✕ Close Setup
Before you start
  • Check the space and the kit.
  • Get your child's attention first.
  • Show it from two sides.
  • Say one thing only.
  • End on one that works.

Put the phone down where you can see it. Tap Next with your thumb, or use the arrow keys.

Setup · 1 minute

Is the space marked?

  • The tape line
  • An en garde mark for the front foot
  • A wall target

A card with the commands; no weapon.

Warm up · 3 minutes

Three minutes to get warm.

Easy jogging on the spot, then arms and legs. How to warm up well is explained at workonfitness.com.

3:00
Show it · 1 minute
  1. Salute: stand tall, raise the hand to the face, then lower it toward the other fencer.
  2. "En garde": step into the fencing stance. "Ready": stay still and ready.
  3. "Fence": start to move. "Halt": stop and stand still at once.

Show it once from the front and once from the side, slowly. Then let your child try.

The skill · 6 minutes
  1. Salute.
  2. Act each call: en garde, ready, fence, halt.
  3. Wait for "fence", not "ready".
  4. Stop the moment you hear "halt".

How much: 6 rounds

Wait for fence

6:00
The game · 5 minutes

Referee's call

The rules

One child referees and the others act each call; anyone who moves at the wrong time loses a point.

  1. Everyone stands on the tape line
  2. The referee gives the calls, sometimes pausing a long time after "ready"
  3. On "fence", everyone steps forward and back on the spot; on "halt", everyone freezes
  4. 6 rounds, then a new referee

Fair play: A grown-up loses 2 points for each wrong move.

Points
Each player starts with 6 points; the referee takes 1 away for each wrong move.
Fouls
Lose 1 point: moving on "ready" instead of "fence"; moving after "halt"; forgetting the salute
Win
The most points left after everyone has had a turn as referee.
Score
0
  1. 3
  2. 5
  3. 6

5:00
Finish · 2 minutes

The child does the commands correctly 5 times in a row.

0/5

End on one that works. If it was hard today, finish with the easier version.

Finished

Well played.

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