Breaking Barriers: A judo Athlete with mild Intellectual Disability becomes a teacher

Breaking Barriers: A judo Athlete with mild Intellectual Disability becomes a teacher

In Ljubljana, Slovenia, a judo athlete with a mild intellectual disability has been empowered to become a judo teacher, showcasing the transformative power of inclusive sports education. Tina S., 22 years old, an experienced Judoka and Special Olympic World Games gold medalist (Abu Dhabi, 2019), embarked on a journey from being a competitor to an aspiring judo teacher under the guidance of her mentors at Judo Club Sokol.

The significance of engaging in sports for individuals with intellectual disabilities is well-documented, with benefits spanning physical, psychological, and social domains. However, the empowerment of these individuals to become sports teachers is a relatively unexplored area. This project, supported by the Youth Leadership Program of Special Olympics Europe Eurasia, aimed to bridge this gap by supporting Tina in her transition to teaching judo to children aged 5-11 years old, under the mentorship of experienced instructors.

The journey to empowerment

The project spanned an entire academic year (2022/2023), during which Tina received weekly assistance in teaching judo to two different age groups. Structured training sessions, encompassing warm-up exercises, technical work, opposition games, and meditation, were designed to ensure comprehensive physical and mental development. Gradually, Tina was entrusted with more responsibility as her confidence and skills developed.

A crucial aspect of the project was creating a pedagogical and didactic tool—a visual reference poster documenting the Yellow Belt curriculum techniques—to aid Tina in her teaching progression. This artifact will serve as a visual reference for the children and facilitate the assimilation of the curriculum for Tina.

Insights from Tina’s journey

An interview conducted at the end of the project revealed valuable insights into Tina’s teaching experiences, challenges encountered, and aspirations for the future. Despite initial challenges in giving instructions to the group, Tina found the experience positive and manageable, thanks to the guidance and correction from her mentor. “When I first entered the group, I had some difficulty giving instructions. With the help of my mentors, I successfully overcame this obstacle, and now I feel more confident. … They both provide continuous feedback, ensuring I am up to date with the content. If there’s something I don’t understand, we discuss it again. They also support me during training when I need them.”

Tina expressed that transitioning from being a competitive athlete to a teaching role was excellent and enjoyable. She found it rewarding to pass on her knowledge to younger judokas and did not encounter any difficulties becoming a role model for the children. Moreover, Tina received positive feedback from the children, which boosted her confidence and motivation to continue her path to becoming a coach. “Feeling like their role model and being able to pass on my knowledge was excellent for me. I believe it's beneficial to share knowledge with younger judokas, as it may inspire them to become coaches themselves (…) From the children, I received a sense of love and respect. (…) The enthusiasm and hard work of the younger judokas and their motivation during training sessions indicated to me that I had chosen the right path to becoming a coach. This feedback gives me even more motivation and confidence.”

Reflecting on the experience, Tina mentioned learning valuable lessons and skills, such as attracting attention, leading properly, being an authority, and giving instructions for executing throws. She also expressed a desire to become a judo teacher in the future. She shared her idea of introducing judo teaching for individuals with intellectual disabilities, with the assistance of mentors. “Being a coach can be quite demanding at times, but if you enjoy the role, everything is manageable. A year ago, I wasn’t good at attracting attention, leading properly, or being an authority. I also learned how to give younger judokas instructions for executing throws. (…) This experience has had a positive impact on me. I want to become a judo teacher. (…) My idea is to introduce judo teaching for individuals with intellectual disabilities, with the assistance of mentors, even in kindergartens.”

Broadening the scope of inclusion

Tina’s journey underscores the potential of empowering individuals with intellectual disabilities to assume leadership roles in sports education when given adequate support and guidance. Her successful transition into a teaching role reinforces the importance of inclusivity in sports and its potential to serve as a model for other domains.

The project highlights the importance of creating supportive environments, tailored training programs, and mentorship models to empower individuals with intellectual disabilities to succeed in teaching roles. It also underscores the potential for broadening the scope of inclusion by integrating individuals with intellectual disabilities into roles of authority and leadership, ultimately contributing to a more inclusive and equitable society.

This pilot project serves as a stepping stone in advocating for the adaptation of the curriculum of the Judo Federation of Slovenia to be more inclusive for individuals with intellectual disabilities to become teachers themselves. The findings also open avenues for future research and practice, such as developing structured training programs, exploring mentorship models, and evaluating the impact of having sports teachers with intellectual disabilities on students; attitudes, skills development, and overall learning experience.

In conclusion, empowering individuals with intellectual disabilities to become sports teachers is a promising avenue for promoting inclusion, self-confidence, and personal and professional development. With the proper support, individuals like Tina can break barriers, serve as role models, and inspire the next generation of athletes.

Tina S. in the middle, with her mentors, Tina Pestotnik (right) and Gaston Descamps (left)