ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

JUDO-RON 60: Judo transformation or deviation?

Judo as a universal sport
With its roots undergoing practical tests centuries ago in the military fields of Japan, Judo as created by Jigoro Kano remains a complex art. It is commanding a long apprenticeship and substantial efforts to master all its components. Even today, after the many changes which were added to its instructional approach, it is still a physical, intellectual and emotional endeavour difficult to sustain. The International Judo Federation has recently reportedi that: At the 2012 London edition of the Olympic Games, 135 countries participated, which represents a record number of participation since the creation of the Olympic Judo Tournament in 1964. This places our sport in the top three most popular events of the London Games. There were 387 athletes participating in 492 matches of which 248 were in the mens divisions where 1109 techniques were performed. Of all the contests, 39% terminated by Ippon. (64% of which were a results of Tachi waza and 34% of Ne-waza). 19% of the matches were decided based upon the awards of penalties for displaying negative judo. The most popular throws were of the shoulders/hip groups. The supremacy by Japan over others has been substantially deluded since 23 countries got access to the podium. Among the women's categories, 823 techniques were paving the way to the seven gold titles won by seven different countries. The favorite techniques in the various divisions were of the hip, hand, leg and sacrifice groups. These statistics clearly illustrate the worldwide appeal and dimension that has transformed judo since 1882. Judo maintains its place at the forefront of the combat sports competitions. Ever since its introduction as a world sport at the 1964 Olympics games in Tokyo, various forms of competitive venues have commenced: national Shiai, international championships, world events and grand slams circuits have had a considerable impact not only on the tactics and strategies of fighting but also upon how the public perceive and comprehend the evolution of the judo pedagogical discipline as taught by Jigoro Kano. Judo as a sport is much visible yet it is just one of many components of the judo ensemble which are equally interesting and valuable. It would be nave to think that only the competitive aspects should be valorized.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Original components
The educational systems introduced by the founder contained four elements: knowledge acquisition, skills development, customs protocols and matured values. For the judoka, they are represented by the technical study of the Gokyo, the analysis of Kata, the performance of free exercises in Randori and the formal lectures/questions-answers periods known as Mondo. The Shiai or formal testing in combat situations was principally developed from the necessity to defend the Kodokan teaching methodology and assert its superiority against rival Ju Jutsu schools in its early days of the Meiji period. To regulate the matches, formal challenges criteria and combat rules were later designed by Jigoro Kano. These rules were later introduced for national wide challenges or championships occurring at different periods. The competitive aspects of judo (Shiai) gained even more impetus after the death of the founder in 1938 and became a fifth element of the judo compendium. Popularity of Judo competitions grew to its current attractive level under the sponsorship and guidance of the International Judo Federation since 1959. In the series of published articles entitled JUDO-RONii, I have discussed several aspects of competitive judo and other facets of its curriculum. It was acknowledged that technical competition skills and preparedness evolved considerably with the constant application of scientific knowledge and methods. It was demonstrated that improvements were made to coaching methodologies to include more strategic and tactical issues. Also covered was the adaptation necessitated by the imposition of new combat regulations over the years. Teaching judo theories and practices have been influenced by various cultural and societal approaches towards physical education and combat sports. Judo is universally being practiced in schools, in private dojos and in sponsored establishments. These venues may well have different objectives. Are there divergences, transformations and evolutions that need to be addressed? In view of the successful presentation of judo at the Olympics, there are generally three questions the purists will surely ask: 1. The validity of the original concepts. Have the four traditional elements or concepts been retained or have we deviated from the original course set by Jigoro Kano? 2. The popularity of competitions. Is there too much emphasis placed upon the Shiai and the physical dimensions of preparing athletes for combat fitness? 3. The harmonization and co- existence. Are the original intellectual values in danger of disappearing or can they survived in harmony with the Shiai element?

The purpose of this article is to address those concerns.

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ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Retention of core values

Jigoro Kano Head Masters Seat (Shihanseki) in the main dojo of the Kodokan Institute

The original pedagogical concepts

In the mid-1800, following a long period of isolation and governed by a feudal regime, Japan began to change its society from agricultural to industrial based economic structures. It slowly opened its territory to trade with others by allowing parsimonious access to Nagasaki. Unable to fight mounting superior and foreign invasions to its territory, Japanese authorities struggled politically with the decision on how to cope with this new threat; fight or integrate. It finally decided to assimilate the foreign cultures and strengths in order to improve its own situation. During that period, known as the Meiji Restoration, the Imperial rule was restored and the prevailing national slogan became: A rich country and a strong army or Fokoku Kyobeiiii. Major efforts were made to modernize the various infrastructures in in search for equal respect and parity with the western powers. The field of education was substantially transformed from 1873 to 1899 with government support and sustenance by the ruling class. With much enthusiasm and proper founding, thousands of schools were established in several regions with the views to increase the popular access to education at various levels. Reforms provided the necessary curriculum abstracted in part from various western styles. They were intended at producing better citizens, increase the loyalty to the Imperial regime and provide the necessary skills to cope with the demands of a modern society.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Kano the educationalist
Jigoro Kano was born in Mikage in 1860 and later moved to Tokyo in 1871. There, he received private tutoring at different schools and learned English and German languages. As a brilliant student, he entered the Tokyo Imperial University in 1877. It is there that he made contacts with several influential Japanese personalities and noble families involved in the modern transformation of Japan. He studied literature, classical writings from China, Asian philosophies as well as Modern European political systems and educational processes. Part of his study curriculum included the French works of Auguste de Compte on social positivism, John Mill on political theories, philosophical, dissertations by the German idealist and author Friedrich Hegel and the writings of John Dewey the founder of the modern American educational system. He later travelled extensively abroad and gained additional knowledge that would be reflected in his personal philosophy. Jigoro Kanos martial arts education began around the same period with his introduction to the rudiments of Ju Jutsu by Teinosuke Yagiiv . He later joined the Tenshin Shinyo School where Sensei Hachinosoke Fukuda was teaching a style of Ju Jutsu based upon the instructions of the Yoshin and Shinno Shindo Ju Jutsu. Brian Watson v commented upon the pedagogical system in use at that school as follow: Master Fukuda believed primarily in teaching by experience rather than by explanation. He therefore would repeatedly throw his students, Jigoro Kano among them, until they understood how the technique worked. In the dojo, students learned strangulations and pinning techniques and practice Kata forms as well as engaged in free form training called Randori. Following this directed apprenticeship, Jigoro Kano searched for another teacher after the death of Master Fukuda. He took refuge with Master Iso who continued the teaching of kata and Atemi-waza with similar and concentrated discipline. Still looking to grasp additional expertise, Jigoro Kano was later introduced to the headmaster of the Kito Ju Jutsu style in the person of Tsunetoshi Iikudo, a master of both throwing techniques and kata forms. With the latter, Jigoro Kano could spontaneously express himself during free practices and further developed his comprehension of the principles of Kuzushi.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

In 1882, Jigoro Kano felt that time had come for him to begin his own school. In the formative years of the Kodokan (1882-3), it was told by the historian Brian Watson that professor Kano gathered his few students and speaking of Ju Jutsu practices, he told them: vi In my opinion, the ideal should be to prevent fights, to promote education, and to cultivate good manners and civilized behavior. From today we will no longer practice Ju Jutsu. We will practice something new, which we will call judo. We will preserve gentleness and flexibility. In judo we will focus above all on the way, the path itself. Techniques will be secondary to achieving understanding of the way. To train men of good character for life judo is the ideal way. Judo is the most effective way of using both willpower and physical strength. At this dojo, I shall teach judo and call this dojo the KODOKAN. Professor Jigoro Kano reinforced the theme pertaining to the evolution of Judo from Ju Jutsu in a subsequent lecture to his students several years after. (1898)vii it was recalled that: While studying Jujitsu, not only did I find it interesting, but also realized that it was most effective for the training of both the body and the mind. So by taking together the good points I learned of the various schools and adding thereto my own inventions and discoveries thus, I devised a new system for physical culture and moral training as well as for winning contest. After cumulating his learnings and studies, Jigoro Kano introduced pertinent personal innovations and decided to adopt the name JU D0 to better reflect what he conceived to be an ensemble of four cultural activities needed to build a better person and serve his Emperor. His concepts far outreached the previous applications of Ju Jutsu, Yawara or Tai Jutsu. Jigoro Kanoviii chose the word Judo and associated it with his school, thus the method Kodokan Judo made its debut. There were various reasons why I chose not to use the term Jutsu which described what was ordinarily practiced and instead employed the name Judo. The main reason was that do/way is the major focus of what Kodokan teaches, whereas Jutsu /skill are incidental. I also wanted to make it clear that Judo was a means of embarking on the do. He offered a coherent and progressive path where the principles of adaptation and fluidity would prevail. He conceptualized the use of judo to guide the attainment of individual improvements and as such respond to the nation building challenges. Not only did he establish the theory, but he also provided the practical means.

The two original principles

In the Kodokan 1951 brochure, Risei Kano, then president of the Institute, reaffirmed the two principles of the Kodokan Judo as follow: The technical formula of the Kodokan judo was completed around 1887, while its foundation was gradually built up until it was perfected in 1922, the year in which the Kodokan Culture Society was established and a social movement was launched under the slogans: Tairyoku (Seiryoku) Zenyo (Best use of energy) and Jita Kyoei (Common Well-Being for All).

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Social dimension
It is reportedix that the concept of "JITA KYOEI" or Mutual Welfare and Benefit may have been matured by Jigoro Kano following his timely encounters with the leading philosophies of the Western world and his subsequent contacts with personalities involved with the Olympic Movement. It is speculated that Kano's principle made references to the introduction of his Kodokan Judo stemming from the transformation and adaptation of the old Ju Jutsu. The statement is said to encompass modern social concepts being harmonized with the old training ideas retained from the eastern culture. That fusion was regarded as one of the best way to ensure the future prosperity of Japan. Being primarily an academic person and an idealist, we soon discover that Jigoro Kano had designed far-reaching aims for his judo. Although favoring the physical educational potential of his activity, he also saw in elements of self-defense (shobu ho), fitness (taiiku ho), and moral education (Shushin ho). These later ideas were also prevalent in Confucian thinking of his time. To generate his new concepts, it is understood that Jigoro Kano cultivated his ideas in solo, wrote his notes in English and tested his premises against the notes he made from research documents obtained from various Ju Jutsu schools. Similar to Dewey, Kano displayed an interest in philosophy and physical learning. They both believed in the inter-relations between intellectual learning and physical experimentation. Judo was therefore conceived to encompass theories and practices. Because his ideas were challenging to existing principles offered by rival peers schools, it is reported that he used his own students to mature his ideas. It is within such closed confinements that he demonstrated the linkages between physical performance of techniques and their deeper philosophical meaning. It is interesting to note that the goals of Kano's educational philosophies and methods were somewhat similar to the forthcoming goals listed in the Japanese educational programs that appeared during the early 20th century and which were to: 1. 2. 3. 4. Develop minds, bodies, and spirits in equal proportion, Increase patriotism and loyalty, especially to the Emperor, Teach public morality, and Increase physical strength and stamina, especially for the purpose of making young men more fit for military service.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Syd Hoare the historian mentioned the polyvalence of Kano in his article about Kano the educationalist as follow: x The different aspects of the multi-talented Jigoro Kano have often been contrasted. On the one hand he was the man who created the very physical art of Kodokan judo and on the other hand he was a school teacher. His work as an educationalist was defined by the various educational institutes that he supervised but he also served the Japanese Ministry of Education. As a senior counsellor/advisor and head of the teachers training school, the variety and depth of his works placed him at the centre of the Japanese educational system.

Daigo Sensei, 10th Dan using an ancient armour to Explain the Koshiki No Kata. 2012

The teacher with hands-on approach

Both at the Kodokan Institute and at attached schools, Jigoro Kano tried to balance his methodology through the teaching of the Gokyo or the five groups of eight representative techniques. The selected groupings were to be studied from the simpler to the more difficult technique as they were intended to complement each other. At times, during his lessons, he is known to have used small wooden dolls with free moving joints as training aids to illustrate the principles of Kuzushi, Tsukuri and Kake. In the earlier years, when the number of students was restricted, he would personally teach the Kata and supervise the Randori exercises. With the teaching of katas, he wanted his students to learn how to handle the various defenses and attacks forms by using the principles contained in his Kuzushi-Tsukuri and Kake formula. Aware of the limits imposed by the rigidity of the kata ceremonials and protocols which prevented the free experimentation, he ensured that the same principles could be tested during the Randori exercises.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Jigoro Kanos views on the simultaneous curriculum of Kata-Randori was noted by Syd Hoarexi and expressed as such: I research and thought about kata and Randori. As a result, I noted that against a person with little bit of Randori training, the old kata training did not have much effect, that Randori was more realistic than kata and consequently more interesting. I began to fear that kata would be ignored so in the early of the Kodokan, I did not teach the kata separately from the Randori. I adopted the principle of teaching the kata in between the Randori and weaving them together. This was like mixing grammar and composition at the same time. Jigoro Kano concentrated is efforts in the development of the Randori type kata or Shobu (friendly match or game) with the introduction of the Nage no Kata and the Katame no Kata during the period 1882-1887. The former was intended to impart the understanding of the throwing principles and the latter, was chosen to teach the techniques of restraints, strangles and joint locks which could be applied during Ne Waza segments of formal competitive situations (Shiai). Armed with these basic learning instruments, (Gokyo-Kata-Randori) the Kodokan began in 1884 to organize monthly contest events, inter-dojo encounters, mid-winter and summer training programs and periodic Red and White amicable individual and team matches. Later on, beginning in 1887, there were inter-scholastic games, metro championships and the Emperors cup which captivated the interest of judoka and spectators alike. These regulated events, amongst many others, became the prelude to the great Shiai training route chosen by the Kodokan to expand judo in primary, secondary and university level programs. Initiatives were also made to send abroad, several of its experts to introduce judo beyond its borders. In parallel with the competitive venue, the Kodokan began in 1911 to train new judo teachers with a special curriculum encompassing judo theories and practices associated with other academic subjects. In 1939 other courses were designed and delivered to advanced teachers via its educational and international departments. With the continual growth of students practicing at the Kodokan and the other personal obligations that held Jigoro Kano away from the Kodokan, the day to day management of the institution was delegated to managers and a corps of teaching staff made of his most prominent assistants. The weekly lectures on ethics, social manners and moral character were discontinued to make ways to written dissertations available via monthly Kodokan publications.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Modern approach to teaching judo
When we consider that the innovative curriculum established by Jigoro Kano is a mean by which his social and educational philosophies were efficiently transmitted to new generations. We can say that the Kodokan Judo components are still valuable today as means to provide for the acquisition of a distinctive knowledge, the development of new skills, the gaining of matured human values and that they provide some social and ethical customs to emulate. The pursuit of judo training takes various routes according to individual inclinations and physical capacities which are mainly influenced by age, mental, emotional and physical development. If one scans the Internet to search for current dojos teaching programs that best fit his needs, one will find that most dojo have retained the original syllabus. The delivery methods may contain minor variations in accordance with the countries and federations where judo is practiced and where there are particular needs of judoka. Children may enjoy it as a game, youths may seek the physical and emotional vigor found in fighting an opponent, the mature adult may use it as a recreational hobby or as a general fitness activity while older adults may practice it and analyse its principles to gain additional wisdom.

Governance and supervision

National judo associations and federations have established criteria for its governance and have assumed leadership over judo activities within their spheres of influence. Organizational management strategic planning, resources planning and developmental issues as well as membership activities are common elements: teachers and coaches are normally accredited and registered annually, grading syllabus are composed around the technical requirements found in the Gokyo and Kata dimensions, candidates are required to perform various Randori exercises and both Kata and Shiai tournaments presentations are added to the list of required skills and knowledge needed for promotion. Some federations have established partnerships with universities and scientific research establishments to conduct special evaluations and testing of judo performance, to search for new feed-back mechanisms and to deliver scientific papers to better support the teachers, coaches and the athletes seeking performance excellence. Most of the national results of match analysis, physiological data and presentation findings are published and shared with other countries as need be. Scientific articles and peers dissertations about judo matters and statistical data are now currently available on the Internet and used towards feeding both the knowledge curiosity of readers as well as ensuring debates amongst peers as part of the continual judo education process. Further improvements in computer technologies and audio-visuals of recent years have contributed extensively to the improvement of teachers and students knowledge and savoirfaire.

ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Importance on Shiai
In their career, it is estimated that only 25% of all the judoka will have experienced the stress of partaking in official contest (Shiai) performed outside of their respective dojo and beyond their regional boundaries. Competing at the highest levels is a stressful event demanding dedication, endurance, extremely good mental and physical preparation. The average judo student has been known to devote less than 10 hours per week to practice. Within such a short period, he or she cannot hope to be ready nor capable of reaching the goals required for a presence on the highest podium. Nevertheless, he or she can engage in local competition for a quick testing of their level of proficiency. Local performance assessment can be measured by following the usual route of performing Randori in the dojo, under the supervision of competent teachers who will guide and coach them appropriately. Randori is still recognized as the most practical element of the judo curriculum. In the opinion of Sakujiro Yokohama,xii The Randori, originally identified as Renshin Ho is most beneficial since the body is under the perfect command of ones mind and both are working in unison for defense and attack situations. Professor Michel Novovitchxiii former technical director of the Turkish federation refers to the Randori as follow: Randori is the moment of integral effort. Judokas attempt, by using their best technique, their physical strength, their speed and their ability to take advantage of opportunities, to throw their partner or on the floor, to control him. One can reap all the benefits from a lifetime of judo practice without once practicing Shiai. It is in the Randori that a judoka is really measured, as it is here that he measures himself. The majority of judoka seeks attainable, progressive and realistic objectives which should be discussed with teachers and coaches. The latter are expected to determine the level of proficiency of the students, assess the validity of their goals, determine or suggest the right paths to follow and guide them through by facilitating their efforts and motivating them to reach those goals. The common dojo or learning hall is intended to provide the pleasant learning atmosphere where it is fun to go, to exercise and to be in company of others judoka. The regular training ambiance is meant to ensure that the physical practices are performed in relative safety and result from the intellectual sequences of observation, analysis, deduction and decision. With the additional receipt of regular performance feed-back from coaches and teachers, the majority of students are thus able to discover and share the outcomes of their efforts found in Mutual welfare and benefit.

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ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Following the judo competition path
It is understood that judo contests are open to all sizes and statures and that only the contest results will indicate which athlete is superior at that precise moment. Superiority in judo is not long lasting; a win or a lost is not written in concrete. Sensei Gunji Koizumi the pioneer of the British judo said:xiv With judo, it is not the number of movements, muscular strength or technical knowledge that makes it an ART but the manner of application or performance. The great contemporary competitor Yasushiro Yamashita entered 559 high level competitions and won 528 with superior techniques. In his book the Fighting Spirit of Judo, he cautioned future competitors about the use of strength and skills as follow: xv In competitions, one is either on the offensive or on the defensive. In either case, if you have a lack of confidence, the result of the fight will be a forgone conclusion. Even if you have evident disadvantages, you should not give up and if you are apparently superior to your opponent, you should not be off guard. Even if you have only thirty to forty percent of the strength of your opponent, you may still have an advantage with superior technique. Technique defeats power. Donn. F. Draeger and Takhiko Ishikawa wrote a training compendium in which they support the seriousness of engaging in competition. They said:xvi It is the responsibility of all who do compete, to make the most of their potentialities. It is both a challenge and a responsibility. Maximum strength, stamina and endurance will be coupled with flexibility and speed to form part of the necessary physical attributes needed to performed superior techniques against equivalent adversaries. A training regime demands dedication, efforts and sacrifices. From special preparatory exercises the judoka will be asked to perform supplementary conditioning cycles involving thousands of repetitive Uchikomi, Tandoku renshu or solo exercises and multiple Randori with various partners. In the more advanced stages, under the guidance of special coaches and scientific staff, the judoka will get introduced to auxiliary measurement and reinforcement equipment. The endurance training will likely be composed of aerobic and anaerobic exercises in different milieu while he or she is being coaches on how to improve the mental abilities through counselling, visual stimulation and positive thinking exercises. To embark upon the high performance road to competition is to make a definite commitment. All the above segments of the preparation will lead to the introduction of a demanding schedule of monthly and progressive contests where technical knowledge and executive finesse will be exposed, experimented and tested within a comprehensive grasp of competition rules.

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ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Responsibility to make intelligent development of potentials
If we wish to keep in mind the intelligent use of energy then, we have to think of balance and harmony between the competitive goals and the realisation of such. Jigoro Kano has reminded us in his writings that:xvii Sports must not be undertaken carelessly, overzealously or without restraint. However, it is safe to say that competitive sports are a form of physical education that should be promoted with this advice in mind. The proper application of this latter principle has two facets: on one side, the non-resistance or flexible adaptation to a superior force and on the other, the utilisation of the minimum force to be applied to a given task. Jigoro Kano did not exclude the use of strength in certain circumstances but encouraged the judoka to regulate and manage wisely that amount of strength applied to the task in order not to waste the energy. Sakujiro Yokohama 10th Dan, one of the four pillars of the Kodokan expressed his opinion about the use of strength as follow;xviii Other things being equal, the stronger man is bound to win. However, the one with less strength sometimes is the superior on account of his greater skills. One with greater strength is apt to rely on it, often applying his strength against the principle of judo. If a strong man trains himself thoroughly, paying careful attention to the principle of judo, there will be no fear for his being taken advantage of his own strength, he will never fall into the mistake of applying his tricks in the wrong way and his progress in the art will have no obstacle. There is no doubt that his strength together with his skills will make him a formidable exponent. When used properly, the acquired and natural strengths will be a major factor in winning competitions. When they reach peak performance level, athletes are less subject to fatigue and injuries and can better adapt to stress conditions and accept new challenges. With the demands imposed at the high performance levels of international competitions, several nations with the intent to win and show their combat superiority have emphasized the need to further develop the physical strength of their athletes and requested coaches to design strategies and tactics accordingly. Keeping in mind all the biomechanical factors and the mental training options, we are now witnessing stronger athletes with a greater energy base. They can deploy sufficient energy and use explosive forces to face up against adversaries of equal technical skills but who are found or presumed to be more vulnerable for their lack of equal strength/energy levels. The confrontation game has been raised to a higher level.

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ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

Training Apex
This fine tuning of the technical skills and physical and mental preparedness has solidified the original defense and attacks forms to a summit of competence. Competitive judo has incited new students from all walks of life to adhere to a dojo: women, children, men, seniors and athletes with disabilities are being attracted to it. The introduction of the weight classes and competitions rules have rendered it more appealing, more exciting for judokas and spectators. The public is gaining a better understanding and the media is being summoned to cover most major events. These elements are major forces to pursue the expansion of judo. We cannot rest on the current popularity of competitive judo to determine if we are doing the right thing to the right person. In my view, two other judo dimensions still need to be mastered: 1. Cultivation of the analytical mind to maximize its capacity to identify, to construct and adapt proper responses in similar real-life situations. 2. Defining the purpose or the end goal of our judo training. (Placing this newfound energy at the services of our society)

Harmonization of components
There was a Zen proverb that said: The goal of each activity should be to appreciate it as it is. Judo is no exception; it is made of complementary segments and should be viewed as an ensemble. There is no need to divide it or assign priorities. Each judo component has merits on its own. To try to mathematically equate each portion into a syllabus may devalue one against the other. Logically, one should not attempt to do competition without knowing and mastering the basic elements. We all come to the dojo with different traits, personalities, ambitions, weaknesses and strengths. Each one will determine its goals and there are different paths to follow in order to seek improvements. Once the goals are made clear, each dojo director should consult with the judoka and determine which activity, what frequency and progression will be followed to best fit the needs. We may want to meditate of the following phrase from the martial artist and Zen master Takuan Shuho of the Rinzai-Shu (spiritual leader of the Kito Ryu) before undertaking to impose a definite choice of a judo activity over another: Qui se fixe sur une chose, ne voit pas les autres. Takuan, (1573-1645) translated as: Focussing on one, leaves many unknown.

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ZUIHISU- Random Notes about Judo by Ronald Dsormeaux

On the need for equilibrium and complementarity between the five judo components, the scientist Attilo Sacripanti said:xix Mystic understands judo roots, but do not understand his branches; scientist understands judo branches but not his roots. Science does not need mysticism and mysticism does not need science. But, perfect judoka needs both. It is important for the judo community to maintain the freedom of thought and self-expression and ensure that the efforts and gains made in some facets of the teachings be complementary to each others, thus serving as new tools to motivate and instruct those who will come after us. Judo activities should open the way to practice the mind and body disciplines in response to challenging situations and cope with aggressive behaviour. It is also to our advantage to make greater use of the technologies and knowledge to cultivate what Jigoro Kano left us: Intelligent use of Energy and Mutual welfare. Have a good training session Ronald Dsormeaux Judo Teacher, Hart House Dojo, University of Toronto, September 2012 References
i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi xvii
xviii

IJF Website article : Assessment of the judo tournament at the 2012 London Olympic, Aug 2012 Ronald Dsormeaux, JUDO-RON articles ZUIHITSU, Random Notes @ WWW. Scribd.com. 2008-2012 W.G Beasley, Modern History of Japan, F.A. Praeger publication, New-York, London, 1963 p 142 Risei Kano, The Kodokan Judo, Brochure, Tokyo Japan, November 1951 Brian N Watson, The father of Judo, A biography of Jigoro Kano, Kodansha International, London, 2000 Briand N Watson, The father of Judo, a biography of Jigoro Kano, Kodansha International, London 2000 p.51 Risei Kano, The Kodokan Judo, Brochure, Tokyo Japan, November 1951 Jigoro Kano, Mind over Muscle, Writings from the founder of judo by Naoki Murata, Kodansha Intl, Tokyo, 2005 p. 19 http://nowcreativity.com/2000YearsJudo/JOHN%20DEWEY%20and%20JIGORO%20KANO.html> Syd Hoare, Article, Jigoro Kano, the Educationalist, 2011, WWW. Sydhoare.com Syd Hoare, History of Judo, Yamagi Book, London 2009, p 61 Sakujiro Yokohama, Eisuke Oshima, Judo Kyohan, Fukui pub Japan, 1915, p 23 Michel Novovitch, Judo Gravity Zero, Publiday-Multidia, Maroc, 2003, p 104 G Koizumi, My Study of Judo, Cornerstone, New-York, 1960, p 199 Yasushiro Yamashita, The Fighting spirit of Judo, Ippon Books Ltd, 1999, p 14 Donn. F. Draeger, Takahiko Ishikawa, Judo Training Methods, Charles E Tuttle, Tokyo, 1962.p 25

Jigoro Kano, Mind over Muscle, writings compiles by Naoki Murata, Kodansha, Tokyo, 2005, p.57 Sakujiro Yokohama, Eisuke Oshima, Judo Kyohan, Fukui Middle School Japan,1915, p 63 xix Attilo Sacripanti, Advances in Judo Biomechanical Research, VDM Vewrlag, Saarbrucken, Germany, 2010,p 13

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