Lesson Plan | Active Learning | Judo: Introduction

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5-10 minutes)

The objective stage is essential to establish a clear foundation of what students should achieve by the end of the class. By setting specific objectives, students are directed to focus on crucial aspects of judo, such as its rules, belt system, and scoring, as well as the importance of understanding the historical evolution of the sport. This initial clarity helps maximize the effectiveness of practical activities in class, as students come prepared and motivated to apply the knowledge they have acquired beforehand.

Main Objectives:

1. Enable students to understand the rules, characteristics, belt system, and scoring of judo.

2. Provide knowledge about the history of judo, from its origins to its current practice.

Side Objectives:

1. Develop research and critical thinking skills while exploring the history of judo.
2. Encourage active participation from students in class discussions, deepening the collective understanding of judo.

Introduction

Duration: (15-20 minutes)

The introduction serves to engage students with the lesson theme, using problem situations that stimulate reflection and practical use of prior knowledge. These situations help connect theoretical content with real and everyday situations, facilitating understanding and application of concepts during practical activities. Contextualization, in turn, aims to broaden students' perception of the importance and applications of judo, motivating them to explore the theme in a deeper and more meaningful way.

Problem-Based Situations

1. Imagine you are watching a judo competition and one of the athletes performs an ippon, which is the maximum score. How would you explain this to someone who does not know the sport?

2. Think of a conflict situation that can be resolved peacefully using the principles of judo. How can these principles be applied in everyday conflict resolution?

Contextualization

Judo, created by Professor Jigoro Kano in Japan in 1882, is not just a martial art, but also an educational method that promotes values such as respect, discipline, and self-control. For example, during World War II, many judokas used their knowledge to protect themselves and others, demonstrating the real applicability of the principles of harmony and efficiency in the use of energy. Furthermore, judo is one of the most practiced sports in the world, with millions of practitioners in over 200 countries, highlighting its global relevance.

Development

Duration: (70-75 minutes)

The development phase is designed to allow students to practically and creatively apply the knowledge acquired about judo. Through playful and interactive activities, students will have the opportunity to explore concepts of conflict resolution, belt system, rules, and history of judo in a deeper manner, promoting knowledge retention and the development of critical and creative skills. Each proposed activity aims to reinforce students' understanding in different ways, ensuring a diverse and engaging learning experience.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Belt Path

> Duration: (60-70 minutes)

- Objective: Apply the principles of judo in conflict resolution creatively and collaboratively, reinforcing the understanding of the sport's values.

- Description: In this activity, students will be divided into groups of up to 5 people. Each group will receive a description of a scenario involving a conflict situation that can be resolved using the principles of judo. The goal is for each group to create a short, creative skit demonstrating how judo and its values can be applied to resolve the conflict, culminating in the presentation of a symbolic belt representing the understanding and overcoming of the conflict.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute scenario descriptions to each group.

• Allow each group to plan and rehearse their skit for 30 minutes.

• Conduct a rotation for each group to present their skit to the others.

• After each presentation, discuss with the class how the principles of judo were applied and evaluate the presentations based on this.

Activity 2 - Knowledge Tournament

> Duration: (60-70 minutes)

- Objective: Review and deepen knowledge of judo in a playful and competitive manner, encouraging cooperation and teamwork.

- Description: Students will participate in a quiz game about judo. Each team will answer multiple-choice questions, true or false, and fill in the blanks. The game will be structured in rounds, with each round focusing on a specific aspect of judo (rules, history, belt system, etc.). Points will be given for correct answers and the team with the most points at the end will be the winner.

- Instructions:

• Form teams of up to 5 students.

• Explain the rules of the game and how questions will be asked.

• Conduct the game in rounds, each focusing on an aspect of judo.

• Allow students to discuss answers in their groups before responding.

• Correct the answers and keep score, maintaining a healthy competitive atmosphere.

Activity 3 - Building a Dojo

> Duration: (60-70 minutes)

- Objective: Develop design and planning skills, applying practical knowledge about the judo training environment.

- Description: Students, organized into groups, will be tasked with planning and drawing a small dojo (judo training room) on paper, considering all essential elements, such as mats, seating for spectators, storage for gis, and warm-up areas. Each group will present their project, explaining their choices, and will receive feedback from peers and the teacher.

- Instructions:

• Divide students into groups of up to 5 people.

• Provide drawing materials, such as pencils, erasers, rulers, and large paper.

• Explain the essential elements of a dojo and provide layout examples.

• Allow groups to plan and draw their dojo for 40 minutes.

• Ask each group to present their project and justify their choices.

Feedback

Duration: (15-20 minutes)

The purpose of this feedback stage is to consolidate the learning acquired through practical activities, promoting a deeper reflection on the applicability and relevance of judo concepts. Group discussion allows students to express their understandings and doubts, as well as hear different perspectives from their peers, thus broadening the collective understanding. This process of reflection and sharing is essential to ensure that the acquired knowledge is internalized and can be applied in varied contexts.

Group Discussion

To start the group discussion, the teacher can propose a collective reflection on how the activities performed in the class helped to better understand the principles of judo and their practical application. Then, they may ask each group to share the most significant insights and discoveries from their experiences. This exchange of information can be guided by questions such as: 'What were the biggest challenges in applying the principles of judo in the activities?' and 'How do you imagine you can use what you learned today in real conflict situations or learning experiences?'

Key Questions

1. What elements of the activities helped you better understand the principles of respect and harmony in judo?

2. How did the structure of the quiz game contribute to consolidating knowledge about the rules and history of judo?

3. In what way did the dojo drawings reflect the importance of physical space in judo training?

Conclusion

Duration: (5-10 minutes)

The conclusion stage serves to ensure that students have consolidated the knowledge acquired during the class, linking theoretical concepts with the practical activities performed. Additionally, it highlights the applicability of judo teachings in everyday life, reinforcing the importance of incorporating these values in different contexts. This final reflection helps ensure that students can not only recall but also apply what they have learned, promoting meaningful and lasting learning.

Summary

To conclude, let's recap the points covered today. We started with a review of the rules and scoring systems of judo, exploring the concept of ippon and other competitive aspects. Next, we delved into the history of judo, from its origins with Jigoro Kano to its global spread. We deepened our study of the belts and the values that judo promotes, such as respect and self-discipline.

Theory Connection

Today's class was structured to connect theory to practice through interactive activities. The 'Belt Path' allowed students to apply judo principles in conflict situations, while the 'Knowledge Tournament' reinforced historical and technical learning in a playful way. Additionally, the 'Building a Dojo' activity provided practical understanding of the training environment.

Closing

Understanding judo goes beyond the sport; it teaches values that can be applied in daily life, such as mutual respect and emotional control. These lessons are essential for personal development, promoting a culture of peace and harmony. It is expected that students can carry these teachings into their lives, enriching their interactions and broadening their worldview.