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Classical Fencing: The Command Lesson

Fencing texts, from the Rondel to the Lidstone, usually included detailed charts showing the sequence of commands the instructor would use when teaching the technique. The responses given by the instructor and the student to those commands are included with the commands. We know that these orders were actually used because authors as far back as Siebenhaar to Crosnier Foil fencing In 1967, discussions on how to issue orders were included.

However, the command lesson has generally been abandoned as a teaching tool. Modern texts, including the original National Training Program of the United States Fencing Coaches Association, do not address the use of teams.

There are a number of reasons that can lead to a general refusal from command lessons:

• It is an old technique used long before the development of modern techniques and the increased athleticism of fencers.

• The training of Fencing Masters emphasizes the use of blade and footwork in private lessons, teaching with blocked repetition, and teaching with variation (in fact the opposite of the most effective use of both repetition and variation).

• Widespread belief in game theory, where athletes are allowed, even encouraged, to find their own way to perform a technique. This is not to denigrate game theory; it is highly desirable to incorporate game theory at specific stages of training.

• Team training requires more attention to the division of the technique into parts, requires a detailed consideration of the sequence and breakdown (progressive combination of parts into a whole) of all elements of the technique. In other words, teaching in this way requires reflection and disciplined performance and work from the trainer.

However, for the classical fencer and for all fencers, the special use team lesson has important advantages:

• For classical fencers, this allows current practice to study the way fencers actually learned to fence in the classical period. So it’s a window into the spirituality of sports. Just as language expresses the nature of a culture, so how you learn to fence defines the nature of a sport.

• Commands provide discipline for execution to ensure that the student does the exercise, not what the student wants to do, which is a critical outcome for technique development and response time.

• Many techniques require a specific sequence of actions. Leaving students to their own devices has an unreasonably high probability of getting the sequence wrong, developing an ineffective habit pattern, and requiring significant effort to correct the habit. The commands can be adapted to develop the necessary sequence.

• Deliberate learning and piecemeal learning are improved.

As Maitre d’Armes, I had generally opted out of team-based classes. In developing the Academy of Classical Arms credential program, I incorporated command-based instruction as demonstrated at Salles during the classical period. But then I had a class of modern fencers who wanted to improve their accuracy and control. After 30 minutes of work, first with commands for each element of the lunge lunge and then with progressively larger parts of the technique, I saw a definite improvement in the accuracy, consistency and precision of movement in their attacks. Team training is not the only solution, but it should be part of any classical fencing training and should be considered as a special tool for modern fencing training.

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