Judo Ron 63-Randori, An Educational Wizard

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  • 7/31/2019 Judo Ron 63-Randori, An Educational Wizard

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    ZUIHITSU- RANDOM NOTES ABOUT JUDO BY RONALD DSORMEAUX

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    Collectivity versus Individuality

    In order to counteract the impression of group isolation, it is my view that we must try to

    implant a more suitable judo culture which will go beyond the basic introduction to principles

    and where everyone, regardless of rank and stature, will be encouraged to share tactical

    information and skills techniques with each others in order to gain greater and more profitable

    returns from their participation. As we address different situations and formulate alternative

    solutions to combat situations and problems within the Randori, we can better share knowledge

    and gain from the different viewpoints. As we try to promote more knowledge sharing and

    remove that pseudo special status syndrome, we must continue to encourage all players to

    come forward and develop new discovery and innovations.

    Nothing under the sun is greater than education. By educating one person and sending him

    into the society of his generation, we make a contribution extending a hundred generations tocome.Jigoro Kano

    Progress is dependent upon knowledge and experience.

    It has been said that: Strength is relative to good health, speed comes from efforts, techniques

    are obtained from experiences, willpower derived from faith, serenity is from old knowledge and

    progress comes from new knowledge. (Author unknown) If we follow that trend of thought, we

    are sure to discover the true educational wizardry of Randori.

    Performing well in Randori

    I am sure that by now, you have had your share of advices for better performing during Randori

    practices. Amongst the most repeated recommendations you may have heard are: There is no

    winner or loser, focus on attacking freely without considering the possibilities of being thrown,

    relax and retain free movement of your body and mind.

    Other sets of advices may have involved other trends such as: Follow through with each

    technique; practice with as many judoka as possible; seek out all the opportunities to test

    yourself with all kinds of partners; experiment with new techniques as much as possible and try

    to develop your shouting techniques of Kiai in order to gain extra power during the latter

    stage of performing a throw.

    There is also some value in repeating the following principles: Learn to read your partner's

    intentions and anticipate the attacks; focus on the Kuzushi and adjust your movements within

    different spaces; do not forget to turn your head in the direction you are throwing e.g. (nose

    follow toes) and rotate your body.

    I have no doubt that your sensei will have stressed the need to take care of your opponent in

    order to avoid injury. He or she will also have reminded you that you should help your partner to

    learn while perfecting your own technique. This is where the gist of this presentation is leading

    us.

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    Randori period, a sharing opportunity

    By making the Randori period a sharing opportunity, where both players exchange information

    on their performance, it will be possible to create a synergy leading to the emergence of a new

    form of collective intelligence about potential combat situations. Doing so will ensure that we

    can grow from the continuous feedback of others. I am of the opinion that it is by sharing

    information and experiences within a mixed group that we can gain enriched judo proficiency.

    Because of the judokas common interest to improve their knowledge and judo skills, there can

    emerge a stronger learning community and thus, better judoka.

    The community must complement the teachers influence.

    You can rely on the teacher or sensei to teach you the fundamentals: you will learn how to

    absorb the fall, to stand properly in natural posture, to execute the basic techniques followingthe three steps and perform basic techniques in linear directions (Kuzushi-Tsukuri-Kake). You

    will often repeat and rehearse the fundamentals. You will also be taught the importance of

    kinetic chains and the need for coordination when you perform the Uchi Komi. You will have

    learned how best to use your body mass and apply different levers to maximize diverse

    techniques during Nage Komi exercises.

    Within the assigned pedagogical program, when teaching the Gokyo syllabus, the teacher will

    make the necessary variations in their delivery to accommodate the needs of the majority of the

    class. Limited by time and class composition, the number of personal interventions will vary

    considerably when they are teaching the introduction, the basics or the advanced class because

    the knowledge management and the transfer efforts are typically concentrated on key

    objectives.

    It is to be expected that the One on One teaching opportunities focusing on improved

    performance, gaining more competitive savvy, sharing of lessons learned, integrating new

    techniques and working upon continuous improvement are more likely to be occasional

    incidences rather than regular practices. Some of you will have the occasion to learn part of the

    Nage No Kata where you will demonstrate your understanding of the throwing principles which

    include the transfer of force, the placement of Kuzushi and transmission of momentum. All the

    above exercises are either of the static or linear dimensions. The dynamic and free application of

    techniques is yet to be discovered. This is a reason why we should to resort to the Randori as a

    complementary educational tool.

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    The Randori offers other opportunities to compensate for this absence of intimate learning

    experiences. It provides for the development of dynamic performances based on hazard,

    strategy and subtle preparation. Within it, you will discover the application of combat rules and

    ways to cope with the unforeseen circumstances which will help you score or neutralize your

    opponents.

    Over the years, I have experienced that with proper guidance and discipline in performing

    Randori, the judoka can go beyond the use of lateral movements. He is able to learn and to

    include in his array of techniques, supplementary rotational concepts and apply more

    unorthodox techniques necessitating torque and spiral dimensions to best respond to various

    situations.

    When several Randori take place simultaneously, the teacher cannot capture all the beautiful

    success and share them with the class. These additional performances must not escape theeyes of the students-partner and need to be shared. It is easier to better manage such an

    exchange of collective knowledge between judoka when they are willing to share their

    experiences by expressing to the other what they observed; discussing tactics, strategies,

    insights and experiences and by analyzing strategies used during those Randori periods. To gain

    from these exchanges, we must find the appropriate moment or opportunity to stop or pause,

    look and listen and then, experiment with the new discoveries.

    The need to share

    We have to recognize that such participative learning experiences as those encountered during

    or after a Randori have for origins our basic needs to conquer and are fed by the gains we make

    from knowing the diverse solutions expressed by the training partners.

    In these informal exchanges, the relative questions concerning the strengths of the opponents,

    the direction of the forces, the preparatory stages, the application of the kumi kata, the choices

    of direction, the speed of displacement, the location of contact points and the overall

    coordination needed will form part of the synthesis for the discussion.

    The appreciation of the situation will exploit the knowledge, the experience and the skills

    deployed from both training partners. It simultaneously transforms each of the participants into

    an apprentice and a trainer. In this context, the participants can learn from and teach by theircombined actions. The informal learning experience is more valuable than the formal class

    transmission as it is accomplished with live actors and within an ambiance where both

    participants feel reasonably comfortable.

    Overall, it gives a better perspective and understanding of the global combat situation. It

    permits a better appreciation of the judokas values, attitudes, skills and knowledge. It allows

    the judoka to better discover their talents and their hidden capacities, while experiencing with

    different problem-solutions and decision-making. Finally, it develops increased self-confidence

    and leadership.

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    Educational Opportunities.

    Randori is a free opportunity where you can perform your techniques (offense and defense) as

    best as you can. In 1961, professors Saburo Matsushita and Warwick Steptoeiii described three

    different learning opportunities associated with the Randori: practicing with inferiors, with

    equals and with much more seasoned judoka.

    Juniors

    To maximise your experience when practicing with inferiors, you should be trying to apply

    known techniques and add secondary techniques which you can try on the left and right sides.

    You may attempt some Renraku or combination techniques to help you understand the value of

    following up on the direction of movements or make use of the push and pull principle. During

    those experiences, you should avoid using your special/Tokui-waza for fear of developing some

    form of mental or physical laziness during the performance.

    Peers

    When practicing with equals, you have to pay more attention to the rules and tactics. Try not to

    transform the practice into a contest between the two. Respect the offense and defense

    attempts without adopting a severe defensive posture which will impede your free actions. You

    should instead attack with your best throws, as strongly and as quickly as possible. You shouldtry to construct your approaches and develop transparency in action. Do not risk injury to save a

    point but accept the lesson resulting from the fault you made. You have nothing to lose and

    should try to move more lightly with emphasis on zigzag and rotational motions to alter your

    velocity, adjust your distances and gain strength/power in your attack.

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    Seniors

    Do not be afraid to practice with superiors as you can learn a lot from them. In general, you

    should try to be on the offensive most of the time and avoid slipping away from good throws

    and being on the defensive too much. Attack with all your heart and soul many, many times, and

    do not wait for the higher grade to attack. Try to discern the ways and means taken to develop

    the attack; note the TAI SABAKI used; what form of kumi kata precede each technique; how

    distance and velocity are controlled and with what precision are the different levers and Kuzushi

    applied. In general, the more senior judoka is not interested in making multiple Ippon but will

    likely concentrate on improvements. He wants to control the match and will let you attack

    often. He will normally decide when to stop the exercise, be patient and attentive for he will

    likely give you advices on how to improve your own method.

    Sharing information

    Recapitulation of your total experiences

    Do not despair with your first experiences in dealing with the numerous Ukemi and the Gokyo

    repetitions. The sensei provides the necessary information by using diverse processes, among

    which are: a structured overview of the material, the demonstrations, the comparisons, the

    contrasts and the didactic questions which are followed with ample exercises, repetitions,

    rehearsals and relevant applications. To learn by heart the sequences of each technique and to

    repeat the main movements are useful to progress well. It is well known that the repetition or

    rehearsal is an elementary mechanism of the memory. Generally, you will need tens, sometimes

    even hundreds of repetitions to learn the correct sequences and be able to employ all the

    elements.

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    When performing the Nage Komi exercises you will have the opportunity to do some

    brainstorming as you will focus on a definite problem, or technique. Moving freely on the tatami

    and trying to find the right moment and the right opportunity you will need to let materialize

    your choices of solution deliberately and without pre-established order.

    When you are engaged in Randori, you establish a fundamental social link with your partner as

    you exchange and share experiences. That kind of experiment is very positive because it is linked

    with some practical and immediate result. During the Randori process, you will have defined

    problems together and applied your joint creativity skills to find the most appropriate solution

    to the current event. The identified solution may also be useful to you in the future.

    Keep your memory alive

    Not to lose everything of what you learnt, I encourage you to draft your personal journal. Theexercise of keeping a personal journal will facilitate the retention of your experiences; it keeps

    track of your ideas and experiences. You can note your reflections and adds personal comments

    about your new discoveries. It becomes a reminder and a tool for better learning and retention.

    Conclusion

    The judo pedagogy has been practiced for over a century; every teacher has added personal

    touches and expressions. You as a student need to make yours, the judo techniques that will

    benefit you most. There are multiple opportunities to learn from your sensei, your peers and

    from yourself. If you want to excel, you have to make the best of your training.

    Have a good session.

    Ronald Dsormeaux

    Judo Teacher, Hart House dojo, University of Toronto

    November 2012

    References

    i

    Ronald Dsormeaux, Judo-Ron WWW.Scribd.comiiNeil Ohlenkamp, Rules of Randori, Judo Info, Online Judo, September 2011

    iiiSaburo Matsushita and Warwick Steptoe, Contest Judo, 1961.

    Note:This article contains copyrights and is registered with the Canadian Electronic Data Bank of the National Library of Canada.It may not be reproduced for commercial venture without the permission of the author.

    For more information, contact the author at [email protected]