| The Teaching Lesson focuses on teaching the fencer | | | | many repetitions; however, the number must be |
| a new technique or on improving the correct | | | | sufficient to at least start building a muscle memory |
| execution of a technique already known. Crosnier | | | | of the skill. |
| describes this in the context of two phases of a | | | | Although blocked sets are considered an important |
| fencer's development: (1) instruction in how to deliver | | | | teaching tool and required for examinations, sports |
| the stroke, and (2) developing smoothness of | | | | science research reports that the use of blocked |
| technique. | | | | sets actually inhibits the improvement of student |
| In structuring the Teaching Lesson, the instructor | | | | performance. Blocked sets should only be used during |
| should move from known to new, unknown | | | | the initial development of a skill; as soon as |
| techniques, and from simple to more complex | | | | performance is approximately correct, learning will be |
| techniques. | | | | improved by moving to serial or random practice. |
| The United States Fencing Coaches Association | | | | During this process students will make errors in their |
| requires the instructor to be able to teach three | | | | execution of the skill. The Master must correct |
| distinct techniques during an examination Teaching | | | | errors, but this should not overshadow the actual |
| Lesson, and this may well be a reasonable upper limit. | | | | teaching and practice of the skill. In general, allow the |
| These techniques should generally flow from one to | | | | student to execute incorrectly for three tries before |
| the next and represent a tactical progression. For | | | | making a correction. Many students will self-correct |
| example: | | | | their performance, especially students who are solid |
| ... Compound attack with two parts. | | | | intermediate or advanced fencers. Correct one thing |
| ... Counterattack by stop hit. | | | | at a time. Giving a student 5 or 6 things to fix in the |
| ... Defensive countertime against the stop hit. | | | | next try simply is unrealistic. Make corrections in a |
| Although the purpose is not to focus on tactical | | | | positive way - expressing the negative "don't do this" |
| elements, the techniques taught should make sense | | | | sets the "this" you do not want in the student's mind, |
| in a tactical context. The exact content and | | | | especially if you them demonstrate what the student |
| progression of any teaching lesson will depend on the | | | | is doing wrong. Instead show the student how to do |
| level of the fencer's development. However, it may | | | | the skill, better, faster, more accurately, etc. |
| be useful to teach an offensive action with, at least, | | | | Crosnier suggested that students should not take |
| an introduction to the defense against that action in | | | | lessons immobile, and that the Master should use a |
| the same lesson. | | | | step forward or a step back every few executions |
| The Teaching Lesson depends upon clear | | | | to prevent the student from stiffening up. Alaux |
| demonstration of technique and the repetition of that | | | | recommended that actions should be executed from |
| technique in blocked sets of exercises with emphasis | | | | the on guard position, from an advance, and from a |
| throughout on the correct execution of technique. | | | | lunge. This can be expanded to have the student |
| Demonstration is a critical part of the Teaching | | | | execute actions from the static position, on the |
| Lesson, both for the introduction of new technique | | | | advance, on the retreat, with the lunge, on the |
| and for the refinement of technique. The Master | | | | advance lunge, on the retreat lunge, with balestra, |
| must understand the technique to be demonstrated | | | | and with fleche. Depending on the range of footwork |
| and be able to show it with a high degree of | | | | at which the student is proficient, it is logical to use |
| technical correctness, at slow speed, segmented into | | | | footwork with the blocked set for the technique so |
| parts, and at fencing speed. | | | | that a student does the first actions from the static |
| After the technique is demonstrated the student will | | | | position, then with the advance, etc. to the upper |
| practice the technique with the Master in blocked | | | | end of footwork proficiency. These should be |
| sets, the same technique executed in the same way | | | | treated as blocked sets within the overall blocked drill |
| repetitively. The number of repetitions will depend on | | | | for the technique. |
| student progress, but, in general, a substantial | | | | Delivering the teaching lesson is a core skill for |
| number of repetitions is necessary. Writers in the | | | | Fencing Masters, indeed also for Prevots and |
| martial arts often use the figure of 10,000 to 50,000 | | | | Moniteurs. Imparting the skills of our sport to others |
| repetitions of a skill being required to gain the ability | | | | is the most basic function that we perform. |
| to execute it rapidly and correctly under combat | | | | Therefore, mastering the teaching lesson is critical to |
| conditions. Obviously a lesson cannot deliver that | | | | your success as a professional fencing coach. |