Supervised Physical Play and Children’s Judo

The role of Judo In Childrens Supervised Physical Play

Supervised Rough Play plays a major role in children’s development, especially when guided through structured judo training environments. In judo, Supervised Rough Play becomes a controlled learning space where children explore physical contact safely and constructively.

Children naturally engage in pushing, grappling, and chasing behaviours. Therefore, judo channels these instincts into disciplined practice under clear rules and guidance.

Martial Arts Judo Information Hub provides related training discussions and safety insights for coaches and parents.

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Why Supervised Rough Play Matters

Supervised Rough Play helps children learn boundaries, emotional control, and cooperation through physical interaction. Moreover, it allows children to test strength and timing without harmful intent or unsafe escalation.

Research in developmental psychology shows that controlled physical play supports social intelligence and resilience. Consequently, children become more aware of others’ signals and personal limits during interaction.

In judo, this translates into structured partner drills and controlled sparring.

Judo as Structured Physical Learning

Judo, founded by Jigoro Kano, transforms Supervised Rough Play into an educational system. Kano emphasised mutual welfare and respect, which directly shape safe physical engagement.

Children learn to fall safely, control balance, and respect training partners. Furthermore, they develop patience while repeating techniques with increasing precision.

This structure ensures Supervised Rough Play remains safe, purposeful, and developmentally beneficial.

Key Developmental Benefits

Supervised Rough Play in judo contributes to several important developmental outcomes:

• Improved emotional regulation under pressure
• Strongers balance and coordination skills
• Better reading of body language cues
• Increased confidence in physical situations
• Enhanced cooperation with peers

Additionally, children learn that progress depends on control rather than aggression.

Judo Training Articles often highlight these developmental benefits in beginner programs.

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Peer Interaction and Learning Dynamics

Children mostly experience Supervised Rough Play through peer training partners. However, structured supervision ensures safety and fairness throughout practice sessions.

Peers learn to adjust force, timing, and resistance cooperatively. As a result, each partner contributes to the other’s learning process.

Coaches guide this interaction and prevent unsafe escalation or imbalance between partners.

Safety Boundaries in Training

Supervised Rough Play requires clear safety boundaries to remain beneficial in judo environments. Without structure, physical interaction may shift toward aggression or unsafe competition.

Key safety considerations include:

• Matching partners by size and experience
• Teaching breakfalls before throws
• Monitoring fatigue levels during practice
• Stopping immediately when discomfort appears
• Reinforcing respectful behaviour consistently

Therefore, supervision ensures both safety and learning remain balanced.

Emotional and Social Regulation

Supervised Rough Play helps children manage excitement, frustration, and competitive feelings. In judo, children experience controlled challenge without losing emotional stability.

They learn to pause, reset, and continue training after mistakes or falls. This process builds resilience and reduces fear of physical contact.

Moreover, children develop respect for others’ limits through repeated structured interaction.

Risk Management and Coaching Responsibility

Coaches play a critical role in maintaining safe Supervised Rough Play environments. They actively monitor intensity, technique, and emotional responses during training sessions.

Effective coaching includes:

• Clear instructions and demonstrations
• Immediate correction of unsafe behaviour
• Encouragement of controlled effort
• Consistent reinforcement of etiquette

As a result, children learn discipline alongside physical skills.

Coaching and Safety Resources provide further insights into structured training approaches.

Linking Play to Judo Philosophy

Supervised Rough Play aligns closely with judo’s guiding principles. These principles emphasise efficiency, mutual respect, and personal development.

Children experience physical challenge while maintaining cooperation with partners. Consequently, they learn that strength without control has limited value.

Through repetition, they internalise the balance between effort and restraint.

Common Challenges and Considerations

While Supervised Rough Play offers many benefits, it requires ongoing attention. Some children may struggle with intensity regulation or emotional control.

Challenges include:

• Overexcitement during competition
• Uneven skill levels between partners
• Misinterpretation of playful contact
• Fatigue leading to unsafe technique

Therefore, consistent supervision ensures learning remains positive and safe.

Youth Judo Development Notes often discuss managing these challenges in beginner classes.

Building Confidence Through Structure

Supervised Rough Play in judo builds confidence through repeated safe exposure to physical challenge. Children learn that they can engage physically without fear or aggression.

They develop trust in their own abilities and their training partners. Additionally, they gain comfort in structured physical environments.

This confidence often transfers into other areas of life and learning.

Strong Closing Perspective

Supervised Rough Play remains a powerful developmental tool when carefully guided within judo settings. It allows children to explore physical interaction while learning discipline, respect, and control.

Through structured practice, children gain confidence, coordination, and emotional resilience. Moreover, they learn that cooperation strengthens performance more than dominance or force.

When coaching consistently reinforces safety and respect, Supervised Rough Play becomes a foundation for lifelong physical literacy. Ultimately, judo provides a meaningful pathway where children grow through movement, connection, and shared learning.

Enjoy
Sensai
Richard
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Rough-and-Tumble Play: Research and Evidence

Overview of Rough-and-Tumble Play

Rough-and-tumble play refers to playful physical interaction such as wrestling, chasing, and mock fighting. Researchers distinguish it from aggression by the presence of enjoyment and mutual consent. Children typically show role reversal, self-handicapping, and clear emotional engagement during these interactions.

Peter K. Smith – Developmental Perspective

Peter K. Smith is a leading researcher in children’s play at Goldsmiths, University of London. His work shows rough-and-tumble play is a normal developmental behaviour in childhood. Most children can clearly separate playful fighting from real aggression. Research also suggests that participation does not increase long-term aggressive behaviour. Adults are encouraged to supervise rather than prohibit such play entirely.

Smith and StGeorge (2022) highlight evolutionary and developmental functions of play fighting. Their work emphasises social learning, emotional regulation, and physical coordination.

Smith & StGeorge (1989) – Play Fighting and Developmental Perspectives

Anthony D. Pellegrini – Physical Activity and Development

Anthony Pellegrini studied the role of physical play in childhood development. He found strong links between rough-and-tumble play and social competence. Children develop emotional regulation, peer relationship skills, and motor coordination through this activity. His research also connects play with improved self-control and classroom adjustment.

Pellegrini and Smith (1998) describe physical activity play as an important but often overlooked developmental factor.

Pellegrini & Smith (1998) – Physical Activity Play in Child Development

Sergio and Vivien Pellis – Neuroscience of Play

Sergio and Vivien Pellis focused on the neuroscience behind rough-and-tumble play. Their research shows it supports brain development in social decision-making systems. Children learn to read body language, adjust behaviour, and manage emotional responses. Play fighting requires constant feedback between participants to maintain safety and enjoyment.

Their findings suggest that social play strengthens behavioural flexibility and self-regulation systems in the brain.

Pellis & Pellis (2007) – Rough-and-Tumble Play and the Social Brain

Jennifer StGeorge – Family and Parent-Child Play

Jennifer StGeorge studied rough-and-tumble play in family environments. Her research highlights benefits when parents engage in structured physical play with children. Outcomes include stronger emotional regulation, confidence, and resilience. The quality of interaction matters more than intensity or physical strength.

Healthy play includes clear boundaries, responsiveness, and shared enjoyment.

StGeorge (2012) – Parent-Child Rough-and-Tumble Play and Development

Pam Jarvis – Educational Context

Pam Jarvis examined rough-and-tumble play in educational settings. She argues that it supports learning around boundaries, cooperation, and social negotiation. Children also develop skills in managing risk and resolving conflict. Her work suggests schools should understand the developmental value of physical play.

Key Findings Across Research

Multiple researchers agree that rough-and-tumble play supports healthy childhood development. It builds emotional regulation, social awareness, and behavioural control. Children learn to interpret intentions and adjust their physical responses accordingly.

• Play is mutually enjoyable and consent-based
• Participants show role reversal and self-control
• No long-term link to increased aggression is found
• Social and emotional learning occurs during interaction

Important Safety Considerations

Researchers emphasise that rough-and-tumble play must remain balanced and cooperative. When enjoyment disappears, the activity may shift toward aggression or bullying. Healthy play includes stopping when discomfort or unwillingness appears. Adult supervision is recommended when children are still developing self-regulation skills.

Judo Benefits: The Impact on Children and Young Adults

Benefits And Impact of Judo on Kids and Adolescents

As a young individual, engaging in judo offers a myriad of advantages. From enhancing physical fitness to gaining self-defence skills, the benefits are abundant. But, there's one crucial aspect that often goes unnoticed, creating a ripple effect in various facets of life. Stay tuned to unravel how judo not only shapes your body but also moulds your mind, fostering qualities that can pave the way for a successful future.

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Key Takeaways:

• Judo enhances physical fitness, self-defence skills, personal development, and social-emotional skills.
• It promotes mental well-being, discipline, teamwork, and goal achievement in children and young adults.
• Judo fosters confidence, resilience, communication, and problem-solving abilities beneficial for overall growth.
• Through Judo, individuals develop strength, flexibility, assertiveness, and respect while enjoying a dynamic and engaging sport.

Physical Fitness Enhancement

Improving overall physical fitness levels, Judo offers children a dynamic and engaging way to enhance their strength, flexibility, and cardiovascular endurance. Through the practice of Judo, kids engage in various activities that contribute to their physical well-being. Flexibility training is a key component of Judo as participants perform a wide range of movements that require flexibility in different muscle groups. This constant stretching helps improve overall flexibility, which is beneficial for maintaining joint health and preventing injuries.

Moreover, Judo is effective in strength building. The techniques and exercises involved in Judo require the use of different muscle groups, leading to improved strength over time. By regularly practising Judo, children can develop stronger muscles, which not only enhances their performance in Judo but also in other physical activities or sports they may participate in.

In addition to flexibility training and strength building, Judo provides excellent cardio conditioning and aids in endurance improvement. The rigorous nature of Judo sessions, which often involve continuous movement and sparring, helps children develop better cardiovascular fitness. This increased heart rate during training sessions contributes to better endurance levels, allowing children to engage in physical activities for longer durations without getting fatigued easily.

Improved Self-Defense Skills

Children who practice Judo can develop valuable self-defence skills that empower them to protect themselves in various situations. Judo equips young practitioners with practical applications and life-saving techniques that can be beneficial both in and out of the dojo.

Here are four key ways in which Judo improves self-defence skills:

• Effective Throws and Takedowns:

  Judo teaches children how to off-balance an attacker and execute throws and takedowns. These techniques can help them neutralize threats by controlling the opponent's movements.

• Ground Control Techniques:

  Through Judo, children learn how to defend themselves while on the ground, including escaping from pins and holds. These skills are crucial for self-defence in real-life altercations.

• Confidence in Close Combat:

  By practising Judo, children gain confidence in close combat situations. This confidence can deter potential attackers and enable them to react calmly and effectively in threatening encounters.

Boosted Self-Confidence

Enhancing self-confidence through Judo practice can have a profound impact on a child's overall development and well-being. By engaging in Judo, children can experience increased assertiveness both on and off the mat. Through the physical and mental challenges Judo presents, young practitioners learn to believe in their abilities, stand up for themselves, and face obstacles with a newfound sense of courage.

Judo fosters improved resilience in children by teaching them how to handle setbacks and failures constructively. In the controlled environment of a Judo class, kids learn that making mistakes is a natural part of the learning process. They're encouraged to get back up after being thrown down, metaphorically and literally. This resilience cultivated through Judo can help children navigate the ups and downs of life with greater ease and confidence.

As children gain proficiency in Judo techniques and strategies, their self-assurance grows. This newfound confidence extends beyond the dojo, positively impacting their interactions with peers, teachers, and family members. Through consistent practice, children develop a sense of self-confidence and internal strength that empowers them to face challenges head-on. Judo not only equips children with physical skills but also with the mental fortitude needed to succeed in various aspects of life.

Enhanced Discipline and Focus

With consistent practice in Judo, children develop enhanced discipline and focus, crucial skills that contribute to their overall growth and development. Judo training instils values of respect, perseverance, and self-control, which are essential not only in martial arts but also in all aspects of life.

Here are four ways in which Judo enhances discipline and focus in children:

• Improved Concentration:

  Through the practice of Judo techniques and sparring sessions, children learn to concentrate on the task at hand. They develop the ability to focus their minds on executing precise movements while being fully present in the moment.

• Enhanced Self-Discipline:

  Judo requires adherence to strict rules and protocols. By following the structured training routines and showing respect to their instructors and peers, children cultivate self-discipline that carries over into their daily lives.

• Building Mental Toughness:

  The challenges faced in Judo, such as learning complex techniques or competing in tournaments, help children develop mental toughness. They learn to overcome obstacles, deal with failure, and bounce back stronger.

• Promoting Goal Setting:

  In Judo, children set goals for belt advancements, competition achievements, or personal skill development. This goal-setting process teaches them the importance of perseverance, dedication, and hard work in reaching their objectives.

Increased Social Skills

By participating in Judo training, young practitioners can develop not only enhanced discipline and focus but also a set of increased social skills essential for their holistic growth. Judo provides a platform for children and young adults to enhance their communication skills through respectful interactions with peers and instructors. This martial art encourages students to communicate effectively during practice sessions, competitions, and while helping each other improve techniques.

Friendship building is another significant aspect of Judo training. Through shared experiences on the mat, students develop strong bonds with their training partners, fostering a sense of camaraderie and mutual respect. These friendships often extend beyond the dojo, creating a supportive network for young individuals.

Moreover, Judo teaches valuable conflict resolution skills. By engaging in controlled sparring sessions, practitioners learn how to manage conflicts safely and respectfully. They understand the importance of listening to others' perspectives, finding common ground, and working towards peaceful solutions. These skills not only benefit them in Judo practice but also in their everyday interactions.

Empathy development is a key component of social skills nurtured through Judo. By practising with partners of varying skill levels and backgrounds, young individuals learn to empathize with others' challenges and successes. This cultivates a sense of understanding and compassion, enhancing their ability to connect with people both on and off the mat.

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Stress Reduction Benefits

Judo training offers children a valuable means to reduce stress and promote mental well-being. Engaging in judo can provide various stress reduction benefits that are essential for a child's overall development:

• Relaxation Techniques:

  Judo incorporates breathing exercises and relaxation techniques that can help children calm their minds and bodies, reducing stress levels effectively.

• Mindfulness Practice:

  Through the practice of judo, children learn to focus on the present moment, enhancing their mindfulness skills. This can help them manage stress by staying grounded and aware.

• Emotional Regulation:

  Judo teaches children how to control their emotions in challenging situations, promoting emotional regulation. This skill is crucial for healthily handling stress.

• Mental Health Benefits:

  By participating in judo, children can experience improved mental well-being. The physical activity, discipline, and social interaction involved in judo can contribute to reducing anxiety and boosting self-esteem.

Better Balance and Coordination

Enhancing balance and coordination skills is a key aspect of judo training for children, offering numerous physical and mental benefits. Judo helps in building strength through various techniques that require using different muscle groups simultaneously. This not only enhances physical prowess but also aids in developing better coordination between the mind and body.

Agility training in judo involves quick movements and the ability to change direction swiftly. These drills improve reflexes and coordination, crucial skills that can be beneficial not only in martial arts but also in everyday activities. By practising judo, children can enhance their spatial awareness and understanding of how to position their bodies effectively in relation to their opponents.

Flexibility improvement is another significant advantage of judo training. The techniques and movements in judo require a wide range of motion, leading to increased flexibility over time. By regularly engaging in judo, children can improve their flexibility, which can reduce the risk of injuries in other physical activities.

Character Development

Improving balance and coordination through judo training lays a strong foundation for fostering positive character development in children. Judo instils values that go beyond physical techniques, shaping individuals into well-rounded and principled beings.

Here are four ways judo contributes to character development:

• Respectful Behavior:

  Judo emphasizes mutual respect between practitioners, instructors, and opponents. Children learn to bow to each other before and after practice, showing reverence for their training partners. This culture of respect extends beyond the dojo, influencing how children interact with others in their daily lives.

• Mental Toughness:

  Judo teaches children to face challenges head-on and persevere through difficulties. By practising techniques repeatedly and pushing through demanding training sessions, young judokas develop mental resilience. This mental toughness cultivated in judo can help children tackle obstacles with a positive attitude both on and off the mat.

• Discipline:

  The structured environment of judo training instils discipline in children. Following the rules of the dojo, showing up for practice on time, and committing to the learning process all contribute to developing a strong sense of discipline in young practitioners.

• Self-Control:

  Judo teaches children the importance of controlling their actions and emotions. Through practice, children learn to manage their impulses, stay calm under pressure, and make thoughtful decisions, fostering self-control that can benefit them in various aspects of life.

Goal Setting and Achievement

Setting goals in judo training is a key component that propels children towards personal growth and achievement. Motivation strategies play an essential role in helping young judokas set realistic and challenging goals. Encouraging them to focus on specific techniques, fitness levels, or competition outcomes can ignite their passion for the sport and drive them to improve continuously.

Tracking progress is crucial for children to see how far they've come and what they still need to work on. Coaches can implement progress charts or regular evaluations to provide feedback and ensure that goals remain achievable and relevant. By setting milestones along the way, such as mastering a new throw or earning a higher belt rank, young judokas can experience a sense of accomplishment and stay motivated to progress further.

Celebrating achievements, no matter how small, is a vital part of the goal-setting process. Recognizing and rewarding children for their hard work and dedication reinforces positive behaviour and encourages them to set new goals. Whether it's a high-five from a coach, a certificate of achievement, or a small party with their judo peers, celebrating milestones boosts confidence and instils a sense of pride in their accomplishments.

Teamwork and Cooperation

Teamwork and cooperation form the foundation of successful judo practice, fostering camaraderie and mutual support among young practitioners. When children engage in judo activities that emphasize these values, they not only improve their physical skills but also develop essential life skills that will benefit them in various aspects of their lives. Here are four key ways in which teamwork and cooperation in judo can positively impact children and young adults:

• Problem Solving:

  Through partner drills and sparring sessions, judo teaches students how to analyze situations quickly and adapt their techniques to overcome challenges. This enhances their problem-solving abilities both on and off the mat.

• Communication Skills:

  Judo requires effective communication between partners to execute techniques safely and efficiently. By practising verbal and non-verbal communication during training, participants learn how to convey their intentions clearly and listen actively.

• Leadership:

  Working in pairs or small groups in judo encourages individuals to take on leadership roles at different times. This rotation of leadership fosters a sense of responsibility and helps students develop confidence in guiding others.

• Trust Building:

  Trust is a crucial component of judo practice, as students learn to rely on their partners to execute techniques correctly and safely. Building trust through consistent practice strengthens relationships and creates a supportive training environment for all participants.

Frequently Asked Questions

Can Children With Physical Disabilities or Limitations Participate in Judo?

Yes, children with physical disabilities or limitations can participate in judo through adaptive techniques and inclusive training. Judo offers modifications to accommodate various abilities, ensuring a safe and inclusive environment for all participants.

How Can Judo Help Children With Behavioral Challenges or ADHD?

In judo, children with behavioural challenges or ADHD can benefit greatly. Through structured training, they can improve concentration and self-discipline.

For example, a child with ADHD may struggle with focus initially but gradually learn to channel their energy effectively. Judo also offers stress relief and helps with emotional regulation, teaching children how to manage their emotions healthily.

These skills can positively impact their behaviour both on and off the mat.

Are There Any Age Restrictions for Children to Start Learning Judo?

Starting judo at an early age is beneficial for skill progression and physical development. While some dojos may have age restrictions, many welcome young children to begin their judo journey.

As kids learn the techniques and build strength, they also develop mental discipline and focus. Starting young can set a strong foundation for their judo practice, helping them grow both physically and mentally through the sport.

What Safety Measures Are in Place to Prevent Injuries During Judo Practice?

When practising judo, proper supervision is crucial to prevent injuries. Coaches and instructors play a key role in ensuring safety by overseeing techniques and correcting forms.

How Can Parents Support Their Child's Interest in Judo Outside of Class?

To support your child's interest in judo outside of class, parental involvement is key. Encourage extracurricular activities related to judo, like attending tournaments or practising at home.

Seek community support through local judo clubs or events. Use judo as a way to bond as a family, practising together and sharing experiences.

Engaging in Judo

Engaging in judo can have numerous benefits for children and young adults. Did you know that according to a study by the American College of Sports Medicine, practising judo can increase physical fitness levels by up to 30% in just a few months?

This martial art not only improves self-defence skills and confidence, but also fosters discipline, focus, social skills, and overall character development.

Consider enrolling your child in judo for a well-rounded and fulfilling experience.

Enjoy
Sensai
Richard

Build Your Judo Students Up

Build Your Judo Students Up and Don't Break Them.

Build your Judo students up don't break them. You can control a class by breaking their spirit but such subjugation only makes you nothing more than a pathetic dictator. Your students will grow to resent you and eventually, all dictators fall. Usually, at the hands of those, they tried to subjugate.

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Better to wrestle with controlled chaos and end up with confident people with a healthy spirit. Use what you need from my information above and discard what you don't need but please remember one thing; the most important thing that I have learned:

Regarding discipline “Be consistent”: everything works as long as you are consistent.

If you attempt to control the chaos with chaos, you will only end up with chaos. Don't whatever you do say: “If you do that {naming this crime} then that {naming the punishment} will happen”, only to do something else, or worse still do nothing at all.

Praise Good Behavior Rather Than Pointing Out Bad

Since attention is often the purpose of bad behaviour it’s surprising how quickly many of my misbehaving students will come into line once they realise that different behaviour is getting my attention. Of course, you have to be disciplined to redirect your attention and you can’t ignore unsafe behaviour let alone make someone a teacher's pet.

All the above can be done simply by praising good behaviour rather than pointing out bad.

There is a philosophy that argues that we praise our kids too much. It argues that in the “real world,” we only get praised for outstanding efforts. Even if this is true there is never any problem with parsing a child for something that they have achieved that they haven't achieved before, even if they achieve it poorly.

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Deal With Behaviour Not The Student

I Do Not allow my frustration to boil over and start Labeling my students, or worse still calling them names. I have always named the issue i.e. “What you did was dangerous”, “That {name the action} was stupid”, and “Your misbehaviour has landed you into trouble”.

By doing this I have always been able to come back to any student who challenges me on any comment I have made to them by saying: “I called your behaviour ‘….,’ I never said you were ‘…’. You are not…’ and I hope you will never be ‘…’”.

Fix The Problem Not The Blame

Dealing with your Judo students well, will and should always be challenging. If you think it is, you are just not building good relationships. I work very hard at not letting my focus on a problem drift onto the student. Because a student is having problems with something I ask them to do, does not, mean they not trying. Nor does it mean that they are a bad student. It’s possible that it’s not the student at all.

Perhaps, I am not communicating in a way they can grasp what I am saying. I am always prepared to change my communication (my words, my phrases, my movements) before blaming the student. I ask if they have any questions and I avoid being dismissive of their questions. Be aware that some students learn kinetically, others visually and still others are audiological. Be prepared to change to what works best.

In other words make sure it is actual misbehaviour, not just a child struggling.

Enjoy
Sensai
Richard

Judo Games As Class Management & Discipline?

Judo Games As Class Management and Discipline?

Judo Games: not just an excellent education tool but also one of the most useful methods of class management available to any Judo instructor.

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If you are not playing games you are missing perfect education opportunities. Used as a tool to teach they are a fantastic medium. It is the perfect way to keep them moving. There are plenty of games books and videos around that are intended as teaching tools.

Even if you cannot find any relevant games and you can't invent some (something I struggle to think possible), then any game is the perfect reward system and sometimes punishment.

Games are fun and if it is fun then discipline is much easier to maintain.

Games As Reward

If you use games as a reward system, they must be used within a short period of time. It must not become a “Daddy will play with you when he gets home” type of event. That is, I never play a game more than 10 – 15 minutes from the time I promised it or it loses effectiveness and I lose credibility because they don't believe me.

Removing Games as Punishment

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If you use it as a punishment a minimal time delay is critical. It must not become a “wait till your father gets home” punishment. I never say to my students that there will be no game if they don't get this finished unless I genuinely intend to do the game at the end of the exercise. A game that is at the end of class is too far away for them to care.

It would have to be a really bad act for me to punish by taking away a game because the games in themselves help manage the class as it keeps them moving.

Games As An Attention-Getting Tool

One of the best ways I have found to use games is in getting children's attention. There is little that will grab a child's attention faster than to say “There is a game after {the activity} and the longer it takes for me to explain it the longer it takes to get to the game and the less time you will have for it. In fact, it is even better if they already know the game is following because then all you then need to say is: “you are wasting your own time” when they are not doing what you need them to.

Games As Bribery

Bribery works if it is done well and games are a great bribe.

Just as an aside people don't like it when you call it bribery; they prefer the term contracting or some other word. Personally I've never been able to work out the difference but whatever term you use using games as a reward is very effective.

Enjoy
Sensai
Richard

Judo Class Temperature & Lack of Movement May Affect Behaviour

Judo Class Temperature and Lack of Movement May Affect Behaviour

A wet suit to keep a child warm on the Judo mat is not a good idea but there is still no doubt that if a child is too cold or too hot for that matter, their behaviour can be less than desirable. I mention wetsuits because as a swim teacher, the solution to misbehaviour in the water is sometimes a wet suit. Because from experience I get better behaviour from a warm child than a cold one.

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Fact: If it is too hot or too cold behaviour will be affected.

1. Too Cold

If I am working at a training centre where I can't warm it sufficiently, I let my students wear added clothing under their uniform. If it is safe, I sometimes even allow socks until they warm up.

In most instances, the students are happy to remove these hindrances once they are warm. Even then, there are times when I need them to sit and listen to me so I am happy for them to put the added gear on whilst they are sitting. Though it has to be said that such centres are rare these days. I usually just turn the heat up.

Besides, as every coach knows, warming up before training reduces the risk of injury.

2. Too Hot

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On the other hand, being too hot is also a problem. Many training centres do not have air conditioning. I solve this situation differently:

You can get very cheap spray bottles, fill them with water and every now and then have spray fights. The Kids think this is fantastic.

Some Safety rules:

• The bottles must be on spray (wide fine dispersion of the water)

• Don't let them spray into other students' eyes. In fact, never spray less than 2 arms lengths from the face.

• Never let the students take the spray bottle off "Mist".

• Don't let them spray too much or for more than a minute. The floor gets wet and slippery

• Don't let them drink from the bottles; it's just gross.

Keep Them Moving

Bored kids are misbehaving kids. In my view, it doesn’t matter how much detail you think you need to give in a description, or how much practice you think a child might need, it can always be broken up into smaller bites.

Even though I question that children were ever able to sit for more than a few minutes at a time, there is no question that now we have educated our children to only pay attention for very short amounts of time. So Keep it short; Keep it moving and Keep changing it.

Particularly on cold days.

Enjoy
Sensai
Richard

Discipline: Practical Application in A Judo Class

The Practical Application of Discipline in A Judo Class

It's all very well to talk philosophically about Discipline in A Judo Class but you also need practical how-tos. The following is a set of ideas that I have used successfully over the years to manage my classes. I hope you find them helpful.

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"Matte” - Seriously Enforced Safety Stop Words

Getting your students to respond to you and stop work instantly is always a challenge.

Try to get them used to responding instantly by playing the games:

• Dead Fish

• Statues

If you don’t know these games look them up on the internet.

Play the games and then substitute your Martial Arts stop word (ie. in Judo that is Matte) for dead fish or statues (ie. call Matte instead of dead fish or statues). Do this on regular occasions so that new students get used to the instant response.

Make The Punishment Fit The Crime

Push-ups for punishment are just silly. In Judo we want the children to develop strong healthy bodies push-ups may be a part of that regime. I don't make them a negative exercise.

For instance, when children are practising I don't want them to resist their partner's actions because it hinders the practice. I will often throw a resistant child, always keeping them safe and making sure they don't get hurt of course. The children often volunteer for this punishment they enjoy it so much but it does get the point across and they usually stop resisting their partner.

Telling Parents

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There is a big difference between consulting with or seeking the advice of parents and using them as a threat. Threatening to tell a child's parents under any circumstance except potential expulsion is always a bad move. I may seek parental advice but I try never to threaten a child by telling on them. To do so would be to undermine my own authority and make the parents out to be the bad guys; I'm in charge, not their parents. Yes, I am in loco parentis but that should increase my authority not decrease it by constantly deferring to the child's parents.

Time Out Must Be Limited

If they are enjoying what they are doing then time out from that enjoyment is usually sufficient punishment. I just make sure that the amount of time out is appropriate to the crime. Sending them off for an hour for a minor infringement like talking when they should have been practising is overkill and may build resentment. I will only send children off if their misbehaviour is persistent and then only a few minutes is usually more than enough.

The more a child enjoys an activity the more a child will be affected if I withdraw it. The extent of the misbehaviour determines how much fun I remove.

Never Just Threaten

I learned a long time ago to never tell a child I am going to punish them by doing such and such if I don't intend to carry it out.

If you would not ever really carry something out, don't say you will. You just look stupid.

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Only Give One Warning Or Even Give No Warning

I never give more than one warning and if the child knows the rules I don't even give a warning. More than one warning breeds contempt in my opinion.

Keep Fighting Sibling Apart

A word to the wise, however, considerable experience tells me that, in most cases, it is a very bad idea to put two siblings together at all let alone with one teaching the other. Such an arrangement is usually a recipe for building resentment.

There are exceptions to siblings not working together and you will know those almost as soon as those students join the club. This is because they will already visibly have this teacher/protector relationship. Even then because they have such a relationship does not mean it is a healthy one. If they are bickering all the time it is a clear signal that they need to be separated.

Enjoy
Sensai
Richard

Discipline and Respect of Parents in A Judo Class

Discipline and Respect of Parents in A Judo Class

Parents are critical to the survival of most organizations that involve children. You have to keep them on your side, however, that does not mean that they should supplant your role of leadership when you are teaching.

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Discipline and Respect of Parents in A Judo Class

As far as possible I never contradict a parent's beliefs or culture but I am not limited by them either. I always listen to what a parent has to say and apply it as far as I can but at the same time, I let every parent know that I will not put aside my own beliefs and culture unless I can be shown that there is good reason to do so.

If I can accommodate a request from a parent I will but if I can't then I politely explain that I cannot. For example:

I had three Muslim children join my Judo club and they came to me after class one time and asked if they could avoid the kneeling bow at the start of class because it made them uncomfortable as it was so close to what they do in prayer time. This was easy to solve, we just did standing bows in the club and everybody was happy.

In contrast: when I ran before and after-school care programs, I was “given permission” by a parent to smack their child if he misbehaved. Such discipline would have ended me up in jail so I politely explained to the parent that whilst I greatly appreciated the trust they were putting in me with this action, I could not accommodate such a request and told them why.

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Talk to parents about discipline sparingly don't be a tattletale. I won't discuss the misbehaviour of students in class unless I need advice. What happens in class should as far as possible stay in class otherwise children will lose respect for you.

Unfortunately, not all requests are so straightforward and I have had to do some serious thinking as to how or if I can accommodate them if at all. The important point is to keep the parent involved and never disregard what they say or ask of you.

Medical Issues And Parents

Other times I have had to deal with medical issues and this is where parents come into their own as they are your best source of knowledge. I talk to all my parents about what works and what doesn't.

For example, Autism, ADD, ADHD, Epilepsy, vision issues, etc. none of these things stop a child from participating but you do need to know. All my students fill in medical information forms as part of their joining. I discourage complete medical histories but make sure my parents tell me what I need to know. That way I can talk to them as needed about the best management skills; both medical and discipline.

I have said above:

“Talk to parents about discipline sparingly don't be a tattletale. I won't discuss the misbehaviour of students in class unless I need advice. What happens in class should as far as possible stay in class otherwise children will lose respect for you.”

This is particularly true when dealing with children who have medical issues. Both parent and child are almost certainly overburdened with everybody giving them advice on how to deal with whatever the condition is. I don't need to compound that. I am never afraid to ask for advice but if a situation was dealt with in class that should be the end of it. If they ask me I'll tell them whatever they want to know but I don't volunteer information unless I need advice.

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The sort of advice I ask is what skills the child is working on at the moment and how the professionals are working on them. I do not ask what are the things the child cannot do. Always ask in the positive never in the negative.

Also, I will always take note of what parents tell me about the limitation of a child. Such things are important to be aware of. But I will not stop a child from going beyond those limitations unless there is a good medical reason. However, I will never do this in the blind; I will always keep the parents informed.

For example, I have had a child in my class with brain damage. It affects his motor skills on the right side. I ended up with the privilege of helping him develop that side. Otherwise, he is a normal child and I teach as such. As I do with all children with medical issues. I expect him to try everything but because I am armed with the correct medical information from the parent I can be patient with him if he doesn't succeed.

I am always very proud when parents come to me after I have finished a round of classes and tell me how pleased they are at their child's progress and how surprised they are at how much progress they have made. Including those that have medical issues. This is all because I do not have expectations about a child's limitations and teach them as I would any other child except with a bit more patience.

Open Classes

I have open classes; parents can come and go as they please. Doing so opens the doors to trust as nothing else does. Not only does it make the parents feel more confident but it improves behaviour because the children know they are being watched. It also means that new insecure children need never be far away from a familiar face.

A big spin-off from open classes is it also protects me from any chance of being accused of misconduct. This is so even though by far and away most parents leave during class after a few weeks, to do other things.

I took one of my own sons to a Karate class one time; as he expressed an interest. I discovered I was not allowed to remain in the class whilst the lessons were on. I was told this was because it gave the young people confidence that this was their class.

I removed my child from the class. Such secret societies do not belong in today's world.

A common objection to open classes is: but what if a child has issues at home? Experience tells me that you can be assured that any child who trusts you will soon find a way to reveal such issues. You don't need clandestine meetings to find such things out. You only need the child's trust.

The downside of open classes is parents coaching from the side of the mat. I don’t let them take control of my class from the side of the mat. I don't know why other organizations do. A simple polite word in the ear of the parent after class will usually resolve this. I explain that such actions affect class management. Better still, if they seem to know what they are talking about I get them to be an assistant leader. I invite them on the mat to help. I can always use help.

The Use Of Titles And Respect

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Let me finish this very long section on parents with a personal rule. I never get upset with a student using my first name and in fact, off the mat, I encourage it. And whilst on the mat, I encourage the use of the term Sensei I never correct a student who uses my first name. There are many who say that using the first name of the teacher breeds disrespect, whereas the use of a title such as sir or Sensei encourages it. This is nonsense.

I once asked my nieces why they insisted on calling me “uncle” when I had given them permission to call me Richard. They said that it was because they respected me.

Having said that, if a parent insists that a child calls me “Mr” or “Sensei” I never correct that either. Parents should be given respect enough to be allowed to teach their child the attitudes and cultural forms that they believe is right for them. I don't have to subjugate my own values to let them do it.

Respect is Earned Not Divinely Bestowed!” - Richard Roper

Respect Of Parents Conclusion

Parents are my biggest asset for everything in my Judo club, not just class management. Keeping them on my side will not only give you a wonderful resource but it is absolutely necessary.

Enjoy
Sensai
Richard

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Discipline and Respect In A Judo Class

Discipline and Respect In A Judo Class

Discipline and respect in a Judo class as in life requires 3 things Be Available, Listen, Believe and Act If Necessary. You cannot expect respect and it is an integral part of discipline. 

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Respect

Be Available, Listen, Believe and Act If Necessary

You are a very special person in your student's life. Don't betray that! If you are always talking or helping someone else; if you only ever tell them what to do and not hear what they have to say; if you accuse them of being a telltale when they complain about others' actions and you never act on anything they say, then forget it, you can never discipline that child.

Where there is no respect there is no discipline.

Be available, listen, believe and act if necessary: this is the beginning of all relationships and relationships are what good discipline is built on.

“Respect Is Earned Not Divinely Bestowed”

Respect For Your Leaders

The Golden Rule will never be outmoded and should never be overruled.“Do unto others as you would have them do unto you” is the ultimate expression of respect (The Good News Translation of the Bible puts it “Do for others just what you want them to do for you.” Luke 6:31). The quickest way to lose the respect of your leaders and students for that matter, is to ask them to do something or behave in a way that you would not be willing to, should you be in their shoes.

I say “in their shoes” because if I respect them I will try to understand where they are coming from. Trying to see things their way will reduce the risk of misunderstanding.

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If my students see me disrespecting my leaders I have no hope of managing misbehaviour. More than that if my leaders respect me, that will show. Respected leaders will always follow instructions much more readily than disrespected ones; if for no other reason then they will be confident because they know that you have their back.

Let me try to give you an example:

I was working at a centre at which I was given increasingly more and more responsibility. You would think this would be a good thing except it was not because it only increased my workload for no additional reward and proportionately decreased the workload of the person doing the delegating so that they did less and less. It was clear that the reason I was being given that responsibility was because the person allocating it was unwilling to do it themselves. Instead of improving the running of the organization, all it did was breed resentment.

The lesson is that the only time you delegate your work is to make the running of things more efficient, not so that you can be lazy. That is, if doing something yourself makes things less efficient pass it on, otherwise do it yourself.

Respect Of Your Students And Leaders Enough To Say Sorry

Sooner or later you will mess up: you have to be courageous and confident enough to be willing to say sorry. I am not the perfect leader, no one is; despite the impression the media gives. I have learned that it is a strange rule of life and leadership, that you will: learn more, make fewer mistakes and people will follow your instructions more readily if you allow yourself to be vulnerable. When you make mistakes, say sorry and move on.

Do Not Disrespect Your Students, Leader or Helpers

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I make every endeavour not to discipline a student, leader or helper in front of others, particularly other students. Unless what they are doing is dangerous and needs to be stopped before someone gets hurt, always try and take a child who has committed a significant offence aside or have a quiet word in their ear, rather than speaks to them in front of everyone.

Having said that, there are times when embarrassing a student was the only thing left to try to bring them back in line. But this is a very last resort because if it doesn’t work and it usually doesn't, there is a pretty good chance that the student will not come back.

Honestly, if you have reached the point of needing to embarrass a student, you would have to see something in this student really worth fighting for, otherwise, you are much better off asking them to leave than doing this. Multiple uses of this technique will only build resentment or the student may end up basking in the limelight and in both cases, the tool backfires on you.

Making Mistakes

I kind of dealt with this in the introduction but it is important and needs to be clear. We will make mistakes, but as long as we are willing to repent (that is acknowledge them, genuinely apologize for them and make every effort to not make that mistake again) the kids will forgive us, appreciate us and respect us even more for it.

You may not like the religious connotations of such a word but I'm here to tell you that repentance and forgiveness are one of the main pillars of a good relationship with kids.

Despite the common concept of the leader having to be perfect, you cannot expect kids to turn from their misbehaviour if you are not. They have a very well-developed sense of justice (I sometimes wonder if they are born with it) and if you betray that they will not reward you with good behaviour.

Enjoy
Sensai
Richard

How Children With Autism Benefit From Judo

How Children With Autism Benefit From Judo

Do any of your Judo students have Autism Spectrum Disorder (ASD), a neurodevelopmental disorder, that is affecting children around the world.

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It is associated with communication difficulties and problems in social situations. By having a healthy and active lifestyle, children with autism can benefit greatly. In particular, individual sports such as Judo, provide a great combination of mind-body exercises with physical activity. Research has shown that Judo has helped children with autism to not only be more active but to learn appropriate interactions with other people as well.

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Key Takeaways:

• Symptoms of autism spectrum disorder include difficulty in social situations and sensory sensitivities.
• Exercise can help a child with autism improve their social skills and will establish a routine for them.
• There have been research studies done that show judo is great for children with autism as it helps them learn to interact with others better.

"Routine exercise not only provides physical benefits, but it also provides social and mental benefits."

Read more: https://tricityjudo.com/how-children-with-autism-benefit-from-judo/

Enjoy
Sensai
Richard

Judo Class Management, There is Power in A Question

Judo Class Management, There is Power in A Question

I ask questions in my Judo class management. There is power in a question. Power to keep my Judo students (judoka) attention. Any question, it doesn't have to relate to the class. In fact the more random the question the better. Once I have their attention I can then explain to them what I want them to do.

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Of course, questions like: “Do you understand?” are a waste of time without follow-up questions such as: “Do you have any questions?”

Obviously, you can always ask a student to repeat back to you what you said in their own words to clarify understanding and you should do lots of that as an educator but it's just boring if that is the only question that you ask.

Try asking “What's your favourite colour?” completely out of the blue when you want someone's attention. It doesn't have to even make sense. In fact the less sense it makes the better attention it will get.

Then there is the more serious question that helps to learn such as: “What do you think I should do next? and “Where should I place this arm/ foot?” learning is not just about telling students what to do; a question helps them to think a solution through themselves.

I don't always give them the answer. I let them spend time working out for themselves.

I always encourage my students to ask me questions. That means they are thinking and that is the sort of students I want. I do this by asking questions that encourage them to ask me questions back. Questions such as: “What are you struggling with?” and “what do you need to know?”

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Here is an example of a question I use to teach rules that I want to get the students to learn by heart: “what do not have to remember when you are doing this?” The answer is of course whatever rule it is that I want them to recite back to me.

Naturally, if they don't remember the rule I tell it to them and get them to recite it back to me; but the process is all started with a question.

Questions are a great way to get a student's attention and they are also an excellent way to manage a class. This is because whilst they are thinking about the answer to your question, they are not thinking about disruptive behaviour.

Enjoy
Sensai
Richard

Is Judo Good For Girls?

Judo Is For Girls Too

Most parents consider martial arts for their sons and by far and away I have fewer girls than boys in my classes. But that does not mean that Judo is a martial art or sport for boys only and I for one would love for more parents and the girls themselves to consider Judo.

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Judo has had women involved from almost the very beginning. And in the 19^th century that was not exactly common. Professor Kano (The developer of Judo) himself introduced women to Judo.

It even had its own name: “Joshi Judo” (Women's Judo). Like every other thing for women, it faced its challenges but persistence won the day and now women's Judo ravels the men's in many ways. One of the most honoured women in our club was 93 when she passed. We loved her and miss her.

Many of my Judo instructors over the years have been women. There are also tremendous opportunities in Women’s Judo as well, locally, nationally and internationally.

I do have girls and instructors in my classes and they are an integral part of our club not to mention well-received and respected as Judoka (Judo Students). And I would like to see a lot more of them.

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There are many benefits in kids' Judo as well as adults. So when you are considering Judo, don't just consider it for your sons, consider it for your daughters and remember this: your daughter’s yellow belt and every other grading will be attained in the same way and time frame as your son’s.

The saying “Throws Like A Girl” is NOT a negative in Judo like it is elsewhere. In fact, being thrown by a girl in Judo can be a very sobering experience, whether you are a male or a female.

Enjoy
Sensai
Richard

Is Judo Good For 5-Year-Olds?

Is Judo Good For 5-Year-Olds?

Five is a great age to start Judo. Whilst it doesn't suit every 5-year-old, most approach it with great enthusiasm. Lots of kids love Judo and 5-year-olds are no exception.

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I guess I have to ask what is behind this question? You see, if you are asking,

“is Judo healthy for 5-year-olds”?

then I would refer you to my article on Kid's Judo [Link] because in it I outline a significant number of benefits for kids of all ages, including 5-year-olds.

If you are asking,

“is Judo safe for 5-year-olds”?

then I would answer by saying that in the first few minutes of the 5-year-old stepping on the mat just as with every other Judo student, they are taught and practice falling and rolling correctly. They quickly learn about spacial awareness and that they should avoid running into each other. They learn to bow so that they start to understand respect for each other and the mat.

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Built into the very nature of Judo is looking after each other because we want our partners to come back so that we can continue learning from them and practising with them.

Is Judo good for 5 year old's? I think it is. In fact, there is a very real sense in which I think they are the model as I think it is good for everybody who is willing to approach it as enthusiastically as a 5-year-old.

Enjoy
Sensai
Richard