The Shintaro Higashi Show - How to Be a Better Judo Teacher

Episode Date: March 18, 2024

How do you become a good Judo teacher, and what does a good Judo teacher even look like? In this episode, Shintaro and Peter critically examine the teaching methods of Judo in America. How valid is the "traditional" way of teaching that was imported from Japan? Is there a better approach? 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 shintori higashi show peter you first and foremost thank you to our sponsors jason levon fuji sports judo tv thank you very much you too can support us let us know join us on patreon do all the things you too can support us we would love to have you as a sponsor love to yeah and there are a lot of tiers in the patreon and depending on the tier we can give you a personal shout out jason lavan are our biggest sponsor so we give them shout outs every episode you can be on their list yep yeah like this hey jojo what's going on yeah we love you jojo yeah something like that yeah all right what are we talking about today teaching judo yeah how to be a better teacher judo teacher better teacher

better learners they all go hand in hand right yeah yeah and uh it's very very common for us to teach the way we've been taught yeah and we've said a lot of a lot about the traditional way of teaching just like hey thousands of chikomis two hours of Rondori, all that. And when you're teaching something that scales like a curriculum, you don't create free thinkers. You don't create innovators. You don't cater to the top tier of the grappler in the room. You're always teaching sort of to the middle.

You know what I mean? And that's just how the education system is structured. If you look at Common Core or any of the school things that you've kind of been through, okay, memorize the times tables. Memorize this. Memorize the vocabulary. That's why I read a book and talk about it, right? And if you're a brilliant genius like Peter who went to Princeton, you'd be really bored out of your mind the whole time. I don't think I was that bored.

You were bored. Were you challenged in school? Yeah, in certain subjects. I wasn't too good at trying to get up that's yeah we know that exactly english english uh tripped me up uh well i think well before we go uh move even further into this topic of educational system you know i have you know you guys have to know that this guy shantara has a master's in it you know so he knows a thing or two about teaching kids educate the education system and also yeah we're not really talking out of our asses yeah yeah so i have a master's in teaching english specifically english speakers of other languages right yeah and i stretched this

two-year program to like six years because i was on and off i hated it so much it was part of this thing my dad was like oh you gotta go get a master's yeah i don't give a shit what it is just go get a master's degree uh-huh you know and he i figured like all right here's a good idea i'll get a master's in teaching i'll be a teacher from like nine to two o'clock and then i'll train the rest of the day yeah yeah that's possible that was it that was literally my plan i was like work from nine to two but boy that's not how it is when you work for the new york city department of education oh good i mean you have to grade papers design like lesson plans and everything after that's the plans you get pressured into staying out of school

you got all these meetings there's so much other stuff involved. It's a full day thing. You know what I mean? And, you know, I hated it. So you decided to become a judo teacher by carrying that knowledge over to here. Yeah. I mean, I did a lot of stuff in between. I sold reeds.

I was a salesman. I did pharmaceutical sales. I did lots of different stuff. You know what I mean? Right, right. Right? Anyway. Yeah.

The point being, I took this two-year education right when i got a master's degree in teaching the one thing i got out of the entire thing right between like reading chomsky and reading all these articles and papers and stuff like this the number one thing really was to differentiate instruction so all the kids in the room are challenged in different ways okay and then obviously classroom management because you can't manage a room full of kids if they're misbehaving. Right.

So how do you like lead that, you know, how do you make sure the kids aren't talking out of turn and doing all this stuff? Having structure

and then having every kid in the room being engaged in a way where you're differentiating it so it's challenging at the right level for everyone.

So one way, I guess one way you, you know, we'll talk about class management after this, but one way to challenge everyone or get them, keep people engaged was to keep the instruction short, right? Would you say that's one of the strategies to keep everyone challenged, engaged? Sit there for 30 minutes.

Yeah. Half the room, even more. Well, tune out because no matter how interesting you are, strategies to keep everyone's yes challenged engaged sit there for 30 minutes yeah half the room even more will tune out because no matter how interesting you are people have very short attention spans yeah yeah if you're teaching at the night after a long day these people have been at work all day their attention span is already so fleeting yeah they're there to work out they're there to be inspired to learn something to be engaged right right so it's got to be in short bursts so i teach three to five minute increments always right right and then it's something that is a practical thing that they can do to teach themselves the thing all right we go snap down game position cut the sleeve whatever it is i'll do a backwards throw and a turn throw whatever

backwards so you do you do it turn throw you do the Parlay it how to connect it to is the placement of your foot. So this is like an intermediate to advanced thing So now Johnny might do a coachy cut the hair drop said Aggie, right? And then maybe I go up to him like you do if you're really doing good good with that instead of going drop say Why don't you go slowly to the opposite side? Differential that's interesting for him. I Not gonna give that same instruction to the big guy who doesn't do a turn throw like that so this way you don't necessarily have to divide the class like have the beginners class intermediate class advanced class all together all separate you can

keep them all together but you can give a basically give a open-ended topic i guess yeah in judo, and then let them fill in the blank. And then in the beginners, the brand-new guys will be lost. Yeah. They have no idea what they're talking about. That's why I have a separate beginner's class, right? Right.

You do have a separate beginner's class, yeah. And you need, this is inside trip. This is outside trip. This is an arm throw. Try it. Go do it. You know, 10 and 10. Don't give unsolicited feedback.

You need that a little bit in the beginning to have like, all right, these are the moves. Okay, now higher order thinking, how do these moves fit together?

Yeah, I see. How do you create a game out of these separate techniques? Right? Where is the gameness? It's not Osoto by itself.

It's not Ochi by itself. It's not putting them together it's hand positions setting it up, is the person going for counters main lines of defense that the opponent might do, stringing together those two things with feints, timing, putting those

two things seamlessly together you know what I mean? So the gameness is in between those two techniques So do you not show any... But you do... I know your class, but you do include some demonstrations during the instructions. Yeah, yeah. I demonstrate it.

Yeah. So you give one example and then you let people do other things? Or how do you... I'll give you an example. Right versus right, we're 50-50. Yeah. Okay? So now we're talking about hand position.

I want to gain position. I want to push this hand up, raise this hand. Yeah, yeah. Everyone knows this is very difficult to do. Here's some things I might do to set it up. I might feint and then cut the sleeve hand. Yeah.

The hand that I'm grabbing onto their collar, it's their sleeve hand. I'm going to try to cut their sleeve hand off by ripping my elbow in. Yeah. It's probably so far. As the hand gets to cut their sleeve hand off by ripping my elbow in. Yeah Okay, it's probably so far as the hand gets loose. I'm gonna punch this hand down. I have gained hand position Yeah, I might go for a back attack which is gonna be Ochi in this case inside trip Create space when I feel the person giving back now I have a turn throw and because my hand is in dominant position. I'm much more likely to get it right I can go for Harai

Here's an example. Bam. Harai. Bang. Right. But it doesn't have to be Harai. It could be Senagi. It could be Tai Toshi. It could be Uchimata.

Whatever you want to do, you do. Right. So that's an example of me teaching sort of a, that is closed for me. That's a closed exercise. Right. But the variables you fit in yourself. Yeah. Whatever technique that you do.

It could be Kosoda to Tai. It could be Kochi to soda yeah whatever you want to do right we're going back and forth on this plane it's sort of a linear thing back and forth and you're playing off of that and you got to make sure you're feeling your opponent to get the reaction because you're attacking the reaction so you're not giving like completely open-ended like, oh, it's a 50-50 situation. Figured it out. Then there will be like people will go all over the place. Actually, then people will be lost and then they'll lose. They will not be engaged in the class, right?

So I will do exercises like that. That's a little bit more of a different exercise, right? That's a little bit more like I'll do some of these technique segments where we're focused on specific sequences right yeah yeah and then throughout that time i'm talking about hand position and feints and different concepts that will kind of like you get internalized little by little because you hear me talking about it every single freaking time yeah yeah yeah but we're gonna go to 50 50 right collar sleeve collar sleeve i give them prompts and guides okay the goal is to get your hand above the person's collarbone yeah your hand higher and then your

opponent's collar hand you're gonna try to bring it below your collar hand right collarbone here are two ways to do this yeah if he's pushing down on the arm you can't lift your arm anymore so you pull him in the direction until they lose their balance so now there's no tension on the hand and then you could choke up yeah that's one way right second way you're trying to choke up and then move the collar hand you start pulsing the hand downward right downward downward downward to choke the slight then and if you can't bring the hand down you bring the whole gi down by shifting your whole collar right so there's two you see what i mean yeah yeah okay doesn't work what are some options from there right you take

the collar hand and try to rip it like we did in the early sequence yeah okay so now you have three tools that you can kind of circulate through ah right okay guys go try it by the way this is not a competition you're not trying to win every exchange. You're going to let the other guy go and win too. It's a back and forth, give and take, feel oriented thing. So now you're spending time on this specific task, right? Without the repercussions of getting bombed. Yeah, because we're not throwing here.

Yeah, you're not throwing there. So you're getting in position. You're losing position. You're trying to work out of that position right right there you go and then for the higher guys all right you guys could do ashiwaza also right i see side the ashi faint stuff i try never to like let anyone throw anybody during these exercises because sometimes we have 40 guys on the mat yeah yeah and because we're in a small New York City dojo, people land on each other's knees. Right? Right.

So these kinds of guided exercises are really, really good for learning. Because it's self-contained enough that people can work on it in a limited amount of time, but also it has enough variables inside of it that people of all levels can do their own thing so that they stay engaged.

Yes, correct. Another example, right side versus left side, inside or outside position. Who gets to decide inside or outside position? Call it. Whoever reaches first and like inside, outside. Whoever starts the inside, I guess, gets to decide? No, whoever puts their hand on the collar first.

Yeah, right. Because if you have the collar on the hand, they don't have that collar on the hand. You can prevent them from getting inside position. Right, right, right. And then you let them go outside. If you want outside, you have the collar hand, you can prevent them, and then you let them go outside if you want outside you have the collar hand you could prevent them and then you let them feed inside right yeah yeah so getting that first hand on is a very important skill yeah all right guys right side versus left side the goal is to put your hand on the collar not grab it just touch it

so you're trying to do distance management you're trying to learn how to parry that hand coming up yeah so it's kind of like doing uh orthodox versus Southpaw just jabbing to the face essentially, but it's a little bit lower by the collar Yeah, yeah, so it teaches the people to keep your hands up I could say forever until my face is blue like alright keep your hands up. You're gonna put your hand here here here here here Yeah, right when they get the mandatory time, they're gonna forget their hands get down the tired They're not managing distance, but're going to specifically do this drill two minutes at a time maybe three rounds of this so you get six minutes of just working in this range right right right it's like don't get too crazy because you might throw your finger and then jam in the eye so start off and like nice and easy

yeah don't even keep score right it's okay right bait it parry the hand put the hand on here are a couple different tools right yeah reach back like a pull counter like a boxing i see they reach for the collar you pull back they can't touch it yeah and then as they're bringing their hand back you go and touch your collar oh or you leave the chest open they go to grab the collar you parry the hand down and then you touch the collar yeah so like now we give them two or three different tools and they could just go figure out the rest themselves right so this um this is more this type of guided exercise as you put it all right we we want to use them because for hobbyists which are the majority of the judo cards in the states they don't have enough time mad time to be doing all kinds of like exploration all by themselves like they do in japan like the

collegiate athletes in japan right yeah so they don't they haven't spent like collegiate athletes in japan professionals and same professionals have spent their entire lives honing these skills from their early age yeah and then so they are skilled enough that if you just have them like run for two hours they're gonna figure different things out right but we just can't afford to do that that's why we're emphasizing these guided things and it's not just time it's not just time it's feeling safe feeling safe right i see when you're in school and when you raise your hand to answer a question and Johnny the bully is like, oh my God, I cannot do this. It's like you are afraid to ask questions and say things in class. Right.

So now all of a sudden you're in a kind of an unsafe environment where you can't really speak up and give your opinion because people are going to laugh and think you're dumb. Yeah. Right. Especially if you have like a strong Asian accent and be like, aha, gotcha, whatever. where you can't really speak up and give your opinion because people are going to laugh and think you're dumb. Yeah. Right? Especially if you have like a strong Asian accent and like, aha, gotcha, whatever. So like you want to like limit that. Yeah. And if you're in a safe environment where you can take risks and say things and, you know, have open dialogue about anything and everything.

Right? Yeah. You know, you should be able to give your opinion about certain hot button topics without offending people. Yeah. No, seriously, right? Yeah. You should be able to give your opinion about certain hot-button topics without offending people. No, seriously, right? If you have more open conversation, the more you can learn from all the fun. Same thing in these environments. You're taking the risk of getting thrown out of the window.

And you're only working in the subsection. And there's no repercussions of wins or losses. Because it's like, hey, you're letting the guy win too. So it's a give and take so when you encourage yes and when you lose position you can stay in it right and work on being in bad positions because the better you are the less time you spend in bad positions if you're doing randori yeah there's a there's a relevant concept in AI similar to this. It's called exploration versus exploitation. So you want to give an AI agent enough freedom to explore,

but at the same time, that means you have to sacrifice on efficiency because it's like doing random ass things that may not even pan. So you also want to restrict the freedom in some set to exploit what works best yeah so it's a it's a balance so you want to give people you know freedom to try different things out but you don't want to give them too much freedom so that they go off the wrong ends you know that will never work yeah like if you're playing chess you don't want to move your a pawn up one yeah exactly like that's a horrible open i don't i don't know we'll reach it on a3 so we don't we don't want to we want to prune all those bad behaviors earlier and kind of like

through beginner classes to give enough contextual knowledge so that people can explore different things yes the right way yeah and i think a lot of schools are doing that and they call it like games yeah grip fighting games or this game or first-hand touch or whatever it is whatever you might want to call it you know we had an episode on that yeah yeah and i don't like calling it a game but it's a teaching tool we're not really playing a game yeah for me a game is like oh let's take the ball and throw it in the net you know and this isn't uh it is fun right goals and there's preventative things and resistance and obstacles but it's like a learning tool you know what i mean yeah and i think these are the ways to kind of you know optimize yeah optimize them you have to teach this stuff

and limit the risk yeah and you have to be able to teach to the skill in the room and if you do these exercises you can get really good at this one specific thing that we're doing touching the first collar and you'll notice the guys who are really good at gripping are very good at that. Right. Right? And then those guys, two black belts doing that same drill, looks very different than two green belts doing the same drill, but they're all learning.

Yeah. Yeah. And that game will never be boring. Yeah. Because you're still trying new ways, right? Opening the hand out, parrying with the other hand, and going over the back. Yeah. And you just give them a couple of tools. Right, right. You know what I mean? ways right opening the hand out parrying with the other hand and going over the back yeah all right

and you just give them a couple of tools right right you know what i mean that makes sense so now i want to talk a little bit of class management but i also want to touch on the traditional methods like uchikomis and randori like how they play a role yeah so class we already kind of talked about class management you know about like short instructions and whatnot anything else you need to work uh watch out for yeah class management when you're teaching you're scanning the room at all times for attention right you're looking for the attentiveness yeah and when you see some people like chilling off in the distance or even when they're asking questions and i know i got a little bit of heat stop asking dumb questions in class, you know.

And I'll tell you, man, like ever since I said that, people are a little bit weird asking me questions or whatever it is. And now when I get a question, I sort of make a mental note and note it later on whether the question is really good or not. And the data shows like a lot of the times they're just asking questions that i'd be repeating myself uh-huh which means i'm not doing a good enough of a job presenting the information they're bored they're daydreaming and then they're not paying attention they miss something right so there's a lot of different factors that play because teaching it's give and take you know you have to have good learners and good teachers that it's a conversation really yeah so i think like class management you have to be scanning the room to see if people are engaged yeah even when you're doing the drill

like that first hand on the collar you'll notice if you did two minute goes and five rounds by round four and five people aren't doing that drill anymore they're not yeah yeah the perfect time is one or a minute one minute or a minute 30 yeah maybe three to five somewhere in between depending on who's in the room yeah and what else has been taught how it integrates the other thing if the theme is right side versus left side and it's like i cannot express how important it is put your hand on first if you want that inside position right but that means nothing if the people in the room are all beginners and they don't know whether they want inside or outside position right right and then you get a regular teacher that's been doing judo their whole life they'll say right side versus left side kenka yotsu okay inside position is always better this is how you

do ochi taiyatoshi from here bang bang and then just drill that for 30 minutes not a very good lesson in my opinion yeah you see what i mean the premise is the premise itself is wrong it's not always the best yeah yeah so okay right side left side. Do you like inside or outside position? Outside position. Okay. Pretend for the sake of this drill that you want outside and he wants outside. Go. Right?

Yeah. You know what I mean? And sometimes there's not enough right and lefties. So, it's like, all right. Who's interested in pretending to be a lefty? Yeah. Right? Well, sometimes it's like, all right, we're doing two-minute goes.

It's like one minute, one minute. Both sides have to flip-flop. You have to be bi. Go both ways. Yeah. Yeah. And you know, it's an interesting drill. And then some people,

even at like green belt level, like, dude, I felt so comfortable leading with my left leg and punching my left hand on the collar. Right. Do you think it's worth me going down this road of being a lefty yeah why not try it who knows you know if that's and then you know everybody who's ever been taught judo be like never switch that's a creative exploration yeah it could work if you have the good lefty game yeah yeah people say not just

people tell people not to switch because a lot of times they don't have anything they're just switching out of frustration all right so that's class management making attention is the you know scanning for attentiveness you need to have everyone's attention yeah and that saves a lot of time and better learning environment all that yeah so now let's talk about uchikomis the thousand of chikamis and our randori sessions like we literally do at the beginning of the class guys class just started you have five minutes to do chikomi just a warm-up but now i don't give a a weekend and how is your kid whatever it is do your stuff you want to explore.

You can just use it to go in and just warm up your body. Guys, this is a warm-up. You should not be bullshit, how was your kid, whatever it is. Usually, all right, guys, five minutes to do drills. That's it. Five minutes to go. All right, guys, bring it in. We're going to do instruction.

Right. First three-minute clip of instruction, they go do it. Another three minutes, they go do it. Another three minutes, they go do it. All right. What we're going to do now, first-hand touch on the collar, touch on the collar right or 50 50 we're gonna start trying to gain position this is not this is not a freaking combative game yeah trade off wins and losses if you're losing in position stay in the pocket try to fight out of it winners can show faints and techniques and blah blah blah okay uh how many lefties do we have in the room? Who's working right versus left? Can't go to? Okay, make sure you grab yourself

a lefty. Okay? Things like this. And then, what do you do? Do you do a round after that? Usually,

Nagakomi, three person Uchikomi, those are also some sort of guided thing, right? Right, right, right. And it's like a little bit more impact,

higher impact. Maybe we go right into grip fighting after that, you know? I see. So, like,

it increased the intensity a little bit in order to prepare for randori maybe i'll do newaza too who knows yeah what kind of throw is newaza yeah that was the funniest thing eugene has ever said he's doing yeah he's so funny anyway so then to wrap up okay so we got i think we gave all this like more modern structure uh on how to run a judo class but so what do you i can already see people commenting like oh you gotta do beginners have to do a lot of which comments to get you know get used to the movement and all that and then to be more fluid and all that do you see do you see that because i on from a certain perspective i kind of see the point yes and no yes and no

because if you've done true japanese judo like in japan yeah in a traditional sense i'm talking like five six every single day two three, every single day for decades on end. You've been to Japan multiple times. You competed on the international stage. You've been around some of the best judo teachers in the planet. You've been around that. Then you could guide people into doing good uchikome. But majority of the time, if you don't have an eye for it, people are just reinforcing bad habits over and over and over and over and over again.

eye for it people are just reinforcing bad habits over and over and over and over and over so it's not really worth your time having these guys do all these bad uchikomis and you know they can't even diagnose it because that's how they learned it and it's not their fault it's not their fault a lot of us have jobs and doing this as like a hobby for the love of it we just don't have the time or the energy to focus on it the way we want to i see but that doesn't mean you shouldn't be a judo teacher you should 100 be a judo teacher yeah you still have to get your education right yeah and it's to listen to podcasts like this and you know buying all my that's i see so the quality of because of the because not a lot of people have gotten the best education around the proper way to do uchikomis it can in turn reinforce bad habits reinforce bad habits and it's a combination

of a lot of things yeah if you have four hours to do judo every single day yeah yeah do an hour of good uchikomi and there's schools in japan that have that yeah right right for an hour of good uchikomi. And there's schools in Japan that have that. Yeah, right, right. For an hour, we're just doing uchikomi in finance. Oh, my God. We should not fight that. Especially at the middle school level, yes. Oh, they want to get the drills in, right? When they're young, right?

Dude, university level, they don't do any uchikomi. They're like, all right, guys. Jog around the mat for freaking 10 minutes. We'll listen to music. We'll bullshit talk about your day get your mind right and then we're gonna do

10 minutes of Uchikomi go just to warm up not guided not guided everyone's expected to know how to do Uchikomi alright guys

we're doing Nondori now 7 by 7 7 minute rounds right 7 7 cycles of it yeah ok now we're finished with that alright we'll do 5 by 5 Nehwaza 7 minute rounds Right 7 7 cycles of it Yeah Okay

Now we're finished with that Alright we'll do 5 by 5 Nehwaza Go Hit it Okay we're gonna go back To our feet 8 by 5

And then we're done For the day You know I see And then at the end of it Jiu Kenkyu Like go Work on it

By yourself Combinations Drills Do whatever you want For 20-30 minutes Oh Jiu Kenkyu means It's like A free experimentation Free study by yourself, combinations, drills, we'll do whatever you want for 20, 30 minutes. Oh, GKQ means like, it's like a free experimentation.

Free study, yeah. Free study, yeah. Yeah, GKQ, right? So that's the model. But if you go to a middle school program, they're teaching Ippon Senagi, Senagi, 100 times,

blah, blah, blah, over and over. They might be doing 1,000, you know? But we don't have the time to do that in like this society that, if you listen to this podcast, you don't have the luxury to be doing a thousand you know but we don't have the time to do that in like this society that if you're listening to this podcast you don't have the luxury to be doing that yeah no one do you want to do that and although hobbyists you know the brains you know your brain

is not as like or body are malleable as like middle school kids who've been doing for a while and all yeah it's a different context so then the problem is that some t a lot of the teacher judo teachers in america bring that model and try to that works well for kids and apply that to adults it could work for adults too if you have the time yeah the issue is this a guy in japan goes to the system yeah Lucy that it says to teach judo yeah I go when I was a young man I did you have to do a thousand uchikomis a day or you'll be nobody so now all these guys are like alright let me do a thousand uchikomis and not doing anything else there's reinforce about

habits and a lot of old Japanese judo teachers aren't very like feedback heavy what do you think your dad was you pop up like that yeah yeah it goes like that I remember when I first went to kakushikan when I was like 15 years old yeah and I got there and I was in a chikomi and they were like what the hell is that oh they thought you you're always horrible okay they were like you they could clearly tell that i was not from there uh my face is japanese yeah they're like this kid's a high school national champion over there so they're like this kid must be pretty good oh i have the look yeah once then once I started doing Uchikami, they were like, no, no, no, no, no.

Oh. And then they taught me how to do Ochigari. They go, put the foot here, open the gi chest to chest, hand goes like this, hand goes like that, and I was offended. I was like, what the fuck is this? Yeah. I know how to do that.

I'm already a high school national champion. I'm like an all-state wrestler. Like, what do you mean? And they're like, no, no, no, no. You a High school national champion I'm like an all state wrestler Like what do you mean Yeah And they're like No no no no You gotta And then I was like

Embarrassed And we drilled That for like Three hours Oh god And then it was like Alright we're doing Tachibaza Rondori

And I got smoked Oh Yeah Damn I got smoked Man That must have been An experience

Yeah It was horrible But it was the best thing that's ever happened i know yeah now yeah yeah right but yeah so you know you've got somebody going through this system coming over and teach it now all of a sudden generation after generation they're teaching it this way in the setting of hey there's a membership fee hey this is a hobby thing that you can do and learn. You have to do 1,000 Hikomis. They're not a hobby then. Horrible.

It's wrong. It's just straight up wrong. Don't do that anymore. With Hikomi, there's a big point of diminishing returns. Yeah. It's not huge ROI, especially if you can only have

an hour to train in the evenings, three times a week, two hours to train in the evening, twice a week. It's not worth spending all your time doing right right

you know what I mean yeah don't do it do 30 uchikomis a day 5 minutes as a warm up 5 minutes is enough

really yeah because there's so much outside of it you know what I mean yeah got it yeah

alright I think we covered it all I hope you guys found this episode very helpful uh been i think lately we're we've been focusing a lot on like how to run the dojo how to teach judo at the dojo kids and adults make sure to check out the kids episode yep with joe coker yep um anything else yeah man we're gonna start having more guests on i think so if you know someone that's super interesting let me know let let peter know don't let me know you can find him on instagram why you kw yeah no it's uh kunupeter k-e-u-n-w-o-p-e-t-e-r you can

hit up shintaro too no too he'll somehow flow back to me either way yeah I'll just forward it but yeah let me know and yeah

thank you very much for listening and we're always looking for sponsors to sponsor the podcast so thank you guys great yeah alright

that's about it and we'll see you guys in the next episode