Random thought on Life, Judo Olympics, Judo Self Defense, The Art or Judo Kata, Judo An International Sport. Things that inspire or annoy me or things that I just had to write down.Why Adaptive Judo Thinking Matters
Adaptive Judo Thinking is all about challenging judoka to go beyond rigid formulas and familiar combinations. I love seeing students experiment, even with moves that seem unusual or impossible. This mindset encourages exploration of new openings that often appear in randori or shiai, strengthening both creativity and tactical versatility in training and competition.
Most classes start with standard combinations and counters. These sequences help students understand kuzushi, tsukuri, and kake while building muscle memory for high-percentage techniques. However, sticking only to these formulas can blind judoka to opportunities outside the textbook. Encouraging Adaptive Judo Thinking pushes students to remain open to possibilities and see beyond the predictable.
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Challenging Standard Formulas
Traditional sets, like o uchi gari to tai otoshi or hane goshi to o soto gari, are useful for learning rhythm and balance shifts. Lists of renraku waza and kaeshi waza show how one attack flows into the next or how counters emerge from failed attempts. (judoinfo.com)
Yet, real contests rarely follow these scripts. If students stick rigidly to practised chains, they can miss openings that only present under pressure. Linking techniques like yoko tomoe nage into ko uchi makikomi is unusual, but when it works, it’s thrilling to watch. (fightingfilms.plus)
Part of my teaching involves randomly combining techniques for students to try. I don’t assume they’ll always work — that’s for them to discover. The goal is to encourage experimentation and curiosity.
How to Practice Unusual Combinations
I often pull from a big list of combinations and counters I created years ago. Students try sequences like seoi nage to seoi otoshi or ko uchi gari to uchi mata, sometimes pairing moves they’ve never practised together. (judoinfo.com)
Random selection of two or three techniques forces students to think adaptively. Examples include:
- Linking sumi gaeshi with a transition to groundwork. (Wikipedia)
- Combining kosoto gake after off-balancing with tai otoshi. (Wikipedia)
- Following harai goshi gaeshi with a quick ashi waza attack. (Wikipedia)
Some of these may seem impossible, but that’s part of the thrill. I want students to push boundaries and discover openings they might never have noticed otherwise.
Encourage Exploration, Not Perfection
Not every combination will work immediately. My goal is to give students permission to experiment, learn from failed attempts, and refine their timing. Often, they discover new opportunities while testing unusual sequences.
Community-compiled lists show hundreds of throws and counters in creative linkages. Moves like ko soto gari, uchi mata, and tai otoshi can serve as setups or follow-ups, depending on balance and reaction. (judoinfo.com)
When students test these without rigid expectation, they develop sharper tactical awareness, learning to see openings others might miss.
Visual Learning and Real Contest Examples
Seeing unusual combinations in action reinforces Adaptive Judo Thinking. YouTube videos of high-level competition provide inspiration and context. For instance, Epic combinations in Judo demonstrate inventive linkages that often surprise even experienced instructors. ([youtube.com](https://www.youtube.com/watch?v=gud7OWhiF5k&utm_source=chatgpt.com))
Another excellent resource is Judo Mike Swain's Complete Judo Vol 5 – Combinations and Counters, showing counters and combinations in realistic scenarios. ([youtube.com](https://www.youtube.com/watch?v=U3IY0govGzc&utm_source=chatgpt.com))
These examples help students become comfortable responding creatively under pressure, rather than relying solely on rehearsed chains.
Teaching Advanced Students
I usually reserve unusual combinations for advanced students. Beginners need solid fundamentals before they can safely explore inventive links.
As an experienced judoka, I blend structured sequences with creative challenges. Feedback focuses on timing, kuzushi, and control, rather than only on scoring points.
Developing a Creative Judo Culture
Embracing creativity in class encourages students to expand beyond rote repetition. I want them to see techniques as fluid and adaptable. This approach enhances engagement and tactical growth.
Students practising Adaptive Judo Thinking quickly recognise openings during randori and competition. They learn to adapt, improvise, and innovate, often producing sequences that excite instructors and spectators alike.
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