Zuihitsu- random notes about judo by Ronald Dsormeaux

Judo-Ron 68- Judo Motivation-Keeping the flame alive

How often have you heard that Motivation aligned with Confidence and Abilities are the sources of success in all endeavours? The Judo environment is no different. To place it in perspective, we can say that judo champions or masters are formed within the dojo under the tutelage of one or several Sensei. The Learning Milieu The Judo teachers, instructors and senior judokas are all involved in ensuring that the Judoka perform to their best and concurrently, they oversee the developmental process of each athlete. They provide the necessary leadership through the use of qualitative, quantitative and historical data from each of their athlete. From the information obtained, they suggest goals and schedule training plans for the acceptance of each judoka. In the course of the training schedule, there is a need for the discovery of the initial goals and the subsequent changes to original objectives as the judoka progress. These alterations and modifications are done via a dialogue between the judoka and the teachers. This is the main reason for teachers to possess relevant cognitive skills as well as good communication abilities. Each of those actors may, at different time, express his or her points of view in different formats. From the teachers point of view, their influence can be conveyed through many leadership styles be it: dictatorial, people or task oriented, transactional, transformational or a combination of all the aforementioned. With their own means and in accord with the athlete, they try to establish pertinent goals and schedules, supervise the training sessions and coach individuals towards maximizing their technical performance while ensuring personal growth of the judoka. For those reasons, they must be able to communicate effectively with all the students and their entourage and ensure their feedback is well received. I believe that the symbiosis between the trainers and the athletes can be optimized by making greater use of what we call the emotional intelligence. Let us discuss this communication factor a little more. Capturing emotions When we try to identify what is our emotional intelligence capacity, we normally associate it with the following facets:

Self-awareness Recognizing our own emotions and how they affect our thoughts and behavior, knowing our mental strengths and weaknesses, and projecting self-assurance. Self-management Having the ability to control some of our impulsive feelings and behaviors, by taking the initiative and following through our commitments while trying to adapt to changing circumstances. Social awareness Being vigilant in demonstrating our emotions by assessing their reach or impact and assessing the projected emotions of others, we can better recognize the needs of others and facilitate the communication dynamics with the group.

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Zuihitsu- random notes about judo by Ronald Dsormeaux

Relationship management Being attentive to others, we should be able to entertain better communications with the general classes while inspiring specific judoka to do their utmost.

Value in correct interpretation When properly mastered, emotional intelligence can become a valuable asset to better identify, use, understand, and manage the exchange of emotions occurring in a dialogue. By understanding the visual images projected by others and capturing the essence of what their simple or complex emotions revealed be it: fear, sadness, rage, joy, disgust, anticipation, trust, surprise, shame, calmness, envy or indignation etcand being sensible to the kinds of images we project in return within that dialogue, we can be better positioned to adequately respond to the incoming messages or signals, and improve the quality of our dialogue. It is by being more image-sensitive or conscious and by being exposed to various forms of emotions that we can gain the necessary knowledge and develop the abilities to distinguish between frustration, detachment, anger, stress, confusion and other forms of emotions that are so often present in dialogues. With a clear understanding of what is being said or expressed we can be relieved from the pressures of potential confrontational stress. Our mode of communication should improve and we should become more receptive to empathize with others. The relationships between trainers and athletes are crucial for the advancement of both. We have to set the tone and nourish the kind of relationship we will have with our judokas and athletes. Several sports psychologistsi affirm that if we are able to make greater use of emotional intelligence we should be able to better recognize our own emotional states thus enabling a greater harmony in our relationships and encouraging a stronger bond through mutual confidence. 2|P age

Zuihitsu- random notes about judo by Ronald Dsormeaux

Positive communication is a must You may have heard from others quarters that: Its neither the smartest nor the strongest people that are the most successful in life. Those who are able to network with peers and communicate successfully with others have a definite advantage. When attempting to express an idea and obtaining consensus, we depend to a large extent upon our audience and the milieu. Within the judo environment, whether we seek to be a good judoka, a champion or take a judoka under our wings to properly coach him or her towards their goals, we need the support and the agreement of all those who will be the principal actors. There are still too many champions, teachers and coaches that are regarded as technically brilliant and capable of extraordinary performances, yet, many are regarded as socially clumsy when facing others. Some are continuously rated poorly by their peers and students for their lack the human comprehension and their inaccessibility. It is said that: No one is free from faults, Ketten no nai hito wa inai. Soliciting participation and improvement by example and or technical demonstration alone is not sufficient; we have to be able to communicate our ideas effectively and at the most opportune time. I believe that by being more attentive to various forms of emotional statements or expressions found in dialogues, we, as person of influence, can better navigate within the social complexities of the dojo, better lead and motivate others, and as such, excel as a judo teacher or coach. Practicing to capture distinctive signs and meanings I have previously discussed the factors of Intuition and the use of sensory perception in an article called: Sen No Sen which illustrated a quick response of mental alertness before an opponent can become a threat.ii It was mentioned that we need to cultivate our abilities to observe and analyse physical signs, emotions and mental states of our adversaries in order to master the eventual combat situations. The same is true for optimizing our relations with our peers and students. We have to observe, look, analyse and interpret the others signals before we give a definite response that will score yet that it will not offend indiscriminately. Whatever we say or do must contribute to stimulate and challenge the judoka, make them feel part of the team or part of the family of judoka and make them proud of their accomplishments. In another article called Biofeedback as a tooliii, I expressed the need to make eye contact, to observe body positions, stances and take notes of facial expressions when you are before someone. It is a fact that all information reaching the brain comes through our senses. When this kind of information cannot be properly interpreted, signals will be crossed and classified as unknown threats. Face with such a misinterpretation, the brain will signal a survival instinct to take over and our ability to react will be restricted to the fundament responses of: flight, fight, or freeze. It is therefore important to be able to detect as early as possible all the various signals occurring within our environment so that the brain can assimilate and classify them and that in proper time analyse and process the correct responses mechanisms.

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Zuihitsu- random notes about judo by Ronald Dsormeaux

Some of my former teachers emphasized that: One must conquer self-first before trying to master others. It is natural that to make the good and the right decisions, we must be able to interrogate the meanings of events or dialogues and in our search for appropriate solutions we need to be detached from our prejudices and own emotions. In a dialogue as in life, we must try to bond with our Vis--Vis by remaining calm and attentive. We must make the effort to remain in command of our actions and not show bias or repeat previous mistakes in our interpretation. Many researches have demonstrated the presence of high levels of stress occurring with hasty actions which can overwhelm the mind and body, getting in the way of our ability to accurately read a situation, hear correctly what someone else is saying or communicate our response clearly. In short, beware of the dependence upon conditioned reflexes by developing the ability to quickly assess and respond calmly to situations. Such behavior will diminish the level of stress and help us stay balanced, focused, and in control. Teachers responsibilities As teachers we have to remind ourselves that the students must be placed in an ideal situation where they are capable to see, observe, hear and feel the effects of new skills or theory and that they are capable of storing such information for ulterior usage. This transmission of savoir and skills transfer is partly done through dialogue and instructional techniques. As we all know, being a good communicator requires more than just verbal skills. Often, what we say is less important than how we say it, or demonstrate it. Incidental gestures such as the way we sit or stand or how fast or how loud we talk and how close we stand to the other person have their impact. In order to hold the attention of others and build the necessary connection and trust, we need to be aware of, and in control of our own body language. Being able to connect to our emotions, having a moment-tomoment awareness of our emotions and how they influence our thoughts and actions is the key to understanding ourselves and others.

Now that we have some understanding of the basic ingredients we need to pay attention to render a dialogue more interesting and worthwhile, we can devote the next portion of this essay to how we can best keep alive the motivation of our students.

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Zuihitsu- random notes about judo by Ronald Dsormeaux

Motivation and judo. Students and teachers have chosen judo as their current activity. Why? What is their interest or motivation? Are there common grounds that need to be entertained? This is the first element to consider as all the remaining training efforts will be based upon the exact perception of the individual goals as expressed or suggested and the response by the coach or teacher. Motivation is often described as an individuals inner will and dedication or focus to achieve a goal they have set for themselves. Motivation makes you do what you do, if youre not motivated by what you seek or accomplish the chances are that you will never achieve your goals. At the onset of every judo training session, it is important for all players-teachers to be in accord with the expressed goals. The judoka is still a neophyte when he or she arrives at the dojo entrance. It is an imperative to identify the reasons of their presence and their willingness to dress into a white judogi. It is paramount to set the right stage for the ensuing months. For the teacher, a general lesson plan with specific goals constitutes the parameters for delivering and adjusting his or her lessons plans. Students goals or targets must be defined: finding friends, being part of a special social group, seeking medals, making history, improving self, learning combat techniques etc. are all valid reasons yet each one may influence the way the student goes about the judo activities. For the knowledgeable student or more advanced, the return to the dojo may be attributable to a need to improve performance, to build upon past performance and support base, to develop the competitive skills which will eventually lead to national or Olympics levels, be in company of friendly faces and training partners or simply a desire to excel. Their persistence show a stronger motive that need to be correctly exploited by the knowledgeable Sensei. It is to be remembered that each and every person has their own reasons for participating in judo. The different background, culture, physical fitness level, experience or social needs are significant pressures or motivators to embark upon a new process of self-improvement. Managing aids It is one of the tasks of instructors and teachers to assemble a program of activities with set measurable goals to meet those needs. The accomplishment of the goal pattern is not a solo activity but a shared responsibility between learner-teacher. A mean of identification these needs may have as a formula the tenure of regular dialogues or by developing a sessions questionnaire or interview by which the goals, objectives and participation levels are expressed clearly. Some teacher will resort to a physical exam and a technical proficiency evaluation before providing their first technical session. These basic tools help both teachers and students to define and communicate their needs or responses.

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Zuihitsu- random notes about judo by Ronald Dsormeaux

Another way to identify the changing patterns of needs and goals is to conduct periodic discussion periods amongst players. Through proper dialogue or questionnaire, the Sensei must be able to discover the hidden motives if any and the degree of commitment anticipated. Amongst these hidden elements we find: identification or emulation with a champion or role model, parental or peer pressure or the desire or availability to obtain distinct recognition, or special prizes, medals, have access to transportation to foreign venues and benefit from external recognition or friendship. Types of Motivation The sports psychologistivmake references to two different types or forms of motivation called intrinsic motivation and extrinsic motivation. The Intrinsic motivations are results of motives that come from within us and are not dependent upon others expectations or rewards. They are focused on the inner goals that we wish to achieve over a longer time frame. Self-improvement, personal enjoyment and pride in the accomplishment of the skills may fall in this category. Extrinsic motivation is a motivation that comes from outside of us. They are only focused on the rewards that come with being a good judoka, a fierce competitor, an accomplished athlete gaining fame, money or being immortalized in some hall of fame. People who are extrinsically motivated still have intrinsic reasons to participate and become better at their games because quality and quantity of successes are worthwhile and satisfying. Taking exclusivity with extrinsic motivators can soon become a demoralizing factor when the sources of money or fame run dry, the popularity fade or that the medals no longer represent their true meaning. Motivation plays an important part in all judo achievements. Be it associated with the introduction to judo, the pursuit of the recreational facets, the dedication to the competitive route, the attainment of the high performance podium or the realization of major self-improvements, all actors are infused with it. Without the desire and determination to improve, all of the other mental factors such as: confidence, intensity, focus, and emotions are thrown away. To perform well there must be an engaging process and a willingness to endure the training process and the efforts leading to the goals. Students motivation and Teachers responses are key factors that set the training programs and the ensuing performances in the fields of physical conditioning, technical and tactical training, mental preparation, and the life style that will accompany the athlete: sleep, diet, school or work, and social relationships. Avoiding the saturation point In the continuum of our training we are bound to discover some black holes. We arrive at a point at which the activity is no longer fun or fascinating. We may become saturated in the tasks and have difficulties seeing the end. We may lack the desire to practice as often as we had planned, incline to produce fewer efforts, skip a period or a key event or have the desire to change our goals. When this happens, we are in a no-man-land or into a stalemate. As we find the activity more difficult to follow, we frequently get tired, the repetitions appear to be more tedious and we have a desire to slack off for a while. 6|P age

Zuihitsu- random notes about judo by Ronald Dsormeaux

It is during these particular moments that we need further mental courage, focus and additional encouragement / motivation from our entourage in order to get the extra push so that we can keep going past these black hours and come out stronger and more dedicated. Together, trainers and students must apply the right solutions to overcome the obstacle. To further increase motivation, the team work should review the specific goals and assess objectively what weaknesses or deviations impeded the selected achievement. Together they should list the consequences of negative results (evaluation of the tasks performed and not the comparison with what others have done)as related with the positive pleasures to be forthcoming with the next objective: reassess the short and long term objectives and highlight the next event that will have significant and measurable impact; recognize the efforts made since the beginning of the exercise and develop or modify the approach to include more creative and fun events as part of the process; add small scale measurements which will demonstrate shorter gains; reconfirm the commitment, open relationship and trust to be maintain amongst each other and establish new timings for appraisals and evaluations. From the dialogues that ensued, each player must assert the direction or approach to be followed and what is expected from each other. The Sensei or coach must pay particular attention to the type of mental responses exhibited by the judoka. The decision to commit to the revised plan is necessary and it should dictate the optimal performance and dedication toward the revised activities. The decision to continue to improve and the dedication to succeed have to become a top priority. Maintaining Prime Motivation When in doubt about ourselves we should keep our focus on our long-term goals and when setbacks occur we should do like in the Randori: get back up and try again. Take pride in what has been already accomplished and generate new approaches. Try to find a friend, a coach or a training partner with whom you can practice with and receive immediate and positive feedback. Another way to keep the motivation level alive is to identify those other individuals who have accomplished their goals and can become role-model. As a competitor you could try to single out the ones you consider better than you at this time and ask yourself: "Am I working as hard as him/her?. What is needed to outsmart and outperform them? Remember that it is only by working harder that will you have a better chance to overcome your greatest competitor. Another dimension in keeping the motivation up is to use self-talk and imaging techniques. Both systems involve generating positive emotions and feelings associated with the activities. The Sensei must be attentive to ensure that he or she suggest positive feedback and offer good examples of relaxed situations that can predispose the judoka to build confidence and improve performance. It is known that a greater amount of positive feedback given to an athlete encourages the belief of an eventual successful performance and will incite the athlete towards greater efforts.

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Zuihitsu- random notes about judo by Ronald Dsormeaux

Some athletes make use of motivational cues and inspirational phrases and photographs that they carry or place in their frequented areas as a method of keeping their motivation alive. These reminders and the emotions associated with them are bound to inspire and motivate the athlete to continue to work hard toward their goals. Every day, you should ask yourself two sets of questions: In the morning: "What is on my to-do list and how it leads towards the accomplishment of my goals? At night: What was accomplished today and did I give my best effort? Conclusion As a participating student or as a dedicated Sensei, your judo activities are motivated by both intrinsic and extrinsic factors or anticipated rewards that are unique to both of you. Together you are interested in mastering the individual and group challenges offered in the various facets of the judo curriculum. Your success, involvement and your participation are entirely under your control. Motivation must ultimately come from within and guide you along the process. In the judo milieu, continual success is not attributed to the luck of the draw; physical performance without set goals will not produce the desired outcomes. Everyone involved should try to set goals that they can control and thus assume mastery over their own faith. Senseis expertise and open dialogues between learner-teacher are major factors in the preparation and eventual success of the determined and dedicated judoka. Have a good training session. Ronald Dsormeaux, Judo Teacher Hart House Dojo, University of Toronto May 2013 Note: This article contains copyrights and is registered with the National Archives of Canada, Electronic Data Bank.
Reproduction for non-commercial purposes is permitted. Should additional information be needed, please contact: Ronalddesormeaux@gmail.com

References

B.S Rushall, San Diego University, Coaching Abstracts 2004-2013. Jeanne Segal, Melinda Smith, Raising Emotional Intelligence, March 2013 ii R Dsormeaux, Judo Ron 30, Sen-No-Sen, Agir avant lautre, April 2010 iii R. Dsormeaux, Judo Ron 57, Biofeedback as an additional training tool, June 2012 iv L.H.Smith and T.M.Kays, Sports Psychology for Dummies. Wiley press, Canada, 2010

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