Introduction

Structured sports are increasingly recognised in youth and social policy as powerful tools to promote mental strength, social inclusion, and emotional control (Norris & Norris, 2021). Fencing, a sport known for its one-on-one sword duels (foil, épée, or sabre), has a reputation for being elitist. It demands agility, strategy, and discipline. However, when adapted for community use, fencing offers unique benefits, including improving focus, physical skill, respect for others, and goal setting (Smith & Wrynn, 2013).

Despite this potential, fencing is often not accessible due to high costs, specialised facilities, and exclusive training environments. Programs like Paint Duel, a community run activity where opponents stand with cardboard tubes dipped in paint, and first to three hits to their opponents wins, means that fencing becomes more affordable and inclusive. This article argues that fencing can be more accessible because of deliberate design rather than fencing’s natural quality. These community efforts are key to making fencing a fair and effective tool so that young people can feel their benefits.

Psychological Foundations and Youth Development

Good youth programs meet young people’s basic psychological needs. According to Deci and Ryan’s (2000) self-determination theory, these needs are competence (feeling capable), autonomy (having control), and relatedness (feeling connected). Fencing supports these through skill-building, strategy, and teamwork. Research shows that sports like fencing can motivate young people and improve their emotional health (Vella, Cliff, & Okley, 2021).

Youth work research highlights that these needs are best met when young people are active participants, not just receivers. Smith and Wrynn (2013) argue that real youth development happens when young people have ownership, collaborate, and are supported by trusted adults. In fencing programs, this means letting young people make decisions, develop tactics, and reflect on their experience. This fits well with ideas from informal education and positive youth development, which focus on relationships, hands-on learning, and reflection (Jeffs & Smith, 2010; Coburn & Gormally, 2014).

Fencing also helps young people develop their identity. Rituals like team colours, respect codes, and shared goals create a sense of belonging and self-understanding. These strengthen social bonds and emotional security, key parts of resilience (Baumeister & Leary, 1995; Erikson, 1968). Social Identity Theory (Tajfel & Turner, 1986) explains how belonging to a positive group boosts self-esteem and connection, which fencing encourages.

From a community view, inclusive fencing programs promote leadership, responsibility, and trust. Holt et al. (2017) note that successful sports programs involve coaches as mentors who build positive adult-youth relationships. Paint Duel facilitators create safe, engaging spaces with young people, encouraging shared ownership. Leadership chances like peer mentoring help young people learn responsibility and social skills (Holt et al., 2017; Ord, 2016).

Community programs that adapt fencing to be affordable and inclusive help break down the sport’s elite image. They use low-cost gear, accessible coaching, and simple rules to keep it safe and fun (Norris & Norris, 2021). These changes make fencing possible in schools, youth centres, and community groups that want to boost social inclusion, confidence, and well-being. By focusing on youth values like agency, inclusion, and fairness, community fencing supports wider social change (Cooper, 2012). In other words, fencing presents young people with opportunities to widen their social circles and promotes independence.

Barriers and Community Adaptations

Even though fencing has many benefits, it is often seen as a sport for the wealthy and can be hard for many young people to join because of the cost, lack of local facilities, and cultural ideas about who it’s for (Smith & Wrynn, 2013). These problems stop many young people from taking part. But community programs are working to make fencing cheaper and fairer for everyone.

Money is one of the biggest obstacles. Traditional fencing equipment and lessons can be expensive, keeping low-income kids out. Community groups help by sharing or giving out equipment, offering lower-cost or free coaching, and using places that anyone can access. For example, using foam swords or paint-based versions of fencing keeps the sport fun and challenging but much cheaper (Norris & Norris, 2021; Eime et al., 2013). This shows that fencing’s main benefits come from learning skills and strategy, not from expensive gear.

Having the right places and people is also important. Fencing needs safe spaces, good coaches, and support from the community. Local centres, schools, and clubs that include fencing in their programs, making it easier for a wider range of children to try fencing. This helps change fencing from a sport only for the privileged to one that feels welcoming and familiar. When fencing is nearby and easy to access, more young people can enjoy it (Woods et al., 2017; Spaaij, 2009).

It is also important that fencing programs include young people from all backgrounds. Programs that think about differences like race, gender, ability, and culture make fencing more relevant and welcoming. When programs fit the experiences of the youth they serve, they help young people feel like they belong and stop them from feeling left out, which often happens in sports that seem exclusive (Cooper, 2012; Coalter, 2013; Hylton, 2018). Coaches who respect cultural differences, allow flexible ways to join in, and let young people have a say create safe and positive spaces.

Community fencing changes fencing from a strict coach-led sport to one where young people take part in decisions. When young people help make rules, choose teams, or mentor others, they learn leadership and responsibility (Holt et al., 2017; Camiré et al., 2011; Petitpas et al., 2005). This makes fencing a place where young people can grow important life skills.

These community efforts also show how fencing can help fight unfairness. By breaking down barriers and opening doors, fencing can help close gaps in opportunities, health, and well-being for young people (Vella, Cliff, & Okley, 2021; Shaw, 2014; Coakley, 2017).

The Paint Duel Project

Paint Duel, a pilot program in South Wales for 9–11-year-olds, shows how fencing can be adapted for inclusion. Using foam noodles and water-based paint, it mimicked fencing’s tactics in a fun, safe way. The focus was on creativity, teamwork, and emotional safety, not competition.

Four design elements were key:

• Supported skill progression;
• Team colours and shared goals fostered group identity;
• Immediate feedback and simple rewards-maintained motivation;
• And voluntary, inclusive participation ensured psychological safety and engagement.

These above bullet points highlight motivation, agency, and group bonding. Paint Duel fits well with youth development goals by offering physical activity in a safe, supportive environment. Paint Duel gives practical ideas for changing traditional sports.

The Paint Duel project showed how fencing can be reimagined to remove barriers of cost and exclusivity while preserving its focus on skill, strategy, and discipline. Using foam noodles and paint, it fostered creativity, teamwork, and psychological safety for 9–11-year-olds, aligning with youth development goals of competence, autonomy, and relatedness. Its design—skill progression, shared identity, feedback, and voluntary engagement—mirrors Coalter’s (2013) emphasis on context-specific, culturally relevant sport programs that promote inclusion and social capital. It illustrates fencing’s benefits don’t need expensive gear or elite training. Instead, creativity and inclusive values make fencing a tool for confidence and emotional control.

Fencing and Youth Policy

Community fencing offers a strong model for youth programs. It engages young people in structured activities combining physical skill, thinking, and social interaction. This fits youth work goals: empowerment, inclusion, participation, and voluntary engagement.

Youth policy should see sports like fencing as core to development, not just extra activities. When fencing is inclusive, it builds skills like focus, resilience, and respect that help society, whilst also supporting participants in resilience and their self-awareness of physical and mental health. Paint Duel and similar programs show how sport can support emotional growth and community ties.

Conclusion

When adapted thoughtfully for communities, fencing can move beyond its elite image and become a powerful, inclusive tool for youth development. Programs like Paint Duel show that focusing on access, creativity, and youth leadership helps fencing support resilience, identity, and belonging. The key adaptations found were accessibility over elitism; the use of low-cost or DIY equipment to reduce financial barriers. Offer free or low-fee programs in schools, community centres, or public spaces, and provide gear-sharing systems or sponsor-supported resources. It supports the Integration of arts, storytelling, or local culture into fencing sessions (e.g., Paint Duel), and encourages self-expression and identity-building through fencing. Involves young people in shaping and leading the program, and trains young mentors, and peer coaches to foster ownership and responsibility.

Supported by strong psychological theories and global examples, fencing promotes physical, mental, and social growth. Including fencing in youth policy and practice offers young people chances to build confidence and leadership through a sport that blends challenge, teamwork, and flexibility.

The future of youth sport lies in community-based experiences that prioritise growth and inclusion over elite competition. Community fencing is a great example of how sport can help bring social change by motivating young people, improving well-being, and creating belonging for diverse young people.