EDUCATIONAL AND SCIENTIFIC

PROGRAMME FOR CHILDREN AGED

6 – 13 PRACTISING JUDO

A. Monti & A. Sacripanti

University of Rome Tor Vergata FILPJK – Italy

INTRODUCTION

The various issues examined by the FILPJK in recent years include the preparation of a

method for teaching judo to children that is more in h e with present needs and with the

enormous advances made in scientific knowledge over the last 50-60 years.

The overall approach adopted takes into account the following preliminary considerations

of teaching methodology: the need to ensure logica1 and cultura1 continuity with the

Classical Method by retaining the most effective features of this approach; the need to set

up a structure offering the maximum flexibility to learners (children) in such a way as to

cater for differences in motor capability; the need to outline guidelines for instructors

whereby rigidity and pre-established rules are kept to a minimum while highlighting

personal skills and inventiveness.

On these premises, the authors have created an innovative methodology where

conclusions stemming from the biomechanical analysis of judo, developed for the first time

in Italy, are grafted onto the latest results obtained essentially in France, Great Britain,

Holland, Japan and the USA.

The resulting "open teaching method" thus encompasses the state of the art as regards

the most advanced knowledge and practical results in the field of Judo the world level.

The course produced and published in Italy (including two videotapes) is entitled ”Ju Do"

as a scientifically organised exercise of percept ional and motor, skills (basic instruction

from 6 to 10 years of age and initial specialisation from 11 t. 13)

The content is organised as follows:

I. Discipline, judo and teaching games

II. The child (aged 6-10): general aspects and motor development

III. The basis of good judo skills (general co-ordination capacities: balance, combination in

movement, bilateral capacity, entry time)

IV. Elements of general biomechanics (children aged 6-10)

V. Elements of child training

VI. Elements of biomechanics as regards judo for children

VII. Judo techniques and their gradual teaching:

A) ground-combat techniques as a game

B) fall-control techniques as a game

C) throwing techniques as a game

VIII. Didactic play and training

IX. How to avoid traumas in children

A) short period

B) long period

X. Conclusions

THE NEW TEACHING PROGRAMME A BRIEF OVERVIEW

The new programme is developed on the basis of two particular didactic assumptions

which recur constantly especially in the most complex period (1st year):

- appropriate distribution of training and instruction;

- innovative structuring based initially on the Ne Waza and subsequently on the Tachi

Waza.

The motor skills that the pupils have to learn are in fact furnished by the group as a whole,

where the techniques are of equa1 value, and not by the sequential order of the

techniques.

In the latter case, it is assumed that the techniques are arranged in order of increasing

difficulty of movement, whereas our approach seeks to teach techniques with the same

degree of motor difficulty in each group.

In specific terms, pair exercises in the form of games are used during the first year of

instruction (initiation phase).

Inventing "teaching games" proves to be very easy. A classical exercise can in fact be

transformed into a goal-oriented game by introducing suitable tasks or aims and

establishing rules to award victory.

In this case, however, it is important to bear in mind the theory of gratification. In other

words, the instructor must ensure the gratification of the weakest pupil by playing with him

or her.

In this way, the group will improve in more homogeneous fashion and pupils will not drop

out through inability to derive adequate benefit from the motor evolution of the lessons.

The need to "camouflage" the exercises as games stems from the comparative instability

of attention span during childhood. It is therefore important not to demand concentration

for unduly long periods but to exploit curiosity (interest in novelty) through suitable

variation of exercises.

At this age, play is a vital need and can be used to promote learning.

In this way, the pupil with move gradually, from the phase of familiarization with the mat, to

the standing phase in the space of 6-8 months.

The initial techniques of Tachi Waza will then be learnt in 2-4 months.

The schedule is thus as follows.

Initiation to Judo (1st year)

A) Familiarisation with the mat (6-8 months) through gradual development (supine, prone,

on all fours, kneeling on both knees, kneeling on one knee, crouching).

B) Familiarisation with projections (2-4 months) through gradual development (from

standing still, taking one step forward, in rectilinear movement, in lateral rectilinear

movement, in rotating movement, in free movement).

After an initially passive period, Tori will come to guide the movement (tab. 2).

The following years (basic preparation and specialization)

The following five years are divided into two phases (basic preparation for pupils aged 8-

10 and specialisation for pupils aged 10-13). The technical programme includes no fewer

than 37 throwing techniques as well as 20 Ne Waza techniques, giving a total of 57

techniques, not counting combinations.

In order to ensure absorption of this substantial load of teaching and information, the

method seeks to integrate the technical-classica1 Japanese teaching of technique

mastery, the well-known 6 phases (Tandoku renshyu, Sotai renshyu, Uchi komi, Yaku

soku geiko, Kakari gheiko and Randori), with other information regarding directionality,

kumi kata as a means of transferring energy, the biomechanical principles of the

techniques, and the more or less marked importance of imbalance with reference to the

bio-mechanical group to which the technique belongs.

The final phase of the programme, which can rightly be described as competition

preparation, involves the careful and evolved study of a number of innovative concepts

deriving from bio-mechanical analysis, which can be labelled as follows;

1) unified entry; 2) unified movement; 3) unified hold.

The intrinsic purpose of these concepts is obviously that of providing pupils in the pre-

competition phase with tools that can be developed into various techniques depending on

the contingent "situation" produced in the closed bio-mechanical "pair of athletes" system.

The introduction of this teaching stems from the need to develop within pupils the

maximum flexibility and adaptability so that they can tackle the variable and always

different "situations" of competition with a reasonable probability of success.

If it can be ensured that an athlete is capable of intellective and physical adaptation to the

constantly changing "situations" of competition at the beginning of the competitive period,

the benefits thus conferred wd be expanded through competitive experience over the

years.

Competitors will thus be able to express their full personal potential with the minimum of

didactic interference.

CONCLUSIONS

The description of the methodological didactic principles adopted by the authors to solve

the problem of producing a more up-to-date method of teaching judo in the light of the

most recent scientific and pedagogica1 findings provides some indication of the difficulties

inherent in teaching the basics of combat sports.

This new method for children, which is divided into the three phases of Initiation (for

children aged 6 - 7), Basic Preparation (8 - 10) and Competition Preparation (11 - 13),

presents various innovations and offers pupils a number of advantages.

During the 1st year, the initial activities on the ground and the focus on Ne Waza offer

advantages in terms of "safety" with regard to trauma:

1) The supporting musculature is freed of improper tasks.

2) The complementary musculature enjoys general development and strengthening.

3) Pupils learn to overcome to fear of the "fall".

"Teaching games" are used in order to

- promote awareness of one's physical capacity

- satisfy the desire for action

- preserve the joy of learning

- carry out technical instruction

- carry out physical training

In the development of the Roku Kyo over the following years, the "open teaching" method

seeks to give scope to the instructor's inventiveness and experience while ensuring the

maximum respect for the pupil's individual character so as to combine the necessary

growth of technical knowledge harmoniously with the maximum flexibility of application on

the part of the pupil. This makes it possible to develop "aware" and "thinking" athletes

unrestricted by a rigid and stereotyped didactic structure, which can only serve to stultify

individuality.

Time and application will make it possible to identify the less obvious limitations inherent in

the method and the corrections required to ensure its adaptability to the ever-changing

reality of a constantly evolving sport such as judo.

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