The nature of street confrontations as described previously result in a number of clear implications about the required structure and content of any self defence system. These are requirements that must be met. In our view any system not meeting them should not be classified as a self defence or defensive tactics system.

The requirements are categorised according to the levels in the Skill Hierarchy pyramid with a set of 'Overall Requirements' grouped together at the beginning as these requirements impact two or more of the skill levels that follow.

OVERALL REQUIREMENTS

1. Training must be as realistic as possible: Specifically the attacks and the actions of our 'opponent' in training must be as close to the real thing as possible (within the bounds of safety). The attacks we defend against in class training must be those we may encounter on the street, not the stylized attacks of a particular martial art system. It is critical to ensure that the visual and kinaesthetic cues that we train ourselves to respond to with technique must correspond to those we will encounter on the street.

2. Anyplace and anytime: Training must accustom the student to executing their responses in any location and at any time of day. Training should therefore be conducted at various locations and in environments (differing light conditions, ground and floor surfaces, space-constrained etc.) other than the training hall.

3. Tactical decision making under stress: As the circumstances and conditions under which a confrontation occurs varies so greatly, training must develop the capacity to quickly assess a situation and make decisions about what to do (situation awareness and situation assessment) all while in a state of stress.

4. Train for chaos: As the fight stage is notably chaotic it is essential that training incorporate this element. The student must be capable of assessing and making decisions with incomplete and ambiguous information. The stress of a chaotic situation should not unnecessarily heighten an already elevated emotional state. The student must be competent at executing technique without complete freedom of action or by necessity a perfectly balanced position - these are luxuries only afforded by the training hall environment.

5. Taking the initiative and acting decisively: With the potential for serious injury and in a stressful and chaotic environment the system must train the student to take the initiative and have the confidence to act decisively. This despite not having the information or time to make a completely informed decision about a situation. Time lost in deciding and acting increases the chances of an adverse outcome.

6. Reacting to situations of disadvantage: As the advantage is often (initially) with the aggressors, students must be trained in conditions that are not in their favour. Reacting instantly and spontaneously, fighting against multiple opponents and defending from positions of disadvantage must be part of the system.

REQUIREMENTS FOR THEORETICAL TRAINING

1. Understanding nature of confrontation: It is critical for students have as clear an understanding as possible of the true nature of confrontations. The ambiguity, confusion, heightened emotional state and stress with their attendant impact upon cognitive and psychomotor capabilities must be understood. Exposure to the true nature of confrontations can comprise hearing the experiences of others, reading true accounts, seeing videos of violent confrontations (not martial arts sparring) as well as reflection on their own direct or observed experiences.

2. Confrontation stages: An understanding of confrontations and how to respond begins with an understanding of the phases of development and the characteristics of each stage of a confrontation.

3. Attack patterns and rituals: Visual and verbal indicators from the aggressor(s) precede almost all attacks. The ability to read and interpret these is key to advance warning of an attack giving time for preparing a response. It is important that if one is going to be attacked, that the attack not be a surprise as this places the defender at a significant psychological disadvantage.

4. The law as it applies to self defence: to be socially responsible, the system must convey an understanding of the law of the land in respect of self defence. When and when not to use physical force and guidance as to the degree of physical force permissible in the given circumstance must be understood by the student.

5. Impact of alcohol and drugs: Students must be aware of the impact of alcohol and drugs on the ability to perform physical actions, pain tolerance and the ability to reason.

REQUIREMENTS FOR STRATEGIC AND TACTICAL TRAINING

1. Strategic threat options: Understanding and practice of the threat response options available in given circumstances (strategic objective). These are the five basic options of: flight, compliance, defuse, posture and fight. This training then leads into tactical planning as part of situation awareness and assessment.

2. Situation awareness and situation assessment training: The skill of knowing what is 'going on' and 'what to do about it' in a circumstance of potential threat and therefore stress. It includes the ability to perform an environmental scan and identify elements of the environment (objects and people) that may either be of assistance or pose an additional threat.

3. Immediate action drills: Where there is an immediate threat (e.g. an ambush) the system must incorporate drills that provide an automatic response to a given situation, to allow time to assess and decide. If they do not nullify the threat these drills are to at least buy time and/or space for the defender.

4. Training in use of the environment: Objects in the environment, including other people, may be used to advantage and hence offer opportunities to effect tactical actions. Specifically objects may be used as weapons or barriers or constraints upon the opponents. Students must be trained to see the opportunities the environment presents.

5. Options for surprise and deception: These are basic military tactics and their application in the case of an individual in a civilian environment must be incorporated into the system.

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