This study aimed to examine how kendo lessons in PE, with a repeating pattern of “task-oriented games” and “skill-up drills and games”, would influence students’ perceived physical competence, their formative evaluation of the lessons, and their improvements in skills and thinking abilities.
The subjects in this study were 70 students from two 2nd year junior high school classes. The lessons mainly consisted of phased learning of understanding and practising how to create opportunities to strike while working in pairs, and creating their own ways of attacking based on basic tactics introduced in pairs and groups.
As a result, analysis of perceived physical competence showed that there was a significant improvement after the lessons were completed. The students’ also gave positive feedback about the lessons in the formative evaluation sheets. Furthermore, analysis of the task in which students had to write down their own ways of attacking showed that all the students could develop basic tactics and could create their own ways of attacking. This proves that their thinking abilities were improved. Furthermore, the results of the assessment of their skills proved that most students improved their skill levels in the target areas.
