Wheatbelt
Aikido
Training for Life
Student Handbook
www.WheatbeltAikido.com
208 North Main Street
Kingfisher, OK 73750
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Letter to Dojo Members ............................................................................................... 3
Training Principles from the Founder ........................................................................... 4
Conduct Outside of Class ............................................................................................ 6
Preparations Prior to Coming to the Dojo ..................................................................... 7
At the Dojo, Before Class............................................................................................. 8
At the Dojo, During Class............................................................................................. 9
After Class ................................................................................................................. 11
Teaching and Learning .............................................................................................. 12
Cooperation and Consideration ................................................................................. 14
Ranks and Testing ..................................................................................................... 16
Kyu Ranks.............................................................................................................. 16
Dan Ranks ............................................................................................................. 17
Teaching Ranks ..................................................................................................... 17
Styles of Aikido....................................................................................................... 18
Birankai North America Mission & Vision ................................................................... 20
This is who we are: ................................................................................................ 20
This is where we are going: .................................................................................... 20
Birankai North America Teachers Statement of Professional Ethics .......................... 21
Aikido Vocabulary / Japanese Terminology ............................................................... 22
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Letter to Dojo Members
Dear Wheatbelt Aikido Member,
Welcome to Wheatbelt Aikido. I hope that this handbook will help you better understand the
training process as we help each other to deepen our mastery of Aikido. Membership in an
Aikido dojo is not like membership in a health club or a gymnasium. Your Wheatbelt Aikido
membership here makes you part of both a global community and a local family of people
training together to improve themselves.
The process of Aikido training is a journey that fundamentally and profoundly changes us. In
our training sessions, our partners threaten us by attacking and we learn to respond by:
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Relaxing our bodies
Focusing our minds
Calming our spirits
Making martially appropriate responses
To do this we must face up to our own fears, ignorance, and physical limitations. Through
sincere training, we learn to control our attacker by controlling ourselves. What we practice
during our formal classes caries over into our daily lives. We can observe our progress during
our everyday activities in the form of more relaxed and spontaneous actions and a heightened
sense of awareness. By practicing Aikido diligently over a period of time, we enjoy the benefits
of:
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True self-defense
Improved general health
Renewed intensity in our own personal search for truth
Greater sensitivity in our dealings with others
Certainly, such results do not come easy. However, they do proceed naturally from sincere
and dedicated training. By learning to accomplish things that are difficult in class, you will also
acquire more confidence when trying to accomplish difficult things in other areas of your life.
We hope your training is enjoyable and productive. This handbook will help you become
acquainted with some of the basic expectations that are common to Aikidoka (i.e. Aikido
students) around the world.
Sincerely,
Neal Dunnigan, Chief Instructor
Wheatbelt Aikido
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Training Principles from the Founder
Reminders in Aikido Practice
by
Morihei Ueshiba (1883-1969), Founder of Aikido
A.K.A O-Sensei (i.e. Great Teacher)
1. Aikido decides life and death in a single strike, so students must carefully
follow the instructor's teaching and not compete to see who is the strongest.
2. Aikido is the way that teaches how one can deal with several enemies.
Students must train themselves to be alert not just to the front but to all sides
and the back.
3. Training should always be conducted in a pleasant and joyful atmosphere.
4. The instructor teaches only one small aspect of the art. Its versatile
applications must be discovered by each student through incessant practice
and training.
5. In daily practice first begin by moving your body and then progress to more
intensive practice. Never force anything unnaturally or unreasonably. If this rule
is followed, then even elderly people will not hurt themselves and they can train
in a pleasant and joyful atmosphere.
6. The purpose of Aikido is to train mind and body and to produce sincere,
earnest human beings. Since all the techniques are to be transmitted personto-person, do not randomly reveal them to others, for this might lead to their
being used by hoodlums.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
These six rules that O-Sensei defined are just as appropriate today as they were when
in his lifetime. However, there are some important differences between today’s Aikido
students vs. the Aikido students of O-Sensei’s time. When O-Sensei was teaching, a
new student would have:
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Already had the equivalent of a black belt in at lease one other martial art. Prior
knowledge of martial arts basics was automatically assumed.
Previously obtained five letters of recommendation from distinguished guarantors
who would personally vouch for the student. Any failure of the student would be a
major disgrace to those sponsors.
The students would all be from the same cultural background and share a
common understanding of what was considered appropriate conduct while
training.
Today Aikido training is much more easily accessible to students all over the world and
available to all with a desire to learn. However, matters of etiquette and tradition, which
were assumed to be implicitly understood by Aikidoka in O-Sensei’s day, now need to be
spelled out in detail in the dojo (i.e. training hall, in Japanese “way place” as in way-oflife or life journey) rules.
While some of these dojo rules may individually appear superficial. However, when
taken together they help us to create a harmonious atmosphere for safe and productive
training. Specifically the purpose of these dojo rules is to:
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Teach attention to detail and build awareness
Make training safer
Set a proper mood and help focus the student’s concentration
Be a visible sign of respect to the founder, the teacher, and the other students
Provide Aikidoka from all over the world a common vocabulary of behavior that
allows them to practice together
Aikido was developed in Japan. Much of the terminology, methodology, and etiquette
that are used by Aikidoka today are derived from this Japanese origin. This should not
surprise us. For example, classical musicians around the world all use Italian
terminology for musical notation. Another example is European fencing which universally
uses French terminology. While the need to develop a small Japanese vocabulary may
initially present a learning challenge to some new Aikidoka, it will later facilitate more
advanced practice. As a side benefit, the new Aikidoka will gain some insights into a
different culture.
Aikido has no religious affiliation and students of all beliefs practice Aikido. One of the
purposes of Aikido practice is to bring Aikidoka into a higher state of personal insight.
This will manifest itself differently in each Aikidoka according to his or her own belief
system. Irrespective of any religious beliefs, all students are expected to maintain a
respectful attitude while at practice or in the dojo. By keeping this proper attitude, your
Aikido practice can be serious, yet fun, and intense, yet relaxed; all at the same time!
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Conduct Outside of Class
By virtue of their training, Aikido students have responsibilities to themselves, their
community, and other Aikidoka (past and present). Remember that the “do” in Aikido
indicates a way of life and is not restrictive to your time spent in class.
1. Beginning students are not to engage in unsupervised practice outside of class.
2. No student may engage in brawls, contests, or challenges.
3. Students must have the instructor’s permission before participating in any public
or private Aikido demonstrations
4. Avoid discussions about the pros and cons of various martial arts styles.
5. Visiting other Aikido dojos is encouraged. Keep your sensei informed of your
visits. Invite them to reciprocate and visit us.
6. Cross training in other martial arts is allowed, provided that you have your
sensei’s prior permission.
7. It is respectful and polite to address the instructor as “Sensei” both on and off the
mat. “Sensei” followed by the teacher’s first name is the more familiar form (e.g.
Sensei Neal). The teacher’s last name followed by “Sensei” is the more formal
expression (e.g. Dunnigan Sensei).
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Preparations Prior to Coming to the Dojo
Students should come for class on time and ready to participate. Here are some
things to keep in mind before you arrive:
1. Make certain that your appearance does not make you a hazard to yourself or
others.
a. Always keep your finger and toenails clean and short. Long nails can be
very sharp and may cause injury to other students. Long nails are more
likely to be bent back or split causing you injury as well.
b. Do not wear rings, earrings, body rings, studs, watches, necklaces, or any
other jewelry, including hair decorations on the mat. These items can
cause injury to both you and your training partner. Any personal jewelry
that can not be removed must be taped down.
c. Long hair must be tied back otherwise it will be inadvertently grabbed or
stepped on.
d. If used, cologne or perfume should not be detectable. This is a
consideration for students with asthma or allergies as well as a
consideration for those whose taste in this different from yours.
e. Never participate in a class if you have been consuming alcohol or any
drugs that might impair your or otherwise alter your judgment,
coordination, or pain threshold.
f. If you are not able to participate in a class (e.g. recovering from an injury
or illness), it is still beneficial for you to come and observe the practice.
2. Make certain that your training uniform (called a gi or dogi) is clean for practice.
a. Gis may be judo or karate style, but in either case they must be white and
not have any advertisements or decorations on them. Students may wear
an official Wheatbelt Martial Arts patch on the shoulder area of the
sleeve. Students may mark their lapel with their first name.
b. A plain white t-shirt may be worn under the gi top. This is the norm for
female members and it is acceptable for men as well.
c. New students who do not have a gi then a track suit, sweat suit or loosely
fitting garment will suffice. Because of the kinds of throws and falls done
in Aikido, long sleeves and long pants are required. New students should
have a gi by the start of their second month of training.
3. Make certain that your body is clean and ready for training. Give special attention
to your hands, face, and feet.
4. If you have your own personal training weapons (e.g. staff – jo or wooden sword
– bokken), see that they are ready for use.
a. Keep your jo and bokken enclosed in a bag when transporting them to
and from class.
b. Do not use weapons which have splinters, chips or cracks of any size.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
At the Dojo, Before Class
Entering the dojo provides the students an opportunity to clear their mind of the day-today world before starting practice. Aikidoka should always be aware of their spatial
orientation when in the dojo. They must always know where they are positioned with
respect to other students, the teacher, and the shomen (the front of the dojo, Japanese
for “the top of the head/face”).
1. Getting yourself ready
a. Aikidoka must perform a short bow in the direction of the shomen when
entering the dojo.
b. If you need to use the rest room or to wash up, this is the time to do it.
(why would you want to interrupt your training in the middle of class?)
c. Remove your shoes and place them neatly, in a straight line, at the shoe
rack. It is a good idea to keep a pair of removable footwear (e.g. shower
sandals, clogs, etc.) at the dojo.
d. Ensure your name has been marked off in the attendance sheet.
e. If you have any new injury or condition that limits your practice, always
remind the instructor prior to the beginning of class. You can indicate an
injured area by placing red tape over that portion of your gi. This will let
other students know to be gentle.
2. See that the dojo is ready for practice
a. Take care of any dojo business (e.g. dues) prior to the beginning of class
b. If you see any visitors or new students: greet them, introduce yourself,
and make them feel welcome. Visitors are always welcome to sit and
observe in the designated viewing area. Visitors must not interact with the
students or cause a distraction during practice.
c. If you see anything in the dojo out of place, straighten it out, clean it up, or
fix it.
3. Getting on the mat
a. Before entering onto the mat, acknowledge your arrival with a kneeling or
standing bow towards the front of the dojo.
b. Do not be bashful about asking another student to review any techniques
with which you might be needing extra work.
c. You may warm up before class, but also try to sit in quiet meditation for a
few minutes just before class begins.
d. Do not touch or use the personal weapons of other Aikidoka without their
permission.
e. Get yourself in the zone. Aikido techniques require the student to be able
to control his/her mind. Start here; put aside all thoughts of the events
since the last class.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
At the Dojo, During Class
1. When the instructor bows toward the direction of the shomen, you do the same.
2. When the instructor bows to the class, return the bow to the instructor while
saying onegai shimasu (oh-nigh-guy-she-mahss, Japanese for “please let us
begin”) as an indication of your readiness to begin practice.
3. After the warm-up exercises and after the demonstration of a technique, bow first
to the instructor and then to your partner before beginning your practice. Again
use the term onegai shimasu when you bow to your partner as your way of
inviting your partner to practice and letting them know that you are ready.
4. Try not to be late for class. If you are late, get dressed, then kneel by the side of
the mat and wait until the instructor invites you to join the class. Thank the
instructor with a bow and join the class. If you have missed the warm ups, take
time to stretch out at the back of the mat. Then approach any group of students
and ask to join them.
5. Practice can be intensive and yet still be friendly and pleasurable. Speak only
when you have something to say related to the technique being practiced. Rather
than verbalizing, start learning to communicate corrections to your partner
through your attack and ukemi when you can.
6. Class is not the time to explore your own personal interpretations of the
technique or theories on the martial arts. Save that for later. Practice the
techniques in the style which the instructor is showing them.
7. When the instructor determines that it is time to stop or change techniques, the
instructor will clap his hands or announce it verbally. At that time, bow to your
partner, move quickly and quietly to the edge of the mat, and observe the
demonstration from seiza (a kneeling position where you sit on your heels).
8. If the instructor stops your individual practice to provide clarification concerning a
technique, move to a nearby place that is safely out of the way and observe while
sitting in seiza. Avoid sitting with your back to the shomen. After the correction,
bow to the instructor, then to your partner, and resume practice.
9. Should you need to adjust your gi during class, first bow to your partner to
indicate the interruption in your practice. Then face away from both your partner
and the shomen while straightening your gi. When you are done face your
partner and indicate your readiness with a bow and the phrase “onegai shimasu”.
10. Once class has started, do not leave or reenter the mat area without first asking
the instructor.
11. Injuries During Practice
a. Always stop to report any injury to the instructor at the time that it occurs.
b. Follow this protocol if you observe blood having been spilled. Stop your
practice. Try to identify the source. Notify the instructor. Stop the bleeding
on the injured person. Clean the spill with disinfectant cleaner. Resume
practice. Note: always use latex gloves when working with blood.
12. There is no shame in having to stop to catch your breath. Sit in seiza or crosslegged at the edge of the mat. Correct posture is even more important when you
are tired and out of breath. (Never lean on walls or columns in the dojo.) Your
partner can join another pair until you are ready to continue.
13. At the end of class, straighten your gi and line up in an orderly row as in the
beginning of class. Join the instructor in the bow towards the shomen. The
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
instructor will then turn and bow to the students. The students will then return the
bow while saying, “Domo arigato gozaimashita” thanking the teacher for the
training.
14. After the teacher leaves the mat, individually bow to each of your practice
partners and thank them for sharing the training.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
After Class
1. If there were any visitors, thank them for coming and try to answer any questions
that they might have.
2. If there are any new students, check on their progress and see how their workout
went.
3. In Aikido training, dojo cleaning is a way of showing thanksgiving. Dojo cleaning
is also a representation of the need to cleanse our own minds and hearts. It is
each student's responsibility to assist in cleaning the dojo at every workout.
Student should undertake a sweep of the mat and a general pickup of the dojo
after each class. From time to time, the students will be asked to participate in
special dojo cleanings.
4. Do not be bashful about asking another student to review any techniques with
which you might need extra work.
5. The dojo is not to be used for any purpose other than regularly scheduled
classes without the direct permission of the head instructor.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Teaching and Learning
A senior Japanese Aikido instructor once made a comment to me that American
students had a tendency to be too “cerebral” in their approach to Aikido.
In our everyday conversations, we will often hear intellectual terminology used in
reference to martial arts. For example:
She knows Karate.
He goes to an Aikido school.
I am learning Aikido.
They study Judo.
While, there is nothing inherently wrong with any of those statements, they do illustrate a
common American inclination to view the learning of martial arts as if it were an
academic effort.
Martial arts are experiential processes rather than intellectual accomplishments. As a
result, it is more appropriate to speak of them in terms of:
She went to Karate practice.
I train in Aikido.
Aikido techniques cannot be understood through explanations; they must be
experienced and explored. Often students have a tendency to over rely on the
instructor’s verbal explanation of a technique. Aikido techniques involve the coordinated
movement of dozens (even hundreds) of muscles and vary each time they are
performed. Verbal instruction is only a guideline. At best, the teacher can only describe
the skeleton of the technique with words. It is in practice where the student puts flesh on
the techniques and the teacher guides the student to refine the technique. Your progress
is 99% related to your sincere repetition of the techniques. By way of illustration: in
Japan, the nickname for Kokyu-Nage is the “20-year technique”. Ceaseless repetition
is the way that Aikido training is practiced. Come to class mentally prepared for it. Do not
waste time in class contemplating technique; you can spend that think time more
productively outside of class.
The martial art training is a process for transforming ourselves into more capable
individuals. In this process, the teacher will often create situations where the student can
discover the nature of the art for themselves. This places a higher responsibility on both
the teacher and the student. These old martial arts sayings give an indication of how this
works from the students’ perspective:
When the teacher shows a corner, the student sees the square.
The student is like the thread; the teacher is like the needle.
The student must steal technique from the teacher.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
As the students gain more experience, they better understand the context of the
technique. As a result, their practice becomes more natural and effective over time.
It is common for both beginners and advanced students to be training with each other in
the same class and all practicing basic techniques. However, their level of practice is
different. The founder of Aikido used to speak of students progressing as if moving from
stone to wood to water to air. In the beginning, students work on gross motor
movements and basic footwork. Then gradually the students try to become more relaxed
and flexible in their technique. Next, they learn to make their technique more adaptive to
their partner’s unique attack. Finally, their focus shifts to making their techniques
spontaneous.
As students get more advanced, their ability to learn expands. When beginning students
watch the teacher demonstrate a technique, typically they only see the attack and the
throw. The students then try to imitate what they believe that they have seen. What the
beginners’ perception misses are the more subtle variables: distance, timing,
relationship, balance, momentum, focus; all of the things that make the technique work
properly. When all of those things are in place, the throw is incidental! This phenomenon
is reflected in this poem:
Iceberg technique!
Not being of the ocean,
plain sight is the water
which conceals the hidden 7/8 th.
Generally, it is the responsibility of the sempai (i.e. senior student) rather than the
sensei (i.e. instructor, in Japanese “born before”) to inform the kohai (i.e. junior student)
about dojo etiquette, housekeeping, and technique basics. In Aikido tradition, as with
other traditional Japanese martial arts, it is the sensei’s role to teach, it is the senior
students’ role to prepare the junior students to learn.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Cooperation and Consideration
Always practice the exact technique demonstrated by the instructor. While on the mat,
limit your verbal corrections to your partner. We learn best through experience, not
words. Use your ukemi (i.e. taking the fall) to help correct your partner's movement;
leave the verbal explanations to the instructor.
Be kind and sensitive to the age, experience and abilities of your partner. Cause no
harm to your partner. If your partner is at a lower level, tone down the speed and
intensity of your technique to your partner’s level. This does not mean that you lower
your level of concentration or precision.
Maintain a constant speed throughout your technique. Do not begin the technique slowly
and then suddenly speed up at the end. Do slow down a technique if you realize that you
are practicing faster than what is reasonable for you and your partner.
Counter strikes (atemi) are an important part of you Aikido practice. The counter strike
serves several purposes in Aikido. They are used to:
 Steal the attacker’s concentration
 Limit the attacker’s options for movement
 Test that the attacker and defender have the proper spatial relationship in terms
of distance and alignment
It is never acceptable in practice to try to compensate for a deficient technique by
increasing the emphasis on atemi. Follow the model set by the teacher to see how much
and what type of atemi is to be practiced at that particular class.
Ukemi is an art of staying safe, even after your partner has gained the advantage and is
going to throw or pin you. Almost half of your Aikido practice will be spent taking ukemi.
You will want to make the most of this investment of your time and effort. If you hate to
be thrown, you cannot expect to become a master of the art. By taking throws time after
time, you learn to take falls and overcome the fear of being thrown. Then you will
become unafraid of being attacked and be able to take the initiative in an attack. Ukemi
is active, not passive. It is true that when taking a fall you must relax and remain flexible.
However, you must not act like a rag doll. You must control your breathing and expend
energy to stay in a safe position. You will want to maintain balance until the tipping point
where your body becomes unstable and you fall or roll. From this perspective, ukemi can
be viewed as a controlled process for giving your body to the nage. Likewise, ukemi
should not be faked. You should not start to fall before you get to the tipping point.
Neither should you propel yourself into a spectacular fall by adding more energy than is
required by the thrown. Both partners should stay connected, not disjointed, during the
entire throw. At the end of the ukemi, both partners should maintain a moment of
zanshin (focused concentration) before moving on to the next technique. If you practice
with these points in mind, you will eventually:
 Be able to advance from simple ukemi to more advanced ukemi
 Be able to blend with the throw and counter it with a reversal (Kaishi-waza)
 Be able to better survive accidental falls outside of class
 Be a more desirable training partner for other Aikidoka
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Wheatbelt Aikido: Student Handbook
When you are in the role of uke, you must have a sincere, committed attack. By this we
mean:
 Your attack is martially appropriate in that you attack from a position of relative
safety, without creating an opening for a counter strike
 Your attack is focused on the target and has follow through
 You complete your attack from a position of extension and balance
These traits are not to be confused with a berserk or banzai attack. Depending on the
skill level and physical characteristics of your partner, you will vary the speed and force
of your attack. However, even at low speed and light intensity, your attack should
demonstrate the attributes described above.
Whether you are in the role of uke or nage, your contact with your partner must always
be relaxed yet firm. If your contact is stiff or ridged, your body will not be able to sense
your partner’s balance or motion. Use your physical contact to establish a
communication bridge to read your partner’s intent.
Always maintain your spatial awareness. Always know where the front and back sides of
the dojo are. Always know where the people around you are, where they are moving,
and how fast. There is no reason for students to collide into each other.
Always greet new students and visitor so that they know that you are glad to meet them.
As an Aikidoka, you are an ambassador for Aikido in general and for Wheatbelt Aikido
specifically. It is a good thing to have an opportunity to politely introduce someone to the
benefits of Aikido practice.
It is also a good thing to encourage your fellow student in their training; especially junior
students. Sempai should always take an interest in kohai and mentor them in with
respect to their training.
Help your school focus on teaching rather than administration. Have you dues and any
other fees paid on time.
There are many aspects to Aikido training besides the time spent in class. Dojo cleanups,
improvements to the dojo, parties, demonstrations, and special training seminars are all
part of the process. The active participation of the membership helps make special
events a fun extension to our normal training.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Ranks and Testing
As in other martial arts, Aikido helps students monitor their progress in the art by
awarding ranking promotions as the student advances. Black belt levels are called “dan
ranks”. The names of the dan levels start at the number one and progress higher as the
student advances. The levels below black belt are called “kyu ranks”. The names of the
kyu levels start with the number six and count down to the number one as the student
advances to black belt.
Wheatbelt Aikido follows the testing and promotion guidelines set up by the North
American branch of the Birankai International Aikido organization. Students wishing to
test must be current in their membership with Birankai.
Birankai also establishes standards for teacher certification for the teaching ranks of
Assistant Instructor (Fukushiodin), Instructor (Shiodin) and Master Instructor (Shihan).
Kyu Ranks
The Aikidoka who hold kyu ranks are called mudansha. Wheatbelt Aikido follows the
typical Aikido convention of designating all kyu ranks as “white belts”. In Aikido, colored
belts are sometimes used to designate kyu ranks in the children classes.
At the kyu level, the examination system is intended to reflect the natural progress of a
typical student. So if a student has trained the appropriate number of classes, he or she
should be reasonably prepared to take their next test when the time comes. Naturally, a
little extra effort toward examination time will help as well.
General requirements for kyu level promotions include:
 Good standing in the dojo; including: dues, attitude, and participation
 Good standing in Birankai: including membership and testing fees
 A minimum number of training hours and elapsed time from the date of the last
promotion
 The ability to demonstrate a clear understanding of basic techniques appropriate
to the rank being tested for
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Wheatbelt Aikido: Student Handbook
Dan Ranks
Dan ranks are black belt ranks. The Aikidoka who hold dan ranks are called yudansha.
The lower levels of black belt ranks typically require formal testing or examinations. This
typically takes place at the annual Birankai regional or national seminars. These ranks
are:
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Shodan (1st degree)
Nidan (2nd degree)
Sandan (3rd degree)
The tests are similar in nature to the kyu tests, but are more comprehensive. In addition,
the testing board looks for the students’ ability to adapt their movements to the force and
timing of the attack. Concentration and awareness must be maintained by the student
throughout the examination.
Advancement to the higher levels of black belt ranks do not typically require formal
testing or examinations. Instead, these ranks are awarded after years of observation by
senior members of the Aikido community. These ranks include:
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Yondan (4th degree)
Godan (5th degree)
Rokudan (6th degree)
Shichidan (7th degree)
Hachidan (8th degree)
Kudan (9th degree)
Judan (10th degree)
In addition to progressively more excellent technical skill, these advanced practitioners
are expected to eventually embody the essence of Aikido and to exhibit it in their every
day activities.
Teaching Ranks
Birankai also establishes standards for teacher certification for the teaching ranks.
These teaching designations are in addition to the standard ranking system. They are:
 Associate Instructor (i.e. Fukushiodin) required minimum rank of 1st dan
 Instructor (i.e. Shiodin) required minimum rank of 4th dan
 Master Instructor (i.e. Shihan) required minimum rank of 6th dan
Note: Birankai requires certified teachers and teacher candidates to augment their Aikido
training with meditation (zazen) and Iaito practice.
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Wheatbelt Aikido: Student Handbook
Styles of Aikido
Some of Morihei Ueshiba’s leading students came away with various interpretations of
Aikido and developed their own ideas on how they might improve on them. There were
several factors that contributed to this:
 Morihei Ueshiba taught for many years and students from his earlier days may
have developed a different perception of the art than did later students.
 Morihei Ueshiba’s teaching career spanned dramatic historical and cultural
changes in Japanese society and the perspectives of his students varied over
time.
 Unlike his contemporaries, Jigoro Kano (Judo) and Gichin Funakoshi (Karate),
who were professional educators in addition to being martial art masters, Morihei
Ueshiba was not very interested in developing a formal pedagogy for the
instruction of his martial art. As a result, many of his students came up with their
own divergent teaching systems.
Traditional Styles
The traditional Aikido styles are referred to as Aikikai styles. These schools retain close
affiliations with the main Hombu Dojo in Tokyo through the International Aikido
Association. The execution of techniques in these schools is similar, but these schools
take different approaches to curriculum, rank promotions, and organization. In the United
States, the following major traditional styles can be found:
 Aikido Schools of Ueshiba – founded by Mitsugi Saotome
 American Aikido Association – founded by Fumio Toyoda
 Birankai International – founded by Kazuo Chiba
 California Aikido Association – founded by several California teachers
 United States Aikido Federation – lead by Yoshimitsu Yamada
Independent Styles
The independent Aikido styles are independent from the main Hombu Dojo. These styles
are more divergent in their interpretation of techniques than the traditional styles.
Tomiki AIkido, or Shodokan Aikido was founded by Kenji Tomiki, and early student of
O-sensei and also of Judo founder Jigoro Kano. Tomiki believed that a "rationalization"
of Aikido training, along the lines that Kano Sensei followed for Judo would make it more
easily taught, particularly at the Japanese Universities. In addition, he believed that
introducing an element of kata competition would serve to sharpen and focus the
practice since it was no longer tested in real combat.
Yoshinkan Aikido was established in 1955 by Gozo Shioda, who studied with O-Sensei
from 1932 to 1940. The techniques of Yoshinkan represent a harder style of Aikido,
generally concerned with practical efficiency and physically robust movements. They
strongly reflect the pre-war training by Shioda received from Morihei Ueshiba. The basic
training curriculum is clearly defined and many techniques are practiced in kata-like
fashion, particularly at beginner level.
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Shin-shin Toitsu Aikido (A.K.A Ki Society) – was founded in the 1970’s by Koichi
Tohei, former hombu chief instructor under Morihei Ueshiba. One of the softest styles of
Aikido that is characterized by fluid movements that often involve the practitioner
jumping or skipping, something seldom seen in other styles. This style is not primarily
concerned with physical application of the martial techniques, considering them
exercises to further develop unification of mind and body. This style places a great deal
of emphasis on understanding the concept of Ki and developing this aspect
independently of the Aikido training for application to general health and daily life.
Takemusu Aikido Association – follows the style of Aikido taught by Morihei Ueshiba
when he retired to his farm in Iwama, Japan, during WWII. This association promotes
the teaching and training methods as passed on by Morihiro Saito, who for many years
ran the Aikido dojo and shrine in Iwama.
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Wheatbelt Aikido: Student Handbook
Birankai North America Mission & Vision
This is who we are:
An association of Aikido Practitioners and dojos founded by T. K. Chiba Shihan,
forged by rigorous training, tempered by mutual respect, and committed to the
relentless pursuit of the art.
This is where we are going: We desire to create a healthy, stable community
which will preserve the technical and ethical principles transmitted to us by our
founder, and develop clear guidelines through which the dynamic nature of his
methodology and curriculum may be transmitted to future generations.
This is where we are going:
We desire to create a healthy, stable community which will preserve the technical
and ethical principles transmitted to us by our founder, and develop clear
guidelines through which the dynamic nature of his methodology and curriculum
may be transmitted to future generations.
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Birankai North America Teachers Statement of Professional
Ethics
1. Aikido Teachers, guided by a deep conviction of the worth and dignity of advancing
the path of Aikido, recognize the special responsibilities placed on them as teachers and
guides for their students.
2. Aikido teachers encourage and support the learning process of their students and
demonstrate the best possible standards of the discipline and art of Aikido. They
demonstrate respect for the student as an individual and adhere to their role as a guide
and teacher. Aikido teachers avoid exploitation of their students for their personal
advantage. They make every effort to assure that their evaluation of students reflects
their true merit. Aikido teachers are aware of and sensitive to the power differential
inherent in the teacher-student relationship.
3. As a member of Birankai North America, the Aikido teacher is committed to creating
and maintaining a community free from all forms of disrespectful conduct including
harassment and exploitation.
4. Aikido teachers and practitioners do not engage in sexual harassment. Sexual
harassment is sexual solicitation, physical advances, or verbal or non-verbal conduct
that is sexual in nature, that occurs in connection with the Aikido teacher’s activities or
role as a teacher and that either: (1) is unwelcome, offensive, or creates a hostile
environment, and the teacher knows or is told this; or (2) is sufficiently severe or intense
to be abusive to a reasonable person in the context. Sexual Harassment can consist of
a single intense or severe act or of multiple persistent or pervasive acts. Sexual
harassment also includes requests of sexual favors, and other verbal or physical
conduct of a sexual nature when such conduct has the purpose or effect of
unreasonably interfering with an individual’s Aikido training or creating an abusive,
hostile or offensive practice or learning environment.
5. Harassment is not limited to that of a sexual nature. Aikidoists do not knowingly
engage in behavior that is harassing or demeaning to persons with whom they interact in
the dojo environment based on factors such as the person’s age, gender, race, ethnicity,
national origin, religion, sexual orientation, disability, language or socio-economic status.
6. The process to file a complaint for violation of this statement of ethics follows:
a. Discuss the complaint with your Chief Instructor for guidance and
recommendation.
b. If the complaint involves the Chief Instructor, directly contact the Ethics
Committee as in step c below.
c. If the issue remains unresolved, a formal complaint must then be made in
writing and sent to the Ethics Committee (see the Birankai web site for the
current chairperson and contact information for the Ethics Committee).
© 2009-2011 Wheatbelt Aikido, LLC
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Wheatbelt Aikido: Student Handbook
Aikido Vocabulary / Japanese Terminology
Note: You are not expected to memorize this list! Over the course of your Aikido training,
you will be exposed to most of these terms and this reference will help you to
understand them.
Numbers & Counting
Go
Five/Fifth
Hachi/Hasso Eight/Eight
Ichi/Sho
One/First
Ju/Jo
Ten/Tenth
Ku
Nine/Ninth
Ni
Two/Second
Roku
Six/Sixth
San
Three/Third
Shi/Yon
Four/Fourth
Shichi/Nana Seven/Seventh
Expressions
Domo
Domo Arigato
Domo Arigato
Gozaimasu
Dozo
Giri
Gomen nassai
Hai
Hajime
Ie
O negai shimasu
Ous
Rei
Yame
Thank you (informal)
Thank you very much (more formal)
Thank you very much for what you have done (most formal)
Please
Obligation, duty which must be honored
I'm sorry, please forgive me for what I just did
Yes
Start
No
Please assist me In Aikido, one says this while bowing to the sensei at the beginning of
class and to one’s partner before practicing a technique.
Endeavor, persevere, overcome
Salutation, bow
Stop
Common Words
Aikidoka
Ai Uchi
Atemi
Budo
Budoka
Dan
Deshi
Doshu
Fudo
A Student of Aikido
Mutual Kill – when opponents simultaneously strike a killing blow
A strike to the body
The martial (warrior) way
A martial artist
Black Belt Rank
A Disciple
Head of the Art
Immovable
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Wheatbelt Aikido: Student Handbook
Gakusei
Kata
Kiai
Kiri
Keiko
Kenshusei
Kohai
Kokyu
Kyu
Maai
Mudansha
Musubi
Nage
O Sensei
Sempai
Sensei
Shihan
Shomen
Shugyo
Seiza
Suburi
Suki
Sutemi
Tegakana
Uchi
Deshi
Tatami
Uke
Ukemi
Yadansha
Zanshin
A Student (not a disciple)
Literally a “form” or “mold”. A prearranged practice. The purpose of a kata is to shape the
practitioner who performs it.
Literally "a meeting of the spirits," this is a penetrating cry or scream originating in the Hara. On
the physical plane, kiai is manifest as a piercing shout emanating from the depths of one's being;
on the spiritual plane, it is manifest as a steady outpouring of vital energy.
Cut as in the path of a sword cut
Practice / training / class
Sword carrier / an Aikidoka training to be a teacher
One's junior / lower ranked students
Literally "breathing," or "breath," this refers to the Ki-power generated through the Hara, or one
point in the lower abdomen.
White Belt Rank
The appropriate distance between an attacker and defender relative to their speed and body
positions
A Kyu Rank Holder (any rank below Shodan)
Blending / the connection between Nage and Uke
Thrower / The Aikidoka Practicing the Technique
Great Teacher (Morihei Ueshiba, The Founder of Aikido)
One's Senior, one with a high rank or more experience
Teacher / One who Came/Born Before
Master Instructor
Head / top
Training, Austerity (The Daily Struggle)
Kneeling
Repetitive strikes with a weapon to develop form
Opening, Point of Weakness, blind spot
To sacrifice the Body (the art of taking breakfalls)
Handblade / knife hand
Inner Disciple / house student / 24 hour attendant
A practice mat. In Japan square straw mats were traditionally used as household flooring
Receiver / The Attacker / Aikidoka being thrown
The art of falling
Black Belt Rank Holder
Awareness of ones surroundings & situation / unbroken concentration / stillness at completion of
a technique
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Wheatbelt Aikido: Student Handbook
Attacks
Kata Dori
Katate Dori Ryote Mochi
Katate Dori;
Kosa Dori
Kuchi Tsuki
Mune Tsuki
Randori
Ryo Kata Dori
Ryote Dori
Shomen Uchi
Ushiro RyoKata Dori
Ushiro Ryote Dori
Ushiro Tekubi Shime
Yokomen Uchi
Shoulder Grab
One Hand Grabbing Both Hands
One Hand Grab
Cross Hand Grab
Punch to the Mouth
Punch to the Chest
Chaos taking / free-style practice or sparring with multiple attackers
Both Shoulder Grab
Both Hands Grab
Vertical Strike to the Head
Rear Both Shoulder Grab
Rear Both Hands Grab
Rear One Hand Grab with Choke
Oblique Strike to the Head
Techniques (Waza)
Aiki Otoshi
Gokyo
Hiji Jime
Ikkyo
Irrimi Nage
Juji Waza
Kaiten Nage
Kokyu Nage
Kokyu Tanden Ho
Koshi Nage
Kote Gaeshi
Nikyo
Sankyo
Shiho Nage
Sumi Otoshi
Tenchi Nage
Yonkyo
Blending Drop
5th Principle (ude nobashi)
Elbow Lock
1st Principle (udeosae)
Entering Throw
Cross Shaped Control
Rotary Throw
Breath Throw
Centered Breath Method
Hip Throw
Wrist Twist
2nd Principle (kote mawashi)
rd
3 Principle (kote hineri)
Four Directional Throw
Corner Drop
Heaven and Earth Throw
th
4 Principle (tekubi osae)
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Foot Movement (Ashi Sabaki)
Ai Hanmi
Ayumi Ashi
Gyaku Hanmi
Hamni
Seiza
Shikko
Tenkai
Tenkan
Tsugi ashi
Mutual Stance
Alternating Step
Opposite Stance / Mirror Image
Open triangular stance
Formal Seated Posture
Knee Walking
About Face Turn
Full Turn
Sliding Step
Body Movement (Tai Sabaki)
Chokusen no Irrimi
En no Irrimi
Hantai
Irrimi
Omote
Sankaku no Irrimi
Soto
Tenkan
Uchi Mawari
Ura
Direct Entering
Circular Entering
Opposite / reverse
Entering
Front, “public side”
Triangular Entering
Moving Outside One's Opponent
Turning
Moving Inside One's Opponent
Rear, Behind, “private side”
Types of Practice (Waza)
Ara Waza
Debana Waza
Hanmi Handachi
Henka Waza
Jiyu Waza
Kaeshi Waza
Kihon Waza
Nagare Waza
Nage
Nage Waza
Ne Waza
Oyo Waza
Shime Waza
Suwari Waza
Uke
Rigorous Versions
Attacking at the Start / Forestalling / Ikkyo principle
Nage Seated, Uke Standing
Switching from One Technique to Another
Free Style
Reversing Techniques
Basic Versions of Techniques
Flowing Versions
Thrower / The Aikidoka Practicing the Technique
Throwing Techniques
Ground Techniques
Applied Versions
Choking Techniques
Seated Techniques
Receiver / The Attacker / Aikidoka being thrown
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Wheatbelt Aikido: Student Handbook
Weapons
Bo
Bokken
Fukuro Shinai
Iaito
Jo
Katana
Ken / To
Kwaiken
Naginata
Shin Ken
Shinai
Suburi To
Tachi
Tanto
Wakizashi
Yari
Long Staff
Wooden Sword
Shinai covered in leather `bag' (Yagyu style)
Practice Metal Sword (Not Sharp)
Short Staff
Long Sword
Sword
Knife
Halberd
Live Sword
Bamboo Practice Sword
Heavy Wooden Sword for suburi practice
Long sword mounted blade down for use on horseback
Knife
Short sword / companion sword
Spear
Weapon Techniques
Aiki Jo
Aiki Ken
Jo / Taijutsu no Riai
Jo Dori
Jo Ken no Riai
Jo no Awase Ho
Jo no Suburi
Ken / Taijutsu no Riai
Ken no Awase Ho
Ken no Suburi
Kumi Jo
Kumi Tachi
Tachi Dori
Tanren Uchi
Tanto Dori
Short Staff Principles Based on Aikido
Swordsmanship Based on Aikido
Staff / Body Relationship Studies
Jo Taking
Staff / Sword Relationship Studies
Joined Staff Training
Repetitive Practice with Jo
Sword / Body Relationship Studies
Joined Sword Training
Repetitive Practice with Sword
Paired Jo Training
Paired Sword Training
Sword Taking
Forging One's Center by Striking with Sword or Staff
Knife Taking
Sword Stances
Chudan no Kamae
Gedan Hasso no Kamae
Gedan no Kamae
Hitoemi
Jodan no Kamae
Kesa Giri
Seigan
© 2009-2011 Wheatbelt Aikido, LLC
Middle Level Stance
Low Eight Directional Stance (Waki Hanmi)
Low Level Stance
To Make One's Body Small
High Level Stance
A diagonal strike following the path of the lapel of a robe
Extended Chudan no Kamae (lit. five in a row)
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Jo Stances
Gyakute no Kamae
Honte no Kamae
Sage Jo
Tate no Jo
Reversed Hand Stance
Root Hand Stance (same as chudan with sword)
Stand with Staff Under Arm
Stand with the Staff
Jo Techniques
Tsuki no Bu
Choku Tsuki
Gaeshi Tsuki
Ushiro Tsuki
Choku Tsuki Gedan Gaeshi
Choku Tsuki Jodan Gaeshi
Uchi no Bu
Shomen Uchi Komi
Renzoku Uchi Komi
Menuchi Gedan Gaeshi
Menuchi Ushiro Tsuki
Gyaku Yokomen Uchi Ushiro Tsuki
Katate no Bu
Katate Gedan Gaeshi
Toma Katate Uchi
Katate Hachi no Ji Gaeshi
Hasso no Bu
Hasso Gaeshi...
Uchi
Tsuki
Ushiro Tsuki
Ushiro Uchi
Ushiro Harai
Nagare no Bu
Hidari Nagare Gaeshi Uchi
Migi Nagare Gaeshi Tsuki
© 2009-2011 Wheatbelt Aikido, LLC
Thrusts
Middle Thrust
Twisting Thrust
Rear Thrust
Middle Thrust, Low Twist
Middle Thrust, High Twist
Strikes
Vertical Strike to the Head
Continuing Strikes to the Head
Strike to the Head, Low Twist
Strike to the Head, Rear Thrust
Reverse Oblique Strike to the Head, Rear Thrust
One Handed
One Handed Low Twist
Long Distance One Handed Strike
One Handed Figure EightTwist
Figure Eight Shapes
Figure Eight Twist...
Strike to the Head
Thrust
Rear Thrust
Rear Strike
Rear Sweep
Flowing Movements
Left Flowing Strike, Strike
Right Flowing Strike, Thrust
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