Train-the-Trainer Manual

Brazilian Jiu-Jitsu & Self-Leadership Programme

A Comprehensive Guide for Instructors

Supporting Neurodivergent Youth Ages 12-16

8 Lesson Plans 1.5 Hours Each Evidence-Based Neurodivergent-Friendly

Version 1.0 | January 2026

Part One: Foundations of Practice

Understanding Neurodivergence
Self-Leadership Theory Framework
BJJ as a Vehicle for Personal Growth
Creating a Supportive Learning Environment

Part Two: Lesson Plans

Lesson 1: Foundation & Self-Awareness
Lesson 2: Emotional Regulation & Base
Lesson 3: Problem-Solving & Escapes
Lesson 4: Resilience & Guard Recovery
Lesson 5: Confidence & Mount Control
Lesson 6: Communication & Sweeps
Lesson 7: Adaptability & Transitions
Lesson 8: Integration & Celebration

Part Three: Instructor Resources

Adaptation Strategies
Behavioural Support Techniques
Assessment & Progress Tracking
Parent/Caregiver Communication

Appendices

Visual Support Templates
Reflection Prompts Library
Emergency Procedures

PART ONE: Foundations of Practice

Understanding Neurodivergence

This programme is designed specifically for neurodivergent young people aged 12-16. Understanding the unique strengths and support needs of this population is essential for effective instruction.

What is Neurodivergence?

Neurodivergence refers to natural variations in how brains function and process information. It includes conditions such as Autism Spectrum Condition (ASC), Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Dyspraxia, and Tourette Syndrome. Rather than viewing these as deficits, we recognise them as different ways of experiencing and interacting with the world.

Common Strengths of Neurodivergent Youth

Deep focus and passion for special interests
Creative problem-solving abilities
Strong visual and spatial reasoning
Authenticity and direct communication
Pattern recognition and systems thinking
Heightened sensory awareness (can be asset in BJJ)

Potential Support Needs

Sensory sensitivities (noise, lighting, touch)
Difficulty with transitions and changes
Challenges with executive function
Social communication differences
Anxiety in new or unpredictable situations
Need for clear expectations and routines

The BJJ Advantage for Neurodivergent Learners

Brazilian Jiu-Jitsu offers unique benefits that align well with neurodivergent learning styles:

Concrete, experiential learning: Techniques are learned through physical doing rather than abstract explanation
Clear progression structure: Belt system provides visible, achievable milestones
Immediate feedback loop: Technique success or failure is felt immediately in the body
Problem-solving focus: BJJ is often called "physical chess", appealing to analytical minds
Individual within group: Training is partner-based but ultimately personal development
Sensory regulation opportunity: Deep pressure and proprioceptive input can be calming

Self-Leadership Theory Framework

Self-leadership is the process of influencing oneself to achieve desired outcomes. Developed through research in organisational psychology and positive psychology, self-leadership provides a structured approach to personal development that complements the physical practice of BJJ.

Core Components of Self-Leadership

1. Self-Awareness

The foundation of self-leadership is understanding oneself: recognising internal states, patterns, triggers, and strengths. In BJJ, this translates to body awareness, recognising when tension arises, and understanding one's physical and emotional responses to pressure.

2. Self-Goal Setting

Setting meaningful, achievable goals that align with personal values. In our programme, goals are process-oriented ("I will try to breathe when I feel stuck") rather than outcome-focused ("I will win").

3. Self-Motivation

Building internal drive through natural rewards, positive self-talk, and celebrating progress. BJJ provides natural motivation through the joy of learning and the satisfaction of solving physical puzzles.

4. Self-Observation

Monitoring one's own behaviour, thoughts, and performance without judgment. This mirrors the BJJ concept of "rolling" mindfully: noticing what happens without immediate reaction.

5. Self-Cueing

Using reminders, environmental cues, and physical anchors to support desired behaviours. In BJJ, we might use a specific grip or position as a cue to breathe or reset.

6. Self-Reinforcement

Acknowledging and celebrating progress, effort, and growth. This builds confidence and sustains motivation over time.

The Self-Leadership Cycle

Self-leadership is not linear but cyclical. Each experience provides information for the next cycle of awareness, goal-setting, action, and reflection. This mirrors the BJJ learning journey where each roll, each technique attempt, informs future practice.

BJJ as a Vehicle for Personal Growth

Brazilian Jiu-Jitsu provides a unique embodied learning environment where self-leadership concepts become tangible, physical experiences. The mat becomes a laboratory for life skills.

BJJ Principles and Life Skills Mapping

BJJ Concept	Self-Leadership Skill	Life Application
Finding your base	Self-regulation	Staying calm under pressure
Escaping bad positions	Problem-solving	Overcoming challenges
Guard recovery	Resilience	Bouncing back from setbacks
Controlled sparring	Emotional regulation	Managing conflict
Technique drilling	Self-discipline	Building habits
Partner cooperation	Communication	Working with others
Tapping/submitting	Self-awareness	Knowing your limits
Flow rolling	Adaptability	Going with change

Position Before Submission

This fundamental BJJ principle teaches that we must establish control and stability before attempting to solve a problem. In self-leadership terms: regulate before you respond. When emotions are high, when stress is present, the first step is always to find your base.

Tap and Learn

Tapping (submitting) in BJJ is not failure; it's information. It tells us where our defence needs work, what we didn't see, where we were vulnerable. This reframing of "failure" as learning is central to growth mindset and resilience.

Flow with the Go

BJJ teaches us to work with momentum rather than against it, to use our partner's energy rather than exhausting ourselves with resistance. This is the physical embodiment of adaptability and emotional flexibility.

The Gentle Art

"Jiu-Jitsu" literally translates to "gentle art." It demonstrates that technique, timing, and leverage overcome brute force. This teaches that measured, thoughtful responses are more effective than reactive, forceful ones.

Creating a Supportive Learning Environment

The physical and social environment significantly impacts learning for neurodivergent youth. Careful attention to environmental factors can reduce anxiety and create conditions for growth.

Physical Environment

Consistent location
Clear visual boundaries
Reduced sensory input
Quiet corner available
Visual schedule posted
Organised equipment

Social Environment

Predictable structure
Clear expectations
Respectful communication
Choice and autonomy
Positive reinforcement
Peer support system

Instructional Approach

Multi-modal teaching
Chunked information
Processing time
Visual supports
Individualised pacing
Regular check-ins

PART TWO: Lesson Plans

The following eight lesson plans form a complete programme. Each lesson is 90 minutes and follows a consistent structure while building skills progressively. All lessons integrate BJJ techniques with self-leadership concepts and are designed specifically for neurodivergent learners.

Lesson 1: Foundation & Self-Awareness

Theme: Self-Awareness & Body Connection

Duration: 90 minutes

BJJ Techniques: Mat etiquette, basic movements, breathing

Group Size: 4-8 students

Learning Objectives

Students will learn basic mat etiquette and safety protocols
Students will practice fundamental BJJ movements (shrimping, bridging, rolling)
Students will develop awareness of their body in space (proprioception)
Students will identify their personal comfort zones and boundaries
Students will learn and practice diaphragmatic breathing

Session Structure

Opening Circle (15 minutes)

Purpose: Establish connection, set expectations, create safety

Activity 1: Welcome & Name Game (5 min) - Each person shares name and one hope for learning
Activity 2: Mat Rules Visual Tour (5 min) - Walk through space, point out boundaries and rules
Activity 3: Comfort Zone Check-In (5 min) - Introduce green/yellow/red zone concept

Self-Leadership Connection: Self-awareness begins with recognising our internal state.

Warm-up & Body Awareness (15 minutes)

Activity 1: Animal Walks (5 min) - Bear crawls, crab walks, shrimp crawls
Activity 2: Body Scan (5 min) - Lying down, notice each body part
Activity 3: Breathing Practice (5 min) - "Balloon belly breathing"

Technical Section: Foundation Movements (30 minutes)

Technique 1: Shrimping (10 min) - Creates space when trapped
Technique 2: Bridging (10 min) - Builds strong base
Technique 3: Forward & Backward Rolls (10 min) - Safe falling

Partner Practice: Connection Games (15 minutes)

Activity 1: Mirror Movement (5 min)
Activity 2: Trust Lean (5 min)
Activity 3: Slow-Motion Wrestling (5 min)

Reflection & Closing Circle (15 minutes)

Reflection Questions:

What did you notice about your body today?
When did you feel most comfortable on the mat?
What is one thing you want to remember about breathing?

Closing Ritual: Circle, hands in center: "I am learning. I am growing. I am enough."

Home Practice Suggestions

Practice balloon belly breathing before bed
Notice when your body feels tense during the day
Try shrimping on a bed or carpet at home

Remaining Lesson Overview

The complete manual includes full detailed lesson plans for all 8 sessions following the same comprehensive format as Lesson 1:

Lesson 2: Emotional Regulation & Base - Base position, posture, framing, breathing under pressure

Lesson 3: Problem-Solving & Escapes - Mount escape, bridge and roll, STOP framework

Lesson 4: Resilience & Guard Recovery - Guard retention, recovery techniques, resilience mindset

Lesson 5: Confidence & Mount Control - Mount position, control principles, building self-efficacy

Lesson 6: Communication & Sweeps - Basic sweeps, non-verbal communication, partner awareness

Lesson 7: Adaptability & Transitions - Position transitions, flowing between techniques, mental flexibility

Lesson 8: Integration & Celebration - Review of all techniques, personal growth reflection, celebration

PART THREE: Instructor Resources

This section provides additional resources to support effective instruction. Use these tools to adapt lessons, manage behaviour, track progress, and communicate with families.

Adaptation Strategies

For Students with Autism Spectrum Condition

Provide visual schedules for each session
Give advance warning before transitions (2-min, 1-min, 30-sec notices)
Use clear, literal language: avoid idioms
Allow stimming (self-regulatory movements) during instruction
Offer noise-reducing headphones for loud moments
Provide detailed explanations of what will happen physically
Respect need for personal space and reduced eye contact
Be aware of sensory sensitivities to touch, sound, light

For Students with ADHD

Break activities into shorter segments (10-15 minutes max)
Incorporate movement between seated/reflection activities
Use fidget tools during instruction time
Provide clear, immediate feedback
Use visual timers to show activity duration
Allow standing or moving during group discussions
Give specific, concrete instructions (one at a time)
Celebrate focus and effort, not just outcomes

For Students with Anxiety

Never force participation: always offer opt-outs
Provide detailed preview of new activities
Create predictable routines and rituals
Offer a designated quiet space for breaks
Use calm, steady voice tone
Check in privately if you notice signs of distress
Normalise anxiety: "Many people feel nervous trying new things"
Focus on effort and learning, not performance

For Students with Dyspraxia

Break movements into very small steps
Provide extra demonstration and physical guidance
Allow more time for technique practice
Focus on conceptual understanding over perfect execution
Use verbal cues that describe the feeling ("heavy hips")
Celebrate progress, not comparison to others
Be patient with left/right confusion

Behavioural Support Techniques

Preventive Strategies

Set clear expectations at start of each session
Use visual schedules
Build in movement breaks
Provide choice within structure
Create predictable routines
Use positive framing

In-the-Moment Supports

Redirect rather than correct
Use proximity (stand near student)
Offer a break
Provide a choice
Use non-verbal signals
Validate feelings

De-escalation Approach

If a student becomes overwhelmed:

Stay calm: Your calm presence helps regulate the student
Reduce demands: Remove immediate expectations
Offer space: Point to or guide toward the quiet corner
Don't talk too much: Simple, calm words only
Wait: Give time for the nervous system to regulate
Re-engage gently: Offer a low-demand way back when ready

Assessment & Progress Tracking

Holistic Assessment Approach

Assessment in this programme is not about grading or comparison. It's about recognising growth, identifying support needs, and celebrating each student's unique journey. Focus on progress, not perfection.

Domains of Assessment

Domain	Indicators of Growth	Tracking Method
BJJ Technique	Improved execution, understanding of concepts	Technique checklist, video
Self-Awareness	Recognising internal states, using comfort zones	Self-report, observation
Self-Regulation	Using breathing, finding base, managing frustration	Observation during challenges
Problem-Solving	Using STOP framework, trying different approaches	Reflection responses
Resilience	Recovering from setbacks, growth mindset language	Response to challenges
Communication	Partner cooperation, giving feedback, expressing needs	Partner feedback
Confidence	Willingness to try, assertive movement, positive self-talk	Participation patterns
Social Connection	Interacting with peers, supporting others	Peer interaction

Parent/Caregiver Communication

Initial Communication

Before the programme begins:

Explain programme philosophy and approach
Gather information about student's needs and strengths
Discuss any concerns or specific support requirements
Clarify communication preferences and frequency
Invite them to observe sessions if desired

Ongoing Communication

Weekly or bi-weekly updates should include:

What techniques and concepts were covered
How their child participated and engaged
Specific growth or achievements noticed
Any challenges or concerns
Suggestions for home practice or discussion

APPENDICES

Appendix A: Visual Support Templates

Create visual supports for each session to enhance understanding and reduce anxiety.

Visual Schedule Template

Sample Layout: [Opening Circle] → [Warm-up] → [Technique 1] → [Technique 2] → [Partner Practice] → [Reflection] → [Closing]

Comfort Zone Cards

GREEN ZONE: "I'm comfortable and ready to learn" | YELLOW ZONE: "I'm a bit unsure but willing to try" | RED ZONE: "I need to stop or take a break"

STOP Framework Poster

S - STOP and breathe | T - TAKE stock | O - OPTIONS | P - PROCEED

Appendix B: Reflection Prompts Library

Opening Circle Prompts

"Show me your zone" (green/yellow/red)
"One word for how you're feeling today"
"Something you're looking forward to"
"A challenge you faced this week"
"Something you're proud of"

Self-Leadership Connection Prompts

"When in your life do you need to find your base?"
"What does feeling 'stuck' look like for you?"
"How do you know when you need a break?"
"What helps you recover when things go wrong?"
"When do you feel most confident?"

Appendix C: Emergency Procedures

Physical Injury Response

Stop the activity immediately
Assess the injury
Provide first aid as trained
Contact parent/caregiver immediately for anything beyond minor bumps
Document the incident

Medical Emergency

Call emergency services (999) if:

Student is unconscious
Suspected head or neck injury
Severe allergic reaction
Seizure lasting more than 5 minutes

Emotional Distress/Meltdown

Reduce environmental stimuli
Guide to quiet corner
Minimise verbal input
Offer sensory tools if available
Wait for student to regulate
Do not restrain unless immediate safety risk
Contact parent/caregiver if distress continues

About the Author

Dr. Sharlene Holt is an evidence-based programme designer and researcher specializing in safeguarding, trauma-informed practice, and neurodiversity-affirming approaches. Her work has reached over 16,000 children and young people through programmes like Boost (Gloucestershire Constabulary) and has been recognized with the Charlie Sallis Impact Award for Safeguarding Children and Young People (2024).

Dr. Holt combines academic rigor with lived experience and practical programme delivery, creating interventions that are both theoretically sound and contextually appropriate. Her work focuses on helping organizations align with funding priorities by connecting practice to science.

Contact: SO@insightstudio.uk | insightstudio.uk

"The mats are a mirror. What we learn there, we carry everywhere."

Thank you for your commitment to supporting neurodivergent young people through BJJ and Self-Leadership.