Conventional definitions of teaching are too limited. Teaching is much more than instruction by a "judoexpert". Normaly learning judo will be enriched by forms of exchange techniques, if we recognize that any-one who learn a judoskill is a teacher and anyone who benefits is a student.

 

Go to the Teachers page.

Our way of teaching:

In our view the first and most important rule of judo is having fun together. Make sure that your lessons have a gammy and joyful attitude.

 

So don’t teach a technique followed by a game, no prepare a game involving a technique that you want your students to learn. Make sure this games are open and free to experience their own skill interpretation.

 

Do not focus on the “correct” technique; you will see that all judoka’s make a different approach, preparing, carrying out and finish of techniques.

 

It doesn’t matter, in our view the most important thing is that our students personally experience skills that are successful.

 

We believe that judo is all about:

 

“adapting and cope with the situation that you’re in”

 

see Play to teach or teach to play  (L)

It goes without saying the golden didactic rule in the Self initiative judo methodology must be:

 

        1: offcourse always with the other (judoyoudowith2)

        2: experiance skills in the move (stayisnottheway)

        3: from ne-waza to tachi-waza

        4: from easy to complicated and

        5: from cooperative to randori-waza, during practicing.

 

Always from low tot high and from easy to complicated:

Low to high: always begin with ground techniques, because it is safe and therefore fun in the eyes of the athlete.

In behalf of learning skills cut technics in parts and make a game of each part (differentiation)

What you can do on the ground you will also be able to do standing up.

Each and every judoka has his/her own personality and therefore, they have got their own learning curve of what can be learned. So we (teachers) must adapt our way of teaching them judo skills, always in mind of what they as individual can do and not what they can’t do.

 

Within this methodic, judokas will automatically give a sign when their ready for tachi-waza, then and only then it is time for the student to go to tachi-waza and not sooner, the teacher will never force them. The judokas will make the best progress in their learning curve if they can rely on that law.

  It’s clear that disabled judoka’s need more and intensive support than usual. Despite that every human being is unique and therefore asks for a personal and different approach, there are similar needs for all disabled athletes by:

 

            - Complex game-/sport forms

                - Competition view

                - Social-emotional view

 

Teaching can be descript as the way a leader, try to influents the judoka’s performance of technics and skills. Influencing the judoka’s technical repertoire, skills and performance is a process of transferring knowledge.

 

Simple defined as:

 

        "Efficient processing of information from the sensory input

          source to the brain and then back out." 

 

The information processing system of the disabled judoka can be expected to be different than that of an able judoka in a general training program.

Never the less, when we move, our action is controlled by the unconscious brain using a collection of previous endured movements.

So everyone can learn motory skills by transfer.

-  Basic learning is necessary for transfer and a considerable amount                has to be known about the basic of judo to support transfers.

 

        -  Knowledge that is overly contextualized can reduce transfers.

        -  Transfer is best viewed as an active, dynamic process rather than                a passive end product of a particular set of learning experiences.

        -  All new learning involves transfer based on previous learning, and                  this fact has important implications for the design of instruction                  that helps judoka’s to learn.

So therefore the judo teacher must gain insight of the possibilities and the perception of techniques of each judoka to find the proper method of teaching judo to each individual.

 

In 1973 the pedagogue Frese investigates transfers and enduring his conclusion:

 

                20% what you hear

                30% what you see

                60% what you see and hear

                70% what you imitate

                90% what you discover endure.

 

 

Learning by experienced during training:

Te investigation of Freeze shows us obvious that the best transfer is done by give the judoka possibilities to experience their own skills, therefore the best way of teaching judo is playful because playing behaviour is the oldest and most efficient working mechanism in nature for learning motoryskills.

Though the fact that judo for the disabled has had an enormous deve-lopment especially “top sport” over the last ten years, is the average level of G-judo still on recreation level. Often people say that “top sport”, “competition sport” and “recreation sport” are 3 totally different things. The opposite is true, sport has an indivisible place within these 3 areas, who can be distinguished but are always combined to each other, therefore sepa-ration is impossible.

 

The definition of recreation sport:

Is build of the parts recreation and sport, the word recreation means besides recreate especially relaxation and enjoinment. There is no doubt about that “playing the game” is one of the most important pillars of teaching, to play is ones own, it fundamental human acting.

 

Characteristics:

 

        - playing the game with the other

        - gaming is translated in judo forms or romping

        - achievement is less important

        - rules are formed and adjust during the game

        - loose observant of the rules

        - loose participation

 

For the participant is the goal the game in its self, it is “living the moment”, the here and now. Pleasure and social contact are number 1: therefore playing can never be a waist of time and energy.

 

We (judo teachers) use games as a mean of reaching other goals.

The game is used as a bridge to reach these goals.

 

There can be many goals, we use games for:

 

        - learning by playing,

        - learn to discover your own motoric possibilities.

        - romping

        - judo techniques

 

to achieve social skills:

 

        - to play and cooperate with each other,

        - to make play rules together and change them if necessary,

        - to make conflicts/puzzles and learn to solve them,

        - to develop your own identity

        - learn to make your own decision

        - coming aware of group goals.

 

To achieve personal goals, which of course are combined with the social goals, you become a “person” as you have contact with others:

 

        - To achieve creative goals

        - To achieve conditional goals

        - To achieve technical goals, etc.

 

The difference between the goals of mainstream judo and judo for the disabled are small as you can see. Therefore it is obvious that the modification must be somewhere else.

 

This modification lies with the knowledge and skills of the teacher,

 

“Every person is unique” with or without a disability, although the disability of the judoka stays a fact of life. So therefore the judo teacher must gain insight of the possibilities and the perception of each judoka to find a proper method of teaching judo to each individual.

        - Judo is sport

        - Sport is exercise

        - Exercise is a behaviour

        - Behaviour has a purpose

 

To understand the essence of teching judo, you must combine the sport to the perception of the judoka

Judo as a sport can be put into practice from many different objectives

These objectives obviously must be coherent to the judoka

The basic philosophy must therefore be:

 

 

”Well-being of the judoka’s” (Jita Kyoei Jigaro Kano)

 

Order here our manuel teaching essentials for disabled

 

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