FENCING
1 THEME:
Philosophy of the Di Ciolo’s School
Fencing,
means of formation development and
education of motor skills…and AFTER
as technical training
A different reading Becomes the Master,
before is Former of motor skills
(related to the functions) and after Trainer :
functions:
• 1) Sensopercettive and Postural, Manual
dexterity, oculomanualità, peripheral vision,
spatio-temporal discrimination, coordination,
upper limbs. and inf., postural control
2) psychomotor control of lateralization, dynamic
balance
3) Sociomotorie all movements inherent in the
second intention
HOW CAN 'TAKE ACTION?
• PRACTICE INDIVIDUAL / GROUP /
COLLECTIVE
FUNCTIONS
SENSOPERCETTIVE =
• 1 SENSORY
Manual dexterity, understood as tactile perception;
-Skills of hand-eye (Oculomanualità), understood
as a visual and tactile perception;
-Peripheral vision, understood as visual
perception;
- Rhythm, understood as auditory perception;
- Balance, understood as perception and motor
control body posture;
2 MOTOR / BODY
-Balance, static and dynamic perception
understood as motor control and body posture;
HOW TO MANIFEST THE
FORMATION?
• MANUAL DEXTERITY: SIMPLE TOUCH on
all the targets Jokes about iron
• Carried and Transport
• -OCULOMANUALITA ': disengagement time
•
Fake and disengagemen
• -PERIPHERAL VISION: Search blades and
Suspended for attack
• -RHYTHM: foot work and Arm-leg
coordination
• -BALANCE: foot work
PSYCHOMOTOR functions =
• BODY-CHECKING AND ADJUSTMENT
USING THE FENCING INSTRUMENTS
• With the platform,
• With objects,
• With the gym as a physical
• schemes Engines
• lateralization
HOW TO MANIFEST THE
FORMATION of psychomotor
• Locomotion with fencing locomotion of
the entire piste
• -With all the weapons (foil, epee, sabre)
• Playing the post-change objects
(exemple, the balls or the in the other
place)
SOCIOMOTORIE functions
• -ELEMENTS PECULAR OF THE TO FENCE
- Cross communication and decoding of codes
-Technical Dialogue: competence
- Second Intention: Projection
2° THEME
METHODOLOGICAL
APPROACH study
• METHOD = SCIENCE
Repeatability of each condition,
Standardization of evidence,
FORMATION = PERSON
Methodology, the study of methods, use
of their knowledge
EDUCATIONAL TOUR
USE OF TEACHING:
• 1. GLOBAL:
• LONG TIME MAXIMUM FREEDOM '
• (Maestro provides only material remains on
the outside of the educational events)
• 2. ANALYTICAL:
• MINIMUM SHORT TIME FREEDOM '
• (Maestro provides a unique model to
achieve)
• 3. SYNTHETIC:
• NATURAL self-guided
• (Maestro and 'a catalyst for learning)
HOW WE CAN SEE THESE
METHODS?
• GLOBAL : IN NATURE TO LEARN HOW TO
SPEAKE….THE CHILD LEARNS DAY BY
DAY
• ANALYCAL: TRADITIONAL, AT
SCHOOL…TEACHER SAID STUDENTS DO
• SYNTHETIC: TEACHER CREATES
PROBLEMS FOR STUDENTS TO SOLVE
FREEDOM 'MOVEMENTS
•
•
•
•
PRIMITIVE:
THAT COME FROM "IN HUMAN"
NATURAL:
THAT MEET ALL THE REQUIREMENTS OF
THE BIOMECHANICAL AND
PHYSIOLOGICAL Kinesiology
• VIRGIN, A CORRESPONDING
ADJUSTMENT OF THE FIELD OF
CORTICAL BRAIN
• SCAN MOTOR:
• EXPANDING THE CULTURAL BAGGAGE
MODEL = UTOPIA SPORT
(Especially in sports contrast)
• There would be a continuous search for
improvement, we would be a useless race
position.
• TECHNICAL EFFICIENCY =
• (THE TECHNICAL AND 'WHEN IT WORKS
PERFECT)
• The UTILITARIANISM AND 'THE ESSENCE
OF FENCING: KILL AND NOT BE KILLED
• FEES BEAUTY OF GESTURE TECHNICAL
= RELEVANT TO THE EXTENT THAT
BECOME "VISIBLE" FROM REFEREE
HOW TO TEACH CORRECT
gestures in the lessons?
• A) Movements slow to learn;
• B) Movements when the students is ready
to execute;
HOW TO TEACH CORRECT
gestures in the lessons?
• A) Movements always different hits on different targets,
with different fist positions at different distances, at
speeds of different preparation, slowly while learning new
movements, rapid execution of learnt movements
• In lessons and in the bouting:
• B) Study of the contrary during the sounding and
“traccheggio” to see if:
• There are habits and stereotypes (with invitations to hit, in
the same target, hinged on the blade if it goes to the
same target of the parry, and when he goes in the same
parry, if forward or backward if we go forward or
backward)
3° Theme:
Learning Technician
• ORGANISATION OF THE TRAINING PROCESS
TECHNICIAN MUST COMPLY WITH THE
PRINCIPLES and BIOLOGICAL
neurophysiological
• LEARNING IS IN OPTIMIZATION OF READING
CODES TRANSMITTED by masters to pupils
• TRAINING in the presence of standardized
options MODELS: FACT THERE IS A MODEL
OF REFERENCE
• THIS HAS TO THINK: IN THE FENCING GYM
PREFERABLE SOLUTIONS MOTOR "FREE"
TO THAT "HARD" THAT 'protocol
Establishing a structure over time
• Long time: health, general
• Medium time: period preparation, period
competitions (months)
• Short time: specialist..learning ability,
skills, actions
topics to be discussed
•
•
•
•
•
•
•
Personal development, physical and mental
The organization of the learning process
The observation and evaluation
Methodological approaches of teaching
the dialogue
The motivation in sports
Relations sociomotorie coaches athletes
KNOWLEDGE STUDENTS
• EFFECTS DEVELOPMENT PSYCHOSOMATIC
• EFFECTS OF emotional 'AND affectivity'
• EFFECTS OF SOCIAL RELATIONS
STAGES OF DEVELOPMENT
•
•
•
•
Neonatal period: the first four weeks
Early childhood: Up to 2 nd year
Second childhood from the 2nd to 6th year
Third child: from the 6th year at the beginning
of puberty (11/13 maschi-10/12 females)
• Puberty: period of approximately three and a
half years
• Adolescence, between the end of puberty
and end body growth
• Adulthood: over 21 years
• NERVOUS SYSTEM (MAX 6-11)
• ENERGY METABO (MAX 16/18)
• CARDIOVASCULAR
FORMULATION OF
OBJECTIVES
• LONG-TERM OBJECTIVES, affecting the
health and therefore its maintenance;
• MEDIUM-TERM GOALS include the
construction of the season;
• SHORT-TERM GOALS, decide what the
acceptable results;
Theoretical model of
programming
• Knowledge of students
• Formulation of objectives
• Procedures for assessing initial, intermediate
and final
• Mode of organization of teaching activities.
• Educational achievement.
•
TEACHING STRATEGIES
• Children are not miniature people, but people
who grow! The stimuli are programmed
according to the real possibility;
• Better if these goals are ambitious than
normal, or the boys have had the idea
of ​doing something important but attainable;
4° THEME
EDUCATIONAL TOUR
• How do you educate the movement
without creating a "model".
• How to learn to deal with the hand:
movements slowley
As you learn the logical
movement;
• The Attitude of the blade in relation to the
opponent:
• 1) invitation,
• 2) engagment,
• 3) weapon in line.
• The points of departure of the actions of
attack or defense based on the arrangement
of the blade.
The fencing time
• Choice of the time
• In time
• How do you learn to give access to the
iron shots time and your choice of time
considered the initiative.
how do you learn to defend
and attack, distance
• With blade (from engagments)
• Without blade (from invitations)