Adam Medlock, a Braulio Estima black belt and lead educator from the UK, discusses innovative methods for assessing student progress in Brazilian Jiu-Jitsu. He highlights the TLA cycle (Teaching, Learning, and Assessment) and critiques the limitations of one-size-fits-all approaches. Medlock emphasizes the importance of personalized feedback, innovative tools like video analysis, and the role of self and peer assessments in a supportive learning environment. The conversation delves into how adaptive strategies can enhance both student and coach growth in this dynamic martial art.
The TLA cycle (Teaching, Learning, and Assessment) offers a structured framework for coaches to identify students' learning gaps effectively.
Cumulative disfluency highlights the risk of teaching misconceptions repeatedly, necessitating adaptive teaching strategies to ensure all students grasp fundamental techniques.
Fostering open communication and peer assessment in classes cultivates a collaborative atmosphere that enhances individual learning and community building.
Deep dives
The Evolution of BJJ Learning Resources
BJJ training has shifted dramatically from the past, where learners had limited access to information and resources. Today, practitioners can subscribe to platforms offering a wealth of audio courses on techniques and mindset, allowing for personalized coaching experiences even outside of the mat. This modernization has made it easier than ever for students to enhance their skills and understanding of Brazilian Jiu-Jitsu. For example, personalized rolling reviews provide insights that mirror attending a one-on-one seminar with experienced instructors.
Assessment Dynamics in Jiu-Jitsu Coaching
Effective assessment in Brazilian Jiu-Jitsu is crucial for understanding student progress and ensuring that instruction aligns with their needs. Traditionally, assessment in jiu-jitsu has not been sufficiently emphasized, leaving a gap where misconceptions can accumulate. Implementing a structured assessment framework, such as the TLA cycle of teaching, learning, and assessment, can help instructors identify where students struggle. This focus allows coaches to tailor their teaching strategies and directly addresses the learning gaps present in their classes.
Understanding Cumulative Disfluency and Adaptation
Cumulative disfluency occurs when misconceptions are repeatedly taught without addressing students' actual understanding. Coaches often stick rigidly to their lesson plans despite varied class dynamics, leading to ineffective teaching. As a result, lower-ranked students may miss fundamental techniques while upper-ranked students may struggle with advanced concepts. This iterative assessment and adjustment ensure that every student receives the necessary guidance to thrive, fostering a more inclusive and effective training environment.
Formative vs. Summative Assessment in Jiu-Jitsu
The distinction between formative and summative assessments is critical for evaluating student progress. While summative assessments, like belt testing, offer a snapshot of skill level, formative assessments involve ongoing feedback that informs students about their development in real-time. In jiu-jitsu, regular interactions and feedback during practice sessions can replace the pressure of formal testing environments. Coaches are encouraged to develop a culture of continuous improvement, utilizing informal assessments to guide their instruction and boost student engagement.
Creating an Interactive Learning Environment
Fostering a culture of open communication and peer assessment enhances the learning experience in jiu-jitsu. Encouraging students to engage in discussions about techniques and their understanding cultivates a collaborative atmosphere where everyone feels valued. Instructors can facilitate this by integrating questioning strategies and supportive feedback into their classes. This approach not only aids individual learning but also helps build a community of knowledgeable practitioners who assist each other, elevating the overall skill level within the gym.
This week we're joined again by Adam Medlock! Adam is a Braulio Estima black belt and a lead educator from the UK. In this episode, Adam discusses the challenges of student assessment, or how Jiu-Jitsu coaches can measure student progress and the effectiveness of the curriculum. Key points include the introduction of the TLA cycle (Teaching, Learning, and Assessment) and the concept of cumulative disfluency, alongside a critique of one-size-fits-all curricula and seminar-style teaching.
Resources discussed in this episode:
Inside the Black Box: Assessment for Learning in the Classroom, by Paul Black et al. https://bit.ly/4dUdqqG
Don't forget to check out BJJ Mental Models Premium!
If you love the podcast, you'll definitely love our premium membership offerings. The podcast is truly just the tip of the iceberg – the next steps on your journey are joining our community, downloading our strategy courseware, and working with us to optimize your game. We do all this through memberships that come in at a fraction of the cost of a single private.