Gift Wrap to Back Control

Student Objectives:

1. The student will explore an effective method of control (gift wrap) as a means to take the back.
2. The student will practice proper leg placements to efficiently roll their training partners to take the back.
3. The student will build value for combination attacks by using their training partners defenses as an effective set up for Back Control.

Teaching Cues:

• Grab their watch
• Grab your watch
• Step Over
• Slide and Sit

Lesson: Gift Wrap to Back Control
The assisting student will start in the Broken Turtle position by laying on their side with their head and chest facing away from the practicing student. The assisting student’s hands should be in the Home Alone position or near the collar as would be natural if attempting to protect their neck from common submissions.

The practicing student will start on their knees.  The particular knee placement will change in relation to the hips and shoulders depending on each individual entry into the position.  It will vary if you enter into the Broken Turtle from Turtle, or if you’re forced onto your side from Side Control.  Allow students to play with various knee placements as long as it does not limit the ability to get the initial wrist control, and subsequent Kimura grip.

Once in the starting position the practicing student will take the hand that is closest to the head and slide it between the neck and the floor towards the top wrist.  The goal is to get a firm grip of that top wrist while also occupying the space between the ear and the floor with the forearm/elbow.  Simultaneously, or shortly thereafter, the free hand should be sliding under the assisting students top arm, trying to occupy the space between the tricep and ribs.  This will allow for a Kimura grip to be applied.

Take a moment here to talk about the controlling properties of the Gift Wrap, and subsequently the Kimura.  Allow the students the ability to feel the value of both pulling in with their clasped hands, but also in extending them as well.  The extension of the arms and a curling of the wrists can allow for an easier transition to step over the hip into the Chair Sit position.  Continue the conversation by demonstrating the domination over the arm by having the Gift Wrap and how it prevents your training partner from turning towards you.

After building value for the Gift Wrap/Kimura Grip the practicing student will enter the Chair Sit position.  As students build proficiency with the leg placement, the transitions with the legs can happen simultaneously, but during the initial learning of the transition, encourage the practicing student to step over the body at the belt and firmly plant their foot.  During this part of the transition there should be a light pulling on their opponent’s wrist via the Gift Wrap Grip.  Then, once established over the body, the other foot will slide along the floor until it makes contact with the belt.  This should align the shin parallel along the spine.  This also compromises the base of the practicing student and allows for an easy transition to the seated position.  As proficiency is built with this part of the transition, the movement will be done quickly to build momentum and pull their partners into an effective Back Control.

The Gift Wrap grip will allow for a lot of control in this transition by preventing the assisting student from turning back into Guard, but also by having control around the neck and shoulder.  This grip will allow a very strong manipulation of the whole upper body while keeping the hands in a convenient space for various other attacks.  

Possible Extensions:

• Once the practicing student has an understanding of the transition have the assisting student start in the turtle position.  Use a turtle break down like the Wrestler Arm Pull followed by a spin around the head or a modified Knee Tap to Hop Over.  This will allow the practicing student to use a more realistic set up to recreate the position as taught in the lesson.
• Have the assisting student start in Mount bottom with their hands crossed and protecting their collar.  This can expose the tricep of the assisting student.   The practicing student can then lay their chest on the tricep while sliding the hand under the head to take control of the wrist. Once the wrist is controlled the second hand should come in to reinforce the grip by grabbing their own wrist as taught in the above lesson.  Now there is no need to step over the body as the practicing student is already in mount.  To get the assisting student on their side, the practicing student will straighten both arms and sit up with posture.  This should relieve some of the pressure on legs and allow the legs to successfully use the Chair Sit transition.
• Have the assisting student start in the Side Control position with their hands in the Home Alone position.  The practicing student will then use the Good Alligator Side Control position to drive off of their toes and slightly turn up on their side.  While learning how to force people on their side from Side Control make sure they are keeping a low profile with their hips in a plank and pushing with their upper chest/collarbone.  Once the assisting student is rolled onto their side the Crossface should already be in place to allow for a clean transition under the head to the Gift Wrap grip.

Possible Refinements:

• An experienced grappler will try to clear the Gift Wrap grip by sliding their wrist above their head.  Instruct your students that this is a common escape and just the understanding that this is a common avenue of escape can help prevent this.  Combining this with the flexing of the wrist by “checking your watch” can help insulate the position.
• Some students have a tendency to rotate their leg the wrong way when entering into the Chair Sit and while it can work, it is not nearly as efficient and puts undue stress on the ACL if the opponent bridges and tries to turn in.  This should be a focus while learning this movement.

Reference materials:

Teaching Reflections:

• How did I do teaching?
• What could I do better next time?
• Did the student gain proficiency in lesson material?

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