p • CALIFORNIA STATE UNIVERSITY, NORTHRIDGE AN INVESTIGATION INTO THE RELATIONSHIP ll BETWEEN COLLEGIATE SABRE FENCING LESSONS AND COLLEGIATE SABRE FENCING BOUTS A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Physical Education by Edwin Knox Hurst II January, 1980 Knox Hurst II is approved: Advisor Dr. Merril~ Hardy t Dr. Adran Adams Dr. Darrel Guthrie, Chair California State University, Northridge ii TABLE OF CONTENTS Abstract iv Chapter I. The Problem 1 II. Review of the Literature 6 III. Method 13 IV. Results 19 V. Summary, Discussion, and Conclusions 25 Bibliography 33 Appendix C 36 Appendix D 39 iii ABSTRACT AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN COLLEGIATE SABRE FENCING LESSONS AND COLLEGE SABRE FENCING BOUTS by Edwin Knox Hurst II Master of Arts in Physical Education Observation of collegiate sabre fencing indicated that there might be a considerable disparity between the actions emphasized in most sabre fencing lessons and the actions which actually score most often in college sabre bouts. As a result of these observations, it was decided to formally survey contemporary collegiate sabre competition as well as contemporary collegiate sabre lessons and then attempt to discern if there were significant differences between the two. Competition data were obtained by observation of the finals of the 1979 National Collegiate Athletic Association Sabre Championships and lesson data were obtained from the iv answers to a questionnaire sent to college sabre coaches nationwide. The data were classified into two general categories: "simple" actions and "complex" actions. Using these two categories as_parameters, a modified "Z" Test was employed to determine if lesson data and competition data constituted the same or significantly different statistical populations. The results of the "Z" Test indicated that there were significant differences between the employment of simple versus complex actions in actual competition and the empha­ sis placed on simple versus complex actions in collegiate sabre lessons. The conclusions of this study, that there were significant differences between college sabre bouts and college sabre lessons, thus raised the question whether the average lesson is providing the optimum preparation for modern collegiate competitive conditions. Further study of this question was strongly indicated. v CHAPTER I THE PROBLEM Introduction Fencing is one of this country's older inter­ collegiate sports~ yet it seems to have entirely escaped the statistical scrutiny so prevalent in other areas of athletics. As a result, most American coaching lessons have come about through imitation of lessons given by Euro­ pean fencing masters, rather than through an analysis of the requirements of the modern collegiate game (lO:ix-x, 15:xi-xiii, 25:4). Since there is no such thing as col­ legiate fencing in Europe, this method could be somewhat suspect. Fencing is traditionally taught by a fencing coach giving an individual lesson to each student. As .the student becomes more adept, the lessons become more complex and intricate. It appears, however, that as these lessons become more complicated, they seem to bear a decreasing resemblance to an actual college bout. This tendency is most noticeable in sabre, where the large target area, combined with the ability to score with the entire cutting edge of the blade, give the advantage to the attack and make for a preponderance of quick, explosive, yet simple actions. 1 2 Continued observation of collegiate sabre competi­ tion suggested that there might be a considerable disparity between the actions emphasized in most sabre fencing lessons and the actions which actually score most often in college sabre bouts. Specifically, it appeared that, while success­ ful simple actions seemed to heavily outnumber successful complex ones, most lessons observed seemed to strongly emphasize complex actions over simple ones. As a result of these observations, it was decided to formally survey contemporary collegiate sabre competi­ tion as well as contemporary collegiate sabre lessons and then attempt to discern if there were significant differ­ ences between the two. To form the basis for this investi­ gation, a statement of the overall problem was formulated. Statement of the Problem There is a significant difference between the emphasis placed on simple versus complex actions .in an average college sabre lesson, and actual use of simple as opposed to complex actions in college sabre bouts. Significance of the Problem This problem is significant in that its investiga­ tion provides a basis from which to infer whether modern collegiate sabre lessons are correlating with the demands of the college game itself. Such inferences, and the ques­ tions raised by them, could be of great value to college 3 fencing coaches. In addition, the data developed by such a study would provide a basis with which an individual coach could compare his lessons with existing competitive condi­ tions. Hypotheses In order t~ proceed with the investigation of the problem, three hypotheses were formulated: 1. There is a significant difference between the ratio of simple to complex attacks taught in an average college sabre lesson and the ratio of simple to complex attacks which succeed in college sabre bouts. 2. There is a significant difference between the ratio of simple to complex ripostes taught in an average college sabre lesson and the ratio of simple to complex ripostes which succeed in college sabre bouts. 3. There is a significant difference between the ratio of simple to complex counterattacks taught _in an average college sabre lesson and the ratio of simple to complex counterattacks which succeed in college sabre fencing bouts. Three hypotheses were formulated as there are three general categories of fencing actions, i.e. attacks, ripostes and counterattacks. It w~s decided that, in order to more precisely investigate the problem, it was necessary to survey and compare the three basic categories separately. Scope and Limitations of the Study This study is limited by the following factors: 1. Only members of the National Fencing Coaches Association of America were surveyed. 2. These coaches are currently coaching a college sabre team or have overall head coaching responsibility for one. 3. Data was obtained by observation of the 1979 National Collegiate Athletic Association Fencing Cha~pionship sabre finals. Definition of Terms For the purpose of clarity for the lay reader, various fencing terms will be defined below. All actions listed under this category are defined in the Rules Manual of the Amateur Fencers' League of America (8). This book is a direct translation of the Rules Book of the Federation Internationale d'Escrime, the governing body of world fencing. Direct Attack: A one-tempo cut or thrust. Direct Beat-Attack: A sharp strike against the opponent's blade followed by an immediate one-tempo cut or thrust. Direct Riposte: A straight cut or thrust performed i~nediately after executing a parry. Direct Counter-Riposte: A straight cut or thrust executed after the parry of the opponent's riposte. This is the second action executed by the original attacker. Simple Attack: A direct attack, direct beat-attack, or one­ two (feint-attack). Simple Riposte: A direct riposte or direct counter-riposte. Simple Counterattack: A direct stop cut or thrust, a counter-time action, or a direct attack-on-preparation. More Complex: Any action which requires more movements of the sword (or hesitations in lieu of movements) than those already lis ted. It must be pointed out that the official definition of a simple attack would exclude the "beat-attack" and the "1-2", but these actions are considered so basic to sabre fencing that they were classified as "simple" for the pur­ poses of this paper. CHAPTER II REVIEW OF THE LITERATURE Development of College Fencing Fencing is one of this country's oldest inter­ collegiate sports. The original Intercollegiate Fencing Association (comprised of Yale, Harvard, and Columbia) was founded in 1894, eleven years before the formation of the National Collegiate Athletic Association (28:6). In the next few years, other Eastern colleges joined, as did the U.S. Military and Naval Academies. Intercollegiate fencing remained concentrated on the East Coast through the 1930's although it gradually spread to a select nunilier of univer­ sities across the country. However, the inception of the NCAA-sanctioned National Collegiate Fencing Championships in 1941 spurred a rapid growth in ~ollegiate fencing teams. The introduction of All-America awards in 1951 added further impetus to that growth until, in 1978, the NCAA was forced to limit the number of schools entering the National Championships to forty (28:9-10). However, American fencing has remained uniquely European 1n philosophy relative to other collegiate sports (10, 15, 25). The coaches who formed the backbone of col­ legiate fencing during the twenties, thirties, and forties were all European born, educated, and trained fencing 6 7 masters. Notable among these were Julio Castello of New York University, Robert Grasson of Yale, and Clovis Deladrier of the Naval Academy (28:8). Some of these early coaches, espousing that the requirements of American col­ legiate competition were incompatible with many of the accepted European theories of fencing and training, began to make certain modifications. In 1933, Castello tried to Americanize the various fencing terms. He changed such terms as "riposte" to "return", "coupe" to "cutover", "fleche" to "flash", etc. in an attempt to make the sport more understandable in this country ( 10). · In his 1948 book Deladrier described a system created out of a combination of the prevailing European systems of the time. He felt that such a "new" system was more attuned to the requirements of college competition (l5:xi-xii). Neither of these attempts seemed to gain . general acceptance, however, as subsequent fencing books neither mention a "Deladrier" system nor utilize Castello's terminology (1, 6, 9, 12, 14, 17, 27, 35).