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7/31/2019 Judo Ron 62 - Enhancing Your Judo Whith a Mentor or Coach
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ZUIHITSU RANDOM NOTES ABOUT JUDO BY RONALD DSORMEAUX
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Judo Ron 62- Enhancing your judo with a Mentor or Coach?
Why would you need the services of a judo Mentor or a Coach? Because: you made the decision
to become a judoka and registered at an institution, a club or dojo. Already, you are
overwhelmed by some of the foreign concepts and alien vocabulary: Dojo Shu, judo instructor or
teacher, Sensei, Shihan, Coach, Mentor, Yudansha, Mudansha and Kodansha. In the course of
your journey, you will be submitted to their influence. One day or another, you will be
entertained by one or many of these actors.
Once embarked upon the quest to better know yourself and conquer your weaknesses, you will
read about and gather behavioural examples to master. You will listen to lectures or
presentations about different facets of judo. You will develop the need to rationalize what you
are exposed to. Each one of these actors will play different roles and even become a mentor or a
coach by being involved with your preparation and subsequent training regime encompassing:
the Gokyo exercises, the Kata ceremonials, the Randori exercises, the Mondo discussions and
perhaps, the Shiai.
Anyone can be coached if they are willing
Myles Downey-Effective Coaching, 2003
How can you best profit from all those who will contribute enrichments to your experience?
Firstly, let us try to identify the judo concepts and the meaning associated with these
individuals. Let us try to classify them in accordance with their distinctive attributes. Thereafter,
I shall propose a possible journey by which you can maximize your gains and enhance your
participation.
The concepts within the culture of judo
The club director or dojo master/director is called Dojo Shu. We identify the judo instructor or
assistant-teacher as a person who provides some specialized instructions, knowledge or skills to
one or a group of judoka. The instructor may be of intermediary rank or grade and may assist
the class teacher by being assigned groups of students or take over some segments of the
course.
The judo teacher is normally recognized as a black belt holder having demonstrated his or her
technical expertise before a special Commission of Peers and having received his or her
credentials (diploma- certificate) from the national sport governing authority. He or she is
currently addressed as Sensei. The term Sensei is a contemporary diminutive of Sendatsu,
referring to the seniors who have gone before and traversed the path that you are now
following. The Sensei is the authority responsible for a class. Due to social demand and
circumstances, he or she may become a coach or a mentor also known as Onshi.
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You will hear the term Shihan when you are asked to bow before the honorific area or Shomen.
Shihan is described as the master teacher or originator of an art. The Kodokan dictionaryi refers
to it as the title given to a highly qualified master teacher in academic, artistic and martial arts
disciplines. In judo circles, the term has been reserved to the founder Jigoro Kano.
Within the confines of larger clubs, you will note the presence of other black belt holders. They
are the Yudansha: a black belt holder of first or higher grade. That individual may be an
instructor, a facilitator or simply a senior student and competitor with no or limited pedagogical
functions. The Yudansha provide depth and experience within a club.
The Mudansha is the generic term encompassing all those not in possession of a black belt. They
are mostly peer groups and colleagues found within the different color belt pyramid. (White,
yellow, orange, green, blue and brown). They will be your most consistent training partners and
will act as Tori (thrower) or Uke (receiver) when required. Their functions and their relationshipswith you are crucial to your advancement. Without training partners, you will not make realistic
progress.
In the larger clubs you may come cross the individuals known as Kodansha. They are black belt
holders of the fifth grade or higher. They are representatives of a minority of the most
seasoned, experienced teachers, trainers or competitors. They are potentially the most likely
individuals to be developed as Kochi or Coach. They would be assigned the responsibility to train
judoka-competitor for specific results and provide advanced technical guidance.
This is the community of players with which you will have to interact. Other actors who may
facilitate your training program are associated with diverse club administration duties. It is
recommended that you get to know them as early as possible and understand the roles plaid by
each one.
About Mentorship and Coaching
When you reach a certain competency level and become involved in competition training the
two words that will constantly resonate are: Coach and Mentor. Being a Coach or a Mentor are
two different things.
Mentoring is a personal development relationship established between a judoka and a chosen
elderly person, normally, more experienced or more knowledgeable, who can provide selected
assistance, advice and guidance at key moments. In such a relationship, the judoka becomes an
apprentice or protg of sort and the mentor becomes readily available to carry on informal
tutoring session or stands on call to express different points of view before selected difficulties
or challenges.
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The mentor may well be another club member or an outsider. The important criteria is that the
person be capable of accompanying the judoka in his quest for answers, that it can render some
form of necessary assistance during the transition process or passages from one situation to
another. The mentor is also expected to display integrity and honesty when he assists in
resolving particular issues and bring forward different approaches and points of view from
which the judoka will make his decisions. The mentor must be able to provide feedback when
required and stand available to undertake the role of senior-friend, big brother or big sister as
well surrogate mother or father.
Mentoring is a power free, two-way mutually beneficial learning situation. In the case of junior
member whose personality is not yet matured and is requesting to have a mentor, it will be
important to ensure that the consent of the parents is obtained before solidifying the
relationship. This precaution is necessary in order to avoid future misinterpretation, social or
cultural challenges. In normal circumstances, the relationship should provide the judoka with a
different low pressure, self-discovery approach towards maturity.
Coaching is on the other hand, a relatively new term that appeared in the early 20th century with
the arrival of more elite sports programs. Julie Kennedy in her academic paper of 2009ii
identified coaching to be of Anglo Saxon origin and meaning: carriage to take a person from
one point to another. In other words, coaching is helping you to do your best. Thus, coaching is
about getting results, improving techniques and performances. The outcome orientation is the
key characteristic of the coaches. It was further described by Julie Kennedy when she expressed
on page 16 of her thesis:
All coaching methodologies are outcome oriented rather than problem oriented with
the emphasis on both task and the relationships. They focus on the solution, promoting
the development of new strategies for thinking and acting as opposed to trying to
resolve problems and past conflicts.
Mentoring: Helping others to achieve their aims
(Source: Public domain figurines)
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In 1998, the British Judo Association conducted an on-line surveyiii to evaluate what should be
the attributes of effective relationships between coach/mentor and athletes. The results
identified some different perspectives about the functions of mentoring, coaching and
supervision. It was clearly determined that coaching is neither a consulting function nor a form
of therapy for athletes. It stands alone and should not be confused with mentoring.
In his complementary research on beliefs and attitudes in judo coaching, Malcolm Collinsiv
expressed his views about current coaching methods as follow: Judo coaching predominantly
uses traditional methods emphasising progression through belts rather than success in
competition as the measure of achievement.
The main characteristics identified from these two functions are: Both the Mentor and the
Coach are persons providing assistance towards improving the individual performance; their
assigned athletes are viewed as unique and they see themselves as facilitators. Their degree ofinfluence can be capture in their involvement with the personal development of the individual
skills and techniques; the establishment of and implementation of a learning/achieving system;
the increase in team work and the positive upgraded performance. It is interesting to note that
both functions were regarded as being a life time commitment and as such, of direct result from
their specialties/qualifications.
Health is of value in so far as it contributes to achievement.
Warren Hilton-Psychology and Achievement, 1914
Areas of Concentration by the Mentor
The mentors usually focus on the person. They offer career orientation and support for the
individual growth and maturity while the coach is more job-focused and performance oriented.
A mentor is more or less a sounding board, he or she can give advices but the athlete is free to
pick and choose what is retained. The context does not have specific performance objectives
other than assist in character building, improving certain skills and developing maturity.
Mentors are perceived as facilitators, guides and teachers allowing the judoka to discover and
experiment with their own limitations and directions. Mentors do not provide ready-made
solutions but lead the protg in a concept-learning phase where they can assess particular
characteristics of situations and the mentor will guide the protg into a critical reasoning
process leading him to an appropriate and acceptable solution.
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Areas of Concentration by the Coach
On the other hand, the coach will use various assessment tools to identify where the judoka
stands and where he wants to go. He will evaluate the performance levels and calculate how
best to prepare him towards his imminent journey. In the evolutionary process obtained over a
timeline, they both participate in the identification of the potential drifting situations and
obstacles as well as determine the best ways to increase the performance level and keep the
motivation and the spirit alive. The coach, as a master in his own area of expertise, will ensure
that the judoka who follows his directives and plan will become more efficient and more
productive. Measurable performance goals will be set as stepping echelons to achieve
successive personal best. Emotional states will be monitored and feed the necessary
persuasion and motivation elements.
Both the coach and the judoka will form a bond within a disciplined or rigid cadre which issupported with a loaded action plan imposed to match the anticipated goals. In such a venue,
the original judo structure known at the club level cease to exist. The empowered player no
longer seek to attain the performance level necessary for his or her next promotion or rank;
they are beyond that level. What is on their new horizon is the validation of their competitive
skills to be displayed at National, World and Olympic levels.
Observing upon the need for a revised plan for the British judo team preparation for the
Olympics of 2012, Malcolm Collins recommended the following coaching approach for the high
level performers:
An elite structure should be based on players having specific performance targets
including technical and tactical skills, psychological, and physiological, aligning judo
more closely with the structure used in other Olympic sports. Coaches should also be
given targets related to developing emotional control among players and instilling
players with a self-belief to attain performance targets related to the above.
Expressing some concerns about the depth needed with the coaching system, the same author
recommended the inception of a similar approach at regional level when he said in his research
conclusion:
Effective integration and usage of such personnel is required including developing andinculcating sport science knowledge into the practice of elite coaches, and then
modifying this knowledge for use in the club system.for the local needs.
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Different Relationship Patterns
Within a mentoring relationship the judoka and mentor have several free choices: to accept
their partnership, to continue for a given time, to decide for how long and how often they will
interact and to establish what will be the concentration of their interactions. It is to be reminded
that the Judoka may freely choose is partner from many available individuals who may become
their mentor and for whatever given purposes. The selection can be made from peer groups,
yudansha and external individuals. The judoka will normally initiate his search, make the first
contact and negotiate with the elected, both the level and the frequency of the forthcoming
interventions.
Selecting the kind of Assistance
When reaching higher grade in judo (perhaps at the blue and brown belt levels), you may beable to beneficiate from the national organization who may have a scouting program to detect
judoka with special talent. It will follow with an approach to selected judoka of high potential to
suggest the assignment of individual mentor or group coaches. It will even suggest the
relocation to a special training center where the individuals could benefit from the expertise of
several coaches. When such arrangements are not available, it might be wise for the judoka to
search around for retired judo experts or competitors within their reach who would accept this
kind of assignment.
Living with your Choice
Not all relationships are expected to be fruitful. It must be understood that the interpersonalskills displayed by either the coach or mentor will determine the effectiveness of their
associations. In the accepted linkages, the coach by the very nature of his expertise will normally
carry a certain degree of authority. Developing a Spartan regime suited for individual athlete, he
may ultimately insist on the total compliance with the program formulated or place the judoka
at the risk of ending their relations when non-compliance or slackness are shown.
As it pertains to the Mentors, they need not be an all-knowing expert in judo. Their professional
expertise may have been acquired in different fields yet can be applicable in judo surroundings.
A mentors influence is determined by the overall value he can bring to the relationship. It is a
friendlier relationship based on mutual respect. There is more room for flexibility and the judokais not restricted in the continuation of his other life interests.
Many Yudansha and Kodansha may easily become coach but only a few of them are
considering establishing a mentorship relation. The latter demand that future mentor makes
alterations to their current mental attitude of making winners by perfecting clones of
themselves. They have to let go the disciplinarian and Spartan approach. There is a new learning
process to be achieved with mentoring, a liberty of thinking to be exploited and a consultative
approach to be developed through appropriate feedback mechanisms.
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The mentor must be capable to bring to the table, his or her ability to assess different situations
and accept dissimilar perspectives. He or she must remain a flexible guide towards the overall
development of the protg and discard the disciplinarian duties. The protg on the other
hand, must ensure to retain his freedom of thoughts and his independence for his choice of
actions.
Coaching Environment
As we said, the activities of coaching are task related and they pertain to: improvements in the
knowledge base, acquisition of new skills or reaching continued higher performance results on a
given task. Coach will normally accompany the judoka to the Shiaijo to give verbal reminders or
cues to prompt their judoka to make use of specific strategies. From the side line, the coach
always observes and analyses. He will frequently make approval gestures to signal or confirm
the desired applications which should be followed by the judoka. The continual communicationis designed to lead the judoka through a systematic process involving the identification of the
right problem, finding the cause and effect, generating the best options, deciding on a plausible
and possible solution, and implementing the necessary actions to secure the victory. The coach
is an active participant, before during and after the event. He watches, assesses and
recommends changes to the game plan. The coach is known to videotape an activity for
subsequent review and discussion. It is a continuum of events leading towards the attainment of
the goals.
Coaching is goal oriented; it will help you advanced further, higher and stronger.
It is meant to assist you in the achievement of the victory over self and the external challenges.
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The Challenges we all face
Whether you are a new judoka or a seasoned competitor, you have the need to stay physically
and mentally fit to benefit from your endeavours. Throughout your journey, you will seek the
experience, the stimulations and the challenges to overcoming obstacles. You may have already
attempted some exploit six times and failed, but you will have tried a seventh just to prove to
yourself and to others that you are able to conquer. Your courage and determination will have
demonstrated your competence over the obstacles and you will feel contented. You are no
exception. We are all made of the same biological needs: to overcome is our nature. When
obtaining superiority over an obstacle, we all take pride in the improvements made and will
seek the appropriate acceptance of peers. Alone or assisted, we all strive to improve ourselves.
Within the judo community, you have been acquainted with the various individuals who can
help you realize your dream. Peers, teachers, friends, parents and outsiders are all within yourreach. It is now the time for you to decide what are your priority goals and how best to go about
reaching them. Hereunder are suggested paths.
Seeking the right paths
With time and practice, you will need to come out and shine over the mass of judoka and begin
to personalize your Judo. From your instructors, peers, teachers, coaches or mentors you need
to command their trust and obtain their willingness help you grow and attain a certain degree of
freedom of action. You have to remember that your relationship with the club membership and
with other outsiders is a two ways process. You must give to others what you can to support
them and make them grow. In return, all the players mentioned will influence the way you
develop your comprehension of judo concepts and implement judo theory with practice.
You will come across different people with dissimilar points of view and approaches that can
assist you when considering solutions to given combat situations. Do not haste to diversify your
relationship. Be careful with your choice as you should expect sound advices and frank
assessments of your strengths and weaknesses. Try to be yourself when in the presence of
others. Seek out the best moments for productive discussions and exposs; try to maintain your
goals and priorities. Always maintain the desire to go beyond the simple drill or plan. Articulate
your ideas clearly and believe in them. Once embarked upon a given path, be prepared to
accept positive variations and suggestions if they are intended for your benefit. Remember that
it is essential that your collaborators understand the importance of you taking charge of your
own ideas and actions. In return, be sure to convey to them how valuable their contributions
are.
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It has been said that: When you have no baggage, you can will to go anywhere at any time. Keep
your mind open and ask questions. Always remain an inquisitive student regardless of your age
and status. It was R. Euken in his essay about the philosophy of life that described the liberated
man as follow: v
His actions are no longer distracted by external influences but they are the outcomes of
his own decisions. He continuously aspires to conduct himself in accordance with his
choice: to be one with the universe.
Decision time
Now that you better understand the judo milieu, you may want to revise your goals and set new
ones. You must ask the right set of questions to obtain the right answers. There are too many
judoka that failed to ask specific questions and accept all situations as presented. You mustdistance yourself from such a group and take command of your own future.
As with most decisive moments in life, you must now set the stage to properly recognize all the
elements at play. You are considering seeking assistance to improve your knowledge or skills. It
is by conducting a self-analysis that you will gain a better understanding of your needs. After
conducting such an exercise, you may narrow your choice and decide if you need the assistance
and who should you choose to best help you with your present life goals and judo objectives.
Here are a few questions that may be pertinent to this kind of exercise: Why am I interested in
judo? What are my goals? What can I learn or practice that will make me better? What is really
going on with my learning-practice regime? What obstacles do I face? Is there someone that canassist me now or later, who? Does my judo teacher really care about my improvements? Am I
deceiving myself to expect too many results, too soon? What are the likely consequences of
failing to achieve those aims? If I want to do my best what is the preferred option to prepare for
it? What other alternatives do I have to be more successful in doing what I wish to do? Is this
my biggest problem now, or do I need to focus my attention on something else?
Responding to these or similar questions should become part of your analysis. Do not venture to
ask the first person for assistance without thinking about the reasons you seek their help. You
need to engage into some preliminary intellectual work: focussing on the task, sticking to the
point, questioning deeply and striving towards a reasonable solution. Then, and only then, canyou proceed to add positive actions to your plan.
You should review how you conduct yourself in the dojo. Check out your attitude; be on the
look-out for half-hearted or vague performance, the lack of details in your demonstrations,
moments of inattention and blurred reasoning. Try to understand the deeper meaning of what
is being taught to you. Just dont be satisfied with what you see, look beneath the surface; ask
pointed questions until you are satisfied. Try to figure out the important principles underlying
each technique that is taught. Confirm your understanding of the issue when being presented
by others.
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When you are working through a problem or combat situation, make sure you stay focused on
what are the causes and effects. Dont allow your mind to wander to unrelated matters. Dont
allow others to stray your thoughts from the main issue.
Conclusion
By being active during the lessons and interested to pursue your understanding, you will better
grasp your longer terms needs. Having a good attitude will enable to clarify your goals and seek
those who can best help with the optimization of your performance.
Have a fruitful journey and a good training session.
Ronald Dsormeaux
Judo teacher, Hart House Dojo
University of Toronto
October 2012
References
iKodokan New Japanese -English Dictionary of Judo, August 2000
iiJulie Kennedy, A Definition of Coaching, Thesis, Potsdam U, Germany, June 26, 2009
iiihttp://coachingandmentoring.com/mentsurvey.htm.
ivMalcolm D Collins, Beliefs and attitudes in Judo Coaching, Wolverhampton, Oct 2008
vR. Euken, Philosophy of Life, Gutenberg Project 2004, p 127
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