Case Study about Arnis by Gm Max Caballes

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Arnis is officially recognized by the Department of Education as a sport. The issued DECS Order No. 58 S. 1990 known as the guidelines and standards for the college of physical education included arnis in the course individual/dual sports program of the service of physical education.

Physical education is a pre-requisite course to a degree program in the tertiary level. Because of the uniqueness of the contributions to the total education of the individual, the organized program of physical education should be conducted to all students from the time they enter school until they graduate. In an effort to achieve uniqueness the institution should develop a philosophy and purpose which is designed to give it a distinctive character that will distinguish it from other institutions.

Second semester of 1989 to 1990 the researcher at that time was a practicumer in the Bachelor of Science in Physical Education or BSPE at IPES Department at Southwestern University and for the first time he introduce Arnis De Caballes with some movement of “The Secret of Arnis” by late Grandmaster Edgar G. Solite that gained a Second Place in Over-all Competition. Before his graduation on March 1990 the researcher received an offer to teach at USC – BHS as PEHM teacher. He grabbed the opportunity and introduced Arnis De Caballes to his students in First Year High School and, to some students in the Third Year level per SEDP format. Again the researcher gained a warm welcome, and was congratulated by the USC – BHS – PTA, in recognition of the craft. Finally, the researcher decided to take Masteral Degree at Southwestern University. His main reason to exit from USC – BHS in 1991. The researcher took the opportunity to apply as a PE teacher at IPES Department – Southwestern University and was accepted as a faculty member in the first semester of 1991 to 1993 where he introduced Arnis De Caballes Style in all PE 3 students. On other hand Atty. George P. Bragat the former vice president of the student affair office of University of Cebu wrote a letter request addressed to Director Melquiades B. Gonzales to allow the researcher to be a part time teacher in the PE department of University of Cebu. The good director approved the request and released the researcher to be a part time teacher in the University of Cebu.

As we trace back to the year of 1993 in the University of Cebu, in particular, the physical education department did not include arnis in their physical education and sports program. The focus of the department was swimming and bowling for PE 3 students. Classes at that time were easily found under the big narra trees and masanitas trees for they were held on the open field at the South Expressway. That area was obviously an open area for everybody to observe from time to time, the movements and commotions of the place. The pickpocketers, hold-upers and “Mangingilad Group” were very rampant in the area. They victimized all with no limit for age and gender. Those incidents were very common in the log book of our civil security unit in the university. The presence of our policemen during that time were not visible, especially if the complainant was afraid to file complaints against culprits. Who helped the weak? Was it the peacemakers of the University of Cebu – students against the out-laws? They needed to learn our Filipino Martial Arts.

In his youth, the researcher’s parents had fun in sharing short stories like “Sindangaw”, “Sebio ang Batang Kahibolongang” and many other war stories. Many times, the late Eusebio C. Caballes, the researcher’s father shared the legend of Arnis De Caballes. During the Spanish era the parents and great grandparents of Juana Caballes were trusted servants of the Spaniards and they were poetic and arnis performers at that time. Grandmother Juana Caballes was married to Juan Codioran the known collaborator and “Berdugo” during the Japanese occupation. At the height of the world war II he was blamed of a lot of blood in his hands until he met his “kumpadre” at the death Arena. Juan Codioron decided to save his “kumpadre” by making a short drama that was dead in the eyes of the Japanese guard. In the late evening on that day he and his kumpadre made an escapade from Port San Pedro the Japanese camp. They moved and traveled to Pongol, Sibogay, Cebu and joined the Guerillas in the mountains. Juan Codioran became wanted at that time. He decided to change his family name to Caballes, Cabales, Caballero according to our father. Their children including the relatives changed also their identities and traveled to different places in country the Philippines. Unfortunately, Juan Codioran Caballes died in the caves of Barangay Busay, Lahug in 1942 of a sickness could not explain. They found it later on to be beri – beri. During the pre-war, Juana and Juan used to tell these stories using arnis. Because of land disputes and misunderstandings, Alejo the researcher’s uncle and Eusebio, the researcher’s father had a real fight in the presence of many people in Camagong, Lahug, Cebu City in the year of 1971. The researcher at that time was only 9 years old. As a boy, he cried and shouted for help to stop the fight but nobody responded until the policemen came to the rescue. The uncle used “pinote” and the father used “pilamingko”. Luckily, they just received small cut wounds in the hand and arms. The crying boy at that time became a streetfighter when he grew up, a fight of no rules. Today, he still fights but this time with the official rules to be followed. The researcher now shares his most effective style, technique, and tactical moves in fighting as self-defense or self-protection.

In the premise of the aforementioned DECS Order No. 58 S. 1990, the researcher was challenged to propose the inclusion of arnis in the program. This is also in congruence to the Philippine Physical Education and school sports program which aimed for the preservation of man and his environment. The physical education curriculum divided the program into four phases of which Phase 1 is classified as Human Resources; Phase II Cultural Heritage; Phase III Moral Values; and Phase IV Natural Heritage. Preferred activities are physical fitness; traditional games / sports/dance/songs; sports youth/mass/elite; and aquatic/outdoor based activity respectively.

If we are to preserve our cultural heritage through sports, arnis should be included in the physical education curriculum. It is an indigenous and only traditional sports, classified as the Filipino martial arts. As individual sports, it is often called a lifetime sports because of the greater livelihood of participation throughout life. This sports can be engaged in by an individual alone or with only one partner. Arnis like other sports, can teach fair play, self-confidence, how to win and how to lose, as well as specific sports skills.

The FMA – Filipino Martial Arts – Arnis gained respect from the students in the University. The active Hall of Fame awardee grandmaster Bobby Taboada and twenty one (21) Masters of World Balintawak Arnis Escrima Cuentada System Mecklenburg Cennty, North Carolina United States of America took pleasure in presenting a Certificate of Appreciation to the University of Cebu – Arnis Team (UCAT) and to the researcher in honor and recognition of their continued efforts and accomplishments in promoting the art of the Filipino. UC has the biggest population in terms of people the biggest in practicing arnis and it came up as a constant champion in over-all tournaments. Many times UC bagged the gold medals which merited a special interview in Bombo Radio and CCTN with Mr. Boby Inoferio.

The World Nickelstick Eskrima Club Balintawak Style and Arnis de Caballes had modified many antiquated techniques and introduced new styles which are easy to learn. The improvement which the researcher has introduced gained enthusiasm among the students and proved very effective. The researcher learned from his late father Eusebio C. Caballes the principle of freewind which was introduced to the students. The late father of the researcher formulated the principle using the effect of the wind which blows in any direction from the north, south, east, or west, symbolizing the combinations of motions and movements like striking from the different parts of the human body. With this principle it has formulated a good self-defense training program for the students of the physical education. With the application of the freewind principle in the craft of arnis, it produced quality fighters as the students have proven in the national and international competitions, dated January 15, 2005 at Elizabeth Mall or E-Mall.

In relation to the aforementioned views, the researcher as a physical education instructor, arnisador, and Master Instructor recognized Arnis de Caballes and World Nickelstick Eskrima Club Balintawak Style. This made him pursue this research with the desire to produce a handbook in arnis for the students and hopefully to come up with a training program for the stick fighters.

Theoretical Background

The study hinges on the principles and concepts of some educators and also anchored on the legal bases of physical education and sports.

Dewey (1998), stressed the fundamental principles of educational experience, namely: continuity and interaction. These principles define experiences as educative only to the degree that it depends upon a continuity of significant knowledge and to the degree that this knowledge modifies the learner’s outlook, attitude, and skill as the result of the interaction between the individual and his environment. This interaction constitutes a learning situation. Education therefore, is the continuous reconstruction of experience that leads to adjustive behavior – behavior concerned with individual integration in society – and to the realization of one’s best self.

Physical education is concerned with development of the total personality and with the integration of the physical, intellectual, social, and emotional aspects of the individual.

Carman (1998), speculated in the book authored by Harry Alexander Scott, that knowledge though important, is not enough. If citizens are to fulfill their highest aims they must not only understand the world but accept responsibility for what goes on therein – locally, nationally and globally…

According to Scott (1998), a physically educated individual is one who has mastered the dynamics of body control and is thus enabled to express himself through movement.

The International Charter of Physical Education and Sports, which was signed by the Philippines and other UNESCO member countries, has in its Article I. (UNESCO, Paris, 1978).

“The practice of physical education and sports is a fundamental right for all. This right should not be treated as different in principles from the right of adequate food, shelter and medical care.”

Article XIV, Section 19 of the Philippine Constitution:

1. The state should promote physical education and encourage sports program, league competitions, and amateur sports including training for international competition to foster self-discipline, team work and excellence for the development of a healthy citizenry.

2. All educational institution shall undertake regular sports activities throughout the country in cooperation with the athletic clubs and other sectors.

Republic Act No. 6847, which as approved on 25 January 1994, created the Philippine Sports Commission, defined its powers functions and responsibilities and appropriated funds therefore among other purposes and provides under its Declaration of Policies (Section 2):

“It is the policy of the state to promote Physical Education, encourage and sustain the development of sports in the country to foster physical fitness, self-discipline work and excellence for the development of a healthy and alert citizenry through a unified national sports policy making body shall foster this objectives.”

According to James Calderhead (1987), teaching is a complex, professional thinking activity that shares certain characteristics with many other professions such as law, business, management and medicine. Teaching along with these other professions, possesses a body of specialized formal knowledge. In the case of physical education teachers they may have background knowledge in the sports sciences, human movement studies, sports studies or the study of physical education.

The researcher came across the study of Abner G. Pasa which is related to the present study. The dissertation is entitled “Arnis In The Physical Education Program for Teacher Education With Accompanying Training Package”, University of San Carlos 2003. The study revealed a fundamental flaw which has made its implementation extremely difficult if not impossible. There is an absence of a widely accepted rules for the conduct of a contest in arnis. There is also no criteria of skillfulness of an arnis player. The study concluded that unlike its counterpart in Japan, Korea, and Thailand, the Filipino martial art, as such, has retained its nature and have not yet been transformed into a sport.

The conclusion of Pasa in his study contradicts to the researches of Presas (2003). He concluded that arnis can compare in effectiveness with contemporary martial arts now sweeping the world in popularity. Arnis could be as lethal as karate or kung fu and as fascinating as European fencing. He further concluded that arnis is engaged more as a sport.

A dissertation of Dionesio A. Cañete, discoursing on the significant aspects of the system, a complex assemblage of various styles which each master introduced into the organization. In 1975, the National Arnis Association of the Philippines (NARAPHIL) was organized by a group headed by Romeo Mascardo of Bacoor, Cavite, who had as its President, General Fabian Ver, chief of the Armed Forces of the Philippines during the administration of President Ferdinand Marcos. Doce Pares and the Cebu Eskrima Association just like most of the Arnis clubs in Metro Manila affiliated with NARAPHIL. Not long after, a decision was reached to hold formal organized tournaments as proposed by Diony Cañete who averred that the best and fastest way of promoting arnis is “to make its sparring matches into a popular sporting event”, just like some other forms of martial arts. Hence, a committee composed of top instructors and masters was formed, tasked to formulate and draft the governing tournament rules. When the group failed to come up with the draft within the specified time, Diony himself volunteered to do the job and, within a couple of weeks, he submitted the proposed rules which were subsequently accepted and approved in toto by Doce Pares, Cebu Eskrima Association and NARAPHIL. These are exactly the same rules that are enforced in tournaments sanctioned by the World Eskrima Kali Federation (WEKAF) which also adopted it during the First World Arnis Championships held on August 11-13, 1989.

In the 23^rd SEA Games, the eskrima or arnis made its debut. It proved to be a good, fair and “easy” sport. An article posted in the Internet reads:

She arrived in the Philippines without ever holding a pair of arnis sticks, let alone knowing what the sport was. “We didn’t know what type of sport arnis is… We do not have any training there. When we arrived, we trained for only two days. I never held an arnis stick before. I didn’t even recognize it”…

This is how a bronze medalist from Timor Leste describes her experience, Manila Standard Today 6 Dec. 2005.