Green Frog Art My Favorite Things Series

In the initial article in this series I introduced the procedure of instructing the tactical plan for a fencing bout by stressing the importance of instructing the fencer how to gather info through observation and selective information gathering and sharing in the club. The next step in fabricating the plan is for the fencer to make an inventory of their achievements and abilities and compare them to the opponent’s capabilities.

The procedure of instructing fencers to do this starts in a beginner’s class. At the begin of each beginner’s class I ask my students to list the accomplishments they have been taught. At the begin of intermediate training sessions I ask what proficiencies we learned or reviewed in the last training session. This questioning procedure helps the fencer recall and grasp the potpourri of technical tools they have available.

The whole list, however, is not the actual set the fencer will use in competition. Most fencers have a littler subset of offensive, defensive, counteroffensive, and footwork activenesses which they believe work for them and in which they have confidence. The next step in the procedure is to ask the fencer which proficiencies he or she believes they will be capable to use in a bout.

Now the fencer is in a position to compare capabilities. The following questions need to be learned and employed to aid construct the baseline for tactical choices:

… is the contestant taller, shorter, the same height, with long or short legs or arms?

… is the contestant same hand or opposite hand?

… does the contestant appear to be comparatively rapidly and without delay or slower or the same in motion and bladework speed?

… how does the contestant predominantly fight – offensive, defensive, counteroffensive?

… what are the opponent’s bestloved actions?

… how does the contestant use the available terrain on the strip?

… are there patterns to the opponent’s actions?

The fencer then has to learn to utilize the same set of questions, frankly and accurately, to his or her own game. The answers meet in a comparison which highlights for the fencer areas of vantage and areas of disadvantage.

This is my list; other coaches may have dissimilar and evenly valid lists of questions. The essential thing is to instruct the fencer to have an organized means of assessing the opponent, because this assessment will give the fencer the framework for fabricating the plan. For example, an contestant who is taller, with long legs and arms, is of the opposite hand, and is more immediate is a nightmare in the making. But if that contestant has two attacks, a straight thrust into 6th and a disengage into 4th, and does not parry and counterriposte effectively, my assessment that my 6th and circular 6th parries are very good and my riposte fast and exact significantly reduces the level of concern.

This procedure has to be taught. One way to start out doing so is to give fencers a worksheet before each exercise bout, and require them to answer the questions primary in writing, and then transitioning to orally. After the assessments are being done with no problems or difficulties orally, take away the worksheets, and have the fencers answer the questions from memory.

The info gathering stage of the planning procedure gives the fencer a picture opponent. The assessment stage highlights the fencer’s and the opponent’s amount of energy and weaknesses. In the next article in this series we will consider in detail the actual plan and how to instruct it is use.

Green Frog Art My Favorite Things Series Picture

Green Frog Art My Favorite Things Series Pic

Green Frog Art My Favorite Things Series Pic

Green Frog Art My Favorite Things Series Pic