The Science of Teaching Jiu-Jitsu, Part 3: Task Repetition Training
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 result for adult learners.
In children, learning is maximized after three repetitions; however, there is no evidence that learning stops at three repetitions (Magallón et al., 2016). Since it has been well established that children learn faster than adults, it is inferred that adult learning would not be maximized with fewer than three repetitions.
Research on the benefits of synergy training, a type of training where essential elements of one skill apply to a new skill being taught, indicates learning was achieved after 20 minutes of practicing a new skill and after five or six repetitions (Patel et al., 2017). For example, teaching students a Kimura from half guard is easier and more effective if the students have been taught a Kimura from the conventional closed guard, as the techniques share many of the same principles. Synergy training, specifically skill transfer and interleaving skills, will be described in detail in Part 4 of this series.
As Part 2 of this series explains, instructors should observe at least five repetitions before providing summarized feedback, a critical component of skill development and learning. In other words, instructors should observe students practice a technique at least five times, identify common mistakes, and address all students simultaneously by summarizing the errors observed. Additionally, providing feedback with a gradually decreasing frequency is more conducive to learning (Schmidt & Lee, 2019). In other words, individual feedback should be provided after two repetitions, after three additional repetitions, after four more, etc. Therefore, science suggests at least five repetitions are needed, but more would be optimal to provide adequate feedback and optimize learning.
Quality Over Quantity
Focusing on the quality of repetitions instead of a specific number may be more advantageous to learning. Instructors should focus on their students’ mindset and focus while performing repetitions during practice.
Mindset During Repetitions
There is no known scientific study testing Vince Lombardi’s theory, which states, “Practice does not make perfect. Only perfect practice makes perfect,” yet science strongly supports his statement.
Practice is the most important factor in learning, but repetition in practice is only valuable if each repetition is improved or enhanced to satisfy the objective of the skill being practiced (Schmidt & Lee, 2019, p. 199).
Practice of all types must be deliberate. "The goal of deliberate practice is not 'doing more of the same.' Rather, it involves engaging with full concentration in a special activity to improve one's performance" (Ericsson et al., 1993). In other words, every practice repetition should be a deliberate attempt for improvement. Instructors should encourage students to focus on improving their performance with each subsequent practice repetition. The attention to detail demonstrated by a student during practice directly correlates to their ability to learn and employ a technique optimally (Schmidt & Lee, 2019, p. 200).
Deliberate practice, the intentional mindset to improve with every repetition, is especially important for drilling techniques. If the student rushes their practice repetitions, ignoring the essential details that make the technique most effective, or casually performs the movements, the student will not maximize their learning potential, and precious practice repetitions and practice time will be wasted.
John Danaher, a name synonymous with elite jiu-jitsu coaching, agrees: “The majority of what passes for drilling in most training halls will not make you better, including some of the most cherished forms of drilling, which is repetition for numbers. The moment you say to someone, 'I want you to do this 100 times.' What are they really thinking about? Volume?” (Fridman, 2021). Again, it is critical that instructors remind students to focus on improving some component of the skill with each repetition so that each subsequent repetition is better than the preceding repetition.
Measuring Success
How will an instructor know when students have performed enough practice repetitions? One near-perfect repetition, or even demonstrable improvement, is not indicative of learning; however, consistently repeating high-quality repetitions is a strong indicator that a skill has been learned (Mally, 2009; Schmidt & Lee, 2019). So, when has learning occurred? Efficiency and fluidity of movement are indicators that a motor skill has been learned. In other words, when a student uses the fewest number of movements to effect the same outcomes (Mally, 2009). Similarly, in jiu-jitsu, instructors should look for seamless, controlled movements relying on leverage and positioning rather than explosiveness and strength.
Application
- At least five repetitions are needed, but more would be optimal.
- Inspire students to deliberately practice and intentionally improve with every repetition, regardless of the number of repetitions practiced or prescribed.
- Measure learning by how efficiently students demonstrate the technique while executing practice repetitions.
Summary
Task repetition training is the repetitive execution of a skill that requires an understanding of the quantity and quality of the repetitions needed for optimal learning; however, there are several means for enhancement. Using skill transfer, varying environments, randomization, interleaved skills, and rest can optimize learning during task repetition training. These enhancements are described in The Science of Teaching Jiu-Jitsu, Part 4: Repetition Models.
About the Author
Professor Brian Bowers is a Brazilian Jiu-Jitsu black belt under Professor Chris Popdan with a decade and a half of grappling experience. He is the professor of The Hangout Jiu-Jitsu Club in Indianapolis, Indiana, and a coach at the Franklin, Indiana, Jiu-Jitsu Club. In 2024, Brian completed his professorship course under the Oswaldo Fadda lineage.
Brian is a federal law enforcement officer and a physical tactics and firearms instructor for his agency. He was also a firearm, physical tactics, and search and seizure instructor at the Federal Law Enforcement Training Center, where he continues to serve as an adjunct instructor. In 2024, Brian's role as a law enforcement officer and instructor, as well as being a jiu-jitsu black belt, earned him verification as an Invictus Law Enforcement Jiu-Jitsu Black Belt while The Hangout Jiu-Jitsu Club became an Invictus-affiliated club.
Having personally relied on jiu-jitsu techniques to protect his life, Brian advocates jiu-jitsu as essential knowledge for all law enforcement personnel. His dedication to this cause is evident in his involvement with the Federal Law Enforcement Officers Association 111 Project, a non-profit organization dedicated to the safety of law enforcement personnel through support, education, training, and information sharing.
Brian's commitment to his students goes beyond the mat. With a Master of Science in Business Management, he leverages his formal education to cultivate deep, meaningful relationships with his students. His selfless dedication to serving their needs is evident in his use of research from psychology and neuroscience to optimize learning in any discipline he teaches. Brian uses science-based principles to educate jiu-jitsu practitioners, law enforcement students, law enforcement instructors, and jiu-jitsu instructors through The Hangout Journal.
References
Dobbs, Dr. I. (2018, March 4). Neuroplasticity. Science for Sport.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
Fridman, L. (2021). John Danaher: The path to mastery in jiu jitsu, grappling, judo, and MMA [Video]. In YouTube.
Magallón, S., Narbona, J., & Crespo-Eguílaz, N. (2016). Acquisition of motor and cognitive skills through repetition in typically developing children. PloS One, 11.
Mally, K. K. (2009, May 1). Movement skill learning through repetition, variety and an explicit purpose. Taylor & Francis.
Patel, V., Craig, J., Schumacher, M., Burns, M. K., Florescu, I., & Vinjamuri, R. (2017). Synergy repetition training versus task repetition training in acquiring new skill. Frontiers in Bioengineering and Biotechnology, 5.
Schmidt, R. A., & Lee, T. D. (2019). Motor learning and performance: From principles to application. Human Kinetics.
