Professional Documents
Culture Documents
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.
1|P age
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
3|P age
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.
4|P a ge
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.
5|P age
7|P age
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
8|P age