the need to decidethe winner if the time limit was reached, in other words Judges. Of course when you have judges, itsignificantly changes what you have to do to win the fight. Now instead of winning outright, you cansimply be doing a little better than your opponent when time runs out.

As time went on, more rules were implemented and changed for the same reasons rules are changed inany spectator sport, the safety of the fighters and crowd appeal. These changes in the rules began tohave an effect on the fighting. For example, in the early shows fighters who punched with closed fistsusually broke their hand. Fights, however are much more exciting when the fighters slug it out.Therefore, four-ounce gloves were required, not for the safety of the fighters, but because they makefighters more willing to throw closed fist punches. What evolved was modern Mixed Martial Arts

Although the addition of more rules have decreased the value of Mixed Martial Arts fighting as alaboratory for combative technique, as long as we realize what the limitations are, we can still learnallot about what will are will not work in real fights. There are no more pure Karate or TaeKwonDopractitioners fighting in the UFC for only one reason, they cant really fight. The crucible of competition

Government, New York: G.P. Putnamss, 19259 Brazilian Jiu-Jitsu Theory and Techniques by Renzo Gracie and Royler Gracie, Invisible CitiesPress, Montpelier, VT, 200210 Bad, Playboy article, vol. 36, no. 9 - September 1989 By Pat Jordan

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has shown that there are only a certain amount of ways to twist someone arm behind there back, ortake them off of their feet, or choke them unconscious that really work. As long as we remember thatin a real fight people can also bite your nose off or poke your eye out or any number of tactics that areagainst the rules in MMA, we can still learn valuable lessons that in the absence of any sort of realitycheck on techniques, would simply be theory.

NOTE:


10. Learning Step / Activity 10. Level 2 Technique: Escape the Half-Guard (Day 2)



Escape the Half Guard-Enemy has control of left leg

A. Under hook head with right arm to control the head

B. Under hook arm with your left arm (Gable grip)

C. Push your right shoulder in his face to turn him away

D. Walk trapped foot up

E. Bring hand to knee

F. Shake back and forth push with hand and pull knee out

G. Drive free knee to the ground

H. Enemy attempts to push knee back through legs

I. Under hook same side arm

J. Walk your hand up bringing enemys hand away from knee to control head keep enemy flat on hisback

K. Bring backside foot up hook on top of opponents legL. Lever pull foot out

M. Go to Mount

NOTE:


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11. Learning Step / Activity 11. Level 2 Technique: Escape from Headlocks on the Bottom (Day 2)



Escape Head Lock from the Bottom Form the Frame

Option one:

A. From headlock

B. Roll onto side tuck elbow in

C. Bring backside arm around and put in on the face "Form the Frame"

D. Other arm comes up and cups the wrist forming the frame

E. Push up and at angle past the face

F. Move hips away

G. Reach with legs to grab the head

H. If enemy lets go of the head

I. Squeeze head by straitening legs to choke

Option two:

A. Enemy still holds onto the head

B. Roll up on top

C. Get a wide base with your knees, placing your weight back, position your hands out

D. Take hand closest to legs and block legs

E. Step over, reach up and pull heel into hip

F. Back leg knee slides up behind the head

G. Maintain base and back hands out

H. The arm closest to the opponents head forms a knife edge driving the forearm into the neck

I. Opposite arm secures the wrist "Reform the Frame"J. Push forearm into the neck and drive the body towards the head to release the enemy's grip

K. Capture his arm with the hand closest to the hips and pinch the neck and shoulder together tohelp secure the grip.

L. Post hand on the head or push chin to the ground

M. Point toe away

N. Step over

O. Pinch knees together

P. Finish with the Level One arm bar

Escape the Head Lock "Follow the Leg"

-Attempt to form the frame but enemy's head is tucked tight-Feel where the leg is and step over-Use the leg as a guide climb up and over

Option one:

A. Enemy keeps leg out

B. Come on top

C. Isolate shoulder putting your shoulder on his

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D. Post all the weight on shoulder and drive to break the grip

E. Pull Head out and grab wrist to shoulder lock

Option two:

A. Enemy tucks his leg and continues to roll

B. Continue to roll

C. Get a wide base with your knees, placing your weight back, position your hands out

D. Take hand closest to legs and block legs

E. Step over, reach up and pull heel into hip

F. Back leg knee slides up behind the head

G. Maintain base and back hands out

H. The arm closest to the opponents head forms a knife edge driving the forearm into the neck

I. Opposite arm secures the wrist "Reform the Frame"

J. Push forearm into the neck and drive the body towards the head to release the enemy's grip

K. Capture his arm with the hand closest to the hips and pinch the neck and shoulder together tohelp secure the grip.

L. Post hand on the head or push chin to the ground

M. Point toe away

N. Step over

O. Pinch knees together

P. Finish with the Level One arm bar

Escape the Head Lock "Lift and Turn"

A. Attempt to form the frame, attempt to follow the leg

B. Enemy keeps head tight and brings leg in

C. Top hand cups the shoulder

D. Come onto your knees

E. Clear your backside hand to base

F. Lift him over to the other sideG. Base out weight back hands out

H. Get a wide base with your knees, placing your weight back, position your hands out

I. Take hand closest to legs and block legs

J. Step over, reach up and pull heel into hip

K. Back leg knee slides up behind the head

L. Maintain base and back hands out

M. The arm closest to the opponents head forms a knife edge driving the forearm into the neck

N. Opposite arm secures the wrist "Reform the Frame"

O. Push forearm into the neck and drive the body towards the head to release the enemy's grip

P. Capture his arm with the hand closest to the hips and pinch the neck and shoulder together to

help secure the gripQ. Post hand on the head or push chin to the ground

R. Point toe away

S. Step over

T. Pinch knees together

U. Finish with the Level One arm bar

Escape the Headlock "Block and Lift"

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A. Top hand cups the shoulder

B. Come onto your knees

C. Clear your backside hand to base

D. As you attempt to lift him over the enemy posts his leg to prevent the lift

E. Set the enemy back down

F. Jump legs over his bodyG. Back leg knee slides up behind the head

H. Get a wide base with your knees, placing your weight back, position your hands out

I. Take hand closest to legs and block legs

J. Step over, reach up and pull heel into hip

K. Back leg knee slides up behind the head

L. Maintain base and back hands out

M. The arm closest to the opponents head forms a knife edge driving the forearm into the neck

N. Opposite arm secures the wrist "Reform the Frame"

O. Push forearm into the neck and drive the body towards the head to release the enemy's grip

P. Capture his arm with the hand closest to the hips and pinch the neck and shoulder together tohelp secure the grip

Q. Post hand on the head or push chin to the ground

R. Point toe away

S. Step over

T. Pinch knees together

U. Finish with the Level One arm bar

Escape the Headlock "Arch Over"

A. Enemy controls the elbow tight from the head lock

B. Try to clear the arm

C. Enemy adjusts his body to prevent from losing the arm

D. Arch and lift him up towards the head

E. Rotate him around your head "half moon"F. Roll up on top

G. Base out weight back hands out

H. Take hand closest to legs and block legs

I. Step over, reach up and pull heel into hip

J. Back leg knee slides up behind the head

K. Get a wide base with your knees, placing your weight back, position your hands out

L. Take hand closest to legs and block legs

M. Step over, reach up and pull heel into hip

N. Back leg knee slides up behind the head

O. Maintain base and back hands out

P. The arm closest to the opponents head forms a knife edge driving the forearm into the neckQ. Opposite arm secures the wrist "Reform the Frame"

R. Push forearm into the neck and drive the body towards the head to release the enemy's grip

S. Capture his arm with the hand closest to the hips and pinch the neck and shoulder together tohelp secure the grip

T. Post hand on the head or push chin to the ground

U. Point toe away

V. Step over

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W. Pinch knees together

X. Finish with the Level One arm bar

NOTE:


12. Learning Step / Activity 12. Sparring from Head Lock Positions (Day 2)



NOTE: Have students establish head lock positions and spar for submissions

NOTE:





NOTE: Modern Army Combatives drills #1, #2, and #3 will be utilized for the warm up. As the studentslearn Level 2 techniques, the students will incorporate them into the drills. The students execution oftechnique during these warm up sessions will allow the instructor to evaluate understanding.

NOTE:


14. Learning Step / Activity 14. Check On Learning Level 2 Technique (Day 3)

Method of Instruction: ReviewInstructor to Student Ratio: 1:12


NOTE: Use this 90 minute block of time to allow for student questions and student demonstration of new

technique understanding.

NOTE:


15. Learning Step / Activity 15. Level 2 Technique: Attacks from the Mount (Day 3)


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Paper Cutter

A. Grab and open same side collar with the weaker hand

B. Reach free hand thumb inside and secure the opposite side collar-knuckles touching the ground

C. Release the grip of the weak hand, and reach underneath the strong arm grab the opposite side

collarD. Drive the strong arm elbow to the ground

Nut Cracker

A. Reach down and grasp the collar with each hand pinky down

B. Pull up on the collars

C. Drive pointer finger knuckles in each side of the esophagus

Leaning Choke

A. Secure same side grip with one hand on the collar pinky down

B. Grab collar with other hands fingers outside

C. Reach across his neck -keep pinky along the carotid arteryD. Pull on the opposite collar

E. Lean into the choke- keep the elbow slightly bent

Sleeve Choke

A. Reach one arm around and underneath the head.

B. With the hand on the arm around the head reach in the other arms sleeve, fingers inside andsecure a tight grip

C. Make a fist with non grabbing hand and put across the neck

D. Pull fist across to the other side

E. Lever by straightening arms to finish the choke

NOTE:


16. Learning Step / Activity 16. Lecture: Whole Army Plan (Day3)



Note: Conduct Whole Army Plan Lecture

NOTE:




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NOTE: Conduct a check on learning and summarize the learning activity.

18. Learning Step / Activity 18. Level 2 Technique: Attacks from Rear Mount (Day 3)

Method of Instruction: Conference/ DiscussionInstructor to Student Ratio: 1:12


Collar Choke

A. Start from Rear Mount in Level One

B. Hand under the arm pit reach up and grab the same side collar and pull it open

C. Hand over the shoulder reach under the chin and grab, thumb inside the collar

D. Note: Push thumb up deep into the collar while pulling collar down with the opposite hand makinga tight fist to secure the collar

E. The hand underneath the arm reaches across grabbing the opposite side lapel

F. Lean back and extend arms to apply the choke

Single Wing Choke



C. Hand over the shoulder reach under the chin and grab thumb inside the collar

D. Hand under the arm lets go, turns palm face up, and puts it in the crook of the elbow

E. Lean to the side draw a big circle with hand reaching behind his headF. Note: Keep hand away from armpit never lose control of the elbow

G. Pull with hand around the neck and push with hand behind head by straightening your arms toapply the choke

Straight Arm Bar



C. Hand over the shoulder reach under the chin and grab, thumb inside the opposite side collar

D. Enemy secures the arm under the arm pit by squeezing his elbow tight to the his side

E. Let go of the collar with that hand, stick arm through, and secure his shoulder

F. Let go with your other hand bring it to the near side and push on his head

G. Lean to the side opening your leg and kicking it over his head

H. Pinch knees together securing a baseball grip on the wrist

I. Finish arm bar as in Level One

NOTE:


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19. Learning Step / Activity 19. Sparring for Submissions (Day 3)



Note: Execute Sparring for submission bouts

NOTE:






NOTE:


21. Learning Step / Activity 21. Level 2 Technique: Reverse Bent Arm Bar in Side Control (Day 4)



Reverse Bent Arm Bar from Side Control

A. Form basic side control-enemy has table top position

B. Sit through as if attempting to mount

C. Reach up and secure wrist using the thumb grip

D. Other arm comes out of the elbow notch and reaches under and secures a figure four above theelbow

E. Sit back through using the torque of the body to bring the enemys arm down anchoring elbow tohis hip

F. Bring leg by his head up putting the knee on his hip sliding it along his body to capture his arm

G. Sit through as if attempting to mount towards the head

H. Back leg steps over the head-placing foot on the ground

I. Lean back and twist arm to torque the shoulder

Bouts for submission (start from dominant body positions)

NOTE Conduct a check on learning and summarize the learning activity.

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:

22. Learning Step / Activity 22. Level 2 Technique: Triangle Choke (Day 4)


Time of Instruction: 1 hrsMedia: Small Group Instruction (SGI)

Triangle Choke

A. When the enemy passes the Guard as in Level One

B. He will post his arm between legs and back away

C. Post foot on the ground and turn your body to change the angle

D. Bring up opposite leg behind the enemy perpendicular to his neck

E. Lift hips up and pull his arm across

F. Reach up and secure your shin

G. Figure four the legs-get shin into the crook of the knee

H. Squeeze knees, hips up, and pull head to apply choke

NOTE:


23. Learning Step / Activity 23. Level 2 Technique: Elevator Sweeps (Day 4)


Time of Instruction: 1 hr 30 minsMedia: Small Group Instruction (SGI)

Elevator Sweep from the Guard Option 1A. When the enemy passes the Guard as in Level One

B. He will post his arm between legs and on the ground

C. Secure the wrist on the posting arm with nearside hand

D. Circle the same side foot around clockwise and hook his leg

E. Post foot on the ground and hip out

F. Lift under his leg at the same time scissoring the bottom leg back

G. Roll over to the Mount

Elevator sweep from the Guard Option 2

A. Attempt to scissor sweep

B. Once the leg is across the belt line the enemy sets his weight on your leg

C. Escape leg across the belt line by straightening the leg getting the knee free

D. Circle your foot around hooking under the leg

E. Lift up on the leg at the same time scissor the bottom leg back

F. Roll over to the mount

Elevator sweep from "Escape the Mount, Shrimp to the Guard"

A. Attempt to use the shrimp escape from the Mount

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B. Once you have one leg in between the legs and one leg out, shrimp out to escape the hipstowards the leg you have hooked.

C. One hand controls the elbow

D. The other hand comes up and controls the opposite side collar

E. Lift up on the leg at the same time scissor the bottom leg back

F. Note: You can also bring the foot up on the bottom leg and kick the knee to roll him over as youlift with your other leg

G. Roll over to the mount

NOTE:


24. 24. Learning Step / Activity 24. Sparring from Dominant Positions (Day 4)


Time of Instruction: 1 hrMedia: Small Group Instruction

NOTE: Execute Sparring for submission from dominant positions focus on Sweeps for the man onthe bottom.

NOTE:






NOTE:


26. Learning Step / Activity 26. Level 2 Technique: Triple Attack (Day 4)

Method of Instruction: Practical Exercise (Performance)

Instructor to Student Ratio: 1:12Time of Instruction: 2 hrsMedia: Small Group Instruction (SGI)

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Reverse Bent Arm Bar from the Guard

A. Enemy is in the Guard posting both hands on the mat

B. Slide body back and secure a thumb grip on the wrist

C. Open legs but keep your knees pressing tight together

D. Sit up and reach up and over his arm and secure a figure four grip

E. If there is room lace nearside leg over his leg

F. Fall back to mat

G. Escape hips out to the same side

H. Move leg on top of the back

I. Keep the enemies elbow tight to your chest and turn your body to apply pressure to the shoulder

Hip Heist Sweep

A. Enemy is in the guard sitting back

B. Open legs but keep your knees pressing tight together

C. Sit up and post up on one hand

D. Opposite arm will reach across his body over his arm and secure a thumb grip at the elbow

E. Post opposite foot of the hand that is posted

F. Lift hips up come up and over the leg to the mount

Guillotine Choke

A. Attempt the Hip Heist Sweep

B. Enemy hugs the body trying to drive you back to the ground

C. Open legs and scoot hips back to allow space for the choke

D. Reach arm around his neck palm facing towards your body

E. Other hand reaches down and secures grip pinky side of hand on the palm

F. Lift up to secure choke

G. Sit back locking the guard

H. Arch back and pull to finish the choke

NOTE:


27. Learning Step / Activity 27. Sparring for Submissions (Day 4)


Time of Instruction: 1 hr 30 mins


NOTE: Conduct Sparring for Submissions Bouts

NOTE:


28. 28. Learning Step / Activity 28. Warm Up (Day 5)

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I. Stack him up, pushing his knee straight over his head until you break the grip of his legs

J. Pull arm out and grab pants at the tailbone

K. Let his leg past your head

L. Place the elbow in the elbow notch

M. Place the other hand under the hips and assume a good Side Control

Pass the Guard "Near Side Leg Through"

A. Try to cycle arm underneath leg

B. Enemy puts weight on the leg

C. Push down on his knee

D. Slide near side leg through hooking his leg by putting knee on the ground and hooking with thefoot

E. Far side arm will hook under the other leg

F. Near side arm then reaches around the head

G. Back step far side leg dropping your hips to the ground still hooking the leg with near side foot

H. Push shoulder into the leg

I. Clear legs to get into Side Control

Pass the Guard Far Side Leg Through

A. Try to cycle arm underneath leg

B. Enemy puts weight on the leg

C. Push down on his knee

D. Slide opposite knee over pinning the knee to the ground

E. Same side hand goes under the armpit on the backside

F. Reach and grab at the elbow of the Nearside arm and pull it up

G. Step over with none pinning leg

H. Sit through

I. Switch base to Side Control

NOTE:


30. 30. Learning Step / Activity 30. Lecture: Standard Competition Rules/ Officiating (Day 5)



Deliver Competition Brief:

General Competition Information

A look at the history of Combatives systems reveals two fundamental mistakes, both of which are relatedto competition. The first mistake is having no form of competition. This is generally done due to themisguided thought that the techniques are too dangerous to be done competitively. While manytechniques are too dangerous to be executed during live competition; there are great benefits to begained by competing even in a limited set of techniques. The boxer is a better puncher than thetraditional martial artist not because of the mechanics of punching but because his technique has

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been refined in the crucible of competition. The feel for an enemys body movement of most highschool wrestlers is superior to most traditional martial artists for this very same reason.

For military units there are many other reasons that a competitive form is useful. The problem ofdeveloping a strong unit program is really the problem of how to motivate subordinate unit leaders toemphasize the training. Competitions can be useful for this in several ways. Competitions are also avery good way to encourage the pursuit of excellence in soldiers.

The other mistake is that once you have decided on a method of competition, training will naturallybecome focused on winning at competition rather than on winning in combat. Over time, the systemchanges until it bears only a slight resemblance to the original combat art. This is evident in almostevery Combatives system. Boxers do not concern themselves with how to defend against takedowns.Wrestlers do not concern themselves with defending against chokes.

The dilemma then is how a combative system can garner the benefits from competition without falling intothe trap of a competitive focus. One portion of the answer is to have a graduated system ofcompetition rules. In this way there will not be a competitive advantage to training specifically forcompetitions. Those who do will find themselves unprepared for the additional techniques that areallowed at the next level of competition. This also allows for a very safe subset of techniques to beused at the lower levels without losing the combat focus.

There are four sets of rules governing Combatives competition. Other combative sports are alsoencouraged, however it should be recognized that they sometimes reinforce bad combative habits.

NOTE:


31. Learning Step / Activity 31. Standard Competition Rule Exam (Day 5)

Method of Instruction: Written Exam

Instructor to Student Ratio: 1:12Time of Instruction: 1 hrsMedia: Written Exam

NOTE: Administer and Review the Standard Competition Exam.

NOTE:


32. Learning Step / Activity 32. Lecture: Running a Standard Rules Tournament (Day 5)



NOTE: Conduct Running a Tournament Lecture.

NOTE:


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33. Learning Step / Activity 33. Bracketing Practical Exercise (Day 5)



NOTE: Students will weigh in and establish brackets for a standard rules tournament.

NOTE:


34. Learning Step / Activity 33. Standard Rules Tournament Practical Exercise (Day 5)


Time of Instruction: 2 hrsMedia: Small Group Instruction (SGI)

NOTE: Students will conduct double elimination standard rules tournament.

NOTE:




Instructor to Student Ratio: 1:12Time of Instruction: 1 HrMedia: Small Group Instruction (SGI)


NOTE:


36. Learning Step / Activity 36. Drill #1, #2, #3 (Day 6)


Time of Instruction: 1 HrMedia: Small Group Instruction (SGI)

NOTE: Evaluate and give the students feedback on their execution of level 2 technique in theperformance of drills #1, #2, #3.

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NOTE:


37. Learning Step / Activity 37. Review Head Lock Escapes (Day 6)


Instructor to Student Ratio: 1:12Time of Instruction: 1 HrMedia: Small Group Instruction (SGI)

NOTE: Students will demonstrate understanding of Head Lock Escapes

NOTE:


38. Learning Step / Activity 38. Situational Sparring (Day 6)



NOTE: Spar from dominant and headlock positions.

NOTE:


39. Learning Step / Activity 39. Lecture: Introduction to Knee in the Belly (Day 6)


Time of Instruction: 0 Hr 30 minsMedia: Small Group Instruction (SGI)

NOTE: Introduce the students to the Knee in the Belly Position

NOTE:


40. Learning Step / Activity 40. Lecture: Passing the Guard with Punches (Day 6)



NOTE: Introduce the students to passing the guard with punches.NOTE:


41. Learning Step / Activity 41. Introduction to the Open Guard (Day 6)

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NOTE: Introduce the students to the Open Guard


42. Learning Step / Activity 42. Situational Sparring (Day 6)



NOTE: Spar from dominant and headlock positions. Include some iterations with open guard situations.


43. Learning Step / Activity 43. Sparring for Submission (Day 6)



NOTE: Spar for submission.NOTE:






NOTE:


45. Learning Step / Activity 45. Level 2 Technique: Defend Against Punches in the Guard (Day 7)


Time of Instruction: 2 HrsMedia: Small Group Instruction (SGI)

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Defense against punches in the guard

Close:

A. Enemy attempts to punch from within your guard

B. Swim both hands through the middle and pull him down-one hand should be pulling and the otherpushing his head to avoid the head but

C. Tuck your head inD. Avoid punches with your elbow

E. When he begins to attack your ribs, use your elbows to lift his arms enough to get your kneesunder them

F. Your knees will protect against shots to the ribs and your arms will continue to protect againsthead shots

Middle:

A. If the enemy tries to pull away to make more room for punching, slide your hands over his upperarms

B. Work your feet up to his hips-your knees will be in front of his shoulders and they will be the mainthing defending punches

C. Your hands hooked over his upper arms are to keep him from bringing his arms back to load up astrike

D. If he should pummel them around to free them you must also repummel around to keep control

E. If he does get an arm loose and is able to load up for a big strike

F. Lift your hips and push the same side knee up to increase the distance

G. Reach your arm across to cover your face

H. When he tries to land the punch

I. Guide his arm back over your knee and resume the controlling position with your hand

Far:

A. If he tries to pull away to stand up

B. Transition grip on the wristC. Kick to the chin

D. Sit up with him

E. Assume a stand in base posture and kick with the bottom leg to create space

F. Stand in base

G. Be ready to counter attack

NOTE:


46. Learning Step / Activity 46. Level 2 Technique: Passing the Guard with Punches (Day 7)


Instructor to Student Ratio: 1:12Time of Instruction: 0 Hrs 30 mins

Media: Small Group Instruction (SGI)Passing the Guard with Punches-Bring hands in push on the chin-Cup the biceps-Head butt a couple of timesNote: Dont head butt directly over your eyes to avoid getting cut and blood getting in your eye-usethe horns-Stand up

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-Bring hand over and secure his jacket or back of the head-Push hips forward

Option 1 Loosen the Legs

A. Hit him causing his legs to open

B. Pinch knees together and sit hips forward

C. Swing free arm back and catch his footD. Bring arm around secure thumb on the inside grip

E. Rotate one knee down other knee up

F. Bring hand out grab tailbone to stack up

G. Pass to Side Control

Option 2 Legs Together

A. If he defends punches

B. Step punching side leg back at a 45 degree angle turning your hips

C. Punching hand makes a knife edge and goes through gap reach to outside of the knee

D. Squat down getting elbow to outside of your knee causing his legs to open

E. Bring arm around secure thumb on the inside gripF. Rotate one knee down other knee up

G. Bring hand out grab tailbone to stack up

H. Pass to Side Control


47. Learning Step / Activity 47. Sparring with Striking (Day 7)


Time of Instruction: 1 Hr


NOTE: Open Hand to the Face, Closed fist to the body, no knees or elbows.




NOTE: Modern Army Combatives drills #1, #2, and #3 will be utilized for the warm up. As the studentslearn Level 2 techniques, the students will incorporate them into the drills. The students execution of

technique during these warm up sessions will allow the instructor to evaluate understanding.


49. Learning Step / Activity 49. Level 1 Take Down Review (Day 7)


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NOTE: Review all take down techniques from Level 1.


50. Learning Step / Activity 50. Sparring with Striking (Day 7)



NOTE: Execute sparring with striking.

NOTE:





NOTE: Spar for submission.

NOTE

:







53. Learning Step / Activity 53. Level 2 Technique: Takedowns (Day 8)


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Drop to the Single Leg

A. Start in a Modified Seat Belt as in Level One

B. Enemy steps back with far leg

C. Drop down to knee with the back side legD. Keep head up pushing into him

E. Front hand comes around captures his heel

F. Back hand comes around and secures over the wrist

G. Drive into him and pick up the enemies leg pulling it between your legs

Attack with Single Leg between the Legs:Super Man Double

A. Pinch knees together trap leg

B. Jump back to spread his legs

C. Jump back and then forwards capturing his far side leg pulling him to the ground

Attacks from Single Leg to the Front:The Dump

A. Leg ends up in front of the body

B. Head should be up in the hip, front hand secures the heel, and the back hand cups under the leg

C. Step up and in with front leg

D. Pull the leg with the arm, push the leg with the head, and step back and down for the takedown-Down to your knee

Tree Top

A. Leg ends up in front of the body

B. Head should be up in the hip, front hand secures the heel, and the back hand cups under the leg

C. Lift the enemys leg with your kneeD. Rear hand transitions to a thumb grip under the leg

E. Pull leg out and away from his body

F. As he hops lift the leg up to the sky for the takedown

Attacks with Single Leg to the Back:

Block Far Knee

A. Leg ends up behind you

B. Rear hand reaches all the way around and underneath the leg

C. Front hand comes up and secures a wrestling grip-rear hand on top

D. Bring hips inE. Block the far knee with front hand at the same time drive rear arm under the armpit for thetakedown

Hook the Foot

A. Leg ends up behind you

B. Rear hand reaches all the way around and underneath the leg

C. Front hand comes up and secures a wrestling grip-rear hand on top

D. Bring hips in

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E. Step with front foot to get closer to back leg

F. Hook behind the leg for the takedown

Hip Throw

A. From the Modified Seat Belt position

B. Enemy steps back with his near leg creating space to step through

C. Keep secure of his arm and relax under hooked arm

D. Step through with back foot

E. Slide hip through opening

F. Hips out and bring under hooked arm up

G. Second foot trails in forming a V with the heels

H. Lift hips-extend legs

I. Rotate body to throw


54. Learning Step / Activity 54. Gauntlet with Takedowns (Day 8)Method of Instruction: Practical Exercise (Performance)

Instructor to Student Ratio: 1:12Time of Instruction: 1 Hr


NOTE: Execute Gauntlet with takedown stations.

NOTE:







56. Learning Step / Activity 56. Level 2 Technique: Defense against the Guillotine (Day 8)


Time of Instruction: 1 Hrs 0 minsMedia: Small Group Instruction (SGI)

Jumping Around the Side

A. Enemy secures the guillotine

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B. Put far arm over shoulder reach as far down back as possible

C. Near arm blocks with palm against the leg

D. Walk around to far side of enemys body

E. Bump behind his knee with leg

F. Sit him down to Side Control

G. Far arm hand cups the shoulderH. Put elbow under chin

I. Drive head forward with the elbow to release grip

Knee Strikes

A. Enemy secures the guillotine and throws knee strikes

B. Block by extending arms palms together V-block

C. Note: Keep thumbs and fingers tight and together

D. Step outside foot up

E. Step inside foot up and extend it deep between the legs

F. Sit down close to the outside heel

G. Roll him over


57. Learning Step / Activity 57. Level 2 Technique: Standing Headlock Defense (Day 8)


Time of Instruction: 1 Hrs 0 minsMedia: Small Group Instruction (SGI)

Step around Front

A. Enemy secures the headlock

B. Hand Reaches around back and grabs the hip

C. Walk body to the front-get perpendicular

D. Front comes around and blocks the far legE. Step front leg far below his leg

F. Spin and sit down

G. Roll on top

Step around Back

A. Enemy secures the headlock

B. Hand Reaches around back and grabs the hip

C. Attempt to walk to the front

D. Enemy follows with you

E. Cup the back of the knee-thumb outside of the leg

F. Step outside foot upG. Inside foot extend between the legs

H. Sit down take him straight back

I. Roll on top


58. Learning Step / Activity 58. Standing Defense Gauntlet (Day 8)

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NOTE: Execute Standing Defense Gauntlet.

NOTE:










NOTE: Modern Army Combatives drills #1, #2, and #3 will be utilized for the warm up. As the studentslearn Level 2 techniques, the students will incorporate them into the drills. The students execution of

technique during these warm up sessions will allow the instructor to evaluate understanding.


61. Learning Step / Activity 61. Take Down Review (Day 9)



NOTE: Review take down techniques.


62. Learning Step / Activity 62. Standing Gauntlet (Day 9)



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NOTE: Execute Standing Gauntlet.

NOTE:


63. Learning Step / Activity 63. Level 2 Technique: Knee Mount (Day 9)



Introduction to Knee Mount

A. achieve the knee mount, from side control and scarf

B. paper cutter choke from the knee mount and transition to scarf

C. reverse bent arm bar and from the knee mount

D. nearside straight arm lock

NOTE:











66. Learning Step / Activity 66. Two Man Take Down Practical Exercise (Day 9)



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NOTE: Execute the two man takedown practical exercise. This is a mandatory participation event.


67. Learning Step / Activity 67. EPW Search and Control Practical Exercise (Day 9)Method of Instruction: Practical Exercise (Performance)

Instructor to Student Ratio: 1:12Time of Instruction: 1 Hr 0 mins

Media: Small Group Instruction (SGI)Deliver the EPW Lecture:EPW Search

Modern Army Combatives is an ever evolving program. This must be the case so that we can bestprepare soldiers for the modern battlefield. Following the return of soldiers from OEF and OIFwe realized that many soldiers lacked the tools necessary to quickly search and controldetainees. Once this issue was brought to light we designed a class to address this deficiency.It is important to note that this class is very basic. This is done on purpose. We needed a

generic solution that would not interfere with individual unit SOPs.

In the law enforcement community, the vast majority of subjects that an officer comes in contact with willbe compliant. Even those who initially are not compliant often quickly become compliant aftereven the slightest of force. Over time law enforcement agencies have build up vast amounts ofexperience dealing with compliant subjects. Techniques and whole combative systems evolvebased upon this experience. Unfortunately this leaves them ill prepared when a subject refusesto comply.

A popular theory is that of pain compliance. The Idea here is that escalating amounts of pain can beapplied in order to compel the subject to comply. As both the Rodney King and the more recentNathaniel Jones incidents demonstrate, increasing amounts of pain often cannot compel asubject to comply. In fact, as is made clear by both of these incidents, the usual response to

increasing amounts of pain is increased resistance. This is particularly true when drugs oralcohol are involved. This is also true in a POW scenario were the mindset of the subject isalready thinking of any fight in terms of life and death. In other words, these non compliantsubjects often resist more as pain or force increases. In there mind the fight becomes not only astruggle to get away but a fight for their life.

Theories of force progression have become the norm in the civilian law enforcement community, whichnot only presume the compliance of most subjects, but also do not address the continuum offorce effectively given the realities of the modern battlefield or the differences between civil lawenforcement and the law of war.

As soldiers there are two scenarios we may see when dealing with EPWs or detainees. Thesescenarios are compliant and non-compliant. In both scenarios, safety is always the primary

concern when dealing with a subject.

In a compliant scenario it must be assumed that the subject could turn non-compliant at any moment. Itis important that our tactics techniques and procedures take this possibility into account. At anymoment we must be prepared for a compliant scenario to turn into a non-compliant one.

A good example of a compliant scenario turned non-compliant was illustrated in Eastern Afghanistan inMay 2002. Elements of 2 Ranger Battalion were conducting a cordon and search operation.During the operation a combatant ran from a building strait into a Platoon Leader who

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happened to be part of the Cordon. The Combatant, who was not holding a weapon at the time,was tackled by the Platoon Leader. The Platoon Leaders RTO then began to search theCombatant as the PL pulled security on him. During the search the combatant produced apistol. The RTO pushed him away and the PL shot and killed him.

It is important to realize that the potential for a compliant scenario to turn non-compliant is minimized if a

subject or subjects believes that their chances of escape are minimal. Therefore the searchteam should always attempt to portray a dominating presence of control. This is not only truewhen searching EPWs but when dealing with detainees in any kind of detention facility or washsite.

Not long after combat operations began in Afghanistan a CIA agent named Michael Span was killed in amakeshift detention facility at Massari Shariff. The detainees during this event were able to

jump Michael Span and get to a cash of weapons. If greater control had been exhibited thismay not have happened. Michael Span was literally beaten to death. The same thing couldhappen to any one of us if we allow a lapse of control to lead a detainee or EPW to believe hehas a chance to resist or escape. It is equally important that we utilize the five Ss whenapplicable.

In a non-compliant scenario it is important that sufficient force is utilized. This is true weather the subjectis non-compliant from the start or if the scenario starts as compliant and turns non-compliantlater. When a subject is non-compliant the actions of the search team should be motivatedprimarily with the safety of the team and secondarily with controlling the situation so that it doesnot require deadly force. This is primarily accomplished by utilizing immediate overwhelmingforce.

The search team should be prepared to utilize deadly force at all times if it becomes necessary, forexample to protect the life of a member of the search team and the ROE allows for it.

The techniques we have taught in this class are suggestions. This is just one way that soldiers canquickly and effectively search detainees safely. There are many other techniques that are justas sound. This class is meant to give soldiers tools they can use in they lack other ways to get

the job done.

NOTE: Execute the EPW Search and Control practical exercise. This is a mandatory participation event.


68. Learning Step / Activity 68. Level 2 Technique: Introduction to Leg Attacks (Day 9)


Instructor to Student Ratio: 1:12Time of Instruction: 1 Hr 0 mins

Media: Small Group Instruction (SGI)LEG ATTACKS

A. straight ankle lock from the guard

B. straight knee lock from the guard

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SECTION IV. SUMMARY

Method of Instruction: Conference / DiscussionInstructor to Student Ratio is: 1:12

Time of Instruction: 1 hr


Check onLearning Determine if candidates have learned the material presented by

a. Soliciting candidate questions and explanations.

b. Asking questions and getting answers from the candidates.

c. Providing immediate feedback in context to the material presented andcorrecting candidate misunderstandings.

Review /SummarizeLesson

Summarized key points.

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SECTION V. STUDENT EVALUATION

TestingRequirements

NOTE: Describe how the student must demonstrate accomplishment of the TLO. Referstudent to the Student Evaluation Plan.

Performance on this terminal learning objective will be evaluated with a hands-ontest and reinforced during the field training exercise.

FeedbackRequirements

NOTE: Feedback is essential to effective learning. Schedule and provide feedback on theevaluation and any information to help answer students' questions about the test. Provideremedial training as needed.

1. Schedule and provide immediate feedback in context to the materialpresented; correct student misunderstandings.

2. Provide remedial training as needed.

3. Provide feedback on the students practice of the Army core values, especiallywhen performing first aid on each other.

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Appendix A Student Handouts

COMBATIVES

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Level II Handbook

- Martial arts of the worldWhere do the martial arts come from? Most people would answer that they come

from the orient. The truth is that every culture that has a need for martial arts hasthem. We have fighting manuals from medieval Europe that show many of the same

techniques that we teach todaynd. The ancient Greeks had wrestling, boxing and thepancrathalon. There are paintings on the walls of Egyptian tombs showing botharmed and unarmed fighting techniques that would seem familiar to many of todays

martial artists11.

- Jitsu vs. DoWe are going to talk now about the Japanese martial arts because there are somevery instructiv

level ii tsp 5 jan 2007 - website

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