BJJ-JiuJitsu-Judo-Sambo-Brazilian JiuJitsu publication sports focused!

In the first part 28 of this article, I described the emergence and characteristics of modern grappling forms such as Brazilian jiu jitsu, wrestling (Greco-Roman, free style, sambo), submission grappling and mixed martial arts. I advocated offering grappling more broadly than just as judo, to fit with modern movement culture. This second part explores how we can offer these modern grappling forms in sports, movement education and related fields.

Methodology and didactics of grappling sports and romping games

Erik Hein

The structure of this article is shown in Figure 3, which can also serve as a "menu of choices" for the teacher or trainer who wants to do something with grappling (frolicking) and is looking for support in determining goals, lesson content, didactics and methodology. The components of the figure will be elaborated on successively.

The drop-down menu can be used as follows.
Choose successively:
- a domain of grappling in which you want to work;

- the most appropriate source sports for you and your objective that you want to use in the process;

What is "romping?
Domains and source sports Phases Basic forms Challenges Practice methods

Figure 3 | Teacher/Trainer drop-down menu.

- The phase of frolicking you want to offer;

- within that phase for ground forms, romping challenges, or both.

- The most appropriate practice method: training, learning or playing.

The concept of frolicking

What term do we choose for what we want to do: judo, grappling, romping, wrestling? The criteria accepta tion, communication and implementa tion are important here. Another criterion is that the term "grappling" is not narrowed down to just one source sport, such as judo, for example

The term that is used must in essence refer to all those forms of movement behavior in which there is body-to-body combat, with the aim of throwing, controlling and submitting (submission). The term should also refer to broad domains, including sports and games, but also provide space and relevance to basic forms of frolicking, self-defense and resilience. Finally, the term must be consistent with current martial arts/movement culture.

Based on these criteria (in addition to the objections mentioned in section 128) judo falls off. We could opt for the term wrestling, but this suffers from the same objections as judo, namely that we are narrowing

to one of the many source sports of grappling. The most neutral, precise and internationally accepted term is "grappling.

In the Netherlands, however, this term is still rather unknown. In this article and for this journal, I therefore choose the term romp, because it meets all the set criteria and is accepted in sports and movement education.

Domains and source sports

Frolicking can be divided by purpose into several domains, namely as: play; sport;broad physical and motor development; self-defense; resilience training; psychomotor intervention.

Training Tip:

choose the correct term

Each setting - think sports, movement education or resilience training - is sensitive to how you name "romping. In movement education, romping or judo is familiar and accepted, but in a big-city gym, BJJ or grappling sometimes fits better. Use the term that fits your purpose and context. 16

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These domains derive their ground forms, techniques and tactics from a number of source sports.11,31 Some source sports fit certain the goals better than others (see Table 2). In addition, the affinity of

the trainer with a source sport an important factor.

Frolic as a game

Here, play is paramount. Think of romping in movement education. Rigid institutionalized game rules and protocols are less important. Own game goals and rules can be devised. The goal is to play with opposing game challenges while keeping the game going. Playing comes before winning.

Frolicking as a sport

This is the competitive variety. Think Greco-Roman or free style wrestling, sambo wrestling, submission grappling and (Brazilian) jiu jitsu or judo. These involve winning from an opponent according to institutionalized competition rules. Because I sometimes hear different sounds around me, I would like to say that competition (literal meaning: 'to strive together') is not by definition uneducational or unformative. Sport has its own formative values, but of course also its pitfalls.

Frolicking as broad physical and motor development

In this domain, especially the land

forms of movement related to frolicking central. Think of pushing, pulling and lifting. The emphasis is on physical strengthening and developing a broad and adaptive motor base. This domain is applied from the ASMBMO method, for example, at soccer clubs.5,28

Training not better grapplers but more versatile athletes is the goal.

Frolicking as (physical) self-defense

In this domain, you can think of controlling a physically aggressive person, or freeing yourself from a hold.31 Physical skills

in self-defense scenarios are central. Legal aspects such as proportionality and subsidiarity play an important role in this domain. A high and hard judo throw

as the uranage, for example, is very effective, but not proportional in many cases.

Frolicking as resilience training

In this domain, which should not be confused with self-defense, social-emotional and communicative goals are pursued in particular. Themes such as setting boundaries, the role of posture and body language, standing up for yourself or aligning with another are practiced through physical forms of combat.

Frolicking as a psychomotor intervention

This involves the thera peutic use of romping forms for a specific

Figure 4 | The five phases of frolicking.

problems. Frolicking offers an added dimension because of the physical contact, which we know is

this both healing and threatening

can be. Themes include recognizing body signals, working on distance and closeness, space, strength, body perception, trust and relaxation.25,32

Five phases of frolicking

Frolicking from grappling to judo can be divided into five phases (see Figure 4), based on distance, position and goals:

1. long-distance standing romp:

2. standing frolic at close range

3. standing frolic clinching

4. standing versus ground romping

5. ground romping (see photo 9).

BRONSPORT

DOMEIN: Frolicking as ...

Greco-Roman wrestling

freestyle wrestling

sambo wrestling

Brazilian jiu jitsu

grappling

MMA

judo

game

sport

broad physical and motor development

self-defense

resilience training

psychomotor intervention

Table 2 | Suitable (-) and unsuitable (-) combinations of romping and source sports .

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TRAINING

Training tip: choose your domain and source sport

Choose the domain first and then the most appropriate source sport. For example, if you choose romping as a game, then this fits perfectly with training broad physical and motor development, or in movement education. Next, choose an appropriate source sport. If schools or sports clubs do not have or wear judo suits, source sports such as wrestling, grappling or BJJ-no-gi are more appropriate than judo. And if you want to work on "tackles" (for rugby, for example) from the domain of romping, then free-style wrestling and grappling are the best choices. If you choose grappling as self-defense, then you are looking for expertise that goes beyond grappling sports. For example, knowledge about legal aspects of self-defense and scenario training. Brazilian jiu jitsu is then well suited, as it has the most elaborate and explicit self-defense curriculum of all grappling source sports. Judo and wrestling are less suitable, because they do not include kicks and punches, as well as some tactics that are inappropriate on the street (for example, turning on your stomach).

phase 1 long-distance romp

phase 1 boarding and level change

phase 1 entering into contact

1

2

3

phase 1 contact

phase 1 end position to takedown

phase 2 standing frolic at close range

4

5

6

stage 3 clinch

phase 4 standing versus ground romping

phase 5 ground pounding

7

8

9

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Phase 1

The first stage is standing romp and can start from a distance and without contact. This involves covering a distance to make contact. Think of the phase before engaging in a wrestling takedown or a rugby tackle. In this phase, distance must be bridged and moving in and out plays an important role.

Phase 2

The second stage is standing romp, where there is already physical contact with the hands, but not yet 'trunk to trunk' contact. This is the fight for hand and 'grip' position, as seen clearly in wrestling and judo. The han den is the main first line against takedowns. The so-called hand fight aims to get into a po sition where you can take the opponent to the ground. In this phase, throwing techniques and takedowns take place. The game challenge is throwing and not being thrown, also called "staying balanced" versus "off balance" in movement education.

Phase 3

The third phase is the so-called clinch, which may involve trunk-to-trunk contact. Think of the many wrestling positions, but also body-to-body positions in rugby, boxing and kickboxing, for example. Takedowns and throws also take place from the clinch, and particularly those throws that require close body contact, such as hip throws and many takedowns via underhooks and body locks.

Phase 4

In the fourth phase, one person stands per soon and the other person sits or lies on the ground. For example, in BJJ or judo, in which the "thrower" is still standing and the opponent is lying on the ground. This phase is especially important in sparring as self-defense and is also common in physical interventions in police, mental health and physical

ke aggression at school. However, Phase 4 also provides good opportunities to get used to contact and, in addition to that, is relevant to all those sports and resilience situations where you have to protect yourself while on the ground. BJJ and grappling have the most elaborate curriculum in this area.

Phase 5

The fifth phase is ground romping, of which we have seen earlier (see Table 1 in Part 128 of this article and photos 10 to 16) that there is a hierarchy of positions. For example, the back mount (photos 10 and 11) is the most effective position, so it gets the most points in the "sport" and "play" domains.28

Training tip phase 1

Fun frolics for all audiences at this stage are:

- Touching opponent's knee with fingers (easy) or palm

(difficult). Touching one knee is one point, touching two knees is two points. Start with separate roles (one attacker and one defender). Then both players can be attacker and defender at the same time. Play the game for one minute. Whoever has scored the most points is the winner. This exercise is the basis for single leg and double leg take-down and school moves and defenses.

- The same game form, with the same structure and scoring as before, but now the goal is to grab one or two of the opponent's wrists. A variation is three points if you can get one or both of the opponent's hands to touch the ground. This exercise is the basis for the "hand fight" and thus for wrestling techniques such as the "arm drag.

Training Tip Phase 3

A fun romp form for all audiences at this stage are the following:

- Playing for inside biceps position. One point can be earned for one side and two

points for both hands inside-biceps position. A variation is to get the opponent on one leg from this position (three points) or "duck under" (four points). Play the game for one minute, the one with the most points wins. This exercise is the basis for even better positions, as well as for "duck unders" and take-downs.

Training Tip Phase 4

An important and fun form of play for all audiences in this phase are guard plays: - One of the players sits on the ground in an athletic position, the other stands. Goal

of the game is to pass the legs, get behind the seated opponent and touch them on the inside shoulder. If successful, a change is made. The seated player may not kick, but only hold off with the hands and his legs

hold between them. Variations include having to grab a ribbon in the collar of the seated player, or shifting the goal to grabbing an object behind the seated player. A difficult but important variation is to give the seated player the second goal of trying to stand up. This exercise is the basis for all "ground recovery skills" that can occur in many sports, as well as in self-defense and resilience.

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TRAINING

Building up physical contact

More in general, it is important to have an eye for a good methodology for getting used to and accepting physical contact. Then determine the end phase of the romp and use, for example, the structure from Figure 5.

Back mount position

Back mount position variation

Side control

Mount position

Knee on belly position

11

12

13

20

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Training Tip Phase 5

There are an infinite number of forms of frolic in Phase 5, ranging from "koala" for elementary school33 to serious BJJ and submission grappling forms in sports and advanced education. Some tips and exercises:

- Be sensitive. Because ground romping is the most intimate form of romping, it requires

the sensitivity of the trainer. One possibility is to first get used to standing

contact, and only then move to this stage.

- Another option is to start frolicking "with" and "around" on the floor

materials. This takes some of the focus away from purposeful work on and with the body. For example, "towel pulling" from the knees, or romping for a ball in a boxing position with a tackler and a defender.

- Another option is to connect with the experience of the target group. For example, many young boys are very familiar with (kick) boxing and that can be a starting point: what can you do if a grappler dodges your punch and takes you to the ground?

- Start with the least intimate positions, such as the various guard forms. There are also fun exercises to get used to contact, such as the following by Yos Lotens from "Parenting Through Frolic "4: "toe tag," "sticky hands," "Eskimo dance," "stamping," and "give gas and surprise.

- Make it attractive. Some audiences are more likely to catch on if you show a "cool trick," or a cool escape (what would you do if someone grabbed you like this?).

10

Turtle position

Guard position

15

16

Training tip: choosing

for frolic challenges

You have chosen in the previous stage the domain of romping, the source sports and the phases you will use. Now it is time to choose which romping challenges you will choose in training:

- If the goal is to make participants better

become involved in frolic as a game or sport, then the following challenges are important: frolic for position, frolic for balance and frolic for control.

- For getting used to physical contact, romp challenge 1 (see Table 3) is a good start. Here the methodology from Figure 5 can be used.

- The challenges of romping for space and "around" and "with" materials are ideally focused when romping is offered for broad physical-motor development in sports and movement education.

Figure 5 | A methodical construction of physical contact.

For each situation, choose which phase is most effective for your goal and whether this phase is (already) safe for the target group. For example, there are reasons to start on the ground in physical education, because falling is not an issue then. But in secondary education, or if you want to offer forms of frolics in sports, such as handball or rugby, standing is more suitable.

Basic forms of romping

Frolic can be boiled down to a number of basic forms, such as pushing, pulling, lifting, grasping and holding, grasping and squeezing, encompassing, falling, rolling, balancing, shielding and holding and "footwork. These ground forms can be offered as isolated physical training in game form (see Table 2).

Frolic challenges

Frolic challenges are the play challenges within all the mentioned domains of frolic. Examples

are touching versus not being touched, grabbing versus not being grabbed, controlling versus staying free.30,31 Frolic challenges occur not only within frolic games or grappling sports, but also, for example, within frolic as self-defense. Table 3 lists ten frolic challenges. The first challenges are true play challenges, the latter are particularly social-emotional challenges.

Practice methods for frolicking

The term "practice methods" use

for now as a catch-all term for didactics/methodology. The didactics concern the method of teaching, but also the choice of working methods. In this article we use three working methods: training, learning or playing.

Training

By training, in this article, I mean drills and repetition with the foremost purpose of providing a physical stimulus to

give. Training also includes automating and embedding movements already learned. In this sense, training has a strong conditional and conditioning character.

Learning

By learning here I mean teaching or improving basic forms and techniques of frolic. The emphasis here is on the technical development and less on the physical stimulus. In the context of broad motor development, the focus in this category is on the broadest possible mastery of basic forms of frolics. Within this category, both substantial/technical and relational/play didactics can be chosen. In the language of motor learning, it is then the choice between a representational (e.g., schema theory) versus non-representational (e.g., ecological psychology) mode of teaching.34

Training tip: ground forms

Basic forms of romping make athletes stronger, fitter and more motor adaptable. Choose those forms that best suit your goal, your sport and your athletes.

To participate in romping as a game or sport, practicing ground forms separately is not necessary. After all, through play you practice ground forms. However, ground forms of romping can be an effective physical and coordinative stimulus that benefit the game. Ground forms are also of value to other athletes who are not otherwise interested in techniques and tactics. They can be of value in many sports with physical contact because they occur in many situations.

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TRAINING

Play

In play, the emphasis is on the play challenges of frolicking and we work solution-oriented according to the 3I method:35

introduction and explore game challenge

isolate some solutions

integrate into play.

For example, you introduce a romp situation like: A must get the legs

of B passing to achieve a hold, B tries to prevent that. Then you let the participants "fiddle" with this challenge within certain rules. In step 2 (isolation) you highlight some good solutions. You discuss these, give some instruction and briefly 'drill'. Then you let the participants try to apply what they have learned again (step 3: integrate) in the starting game.

Methodology

Above, didactics have been discussed. Now follows the methodology, by which I mean the sequence of learning and forms of work. Much of this has already been discussed in the phases of romping and the construction of physical contact. All that remains is to list some important choices:

- Which stage of frolic do you choose?

- What degree of physical contact do you choose

Ground Form Drill Play

push

Push each other across with little to a lot of resistance. Variations:

- standing or kneeling

- body to body or with tackle cushion

Push each other out of or off the spot. Variations: - standing vs. on knees

- body to body or with pillow

pull

Pull each other to the other side, possibly with material (rope).

Pull each other into or out of a space.

collide

Get used to absorbing physical contact through forms such as shoulder pushing, chest to chest jumping, etc.

Dueling with shoulder pushing, standing or sitting.

lifting

Lifting from the front, side and back in sets and reps.

Relay: lifting each other to the other side in increasingly different ways.

grasping/grasping and squeezing

Holding a towel to a pull up bar, holding a judo mat.

Towel pulling contest, or "who stays the longest" in teams.

include

Encompass from the front, side and back and lift partner.

Both partners attack and defend, goal is include the other to the torso or legs.

fall and roll

Practicing various forms of fall breaking.

Roll as dodging incoming opponents.

fend off, block and dodge

Incoming forces (pushes, collisions, tackles) fend off, block or dodge.

Fend off, block and dodge materials and incoming game opponents.

balancing

Practicing various balance positions in solo form.

Chinese boxing and other push and pull games on one leg.

plug

Using extended arm or other "frame" to hold off the other person.

Defending a space by holding off with one or two arms.

bridging distance and 'level change': being able to move quickly

From high to medium to low body positions in defensive and offensive situations.

Solo practice of bridging distance in phase-1 of romping for a take-down or for making physical contact. Level change practice in solo form.

Practice bridging in game form (see trainer tip ground forms). Practice from level change in game form.

Table 2 | Ground forms of frolicking as drills and as play.

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you and how do you build these into that speci

fic situation on?

- Do boys and girls go together or

separately?36

- Are we working with gi or nogi?

- Do you choose to offer

basic forms of romping, for technique, or for play?

In conclusion

Grappling is challenging as a sport and contributes to physical and mental health. It is also a good basis for defensibility and self-defense. Grappling offers great opportunities for broad motor development and physical resilience for athletes. In the form of romp games, grappling offers great opportunities in movement education and a great window into different grappling cultures. # Challenge Essence

1

Struggling with contact

Getting used to and accepting physical contact.

2

Struggling for control

Controlling the other and remaining free yourself. Holding versus breaking free. Examples include attacking and defending in ground positions, holds and standing overthrows.

3

Struggling for space

Entering or shielding/defending a place or space

Grabbing the best technical position relative to the other. Dominant grip, underhooks, and so on.

4

Struggling for position

Frolic with material (think pulling and pushing forms): this involves unintentional physical touching as an introduction to contact with others.

5

Frolicking 'with' and 'around' materials

Frolic over material: here the focus is on conquering the material, but you also touch the other person to get to that material.

6

Struggling for balance

Throwing and not being thrown.

7

Struggling with manners

Explore, recognize and acknowledge proper manners in romping.

8

Struggling with emotions

Explore, recognize and acknowledge emotions in romping.

9

Struggling with resistance

Explore, recognize and acknowledge resistance in romping.

10

Struggling with conflicts

Exploring, recognizing and acknowledging conflict styles in romping. About the author

Erik Hein is a regular contributor to Sport-oriented. He is a movement scientist, registered epidemiologist and psychologist (i.o.) and has years of experience as a teacher at the MBO Sport en Bewegen, at the National Police and within many martial arts, resilience, fitness and personal trainer training programs. He currently works as a first responder trainer and researcher and as a teacher at the Academy of Physical Education in Amsterdam. Last week his book Frontline Training. Handbook of education and training for frontline workers.

See the first part of this article28 for references 1 to 27.

28. Hein E (2021). The grappling (r)evolution. Hybrid martial arts have much to offer sports and exercise education. Sports-oriented, 75 (6), 36-43.

29. Morales J et al. (2020). Progression of combat sport activities for youth athletes. Strength and Conditioning Journal, 42 (3), 78-89.

30. Brinke G ten (2008). Stoeispelen in the basic document undergraduate VO. Physical Education, 96 (March), 32-34.

31. Pouwels J & Dijkstra W (September 2016). Exercise domain romp, hit & resilience: at ALO Eindhoven. Physical Education, 104 (September), 31-30.

32. Marich J, Warren OH & Ebert P (2021). Gracie jiu-jitsu in trauma-focused

Table 3 | Ten frolic challenges