Tag Archives: shime waza

My reflection on the session – Flavio Canto Shime-waza

This is the 4th post for my assignment on the EJU L4 performance coach award.

When I reflected on the session I wanted to try and move away from it being a total, internally focused process i.e. looking inwards at my own practical application and decided to look at the session on a technical, practical and critical basis.


Questions I asked myself: Did I ensure all the players heard me? Could I have used any other resources to assist me in delivering the session? Did I achieve the goals of the session? If not how can i rectify this? Was there anything wrong with the athletes, did they not engage with the drill? Could i do the drill better?

I ensured that all the students could hear and see me when I demonstrated the technique, but I felt I could have maybe utilised other resources to help me, a good example would have been the 2 videos of the technique in my previous post showing both the practical video and competition video example. I felt that I achieved the goals of the session as all of the students managed to perform a version of the technique by the end of the session. I also looked at the expressions on the faces of the students, they all seemed to be engaged and were talking amongst their partners about the application of the strangle.


Questions I asked myself: Was there anything I did in the session that did not suit the group? What other ways could I have done things? Am i demonstrating the technique properly, Is there something I do that is negative? Are my own experiences of coaching influencing the way I coach? What does the effect of my feedback to the players have on them?

I thought that the session was commensurate  with the group I was demonstrating the technique to. they were all experienced Judoka with a good technical base and all capable of accomplishing the task I set. There was one instance where I felt that I could have changed the way I demonstrated the technique. At the point where Tori hooks Uke’s arm with his foot, because of an injury to mygroin I could not sufficiently reach Uke’s armpit as I was not flexible enough. If I had shown the group a video of the technique it would have shown a better example of how to do the technique correctly. I could have then asked the group to practice the technique, hopefully one of the players would get it right technically and I could then use them to demonstrate the technique again in the correct manner. I also felt my own experience as a player and of being coached myself also influenced how I coached. My old coach only demonstrated techniques and then left us to practice and come up with our own solutions to any problems we had, (laissez-faire type approach), and I was maybe guilty of the same coaching style, maybe the group needed a bit more input from myself. I did however feel that I gave positive feedback at every opportunity and encouraged the players to impose their own style to the technique and encouraged them to ask lots of questions. I did not want to criticise anyone as this was maybe the first time that they had actually practiced the technique so it was not too important if they made mistakes.


Questions I asked myself: Who’s knowledge is being represented or reproduced in the technical session? Will it actually work? Is there anyone in the group that is not capable of completing the technique?

I felt that the technique itself was used by a World and Olympic medalist, he would obviously have practiced this technique in training, Uchi-komi, randori and Shia and was obviously successful with the technique in these high level type of events. This was important for me to have belief in a technique that I was going to demonstrate and be able to prove that it works at the highest level in the sport. I felt that although the group of students could reproduce the technical aspects of the technique without the Uke resisting, I was not 100% sure that they could duplicate it in a competitive environment. Judo is done with serious resistance and we can practise near and at 100% of our level of  ability to actually apply techniques, but is this simply beyond what some of the group are able to do?

I have decided that I will repeat this technical session again but this time have the Uke resisting at say 80% and also get the players to work the technique from Tachi-waza to see what sort of technique will help with the transition from Tachi-Waza to Ne-waza. It will also mean lots and lots more practice.


Flavio Canto – Shime waza – Technical session

This is the 3rd post for my assignment on the EJU L4 performance coach award.

There are only a few days to go before some of the students compete in the British Championships in Sheffield England. I decided that to avoid injury before the competition we would look at a Shime-waza used by Flavio Canto (BRA). I have posted 2 videos above, one showing competition examples of this technique and another showing a more basic introduction to the technique.

By the group practicing Ne-waza there was little risk of the players getting injured.

Firstly we completed a simple ne-waza warm up with the players practicing their own favorite (Tokui-waza) ne-waza techniques turn for turn in a nice relaxed manner with little resistance from their Uke.

Once they were warm I began to demonstrate the technique using a democratic coaching style as I wanted to encourage the students to have input into the session as much as possible in order for them to be able to practice the technique and be prepared to engage in discussion about the technique afterwards.

As I was working with a group that were very competent in Ne-waza and even though the technique itself was quite complex, i felt they would be capable of introducing it into their Ne-waza repertoire in future and would also give the group a new technical skill to develop after the competition in their technical training sessions.

When it was time for them to practice, I asked them to reflect on wether the technique was suitable for them to use in a competitive situation and to raise any questions if they had any difficulty and to evaluate their own performance of the technique. We also had lots of time to discuss issues and get input from each person during the session. I also asked them to record the session in their training diaries – I have attached a copy of a blank page of the diary to show the type of content I ask them to record.

Technical / Tactical session – Training Diary