The Science of Teaching Jiu-Jitsu: Example Application of the Methodology

By
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 and an Americana shoulder lock]

2. Silent Demonstration

Instructor: “Watch carefully as I solve this problem.”

[Instructor silently demonstrates the upa escape and reverses the mount at 100% speed and intensity]

[Instructor resets and again demonstrates the upa escape and reverses the mount at 50% speed and intensity]

3. Shading

Instructor: “Block”

[Instructor blocks the demonstrator’s arm from posting]

Instructor: “Trap”

[Instructor traps the same side leg]

Instructor: “Plant”

[Instructor plants their foot between the demonstrator’s feet]

Instructor: “Bridge”

[Instructor bridges]

Instructor: “Roll”

[Instructor rolls demonstrator over]

Instructor: “Posture and Base”

[Instructor establishes posture and base in guard]

[Instructor resets, adds a few more details to the instruction, and repeats the demonstration with verbal instruction until the instructor is confident the essential details are conveyed]

Instructor: “Are there any questions?”

4. Practice

Instructor: “Find a partner and perform five repetitions each with gradually increasing speed and intensity.”

The Science of Teaching Jiu-Jitsu, Parts 3 and 4 provide guidance on the quantity and quality of repetitions to prescribe.

5. Feedback

[Instructor observes a student perform a repetition and determines their upa technique lacks the requisite force to be most effective. The instructor also observes the student’s base while in guard is a bit narrow. In this situation, the instructor would likely prioritize correcting the student’s inadequate upa instead of their base in guard, as an effective upa is far more important to the mount reversal technique.]

Instructor: “Ensure you’re driving powerfully off of your feet and lifting your hips as high off of the mat as possible during your upa.”

[Instructor observes the student perform two repetitions and determines their upa technique is improved but the student’s base while in guard remains narrow.]

Instructor: “Great job executing the upa. Keep doing that. While in your opponent’s guard, ensure your knees are at least wider than their hips to stabilize your position and prevent being easily swept.”

[Instructor observes the student perform three repetitions and determines their upa technique and base in guard are both satisfactory.]

Instructor: “Great job. Looks good.”

[Instructor observes the class conduct five repetitions each and notices all students could benefit by generating more force during their upa.]

Instructor: “Great job overall. Ensure you’re driving powerfully off of your feet and lifting your hips as high off of the mat as possible during your upa. Change partners and execute five more repetitions each.”



POPULAR POSTS FROM THIS BLOG...

Jiu-Jitsu Training for Law Enforcement: A Research-Based Argument

By
Image
Many promote jiu-jitsu training for law enforcement officers. Unfortunately, much of this material is conjecture or anecdote, with little scientific basis or personal experience in the law enforcement profession.  These limitations aside that does not make them wrong.  In fact, there is reliable data that correlates jiu-jitsu training for law enforcement with positive outcomes for the public, the officers who participate in jiu-jitsu training, and the law enforcement agencies that promote the training. Jiu-jitsu is a martial art that allows smaller, weaker opponents to defeat larger, stronger opponents using leverage. Law enforcement studies show that officers who lack training in joint/body manipulation and leverage will resort to striking, pepper spray, TASERs, or firearms; each of which could be less effective, ineffective, unsafe, disproportional, or an excessive force response (Hall, 2022; Kilbey, 2021). A recent study found that a two-year jiu-jitsu training program for police of
Read more

You Should Wear A Rash Guard

By
Image
    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
Read more

The Science of Teaching Jiu-Jitsu, Parts 1 & 2: Mass Appeal and Methodology

By
Image
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
Read more