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Guy frequently keeps this blog updated with thoughts, challenges, interviews and more!

Tag: learning

GaleazzoVBoucicault

Swordfights are resolutely, absolutely, analogue. It is random, chaotic, non-linear to a degree. But for centuries, millennia even, man has been imposing order on the chaos, cataloguing the actions, naming the techniques, systematising the Art of Combat. This begins with taxonomy- such as naming the positions swordsmen use or find themselves in, the blows that they strike, and the various ways in which they defend themselves. Understand this though: there are really no hard and fast rules. If I am in position A, and you are in position B, and I attack with a strike X and you are supposed to defend with action Y, you might do the right thing and win, or do the right thing and lose, or do the wrong thing and win, or do the wrong thing and lose, or do nothing and win, or do nothing and lose, or do any of the above and come to no conclusion.

I have consulted for enough game designers to know that the only accurate answer to any of their questions is “it depends”, but what they need and demand is a hard and fast instruction: if X, do Y. Games are, in their underlying mechanics, always digital. And usually binary. So making a sword fight in a game model a sword fight in reality is basically impossible. It can’t even be done sword-in-hand at the Salle, even if we were using sharp swords, because the critical stress of having someone actually trying to kill you is absent. But we can make the game such that the action sequences in the game model those in the source material precisely. The game can represent the ideal of the Art in a way that cannot be replicated in messy reality. So we cannot be accurate, but we can be true.

Let’s look at the blows of the sword. Fiore describes “seven blows”, six cuts (forehand and backhand, descending, rising, and across the middle) and the thrust. The thrusts are “of five types” (forehand and backhand, rising and descending, and one up the middle). So a total of eleven defined blows. He even goes so far as to determine the paths of the blows: fendente (descending), for instance, “breaks the teeth, exits at the knee, leaving a sign of blood”.

Fiore's lines for the descending blows.
Fiore's lines for the descending blows.

There is our paintbox: the multiple possible strikes broken down into two main types (cut and thrust), further subdivided into forehand and backhand, then again into seven lines. The rising thrust is neither forehand nor backhand. This is a gift to game design, as we can just use these ready-made definitions. And our game has all of the cuts exactly as described. We reduced the thrusts to just forehand and backhand, as we would otherwise be swamped with blow options, and in practice sword-in-hand, the critical distinction to make when defending against a thrust is the side from which it originates.

Every now and then in freeplay, someone will actually use one of the blows, just like in the book. It does happen. Every now and then. But usually the line is a little off, the exact path not quite as illustrated. So then what? When does a mandritto (forehand) become a roverso (backhand)? Where is zero? And how many people have perfect plumb and can see exactly where the line goes? And when does a fendente (descending blow) become a mezano (middle, horizontal, blow)? At five degrees above the horizontal? 15? Of course, in real life, experience and training tell you when you can treat a blow as if it were a fendente, and when you must treat it as a mezano, taking into account a hundred extra details, of which its path is just one. Beginners learn the rules and follow them precisely or fail. Advanced students break the rules successfully all the time. Swordsmanship is a spectrum phenomenon.

So let us think of the light spectrum. It is obvious that purple is not blue is not green is not yellow is not orange is not red. But where exactly does blue become green? In this area only judgement can answer, and it will vary from person to person, without anyone being demonstrably right or wrong. But for the purposes of children playing with paints, or indeed teaching beginners swordsmanship, the spectrum is useless. We take exemplar versions of the thing in question and treat it as the thing itself. The blue in the tube of paint, the line of fendente in the book before us, become the “correct” version, the only true one. And this is what happens when swordsmanship meets game design. Nuance is lost, the thousand thousand subtle variations and shades are forced together under one lump heading. And that is fine, it’s what we do for beginners every day in the Salle.

The over-simplifications we use for communicating the Art to beginners are useful. So while a game based on swordsmanship cannot ever truly replicate the Art, there is no doubt in my mind that it is possible for such a thing to be a fair representation of the Art in another medium. Simulators for flight training are not flying, but they are very useful in pilot training. The difficulty we face when translating analogue swordsmanship to digital gaming is precisely where to draw those lines, how to chop up the spectrum into a paintbox.

The blows were an easy example. Flowcharts of move and countermove are much, much harder. Not least as they presuppose that every technique attempted will be a reasonable facsimile of the technique intended, something which anyone who has ever seen a fencing match, let alone a real swordfight, knows is pretty unlikely. Deriving general rules from the Art to the game is not hard— most swordsmanship styles have at their base a “if he does this, do that” heuristic structure. But any decent game must allow a degree of uncertainty. In our game, when the imaginary attack and parry meet, there is a built-in randomizer that determines whether the attack was beaten wide or remains close— so determining whether the defender can strike freely or must enter in. Neither player can control this, though the defender is in a better position to affect it. (When Samuli, the designer, told me about this over the phone I called him a genius. He did not disagree.)

We also introduce uncertainty by limiting the number of cards in the player’s hands. This reduces the number of blows the players can make, in a way that is not realistic, but it is a necessary condition of the game. If we allowed every player to make every blow, whenever they felt like it, there would be no gameplay. Instead, we would have an endless round of bish-bash-bosh, with no real structure or tactics. It would also be impossible to hold all those cards in your hand at once.

Within the constraints of a card game, there are compromises that have to be made, that are unnecessary when holding a sword. But on the other hand, there are compromises we make in training to avoid killing our training partners that are rendered unnecessary by the non-lethal nature of the cards (we will have killer art, but not killing cards). I will be discussing all these at my Realities of Steel lecture at Ropecon on Saturday 27th July, and we will be demoing the game there on Friday and Saturday from 4-6pm, and on Sunday from 12-2pm. You can also find the game's Facebook page here; we are working on the website even now. At the end of the month we expect to go live with an Indiegogo campaign to raise the funds to finish the game: the mechanics are done, but we will need pots of cash to finish the artwork, and for printing and shipping. Save your pennies, and watch this space!

Way back in the dawn of time when I came to Finland to open my school, my research into historical swordsmanship was at a very early stage. But we all have to start somewhere. As I wasn’t sure whether to focus on Vadi or Fiore I included elements of both systems in the material I taught my students. After a couple of years we dropped Vadi to focus on Fiore. It took about nine years to get that system solid enough to build on. So then I returned to Vadi (as most of you will probably know), and instead of a messy hodgepodge of material we have a solid base, and an expansion pack. Mixing the systems is a mistake, but not the one this post is about. To be sure, these days that approach is completely unnecessary and counter-productive, but I don’t think anybody really understood that then.

No, the mistake I made was to take an outlier, an apparent exception to the norm, and simply on the word of a native-speaker, make it part of the core training. Yes, I am referring to the infamous rising fendente blow. A quick look at the segno of blows in Vadi:

VadiBlows

might lead one to believe that the rota blows descend, and the fendente blows rise. But you only have to actually read the book to know that the image is misleading, and a quick cross-reference to Fiore, and indeed to every other Italian sword fighting system in the history of the world, will simply put that mistake right. But no, I took the word of a charismatic self-proclaimed “master”, who happened to be a native speaker of Italian, and cheerily taught my trusting students that in Vadi’s system the fendente is a rising blow.

When my first book, the Swordsman’s Companion, was in the editing phase, I had kept this bizarre misreading, and one of the editors picked it up. (Thanks Greg!) Unlike the “masters” of my acquaintance at the time, this editor did not simply say “No Guy, that’s wrong, it’s like this”: he sent me a page of explanation supported by quotations from the actual source to establish why Vadi’s fendente is a descending blow. The truth, the evidence, was incontrovertible.

So then I was faced with the first proper character test of my new career. Half of me thought that if I admitted such a basic mistake to my students, they would quit. The other half thought that this would be an excellent teaching opportunity, to set the example of changing research leading to changing interpretations, and the truth being infinitely more important than ego or embarrassment. But oh, God, it was scary. That same night in class, I candidly admitted my mistake to my students. I don’t think a single person quit in disgust at my making the error. And I know because they have told me that some were actually reassured or impressed that I could admit it so openly. Some of them are still training with me 11 years later; and some even, with enough beer in them, still rib me about it. (This is fraught with peril, so beware!)

So, the lessons learned:

1) Students worth teaching understand that their teacher is human and will make mistakes. What makes a good teacher is not infallibility, but transparency and integrity. How you deal with mistakes is crucial. That you will make them is a given.

2) If a point of interpretation is an outlier, and appears to contradict the normal usage of the term, check it, check it, check it, before relying on it.

3) It is perilous to mix treatises and systems. Study one system deeply and broadly before attempting to blend two potentially incompatible systems. Create a base of one master’s work before adding to it.

4) Always check the whole book. The usage of a given term will tend to be consistent. If it appears to mean something weird in one place, check that it means the same weird thing everywhere else. This is basically point 2 again, but it’s worth repeating!

5) Being a native speaker does not automatically make you an expert. When I was studying at at Edinburgh University, the professor of English Language was German. His speciality was phonology. Although his own pronunciation was decidedly Germanic, he knew more about how English words are created in the mouth than anybody else I have ever met. But finding out that the professor of English Language was German was something of a shock. Yes, there are nuances of understanding a language that only native speakers can attain, but most do not. And I have certainly met non-native speakers of English who use and understand English better than certain native speakers.

6) “Don’t pull that Maestro shit on me”: be very, very wary of anybody expressing an opinion on the research or practice of this Art (or indeed any art) whose authority rests on a title, or who seems to believe that the fact that it is their opinion should be sufficient to convince you. Expect supporting evidence: true experts will always a) have it and b) be happy to supply it. Listen to those who will provide it, and avoid like the plague those who will not.

And in case it isn’t clear: as the great Quiller-Couch once wrote: “Murder your darlings”. He meant that, when writing, be prepared to cut even your favourite sentences, words or phrases. For us involved in the researching our Art, be ready to sacrifice any opinion, way of doing things, or interpretation, if the evidence demands it.

Readers of this blog will know that I am quite fond of books. Reading deeply is good, reading widely is good too. I am often surprised by the extraordinary usefulness of books that on the face of it have no connection to martial arts, historical or otherwise, in my work recreating historical swordsmanship. These five books have been especially influential in the way I teach, train and research the Art.

1) The Inner Game of Tennis, by W. Timothy Gallway

This book has massively influenced the way I teach, because it highlighted for me for the first time the major differences between the part of your mind with which you analyse things, and the part of your mind that actually gets stuff done. Thanks to this book I talk less, explain less, and demonstrate more; and try to always set up a clear feedback mechanism inside every drill. And I have noticed that my students pick up new skills much quicker now than they used to. I found this book going for a euro in a bargain box at Arkadia books. I despise tennis as an utterly pointless waste of time, but can forgive the sport for taking over my TV every summer because it has produced this book.

2) Thinking, Fast and Slow, by Daniel Kahneman

Nobel Prize winning psychologist Daniel Kahneman lays out an much of the theory that actually supports the thesis of the inner game of tennis. It has been hugely helpful in putting the lesson of The Inner Game of Tennis into practice.

3) Bounce, by Matthew Syed

I have always felt that the notion of inherent talent is fundamentally counter-productive, as well as being inaccurate. There is no such thing as natural talent. I’m sure there are some disciplines in which a certain amount of genetic advantage is required: if you want to play professional basketball but are under 6 foot 4, you’re unlikely to get there. Or if you want an Olympic gold in gymnastics but you’re tall and heavy boned, again you are unlikely to get there. But the point and the essence of swordsmanship is it transcends physical limitations. The sword is an equalizer and a labour-saving device. If you need to be big and strong to use it then a) what’s the point owning one, and b) I am not interested in teaching it. The physical threshold for us is really, really low. No legs? No problem. Didn’t stop Douglas Bader, it shouldn’t stop you. The first book I read that demolished the myth of talent was Malcolm Gladwell’s Outliers, which is a good book, but this one is more specifically targeted to people trying to master physical skills. Syed was an Olympic-level table tennis player so knows a thing or two about the process of becoming exceptional in a physical art. Really it is only attitude, luck and discipline that matter. And this book proves it.

4) On Killing, by Lt Col. David Grossman

This book is essential reading for anyone involved in any kind of martial art because it outlines the process of conditioning a person to be emotionally capable of taking life. He demonstrates that most people (thankfully) are emotionally incapable of killing. And this is how it should be. But the psychological barriers to killing must be addressed by any martial art that pretends to be seriously martial. This book is also very useful for its discussion of stress response, and post-traumatic stress disorder. It is also the source of “combat breathing” which is a hugely useful tool for reducing your sympathetic nervous system’s response to stress. I have much to thank Col Grossman for because I have used his advice in this book to keep myself useful and sane in some hugely stressful situations.

5) Meditations on Violence, by Sgt Rory Miller

Okay, this is kind of a martial arts book. But he never tells you how to throw a kick, or execute a joint lock, so I’ll let it slip in. I do so because this book, amongst other things, is the best, most complete, system for analysing what your martial art is actually for. I would go so far as to say that if you have not read this book there’s not a lot of point in discussing combat contexts with me. This is the bullshitometer every martial arts teacher must have in his toolkit. Thanks to Ken Quek for putting me onto it.

Now, go forth and read them!

 

 

My copy of the new edition of I.33 arrived last week, and it is a swordwielding bibliophile’s wet dream. Not only is the reproduction effectively perfect, but the companion volume by Dr Forgeng is a complete and revised transcription and translation, with a detailed introduction that takes into account the last decade of scholarship since the last translation was done. We now know, for instance, which pages are missing, and have an idea of what they may have contained.

More than this though, the books themselves are shining examples of the bookbinder’s craft, and gorgeous in every detail. Printed on the finest paper, stitched together as books ought to be, the only negative is that they make almost every other book in my library look shoddy. As a writer I now have only one ambition. Write a book so good that Extraordinary Editions will publish it like this. And I now finally have a reason to want to get rich. I could get these guys to do me one of every treatise I care about. Oh yes baby, training fees are now 2000 euros a day…

But seriously, the fourteen reasons why you should buy this book are:

Reason 1: The Books:

This pair of books is astonishing. It comes in a beautiful red solander, lined inside with watered silk. And there she is, bound in goatskin, waiting to be picked up and fondled:

I33 in its box

Open her up and an involuntary gasp of awe escapes, as well it might: the reproduction is perfect. I've seen the original, and this is exactly what it looks like, just with straight edges.

inside the book

And then the companion volume, nestled in its space:

companion in its box

With the entire treatise, the images ghosted under the transcription and translation:

inside the companion

Following an insightful and thorough introduction by the top 1.33 scholar, Dr Forgeng:

the intro

The asking price is only 750 UK pounds. Seven hundred and fifty bleeding quid for a book! I hear you cry? Ah yes my friend, it seems like a lot. And indeed, it represents about two weeks upkeep of my salle, or a major chunk of my take-home salary (swordsmen don’t make much these days, bring back the middle ages!). 

Reason 2: it's the right thing to do:

It is a lot of money, I know. But it is exactly what the Art of Swordsmanship is all about. Quality over quantity, serving the Art, doing things as perfectly as possible, bringing our heritage back to life; in all sorts of ways this project represents everything I founded my school for. Supporting it was a no-brainer, and hang the cost.

Reason 3: customer service

So you might be a bit careful regarding, for instance, customer service. Are Extraordinary Editions a company you can trust? Well, a good company a) keeps you informed b) does what it says it will and c) handles complaints quickly and fairly. Extraordinary Editions kept us subscribers informed about developments and delays, at just the right rate. Enough to know that our money was in safe hands, but not annoyingly frequent. They produced a fabulous product reasonably on time. And when my solander arrived with some corner damage, they shipped me a new one immediately, without my having to go to the trouble and expense of returning the old one. So they get maximum points for customer service.

Reasons 4-13

Now let’s put that wodge of dosh into perspective, shall we? For that kind of money, you could get a brand new iGadget. So what are the pros and cons?

How long will these two things last, assuming they are both looked after?

What is the cost per year of satisfied ownership?

Which one is not likely to make a noise and distract you while you are reading?

Which one will not suck half your life away into the inanity of Twitbook?

Which one is not made with slave labour in foreign lands?

Which one supports traditional craftsmanship of the highest order?

Which one smells of leather and scholarship?

Which one has an infinite battery life?

Which one will be passed down the generations?

Which one will keep its value, and may well be worth more in 10 years time than the current price, taking inflation into account?

133table

And finally, Reason 14, buy this book because:

If this project is successful financially, they might do another one! Repeat after me: PleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore, pleasedoFiore…..

Update: while Extraordinary Editions didn't do Fiore, Michael Chidester has, and to the same kind of standard. Holy crap, what a book.

 

The essential cognitive skill behind the application of swordsmanship is to see what is really there, not what you think is there. This is a profound and difficult skill to master, as we are all subject to all sorts of cognitive illusions and biases. Daniel Kahneman’s Thinking, Fast and Slow  is perhaps the best single resource on the subject.

For us, in practice, we have to pay attention to what the opponent is doing, all the time- but refrain from telling ourselves stories about what we see. “His sword is coming towards me” is meaningful. But “he is attacking” is not: it prevents us from realising his action may be a feint. Ascribing motives to his motions is to be avoided. Likewise, we must not tell ourselves stories about what we are doing. “I am parrying that attack” is a lie. Because you don’t know whether the parry will work, or whether the attack is real, or anything. “I am moving to intercept his motion” is better, because the movement is real, and its intention is clear, and if the interception fails to occur, there is nothing in that statement to prevent the motion changing to find his weapon.

If we are telling ourselves a story, and the action changes, rewriting the story to fit the new data is hard. So we tend to ignore the data that doesn’t fit- we prioritise the story over the facts. This is normal. But will get you hit. I don’t think we can truly prevent the story-writing process, but we can cast the story in terms that permit endless easy rewrites as the situation changes.

Of course, the fight happens faster than conscious thought can keep up. Which makes story-telling that much worse, as the data is not just incomplete, it’s out of date. Better then to give yourself a set of instructions that fit the goals of the bout, such as “control his sword and hit him”, and let your training do all the hard work of actually issuing specific commands to the sword.

My own solution to the distractions of the conscious mind when fencing is I quietly sing a little song to myself. That keeps my conscious story-telling mind gently occupied, leaving my adaptive unconscious relatively unfettered, and able to see what is happening. It also freaks the hell out of my opponent if they get close enough to hear it. A win-win situation.

 

In this week’s intermediate level class, our monthly freeplay diagnostic session, the theme was One Thing. We began with the cutting drill, and I gave them one round of it to identify one general movement issue to work on. Then about one minute of basic power drills to identify one technical or tactical weakness to work on. They could then choose either the general movement issue, or the specific technical or tactical issue, to pay attention to while sparring. As the class was quite small I had them spar in the following format: one student stood his ground and fought one pass against all the other students in turn; then the next student in line stood their ground, and so it went on until every student had had a go standing their ground.

I then had them determine from that experience one specific weakness, one action or situation that they had difficulty dealing with. This had to be articulated as clearly as possible. The next step was to return to the sparring format, with each student simply trying to create the problem; this often meant getting hit, but countering was not forbidden. In other words, if a student had difficulty dealing with the feint of mandritto, followed by a roverso strike, they were primarily trying to draw that action out of their opponent; whether they successfully defended against the roverso or not was irrelevant. Out of eight passes the top score was four: one student managed to create the circumstances they wanted in half of their fights. Most had much more difficulty. Getting hit the way you want to be hit is high-level shit.

They then paired off and worked on the solution to their weakness; the technical or tactical counter to the hits they had received. This was done in a variety of formats, from a basic set drill to a coaching session, depending on need, and could focus on predicting the action, or the technical aspects of countering it.

We then went back into the sparring setup, with an unusual scoring ruleset: each student had to identify to me the specific problem they were having, which I wrote down. They would score one point for getting their opponent to make that action; one point for successfully defending against it (i.e. not getting it); and one point for striking the opponent (in any context). This was particularly interesting to watch, as when the opponent figured out what action they would do that would automatically grant their opponent a point regardless of success, they started to avoid doing it. But the purpose of this was to direct the attention of the fencers onto working on one specific thing, rather than just fencing opportunistically.

This of course is an extremely artificial set-up, not to be confused with competitive sparring or a tournament ruleset. It was very effective in getting the students to pay  attention to the one skill they were trying to develop, rather than getting sucked into a game of sword tag. We finished off with some normal fencing, i.e. you score for striking, and nothing else. This left us with about 20 minutes to work on the new stretto drills, which we worked out and videoed that evening.

One of the major drivers of syllabus development is the difficulties the senior students have either with the drills themselves, or with making sense of them. Recently the stretto form of second drill has been causing problems. Most critically this comes from the (perfectly reasonable) perception that step four of the drill is the counter to step three. In other words that the entry to wrap counters the left-hand pommel grab (11th play of the zogho stretto). But of course, it doesn’t. The issue here is that one of the defining features of the crossing at the zogho stretto is that either player can make the plays that follow. So, what we have in the stretto forms of first drill and second drill is, at step three, how the attacker should respond to the crossing, and at step four, how the defender should respond to the crossing. But because they are set drills, the attacker knows what the crossing will be in advance, and so is busily executing his response to the crossing in the tempo in which the defender is trying to act. This is a fault of the design of the drills, not of the way they are being trained.

Let me note here that unless otherwise stated, play numbers refer to the Getty MS: there are 23 stretto plays in the Getty, but the PD is quite different, having 12 plays of the first master, crossed mandritto v mandritto, and 9 of the second, who is crossed roverso v roverso. You can see him and his scholar here:

To address this problem I have, with the assistance of the members of the intermediate class on Monday nights, come up with new versions of these drills. Unlike all the other drills in the syllabus, they branch: so the stretto forms of first drill and second drill come in two parts. In part one, the attacker enters at the crossing, to which the defender has a counter; in part two as the crossing is made the defender enters, to which the attacker has a counter.

The Pisani-Dossi second stretto master
The Pisani-Dossi second stretto master

So the stretto form of first drill, part one, goes like this:

  1. The attacker initiates, with a mandritto fendente.
  2. The defender counter-attacks, also with a mandritto fendente, sending his point into the attacker’s face.
  3. The attacker parries the counter-attack, keeping his point close to the defenders face, and grabs the defenders hilt (as in the second play of the zogho stretto).
  4. As the attacker parries, the defender grabs the attacker’s point and smashes it sword into his face (the 12th play of the zogho stretto).

This has the added benefit of including one of my favourite plays, the 12th play of the zogho stretto. Why blunt your sword on his face when you can use his? The text reads:

If someone parries from the mandritto side, grasp his sword with your left hand as shown and strike him with a thrust or cut. If you want, you can cut his face or neck with his own sword as you see in the picture. After I'm done striking you, I can leave my sword and grab yours, as the student after me will do. (trans Tom Leoni)

Grab his sword and hit him with it!
Grab his sword and hit him with it!

The stretto form of first drill, part two:

  1. The attacker initiates, with a mandritto fendente.
  2. The defender counter-attacks, also with a mandritto fendente, sending his point into the attacker’s face.
  3. The attacker parries the counter-attack, and the defender enters with a pommel strike (3rd play of the zogho stretto).
  4. The attacker counters the pommel strike with the ligadura mezana.

The stretto form of second drill, part one:

  1. The attacker initiates, with a mandritto fendente.
  2. The defender parries with a roverso sottano and strikes with a mandritto fendente.
  3. As the defender parries the attacker binds the parry, and grabs the defender’s pommel with his left hand and throws it over the defender’s left shoulder (the 11th play of the zogho stretto).
  4. As the attacker binds, and will try to enter, the defender kicks him in the nuts (stomach, amongst friends), and strikes with the sword.

The 11th play is important to know as it has a similarly general application as the 12th:

If someone parries on the riverso side, grasp his left hand and his whole pommel with your left hand and push him backward; then you may strike him with thrusts or cuts. (trans Tom Leoni)

grab his pommel and throw it over his left shoulder.
grab his pommel and throw it over his left shoulder.

I like having both these plays in the basic syllabus, as their context is so clearly defined.

The stretto form of second drill, part two:

  1. The attacker initiates, with a mandritto fendente.
  2. The defender parries with a roverso sottano and strikes with a mandritto fendente.
  3. As the attacker binds the parry, the defender enters to wrap, as we see for example in the Pisani Dossi MS, first and second plays of the second master of the zogho stretto.
  4. The defender counters the ligadura mezana with the 16th play of the zogho stretto (Getty MS). Note we already have the 15th play as a counter to the ligadura in the base form of second drill, so here is the alternative.

Many people find this counter to the ligadura mezana easier than the 15th play (which ends in a ligadura sottana, the most commonly used counter to the ligadura mezana, seen before in the 3rd and 4th plays of the 1st master of the dagger, and elsewhere).

throw your sword to his neck.
throw your sword to his neck.

The text reads:

I am the Counter of the student who tried dagger-plays against me–i.e. I act against the student in the second play before me. Slitting his throat would be going easy on him. And I can also throw him to the ground as quickly as I want to. (trans Tom Leoni)

Having these additional forms of the drills should clarify what is supposed to counter what: the main problem with the old versions was that “step four” was really “alternative step three if the defender had had the initiative at the moment of the crossing”. Breaking it down like this and adding the counters should solve the problem. This is one of the best bits about being the head of the school: if there is a problem with the syllabus I can just try to fix it, without committee meetings or appeal to a higher authority. I look forward to hearing from branch leaders whether these new drills have actually solved the problem, or whether they need more work. Bear in mind that they have not been tested yet in their proper environment: class. After teaching them for a few months we should have our answer.

This is not the end. This is not even the beginning of the end. But it is the end of this beginner’s course. Unusually for me I actually wrote out a class plan in advance. I wondered whether given what we had covered before, we could get through the first seven plays of the first master of dagger, and to the end of second drill. I also wanted to emphasise the ligadura mezana and its counter (the third and fourth plays of the first master), and of course make sure that the longsword cutting drill part one was in place. And even more unusually, I stuck to the plan. Here it is in all its glory:

bcplan

We began with the salute and the usual warmup, in which I was sure to include kicking squats and falling, and then to the four guards drill. I then had the beginners on their own (so, the non-beginners stepped back) go through the four steps and the three turns: the steps were fine, but the turns were somewhat lacking, so we reviewed them in detail. Then with everyone together they practiced their footwork, while I put the stick in play.

I then demonstrated the first and second and the third and fourth plays of the first master of the dagger; then the third and fourth and the fifth and sixth; then the fifth and sixth and the seventh. Having thus surveyed all seven as a series, I asked them to choose the one technique they did not want to practice and practice that. It’s a pretty reliable guide to what you should be practising: the thing you dread is the thing you need.

They had already seen the flowdrill before, but I had them do the three disarms alone, then tie them together into the drill. Having worked the drill for little bit I had them choose to either practice the part they found most difficult, or break the flow. They self-selected with a remarkably accurate view of which group their skills placed them in, and tending to stick to the base rather than try the more difficult.

Then we all reviewed the third and fourth plays as we would need them to complete second drill. This took us to 18.50, and we took our swords and practised part one of the cutting drill. We then went through all four steps of first drill, then studied step three, then step four, in isolation. This took us to 19.10, and parts one and two of second drill. I then taught them step three, where the attacker yields to the parry, enters in and wraps the defender in a ligadura mezana and strikes with the pommel. Then step four, the counter to that, which is mechanically almost identical to the fourth play of the first master of the dagger. I demonstrated the action first with the dagger, so in its most familiar context, and then with the sword.

We finished with a drill in which the attacker throws eight mandritti fendenti, against which the defender alternates parrying from tutta porta di ferro, as in first drill, and then dente di zenghiaro, as in second drill. We concluded with my telling them that I hoped they would all continue to train, as indeed this course has been a pleasure to teach.

I will absorb all this for a while, then use the data from these two courses to summarise the key elements of how I think a beginner’s course should go, and highlight where and why these courses differed. Stay tuned!

I should warn you, reading this, that my experiments in the land of data entry have shifted to a new phase. I am boldly going into Star Trek territory, and dictating this to the computer. This experiment has yielded some astonishingly weird results, including one mini shit-storm on Facebook, but it is very interesting (to me anyway) to have to think clearly about what I’m going to say, to articulate clearly each and every word, and to speak the punctuation. It does change several things, not least speed, and word-choice. Typing is somehow more formal. Anyway, on with the course review…

This week’s beginners course class, the seventh out of eight, was oddly attended, with relatively few beginners, and relatively many more experienced students. We started with the warmup of course, including squat push-ups, then went on to solo falling practice, before the four guards drill. After this we looked at the mechanics of the takedown, starting with one student standing in posta longa, and the other making the takedown from there. We looked at the idea of the takedown being to create a situation in which your partner must take a step to keep their balance, but you have arranged things such that they cannot step. We also looked at creating a spiral twist in the back, by pulling the right hip and pushing the left shoulder, and vice-versa. From here we went into a gentle and cooperative version of the seventh play of the first master of the dagger, emphasising falling without using your hands. The image I used was of using your left hand to grab an imaginary dagger from the thrower’s belt and stab him in the femoral artery with it.

We then looked at this play of the first master, using both hands to break the attacker’s arm. This went very well, so we went swiftly on to the sixth play, which counters it, by grabbing the blade of the dagger with the left hand and jamming it in the defenders right elbow. We then went to the Book and saw the first seven plays of the first master of the dagger in order: disarm, counter, lock, counter, break, counter, takedown. We then looked at memorisation strategies for keeping these seven plays in memory. After which we reviewed the flowdrill and i had them break the flow with the third, fifth, or seventh play of the first master. This was a step too far for most, but I think it got the idea of how the terminology is used and why it is useful to have these plays in memory. As I have said many times before: you remember that which you are ready to learn. If you can’t remember it, you can’t study it.

From here we took up swords and went through part one of the cutting drill. Again. This time though, I pointed out the relationship between the mandritto fendente from posta di donna, and the guard tutta porta di ferro, to the one long sword pair drill that they know, First Drill.

As last week we took a moment to look at the guards tutta porta di ferro, and dente di zenghiaro, (I don’t believe it, the dictation engine recognised both those guard’s names!) and then resumed the cutting drill. After a few more rounds of that, we began pair practice. I pointed out that the primary defensive movements in medieval combat are beating the enemies weapon up or down. In first drill we beat it up. We then did steps one and two. After they had practice that for a while, I described Fiore’s hierarchy of four Masters or Kings, and then we did steps one to 3, pointing out the remedy and the counter-remedy. After working on that pommel strike for a little bit we added step four, the counter-counter-remedy. This was revision from last week.

We had just enough time at the end (about 8 minutes) to have a look at what might happen if you ended up trying to defend from the “wrong side”: i.e. From dente di zenghiaro. So I demonstrated the whole of second drill, and they had a go at steps one and two.

Attentive readers of this blog will have noted that we are covering a lot more material in this beginner’s course than in the previous one. This is mostly an artefact of the smaller number of beginners in a given class, and the larger number of more experienced students available to pair up with them. Of course, it doesn’t hurt that these beginner’s have an excellent record of attending Thursday’s basic class, and staying behind for free training to practice. I have been using that time to work with many of them on individual issues such as pre-existing knee problems, and on the various aspects of the training they may be having difficulty with, such as falling, or sword handling.

I have just come back from teaching seminar in Oulu, a charming little town in the North of Finland. Friday afternoon was spent doing game development with our game designer for the new card game, which is coming on very nicely. I was asked to run a conditioning class before the intermediate class that evening, and it seemed to me most useful to skip the usual jumppa* nonsense, and actually teach the people present something useful. We ran through the beginning of the basic warmup, and then spent 25 minutes working on the basic push-up. We separated the push-up position from the motion, and took them separately. We used a spear or long stick to establish a straight line between heels, hip and head. The stick should touch the back of the head (chin tucked), the middle of the thoracic spine, the tailbone, and the heels. Having found the position, the trick is to keep it as you go down. For most people during the push up the relationship between body and stick changes. It should not. We did this in pairs, one person spotting the other.

Then it was time to look at the stabilisation of the scapulae. We established the correct relationship of the scapulae to the spine, for the purpose of generating force forwards, and then found that everybody was breaking that connection when going down in the push-up. We practiced the motion standing up, and established that everybody could do it properly when there was no stress on the system. So then we did it against a wall, again spotting each other. We then tried to do the push-up correctly, keeping the scapulae stable, up from start to finish. As expected, nobody could do it. But they all understood why they should train towards it.

Then it was time for squats. Mechanically, the squat is a lesson in the correct relationship of spine, hips, knees, ankles, and feet. Leaning forward has no place in a good squat. So we did them facing the wall. Knees should not go forwards over the toes. So we did them in pairs spotting each other. Chins should not come up, so we did them with plastic drinking glasses held between jaw and chest. To help with this we also did Pythagoras stepping. By the end of the 45 minute class, everyone had a new understanding of the mechanical depth of our basic warmup, and seemed to be very keen to develop perfect push-ups and perfect squats.

This was followed by an intermediate-level class. I think it came as something as a shock to most of those involved, throwing them in the deep end as it were. But while many of them may have had trouble keeping up, none drowned. We started with the cutting drill as usual, and then worked some of the approach variations using the pell. This broke them out of the set-drill mentality, and set them up to work on the first couple of steps of first drill.  Entering into measure to strike, without leaving an opening of your opponent to exploit, is tricky. We train this by allowing the defender to enter with a thrust to the face if you leave the opening. Ideally, the attacker will either leave no opening and force the parry, or deliberately invite the defender’s entry onto his prepared defence. We gradually increased the level of complexity to eventually allow the defender to enter, parry and strike, or counter-attack as he saw fit, and the attacker to either invite the entry, feint to generate the parry or the counter-attack, and in each case ideally to strike.  Of course they swiftly stopped paying attention to blade relationship.  So we threw that in there.

We used this escalating complexity to find areas of weakness in the group as a whole and in the individual swordsmen, and allowed time for the students to correct their own personal weaknesses, using their knowledge of the syllabus.  We also emphasised having one student up deliberately coach another, so it was absolutely clear who was training what, with what specific, measurable goal.

To calibrate the machine, or zero the scales, we returned to the basic form of first drill exactly as we would find it in a basic class. Of course, if first drill is done correctly, the set response to each step is the only correct one.  Which means that the attack must leave no opening, the blade relationship on the parry must lead naturally to the second play of the second master of the zogho largo, the pommel strike must be the only reasonable continuation, and structured such that the defender’s own pommel strike is the only reasonable solution to it.  Not impossible, just very difficult.  This prepared them nicely for the rest of the weekend, in which we covered much of the basic syllabus, returned to intermediate level training on Sunday morning, and ran through quite a bit of the basic sword and buckler syllabus on Sunday afternoon. I may write up my notes on this, but have last month’s seminar in Kuopio to do first.

All in all, I was very impressed by the level of training that the Oulu branch was able to absorb, with even the beginners doing a pretty good job of keeping up, while I beat the hell out of the seniors who seemed to relish the challenge. This was an exhausting pleasure, from start to finish.

*jumppa is a very useful Finnish word for general calisthenics, or jumping about for health and fitness. Something I do as little as possible, preferring skills that happen to make you sweat, like swordsmanship training, to mindless exercise.

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