I have recently started occasionally coaching at a club in another city. This is what I think of as a mid sized club with 8 strips, but rarely enough fencers to fill all of the strips on any given night. I think this club is in the most difficult growth phase where they have progressed past the point of being a small easily managed and structured organization, but have not yet attracted the membership base to support the structures that large clubs use. I am not the head coach at this club, which currently is between head coaches (another challenge they face), but they do have a part time coach that they really trust. He and I tend to be on the same page and we are working together to overhaul the curriculum for this club. I have had the good fortune to train at a large number of clubs, so as part of our brainstorming I put together a little document outlining the different instruction organizational models I have seen and what I perceive as their strengths and weaknesses. I hope for this to be a bit of an ongoing wiki sort of post, so I’d love to hear other people’s ideas on this topic. For the purposes of keeping the club anonymous, I have edited my document to refer to them as CLUB. I really don’t want anyone thinking that I have an even remotely negative opinion of this club. It is quite the opposite, I have been very impressed with what they have accomplished and I am truly excited to be part of the growth that is yet to come.
General club formats
Entirely private lesson based:
Beginners get instruction through private lessons 2-3 times/week for the first month before being invited to join open fencing. Continued instruction is through private lessons.
Pros:
- Student technical skills progress quickly
- Instruction is specific to individual student needs
- Excellent for forming student coach relationships
Cons:
- If students come in as a group, there is no structure to keep friends together (although coach can easily choose to do small group lessons)
- Lack of social cohesion among beginning students
- Resource intensive and does not scale well
Summary:
Seems to work well for clubs where beginning members trickle in and there are rarely enough beginners starting together to form a class. This is also very reliant on the ability of the coach to connect with each student individually.
Single beginner class/private lessons
Beginners receive instruction through a group class before being introduced to open fencing. Continued instruction after beginning class is through private lessons. This is the format I currently use at UO.
Pros:
- Helps with social cohesion of beginners
- Provides some structure for beginners
- Emphasizes open fencing as the primary site for learning
- Strongly encourages individually tailored instruction
- Intermediate and advanced student education is reliant upon the motivation of students to take private lessons.
Cons:
- Intermediate and advanced student education is reliant upon the motivation of students to take private lessons.
- Lack of social cohesion through classes for intermediate and advanced students.
- Beginners don’t immediately mix with more advanced students.
Summary
I like this organization for small clubs that tend to get beginners in waves. At UO we tend to have beginner groups start the first week of every term and attendance is often hit and miss.
Series of structured classes:
This is what CLUB and NWFC have as their structures. Students advance through a series of structured classes, each one progressively more advanced. This mirrors the generally accepted academic system in the U.S. and shares many of the same pros and cons. Note: NWFC uses the single beginner class format for adult classes.
Pros:
- Fosters peer relationships between students of similar ability levels (peer groups)
- Maximizes efficiency of resources – more students with fewer coaches
- Ensures students have a standard body of knowledge after each class
Cons:
- Requires a large number of students to maintain sufficient class sizes and consistent ability levels within each class
- Students receive less individual attention and curriculum is not individualized to the student
- Does not encourage social integration across ability levels
Summary
I think this format works best at large clubs where it is necessary to train a large group of beginners. At smaller clubs, such as CLUB, it is very difficult to ensure critical mass in each class after the first as there will be some attrition at each level. CLUB’s solution has been to expand the range of ability levels in each class, which has resulted in increasing the difficulty of teaching the class as the lowest level students struggle to keep up and the most advanced students are bored.
Unstructured/Peer instruction supplemented with private lessons
I have never seen a club officially organize instruction this way, but I have seen many clubs that use this as the default organization due to either the overworking or laziness of the coaching staff. Beginners are instructed by more advanced students, usually one on one until they are up to speed enough to join open fencing.
Pros:
- Fosters social interaction throughout the club across ability and experience levels.
- Advanced students learn through the act of teaching
- Creates a system in which club mates can coach each other, thus easing the strain on coaches.
Cons:
- Instruction is inconsistent and often of poor quality
- Advanced students spend time teaching instead of training
- SafeSport could be a major issue if one student is a minor and the other is not
Summary:
It is difficult to evaluate this method because I have never seen it consciously and systematically implemented. I have thought about the idea of formalizing this sort of structure because I think paired peer learning can be really powerful, but I haven’t done it yet. I think this organization could be ideal for transitioning students from a very short beginner class to primarily open fencing in small clubs like collegiate clubs and I may try systematically implementing this sort of instruction at UO.
CLUB Specific Ideas
I think CLUB faces two issues with their curriculum. The first, as highlighted above, is that there is not a sufficient student base to support the current class structure so classes are too small with too wide a range of ability levels within each class. The second issue is the specific curriculum design that separates technical and tactical skills.
The class size/ability range issue is hard to find a solution for without changing the fundamental curriculum organization of the club. I think that the club is not large enough to support 4 levels of classes currently, but I don’t really have a good suggestion about how to fix this issue.
The specific curriculum should be redesigned to teach technical skills in the context of useful tactics. I actually reverse the order of instruction that CLUB uses at UO. I start with foot tempo, defending with distance, and taking over the attack. From there, I start adding in basic technical skills starting with angulation and emphasizing hitting targets within the context of distance and tempo (first shoulder, then hand, then expanding later to foot, leg, flank, etc.). Next parries and disengages can be taught together. I generally start with intercepting parries (opposition with the arm fully extended) because the motion is the same between these and disengages. Then strong parries while collapsing distance. The main thing is that by starting with distance and tempo, every blade work action is then taught within a framework of when to use it tactically. This could be split into two classes, one that is a basic introduction for beginners and then the first epee specific class. NOTE: I don’t have much experience working with kids and my colleague has pointed out that he agrees entirely with this model for adults, but that kids need a lot more technical training and general proprioceptive activities before they are mature enough to grasp these concepts.
The next level class could then expand on these skills by focusing on how to gather information about your opponent – when they trigger attacks and what blade work actions they favor – and how to then use the technical skills to manipulate them. This can start very simply with concepts like drawing the attack to setup a parry. From there a natural progression could be to use early parries to force a disengage into a known line or to show the opponent that you want to parry, but then counterattack instead.
The highest level class could take expand the information gathering and tactical interplay to the bout level to work on concepts like controlling the strip and the clock or disrupting the opponent to create opportunities later in the bout. This could also include topics like when in the bout to increase the complexity of setups and when to simplify. In general, it would be focused on ways of conceptualizing the bout as a whole instead of focusing on individual actions and points.