The Hangout Journal

"Memory underlies knowledge which underlies intelligence" - Piotr Wozniak Parts 1 and 2  of this series introduced a research-based methodology to teach jiu-jitsu techniques, as follows: Convey the problem. Perform a silent demonstration of the solution/technique.  Shade the essential steps. Practice. Provide feedback. Part 3  explained the science behind selecting the optimal number of practice repetitions needed to learn a motor skill, the students' mindset during practice, and an observable means to measure learning. While task repetition is a valuable tool, practice is further enhanced by using skill transfer, varying environments, randomization, interleaved skills, deliberate rest, and being mindful of the length of practice sessions.  Part 4 emphasized the importance of environmental variations and randomizing training. It also explained the benefits of teaching transferrable skills, creatively utilizing rest, and interleaving skills during task repetition training

    If you participate in combat sports or martial arts involving body-on-body contact, you should wear a rash guard. Why? A rash guard provides a skin-to-object barrier and transports moisture away from the skin so it can evaporate. As such, wearing a rash guard is a matter of hygiene and common courtesy. Hygiene Moisture trapped on the skin can cause rashes, irritation, and harbor bacteria. Sweat is a culture medium that fosters the growth and transmission of bacteria, fungi, and viruses easily transferred through skin-to-skin contact, with high transmissibility through open wounds (Mayo Clinic, 2022). While sweat transfer between grapplers is unavoidable, a quality rash guard is an additional barrier to prevent abrasions and open wounds, reducing the risk of transmitting pathogens. A properly constructed rash guard, described below, also transports moisture away from the skin where it can evaporate, reducing foul odors. The science is abundant and clear, and countless sports medicin

   Parts 1 and 2  of this series introduced a research-based methodology to teach jiu-jitsu techniques, as follows: Convey the problem. Perform a silent demonstration of the solution/technique.  Shade the essential steps. Practice. Provide feedback. Part 3 explained the science behind selecting the optimal number of practice repetitions needed to learn a motor skill, the students' mindset during practice, and an observable means to measure learning. While task repetition is a valuable tool, practice is further enhanced by using skill transfer, varying environments, randomization, interleaved skills, deliberate rest, and being mindful of the length of practice sessions. Environmental Variations Motor learning is optimized when repetitions are done in a variable environment. In jiu-jitsu, instructors should actively encourage practicing with different partners during repetitive drilling so students can practice the technique on students with different body mass, body dimensions, str

  Parts 1 and 2 of this series introduced a research-based methodology to teach jiu-jitsu techniques, as follows: Convey the problem. Perform a silent demonstration of the solution/technique.  Shade the essential steps. Practice. Provide feedback. Steps 1 through 3 are easily explained and supported, while Step 4, Practice, is less understood. In many jiu-jitsu classes, students practice by repetitively deploying the technique with their partners. This is known as “task repetition training,” an effective learning method for over two thousand years. Failing to practice the skill sufficiently will result in poor retention (Dobbs, 2018). But how many repetitions are required for an instructor to know the skill has been practiced sufficiently and learned? How Many Repetitions? This is nearly impossible to answer, as learning ability is highly variable among students. As such, there is no known research specific to sports performance, let alone jiu-jitsu, that produces a quantifiable resul

Part 1: Mass Appeal L ike jiu-jitsu techniques, teaching is a skill that must be learned, practiced, and continuously improved. Since jiu-jitsu is fundamentally nothing more than a collection of motor skills, research in social science, psychology, and neuroscience is extremely useful in creating teaching strategies that optimize learning for jiu-jitsu students. This six-part report will apply relevant research to optimize the teaching of jiu-jitsu techniques to maximize memory retention.  The research is compelling and will undoubtedly benefit any instructor, regardless of their teaching experience or competency. Why Science? Objectivity. Scientific research provides data, correlations, and guidance in behavior, brain activity, emotions, cognitions, working memory, and long-term memory. As instructors, it is important that our teaching methods are objective and evidence-based, free of whims or biases. Appeal to Everyone Lessons vary depending on the goals of the class being taught. In

The teaching methodology is the logical organization and application of centuries of research and studies into the science of teaching. The research and science are explained in detail in The Science of Teaching Jiu-Jitsu, Part 2: Methodology . This is an example of the methodology as it applies to teaching the upa escape technique to reverse the mount position. 1. Convey the Problem Instructor: “You’re walking down the street and someone violently attacks you, tackles you to the ground, and is now sitting on your stomach.”  [Demonstration partner tackles the instructor and assumes the mount position] Instructor: “The attacker has assumed the mount position. The problem with this position is my inability to stand up and the attacker’s ability to deliver strikes with the added benefits of uncompromised movement and gravity. If the attacker is familiar with jiu-jitsu techniques, there are several attacks that can be employed from this position.” [Demonstration partner simulates strikes a

Buying your first gi can be as exciting as it is overwhelming. Before you buy, it is wise to understand the history, rules, The Hangout Jiu-Jitsu Club guidelines, and some advice for buyers. History The word “gi” is a contraction of the Japanese word keikogi , meaning practice clothes . The gi has been worn in martial arts for many centuries, beginning with karate and was later adopted by Jigoro Kano in the late 1800s for judo. When judo was introduced to Brazil in the early 1900s, the tradition of wearing a gi continued. At this time, the terms “judo” and “jiu-jitsu” were used interchangeably, so it is not surprising that Brazilian Jiu-Jitsu adopted the gi as their training uniform. The tradition of the gi continues today. Legend has it that the gi was developed to help disguise martial arts practitioners in Okinawa, Japan, after martial arts and the use of weapons were outlawed around the late 1400s. Martial arts were practiced at night, under the cover of darkness. The white cotton