sword

Attacks with Two Blade Actions (using a preparation)

Why use compound attacks? Remember that a compound attack is one designed to deceive a given type of defence. At advanced level, a complete breakdown of each action, it s advantages, its disadvantages and its tactical uses must be explained by the coach.

The attack must suit the fencer concerned. At advanced level there are too many attacks to insist that everyone does every attack. Some of the different attacks are

  1. Double coupé.
  2. Doublé
  3. Disengage, cut-over.
  4. Lateral attacks.
  5. Attacks to deceive prime etc.
  6. Broken time.
  7. Attacks with 3 blade actions.
  8. False attacks.
  9. Attacks with opposition.
  10. Fast preparation, slow finish etc..

Obviously it would take years to cover all aspects of attacking. It is the format of the lesson which is important. The coach should stress that attacks are trainee:. to defeat a particular defence. It is by observation that the coach decides which type of attack is to be taught. The coach might have seen a type of defence used against his pupil, therefore the attack he teaches will have meaning. Thus it is important that the coach goes to competitions. His experience to read the fight can translate this back into the lesson.

Attack: Coupé with Disengage Low

  1. The action is practised technically from quarte i.e. the coupé is made with the minimum of hand action. The pronation of the hand ensures that the point is kept well clear of the sword arm.
  2. The step and pressure are added. The coach should ensure that each action is correctly timed. The pupil must pick conditions favourable for the attack.
  3. Now the change of engagement is added and the stroke becomes not so much a technical action but a fighting one. ie. after the change of engagement the attack becomes one continuous action.
  4. The pupil is put on-guard in octave. lie steps, feints high and then performs the coupé-dessous. The blades do not touch. ie. the attack is done with absence of blade.
  5. As above, but practised. from septime etc.
  6. Now a tactical situation was developed. ie. the pupil waits for the coach's blade to be in the correct position.
  7. The stroke is now used as a counter-attack on the coach's preparation. i.e. , on the coach's attempted engagement the pupil deceives and performs the coupé-dessous.
  8. The coach counter-attacks immediately the pupil engages the blade. The pupil attacks with opposition or uses a ceding parry and ripostes. In this instance, an opposition parry -eight also be used.
  9. The pupil uses the coupé to draw a counter-attack, then ripostes with a prise-de-fer to the low line.
  10. The action is used in a phrase.
  11. The action is used as a riposte.
  12. The coach introduced various situations where the attack fails.

It is necessary to build up phrases to allow the fencer to experience different conditions, and thus to gain confidence.

Attacks with Three Blade Actions

It must be realised that timing can be varied radically. Three simple variations are, 1-2-3, 12-3, 1-23. Each variation has a different cadence and timing. A step could be made with 1, or with 1-2. When coaching this attack a number of points should. be brought out

  1. The fencer is very venerable to a counter--attack.
  2. An attack on the blade with a beat is an inherent danger, especially if the attack is preceded by a, step.
  3. This type of action may help to build up1progressione
  4. When coaching; this type of action, the coach must vary the timing of his parries.

The action practised was - feint straight thrust to -the middle of target, feint low, and disengage high.

  1. The feint was practised., placing it on the correct part of the target. -A short step was added.
  2. The second feint was made low and then the deception to the high line.
  3. Here, the tactical situation had to be explained. and the coach demonstrated why this attack is so successful.
  4. The action was studied to see where its weaknesses lay. Could it be mis-read by the President? The coach must know this aspect. Could a counter-attack be attempted with any chance of success?

This lesson was a demonstration of how an advanced coach can watch an opponent, work out what is happening and develop it to suit his own pupils.

Lesson

  1. From absence of blade, the pupil waits for an opening and then makes a straight thrust. At this stage both the coach and the pupil are on guard in sixte.
  2. The coach is on guard in the low-line. The pupil selects the area of attack.
  3. The coach adds footwork to the above.
  4. The pupil engages the blade. Directly he feels the coach hand relax, he thrusts to various parts of the target.
  5. The pupil now selects his own on guard position and the correct line of thrust.
  6. The pupil attacks with opposition
    1. in sixte,
    2. in octave and
    3. from quarte, after using strong opposition to push the attack to flank.
  7. Angulation is introduced, to pass round the defence and also to beat the parry - it should be practised from various lines.
  8. Attacks with angulation and opposition, especially to flank and the low line.
  9. All thrusts should. be made with pronation and angulation.
  10. A useful variation is to thrust at the coach with pronation and angulation. The coach turns to avoid the hit or takes low prime.

Coaching Points

  1. Do not hurry into the lesson.
  2. Vary the distance.
  3. Vary the height of the hand.
  4. Vary the strength of the hand, opposition to different parts of the blade.
  5. Change the cadence and timing of the lesson.
  6. Occassionally parry the attack, and make the pupil parry/riposte.
  7. Never let the pupil adopt a bad on-guard position, especially after scoring a hit.

This lesson could be developed using beats; a straight thrust as a feint; also be adding a fast straight thrust in a phrase.

As can be seen from this lesson, "advanced coaching" is a logical development of a lesson - not weird and wonderful new strokes.

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