{"id":1237,"date":"2010-03-12T20:05:37","date_gmt":"2010-03-13T04:05:37","guid":{"rendered":"http:\/\/www.puckandmary.com\/blog_puck\/?p=1237"},"modified":"2010-03-12T20:05:37","modified_gmt":"2010-03-13T04:05:37","slug":"using-classical-phrasing-to-teach-the-spanish-attacks","status":"publish","type":"post","link":"https:\/\/www.puckandmary.com\/blog_puck\/2010\/03\/using-classical-phrasing-to-teach-the-spanish-attacks\/","title":{"rendered":"Using Classical Phrasing to Teach the Spanish Attacks"},"content":{"rendered":"

\"\"<\/a>When a classical instructor from my tradition introduces new techniques each fencing action is taught individually with a focus on form, distance, and timing.\u00a0 Too much emphasis on individual actions can create fencers without depth or the ability to react tactically within the moment.<\/p>\n

One of the teaching methods used later in the process is the building of extended phrases of actions to challenge the student. \u00a0 The instructor continually pushes the student with progressively more difficult actions executed in situations more like actual fencing.<\/p>\n

By creating an extended sequence, the student is asked to perform at a higher level. \u00a0Form, Distance, and Timing are still critical and actions executed in extended phrases help to prepare the student for the rigors of the bout.<\/p>\n

The 5 Spanish Attacks<\/h1>\n
    \n
  1. Thrust<\/li>\n
  2. Half Cut<\/li>\n
  3. Half Reverse<\/li>\n
  4. Circular Cut<\/li>\n
  5. Circular Reverse<\/li>\n<\/ol>\n

    (For more on the Spanish Attacks read Mary’s\u00a0Ettenhard Translation<\/a> )<\/h4>\n

    Our students have been working on these attacks in different situations for the past 9 weeks. \u00a0At times a focus on technique can feel scripted. \u00a0While important, technique building work (like repeated lunges in the Italian tradition) may not reflect the action-reaction dynamic that occurs in actual fencing.<\/p>\n

    By developing a sequence of actions, we provided the students with a glimpse of how a fight could progress and gave some sword-in-hand insight into different choices that could be made in the phrase based on the adversary’s action.<\/span><\/h4>\n

    “If he does this, you can respond with this<\/em>.”<\/p>\n

    “If he does this instead, consider this response.<\/em>“<\/p>\n

    Asking your fencers to consider different tactical options and to think critically about fencing theory in actual practice will create better fencers. \u00a0Learning to read and adapt to your adversary is one skill that requires attention and practice. \u00a0There is no substitute in a sword fight for good problem solving skills!<\/p>\n

    Creating an Extended Phrase<\/h1>\n

    My goal was to include each Spanish attack once during the different mutations of the phrase.<\/p>\n

    A Guide to My Fencing Notation<\/strong><\/p>\n

    Each action is notated once in sentence form as I would call it in a lesson. \u00a0Then I briefly notate the action again by Movements which is a more Spanish approach. \u00a0The Spanish notation provides us information about time as well.<\/p>\n

    Example:<\/strong><\/p>\n

    “X. Sentence describing some fencing action…”<\/em><\/p>\n