Is This Attainable?

Kensey and I have recently ordered some dussack trainers, so a few nights ago we took to YouTube to watch people using them. In one video, we saw a guy who moved really, really well-- in total control at all times, able to pivot and flow and change directions and stop on a dime, all the stuff you'd want to see out of a higher end fighter. The contrast with the opponent was stark, though the opponent wasn't moving poorly. The difference in juxtaposition was just very obvious. 

As we talked about what we were watching, she asked me: "Is that even possible for me?"

Adaptations

 It's not uncommon to see someone say they're "adapting" a historical system to suit their own needs with their fencing. On the surface, this sounds like a reasonable thing to do: after all, we're all different and we'll all need a tailored approach. The problem with this is that while true, it's also definitely not true. How can that be?

But How Do You Know?

One very common question that comes up with historical fencing research is, "How do you know you're right?" This challenge arises because there are no living traditions and we're all working out of manuals of varying quality and even what's available is limited in scope. Confounding matters are the influences of modern and classical fencing, alongside the emergent adaptations that come with SCA or HEMA practices. How do we know?

89 is not 90

If you're practicing effectively, skill plateaus aren't real. Sometimes it might seem like you're stuck in a rut, but I can't tell you how many times I have seen someone think they're not making progress only to suddenly experience a major surge in performance. It happened to me, and it can happen to you.

Mistakes Are Data

There is a saying that shows up fairly often when people talk about practice: "The master has failed more than the novice has tried." This is good and wise and true. No expert would deny it. But, how do we make this wisdom a part of our journey toward expertise?

On Expectations, part 3

Continuing along on the topic of expectations, I want to touch upon some of what a student ought to be able to expect at a practice from their teacher. This is only part of that total list, but they are critical parts-- without them, nothing else will be enough to make the practice worth your time.

On Expectations, part 2

Thinking further, I want to also talk about how students might manage the pressure of expectations-- both that they put on themselves, and that others put on them. Pressure can be a useful tool, but not if it's destructive. I could visit the Mariana Trench, but I wouldn't want to live there!