2016.8 KENDOJIDAI
Photography: Sasai Takamasa
Moderator: Yamane Yohei (Representative of Kendo Midori no Kaze)
Translation: Sato Mariko, Boomgaard Pepijn
Approximately 80% of the Kendo club members under the guidance of these three teachers began practicing Kendo in middle school. Despite the fact that club activities during the three years of middle school effectively last only two and a half years, they have successfully surpassed more experienced Kendo opponents, advanced through district tournaments, and qualified for the prefectural championships. Through supportive coaching, these teachers have inspired motivation in their students and fostered a love for Kendo. What are their unique approaches?
(May 15, 2016, at Kawaguchi City Shiba-Nishi Junior High School)
Shirai Katsuna
Born in Iruma City, Saitama Prefecture. Began practicing Kendo at the Sayama Police Youth Kendo Club of the Saitama Prefectural Police. Spent her middle and high school years in Illinois, USA. After graduating from Tokyo Gakugei University, she became a teacher in Ichihara City, Chiba Prefecture.
Isobe Mayako
Born in Takasaki City, Gunma Prefecture. Began practicing Kendo at Hosshinkan Horikoshi Dojo. Attended Takasaki Girls’ High School before advancing to Saitama University, where she won the All Japan Women’s Student Kendo Championship during her university years. After graduation, she became a teacher in Gunma Prefecture.
Yamanaka Kotomi
Born in Hirosaki City, Aomori Prefecture. Began practicing Kendo at Shuhokan. Attended Azasawa High School, where her team placed third in the group competition at the Inter-High School Championships. She later advanced to Saitama University and won the All Japan Women’s Student Kendo Championship during her university years. After graduation, she became a teacher in Saitama Prefecture.
Yamane Yohei
Born in Kitamoto City, Saitama Prefecture. Began practicing Kendo at Gedatsu Renshinkan. Graduated from Saitama Sakae High School. Founder of Kendo Midori no Kaze.
Building Trust and Understanding with Students
Yamane: Yamanaka ensei is very attentive to details. For example, when students win awards at tournaments, she displays their photos, and she has each club member write down their goals and publicly share specific actions they will take to achieve them.
Yamanaka: For me, that’s just normal practice. I frequently update displays to keep things fresh, and I also post meaningful quotes that I find noteworthy. I aim to make students’ achievements and thoughts as visible as possible. For instance, instead of simply displaying certificates they’ve won, I include group photos alongside them, which makes the students happy.
Isobe: I do something similar. When we receive certificates, I laminate them before putting them up on display.
Yamane: You’re also very skillful at communicating with the students. Even the way you joke around with them is great.
Isobe: I play with the kids. Some students are very lively, so I get completely involved and have fun with them. Practice can be tough, so I think building a relationship where we can laugh together during breaks helps them stick with it longer. Even during hard training sessions, it’s more enjoyable if there are moments of laughter.
Yamane: You’re great at building trust. Middle school students, both boys and girls, are at an age where they need support, so I believe it’s important to respond to them with careful attention.
Shirai: I adjust my approach based on whether the student is male or female. Boys tend to be straightforward, so sometimes I let them solve things on their own. I might suggest, “Here’s one option to consider,” and then wait for their response.
Yamanaka: Maybe it’s because I’m a woman, but I can easily notice when students are fighting or when someone is feeling isolated within the group. Boys are usually okay if left alone to some extent, but when girls argue, I make sure to step in and resolve the issue quickly. If you don’t, it tends to linger.
Yamane: I think female instructors are especially observant of their students. Even when a student responds with “yes,” they often follow up with, “Do you really understand?” I think that’s an important quality for an instructor, but it’s not easy to do consistently.
Isobe: Boys tend to find that approach too persistent. If you’re too attentive, they might start to distance themselves.
Yamanaka: Teachers are often disliked for being hysterical, overly persistent, or speaking out of pure emotion. These might be considered traits of women, but I’m mindful of them. While girls generally appreciate attention, there’s a fine balance to be maintained.
Isobe: With boys, it’s better not to intrude too much. A simple “Do your best next time” might be enough.
Building Relationships and Encouraging Lifelong Kendo
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