Am I a good training Partner?
Brazilian Jiu Jitsu (BJJ) is among the sports that have gained popularity due to its success in mixed martial competition. It teaches students to defend themselves against major adversaries. Gracie Barra, the founder of BJJ, modified Japanese jujutsu to create the art. It involves stand-up maneuvers and gaining superior positions so that one applies chokes, locks, holds and joint manipulation on the opponent (Andreato, Franchini, Moraes, Pastório, Silva, Esteves & Machado 2013).
During training, students have different attitudes and mindsets. Frustration can arise from students failing to achieve their targets (Roza, 2012). Some students know how to handle this while others get dismayed. Students should be motivated to be persistent and attentive when the instructors are guiding them on skills used in the training (Samulski & Lopes 2008). To balance their mindset, students should be encouraged to control their ego and superiority feelings during training. Family support and cheering them also adjusts their mindsets (Andreato,2013). Training partners should not be taken for granted because they develop good behaviors and attitudes in students (Martin & Rifkin 2004). Unity, teamwork and excellent interaction skills among other are also developed.
BJJ training can be used for sport grappling tournament. It is a method of building character in young people and ultimately, a way of life. Students should be provided with an environment for healthy competition and encouraged not to lose a goal and always have a positive mindset. They will also learn how to behave in an atmosphere of competition.
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Martin, B., & Rifkin, W. (2004). The dynamics of employee dissent: Whistleblowers and organizational Jiu-Jitsu. Public Organization Review, 4(3), 221–238.
Roza, G. (2012). Brazilian Jiu-jitsu. The Rosen Publishing Group.
Samulski, D. M., & Lopes, M. C. (2008). Counseling Brazilian athletes during the Olympic Games in Athens 2004: Important issues and intervention techniques. International Journal of Sport and Exercise Psychology, 6(3), 277–286.
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