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

Tag: sword class

While I was at the Armizare 2015 event, I had a discussion about Fiore’s first play of the first master of zogho largo with Francesco Baselice. Let me summarise our interpretations, with reference to the text.

The first and second plays of the first master of the zogho largo.
The first and second plays of the first master of the zogho largo.

Qui cominza zogho di spada a doy man zogho largo. Questo magistro che qui incrosado cum questo zugadore in punta de spada, dise quando io son incrosado in punta de spada subito io do volta ala mia spada e filo fiero dalaltra parte cum lo fendente zo per la testa e per gli brazzi, overo che gli metto una punta in lo volto, come vederi qui dredo depinto.

Here begins the play of the sword in two hands, wide play. This Master that is here crossed with this player in the point of the sword, says “when I am crossed at the point of the sword, immediately I make a turn of my sword and strike with a cut from the other side with a fendente, thus to the head and to the arms; or I place a thrust in his face, as you will see depicted next.

The key point for our discussion was regarding on the other side of what? I read the line “I make a turn of my sword and strike with a cut from the other side [of the player’s sword].” Which lead to the interpretation you can see on pages 170-171 of The Medieval Longsword.

But Francesco read it as ““I make a turn of my sword and strike with a cut from the other side [of my body].” So instead of striking on the other side of the opponent’s sword, he was striking to the head with a roverso fendente.

I have shot a quick video of the two versions and uploaded it here for reference. Sorry for the crap quality.

After I got back to Finland, many of my students asked what my cryptic reference on this blog to “a very interesting discussion about the first and second plays of the first master of the zogho largo” was about, and I explained it up to this point. And then began to dig…

Clearly, on the evidence above, it is impossible to choose one interpretation over the other. Both follow the text, and picture (the fendente isn’t shown), and similar actions can be found elsewhere in the manuscript. The first two plays of the sword in one hand show striking on one side of the player’s sword, or the other, after a parry; the first two plays of the second master of the zogho largo describe a cut followed by a thrust, on the same side.

The text of the second play, showing the thrust, was the next place to look for more data.

In the Getty MS, it reads:

Io to posta una punta in lo volto come lo magistro che denanci dise. Anchora poria aver fatto zo chello dise zoe aver tratto de mia spada subito quando io era apresso lo incrosare dela parte dritta. De laltra parte zoe de la stancha io debeva voltare la mia spada in lo fendente per la testa e per gli brazzi, como a ditto lo mio magistro che denanzi.

I have placed a thrust in the face as the master before me says. Also I could have done what he says, so, have struck with my sword immediately when I was near the crossing from the right side. From the other side, thus from the left, I would have to turn my sword in the fendente to the head and to the arms, as my master that is before me said.

Hmmm. That is inconclusive, but it appears that the strike should be done very early; as you get close to the crossing, or immediately that the crossing is made. And he mentions that the blow is done from the left side. “Stanca” in modern Italian means “tired”, and in this period, means “left hand side”. Two pages on from here, in the play of the colpo di villano, Fiore tells us to “await the peasant’s blow in a narrow stance with the left foot forwards”, with “lo pe stancho” for “the left foot”. (You definitely do not want to put your “tired food” forwards!) So perhaps “stancha” here is more likely to refer to the body than the sword, but it’s hard to say. After all, posta di donna on the left, is posta di donna la sinestra.

So let’s go to the Morgan Ms: the text in both paragraphs is identical except for a few variant spellings. No help there then. So how about the Pisani Dossi manuscript?

The same plays in the Pisano Dossi.
The same plays in the Pisano Dossi.

Over the master, the lines are:

Per incrosar cum ti a punta de spada/ De laltra parte la punta in lo peto to fermada.

By crossing with you at the point of the sword, from the other side I’ll strike you with a thrust in the chest.

The differences are obvious, I trust. No mention of the cut, and the thrust is to the chest, not face. But it’s still “de laltra parte”, from the other side.

And the next play, the strike itself:

Per lo ferir che dise el magistro che denanci posto/ in la golla to posta la punta de la spada tosto.

With the strike that the master before me said/ I have quickly put the point in your throat.

[Note, again not face, or chest!]

And the image is basically identical to the strike shown in the Getty ms, as you can see.

So here is the critical point for this discussion; “from the other side” is not being used here to mean the other side of the player’s sword. It is quite clearly describing a thrust that remains on the same side of the sword, so it is probably being used to refer to the way you make the blow. You got into the crossing with a blow from the right, and you leave it with a blow from the left (as all Audatia players should already know).

So, Francesco old chap, you were right. I take my hat off to you sir!

Hat off to Federico :)
Hat off to Francesco 🙂

And as I said on the day, looks like I’ll have to revise that bit of The Medieval Longsword.  Given that the final draft of the book was finished in April 2012, that makes it three years before a change to the interpretation was developed. Dammit, that’s too long; I’d hope for at least one new thing a year! It makes me wonder what other bits of my interpretation are due for review. This is one of those plays that I've been happy with since about 2004.

I should also note at this point that the interpretation we were using is the correct response to the context in which we do it; but that context is not what Fiore is showing us in this play. It seems that in both plays, it's the inside line that is open, not outside for the first, inside for the second. It remains to be seen what knock-on effects this will have to the rest of my interpretation; at present it seems to be fairly self-contained, but who knows what other doors this might open…

Let me summarise the steps that lead to this correction to my interpretation.

1) I published my interpretation. This meant that Francesco, and others like him, could see what I was thinking, and therefore check it against their own ideas.

2) Francesco brought his alternative interpretation to me, and showed me that it did not contradict the source. This was made much easier by our being at the same event; there is nothing like discussing these things sword-in-hand. Thanks again to Mauro and Andrea for organising Armizare 2015!

3) That lead to me re-examining my interpretation in the light of the sources themselves; we are very lucky to have more than one copy of the manuscript.

4) I now publish the corrected interpretation, here (and will update The Medieval Longsword in due course).

Readers of this blog will have seen the same procedure in the way I was totally wrong about the identity of the titimallo flower, used in the poison dust pollax play. I shamelessly published an idea, which generates responses, which lead to the idea being abandoned, confirmed or corrected as needed. That's how the process is supposed to work, folks.

Good morning, and Happy Monday.

When I got back to my salle last week, after a 3 month absence, I found two rather hastily constructed Marozzo stars on the floor, left over from Ilkka Hartikainen's Bolognese swordsmanship seminar. I have always liked the design (readers of my The Swordsman's Companion will remember there's a reproduction of it on page 82) and it makes teaching some footwork patterns much easier.

from the 1536 edition, in the Corble collection.
from the 1536 edition, in the Corble collection.

Plus, I love geometry.

So I decided to start by ripping up the crappier of the two stars (in peeling electrician's tape, not centred according to any logic, nor put together to within any identifiable tolerances, and clearly knocked up in 10 minutes at the beginning of a seminar), and redoing it to my standards. We started by drawing a straight line from one side of the salle to the other, parallel to the longest wall, and located by centering it on the wall pillars. This line was 629″ long [Europeans: 1 inch is 2.54 cm. Do the maths! When working with proportions, I always think in inches.], so we ran a tight string from one point to the other, and then I went along with a 4′ straight edge [1 foot is approx 30 cm] and an indelible marker.  Then Zoe, Janne and I spent nearly an hour deciding on exactly where the centre point of the star should be. We eventually settled on siting it so that the North point and the East point were both accurately aligned with the two thrusting targets fixed to the pillars. (The original was placed any old how.)

Marking the large circle

From there, using a trammel beam, my large self-made dividers (in ash wood), and a long straight edge, we drew the perpendicular line from the centre, and, most difficult, drew the large circle. It has a radius of 51″, because my inside leg measurement is 34″, and my long pace guard position varies between 32 and 37″ depending on circumstance. 34 x 3 = 102. 102/2=51. The inner, smaller circle has a radius of 17″.

I finished the star the next day. Marking the diagonals and so on was very simple. [If you would like me to write up full geometrical instructions, let me know and I'll shoot a video.] At the moment it is just in indelible pen. I will buy some floor paint and paint it in one day soon…

Anyhow, last Thursday I was in the salle, in a geometrical mood, when I got talking to Ville Tilvis (who readers of The Swordsman's Companion will know from the photos on pp 125-7) about the volta stabile. I do it as a 135 degree turn. That got Ville (a maths teacher) thinking… and he came up with a very elegant and (as he is the first to say) rather useless but (I think) extremely cool proof regarding the optimal ratio between guard width and guard length, for a perfect volta stabile. It's 1:1+√2, or approximately 1:2.41

Ville's triangles. Read the pdf if all is not perfectly clear!
Ville's triangles. Read the pdf if all is not perfectly clear!

So, given a guard length of eg 34″, measured from ball of the foot to ball of the foot, your feet should be 14.1″ apart.

You can download Ville's article here: volta-stabile geometry.

It has been a very long time since I last taught swordsmanship in Italy. This little gem of an event confirmed a suspicion that I have long held, that I need to spend more time in Italy, and cross swords with more Italians.

First up, the location, the Castello Savelli in Palombara Sabina, not too far from Rome. Oh my lord, what a lovely spot. A little castle at the top of a hill, with a view over the valley to the castle on the next hill, with the Italian countryside rolling in all directions. All the classes took place on the lawn outside, with this backdrop:

The most beautiful classroom in the world?
The most beautiful classroom in the world?

I’ll discuss the event in the order it occurred; my class was first. For the first time ever I taught in Italian; thanks to two months of one-to-one classes with Stefano, this was achievable, though far from easy. I have now taught a Fiore class in four languages; English, Finnish, Spanish and Italian; English is easiest, but there is a wonderful feeling to teach Fiore's art in his own language. My class covered my interpretation of Fiore’s Zogho Stretto; what it means, how you get there, and why. It seemed to be quite well received, and I very much enjoyed the enthusiastic participation of the students, and their help when I couldn’t find the right word in Italian!

After lunch, Lois Forster took the field. He began with a superb lecture on Burgundian duelling customs of the 15th century, focussing on Jacques Lalaing. This was perhaps the educational high-spot of the event for me; he has done some stellar research on what exactly these duels were like. Then he donned his armour, and taught a short pollax seminar, which he topped by fighting three opponents back-to-back, for his Emprise d’Arms (he wants 30 fights in his 30th year). I had the profound honour of marshalling the fights, and it was a delight to see such a faithful recreation of the tone and intent of the historical context. No winners were declared, simply honour was satisfied. I would just add that I hope to fight Lois in armour this year, and expect to end up lying on the ground with a headache. You can see him in action here:

Dinner followed, in a charming little place in the middle of nowhere; something of a logistical challenge! But an authentic Italian experience 🙂

Sunday’s classes began with a Fiore spear class from Nicola Gasparet, of Regia Turris, a group from Fiore’s home country, Cividale. Nicola’s group tends to focus on the tournament version of longsword, but this class was all about Fiore’s treatise, and Nicola and I seem to agree on a lot! It was enhanced by excellent graphics from the lovely Angelica Santarossa.

This was followed by a class by Mauro Carapacchi of Mos Ferri, one of the organisers of the event (and the man who invited me: thanks again, Mauro!), on the dagger techniques of the Gladiatoria Fechtbuch. He was ably assisted by Nicola Curini, and the class was very interesting; joint locks work very well in armour. I especially liked seeing Mauro teach his armoured dagger class in armour.

During the lunch break, I had a very interesting discussion about the first and second plays of the first master of the zogho largo, with Francesco Baselice; if he’s right, I may be rewriting that bit of The Medieval Longsword… And then I had the pleasure of introducing Mauro to the fundamentals of takedowns, with a spot of grounding and joint locks. Lots of fun for all of us!

After lunch, Raniero Mariotti, of Ars Monomachia, taught a clear and well structured seminar on medieval German wrestling. My handwriting is awful, so I’m not sure from my notes which source it came from.

Actually, one of my favourite moments of the event happened during the clear-up. I had helped Mauro and Nicola with some of their gear, and going back for the next load, I thought for no particular reason that it would be fun to run back up the steep and winding streets to the castle; Nicola agreed it was an excellent plan, and so up we went. It was a lovely moment of training.

Dinner that evening was simply superb; I vote that we let Marco choose the restaurant at all future gatherings! A feast of local delicacies, including some dishes that I am very glad I have tried but might not order again 😉 served in a simply charming atmosphere.

I was not intending to pick up a sword while here in Italy, before my seminar in Seattle next weekend, but I am very glad that I did. This event was a lovely combination of delightful people (who were very patient with my clunky Italian skills), all passionate about the same arts as I am, in a stunning location, the sort of place that you can imagine Fiore himself giving a lesson. A big thank you to all the organisers (especially Andrea Conti, who I see hasn't been mentioned yet but without whom nothing would have happened), all my students, and my fellow instructors. Grazie mille!

[and a note to everyone I mention here: if you'd like me to link to your group page or personal website, please send me the url and I will embed it.]

Training montages are common in swashbucklery movies and TV shows; you know the sort of thing, where the young student is trained by the old master. As you may imagine, these are usually my favourite bits. But they often seem to revolve around the “master” humiliating and defeating the student, which is hardly good training.

The Mask of Zorro has some interesting scenes of Antonio Banderas being trained by Anthony Hopkins. I am particularly taken with the doing push-ups over candles (thought Antonio’s abdominal support needs work) while the master rests his feet on the students’ back, but the bullwhip? Definitely very dodgy indeed.

http://youtu.be/-mcUPY0RMdU

But at least, at the end,:ANTONIO DISARMS ANTHONY! Hurrah!

Now onto my main point:

The Game of Thrones is a great series. With shows based on books, I almost invariably prefer the book, but in this case, I waded through the first volume, and when most of the best characters were killed at the end of it, I decided I couldn’t be bothered with the next one. Why spend all that time getting to know people if they are just going to get slaughtered? No such trouble with GoT on TV; it moves too fast for the investment of time in a character to feel like a waste when they are inevitably betrayed to their deaths.

But Syrio Forel. Oh dear. In the book (volume one, A Game of Thrones, p 225 in my mass-market paperback), Arya’s first lesson is described like so:

“Now you will try to strike me”.

Arya tried to strike him. She tried for four hours, until every muscle in her body was sore and aching, while Syrio Forel clicked his teeth together and told her what to do.

The next day their real work began.

Hmm. Where to start. Skill development being retarded by physical exhaustion? or by constant failure? Ho hum. The TV show is pretty faithful to the book here, with the notable exception of Syrio’s hair (absent on the page, bouffant on screen).

You can see this scene here:

This seems to me to be perhaps the teaching style least likely to ever generate a good swordsman. Here’s why:

1) Arya’s actions never succeed. Not once do we see her actually succeed in doing anything more than parry. She is practising to fail; practising stuff that does not work.

2) Syrio’s actions almost always succeed. Whatever Arya does, he pulls off some new trick she hasn’t seen before, and hits her (or at least presents the point). Whatever she does, she loses. So the style she is learning clearly (in her subconscious mind at least) does not work!

To Syrio’s credit, he doesn’t brutalise his student (a very common occurrence in martial arts circles, where inexperienced, insecure, or just plain vicious instructors seem to think that the way to earn their students’ respect is to beat the crap out of them: my advice, leave immediately and don't come back!), and Arya certainly seems to love the training; we see her practising outside class time, and she often grins when he does some cool trick. But it should be him grinning when she does some cool trick!

So hark ye to the rule of Guy: an individual lesson should be geared such that if the student is doing what they are supposed to do, then it should succeed. If not, they get hit (gently). Develop the selective pressure such that to keep succeeding, they have to do it better and better.  Improvement is natural, automatic, and fast.

When giving an individual lesson, I tend to get hit about five times more than I hit. Because I adjust the pressure accordingly; the student is always at the very edge of what they can do; pushing the envelope, making mistakes, but usually succeeding. (See here for more detail; and credit where it’s due; I learned this explicitly on the British Academy of Fencing coaching course I went on in 2010.)

There is one reason (in fiction; none in real life) for the master to beat up the student: when they first meet, the master may, for good story reasons, need to establish incontrovertibly that they have something to teach. The brash young hero needs taking down a peg or two, to get them into a more receptive frame of mind. Fair enough. But that ain’t the training, that’s the introduction. The lesson itself should, must, be all about the student’s development.

Game of Thrones fans interested in how longswords should be used, might enjoy both my Longsword curriculum (online with lots of free videos) and my latest book, The Medieval Longsword.

So, there you have it. Can you think of any worse fencing masters on the page, the stage, or the screen? And should I do a post on “Guy's favourite training montages”?

Greetings! You may be thinking about pre-ordering my new longsword book through the Indiegogo campaign. In case you're wondering what the book contains, you can see the table of contents on the campaign page. Here is an example of one of the dozens of drills, with its accompanying photos.

The Exchange of Thrusts:

Fiore’s instruction is to step out of the way and pass across the line, and with your point high and your hands low, cross his sword and strike him in the face or chest (this is the ninth play of the second master of  zogho largo).

  1. Wait in tutta porta di ferro, attacker in the same guard.
  2. Attacker thrusts to your stomach;
  3. Pick up your point and cross his sword (middle to middle, edge to flat), hands stay low;
  4. Step your front (left) foot out of the way (to the left— this pushes his point further away from you);
  5. And pass across (so, diagonally left), thrusting to his face (no need to lift your hands: keep them low!)

Do this in one smooth motion: it feels like a simple strike that happens to collect his attack. But beware— it is critically important to make sure of your cover before passing in. Otherwise you eat steel.

The drill continues with what to do if you miss your strike.

The images below are uncropped, and at much lower resolution for browsing convenience. Most of the costs of publishing the book are in layout, which will be beautiful!

Jukka (on left) waits for Joni’s thrust
Jukka (on left) waits for Joni’s thrust

 

Joni attacks;
Joni attacks;

 

Jukka parries,
Jukka parries,

 

while stepping off the line;
while stepping off the line;

 

and strikes, passing across while thrusting into Joni’s face.
and strikes, passing across while thrusting into Joni’s face.
while stepping off the line;
while stepping off the line;

 

and strikes, passing across while thrusting into Joni’s face.
and strikes, passing across while thrusting into Joni’s face.
Is this a dagger I see before me?
Is this a dagger I see before me?

It has been my experience that beginners feel they have learned something when they get to try a new technique. But experienced students of the art feel they have learned something when they have identified and corrected a flaw in their skills. This is normal, and in both cases, the student is correct. It can seem daunting to a beginner to look at our basic syllabus, and realise just how much new material there is to learn, but it can also be frustrating to a more advanced student to feel that they have done it all before so there is nothing “new” to be learned. Both states of mind are unproductive, and both have at their root a lack of understanding as to what the syllabus is for. So I shall explain.

I guess most of my readers know that I used to work as a cabinet maker, and I still do woodwork as a hobby. So let me offer an analogy for the syllabus problem above, based on woodwork.

The purpose of the syllabus, from breathing exercises to pair drills, from push-ups to freeplay, is simply this: it is a toolkit with which you can craft, from the raw material of yourself, the swordsman you aspire to become.

Once a drill or exercise is sufficiently well learned that it does not require effort to recall, it becomes available to you as a tool. So we equip our beginners with a very basic toolkit, just as someone taking up woodwork might buy a set-square, a saw, a plane and a chisel. Until the drill is in memory, it is effectively useless. When it has been absorbed, it becomes a working tool. We then apply these tools to the business of making swordsmen.

As the student develops, they will acquire new tools, either of a whole new type (hello, G clamp) or a variation on one already owned (such as a plough plane). The process of learning new drills is analogous to the process of buying new tools; lots of fun, and for some people (tool collectors), the whole point of the exercise. But owning tools is not craftsmanship. Knowing how to keep them sharp and put them to use, is. I am an avid tool collector in both fields: I have some woodworking tools I will probably never use, and I have some drills from other arts, and from the early days of my career, that I take out and polish every now and then, but will never actually apply to the business of my improvement as a swordsman.

One of the hallmarks of a craftsman is that they not only have the right tools, but for any given job they will unerringly select the right tool from the rack. And if the job requires a tool they don’t have, then they will buy it or make it. Every cabinet maker has a stock of self-made jigs and tools that they knocked up to get a particular job done. So in swordsmanship, understanding the problem you are trying to fix means you instinctively know what tool you need. And if you don’t have it, you either create it, or buy it (which for my students equals “ask Guy”).

It is also critical to understand your material. Just as a cabinet maker knows that ash is the best material for drawer sides, and beech is stable and cheap, but vulnerable to woodworm; so the student must know their own physical, mental and spiritual strengths and weaknesses. These will determine what kind of swordsman you should create out of yourself, and the tools you will need to do it. Swordsmen are fantastically lucky in that the Art does not require a specific body type. Sure, there are some obvious advantages to being tall and thin if you are a rapier fencer, but the best rapierist I ever trained was neither. But to ignore, in this example, her height would have been stupid. Instead we made her size an integral part of her style. And I have watched her skewer tall skinny blokes more than once.

A student who has a well-earned sense of satisfaction because they now “know” the punta falsa, is in a similar position to the beginner woodworker who has saved up enough money to buy a shiny tool that they have no clue how to use properly. It is a necessary and laudable first step on the way to craftsmanship. If you were to come along to one of our advanced classes, you would see that same drill being put to use in various contexts to expose flaws and correct them. One drill can have many uses, of course: it could be diagnostic, or represent the tactical hierarchy of the system, or be for power-generation, something else, or all of the above. I discuss this in some detail in my dagger book.

So, here are some questions for you:

  • Do you know the proper uses to all the tools you have?
  • Do you have all the tools you need for your current craftsmanship needs?
  • Do you keep them shiny, sharp and accurate so they can be called on when needed?
  • Do you deliberately select the best tool for job in hand?

If your answer to any of these questions is “no”, then see me before, during or after class and we will fix it!

I have been working for the last nine months on creating a teaching tool for students of Fiore's art: a card game called Audatia. The game has been designed from the ground up as a way to make the abstract elements of Fiore's system, such as the terminology and the overall tactical structure, easier to learn. I know next to nothing about designing games, so of course I hired a professional, and as readers of this blog should know by now, I didn't do it all by myself. I have been working as part of a team, and my job is to keep the game faithful to the Art it is intended to serve.

Over the weekend we took the game to the gamers, by setting up playtesting at Ropecon. We were supposed to be on for two hours a day, over the three days, but three of us were at it non-stop for an average of 5 hours a day. Folk were queueing up to have a go, and many came back for more. It was fantastic. We learned a lot about what we had got right, and more importantly, what we had got wrong.

The best negative review we got was from an ex-student of mine, who said: “it's too realistic. You might as well just pick up a sword and fight.” Not an error I intend to fix.

It also proved itself as a teaching tool; the players, usually with no swordsmanship experience, quickly learned what an opponent in tutta porta di ferro could do, and what their best option was if when the blades meet you are in the zogho stretto. If tutta porta di ferro and zogho stretto are all Greek to you, then you need this game!

In class last night, a student asked a question about the uses of posta breve based on her experience playing the game at Ropecon; a question that might never have occurred to her if she had not played. That gave me the theme for the class, during which I realised that the game needed a tweak to make its representation of the guard more accurate. So the game proved its use as a teaching tool, and not only that, it set up a virtuous cycle of learning and development.

We have clearly hit some kind of a nerve, as we have been storming ahead on our indigogo project, having raised over 7,000 euros in under 7 days. If you haven't backed us yet, please do so now!

So, Audatia matters because:

1) it will help students of the Art of Arms pick up the theory side of things more quickly, encouraging them to engage with the system more closely, and helping to drive our understanding of this system forward.

2) it will draw new scholars into the Art, folk who play the game may well take up the practice of swordsmanship.

3) it will help bridge the gap between those who get why swords are cool and those who don't. If you're addicted to swords, you can use this game to help communicate why to your friends outside our sub-culture.

4) it is one more way in which those who have no idea that European martial arts exist can find out about them.

5) it will, if it does well, go some way to counteract the appalling misogyny in gaming culture today. We intend to create female character decks, because there were some fearsome women warriors in the middle ages. (I'll be blogging about this in detail soon.) And guess what: they will be wearing armour that would effectively defend them against deadly weapons, not pander to the prurience of little boys.

I think that's five excellent reasons, don't you?

 

 

 

 

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!

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.

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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