“There are three things’” we suggest to our introductory T’ai Chi Ch’uan classes, “that will assist with your success in this class: practice, practice, practice.”
And by the end of an eight week session, they are tired of hearing us talk about the importance of practicing what they learn in class in a setting outside of class. So our students frequently tell us. “Ninety-five percent (95%) of your effort,” we remind them, “is outside of this class in your daily practice.”
Most beginning students have a steep learning curve to navigate. New concepts are presented: root, body alignment, body center, balance, weight distribution, etc. And the choreography of the introductory form is demonstrated and taught. This is a large amount of new information. Of course, students with previous martial arts or professional dance experience start a little further up that learning curve. People who are simply more aware of their body seem to have an easier time learning the choreography.
For most students, learning the choreography seems to be the key for their initial progress. And practice – regular, daily practice – seems to promote that learning. Since the individual movements themselves are not particularly difficult, the two movements we teach each week can be learned – if the student practices. The students that do practice experience a positive feedback that reinforces their progress as they notice that the earlier movements (the ones they have practiced most often) are more easily executed.
Practice time is reasonable. For beginning students we suggest starting with a five (5) minute daily practice and gradually work up to between ten (10) to fifteen (15) minutes by the end of eight weeks. For intermediate and advancing students we suggest a twenty (20) minute daily practice, a time that approximates one (1) long form (108 movements) or two short forms (54 movements).
So, why don’t students practice?
About sixteen years ago we had student who only practiced the form in class. He was mid-sixties, retired Air Force, and poor health. His open, friendly demeanor masked an extremely high blood pressure that required extensive medication. He found his blood pressure would drop twenty points or more when comparing before and after class readings. At the time we were teaching class on Tuesday and Thursday evenings, and he attended both classes. We asked him why he didn’t practice outside of class, when the benefits towards reducing his blood pressure were obvious. With a shrug of his shoulders and a disarming smile, he replied that he enjoyed attending class. He studied with us for eighteen months, then he stopped coming to class. We never saw or heard from him again.
The excuses for failing to practice are many and varied: illness, family crisis, work schedule, etc. Some of these reasons are external and unavoidable; an unexpected family crisis can preempt many of life’s activities, for example. But some of these reasons are a matter of choice by the student.
The students that do practice seem to have both the intention to learn the form and the will to achieve that intention. These dual characteristics seem to be related to why the student enrolled in the class, that is: the student’s motivation. Early in our teaching career, we asked students why they were taking the class, and the answers generally fell into two categories: curiosity and health issues. Students with health issues seem to be more motivated than the curious students.
But enough talk! Have you practiced today?
Practice. Practice. Practice.
Sifu Jim