Why Do Some Fencers Lose Their Real Form Before a Competition?

Full article in English · Original author text

Why does a move that works well at the club fall apart on competition day? The cause could be pressure for results, fatigue, or the difference between practice and competition conditions. Instead of the order “don’t be stressed,” I look into the cause of the drop and build a short routine. Here we’ll learn how to bring attention back to the next decision, even with nerves. My coaching experience in San Francisco is part of the foundation for this view: knowing a move and choosing it in competition are two related but different problems. That’s why, before giving any mental advice, I compare practice conditions with competition conditions. A label like “weak mindset” alone doesn’t tell me what practice is needed.

Who is this for, and what’s the goal?

This article is for teens and coaches in all three weapons and focuses on the educational management of competition pressure. Occasional pre-competition anxiety isn’t the same as an anxiety disorder. The goal isn’t to remove every emotion; an athlete should be able, even with nerves, to see the relevant cues and choose the next action. Persistent, disruptive worry, especially outside sport, needs a specialist’s assessment [1].

First, diagnose the cause of the drop

If a player does well in practice only against a familiar opponent and without points on the line, maybe they haven’t yet learned the skill in changing conditions. If the legs feel heavy from the warm-up, check sleep and training load. If their attention drifts when they see the scoreboard or a parent, attention and relationship pressure are in play too. Putting all of these under the heading “weak mindset” makes it fuzzy what practice to choose.

Before a competition I ask three questions: What does your body feel like? What is your mind busy with? What’s the first thing you can control? The answers are short, and the athlete isn’t meant to assess themselves moment by moment. Excessive attention to every hand and foot movement can also make smooth execution of a familiar skill harder; one outside cue, like the distance to the opponent, is usually more useful than several instructions at once.

Teaching scenario in épée

Seeing a familiar opponent, a fencer starts the first attack from a long distance to score early. The opponent retreats and replies. The decision was quick, but the timing was wrong: the moment of starting wasn’t matched to the change in distance and the opponent’s readiness. A starting goal could be “read the opponent’s reaction to a small threat,” not “definitely score the first point.” This goal isn’t permission for endless stalling; the player must also consider time, score, and the current rules. In foil and sabre, choosing when to begin an action involves right of way as well as distance. So a single recipe like “wait for them to come” isn’t right for all weapons or all situations.

A short routine before stepping onto the strip

In practice, build a personal routine: a calm, natural exhale, letting go of extra tension in the shoulder and hand, looking at the distance, and running through a practical phrase like “see, choose, do.” Breathing shouldn’t turn into holding your breath or forced deep breathing; if it’s uncomfortable, stop. The routine needs to have been practiced beforehand; competition day isn’t the time to test a complicated method. After each permitted pause, the player can make one short observation: “The opponent stepped back on my second step.” Then make one choice for the next exchange. Long analysis and going over all earlier mistakes pulls attention away from the present situation. A parent should also avoid repeatedly asking “Are you stressed?” and ask about the child’s practical need instead.

Practicing pressure gradually

First, run two short bouts with scoring and refereeing. Then add just one new factor, like a few familiar spectators or starting a point behind. Before and after practice, the athlete rates perceived pressure from zero to ten. This number is a conversation tool, not a score for mental health or courage. The coach logs whether, after being scored on, the player runs the short routine and the agreed goal again. If the quality of decisions drops sharply, reduce the difficulty and look at the cause. Shouting, humiliation, or deliberately creating fear isn’t a healthy simulation of competition pressure. Practice should leave room for experiencing success and correcting, not just putting up with discomfort.

On competition morning, body and mind don’t send one message

A player may say they’re ready, yet grip their hand tighter than usual and rush their footwork. Or the reverse: they talk about being nervous but make good decisions after a few exchanges. Don’t draw a firm verdict from appearances or a single sentence. First I want to know what has changed compared with their normal state. Comparing with themselves is more useful than comparing with a teammate who’s calmer or more energetic. For a teen, hearing “everybody gets stressed” isn’t always enough. They need to know what they can do in these next few minutes. Choose one simple action: checking the distance, doing a few familiar moves, or clarifying the plan for the start. If several adults give different strategies at the same time, their mental plan gets more complicated. It should be clear who is in charge of guidance, and the messages shouldn’t conflict.

Three different paths for a similar drop

A player who does well against a familiar opponent in practice may have gotten used to that opponent’s repeated cues. When a competition opponent has a different rhythm, the decision comes late. This problem is followed up by practicing reading an unfamiliar opponent. A player who fears others’ judgment needs a clear conversation about support and expectations. A sleep-deprived or tired player may first need a change in load and recovery. These factors can exist together. You don’t need to find one definite cause for every day. Build a hypothesis you can test and make a limited change. If the quality of the start improves when the technical goal is simplified, you’ve gained information; but you still can’t conclude the whole problem was psychological. A coach should stay cautious toward easy explanations and catchy labels.

Give the first point a small mission

A goal like “be perfect from the very start” is big and vague. In épée, the starting mission could be to watch how the opponent reacts to a controlled approach. In that mission, the fencer goes looking for information while staying ready to use a real chance. If the opponent suddenly closes the distance, the plan has to change; a simple plan doesn’t mean an unchangeable one. In foil and sabre, the coach needs to fit that mission to the weapon’s rules and tactical logic. A general piece of advice like “wait first” may not create the right conditions. A useful question is what reaction the chosen start is testing, and what the next choice is if that reaction doesn’t come. Having that second answer can lessen the feeling of being trapped in one plan.

Keep the simulation bearable and learnable

For the first session, just add a referee and score-keeping to the usual bouting. In the next, practice starting from a tied score near the end of a bout. At the next stage, you can bring in a different opponent or a short wait. The goal isn’t for each session to be scarier than the last; it’s to find a level where the teen can still see the cue and choose. After each round, ask just two questions: What caught your attention, and how did you get back to the next task? If the player only endured the pressure and remembers no decisions, the drill was probably too hard or unclear. Lower the intensity and build one specific success in running the routine. For some athletes, shortening the round works better than making the opponent easier.

Between two points, let go of the past

After taking a touch, a player may argue with the previous scene in their head while the opponent is getting ready for the next exchange. A short routine in the allowed time can have three parts: ending the review of what just happened, seeing one current cue, and choosing one action. For example, they re-measure the distance and decide the preparatory step should be shorter. The routine has to stay in step with the referee’s commands and the clock. If the focus phrase itself turns into a stressful task, simplify it. A player shouldn’t worry that because they forgot one step, the bout will go wrong. A mental tool is there to help decisions, not to create a new condition for success. Sometimes one deliberate look at the distance and letting go of extra tension in the grip is more useful than several motivational phrases.

How can the people around them help the plan?

Before a competition, don’t ask the teen to promise a win to calm you down. If you’re worried, talk about your worry with another adult. Ask the player about one practical need and take the answer seriously. They may want a few minutes alone with the coach, or prefer not to talk about the result after the warm-up. Respect this agreement as long as safety and the rules allow. After the competition, don’t measure the routine’s success by winning alone. Did they get back to the goal sooner after a mistake? Could they describe the pressure? Did they have one clear choice? These signs show how to adjust the next practice. If severe, persistent worry stays and disrupts life outside sport, working with a qualified specialist is part of professional support. The American Academy of Pediatrics’ guide to teen athlete mental health considers judgment-free conversation important [1]. The routine suggested in this article is a teaching tool; if distress continues beyond the competition setting, it shouldn’t be treated as just a focus problem.

Frequently asked questions

Is all anxiety bad? No. Some nerves can go along with competitive readiness; what matters is its effect on performance and on the person’s life. Is breathing alone enough? It shouldn’t be the only tool. Sleep, training load, technical readiness, and the kind of support from those around them should also be looked at. When is professional help needed? When persistent worry, strong avoidance, sleep disturbance, or significant distress continues, get help from a qualified specialist; a coach doesn’t make clinical diagnoses.

Wrap-up and next step

Now you have something concrete for facing pressure: look into the cause of the drop, pick one focus cue, and try your short routine in practice. You don’t need every nerve to vanish for a good start. The goal is to make the next choice better despite the nerves. Then get your competition-day checklist ready.

Sources and further reading

[1] AAP — Mental Health in Teen Athletes