All Of The Following Are Considered Sport-Specific Fitness Components Except The Fencing Lesson – Blocked, Serial, and Random Drills

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The Fencing Lesson – Blocked, Serial, and Random Drills

Fencing masters often use three types of drills in their lessons: block drills, serial drills, and random drills. Each has strengths and applications for specific training needs. Each should become part of your standard toolkit for fencing lessons.

Blocked Drills are the first step in developing students’ proficiency in specific fencing moves. Blocking drills, taught by masters to students, consist of a series of cues that elicit the same response techniques. For example, the master invites to open the 6th row by moving his blade inside. The student stretches with a straight thrust, strikes with a lunge, and then recovers, ready to perform the technique again. Blocked Drills can be used in offensive, defensive and counter-offensive operations.

The advantage of Blocked Drill is that it creates repetition of techniques. This allows students to develop greater fluency in execution, improve accuracy, and develop the ability to recognize the conditions for technical success. These results make it a favorite for teaching courses.

However, studies have shown that over-reliance on Blocked Drill can actually hinder the development of skill performance. Once the student has a basic understanding of the technique and can generally perform it within acceptable parameters, Blocked Drills should be discontinued and switched to a training mode that forces the student to make a choice (serial and random training) about which to perform. technology. The requirement for decision making actually improves the performance of the alternate skill better than using the alternate skill in separate Blocked Drills.

A series of drills increases the difficulty of the drill and engages students in very basic decision-making. In this model, the master provides cues that drive a series of techniques, always the same techniques, and always in the same order. For example, the master first moves the blade to the inside to open the 6th line, and the student performs a straight thrust and lunge on the 6th line. After the student recovers, the master presses the student’s blade from step 6, and the student performs a lunge release. The master then repeats the sequence of the thrust attack, followed by the disengagement attack.

Serial Drill builds repetitions of more than one technique. Although two or three tricks seems like a reasonable maximum for a new skill, and more tricks obviously increase the difficulty, more experienced students with their eyes open can perform larger numbers without encountering undue difficulty. However, its main advantage is that it begins to develop very basic decision-making in the form of recognizing the master’s tactical action patterns and choosing the correct action, even if the student knows these in advance.

The final step is random training. Randomized exercises require students to identify prompts and choose the correct response for each prompt. Hints are presented in a random order for the entire set of techniques being used.For example, if a master is practicing three simple attacks with a student (jab, disengage, and counter disengage), the three skills may be presented in the following order: thrust, counter disengage, disengage, counter disengage, counter disengage, Straight stab, disengagement, straight push, etc.

Randomized exercises introduce more complex decisions. Now, the student must decide what the cue the master is giving, decide on the appropriate movement for that cue, and start the movement. Because the movements are random, the student must constantly observe the movements of the master; this includes assessing any movement for clues as to whether it is a tactical move. When a cue triggers a multipart action, students must keep their eyes open to identify the following cue that comes after the initial cue. This is more demanding than Serial Drill.

At each level, the realism of the drill can be increased by introducing movement, with the master or pupil controlling the distance. Similarly, the timing of an action can vary with the speed at which the cue is delivered. All of this adds to the difficulty of the walkthrough and makes it more like a round condition.

These exercises can be used individually or as an integral part of individual lessons. As such, blocked drill is a necessary component of the curriculum taught by USAFCA certification candidates. However, they can also be used as integrated teaching and training systems. Short block drills delivered sequentially can be used as lead-ins for series drills using the same technology and sequence, which can then transition to random drilling.

Effective training develops technical proficiency, improves speed and helps develop tactical decision-making skills. Develop your ability to perform these exercises and choose the best ones for your students and classes. The result will be a better fencer.

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