This document provides a lesson plan for a sixth grade physical education class on fencing. The lesson plan outlines objectives, standards, materials, and procedures. It includes a warm-up, stretching, and two parts for the lesson body focusing on fencing footwork and form. The lesson teaches fencing skills and concepts like the lunge, en garde position, attacks, parries, and counterattacks through teacher instruction, activities like shadow fencing, and discussion of etiquette and rules. The goal is for students to learn and apply fencing techniques and understand their benefits for physical fitness, motor skills, and responsible behavior.

1. Indiana University of Pennsylvania
Fencing Focus
Grade Level: Sixth Grade
Jason Young, M.Ed.
Sample Teaching Lesson Plan

2. Fencing Focus
Mr. Jason Young Grade Level: Sixth Grade
December 3, 2010 Teaching Sample
Relationship to Standards:
Pennsylvania Standards for Physical Education:
10.4 Physical Activity
10.4.6 A Identify and engage in moderate to vigorous physical activities that
contribute to physical fitness and health.
10.4.6 C Identify and apply ways to monitor and assess the body’s
responses to moderate to vigorous physical activities.
 Fitness Assessment
10.4.6 D Describe factors that affect childhood physical activity preferences.
 Enjoyment
 Personal Interest
 Opportunities to Learn New Activities
10.4.6 F Indentify and describe positive and negative interactions of group
members in physical activities.
 Etiquette
 Adherence to Rules
10.5 Concepts, Principles and Strategies of Movement
10.5.6 A Explain and apply the basic movements skills and concepts to
create and perform movement sequences and advanced skills.
10.4.6 B Indentify and apply the concepts of motor skill developing to a
variety of basic skills.
 Movement Efficiency

3. National Standards for Physical Education:
Standard 2 Demonstrate understanding of movement concepts, principles,
strategies and tactics as they apply to the learning and
performance of physical activities.
Standard 5 Exhibits responsible personal and social behavior that respects self
and others in physical activity setting.
Standard 6 Values physical activity for health, enjoyment, challenge, self-
expression and/or social interaction.
Constance Prosser Mellon Education Standards:
 Apply and provide a nurturing community where students build their
academic skill and learn to become responsible, compassionate and healthy
adults.
 Incorporate the benefits of physical fitness and team play.

4. Learning and Behavioral Objectives:
Cognitive Objectives:
 The students will be able to list “what three factors influence their decision to
participate in a new activity/sport,” while partaking in the anticipatory set or
leading activity.
 The students will be able to explain the conventions that dictate the patterns of
attacks, counterattacks and parries associated to fencing after the teacher lead
webquest. (see DVD webquest).
Affective Objectives:
 The students will be able to express their feelings about actively participating in
Physical Education class and the benefits it has on their academic work, social life
and physical well-being.
 During the cool-down activity, the students will be able to express the benefits of
responsible personal behavior with regards to the fencing activities while
participating in a group discussion.
Psychomotor Objectives:
 The students will be able to execute the basic fencing lunge outlined by the
Fencing Guidelines poster board while participating in the teacher led instruction.
(See appendix).
 The students will be able to apply the concepts of the “en garde” skill of foil grip
and foot position in accordance to Guidelines poster board while participating in
the teacher led instruction activity. (See appendix)
Fitness Objective:
 During the warm-up, the students will be able to complete at least two muscular
and cardiovascular endurance exercises.
 During the cool-down, the students will be able to complete at least two yoga
stretching exercises.

5. Materials/ Media Needed:
Warm-up:
 4 Foam Swords
 CD Player
 Pop Music CD (authorized and approved)
 Bin for Foam Swords
 Laptop Computer
 Projector
Lesson Body (Fencing Footwork):
 Poster Board
 DVD Webquest
 DVD Player
 Computer Projector
 Whistle
 CD Player with controller
 Pop Music CD (authorized and approved)
Lesson Body (Fencing Form):
 25 Foam Swords
 Whistle
 Computer Projector
 Poster Board

6. Procedures/Lesson Body:
Time Concept Activity
1 minute
5 minutes
5 minute
A. Teacher Introduction/Class Rules
B. Warm-Up
1. Cardio-Vascular movement, Advanced
Locomotion skills and Muscular
Endurance exercises.
 TSWBAT complete at least two muscular
and cardiovascular endurance exercises
during the warm-up activity.
 Line Tag involves jogging, running,
squat jumps and knee push-ups.
 Ability to maintain linear running,
change of direction and speed,
avoidance and problem solving.
 Coordination of jumping and
landing on feet, force and effort to
propel oneself off the ground,
mechanics to jump, land and recoil.
 Comprehension of rules and
execution of following them
(including penalization for being
tagged).
C. Stretch
D. Stretching Routine
1. See Appendix/ DVD
 Teacher introduces himself.
 What are class rules?
 Please abide by those rules.
 Teacher explains the rules to Line Tag
and demonstrates proper form for
squats jumps and knee push-ups.
 Teacher demonstrates appropriate
touch with sword.
 Teacher hands outs four foam swords
to taggers. All other students move to
a line on the gym floor and freeze.
Taggers move to a place on floor, 5ft
from another student.
 As music plays, students will move
around, executing various locomotor
skills (e.g. jogging and running).
 Teacher explains that when a student
is tagged, they move to a safe spot
away from floor lines, and perform 10
squat jumps the first time. During the
next game, they perform 10 knee
push-ups.
 When music stops the game restarts,
those taggers give sword to another
student. Students moves to a place
on the gym floor and freeze. Taggers
move to a place on floor, 5ft from
another student.
 Music begins again, after music stops,
taggers take swords to bin.
 Students line up into assigned lines.
 Students line up into station lines.
 Teacher led stretching routine (see
appendix).

7. Time Concept Activity
15 minutes E. Lesson Body (Fencing Footwork)
1. TSWBAT list “what three factors
influence their decision to participate in
a new activity/sport,” while partaking in
the anticipatory set or leading activity.
 Enjoyment
 Personal Interest
 Opportunities to Learn New
Activities
Direct Instructor Led Activity:
1. Gross Motor, Balance and Movement
Efficiency.
2. Fencing is a cardiovascular activity that
strengthens muscular endurance, and
“develops self-confidence, self-control
and self-awareness” for children.
3. Footwork is an important element for
en garde position, if your feet fall out of
alignment then your balance is
compromised.
4. TSWBAT apply the concepts of the “en
garde” skill of foil grip and foot position
in accordance to Guidelines poster
board while participating in the teacher
led instruction activity (Appendix 1.2).
 Start with the heels together, form
a right angle. The Right foot is the
front foot while the Left is the back
foot.
 Next, step with the Right foot,
between 12 to 15 inches. Find a
center of balance between your
stance.
 Your movement will maintain this
distance as you move toward and
away from your opponent.
o Use Basketball Defense
position as example
 Teacher asks students “What are
some reasons why you participate in
activity/sports?”
 Teacher introduces the sport of
fencing by showing the DVD
webquest.
 Teacher explains that fencing is a
linear sport, where attackers and
defenders move in a straight line
towards and away from their
opponent.
 Teacher instructs students to line up
in station lines.
Fencing Footwork Activity
 Take the en garde position. Heels
together and form a right angle. Right
foot is in front and left in back. With
your left foot planted, step forward
with your right foot.
 Look around does your stance look
correct, if not make adjustments.
 Teacher will check your stance.
 Next, Advance forward on teachers
command. Retreat backwards,
following directions of teacher,
maintain balance and spacing.
Shadow Fencing Footwork Activity
 Have students line up, pair them up
(eg. 1-1, 2-2, 3-3, etc.). They should
line up across from each other on the
half court line of gym floor with about
3 feet in between each other.
 Teacher instructs them to get in en
garde position, and then instructs one
group to step towards opponent, the
defender should step back in linear
line to maintain 3 feet spacing. Next,
tell them to stop, recheck stance and
spacing. Then instruct the other
student to step forward, with
defender stepping backwards.
Recheck stance and spacing. Go
through two more times.
 Students do it on own.

8. Time
10 minutes
Concept Activity
F. Lesson Body (Fencing Form)
1. Etiquette and Adherence to Rules.
2. TSWBAT explain the conventions that
dictate the patterns of attacks,
counterattacks and parries associated to
fencing after the teacher lead
webquest.
 The attacker is the first to lunge and
extend their foil, thus forcing the
other person to defend.
 Counterattacks, after defending an
attacking action, warrant the right-
of-way by the previous defending
player and switch the roles of
attacking to defending.
 When an attack ensues, the
defender must engage in a parry.
By theory, an opponent must
defend himself from attack.
 After a succuessful parry, an
institentationous counterattack is
permissable, any hesitation forfeits
your right-of-way and yields the
attacking move back to your
opponent
3. TSWBAT execute the basic fencing lunge
outlined by the Fencing Guidelines
poster board while participating in the
teacher led instruction (Appendix 1.1).
 Initated from the on guard position.
 First, extend the sword arm in a
straight line with foil the parallel to
the floor.
 Next, back leg pushes off and forms
a straight line, propelling the body
forward, back foot stays planted.
As back leg and foot push and
plant, the front foot and leg lunge
forward, maintianing balance in
center axis.
 Then, the front knee bends forward
to execute the lunge movement.
 Teacher asks “Why is it important to
follow the rules and behave when
participating in group activities?”
 Thinking about the webquest, what
does an attack constitute? How
about a counterattack? Explain the
rules for executing a parry.
 Students retrieve a foam sword and
line up to their station lines.
 Teacher demonstrates the lunge
attack (static/dynamic).
 Students should take en garde
position. On whistle, students should
lunge forward and hold position.
Teacher will check foot/hand position
and balance. Practice nine more
times (lunge and hold it).

9. Time Concept Activity
5 minutes H. Cool Down
1. TSWBAT complete at least two yoga
stretching exercises (see appendix).
 Warrior Pose
 Good Mornings
2. During the cool-down activity, TSWBAT
express the benefits of responsible
personal behavior with regards to the
fencing activities while participating in a
group discussion.
 Creates Safe Environment
 Ensures Rule Adherence
 Shows Respect to Peers and
Instructor
 Allows for Greater Retention of
Skills
Cool Down
 Students will participate in a series of
stretching and yoga moves led by the
teacher.
Lesson Conclusion/Discussion
 Who enjoyed themselves today?
 Why is it important to be personally
responsible/practicing good behavior
when learning a new activity like
fencing?

10. Grading Rubric for Objectives:
Critical Element Developing the Skill Met Expectations
TSWBAT apply the concepts of
the “en garde” skill of foil grip
and foot position in accordance
to Guidelines poster board while
participating in the teacher led
instruction activity.
The student was able to
execute the “en garde” foot
positions while in their
static stance.
The student was able to execute the
“en garde” foot position and maintain
proper form when moving forward
and backwards.
TSWBAT express their feelings
about actively participating in
Physical Education class and the
benefits it has on their academic
work, social life and physical
well-being.
The student was actively
participating in the Physical
Education class and they
were smiling and excited.
The student was able to express their
joy about participating in Physical
Education class and they explained
how it had a positive effect on the
remainder of their school day, social
life and physical well-being.
Unsatisfactory
The student failed to
participate in the physical
education lesson due to
unruly behavior,
unwillingness to participate
or lacked proper fitness
apparel.
The student failed to
participate in the physical
education lesson due to
unruly behavior,
unwillingness to participate
or lacked proper fitness
apparel.

11. Teacher Notes:
What worked well?
What would I change?
What were some safety concerns?
Additional Adaptations to meet IEP/Special Needs.

12. Appendix Figure 1.1
The students will be able to execute the basic fencing lunge outlined by the Fencing
Guidelines poster board while participating in the teacher led instruction.
 Initated from the en garde position.
 First, extend the sword arm in a straight line with foil the parallel to the floor.
 Next, back leg pushes off and forms a straight line, propelling the body forward, back foot stays
planted. As back leg and foot push and plant, the front foot and leg lunge forward, maintianing
balance in center axis.
 Then, the front knee bends forward to execute the lunge movement.
Glossary of Fencing Terms, The College of New Jersey Steel Lions,
http://www.tcnj.edu/~fencing, October 30, 2009. Internet. March 16, 2011.

13. Appendix Figure 1.2
The students will be able to apply the concepts of the “en garde” skill of foil grip and
foot position in accordance to Guidelines poster board while participating in the teacher
led instruction activity.
FOOT POSITION
 Start with the heels together, form a right angle. The Right foot is the front foot while the Left is the
back foot.
 Next, step with the Right foot, between 12 to 15 inches. Find a center of balance between your
stance.
 Your movement will maintain this distance as you move toward and away from your opponent.
FRENCH FOIL GRIP
 Start with the index finger next to the bell guard pad.
 The thumb is flat on top of the grip.
 The pommel lays next to your wrist.
 Fingers flat on the medial side of the grip.
Evangelista, N. (1996). The Art and Science of Fencing. New York: McGraw Hill.

14. Appendix Figure 1.3A
Resource Notes:
Elementary Physical Education Lesson Plan
11/24/10
Resources:
Evangelista, N. (1996). The Art and Science of Fencing. New York: McGraw Hill.
Kings and commoners both were engaged in the skill of killing and sport. (Evangelista 7).
The sword was considered a “symbol of justice, nobility and male sexuality” (7).
Considered a tactical science and mind-game such as chess (7).
The author considers it a “vigorous, red-blooded, highly personal expression of the mind and body” (7).
Fencing’s history dates back to the 16
th
century, at a time when firearms were first introduced to warfare (14).
Fencing is a derived from the term “defense” (16).
Frankfurt, Germany, was the birth place of “academic” fencing at the university under the order of the Fraternity
of St. Mark or commonly referred to as the Maxbruder (16).
During the European Renaissance Era, swordsmanship was dissected for its cognitive responses or what’s referred
to by physical education professions as psychomotor (17).
Throughout this time frame, fencing developed from a “romantic fantasy” or brute and barbaric tactics into a
noble and intellectual pursuit of logical attacks and counterattacks (17).
The lunge or basis for modern fencing was developed by Ridolfo Capo Ferro in the 16
th
century (17).
The rapier, long-bladed sword designed exclusively for thrusting, caused a rift among the two schools of fencing.
(18). Its success won over its skeptics. It France alone during 1600-1780, over 40,000 noblemen fell to the rapier.
(18-19).
A slimmer and lighter rapier was introduced in the 18
th
century, thus increasing the intricacy and maneuverability
of the weapon and the fencer lead to linear fencing. The modern style because momentum must be produced by
a straight line approach (19).
A “match” was tactically similar to the styles of modern boxing (19).
In the 18
th
century, fencing gain notoriety as a gentleman’s sport for noble families (20).

15. Appendix Figure 1.3B
Resource Notes:
In 1763, Domenico Angelo tamed the sport’s reputation into a “game of skill. . . [that] would positively effect one’s
health, poise and grace (20).”
The ‘epée and the fencing mask became regular garb for sportsman practicing the activity in the mid-18
th
century
(21).
Near the turn of the 20
th
century, the United States founded its own national association of swordsmen (21).
Fencing actions should be both “economical and effective” (40).
Fencing is a cardiovascular activity that strengthens muscular endurance, and “develops self-confidence, self-
control and self-awareness” for children (46).
Skilled sportsmanship is prized over “brutality, lack of weapon control, and poor etiquette” (70).
Camillle Prevost, a French fencing master, outlined the codes of international fencing in the last part of the 19
th
century (70). The United States was the last European nation to adhere to the formal rules established for
international competition in 1914 (71).
Each weapon, foil, epée and saber, each has an independent set of rules that dictates the execution of tactical
responses while dueling on the fencing strip (71).
Foil is the preferred teaching and training sword for participants (71).
Rules of fencing are rooted in logical and accepted practices of sportsmanship, without them actions deemed
harmful and malice would have transcended from the barbaric thieves of the 16
th
century whom participated in
the brutal sport (71-72).
Fencing Rules:
Fencing strip (piste) is 46 feet by 6’7 feet retangle (73)
Retreating/Stepping off the piste signals an immediate halt in action (73).
A winning bout is determined by the attackers ability to score 5 points by touching their opponent with the end of
their foil (73).
Salute your opponent and judges prior to a match by dipping your weapon towards them (73).
A properly equipped fencer requires a fencing jacket, mask, gloves and decent pair of athletic shoes (74).
Your free hand is used for balance and may not be used in counterattacks (75).
Each official match is judged and regulated by the director, electronic scoring system and in cases without the
electronic system, four additional judges were used (75).

16. Appendix Figure 1.3C
Resource Notes:
Bouts or matches are limited to 6 minutes in official events, but could last until 5 touches occur in less formal
practices (75).
Bouts are governed by certain rules; 1. Body contact is pentalized 2. Permission must be granted for leaving the
piste during a match 3. All swords must be authorized by judges (75).
Fencing with a Foil:
Rules are referred to as conventions, they dictate the pattern and behavior of movement in the sport (81).
Foil in the sport, referred to the covering and binding of the dangerous sharp edges with leather and wood, thus
producing a weapon with practical purposes (81).
There are two major schools of fencing, the Italians and the French, the ealrier school focuses on strength and
agility. While the French focuses on an extension of the foil with the human body and the precision of stragtagic
tactics (82).
Scoring for fencing requires that the point or tip of the foil makes direct contact with your opponent, blade
touching does not count (82).
Points may only be scored when contact occurs on the trunk of the body, touches to the head, hands, arms, legs
and bib of the mask are considered invalid touches and do not score as a point. This is regulated to “promote
point control” (83).
Conventions dictate the actions or “right-of-way” of the defender and attacker. The attacker is the first to lunge
and extend their foil, thus forcing the other person to defend or parrying (meaning block) the advancing action
prior to extending their weapon in an attacking manner. Failure to do so, results in disqualification of any
attacking touches by the defensive player (83).
Counterattacks, after defending an attacking action, warrant the right-of-way by the previous defending player and
switch the roles of attacking to defending player (83).
Proper grip of a foil requires the hand strength to hold a bird tightlly in our hand, but not tight enough to crush it.
The tip of your thumb and first to joints of the index fingers grasp the widest sides of the grip, near the hand guard,
with the remaing fingers softlt craddling over top the grip (87-88).
On Guard is the” position of readiness” for both offensive and defensive attitude (89).
The French school of fencing were the first to insist of a common disposition for participants, this universial guard
position emphasized balanace, grace and decisive play (89).
Footwork is an important element for en garde position, if your feet fall out of alignment then your balance is
compromised (90).

17. Appendix Figure 1.3D
Resource Notes:
Start with the heels together so they form a right angle. The Right foot is the front foot while the Left is the back
foot. Next, step with the Right foot, between 12 to 15 inches. Find a center of balance between your stance. Your
movement will maintain this distance as you move toward and away from your attacker (90).
Your weight should be evenly distributed between your legs and bent knees. Your torso is erect and angled 45’ to
your opponent (91).
The sword arm should be bent over the bent front foot, your sword hand is at chest level. The foil tip (sword tip)
is at your eye level (91-92).
With regards to your free arm, the shoulder to elbow is held parallel to the floor with a bend at the elbow and the
forearm pointing upwards (92-93).
In fencing, the body is split into 4 quadercepts or “lines”, each section has a defensive and offensive line. Thus
producing 8 positions based upon a supination or pronation of the sword hand (94-97). **see page 121-122
“Maintaining proper foot placement during forward or backward locomotion gives us stability (98).
Footwork is the key componenet to the success of fencing, it should be practiced over and over (98).
An advance in linear fencing (French style) requires steping forward with your front foot, landing heel then toe,
then advancing your back foot with a step forward (99).
Independent foot placement and steps should be contuiously practiced for novice participants (99).
Engagment refers to the point when foils are touching in any line. A simple change is moving from “one line to the
line directly oppoiste.” Changing lines and not remaining static is the flow of the sport (100).
Absence of blade is a term used when foils are not engaged, an acceptable practice when used sparingly (102).
Point in line means that your oppent is attacking you with a straight forward arm and foil. It is required by
conventions (rules) that a defending touch must occur prior to a counter-attack (103).
The lunge is the basic attack move in linear fencing. It is always initated from the on guard position. The first step
in any successful lunge attempt is to extend the sword arm in a straight line. This method forces your opponent to
take a defensive disposition. It also provides the attacker with an anticipated targert area or point control (104-
106). Your sword hand “should be rotated from partial supination. . . to complete supination” (106). The foil must
be parallel to the floor. The back leg will push off and form a straight line, forcing the body forward. The back foot
should stay flat footed and planted. As the back leg and foot push and plant, the front foot and leg lunge forward,
maintianing balance of weight between the center axis. The front foot sequence is heel, then plant the foot flat
and towards your target (opponent). As the foot and legs of the front and back settle, the front knee bends
forward to execute the lunge movement. As the action occurs, straighten your free arm and hand. These are the
sequentcial moves in order to successfully attempt a lunge (106-108).
Fleece is a “leaping or jumping attack” with little defense if a failed attempt occurs (111).

18. Appendix Figure 1.3E
Resource Notes:
The direct attack is another name for the lunge (114).
The simple attack or degage is an attack that passes one line (eight lines) to the directly opposite line by dropping
the foil underneath your opponents foil (114-115).
The coule attack is executed by sliding along the opponent’s attacking balde and then lunging towards your target
(115).
The coupe attack passes from one line to another by deflecting overtop your opponents attacking foil. Straigthen
your arm first, then lunge (115).
When an attack ensues, the defender must engage in a counter-attack or parry. By theory, an opponent must
defend himself from attack (119).
Parries are catagorized as lateral and counterparries, one of relex and one of control (120-121).
Lateral parry “moves in a straight line towards the attacking blade.” Your counter-attack occurs in the same line
that the attack occurred. Most dualing in line 4 and 6 (121).
Counterparry is thoughtful action, beyond a reaction, to defends oneself from an attacker. The foil moves in a
circular motion, pushing the attacking foil back into the original line prior to intitating a counterattack (122-123).
After a succuessful parry, an institentationous counterattack is permissable, any hesitation forfeits your right-of-
way and yields the attacking move back to your opponent (125).
The riposte is a parry followed by an immediate counterattack. In this mechanism, a liunge or straight arm attack
is not required (129-130).
A composed attack “is any attack made up of a feint of an attack followed by deception of a parry (131).” In
simple terms, you psyc your opponent with a bluff, then shield his defensive blade, then attack the holes in their
defense (131).
A feint is a mock attack without a lunge (131). It provides an oppurtunity to test your opponents responses,
providing valuable information about expected parries, thus allowing you to mentally map out your composed
attacks (135).
The array of composed combination is limited to the reactions of your opponent (134).
The stop thrust is a counterattack maneuver to halt an attacker fencer using a bent arm. To execute the stop
thrust, extend your sword arm and step and hold your groun (136).
A tension counterattack combine a passy and fully extended sword arm thrust towards the sixth line (137).

19. Appendix Figure 1.3F
Resource Notes:
Anytime two foil fencers double touch eac other at simatenous times is considered an “invalid action” because
lateral foil fencing only allows one offensive and one defensive counterattacker per action. The formal term
expressed by fencers is coup double (137).
Continued attacks in some venues considered ideal and in others deemed invalid. For instance, the reprised
attack is one where your intital attack is avoided by the defender stepping out of range without parrying a
defensive move, the attacker then lunges forward and touches his opponent. This action is ruled invalid because
no rebuttal or parry occurred (138).
The remise is an offensive action that occurs after a parry, if no riposte has been recountered (138).
Reboublement is similar to the remise, an action after a parry and the counterattacker does not riposte, then a
second attack is made but in the line opposite the defensive parry (138).
Contre-temps is a continous counterattack after a stright arm attack is provoked by the attacker (139).
The secondary intent attack can best be explained through an anology of a boxing combination, the initial
pucnches are set-ups prior to the knockout punch. The same is true for the secondary intent attack, your first
parries are disguising the pointer touch (140).
When attacking the blade, on eof the oldest and commonly used methods to push an opponents foil into an area
that opens up a line for striking, the fencer should strike the opponents foil powerfully with stern wrist and finger
swipe. This method is referred to as a beat (144).
Beats don’t have to be an overpowering strike. Quick little taps are effective at keeping your opponent off guard.
The pressure applied varies in degrees (144).
In order to take the blade, “forcing aside, and controoling an opponent’s blade,” a bind should be employed. The
bind “is an offensive action that takes hold of an opponnet’s blade and guides its point from the high line to the
low line . . . or from the low line to the high line (145).
Low line attacks are occasionally used but highly effecctive. This tactic uses a method that points below an
opponent’s sword arm and one of the most manuevers to defend (147). The sword hand when practicing a low-
inside line is in the supintion postion (148).
The process of foil fencing should be a systematic process, the lower level skills should be mastered prior to adding
more complex techniques (150).
Attacks should be forward and backwards, bouncing around side-to-side is a wasteful approach and very inefficent
(150).
Form is an important element in order to master a skill. The larger your base of attacks, counterattacks and parries
will benefit your fencing. They will keep your opponent off-guard (151).
The best defense is a good offense, use your foil instead of foot speed and quickness (151).