engleski

EFFICIENCY OF USING DIFFERENT METHODICAL PROCEDURES IN THE PROCESS OF TEACHING JUDO THROWING TECHNIQUES

Introduction: One of the key aspects in the success of the training process is its efficiency. Time is one of the limiting factors in the training process, and the ratio between the time invested and success represents the efficiency of the process itself. It can be said that the efficiency is the difference between a good and a bad training process. Knowledge of and optimum usage of methodical procedures is one of the ways to increase the efficiency of the training process. Their usage is especially prominent in the process of learning and practicing new technical elements. The time required to be invested by the athlete to automate certain movements as well as the quality of performance is dependent upon the usage of the said methodical procedures. Although very important, this topic was not analyzed in a greater number of works [1, 2, 3, 4]. Goal Of The Paper: The goal of this research was to estimate the efficiency of using varied methodical procedures in the process of teaching throwing techniques. Methods And Materials: The sample group consists of 56 students of the Faculty of Kinesiology that have never before practiced judo. The participants have been divided in three groups. The first group consisted of 17 participants who practiced throws using three specific methodical procedures (tendoku renshu, uchi komi and nage komi), the second group consisted of 17 participants who practiced throws using two specific methodical procedures (uchi komi and nage komi), and the third group consisted of 22 participants who practiced throws using one only nage komi method. All participants used the identical protocol for practicing throws. Protocol consisted of identical demonstration of the throwing techniques, identical time for work (practicing throws) and identical corrections for all participants, with the only difference being the methodical procedure used during the throwing practice. Throws used for the conduct of the research were: morote seoi nage, tai otoshi, okuri ashi harai, deashi harai, ouchi gari, kouchi gari, harai goshi, uchi mata, osoto gari. After the envisaged time for practicing each individual throw elapsed, the participants performed two repetitions of each individual throw, on camera. Experts then graded the better of the two repetitions on a scale of 1 to 5. The experts who took part were associates on the judo course who were involved in the education process for at least 3 years, all black belt holders with at least 15 years experience in judo. Results and discussion: The order of throws according to a cumulative average grade (from best graded to worst graded) is as follows: okuri ashi harai (2, 78), deashi harai (2, 52), osoto gari (2, 38), morote seoi nage (2, 22), ouchi gari (1, 90), harai goshi (1, 88), uchi mata (1, 86), kouchi gari (1, 71), tai otoshi (1, 69). If we focus on average grades for each individual participant group, the worst grades were achieved by the participant group which practiced throws by using only nage komi method, and the best grades were achieved by the group which practiced throws by using uchi komi and nage komi methods. Still, the application of the multivariate analysis of variance (ANOVA) does not result in a statistically significant difference between the participant groups according to the grades awarded for the throws. Aside from numerical differences displayed by arithmetic mean, there are statistically significant differences for individual throws measured by independent samples t-test. According to that analysis, group 2 achieves statistically significantly better results than group 3 for throws tai otoshi and okuri ashi harai. Also, there exists a statistically significant difference in grading the throw tai otoshi between group 1 and group 3. According to the achieved results, it can be said that using a larger number of different methodical procedures at the beginning of the learning process for certain techniques will not result in a better throw performance. In this case the tendoku renshu method proved to be superfluous at the beginning of the learning process. It can be assumed that the practicing of throws without partner (“empty throws”) is too abstract for participants who are not experts in judo. This conclusion can be generalized and applied to younger judoka population, who still do not possess the ability to “imagine” i.e. practice techniques without partners. Such application of methodical procedures to this population would seem to be a waste of time. On the other hand, the practicing of throws by performing only integral throws (synthetic method) indicates the weakest effect in the process of learning the throws. It is important to respect the fact that every mistake included in each discrete phase of the throw (kuzushi – tsukuri – kake) will influence the performance of the next phase and in the end will influence the integral throw itself. For this reason it is recommended that the practicing of throwing techniques is approached analytically. Conclusion: After analysis of results we can conclude the following: 1. Using tendoku renshu method is not efficient with beginner population ; 2. the practicing of the techniques by using only the nage komi method (synthetic method) results in the poorest adoption of the techniques in the beginning of the training process. References 1. Bratic, M. (1998). The quantitative changes that originated from the application of different methodological procedures in the process of aquiring and improving complex motoric movements in judo. Physical Education, 1, 39-45. 2. Kalina, R.M., Barczynski, B., Jagiello, W., Przezdziecki, B., Kruszewski, A., Harasymowicz, J., Syska, J., Szamotulska, K. (2008). Teaching of safe falling as most effective element of personal injury prevention in people regardless of gender, age and type of body build – the use of advanced information technologies to monitor the effects of education. Archives of Budo, 4. 3. Lhuisset, L., Margnes, E. (2014). The influence of live vs. Video model presentation on the early acquisition of a new complex coordination. Physical Education and Sport Pedagogy. 4. Murray, J.F. (1981). Analysis of two methods of teaching falling in Judo. International Journal of Sport Psychology, 12(4), 275-281.

Teaching methods; Judo throwing techniques

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