Exploring the physical attributes of elite épée fencing: a Delphi study of world-class coaches.

Abstract

Background: This study aimed to identify and rank the physical attributes deemed most important for elite performance in épée fencing, from the perspective of world-class coaches. While extensive biomechanical and physiological research exists in fencing, limited attention has been paid to the experiential insights of elite coaches.

Methods: A modified Delphi method was employed to gather expert consensus from 26 international épée coaches with Olympic-level experience. In Round 1, open-ended responses were thematically analyzed to identify key physical attributes, which were consolidated into nine overarching themes. In Round 2, coaches ranked these attributes in order of importance. Stability of rankings was assessed using Kendall's coefficient of concordance (W).

Results: Twenty-nine distinct physical attributes were identified in Round 1 and grouped into nine themes. In Round 2, agility (mean rank = 2.9) and reaction time (3.3) emerged as consensus-high priorities, while strength (7.6) and power were consensus-low. Power (5.7) and flexibility showed polarized distributions, reflecting entrenched differences in coaching philosophies. Agreement among coaches was acceptable but limited (W = 0.26), indicating stable but divergent viewpoints rather than instability.

Conclusions: Elite coaches prioritized agility, reactivity, and speed in épée fencing, aligning with performance demands observed in biomechanical studies. However, the undervaluation of foundational qualities such as strength and aerobic fitness highlights a partial disconnect with sport science evidence. These findings underscore the need for enhanced coach education, interdisciplinary collaboration, and a more balanced emphasis on physical preparation that supports both performance and injury prevention. The study also demonstrates the value of Delphi methodology in capturing diverse expert perspectives even when full consensus is not achieved.