1. Systematized Teaching for Judo Evaluation Process
USJF Teachers Institute

2. USJF Teacher Certification
Committed toward excellence in quality of instruction and technical ability
USJF Teacher Certification

3. We need to keep in mind: The lesson, either be a concept or technique
Must be clear to both teacher and student.

4. The Systematized Plan Key Points
Introduction
Common denominator
Control
Demonstration
Local experience
Audiovisual aids
Correcting
Continuing education
Resources - ownership
Summary

5. The Lesson Plan Is a road map of where you want to go.
What do you need to get them there?
When should they get there?
It can be elaborate and detailed
or it can be simple and direct.
Use of Key Points
Words to remind yourself

6. Introduction
Give a brief introduction of yourself
More importantly, use a Recent Picture if you use one.
Introduction
Head Instructor: “Good Evening, Today I’m going to teach…”
Assistant Instructors: “Good Evening, my name is: _________”
Use of Handouts or brochures with the listing of Instructors

7. Goal and Objectives What is the Goal of the lesson? Objective
Student able to demonstrate: O-soto-gari
Objective
Use of Kuzushi, understanding of common denominator, demonstration of technique, student participation, active and proper skill progression with lead up drills (Measurable)
At the end practice, the student will be able to demonstrate O-soto-gari

8. Key Points Key Points of Today’s Lesson: (15 sec.)
“List what you want to cover”
Example: Teen-agers to Adults
Name of the technique: O-soto-gari
Demonstrate: O-soto-gari
Kuzushi
Uke- Ukemi during the throw
Repeat: Name of the technique: O-soto-gari
Example: For Children:
We are learning a New Throw today, it is called O-soto-gari. (PERIOD)

9. Common denominator:
A common denominator is a common experience/concept that everyone is likely to understand that can be related to your lesson.
For example, in explaining kuzushi of a O- soto-gari technique
“As you can see, the chair sits on four legs and is very stable. But, if you were to tilt the chair to one corner, it would be very easy to fall over.”
In O-soto-gari, you use Kuzushi to tilt your opponent off balance.
What are some “Kuzushi” common denominators for children?

10. Use of Audio/Visual Aid References
Visual aids assist in defining the concept or technique.
We have a variety of audio/visual aids available; Youtube/Vimeo, Video Streaming, Books, Posters

11. Control
Control is assumed by merely calling for attention of the students
Introduction of Vocabulary Words
Hajime and Matte.

12. Local experience
When demonstrating your technique, relate the technique to a local experience. One that you personally experience.
“Last week at the Parents Fed tournament, I saw Mary execute the O-soto=gari that we are learning today. She threw her opponent so hard and fast. I didn't even get a chance to take a picture of it.”
These inclusions bring life to your teaching of techniques.
Use different students to enforce your idea or concept.

13. Demonstration
The demonstration should not be more than 30 seconds maximum.
When demonstrating a technique, it should be executed in a perfect manner.
Demonstrate the technique from different angles
Identify the key points of the technique
Emphasize important aspects of the technique that may make a difference for the student.
Adults:
Give an instance where you or someone you “know” was able to you utilize this technique successfully.
Ask students if there are any questions.
Children and Adults
Restate the objective and its value.

14. Correcting
Offer corrections and/or positive comments to all the students.
2 ea. Positive comments to 1 ea. negative comment.
It is always a good idea to start out with a positive note, whenever possible. “You have very good balance”. “Here's something that will improve your judo…
Encouraging students leads to building of self-esteem and retention.
Using Judo vocabulary to control. Hajime/Matte.

15. Allowance for participation
Insure all students are engaged
The instructor should move about in a systematic manner, while keeping the whole group in view.
Selected drills appropriate for the age group.
Skill level progression appropriate for the lesson
Simpler skills - moving to more complex skills
Effective and efficient transition between drills, activities, and practice situations
Bring the group back for further instruction

16. Summation Review the key points of the lesson
Relate the importance of learning this technique
Direct the students toward resources as references
Remind students of upcoming events - continuing education
Preview next lesson

17. Time Management Proper use of time is important.
Most classes last about one to one and half hours long.
Announcements, warm-ups, uchikomi drills, randori time for Tachiwaza and Newaza, cool downs, and ending ceremonies.
Technique lessons should take about 10 to 15 minutes.
Use of the clock/timer

18. Evaluation: Critique
We are looking at the quality of the Lesson demonstrations
Voice
Presence
Appropriate time usage
Body language.