This study examines the effects of judo-therapy on children with neurodevelopmental disorders (eg. ADHD, ASD, and more) from the perspective of their parents. While previous research has focused on the views of instructors, this study aims to understand the perceived benefits from parents who observe daily changes in their children. The researchers conducted a qualitative study using an online questionnaire distributed via Google Forms to parents whose children attended after-school day care offering judo therapy. The survey included open-ended questions regarding changes in physical, mental, and social aspects due to judo therapy. The responses were analyzed using the KJ method for inductive categorization. Out of 100 survey invitations, 33 parents responded. The analysis identified three major categories of effects: physical improvements, mental development, and social adaptation. In the physical domain, parents reported enhanced body control, motor skills, and balance, as well as increased physical strength, endurance, and flexibility. Many also noted improved fall-prevention skills, suggesting that judo’s emphasis on ukemi (breakfalls) helps to reduce injuries. In the mental domain, children showed greater emotional stability, self-confidence, and perseverance. Many developed a stronger sense of belonging within judo therapy sessions and displayed increased motivation for exercise, even among those who had previously shown little interest in sports. In the social domain, judo therapy contributed to improved self-regulation and social interactions, fostering the development of manners, greetings, and cooperation through structured etiquette. The study concludes that judo therapy provides holistic benefits beyond physical training, positively influencing motor skills, mental resilience, and social integration, with particularly notable effects on children with ADHD and ASD. Parents observed tangible improvements in their children’s daily lives, supporting the effectiveness of judo therapy as an inclusive developmental support program. We suggest that future studies should incorporate direct assessments of children’s progress using objective performance measures to further validate these findings.
