ZUIHITSU- RANDOM NOTES ABOUT JUDO BY RONALD DÉSORMEAUX
Judo Ron 63- RANDORI an Educational Wizard
In my last discussion (judo-Ron 62)
I reviewed the role of the coaches and mentors and how youcan optimize your judo with their assistance. In this current essay, I shall approach the commonform of Randori with the view to abstract the possibilities to better share the knowledge and thetechnique gained by it as you pursue your quest towards judo excellence.In September 2011, the American coach
expressed the importance of Randoritraining as follow: “
The mat is a place to create opportunities and see possibilities, facing and overcoming one's limitations. Randori (free practice) is the primary method of learning the many lessons of Judo.”
I identified the Randori as one of the most important activity through which both knowledgeand skills are exchanged amongst friends, judoka and with other dojo members. You are likely toencounter various forms of Randori practiced in dojo. There are: the free practices where bothplayers do their best to score; the activity of role playing where one plays the offense and theother, the defense; a period where no counters are formulated; a moment where emphasis isplaced on developing Tokui waza and the exercise involving alternate throwing moments.
Past experience has demonstrated that in most dojo, the transfer of knowledge and skills duringthe training period is mostly viewed as an activity between the teacher and the student and thatknowledge sharing amongst peers is not a common practice. Responding to local demands,many clubs instructors will not be able to adequately work on individual performanceenhancements. The sharing of information amongst different groups and grade levels is not asignificant part of the dojo culture.In smaller dojo the educational atmosphere might be different. Knowledge sharing becomesmore manageable as everyone knows everybody else and there is a greater amount of trustbeing displayed amongst players of all ranks. Within smaller groups, there are more commoninterests in the pursuit of judo improvements and less tendencies to outsmart and outperformthe other students at the game.One prominent obstacle found in larger organizations is that the notions of “knowledge”“superiority” and “skills” attainments are viewed as individual properties and that theirownerships are very important to the success of those individuals so empowered. Thisownership is frequently understood as being that which will separate the elite groups from thecommon students. Student’s rank standing or class status is often attached to their knowledgeand skill levels. It is common knowledge that:”
It is what you know and not what you share that matters”
. As a result of this pseudo hierarchy, in many dojos where knowledge is not shared,some negative consequences can become more noticeable: Groups will tend to be segmented, junior ranks more isolated and the development of some forms of resistance to new ideas willappear along with an indifference towards new students.