A SPEED AND ACCURACY TEST
II
OF FENCING SKIIJL
A thesis submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Physical Education
by
Herbert Benet Haas
June 1 1972
The thesis of Herbert Benet Haas is approved:
San Fernando Valley State College
May, 1972
ii
TABLE OF CONTENTS
LIS'r OF
T.i'I~BLES
.
. . . . . . . .
. . .
v
. . .
LIST OF FIGURES
vi
. . . .
ABS'l'R.i\C'l'
Chapter
INTRODUCTION
I.
. . .
. . .
vii
.
1
The Problem
Statement of the Problem
Statement of the Purpose
Hypothesis
Importance of the Study
Scope and Limitations
Definition of Terms
Organization of the Remaining Chapters
II.
REVIE\·J OF R::::::LJ\.TED LITERATURE
•
5
Purpose of Skills Tests
Rela·ted Studies
Implications for the Present Study
III. RESEARCH PROCEDURES
10
Pilot Studies
Selecting of Subjects
Grouping of Subjects
General Design
Testing Procedures
'-/Ins cru.wein:.d cion
1
IV.
The Test
Statistical Design
FINDINGS OF THE STUDY
Reliability of Test Scores
Discussion
iii
29
Chapter
V~
Page
STJMM}\RY, r";ONCLTJS IONS,
~
!\l\TD RFCOMMBNDA'J' TONS
34
Surrunary
Conclusions
Recommenda·tions for Fu·ture Studies
BIBI,IOGRAPHY
o
..
"
...
APPENDIXES •
o
e
e
e
Appendix A:
Appendix J3:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
~
•
0
0
•
•
•
"
•
Instructions Lunging Speed Test
Instructions Target Accuracy Test
Data Collection Form Lunging
Speed Test
Data Collection Form Target
Accuracy 'l'est
Individual Raw Scores
Summary of Individual Rav;~ Scores
Const.ruction Materials for Dunm1y
iv
.
37
39
LIST OF Tl\BLES
Ta.hlc
I ..
II.
Reliability Coefficients for Lunging
Speed Test, First and Second Test • • . 31
Reliability Coefficients for Target
1\ccuracy Tests, First and Second Test
. 32
III ..
Individual Raw Scores of the Lunging
Speed Test, Test Number l
• " 51
IV.
Individual Raw Scores of the Lunging
Speed Test, Test Number 2 • • • • • • • 55
v.
VI ...
Individual Raw Scores of the Target
Accuracy Test, Test Number 1
..
c
.
. ..
Individual Raw Scores of the Target
Accuracy Test, Test Number 2
..
59
63
VII.
Sumrnary of Individual Raw Scores
Lunging Speed Test . • • • • • • • • • • 68
VIII.
Summary of Individual Raw Scores
Target Accuracy Test • • • • • • • • • • 69
v
I..IST OP FIGURES
Micro Switch Attached to Foot • •
Targets on Wall for Pilot Study • •
• • 11
• 13
3.
Ready Position for Target Accuracy Test • 17
4.
Lunging Position for Target Accuracy Test 18
5.
Schematic of Timing Control •
6.
Timer and Safety Switch • • • • •
7.
The Fencing Dummy • • •
8.
Fencing Dmnmy Left Side Construction
9.
Fencing Dmnmy Right Side Construction • • 25
10.
Targets Painted on Jacket • • .. • .. .. ,. .. 26
vi
.
• 20
"
• • 21
• • • 23
24
.,..
l\BSTRAC'r
A SPEED AND ACCURACY rrEsrr OF
FENCING SKILL
by
HERBERT BENET HAAS
Master of Arts in Physical Education
June, 1972
The purpose of this study was ·to investigate
whether fencing attacks, specifically the disengage
lunge to the high and low line targets within a specific
movement time for each individual, would be a reliable
measure of fencing skill for the beginning college
fencer.
Nineteen male and twenty-four female volunteers
from two beginning fencing classes at San Fernando
Valley State College were used in this study.
All
subjects received two tests of lunging speed five weeks
after class instruction began.
These tests were used to
find the mean lunging time of each fencer.
determined on two criteria:
and (2) sex.
vii
Groups were
(1) scheduled class day,
The study lasted four weeks with the data being
collected twice weekly
9
'rhe study started five weeks
in fencing ·to be accomplished..
•rests for lunging speed
were conducted for the first two weeks of the study.
The tarqet accuracy test was conducted during the last
two weeks of the study ..
Pearson's product moment method of calculation
of coefficients was used to show reliability for the
lunging speed and the target accuracy test.
Reliability
of .54 was obtained for the target accuracy test.
The findings of this study indicate that fencing
attacks, specifically the disengage lunge to the high
and low line targets within a specific movement time for
each individual, were not a reliable measure of fencing
skill for the beginning college fencer.
As a result of the findings of this study, the
following recommendations are made for future studies:
1.
Future studies might investigate factors
achieved skill of beginning college fencers.
2.
Develop a stationary type of timing device
to measure movement time, instead of a microswitch
attached to the foot.
viii
3 ..
Offer the subjects some type of remuneration
for their participation in the study to increase their
rt~(')-'c i ~-7 at. i. 011.
i.r~.
·t. h :~
~ t. 1} O.j_?' ,.
ix
CHAPTER I
INTRODUCTION
Fencing has become a popular activity in college
physical education programs and is now being introduced
in high school curricula throughout the country.
An
increasing number of men and women are taking part in
fencing, a sport which involves speed, accuracy, force,
timing, and endurance.
With the growing interest in fencing throughout
the country, effective means of
evaluatin~
progress in large classes is important.
students'
At present,
most evaluations are made subjectively and from results
of tournaments.
Competition
~esults
do not always show
the superior fencer in a beginning fencing class
because sometimes brute force and lack of qualifiefr
officials allow the inferior fencer to win.
An objective test would be of great value to
the beginning fencer and the instructor in evaluating
learning progression.
Thus far there is only one
test of fencing ability reported in literature and
related text.s.
The Problem
Statement of the Problem
The problem of this study was to devise a
1
'·
.....-
2
reliable test of fencing ability which may be useful
in testing and evaluating achieved skill of beginning
~.!:?- teme~:_l:_ ~f
_th<:_ Pu_£_£~.~e
The purpose of this study \•ras to inves tis:,.ra te
whether fencing attacks, specifically the disengage
lunge to the high and low line targets within a specific
movement time for each individual, would be a reliable
measure of fencing skill for the beginning college
fencer.
~~-the~~
This investigation was designed to test the
following hypothesis:
the Target-Accuracy test is a
reliable measurement of fencing skill, using speed and
accuracy as criteria of this skill.
~~por~an~e
_?f _!:he Study
The development of a reliable fencing skills
test would be of significant interest to the student,
instructor, and fencing coach.
With such a test
students would be able to better appraise themselves
in relation to others in the beginning fencing class.
Instructors would have a more effective means of
evaluation \•lhich would enable them to enhance the
teaching, learning situation.
Coaches could have a
3
means for determining potential future members of
the fencing team with a simple evaluative test.
Such
a test could Jead to a more accurate and effecti.ve
evaluation of skiJ.l in the field of fencing.
Scop~
and Limitations
'Ihis stu.dy
de~i:Lt
-,vJ..L.i• fc.a_ty
~
~
.
'"~
.L
e;J..':jJ.i;....
'v v..L,J,i.i.~82l..
il.:i2L~
and women beginning fencing students enrolled at San
Fernando Valley State College in the Spring semester
1969.
The study was conducted over an eight week
period, and was confined to testing the reliability of
a speed and accuracy test of fencing ability.
Definition of Terms
In order to clarify the meaning of certain tsrms
which were used throughout this study, they are defined
as follows:
pisengage.
A simple attack which is made by
leaving the line of engagement to hit in another.
order to reach the opponent.
Off-target hit.
A point hit which does not land
on the valid target.
Or: guard.
Pass.
The basic "ready" fencing position.
When the foil point grazes the target,
rather than hitting squarely.
4
Thrust.
arm.
The action of hitting with an extended
The point is placed on the target with the action
of the fingers to ma.k:e
Valid touch.
0
:Firm thrnst,
A point hit which lands on the
target area without having first landed off-target.
This study was organized in five chapters.
Chapter II contains a review of the literature which was
deemed relevant to the present investigation.
Chapter
III describes the research methodology by which the
study was conducted.
Chapter IV includes the
pres~n­
tation and interpretation of the data, and a discussion
relating to findings of the study.
Chapter V includes a
summary, conclusions, and recommendations for future
studies.
~·
CHAPrER II
REVIEW OF RELATED LITERP.&URE
The purpose of this study was to investigate
whether fencing attacks, specifically the disengage
lunge to the high and low line target:.s within a
specific movement i:ime for each individual., would oe
a reliable measure of fencing skill for the beginning
college fencer.
Since the literature did not contain
many articles in the area of fencing skills tests,
this chapter looks at the literature in the following
ways:
purposes of skills tests; related studies;
and implications for the present study.
Skills tests can serve the purpose of showing
achievement and progress within the class, classifying
pupils according to ability, and measuring the objectives of the physical education program.
the major purposes of skills tests in
Clark lists
physic~l
education as follows:
1.
The achievement and progress made by pupils
in various activities inc1uded in the
program may be determined(! thus evaluating
the progress of each pupil. and increasing
his interest in the program.
5
.-
6
2.
Pupils may be classified according to
levels of ability in each activity.
Groups in specific sports may also be
equated for class and intramural competition.
J.
Progress toward evaLuating obJectives may
be measured.
In the area of skill tests,
this is especially true of the recreational
objectives, where the learning of specific
activities becomes an end in itself.
And, too, in physical education activities
high in recreational content, ac~ievcment
levels may be established in terms of
skill test scores.
(3: 324)
Related Studies
There were four masters' theses found in the
Educational Indices relating to fencing skills tests,
one of which was lost and two unavailable for loan.
Thus the only available skills test was the "Bower
Test of General Fencing Ability".
( 7) •
In this test
three fencers are needed to conduct the test.
One
fencer serves as scorer and records the hits and
parries made by the attacker and defender.
The
defender takes an on-guard position with her back foot
against a wall.
The attacker t.hen finds her lnngi:t''J
distance from the defender and assumes an on-guard
position.
The attacker is allowed five attacks to
try and hit the defender.
If the attacker is successful
in hitting the defender a point is awarded to the
attacker, but if the defender is successful in parrying
the attack a point is awarded to the defender.
Each
7
person then has the possibility of scoring ten points
if successful in attack and defense.
lhe highest scu.ce is the wiJ.!He.c.
The person with
Rel.ict.Uili L:y wcts
obtained by the Pearson product-moment method and was
found to be .82.
Validity, was obtained by the Pearson
product-moment correlation: and proved to be .80.
The Bower test, because it involved ·the use of
two fencers for its administration, has the built in
variable of the second person.
Thus there could be a
difference in the performance of each individual solely
on the basis of the performance of the second person.
This is the reason that a fencing dummy was used in the
present study to try and rule out this variable of
performance.
In another study using speed and accuracy as
related to fencing success, Singer (6) discovered that
reaction time when used as a criteria for fencing
ability showed no correlation.
In his study, Singer
used a light stimulus to have a fencer lunge and hit
He
~casurcd
the time frcm when the light
was turned on, until the fencer hit a target with his
foil.
The fact that individuals react differently to
various intensities and colors of light might have
been a major factor in his low correlation.
There is
no relationship between a light flashing and foil
fencing.
Therefore, an external stimulus was not
8
included as a starting factor for this study.
Most authorities indicated that speed is an
Alpar (l), all agreed that speed is one of the factors
associated with good foil fencing.
These authorities
also agreed that accuracy plays an important part in
the success of a good foil fencer.
Therefore, speed
and accuracy seemed to be good measures of fencing
skill.
Implications for the Present Study
Although Singer (6) found a low coefficient of
correlation between reaction time and foil fencing
ability, this might be due to the fact that he used a
light stimulus.
In developing a test to simulate the
actual situation of foil fencing, it would be hard to
duplicate reactions of the opponent due to instrumentation and cost.
It was for this reason that the
reaction time idea of speed was not used and the use
of movement time was decided upon for this study.
The
reason for this decision was that movement time is
specific for each individual and might be a more valid
test of ability.
Also movement time has not been used
thus far in a study of fencing ability and would be
worthy of looking at in terms of speed in foil fencing.
9
Accuracy was examined by Pierson (5] and Singer (6),
on flat archery targets which also have little
relationship to fencing.
study, archery targets were painted on a fencing jacket
and then placed on a manikin.
In this way, the target
resembled the contour of an actual fencer,
no~
that of
a flat board.
In view of the fact that speed and accuracy are
important factors in foil fencing and have been used
as criteria in previous studies, study in this area
seemed worthy of further investigation.
CHAP'I'ER III
RESEAR.CH PROCEDURES
The purpose of this study was to investigate
whether fencing attacks, specifically the disengage
lunge to the high and low line targets within a specific
movement tlme for each indivldual, would be a reliable
measure of fencing skill for the beginning college
fencer.
Pilot Studies
Two pilot studies were conducted prior to the
start of this investigation.
The pilot studies dealt
with movement speed and target accuracy.
The movement speed pilot study was conducted on
thirteen male and thirteen female high school students
enrolled in a beginning fencing class at Birmingham
high school.
In this pilot study: two tests were given
with five trials for each subject in each test.
~earson
product moment correlation of .87 was
A
onta~ned
for reliability of movement speed.
The subjects were tested for a two day period
given one test each day.
A micro switch was attached
to the forward lunging foot of each subject.
(Figure 1).
The switch was then connected by closed
10
11
...
FIGURE 1
MICRO SWITCH ATTACHED TO FOOT
'•
.-
12
circuit to an electronic t.imer.
'l,he timer measured
to the nearest hundredth of a second.
tl1e11
. .
'
tuoh. a.ri o:r1
p03~C~C~
....
Q~~
The subjects
~GI2
as fast as they could using good form.
Their scores
were recorded and later computed using the Pearson
product moment method.
The target accuracy pilot study was conducted
on twelve male and twelve female college fencers
enrolled in a beginning fencing class at San Fernando
Valley State College.
The twenty-four subjects were
each given five trials at each of two targets.
The
centers of the two targets were forty-seven and
thirty-eight inches respectively from the floor.
Archery targets with a three and one-quarter inch
center surrounded by one and five-eighth inch rings
were used.
The colors of the target rings, beginning
with the center circle were as follows:
blue, black, and white.
yellow, red,
The target placed at forty-
seven inches above the ground was designated the high
target.
The
~h1rty-eight
the low target.
inch target
(Figure 2).
~as
designated
Subjects determined their
lunging distance from the targets and were then given
five trials at the high target and five trials at the
low target.
The placement of hits was recorded on a
master score sheet.
Raw scores were then used to
compute percentages and indicated that the male
13
FIGURE 2
TARGETS ON WALL FOR PILOT STUDY
14
subjects were able to hit within the blue ring 87
per cent of the time, while the female subjects were
able
time.
~o
hi~
within th0
hlu~.ri~g
92 per cent of
th~
On the basis of this finding, the yellow, red,
and blue rings of the target were adopted as targets
for this study.
Selection of Subjects
Nineteen male and twenty-four female volunteers
from two beginning fencing classes at San Fernando
Valley State College were used in this study.
The
criteria for being accepted as a volunteer were as
follows:
not having any previous fencing
expe~ience,
"unrestricted" medical classification, and a willingness
to participate throughout the entire study.
Grouping of Subjects
All subjects received two tests of lunging speed
were used to find the mean lunging time of each fencer.
The scheduled days of the class determined the first
division of students.
Roman numeral I designated the
Monday - Wednesday class and Roman numeral II designated the Tuesday - Thursday class.
Each group of
subjects was then subdivided into groups according to
15
sex, "M" signifying male and "F" signifying female.
Each class now had two groups, one of males and one of
f
2T'C:2. .J_ c: s
'"
The study lasted four weeks with data being
collected twice weekly.
after the semester began.
The study started five weeks
Tests for lunging speed were
conducted for the first two weeks of class.
The
target accuracy test was conducted during .the last two
weeks.
All testing and tournaments were conducted
durin<:J- the regularly scheduled class tln:,e.
Students
were removed from the class to participate in the
lunging speed and target accuracy tests.
The lunging speed test was used to determine
mean lunging times for the target accuracy
~est.
The lunging speed test was administered in the
gymnasium at San Fernando Valley State College.
Subjects were selected from the class and taken to one
end of the gymnasium to be tested.
Each subject read
an instruction sheet (appendix A) before taking the
lunging speed test.
Dressed in fencing clothes, with
16
full fencing equipment, each subject had a micro
switch attached to his forward lunging foot by means
guard position.
The micro switch was attached to a
closed circuit timing clock which recorded to the
nearest hundredth of a second.
The subject was
instructed to lunge as fast as he could, using good
form.
Care was taken to make sure that the back foot
of the subject did not slide forward.
was given ten trials per test.
Each subject
One test was given
each week during the two week period.
The fencing test dummy was set up at one end of
the sn'1nnasium.
Subjects selected from the class were
given the target accuracy test once each week during a
two week period.
Each subject was asked to read an
instruction sheet (appendix B) .
A micro switch was
then attached to the forward lunging foot of the
subject.
The subject determined his lunging distance
from the duiTLmy and the position of the back foot was
:cec:o.uleci ·i:.'.cmtL a scale on the f loo:r.·.
(E"igu:ce 3).
The arm of the dummy was adjusted so ·that its foil
point was in line and eye level with each subject.
The fencer started 1n the on-guard position with his
foil in the closed line.
The fencer then attempted
to hit the designated target, as indicated by the
experimenter before each trial.
(Figures 3 and 4).
17
FIGURE 3
READY POSITION FOR TARGET ACCURACY TEST
18
.-.;·
FIGURE 4
LUNGING POSITION FOR TARGET ACCURACY TEST
19
The subject had five trials at the high and five
trials at the low line targets.
taken
~.~
(appendix
random order
fro~
t~e
The trials were
target order form
The subject was told his mean lunging
C) •
time previously determined from the lunging speed
test, and recorded on his target accuracy score card
(appendix
If the lunge was not completed within
D) •
the mean lunging time, the fencer was told this by
the experimenter and asked to lunge faster for the next
trial.
Instrumentation
Lungiilg speed was measured by a Sta0dard
Percision Timer model number S-1, hundredth-second
time clock.
The clock was attached by closed circuit
to a micro switch with a spring trigger.
The clock
and switch were connected by eighteen gauge wire.
A
safety switch was built into the circuit to prevent
the clock from being started when the micro switch
was closed.
This safety switch allm·.red for a ttach;nent
of the micro switch to the subject and a.djust.ments in
the subjects on-guard position without having the time
clock started.
(Figures 5 and 6) .
The fencing test
three~quarter
du~~y
was mainly constructed of
inch plywood, one-half by one inch
20
FIGURE 5
SCHEMATIC OF TIMING CONTROL
I
CLOCI<
A. C.
POWER
SUPPLY
1--~---·---·'J
~SAFETY
SWITCH
MICRO
SI,liTCH
21
FIGURE 6
TIMER AND SAFETY SWITCH
fourteen gauge welded wire, and old fencing
equipment.
inches tall.
The target area was twenty inches in
height and twelve inches in width.
The arm span from
the chest to the foil bell was eighteen inches.
A
number five foil blade was used as the dummy's foil.
The arm was adjusted by a bolt and wing nut at the
!)
center of the arm.
The white fencing jacket was a
size thirty-eight and the electrical vest with the
targets painted on the reverse side was also a size
thirty-eight.
The entire dummy was mounted on a
piece of three-quarter inch plywood which was bolted
to the floor by means of a net standard support bolt.
See figures 7, 8, and 9.
The targets were painted on the inside of an
electrical fencing vest with a flexible rubber based
paint.
The targets were adopted from the pilot study.
The center target was three and one-q:aarter inches in
diAmeter.
Each target ring was one and five-eighths
inches wide.
The upper target center was five and
one-half inches down from a line drawn directly down
the center of the jacket and two indr.es to the left of
that line.
The lower target was thirteen inches from
the top and seven inches from the le:f't. side of the
center line.
See figure 10.
More detail as to a list
23
FIGURE 7
FENCING TEST
D~£
24
FIGURE 8
FENCING TEST DUMMY - LEFT SIDE CONSTRUCTION
25
FIGURE 9
FENCING TEST DUMMY -
RIGHT SIDE CONSTRUCTION
26
FIGURE 10
TARGETS PAINTED ON VEST
') '1
L.r
of materials and specifications can be found in
appendix G.
The Test
The subjects for this test were enrolled in a
beginning fencing class on Monday and Wednesday, or
Tuesday and Thursday.
Each subject reported to class
wearing fencing clothes and equipped with all necessary
equipment.
'rhe class was conducted in a gymnasium
where all tests took place.
Both groups I and II were tested on the same
weekly schedule.
The testing schedule started during
the fifth week of class instruction and laslE!cl for
four weeks.
test.
The first test given was the lunging speed
Each subject was given one test a week for two
weeks.
The test consisted of ten trials of lunging
speed.
Each subject read an instruction sheet before
taking the test (appendix A) .
The subject had a
micro switch attached to his forward lunging foot and
was told to lunge as fast as he could using good form.
The subject's mean time for the ten trials was
computed and this was designated as the subject's
mean lunging time.
This time was used as a pre-test
for the target accuracy test.
28
During the seventh week of the investigation
the target accuracy test was conducted.
The target
accuracy test was given once each week during a two
week period.
The subject went to one end of the
gymnasium and read an instruction sheet (appendix B) .
Then the subject had a micro switch attached to his
forward lunging foot and took a normal lunging distance
from a fencing test dummy which was bolted to the
floor.
The subject was given ten trials to hit two
targets, one high and one low line target, painted on
the durnmy.
The subject had to make each lunge as fast
or faster than his mean score on the lunging speed
test or he received no score for accuracy.
Subjects
were informed of their results after each trial, and
when they failed to meet the mean lunging time, they
were encouraged to lunge faster.
Statistical Design
The Pearson product moment method of calculation
of coefficient was used co show
r~lictbility
for the
lunging speed test and the target accuracy test.
CHAPrER IV
FINDINGS OF THE S'rUDY
The problem of this study was to devise a
reliable test of fencing ability which may be useful
in testing and evaluating achieved skill of beginning
college ience£s.
The subjects were divided into
groups according to their class day and sex.
The
study s·tarted five weeks after the semester began
and last.ed for four -:.-'leeks.
During the first. two
weeks of the study, the lunging speed test was conducted..
The last two weeks of the s·tudy were devoted
to the target accuracy test.
The purpose of this
chapter is to present an analysis of the data
pertinent to the study of the problem.
The data of this study were analyzed to determine
whether. the lunging speed test, and the targ·et accuracy
test provided reliable measures of achieved skill of
beginning college fencers.
Also included in this
chapter is a discussion of the major findings.
B§.J-iabilitv of Test Scores
The reliability of the testing procedure was
determined by the use of Pearson's product-moment
coefficient of correlation.
Mean lunging time was
used in determining the reliability between the first
29
30
and second lunging speed test.
The reliability
coefficient for all groups was .83 and the reliability
of gronp scores ranged f:rn:rr
, O? t-n . 7 o.
('T'}\PLE
I)
The reliability coefficient for the first
and second test of target accuracy was .54
(TABLE II)
The reliability of the target accuracy test indicated
a range of variability from .78 to .46 .
With a
reliability as low as .54 and the range between groups
.32 , it was not possible to accept the reliability
of the target accuracy test.
Discussion
T!:.e purpose ()f this study v;as to investigate
whether fencing attacks, specifically the disengage
lunge to the high and low line targets within a
specific movement time for each individual, would be
a reliable measure of fencing skill for the beginning
college fencer.
This study was designed to investigate and
determine if there was some objective way to measure
skill achieved in beginning college fencers.
criteria dealt with speed and accuracy.
The
Speed was
determined by the quickness of the fencer 1 s lunge
and accuracy was determined by a target painted on
a fencing dummy.
TABLE I
RELIABILITY COEFFICIENTS FOR
Groups
LUNGI~G
Mean Times
Test 1
Test 2
SrEED TEST
r
IM
.33
.31
.80
IF
.37
.36
.89
IIM
.29
.26
.76
IIF
.33
.32
.92
TOTALS
.33
. 31
.83
32
TABLE II
PF.LIJ\BILITY COEFFICIENTS I'OR '1'?\P.GB'T' ?'ICC"JRACY '1'FS"'
FIRST AND SECOND TEST
Groups
Mean Scores
'l'est 1
Test 2
.,.
r
IM
9.9
9.0
.69
IF
11.0
11.3
.78
liM
6.9
7.7
.46
IIF
9.4
9.7
.47
TOTALS
8.9
9.0
.54
Reliability for the target accuracy test was
not established in this study.
factors which could havs
There are a number of
in£l~enccd
t~~s
resLlt.
The low degree of reliability could be due to the
fact that the two variables, speed and accuracy, as
used in this study did not test fencing ability of
the beginning college fencer.
It is also possible
that such human factors as stress, motivation, or
fatigue influenced the performance of individuals
on this test and caused the scores to be unreliable.
The test situation was made as similar for all
subjects as possible, but outside factors, such as
noise from other members of the class practicing or
people walking through the
into the situation.
g~n,
could have entered
The micro switch that was used
successfully in the pilot study caused some problems
during the test due to a faulty trigger.
This problem
was corrected with a spring type trigger micro switch,
but some subjects still had to be asked to take
parts of tne test over.
Due to the fact that reliability was not
achieved for the target accuracy test, further
investigation and study into this test and similar
type tests would be necessary to develop a reliable
objective test of achieved fencing skill for beginning
college fencer.
CHAPI'ER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
The purpose of this study was to investigate
whe-the1: fencing at.tach.s, specifically the U.ise.ngdge
lunge to the high and low line targets wi·thin a
specific movement time for each individual, would be
a reliable measure of fencing skill for the beginning
college fencer.
Nineteen male and twenty-four female volunteers
from two beginning fencing classes at San Fernando
Valley Si::a.te College were used in this study.
All
subjects received two tests o£ lunging speed five
weeks after class instruction began.
These tests
were used to find the mean lunging time for each
fencer.
Groups were determined on two criteria:
(1) scheduled class day, and (2) sex.
The study lasted four weeks with data being
collected twice weekly.
after the semester began.
The study started five weeks
Tests for lunging speed
were conducted for the first two weeks of the study.
The target accuracy test was conducted during the
last two weeks of the study.
34
?C:
• .,.) ...1
Pearson's product moment met,.J:e:'iJ•il of calculation
of coefficients was used to show reliability for the
reliability coefficient for the
lun~Jimg
speed test \vas
found to be .. 83 -.vhich was acceptahl.e. in this study.
However, the reliability coefficie:a:t for the target
accuracy test was found to be only .. 541 , which was not
high enough to show reliability for tfue target accuracy
test and the study.,
r.rhe findings of this study inditcated that
the test designed for fencing attacks;> specifically
the disengage lunge to the high and lvw line t.argets
within a specific movement time fa:r: each individual,
were not a reliable measure of fen.cingr skill for the
beginning college fencer.
This wa.s chme to a lack of
reliability (.54) in the target accuracy test.
The hypothesis proposed in t..hi$: study sta·ted
that the targe·t accuracy test was a re:liable test of
fencing skill, using speed and accura:cy as criteria
of ·t,hi.s skill.
untenable.
The hypothesis was: fon:rud to be
'l'he following general co:lJielusion seems to
be justified:
'l'he target accuracy te;et as administered
in this study was not a reliable nr.13asm:ring device of
achieved fencing skill for the be,Ji:nning college fencer.
RecommenQations fQ£ Future Studies
As a result of the findings of this study, the
following recommenda·tions are made for future st.udies:
1.
Future studies might investigate factors
other than speed and accuracy in testing and evaluating
2.
Develop a stationary type of timing device
to measure movement time, instead of a microswitch
attached to the foot.
3.
Offer the subjects some type of remuneration
for their participation in the study to increase their
motivation in the study.
BIBLIOGRAPHY
37
BIBLIOGRAPHY
l.
Alpar, Julius.
Sword and Masque.
F. A. Davis coi11pa-ny, -19 67.--
2.
Bo;,.ver 1 M. , and Torao Mori.
Fencing. Dubuque,
lowa: William Brown company--;--1966.
3.
Clarke, H. Harrison. Application of Measurement
to Health and Physrcal-"EdUCa tion.
New
Jersey:
Prentice--Hall Incorporated, 19 59.
4.
de Capriles, Jose R. (ed.) .
Manual. Massachusetts:
Incorporated, 1965.
Philadelphia:
Fencing Rules and
Heffernan Pres_s_
Periodicals
5.
11
Pierson, vJilliam.
Comparison of Fencers and
Nonfencers by Psychomotor, Space Perception
and Anthropometric IVIeasures." Research
Quarterly.
27:90-96.
1956.
6.
11
Singer, Robert.
Speed and Accuracy of Movement
as Related to Fencing Success." Research
Quarterly.
39:1080-1083, 1968.
pnpublished Materials
7.
Bower, Muriel.
"A Test of General Fencing
Ability." J\Iaster' s Thesis, University of
Southern California, 1961.
38
.l\~PPENDIXES
39
APPENDIX A
INSTRUCTIONS LUNGING SPEED TEST
40
'·
.-
41
INSTRUCTIONS
LUNGING SPEED TEST
You are taking part in a study to help validate
a test of fencing skill. Your cooperation and patience
is greatly appreciated.
In this particular test you will be asked to make
Each lunge should be made as fast as
possible using good form.
10 lurlge:s.
In order to measure your lunging speed, a
microswitch will be attached to your forward on-guard
foot by means of a cloth strap. When your foot is flat
on the floor, the switch is in the open posi t:ion.
When your foot is raised off the floor, the switch
is in the closed position. As you raise your foot
to lunge, this starts the timing clock, and when you
put your foot down at the conclusion of your lunge
this stops the timing clock. In order that the timing
clock does not start while you are getting ready for
each lunge, another on and off switch is built into
the system to prevent the clock from running ~hen the
test is not being conducted. For this reason you will
have to count to 3 before you lunge so the technician
can close the safety switch. After you complete your
lunge, do not move until the technician says "O.K."
so that he can open the safety switch and record your
score. The technician vvill then say, "READY" when you
are to start counting for the next lunge.
Please ask any questions prior to starting the
test and please keep your questions relevant to the
present tes·t.
r'J.cc:.ss fill cut Lhe: care. 01.1. U1e desk completely
wib1 your tu..Ll name, and indicate which hand you fence
with.
Thank you for your cooperation and patience.
Mr. Herb Haas
APPENDIX B
INSTRUCTIONS TARGET ACCURACY TEST
42
'·
....-
43
INSTRUCTIONS
TARGET ACCURACY TEST
This is the last phase of the study in the
fencing skills test.
This part of the study deals
with lunging speed, accuracy and form.
LUNGING SPEED:
In the previous part of this study, your lunging
speed was measured.
For this part of the test you
will have to meet your previous mean lunging speed
in order to score points.
For example:
If your mean
time w·a.s . 34 seconds from the first test 1 you will have
to lunge as fast or faster than this time in order to
receive a score.
This will prevent you from taking
your time and not lunging as fast as you would in a
fencing situation.
TARGET ACCURACY:
You will be given 10 trials in random order of
high a~d low line to hit the targets on the fencing
dummy.
The scores ::ange from 3 points for yellow,
2 points for red, 1 point for blue, and 0 points for
a miss, passe, or foul.
If your point lands on the
line you will receive the higher of the two scores.
FORH:
Your form will be observed.
You will receive a
score only if you lunge properly. You will be asked
to find your maximum lunging distance from the durnmy
so that your point, with your arm fully extended, can
touch the center of the high and low line targets.
The position of your rear foot will be recorded on
vour score cara in relation to tne scale on the floor.
Should your rear foot move more than 5 inches from the
starting position, you will receive no score.
Therefore,
i t is important to lunge with your arm extended.
GENERAL INSTRUCTIONS:
The microswitch will be attached to your forward
foot in the same manner as the previous test.
You
will find your maximum lunging distance from the dummy.
You will then dip your foil in the chalk can to the
44
side of the strip, and come on-guard with your foil in
the outside li.ne. The technician will tell you to hit
either high or lovr target and then sa•:' 11 READY". You
may lunge any time after this, using a disengage lunge
to the proper target. When you complete your lunge
stay in the lunge position until the technician says
"O.K.". The technician will then record your time and
score, notifying you of the results.
Lunge as fast as
you can each time. Return to the on-guard position
atter dipping your point in the chalk. and wait for
the designation of target ancl ·the word 11 RBADY".
THANK YOU
Herb Haas