HOW TO PLAY SOME OF THE GAMES

Step 1

Choose a category that you want to focus on for the day.  For example:   Positions -   Escapes - Passes - Take Downs - Sweeps - Submissions, etc.

Step 2

Shuffle the cards and have

someone pick a card.

Step 3

Have everyone choose a partner.

Step 4

As the instructor, teach the technique or choose a student to do so.

NOTE:

Allowing students, including white belts, to periodically teach, not only empowers a student, but also allows them to focus on the details of the move, which, in turn, improves their Jiu-Jitsu and their love of the sport.    

Purpose

The purpose of this game is to numerically progress from quadrant to quadrant beginning with quadrant 1. The goal is to seamlessly transition from quadrant to quadrant, by connecting the moves together in the quickest and most technical way possible. The game also encourages the tactic of baiting, which allows you to move from an offensive to  defensive position in any given quadrant to attain the  technique and to lure your opponent. The goal is NOT to perform the techniques in each quadrant in isolation. For example, the challenge is NOT to perform a judo throw as a takedown in quadrant one, reset, and then perform a butterfly sweep in quadrant 2. In the end, the game can  demonstrate a variety of  unorthodox  combinations.

Step 1

Shuffle the "Challenge" cards and stack facing down so the word Challenge is facing upward.

Step 2

Have someone pick the "Challenge" card for the first game and then turn the card  over displaying the 4 quadrants.

Step 3

Take each deck of flash cards that the "Challenge" card asks for, as shown above, shuffle each deck of flash cards separately (so as not to mix, for example, the take down cards with the submission cards), then place them with the illustration side facing down. Set the flash card decks to the side.

Step 4

Pick one card from each flash card deck and place it with the illustration facing up on the  appropriate quadrant depicted on the "Challenge" card. For example, quadrant 1 may be labeled as "Take Down", therefore, you must pick a "Take Down" flash card and place it on that quadrant. This is your relevant challenge.

Step 5

The quadrants are labeled 1 through 4, and the challenge must be played in that numerical order. In other words, you cannot begin with quadrant 1 and jump to quadrant 3.

Step 6

Depending on the size of the class, divide the students into groups of 2-6 people. To ensure fairness and to foster learning, it is best to evenly mix the  advanced belts with the lower belts.

Step 7

Set a time limit for the groups to find the fastest and most technical way to progress through all four quadrants in numerical order.

Step 8

Identify a team captain for each group. Every group member should  actively  participate in resolving the given task. Identify the  student who will assume the offensive position in quadrant 1, the "controlling student",  and his/her "partner" who will assume a  passive role in the challenge. The controlling student will be the person to execute the technique in each quadrant and maintains control of the  entire  challenge, whether he/she is performing it from an offensive or defensive position. The decision to switch from an offensive to a defensive position to attain a technique in any given quadrant is known as "baiting".

Step 9

When time is called, each team captain should pick one person from their group to demonstrate the challenge on his/her chosen partner to the  entire class. As the student  demonstrates the  challenge, their  corresponding team captain  explains their  technical approach.

Step 10

At the culmination of each group demonstration, the class should  reconvene and discuss the various ways in which each challenge was completed. The overall purpose of the exercise is to show that there is more than one way to execute a movement or combination.      

Step 1

Shuffle the Submission deck of cards. 

Step 2

Pick a student to participate in the challenge and have them choose their partner.

Step 3

Have the student choose a card.

Step 4

The student must try to get that particular submission in a given period of time set by the instructor while the partner is trying to  prevent that  particular submission. The partner's job is solely to defend against that submission. If needed, you can set the resistance of the  partner's ability to fight back by indicating, for example, that the  partner may  expend 50-70% of effort in defending.

Purpose

It is important to not only technically demonstrate and understand a move, but to also execute the submission in real-time or in a  realistic  sparring situation.  For students who do not compete, it is a good opportunity to watch how their submission pace increases under more challenging and time-sensitive situations.    

Step 1

Select and shuffle the Transitions "Escape" cards.

Step 2

Have someone pick a card.

Step 3

Have everyone choose a partner.   

Step 4

Have each team or group devise a way to escape that chosen   technique.

NOTE

The idea is to try to come up with a unique and effective escape, while  remaining technical in the overall approach.    

Step 1

 Shuffle the "Hold" card deck.

Step 2

Pick a card.

Step 3

Students must choose a partner and assume the position depicted on the card with their corresponding partner.

Step 4

When an instructor or the time clock says "Go", you must hold and  maintain that position for the allotted time without losing that  position, while your partner attempts to escape. When the time runs out, switch roles with your partner. If the partner escapes  before the time is up, repeat the process until the time is called.

NOTE:

It is recommended that the given position be held for 40 seconds. This gives everyone enough time to explore a number of positions without depleting their energy.     

Step 1

Decide which belt level or degree you are testing.

Step 2

Pull out the flash cards from each deck that you want the students to test.

Step 3

Shuffle the cards and allow the students to randomly pick a card for each test.

Step 4

Set the cards aside in piles after each tested technique. Those piles can be labeled as, for example, Pass, No-Pass, or Know It, or Kind of Knows It, and knows It .The method of testing a student is within the instructor's sole discretion.

PURPOSE

Individual and random testing ensures that the students approach the testing with the seriousness and study  required. Further, it teaches them to be more focused and accountable for their training and  subsequent  promotions.