Hip Bump

Student Objectives:

1. The student will explore hip elevation as a way to Kuzushi during a Hip Bump Sweep.
2. The student will recognize the value of trapping a limb to prevent the adjustment of base while performing the Hip Bump Sweep.

Teaching Cues:

• Ride the Roller Coaster
• Elbow, Hand
• High Hips

Lesson: Hip Bump

The practicing student starts in Closed Guard - back flat on the floor and legs wrapped around the waist of their partner.  The assisting student sits on their knees with their shins flat on the floor with the tops of their feet in the “laces down” position.  The assisting student should maintain as much posture as possible while keeping their hands on the floor.  Emphasize that this is contrary to good posture and when sparring they should never let their hands touch the floor.  This position facilitates a good learning position for the Hip Bump.  

First, the practicing student raises their hands above their head into the “ride the rollercoaster” position. Then, the practicing student gently rotates towards one side, keeping their hands above their head until they feel a binding of their hips. The assisting student lifts their body and posts onto their elbow. Once the student posts on their elbow, their forearm will not move. However, the student should keep the momentum of their upper body moving and continue to elevate onto their hand.  During this transition, the practicing student uses the non-posting hand to trap the assisting partner's arm.  This prevents any significant arm adjustments by opponents attempting to adjust or reinforce their base.  

Finally, the practicing student’s hips are the driving force behind the Hip Bump.  As the practicing student completes the previous steps to elevate their body and isolate the assisting student’s arm, they should be extending their core and exaggerating the contact between their pelvis and the assisting student’s chest and armpit area.  This creates a strong rotational force that turns the assisting partner over for a successful sweep.  Encourage students to breakfall during this movement.  Not all Hip Bumps have a long drop to the floor after the turn, but some do depending on various factors: the length of the legs, the elevation of the hips, and the force of the student’s initial turn.  

Possible Extensions:

• Have the assisting student place their hands on the chest, belt, or hips of the practicing student as in a live training situation. The is the first and most important extension after mastering the Hip Bump. An extra set of instructions are needed on clearing the hands off the chest and onto the floor.  This is important to build a realistic understanding of the role of the hands in maintaining and breaking posture.
• Have the student practice “riding the rollercoaster” from side to side before committing to the Hip Bump sweep.  This allows them to practice building momentum, but also build a good pathway for the arms while preventing any gripping on the wrist or sleeve before initiating a Hip Bump.
• If the practicing student knows how to properly and safely apply a Kimura, then the student can also use the Hip Bump entry to isolate the arm before applying a Kimura.  

Possible Refinements:

• Absolutely never let a student reposition the hand after they have elevated off of their elbow.  The purpose of doing the Hip Bump this way is to protect the shoulder. The practicing student has the ability to lay their back on the floor without compromising the shoulder.  If there is any doubt as to the understanding of the placement of the hands, please watch the accompanying video.
• Elevating the hips is the priority, then rotation. Kuzushi makes the rotation much easier.
• When trapping the posting arm of the assisting student, ensure they are not controlling at the armpit.  Armpit control allows the opponent to still move their arm.  It is important to control close to the elbow, with the hand, wrist, or forearm trapping the tricep.  

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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