The Shintaro Higashi Show - Best Training Format

Episode Date: January 23, 2023

Traditionally, Judo classes have been quite simple: warm-up, uchi-komi then randori. But recently, we see many different class formats thanks to the influence from other sports such as BJJ, Taekwondo, boxing and even ballet! So what is the best training format to run your Judo class? In this episode, Shintaro and Peter discuss how Shintaro likes to structure his class and training at his dojo KBI. Join our Discord server and start chatting with us and other grapplers by supporting us on Patreon: https://www.patreon.com/shintaro_higashi_show. Any amount helps!

Hello everyone. Welcome back to the Shintaro Higashi show with Peter Yu. Today, we're going to talk about the best training format in judo or any sort of grappling art. Grappling, yeah. Yeah. So this was a suggestion from one of our patrons on Discord, Sam. He said he wanted to know how you, Shintaro likes to structure classes

for different levels of experience or competition prep, kids' classes, and all that stuff. So what is the best format, training format for those different use cases? Yeah. So there's high training, high-level training, right? Yeah. And every format of high-level training I've ever seen sort of out there, it's sort of the same. You mean like in different gyms or across sports? No, in judo.

We're talking about judo. In judo, okay. Yeah. And then, you know, because a lot of those guys don't need dedicated instruction time. Right, right, right. They just need mat time a lot of the times.

They need systems, and they need just refining that system and then drilling, right? Drilling, drilling, rindori, rindori, you know? Oh, I'm hurt today. Let me work on these drills or sort of like deliberate practice where you're like putting yourself into certain positions and going live from there, right? So we're going to kind of put that aside, okay? Yeah. Because I think most people are talking about how to structure kids' classes.

Yeah. And then classes like that's with general population pop classes right we have mixed white belt yellow belt because that's generally the population yeah yeah and you know a lot of jujitsu schools and stuff have much more population the united states specifically right the u.s is unique because it's a commercially driven service product we're talking about yeah okay it's not like we're talking about learning judo in japan. We've got 100 kids and they're all paying whatever it is. Or France. It's different.

We're talking about the US. We're paying for the service through membership and whatnot. Majority of the people who are listening to this fall into the category of, I'm going to training today in a mixed class. That should be formatted differently you know there's many

ways i've seen it and then my strong strong opinions about that yeah we love your strong opinions yeah you got to look at in sort of three different segments what do we want to talk about first so let let's do let's do the gem pop first because that's the most relevant okay gotcha yeah all right so two most important things i can say about the gem pop class because that's the most relevant. Okay, gotcha. All right, so two most important things I can say about the gen pop class is everybody's participating. Okay? Total engagement.

That's number one, first and foremost. Yeah. Total engagement and then differentiated instruction. Those are the two biggest things. I see. What do you mean by total engagement?

Yeah, and everything you do. Total engagement. All right, for instance. Like, do people, like, have you seen cases where people just kind of lose focus? Yes. In class?

Yeah, really? The most common place where people lose focus is when the coach or the sensei or whoever it is start rambling off about whatever throw that they're going to learn and teach.

And then some people are like, ah, I've seen this before. Oh, I've known this. I already know this. They start wandering off and their eyeballs start following, you know, like an insect on the wall or something like this.

And you're cutting the piles on the ceiling. Or you already lost them. They're not engaged. Right, right. All right, guys, let's do what you call me. You know, half the class is doing it. Half the class is talking about what they did last weekend.

They're not engaged. Yeah. Right? They need to be engaged at all times. That's my biggest metric when I'm teaching a class is everyone in the room right now at any given time engaged.

There are different points of disengagement you're saying. So like doing instructions. Yeah. Instruction is where I see the most. Most. Yeah. It's the most egregious one

because whoever's talking and teaching, I'm so important. I'm a freaking black belt everyone should be listening to how I do my Taiyo, but this is the thing right? That guy already taught this Taiyo 19 million times if they're not the head guy in the gym the head guy in the gym probably taught it

so they probably heard it from the head guy already yeah you know what I mean? so it's nothing new, and then if you're a black belt, all your black belt peers are already tuned out. Yeah. You know, and it happens to the best of us,

right? I've taught like something before and George is on the sidelines drilling something else. George, what are you doing? You know, he doesn't shoot all the time. And then sometimes it's like benign as like,

Hey, George, it's very nice that you've already mastered what I'm showing today. What are you working on now? You know what I mean? Sometimes it's like that. Sometimes it's playful. Sometimes like, no, George, you really need to learn this thing.

Yeah. Right. It'll help you. Yeah. But so different points of disengagement happen all the time and you can see it in the gyms. And then if you're so focused on your teaching skills or teaching abilities or whatever it is or i want to say this i want to say that you're not really in tune and reading everyone's faces looking at see if everyone's actually paying attention right so how do you how do you structure your instructions like that like do you just change it

up uh i know you've all always talked about keeping it very short and concise. And that's not always the case for me. I break my own rules sometimes, right? Yeah. But I can do that. Why? Master. You're the master. 10 to 20 years.

We talked about this. Yeah, 10 to 20 years we talked about this, yeah. So, but whatever, I guess what you're saying is, it's kind of the principle. The principle is that you need to have everyone engaged. Everyone engaged. People with attention span. Yeah, they're very different.

I mean, there are many different methods that you can do. Many different methods, yes. So that, and then, yeah. So it's three minutes. That's like, you know, what I tell most people is like, hey, your instruction should not be more than three minutes. Three minutes apiece, go try it five minutes three minutes piece go try for five minutes we're trying it for five minutes okay a lot can happen in that time period some people

get it right away most people don't yeah right people get it right away boom they're gonna be bored they're not gonna be engaged anymore they're gonna be doing some their own shit yeah sometimes they could like self-direct and be like, oh, I want to try this other thing that may relate to this. And they can just engage themselves on their own. Yeah. Right. If they cannot and they've already mastered it right away, boom, because there's something

that like, let's just say for instance, like fake turn throw, coachy, cut the handstand, I can drop. Yeah. That's what I showed. Simple combination, right? Yeah. I don't use, yeah. Simple.

You can picture it. Yeah. I can picture it. And for those who need it a little bit slower Right Fake turn throw Kochi Cut the hand

Tries to return the hand To the collar You do drop senagi Right Right You can get it right away Two seconds Bang

You're gonna be bored If I let you on the side For five minutes What are you gonna do? You specifically I usually try to do What's being taught To be polite you'll do for a little bit but then you start messing around two minutes in guarantee you you just said you just

get the better who you're working out with yeah yeah right if it's eugene i swear to god to you you would be like this so how's alina how's everything oh oh yeah oh hell yeah and then we're gonna go after dinner. And you should be like, yo, how's work? And be like, oh man, this fucking PhD. Guess what?

You're not really engaged. You're engaged socially in a different way. And then if that's happening there, the next person over, whoever that is, will be influenced by that. Right.

It is contagious. It's contagious. So it's like, all right, I may walk down to that side of the dungeon and be like alright apply the same idea

with a Korean Senagi how can we do this that can create so now it's a little bit of a puzzle let's differentiate it specifically for you and that'll keep you engaged

for at least two minutes now I can completely just leave you right yeah and then walk down yes walk down the path and then I'll see

a white belt that's definitely not going to get this yeah 100% not going to get this that person may already have been paired with someone who kind of gets it and be like yo can you just show him Senagi I see it's like a lower the level

of difficulty yes yes yes or hey just work on turn Senagi Koji just do that that's one chunk and then all you gotta do is break that hand and then oh you don't know drop senagi do tai toshi that's that you know taiho yeah i do okay just show that i see yeah and then you know you're walking down and you're giving like little bits and pieces to keep everyone engaged three you know five minutes, five minutes max, right? That's all you could do because you're

independently interacting with each little group if they need it, if they need it. Okay. If they're engaged and kind of doing it and figuring it out and you don't want to break their thought. Right, right, right. And then instructors are guilty this whole time. Let me show you, man. You're picking up doing the right thing. Oh, that's interesting. And you're breaking their thought pattern. You're interrupting them. So you don't really stop them when they're making mistakes? Unless it's egregious, no. Oh, I see. Yeah, because let me tell you something. They're engaged.

Right. That's more important. It's like classroom management, you know? If you're teaching math across the board in the classroom, right? And then some kids are just like, you got to help those kids kind of. Because those kids who are disengaged, like I don't get this quadratic formula. They're just sitting there doodling. They're not interrupting anyone. It's like, okay, do I really want to engage this kid? But that kid's going to fall behind and cause trouble down the line.

Right, right, right. So you kind of have to interact with that kid. You know what I mean? I see. If that kid starts acting up and walking around the classroom and stuff and messing around with the chalkboard like I used to, the teacher needs to discipline that and adjust that behavior right away. Yeah.

Right? Nipping the buns. Yeah. So it's three minutes, five minutes, three minutes, five minutes. And in that five-minute period, I'm guilty of this all the time. Sometimes I go to the sideline and then check my Tinder profile. Right? That's not really...

Way to do engagement. Sometimes, you know, we can't all be perfect. You know? But as an instructor, that's how you should be teaching the class. You're always, right? The goal is to get everyone engaged like they don't

necessarily have to do the right thing yeah because I guess if you're engaged eventually they'll pick it up yeah and let me tell you something

majority of the time if you're just standing there talking the whole time you're not engaged how about this one when you're doing forward rolls down the gym

right 80% of the class is just standing on the wall right right right right yeah I kind of the class is just standing on the wall. Right, right, right, right. I kind of hate that. I don't like that at all. You still do it though. I still do it sometimes. Because I make up for it in other ways.

If it's that kind of thing repeatedly throughout the class, it's no good. Right. But it's one time that's it. And I'm very, very aware of this. That's the only time people are just walking around, right? Yeah. So like if you apply this in the kids' class, you see this all the time.

All right, guys, sit in a circle. I want to have two kids come up and demonstrate each technique. Very bad, I'm assuming. Biggest waste of time I've ever seen in my life. That's when I used to be lost. I used to start daydreaming. What kid's going to sit there for freaking 15 minutes, one kid after another kid, after another kid doing their thing.

Some kids are freaked out. Like, oh man, I'm going to go up. I'm so nervous. Like they're just sitting there freaking out the whole time. Some kids are like bored out of their mind. Some kids are like zoned out. Like, and then it's like, all right, John, it's your turn. Little Johnny, little Johnny comes along.

What were we doing again? You know, and that reflects poorly on you because the kids are not engaged. Yeah. Right. So it's about total engagement all the time and then differentiated instruction. Literally, like, the differentiated instruction, I got a master's in teaching. Yeah. And they could have just told me that.

That's the only thing I got out of that program, literally. Right? You have to differentiate your instruction like okay all right and some kids are good at english some kids are not yeah you gotta challenge the ones that are very good and then you gotta dumb it down for the kids who are dumb yeah not getting it you know yeah so yeah so uh i'm the same i'm assuming the same principle applies to kids you already mentioned kid class

what so do you still do 3 minutes and 5 minutes practice like drilling shorter for kids like hey a lot of it is like hey man you guys ever see Batman flip some balls yeah let me show you that throw go we'll try this out we're not throwing yet we're going to do this and then you kind of tell him what's next

yeah right you always like leave them with like all right we're going to try this move and then sometimes it doesn't work because the person reacts back well we're gonna do that right and then kids will do this oh last week i was working out with this kid and he's going to go do that. And then, you know, he went on. So I went, I'm like, no, you know what? You can tell me later. Okay. Let me tell me on the side.

And I cut that off because you don't want a kid rambling and then boring everyone else. The kids are not engaged now. They're not engaged. Because that kid, probably a nice kid, doesn't have anything interesting to say. No, really. I'm curious to see what he knows, but not at the cost of everybody else's engagement in the room. Like, oh, one time. Johnny, tell me in two seconds.

Okay. All right, everyone, grab your partner. We'll start drilling this. Drilling it. And then, you know, we have an instructor on the mat each or whatever the format is Johnny what is it that you need to tell me Ippon Senagi

what happened Koji that's very good I like that that's amazing you know oh yeah sometimes I'll do like

oh you know what why don't you tell your parents yeah why don't you teach this to your parents yeah sometimes I go Koji like this in the open

I was like you know what why don't you show your mom why don't you show your mom get her to do a little judo. Try it out at home. Okay. It's like,

I already know judo, man. You know? But so it's shorter for the kids. You got to cut off that kind of a thing. Yeah. And it's always moving. And then in terms of like

active engagement all the time, if they're moving and having fun, they're going to be engaged no matter what. So with the kids, it's like one activity, another activity, Batman throw. Okay. Person resists. You're going to be engaged no matter what. So with the kids, it's like one activity, another activity, Batman throw.

Okay, person resists. You're going to teach Koichi. Okay, next, hey guys, do this and then we're going to do a reel on the mat. We're going to throw it on the crash mat. That's next, okay? And then if we're very good at that, we're going to do this. We'll do some Rondori. It'll be really fun. You know, Johnny, we're going to have to do kids around. We're going to do Tachibana around. The adults will be amazing. Bang, bang, bang, bang, bang, bang, bang.

Moving. Always have something going and then you have to be able to adjust and be flexed with it. Right? If some kid is messing around, he's not having a good time, you got to be able to adjust. And then, right? Yeah. And then the kid classes for you are generally shorter,

I'm assuming, because of that? It's shorter, for sure. Yeah. And some parents want a little bit of a longer one-hour thing. But to be on for an hour straight and do it for i mean i don't even teach the kids anymore yeah you know but like to be on for an hour back to back and then teach three four kids classes they're very difficult for most people yeah you know a lot of energy yeah not energy so there is like a little bit of like a warm-up chemi zppo. And every time there's some little isms that you throw in there,

you know, and here's a good one. Like, all right guys, we've been to this friends. Why are we doing this friends? Because let's just say you don't like judo. You play soccer.

What are some skills that you could take with judo? Right. We're working on athleticism overall. There's athleticism very important for judo. Yeah. And it's important for any sport. Right. You've ever going to do right right it may not be judo

maybe you know who knows what it is maybe soccer you know yeah maybe dance i don't know but let's take away something that's good from judo practice right it's gonna help you carry over and all this stuff and then you know those kinds of messages for the parents right right right all right because if the parents are engaged and they find it interesting, they're going to make sure that their kids are involved in it. Oh, so you worry about, I mean, I think we kind of

talked about this in another episode, but you also care about parents' engagement, like parents who are there to watch? Yes and no. The annoying parent

that don't really want to engage with that much, the longer they're on the phone, the better. Right. But you know what? We don't get too many of them. Right. Like I said before, sometimes those parents want

to see their kid do stuff. Yeah. But they want to use that time smart and answer emails and such. So I'll do those guys a favor if I like them and say, hey, Johnny's up for sprints. Mat one. Yeah, yeah. But they want to use that time smart and answer emails and such. Yeah. So I'll do those guys a favor if I like them and say, hey, Johnny's up for sprints, Matt won. Johnny's up. Johnny's bad. And they'll be like, look, yeah.

Yeah, they'll be like, Johnny's up. And then he'll see it, and then he'll do the thing, and the kid gets a lot of attention for that 10 seconds or so, and the dad gets to see it, take pictures, and he's like, you know what? My kid's doing great. And he can go back to doing his thing. Yeah.

Right? That way I'm,'m like doing them a favor hey engage a little bit and they're engaged in their own way and then they get to engage themselves in other things right so and sometimes it's like all right you know for instance like if there's a parent in the room you know and i want them to watch the judo like i'll make them do judo on mat one because it's right there. You know what I mean? And when I hold up the kids, I'll make sure I'm facing the parents so they can hear my tips, what I'm giving to them. Yeah. You know, so in terms of that, like, I was really, really good at this.

You know? Well, you can't teach all the classes. You know what I mean? Especially when you're a master like yourself and just a master and this is the thing if you teach like this sometimes it's hard to scale yeah because there's too many little yeah things you know what i mean so if you're listening to this and you kind of want to implement some of this stuff right the first thing i'm saying have a structure of like warm-up breakfalls whatever it is right your instruction

no more than three minutes three minutes five minutes three minutes at five minutes okay everyone's actively doing something yeah okay and at the very end of it you have to make sure everyone has broken a sweat because majority of the people there to work out right work out i don't give a shit about how good your title is. Nobody. I'm here to work out. Nine times out of ten, my end game is working out. Okay? If you get anything that anyone ever says, why they do martial arts, I want to get in shape, I want to feel better about myself,

I want to be able to defend myself. All those things really come back to me. I want to be a better athlete. Yeah. I want to be bigger, stronger, faster, leaner. I want to feel good about myself. And that is not sitting there learning about your shitty tai toshi. It's not.

Brutal. It is not, right? Yeah. Yeah. But yeah, that is a reality. Yeah. That's a reality. I go there to work out.

So even if it's like, all right, guys, we're going to do, you know, 20 of your favorite 10 throws fast. This is the last exercise of the class. Okay. Yeah. We've done our throws. We've done our Uchikomi. And this is like a 7 to 8 p.m. sort of situation. Rondori comes after.

After you send all the beginners home, if you can support that kind of a thing. Alright, this is what we're going to do. 10 speed Uchikomis. 5 push-ups. Other person goes 10 speed Uchikomi. 5 push-ups. We're going to put 2 minutes on the clock. And that's what you're going to do. That's your exercise. High intensity interval training.

It's one set. You're going to break two minutes on the clock, and that's what you're going to do. That's your exercise. High intensity interval training. One set. You're going to break a sweat, right? Yeah. Everyone feels good. What they came for has been fulfilled. Their central nervous system gets jacked up at 8 p.m., and they're not able to go to sleep until 2. If you look at ballet

yeah any ballet class whether it's beginner or intermediate advanced okay you teach it to the middle of the room and you're doing some differentiated stuff but you're totally engaged and it's a 90 minute class bro oh shit was it that long

yeah here's the combination see I don't even remember it being that long because I was totally engaged. Yeah. And even if you're disengaged, you're just sitting there checking on all the girls. Trying to make eye contact,

giving out high fives and shit. Yeah. Well, think about it. All right, first exercise. What are we doing? We're doing our tendus. Front, back, side. Yeah. Well, think about it. All right. All right. First exercise. What are we doing? We're doing our tendus. Front, back, side. Front, back, side.

Whatever. Plie. Okay. First position. Second position. All right. Go ahead. Go ahead.

Try it. Boom. We'll put the music. Music, go. Bang. Music goes and you're doing the fucking thing. Front, back, side. Whatever.

Yeah. All right. What are we doing now? You know? Okay. Let's work on a plie. First position. All right.

This is the combination. Everyone do it. Literally, dude, it's like 30 seconds of instruction, two minutes of doing it, 30 seconds of instruction, two minutes of doing it, bang, bang, bang, bang, bang, all throughout.

Right. Okay. And then later on, as you're getting warm, combinations get a little bit longer, right? Let's do the cross floor. We're going to move across the floor during this day. Right? Try it. And then you get little differentiated.

Hey, your pirouette. Keep your body upright. Hey, close your ribs. Hey, upright. Right? Don't bend over. Right? Hey, better turn up.

Right? Point your toes out a little bit. Right? Differentiate instruction as the person gets disengaged. Right? People are like, oh, shit, I suck. No, you're doing great. You're doing great. You know, come on, let's go. Ladies moving along, right? And it's just constant class management, total engagement, class management, differentiating instruction, you know? I didn't learn this from ballet, but like, you know, they do a very good job with this.

They could support 40 people in a class back to back all day long. They have classes from 9 a.m. to 8 p.m. All day they have classes. And then people come back, people come back, no one gets hurt, everyone's engaged, people go work out. It's so much of a better business than judo.

Why can't judo be like that? It should be. It should be it should be right yeah because randori is not for everybody it is not yeah

yeah it should be the smallest piece of your training if you're between white and green belt oh hmm yeah

a lot of people don't want to admit that because judo the big thing the big differentiator I guess in a way from other martial arts was that judo does randori. Yeah.

No, you have to do randori eventually. You got to do some sort of randori. But it can't be in a toxic setting where the guy who's standing at the top with their survivorship bias is like, I don't do this. Right. You can't have that. It's just too toxic, too dangerous. You got to look at the room and see who's in the room and adjust accordingly.

You know, no one wants to hear you talk for 30 minutes straight. So now tell me about Andori. How about for competition training, high level training? High level training like this. We've done that. We've done that. You've done that yourself. You've been on both ends.

You know, yeah. How, what would be the best way? we've done that we've done that you've done that yourself you've been on both ends you know yeah how what would be the best way or does it even make sense for most of the dojos I mean kind of sort of not really right

I'll give you an example Tokyo Grand Slam just happened I went to that right going there Team USA practice before because you're not

doing the camp beforehand Ed Liddy's there Ed Liddy's like alright guys we're gonna do training today right Ed Liddy's a. Ed Liddy's like, all right, guys, we're going to do training today. Right? Ed Liddy's a master coach.

He was an Olympian himself. He's an amazing guy. What's he going to teach us today? You know, he goes like this. All right, guys, start jogging. All right, Uchikomi. Combination. Moving Uchikomi down the mat.

Okay? Let's drill a little bit. Let's do some grip fighting. Okay? Transition to Nehwala. Let's drill it. All right, and if you guys want to do some more you can do some more go ahead Very self driven. We just gotta wait. You need to cut weight. All right, go ahead

Anybody have any questions? Eddie can you show me that thing that you did with the gripping? I was gripping with you Just you know ten minutes ago and you kind of like outgrip me like here. All right. Yeah, let me show you how it's done Right bang bang bang bang bang and you know, no prefaces or something like that. You're, let me show you how it's done. Right? Bang, bang, bang, bang, bang. And, you know, he'll preface it and stuff like that. You're not going to learn it right away, you know.

You got to drill it, whatever it is. And this is what I did. I'm like, okay, that's cool. That's something for me to work on when I get back to New York. Yeah. Who actually had ladies

from New York too, man. He's a Bronx guy. Did you know this? Oh, I didn't know. Yeah. Yeah. Yeah. Yeah.

We have similar roots in New York. New York is a powerhouse. Yeah. So anyway, like that's a practice for everyone. Everyone gets what they need, whether it's cutting or drilling or doing some light randori. You know, you're exchanging ideas with your fellow teammates because, you know, when you're on the U.S. team, they're from all over the place. They're not just from one place.

Some are from Pedro's. Some are from the Olympic Training Center. Some are from Florida and some are from California. Yeah. Yeah. You know, so like you're kind of, you know, someone from Florida and someone from California. Yeah. Yeah. You know, so like you kind of, you know, doing that and that's just how it is. You know, the goal of those things is not to like, you know, make leaps and bounds of new information to add to your game. It's just to refine, you know, ideas and get a workout in and co you know, and

then, you know, you have the training camp afterwards and the training camp's always the same too like all right guys this is even less directed tokyo grand slam training camp i guarantee you right now there's a camp going on right now not right now because it's 10 p.m in japan yeah like i bet you they had a workout already yeah monday morning probably just rando you know yeah all right guys start jog! 10 minutes on the clock! Everyone's jogging around in the Kodokan, right? Jogging around for 10 minutes. Alright, Uchikomi!

10 minutes on the clock. They'll say something like this. Lightweights go to Dojo 1, you know? Middleweights can go to Dojo 2. Women go to Dojo 3. Right? And then, you know, 90 and above stay up here in the main dojo and this is what we're gonna do guys uh you know 20 rounds of five go go and then we'll

do new wands afterwards maybe sometimes it's a certain it wasn't first it's all randori and then everyone's self-directed i remember verner was on the mat with me once at the tokyo grand slam he only worked on it with his guys oh he didn't even want to he had like three And everyone's self-directed. I remember Rene was on the mat with me once at the Tokyo Grand Slam. He only worked out with his guys. Oh, he didn't even want to. He had like three guys that he worked out with on rotation. And they were like middleweights. And then he would like drill his stuff, do like Rondori.

And then he'll go with like one or two dudes. You know, actually when I was there, he was working out with, I want to say Iliadis. Oh, yeah. But they're buddies. They're not going hard. They're not, you know, just kind of, right? Right, right, right. And then the young guy, the young Georgian guy who's never been on the circuit before is there

doing every single Rondoni with anyone he can put his hands on. Yeah. That's a different goal. Every one of these guys know exactly what they need to do out there. You know, usually because of the coach that they had on the sidelines, you know, like, hey, this is what you need to do. This is your goal, right? So it's a little bit different, you know like hey this is what you need to do this is your goal right

so it's a little bit different you know it's not like this is like top top guys you know they're all

you don't need to worry about engagement here because they're this is their life they're engaged man you know they're there you know so

yeah how would you be otherwise but what would you do yeah what would you do if a regular dojo, a commercial dojo, and then a lot of people are going to competition, do you even want to change up the class structure for that to accommodate those competitors?

Yes, for sure. The majority of the guys are competing at a high level. If I have a dedicated intermediate, let's just say, for instance, The majority of the guys are competing at a high level. If I have like a dedicated intermediate, let's just say for instance, right? I sent out an email to a dojo and said, hey, this is only for brown and black belts. Yeah. Right?

Come by. This is competition training specific. I'll do something like this. All right, guys. Not even a warmup. Go right into drilling light. Okay, that's your warmup. If you need to stretch,

you can stretch on the sideline, but 10 minutes in. Right. And then I'll show something that could benefit everybody. Yeah. And then we'll do drills. And then if I see a common mistake, right.

And something common, for instance, like I saw this other day, people not throwing in and drilling feints. Yeah. Right. And sometimes it can be as simple as this. Like guys,

show the face, show the face. And then people not really doing it. It's like when're boxing it's like head movement head movement right yeah because if you look at anybody intermediate they're just fucking throwing their hands out okay one two three uppercut uppercut bang bang bang right they're not really doing the defensive side of things right right right so show the defense gaining position show the fade do the technique right if they're not doing it i I'll say it. And if they're not really doing it still, if the majority of the class is not doing it, I'll be like, all

right, guys, bring it in. Look, listen, 20 seconds. Sometimes I'll say, stay where you are, just look inside, right? Hey, come here. Right versus left, you see this? I can't just go for Ochi, Osoto, Ochi, Osoto, Tai, Uchimata. Look, I'm fainting, switching directions, improving position, patoshi. Okay, you got to show and feint and improve position. You got to throw those in the drill. Okay, go. Literally a 20-second instruction. Not like bring it in, not sit down, not cool down.

All right, guys, look inside really quick. Something I'm seeing right now. Go do this. That's very helpful. So you keep them moving the whole time. 20 minutes in, man, they're kind of tired. They're drilling, you know. It's more important for them to do things. the whole time. 20 minutes in, man, they're kind of tired. They're drilling, you know? And then things that... It's more important

for them to do things. More important to do. And then, you know, when they get tired, they sort of default back to the natural thing. What Gianni did, you know, for the last 15 years

at a different dojo growing up as a kid, he starts to default to those. Hey, don't default to that, right? And actively kind of guiding him, right? No, no, no, don't do this. Why are you switching from this hand position to that position? You don't have anything there. Why are you throwing your hand over to that, right? And actively kind of guiding him, right? No, no, no, don't do this. Why are you switching from this hand position

to that position? You don't have anything there. Why are you throwing your hand over the back, dude? You're not taller than the guy. Most of the guys you're going to be fighting are not going to be your height, right? So don't drill that position because it's not going to be useful for you.

Things like that is very short, is very personalized. It's going to help them and direct them. And now they're back in that direction, right? Right. So like that would It's very short. It's very personalized. It's going to help them and direct them. And now they're back in that direction. Right? Right. So like that would be sort of my method if I had like a room full of black belts and brown belts. And it's fun sometimes to have that kind of a thing.

And that's the goal. You know, but this is an excuse, but New York's tough because it's so transitory. Yeah. Judo's so tough because people get injured. You know what I mean? And everyone at my dojo is working 9 to 5. 9 to 7 even.

Yeah. You know what I mean? We're making do with what we have and you got to see what your squad is like. Right, right. Colton's sitting real nice because he's in an area of New Jersey

and everyone's a local no one's leaving right if you can keep those guys those guys are all gonna be great right you heard it here first

I'm telling you if Colton does what he's doing for the next five years the dojo's gonna be one of the most dominant dojos in the country you know

I think that's what he wants and he knows how to do it he's got smart people around him he's done it himself and yeah you know so watch out smart people he started himself and yeah you know so watch out for colton brown judo center nice shout out yeah i i follow them on instagram

yeah yeah but anyway that kind of stuff you know the how to make your better judo judo better instantly shintarohegashi.com free yeah like Yeah. Like that stuff will help you, you know, for everybody. So you should teach that kind of stuff, you know? Right, right, right. Yeah. So the teach to the middle, but differentiate accordingly. And engagement is key. Total engagement is key.

Cool. All right, guys, I hope this was very helpful. I'm learning a lot of things too. Sometimes I get asked to teach classes, but I already see my mistakes from this conversation. So hopefully you guys got a lot out of this. Anything else? Yeah, man.

Foolproof method. Teach technique combination, teach a combination, teach a combination, go do it, roll for the next 30 minutes. Sort of the jujitsu model. Everyone teaches that way

yeah and there's nothing wrong with that yeah because that you can kind of scale you could have any black belt do it be like hey teach these three combinations

and then everyone rolls for the last 30 minutes yep you know you could stick to that too and you'll get enough people doing what they need to be doing mm-hmm and it's

it's good enough right actually I don't want to say good enough it's great enough if you can just keep to that I see but if you could do better if you could do better

you could really add a lot of value in the room then you could take it sort of my approach and sometimes you can just have each independent class be a seminar you can do that too as long as they're totally engaged you mix it up

so hopefully this was helpful might be more convenient than anything but go check out shintarahigashi.com and download your free video, how to make your judo better immediately that's right alright well thanks guys

and we'll see you guys in the next episode