Combative sports are characterized by skills in rapidly switching from offense to defense, and it is considered difficult to acquire such skills. The purpose of this study was to design a combative sport ( Kendo ) class unit and examine its effectiveness. Two teaching materials involving a form of exaggeration (game modification) were developed to aid better understanding. The participants were 39 7th grade students (19 boys and 20 girls), one student teacher, and another teacher who had more than 20 years teaching experience. Both teachers were Kendo rank holders. Eleven physical education classes were conducted as the experimental Kendo teaching unit. Qualitative and quantitative data were gathered. The qualitative data source was a journal written by the teachers, sentences written by the students on their learning sheets, comments made by students at interviews about their thoughts during Kendo training, and those made by teacher's colleagues during class observation. The quantitative data source was a motivation questionnaire for formative evaluation of physical education classes developed by Takahashi et al. (1994), and the students' game performance. The motivation questionnaire and student game performance were analyzed by descriptive statistics whereas qualitative data were analyzed by the method of SCAT (Otani, 2007). The results of this study indicated that the student's skill learning motivation and skill acquisition tended to be high, when analyzed through the students' game performance through exaggeration games and mini-games. It suggested that the approach employed in this unit was successful, and that the exaggeration games applied in the unit were effective for concurrent skill acquisition. We consider that modification of games for combative sport training should be developed more actively.