Okazi wrote:When does one straighten their legs in O Goshi (please assume that their heels are already off the mat)?
a) Is it after they begin to travel around the hip? So in essence we lift only that which is left to be lifted (their hips and legs).
b) Do you straighten your legs first and then rotate?
I'm leaning more towards a), any thoughts? I hope there isn't a c)...
I wonder how a poster feels when he asks a question and receives as many different views as there are answers ?
The questions you are asking do not 'represent' the principle of ô-goshi but are approaches, tips on different ways to maximize its effect. In consequences, you can do either but the success of either way will depend on the the whole situation of tsukuri and kuzushi and other situational factors.
You many not find my answer very helpful in practical terms, but if you stay with me for a second it may improve your overall understanding of the situation. From a physics point of view ô-goshi is a lever throw. Because of that none of what you describe really is the essence. The only essence is that biomechanically in order to apply a lever throw, it is necessary to momentarily stop the action, no matter how minimal this stopping may be as a function of time, but the stopping action is necessary. The lever action can only be applied during this stopping action. Even if you are very dynamically and moving all the time, even then there is a stopping action, even if it does not exceed just a fraction of a second. That is the first point. The second point is the lever. In ô-goshi that lever is created by your hip. Those are the two only actions that matter in term of the physics. There is nothing else.
Now, from a technical-pedagogical point of view, NOT from a physics view, a throw is categorized as ô-goshi when in order to achieve that lever, the opponent is loaded on the hip, with your arm serving as the main effector to make your opponent stick to that hip. That is it.
What you describe, as I have already indicated, are 'ways' that may help the effectiveness or realizing the above in different situations. For example, you mention 'rotating'. But rotating is not 'necessary'. That does not mean it is senseless or not effective, or wouldn't contribute to stylistic qualities, but it is not essential. Because of that reason there is no "it is" or "it should". In fact, I would go even a step further and argue that what you ask is only secondary to your preparation and debana. If your tsukuri and debana make sense, and you understand the principle, then you should not be lying awake of that what you ask.
I did, however, not say or suggest that your question also does not make sense. No, but your question is of a didactical character rather than of a physics character. What does this mean ? In jûdô, didactics and physics are not at all the same. Didactics are there only to explain things to people and make them learn, but ... that does not mean at all that what is said or taught during a didactical approach is true at all. In jûdô, for example, throws are divided into 'didactical' categories such as te-waza, koshi-waza, ashi-waza, etc. These divisions are 'didactic', but in reality, from a physics point of view, they are often nonsensical and not true. That does not deny that they have no useful purpose. Things which are not true can still have a didactic purpose and achieve an effect of truth. We do that all the time when we use metaphors to teach things to people. The figure of the metaphor probably is completely untrue in judo, but often achieves its didactic effect in increasing someone's comprehension.
From a didactic point of view, the method of Kôdôkan jûdô traditional is based on three phases: tsukuri, kuzushi and kake. Scientifically, this is not correct an no such three separate phases scientifically exist. But that does not matter too much, since the introduction of those phases by Kanô was ever meant as scientific truth, but only as ... educational tool. This should be no surprise since Kanô was not a scientist and there are many other things which Kanô did or suggested that are scientifically nonsense, but pedagogically effective and help people achieve their goal of mastering something
Back to the didactics. It is thus possible to offer a different didactic approach than Kanô and such didactic approach may be either closer or further removed from scientific accuracy. Whether this as a characterization of didactic quality is important is a different discussion, but anyhow. Didactically, I disagree with Kanô, and I argue that there are in fact not three but seven phases (didactically). Sometimes, as you know it is possible to effect a judo throw while skipping a phase, but didactically it is not wise to skip a phase in order to teach the principle. In my view of the didactic approach of a jûdô throw, the issues you raise in your question deal with the connection of the Kakeru and Nageru phase. The two are didactically not the same, and in performing your throw, you can move where one starts and one ends depending on your chosen approach to the technique, but also depending on how and to what extent you realize the preceding phases.