ORGANIZATIONAL AND METHODOLOGICAL FEATURES OF JUDO TRAINING SESSIONS FOR ADOLESCENTS AGED 11–13

Abstract

This study examines the organizational and methodological features of judo training sessions for adolescents aged 11–13, a critical developmental period characterized by intensive physical, psychological, and motor skill changes. Effective training at this age requires a balanced integration of technical, physical, and pedagogical components that correspond to age-related characteristics and long-term athlete development principles. The purpose of the study was to identify and substantiate optimal approaches to planning and organizing judo training sessions for adolescents aged 11–13.

The research employed theoretical analysis of scientific and methodological literature, pedagogical observation, testing of physical and technical preparedness, and a formative pedagogical experiment. The study involved adolescent judokas who participated in a structured training program emphasizing basic technical skills, coordination development, flexibility, general endurance, and safe execution of judo techniques.

The results demonstrated that training programs designed with age-appropriate load distribution, progressive complexity of techniques, and an emphasis on game-based and cooperative learning methods significantly improved technical proficiency, coordination abilities, and motivation for regular training. Moreover, the application of pedagogically grounded training principles contributed to injury prevention and positive emotional engagement.

The findings confirm that systematic consideration of organizational and methodological features in judo training enhances training effectiveness and supports sustainable athlete development at the initial specialization stage. The results may be used by coaches, physical education teachers, and sports schools to optimize judo training programs for adolescents