Lesson Plan | Socioemotional Learning | Judo

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to provide students with a clear and detailed understanding of what will be covered in the class. By defining specific objectives, students can direct their focus and mentally prepare for learning. Moreover, knowing the objectives helps connect theoretical content to socioemotional practices, facilitating the application of the RULER method during the class.

Main Goals

1. Learn and understand the rules of judo, including the essential characteristics of the sport, its belt system, and scoring.

2. Explore the history of judo, understanding its origin, evolution, and cultural impact.

Introduction

Duration: (20 - 25 minutes)

Emotional Warm-up Activity

Mindfulness for Focus and Presence

The practice of Mindfulness is a technique that involves intentionally focusing attention on the present moment, without judgments. This activity helps improve concentration, reduce stress, and increase self-awareness. It will be used at the beginning of this class to prepare students emotionally, promoting a state of calm and focus, essential for understanding and practicing judo.

1. Ask students to sit comfortably in their seats, with their feet flat on the floor and hands resting on their thighs.

2. Request them to close their eyes or focus their gaze on a neutral point ahead.

3. Instruct students to breathe deeply three times: inhale through the nose, hold the air for a few seconds, and exhale slowly through the mouth.

4. Guide them to focus their attention on their breath, noticing the air entering and leaving their lungs. If their mind wanders, gently guide them to bring their focus back to their breath.

5. After a few minutes, ask them to direct their attention to the sensations in their body, starting from their feet and slowly rising to their heads, noticing any tension and relaxing those areas.

6. After approximately five minutes, ask them to slowly open their eyes and bring their attention back to the classroom, ready to begin the class with focus and presence.

Content Contextualization

Judo is not just a combat sport, but a practice that involves discipline, respect, and self-control. The origin of judo is deeply rooted in Japanese culture, created by Jigoro Kano in the late 19th century as a way to integrate body and mind through self-defense techniques. Practicing judo helps develop important physical and emotional skills, such as resilience and the ability to make decisions under pressure. By learning about judo, students not only acquire sports knowledge but also develop essential socioemotional skills for life.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. History of Judo: Judo was created by Jigoro Kano in the late 19th century in Japan. Kano combined various traditional Japanese martial arts techniques to create a system that emphasizes the balance between mind and body. He founded the first judo school, the Kodokan, in 1882.

2. Basic Rules of Judo: Judo is practiced on a tatami, and competitors wear a judogi (judo uniform). The objective is to throw the opponent, immobilize them, or force them to submit using various techniques such as throws, pins, chokes, and joint locks.

3. Belt System: Belts in judo indicate the level of skill and knowledge of the practitioner. Belt colors range from white to black, with several subdivisions in between. Colored belts are generally worn by beginners and intermediates, while black belts are reserved for advanced judokas.

4. Scoring: In judo, points are awarded based on the execution of techniques. An 'Ippon' (full point) is awarded when a technique is executed perfectly, resulting in an immediate victory. 'Waza-ari' is a half point, and two Waza-ari equal one Ippon. 'Yuko' and 'Koka' are minor scores but are no longer used in official competitions.

5. Values and Philosophy: Judo promotes values such as respect, courage, discipline, and self-control. Kano believed that the practice of judo should contribute to the physical, mental, and moral development of the practitioner, a concept called 'Jita Kyoei' (mutual benefit) and 'Seiryoku Zenyo' (maximum efficiency with minimum effort).

Socioemotional Feedback Activity

Duration: (35 - 45 minutes)

Practice of Basic Judo Techniques and Socioemotional Reflection

Students will practice basic judo techniques in pairs, followed by a reflection and discussion session about the emotions experienced during practice. This activity aims not only to teach techniques but also to promote self-knowledge and self-control.

1. Divide students into pairs and distribute judogis if available.

2. Demonstrate three basic judo techniques: O-soto-gari (major outer throw), Kesa-gatame (lateral hold), and Seoi-nage (shoulder throw).

3. Ask students to practice each technique with their partner, alternating roles as attacker and defender.

4. After each technique, guide students to stop for a moment and reflect on the emotions they felt during the execution and reception of the technique.

5. Hold a brief group discussion after each technique, encouraging students to share their experiences and feelings.

6. At the end of the practice, lead a reflection on how judo can help develop socioemotional skills such as self-control and resilience.

Group Discussion

To apply the RULER method in the discussion and group feedback, start by asking students to recognize the emotions they felt during the practice of the techniques (e.g., nervousness, excitement, frustration). Then encourage them to understand the causes of these emotions, discussing how the execution of the techniques or the interaction with the partner may have influenced their feelings.

Ask students to name these emotions correctly, using rich emotional vocabulary. Encourage them to express their emotions appropriately, sharing their experiences with respect and empathy. Finally, lead a discussion on how to regulate these emotions effectively, exploring strategies such as deep breathing, focus, and continuous practice to improve self-control and resilience.

This approach not only helps students better understand their emotions but also promotes a supportive and camaraderie-filled environment, essential for socioemotional development and the practice of judo.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

For the reflection and emotional regulation activity, ask students to write a short paragraph or participate in a group discussion about the challenges they faced during the judo class. Guide them to reflect on how they managed their emotions in different situations, such as when learning new techniques, interacting with their peers, or facing difficulties. Encourage them to be honest about their experiences and to think of ways to improve their self-control and resilience in the future.

Objective: The goal of this stage is to encourage students to self-assess and regulate their emotions effectively. This reflection helps students identify effective strategies for dealing with challenging situations, promoting greater self-knowledge and self-control. By discussing or writing about their experiences, students can develop a deeper understanding of their emotional reactions and learn to manage them more effectively.

Closure and A Look Into The Future

For the conclusion, suggest that students set personal and academic goals related to the class content. Ask students to think about how they can apply the principles of judo in their daily lives, both inside and outside of school. They may, for example, set a goal to improve their self-control in stressful situations or to practice the discipline and respect learned in judo in their social interactions.

Possible Goal Ideas:

1. Improve self-control in stressful situations.

2. Practice discipline and respect in social interactions.

3. Refine basic judo techniques.

4. Increase knowledge about the history and rules of judo.

5. Develop resilience when facing challenges. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills inside and outside the classroom. This promotes continuity in academic and personal development, helping them apply the values and techniques of judo in their daily lives.