Student Objectives:
The student will transition out of the Front Headlock by using the Body Shuck technique.
The student will identify the value of obtaining a Crossface while using the Body Shuck Technique.
Teaching Cues:
Caterpillar
Throw
Replace the Bicep
Seatbelt
Lesson: Body Shuck
The assisting student will start in a loose Turtle position with their hands and knees on the floor. The practicing student will start in the front headlock position by kneeling in front of the assisting student. The practicing student should place their upper chest on the shoulders and the back of the head of the assisting student. Then, the practicing student will trace a pathway around the neck, under the chest to the assisting student’s far side armpit; then clasp their hand on the tricep. When this is done correctly, the bicep should be seated firmly against the neck. The practicing student’s other hand will grab the lower part of the tricep, close to the elbow.
The move is initiated by transferring the weight into a good sprawl. Then the practicing student will transfer weight back onto their feet while simultaneously pulling on the tricep with both hands. The goal is to stretch the person out and get their momentum moving towards their hands. This will allow a quick direction by “shucking” or pushing with the bicep.
Either arm may push with the bicep for the redirection. The pushing will initiate by leading with the hand. First the hand, then the arm, will continue to extend in a rapid movement; the angle for the extension should be the far side of the assisting partner's head between the ear and the shoulder.
As the arm extends and the assisting student’s body starts to turn, the arm will quickly retract and be replaced with the bicep on the other arm in a tight Cross Face. This bicep switch, combined with a pivot on the knee should allow for an opportunity to take the back with a strong Crossface and/or Seatbelt Grip.
Possible Extensions:
Have the assisting student enter for a Double Leg takedown and have the practicing student apply the sprawl. Once in the sprawl, clasp the head in the front headlock and apply the Shuck to get behind your partner. With the assisting student driving forward to complete the Double Leg, the need to stretch them out and pull them towards their hands initially may be done for the practicing student and require a simple misdirection.
Have the assisting student start the sequence by using the Hand Spear Belly Down and reach for the Ankle Lift. The Front Headlock combined with the Sprawl, can be a really great counter to this technique. Again, with the assisting student driving forward to get a hold of the ankle, there may not be a need to stretch them out before using the misdirection. Repetition will lead to a better understanding of how this move works dynamically.
Combine the completion of the Shuck with a Clock Choke as the Crossface arm will be right in the area to complete the movement. This can be completed by doing the movement from the Turtle Position and walking around the head with the grips or by setting the hooks and completing the choke from Back Control.
Possible Refinements:
The extension of the arm is important in guiding the redirection of the assisting partner. Sometimes students get caught up in pushing with the bicep rather than extending the arm. Make sure students are using their whole body, including the arm, to create the powerful Shuck.
Make the movement about replacing the Shuck to the Crossface. Sometimes students get too caught up on the spin to the back and forget the control that stops opponents from turning in. In the Brazilian Jiu Jitsu rule set, the Crossface can turn into submissions; threatening the neck while also simultaneously threatening to take the back often leads to positive positions as advanced grapplers defend the neck.
How to Pivot and Base on the knees is very important and dependent on if you are using the shoulder side or the head side. This will take some practice but allowing students some discovery learning to build perception on how to cut the corner will be valuable.
Reference materials:
Teaching Reflections:
How did I do teaching?
What could I do better next time?
Did the student gain proficiency in lesson material?