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Guy's Blog

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

Tag: sword drills

If I wasn’t teaching swordsmanship I’d be teaching something else. Giving instruction is my best learning environment. If ever I’m having difficulty with any skill, be it woodwork, writing, or getting my sword to go where it should, I conjure up an imaginary student and in my mind teach them how to do it. Instant improvement, every time. This means that my job suits my nature, yes; but it also means that because I’ve never really studied teaching, I’ve just always done it, I find it very difficult to pass on my teaching skills. I have no method, I just do. Or rather, I had no method, I just did.

In this I have been failing my students, which is unacceptable, so for the last couple of years I have been working on teaching. I began by attending a British Academy of Fencing coaching course, in April 2010. We trained from 9am to 9pm for five days straight, and I was deeply uncomfortable and out of my depth almost the entire time. Not very enjoyable, as such, but seriously good for me. It opened my eyes to a pedagogy of teaching, and crystallised for me a clear and simple set of goals for teaching. The Art of Arms is a way of organising the practices and principles of combat so that they may be studied and taught. The BAF has done to the art of teaching fencing what Fiore did for the Art of Arms. It is irrelevant that the techniques and theory of sport fencing are radically different to those of my core systems. What matters is that there is a clear body of technical and tactical knowledge, a perfectly defined environment in which it is supposed to be applied, and a systematic way to get students from one to the other. That system is priceless.

I established a set of quite high-level teaching qualifications for the school long ago, but never put in place a clear and unambiguous ladder for students to climb to attain them. This had to change. And so I discussed the issue with various branch leaders, and we agreed that it would be a good idea to institute a series of seminars in which we would go over class instruction and individual instruction from the ground up. Once this is in place, there will be a clear and transparent way for anyone interested in becoming an instructor to do so. By making it a requirement that anyone who stands up in front of a class has had some teacher training before they do so, we not only maintain standards, but also create a face-saving way for anyone who does not wish to teach to avoid ever being asked to do so; they simply never go on the course and so can’t be asked to run a class. Of course we must also grandfather in the senior students who have been running classes for years without a piece of paper saying they can. Actual certificates and course requirements are not yet in place, but we took a major step in that direction last weekend, when I ran my first ever pedagogical weekend course. We covered running a basic class on the Saturday, and giving individual instruction on the Sunday. I’ll cover Sunday’s adventures in a second post, let’s look at what we did on Saturday.

Twelve students attended, varying in experience from having never stood in front of a class before, to having run dozens and dozens of classes. Naturally, one of our topics was how to run a class for a mixed group! But the first step, of course, was to set the requirements, the expectations. It is simply this: at the basic level, the class leader’s job is to provide a safe environment in which training will occur. That’s it. You don’t need to be able to teach the punta falsa from first principles, nor customise the class to the interests of its members: just open the doors, give folk stuff to do, and make sure no-one gets hurt. In short: create and maintain a safe training environment.

We then had a look at the structure of a typical class. It looks like this:

1. Opening salute

2. Warm-up

3. Footwork/mechanics (especially 4 guards drill)

4. Dagger

5. Solo sword practice (especially cutting drill)

6. Pair sword practice.

7. End salute.

Within each section we identified a typical structure: for example, the warm-up usually goes something like:

1. Open joints

2. Heat body

3. Activate stabilisers

4. Establish range of motion

5. Establish smooth movement

The students then had 10 minutes to plan a class, including a specific warm-up. This written plan would be developed further later in the seminar, but to start with I had them test the plan by simply going through their own planned 10  minute warm-up. Did it work as they intended?

We then started to follow the usual pattern, with each student in turn setting and demonstrating the next step, and having the class follow it. I made sure that those with the least teaching experience went first. I also compressed the practice time- the point of the day’s training was to teach the basic drills, not doing them with a partner.

When everyone had had a slot in front of the class, we stopped to look at class progression: how to know when to move on, or take a step back. In short, if everyone is busy training, leave them to it. If the flow starts to clog up, the class is either unready for the current assignment, so bring them back a step; or ready to move on, so add the next action or move on to the next drill.

You should stop the class for one of the following reasons only:

1) Safety. Things are looking dangerous, so stop.

2) Obvious error: more than half the class is making the same mistake. Stop and correct the group, rather than make individual corrections.

3) Training flow is clogged: see above.

4) Time: classes must start and finish on time. It is disrespectful to your class to keep them past the allotted time.

We then looked at the difference between setting the class a new, unfamiliar exercise, and setting them something that most of them know. In short, for new material, demonstrate step by step, and have them do each step before adding the next. Demo for 2 minutes, have them train for 4. For familiar stuff, demo for 1 minute or less, have them practice for 5. (One of my sins is I talk to much in class. Swordsmanship is learned by doing, not listening.)

Once we had set the theory, it was time for practice. They split into three groups of four, and had each member of the group in turn be the teacher, setting a familiar drill. So, short demo, and have them get on with it. The teacher then had to watch their class (all three of them!) and assess whether to move on, move back, or let them get on with it.

I then had the teachers “teach” a new drill (of course everyone present had already passed their level one, so must know the four basic drills already). This had to be done step by step, starting with something familiar, and building up from there.

This helped to introduce the idea of interval training, which is the bedrock of pacing any class. Gradually increase difficulty, until mistakes start to be made, then ease off a little, before pushing ahead again. (I go into this in more detail in my Little Book of Push-ups.)

Given that almost none of my students who lead classes get paid for their time, it is unfair to expect them to sacrifice all their training time to running classes, so we looked at when and how you can incorporate your own practice into the class. One such technique is to join the group, have everyone train in two straight lines, and when time to change partners, you hold the corner and everyone else shifts one place to their right. The person you just trained with goes across to your right (or waits out one turn if there’s an odd number in class including you).

We then turned out attention to running a mixed class, the pattern of which should go:

1) Everyone together, seniors helping juniors.

2) Juniors and seniors split into groups- juniors practice what they just learned, seniors doing something at their level.

3) Back together, but this time seniors get to play a little, taking advantage of the junior’s predictability, or beginner’s unpredictability.

The basic goal is that everyone in class gets something they can do, something they can almost do, and the students at various levels learn to value each other.

Of course it often happens that students may show up to class that have more experience than the student in charge, so I gave the attendees a few key phrases to use for pushing people along who are already ahead of you. Such as: “add a degree of freedom to that”; “coach for the first two passes then do the drill competitively”; “how’s your grounding?” etc.

I had the students expand their original class plans to include more advanced variations on the set drills, so that if more experienced students showed up their plan could easily accommodate them. I showed them how to do it with a basic example:

They then worked up their plan, before putting it into action. I split the attendees into two classes, and each class being further split into “seniors” and “juniors”. The class leader for each group had to practice setting the whole class an exercise, then splitting them up by skill level and assigning different content to each group, then bringing them back together. We largely left out the actual training time, though everyone present knew that in a real class you must leave them to practice. The drill was for the class leader to practice assigning appropriate content, and splitting and reforming the class as necessary.

We then looked how the attendees could maintain and improve the skills they had picked up over the course of the day. It is now school policy that anyone who has attended this kind of course can ask to lead a section of someone else’s class, to get to practice their demonstration and observation skills. We will also encourage them to take a whole class, at first with a more experienced student present as back-up in case things start to go wrong, and then on their own.

Towards the end of the day we discussed the difference between being responsible and being culpable. While students are under your care, you are responsible for their safety. But this is a naturally dangerous activity, and accidents may happen. Provided you stick to the syllabus and safety guidelines and behave responsibly, you can’t be held culpable even if you are the one responsible. This lead us on to a set of scenarios, such as: what do do if

1) You see a student sitting out? ask them what’s wrong, help them if needed.

2) There is an accident? Depending on the severity: either apply first aid, organise a lift to the nearest Accident and Emergency room, or call an ambulance.

3) You have a student asking too many derailing questions? Tell them to ask them after class.

And so on.

It only remained to define success. In order of importance, your basic class was successful if:

1) There are no injuries.

2) Everyone was busy

3) They ended class better swordsmen than they started it.

All in all, it was a hugely important day for the future of the School, and I was absolutely delighted by the way the students engaged with the process of becoming teachers.

 

 

 

 

 

 

So we are now half way through the beginners’ course, with no drop-outs. Fully half the course showed up for the basic class on Thursday last week as I mentioned in the previous post, another excellent sign. And though we never require a student to buy a sword, the fact that two of the beginners bought their own brand new and shiny swords this week is another very good sign for their long-term interest.

I try to illustrate the process of learning through continually referring to the base already established, then adding to it. This in the macrocosm, of the material covered in each class, and in the microcosm of each specific technique. And this applies as much to the warm-up exercises as anywhere else. This week we included kicking squats, to revise last week’s new material, but also added one armed push-ups. I think I’m the only one of my colleagues that has beginners doing one-armed push-ups, but it’s really not that hard, if you show them how to build up to it and don’t expect a full, perfect iteration at the first attempt. It’s ok to keep your wight on your feet and use your legs to do the work, so long as you are gradually building up the amount of weight on the arm. Eventually the legs do no work at all. Eventually…

We then reviewed falling in pairs (without a demonstration), before going on to revising the four steps, four guards, and 2 turns that they already know, with only the very briefest demonstration of the components. Memory gets better if you use it – and recognition and recall are two separate processes. We want recall.

I then carefully demonstrated the volta stabile, and we all did them together. After they had done them on their own, we went to the four guards drill. I walked them through it then let them practice. The out came the stick for the stick exercise.

From there we revised the first two plays of the first master of the dagger, before I taught them the roverso disarm as shown in the Pisani-Dossi MS. This took a while as it has a lot of moving parts, but when most of them had it, I took them to the book and Lo! It wasn’t there. Oh no! Am I making shit up? This brought up the fact that there’s more than one copy of the manuscript, and they are different. So I showed them the P-D, and the first two plays of the third master of the dagger therein, and had them do it again.

This brought us to 6.55, and we took up the swords. I had them work on the mandritto fendente finishing in posta di dente di zenghiaro, returning up to longa with a thrust or a roverso sottano. Then the same thing on the other side, so creating tutta porta di ferro. Then we did some basic grip exercises: first, writing your name with the point of the sword, then shifting the sword in the hand, from point on the ground to point up, without flexing the wrist, just using the fingers. Then I had them repeat the cutting exercises, with the image of drawing the lines of the blows in the air, rather than striking. Sure enough it got a lot better pretty quickly!

We then revised the first two steps of first drill, and added step 3, the pommel strike. I then took them to the book to show them the pommel strike done as a counter-remedy- they already knew to look for a master wearing a crown and a garter. But there wasn’t one! The pommel strikes were being done by scholars… so we turned to the mounted combat section and found the 8th play of the sword on horseback, and there he was, wearing the right bling and described as a general counter-remedy. This emphasised to the class that the Art is represented by the whole book- you can’t just stick to one section.

So they did it all again, having seen it in the book, and we were done.

After class, Ville Henell got them all cleaning their swords (good man!) and afterwards no less than four of the beginners came and asked for help with a warm-up exercise. Outstanding. The one they wanted was the whisky and cigars drill (sitting down on the floor with your legs in the air, as if reclining on a leather armchair with a whisky (single malt, natch) and cigar (hand-rolled cuban, of course), and your feet on a silken footstool). We got them all to realise it’s about skill, not raw strength. And guess who’ll find it all much easier next time in class. Fully half the class was still training half an hour after class ended, and I tried to spend some time with everyone.

All in all, they are coming along nicely!

 

 

Last Saturday I taught a singlestick seminar. Singlestick is an odd system for me because it’s the one area of swordsmanship where I am not tied hand and foot to a single source. Having been thoroughly pasted by Terry Brown and his students, I am under no illusions about my current competence with this weapon. It is a part of the syllabus that is left over from a time 10 years ago or more when it was one of my best weapons to fence and teach.

It is unique in that it is the only system I teach where we use wooden weapons and allow a sporting approach. Historically, the singlestick (a yard long ash stick with a leather basket covering the hand) was a training tool for the military broadsword, and a separate sporting system in which bouts were ended with a bleeding head wound. (There is a lovely description of this in chapter two of Tom Brown’s School Days, which you can download free from Project Gutenberg. I have copied and pasted the relevant section below this post.)

By the last hour of the seminar all the students seemed pretty exhausted. We had covered the basics of the system, in static drills and more lively “make it work” exercises, and had used some freeplay to expose what needed practice. So it was clearly time for a change of pace. To me, that means lots of running about and push-ups.

To start with, I had the benches brought out (long, low school-gym type things) and placed end to end, and the students freeplayed on them- it made for some very conservative footwork!

We then used the benches as a barrier. One student at each end, on opposite sides. The rules are- keep moving forwards, don’t get hit. The idea is to make it similar to two cavalrymen attacking each other. This lead to a LOT of double hits (and hence a lot of push-ups). This in no way accurately simulates mounted combat, but it gives a small insight into the problem of fighting people who are moving past you.

Then I added a second mask, held in the left hand, in about the position of the imaginary horse’s head. Strikes could be done to either the man or the mask. Very silly, but again a window onto a problem. If your horse gets his eyes cut out, what do you do?

Then everyone spread out fight to one hit, last man standing. The last man of course got to choose how many push-ups everyone else did. Precious little teamwork, lots of backstabbing.

To this we added blackpowder pistols. Sort of. Everyone got one rubber dagger, which they could throw. No reloading (i.e. Picking up a spent dagger and throwing it again). Again lots of backstabbing, shooting from behind, missing, and general hilarity. And the question was raised- when to shoot, if you only have one shot?

The role of singlestick within the school syllabus is to provide a low barrier to entry weapon, where beginners can freeplay safely with minimum kit and maximum fun. It goes against the grain a bit to be so cavalier with a historical system, but there is no doubt of the usefulness of the occasional descent into silliness.

From Tom Brown’s School Days, by Thomas Hughes

And now, while they are climbing the pole in another part of the field, and muzzling in a flour-tub in another, the old farmer whose house, as has been said, overlooks the field, and who is master of the revels, gets up the steps on to the stage, and announces to all whom it may concern that a half-sovereign in money will be forthcoming to the old gamester who breaks most heads; to which the Squire and he have added a new hat.

The amount of the prize is sufficient to stimulate the men of the immediate neighbourhood, but not enough to bring any very high talent from a distance; so, after a glance or two round, a tall fellow, who is a down shepherd, chucks his hat on to the stage and climbs up the steps, looking rather sheepish. The crowd, of course, first cheer, and then chaff as usual, as he picks up his hat and begins handling the sticks to see which will suit him.

“Wooy, Willum Smith, thee canst plaay wi' he arra daay,” says his companion to the blacksmith's apprentice, a stout young fellow of nineteen or twenty. Willum's sweetheart is in the “veast” somewhere, and has strictly enjoined him not to get his head broke at back-swording, on pain of her highest displeasure; but as she is not to be seen (the women pretend not to like to see the backsword play, and keep away from the stage), and as his hat is decidedly getting old, he chucks it on to the stage, and follows himself, hoping that he will only have to break other people's heads, or that, after all, Rachel won't really mind.

Then follows the greasy cap lined with fur of a half-gipsy, poaching, loafing fellow, who travels the Vale not for much good, I fancy:

“For twenty times was Peter feared

For once that Peter was respected,”

in fact. And then three or four other hats, including the glossy castor of Joe Willis, the self-elected and would-be champion of the neighbourhood, a well-to-do young butcher of twenty-eight or thereabouts, and a great strapping fellow, with his full allowance of bluster. This is a capital show of gamesters, considering the amount of the prize; so, while they are picking their sticks and drawing their lots, I think I must tell you, as shortly as I can, how the noble old game of back-sword is played; for it is sadly gone out of late, even in the Vale, and maybe you have never seen it.

The weapon is a good stout ash stick with a large basket handle, heavier and somewhat shorter than a common single-stick. The players are called “old gamesters”—why, I can't tell you—and their object is simply to break one another's heads; for the moment that blood runs an inch anywhere above the eyebrow, the old gamester to whom it belongs is beaten, and has to stop. A very slight blow with the sticks will fetch blood, so that it is by no means a punishing pastime, if the men don't play on purpose and savagely at the body and arms of their adversaries. The old gamester going into action only takes off his hat and coat, and arms himself with a stick; he then loops the fingers of his left hand in a handkerchief or strap, which he fastens round his left leg, measuring the length, so that when he draws it tight with his left elbow in the air, that elbow shall just reach as high as his crown. Thus you see, so long as he chooses to keep his left elbow up, regardless of cuts, he has a perfect guard for the left side of his head. Then he advances his right hand above and in front of his head, holding his stick across, so that its point projects an inch or two over his left elbow; and thus his whole head is completely guarded, and he faces his man armed in like manner; and they stand some three feet apart, often nearer, and feint, and strike, and return at one another's heads, until one cries “hold,” or blood flows. In the first case they are allowed a minute's time; and go on again; in the latter another pair of gamesters are called on. If good men are playing, the quickness of the returns is marvellous: you hear the rattle like that a boy makes drawing his stick along palings, only heavier; and the closeness of the men in action to one another gives it a strange interest, and makes a spell at back-swording a very noble sight.

They are all suited now with sticks, and Joe Willis and the gipsy man have drawn the first lot. So the rest lean against the rails of the stage, and Joe and the dark man meet in the middle, the boards having been strewed with sawdust, Joe's white shirt and spotless drab breeches and boots contrasting with the gipsy's coarse blue shirt and dirty green velveteen breeches and leather gaiters. Joe is evidently turning up his nose at the other, and half insulted at having to break his head.

The gipsy is a tough, active fellow, but not very skilful with his weapon, so that Joe's weight and strength tell in a minute; he is too heavy metal for him. Whack, whack, whack, come his blows, breaking down the gipsy's guard, and threatening to reach his head every moment. There it is at last. “Blood, blood!” shout the spectators, as a thin stream oozes out slowly from the roots of his hair, and the umpire calls to them to stop. The gipsy scowls at Joe under his brows in no pleasant manner, while Master Joe swaggers about, and makes attitudes, and thinks himself, and shows that he thinks himself, the greatest man in the field.

Then follow several stout sets-to between the other candidates for the new hat, and at last come the shepherd and Willum Smith. This is the crack set-to of the day. They are both in famous wind, and there is no crying “hold.” The shepherd is an old hand, and up to all the dodges. He tries them one after another, and very nearly gets at Willum's head by coming in near, and playing over his guard at the half-stick; but somehow Willum blunders through, catching the stick on his shoulders, neck, sides, every now and then, anywhere but on his head, and his returns are heavy and straight, and he is the youngest gamester and a favourite in the parish, and his gallant stand brings down shouts and cheers, and the knowing ones think he'll win if he keeps steady; and Tom, on the groom's shoulder, holds his hands together, and can hardly breathe for excitement.

Alas for Willum! His sweetheart, getting tired of female companionship, has been hunting the booths to see where he can have got to, and now catches sight of him on the stage in full combat. She flushes and turns pale; her old aunt catches hold of her, saying, “Bless ‘ee, child, doan't ‘ee go a'nigst it;” but she breaks away and runs towards the stage calling his name. Willum keeps up his guard stoutly, but glances for a moment towards the voice. No guard will do it, Willum, without the eye. The shepherd steps round and strikes, and the point of his stick just grazes Willum's forehead, fetching off the skin, and the blood flows, and the umpire cries, “Hold!” and poor Willum's chance is up for the day. But he takes it very well, and puts on his old hat and coat, and goes down to be scolded by his sweetheart, and led away out of mischief. Tom hears him say coaxingly, as he walks off,—

“Now doan't ‘ee, Rachel! I wouldn't ha' done it, only I wanted summut to buy ‘ee a fairing wi', and I be as vlush o' money as a twod o' feathers.”

“Thee mind what I tells ‘ee,” rejoins Rachel saucily, “and doan't ‘ee kep blethering about fairings.”

Tom resolves in his heart to give Willum the remainder of his two shillings after the back-swording.

Joe Willis has all the luck to-day. His next bout ends in an easy victory, while the shepherd has a tough job to break his second head; and when Joe and the shepherd meet, and the whole circle expect and hope to see him get a broken crown, the shepherd slips in the first round and falls against the rails, hurting himself so that the old farmer will not let him go on, much as he wishes to try; and that impostor Joe (for he is certainly not the best man) struts and swaggers about the stage the conquering gamester, though he hasn't had five minutes' really trying play.

Joe takes the new hat in his hand, and puts the money into it, and then, as if a thought strikes him, and he doesn't think his victory quite acknowledged down below, walks to each face of the stage, and looks down, shaking the money, and chaffing, as how he'll stake hat and money and another half-sovereign “agin any gamester as hasn't played already.” Cunning Joe! he thus gets rid of Willum and the shepherd, who is quite fresh again.

No one seems to like the offer, and the umpire is just coming down, when a queer old hat, something like a doctor of divinity's shovel, is chucked on to the stage and an elderly, quiet man steps out, who has been watching the play, saying he should like to cross a stick wi' the prodigalish young chap.

The crowd cheer, and begin to chaff Joe, who turns up his nose and swaggers across to the sticks. “Imp'dent old wosbird!” says he; “I'll break the bald head on un to the truth.”

The old boy is very bald, certainly, and the blood will show fast enough if you can touch him, Joe.

He takes off his long-flapped coat, and stands up in a long-flapped waistcoat, which Sir Roger de Coverley might have worn when it was new, picks out a stick, and is ready for Master Joe, who loses no time, but begins his old game, whack, whack, whack, trying to break down the old man's guard by sheer strength. But it won't do; he catches every blow close by the basket, and though he is rather stiff in his returns, after a minute walks Joe about the stage, and is clearly a stanch old gamester. Joe now comes in, and making the most of his height, tries to get over the old man's guard at half-stick, by which he takes a smart blow in the ribs and another on the elbow, and nothing more. And now he loses wind and begins to puff, and the crowd laugh. “Cry ‘hold,' Joe; thee'st met thy match!” Instead of taking good advice and getting his wind, Joe loses his temper, and strikes at the old man's body.

“Blood, blood!” shout the crowd; “Joe's head's broke!”

Who'd have thought it? How did it come? That body-blow left Joe's head unguarded for a moment; and with one turn of the wrist the old gentleman has picked a neat little bit of skin off the middle of his forehead; and though he won't believe it, and hammers on for three more blows despite of the shouts, is then convinced by the blood trickling into his eye. Poor Joe is sadly crestfallen, and fumbles in his pocket for the other half-sovereign, but the old gamester won't have it. “Keep thy money, man, and gi's thy hand,” says he; and they shake hands. But the old gamester gives the new hat to the shepherd, and, soon after, the half-sovereign to Willum, who thereout decorates his sweetheart with ribbons to his heart's content.

“Who can a be?” “Wur do a cum from?” ask the crowd. And it soon flies about that the old west-country champion, who played a tie with Shaw the Lifeguardsman at “Vizes” twenty years before, has broken Joe Willis's crown for him.

 

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