WHY GRACIE BARRA
WHY GRACIE BARRA
Jiu-Jitsu is a beautiful art and everyone is capable of learning it and enjoying its many benefits. Gracie Barra Programs reflect more than thirty (30) years of Master Carlos Gracie Jr‘s
teaching experience and have succeeded in improving the quality of life, self-esteem,
discipline and health of tens of thousands of individuals around the world,
as well as building some of the best Jiu-Jitsu fighters ever known.
Brotherhood, Integrity, Development
In a lifetime dedicated to the growth and development of Brazilian Jiu-Jitsu, Master Carlos Gracie Jr. has always guided his efforts and actions by the values of brotherhood, expansion, and integrity.
The values and principles that build Master Carlos Gracie Jr.’s personal philosophy have defined to a great extent the culture of Gracie Barra. The table to the right summarizes each one of Carlos’ core values and how they have impacted Gracie Barra as an organization
The Gracie Barra learning system is designed to instill those core values in its students.
At Gracie Barra we strive to help students get the most out of their training. For students with consistency and dedication, Jiu-Jitsu becomes a life-style and students can readily enjoy all the benefits Jiu-Jitsu or the “Gentle Art”.
Working from the assumption that Jiu-Jitsu must be embraced as a lifelong journey, Master Carlos Gracie Jr. has designed an effective learning plan or program of study that allows for students to naturally progress from the White Belt to the Black Belt. Thus, classes and their respective curriculum at Gracie Barra are not isolated from one another, but elements of a larger structured learning plan called “GB Programs”.
Gracie Barra Programs are comprised of key main elements
The minimum level a student must possess or have accomplished in order to enroll in a specific program;
Set of coordinated techniques organized in the best possible way to facilitate students’ learning processes. All Gracie Barra curriculums are 16 weeks
The defined period of time during which the student learns the techniques that comprise the curricula using several different training methods or appropriate instructional techniques
Specific drills and training practices designed to convert the knowledge represented in the curricula and taught by the instructor into knowledge and skills, insuring that the student is able to apply their knowledge and techniques under real circumstances (or under authentic conditions);
Minimum attendance required from the student so him or her can progress and be updated with the GB Curriculums;
Hierarchical rank structure designed to represent students’ progress, according to their own potential.