su 18.3.

Ukon yli pääseisonta/kärrynpyörä 

Armbar liike

Säkeillä nykäisy

 

 Otekamppailu - sidontaan

- arm drag -> syleily
- under hook
- 2 on 1 russian
- neck tie

Jalkoihin meno - ylväs asento (läheltä pudotus)

-pyllylleen kaataminen

 Rantapaini ----

Takaa syleily käsien ympäri

20 Headlock on the ground defense with frame

Päähippa

Sarja - closed guard ...kumpi "voittaa"?
- Matala ohitus...ja side control.

---> miten estetään ohitus?



For both my kid and adult classes, I use the “Why? What? How? and What if?” format when presenting techniques.
The “Why?” section explains why they would want to learn this technique: what they will gain from knowing it and what they might lose if they don’t know it. This motivates students to want to learn what I’m about to show.
The “What?” section explains what the technique is: its name and perhaps some brief history or story that goes along with the technique. This provides context to help with learning.
The “How?” section provides the actual step-by-step explanation of the technique.
The “What If?” section is where students try the technique for themselves with their training partners against gradually increasing levels of resistance.
During the “How?” section, after demonstrating a new technique and presenting the steps a few times, I use Active Recall to reinforce the key movements. This method simply consists of asking individual students to describe the next step in a technique: “Dave, what do I do first?” “Joe, where do I place my right hand?” “Suzy, where do I move my hips?” When using this approach, I never put a student on the spot. If they struggle with the question, I quickly give hints or the actual answer.
This Active Recall Method motivates students to pay close attention during the presentation of a technique. No student wants to be caught without the right answer no matter how gently I ask the question. In addition, asking students direct questions stimulates their brains, allowing them to store the information more effectively.
During the “How?” section, I also present (and then ask about) the one or two most common mistakes that people routinely make when trying to perform the new technique.
Once the steps are clear, the students practice the technique with one another, first with no resistance and then with light resistance.
Next, the students wrestle in the position we are practicing, using the new technique and others they have learned. When one partner gains a dominant position, they reset and begin again. This gives the kids (and adults) lots of experience with a particular position without confusing them with the overwhelming variety and detail that bjj can present.
Finally, we free grapple with different partners.