The Teaching Lesson focuses on teaching the fencer a new technique or on improving the correct execution of a technique already known.
Crosnier describes this in the context of two phases of a fencer's development: (1) instruction in how to deliver the stroke, and (2) developing smoothness of technique.
In structuring the Teaching Lesson, the instructor should move from known to new, unknown techniques, and from simple to more complex techniques.
The United States Fencing Coaches Association requires the instructor to be able to teach three distinct techniques during an examination Teaching Lesson, and this may well be a reasonable upper limit.
These techniques should generally flow from one to the next and represent a tactical progression.
For example: ...
Compound attack with two parts.
...
Counterattack by stop hit.
...
Defensive countertime against the stop hit.
Although the purpose is not to focus on tactical elements, the techniques taught should make sense in a tactical context.
The exact content and progression of any teaching lesson will depend on the level of the fencer's development.
However, it may be useful to teach an offensive action with, at least, an introduction to the defense against that action in the same lesson.
The Teaching Lesson depends upon clear demonstration of technique and the repetition of that technique in blocked sets of exercises with emphasis throughout on the correct execution of technique.
Demonstration is a critical part of the Teaching Lesson, both for the introduction of new technique and for the refinement of technique.
The Master must understand the technique to be demonstrated and be able to show it with a high degree of technical correctness, at slow speed, segmented into parts, and at fencing speed.
After the technique is demonstrated the student will practice the technique with the Master in blocked sets, the same technique executed in the same way repetitively.
The number of repetitions will depend on student progress, but, in general, a substantial number of repetitions is necessary.
Writers in the martial arts often use the figure of 10,000 to 50,000 repetitions of a skill being required to gain the ability to execute it rapidly and correctly under combat conditions.
Obviously a lesson cannot deliver that many repetitions; however, the number must be sufficient to at least start building a muscle memory of the skill.
Although blocked sets are considered an important teaching tool and required for examinations, sports science research reports that the use of blocked sets actually inhibits the improvement of student performance.
Blocked sets should only be used during the initial development of a skill; as soon as performance is approximately correct, learning will be improved by moving to serial or random practice.
During this process students will make errors in their execution of the skill.
The Master must correct errors, but this should not overshadow the actual teaching and practice of the skill.
In general, allow the student to execute incorrectly for three tries before making a correction.
Many students will self-correct their performance, especially students who are solid intermediate or advanced fencers.
Correct one thing at a time.
Giving a student 5 or 6 things to fix in the next try simply is unrealistic.
Make corrections in a positive way - expressing the negative "don't do this" sets the "this" you do not want in the student's mind, especially if you them demonstrate what the student is doing wrong.
Instead show the student how to do the skill, better, faster, more accurately, etc.
Crosnier suggested that students should not take lessons immobile, and that the Master should use a step forward or a step back every few executions to prevent the student from stiffening up.
Alaux recommended that actions should be executed from the on guard position, from an advance, and from a lunge.
This can be expanded to have the student execute actions from the static position, on the advance, on the retreat, with the lunge, on the advance lunge, on the retreat lunge, with balestra, and with fleche.
Depending on the range of footwork at which the student is proficient, it is logical to use footwork with the blocked set for the technique so that a student does the first actions from the static position, then with the advance, etc.
to the upper end of footwork proficiency.
These should be treated as blocked sets within the overall blocked drill for the technique.
Delivering the teaching lesson is a core skill for Fencing Masters, indeed also for Prevots and Moniteurs.
Imparting the skills of our sport to others is the most basic function that we perform.
Therefore, mastering the teaching lesson is critical to your success as a professional fencing coach.
Crosnier describes this in the context of two phases of a fencer's development: (1) instruction in how to deliver the stroke, and (2) developing smoothness of technique.
In structuring the Teaching Lesson, the instructor should move from known to new, unknown techniques, and from simple to more complex techniques.
The United States Fencing Coaches Association requires the instructor to be able to teach three distinct techniques during an examination Teaching Lesson, and this may well be a reasonable upper limit.
These techniques should generally flow from one to the next and represent a tactical progression.
For example: ...
Compound attack with two parts.
...
Counterattack by stop hit.
...
Defensive countertime against the stop hit.
Although the purpose is not to focus on tactical elements, the techniques taught should make sense in a tactical context.
The exact content and progression of any teaching lesson will depend on the level of the fencer's development.
However, it may be useful to teach an offensive action with, at least, an introduction to the defense against that action in the same lesson.
The Teaching Lesson depends upon clear demonstration of technique and the repetition of that technique in blocked sets of exercises with emphasis throughout on the correct execution of technique.
Demonstration is a critical part of the Teaching Lesson, both for the introduction of new technique and for the refinement of technique.
The Master must understand the technique to be demonstrated and be able to show it with a high degree of technical correctness, at slow speed, segmented into parts, and at fencing speed.
After the technique is demonstrated the student will practice the technique with the Master in blocked sets, the same technique executed in the same way repetitively.
The number of repetitions will depend on student progress, but, in general, a substantial number of repetitions is necessary.
Writers in the martial arts often use the figure of 10,000 to 50,000 repetitions of a skill being required to gain the ability to execute it rapidly and correctly under combat conditions.
Obviously a lesson cannot deliver that many repetitions; however, the number must be sufficient to at least start building a muscle memory of the skill.
Although blocked sets are considered an important teaching tool and required for examinations, sports science research reports that the use of blocked sets actually inhibits the improvement of student performance.
Blocked sets should only be used during the initial development of a skill; as soon as performance is approximately correct, learning will be improved by moving to serial or random practice.
During this process students will make errors in their execution of the skill.
The Master must correct errors, but this should not overshadow the actual teaching and practice of the skill.
In general, allow the student to execute incorrectly for three tries before making a correction.
Many students will self-correct their performance, especially students who are solid intermediate or advanced fencers.
Correct one thing at a time.
Giving a student 5 or 6 things to fix in the next try simply is unrealistic.
Make corrections in a positive way - expressing the negative "don't do this" sets the "this" you do not want in the student's mind, especially if you them demonstrate what the student is doing wrong.
Instead show the student how to do the skill, better, faster, more accurately, etc.
Crosnier suggested that students should not take lessons immobile, and that the Master should use a step forward or a step back every few executions to prevent the student from stiffening up.
Alaux recommended that actions should be executed from the on guard position, from an advance, and from a lunge.
This can be expanded to have the student execute actions from the static position, on the advance, on the retreat, with the lunge, on the advance lunge, on the retreat lunge, with balestra, and with fleche.
Depending on the range of footwork at which the student is proficient, it is logical to use footwork with the blocked set for the technique so that a student does the first actions from the static position, then with the advance, etc.
to the upper end of footwork proficiency.
These should be treated as blocked sets within the overall blocked drill for the technique.
Delivering the teaching lesson is a core skill for Fencing Masters, indeed also for Prevots and Moniteurs.
Imparting the skills of our sport to others is the most basic function that we perform.
Therefore, mastering the teaching lesson is critical to your success as a professional fencing coach.