On Certified Ranks and Others

In my last post, I mention that I only intend to hire certified brown belts or above to coach at my dojos. Most judo players in the United States have no difficulty with that concept, but I know quite a few who might have some qualms with that. I’m addressing that situation today.

I “grew up” in judo outside the national organizations by the deliberate choice of my father and his judo beliefs. I started in 1989, took a break in 1995 while I served in the United States Navy (couldn’t find any judo schools during that time), and restarted in 2001. I finally achieved a black belt in 2005, but it was not a sanctioned belt until 2008. Since that time, I’ve been promoted to third degree black belt under the auspices of the United States Judo Association. Now that my history is out of the way, I’d like to talk about what growing up in such a way was like.

I’d never heard of sanctioning bodies until I got back into judo in 2001. My dad never mentioned it and he was my go-to guy for judo for a very long time. As long as he or his students were around, rank and learning were never an issue, or so I thought. In 2003, I traveled to Florida to work for Walt Disney World. Prior to my departure, I signed up for USJA because there were no Yawara clubs in Florida and if I wanted to practice (Duh!) I need to be a card-carrying member of the club. It was a great time and a wonderful opening of my eyes to judo outside of Yawara, but then I went back “home” and didn’t need to worry about it again.

By the time I was up for black belt, I’d not been paying any attention to USJA and so my points and promotions got out of line. “No worries,” I thought, we’ll get it all lined up and ready when I need it. Unfortunately, that didn’t happen the way it was supposed to for a variety of reasons including moving away from the club at my college and my dad dying in 2008. Syncing rank when there’s no one around is difficult under normal circumstance and impossible when one irritates one’s “instructor.” So, by 2012, I had been condemned to remain a Shodan for life.

Finally, in 2012, after numerous clinics, events, and two clubs that I run, awarded my Sandan. I, point-blank, refuse to let my students suffer under the same weights that I suffered. While I admire my dad and value every rank he ever signed off on (my shodan and nidan awards are my most prized rank certificates), once he died the organization he established lost its way and the cult of personality began. My students will never have to suffer that fate because their ranks will be certified.

Enough of my personal judo history and feelings regarding that!

The certified rank: Is it really better? I don’t think it’s better or worse, but it is recognized nationally as a minimum standard of competence. I think that the knowledge behind the rank is more important than the rank itself because the rank is only recognition of your knowledge. If you are demonstrably over-ranked, you and your students suffer from the stigma of insufficient knowledge and excessive rank. If you’re demonstrably under-ranked you and your students will have a hard time progressing and may be accused of deliberately under-ranking for competitive reasons. Neither situation is good, but I’d rather be under-ranked than over-ranked.

Teach your students well. Provide them with excellent learning opportunities and excellent coaching. If you do your part right, their rank will show through. Others may suggest that you or your students are prepared and ready for their next rank. If those others are well-respected and well-qualified, they provide good backing and external verification for those promotions. Don’t let your students suffer because you have an issue with the national organizations. Maintain your certifications and rank for their sake.

Let me know what you think of this idea, post in the comments below or e-mail! Don’t forget to like the Roswell and New Mexico Military Institute Judo Clubs on Facebook!

Part Three: Coaches: What do you need? (Third of a Three-Part Series)

I’ve talked about the instructional staff in general and instructors, specifically, so far. Now it’s time to cover coaches.

Coaches are different than instructors. Even if your coaches are instructors as well, in their role as a coach the outcome is different. A coach is not there to teach a student how to perform a technique; the coach is there to help the student perform their techniques better.

Better is kind of a nebulous term so let me clarify with respect to judo. Judo teaches students how to use physics effectively to vanquish a partner through a variety of techniques. Competitive judo requires less breadth and more depth with regard to the amount of judo a competitor knows. The competitor must have a family of techniques that works together smoothly and the competitor must be able to apply these techniques at will with speed and power.

The coach of any judo student, whether the student is a competitor or not, aids the student in developing smoothness, speed, and power using a variety of drills and supplemental skill development tools. In a novice student, this may include concentrating on repetitions for basic skills development or movement drills to encourage application against a moving partner. Advanced student should have chained drills that flow from the seven components of a technique (Approach, Grip, Set-up, Entry/Attack, Execution, Combination, and Transition to Ne-waza).

SIDE NOTE: I actively discourage novice students from competing in most tournaments because I want my students to be prepared for the variety of negative aspects that come from trying to win at all costs that can occur in some tournaments. I actively encourage novice students to compete in tournaments/divisions that are designed for novice students.

So, with all that said, what should a dojo owner look for in a prospective coach?

I look for a few things in a coach. Obviously, you want reliability and other basic elements of a dedicated employee. Above that, however, I look for someone who has a competitive bent and works well with students. I want someone who understands that people are different and working with each person is a unique exercise. As for judo skills, I push people to take courses in coaching no matter who gives the course. I especially encourage USJA coaching courses. I also won’t let anyone who’s not a certified brown belt or above (USJA, USJF, USA Judo) coach judo for me.

Now, those are the basic qualifiers. Is that it? Absolutely not, unfortunately some of the other elements are less tangible for me to describe right now. I like to get an idea of the person who wants to coach. Mostly, like any employment situation, my concern is how well they fit with the environment of my dojo. Does their personality complement the personality of the dojo or will discord arise. A dojo should be harmonious; clashes create discord and that brings the whole thing down.

Why do I emphasize certified brown belts or above? The simple reason for that qualifier is because the students who get their coaching compete. Their coach needs to be able to sit matside (even if they don’t actively coach during a match). If the coach is barred from sitting matside because they aren’t credentialed, the competitor is disserved. I’m not going to go into whether the Big Three are right, wrong, not the only place to learn judo, or whatever in this post because it’s a subject for a different place.

Remember the goal of the coach is the refinement and enhancement of performance not the instruction of new skills. The coach’s success shows by improved results not by new skills. That means that a coach should monitor, track, and analyze performance results over the course of a competitor’s career. Data gathering is a necessary component for the coach!

Part one: Instructional Staff

Part two: Instructors: Buy or Build?

Let me know what you think of this idea, post in the comments below or e-mail! Don’t forget to like the Roswell and New Mexico Military Institute Judo Clubs on Facebook!

Part Two: Instructors: Buy or Build (Second of a Three-Part Series)

Wait a minute! Buy or build, what do you mean? I can imagine some people are saying just that right about now. I promise, I’ll explain!

Part one talked about the differences between the two main types of instructional staff and even touched on the term sensei. Part two’s only talking about instructors and how you get them. You can hire them from outside sources (Buy) or you can train them yourself (Build) from your own students. Both methods have advantages and disadvantages; it’s up to you to decide which you want. I’ll talk about just a few.

First, if you don’t run a martial arts school and you’re not a martial artist and you don’t know any martial artists, you need to learn a martial art first. If you do run a martial arts school or you are a martial artist, this is decision time. Do you really want to run a martial arts business or will it just be a club where a bunch of people get together, hangout, and do some martial arts? If you want a social club, this can help. If you want a business, pay attention.

Instructor qualifications are critical. Decide on the goals of your business, layout what you need, and fill that instructor position to further your business goals. So, what are good qualifications for a martial arts instructor? Simply put, the instructor has to be at level where he or she can teach, usually a black belt but some arts (like Brazilian Jiujitsu) have instructors as low as Blue Belt; he or she has to be able to successfully transfer knowledge form instructor to students, yes plural you don’t want a private instructor as your primary instructor for a business; he or she has to be able to develop lessons and use standards to guide the program. In other blog posts (here, here, here, here, here, here, etc.), I’ve talked about some of the ways to develop lessons and program schedules.

Now, how can you evaluate an alleged instructor to know if they’re telling you the truth or if they’re sunshine salesmen? The truth is, like any employee you don’t know in advance, it’s very difficult. I suggest having them tryout and run a class to show you their instructional style. When you interview them, ask them to bring sample lesson plans or training programs they’ve developed, especially if they’ve implemented them and can tell you about how well the plans actually worked. Question them about their philosophy of instruction for youth and adults (a hint: if they say they’re the same, they’re the wrong people to hire!). Of course, check their credentials with the right sources (national or international governing bodies, previous schools, even martial arts fora like Bullshido, JudoForum, and others).

So, the meat of the post is buying or building, what is best? What is the difference? Buying is basically hiring someone you didn’t teach at all and having them teach your martial arts classes. Building is training someone to be an instructor for you and hiring them to teach your martial arts classes. Let’s talk about those a bit more in depth.

Buying an instructor is an ideal solution for the first time martial arts school owner who doesn’t know much or can’t teach but has the money to start a business. In this case, you can hire a qualified and competent instructor to teach the classes while you handle the background aspects. Unfortunately, if you hire an instructor like John Kreese from The Karate Kid (that’s the bad sensei), you’ll end up with a lot of injuries and probably some lawsuits. Or, perhaps you hire someone who’s made up their own martial art (this happens a lot in the U.S.). Either way, eventually your reputation will be ruined. Sometimes, you’ll need to buy an instructor to teach something you can’t, say a competitive class for national and international level competitors or maybe to add a martial art (like adding Brazilian Jiujitsu or Karate if you don’t teach them) to your school’s offerings.

Building an instructor takes a long time. Even if they started somewhere else and are almost ready to teach. The biggest reason it takes so long is because you have to know how to teach people how to teach (that looks repetitive, but it’s not). If you can teach people to teach, you also have to teach them the way things need to be done in your school and, most importantly, WHY! I’m a big believer in understanding why things are done a certain way because, if you know why, you can modify everything to accomplish the task without sacrificing the underlying character of the school or yourself and the student learns what they are supposed to learn. If your school has been around long enough, you should be building your own instructors pretty easily, but if it’s newer, it’s hard.

Again, building or buying is your choice. Think about what you need, whether you can provide it, and whether what you want is available at a price you’re willing to pay. Then make your decision.

Part One: Instructional Staff

Part three: Coaches: What do you need?

Let me know what you think of this idea, post in the comments below or e-mail! Don’t forget to like the Roswell and New Mexico Military Institute Judo Clubs on Facebook!

Judo as Business

The title’s combination of words were anathema to my dad and many of the students that learned under him. For a long time I felt the two were irreconcilable. One of the last things my dad told me about judo was, in essence, “it is good to teach judo, but don’t pay for the privilege.”

That’s a very odd sentence construction for an English teacher, as far as I’m concerned. Parsing it, prima facie, implies that teaching judo is good and it shouldn’t cost you to teach, but nor should you make money off it. Originally, I took this to mean that running a judo school should be a zero sum game where everything pays for itself and I end up doing this great charitable work and feeling good while holding down another job to pay for all my other expenses. Unfortunately, even this plan is expensive and doing it right involves dedicating a lot of time to developing a lot of background and doing a lot of work; it is running a “business” even if it is a non-profit.

A few years ago, I pursued a Master of Business Administration degree to help me understand how to run a business. During the course of that program, I learned a lot about business administration and a little about what I would need to do to build a business. I also learned that if I was to do a judo business, my best bet was to run it like a for-profit business and follow the lead of other martial arts and even the fast-food industry if I wanted to enjoy doing judo. By the end of my MBA program, the idea of running a non-profit judo school had almost completely faded away. Today that idea is gone.

 Everyone in the martial arts community has heard the term “McDojo.” If you haven’t yet, a McDojo is a “school” that offers a martial art and “teaches” to generate income rather than develop solid martial arts skills. Frequently McDojos are called “belt factories” because their students are over-ranked or earn their promotions because they’ve been at the school a long time and their payment checks keep clearing. I think McDojos are one of the worst things to happen to martial arts ever because they convince their customers that they are learning martial arts when they are just a source of cash flow.

My personal belief is that franchising, if you want to make money and build a good reputation, is the best way to do it. To lead on from the fast-food industry, let me talk about a few things that they have going for them. The first and most important thing to think about with fast food is consistency. I don’t care if you live in the United States or the United Kingdom or China or anywhere in the world where beef is available; if you order a Big Mac, it’s going to be the same. That’s consistency. In the world of martial arts, consistency is king.

 Judo has been extremely lucky that the names for the major techniques are consistent around the world, i.e. a seoi nage in Japan is basically the same as one in the U.S., Russia, the U.K., France, etc. Unfortunately, the teaching of these techniques is not consistent. I’m not suggesting that biomechanical differences are unimportant. I am saying that every technique should be taught the same way when introducing it. For example, the first time a class is presented with seoi nage the general form and shape of the technique should be the same, in every class! As students learn more and become more comfortable, adjustments need making, but in the beginning, they should be taught the same.

Drilling and Sequencing

This year has been a very busy year for me with judo. I recently made Third Degree Black Belt and earned certification as a National Level Coach, both of which through the United States Judo Association. I'm also teaching a lot of judo at New Mexico Military Institute and my own Roswell Judo Club. It's been very busy.

I noticed, after looking at what people are visiting most on my blog, that a bunch of people want information on how to develop lessons or plan classes. I think that's absolutely great! I'll put some more ideas up on that next week, but this week let's talk about drilling and sequencing.

Almost everybody I've known who teaches judo or jiujitsu knows what drills are. Quite a few know how to teach drills. Unfortunately not many people use drills as effectively as they could. I can hear it now, "I've been teaching or using drills for years, what do you mean I'm not using them effectively?"

I'm not saying that you're doing it wrong, I'm just trying to show how I use drills and that's through sequencing. Gerald Lafon (where I heard the term first) and several others call it shaping. Two basic styles of sequencing are forward and backward. The idea behind sequencing is to drill a group of logically linked techniques so you can practice like you'll perform.

Let me give you an example, last weekend at the NMMI Judo Club we started the weekend by drilling both the Figure-4 and Half-Nelson turnovers continuing into yoko shiho gatame. That's a pretty basic drill, but it limits the practical application because we don't look at any counters or continuations. The turtle position is fairly common which makes this attack something to know if you have to attack the turtle, but what if you are the one in the turtle, to quote the television show "Alice" and its cook, Mel, "The best defense is a good offense!" With that in mind we added a morote gari as an attack from the turtle, but, because a morote gari tends to have tori end up in guard, we continued with a basic guard pass and transition to side control.  Maybe you've noticed that, so far, the techniques ended in a side control position. There's a reason for that! 

I don't really believe in escaping in a tournament/competition setting because, once you escape and the referee stands you up, you've given your opponent another chance to win the match! I believe in getting out of a technique by transitioning to another position, preferably one where you're on top and in control.

Now, for the reason for the finish in side control: I learned a fairly simple escape/transition to a triangle from side control when I was at Gary Goltz's club in September! Once we learned how to perform and did a few isolated drills on the transition, we started linking the various turtle attacks (from both the top position and the bottom position) all the way through the transition from side control to the triangle to the tap.

If you drill and don't sequence, you are missing out on a big way to improve your and your students' performance. If you can't figure a good sequence out, I'll be happy to offer some suggestions, just drop me a message!

I have a few ideas about a way to give students references better than the standard videos or books. Unfortunately I lack sufficient talent to craft those references. If you know anyone that's good at computer animations and likes judo, would you let them know about this opportunity!