teaching the judo curriculum, judo- ron-87

8/9/2019 Teaching the Judo Curriculum, Judo- Ron-87

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ZUIHITSU-REMARKS ABOUT JUDO MATTERS BY RONALD DESORMEAUX

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JUDO-Ron 87-Teaching the judo curriculum

So, just what do we teach in judo? The teaching curriculum of any given

activity is represented by a global picture generally describing the ensemble

of activities that will follow. We can see at a glance, like a book summary,

the whole content and the general points or subject matters associated with

a series of connected activities or subject matters that will be taught or

planned for different groups of interested persons. The curriculum is

normally complemented by the planned delivery of a syllabus which follow

an order of presentation of the different elements.

It is important for judo teachers and coaches to recognie that professor

!igoro "ano was foremost an educationalist and a scholar. #e based his"odokan !udo on his educational philosophy which emphasied the need to

provide the students with sufficient skills and knowledge to prepare them for

a greater participation within the society. In his view, "odokan !udo was

greater than the many old martial arts, including the popular ju$jitsu being

taught in the %eiji period of !apan. #e insisted in the delivery of a total

system comprising physical, mental and social elements.

This photo and all the others are abstracted from the Internet public site about !igoro "ano

#is preliminary concepts evolved in the course of many years through new

discoveries and analysis. &rofessor "ano never stopped his researches to

include parts or whole systems within his judo curriculum. 'nder the

influence of major or developing events within the !apanese society and the

guidance of the (utokukai as an overseer of martial teaching confirmed hisviews that there should be a difference in the pedagogical method for

teaching judo in school or colleges as opposed to the methods of delivery

associated with a private dojo.

)s we have seen over the years, while attending normal schooling, the

student must gain sufficient educational values from subject matters and be

able to make the link with other cross curricular opportunities for practical

use in real life.


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In the private or public dojo, members normally pay for their lessons and

they should e*pect to receive the ma*imum returns on investments for the

usage they intend to place towards their selected orientation, be it+ physicalfitness, recreation, competition or administration etc. The format adopted for

the delivery of the special instructions will likely be subject centered.

The first attempts at making a judo curriculum

ver wondered what was the teaching curriculum at the beginning of the

"odokan? Several sources have reported that &rofessor !igoro "ano

introduced two main ideas in his philosophy of judo+ -irst, Seiryoku Zenyo 精

力善用 or make good or intelligent use of your strength. The second+

Jita Kyoei 自他共栄 translated as seek mutual support and benefit foryourself and others

Hereunder are the two first versions of the Gokyo curriculum:i

Kyu (Former) Go Kyo no waza stiulated in 1!"#$ (%2 techni&ues)

Dai-ikkyo (group1) Hiza-guruma, Sasae-turikomi-ashi, Uki-goshi,Tai-Otoshi, Osoto-

gari, Deashi-harai,Yoko-Otoshi (7 techi!ues)

Dai-ikyo (group ") Sumi-gaeshi, O-goshi, #osoto-gari, #oshi-guruma, Seoi-

age,Tomoe-age, Tai-Otoshi (7 techi!ues)

Dai-sakyo (group $) Okuri-ashi-harai, Harai-goshi, Ushiro-goshi, Ura-age, Uchi-

mata, O%i-Otoshi, Hae-goshi (7 techi!ues)

Dai-yokyo (group &) Uki-Otoshi, Uki-'aza, Daki-'akare, #ata-guruma, Hikikomi-

gaeshi, Soto-makikomi, Tsuri-goshi, Utsuri-goshi, Osoto-Otoshi, Ta'ara-gaeshi (1

techi!ues)

Dai-gokyo (group ) Yoko-guruma, Yoko-'akare, Uchi-makikomi, #ouchi-gari,

*shi-guruma, Seoi-Otoshi, Yoko-gake, Harai-tsurikomi-ashi, Yama-arashi, Osoto-

guruma, Tsurikomi-goshi (11 techi!ues)+ote .Tsurikomi-goshi. 'as ot

ic/u0e0 i the o #yo o 'aza at the time o2 stipu/atio i 1345 6t seems to %e

ic/u0e0 i at the e0 o2 ei8i era, arou0 14115


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Go Kyo no waza revised in 1"2 (% techni&ues)

Dai-ikkyo(group1) De-ashi-harai, Hiza-guruma, Sasae-tsurikomi-ashi, Uki-goshi,

Osoto-gari, O-goshi, Ouchi-gari, Seoi-age (3 techi!ues)

Dai-ikyo (group ") #osoto-gari, #ouchi-gari, #oshi-guruma, Tsurikomi-goshi,

Okuri-ashi-harai, Tai-Otoshi, Harai-goshi, Uchi-mata (3 techi!ues)

Dai-sakyo(group $) #osoto-gake, Tsuri-goshi, Yoko-Otoshi, *shi-guruma, Hae-

goshi, Harai-tsurikomi-ashi, Tomoe-age, #ata-guruma (3 techi!ues)

Dai-yokyo(group &) Sumi-gaeshi, Tai-Otoshi, Hae-makikomi, Sukui-age,

Utsuri-goshi, O-guruma, Soto-makikomi, Uki-Otoshi (3 techi!ues)

Dai-gokyo (group ) Osoto-guruma, Uki-'aza, Yoko-'akare, Yoko-guruma,

Ushiro-goshi, Ura-age, Sumi-Otoshi, Yoko-gake (3 techi!ues)

Teaching preferences

"odokan historical documents have revealed that &rofessor !igoro "ano did

have some favorite subject lectures which included+

/. The judo theory and concepts

0. The development of judo

1. &urposes of kata and randori

2. !udo viewed as a self$defense system

3. !udo as a method of physical education

4. !udo as a method of spiritual training

5. !udo as a method of recreation

6. The objectives of judo as subject matter for middle school instruction

7. Importance of the fle*ibility contained in the principle of j8

/9. )ll about the posture

//. The essential eight directional kuzushi

/0. The companion to kuzushi that are the tsukuri / kake phases

/1. The evaluations and methods of teaching judo in the middle school.


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eachin* the Gokyo

The 2irst curricu/um o2 133" e9pose0 the 2i:e %asic 0octries or .Gokyo (;i:ee/emets).5 This propose0 0i:isio ca %e 2ou0 as the 2i:e teachigs 'ithi the


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To0ay, most 2e0eratios make use o2 the sy//a%us cotaiig the or0er o2

techi!ues cotaie0 i the 1- seria/s5 These okyo e/emets correspo0 'ith

the essetia/s techi!ues ee0e0 2or gra0ig o2 the u0asha raks5 Ho'e:er,

'e ote that the presetatio some'hat 0i22er i some corers o2 Bapa a0 i

Europe 'here the emphasis is more oriete0 'ith the 0e:e/opmet o2 se/ecte0

techica/ per2ectio more use2u/ a0 %etter oriete0 to'ar0s competiti:e a0

sport 8u0o5 ;or this reaso, a goo0 u0ersta0ig o2 the .okyo-o-@aza. a0 its

importace as a %asic 8u0o structure must %e reemphasize05

.On-ko-chi-shin (Fearig /essos 2rom the past).5

*ccor0ig to the curret #o0oka presi0et Sesei Uemura sesei cotaie0 i

his "1 message, ?It is now desirable that "Gokyo-no-Waza" should be

researched in depth, verified, and properly understood 5A 62 ecessary a re:isio

0oe %ase0 o the preset situatio, the meaig, Riai (the pricip/e o2 usig

correct, su22iciet motio to per2orm each techi!ue proper/y 'ith ma9imum

e22iciecy), a0 the metho0 o2 /earig must %e proper/y trasmitte05

:riginally, &rofessor "ano left the responsibility to teach most of the

technical skills to Sensei ;oshitsugo ;amashita who was one of the fourpillars of the "odokan.

Prof Kano-Yamashita kata demo

From internet public photos of Judo-Kano


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&rofessor ;amashitaues

0.Teaching and demonstration of Tachi waa program contained in the /kyo

0kyo$ 1kyo

1. The introduction to "atame no kata

2. @esponsible for the e*tracurricular teaching =one on one at the dojo for

the more advanced students.

3. Aomposition of the essentials contained in the "oshiki no kata. #is tasks

also included the demonstration and e*planation of the esoteric portions of

Itsutsu no kata.

Other responsible teachers

'nder the general supervision of the renown sensei Shiro Saigo who was

made the first head of the "odokan during the absence of professor "ano

other teaching activities were delegated to renown teachers and combatants

-or the more aggressive and powerful sensei that was the e*$samurai

Sakujiro ;okoyama senseiBs &rofessor "ano had given him the responsibility

to look after the competition training and the supervision of the @andori$

Shiai practices to include+/. The e*planation and demonstration of combinations and counters

associated with Tachi waa

0. The detailed works and skills performance contained in the 2kyo$3kyo

=completing the Cokyo no waa

1. :versee the performance of the Dage no kata and coaching competitors

as needed.


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rogression and changes

To keep up with the progression of "odokan judo in schools systems and

private associated dojo, the teaching cadre was reinforced with other sensei$

teachers who had joined in from other specialied schools.

&rof "ano with some of his associates teachers at the "odokan picture taken from the public domain of Internet.

This team of e*perts were essentially assigned to research and elaborate

new concepts for use by the "odokan. )dditional pedagogical subjects such

as+

/. !udo teaching and practice methods

0. The e*tension of the national spirit and the future of the judo world

1. !udouirements for best performance in judo

/0. &ast judo teaching methods and their evolutions

/1. !udo seen as a human discipline

/2. !udo >ualities of determination and courage

/3. !udo and the control of emotions

/4. The position and strength of judo teaching as a middle school

subject matter.


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/5. !udo teaching materials and organiation of teaching materials

/6. The curriculum and teaching times

/7. The approach+ teach the basics, review, adjust, teach again09. Techni>ue analysis and grouping

0/. The necessity of analysis of techni>ues and methods from other

martial arts including katame waa and "osen style judo

00. %ethods of improving the performance in @andori through mental

dispositions and added freer movements in tachi waa

01. The essentials teaching e*pected from judo kata

02. The revised standards of officiating judo matches

*s remarke0 a%o:e, to0ay may 0o8os a0 schoo/s thri//e0 %y the appea/ o2 the

O/ympic sport o2 8u0o p/ace a greater emphasis i the preparatio o2 competitio

a0 the ee0 to 'i cotests at 0i22eret /e:e/s i the hope o2 %eig part o2 the

chose 2e' to make it to the +atioa/ a0 6teratioa/ /e:e/s5

* ma8ority o2 stu0ets are thus recei:ig /esser attetio %ecause they aim

to'ar0s greater satis2actio i their persoa/ accomp/ishmets 'hi/e pursuig

more /o' /e:e/ goa/s5 Those /iste0 i this category 'i// re!uire a00itioa/

ecouragemet a0 support 2rom the teachig sta225 Through the use o2 techica/

0ri//s a0 a :ariatio o2 e9ercises ic/u0ig the practice o2 /ight Ga0ori they ca

ha:e 2u a0 sti// 0e:e/op the ecessary physica/ a0 meta/ ski//s that 'i// ser:e

them 'e// outsi0e the 0o8o5

62 appropriate attetio is ot gi:e to accurate/y 0emostrate the :a/ues

associate0 'ith each per2ormace o2 the okyo techi!ues a0 the practices o2#ata, there are a greater risk o2 /osig the stu0ets iterests a0 2omet

0iscouragemet that 'i// /ea0 to 0roppig out the 8u0o courses 2or ero/mets i

more e8oya%/e a0 pro2ita%/e acti:ities5


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The kata %eig the grammar o2 8u0o techi!ues must a/so %e stu0ie0 i para//e/ i

or0er to %etter u0ersta0 the pricip/es o2 #uzushi, Tsukuri a0 #ake cotaie0

i each techi!ue a0 maoeu:re5 The coectig 0isp/acemets are importat

to i0eti2y the right momets o2 0ecisio %y %oth Tori a0 Uke, to u0ersta0 the

rhythm a0 the trasitioa/ mo:es most e22ecti:e to secure the kuzushi o time

a0 'ith accuracy5 62 2or o other reaso, #ata shou/0 %e stu0ie0 2or the

eti!uette, spirit a0 their historica/ :a/ues5

-udo eda*o*y

ost 8u0o istructors, teachers a0 coaches /eare0 their ski//s 2rom past Sesei

a0 there is a te0ecy to 2o//o' i simi/ar 2ootsteps 'hich pro:e0 to %e 'orkig

i the ma8ority o2 situatios5 The iteratioa/ 8u0o 2e0eratio a0 atioa/

2e0eratios 2re!uet/y supp/emet this ora/ tra0itio 2rom teacher to stu0et

'ith the appropriate specia/ize0 courses a0 0ip/oma i coachig speci2ic aspects

o2 8u0o5 6


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@hate:er the mechaisms use0 to pass o the ko'/e0ge a0 the ac!uisitio o2

se/ecte0 ski//s, they must %e comp/emete0 'ith the appropriate

e9perimetatio, e:a/uatio a0 mutua/ 2ee0%ack %et'ee teachers a0

/earers5

The resposi%/e cotet 0e/i:ery perso must %e %oth co2i0et a0 pro2iciet

eough to ko' 'hat ee0s to %e passe0-a/og a0 ho' %est to 0emostrate the

key poits i or0er to esure stu0ets comprehesio a0 satis2actio i their

su%se!uet a0 sa2e practices5 Proper time maagemet is paramout to esure

a0e!uate perio0s o2 theory trasmissio, e9ercises a0 p/ay time as 'e// as

perio0s assige0 to'ar0s the e9p/aatios o2 the aim a0 purpose, o%ser:atio,0emostratio o2 key poits, e:a/uatio o2 g/o%a/ per2ormace, moitorig

progress a0 ma9imum use o2 the a//otte0 sa2ety spaces5

Bu0o teachers a0 coaches are either pro%/em so/:ers or therapists they are

the 2aci/itators, the istrumets o2 ko'/e0ge a0 e9periece sharig5 =oth

partake i the i0i:i0ua/ stu0etIs goa/s o2 gettig %etter through the attaimet

o2 8u0o meta/ a0 physica/ ski//s5 The 2ormer pro:i0e the iitiatio a0 the

coso/i0atio 'hi/e the seco0 2aci/itate the attaimet o2 superior goa/s to mo:e2or'ar05 @e must ot 2orget that the etire resposi%i/ity to succee0 or ot, rest

'ith the stu0et-8u0oka5

.onclusion

6t is u0erstoo0 that ayoe 'ith some e9periece i 8u0o ca 0ec/are himse/2 or

herse/2 as a traier, coach or istructor as /og as they sho' some iterest a0

ko'/e0ge o2 the acti:ities, ca commuicate e22ecti:e/y 'ith a// groups a0

i0i:i0ua/s, are creati:e a0 itereste0 i 0e:e/opig a hoest rapport 'ith thestu0ets5 To make it 'ork, there is oe co0itio pro:i0ig that their c/iets-

8u0oka accept their iter:etio a0 are rea0y to %ui/0 the ecessary mutua/ trust

a0 co2i0ece ee0e0 i the partership5 @ith a 2e' atioa/ e9ceptios 'here

these 2uctios are regu/ate0 %y /a' such as i ;race, most atioa/ 2e0eratios

o22er a 0ip/oma a0 certi2icate to a22i/iate0 mem%ers thus cotro//ig the

maagemet a0 0e/i:ery o2 8u0o courses5


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teaching the judo curriculum, judo- ron-87

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