The Pattern or "Kata" System
for Fencing

A system for instructing and practicing fencing from the early stages of learning to advanced strategies.

This system is best used for groups of fencers that start at the same time. It allows for individuals to learn at their own rate and provides defined times when he/she should move on to the next level.

A very ugly "copy and paste" of the system is presented below for your quick review but it may be downloaded in PDF format for better reading or reproduction. You may also keep the PDF for future reference. You may have questions answered or receive revisable forms by writing to rich.jacobson@mnsword.com. Click on this sentence for a PDF download.

A note on the development of the system: After it was originally written small changes were made in some forms, especially in the saber patterns. Unfortunately, the written description was not  correspondedly changed or notes kept. You may therefore find some differences between the actions written about and those listed in the forms. Sorry! If you find such a difference pleas e-mail me and I will make the appropriate corrections to the description.

You have permission to reproduce parts or the entire Pattern System for Fencing but may only charge for the cost of reproduction. No other commercial reproduction is allowed without prior consent.

The

Pattern System

For

Teaching Fencing

 

Developed by Rich Jacobson

Minnesota Sword Club

 

 

 

 

©R.Jacobson, 1990
All Rights Reserved

 

 

 

 

 

 

 

When developing a quality fencer, it is not enough to teach the actions of fencing, no matter how correct their execution. Attacks and defenses in a bout take place in a relationship - which begins at the moment two fencers face one other. It is this relationship of distances, tempo, blade positions, and strategy, combined with good technique that must be taught as a whole, if quality fencing is the purpose of instruction.

When instructing a beginner, all elements important in good fencing must be presented together as a unit. Each aspect must be shown to relate to all other parts. As a result, the learner will develop as a complete fencer. The pattern system was organized with this in mind.

As an instructor, it is up to you to create the complete, well-rounded fencer. What you should not do is create:
1. A purely technical fencer who lacks the understanding of the relationship between himself and the opponent and therefore has problems winning, and
2. An athletic fencer, who lacks the proper technique to progress in difficult competitions.

Both types of fencer are a loss to the sport as well as a disappointment to themselves and their coaches.

An over-riding concern, when teaching beginners, is sustaining their interest through the long learning period. New students tend to like concrete situations with small successful steps, gradually taking them to higher levels. Rewards of some kind - a simple check mark on a piece of paper or a patch on a jacket - help motivate the learner by visibly reinforcing "you are doing well". This is what Karate does so successfully with their "Kata" (which means pattern) and "Belt" systems.

A highly-technical sport such as fencing needs instructional procedures which are motivating and can be adapted for either an individuals own drills or for group instruction. The pattern system can be used for both.

PURPOSE

The purposes of the pattern system are:

• To provides a reward/motivational system for both the new competitive fencer and the purely recreational fencer.

• To offers a practice situation that motivates the student to work on skill development.

• To teach the techniques of fencing in relation to distance, tempo, blade positioning and strategy.

• To teach the logic of fencing (why attack, why disengage, why counter-attack, etc.) with basic strategies.

• To develop the skills of relaxation and concentration for both learning and performance.

• To provide a concrete, step-by-step progression that is logical to the beginning student.

 

 

 

TECHNIQUE (STYLE) and TARGET AREAS

 Differing from instructional systems, the pattern system is not style based. The patterns are designed, as much as possible, to be without style or not to have technique as part of their basis. It is meant to be a system for practice and a motivational tool, not a guide in style. Instructors must teach technique according to their own school of thought. Pretty much any school of technique can be used with the pattern system. For example, in foil, the hand position when on-guard could be facing upward, sideways, or even down. The position needs to relate to the other parts of the style, but will not effect the pattern system.

A few definitions are important to make the pattern system work for everyone. The lines of four, six, seven and eight are described throughout this manual, but only the target area is meant and not the associated hand positions that accompany such terms. The following four definitions will be used in this limited sense:

Four target:  the area above and to the chest side of the hand and blade. The hand positions of four, foil-five, or any other may be used for engagement in this line.

 

Six or three target:  the area above and to the back-side of the hand and blade. The hand positions of six, three, or any other may be used for engagement in this line.

 

Seven target:  the area below and to the stomach side of the hand and blade. The hand positions of seven, one, or any other may be used for engagement in this line.

 

Eight target:  the area below and to the back side of the hand and blade. The hand positions of eight, two, or any other may be used for engagement in this line.

A note concerning target area: each of the areas described are dynamic (changing), based upon where the hand and blade are at any moment. As the blade moves the area for each target changes in size. Most fencing texts describe these target areas as static, always the same, but in reality they change in size depending upon the position of the blade.

REPETITION

 

A key element for learning is repetition. The pattern system's ability to motivate a fencer to continue practicing is where it serves the most essential purpose. A fencer must memorize each sequence of movements to successfully complete a pattern. This takes repetition. Without the need to memorize the fencer will tends to think he knows everything important to learn after only a few repetitions. The fact that the patterns must be learned as a series of movements, which must be executed in a set order, forces the fencers to understand that practice must continue before moving on to something new.

 

Learning a pattern is a short-term goal, which can be mastered by any fencer. It is tangible to the new student with a definite completion point. The new fencer can see his step-by-step progress and will have a feeling of achievement as he moves from one level to another. Though a student will believe he is learning new things, mostly he will be repeating very similar actions throughout the various levels. This is a way of providing additional repetition without boredom or a feeling of not making progress.

 

DESIGN

 

All patterns:
1. Every pattern requires a fencer and a helper.
2. Each pattern is executed by one fencer with a "helper" who provides the simulated opponent.
3. The fencer always hits, the helper never hits. Think of it as a fencer/coach relationship.

 

Two major sections:
A. The Basic Patterns

1. There are a total of three levels (Basic, Intermediate Basic and Advanced
 Basic).
2. Each Basic Pattern level has four patterns and two verbal questions.
3. Every pattern has four actions.
4. The fencer's own coach examines and grants awards when each of the three levels are passed.

 

B. Levels One through Five

1. There are a total of five levels.

2. Each level is made up of four patterns plus the Combined Pattern.

3. A fencer's own coach tests the performance of each separate pattern.

4. A test jury (not including the fencer's coach) examines and grants awards for the "Combined Pattern" of each level. A jury tests the “Combined Pattern” after the fencer has been passed by his coach on each of the four patterns individually. If successfully completed, the entire level is passed for either the "Know Pattern" or "Excellence" standards.

5. Each level has an easy test and a hard test.
    a. The easy test is called "Acceptable". Its purpose is to test the student on the correct execution of the patterns, requiring acceptable technique at a slow, continuous rhythm.
    b. The hard test is called "Excellence". Its purpose is to test the students on the exacting technique, with the correct tempo and distance, needed in skilled fencing. The proper execution of the pattern must be performed as well. The "Excellence" tests are given only after all levels of "Acceptable" are passed.

TYPES OF PATTERNS

The patterns are organized as eight levels, but can be grouped into four categories based upon their purpose and design:

 

Basic Patterns -The Basic, Intermediate Basic and Advanced Basic levels provide practice for the simple actions and concepts which are needed when fencing and which are used in the remaining five levels of the system. Also introduced are the concepts of distance, tempo, balance, and relating to the opponent.

Levels One and Two - Presented in these two levels are six part patterns which provide further practice for the attacks and defenses learned in the "Basic Pattern". They are used to broadens the number of known attacks and defenses, further emphasize the concepts of distance and tempo, reinforce the need to relate to a partner, learn many of the strategic relationships found in fencing, gain a sense of balance, and develop correct technique.

Levels Three and Four - These two levels are designed to increases the fencer's ability to make decisions (choice situation) as to which action to use in a changing bout situation. The same actions learned in Levels One and Two are again used, but in very different tasks. Level three is an attack choice situation and Level Four a defense choice situation.

Level Five - This final level is designed to develop the fencer's sense of strategy using the concept of set-up and counter set-up. The first two patterns require the fencer to create favorable situations in which he has an advantage, rather than wait and react. Distance awareness is emphasized in the third pattern. Finally, requiring the fencer to develop his own pattern and so become independent of written material for new exercises completes the foil pattern system.

                                                                                                                        

Three basic styles of patterns used for the System are:

 

Row By Row (the three Basic Patterns and patterns 3, 4, 7, 8, 9 and 22)

      Each row in a pattern is independent of the one above or below it. The actions are presented together in the pattern because they are similar in some manner, but do not have a necessary strategic relationship. Mostly they are, learn an attack and then learn how to defend against that attack. Some patterns, 8 and 9 for example, do share some of the strategic properties of the group listed below, but they work even without knowing of this relationship.

 

Strategic Relationship (Patterns 1, 2, 6, and 21)

      These patterns start with an attacking action and then change in a logical set-up counter-set-up progression. Each succeeding action counters the past one. Pattern six is a logical counter set-up situation, but it is mainly designed to teach blade tempo and so varies in format from all other patterns.

 

Choice Learning (Levels Three and Four, Pattern 23)

      Once the fencer has learned a basic amount of he is asked to perform various attacks and defenses in a situations with several possible counter actions. He has to use his perception to see which action is being made and then make
the correct choice of how to respond.

HOW TO TEACH A PATTERN

 The elements of good instruction are not changed by the patterns. It is of the utmost importance not to confuse a pattern with a lesson plan. The patterns are designed to be primarily a “practice system” and a "motivational device". For motivation, patterns provide goals for short and long-term learning and so keep the newer fencer practicing when he would otherwise stop. This motivation to keep practicing rather then say, “well, I did it ten times, now what” is one of the true benefit of the system.

It usually takes more than one lesson to learn a pattern, since additional material should be covered during a class session. The most common way of learning a pattern is to practice the first action (e.g. an attack), then the second (e.g. a defense) and finally put the two in sequence as a unit. Do the same for the next two actions in the same pattern. Once both sets of actions are learned, put them together so all four parts form a sequence or small pattern (in the basic sequences four parts are a complete pattern). Repeat this with the last two items of the pattern so all six parts form the complete sequence. An example from Level 1, pattern 111 follows:

 

The fencer should have practice pressure actions and disengages from pressures. Then the instructor can start teaching the pattern as the practice situation. First practice the actions of pressure-four, disengage, thrust-lunge-hit. Then practice making a parry-six riposte-hit against the pressure -disengage attack. Now that both actions can be made to some degree of skill, put them together as a unit. (E.g. The fencer makes the attack and hits followed by the helper immediately making the same attack so that it may be parried with an immediate hit.) The actions must be taught be fluid, without stops between parts. Do the same for the third (change-pressure-six, disengage, thrust-lunge-hit) and the fourth actions (parry-circle six) so they form another two-part unit. Then put the two two-part units together as a four part unit and have the fencer practice it. Next practice the last two actions together as a two-part unit. After, add it onto the four-part unit already developed and practice the six-part pattern until it can be passed for the Pattern System test.

An example for a four-part pattern from the Basic Pattern follows.

 

Once the student has learned to advance, lunge, follow and thrust-hit; put the movements together. Request a thrust-advance-hit, and after a thrust-lunge-hit. Then have these two actions done in sequence and practiced together so no errors are made.  This is where the concepts of "rhythm" are first introduced, so add this requirement and have the fencer practice again. Add in the thrust-hit to form a three-part sequence without stopping (thrust-hit, thrust-advance-hit, thrust-lunge-hit) and then practice it reminding the fencer of the need to set a good rhythm. Teach other things the remainder of the class session.

In the next session, review the three parts unit practiced the previous class and then have the fencer practice the fourth section of this pattern (following the helper and thrust-lunge-hit, recover, thrust-lunge-hit). Combine this fourth part with the practiced three-part sequence to create the full four-part pattern. Have the pattern practiced. It may take another session of review and practice until no errors are made and then it may be tested.

 

This procedure creates a practice situation that is not boring since it provides change, tangible short-term goals and the necessary repetition.

 

 

A secondary aspect of the pattern system, though not it's purpose when designed, is its use as an instructional guide. The patterns provide the instructor with the material to be taught in a beginning fencing course or series of courses. However, instructors using the patterns for the first time tend to make a common mistake. They use the patterns as lesson plans by progressing down the list of items to be learned. This is an error because a good lesson includes warm-up, review, new material, concepts, discussion, practice time and an end to the lesson. Within this may be footwork, blade work, games with or without weapons, history, rules, tactics, demonstrations, verbal instruction, feedback and anything else a student may need for learning. Remember, the patterns are for practice and motivation and at the most can serve as a guide for the instructional sequence.

An instructor can creatively combine parts of patterns to enhance the teaching situation and make learning easier or to teach concepts with technique. A good teaching example for this procedure is the simultaneous instruction of Patterns 1 and 2 of Level One. These two patterns can be taught together since their logic and situation are the same. Such an example follows:

First, teach the direct attack and practice it. Then do the same for a parry four riposte against a direct attack (part "a", Pattern 1). Follow with instruction and practice for the beat attack. Then after do the same for a parry four riposte against a beat attack (part "a", Pattern 2). After, practice the attacks and defenses as a two-part unit. The fencer now has practiced making two attacks to the same target and one defense against both attacks. All this may have been done in one or more class sessions.

Go back to pattern 1 and teach part "b's" attack (feint-four attack) and the defense against it (parry-four to parry-six). Follow this with pattern 2's part “b” attack (beat-four-disengage) and the defense against it (parry-four to parry-six). Again, combine each attack and it's defense as small two part units. Both sets of actions are a preparation to draw a parry followed by a disengage and hit. The defenses against both are the same.

The fencers now know the “a” and “b” parts of two patterns. Put each into a sequence of "a" and "b" to form short four part pattern and have the students practice each. 

Follow the same procedure just described to learn the "c's" of both pattern. Then add each onto the short four part sequences to create the full patterns of six parts. Patterns I and II work well together as an instructional unit since they are similar in strategy.

 At times, good teaching sense demands introduction of a new situation for actions already learned. This could be ideal time to use parts of different levels to develop a lesson. Here it would be very beneficial to use part of a higher-level pattern out of sequence for instructional purposes. The patterns are meant to work together and complement each other. However, it is not a good idea to test for a higher-level pattern without first completing the lower level ones.  An example follows:

Once a fencer can execute all of the actions of feint attacks, parry four and parry circle six and has just practicing them; further practice would seem boring (Level 1, Pattern 1). It is now an appropriate time for the instructor to teach the feint attack against either a parry four or parry circle six (Level 3, Pattern 1). By themselves, the feint drills can become boring. However, if the fencer does not know which defense will be used as he attacks he must maintain an alert state of mind. This situation teaches the fencer to recognize such changes when fencing. The instructional concept is in learning to perceive what the opponent is doing so as to counter it and hit, but it sneaks in the necessary technical practice without a sense of boredom.

TEACHING SITUATIONS

There are three teaching situations in which the patterns are most often used. They are:

 

1. Clubs - The patterns are ideal for teaching children and adult beginners. They provide both short and long-term goals on a step-by-step basis with rewards after each step. They are motivating to both children and adults. The children, who will want to only fence, will now desire the rewards and so will work at passing the patterns. The adults tend to like the challenge of learning the patterns. Most adults who sign up for beginner's fencing courses do not want to compete. They are curious about the sport and have a romantic image they wish to personalize. The patterns provide "that something to move onto", the next level, as well as a definite but not very difficult challenge.

 

      The pattern system is probably best suited for clubs. It has many advantages. One is where the instructor can tell one student to teach another a specific pattern and the material in it. This provides the instructing student additional practice and takes some of the burden of the beginning stages of instruction from the teacher. Another advantage is for Kids and adults who are not ready or do not want to compete. They need this noncompetitive, self-testing aspect to encourage their continuation as fencers in the club.

 

2. Classes -

 

A. Community Classes - What was written for clubs also pertains to community classes. The Basic Patterns and often the Intermediate Basic Patterns are used as the beginner's class test for passing into the advanced class. The Advanced Basic Level is then used for passing the advanced class. Level One can then be used for the next higher-level class, but even better, as the first level for class members who are then brought to a local club.

 

B. High School Classes - In a typical two week high school class there is not enough time to learn all of the patterns. However, they can be used as a guide for teaching and one pattern can be used as a test for the unit grade required by many schools.

        

C. College Classes - By concentrating the fencer's attention and time on the material in the patterns the total amount of information taught in a course is lessoned. It takes more time to learn a pattern then it does to practice a movement a few times and then move onto something else. Less material will be covered in the same time, but it will be learned better. Some instructors wish to provide more of an "overview course" of fencing. They teach as many aspects of fencing as possible without in-depth practice. For these instructors, Levels One and Two may be used as simple exercises for practice when not used as patterns. Each pattern provides a set of three exercises. Just use any one row for an attack and the correct defense against it. In addition, any one pattern could be used for testing for a final grade.

 

3. Teams - The patterns are excellent for beginning fencers in high school through college and provides exercises for advanced competitive fencers. An advanced fencer who had never used the pattern system can be shown Levels Three, Four and Five and should quickly understand them. The fencer may then extract either a whole patterns or a single row of exercises for practicing. If a fencer has some weakness in a particular attack or defense, say the beat disengage, he may choose the exercises that directly relates for practice and develop it into strength.

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INTRODUCTION

 

The "Basic Patterns" with the "Preparatory Leg Actions"* and the "Preparatory Blade Actions",* are the primary teaching tools for instructing the new fencer. In these patterns are the simplest concepts of fencing necessary for the sport.

The Intermediate Basic Patterns and Advanced Basic Patterns introduce the blade actions used in the remaining five pattern levels and which are necessary for fencing. Through these patterns, the concepts of distance and tempo are learned in an easy and simple manner. Once all three basic levels are mastered, the fencer is ready to continue to higher level patterns and take individual lessons.

 

 

*"Preparatory Leg Actions" and "Preparatory Blade Actions" are part of the USFA's national system for instruction that was presented at the Coaches College.

 

HOW TO USE THE FORM On the Basic, Intermediate Basic and Advanced Basic forms, the left column lists the actions of the fencer hitting, the right column lists the actions of the helper (coach). The helper's actions permit the fencer to execute his required actions. Pattern "A" is just a list of items for the fencer to execute on his own and so has no list for the helper. Each pattern has a line (____) on the right side of the page for the instructor to initial once a pattern is passed. Normally there is one line for each pattern. The Basic Pattern Form has many more lines so as to give the very new fencer many small immediate rewards. Each time the instructor initials a line it tells the beginner that he is doing well.     THE BASIC PATTERNS The items on the Basic Pattern sheet are mainly the most basic information needed by a fencer to start in this sport. Patterns "A", "B" and "D" are not really patterns, but rather a list of items the new fencer should know. Each line has a place to initial or check. Pattern "C" has only the one line to initial since the entire pattern must be performed correctly as a whole to be correct. The main purpose of this level is to provide immediate positive reinforcement to the beginner as well as providing practice of the listed items.

Only pattern "C", the Thrust Pattern, is a true pattern, a series of actions that must be executed in sequence. It is designed to teach the fencer to hit using the thrust, the advance and the lunge with correct distance. In addition, the concept of tempo is introduced by requiring the fencer to execute the entire sequence in a rhythmic manner from the first to the last action. Patterns practiced in the Intermediate and Advanced Basic Patterns require the fencer to use acceptable distance for or each hit and to always shows a sense of rhythm (tempo) in movement. The Thrust Pattern is therefore very important for the fencer's early conceptual development of tempo and distance as well as teaching him how to hit.

The instructor initials the bottom line on the page, where it says "Basic Pattern Complete". This is just a way of showing the fencer that everything was performed satisfactorily and he is ready to move on to a high level.

 

 

Minnesota Sword Club

BASIC FOIL  PATTERNS

©1992 Jacobson

FENCER’S PATTERN Hitting Action

Actions of Helper

COMPLETE

A. BASICS

_____

1. HOLDING A FOIL, ATTENTION & SALUTE

_____

2. ON-GUARD

_____

3. ADVANCE & RETREAT

_____

4. THRUST & LUNGE

B. DISTANCE

1. FOLLOW - TOUCHING FINGERS

Advance & retreat

_____

2. FOLLOW - FENCING DISTANCE with ROPE

Advance & retreat

_____

3. FOLLOW - FENCING DISTANCE with EMPTY       HANDS

Advance & retreat

_____

4. FOLLOW - FENCING DISTANCE - HOLDING       FOILS

Advance & retreat

_____

C. THRUST  PATTERN

1. THRUST, HIT

Stay on-guard, (then retreat)

2. THRUST, ADVANCE, HIT

Stay on-guard, (then retreat)

3. THRUST, LUNGE, HIT

Stay on-guard

4. FOLLOW, THRUST, LUNGE, HIT

Advance & retreat give signal for hit

_____

D. MORE BASICS

1. ENGAGE, ON-GUARD

Stay on guard (blade in center on-guard)

2. ENGAGE, THRUST  W/ LUNGE, HIT

Stay on guard (blade in center on-guard)

3. ENGAGE & CHANGE ENGAGEMENT,       ON-GUARD

Stay on guard (blade in center on-guard)

4. ENGAGE & CHANGE ENGAGEMENT,       DISENGAGE, LUNGE, HIT

Stay on guard (blade in center on-guard)

_____

VERBAL ANSWERS

WHAT IS THE DIFFERENCE BETWEEN A SIMPLE AND A COMPOUND ATTACK?

_____

WHAT IS THE DIFFERENCE BETWEEN A DIRECT AND INDIRECT ATTACK?

_____

Fencer's Name _________________________

BASIC  LEVEL  COMPLETE

________

 

Minnesota Sword Club

BASIC SABRE  PATTERNS

©1992  Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

COMPLETE

A. BASICS

1. HOLDING A SABRE, ATTENTION & SALUTE

_____

2. ON-GUARD

_____

3. ADVANCE & RETREAT

_____

4. CUT (HEAD) & LUNGE

_____

B. DISTANCE

1. FOLLOW - TOUCHING FINGERS

Advance & retreat

_____

2. FOLLOW - FENCING DISTANCE with ELASTIC ROPE

Advance & retreat

_____

3. FOLLOW - FENCING DISTANCE with EMPTY HANDS

Advance & retreat

_____

4. FOLLOW - FENCING DISTANCE - HOLD SABRES

Advance & retreat

_____

C. CUT  PATTERN

1. CUT HEAD (HIT)

Stay on guard, (then retreat)

2. CUT HEAD W/ LUNGE (HIT)

Stay on guard

3. CUT HEAD W/ ADVANCE (HIT)

Stay on guard, (then retreat)

4. KEEPING DISTANCE-THEN "2" ABOVE (HIT)

Advance & retreat, give signal for hit

_____

D. MORE CUTS

1. CUT HEAD W/ LUNGE (HIT)

Stay on guard

2. CUT BELLY (or CHEST) W/ LUNGE (HIT)

Stay on guard

3. CUT FLANK (or RIGHT FOREARM) with LUNGE (HIT)

Stay on guard with point on floor

4. CUT INSIDE FOREARM W/  SHORT LUNGE (HIT)

Stay on guard with arm half             extended

_____

VERBAL ANSWERS

A. WHAT IS THE DIFFERENCE BETWEEN A SIMPLE AND COMPOUND ATTACK?

_____

B. WHAT IS THE DIFFERENCE BETWEEN A DIRECT AND INDIRECT ATTACK?

_____

Fencer's Name _________________________

BASIC  LEVEL  COMPLETE

_________

 

Minnesota Sword Club

BASIC EPEE PATTERNS

©1993 Jacobson

FENCER’S PATTERN Hitting Action

Action of Helper

COMPLETE

A. BASICS

_____

1. HOLD EPEE, ATTENTION & SALUTE

_____

2. ON-GUARD

_____

3. ADVANCE & RETREAT

_____

4. THRUST & LUNGE

B. DISTANCE

1. FOLLOW - TOUCHING FINGERS

Advance & retreat

_____

2. FOLLOW - FENCING DISTANCE       with ELASTIC ROPE

Advance & retreat

_____

3. FOLLOW - FENCING DISTANCE       with EMPTY HANDS

Advance & retreat

_____

4. FOLLOW - FENCING DISTANCE       while HOLDING EPEES

Advance & retreat

_____

C. THRUST PATTERN

1. THRUST, HIT

Stay on-guard, (then retreat)

_____

2. THRUST, LUNGE, HIT

Stay on-guard

_____

3. THRUST, ADVANCE, HIT

Stay on-guard, (then retreat)

_____

4. FOLLOW, THRUST, LUNGE, HIT,       RECOVER, THRUST, LUNGE, HIT

Advance & retreat, give signal for hit

_____

D. MORE BASICS

1. ENGAGE, ON-GUARD

Stay on guard (blade in center on guard)

2. ENGAGE, THRUST  W/ LUNGE, HIT

Stay on guard (blade in center on guard)

3. ENGAGE & CHANGE ENGAGEMENT,       ON-GUARD

Stay on guard (blade in center on guard)

4. ENGAGE & CHANGE ENGAGEMENT,       DISENGAGE, LUNGE, HIT

Stay on guard (blade in center on guard)

_____

VERBAL ANSWERS

What is the difference between a simple and a compound attack?

_____

What is the difference between a direct and indirect attack?

_____

What is a remise?

_____

Fencer's Name _________________________

BASIC  COMPLETE

_________

 

 

 

THE INTERMEDIATE BASIC PATTERNS

 

 

To complete any one of the Patterns, the fencer (person hitting) executes each action listed, starting at "1" and continuing to "4", without stopping and with a discernible rhythm. Both fencers must move their blades at the same rhythm and use a distance appropriate to the actions. The fencers must continue using the correct distance and consistent rhythm through all four hits. Without this "rhythm" the patterns are difficult to perform correctly by either a beginner or an expert fencer since the fencer and helper must relate to one another. The rhythm (tempo) tells when things are to be done.

The early emphasis on rhythm sets the framework for all of the following patterns, and for learning the concepts of distance, tempo and strategy. Without it, you have only a fencer who knows technique but cannot successfully take part in the sport of fencing. Rhythm should have been stressed and learned in Pattern "C". Continued emphasis must be made in the Intermediate and Advanced Basic levels. If learned well, the fencer in all patterns that follow naturally includes it.

 To execute each pattern, the fencer stays in place unless the pattern specifically requires otherwise, e.g. follow. Attacks are always scored with a lunge while hits from a defense are always a riposte by thrust.

 

Minnesota Sword Club

INTERMEDIATE BASIC FOIL  PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

COMPLETE

E. DEFENSIVE  BLADE  ACTIONS

1. parry 4 , riposte, hit

Thrust  lunge

2. parry circle 6, riposte, hit

Thrust  lunge

3. parry 6, riposte, hit

Thrust  lunge

4. parry  circle  4, riposte, hit

Thrust  lunge

_____

(3. & 4. above - start from 4 guard position)

F. THRUST  PARRY  THRUST

1. thrust, lunge, hit, (stay in lunge)parry 4,    riposte, hit

Stay on-guard,thrust(no hit)

2. thrust, lunge, hit,recover, parry 4, riposte, hit

Stay on-guard, thrust lunge (no hit)

3. thrust, lunge, hit,recover, parry  4,riposte       with lunge, hit

Stay on guard, thrust lunge,        recover (no hit)

4. follow, then , 3 above

Advance & retreat, give signal to        start #3

_____

G. ATTACKING  BLADE  ACTIONS

1. beat  4, thrust,  lunge,  hit

Stay on-guard

2. beat  4,  disengage, thrust,  lunge,  hit

Parry 4 unsuccessfully

3. feint  to  4, disengage,  lunge,  hit

Parry 4 unsuccessfully

4. feint to 4, disengage, feint to 6  disengage,  lunge,. hit

Parry 4 unsuccessfully then        parry 6 unsuccessfully

_____

H. COUNTER PARRY  PATTERN

1. thrust, lunge, (NO hit, BUT stay in lunge) COUNTER       parry 4, riposte, hit

Parry 4 riposte (no hit)

2. thrust, lunge (NO HIT),  RECOVER, COUNTER parry 4,       riposte, hit

Parry 4 riposte, lunge (no hit)

3. thrust, lunge (no hit), recover, COUNTER parry  4           RIPOSTE & LUNGE, HIT

Parry 4 riposte, lunge, recover (no hit)

4. follow, then "3" above

Advance & retreat, then "3" above

_____

VERBAL ANSWERS

1. WHAT IS A FALSE ATTACK AND WHAT IS  IT'S PURPOSE?

_____

2. WHAT IS A FEINT ATTACK AND WHAT IS IT'S PURPOSE?

_____

Fencer's Name _________________________

INTERMEDIATE BASIC LEVEL                              COMPLETE

_______

 

Minnesota Sword Club

INTERMEDIATEBASIC SABRE  PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

COMPLETE

E. DEFENSIVE  BLADE  ACTIONS

1. PARRY 4, RIPOSTE HEAD (HIT)

Cut  chest w/ lunge

2. PARRY 5, RIPOSTE HEAD (HIT)

Cut  head w/ lunge

3. PARRY 5, RIPOSTE FLANK (HIT)

Cut  head w/ lunge

4. PARRY 3, RIPOSTE FLANK (HIT) *

Cut  flank w/ lunge

_____

*  # 4 above - start from 4 guard position

F. THRUST  PARRY  THRUST

1. CUT HEAD, lunge, hit, (stay in lunge)parry       4, riposte HEAD, hit AGAIN

Stay on-guard,cut  chest(no hit)

2. CUT HEAD, lunge, hit,recover, parry 4,       riposte HEAD, hit AGAIN

Stay on-guard, cut  chest with          lunge (no hit)

3. CUT HEAD, lunge, hit,recover, parry  4,          riposte  HEAD with lunge, hit AGAIN

Stay on guard, cut  chest  with lunge,          recover (no hit)

4. follow, then , "3" above

Advance & retreat, give signal to        start #3  (no hit)

_____

G. ATTACKING  BLADE  ACTIONS WITH FEINTS

1. feint HEAD, CUT CHEST with LUNGE (HIT)

Parry 5 unsuccessfully

2. feint HEAD, CUT FLANK with LUNGE (HIT)

Parry 5 unsuccessfully

3. FEINT CHEST, CUT HEAD with LUNGE (HIT)

Parry 4 unsuccessfully

3. FEINT CHEST, CUT FLANK with LUNGE (HIT)

Parry 4 unsuccessfully

_____

H. COUNTER PARRY  PATTERN

1. CUT HEAD with LUNGE, NO hit BUT stay in       lunge, COUNTERPARRY 4, RIPOste  TO        HEAD (HIT)

Parry 5 riposte to  chest (no hit)

2. CUT HEAD with lunge (NO HIT),  RECOVER,          COUNTERPARRY 4,  RIPOSTE TO HEAD (HIT)

Parry 5 riposte, cut chest with lunge (no hit)

3. CUT HEAD with lunge, (NO HIT),recover,       COUNTERPARRY 4,riposte  HEAD with        lunge (HIT)

Parry 5 riposte, cut chest with lunge,          recover (no hit)

4. follow, then "3" above

Advance & retreat, then "3" above

_____

VERBAL ANSWERS

1. WHAT IS A FALSE ATTACK AND WHAT IS  IT'S PURPOSE?

_____

2. WHAT IS A FEINT ATTACK AND WHAT IS IT'S PURPOSE?

_____

Fencer's Name _________________________

INTERMEDIATE BASIC  LEVEL COMPLETE

_________

 

Minnesota Sword Club

INTERMEDIATE BASIC EPEE  PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Action of Helper

COMPLETE

E. ATTACKING  BLADE  ACTIONS

1. THRUST & SHORT LUNGE TO WRIST, hit

Stay on-guard

2. THRUST & LUNGE TO UPPERARM, hit

Stay on-guard

3. THRUST & LUNGE TO TORSO, hit

Stay on-guard

4. THRUST & LUNGE TO THIGH, hit

Stay on-guard

_____

F. DEFENSIVE  BLADE  ACTIONS

1. parry 4 , riposte, hit

Thrust  lunge

2. parry 6, riposte, hit

Thrust  lunge

3. PARRRY CIRCLE 6, riposte, hit

Thrust  lunge

4. parry  8, riposte, hit

Thrust  lunge

_____

G. THRUST  PARRY  THRUST ACTIONS

1. thrust, lunge, hit, (stay in lunge)parry 4,       riposte, hit

Stay on-guard,thrust(no hit)

2. thrust, lunge, hit,recover, parry 4, riposte, hit

Stay on-guard, thrust lunge (no hit)

3. thrust, lunge, hit,recover, parry  4,riposte       with lunge, hit

Stay on guard, thrust lunge, recover     (no hit)

4. follow, then 3 above

Advance & retreat, give signal to     start #3

_____

H. THRUST REMISE  ACTIONS

1. THRUST & LUNGE (no hit but stay in lunge), REMISE, HIT

Parry 4, open line w/ riposte

2. THRUST & LUNGE (no hit but stay in lunge), REMISE, HIT

Parry 6, open line w/ riposte (from 6 on-guard)

3. THRUST & LUNGE (no hit but stay in lunge), REMISE, HIT

Parry circle 6, open line w/ riposte

4. THRUST & LUNGE (no hit but stay in lunge), REMISE, HIT

Parry 8, open line w/ riposte

_____

VERBAL ANSWERS

1. What is a false attack and what is its purpose?

_____

2. What is a feint attack and what is its purpose?

_____

Fencer's Name _________________________

INTERMEDIATE BASIC COMPLETE

________

 

 

PATTERN "E"Defensive Blade Actions  

 

In the Basic Pattern the fencer performed the direct attack. In Pattern "E" he defends against this attack using two parries from the six on-guard position and then two more from the four on-guard position. The sequence of parries are listed so that the fencer performs first a direct parry followed by it's companion circular parry. The fencer then changes to a four on-guard and again performs a direct parry followed by the circular parry. It is expected that the instructor will talk about the two directions of blade movement (clockwise and counter-clockwise) and why they are needed to stop disengaging actions. The introduction of the concept, a deceive by disengage, should be very simple at this time, but it will help latter.

PATTERN "F"Thrust Parry Thrust 

 

Pattern "F" combines the actions of attack and defending by requiring the fencer to hit with an attack and then again hit with an immediate parry-riposte. The two purposes of this pattern are to help the fencer learn that he must keep his attention focused even after he has finished his attack and to help the fencer learn to defend in the lunge, when returning to guard position, and with a redoublement.

 

Pattern "F" reinforces what was taught in Patterns "C" and "E" using a slightly more difficult situation. It also prepares the fencer for counter-parrying and other actions made in series. The name "Thrust Parry Thrust" comes from the Hungarian teaching method used for the instruction of positions for hitting, parrying, and hitting again. This pattern differs in that it is more concerned with the movements of attacking, parrying and riposting.

PATTERN "G"Attacking Blade Actions

 

The concepts of attack and set-up are introduced in Pattern "G". It is introduced by first teaching an attack and then using this same attack as the preparation for the next attack. For example, a direct attack in used to score. Then the direct attack is used as a feint and a deceive is added for the hit. Since the direct attack has already been used in several patterns, the beat and feint attacks are introduced. These two attacks are first used for hitting and then changed to a more complex action. The progression is beat attack to beat-disengage. Then feint attack to double-feint attacks. It is during this pattern that the instructor should talk about the concept of one attack being used as a set-up for another.

At the completion of Pattern "G", the fencer has learned five attacks and four defenses.

PATTERN "H"Counter Parries

 

The counter parry pattern had mostly been learned when practicing the Thrust-Parry-Thrust Pattern (F). The only difference is instead of hitting when lunging, the fencer's attack is parried, requiring a counter-parry. In pattern "F" there were two hits in each set of actions and now there is only one. The two patterns are identical except for the parry that stops the first hit.

 

The most important thing to require from the fencer and helper is a good sense of blade tempo. They should be told to listen to the clicking sounds to help build a tempo. Body movements, such as the lunge, should be included in this rhythm (tempo).

THE ADVANCE BASIC PATTERNS

 

 

Everything that that been stated for the Execution of the Intermediate Patterns could be restated here. In the Advanced Basic Patterns more traditional actions, such as pressures and oppositions are practiced. Though there are a few logical set-up situations, these four patterns are mainly designed to develop the simple skills and basic awareness for a variety of common actions.

 

 

PATTERN "I"Pressures

 

A pressures is a preparations, but in Pattern "I" it is taught as a compound attack similar to beat attacks. In the first action the fencer executes a pressure and releases for a direct hit. In the second action the helper counter-pressures (presses back) against the pressure, allowing the fencer to disengage for a hit. This same sequence is followed for the third and fourth actions except the pressures are in the helper's six line and therefore require a change-engagement (disengage and press) to start.

 

PATTERN "J"Oppositions

                                   

            Three separate attacks by opposition and one defense are practice in Pattern "J". The opposition positions of four, circle-six and eight are listed. One yielding parry is practiced so the fencer may know that such a type of parry exists. This pattern tends to be difficult for students who learn to make beat-parries for defense. The instructor should remember that oppositions are again introduced again in Level II and should not get over involved in learning these actions.

 

PATTERN "K"Coupe

 

            Four different attacks with coupe are practiced in Pattern "K". Three of the four actions are compound, requiring a good deal of blade control by the fencer. It is important that the instructor explains both the advantages and problems related to this form of attack.

 

PATTERN "L"Low Line

 

            Two low line attacks and the defenses against them are practiced in Pattern "L". In concept they are simple but in practice they are more difficult.

Minneosta Sword Club

ADVANCE BASIC FOIL PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

COMPLETE

I. PRESSURE PATTERN

1. PRESSURE  4  ATTACK, HIT

On-guard

2. PRESSURE  4  DISENGAGE  ATTACK, HIT

Counter-pressure 4

3. CHANGE PRESSURE  6  ATTACK, HIT

On-guard

4. CHANGE PRESSURE  6  DISENGAGE ATTACK, HIT

Counter-pressure 6

_____

J. OPPOSITION PATTERN

1. FOUR OPPOSITION ATTACK, HIT

On-guard with arm half extended

2. CIRCLE SIX OPPOSITION ATTACK, HIT

On-guard with arm half extended

3. EIGHT OPPOSITION ATTACK

On-guard with arm half extended

4. YIELDING PARRY (ANY) AGAINST CIRCLE SIX       OPPOSITION ATTACK, HIT

Circle six opposition attack

_____

K. COUPE  PATTERN

1. COUPE THRUST LUNGE ATTACK, HIT

Stay on-guard

2. COUPE FEINT DISENGAGE ATTACK, HIT

Parry 4 unsuccessfully

3. DOUBLE COUPE' ATTACK, HIT

Parry 4 then 6 unsuccessfully

4. BEAT 4 COUPE' ATTACK, HIT

Parry 4 unsuccessfully

_____

Note: Fencer, start with point in helper's 6 line for No.1, 2, and 3

L. LOW  LINE PATTERN

1. DIRECT ATTACK TO 7, HIT

Stay on-guard

2. PARRY 7 RIPOSTE, HIT

Direct attack to 7

3. DIRECT ATTACK TO 8, HIT

Stay on-guard

4. PARRY 8 RIPOSTE, HIT

Direct attack to 8

_____

VERBAL ANSWERS

1. WHAT IS A LINE?

_____

2. WHAT ARE THE FOUR TARGET AREAS?

_____

Fencer's Name _________________________

ADVANCED BASIC LEVEL                       COMPLETE

_________

Minnesota Sword Club

ADVANCE  BASIC SABRE  PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

COMPLETE

I. WRIST CUTS

1. CUT TO  INSIDE WRIST (HIT)with SHORT LUNGE

On-guard with arm half extended

2. CUT TO OUTSIDE WRIST (HIT) with SHORT   LUNGE

On-guard with arm half extended

3. UNDER WRIST CUT (HIT)with SHORT LUNGE

On-guard with arm half extended

4. FEINT INSIDE WRIST, DISENGAGE,       HIT OUTSIDE WRIST with SHORT LUNGE

Parry 4 unsuccessfully

_____

J. ATTACKING  BLADE  ACTIONS WITH  MORE  FEINTS

1. FEINT HEAD, LUNGE, CUT OUTSIDE       FOREARM (HIT)

Parry 5 unsuccessfully

2. FEINT CHEST, DISENGAGE, with SHORT LUNGE       CUT OUTSIDE WRIST (HIT)

Parry 4 unsuccessfully

3. FEINT HEAD, FEINT CHEST, LUNGE & CUT       HEAD (HIT)

Parry 5 then parry 4 unsuccessfully

4. FEINT HEAD, FEINT FLANK, LUNGE & CUT                   HEAD (HIT)

Parry 5 then parry 3 unsuccessfully

_____

K. ATTACKING  BLADE  ACTIONS  WITH  BEATS

1. BEAT 4 CUT INSIDE WRIST, HIT with SHORT       LUNGE

On-guard with arm half extended

2. BEAT 4 CUT HEAD, HIT with LUNGE

On-guard with arm half extended

3. BEAT 3 CUT HEAD, HIT with LUNGE

On-guard in flank cut position

4. BACK EDGE BEAT CUT OUTSIDE CHEEK, HIT with       LUNGE

On-guard

_____

L. POINT  ATTACKS

1. POINT THRUST TO  CHEST (HIT)

On-guard

2. POINT TRUST & LUNGE TO CHEST (HIT)

On-guard

3. POINT FEINT TO CHEST, DISENGAGE & LUNGE,       HIT CHEST IN THIRD LINE

Parry 4 unsuccessfully

4. POINT FEINT TO CHEST, CUT OVER, LUNGE,       HIT HEAD WITH CUT

Parry 4 unsuccessfully

_____

VERBAL ANSWERS

1. WHAT IS A LINE?

_____

2. WHAT ARE THE  TARGET AREAS?

_____

Fencer's Name _________________________

ADVANCED  BASIC  LEVEL COMPLETE

_______

 

Minnesota Sword Club

ADVANCE  BASIC EPEE PATTERNS

©1992 Jacobson

FENCER’S  PATTERN Hitting Action

Action of Helper

COMPLETE

I. COUNTER ATTACKS

1. COUNTER ATTACK TO INSIDE FOREARM, HIT

Thrust-lunge, arm at middle height

2. COUNTER ATTACK TO TOP FOREARM, HIT

Thrust-lunge, arm at middle height

3. COUNTER ATTACK TO BOTTOM FOREARM, HIT

Thrust-lunge, arm at shoulder height

4. COUNTER ATTACK TO TORSO W/ OPPOSITION OF        CHOICE, HIT

Thrust-lunge, arm at middle height &        center guard

_____

J. OPPOSITION PATTERN

1. FOUR OPPOSITION ATTACK, HIT

On-guard, arm half extended, middle height

2. CIRCLE SIX OPPOSITION ATTACK, HIT

On-guard, arm half extended, middle height

3. EIGHT OPPOSITION ATTACK

On-guard, arm half extended, shoulder height

4. YEILDING PARRY (ANY) AGAINST CIRCLE SIX        OPPOSITION ATTACK, HIT

Circle six opposition attack

_____

K. PRESSURE PATTERN

1. PRESSURE  4,  ATTACK, HIT

Stay on-guard

2. PRESSURE  4,  DISENGAGE  ATTACK, HIT

Counter-pressure 4

3. PRESSURE 6, COUNTER DISENGAGE ATTACK, HIT

Disengage

4. PRESSURE  6,  PARRY CIRCLE 6 OPPOSITION        RIPOSTE, HIT

Disengage and thrust

_____

L. FEINT ATTACKS

1. FEINT INSIDE WRIST, DISENGAGE, HIT WRIST/ARM

Unsuccessfull parry 4

2. FEINT INSIDE WRIST, COUNTER DISENGAGE, HIT        WRIST/ARM

Unsuccessful parry circle 6

3. FEINT INSIDE WRIST, DISENGAGE, HIT WRIST/ARM

Unsuccessful parry 8

1. FEINT INSIDE WRIST, STAY IN SAME LINE,        DISPLACE OWN ARM & HIT

Unsuccessful counter thrust

_____

VERBAL ANSWERS

1. What are the names of the three most often used lines in epee; what are the other three?

_____

2. What are the target area names; which are close, middle far?

_____

Fencer's Name _________________________

ADVANCE BASIC COMPLETE

_________

 

PATTERN "I"Pressures

 

A pressure is basically a preparation, but in Pattern "I" it is taught as an attack similar to beat attacks. In the first action the fencer executes a pressure and releases for a direct hit. In the second action the helper counter-pressures (presses back) against the pressure, allowing the fencer to disengage for a hit. This same sequence is followed for the third and fourth actions except the pressures are in the helper's six line and therefore require a change-engagement (disengage and press) to start.

PATTERN "J"Oppositions

                                   

            Three separate attacks by opposition and one defense are practice in Pattern "J". The opposition positions of four, circle-six and eight are listed. One yielding parry is practiced so the fencer may know that such a type of parry exists. This pattern tends to be difficult for students who learn to make beat-parries for defense. The instructor should remember that oppositions are again introduced again in Level II and should not get over involved in learning these actions.

PATTERN "K"Coupe

 

            Four different attacks with coupe are practiced in Pattern "K". Three of the four actions are compound, requiring a good deal of blade control by the fencer. It is important that the instructor explains both the advantages and problems related to this form of attack.

PATTERN "L"Low Line

 

            Two low line attacks and the defenses against them are practiced in Pattern "L". They are simply in concept; practice an attack and then the defense against it.

THE TEST

The criterion for "correct execution" in the Intermediate and Advanced Basic Patterns is the proper execution of the sequence without error. Technique will not be on a high level yet since the fencers are very new to the sport. When testing, the instructor should think of the skill level needed for the fencer to start Level I, which repeats the same actions. When testing it should be obvious as to what action was being made and gross errors should not be allowed. All of the basic patterns are designed as preparation so the fencer will be ready to learn on a higher level. Don’t take away the important motivational factor of providing awards by demanding technique in the Basic Pattern that should be developed in Level 1.

SOME TEACHING HINTS

 

The material in the Progressive Pattern System may be used as a guide by the teacher of what is to be included when instructing. It may also be used as learning goals for the fencers. Since the patterns are not lesson plans, the elements of each pattern do not need to be taught in the same sequence as printed. An example of a good teaching sequence for Pattern "E" follows:

 

The parries In Pattern "E" (Parry Pattern) are listed in a way which is strategically important to know and somewhat easy to remember. The first two parries stop an attack to the four line, the third and fourth parries stop an attack to the six line. However, the actions in Pattern "E" are best taught by teaching parry four followed by parry six, both are direct parries. These two movements are the first and third in the sequence of the pattern, but are best taught together. It is then necessary to teach the circular parries.

 

After all four parries had been learned additional practice is still necessary. This is when the Parry Pattern should be introduced. Have the fencer practice parry four and parry circle six as a unit, one parry after the other. The next practice unit to develop should be parry six and parry circle four (from a four on-guard position). Once these two short units are learned combine them into a four-part pattern.

 

Once the concepts of four and six are understood, the students can be taught why the different forms of parrying (direct and circular) are necessary. Since the patterns are not technique-based, it is possible to teach the parries as either beat or opposition parries. Both forms of parrying could be taught, but only one should be tested.

 

The actions for Pattern "F" (Thrust-Parry-Thrust) have been practiced by the students in patterns "C" and "E". Therefore, they are ready to start practicing with minimal instruction.

 

Pattern F reinforces the already learned material, but puts the actions into new sequences. It's purpose is to teach the fencer to be ready to both attack and defend, using a variety of rhythms and body positions. This pattern should be broken down into its four parts, with each practiced separately, and then combined into small sequences before trying to learn the entire pattern.

 

The purpose of Pattern "G" (Attacking Actions) is to practice basic attacks and their associated "set-ups".

 

Each attack should be taught in a traditional way, with the pattern system used to keep the fencer practicing without boredom. Both attacks, the beat and the feint, are practice with an additional disengage added to form a more complex compound attacks. In this case, practicing by starting with the first action and continuing to the last would be ideal.

 

Once the attacks in this pattern have been learned, practiced and the pattern test passed, the instructor may vary the drill by using each attack against the different defenses in Pattern "E". This is just good teaching and indirectly starts the fencer thinking about material in the higher levels.

 

The main reason for the success of the pattern system is that the fencer must memorize a sequence of moves. This memorization is the key to the practice session. The new fencer can understand that practice must continue if the pattern had not been fully learned. It takes many more repetitions to learn a pattern sequence than it does a single movement. The need to remember a sequence makes the beginner practice without boredom.  A new fencer thinks that a movement is learned once it is executed somewhat correctly. He does not realizing that the same movement will be executed poorly when his attention is directed elsewhere, e.g. to the opponent, as it should be in competition. Repetition leads to quality movements when the fencer's attention is directed away from himself.

class=Section3>

 

 

 

 

 

 

 

            In the three Basic Pattern levels a fencer had to develop the skills necessary to successfully pass each test. He then moved on to the next skill and did what was necessary to pass it. The fencer never had to come back to any item he had successfully completed. This is not so in Levels One through Five.

            To successfully complete Levels One to Five a fencer must pass through each pattern four times. The first two times the acceptance standard is that of only reasonable ability and is called "Acceptable". For the remaining two repetitions the standard required is much higher for technique, tempo and distance. No longer is acceptable quality accepted. Excellence is demanded and "Excellence" is what the skill level is called.     

 

            The first time a fencer learns a pattern he is tested and passed by his coach. After all four patterns in a level have been passed, he then must practice all four as the "Combined Pattern", which is the second repetition. It is for the "Combined Pattern" that the fencer must really learn the pattern well since he will have to perform it in front of a panel of examiners to pass. The fencer repeats this process until Level Five's "Combined Pattern" is passed. Then the fencer starts with Level One again. This time, the third repetition, the quality level is much higher and again the coach tests each pattern. The fourth repetition is when the fencer practices the "Combined Pattern" for "Excellence" and is again tested by a panel.

"ACCEPTABLE" and "EXCELLENCE" STANDARDS

Levels One through Five have two standards of quality. The purpose is to require the new fencer to keep practicing up to a level that is difficult but possible to reach. Latter in their development higher levels of achievement of the same skills will be demanded.

Look on the top right part of any of the five forms where the words "Acceptable" and "Excellence" are written (levels 1,2,3,4 & 5). Under each, in two columns, are blank lines
(___  ___), which the instructor initials to show the successful completion of a pattern. The left line of the two is initialed when the fencer passes the "Acceptable" test. The right line is initialed when he passes the "Excellence" test.

The difference in the quality of execution between "Acceptable" and "Excellence" is based on the severity of the tests. The purpose is to keep the fencer practicing and developing his skills from the gross to the refined. The biggest problem for some coaches is in accepting less then perfection in the "Acceptable" standard and so frustrating their own fencers. The "Excellence" standard is tested only after all levels of "Acceptable" have been learned and successfully passed. Then perfection is demanded.

A fencer who has practiced regularly will probably be in his second year of fencing when he completes the fifth levels under the "Acceptable" standard. Private lessons are the necessary element in developing the qualities needed for the "Excellence" standard. Everything is directed from the beginning so that the fencer will eventually reach a high level of skill. Using the "Acceptable" standard is just the early part of achieving this high standard of technical excellence. And never forget, the patterns are only one part of the larger teaching-learning process.

                                                                                                                        T. Nynas

 

 

 

 

 

            A fencer who reaches Level Five is fairly experienced. Not only has he finished all the previous levels but he should have had many other learning experiences as well, i.e. individual lessons, free fencing, and competition.  Level five is designed to teach the fencer strategies emphasizing second-intention, counter-time and distance. The fencer should know a wide variety of attacks and defenses and understands the need for observation, concentration and strategy. What remains is to learn the more difficult strategies of the sport. This section is designed to help develop these strategies.

            To complete the Foil Pattern System, the final pattern was designed to help the fencer independently structure his own personal learning situation.  This is accomplished by having the fencer write his own pattern.

 

 

 

 

 

HOW TO USE THE FORM

            The form for Level Five is similar to the ones used in the preceding levels, except for one major difference. The style of execution is different for each pattern. The first pattern of this level is structured in the same manner as the first pattern in Levels One and Two. The second pattern changes slightly to a style similar to that used in the third and fourth patterns of Levels One and Two. Pattern Three is structured in the style of Levels Three and Four. The last pattern's design is up to the fencer, since it is he who will develop the contents and structure of the pattern.

 

 

 

 

Minnesota Sword Club

LEVEL FIVE FOIL PATTERNS

©1992 Jacobson

FENCER’S  PATTERNHitting Action

Actions of Helper

Acceptable

Excellence

XXI. COUNTER TIME

A. DIRECT ATTACK, HIT B. ADVANCE, PARRY 4 RIPOSTE, HIT

One advance into lunging distance Direct attack

C. FEINT 4 ATTACK, HIT IN  6 (FEINT IN TEMPO) D. ADVANCE, PARRIES 4 TO 6 RIPOSTE ,HIT

Advance & parry 4 Feint 4, disengage to 6

E. FEINT 4 TO 6 TO 4 HIT F. DIRECT ATTACK WITH OPPOSITION OR CLOSE-OUT, HIT

Advance, parries 4 to 6 Start  feint 4 to 6 to 4

_____

_____

XXII. SECOND INTENTION

A. DIRECT ATTACK, COUNTER PARRY 4  RIPOSTE,  HIT B. PARRY 4, DISENGAGE RIPOSTE, HIT

Parry 4 Direct attack, counter parry 4

C. BEAT 4 ATTACK, COUNTER PARRY 4  RIPOSTE, HIT D. PARRY 4, DISENGAGE RIPOSTE, HIT

Parry 4 Beat 4 attack, counter parry 4

E.  4 OPPOSITION ATTACK, CIRCLE  4  OPPOSITION          PARRY RIPOSTE, HIT F. CIRCLE 6 PARRY, COUNTER DISENGAGE RIPOSTE, HIT

Circle  6  parry   4 opposition attack, circle 4  opposition par.

_____

_____

XXIII. DISTANCE DECISION

A. ADVANCE  or  ADVANCE then FEINT 4 ATTACK, HIT   or           ADVANCE then PARRY 4  RIPOSTE, HIT

Retreat  or  stay on guard & parry 4  or             attack into advance by direct attack

B. ADVANCE  or  ADVANCE then BEAT 4  COUPE ATTACK,         HIT  or  ADVANCE then ANY PARRY RIPOSTE, HIT

Retreat  or  stay on guard & parry  4  or             attack into advance by beat

C. ADVANCE  or  ADVANCE then PRESSURE 4 DISENGAGE         ATTACK, HIT   or   ADVANCE , PRESSURE 4 then          PARRY 6 RIPOSTE, HIT

Retreat  or  stay on guard & counter-press             or  disengage-lunge avoiding the            pressure

_____

_____

XXIV. FENCER'S CHOICE  (Develop a new pattern of your own)

A. B.

C. D.

E. F.

_____

_____

XXV. COMBINED PATTERN

_____

_____

Fencer's Name ____________________

 

Minnesota Sword Club

LEVEL FIVE SABER PATTERNS

©1992 Jacobson

FENCER’S  PATTERNHitting Action

Actions of Helper

Acceptable

Excellence

XXI. COUNTER TIME

A. DIRECT CUT HEAD, HIT B. ADVANCE, PARRY 5 RIPOSTE FLANK, HIT      (counter time)

One advance into lunging distance Direct cut head

C. FEINT HEAD CUT FLANK (feint in tempo) D. ADVANCE, PARRIES 5 TO 3 RIPOSTE, HIT  (counter time)

One advance & parry 5 Feint head, cut flank

E. FEINT HEAD CUT, FEINT FLANK, CUT HEAD, HIT      (feint in tempo) F. DIRECT ATTACK INSIDE WRIST, HIT, RETREAT

One advance, parries 4 to 3   Feint head

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XXII. SECOND INTENTION

A. DIRECT CUT HEAD, COUNTER PARRY 5, RIPOSTE      HEAD, HIT B. PARRY 5, RIPOSTE with FEINT HEAD CUT, FLANK CUT

Parry 5   Direct cut head, counter parry 5

C. BEAT 4 CUT HEAD, COUNTER PARRY 5, RIPOSTE      HEAD, HIT D. PARRY 5, RIPOSTE with FEINT HEAD CUT, FLANK      CUT, HIT

Parry 5   Beat 4 cut head, counter parry 5

E.  ADVANCE AND OPEN OUTSIDE WRIST, PARRY 3,       RIPOSTE with FEINT HEAD RIPOSTE,  CUT OUTSIDE       WRIST, HIT F. ADVANCE AND OPEN OUTSIDE WRIST, PARRY 3        RIPOSTE with FEINT HEAD, CUT OUTSIDE WRIST, HIT

Advance and open outside wrist, parry 3,       riposte head   Cut outside wrist, recover from lunge &        counter parry 5

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XXIII. DISTANCE DECISION

A. ADVANCE  or  ADVANCE then FEINT HEAD, CUT CHEST,  HIT or  ADVANCE then PARRY 4  RIPOSTE HEAD, HIT

Retreat  or parry 5  or  attack into advance to inside wrist

B. ADVANCE  or  ADVANCE then BEAT 4  CUT FLANK, HIT,         or  ADVANCE then PARRY 4 RIPOSTE HEAD, HIT

Retreat  or  stay on guard then parry 4  or             attack into advance by beat

C. DOUBLE ADVANCE  or  DOUBLE ADVANCE and FEINT HEAD, CUT CHEST, HIT   or  DOUBLE ADVANCE , PARRY 5, RIPOSTE HEAD, HIT

Retreat  or  parry 5  or  cut head

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XXIV. FENCER'S CHOICE  (Develop a  new  pattern  of  your  own)

A. B.

C. D.

E. F.

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XXV. COMBINED PATTERN

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Fencer’s Name _______________________

 

Minnesota Sword Club

LEVEL FIVE EPEE  PATTERNS

©1993 Jacobson

FENCER’S  PATTERN Hitting Action

Actions of Helper

Acceptable

Excellence

XXI. COUNTERTIME

A. TWO AGGRESSIVE ADVANCES & STOP (no thrust),                   THRUST AT WRIST, HIT B. TWO RETREATS, FEINT 4 with half lunge, PARRY 4,                   RIPOSTE, HIT

Two retreats, direct attack to chest   Two aggressive advances &  stop, thrust

C. THRUST AT THIGH WITH HALF LUNGE & LOW HAND,                   RECOVER AND HIT WRIST  (counter  time) D. STOP-HIT TO MASK, CIRCLE 6 PARRY, HIT  ANYWHERE

Stop-hit towards  mask with SHORT  lunge   Thrust at thigh with half lunge & low hand,        recover and redirect point at wrist

E. SHORT LUNGE WITH SLIGHTLY LOW THRUST,                   RECOVER AND CHANGE TO HIGH HAND POSITION, HIT F. THRUST WITH SHORT LUNGE, CIRCLE 8 OPPOSITION                   ATTACK TO CHEST

Thrust with lunge   Short lunge with slightly low thrust, recover        and change to high hand position

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XXII. FEINT-IN-TEMPO

A. THRUST AT WRIST ON 2nd ADVANCE, CIRCLE 6                   OPPOSITION ATTACK, HIT B. RETREAT, COUNTER-THRUST AT WRIST,   DISENGAGE, HIT                    (feint-in-tempo)

Thrust on attacker’s second advance   Advance, thrust at wrist on 2nd        advance, parry 4

C. FEINT ON LUNGE, IN LUNGE PARRY 4 RIPOSTE TO                   SHOULDER, HIT D. FEINT TO INSIDE WRIST, DISENGAGE, HIT (feint-in-                  tempo)

Thrust to inside wrist   Feint on lunge, in lunge parry 4 riposte

E. TWO AGGRESSIVE ADVANCES & PAUSE, 8  OPPOSITION                   WITH SHORT LUNGE TO CHEST F. FEINT TO WRIST, DISENGAGE WITH LUNGE AND HIT TOP                   OF WRIST

Short lunge to wrist (hand a little low)   Two aggressive advances & pause, 8        opposition with short lunge

XXIII.  DISTANCE  DECISION

A. ADVANCE  or  ADVANCE then FEINT (WRIST ) ATTACK, HIT             or  ADVANCE then CIR 6  OPPOSITION PARRY RIPOSTE,             HIT

Retreat  or  stay on guard & cir 6            opposition parry  or direct attack into    advance

B. ADVANCE  or  ADVANCE then BEAT 4 ATTACK  TO WRIST             or  ADVANCE then STOP HIT TO WRIST, HIT

Retreat  or  stay on guard  or             attack into advance by beat

C. ADVANCE  or  ADVANCE then PRESSURE 4             DISENGAGE  ATTACK,  HIT  or   ADVANCE , PRESSURE 4             then 6 OPPOSITION  PARRY  RIPOSTE, HIT

Retreat  or  stay on guard & counter-press        or  allow pressure then        disengage-lunge

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XXIV.  FENCERS  CHOICE  (DEVELOP A NEW PATTERN OF YOUR OWN)

A. B.

C. D.

E. F.

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XXV. COMBINED PATTERN

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Fencer’s Name _____________________________

 

 

 

LEVEL FIVE

 

 

PATTERN XXI (21)  COUNTER-TIME  

           

            Pattern 21 is executed in a manner similar to the patterns in Levels One and Two, in that the actions in both columns are performed by the fencer and then mimicked by the helper. However, the footwork is different.

 

For part "a" the attacker makes a simple direct attack, an advance-lunge with a thrust. After being hit, the helper retreats to the original distance. Then, the fencer again advances, but in an on-guard position to invite the helper to attack. The helper executes a direct attack by lunge the moment he sees the fencer starting his advance. The fencer is being attacked while he is advancing. He makes a parry-four-riposte for the hit. This is the first counter-time action of the pattern.

 

For part "b" the attacker again makes an advance-lunge and scores with a feint attack. The helper cooperates by unsuccessfully parrying four and then retreats to the starting distance while he waits for the fencer to start his advance. With the advance, the helper launches his feint attack. The fencer makes a parry-four and again stops his forward movement with the completion of the advance. The helper avoids the parry with by disengaging to the six line, but is stopped by the fencer's parry-six. The helper is hit with an immediate riposte. (For the sake of knowledge, the helper executes a feint-in-tempo action against the fencer's counter-time. However, the fencer stops the feint-in-tempo action with a compound parry (parry four followed by a parry six).)

                 

For part "c", the situation is the same as for parts "a" and "b", except that a beat attack is substituted for the direct and feint attacks.  Again, the fencer makes an advance-lunge and scores, this time using a beat four attack. The helper retreats to the correct distance and waits for the fencer's advance. With the advance he attacks using a beat four. The fencers stops his advance, parries four and scores with a direct riposte.

 

            It must be remembered that with these counter-time actions the fencer is expecting the attack into his preparation (advance). Because of this he can respond correctly despite the quickness of the attack. Also, it must be remembered that the three parts, "a", "b" and "c", of this pattern must be executed as a sequence. There should be no stops between parts and a definite rhythm must be established for the entire pattern.

 

Additional Explanation:

            A counter-time action is one in which a fencer draws the opponent’s attack into his own preparation. In the pattern, the fencer hits by advancing into the opponent's lunging distance, to draw the attack, but with the plan to parry it away. The fencer is not waiting to be attacked; he is creating the time in which it will happen.

           

            The feint-in-tempo is a method of delivering a hit against a counter time action. Basically, it is the concept of, "I know that you know what I'm going to do, so I'm going to mislead you and use your set-up against you". The fencer starts his attack to draw out the counter time defense, deceives the defensive action and scores.  The feint-in-tempo is just a feint attack, but since it is a planned set-up against another planned set-up, the counter-time action, the name of feint-In-tempo is used.

 

            A defense against the feint-in-tempo is a compound parry (more then one parry by the same fencer). The advance into distance with the compound parry is planned and so again is a counter-time action. In the pattern, the defender allows the first parry to be deceived, but the fencer stops the attack with the planned second parry.

 

The set-up situation could be further developed with another disengagement that avoids the second parry. The hit would occur by using three actions for the attack. The attacker's weakness lies in using this long sequence that may be taken advantage of by making a well-timed simple attack into the first feint (attack into preparation). However, Pattern 21 does not follow this sequence due to the difficulty of young fencers to properly execute it. The timing must be perfect. To continue the sequence of counter set-ups, the logical next action against the direct attack would be a simple parry-four-riposte. This is a repetition of the first action of the pattern and restarts the sequence of strategy just described. Recycle through the sequence any number of times.

T. Nynas

PATTERN XXII (22)SECOND- INTENTION 

The strategy of Second Intention is one of using a defender's defense against himself. The fencer's first intention is to let the helper successfully defend so that he can then use a counter-parry, his second intention, to score.

 

Pattern 22 is executed similarly to Pattern 21. That is, the fencer first executes the sequence of action from the left column of the form for the first hit. The helper then mimics the action he was just hit with, but is then hit with the actions listed in the right column.

 

A major difference in this pattern from all others is that the left column describes a set of counter actions by both the fencer and helper.  Each set is a second intention attack so the hit is after the fencer's counter-defense. For example, part "a", (direct attack, counter parry 4 riposte) requires the helper to make an unstated parry four against the direct attack so the fencer may then make a counter parry and riposte. Only the fencer's actions are listed. The helper's actions must be figured out as the logical action for the series.

 

The right column of actions describes how the fencer scores against the set-up in the left column. Here it would be a deceive of the counter parry (parry 4 disengage riposte). The helper executes the second-intention actions so the fencer may practice scoring against such tactics.

 

Part "b" is not a logical set-up of "a", as it was for Pattern 21. There is no carry over from part to part in this pattern. Parts "b" and "c" operate in the same manner as described for "a".

 

Part "a"- The pattern is started by making a direct attack. The fencer's first intention is to let the helper to successfully parry and therefore stop the attack. The helper ripostes, but finds that the attacker is coolly waiting in the lunge position with his second intention of counter parry four and riposte. After the fencer's successful hit the helper retreats to the starting distance and then tries to executes the same set of second intention action. The fencer sets a counter trap because he knows what is coming. He scores with a parry four disengage riposte. The helper is hit in the lunge position while making the unsuccessful counter parry.

 

Part "b"- The next attack is similar to "a".  It differs only in that a beat attack is now used to draw the helper's parry. The fencer uses a beat four attack with an advance lunge. The helper parries it and ripostes. The fencer waits in the lunge position and counter-parries four, finishing with a direct riposte. The helper then retreats to starting distance and tries to execute the actions he had just been hit with. But, again, the fencer knows what is happening and so deceives the attempted counter parry to score with a parry four disengage.

 

Part "c"- It differs in the type of blade actions used. The first intention action is a four-opposition attack. The helper parries with a circle six opposition parry and then finds that he is hit with the second intention action of circle four opposition and riposte. Never learning, the helper retreats to starting distance and again tries to execute the set of actions he had just been hit with. The fencer parries the attack and avoids the second intention circle four opposition parry with a counter disengage and riposte.

 

           

            The footwork for the second intention pattern is fairly simple. The fencer makes only an advance-lunge. The phase of parry and counter parry is made in the lunge. The attacker may make either a full lunge or a three quarter lunge. The fencer stays in the lunge position as the helper closes the distance, if necessary, with the supposed purpose of scoring by riposte. The riposte is stopped by the fencer's counter parry. This same procedure is occurs when the helper starts his second intention action, but the parry-disengage causes the helper to be hit while he is in the lunge position.

 

            The difference between "Acceptable" and "Excellence" standards is only in the quality of execution. Technical skills should be good for "Acceptable" since the fencer has been able to reach this level. For the "Excellence" level, technical skills should be excellent.

 

 

 

T. Nynas

PATTERN XXIII (23)DISTANCE  DECISION

            Pattern #23 was first introduced in Level Three as part of its overall situation. It was a matter of the helper occasionally retreating to open the distance and so stopping the attack. In this pattern distance becomes the focal point. The distance situation is more complex here due to the greater number of possible choices.

             The fencer making only the actions listed in the left column executes this pattern. The helper performs the actions listed in the right column. Since it is a choice (option) situation, the fencer must hit six times for each situation ("A","B" and "C") before moving onto the next. A total of eighteen hits are needed to complete the entire pattern.

The fencer does not know which of the three possible actions in the right column the helper will execute at any particular time. The retreating action, to keep the distance open, must be used at least two times for each set of six attacks, but does not count as one of the six hits. There are only two ways of hitting, but three situations. All three options must be used during each set of six hits.

                       

The purpose of this pattern is to force the fencer to concentrate on the ever-changing distance relationship between himself and the opponent. A fencer must always be able to determine if the opponent is: 1. moving away from him, 2. maintaining a constant distance, 3. allowing him to close the distance, or 4. closing the distance on him. In this pattern, three of the four situations are used. Opening the distance past advance-lunge distance (number 1 listed above) means no chance of purposeful blade actions and so is not included.  Number 2 occurs when the helper retreats with the fencer's advance and so maintains the constant distance. The fencer can close the distance (3) and hits with a lunge if the helper stays at the on-guard position. The fourth situation occurs when the helper attacks into the fencer's preparation (into the fencer's advance) therefore closing the distance on him. The fencer must score with a defensive action.

The three situations set-up by the helper are:

1. If the helper retreats with the fencer's advance, the fencer stops before starting a new preparation (advance). This does not count as one of the hits required for completing the pattern.

2. If the helper stays at the starting on-guard position, he will unsuccessfully parry, allowing the attack to score with a lunge.

3. If the helper attacks (slowly) into the beginning of the fencer's advance, the fencer must stop before lunging and parry-riposte for the hit. The fencer may choose which defense to uses, as long as it is appropriate to the situation.

 

The fencer starting with an advance and feint executes Part “A”. The helper may retreat with the fencer's advance and therefore keep the distance open, stopping the attack. This requires the fencer to restart another feint attack. Again the helper could retreat or choose one of the two other options. If he chooses to keep his ground (stay in place), he must parry four in a way that allows the attacker to disengage and score. (Don't forget that the helper always performs his actions in a way that helps the fencer to be successful.) If however, the helper chooses to execute a (slow) beat attack against the feint, then the fencer must not lunge or step forward (the helper is lunging), but instead parries four and ripostes to score. This is repeated until the fencer hits six times using the three situations in a random order. Then, situation "B" is started.

Part "B" is the same as "A" except that a beat coupe’ attack is substituted for the feint attack. If the helper maintains his ground, he will make an unsuccessful parry four which is deceived by the coupe’ for the score. If the helper makes an attack (slowly) into preparation by lunging off the attacker's beat, the fencer must stop and parry 4 and riposte. Once six hits are finished for "B" then "C's" attack is used.

Part "C" follows "A" and "B" in concept. When the fencer advances with a four pressure, the helper may retreat or counter-press (presses back). The counter-press allows the fencer to disengage to the helper's six line, which is open. If the helper instead deceives the pressure by disengage and attacks, the fencer must finish his advance and parry six-riposte. After six hits the pattern is completed.

 

The key to successfully executing the actions in pattern 23 is in closing the distance with light, relaxed advances. Such movements enable correct balance and do not produce forward momentum. This enables the attacker to stop his forward movement when the helper either attacks into his preparation or retreats. It also allows the fencer to continue into the lunge if the helper remains at the place of on-guard. When executing the pattern for testing, the only difference in performance between the "Acceptable" and "Excellence" standards is in the degree skill required.

 

PATTERN XXIV (24)FENCER'S CHOICE 

            A person who has passed patterns prior to Level Five should be a fairly knowledgeable and skilled fencer. However, two things remain. The fencer has to develop the true quality of technique needed of a skilled fencer, which is what the excellence level is for, and he needs to develop independence from pre-established programs, such as the pattern system. This independence means the learner is capable of tailor making a learning situation which meets his own particular needs in his own development. Pre-established programs are good, but cannot always be correct for everybody all the time. Therefore, the fencer must create his own program, which he then masters.

            The task in pattern #24 is for the fencer to create his own pattern of six hits. The style of the new pattern is up to the fencer. It depends on what the fencer wishes to practice and learn. On the Level Five Form, A, B and C are written, but it is not a necessary requirement. The only condition imposed is that there must be at least six actions that hit.

            In this manual three basic types of patterns are used: sequential strategy (Patterns 1, 2, 6 and 21), basic technique (Patterns 3, 4, 6, 7, and 8) and choice learning (Levels Three and Four). A fencer may use one of these types of patterns or create his own. He should try being creative. Design several different patterns and then use the best. Designing a pattern can be a lot of fun if one looks at it as an enjoyable, challenging experience.

THE TEST

            The tests for Level Five are the same as for the earlier levels. However, the procedure for the first two patterns (21 and 22) requires six hits each, since they follow the system of Levels One and Two. That is, the fencers execute each action once, from the first to the last in sequence. The procedure changes for the third pattern (23) to the method used in Level Three. Eighteen hits are required to complete the pattern, six per part (a, b and c).

            All actions should be made slowly and rhythmically, with the helper doing whatever is necessary to aid the fencer in passing the exam. No mistakes in executing the sequences may be permitted. The fencer must show all of the qualities required in the earlier levels. The fencer's execution of each pattern is tested independently of the others by the fencer's coach. They are repeated in the Combined Pattern and tested by a panel of examiners, none being the fencer's coach.

Testing for the "Excellence" standard is the same as for the "Acceptable" Standard. The only difference is in the different quality of performance expected. At Level Five technical skills should be quite good for "Acceptable" and excellent for the "Excellence" level.

            In many ways, testing for Level Five is the most difficult. The reason is that the fencers can mechanically go through the test and perform it well if they have good technique. Since these patterns are strategic, they must show feeling in the movement and timing of the actions. For example, a counter-time action can have a simple advance to draw the counter action. This advance can be done too slowly, too aggressively, and in many other incorrect ways; though the required movement is made. There must be a feeling to the action that would really draw in the attack.

 

SOME TEACHING HINTS

            Level Five is probably the most difficult level to teach for most instructors. The fencer should have no difficulty in memorizing the patterns. The problem is in teaching the feeling of counter-time and second intention. In these actions are found the true nature of fencing, the real gamesmanship which has to be extrapolated to other actions and set-ups not listed in the pattern system.

            For the fencer who must create his own pattern, the greatest problem is in deciding what the pattern should accomplish. The most helpful suggestion is that he first decides what skill he personally needs to develop. By choosing this personal need, the question of "what" is answered and the writing and later practice has intrinsic motivation.

 

 

 

 

TEST PROCEDURE

 

            The correct procedure for examining the "Combined Pattern" should be by a panel of two or three examiners on a pre-announced day every month or two. The test should take place in a gym or adequate room with little surrounding annoyance. A testing committee should be made up of members from different clubs/schools who are all in the same local area, such as a city. Examiners from other areas are welcome, but should not be expected to attend regularly. At this time, any Instructor, Prevost or Master may be asked to be an examiner. A fencers who have been certified as examiners may also be asked to judge on testing days.

            A fee for taking the exam is in accordance with custom. The examiners should be paid for their expenses, time and trouble. The testing fee and examiners fees may be of any amount. It is the responsibility of the fencer to supply a helper. The helper is extremely important and should have worked with the fencer

            The fencer must be allowed a minimum of two attempts in succession to pass. Similar to competition, fencers need to control their emotions to properly execute a "Combined Pattern". Many students will be excited and screw up the first attempt, take a deep breath and then fly through their second chance to pass. If the examiners wish, they may allow a third attempt at passing. This should occur only if they feel that the extra attempt will make a real difference.

            For a fencer to successfully pass the "Combined Pattern Test" check marks must be written in every box under the "Correct" heading of the testing form. One check under the "Not Correct" column means not passing. If there are only two examiners and they disagree, they must have a conference to make a single decision. If there are three examiners then the majority will rule. The testing committee tests Levels One through Five for both the "Acceptable" and "Excellence" standards. They do not test the Basic Patterns since the student’s instructor tests them.

            In competition, it does not matter how the fencer makes an actions, only that he achieves the goal of placing the correct part of the blade on the appropriate target. For a pattern test, it only matters how the fencer performs. The examiners must look to see if the fencer:

1. Executes the correct sequence of actions,
2. Uses distance appropriate to the situation,
3. Relates his blade tempo to the opponent's,
4. Maintains proper balance,
5. Shows a definite smooth rhythm in movement, and
6. Uses techniques (not meaning style) that are acceptable or excellent.

.

A note on testing technique: Don't confuse style (i.e. the French Style or Italian Style) with basic technique necessary to make an action. For example, a disengage three feet wide is a poorly performed movement in any style; a lunge where the fencer leans way over his front knee is not considered adequate either. If items one through five listed above are well performed then technique probably is adequate. For the excellent standard all technique should be “excellent”.

             A test by an examination board tends to encourage a fencer to practice a great amount. The student will not want to return another time to take the same test. No student ever fails a pattern’s test; he just hadn't passed yet. Passing is a real accomplishment since people other then the fencer’s own coach will say he did well. This type of testing procedure creates a tremendous feeling of achievement for the passing student.

 

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