KING 66 - Self-Defense
KING 66
1 units
Self-Defense
54 hours laboratory
Grading: letter grade.
Description
Formerly KING 66AD. The physical activity course covers safety, defense, techniques and practical applications of skills for self-defense, psychological defenses and assertiveness training in a technical and practical framework. Strikes, kicks, blocks, take downs, take down defense, throws, sweeps, ground fighting, and core strengthening will be covered.
Transferability
Transferable to both UC and CSU; see counselor for limitations
Identifiers & Codes
Department: Kinesiology, Public Health, Athletics
School: Kinesiology, Public Health, and Athletics
Academic Level: Undergraduate
TOP Code: 083500 - Physical Education
CTE Status: No
SAM Code: E - Non-Occupational
CIP Code: 31.0501 - Sports, Kinesiology, and Physical Education/Fitness, General.
Credit or Noncredit: Credit
Class Size Max, Units, Hours
Class Size Maximum: 35
Lecture Hours: 0
Lab Hours: 3
Supplemental Hours: 0
Credit Units: 1
Out of Class Hours: 0
Weekly In-Class Hours: 3
Teaching Units: 3
Total Student Learning Hours: 162
Total Contact Hours: 162
Requisites & Limitations on Enrollment
Catalog Information
Grade Mode: Letter Grade
Are there Materials Fees for the course? No
Is the course repeatable? No
Student Learning Outcomes & Course Objectives
Student Learning Outcomes:
- 1. Identify and explain the strategies and techniques that apply to self defense.
Course Objectives:
1. Explain and apply the basic techniques of self defense.
2. Demonstrate a successful holistic performance of the fundamental skills of self-defense.
3. Demonstrate proper positioning for offensive and defensive techniques.
4. Create concrete performance goals and evaluate individual progress toward such goals.
5. Assess, in an on-going manner, one's own requisite flexibility, strength, coordination, and endurance abilities in order to execute the required technical skills.
6. Compare and contrast personal self-defense skills and those skills of others.
7. Formulate and execute strategic plans in practice situations and class sparring activity.
8. Evaluate self-defense techniques in terms of space, time and force, and reproduce these skills accurately.
9. Recognize various safety aspects (e.g. psychological, physical, environmental, etc.).
2. Demonstrate a successful holistic performance of the fundamental skills of self-defense.
3. Demonstrate proper positioning for offensive and defensive techniques.
4. Create concrete performance goals and evaluate individual progress toward such goals.
5. Assess, in an on-going manner, one's own requisite flexibility, strength, coordination, and endurance abilities in order to execute the required technical skills.
6. Compare and contrast personal self-defense skills and those skills of others.
7. Formulate and execute strategic plans in practice situations and class sparring activity.
8. Evaluate self-defense techniques in terms of space, time and force, and reproduce these skills accurately.
9. Recognize various safety aspects (e.g. psychological, physical, environmental, etc.).
Course Content
Course Content:
I. Basic stances
A. Fighting stance
B. Ground fighting position
A. Fighting stance
B. Ground fighting position
3 Hour(s)
II. Strikes
A. Jab
B. Cross
C. Hook
D. Palm strike
E. Hammer fist
F. Knife hand
G. Horizontal elbow
H. Vertical elbow
I. Diagonal elbow
B. Cross
C. Hook
D. Palm strike
E. Hammer fist
F. Knife hand
G. Horizontal elbow
H. Vertical elbow
I. Diagonal elbow
6 Hour(s)
III. Basic blocks
A. Head / high block
B. Body / mid block
C. Leg block, knee / low block
D. Leg block, body / mid block
B. Body / mid block
C. Leg block, knee / low block
D. Leg block, body / mid block
6 Hour(s)
IV. Basic kicks
A. Front snap kick
B. Front kick
C. Low roundhouse kick
D. Roundhouse kick
E. Heal kick
F. Front stomp
G. Low side kick
H. Side kick
B. Front kick
C. Low roundhouse kick
D. Roundhouse kick
E. Heal kick
F. Front stomp
G. Low side kick
H. Side kick
6 Hour(s)
V. Escape
A. Stand up scenarios
B. Ground scenarios
B. Ground scenarios
4 Hour(s)
VI. Mentality of defending oneself
A. Psychology of defense and escape defense and counterattack
B. Importance of proper breathing and kiai
C. Self-defense versus weapons
D. Safety
B. Importance of proper breathing and kiai
C. Self-defense versus weapons
D. Safety
4 Hour(s)
VII. Ground fighting
A. Offensive techniques
B. Defensive techniques
B. Defensive techniques
10 Hour(s)
VIII. Conditioning
A. Multiple stamina and endurance training
B. Bag, shield and focus mat drills
C. Core conditioning
B. Bag, shield and focus mat drills
C. Core conditioning
7 Hour(s)
IX. Combat movements
A. Directional
B. Bounces
C. Switches
B. Bounces
C. Switches
4 Hour(s)
X. Take downs
A. Throws
B. Sweeps
C. Trips
D. Shoots
B. Sweeps
C. Trips
D. Shoots
4 Hour(s)
Methods of Instruction & Active Learning
Instructional Method(s):
- Lecture
- Laboratory / Studio / Shop / Clinical
- Demonstration
- Video Presentation
- Collaborative Learning
Examples: Lectures are designed to introduce students to the course concepts and provide a framework for the application of these concepts in an active environment.
Students will train and develop the necessary motor skills for success in self-defense through the use of progressive drills, practice exercises and skill development strategies.
Demonstrations will be used in various activity settings and are designed to provide visual and organizational information in regards to the course's concepts as well as for techniques and procedural sequences.
In an effort to demonstrate technique, positioning and strategy with proper spacing, timing and force the instructor will present videos and other various media as needed.
Students will have the opportunity to participate in partner and group work. Sparring is an integral part of the learning process. Not only will students practice techniques on each other, they will learn from each other.
Assignment for In and Out of Class
Assignment Types:
- Substantial college level writing assignment, such as: essay(s), written homework, term/research paper, and/or other (Required).
- Substantial college level reading assignment, such as: textbook, journal article(s), literature, and/or other (specify)
- Lab or field activity, product, and/or report
Examples: Written homework assignments will require students to observe and analyze offensive and defensive strategies of college-level intercollegiate or comparable self defense scenarios.
Specific reading assignments from the designated instructional materials are assigned on a regular basis throughout the semester.
Students practice self-defense skills, techniques, and strategies in the appropriate and safe learning environment. This laboratory assignment is designed for the development of student understanding and skill of the course content.
Methods of Evaluation
Written Evaluations:
- Written Homework
Computational or Non-Computational Problem Solving Demonstrations:
- Quizzes
Further Methods of Evaluation:
- Skill Demonstrations such as class performances(s), fieldwork, performance exam(s)
- Objective examinations, such as: multiple choice, true/false, matching items, completion
Examples: The student's written work will be evaluated as to appropriate analysis of offensive and defensive strategies, submission in a timely manner, and accuracy of content. Written work will be evaluated utilizing the Department approved writing rubric.
Several short quizzes are given during the semester and will evaluate the skills that the students have developed in relationship to self defense skills, techniques and strategies.
Performance exams will be given periodically to evaluate the each student's ability for critical thinking and analysis of self defense scenarios. Students will also be graded on the ability to perform the physical movements.
Objective examinations will be used to test the student's mastery of self-defense techniques, key strategies, safety, and terminology.
Diversity, Equity, Inclusion, Accessibilty
Instruction through the Course Outline of Record includes approaches to teaching that promote inclusion and engagement with diverse student groups using methods that are inclusive of diverse perspectives, address equity gaps, and are accessible to all students.
Teaching faculty participate in college-wide efforts to address equity gaps, such as course-level data review and analysis in program planning, teaching communities, DEIA professional development activities, and Student Learning Outcomes assessment.
Cyclical Routine Review of course objectives, outcomes, content, methods of instruction, assignments, methods of evaluation, representative textbooks and materials, and requisites allow faculty to evaluate each element of the course outline to ensure alignment with inclusive practices and equitable student success.
Course instruction is designed to be accessible to all students, including those with disabilities, and is achieved through professional development support, and District accessibility procedures and accommodations so that all students can equitably participate in learning opportunities.
Design and implementation of instructional materials and strategies, including those delivered through online learning management systems, are reviewed for accessibility and developed in accordance to the principles of Accessibility and Universal Design for Learning (UDL).
Representative Textbooks and Materials
Representative Textbook:
When the Fight Goes to the Ground: Jiu-Jitsu Strategies and Tactics for Self Defense. O'Connell, L. Tuttle Publishing. 2017.
Self-Defense: Techniques & Tactics. Ha, DongQuan. Self Published. 2015.
**These are the most recent versions of the recommended texts. The department feels this is the best and most timely text for the subject matter and would like to continue to utilize this text.