Tag Archives: uchi mata

5 core techniques – Should this be the focus of your training ?

1,O-Soto-Gari      2,Tai-O-Toshi      3,O-Uchi Gari        4, Uchi-Mata        5,Seoi-Nage

 

I believe that young competitive Judoka should have a main focus to their technical training. However which techniques should the focus be on? I have selected the techniques above for 1 reason only – They are the throws that work at elite level. Set yourself a simple task. Take a copy of any competition DVD, watch all the contests and make a note of how many different throws are used and which throws win contests. I have done this many times by just keeping a simple 5 bar gate record for each technique and these 5 core techniques are the ones that appear every time I do this. This may seem really simple to think – Yep, I will learn these 5 techniques and I will be able to win more matches. The harsh reality is though that it may take you easily 10 years to become proficient in these individual techniques. Consider what you will have to learn for each technique?

1. Kumi kata for each technique.

2. The basic mechanics of the throw Inc. Kuzushi, Tsukuri and Kake.

3. Uchi Komi – static and on the move

4. Kata variations

5. Nage Komi

6. Competitive scenarios i.e. Left v Left, Right v Right, Right v Left

7. Movement and entry into the throw to make it happen

8. Counters

9. Combinations

10. Executing the throw in Randori

11. Executing the throw in shiai (competition)

12. Transition into Ne-waza

13. Special “Tricks” to make the throw work, feinting, twitching, scenario’s

As you can see (I may have misses other examples) there is a lot to consider when learning individual techniques and this takes time to become proficient. This is why judoka must be patient and not expect to be shown the technique a few times and then expect it to work. Maybe we as coaches dilute the learning process by trying to teach too much? You may find that when you become proficient in just a few techniques, others will follow more naturally and not take so much time to learn. To finish I will describe a scenario that gives you a taste of what I am talking about (not real but just something to think about).

“John” a young Englishman who is taking his training a bit more serious has been doing judo for 3 years and has managed to reach his 1st Kyu (brown belt), training regularly at his club and learning a new technique every other week and maybe knows 20 – 30 judo throws. He can demonstrate all the techniques he needs for the purpose of gaining his grade and syllabus. He feels really confident in his ability and feels good about his Judo. A visiting Judoka ” Kano” on holiday from Japan arrives at his club to participate in the class. John and Kano get talking in the changing room and John discovers that Kano has ben doing judo for around 3 years the same as him. He tells Kano that he is 1st Kyu and asks Kano how many judo techniques he has learned. Kano’s answer was “Just 2 throws” Seoi-Nage and Tai-O-Toshi and that he is still a white belt.

John is feeling good about himself and his ability as he knows way more throws than Kano and is looking forward to the randori session. However on the mat its a different story, Kano throws John all round the mat, using only 2 techniques, everyone of Johns many techniques is countered or defended or blocked.

So the old question remains – Is it all about quality rather than quantity ??????????

QUALITY

 

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Uchi mata – Reflecting on the session

This is the 6th post for my assignment on the EJU L4 performance coach award

My first aim was to try to acknowledge the learner’s existing knowledge and abilities from their demonstrations and examples of Uchi mata and their goal setting templates as this would form the foundations for improving their knowledge and skills.

I also felt it was important to interact with the players in a nonjudgmental and constructive manner during conversations and identified with the players the targeted skills required and a timeline for the practice of the technical skills process and I developed with the players, a plan for practice of the skills necessary to achieve some of the targets that were set together.

I believed that by engaging the players in reflection on the usefulness, effectiveness of the throw and need for continuation of this coaching process, I would get better involvement from the players in the process, as they would feel part of the actual process rather than relying on the coach to be the person providing all the input.

Sometimes I am guilty of maybe being too generic with the group, for example pushing one particular way of doing things and hoping that this suits everyone. This approach may have killed any creativity players may have had and doesn’t allow for individuals to think outside of the box.

Hopefully my approach in the Uchi mata session will bear fruit in time ?