Systematized Teaching for Judo

USJF Teachers Institute

by Mitchell Palacio

Committed toward excellence in quality of instruction and technical ability

USJF Teacher Certification

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} The lesson, either be a concept or technique ◦ Must be clear to both teacher and student.

We need to keep in mind:

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} LESSON PLAN

} INTRODUCTION } COMMON DENOMINATOR } CONTROL } DEMONSTRATION } LOCAL EXPERIENCE } AUDIOVISUAL AIDS } CORRECTING } CONTINUING EDUCATION } RESOURCES - OWNERSHIP } SUMMARY

The Systematized Teaching Key Elements

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} Is a road map of where you want to go.

◦ What do you need to get there?

◦ When should they get there? } It can be elaborate and detailed

◦ or it can be simple and direct. } Use of Key Points/words

◦ Remind yourself

The Lesson Plan

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} Give a brief introduction of yourself ◦ More importantly, use a Recent Picture if you use one.

} Introduction ◦ Head Instructor: “Good Evening, Today I’m going to teach…” ◦ Assistant Instructors: “Good Evening, my name is: _________”

} Creation of handouts or brochures with the list of Instructors and their qualifications

INTRODUCTION

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} What is the Goal of the lesson?

� Student able to demonstrate: O-soto-gari

◦ Objective

� Use of Kuzushi, understanding of common denominator, demonstration

of technique, student participation, active and proper skill progression

with lead up drills (Measurable)

� At the end practice, the student will be able to demonstrate O-soto-gari

GOAL AND OBJECTIVES

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} Key Points of Today’s Lesson: (15 sec.) ◦ “List what you want to cover” � Example: Teen-agers to Adults � Name of the technique: O-soto-gari � Demonstrate: O-soto-gari � Kuzushi � Uke- Ukemi during the throw � Repeat: Name of the technique: O-soto-gari

} Example: For Children: ◦ We are learning a New Throw today, it is called O-soto-gari. (PERIOD)

Key Points in Lesson Plan

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} A common denominator is a common experience/concept that everyone is likely to understand that can be related to your lesson.

◦ For example, in explaining kuzushi of O-soto-gari

◦ “As you can see, the chair sits on four legs and is very stable. But, if you were to tilt the chair to one corner, it would become unstable and very easy to fall over.”

◦ In O-soto-gari, you use Kuzushi to tilt your opponent off balance.

COMMON DENOMINATOR:

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} Visual aids assist in defining the concept or technique. ◦ A variety of audio/visual aids are available; Youtube/

Vimeo, Video Streaming, Books, Posters

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Use of Audio/Visual Aid References

} Control can be attained by merely calling for attention of the students

} Introduction of Vocabulary Words ◦ Using Judo vocabulary to control class.

“Hajime/Matte”

CONTROL

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} When demonstrating your technique, relate the technique to a local experience. One that you personally experience. ◦ “Last week at the Area Judo tournament, I saw Mary execute the

O-soto-gari that we are learning today. She threw her opponent so hard and fast. I didn't even get a chance to take a picture of it.”

} These inclusions bring life to your teaching. } Use different students to demonstrate and enforce your idea or

concept.

LOCAL EXPERIENCE

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The demonstration should not be more than 30 seconds maximum. } When demonstrating a technique, it should be executed in a perfect manner. } Demonstrate the technique from different angles } Identify the key points of the technique ◦ Emphasize important aspects of the technique that may make a difference for the student.

} Teens/Adults: ◦ Give an instance where you or someone you “know” was able to you utilize this

technique successfully. ◦ Ask students if there are any questions.

} Children and Adults ◦ Restate the objective and its value.

DEMONSTRATION

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} Offer corrections and/or positive comments } 2 ea. Positive comments to 1 ea. negative comment. � It is always a good idea to start out with a positive note,

whenever possible. “You have very good balance”. “Here's something that will improve your judo…

� Encouraging students leads to building of self-esteem and retention.

CORRECTING

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} Insure all students are engaged } The instructor should move about in a systematic manner,

while keeping the whole group in view. } Selected drills appropriate for the age group. ◦ Skill level progression appropriate for the lesson � Simpler skills - moving to more complex skills

} Effective and efficient transition between drills, activities, and practice situations

} Bring the group back for further instruction

ALLOWANCE FOR PARTICIPATION

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} Review the key points of the lesson } Relate the importance of learning this technique } Direct the students toward resources as references } Remind students of upcoming events } Preview next lesson

SUMMATION

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Proper use of time is important. } Most classes last approximately 45 - 90 minutes in

duration. � Announcements, warm-ups, uchikomi drills, randori time

for Tachiwaza and Newaza, cool downs, and ending ceremonies.

} Use of the clock/timer

Time Management

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} We are looking at the quality of the Lesson demonstrations ◦ Voice ◦ Presence ◦ Appropriate time usage ◦ Body language.

Implementing Systematized Teaching

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