Fencing Lessons – Adam Blight
Routines and Exercises for Individual Lessons – Adam Blight
Foil
Choice reaction, choice of action etc.
Exercises and routines with attacks
Choice reaction exercise following from a direct feint
|Variation 1 | |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry on or just after the step (the choice of parry may be announced or unannounced or may change or not |
| |depending on the level of the pupil). |
| |2. take a late parry just as the lunge is completed. |
|Pupil - |1. disengage and lunge. |
| |2. complete the action as a false attack followed by a second intention first counter-riposte. |
|Variation 2 | |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry on or just after the step (the choice of parry may be announced or unannounced or may change or not |
| |depending on the level of the pupil). |
| |2. take a late parry just as the lunge is completed. |
| |3. perform simple direct counter-attack. |
|Pupil - |1. disengage and lunge. |
| |2. complete the action as a false attack followed by a second intention first counter-riposte. |
| |3. continue and complete a direct attack. |
|Variation 3 | |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry on or just after the step (the choice of parry may be announced or unannounced or may change or not |
| |depending on the level of the pupil). |
| |2. take a late parry just as the lunge is completed. |
| |3. perform simple direct counter-attack. |
|Pupil - |1. disengage and lunge. |
| |2. complete the action as a false attack with a short lunge followed by an angulated attack with a fleche. |
| |3. continue and complete a direct attack. |
|Progression 1 |The coach can introduce false actions, feints and variations in distance. |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry with a step back. |
| |2. take an early parry stationary followed by a second parry with a step back and riposte. |
| |3. remain stationary and perform a feint of an early parry followed by a real parry and riposte. |
| |4. perform a feint of the counter-attack followed by a parry. |
| |5. perform a feint of the counter-attack followed by feint of the parry and a real parry. |
|Pupil - |1. follow the feint with a one-two and precede the lunge with an additional step. |
| |2. perform disengage followed by first intention first counter-riposte. |
| |3. (a) attempt to recognize the faint of the parry as such and attack by one-two or (b) perform false attack finishing with a |
| |disengage followed by second intention first counter-riposte as instructed or, if deceived by the feint of the parry, perform |
| |first intention first-counter-riposte. |
| |4. continue the direct feint and perform a disengage (the feint continues with the beginning of the lunge and consequently the |
| |disengage is performed late). |
| |5. follow the feint with a one-two. |
|Note - |In the simple form of this exercise, the fencer and the coach should recognize the point in the progression of the feint where |
| |it is no longer practical to finish the action with a disengage and the pupil decides to finish with a false attack and a second|
| |intention first counter-riposte. A more capable fencer will be able to get quite deep with their feint and still be capable of |
| |performing an effective disengage. The fact that the direct feint is performed with a step means that the pupil is able to |
| |respond to a wide range of reactions from the coach and their actions can have a range of different rhythms, for e.g. where the |
| |coach reacts to the pupil’s direct feint with a feint of the counter-attack, the pupil (recognizing this to be a feint) then |
| |presses the feint deeper, perhaps with a change in pace and this action has a very different rhythm when compared to the direct |
| |feint disengage as a response to the early parry. The beginning of the attack is very much a speculative action because the |
| |pupil may perform a simple, compound or second intention action but does not have a resolved intention to perform any one of |
| |these. In variation 3, the pupil should not betray their intention to angulate and in this circumstance, the coach’s parry |
| |becomes too late. In response to the late parry, broken-time is of course also a tactically sound response, so these exercises |
| |can readily be combined with exercises involving broken time. |
Choice reaction between real and false actions based on timing and footwork
|Variation 1 | |
|Pupil - |Attack with a lunge. |
|Coach - |1. stay still. |
| |2. step back in the first tempo. |
| |3. step back in the last tempo. |
|Pupil - |1. complete the lunge and hit. |
| |2. convert the lunge into a step lunge. |
| |3. complete the action as a false attack. |
|Note - |After the lunge has begun, the pupil makes a choice between a real and false action, thus the attack is begun as a ‘speculative’|
| |action. In order for the coach to be able to control the exercise, it is essential that the pupil is performing a full length |
| |lunge and therefore the pupil is not going to simply stretch out the lunge in response to extending distance. This combination |
| |can be combined with a variety of first and second intention blade actions. |
|Variation 2 | |
|Pupil - |Perform attack by one-two with a full lunge. |
|Coach - |1. stay still, perform an attempt to engage the blade then parry. |
| |2. step back early (lust as the foot leaves the floor). |
| |3. step back at the last moment and parry. |
|Pupil - |1. hit by one-two with a lunge. |
| |2. convert lunge into a step lunge and perform a one-two-three. |
| |3. perform false attack, recover forwards with a parry and hit by second intention counter-riposte. |
|Note - |The coach can potentially introduce a feint of the step back followed by a counter-attack if the feint induces a misjudged step |
| |lunge. |
|Variation 3 | |
|Pupil - |Perform full length attack with a lunge. |
|Coach - |1. stay still. |
| |2. perform a late step back with a range of possible actions – |
| |a. parry and riposte. |
| |b. taking over attack. |
| |c. point in line. |
| |d. nothing. |
|Pupil - |1. complete attack and hit. |
| |2. change action to a false attack and perform – |
| |a. counter-riposte with forward recovery/ forward recovery with a renewed attack and evasion/ remise with no recovery |
| |(anticipating compound riposte). |
| |b. counter attack/ parry and riposte. |
| |c. renewed beat/prises de fer attack. |
| |d. renewed attack with forward recovery. |
|Note - |In this exercise, the pupil can be asked to perform the actions as a choice reaction exercise or perform a reconnaissance action|
| |on the first instance and a real action on the second instance. |
Exercise on judging distance, lunging and hitting
|Variation 1 | |
|Coach - |Move back and forward, stop and give signal. |
|Pupil - |Maintain lunging distance and lunge at signal. |
|Note - |This exercise demonstrates and develops the correct judgment of ‘lunging distance’ where the distance is correct at the |
| |beginning of the lunge. |
|Variation 2 - | |
|Coach - |Move back and forward at a consistent pace, give signal without stopping. |
|Pupil - |Attempt to keep at a distance where a hit can be made with a lunge, taking into account the movement of the coach, by closing |
| |distance as the coach retreats and expanding the distance as the coach advances. At the changes of direction, the pupil should |
| |look to rapidly establish the correct distance by for e.g. using a cross-step. |
|Note - |This exercise demonstrates and develops the correct judgment of ‘hitting distance’ where the distance will be correct at the |
| |completion of the lunge. . These exercises can explore the tendency of a fencer to betray the intention to attack when |
| |retreating by preparing with an attempt to stop and change direction and the consequent greater ease with which the advancing |
| |fencer can initiate an attack on this preparation/pre-signal. Thus the need to minimize this. |
|Variation 3 - | |
|Coach - |Move back and forwards. |
|Pupil - |Attack with a lunge at a time of their choosing, demonstrating a correct judgment and control of distance. |
Competitive feint disengage exercise
|Pupil - |Feint, either by disengage from engagement or direct. |
|Coach - |Parry quarte with varying timings. |
|Pupil - |Complete the attack with a disengage. |
|Progression 1 | |
| |The coach may increase difficulty by introducing other variations including – twisting, ducking, stepping forwards, no parry |
| |(requiring continuing to the target), counter-attack, feint of the counter-attack followed by a parry, feint of the parry, |
| |varieties of distractions etc. |
|Note - |This exercise can take the form of a game, for e.g. the pupil may have 10 attempts. Where the coach parries, no other parry |
| |than quarte is used and although the coach may close the distance the coach will not extend the distance. |
Attack exercise
|Pupil - |1. engage the blade in quarte, hit in prime (a shallow prime where the distance is long). |
| |2. engage in quarte, hit into octave (opposite handed) or septime (same handed) with full angulation. |
| |3. perform each action as a feint followed by the other. |
|Coach - |Perform appropriate defensive actions with successive parries of prime and seconde. |
|Note - |Good for left/opposite handers and capable right/same handers, also good against opponents who tend to rapidly close distance |
| |into the attack (e.g. a counter-attack with a fleche) where the attack will finish in prime, passing over the blade to hit under|
| |the arm with right/same handers. |
Exercise on direct feint disengage/counter-disengage
|Variation 1 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |1. parry quarte (on the movement of the foot). |
| |2. nothing. |
|Pupil - |1. disengage on the lunge. |
| |2. hit direct. |
|Note - |Pupil’s will often seek to stretch out the feint and even lean to do so rather than be forced to attempt the disengage on the |
| |lunge. |
|Variation 2 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |1. parry of quarte. |
| |2. parry sixte. |
|Pupil - |1. finish by disengage. |
| |2. finish by counter-disengage. |
|Variation 3 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |1. stay still and parry quarte. |
| |2. step back and parry quarte, sixte. |
| |3. step in and parry quarte. |
|Pupil - |1. disengage and continue lunge. |
| |2. turn the lunge into a step, and lunge with a one-two. |
| |3. disengage/angulate (as specified by the coach) with a half lunge. |
|Variation 4 |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |Parry quarte with twisting, ducking etc. |
|Pupil - |Disengage and hit with appropriate technique (e.g. angulation). |
|Variation 5 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |Parry quarte with varying timings. |
|Pupil - |Disengage and hit or hit direct if the parry is too late. |
|Variation 6 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |1. take early parry. |
| |2. take late parry. |
| |3. take no parry or parry too late. |
|Pupil - |1. finish attack by one-two. |
| |2. finish by disengage. |
| |3. finish direct. |
|Variation 7 | |
|Pupil - |Begin direct attack and lunge (½ extension). |
|Coach - |1. perform sharp, quick parry. |
| |2. perform ‘easy’ parry. |
|Pupil - |1. finish with counter-riposte (change of intention – direct feint disengage is the first intention) |
| |2. finish by disengage. |
Exercises on timing and making controlled choices
|Variation 1 | |
|Coach - |Step forward, engage sixte then quarte. |
|Pupil - |Attack on specified action (i.e. on step, sixte engagement or quarte engagement). |
|Variation 2 | |
|Coach - |Step forward, engage sixte, quarte, sixte or quarte, sixte, quarte. |
|Pupil - |Only attack on specified action of specified variation. |
|Variation 3 | |
|Pupil - |Step forward, engage quarte. |
|Coach - |1. nothing. |
| |2. evade engagement. |
|Pupil - |1. step back. |
| |2. second engagement and attack. |
Exercise where every eventuality is to be exploited (for e.g. where it is essential to score)
|Pupil - |Step forward and attempt to engage the blade. |
|Coach - |1. nothing. |
| |2. return pressure on the blade. |
| |3. attack (simple, compound, prises-de-fer etc.). |
| |4. withdraw blade. |
| |5. all of the above with steps and additional blade actions. |
| |6. present the point in line. |
| |7. etc. |
|Pupil - |1. direct attack. |
| |2. disengage attack. |
| |3. parry riposte. |
| |4. direct feint disengage. |
| |5. advance with steps and engagements, evasions, parries etc. |
| |6. find the blade and attack. |
| |7. react appropriately. |
|Note - |The objective of the exercise is for the pupil to take and retain the initiative and to perform well in less than optimal |
| |conditions. The pupil needs to perform with technical sharpness, good timing and positive, unhesitant action. Other variations|
| |of coaches actions could include – adopt low-line or wide guard leading to a feint disengage or successive engagements and |
| |feints, employ engagement followed by beat, also employ stepping out of range of the attack etc. The coach may seek to |
| |anticipate the likely action of the pupil and may control and limit their response by for e.g. including or not including |
| |counter-attacks, always allowing or sometimes not allowing the engagement, retreating or not retreating. Also, the allowable |
| |options of the pupil may be circumscribed (choice reaction/choice of action) or unlimited (open eyes). The pupil may be |
| |informed of the limitations of the coach’s response or left to discover them. |
Choice of attacking exercises with an emphasis on timing
|Variation 1 | |
|Pupil - |Step forward with a direct feint. |
|Coach - |Always perform a defined sequence of parries e.g. quarte, counter-quarte, sixte is good. |
|Pupil - |Perform attacks with varying numbers of evasions, e.g. evade the first parry and hit, evade two parries and hit, evade all the |
| |parries and hit. |
|Variation 2 | |
|Coach - |Step forward to engage the blade followed by a defined sequence of parries e.g. quarte, counter-quarte, sixte is good. |
|Pupil - |Perform attacks with varying numbers of evasions, e.g. evade the first parry and hit, evade two parries and hit, evade all the |
| |parries and hit. |
|Variation 3 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace such that it is difficult for the pupil to |
| |hit with a simple attack. |
|Pupil - |At a time of their choosing, perform a compound attack. |
|Variation 4 | |
|Coach - |Whilst moving steadily back and forward, continuously perform specified parries/changes of guard at a reasonably quick pace such|
| |that it is difficult for the pupil to hit with a simple attack. |
|Pupil - |At a time of their choosing, perform a compound attack or a simple attack if the distance is closing sufficiently. |
|Variation 5 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace such that it is difficult for the pupil to |
| |hit with a simple attack, give a signal for when the pupil must begin their attack by for e.g. saying “now”. |
|Pupil - |Perform a compound attack immediately in response to the signal. |
|Variation 6 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace such that it is difficult for the pupil to |
| |hit with a simple attack. |
|Pupil - |At a time of their choosing, perform a compound attack. |
|Coach - |At the beginning of the attack, perform the specified sequence of parries at a competitive pace |
|Variation 7 | |
|Coach - |Advance and retreat with changes between sixte and octave. |
|Pupil - |Periodically step forward, engage in octave or sixte and attack with either a simple attack into the open line or a compound |
| |attack beginning with a feint into the open line. |
|Variation 8 | |
|Coach - |Perform large slow attempt to engage. |
|Pupil - |1. beat disengage attack as the blade begins to rise. |
| |2. disengage attack. |
| |3. following the engagement, change the engagement and attack direct. |
|Note - |The pupil must adjust their technique to ensure the success of their chosen action, for e.g. very fast and perhaps a fleche with|
| |angulation to hit with one evasion, varying speeds and depths of feints for more evasions. The pupil should be coached to |
| |develop the capacity to hit with all possible variations. |
Competitive compound attack exercise
|Pupil - |At a signal (e.g. attempt to engage the blade or invitation) perform a specified compound attack with adjustments as required by|
| |the differing conditions offered by the coach. |
|Coach - |Give blade conditions with variations in distance, timings and availability of the target, character of blade actions. Also, |
| |periodically parry one of the feints or the final action of the attack and riposte requiring the pupil to continue the phrase. |
|Note – |With a good fencer, effectively parrying a feint will be difficult for the coach to achieve, but can be managed in a number of |
| |ways – 1. perform an attempt to find the blade and immediately and sharply parry just as the pupil begins to complete their |
| |disengage. 2. establish a rhythm through 2 or 3 repetitions, then succeed in parrying through disrupting this rhythm. 3. |
| |stretch out one of the feints through retreating enabling more available time to choose the moment for a sharp, quick parry. |
| |4. employ a more complex compound attack. Where the pupil succeeds in evading a parry which the coach had intended to work, |
| |this success on the part of the pupil should be blended into the exercise and the coaches work should not be unsettled by this. |
Offense/defense choice reaction exercise
|Pupil - |Step forward or step forward with a direct feint as instructed. |
|Coach - |1. attempt to find the blade in a. sixte. b. quarte. c. prime. |
| |2. attempt to find the blade as in 1. but with a step back. |
| |3. attack/counter-attack followed by openings for a. direct riposte. b. disengage riposte. c. counter-disengage riposte. |
| |4. attack/counter-attack by direct feint disengage with openings as in 3. |
|Pupil - |1. disengage attack with a lunge. |
| |2. compound attack with a step lunge. |
| |3. parry and riposte. |
| |4. successive parries and riposte. |
|Note - |The selection of parries in option 1. provide practice for evading almost all parries taken from a sixte guard that a pupil may |
| |encounter (it can be observed for e.g. the action required in evading an octave parry is the same as for a quarte parry). |
Choice of action exercise using beats with an emphasis on timing
|Coach - |Respond to the pupil’s beat with an attempt to parry. |
|Pupil - |Select between the following attacks. |
| |1. beat direct (performing the beat sufficiently late and a fast attack to ensure that the hit arrives before the parry). |
| |2. beat disengage (ensuring that the attack cannot be parried by successive parries). |
| |3. beat disengage finishing in opposition (raising and positioning the blade such that the second attempt of the coach to parry |
| |ends up in the pupils guard. This provides an alternative to the more obvious beat one-two). |
Broken-time exercise
|Pupil - |Attack fast to hit the left (gloved) hand positioned just in front of the target, withdraw the arm to evade the parry and hit |
| |the target. |
|Coach - |As the pupil hits the hand, attempt to parry. |
|Note - |The pupil’s attack needs to be fast in order to control the timing of the opponents parry, it needs to be deep in order to |
| |ensure the opponent does parry. It is easy for the coach to make this exercise virtually impossible by attempting to parry very|
| |soon after the hand is hit, so for any level of pupil it can be made challenging. |
Attacking exercise using prise-de-fer
|Pupil - |Engage the blade in sixte, change the engagement to quarte on a step (or quarte sixte), then lunge taking the blade in sixte |
| |with a late change to quarte. The aim is to change the engagement just prior to any attempt to parry. |
|Note - |In this exercise, the pupil attempts to sense, anticipate and precede the moment at which the opponent reacts and maintain a |
| |good control of the blade. |
Attack choice reaction exercise
|Pupil - |Begin direct feint. |
|Coach - |1. nothing. |
| |2. parry quarte. |
| |3. parry sixte. |
| |4. competitive parry of quarte and riposte. |
| |5. competitive parry of sixte and riposte. |
| |6. counter-attack into quarte, sixte or octave. |
|Pupil - |1. hit direct. |
| |2. disengage. |
| |3. counter-disengage. |
| |4. counter-riposte. |
| |5. counter-riposte. |
| |6. appropriate prise-de-fer counter-time. |
|Note - |Where the coach executes a competitive parry, it is likely that the pupil attempted but failed to disengage, here the pupil |
| |should be able to immediately change their intention (i.e. react to their failure) and perform a counter-riposte. There may |
| |well be instances where the coach intended to parry the pupil’s feint, but the pupil succeeds in disengaging, or where the coach|
| |intended that the pupil should evade a parry but they fail to do so, in these cases, the coach should be careful to continue |
| |their own actions smoothly and with full control by for e.g. ensuring that they riposte if they inadvertently succeed in |
| |parrying and perhaps complementing the pupil’s success in evading a parry. |
Variations on attack by one-two
|Variation 1 – a choice of action routine. |
|Pupil - |1. attack by one-two. |
| |2. attack by disengage and hit with angulation. Either into the closed or closing lines of sixte or quarte and employing a long|
| |sideways lunge, perhaps preceded by a step. |
| |3. attack by one-two employing an angulated feint to draw an exaggerated parry, perhaps employing a step with the feint to give |
| |the impression of an intention to extend the lunge. |
| |4. attack by one-two employing a shallow, straight feint and finishing with angulation. |
| |5. attack by one-two employing an angulated feint and angulated finish. |
|Coach - |Provide openings and make genuine attempts to parry. |
|Variation 2 - |Choice reaction based on the timing of a parry. |
|Coach - |From blades engaged, apply pressure and then parry with varying timings, perhaps also varying distance. |
|Pupil - |Begin the first disengage in response to pressure and. |
| |1. continue and hit if the parry is too late. |
| |2. hit by one-two if the parry is early. |
|Variation 3 | |
|Coach - |Perform regular covering actions between the guards of sixte and quarte. |
| |1. with no movement. |
| |2. with movement. |
| |3. instruct the fencer when to begin by saying “now”. |
|Pupil - |Attack by one-two, occasionally perhaps by disengage where the distance is closing. |
|Variation 4 - |Practice the above exercises against both opposite and same handed, especially focusing on the positions of the hand required |
| |for the feints and hits. |
|Variation 5 - |One-two with broken time. |
|Coach - |Attempt to find the blade in sixte holding the (gloved) left hand just in front of the target, then attempt to parry quarte. |
|Pupil - |Attack and hit the left hand, withdraw the blade to evade the parry and hit the target. |
Choice reaction exercise employing a feint into the closed line
|Pupil - |Begin with a step and feint into the closed sixte line. |
|Coach - |1. nothing or respond to the feint. |
| |2. step back and attempt parries. |
| |3. perform simple counter-attack. |
| |4. perform a feint of the counter-attack followed by a parry of octave. |
| |5. perform compound counter-attack. |
|Pupil - |1. finish the attack with a disengage if there is no retreat and maybe a response to the feint. |
| |2. finish the attack with a one-two and a step lunge. |
| |3. parry counter-quarte and riposte or finish the attack in the low line as instructed. |
| |4. feint low, hit high. |
| |4. parry counter-quarte, septime and riposte. |
|Note - |With options 3 and 4, the coach should make sure that the real counter-attack and the feint of the counter-attack are |
| |sufficiently distinct to enable the pupil to distinguish between them i.e. in the real action there is an impression of an ‘all |
| |out commitment’ and in the feint, the action may stop short. |
Choice reaction exercise with reading the tactical intention of the opponent
|Pupil - |Maneuver (either at the coaches or the pupils initiative), then perform a step forward preparation (in response to the coaches |
| |pause or at a time of the fencers initiative). |
|Coach - |In response to the pupils preparation adopt – |
| |1. a slightly forward stance with an advanced arm (indicating an intention or inclination to counter-attack). |
| |2. an upright stance with arm back and point slightly raised (indicating an intention or inclination to parry). |
|Pupil - |1. perform a simple direct attack, false attack parry riposte or prises-de-fer attack as instructed. |
| |2. perform a feint disengage. |
|Note - |It is essential for the pupil to make the choice quickly and smoothly following the preparation. |
Simple, compound and angulated choice reaction
|Pupil - |Parry circular sixte in response to the coaches attack. |
|Coach - |1. stay still. |
| |2. recover. |
| |3. close the distance. |
|Pupil - |1. riposte to the low line. |
| |2. feint low hit high with a lunge/ lunge sideways with an angulated low line hit. |
| |3. hit at close quarters with angulation. |
Exercise employing footwork and attacks
|Coach - |Attempt to engage the blade with – |
| |1. a step in. |
| |2. stationary. |
| |3. a step back. |
| |4. a feint of a step, both forward or back. |
|Pupil - |1. disengage and hit. |
| |2. disengage/one-two and lunge. |
| |3. step lunge with one-two/one-two-three. |
| |4. seek to avoid being caught out by the feint, by judging the distance more from the torso than the feet and sensing the |
| |character of the coaches movement. |
|Note |If the pupil is caught out by the feint of the step forward and performs a simple attack, then it will be possible to parry the |
| |attack; if they are deceived by a feint of a step back and perform a compound attack, they may be vulnerable to a |
| |counter-attack. |
|Progression 1 |Perform as above with maneuvering and changes in distance. |
Control of distance exercise.
|Variation 1 | |
|Coach - |Maneuver. |
|Pupil - |Attack on one of the steps forward, either direct or with a feint as instructed. |
|Variation 2 | |
|Coach - |Maneuver with occasional big step preparation. |
|Pupil - |Maintain long distance and thereby force the opponent/coach to always precede an attempt to attack with a big step and |
| |attack/counter-attack on the step. |
|Note - |The focus is on the effective control of distance such that the opponent/coach is never able to launch an attack with a quick, |
| |small step preceding the lunge, if the coach gets into a shorter distance, they should attack. The coach should do occasional |
| |false actions and attempt to parry and the pupil should attempt to distinguish between real and false actions, only attacking |
| |into real actions. |
Exercise with attacks employing a low line feint
|Variation 1 | |
|Pupil - |Step forward with a low line feint (very low and far back) with a slowly extending arm. |
|Coach - |1. nothing. |
| |2. parry octave. |
| |3. parry sixte. |
| |4. counter-attack. |
|Pupil - |1. hit low with angulation. |
| |2. evade parry and hit high. |
| |3. evade parry and hit low. |
| |4. continue attack and hit low. |
|Variation 2 | |
|Pupil - |Step forward with a low line feint (very low and far back) with a slowly extending arm. |
|Coach - |1. nothing. |
| |2. parry octave. |
| |3. parry sixte. |
| |4. counter-attack. |
|Pupil - |1. hit low with angulation. |
| |2. evade parry and hit high. |
| |3. evade parry and hit low. |
| |4. continue the attack by prises-de-fer. |
|Variation 3 | |
|Pupil - |Mix attacks beginning with a progressive low line feint or, perform a bent arm preparation at a faster pace. |
| |The objective is to create uncertainty on the part of the opponent/coach over the choice between offensive/counter-offensive or |
| |defensive actions. The opponent/coach may be deceived into does performing out of time counter-offensive actions, and may also |
| |be deceived into attempting to parry an absent blade where a bent arm preparation is performed. |
|Note - |In this exercise, there is an emphasis on actions being performed with a smooth and progressive character and also having and |
| |exploiting a subtle appreciation of the use of priority, the initial beginnings of the action having a prospect of drawing an |
| |out of time counter-attack. |
The practice of attacks finishing with steps
|Variation 1 | |
|Pupil - |Begin slow progressive attack with steps, e.g. with wide feint and slightly extending arm. |
|Coach - |Perform actions stationary, preceded by, or with a retreat:- |
| |1. nothing. |
| |2. attempt parry or parries. |
| |3. perform ‘competitive’ parry riposte. |
| |4. counter-attack. |
|Pupil - |1. continue to advance to close quarter with steps and hit with angulation. |
| |2. evade parries, advance to close quarter with steps and hit with angulation. |
| |3. perform counter-ripostes with closing distance to finish at close quarter. |
| |4. finish attack with an easy lunge or half lunge. |
|Variation 2 | |
|Pupil - |Begin slow progressive attack with steps, e.g. with wide feint and slightly extending arm or fairly straight. |
|Coach - |Perform actions stationary or preceded by a retreat. |
| |1. nothing. |
| |2. attempt late parry. |
|Pupil - |1. finish attack with steps and angulation at the ‘last moment’ (i.e. just before the referee calls halt for passing). |
| |2. finish the attack with steps and angulation at the ‘last moment’ (i.e. just before the referee calls halt for passing). In |
| |this case, the angulation begins in response to the late parry such that the pupil’s blade ‘runs away’ from the fcoach’s parry |
| |and thereby the coach is denied the timing for a late parry. |
|Note - |Here the pupil prefers to finish very close with steps performed at a slow to steady pace. This requires an ability to hit |
| |accurately with a range of angulated techniques and to reliably evade parries. The character of the advance puts pressure on an|
| |opponent as the pupil does not pause or retreat, eventually the opponent will run out of piste. For this reason there is not a |
| |need for a lunge except in response to a counter-attack where it purpose is partly to inform the judgment of the referee. A |
| |good combination of angulated hits is to mix hits from sixte and prime as an attempt to parry one creates an opening for the |
| |other. |
Practice of ‘Shabbani style’ attack/renewed attack
|Variation 1 | |
|Pupil - |Perform compound attack, e.g. direct feint counter-disengage is good. |
|Coach - |Perform very late quarte parry. |
|Pupil - |After completion of the lunge, disengage to hit into the sixte line. |
|Variation 2 | |
|Pupil - |Perform compound attack, e.g. direct feint counter-disengage is good. |
|Coach - |Perform very late quarte parry. |
|Pupil - |After completion of the lunge, disengage to hit under the arm into the octave line. |
|Note - |The characteristic of this action is that it is in essence a break in time/renewed attack in that there is a withdrawal of the |
| |arm after the foot has landed but in performing this Shabbani does so with a smoothness and continuous character such that a |
| |referee is inclined to describe the action as all one single attack. The emphasis in this practice is to achieve this |
| |smoothness. |
Practice involving actions performed from the lunge ‘Solti style’
|Pupil - |Perform attack and stay on the lunge. |
|Coach - |Perform presentations and attempts to find the blade. |
|Pupil - |Perform hits and parry ripostes as appropriate staying in the lunge position. |
|Coach - |Advance. |
|Pupil - |Recover and perform hits and parry ripostes as appropriate. |
Practice of compound attacks
|Coach - |Give openings either stationary, retreating or occasionally with a surprise step in. Also introduce quick ‘real’ attempts to |
| |parry, thus creating a ‘moment to finish’. |
|Pupil - |Perform compound attack with appropriate footwork, choosing a good moment to finish the attack. The focus is on sensing the |
| |moment to finish. |
Choice reaction/open eyes attacking exercise
|Pupil - |Step forward and engage the blade in sixte. |
|Coach - |Provide a wide variety of responses e.g. |
| |1. pressure. |
| |2. no pressure. |
| |3. parry prime. |
| |4. evade engagement. |
| |5. change engagement. |
| |6. attack by coule. |
| |7. adopt absence of blade. |
| |8. actions performed with retreats. |
| |9. etc. |
|Pupil - |Respond appropriately. |
|Note - |The pupil’s choices need not be precisely defined, but need to be quick, appropriate and effective. The objective of the pupil |
| |is to take and hold onto the initiative and gain a point in every situation. |
Choice reaction/choice of action exercise based on and employing distance
|Coach - |Provide the conditions for a specified attack, e.g. one-two, beat direct etc. |
|Pupil - |Attack and hit. |
|Coach - |1. parry from close and riposte. |
| |2. take a parry at long distance and perform steps followed by an attack. |
|Pupil - |1. perform fast counter-riposte(s), staying in the lunge position. |
| |2a. recover and begin to retreat, followed by a fast parry riposte at close distance. |
| |2b. recover and begin to retreat, followed by a parry and riposte at long distance. |
| |2c. recover and establish point in line. |
| |2d. recover or partially recover and perform counter-attack followed by a parry. |
| |2e. recover and retreat out of distance to perform a taking over attack. |
|Note - |In this exercise, the actions performed from a retreat involve controlling the distance to successfully draw the opponent in and|
| |being then able to perform all actions. Also, the pupil should be able to introduce a pause in the retreat to control the |
| |timing of the opponent’s attack. |
Attack/defense routine
|Pupil - |Step forward and engage the blade in sixte. |
|Coach - |1. nothing. |
| |2. evade the blade. |
| |3. disengage attack. |
|Pupil - |1. attack by one-two. |
| |2. engage or beat (as instructed) the blade in quarte and attack by one-two. |
| |3. parry quarte or sixte (as instructed) and riposte. |
|Note - |With this combination, the quality of the pupils technique is important. In particular that the engagement/beat in option 2. |
| |and the parry in option 3. have the right qualities. The pupil may over-react in response to 2. becoming vulnerable to a |
| |compound attack, or may not parry effectively in response to 3. |
Disengage attack
|Coach - |Maneuver and periodically step forward with an attempt to engage the blade employing varying coordination of blade and foot. |
|Pupil - |Maintain distance, beginning each step back on the movement of the coach’s back foot in order to be able to perform a disengage |
| |attack with a lunge when ever the coach attempts to engage the blade regardless of whether the coach begins their action with |
| |the blade or foot. |
Direct feint one-two exercise
|Pupil - |Step forward with a direct feint. |
|Coach - |1. attempt parries of quarte and sixte. |
| |2. nothing. |
|Pupil - |1. attack by one-two to evade parries. |
| |2. attack by one-two involving a deep feint into the closed sixte line in order to get inside the coaches reaction time. |
|Note - |In option 1. the coach controls the timing and may perhaps vary the timing of their parries in order to make the exercise more |
| |challenging for the pupil. In option 2. the pupil controls the timing and must make a judgment on the coach’s capacity to |
| |react. |
Attacking choice of action exercise
|Variation 1 - | |
|Coach - |On guard in the low line. |
|Pupil - |Attack by – |
| |(1) beat octave/seconde, attack in the high line. |
| |(2) beat octave/seconde, feint disengage attack. |
| |(3) Beat false attack, parry quarte, second intention counter-riposte. |
|Coach - |Attempt to parry quarte and riposte. |
|Variation 2 - | |
|Coach - |On guard in the low line. |
|Pupil - |Attack by – |
| |(1) beat octave/seconde, attack into quarte with angulation. |
| |(2) beat octave/seconde, angulated feint into quarte, disengage attack under the arm. |
| |(3) Beat false angulated attack, second intention redouble under the arm followed by a parry. |
|Coach - |Attempt deep parry of quarte. |
|Note - |In option (3) of variation 2. the character of the false attack, i.e. forceful and angulated can induce the opponent to |
| |delay the riposte which gives time for the redouble and parry. |
Choice reaction exercise with disengages and changes of engagement
|Coach - |Either from blades engaged or absence of blade – |
| |1. attempt to engage the blade such that the pupil can evade the blade (for e.g. from an engagement in sixte, an attempt to |
| |engage in quarte is good). |
| |2. engage the blade sharply and quickly such that the pupil does not succeed in evading the blade. |
|Pupil - |Attempt to attack by disengage/counter-disengage and – |
| |1. complete the attack and hit. |
| |2. change the engagement and attack direct. |
|Progression 1 | |
|Coach - |Either from blades engaged or absence of blade – |
| |1. attempt to engage the blade such that the pupil can evade the blade (for e.g. from an engagement in sixte, an attempt to |
| |engage in quarte is good). |
| |2. engage the blade sharply and quickly such that the pupil does not succeed in evading the blade. |
|Pupil - |Attempt to attack by disengage/counter-disengage and – |
| |1. complete the attack and hit. |
| |2. change the engagement and attack direct. |
|Coach - |1. allow the hit or continue the phrase. |
| |2a. attack by counter-disengage in response to the pupils attempt to change the engagement. |
| |2b. immediately attack following the engagement. |
| |2c. evade the attempt to change the engagement. |
|Pupil - |2a. parry and riposte. |
| |2b. parry and riposte (circular sixte is good as it is consistent with the other actions). |
| |2c. perform successive attempts to engage and attack. |
|Note |The coach can effectively determine which action the pupil will perform by the character of their attempt to find the blade, if |
| |the pupil succeeds in disengaging when the coach intended to find the blade this can be complemented or if they fail to |
| |disengage when the coach intends that they should succeed they can be encouraged, in these instances the fluidity of the |
| |exercise should be maintained. The coaches attack by counter-disengage will show clearly if the pupils foot moves too soon or |
| |if their hand speed is not adequate. This exercise may in some instances have the character of employing a change of intention |
| |or a ‘reaction to failure’. There is much scope for adding variations and a fighting character to these exercises. |
Attacking choice reaction exercise with a change of tempo
|Pupil - |Begin step forward moving the front foot slowly and engaging the blade in sixte. |
|Coach - |1. step back. |
| |2. stay still. |
|Pupil - |1. return to guard and repeat the action. |
| |2. complete the step bringing the back foot up fast and performing a quarte beat and fast direct attack. |
|Progression - |Perform from mobility at either the coach’s or the pupil’s initiative. |
Exercises and routines with defense
Choice of action routine
|Variation 1 | |
|Coach - |Present blade and attempt to parry and riposte. |
|Pupil - |Choose between:- |
| |1. circular sixte parry, riposte by disengage. |
| |2. circular sixte parry, riposte by one-two. |
| |3. circular sixte parry, false riposte by disengage, perform second intention counter-riposte. |
|Coach - |Continue the sequence by attempting to perform a ‘competitive’ parry of quarte and riposte. |
|Variation 2 | |
|Pupil - |Step forward and engage the blade in sixte followed by:- |
| |1. disengage attack. |
| |2. attack by one-two. |
| |3. false attack by disengage, parry quarte and perform second intention counter-riposte. |
|Coach - |Attempt to perform a ‘competitive’ parry of quarte and riposte. |
|Note - |The pupil makes a tactical choice between a simple, a compound and a second intention action and should do so in such a way that|
| |their actions are not predictable. Each action should be real in character and the coach should make relatively genuine |
| |attempts to parry (taking account of the level of the pupil and the need to guide their actions). The pupil should be guided in|
| |the manner of making each of the actions competitive and also in creating the appropriate mix of actions. Some pupils will tend|
| |to neglect the more difficult actions or mix them in a manner which does not have tactical coherence and should be guided on |
| |this. |
Defensive exercise
|Pupil - |Parry quarte (what ever the variety of attack). |
|Coach - |Perform varied attacks for e.g. |
| |(1) attack direct. |
| |(2) attack into the closed sixte line. |
| |(3) evade the initial parry. |
| |(4) attack into the low line. |
| |(5) attack with angulation. |
| |(6) attack with opposition. |
Exercise with successive parries
|Variation 1 | |
|Coach - |Attack into any line or a chosen line. |
|Pupil - |Take a small, forward parry and riposte. |
|Coach - |Evade the parry and continue into the same or a different line. |
|Pupil - |Take a deeper more defensive parry and perform a simple riposte. |
|Variation 2 | |
|Coach - |Attack into any line or a chosen line. |
|Pupil - |Take a small, forward parry and riposte. |
|Coach - |Evade the parry and continue into the same or a different line. |
|Pupil - |Step back and take a second forward parry and perform a compound riposte with a lunge. |
|Variation 3 | |
|The exercises are performed as above except that, where successive parries are required, the pupil may choose whether to employ variation 1 or 2. |
Response to broken-time
|Coach - |In response to the pupil’s parry, withdraw the arm. |
|Pupil - |Perform the following options either as instructed or as a choice of action exercise. |
| |1. increase the distance and parry the eventual attack. |
| |2. where good timing is achievable, attack. |
| |3. establish a point in line and continue the phrase. |
|Note - |In any exercise involving parries, a broken-time presentation can be made, for e.g. 1. withdraw the blade in response to a |
| |parry. 2. disengage round the first parry and withdraw the blade in response to a second. |
Choice of action exercise defense at different distances.
|Variation 1 | |
|Coach - |Attack. |
|Pupil - |Chose one of the following actions:- |
| |1. perform a very early beat parry and riposte with closing distance. |
| |2. retreat to very long distance, parry with the foible and perform a compound riposte with a step lunge. |
| |3. retreat to very long distance, parry with the foible and perform a second intention counter-riposte. |
| |4. retreat to very long distance, parry with the foible and perform a false reposte significantly short to provoke a compound |
| |riposte and perform a second intention renewed attack. |
| |5. stay at medium distance, perform false parry/parries to invite compound action and the completion of the attack, perform real|
| |parry and fast, simple riposte at the last moment of the attack. |
|Note - |There is a possibility of a choice reaction exercise based on the coaches response to option 2. where the choice is determined |
| |by the rate of retreat of the coach. |
|Variation 2 |Choice reaction. |
|Coach - |Attack. |
|Pupil - |Retreat to very long distance, parry with the foible. |
|Coach - |1. perform hesitant slow retreat. |
| |2. perform medium paced retreat and long distance. |
| |4. perform fast retreat and long distance. |
|Pupil - |1. hit with compound riposte. |
| |2. employ second intention counter-riposte. |
| |3. invite or anticipate compound riposte and employ second intention remise. |
|Note - |The coaches’ ability to control the distance with clarity and give appropriate responses, i.e. do simple and compound ripostes |
| |in the right circumstances becomes important. Here there is a distance element determining the pupils choice between defense |
| |and counter-offence, giving the possibility that this can be controlled by the coach (choice reaction), or by the pupil (choice |
| |of action). |
Exercises to achieve precision and control of tempo
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Perform the following actions – |
| |1. parry octave, feint just above the hand, disengage. |
| |2. parry sixte, disengage and feint just besides the hand, disengage or counter-disengage. |
| |3. parry quarte, disengage and feint just beside the hand, counter-disengage. |
| |4. parry sixte, feint just below the hand, hit high. |
|Note - |The coach varies the timing of the parry and occasionally the distance. The exercises can also be used as attacks employing |
| |engagements. These exercises can serve well as part of a competition warm up lesson with their focus on precision and |
| |alertness. |
Exercises on the appreciation of reaction time and distance with a tactical application
|Pupil - |Steadily close the distance and parry quarte in response to the coaches’ fast direct attack. |
|Note - |The point is for the fencer to recognize how close they can get and still succeed where they are alert and focused and intending|
| |a simple reaction to an anticipated action. |
|Coach - |At a later stage in the lesson, execute a ‘surprise’ simple attack (for e.g. where a pupil is preparing an attack with a sixte |
| |engagement etc.). |
|Note - |This will demonstrate that where the pupil’s attention is directed elsewhere, the simple attack at a longer distance is more of |
| |a threat. |
|Progression 1 |A tactical application. |
|Coach - |Extend the point in line and at some point perform a direct attack. |
|Pupil - |Advance to very close and beat attack, if attacked then parry quarte riposte. |
|Note - |This will show that it is possible to approach very close to the opponent’s point without the risk of being hit by an attack and|
| |thereby perform a very effective beat attack virtually eliminating the risk of a derobement or a successful parry. Where the |
| |opponent is point in line and then performs an attack, all the speed of the point is generated by the legs as the arm cannot |
| |extend any more. Also, if the opponent retreats with a point in line, it will be extremely difficult for them to stop and |
| |launch a fast attack without a degree of pre-indication, it will be possible for the pupil to maintain a position with the |
| |opponent’s point just inches from their target without a risk of being hit. The objective of these exercises is for the pupil |
| |to develop a sense of how close they can afford to get in these situations. |
Choice reaction exercise with the point in line
|Pupil - |Establish the point in line. |
|Coach - |1. attempt beat in quarte or sixte with a rapid advance. |
| |2. attempt beat in quarte or sixte with a slow advance. |
| |3. perform ‘competitive’ beat in quarte or sixte and attack. |
| |4. perform ‘careless’ beat in quarte or sixte followed immediately by a competitive beat and attack. |
|Pupil - |1. perform simple derobe and hit. |
| |2. perform compound derobe and hit. |
| |3. perform simple parry and riposte. |
| |4. perform derobe followed by parry riposte. |
|Note - |In this exercise the coach should be able to effectively control whether the pupil succeeds or fails in their first intention of|
| |hitting by derobe by the character of how the coach attempts to find the blade, where the coach intends the pupil to succeed in |
| |evading the blade the beat is performed more at the elbow and where the coach does not intend the pupil to evade the blade, the |
| |beat is performed sharply with the hand. If the pupil succeeds in derobing where the coach did not intend them to do so, or |
| |fails to do so where they were meant to succeed, the coach should take care to ensure that they continue the exercise smoothly. |
| |The pupil should appreciate that the use of the point in line and derobements is best employed against opponents who are over |
| |exited and inclined to search for the blade somewhat carelessly and perhaps rush in. In options 3 or 4, he pupil is also |
| |required to immediately recover from the failure of their first intention of finding the blade (reaction to failure), in this |
| |exercise, simple parries are preferred because of their speed, the pupil may attempt to perform circular parries as these are |
| |consistent with the attempted derobement, being able to react to the blade being found with simple parries takes a little |
| |practice but can readily be developed. |
Choice reaction exercise exploring different ripostes
|Pupil - |Parry in response to the coaches presentation, either as an initial action or as part of a phrase. |
|Coach - |1. nothing. |
| |2. attempt an immediate covering action, either across opening the high line or up opening the octave line. |
| |3. attempt circular parry. |
| |4. attempt renewed attack. |
| |5. attempt to evade the riposte by for e.g. ducking, cutting the distance etc. |
|Pupil - |1. hit into the open line. |
| |2 & 3. hit into the opening line. |
| |4. hit by prises de fer. |
| |5. hit available target with appropriate technique. |
|Note - |In this combination, practically any response to a parry is explored and the exercise is close to or can be an open eyes |
| |exercise and the pupil may improvise their responses. |
Choice of action exercise on gaining a hit against an opponent who attacks short
|Coach - |Attack short, in the manner of an opponent with poor judgment of distance/performing reconnaissance/attempting false attack in |
| |order to perform a second intention action. |
|Pupil - |1. step in with a fast parry riposte. |
| |2. parry and perform compound riposte. |
| |3. parry and perform second intention second counter riposte with a lunge. |
Exercise on riposting at optimum and sub-optimum distance
|Coach - |Perform a range of simple and compound attacks with lunges or steps and lunges at a steady pace or a steadily increasing pace. |
|Pupil - |Defend with parries aiming to finish the defense at optimum riposting distance. |
|Note - |The coach may attempt to finish very close perhaps in order to achieve an angulated hit or may finish at long distance perhaps |
| |in order to achieve a second intention hit. The aim of the pupil is not to be caught out with distances which are too long or |
| |too short, if they are caught out then they should employ appropriate technique e.g. compound ripostes or close-quarter |
| |ripostes. |
Choice reaction routine with ripostes and counter-ripostes
|Coach - |1. present the blade. |
| |2. present the blade, parry the riposte and perform a counter-riposte. |
| |3. present the blade and evade the parry. |
|Pupil - |1. parry quarte and riposte direct. |
| |2. perform a second counter-riposte by disengage. |
| |3. perform successive parries of quarte counter-quarte. |
|Progression 1 - |Perform this routine at other points in the fencing phrase, for e.g. as a first counter-riposte following practice of an attack |
| |or if attacked during a routine involving a preparation. |
|Note - |This routine can be considered to be tactically robust and develops the habit of using combinations of direct and indirect |
| |ripostes as part of counter-riposte sequences and varying parries as part of successive parry sequences. The particular choices|
| |presented here are good. |
Counter-riposte (shown with epee – Szombathely 09)
|Pupil - |Attack. |
|Coach - |1. allow the attack to score. |
| |2. parry without retreating and riposte. |
| |3. step back with the parry and riposte at longer distance. |
|Pupil - |2. perform the counter-riposte staying in the lunge. |
| |3. recover from the lunge and counter-riposte. |
|Note - |The basis of this choice was whether or not the pupil will have time to recover. It was stated that the first thing the pupil |
| |should do is withdraw their arm in readiness for performing a parry (I have seen before in Hungary examples where the first part|
| |of a recovery from the lunge is the withdrawal of the arm). |
Defensive choice reaction routine
|Pupil - |Parry sixte riposte direct, either as an initial action or as part of a phrase. |
|Coach - |Periodically in response to the sixte riposte – |
| |1. step back and parry sixte riposte by flick to shoulder. |
| |2. step in parry prime riposte at close quarter. |
| |3. from stationary, parry sixte and riposte by cut over to chest. |
|Pupil - |1. parry high tierce/’nuvieme’ and riposte. |
| |2. parry seconde and riposte. |
| |3. parry quarte and riposte. |
|Note - |The coach should mostly allow the initial hit in order to surprise them with the sixte parry and riposte, which should be |
| |performed strong and fast, putting pressure on the pupil to make the correct choice and perform their action correctly and in a |
| |competitive manner. The coach should occasionally attempt to mislead the pupil by making one action resemble another, e.g. the |
| |coaches sixte parry can be formed with a slight feint of the flick to shoulder followed by the close-quarter riposte in prime. |
| |The pupil’s attention can be drawn to the different distances of the coaches action and awareness of the coaches changes in |
| |distance can aid their choice. |
Exercise with a feint of the counter-attack
|Coach - |Begin attack at long distance. |
|Pupil - |Perform feint of an out of time counter-attack (sharp movement of the arm, perhaps with a central guard and partial lunge is |
| |good), either from stationary or preceded by a retreat. |
|Coach - |Finish the attack, either in an announced line or in any line. |
|Pupil - |Perform a parry and riposte at the final moment of the attack. |
|Progression 1 | |
|Coach - |Begin attack at long distance. |
|Pupil - |Perform feint of an out of time counter-attack, either from stationary or preceded by a retreat. |
|Coach - |1. finish the attack, either in an announced line or in any line. |
| |2. attempt to find the blade. |
| |3. break time. |
|Pupil - |1. Perform a parry and riposte at the final moment of the attack. |
| |2. Disengage and attack. |
| |3. simple direct attack. |
|Note - |The feint of the out of time counter-attack persuades the attacker to finish the attack at a time of the defender’s choosing. |
| |It is important that the pupil should not parry too early and thereby become vulnerable to a compound action. On occasion, the |
| |coach, having gained hitting distance may perform an additional step and if the pupil attempts to parry, then evade the parry |
| |and hit. |
Choice of action exercise against a long slow attack passing through a range of lines
|Coach - |Perform an attack with steps, the point wide and the blade following a large circle, just within the requirements of the |
| |conventions for foil, for e.g. passing through the lines of octave, septime and finishing in quarte possibly with angulation |
| |(where the attack is delivered with steps or a lunge from very close, this facilitates angulation). |
|Pupil - |Chose one of the following actions – |
| |1. at the beginning of the attack, perform a fast counter-attack, perhaps followed by a parry. |
| |2. at the second phase, perform a beat parry of octave and lunge with the riposte. |
| |3. perform a slightly later parry of septime (again with a beat characteristic, this is good with opposite handers as it enables|
| |the riposte under the arm). |
| |4. parry quarte and riposte, when the blade is within range of a quarte parry. |
| |5. at the final phase of the attack, parry prime and riposte. |
|Note - |This variety of attack is characteristic of fencers who hope to draw an out of time counter-attack and also perhaps hope to |
| |avoid having to perform small, well timed evasions of parries, it also has the characteristic of being difficult to parry as the|
| |defenders blade has to reach out further and consequently can be more readily evaded. The pupil’s parries should be sharp and |
| |quick with no pre-indication of the intention to parry, if the pupil gives away their intention to parry, the coach may evade |
| |the parry. In this exercise, there is a focus on correctly timing each parry, the pupil anticipates the arrival of the coaches |
| |blade to the optimum position for each parry. |
Practice of defense against broad progressive attacks
|Variation 1 | |
|Coach - |Advance with broad sweeping blade actions. |
|Pupil - |Retreat and at a time of their own choosing perform a sharp beat parry and riposte, most probably performing the parry with the |
| |foible. |
|Note - |The action of the coach is in the form an attack which is just within the requirements of the conventions and as such may be |
| |difficult to defend against. The pupil should perform their parry with sufficient sharpness to ‘surprise’ the attacking blade. |
| |The coach can attempt to evade the blade if the parry is anticipated or the pupil inadvertently gives a pre-signal of their |
| |intention. |
|Variation 2 | |
|Coach - |Advance with broad sweeping blade actions. |
|Pupil - |Retreat and at a time of their own choosing perform a feint of a counter-attack. |
|Coach - |1. do not respond but continue to advance. |
| |2. attempt to finish the attack. |
| |3. hesitate and briefly halt the attack. |
|Pupil - |1. take up the retreat again and perform further feints of counter-attacks. |
| |2. perform a parry and riposte. |
| |3. perform a real attack/counter-attack. |
|Note - |The feint of the counter-attack should be a quick blade action with a slight forward movement (perhaps appel/half lunge), the |
| |real attack/counter-attack can be with a completion of the lunge or fleche. |
Counter-riposte routine
|Variation 1 | |
|Coach - |Perform appropriate presentations and parries. |
|Pupil - |1. parry quarte disengage riposte. |
| |2. if the disengage riposte is parried, perform sixte parry disengage riposte. |
| |3. if the sixte disengage riposte is parried, perform quarte parry disengage riposte and continue until a hit is scored. |
|Variation 2 - |Perform the sequence with mobility and/or lunges with the riposte. |
|Variation 3 - |Perform the sequence beginning with – 1. engage/beat quarte disengage attack |
|Note - |A good exercise for developing light, fast hand technique and controlled continuing of the phrase. The pupil should attempt to |
| |hit with every riposte. In this routine there can be a focus on rhythm for e.g. the pupil my tend to perform the sixte riposte |
| |more slowly than the initial quarte, this can be changed. |
Other and mixed exercises and routines
A tactical exercise
|Coach - |Instruct the pupil to hit with a specified action, e.g. quarte riposte, then do nothing but respond ‘fencer like’ to the pupi’ls|
| |initiatives. Where the pupil struggles to create situations, give hints and suggestions. |
|Pupil - |Make tactical initiatives to create the circumstances for the specified action. |
Choice reaction exercise using a tactical selection
|Coach - |Perform a variety of different actions, e.g. go for the blade, attack, point in line etc. |
|Pupil - |Only attempt to hit when a specific, predetermined action is performed by the coach, disregarding or ‘neutralizing’ all other |
| |actions (however tempting they may seem as an opportunity). |
|Note - |The exercise may be at the initiative of the pupil by for e.g. performing a preparation, attack etc. or at the initiative of the|
| |coach. After a few hits, the specified action may be changed by the coach representing a change of tactic within the bout. |
| |Actions are ‘neutralized’ by for e.g. parries with no riposte or a false riposte, closing or extending the distance, beats and |
| |prises-de-fers, false counter-attacks etc. |
Exercise with opposition counter-attacks
|Pupil - |Step forward and engage the blade repeatedly. |
|Coach - |Periodically attack by disengage. |
|Pupil - |Perform opposition counter-attack. |
|Progression 1 | |
|Pupil - |Step forward and perform double engagement e.g. quarte-sixte. |
|Coach - |Periodically attack by disengage on either the first or second engagement. |
|Pupil - |Perform opposition counter-attack. |
Sensing blade conditions
|Variation 1 | |
|Pupil - |On guard with eyes closed. |
|Coach - |Put blade into the guard distinctly and clearly. |
|Pupil - |Immediately extend and hit. |
|Variation 2 | |
|Pupil - |On guard with eyes closed and blades engaged. |
|Coach - |Apply pressure to the pupil’s blade. |
|Pupil - |Perform a disengage and hit. |
|Variation 3 | |
|Pupil - |On guard with eyes closed and blades engaged. |
|Coach - |Detach and present the blade. |
|Pupil - |Perform a parry and riposte. |
|Variation 4 | |
|Pupil - |On guard with eyes closed performing changes between different guard positions (e.g. quarte – sixte or sixte – octave). |
|Coach - |Periodically place the blade into the pupil’s guard. |
|Pupil - |Perform a riposte. |
|Variation 5 | |
|Pupil - |On guard with eyes closed as with any of the above exercises. |
|Coach - |Respond to the pupil’s attempt to hit by varying the distance either by closing or increasing the distance. |
|Pupil - |Immediately extend and hit, if the blade is felt to land before the full extension of the arm, complete the hit with a bent arm.|
| |If at the completion of the extended arm the point has not landed, begin the lunge and when the point is felt to land, place the|
| |front foot on the ground. |
|Variation 6 | |
|Coach - |Periodically parry any of the pupil’s attempts to hit. |
|Pupil - |Perform an immediate quarte parry and riposte. |
|Note - |In conducting eyes closed exercises, the action is initially performed with eyes open to establish correct actions and a sense |
| |of where things are, if the position of the pupil’s point, hand and foot and their relationship to the coach is correct, the |
| |point will fix accurately. Where variations in distance are used, the pupil should not extend their arm or lunge so quickly |
| |that they are unable to sense the landing of the point. |
Offence/defense choice reaction exercise
|Variation 1 | |
|Coach - |From engagement. |
| |1. disengage attack. |
| |2. change the engagement. |
|Pupil - |1. parry quarte riposte. |
| |2. attack by counter-disengage. |
|Variation 2 | |
|Coach - |Perform the above actions with changes in distance, for e.g. |
| |1. disengage attack. |
| |2. disengage present point in line. |
| |3. disengage present point in line with a step back. |
| |4. change the engagement. |
| |5. change the engagement with a lunge. |
| |6. change the engagement with a step back. |
|Pupil - |1. parry quarte riposte. |
| |2. beat attack. |
| |3. advance then beat attack (or alternatively, beat and perform a compound attack). |
| |4. attack by counter-disengage. |
| |5. counter-disengage and hit (without a lunge). |
| |6. compound attack beginning with a counter-disengage. |
|Variation 3 | |
|If on any of the coaches attempts to change the engagement the blade is found (either through the deliberate attempt of the coach or a failure of the |
|pupil to make the right choice or perform the action correctly), the pupil should change the engagement again prior to an attempt to hit. |
|Variation 4 | |
|Coach - |Perform a series of small quick changes of engagement and shallow presentations interspersed with occasional bigger changes of |
| |engagement and deeper presentations. |
|Pupil - |Only respond to bigger changes of engagements and deeper presentations with disengage attacks and parry ripostes. |
|Note - |This exercise explores the inherent difficulty of clearly distinguishing between the two signals employed and correctly choosing|
| |between defense and offence. The pupil will tend to want to take a circular sixte parry as this is similar to the |
| |counter-disengage and the actual choice can be made after the response of the pupil has been started (exercises can be developed|
| |which employ this combination [See *]). The use of a parry other than sixte (in this case quarte), forces the pupil to identify|
| |the correct response prior to beginning their action and thereby sharpens their perception and sense of what is happening. The |
| |coach can very readily adjust the difficulty of the exercise to the appropriate level by making the distinctions between the |
| |disengage attack and the change of engagement more or less subtle. |
Offence/defense choice reaction exercise
|Variation 1 | |
|Coach - |The blades are engaged in sixte and the following actions are performed - |
| |1. disengage and present the blade. |
| |2. attempt to change the engagement. |
| |3. attempt to change the engagement with a step back then attempt to parry sixte. |
|Pupil - |1. parry circular sixte and riposte. |
| |2. attack by counter-disengage. |
| |3. attack by counter-disengage disengage with a step-lunge. |
|Variation 2 | |
|Coach - |The blades are engaged in sixte and the following actions are performed - |
| |1. attack by coule in sixte. |
| |2. apply pressure. |
| |3. apply pressure and attempt to parry quarte with a step back. |
|Pupil - |1. parry circular quarte and riposte. |
| |2. attack by disengage. |
| |3. attack by one-two with a step-lunge. |
|Variation 3 | |
|Coach - |The blades are engaged in sixte and the following actions are performed - |
| |1. disengage and present the blade. |
| |2. attack by coule in sixte. |
| |3. attempt to change the engagement. |
| |4. apply pressure. |
| |5. attempt to change the engagement with a step back then attempt to parry sixte. |
| |6. apply pressure and attempt to parry quarte with a step back. |
|Pupil - |1. parry circular sixte and riposte. |
| |2. parry circular quarte and riposte. |
| |3. attack by counter-disengage. |
| |4. attack by disengage. |
| |5. attack by counter-disengage disengage with a step-lunge. |
| |6. attack by one-two with a step-lunge. |
|Note - |In these exercises, the pupil begins the action but need not have decisively determined which choice is to be made as each |
| |action on the part of the pupil has a similar beginning. However if the pupil has a tendency to move their foot too early, they|
| |will make mistakes (by for e.g. thinking they are going to attack when they need to parry). In these variations it is possible |
| |to focus very well on smooth and precise execution. Additional complexities can be added by for e.g. closing the distance with |
| |an attempt to find the blade, disengaging and presenting the point in line, performing feints of the step back etc. Also these |
| |exercises can be combined well with other exercises involving similar signals. This set of exercises works well as the basis of|
| |a pairs training exercise for a group session. |
Some varieties of counter-time
| |1. by parry riposte – (against simple counter-attack). |
| |a) direct attack followed by parry of quarte and riposte. |
| |b) direct attack followed by parry of sixte and riposte. |
| |c) feint into the closed line followed by parry of prime and riposte. |
| |2. by successive parry riposte – (against compound counter-attack). |
| |a) attack followed by parries of quarte, counter-quarte or prime and riposte. |
| |b) attack followed by parries of sixte, prime and riposte. |
| |3. by simple direct attack. |
| |a) anticipating or provoking the counter-attack, and against an opponent who attempts to maintain two tempo distance in order to|
| |counter-attack on the first tempo of the attack, begin attack with slow step, slightly extending arm and slightly wide point |
| |such that the attack is just within the requirements of the conventions, finish and hit in response to counter-attack. This |
| |action exploits the opponent’s reading of the action in that they think that the attacker can be made to miss or they misread |
| |the attack as a preparation. |
| |b) Perform a sequence of obviously false, slow attacks finishing short (false reconnaissance). The opponent, seeing that they |
| |are false, concludes that they can safely counter-attack, in response to this counter-attack, convert the false attack into a |
| |real attack increasing the speed and reach. |
| |c) Having anticipated or induced a compound counter-attack (by for e.g. having done a succession of attack followed by a parry, |
| |either as first intention or a tactical feint), perform a simple direct attack. |
| |d) Begin a simple direct attack and break time to draw the counter-attack and ensuring that the break in time is too fast to |
| |enable the opponent to correctly time their counter-attack. Perhaps if this is preceded by broken time actions with a more |
| |substantial break, the opponent may be induced to think that they will have the timing for their action, thereby the fencer |
| |anticipates and overcomes the opponent’s choice of tactic through a change of rhythm. |
| |4. By compound attack. |
| |a) Perform a feint and in response to the opponent’s attempted counter-attack with evasion, change the line and finish the |
| |attack. |
| |b) Perform a feint and in response to the opponent’s attempted counter-attack with opposition, change the line and finish the |
| |attack. |
| |5. by prises-de-fer. |
| |Begin the attack and in response to a simple or compound counter-attack, continue by prises-de-fer either with single, |
| |successive or false then real attempt to find the blade. |
| |6. by counter-attack. |
| |a) Begin the attack, in response to the counter-attack with a feint, attempt to parry or perform a false parry or feint of the |
| |parry and counter-attack into the opponent’s compound action. This can be with opposition, evasion or in time and can be |
| |performed either as a first or second intention action. |
| |b) Any offensive action following a break in time in response to the counter-attack (the break in time would be an error, except|
| |perhaps in response to an attempt at a prises-de-fer counter-attack) |
| |7. by renewed attack. |
| |a) Perform an attack with a half lunge, in response to the counter-attack, retreat back foot first and perform a taking over |
| |attack. |
| |b) anticipating the opponent’s stop hit to shoulder with displacement (jump back) perform a half lunge, recover forward and hit.|
|Note - |These actions can be practiced on their own or as components of other exercises. Counter-attacks into the first tempo of a two |
| |tempo attack may tend to be simple, compound or broken time, counter-attacks into the final tempo of a two tempo attack may tend|
| |to be with evasion or opposition. There is scope for counter-time exercises employing “intuitive reaction” and “statistical |
| |intuition”, i.e. perform an attack anticipating the variety of counter-attacks or counter-attack/parry combinations. The coach |
| |can employ footwork feints to induce the pupil to attempt an extra step and additional blade movement in order to demonstrate |
| |the risk of a counter-attack through misreading the distance conditions. It would generally be preferable to respond to a |
| |counter-attack by finishing the attack and thereby not be at risk of a compound or broken-time counter-attack. |
False or real tactical choice exercise (Richard Kruse style)
|Pupil - |Advance to the coaches end of the piste, if the distance/situation is good, perform a real attack (e.g. beat attack, one-two |
| |etc.), if not, perform a false attack, allow the coach to take the initiative and advance. As the coach advances the pupil |
| |retreats into their half and allows the coach to attack, if the distance/situation is good, perform a real parry riposte, if not|
| |then perform a false parry riposte, take the initiative and chase the coach to the other end of the piste. If as the coach |
| |advances, he performs a fast preparation (for e.g. in the middle of the piste), the pupil may attack/counter-attack. If as the |
| |pupil advances, the coach attempts to stop and attack, then the pupil can finish their attack. |
|Coach - |Maneuver, give appropriate openings and presentations. |
|Note - |In this exercise the pupil should be guided on recognizing and controlling distance and other elements and also recognizing when|
| |opportunities to score are genuinely good enough to be taken. Many pupils will be tempted to ‘snatch’ at every opportunity to |
| |score and will need to be encouraged to resist these temptations, also many pupils will fail to maintain an appropriate pace of |
| |footwork, lose balance or control or let their concentration drop. |
A tactical exercise on discovering and hiding intentions
|Pupil - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Coach - |Perform feints, false and real actions in response, e.g. attacks in response to the step forward. |
|Pupil - |Disregard the feints and false actions and perform the hitting action in response to the real action, e.g. parry riposte. |
|Progression 1 | |
|Pupil - |If the pupil is deceived by any of the feints or false actions, and thereby inadvertently reveals their intended action, they |
| |should respond to the next real action with a different action, e.g. if their first intention was to parry octave, having |
| |revealed this in response to an opponents reconnaissance, they might perform a parry of sixte in response to the next real |
| |attack. The purpose of the pupil is to hide their intention. |
|Progression 2 | |
|Pupil - |In response to the feint or false action, the pupil responds with a false action, e.g. octave parry riposte. In response to |
| |real action, the pupil responds with a different real action, e.g. parry sixte riposte. The purpose of the pupil is to give |
| |false information in response to the opponent’s reconnaissance. |
|Progression 3 | |
|Coach - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Pupil - |Respond to feints and false actions in order to induce the coach/opponent to inadvertently reveal their real intentions, once |
| |this has been discovered, perform a tactically appropriate hitting/real action (taking care not to reveal this before hand by |
| |for e.g. using it in response to a false action or performing it badly). For e.g. the coach performs a false attack with the |
| |intention of scoring with a second-intention first counter-riposte, the pupil performs false direct ripostes and when the |
| |coaches choice of parry is discovered, performs a real indirect riposte. The intention of the pupil is to discover the |
| |opponent’s intention and make a tactical choice. |
|Note - |Through these exercises a pupil may be introduced to, and develop a familiarity with, a range of conceptions – the tactical use |
| |of feints, false and real actions, hiding ones intentions, misleading the opponent, distinguishing between feints, false and |
| |real actions, discovering the opponent’s intentions and thereby anticipating their actions. A very broad range of fencing |
| |actions can be employed and the intentions of both pupil and coach/opponent can change and develop in response to the way the |
| |exercise develops, for e.g. a pupil who is not good at hiding their intentions will need to more rapidly vary those intentions |
| |(in addition to becoming better at hiding their intentions). In order to do these exercises the pupil should be familiar with |
| |the range of appropriate tactical/technical responses available to both themselves and their opponent and should not have to |
| |think too long to identify an appropriate action for themselves or an action which might be anticipated from an opponent. Also,|
| |the pupil will need a good level of technical ability. |
Attack/ defense reaction exercise
|Coach - |At hitting distance, perform varieties of preparations and simple attacks to different parts of the target with sometimes clear,|
| |sometimes ambiguous or subtle arm actions. Preparations may include all sorts of withdrawals of the arm and attempts to deflect|
| |the blade. |
|Pupil - |Respond immediately and intuitively with a correct choice of action, which could include direct and indirect hits, parries and |
| |ripostes, hits with various techniques to different parts of the target. |
|Progression 1 | |
|Coach - |At just outside hitting distance, perform varieties of preparations, simple and occasionally compound or broken-time attacks to |
| |different parts of the target. Preparations may include all sorts of withdrawals of the arm and attempts to deflect the blade, |
| |all actions can be performed with a small advance, retreat or remaining stationary. Actions involving different degrees of |
| |preparation followed by an attack may be introduced. |
|Pupil - |Respond with a correct choice. The pupil may introduce an element of consideration or change of intention into their process of|
| |choice, for e.g. the pupil may begin an attempt at an attack into a preparation, change their intention and parry, or in |
| |circumstances where it cannot be assured that there is the timing for a successful attack on preparation, the pupil may |
| |routinely perform a fast attack/counter-attack followed by a parry. |
|Progression 2 | |
|Coach - |At fencing distance and with mobility, execute combinations of preparations, simple, compound and broken-time attacks with |
| |considerable variation. |
|Pupil - |Respond with a correct action. |
|Note - |These exercises develops the perception of, and reactions to an opponent’s actions, an acute awareness of the conventions of the|
| |weapon and their application as well as providing an opportunity to develop individual actions, speed of execution etc. The |
| |character, speed and capabilities of each pupil will be a factor in determining whether opportunities presented by a withdrawn |
| |arm are taken. A pupil may begin with an intention to attack, change their intention and parry or may attack and parry for |
| |safety, where the pupil parries and the coach then breaks time, the pupil can retreat and parry the eventual attack. The coach |
| |can create the impression of a withdrawing arm by a slow and wide movement and the pupil must correctly determine whether they |
| |should attack or parry and also pay attention to the timing of each action. |
Exercises with remise/redouble
|Coach - |Give invitations for attacks or other offensive actions and periodically parry and riposte at. |
| |a) close distance. |
| |b) longer distance. |
|Pupil - |Perform attacks or specified offensive actions and if parried perform. |
| |a) counter-riposte. |
| |b) perform a remise/redouble followed by a ‘destructive’ parry. |
|Note - |In this exercise, where option b) is performed, the pupil waits for the beginning of the coach’s riposte and performs the |
| |remise-parry at maximum speed. Because in this action there is no riposte by the pupil, the parry has a ‘destructive’ and |
| |forceful character. The action can also be performed with evasion. From a tactical perspective, this action overcomes the |
| |risks arising from the fact that at a longer distance, the opponent’s action following their parry can be potentially |
| |unpredictably varied. The coach can use a variety of different parries and ripostes to different parts of the target and also |
| |can vary the timing of their riposte, particularly because it is necessary to wait for the riposte to begin before performing |
| |the remise (in order to ensure that the opponent is not able respond to the remise. |
Continuity hitting and automatic systems
Continuity hitting/counter-riposte routine
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Stop-hit, parry quarte riposte, parry prime riposte/counter-riposte, parry sixte riposte/counter-riposte behind the head. |
Continuity hitting routine with sixte parry
|Pupil - |Parry sixte, riposte direct. |
| |Parry sixte, disengage (or flank for opposite hander). |
| |Parry sixte, transfer to prime and riposte. |
| |Parry sixte, riposte round the back of the head. |
|Coach - |Give appropriate openings and presentations. |
Continuity hitting routine with circles
|Pupil - |Attack with step and lunge by double, perform envelopment in counter-time. Return to guard and retreat, perform successive |
| |parries of circular sixte riposte by counter disengage followed by envelopment in counter-time. The exercise is immediately |
| |repeated. |
|Coach - |Give appropriate openings and presentations. |
|Note - |This routine has the fun element of consisting entirely of circular blade actions all in the same direction and can require a |
| |considerable degree of control on the part of the pupil, especially as there is scope for the coach to alter the timings and |
| |distance. Also, this and similar routines are good for developing a pupil’s capacity to maintain control as physical tiredness |
| |sets in. The continuous circular nature of the blade actions adds an element of fun. |
Defensive and counter-offensive ‘automatic system’
|Coach - |1. bent arm preparation followed by:- |
| |1. attacks to low line. |
| |2. attack by low high. |
| |3. attack low and break time. |
|Pupil - |Perform a sequence of – hit, parry octave riposte, hit and according to the action of the coach this can be:- |
| |1. attack on preparation/counter-attack, octave parry riposte. |
| |2. attack on preparation/counter-attack, false/failed octave parry, opposition counter-attack in sixte. |
| |3. attack on preparation/counter-attack, failed octave parry, attack on preparation. |
|Note - |The pupil can adopt a stance with the foil high and forward and the body turned, thereby inviting low line attacks and enabling |
| |counter-attacks. The pupil may perform each action with differing degrees of intent, for e.g. if it is clear that there is |
| |insufficient time for the initial hit, the action may be performed slightly and speculatively, likewise the octave parry if it |
| |is clear it will be evaded. |
Automatic defensive/counter-offensive sequence
|Pupil - |Parry quarte, counter-quarte and hit. |
|Note - |Depending on when the blade contact is made, 3 different actions are performed – |
| |(1) parry quarte, riposte by envelopment where the blade is found with the first parry. |
| |(2) parry quarte, counter-quarte, riposte direct where the blade is found with the second parry. |
| |(3) parry quarte, counter-quarte followed by sixte opposition counter-attack where the first 2 parries are evaded. |
|Progression 1 | |
|Pupil - |Step forward engage sixte as an invitation. When the coach attacks, perform the above action. |
|Note - |Twisting of the torso can be introduced such that, on the sixte engagement the target is presented fairly front on to enhance |
| |the invitation and in the action of the parries, the torso is twisted away, the more so in the final section such that even if |
| |the sixte opposition counter-attack is evaded, the torso is difficult to hit. |
An ‘automatic system’
|Pupil - |Step forward and feint into a closed line, perform circular quarte prises-de-fer/parry and duck or lunge to hit. |
|Coach - |1. nothing. |
| |2. simple counter-attack. |
| |3. compound counter-attack. |
|Pupil - |According to the response the same action is performed as:- |
| |1. attack by croise with a lunge. |
| |2. counter-time by croise ducking down to hit. |
| |2. evasion of the counter-attack by ducking to hit in the low line. |
|Note - |This action can be effective against a variety of responses from the coach/opponent and requires only a degree of adjustment |
| |rather than a change in response to different actions from the opponent. This enables a fencer to perform an action at speed |
| |where choice reaction may be impractical. Also, these kind of actions are appropriate for pupils who have difficulty with |
| |choice reaction routines and tactic approach to bout situations which choice reaction routines are designed for, fencers of this|
| |type often fence at a consistently rapid pace. Also, automatic systems can be good for situations where a pupil may be forced |
| |by an opponent to fence at a rapid pace and consequently struggles to make appropriate choices. |
Continuity hitting with different distances
|Coach - |Perform the following sequence of actions:- |
| |1. attack low with a lunge. |
| |2. attack low with a lunge and a forward recovery. |
| |3. attack low with a fleche. |
| |4. attack high with a lunge. |
| |5. attack high with a lunge and a forward recovery. |
| |6. attack high with a fleche. |
|Pupil - |1. parry octave and riposte. |
| |2. parry octave and transfer the blade over the head to hit under the arm. |
| |3. parry octave and riposte round the back. |
| |4. parry sixte and riposte. |
| |5. parry sixte and transfer the blade to prime and hit. |
| |6. parry sixte and riposte round the back of the head. |
|Note - |Here the routine is presented as a sequence of simple reactions, obviously this can progress to a choice reaction variation. |
| |With a choice reaction variation it would be necessary for the pupil to hold the parry briefly before committing to a choice in |
| |order to respond appropriately to forward recoveries. |
Parry riposte/Prises-de-fer attack routine
|Variation 1 | |
|Coach - |Keep advancing with presentations to the open line. |
|Pupil - |Parry quarte with a step back, riposte, parry circular sixte with a step back riposte, repeat and continue. |
|Variation 2 | |
|Coach - |Retreat with presentations to the open line. |
|Pupil - |Take the blade in quarte and lunge, recover forwards, take the blade in sixte and lunge, recover forwards, repeat and continue. |
|Variation 3 | |
|Coach - |Advance and retreat with presentations to the open line. |
|Pupil - |Attack and defend as required with a sequence of quarte hit, sixte hit continuously. |
|Note - |This routine can be performed at the fastest speed the pupil is capable of performing the blade actions. No matter how good the|
| |pupil is, it is very easy for the coach to perform the actions, all that is required is to detach the blade from the sixte parry|
| |and present the blade to the pupils target. |
Continuity hitting exercise
|Markers are placed on the coach’s jacket and the pupil must perform a continuity hitting routine and hit the markers in a specified sequence. Each |
|time a marker is missed, the pupil must start again or a penalty is imposed (e.g. squat jumps). This must eventually be done at speed. |
Foil – Continuity hitting routines – ‘mincemeat’
|Variation 1 | |
|Coach - |Perform covering actions. |
|Pupil - |Practice continuous disengages without hitting – |
| |1. with point not beyond the coaches’ guard. |
| |2. with the point beyond the coaches’ guard. |
|Variation 2 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly disengage and hit with variations in technique required to ensure success. |
|Variation 3 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly cut-over and hit with variations in technique required to ensure success. |
|Variation 4 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly alternate between disengage and cut-over and hit with variations in technique required to ensure success. |
|Variation 5 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly disengage and hit with alternations between a ‘straight’ hit and a flick and make variations in technique required to|
| |ensure success. |
|Variation 6 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly disengage and perform two hits in quick succession with variations in technique required to ensure success. |
|Variation 7 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly disengage and perform two hits in quick succession, the first hit ‘straight’ and the second hit with a flick with |
| |variations in technique required to ensure success. |
|Variation 8 | |
|Coach - |Perform covering actions with variations in speed, distance and body position and occasionally parry and riposte. |
|Pupil - |Repeatedly disengage and hit with variations in technique required to ensure success and if parried, perform counter-ripostes. |
|Variation 9 | |
|Coach - |Repeatedly present the blade for a parry or put into the guard of the pupil. The specified parry may be:- always the same, |
| |follow a specified sequence or choice reaction/choice of action. |
|Pupil - |Perform parries and ripostes with variations in technique to ensure success. |
|Variation 10 | |
|Coach - |Perform covering actions with variations in speed, distance and body position. |
|Pupil - |Repeatedly disengage and hit leaving the point fixed on the target until the coaches’ blade is just about to contact the pupils |
| |blade. Employ variations in technique required to ensure success. |
|Note - |In variation 10, the coach can employ feints of the attempt to find the blade and if the pupil responds too early they will find|
| |that they disengage into a closed line. Also, the coach can move back and forward and change body position without attempting |
| |to cover requiring the pupil to keep the point on the target, if for e.g. the coach twists, the pupil will need to step in and |
| |angulate to achieve this. In all these routines the pupil needs speed, accuracy and versatility, if the pupil has tension in |
| |the shoulder or arm they will not be able to perform the routine well and through these routines they can begin to overcome this|
| |tension. |
Epee
Choice reaction, choice of action etc.
Choice reaction exercise following from a direct feint
|Variation 1 | |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry on or just after the step (the choice of parry may be announced or unannounced or may change or not |
| |depending on the level of the pupil). |
| |2. take a late parry just as the lunge is completed. |
|Pupil - |1. disengage and lunge. |
| |2. complete the action as a false attack followed by a second intention first counter-riposte. |
|Variation 2 | |
|Pupil - |Begin a step forward with a direct feint. |
|Coach - |1. take an early parry on or just after the step (the choice of parry may be announced or unannounced or may change or not |
| |depending on the level of the pupil). |
| |2. take a late parry just as the lunge is completed. |
|Pupil - |1. disengage and lunge. |
| |2. complete the action as a false attack with a short lunge followed by an angulated attack with a fleche. |
|Note - |The fencer and the coach should recognize the point in the progression of the feint where it is no longer practical to finish |
| |the action with a disengage and the pupil decides to finish with a false attack and a second intention first counter-riposte. A|
| |more capable fencer will be able to get quite deep with their feint and still be capable of performing an effective disengage. |
| |The fact that the direct feint is performed with a step means that the pupil is able to respond to a wide range of reactions |
| |from the coach. In variation 2, the pupil should not betray their intention to angulate and in this circumstance, the coaches |
| |parry becomes too late. |
A tactical exercise
|Coach - |Instruct the pupil to hit with a specified action, e.g. quarte riposte, then do nothing but respond ‘fencer like to the pupils |
| |initiatives. Where the pupil struggles to create situations, give hints and suggestions. |
|Pupil - |Make tactical initiatives to create the circumstances for the specified action. |
Exercises with timing and making controlled choices (good for ‘automatic’ fencers)
|Variation 1 | |
|Coach - |Step forward, engage sixte then quarte. |
|Pupil - |Attack on specified action (i.e. on step, sixte engagement or quarte engagement). |
|Variation 2 | |
|Coach - |Step forward, engage sixte, quarte, sixte or quarte, sixte, quarte. |
|Pupil - |Only attack on specified action of specified variation. |
|Variation 3 | |
|Pupil - |Step forward, engage quarte. |
|Coach - |1. nothing. |
| |2. evade engagement. |
|Pupil - |1. step back. |
| |2. second engagement and attack. Note – the pupil only attacks on a specified blade action, for e.g. after quarte, |
| |counter-quarte, sixte but not on any other combination. |
|Variation 4 | |
|Coach - |‘False’ flick to wrist, slight withdrawal of arm, direct attack (arm or body). |
|Pupil - |Hit on a specified timing, e.g. 1. before the flick 2. after the flick 3. as the arm extends. |
Choice reaction exercise using a tactical selection
|Coach - |Perform a variety of different actions, e.g. go for the blade, attack, point in line etc. |
|Pupil - |Only attempt to hit when a specific, predetermined action is performed by the coach, disregarding or ‘neutralising’ all other |
| |actions (however tempting they may seem as an opportunity). |
|Note - |The exercise may be at the initiative of the pupil by for e.g. performing a preparation, attack etc. or at the initiative of the|
| |coach. After a few hits, the specified action may be changed by the coach representing a change of tactic within the bout. |
| |Actions are ‘neutralised’ by for e.g. parries with no riposte or a false riposte, closing or extending the distance, beats and |
| |prises-de-fers, false counter-attacks etc. |
Choice reaction exercise
|Pupil - |Step forward and engage the blade. |
|Coach - |1. nothing. |
| |2. return pressure. |
| |3. evade engagement and attack wrist. |
| |4. retreat. |
| |5. drop guard. |
|Pupil - |1. change beat, disengage. |
| |2. disengage attack to wrist. |
| |3. opposition hit to body. |
| |4. continue with changes of engagement. |
| |5. attack to wrist. |
Choice of action routine
|Variation 1 | |
|Coach - |Present blade and attempt to cover. |
|Pupil - |1. circular sixte parry, riposte by disengage. |
| |2. circular sixte parry, riposte by one-two. |
| |3. circular sixte parry, false riposte by disengage, perform second intention second counter-riposte. |
|Coach - |Follow the sequence by attempting to perform ‘real’ quarte parry riposte. |
|Variation 2 | |
|Pupil - |Step forward and engage the blade in sixte followed by:- |
| |1. disengage attack. |
| |2. attack by one-two. |
| |3. false attack by disengage, parry quarte and perform second intention first counter-riposte. |
|Coach - |Attempt to perform ‘real’ parry (quarte) riposte. |
|Note - |The pupil makes a tactical choice between a simple, a compound and a second intention action and should do so in such a way that|
| |their actions are not predictable. Each action should be real in character and the coach should make relatively genuine |
| |attempts to parry (taking account of the level of the pupil and the need to guide their actions). The pupil should be guided in|
| |the manner of making each of the actions competitive and also in creating the appropriate mix of actions. Some pupils will tend|
| |to neglect the more difficult actions or mix them in a manner which does not have tactical coherence. |
Exercises to develop a sense of timing
|Variation 1 | |
|Coach - |Perform regular circular actions of the arm. |
|Pupil - |Hit the arm first with a lunge then with a step lunge employing necessary evasions. |
|Progression 1- |Perform the exercise with mobility. |
|Variation 2 - |Perform exercise as above with regular movements between quarte and sixte, sixte and octave, or a defined sequence of blade |
| |actions, e.g. quarte, counter-quarte, sixte, counter-sixte. |
|Variation 3 - | |
|Coach - |Step forward, engage the blade, then step back in a regular manner. |
|Pupil - |Choose the appropriate action and the appropriate timing e.g. |
| |(1) disengage attack to wrist on attempt to engage. |
| |(2) attack to wrist with lunge or step lunge at other times (e.g. just as the step back begins). |
| |(3) change the engagement hit wrist. |
|Variation 4 - | |
|Coach - |Step forward and engage quarte-sixte or sixte-quarte. |
|Pupil - |Perform an appropriate attack e.g. with single or double disengage or change of engagement etc. Also perform a specified attack|
| |e.g. only do attack by counter-disengage on the last component of the quarte sixte combination. |
|Variation 5 | |
|Coach - |Perform regular actions of the arm, e.g. between quarte and sixte or sixte and octave or circular. |
|Pupil - |Attack with – |
| |(1) hit to wrist. |
| |(2) hit to arm or body with opposition. |
|Variation 6 | |
|Coach - |Perform regular actions of the arm, e.g. between quarte and sixte or sixte and octave or circular. |
|Pupil - |Attack by beat disengage – |
| |(1) hit to wrist. |
| |(2) hit to arm or body with opposition. |
Exercise on judging distance, lunging and hitting
|Variation 1 | |
|Coach - |Move back and forward, stop and give signal. |
|Pupil - |Maintain lunging distance and lunge at signal. |
|Note - |This exercise demonstrates and develops the correct judgment of ‘lunging distance’ where the distance is correct at the |
| |beginning of the lunge. |
|Variation 2 - | |
|Coach - |Move back and forward at a consistent pace, give signal without stopping. |
|Pupil - |Attempt to keep at a distance where a hit can be made with a lunge, taking into account the movement of the coach, by closing |
| |distance as the coach retreats and expanding the distance as the coach advances. At the changes of direction, the pupil should |
| |look to rapidly establish the correct distance by for e.g. using a cross-step |
|Note - |This exercise demonstrates and develops the correct judgment of ‘hitting distance’ where the distance will be correct at the |
| |completion of the lunge. . This exercise can explore the tendency of a fencer to betray the intention to attack when retreating |
| |by preparing with an attempt to stop and change direction and the consequent greater ease with which the advancing fencer can |
| |initiate an attack on this preparation/pre-signal. Thus the need to minimize this. |
|Variation 3 - | |
|Coach - |Move back and forwards. |
|Pupil - |Attack with a lunge at a time of their choosing, demonstrating a correct judgment and control of distance. |
Defensive exercise
|Pupil - |Parry quarte (what ever the variety of attack). |
|Coach - |Perform varied attacks for e.g. |
| |(1) attack direct. |
| |(2) attack into the closed sixte line. |
| |(3) evade the initial parry. |
| |(4) attack into the low line. |
| |(5) attack with angulation. |
| |(6) attack with opposition. |
Defensive and counter-offensive choice reaction/choice of action
|Coach - |Perform a mix of - preparations, attacks to low line, feint low attack high, attack low and break time etc. |
|Pupil - |Perform combinations of – hit to wrist, parry octave riposte, opposition counter-attack in sixte to body or arm. |
|Note - |The pupil can, in response to the preparation, begin hit to wrist and may change there intention and parry octave. At the |
| |preparation, the timing of the attack and the length of the preparation are not known so a ‘change of intention’ may be |
| |required, the habit of an opponent can be assessed and a judgment made on the general likelihood of success of an attack on this|
| |preparation. At the development of the coach’s attack, perform a parry or opposition counter-attack. For e.g. ‘speculative’ |
| |attack to wrist and oppose the eventual attack for e.g. in octave/seconde and hit low, or perform feint of the octave/seconde |
| |parry and oppose the blade in sixte. |
Choice of attacking action
|Variation 1 | |
|Coach - |Always perform a defined sequence of parries e.g. an invitation in sixte followed by parries of quarte, counter-quarte, sixte is|
| |good. |
|Pupil - |Perform attacks with varying numbers of evasions, e.g. evade the initial invitation and hit, evade the first parry and hit, |
| |evade two parries and hit, evade all the parries and hit. Hits can be to wrist arm or body. |
|Variation 2 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace. |
|Pupil - |At a time of their choosing, perform a compound attack. |
|Variation 3 | |
|Coach - |Whilst moving steadily back and forward, continuously perform specified parries/changes of guard at a reasonably quick pace. |
|Pupil - |At a time of their choosing, perform a compound attack or a simple attack if the distance is closing sufficiently. |
|Variation 4 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace, give a signal for when the pupil must begin |
| |their attack by for e.g. saying “now”. |
|Pupil - |Perform a compound attack immediately in response to the signal. |
|Variation 5 | |
|Coach - |Continuously perform specified parries/changes of guard at a reasonably quick pace such. |
|Pupil - |At a time of their choosing, perform a compound attack. |
|Coach - |At the beginning of the attack, perform the specified sequence of parries at a competitive pace. |
|Note - |The pupil must adjust their technique to ensure success of their chosen action, for e.g. long step and deep feint to hit after |
| |the first parry, varying speed etc. Also, varying their choice of target by for e.g. hitting to hand or arm with a fast, simple|
| |attack or employing a single feint or for e.g. relying on precise bladework and performing a more complicated compound attack to|
| |body. |
Exercises with opposition counter-attacks
|Variation 1 | |
|Pupil - |Step forward and engage the blade repeatedly. |
|Coach - |Periodically attack by disengage. |
|Pupil - |Perform opposition counter-attack. |
|Variation 2 | |
|Pupil - |Step forward and perform double engagement e.g. quarte-sixte. |
|Coach - |Periodically attack by disengage on either the first or second engagement. |
|Pupil - |Perform opposition counter-attack. |
|Variation 3 | |
|Coach - |Perform presentation to wrist. |
|Pupil - |Periodically perform a specified parry as a false action. |
|Coach - |Evade the parry and present the blade deeper. |
|Pupil - |Perform opposition counter-attack. |
Choice reaction exercise based on inferring an opponent’s intention
|Pupil - |Step forward. |
|Coach - |Adopt variations of stance – |
| |1. slightly forward stance with the blade fairly low as if about to attack or counter-attack. |
| |2. more upright stance with the point higher as if about to parry. |
|Pupil - |1. perform prises-de-fer attack. |
| |2. perform feint disengage. |
|Note - |With this exercise there are many opportunities for continuing or developing the fencing phrase by for e.g. the coach can |
| |attempt to avoid the attempt to find the blade, retreat etc. |
Competitive compound attack exercise
|Pupil - |At a signal (e.g. attempt to engage the blade) perform a specified compound attack (e.g. one-two). |
|Coach - |Give blade conditions with variations in distance, timings and availability of the target, also, periodically parry one of the |
| |feints or the final action of the attack and riposte requiring the pupil to continue the phrase. |
|Note – |With a good fencer, this may be difficult for the coach to achieve, but can be managed in a number of ways – 1. perform an |
| |attempt to find the blade and immediately and sharply parry just as the pupil begins to complete their disengage. 2. establish a|
| |rhythm through 2 or 3 repetitions, then succeed in parrying through disrupting this rhythm. 3. stretch out one of the feints |
| |through retreating enabling more available time to choose the moment for a sharp, quick parry. 4. where the pupil succeeds in |
| |evading a parry which the coach had intended to work, this success on the part of the pupil should be blended into the exercise |
| |and the coaches work should not be unsettled by this. |
Offense/defense choice reaction exercise
|Pupil - |Step forward. |
|Coach - |1. attempt to find the blade in a. sixte b. quarte c. prime. |
| |2. attempt to find the blade as in 1. but with a step back. |
| |3. direct attack followed by openings for a. direct riposte b. disengage riposte c. counter-disengage riposte. |
| |4. attack by direct feint disengage with openings as in 3. |
|Pupil - |1. disengage attack with a lunge. |
| |2. compound attack with a step lunge. |
| |3. parry and riposte. |
| |4. successive parries and riposte. |
Choice of action exercise
|Coach - |Attack to wrist and attempt to parry. |
|Pupil - |1. take a late sixte parry and riposte direct. |
| |2. take an early sixte parry and disengage riposte. |
Sensing blade conditions
|Variation 1 | |
|Pupil - |On guard with eyes closed. |
|Coach - |Put blade into the guard distinctly and clearly. |
|Pupil - |Immediately extend and hit. |
|Variation 2 | |
|Pupil - |On guard with eyes closed and blades engaged. |
|Coach - |Apply pressure to the pupil’s blade. |
|Pupil - |Perform a disengage and hit. |
|Variation 3 | |
|Pupil - |On guard with eyes closed and blades engaged. |
|Coach - |Detach and present the blade. |
|Pupil - |Perform a parry and riposte. |
|Variation 4 | |
|Pupil - |On guard with eyes closed performing changes between different guard positions (e.g. quarte – sixte or sixte – octave) |
|Coach - |Periodically place the blade into the pupils guard. |
|Pupil - |Perform a riposte. |
|Variation 5 | |
|Pupil - |On guard with eyes closed as with any of the above exercises. |
|Coach - |Respond to the pupils attempt to hit by varying the distance either by closing or increasing the distance. |
|Pupil - |Immediately extend and hit, if the blade is felt to land before the full extension of the arm, complete the hit with a bent arm.|
| |If at the completion of the extended arm the point has not landed, begin the lunge and when the point is felt to land, place the|
| |front foot on the ground. |
|Variation 6 | |
|Coach - |Periodically parry any of the pupils attempts to hit. |
|Pupil - |Perform an immediate quarte parry and riposte. |
|Note | |
|In conducting eyes closed exercises, the action is initially performed with eyes open to establish correct actions and a sense of where things are, if |
|the position of the pupils point, hand and foot and their relationship to the coach is correct, the point will fix accurately. Where variations in |
|distance are used, the pupil should not extend their arm or lunge so quickly that they are unable to sense the landing of the point. |
Choice of action exercise using beats with an emphasis on timing
|Coach - |Respond to the pupils beat with an attempt to parry. |
|Pupil - |Select between the following attacks. |
| |1. beat direct (ensuring that the hit arrives before the parry). |
| |2. beat disengage (ensuring that the attack cannot be parried by successive parries). |
| |3. beat disengage finishing in opposition (raising and positioning the blade such that the second attempt of the coach to parry |
| |ends up in the pupils guard. This provides an alternative to the beat one-two). |
Attacking exercise using prise-de-fer
|Pupil - |Engage the blade in sixte, change the engagement to quarte on a step (or quarte sixte), then lunge taking the blade in sixte |
| |with a late change to quarte. The aim is to change the engagement just prior to any attempt to parry. |
|Note - |In this exercise, the pupil attempts to sense, anticipate and precede the moment at which the opponent reacts. |
Offence/defense choice reaction exercise
|Variation 1 | |
|Coach - |From engagement. |
| |1. disengage attack. |
| |2. change the engagement. |
|Pupil - |1. parry quarte riposte. |
| |2. attack by counter-disengage. |
|Variation 2 | |
|Coach - |Perform the above actions with changes in distance, for e.g. |
| |1. disengage attack. |
| |2. disengage present point in line. |
| |3. disengage present point in line with a step back. |
| |4. change the engagement. |
| |5. change the engagement with a lunge. |
| |6. change the engagement with a step back. |
|Pupil - |1. parry quarte riposte. |
| |2. beat attack. |
| |3. advance then beat attack or alternatively, beat and perform a compound attack as instructed. |
| |4. attack by counter-disengage. |
| |5. counter-disengage and hit (without a lunge). |
| |6. compound attack beginning with a counter-disengage. |
|Variation 3 | |
|If on any of the coaches attempts to change the engagement the blade is found (either through the deliberate attempt of the coach or a failure of the |
|pupil to make the right choice or perform the action correctly), the pupil should change the engagement again prior to an attempt to hit. |
|Variation 4 | |
|Coach - |Perform a series of small quick changes of engagement and shallow presentations interspersed with occasional bigger changes of |
| |engagement and deeper presentations. |
|Pupil - |Only respond to bigger changes of engagements and deeper presentations with disengage attacks and parry ripostes. |
|Note - |This exercise explores the inherent difficulty of clearly distinguishing between the two signals employed and correctly choosing|
| |between defense and offence. The pupil will tend to want to take a circular sixte parry because this is similar to the |
| |counter-disengage and thus the actual choice can be made after the response of the pupil has been started (exercises can be |
| |developed which employ this combination). The use of a parry other than sixte (in this case quarte), forces the pupil to |
| |identify the correct response prior to beginning their action and thereby sharpens their perception. The coach can very readily|
| |adjust the difficulty of the exercise to the appropriate level by making the distinctions between the disengage attack and the |
| |change of engagement more or less subtle. |
Choice reaction routine
|Coach - |From engaged in sixte. |
| |1. attack by coule. |
| |2. apply pressure then parry quarte. |
| |3. apply pressure then counter-attack. |
|Pupil - |1. detached parry of quarte, hit to arm. |
| |2. attack by one-two to arm. |
| |3. disengage and take blade in sixte, hit with opposition |
|Note - |In this routine, the choices are consistent, enabling the pupil to react quickly and then adjust their reaction to the specific |
| |nature of the choice required. |
Attack choice reaction exercise
|Pupil - |Begin direct feint. |
|Coach - |1. nothing. |
| |2. parry quarte. |
| |3. parry sixte. |
| |4. competitive parry of quarte and riposte. |
| |5. competitive parry of sixte and riposte. |
| |6. counter-attack into quarte. |
| |7. counter-attack into sixte. |
|Pupil - |1. hit direct. |
| |2. disengage. |
| |3. counter-disengage. |
| |4. counter-riposte. |
| |5. counter-riposte. |
| |6. prise-de-fer counter-time. |
| |7. prise-de-fer counter-time. |
|Note - |This is an exercise with a lot of versatility and scope for variation. It can be close to, but is not intended to be an open |
| |eyes exercise. The pupil’s reactions need to be immediate and almost intuitive. Where the coach executes a competitive parry, |
| |it is likely that the pupil attempted but failed to disengage, here the pupil should be able to immediately change their |
| |intention and perform a counter-riposte. There may well be instances where the coach intended to parry the pupil’s feint but |
| |the pupil succeeds in disengaging or where the coach intended that the pupil should evade a parry but they fail to do so, in |
| |these cases, the coach should be careful to continue their own actions with full control by for e.g. ensuring that they riposte |
| |if they inadvertently succeed in parrying and perhaps complementing the pupil’s success in evading a parry. |
A prises de fer counter-attack.
|Pupil - |Step and attempt to engage (for e.g. quarte is good) as an invitation for a disengage attack. |
|Coach - |1. nothing. |
| |2. disengage attack. |
|Pupil - |1. step back and repeat the action. |
| |2. perform prises de fer counter-attack. |
Choice of action exercise with defense at different distances.
|Variation 1 | |
|Coach |Attack |
|Pupil |Chose one of the following actions - |
| |1. perform a very early beat parry and riposte with closing distance. |
| |2. retreat to very long distance, parry with the foible and perform a compound riposte with a step lunge or fleche. |
| |3. retreat to very long distance, parry with the foible and perform a second intention counter-riposte. |
| |4. retreat to very long distance, parry with the foible and perform repost short and perform a second intention renewed attack. |
| |5. stay at medium distance, perform false parry/parries (to invite compound action and the completion of the attack), perform |
| |real parry and fast, simple riposte at the last moment of the attack. |
|Note |There is a possibility of a choice reaction exercise based on the coach’s response to option 2. where the choice is determined |
| |by the rate of retreat of the coach. |
|Variation 2 |Choice reaction |
|Coach |Attack. |
|Pupil |Retreat to very long distance, parry with the foible. |
|Coach |1. perform hesitant slow retreat. |
| |2. perform medium paced retreat and long distance. |
| |4. perform fast retreat and long distance. |
|Pupil |1. hit with compound riposte. |
| |2. employ second intention counter-riposte. |
| |3. invite or anticipate compound riposte and employ second intention remise. |
|Note |The coach’s ability to control the distance with clarity and give appropriate responses, i.e. do simple and compound ripostes in|
| |the right circumstances becomes important. Here there is a distance element determining the pupil’s choice between defense and |
| |counter-offence, giving the possibility that this can be controlled by the coach (choice reaction), or by the pupil (choice of |
| |action). |
Choice reaction exercise with counter-time and compound attack, reading the tactical intention of the opponent
|Pupil - |Maneuver (either at the coach’s or the pupil’s initiative), then perform a step forward preparation (in response to the coach’s |
| |pause or at a time of the pupil’s choosing). |
|Coach - |In response to the pupil’s preparation adopt – |
| |1. a slightly forward stance with an advanced arm (indicating an intention or inclination to counter-attack). |
| |2. an upright stance with arm back and point slightly raised (indicating an intention or inclination to parry). |
|Pupil - |1. perform a simple direct attack or false attack parry riposte. |
| |2. perform a feint disengage. |
|Note |It is essential for the pupil to make the choice quickly and smoothly following the preparation. |
Choice reaction exercise employing a feint into the closed line
|Pupil - |Begin with a step and feint into the closed sixte line. |
|Coach - |1. nothing or respond to the feint. |
| |2. step back and attempt parries. |
| |3. perform simple counter-attack. |
| |4. perform compound counter-attack. |
|Pupil - |1. finish the attack with a disengage. |
| |2. finish the attack with a one-two with a lunge or step lunge. |
| |3. parry counter-quarte and riposte. |
| |4. parry counter-quarte, septime and riposte. |
|Note |The coach can employ footwork feints to induce the pupil to attempt an extra step and additional blade movement in order to |
| |demonstrate the risk of a counter-attack through misreading the distance conditions. |
Attack choice reaction exercise
|Variation 1 | |
|Pupil - |Step forward and feint to outside arm. |
|Coach - |1. nothing. |
| |2. counter-attack. |
| |3. retreat. |
|Pupil - |1. disengage hit to inside arm. |
| |2. hit to hand. |
| |3. complete the action as a false attack and perform second intention action, e.g. redouble or counter-riposte. |
|Variation 2 | |
|Pupil - |Step forward feint to outside arm. |
|Coach - |1. nothing. |
| |2. counter-attack. |
| |3. step back and attempt prise de fer attack. |
|Pupil - |1. disengage and hit to inside arm. |
| |2. prises der fer counter-time e.g. quarte or sixte opposition hit to arm, or quarte croise to body as instructed. |
| |3. disengage with false attack, stay on the lunge with point in line and derobe. |
Choice of action routine with beat, disengage and change of engagement
|Coach - |Perform large slow attempt to engage. |
|Pupil - |1. beat disengage attack as the blade begins to rise. |
| |2. disengage attack. |
| |3. following the engagement, change the engagement and attack direct. |
Choice reaction between real and false actions based on timing and footwork
|Variation 1 | |
|Pupil - |Attack with a lunge. |
|Coach - |1. stay still. |
| |2. step back in the first tempo. |
| |3. step back in the last tempo. |
|Pupil - |1. complete the lunge and hit. |
| |2. convert the lunge into a step lunge. |
| |3. complete the action as a false attack. |
|Note |After the lunge has begun, the pupil makes a choice between a real and false action, thus the attack is begun as a ‘speculative’|
| |action. In order for the coach to be able to control the exercise, it is essential that the pupil is performing a full length |
| |lunge and therefore the pupil is not going to simply stretch out the lunge in response to extending distance. This combination |
| |can be combined with a variety of first and second intention blade actions. |
|Variation 2 | |
|Pupil - |Perform attack by one-two with a full lunge. |
|Coach - |1. stay still, perform an attempt to engage the blade then parry. |
| |2. step back early (lust as the foot leaves the floor). |
| |3. step back at the last moment and parry. |
|Pupil - |1. hit by one-two with a lunge. |
| |2. convert lunge into a step lunge and perform a one-two-three. |
| |3. perform false attack, recover forwards with a parry and hit by second intention counter-riposte. |
|Note |The coach can potentially introduce a feint of the step back followed by a counter-attack if the feint induces a misjudged step |
| |lunge and the task of the pupil is to not be deceived by the feint. |
|Variation 3 | |
|Pupil - |Perform full length attack with a lunge. |
|Coach - |1. stay still. |
| |2. perform a late step back with a range of possible actions – |
| |a. parry and riposte. |
| |b. taking over attack. |
| |c. point in line. |
| |d. nothing. |
|Pupil - |1. complete attack and hit. |
| |2. change action to a false attack and perform – |
| |a. counter-riposte with forward recovery/ forward recovery with a renewed attack and evasion/ remise with no recovery |
| |(anticipating compound riposte). |
| |b. counter attack/counter-riposte. |
| |c. renewed beat/prises de fer attack. |
| |d. renewed attack with forward recovery. |
|Note - |In this exercise, the pupil can be asked to perform the actions as a choice reaction exercise or perform a reconnaissance action|
| |on the first instance and a real action on the second instance. |
Simple, compound and angulated riposte choice reaction exercise
|Pupil - |Parry circular sixte in response to the coach’s attack. |
|Coach - |1. stay still. |
| |2. recover. |
| |3. close the distance. |
|Pupil - |1. simple riposte. |
| |2. compound riposte with a lunge. |
| |3. close quarter riposte with angulation. |
Exercise with changes of engagement
|Coach - |Step forward and engage the blade in – |
| |1. quarte. |
| |2. sixte. |
| |3. quick engagement in sixte and present the blade in octave. |
|Pupil - |Change the engagement and lunge with opposition in (for same handed fencers) – |
| |1. in sixte. |
| |2. in quarte. |
| |3. in octave. |
|Progression 1 | |
|Coach - |Step forward and engage the blade in – |
| |1. quarte. |
| |2. sixte. |
| |3. quick engagement in sixte and present the blade in octave. |
|Pupil - |Change the engagement and lunge with opposition in (for same handed fencers)– |
| |1. sixte. |
| |2. quarte. |
| |3. octave. |
|Coach - |Periodically evade attempt to change the engagement and occasionally attack. |
|Pupil - |Perform parries or successive attempts to engage. |
Exercises to achieve precision and control of tempo
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Perform the following actions – |
| |1. parry octave, feint just above the hand, disengage. |
| |2. parry sixte, disengage and feint just besides the hand, disengage or counter-disengage. |
| |3. parry quarte, disengage and feint just beside the hand, counter-disengage. |
| |4. parry sixte, feint just below the hand, hit high. |
|Note - |The coach varies the timing of the parry and occasionally the distance. The exercises can also be used as attacks employing |
| |engagements. These exercises could serve well as part of a competition warm up lesson. |
Exercises on the appreciation of reaction time and distance with a tactical application
|Pupil - |Steadily close the distance and parry quarte in response to the coach’s fast direct attack. |
|Note - |The point is for the fencer to recognize how close they can get and still succeed where they are alert and focused and intending|
| |a simple reaction to an anticipated action. |
|Coach - |At a later stage in the lesson, execute a ‘surprise’ simple attack (for e.g. where a pupil is preparing an attack with a sixte |
| |engagement). |
|Note - |This will demonstrate that where the pupil’s attention is directed elsewhere, the simple attack at a longer distance is more of |
| |a threat. |
|Progression 1 |A tactical application. |
|Coach - |Extend the point in line and at some point perform a direct attack. |
|Pupil - |Advance to very close and beat attack, if attacked then parry quarte riposte. |
|Note - |This will show that it is possible to approach very close to the opponent’s point without the risk of being hit by an attack and|
| |thereby perform a very effective beat attack virtually eliminating the risk of a derobement. |
Exercise employing footwork and attacks
|Coach - |Attempt to engage the blade with – |
| |1. a step in. |
| |2. stationary. |
| |3. a step back. |
| |4. a feint of a step (if the pupil is caught out by the feint and chooses the wrong form of attack, then it will be possible to |
| |parry the attack). |
|Pupil - |1. disengage and hit. |
| |2. disengage/one-two and lunge. |
| |3. step lunge with one-two/one-two-three. |
| |4. seek to avoid being caught out by the feint, by judging the distance more from the torso and arm than the feet. |
|Progression 1 |Perform as above with maneuvering and changes in distance. |
Control of distance exercise.
|Variation 1 | |
|Coach - |Maneuver. |
|Pupil - |Attack on one of the steps forward, either direct or with a feint as instructed. |
|Variation 2 | |
|Coach - |Maneuver with occasional big step preparation. |
|Pupil - |Maintain long distance and thereby force the opponent/coach to always precede the attack with a big step and |
| |attack/counter-attack on the step. |
|Note - |The focus is on the effective control of distance such that the opponent/coach is never able to launch an attack with a quick, |
| |small step preceding the lunge, if the coach gets into a shorter distance, they should attack. The coach should do occasional |
| |false actions and attempt to parry. |
Choice of action exercise using a beat
|Variation 1 | |
|Pupil - |Choose between the following actions executed with a lunge or a fleche as instructed. |
| |1. beat and attack direct. |
| |2. beat disengage/direct feint disengage attack. |
| |3. beat direct attack to followed by a second intention first counter-riposte (quarte croise is good) or second intention |
| |renewed attack as instructed. |
|Coach - |Attempt to perform a parry, quarte or sixte are both good but should be performed consistently. |
|Variation 2 | |
|Pupil - |Choose between the following actions executed with a lunge or a fleche as instructed. |
| |1. beat and attack direct to shoulder, either detached or with opposition. |
| |2. beat disengage/direct feint disengage attack either detached to shoulder or to body with opposition. |
| |3. beat direct attack to shoulder followed by a second intention first counter-riposte (quarte croise is good) or counter-time. |
|Coach - |Attempt to perform a parry, quarte or sixte are both good but should be performed consistently or perform simple counter-attack.|
|Note - |Variation 2 contains choice of action and choice reaction where the pupil’s reaction is to make a slight modification to their |
| |intended action. |
Choice reaction exercise exploring different ripostes
|Pupil - |Parry in response to the coach’s presentation, either as their initial action or as part of a phrase. |
|Coach - |1. nothing. |
| |2. attempt an immediate covering action, either across opening the high line or up opening the octave line. |
| |3. attempt circular parry. |
| |4. attempt renewed attack. |
|Pupil - |1. hit into the open line. |
| |2 & 3. hit into the opening line. |
| |4. hit by prises-de-fer. |
Choice reaction/open eyes attacking exercise
|Pupil - |Step forward and engage the blade in sixte. |
|Coach - |Provide a wide variety of responses e.g. |
| |1. pressure. |
| |2. no pressure. |
| |3. parry prime. |
| |4. evade engagement. |
| |5. change engagement. |
| |6. attack by coule. |
| |7. adopt absence of blade. |
| |8. actions performed with retreats. |
| |etc. |
|Pupil - |Respond appropriately. |
|Note - |The pupil’s choices need not be precisely defined, but need to be quick, appropriate and effective. |
Exercise on adjusting to different distance and speed conditions
|Coach - |1. attack or present the blade at different distances and speeds e.g. deep and fast, shallow and slow etc. |
| |2. attack with an acceleration at different moments e.g. before, as or after the blade is found. |
|Pupil - |Perform a specified action e.g. take sixte and hit to arm making the adjustments required to achieve success. |
Choice of action exercise on gaining a hit against an opponent who attacks short
|Coach - |Attack short, in the manner of an opponent with poor judgment of distance, performing reconnaissance or attempting a false |
| |attack in order to perform a second intention action. |
|Pupil - |1. step in with a fast parry riposte. |
| |2. parry and perform compound riposte. |
| |3. parry and perform second intention second counter-riposte with a lunge. |
Exercise on riposting at optimum and sub-optimum distance
|Coach - |Perform a range of simple and compound attacks with lunges or steps and lunges at a steady pace or a steadily increasing pace. |
|Pupil - |Defend with parries aiming to finish the defense at optimum riposting distance. |
|Note - |The coach may attempt to finish very close perhaps in order to achieve an angulated hit or may finish at long distance perhaps |
| |in order to achieve a second intention hit. The primary aim of the pupil is not to be caught out at distances which are too |
| |long or too short, if they are caught out then they should employ appropriate technique e.g. compound ripostes or close-quarter |
| |ripostes. |
Choice reaction exercise on ripostes from quarte
|Coach - |Attack direct and – |
| |1. do nothing. |
| |2. perform a fast redouble in the same line. |
| |3. attempt to cover. |
|Pupil - |Parry quarte and – |
| |1. riposte to arm. |
| |2. riposte by croise to body. |
| |3. riposte by disengage. |
Attack/defense routine
|Pupil - |Step forward and engage the blade in sixte. |
|Coach - |1. nothing. |
| |2. evade the blade. |
| |3. disengage attack. |
|Pupil - |1. attack by one-two. |
| |2. engage or beat (as instructed) the blade in quarte and attack by one-two. |
| |3. parry quarte or sixte (as instructed) and riposte. |
Simple reaction exercise with an emphasis on speed
|Coach - |Step forward and attempt to engage the blade. |
|Pupil - |Hit wrist and hit the foot within the timing of the step. |
‘Reaction to failure’ exercise
|Coach - |Give appropriate openings and presentations, e.g. for hits to wrist. |
|Pupil - |Perform specified actions and if any attempt to hit misses, e.g. immediately hit the foot without any hesitation. |
Development of opposition hits
|Coach - |Perform a variety of deep attacks. |
|Pupil - |Jump back with opposition counter-attacks and parry ripostes. |
Disengage attack
|Coach - |Maneuver and periodically step forward with varying coordination of blade and foot. |
|Pupil - |Maintain distance, beginning each step back on the movement of the coaches back foot in order to be able to perform a disengage |
| |attack with a lunge when ever the coach attempts to engage the blade after the beginning of the step forward. |
Counter-riposte (shown at Szombathely 09)
|Pupil - |Attack. |
|Coach - |1. allow the attack to score. |
| |2. parry without retreating and riposte. |
| |3. step back with the parry and riposte at longer distance. |
|Pupil - |2. perform the counter-riposte staying in the lunge. |
| |3. recover from the lunge and counter-riposte. |
|Note - |The basis of this choice was whether or not the pupil will have time to recover. Also, where the attack was parried, it was |
| |stated that the first thing the pupil should do is withdraw their arm in readiness for performing a parry. I have seen before |
| |in Hungary examples where the first part of a recovery from the lunge is the withdrawal of the arm. |
Defensive choice reaction routine
|Pupil - |Parry sixte riposte direct, either as an initial action or as part of a phrase. |
|Coach - |Periodically in response to the sixte riposte – |
| |1. step back and parry sixte riposte by flick to hand. |
| |2. step in parry prime riposte at close quarter. |
| |3. parry sixte and riposte to chest. |
|Pupil - |1. parry sixte and riposte. |
| |2. parry seconde and riposte. |
| |3. take a ceding parry of prime and riposte. |
|Note - |The coach should mostly allow the initial hit in order to surprise them with the sixte parry and riposte, which should be |
| |performed strong and fast, putting pressure on the pupil to make the correct choice and perform their action correctly and in a |
| |competitive manner. The coach should occasionally attempt to mislead the pupil by making one action resemble another, e.g. the |
| |coaches sixte parry can be formed with a slight feint of the flick to shoulder followed by the close-quarter riposte in prime. |
| |The pupil’s attention can be drawn to the different distances of the coaches action and awareness of the coaches changes in |
| |distance can aid their choice. |
Choice of action exercise
|Coach - |On guard in the low line. |
|Pupil - |Attack by – |
| |(1) beat octave/seconde, hit to arm. |
| |(2) beat octave/seconde, feint to arm, disengage hit to body. |
| |(3) Beat false attack to arm, parry quarte and perform a second intention counter-riposte by croise to body. |
|Coach - |Attempt to parry quarte and riposte. |
Counter-riposte routine
|Coach - |Perform appropriate presentations and parries. |
|Pupil - |1. parry quarte disengage riposte. |
| |2. if the disengage riposte is parried, perform sixte parry disengage riposte. |
| |3. if the sixte disengage riposte is parried, perform quarte parry disengage riposte and continue until a hit is scored. |
|Progression 1 - |Perform the sequence with mobility and/or lunges with the riposte. |
|Progression 2 - |Perform the sequence beginning with – 1. engage/beat quarte disengage attack. |
|Note - |A good exercise for developing light, fast hand technique and controlled continuing of the phrase. The pupil should attempt to |
| |hit with every riposte. In this routine there can be a focus on rhythm for e.g. the pupil may tend to perform the sixte riposte|
| |more slowly than the initial quarte, this can be changed. |
A tactical exercise on discovering and hiding intentions
|Pupil - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Coach - |Perform feints, false and real actions in response, e.g. attacks in response to the step forward. |
|Pupil - |Disregard the feints and false actions and perform the hitting action in response to the real action, e.g. parry riposte. |
|Progression 1 - | |
|Pupil - |If the pupil is deceived by any of the feints or false actions, and thereby inadvertently reveals their intended action, they |
| |should respond to the next real action with a different action of their own, e.g. if their first intention was to parry octave, |
| |having revealed this in response to an opponents reconnaissance, they might perform a parry of sixte in response to the next |
| |real attack. The purpose of the pupil is to hide their intention. |
|Progression 2 - | |
|Pupil - |In response to the feint or false action, the pupil responds with a false action, e.g. octave parry riposte. In response to |
| |real action, the pupil responds with a different real action, e.g. parry sixte riposte. The purpose of the pupil is to give |
| |false information in response to the opponent’s reconnaissance. |
|Progression 3 - | |
|Coach - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Pupil - |Respond to feints and false actions in order to induce the coach/opponent to inadvertently reveal their real intentions, once |
| |this has been discovered, perform a tactically appropriate hitting/real action (taking care not to reveal this before hand by |
| |for e.g. using it in response to a false action or performing it badly). For e.g. the coach performs a false attack with the |
| |intention of scoring with a second-intention first counter-riposte, the pupil performs false direct ripostes and when the |
| |coach’s choice of parry is discovered, performs a real indirect riposte. The purpose of the pupil is to discover the opponent’s|
| |intention and make a tactical choice. |
|Note - |Through these exercises a pupil may be introduced to, and develop a familiarity with, a range of conceptions – the tactical use |
| |of feints, false and real actions, hiding one’s intentions, misleading the opponent, distinguishing between feints, false and |
| |real actions, discovering the opponent’s intentions and thereby anticipating their actions. A very broad range of fencing |
| |actions can be employed and the intentions of both pupil and coach/opponent can change and develop in response to the way the |
| |lesson develops, for e.g. a pupil who is not good at hiding their intentions will need to more rapidly vary those intentions (in|
| |addition to becoming better at hiding their intentions). In order to perform these exercises the pupil should be familiar with |
| |the range of appropriate tactical/technical responses available to both themselves and their opponent and should not have to |
| |think too long to identify an appropriate action for themselves or an action which might be anticipated from an opponent. |
Defense choice reaction exercise
|Coach - |1. attack with the arm low. |
| |2. attack with the arm high. |
|Pupil - |1. parry sixte hit to arm. |
| |2. parry sixte hit to body. |
|Progression 1 | |
|Coach - |1. attack with the arm low and after the parry raise the arm. |
| |2. attack with the arm high and after the parry drop the arm. |
|Pupil - |1. change intention and hit to body. |
| |2. change intention and hit to arm. |
Choice reaction prises de fer exercise
|Pupil - |Take the blade in a specified guard, either as a parry or a preparation as instructed. |
|Coach - |1. maintain the blade firmly in the pupil’s guard. |
| |2. slip out of the guard and present the blade. |
|Pupil - |1. perform prises de fer hit. |
| |2. perform second (or even third) attempt to find the blade and perform prises de fer hit. |
|Note - |In this exercise, the pupil develops a feeling for the blade and a sense of control over the opponent’s blade. In order to |
| |control this exercise, the coach needs to have a precise control over the character of their blade. This combination is |
| |consistent with the coach also employing evasions of the blade also the coach can easily switch between employing offensive and |
| |defensive variations. |
Choice reaction riposte exercise
|Pupil - |Perform specified parry with the intention of performing a specified prises de fer riposte. |
|Coach - |1. allow the riposte. |
| |2. attempt to perform early parry, either a. ceding b. opposition c. detached. |
| |3. perform ‘correctly timed’ late parry and riposte. |
|Pupil - |1. hit. |
| |2. evade the blade and hit into the opening line. |
| |3. perform first counter-riposte. |
Continuity hitting and automatic systems
Continuity hitting/counter-riposte routine
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Stop-hit, parry quarte riposte, parry prime riposte/counter-riposte. |
Continuity hitting exercise
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Lunge, hit to wrist, stay on the lunge and renew to wrist, recover with a straight arm and hit to wrist, take the blade and hit |
| |to body. |
Continuity hitting exercise
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Parry Sixte hit to arm, parry sixte hit to body, parry sixte hit to foot. |
Continuity hitting exercise
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Parry/beat octave hit to arm, parry/prises-de-fer in octave hit to foot. |
Continuity hitting exercise
|Markers are placed on the coach’s jacket and the pupil must find the blade (e.g. quarte beat or parry) and hit the markers in a defined sequence. Each|
|time a marker is missed, the pupil must start again or a penalty is imposed (e.g. squat jumps). This must eventually be done at speed. |
Continuity hitting exercise with circles
|Pupil - |Attack by double, perform envelopment in counter-time. Return to guard, perform successive parries of circular sixte, riposte |
| |by counter-disengage, followed by envelopment in counter-time. The exercise is immediately repeated. |
|Coach - |Give appropriate openings and presentations. |
|Note - |This routine has the fun element of consisting entirely of circular blade actions all in the same direction and can require a |
| |considerable degree of control on the part of the pupil, especially as there is scope for the coach to alter the timings and |
| |distance. Also, this and similar routines are good for developing a pupils capacity to maintain control as physical tiredness |
| |sets in. |
Continuity hitting with different distances
|Coach - |1. attack low with a lunge. |
| |2. attack low with a fleche. |
| |3. attack low with a lunge and a forward recovery. |
| |4. attack high with a lunge. |
| |5. attack high with a fleche. |
| |6. attack high with a lunge and a forward recovery. |
|Pupil - |1. parry octave and riposte. |
| |2. parry octave and riposte round the back. |
| |3. parry octave and transfer the blade over the head to hit under the arm. |
| |4. parry sixte and riposte. |
| |5. parry sixte and riposte round the back of the head. |
| |6. parry sixte and transfer the blade to prime and hit. |
Angulated hits to hand
|Variation 1 | |
|Coach - |Stand still. |
|Pupil - |Step forward or lunge and hit to hand with angulation above, below and to each side. |
|Variation 2 | |
|Coach - |Step forward. |
|Pupil - |Perform hits to hand with angulation above, below and to each side from still, with a step forward or with a lunge as |
| |instructed. |
|Variation 3 |The pupil performs the above exercises and must make the hits in a sequence rotating round the hand. A challenge is set, how |
| |many times can the pupil rotate around the hand without a miss? |
|Variation 4 | |
|Coach - |Step forward with a straight arm. |
|Pupil - |Perform hits to hand with angulation above, below and to each side from still, with a step forward or with a lunge as |
| |instructed. |
|Variation 5 | |
|Coach - |Maneuver and perform a variety of attacks and preparations. |
|Pupil - |Perform hits to hand with angulation above, below and to each side from still, with a step forward or with a lunge as |
| |instructed. |
Repetition hitting exercise
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Lunge flick to wrist, perform partial recovery and counter-attack to arm, take sixte and fleche to body. |
Disengage practice
|Coach - |Perform appropriate covering actions. |
|Pupil - |Practice continuous disengages without hitting – |
| |1. with point not beyond the coaches guard. |
| |2. with the point beyond the opponents guard. |
Continuity hitting routine, an ‘automatic system’.
|Pupil - |Sixte flick to hand, ‘sweeping’ sixte (clipping the end of the blade) hit the body, hit in prime (going over the opponents arm |
| |or seconde opposition hit to body as instructed. |
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Sixte flick to hand, ‘sweeping’ sixte (clipping the end of the blade) hit the body, hit in prime (going over the opponents arm, |
| |then take the blade in seconde and perform an opposition hit to body. |
|Coach - |Give appropriate openings and presentations. |
Continuity hitting routine
|Coach - |Give appropriate openings and presentations. |
|Pupil - |Disengage lunge hit upper arm, disengage hit upper arm again, hit under hand, hit foot, return to guard, parry riposte. |
Parry riposte/Prises-de-fer attack routine
|Variation 1 | |
|Coach - |Keep advancing with presentations to the open line |
|Pupil - |Parry quarte with a step back, riposte, parry circular sixte with a step back riposte, repeat and continue. |
|Variation 2 | |
|Coach - |Retreat with presentations to the open line. |
|Pupil - |Take the blade in quarte and lunge, recover forwards, take the blade in sixte and lunge, recover forwards, repeat and continue. |
|Variation 3 | |
|Coach - |Advance and retreat with presentations to the open line. |
|Pupil - |Attack and defend as required with a sequence of quarte hit, sixte hit continuously. |
|Note - |This routine can be performed at the fastest speed the pupil is capable of performing the blade actions. No matter how good the|
| |pupil is, it is very easy for the coach to perform the actions, all that is required is to detach the blade from the sixte parry|
| |and keep the blade aiming at the pupils target. |
Hits with beats and prises-de –fer
|Variation 1 | |
|Coach - |Perform regular circular blade actions. |
|Pupil - |Perform the following attacks as instructed at a timing determined by the pupil:- |
| |1. beat in quarte attack by disengage to arm. |
| |2. beat in sixte attack direct to arm. |
| |3. beat in octave/seconde attack to arm. |
|Variation 2 | |
|Coach - |Perform regular circular blade actions. |
|Pupil - |Perform the following attacks as instructed at a timing determined by the pupil:- |
| |1. Attack by coule in quarte hit to arm. |
| |2. Attack by coule in sixte hit to arm. |
| |3. Attack by coule in octave hit to body. |
|Note - |These exercises involve a precise sense of timing on the part of the pupil. The pupil may be instructed to practice one |
| |particular action, to perform a defined sequence of actions or may be instructed to choose for themselves which action to |
| |perform. The exercise may be performed stationary or with mobility, the coach may also respond competitively to the pupil’s |
| |actions to test their effectiveness, for e.g. attempt to parry an attack or if the pupil gives a pre-indication of their |
| |intention, then perform a disengage. |
Repetition hitting exercise
|Coach - |Perform covering actions, initially without then with mobility. |
|Pupil - |Evade the blade and hit, leaving the point on the target until the next covering action is close to the blade, advancing and |
| |retiring with the blade on the target if required. |
Automatic defensive/counter-offensive sequence
|Pupil - |Parry quarte, counter-quarte and hit. |
|Note - |Depending on when the blade contact is made, 3 different actions are performed – |
| |(1) parry quarte, riposte by envelopment where the blade is found with the first parry. |
| |(2) parry quarte, counter-quarte, riposte direct where the blade is found with the second parry. |
| |(3) parry quarte, counter-quarte followed by sixte opposition counter-attack where the first 2 parries are evaded. |
|Progression 1 - | |
|Pupil - |Step forward engage sixte as an invitation. When the coach attacks, perform the above action. |
|Note - |Twisting of the torso can be introduced such that, on the sixte engagement the target is presented fairly front on to enhance |
| |the invitation and in the action of the parries, the torso is twisted away, the more so in the final section such that even if |
| |the sixte opposition counter-attack is evaded, the torso is difficult to hit. |
Sabre
Continuity hitting and automatic systems
Continuity hitting routines
|Variation 1 | |
|Pupil - |Hit right cheek, hit left cheek, parry quarte riposte. |
|Variation 2 - | |
|Coach - |Perform attempts to find the blade. |
|Pupil - |Hit right cheek, hit left cheek, parry quarte riposte. |
|Exercise 2 - | |
|Coach - |Present outside arm. |
|Pupil - |Hit wrist, hit head, parry tierce riposte (continue with other parries). |
Continuity hitting exercise
|Pupil - |Stop-cut to inside wrist, point hit to chest, parry quarte or prime (as instructed) and riposte. |
|Coach - |Provide presentations and openings. |
|Exercise 2 | |
|Coach - |Attack head. |
|Pupil - |Stop-cut to underside of wrist, parry circular tierce riposte. |
Continuity hitting exercise
|Markers are placed on the coach’s jacket and the pupil must find the blade (e.g. quarte beat or parry) and hit the markers in a defined sequence. Each|
|time a marker is missed, the pupil must start again or a penalty is imposed (e.g. squat jumps). This must eventually be done at speed |
Response to broken-time
|Coach - |In response to the pupil’s parry, withdraw the arm. |
|Pupil - |Perform the following options either as instructed or as a choice of action exercise. |
| |1. increase the distance and parry the eventual attack. |
| |2. where good timing is achievable, attack. |
| |3. establish a point in line and continue the phrase. |
|Note - |In any lesson involving parries, a broken-time presentation can be made, for e.g. 1. withdraw the blade in response to a parry |
| |or 2. disengage round the first parry and withdraw the blade in response to a second. |
Continuity hitting routine
|Coach - |Provide appropriate openings and presentations. |
|Pupil - |Practice different ripostes e.g. quarte cheek, quarte head, quarte through cut to chest. |
Choice reaction, choice of action etc.
Choice reaction lesson with attacks
|Pupil - |Step forward to engage the blade in tierce. |
|Coach - |1. take an immediate quinte parry. |
| |2. do nothing. |
| |3. evade engagement and present point in line. |
| |4. evade engagement and attack with the point. |
| |5. drop the guard to seconde. |
|Pupil - |1. attack to flank. |
| |2. attack by cut over to head or flank (as directed by the coach). |
| |3. beat attack. |
| |4. parry quarte and riposte. |
| |5. feint to head cut to flank. |
|Progression 1. | |
|Coach – |Step back with all the above actions (except 4) to invite a compound attack with an additional feint. |
A tactical exercise
|Coach - |Instruct the pupil to hit with a specified action, e.g. quarte riposte, then do nothing but respond ‘fencer like’ to the pupils |
| |initiatives. Where the pupil struggles to create situations, give hints and suggestions. |
|Pupil - |Make tactical initiatives to create the circumstances for the specified action. |
Defense choice reaction exercise
|Pupil - |On guard in seconde. |
|Coach - |Attack head, flank or chest. |
|Pupil - |Take appropriate parry and riposte to head. |
|Progression 1 |
|Pupil - |Step forward and drop the guard to seconde. |
|Coach - |Attack head, flank or chest. |
|Pupil - |Take appropriate parry and riposte to head. |
|Progression 2 |
|Pupil - |Step forward and drop the guard to seconde. |
|Coach - |Attack head, flank or chest providing different openings for the riposte. |
|Pupil - |Take appropriate parry and riposte into an open or opening line. |
Choice reaction on the lunge
|Pupil - |Start attack to head with a lunge. |
|Coach - |1. do nothing. |
| |2. take early quinte parry. |
| |3. take late quinte parry and riposte. |
| |4. beat counter-attack (in quarte). |
| |5. hit head. |
|Pupil - |1. continue and hit head. |
| |2. disengage and hit flank. |
| |3. perform counter-riposte. |
| |4. perform return beat/quarte parry |
| |5. continue and hit head. |
Parry riposte exercise
|Variation 1 | |
|Coach - |Attack to head, chest or flank. |
|Pupil - |Take appropriate parry and riposte to head. |
|Coach - |Parry quinte riposte to head, chest or flank. |
|Pupil - |Continue as above |
|Variation 2 | |
|Coach - |Attack to head. |
|Pupil - |Parry quinte and riposte head, flank or chest. |
|Coach - |Parry and riposte to head. |
|Pupil - |Continue as above. |
|Variation 3 | |
|Coach - |Attack to head, chest or flank. |
|Pupil - |Parry appropriate parry and riposte head, flank or chest. |
|Coach - |Parry and riposte to head, chest or flank. |
|Pupil - |Continue as above. |
Choice reaction exercise using a tactical selection
|Coach - |Perform a variety of different actions, e.g. go for the blade, attack, point in line etc. |
|Pupil - |Only attempt to hit when a specific, predetermined action is performed by the coach, disregarding or ‘neutralising’ all other |
| |actions (however tempting they may seem as an opportunity). |
|Note - |The exercise may be at the initiative of the pupil by for e.g. performing a preparation, attack etc. or at the initiative of the|
| |coach. After a few hits, the specified action may be changed by the coach representing a change of tactic within the bout. |
| |Actions are ‘neutralised’ by for e.g. parries with no riposte or a false riposte, closing or extending the distance, beats and |
| |prises-de-fers, false counter-attacks etc. |
Choice reaction exercise
|Pupil - |Begin attack to head. |
|Coach - |1. nothing. |
| |2. parry riposte. |
| |3. step back. |
|Pupil - |1. continue and hit. |
| |2. counter-riposte/evade parry and hit. |
| |3. recover or partial recovery, establish point in line and derobe. |
Choice of action (simple, compound & second intention)
|Pupil - |Step forward. |
|Coach - |1. attempt to find the blade in quarte cut to chest. |
| |2. nothing |
|Pupil - |1. a. evade the blade, hit to head. |
| |b. evade the blade and feint head, hit flank. |
| |c. parry quarte and riposte. |
| |2. step back and repeat the action. |
Exercises to develop sense of timing
|Variation 1 | |
|Coach - |Step forward and engage quarte-tierce or tierce-quarte. |
|Pupil - |Attack at a specified moment, e.g. |
| |(1) allow first engagement, evade second. |
| |(2) evade both. |
| |(3) attack on only one combination. |
|Variation 2 - | |
|Coach - |Perform regular movements between tierce and quarte or quinte and seconde. |
|Pupil - |Perform simple or compound attacks to body, head or wrist. |
|Progression 1 - |Perform actions with mobility taking account of the distance and direction of movement to determine the complexity of attack. |
|Variation 3 - | |
|Coach - |Step forward and engage quarte, step back and repeat. |
|Pupil - |(1) attack to head on attempt to engage and hit before parry. Progressing to include feint head, hit flank. |
| |(2) attack to wrist on step back or beginning of advance and hit before parry, progressing to compound action. |
|Variation 4 - | |
|Pupil - |Step in and engage tierce (slightly forward stance) and step back and retreat. |
|Coach - |On an attempt to engage, evade engagement and attack. |
|Pupil - |Very quickly, stop-cut to wrist and retreat. |
Exercises on judging distance, lunging and hitting
|Variation 1 | |
|Coach - |Move back and forward, stop and give signal. |
|Pupil - |Maintain lunging distance and lunge at signal. |
|Note - |This exercise demonstrates and develops the correct judgment of ‘lunging distance’ where the distance is correct at the |
| |beginning of the lunge. |
|Variation 2 - | |
|Coach - |Move back and forward at a consistent pace, give signal without stopping. |
|Pupil - |Attempt to keep at a distance where a hit can be made with a lunge, taking into account the movement of the coach, by closing |
| |distance as the coach retreats and expanding the distance as the coach advances. At the changes of direction, the pupil should |
| |look to rapidly establish the correct distance by for e.g. using a cross-step |
|Note - |This exercise demonstrates and develops the correct judgment of ‘hitting distance’ where the distance will be correct at the |
| |completion of the lunge. . This lesson can explore the tendency of a fencer to betray the intention to attack when retreating by|
| |preparing with an attempt to stop and change direction and the consequent greater ease with which the advancing fencer can |
| |initiate an attack on this preparation/pre-signal. Thus the need to minimize this. |
|Variation 3 - | |
|Coach - |Move back and forwards. |
|Pupil - |Attack with a lunge at a time of their choosing, demonstrating a correct judgment and control of distance. |
Choice of attacking action
|Coach - |Always perform a defined sequence of parries. |
|Pupil - |Perform attacks with varying numbers of evasions, e.g. evade the first parry and hit, evade two parries and hit, evade all the |
| |parries and hit. |
|Note - |The pupil must adjust their technique to ensure success of their chosen action, for e.g. long step and deep feint to hit after |
| |the first parry, varying speed etc. |
Response to broken-time
|Coach - |In response to the pupil’s parry, withdraw the arm. |
|Pupil - |Perform the following options either as instructed or as a choice of action exercise. |
| |1. increase the distance and parry the eventual attack. |
| |2. where good timing is achievable attack. |
| |3. establish a point in line and continue the phrase. |
|Note - |In any lesson involving parries, a broken-time presentation can be made, for e.g. 1. withdraw the blade in response to a parry |
| |or 2. disengage round the first parry and withdraw the blade in response to a second. |
Choice reaction lesson with counter-time and compound attack, reading the tactical intention on the opponent
|Pupil - |Maneuver (either at the coach’s or the pupil’s initiative), then perform a step forward preparation (in response to the coaches |
| |pause or at a time of the fencers initiative). |
|Coach - |In response to the pupil’s preparation adopt – |
| |1. a slightly forward stance with an advanced arm (indicating an intention or inclination to counter-attack). |
| |2. an upright stance with arm back and point slightly raised (indicating an intention or inclination to parry). |
|Pupil - |1. perform a simple direct attack or false attack parry riposte. |
| |2. perform a feint disengage. |
|Note |It is essential for the pupil to make the choice quickly and smoothly following the preparation. |
Attack choice reaction exercise
|Pupil - |Step forward and feint (e.g. head). |
|Coach - |1. counter-attack. |
| |2. attempt parry. |
| |3. step back and parry. |
|Pupil - |1. parry and riposte. |
| |2. evade parry and hit with a lunge. |
| |3. perform step lunge and additional evasion. |
Choice reaction exercise
|Pupil - |Step forward and feint into tierce. |
|Coach - |1. nothing. |
| |2. attempt opposition point counter-attack. |
|Pupil - |1. cut-over cut to chest. |
| |2. cut to flank. |
Choice reaction between real and false actions based on timing and footwork
|Variation 1 | |
|Pupil - |Attack with a lunge. |
|Coach - |1. stay still. |
| |2. step back in the first tempo. |
| |3. step back in the last tempo. |
|Pupil - |1. complete the lunge and hit. |
| |2. convert the lunge into a step lunge. |
| |3. complete the action as a false attack. |
|Note |After the lunge has begun, the pupil makes a choice between a real and false action, thus the attack is begun as a ‘speculative’|
| |action. In order for the coach to be able to control the lesson, it is essential that the pupil is performing a full length |
| |lunge and therefore the pupil is not going to simply stretch out the lunge in response to extending distance. This combination |
| |can be combined with a variety of first and second intention blade actions. |
|Variation 2 | |
|Pupil - |Perform attack with a full lunge. |
|Coach - |1. stay still, perform an attempt to engage the blade then parry. |
| |2. step back early (lust as the foot leaves the floor). |
| |3. step back at the last moment and parry. |
|Pupil - |1. hit with a lunge. |
| |2. convert lunge into a step lunge. |
| |3. perform false attack, recover forwards with a parry and hit by second intention counter-riposte. |
|Note |The coach can potentially introduce a feint of the step back followed by a counter-attack if the feint induces a misjudged step |
| |lunge. |
|Variation 3 | |
|Pupil - |Perform full length attack with a lunge. |
|Coach - |1. stay still. |
| |2. perform a late step back with a range of possible actions – |
| |a. parry and riposte. |
| |b. taking over attack. |
| |c. point in line. |
| |d. nothing. |
|Pupil - |1. complete attack and hit. |
| |2. change action to a false attack and perform – |
| |a. counter-riposte with forward recovery/ forward recovery with a renewed attack and evasion/ remise with no recovery |
| |(anticipating compound riposte). |
| |b. counter attack/counter-riposte. |
| |c. renewed beat/prises de fer attack. |
| |d. renewed attack with forward recovery. |
|Note |In this exercise, the pupil can be asked to perform the actions as a choice reaction lesson or perform a reconnaissance action |
| |on the first instance and a real action on the second instance. |
Choice of action and choice reaction exercise
|Variation 1 | |
|Coach - |Attack to chest with slightly raised hand. |
|Pupil - |1. stop-cut parry riposte. |
| |2. feint counter-attack low, cut cheek. |
|Coach - |1. attack. |
| |2. parry seconde. |
|Note - |This variation requires the coach to perform a choice reaction based on the pupil’s choice of action. |
|Variation 2 | |
|Coach - |Attack to chest with slightly raised hand. |
|Pupil - |1. stop-cut parry riposte. |
| |2. feint counter-attack low, cut cheek. |
| |3. feint counter-attack parry riposte. |
|Coach - |1. attack. |
| |2. parry seconde. |
| |3. attack |
|Note - |In this variation the pupil performs a choice reaction exercise based on the coach’s response to the feint counter-attack. |
Control of distance exercise.
|Variation 1 | |
|Coach - |Maneuver. |
|Pupil - |Attack on one of the steps forward, either direct or with a feint as instructed. |
|Variation 2 | |
|Coach - |Maneuver with occasional big step preparation. |
|Pupil - |Maintain long distance and thereby force the opponent/coach to always precede the attack with a big step and |
| |attack/counter-attack on the step. |
|Note - |The focus is on the effective control of distance such that the opponent/coach is never able to launch an attack with a quick, |
| |small step preceding the lunge, if the coach gets into a shorter distance, they should attack. The coach should do occasional |
| |false actions and attempt to parry. |
Choice of action exercise on gaining a hit against an opponent who attacks short
|Coach - |Attack short, in the manner of an opponent with poor judgment of distance/performing reconnaissance/attempting false attack in |
| |order to perform a second intention action. |
|Pupil - |1. step in with a fast parry riposte. |
| |2. parry and perform compound riposte. |
| |3. parry and perform second intention second counter riposte with a lunge. |
Counter-riposte (shown with epee – Szombathely 09)
|Pupil - |Attack. |
|Coach - |1. allow the attack to score. |
| |2. parry without retreating and riposte. |
| |3. step back with the parry and riposte at longer distance. |
|Pupil - |2. perform the counter-riposte staying in the lunge. |
| |3. recover from the lunge and counter-riposte. |
|Note - |The basis of this choice was whether or not the pupil will have time to recover. Also, where the attack was parried, it was |
| |stated that the first thing the pupil should do is withdraw their arm in readiness for performing a parry (I have seen before in|
| |Hungary examples where the first part of a recovery is the withdrawal of the arm). |
A tactical exercise on discovering and hiding intentions
|Pupil - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Coach - |Perform feints, false and real actions in response, e.g. attacks in response to the step forward. |
|Pupil - |Disregard the feints and false actions and perform the hitting action in response to the real action, e.g. parry riposte. |
|Progression 1 - | |
|Pupil - |If the pupil is deceived by any of the feints or false actions, and thereby inadvertently reveals their intended action, they |
| |should respond to the next real action with a different action, e.g. if their first intention was to parry octave, having |
| |revealed this in response to an opponents reconnaissance, they might perform a parry of sixte in response to the next real |
| |attack. The purpose of the pupil is to hide their intention. |
|Progression 2 - | |
|Pupil - |In response to the feint or false action, the pupil responds with a false action, e.g. octave parry riposte. In response to |
| |real action, the pupil responds with a different real action, e.g. parry sixte riposte. The purpose of the pupil is to give |
| |false information in response to the opponent’s reconnaissance. |
|Progression 3 - | |
|Coach - |Perform an invitation, e.g. step forward, step forward and engage the blade, false attack etc. |
|Pupil - |Respond to feints and false actions in order to induce the coach/opponent to inadvertently reveal their real intentions, once |
| |this has been discovered, perform a tactically appropriate hitting/real action (taking care not to reveal this before hand by |
| |for e.g. using it in response to a false action or performing it badly). For e.g. the coach performs a false attack with the |
| |intention of scoring with a second-intention first counter-riposte, the pupil performs false direct ripostes and when the |
| |coaches choice of parry is discovered, performs a real indirect riposte. The intention of the pupil is to discover the |
| |opponents intention and make a tactical choice. |
|Note - |Through this lesson a pupil may be introduced to, and develop a familiarity with, a range of conceptions – the tactical use of |
| |feints, false and real actions, hiding ones intentions, misleading the opponent, distinguishing between feints, false and real |
| |actions, discovering the opponents intentions and thereby anticipating their actions. A very broad range of fencing actions can|
| |be employed and the intentions of both pupil and coach/opponent can change and develop in response to the way the lesson |
| |develops, for e.g. a pupil who is not good at hiding their intentions will need to more rapidly vary those intentions (in |
| |addition to becoming better at hiding their intentions). In order to do this lesson the pupil should be familiar with the range|
| |of appropriate tactical/technical responses available to both themselves and their opponent and should not have to think to long|
| |to identify an appropriate action for themselves or an action which might be anticipated from an opponent. |
Exercise with simultaneous attacks and compound attacks
|Variation - 1 | |
|Coach - |Say “on guard, ready? fence”, then coach and pupil perform two simultaneous attacks to head with a step lunge. |
|Pupil - |On the third action perform a feint to head, cut to flank |
|Coach - |Step forward and attempt to parry quinte. |
|Note - |In this variation, the pupil bases their action on an intuition of the opponent’s intention to perform a parry (intuitive |
| |reaction). |
|Variation - 2 | |
|Coach - |Say “on guard, ready? fence”, then coach and pupil perform simultaneous attacks to head and vary the action with – |
| |1. on the step of the step lunge, the blade is presented straight down the centre. |
| |2. on the step of the step lunge, the hand and blade begin to slightly indicate the quinte parry. |
|Pupil - |1. perform simultaneous attack to head. |
| |2. perform feint to head cut to flank. |
|Variation – 3 | |
|Coach - |Say “on guard, ready? fence”, then coach and pupil perform simultaneous attacks to head and vary the action with – |
| |1. on the step of the step lunge, the blade is presented straight down the centre. |
| |2. on the step of the step lunge, the hand and blade begin to slightly indicate the quinte parry. |
|Pupil - |1. perform simultaneous attack to head. |
| |2. perform a feint to head cut to outside arm following the step with a short lunge and finish with a covering action in quinte.|
|Note - |In variation 2 the pupil reacts to a pre-signal of the coach’s intention to parry. In variation 3 the pupil overcomes a |
| |potential difficulty in reliably making the correct choices of variation 2, which arises from the fact that the action is |
| |necessarily performed at speed (in it’s natural competitive setting) and the pre-signal may be slight, the short lunge gives |
| |time to cover the line of the coach’s attack in the event that signal is misread. |
|Variation - 4 | |
|Coach - |Say “on guard, ready? fence”, then coach and pupil perform two simultaneous attacks to head with a step lunge. |
|Pupil - |On the third action perform a fast step forward, jump back and perform a taking over attack with a step lunge and feint to head,|
| |cut to flank |
|Coach - |Complete the attack which should finish short, then recover and attempt to parry quinte. |
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