neyevanjr@gmail.com

vaneseabra@gmail.com

javianna@hotmail.com

*Universidade do Estado de Rio de Janeiro (UERJ)

Specialization in Fights (UERJ)

Master's degree in teaching - PPGEB CAp UERJ

http://lattes.cnpq.br/7175650139928854

**Teacher at Secretaria Estadual

de Educação do Rio de Janeiro (SEEDUC RJ)

http://lattes.cnpq.br/1970823092319594

***Posdoctoral degree in Sports Science (UC)

Universidade Estadual de Rio de Janeiro (UERJ)

Teacher at PPGEB CAp UERJ

http://lattes.cnpq.br/8688907789895910

(Brasil)

Reception: 04/08/2022 - Acceptance: 03/24/2023

1st Review: 02/22/2023 - 2nd Review: 03/21/2023

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: Evangelista Junior, N., Seabra, V. de S., & Vianna, J.A. (2023). Judo teaching: tradition and modernity. Lecturas: Educación Física y Deportes, 28(299), 47-62. https://doi.org/10.46642/efd.v28i299.3454

 

Abstract

    The growing demand of people who seek judo in today's society seems to exert influence so that traditional beliefs, values, habits and behaviors are changed towards modernity. Checking the perception of judo teachers about the teaching of fighting can contribute to a better understanding of this phenomenon. The objectives of this study were to identify the demographic, social and educational profile of judo teachers and to verify the perception of judo teachers about the teaching of fighting in gyms. Answered the semi-structured virtual questionnaire 233 judo teachers (M = 201; F = 32) who voluntarily participated in the study. 66.1% of those surveyed are graduates or are graduating in physical education and dedicate between 8 and 10 hours a week to judo. Educating the citizen (55.4%) and overall training of students (31.3%) were cited as the main objectives in teaching judo. Educational/philosophical aspects (60.9%) were identified as the most important in teaching, in an inverse relationship with competitive aspects (68.2%), considered less important aspects. The results indicate even though it is modernized, the practice of judo must keep non-modern values ​​and elements that are proper for human formation and life in society.

    Keywords: Judo. Teachers. Teaching. Tradition. Modernity.

 

Resumo

    A crescente demanda de pessoas que buscam o judô na sociedade atual parece exercer influência para que crenças, valores, hábitos e comportamentos tradicionais sejam alterados em direção à modernidade. Verificar a percepção dos professores de judô sobre o ensino da luta pode contribuir para uma melhor compreensão desse fenômeno. Responderam ao questionário virtual semiestruturado 233 professores de judô (M = 201; F = 32) que participaram voluntariamente do estudo. 66,1% dos pesquisados ​​são graduados ou estão se formando em educação física e se dedicam semanalmente entre 10h e 20h ao judô. A formação do cidadão (55,4%) e a formação geral dos alunos (31,3%) foram citados como os principais objetivos no ensino do judô. Os aspectos educacionais/filosóficos (60,9%) foram identificados como os mais importantes no ensino, em relação inversa com os aspectos competitivos (68,2%), considerados menos importantes. Os resultados indicam que mesmo modernizada, a prática do judô deve manter valores não modernos e elementos próprios da formação humana e da vida em sociedade.

    Unitermos: Judô. Professores. Ensino. Tradição. Modernidade.

 

Resumen

    La creciente demanda de personas que practican el judo en la sociedad actual parece influir para que las creencias, valores, hábitos y comportamientos tradicionales se modifiquen hacia la modernidad. Revisar la percepción de los profesores de judo sobre la enseñanza de la lucha puede contribuir a una mejor comprensión de este fenómeno. Los objetivos de este estudio fueron identificar el perfil demográfico, social y educativo de los profesores de judo y verificar la percepción de los profesores de judo sobre la enseñanza de la lucha en los gimnasios. Respondieron el cuestionario virtual semiestructurado 233 profesores de judo (M = 201; F = 32) que participaron voluntariamente en el estudio. El 66,1% de los encuestados son licenciados o se están graduando en educación física y dedican entre las 10 y las 20 horas semanales al judo. La educación del ciudadano (55,4%) y la formación integral de los estudiantes (31,3%) fueron citados como los principales objetivos en la enseñanza del judo. Los aspectos educativos/filosóficos (60,9%) fueron identificados como los más importantes en la enseñanza, en relación inversa con los aspectos competitivos (68,2%), considerados aspectos menos importantes. Los resultados indican que, aunque se modernice, la práctica del judo debe mantener valores y elementos no modernos propios de la formación humana y de la vida en sociedad.

    Palabras clave: Judo. Profesores. Enseñanza. Tradición. Modernidad.

 

Lecturas: Educación Física y Deportes, Vol. 28, Núm. 299, Abr. (2023)

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Introduction 

 

    Judo is a sport of genuine Japanese origin that, after being mentioned as the official modality of the Olympic sports program, had wide repercussions throughout the world. It was invented by a young man, full of an innovative spirit, with a high level of knowledge, interested in the novelties of the Western world, named Jigoro Kano and currently has about 200 countries affiliated to the International Judo Federation. (Drigo, Lima, & Sugizaki, 2018; Callan, 2018)

 

    As for its origin, Drigo, Lima, & Sugizaki (2018) argue that after in-depth research, Kano analyzed the martial art techniques he practiced at the time, called jujutsu, and adjusted it in a systematic and more adequate way to achieve educational goals, extracting the necessary parts of physical preparation, without causing danger to the practitioners' bodies.

 

    To teach the new art, Kano founded the Kodokan school, “an academy for the fraternal path”. The academy grew and judo became a sport in Japan. After being established in that country, between 1889 and 1901, Jigoro Kano traveled across Europe and China to publicize the new fight. In the United States, judo was introduced by a disciple of Jigoro Kano in mid-1902 (Callan, 2018; Callan, & Bradic, 2018). Around 1908, it was brought to Brazil by Japanese immigrants who spread the art and customs of their homeland. (Ishii, 2015; Watson, 2012; Kano, 2008)

 

Source: Unsplash.com - Photo: Nathan Dumlao

 

    Based on research on existing documents, Drigo, Lima, & Sugizaki (2018) state that the teaching of Judo in Brazil was officially started by Antonio Soichiro Satake in Manaus. However, it was Mitsuyo Maeda, who arrived in Brazil in Manaus in 1914 with Satake, who became known as the introducer of Judo on Brazilian soil.

 

    On March 18, 1969, the Brazilian Judo Confederation was founded for the administration and management of judo in the national territory and today, the Brazilian Judo Confederation is made up of 27 affiliated state federations and is represented in all national and international organizations. (Drigo, Lima, & Sugizaki, 2018)

 

    A phenomenon in contemporary society, are the accelerated transformations that provoke changes in the customs and habits established by tradition, pushing them towards modifications more adjusted to modernity. This process can affect different social relationships in different ways, even those that are present in the practice of judo, which are marked by tradition in the teaching and learning process of oriental martial arts, combat sports and fights in Brazil and other countries (Perez-Roux, Perez, Gabriel, Papet, & Cassignol, 2019). In a study carried out with Polish men and women, Sterkomicz-Przbycien, Blecharz, & Sterkomicz (2017) found that the social changes might affect the structure of motivation in judokas.

 

    The tradition can be considered as a system of cultural meanings or ideas that constitute a collective representation and a customary form of achievement, handed down from generation to generation and that social institutions have the function of sharing attitudes, habits and behaviors (Scott, 2010a). Considering that the practice of judo in Brazil no longer follows the same cultural criteria of its Japanese origin (Espartero, Villamón, & González, 2011). The process of local redefinition of original values, beliefs and customs can contribute to this change. Still, we can understand that the actions of practitioners of soft arts are determined by the structure around the customs and norms promoted by the fighting culture, which is typical of a society with traditional characteristics, where affective values ​​are centered on the figure of the Sensei (teacher / instructor / master), as the uniqueness of their actions motivates impulsive and emotional engagement, as they are attributed qualities and authority. (Vianna, & Lovisolo, 2016)

 

    Among those responsible for the dissemination of beliefs and values ​​in the struggles, there is the Sensei, who is responsible for transmitting what he has assimilated throughout his experience with his master, to his students. Thus, in the current system for grading practitioners of some fights (judo, karate, taekwondo, among others), obtaining a black belt gives the practitioner the possibility to teach classes in the respective fight. In this mission, the instructor starts to reproduce what he learned from his master. This tradition and traditionalism seem to be present in judo and other representative institutions of oriental struggles in Brazil (Vianna, & Lovisolo, 2016). The training structure for coaches of national judo entities is closer to the craft school, and farther from scientific-based training. (Drigo, Neto, Cesana, & Tojal, 2011)

 

    However, the growing demand of people who seek combat sports in today's society seems to exert an influence on martial arts organizations and fight instructors, so that the training process is streamlined, that is, values, attitudes and behaviors would be submitted to calculation, technique and effectiveness criteria, thus generating more efficient results. To meet this demand, sports organizations of fights, combat sports and martial arts need to change modes of operation and adopt scientific models to guide practice, especially training, and attach importance to changes in training and practice and constantly test protocols (Scott, 2010a; Vianna, & Lovisolo, 2016). However, this process of rationalizing the means to achieve goals, which is typical of modernity (Scott, 2010a), may not represent a causal relationship in the teaching of martial arts, it is admitted that, under social pressure to rationalize their behavior, instructors can resist change or ignore change, and justify their customs by arguing that “this is the way we've always done things”, suggesting the need for systematic investigations to confirm or refute these hypotheses.

 

    A study that can contribute to the understanding of this phenomenon is the investigation by Silveira, Violin, & Pimentel (2018), in which the authors sought to observe the socio-demographic profile and socio-educational perceptions of 64 judo teachers in the State of Paraná. In the above-mentioned study, a questionnaire with 6 (six) questions was used that focused on the weekly hours taught, Professional training of the investigated teachers, the main objective of sensei when teaching judo, the most important aspects prioritized in judo classes, as well as the aspects less important prioritized in classes and sources and resources for consultation cited by teachers as a way of updating knowledge.

 

    The survey carried out with judo teachers in Paraná (Brazil) provides evidence for other research investments that seek to deepen the understanding of the subject, by verifying similar aspects in judo teachers in other Brazilian states, identifying common characteristics and contributing to expand and deepen the knowledge of the phenomenon in question. Thus, the objectives of this study were to identify the demographic, social and educational profile of judo teachers and to verify the perception of judo teachers about the teaching of fighting in gyms.

 

Method 

 

    This research was characterized as exploratory research that aims to improve hypotheses, validate tools and become familiar with the field of research. It usually constitutes the first phase of a broader study and is widely used in research that has not yet been explored, and can be used in preliminary research such as the one being proposed by this study, which seeks to obtain an overview of certain facts, events and trends that may have an impact on the development of the study of certain phenomena. (Gil, 2002)

 

    Due to the distancing precautions suggested during the COVID-19 pandemic period, the questionnaire prepared in the data collection tool in the Google Form was forwarded in a WhatsApp group with people interested in participating in an MBA course in judo, of which one of the authors of this work is an integral part. From a total of 239 participants in the WhatsApp group, 233 judo teachers, 201 male and 32 female, residents in 26 Brazilian states, voluntarily answered the questionnaire. As inclusion criteria, only teachers graduated with black belts or higher were selected, following the graduation criteria of the Brazilian Judo Confederation (CBJ) but not excluding graduated teachers from other institutions who taught judo classes regardless of the type of institution: school, club, gym, association, etc.

 

    The graduation of most of those investigated was 2nd Dan (according to what is recommended by the Brazilian Judo Confederation, practitioners who reach black belt can advance to higher levels in ascending order of graduation, which are called “Dan”). The lowest ranked subject declared to be 1st Dan and the highest ranked 9th Dan (all are black belts or higher). The investigated group was predominantly male - 86.3% of respondents. Those investigated were aged between 18 years and 72 years, with a mean age of 43 years (SD = 10.5).

 

    The instrument used for data collection was a semi-structured questionnaire that had as its characteristic basic questions that are supported by theories and hypotheses related to the research theme (Triviños, 1987). The open and closed questions that were adapted from the instrument applied by Silveira, Violin, & Pimentel (2018), addressed questions about gender, age and region of the participants, in addition to seeking information on the following issues: educational level of the investigated teachers; the main purpose of the sensei (teacher) when teaching judo; the most important aspects prioritized in judo classes; as well as the less important aspects prioritized in the classes and; the sources and resources for consultation cited by teachers as a way of updating knowledge.

 

    For data analysis, descriptive statistics (mean, percentage and standard deviation) were used to establish recurrent information, with subsequent narrative analysis as proposed by Certeau (1998) and data triangulation with information found in the literature.

 

    This research obeyed the guidelines and norms of Resolution Nr. 466/2012 of the National Health Council (Brasil, 2012), which deals with the conduct of research with human beings, as well as respecting the Declaration of Helsinki. (WMA, 2008)

 

Results and discussion 

 

Weekly hours of judo teaching 

 

    According to the present study, the investigated judo teachers dedicate between 8 and 10 hours a week to judo, which suggests that teaching Judo may not be the main professional occupation of the participants (Table 1). In the study by Silveira, Violin, & Pimentel (2018) 35.9% of the teachers teach less than 10 hours a week, while 33.9% of the judo teachers in this study teach less than 10 hours a week, which means that they dedicate a little less 2 hours a day to teaching judo.

 

Weekly workload	Freq.	%
Between 10-20 hours	87	37.3
Between 21-30 hours	24	10.3
Between 31-40 hours	30	12.9
More than 40 hours	13	5.6
Less than 10 hours	79	33.9
Total	233	100.0

Source: Prepared by the author

 

    The small workload dedicated to teaching judo can be an indication of the process of moving away from the training model of the craft workshop, in which the practitioner devoted a great deal of time to becoming a specialist. Currently, the mercantilist routine of modern gyms, in which the rotation of activities in the same room is crucial to obtain the profits sought by managers, there is no time or space for the practitioner to remain in the training room (dojo) beyond the hours of class. In this new reality, traditional activities, habits and behaviors are overwhelmed by the urgency of time, with less weekly class hours, which ends up compromising training so that "more complex skills are recorded so deeply that they become tacit and readily accessible knowledge” (Sennett, 2015, pp.193). According to Perez-Roux et al. (2019), the judo teacher lives a tension between the profitability of the profession and the traditional values of the martial art.

 

Educational level of judo teachers 

 

    With regard to the level of education of the investigated, we observed that the majority (66.1%) of the judo teachers surveyed are graduated or are graduating in physical education (Table 2), which confirms the findings of Silveira, Violin, & Pimentel (2018), in which the majority (78.1%) of the judo teachers were graduates or were graduating in physical education.

 

Professional Qualification	Freq.	%
Physical Education Course Academic	12	5.2
Incomplete higher education course	16	6.9
Graduation in Physical Education	142	60.9
Does not have higher education	16	6.9
Other Higher Education	47	20.2
Total	233	100.0

Source: Prepared by the author

 

    Given the data, it is understood that the investigated Judo teachers tend to seek better training, modernizing themselves according to the trend described by Scott (2010b), even if this graduation is not a necessary requirement to act as a "teacher/instructor" of judo in Brazil, according to items 5 and 6 Special Resource 1012692 / RS (Brasil, 2007):

    5. As for articles 1 and 3 of Law n. 9,696/1998, the alleged violations are not verified, as there is no normative command in them that requires the registration of teachers and masters of dance, yoga and martial arts (karate, judo, tae-kwon-do, kickboxing, jiu-jitsu, capoeira, etc.) in the Physical Education Councils, since, in light of the provisions of art. 3 of Law n. 9696/1998, these activities are not characterized as typical of physical education professionals. 6. Art. 3 of Law n. 9,696/1998 does not say which professionals consider themselves to have exercised physical education activities, but simply lists the attributions of physical education professionals.

    The predominance of judo teachers graduated in Physical Education is not always observed in investigations with instructors from other fights in Brazil. In Antunes, & Moura's (2010) research with 61 wushu instructors had the participation of 11.5% of individuals with complete higher education, among which 6.5% of the investigated group had a degree in Education Physics. In an investigation with 65 karate teachers, Vianna (2016) found that 76.9% of the investigated were graduates of higher education, however only 16.9% of the subjects reported having had any training in sports training or related knowledge. Which suggests that the fact that judo has become an Olympic sport longer than other combat sports, may have contributed to schools of craft in judo have come under pressure to modernize earlier than other struggles that they remain stuck in tradition.

 

Purpose of teaching judo 

 

    Forming the citizen is the main objective of the surveyed judo teachers (55.4%), followed by global training with 31.3% (Table 3). The data corroborate the study of Silveira, Violin, & Pimentel (2018) who identified as main objectives to train citizens or assist in the overall training of practitioners (81.2%) and the research of DelCastillo-Andrés, Toronjo-Hornillo, Toronjo-Urquiza, Zagalaz, & Campos-Mesa (2018) in the adapted judo, that found that the judo is both a timely and relevant as a social and educational tool for programs aimed at improving the health and quality of life, the socialization and self-esteem of the older adult population in Europe. What can also be observed in research with karate teachers, who placed greater emphasis on character formation of the practitioner. (Cavalcante, & Teixeira Potiguar Junior, 2019)

 

Main Objetive	Freq.	%
Spreading and Expanding Judo	5	2.1
Profitability	2	0.9
Global Formation	73	31.3
Form citizen	129	55.4
Transmit knowledge	24	10.3
Total	233	100.0

Source: Prepared by the author

 

    When considering that the formation of the citizen is inserted in the perspective of the global formation of the student, preparing the individual for life seems to be common to most of the investigated (86.7%), these data confirm the experimental study of Berliana, Purnamasari, & Novian (2021) that showed a significant influence between judo training and the increase in social-cultural values of athletes.

 

    Vianna, & Lovisolo (2011) argue that sport as a channel for positive socialization or social inclusion is revealed by the growing number of sports projects aimed at young people from the popular classes, financed by governmental and private institutions - which can be observed in the increase in the number of judo practice sites in favelas in Rio de Janeiro, Brazil. The authors also state that the search for sport by members of the popular classes, as a means of social elevation, especially by those who live in violent communities, can represent a form of self-realization and overcoming the condition of not having citizenship rights full.

 

    Under this bias, judo presents itself as an instrument with great potential for training children and adolescents in situations of social vulnerability (Vianna, & Araújo, 2016). Although, in Brazil, physical education teachers consider that combat sports contribute to the development of moral, intellectual, affective and motor aspects of practitioners, most teachers do not include activities related to these sports in their classes. (Pereira, Folle, Floriano, & Souza, 2022)

 

Most important aspects in judo practice 

 

    Regarding the most important aspects prioritized in judo classes, the Educational/philosophical aspect was chosen by 60.9% of the Judo teachers in the sample, confirming the results previously presented in which it can be verified that the teachers have as their main objective train citizens or assist in the global training of students. This humanist perspective of citizen formation is linked to pedagogical issues (Educational/philosophical), strengthening the arguments of Santos (2003), that the global formation of the student is supported in the teaching-learning process (Table 4).

 

Aspects	MOST important		LESS important
	Freq.	%	Freq.	%
Competitive	13	5.6	159	68.2
Educational/Philosophical	142	60.9	31	13.3
Bodily	3	1.3	34	14.6
Technician	74	31.8	6	2.6
Others	1	0.4	3	1.3
Total	233	100,0	233	100.0

Source: Prepared by the author

 

    Aspects related to sports performance (Competitive, Bodily, Technical) were placed in inverse relation to the most important aspects to be prioritized in the judo lessons. With regard to aspects considered less important, the interviewees most will opt for Competitive (68.2%), similar to the study by Silveira, Violin, & Pimentel (2018). These data put the teaching of judo in agreement with the arguments that criticize the excessive competition in the practice of sports in Brazil (Coletivo de Autores, 1992; Kunz, 2004), and who cite heightened competitiveness as a possible way to educate individuals for the habits of individuality, rivalry, aggressiveness, in addition to foster exclusion, domination and enmity. (Lovisolo, Borges, & Muniz, 2013)

 

    Thus, showing that care must be taken regarding the dosage in the importance given to the competitions, without neglecting the fact that the fight can favor the formation of character and self-control of the practitioner's aggressiveness, if he still wants to and if the teacher provides positive training opportunities (Monacis, De Palo, & Sinatra, 2015). However, it must also be considered that the training of children and adolescents through judo contributes to self-control the feelings of tension, anger and anxiety (Rossi et al., 2022), which is important for the sport and for the life of the citizen. The practice of judo also contributes to increase enjoyment, competence, appearance, sociality and the motivation in older novice judoka (Ciaccioni, Pesce, Capranica, & Condello, 2021), and gives people a sense of good health and physical fitness and a sense of independence. (Wolska, Pujszo, Janowska, Wodjat, Zajac, & Pujszo, 2019)

 

Sources and resources for updating 

 

    Although Drigo, Souza Neto, Cesana, & Tojal (2011) state that Brazilian judo “keeps structures similar to craft schools at the expense of more scientific training related to sport sciences”, most of the interviewees expressed interest in refresher courses. In this research, it is not possible to identify whether the courses declared by the investigated were at the level of specialization or technical courses of the modality, which is common with instructors from other fights (Ribeiro et al., 2020), but this search for training can be another indication that the participants may have looked for paths to continuing education, which is, indirectly, one of the requirements of the modernization process. The search for modernization in judo was verified in an ethnographic study carried out by Gonçalvez, & Da Silveira (2012), in which the participants sought to reconcile the links with Eastern traditions, while being involved in the sporting process of the fight.

 

Sources and resources for updating	Freq.	%
Video	4	1.7
Competitions	4	1.7
Papers	10	4.3
Exchanges	16	6.9
Other teachers	25	10.7
Internet	33	14.2
Books	42	18.0
Courses	84	36.1
Others	15	6.4
Total	233	100.0

Source: Prepared by the author

 

    When considering that most of the participants have a higher education degree in Physical Education, the percentage of scientific articles that were cited (4.3%) is noteworthy, indicating that there is still a gap between the production of scientific knowledge and the mats of the judo training rooms. As in the study by Silveira, Violin, & Pimentel (2018), the most used means to keep up to date were courses (36.1%) and Books (18%). The evidence of Perez-Roux, Perez, Gabriel, Papet, & Cassignol (2019) that the judo instructor lives a tension face with in their day-to-day activities, between pleasure and effort, leisure activity and competition, tradition and change, which implies maintaining its profitability without losing the traditional values of the martial art, seems to be more indicative of social pressure for the modernization of judo.

 

Conclusion 

 

    By verifying the perception of middle-aged judo teachers, who sought to deepen their knowledge and skills both in struggle and in school education, evidence was identified that changes in the ways of life of contemporary society may be contributing to the activities, traditional habits and behaviors in judo are modernized.

 

    Among this evidence is the reduction in the workload for classes in gyms and training venues, due to competition with other activities offered to the public in the same environment, which limit the time and space for the practice of fighting. The training rooms (dojo) lost the characteristics of the traditional dojo in which social interactions and practices that favored the formation of the apprentice took place; another evidence is the search of the surveyed teachers for higher education level and the search for refresher/training courses, possibly to respond to the demand for quick results, which are achieved with new modes of operation and scientific models to guide training.

 

    By placing the normative values ​​of judo practice in an inverse relationship with the procedures and training methods most valued in sports practice, the respondents reveal the contemporary challenge of martial arts of oriental origin in establishing a balance between traditional fighting values ​​and perspectives of modernity. However, it seems to be recommendable that, no matter how modernized, the practice of judo should keep non-modern values ​​and elements that are proper for human formation and life in Future investments in research can contribute to a better understanding of this phenomenon, by analyzing the costs and benefits of modernizing martial arts craft schools.

 

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Lecturas: Educación Física y Deportes, Vol. 28, Núm. 299, Abr. (2023)