The routine or warm-up lesson:

This type of lesson has two uses. Firstly as the introductory phase of a structured individual lesson, secondly as preparation prior to a fencing bout. In both cases it performs the same function; that is it prepares the fencer both physically and psychologically for the task that follows. In this type of lesson, not only does the fencer build self-confidence in known actions by the repetition of motor skills, but increases speed of action and reaction thus raising the level of arousal and motivation. The skill of the coach is to raise the fencer to the appropriate level for the task that follows.

Failure to raise the fencer’s self-confidence by the employment of over-complex, new strokes or by over-correction will result in a fencer who is unenthusiastic for the technical or tactical lesson, or the bout which follows. Likewise, simple strokes performed at the coaches command will fail to engage the fencer as the latter is not making judgements as to timing or distance, and their ability to react is not explored. Conversely, too heavy an emphasis on reaction can either over-stimulate a fencer when the main task following (i.e. the lesson or bout) requires considered actions/tactics, or cause them to be hesitant and demoralised if they are unable to cope with too high an input of reaction.

In summary a ‘routine lesson’ or ‘warm up’ should not be routine but ideally should strive to sharpen the fencer to the desired level of arousal.

In his excellent article ‘Modern Concepts of The Individual Lesson (3)’ in issue 24a Zbigniew Czajkowski discusses the objectives of such lessons but leaves us without any specific guidance as to how these objectives should be achieved.

My guidance to the aspiring coach is to remember the ‘Ds’ - delay, deceive, defeat, and distance.

Within a familiar phrase the coach should occasionally delay his expected action, for example: maintain a parry instead of riposting immediately and thus prompt an unrehearsed redouble; sometimes delay in the riposte so that the fencer (from their parry) times an indirect or compound counter-riposte and does not launch prematurely; similarly, from time to time, delay the parry in response to the pupil’s feint.

Deceive: within a known or expected phrase, the coach should occasionally deceive the fencer’s parry to prompt the appropriate reaction.

Defeat: at the end of a stroke the coach should parry and not always permit the fencer to score - the fencer may retire or spontaneously complete the phrase. If the fencer retires the coach can lunge at the fencer. Similarly, at the conclusion of a known stroke, phrase or drill, the coach can perform a simple attack to ensure that the fencer remains alert as they would need to in the bout.

Distance: again within or at the conclusion of a familiar stroke the coach unexpectedly changes the distance. For example in delivering an offensive action of renewal, attack or riposte, the coach steps into close distance compelling the fencer to abandon a premeditated riposte and substitute a close-quarter riposte by angulation. Similarly by opening the distance during the fencer’s preparation or at the completion of the fencer’s offensive, the coach prompts an unexpected change of attack or renewal.

Remember that in a warm-up lesson we want to raise the fencer to the appropriate level of performance. Therefore the most important word in the foregoing is ‘occasionally’. The judicious use of the ‘Ds’ enhances the lesson as spice does a meal but overuse gives indigestion! As with building choice-reaction lessons, the ultimate aim is to build the fencer’s reactions and confidence in them, and not to overburden with choice and the inevitable indecision that is created.

(c) J E Smith

Academy News
May 2004