2018 年 51 巻 1 号 p. 45-54
This study aimed to examine a teaching method of basic striking actions for kendo beginners by applying rhythmic movements.
14 university students were randomly divided into two groups: the ‘rhythm group’ (n=7) was taught basic striking actions through rhythmic movements, and the ‘point group’ (n=7) was taught basic striking actions through traditional explanations and demonstrations of technical points.
Both groups learned and practised basic striking actions such as men, kote and do in four 20 minute sessions as a part of 90-minute university kendo classes. The rhythm group was taught striking actions divided into eight movements and practised these movements along with a rhythm.
Before and after the first class, and after the second to the fourth class, the students’ performance of basic striking actions was assessed with three grades consisting of ① how they swing up the shinai; ② how they simulate the strike of each target; ③ the timing which they strike and take a step forward with the right foot; ④ how they follow through after striking; and ⑤ how they come back to chudan-no-kamae.
The results suggested that the rhythm group acquired men striking actions after the third class, and kote and do striking actions after the second class. The point group did not acquire skills that met all of the criteria of any striking action during any of the four classes. The criterion that the point group did not meet was ⑤. The criteria that took the point group longer to acquire than the rhythm group were ②, ③, and ④ for the men striking action, and ② and ④ for the kote and do striking actions.
As expected, the rhythm group seemed to acquire the basic striking actions more quickly than the point group. Thus it is suggested that the teaching method that applies rhythmic movements would help beginners in kendo acquire skills in a shorter period of time than the other conventional method.