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Ne-waza essentials

Keep it save:

First some words of advice in order to keep Judo for the disabled save we recommend to avoid submission techniques like shime- kansetsu- and sankaku-waza.

Simply do not learn this kind of techniques especial not the judoka’s with a intellectual disability.

The intellectual restrictions of these judokas are often expressed in complex judo forms as kansetsu-, shime- and sankaku-waza where insight in the consequences of the techniques is absolutely essential. The complex techniques are not comprehendible however, when the individual level of performance is taken into account and a correct evaluation of the physical possibilities are made, is it possible for almost every intellectually restricted judoka to learn a simple but adequate technique repertoire

Use your common sense, for instance if you start to learn pinning to your students do not start with Hon-gesa-gateme were the neck can be strangled in such a way that risks for injury can appear especially by judoka’s with Down syndrome.

 

Start always with Kuzure-gesa-gateme these kind of pinning is more open, friendly and invite  to communicate

Preparation lesson ne-waza

Reminder of a previous lesson ne-waza, where you want to build up to the main chapter of your lesson:

Know what you thought the students and let them rehearse this in play form for 10 minutes.

After that, you make randori form of what has been thought.

For instance: if you trained a hold down, than this is the starting position for the randori-waza.

Randori-waza, ne-waza (playful competition on the ground)

 

Main lesson ne-waza:

Now you make the lesson more difficult for about 15 minutes and afterward randori-newaza.

For instance: getting out of the hold down.

Note: It is very important that you first start with something easy (reminder lesson) and then go on to the next level (main lesson). This will make it easier for the student to learn and understand; therefore his whole being is stimulated positively.

 

Randori-waza:

The students get the change to practice in playful competition what they have learned.

 

Example

- Find a partner

- One holds his hand up (tori) and takes the other (uke) in a gatame-waza

When I say jime, uke gets 10 seconds time to get him self out off it.

- Then it’s the other ones turn

- One holds his hand up (Uke) and takes the other (tori) in a gatame-waza at the end of the tatami with his head towards the middle

- When I say jime, tori tries to get as soon as possible to the other side of the tatami

- Uke tries to hold tori in to his position

- This is also a way to end gatame-waza, because when you get outside of the tatami the referee will call mate

Ground romping with this partner

Find another partner

Ground romping.

One holds his hand up (tori) and takes the other (uke) in a gatame-waza

When I say jime, uke gets 10 seconds time to get himself out off it.

Then it’s the other ones turn

 

Stand in a circle.

You put your hands beginning from your chest alongside your body into your ‘’pockets’’

Then you hold your hands together and grab an imaginary ‘’shovel’’ and throw the ‘’dirt’’ over your head

The teacher shows this trick, laying in gatame-waza

Judoka’s will now practice this, with the emphasise on practise.

One holds his hand up (tori) and takes the other (uke) in a gatame-waza

When I say jime, uke gets 10 seconds time to get him self out off it.

Then it’s the other ones turn

Change partner for ground romping

SNJudo foundation copyright statement

        Priciples

The base off all judo skills is founded on Ne-waza. Because what you can perform on the ground, you can transfer to Tachi-waza.

 

More over, been thrown on the ground is an unnatural movement and can be experienced as scare full especially for beginners and for judoka’s on lower levels.

This implicated that teachers should create a feeling of

comfort and safety out of which the pre requisite for the natural learning process can be developed. In this learning process it is very important that the judoka is physically active and has a lot of fun.

 

By “playing” on the ground the judoka starts to understand the basic principals of judo and learn more and quicker about judo techniques as can be expected at first glance.

 

Only if the judoka is capable in ukemi waza and trust his own skills and capabilities, than a natural development from Newaza to Tachi waza is started. Within this methodology the judoka indicates himself when he is ready for Tachi waza

      Ukemi-waza

The purpose of ukemi-waza is often over estimated. Ukemi-waza only purpose is to fall so you will not injure yourself, dissipate the force of falling. Falling skills in response to a throwing technique.

Ideally, one should be able to execute UKEMI from any position and in any direction.

The development of proper ukemi skills is just as important as the development of throwing skills and is no less deserving of attention and effort. In the course of practicing UKEMI, one has the opportunity to monitor the way one is being moved so as to gain a clearer understanding of the principles of judo techniques. Just as standard judo techniques provide strategies for defending against physical attacks, so does UKEMI practice provide strategies for defending against falling.

Anyway while when you start in learning judoka’s good and solid Ne-waza skills, falling comes as natural as throwing. Do not force your students to exercise standing ukemi drills in a trail and error situation . In our point of view it will do them more harm than benefit, use a game instead.

 

Example

 

A tap game one of the judoka’s try to catch one of the judoka’s from the group so he is transferring his task as catcher to the other, however judoka’s can’t be catch when the feet are from the floor. Catcher away stand up to run away.

An other example:

 

Some judoka’s take of there belt run trough the dojo with one end of there belt in the hand and dragging the belt over the floor. Who can catch the belt with the hands while the feet are from the floor???? 

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Related pages

Preface

Teaching essentials

Teachers page

Intro page

Warming-up page

Tachi-waza page

Cooling-down page
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