The purpose of this study was to determine the effects of Kendo exercise on hemolysis.
The subjects were eight healthy males belonging to a college Kendo club. They practiced Kendo 5.5 hours a day for 4 days at a summer training camp.Blood samples were collected before and after each day's practice during the training camp, and serum haptoglobin concentration and hematocyte components were measured.
Serum haptoglobin concentrations decreased after one day's practice than before. Serum haptoglobin, blood hemoglobin concentration, erythrocyte count, and hematocrit value were significantly lower during the training camp than before the camp started.
These results suggest that Kendo exercise enhances hemolysis.

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This is a report about the development of Kendo as introduced to secondary schools in Gloucestershire, South West England. In January 2003, a school Kendo club was set up in Cheltenham, Gloucestershire in the first ever attempt in the U. K. to start Kendo in school. In January 2005, Kendo was then adopted as an activity in physical education (PE) curriculum time at a secondary school in Cirencester, Gloucestershire. In the summer of the same year, a new project called ‘Junior Kendo Leaders Award’course started. In this course work, pupils at secondary school made plans and then taught Kendo to primary school pupils. Pupils who successfully completed the course work were given a nationally recognised certificate as a junior sports leader.
This report also examines the initiatives that have supported school Kendo and the possibility of a new way of development of Kendo in the U. K. that school Kendo could bring. Both school Kendo club and Kendo within the PE curriculum and outside organisations such as Sport England made partnerships that have supported the development. Because of the support given, school Kendo not only receives financial help but also gives the opportunity to have Kendo recognised by parents and the public, as well as providing lessons that draw out pupils' motivation and deepen their understanding by providing an award course.
School Kendo in Gloucestershire deals with the issues of providing juniors with an appropriate and safe environment for practice, problems of parents' time restriction and financial burden. These are often seen at general Kendo clubs in the U. K. This work in schools is also given attention as a possible new way of developing Kendo in the U. K. For further development of school Kendo and development of Kendo in the U. K., it is expected that the British Kendo Association will become involved with school Kendo and stronger partnerships between the Association, schools and outside organisations will be sought.

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Norrbotten Handicap Sports Federation (NHIF) Budokai in Sweden holds their spring camp in May every year. This camp is unique in that both disabled and non-disabled people participate and practice karate-do together. In May 2005, Hamasaki from the US and Inoshita from Japan were invited to teach at the camp by Mr. Pontus Johansson, the chief staff of the NHIF Budokai. The training was scheduled in four sessions by five group categories: Group 1=Children, Group 2=Adults with assistance, Group 3=Adults with physical disability, Group 4=Those with concentration disorder disabilities, and Group 5=Adults. There was only one disabled in the children's group.Group 2 had five participants who were all mentally handicapped. Although the authors found it difficult to motivate this group, accomplishing this task proved most rewarding. Group 4, who practiced at the same time as Group 2, was instructed by Mr. Niklas Bremer from the NHIF Budokai and Mr. Dan Johansson from the Sweden Wado-kai. Group 3 and Group 5, who practiced together, had two people who had difficulties in walking. All of the participants in Group 3 and Group 5, regardless of whether they were disabled or not, cooperated with each other, practiced to their best, and achieved the goal set for this camp.
We observed how karate practice improves People's abilities and how disabled people live life in Sweden through karate-do; they fully enjoy their lives like any other human being. It was also impressive that all of the instructors, assistants, and parents understand the disabled people and help them not out of duty, but also with a sense of responsibility as a community member.
This report describes the 2005 Spring Camp with details about the training content, goals and result of each session and group.

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