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Lesson 4 - Backward Roll Techniques

Safe Falling & Body Control

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Year 7

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Self Defence

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1h 19min

Big Question

How can controlling your body through rolls help protect you and improve your defensive movement?

Learning Objectives

Understand when and why to adopt the backward roll and how to execute this safely with proper head and neck protection
Demonstrate both forward and backward rolling techniques with correct body positioning and control
Link rolling techniques to break fall and defensive get up movements in smooth sequences

Key Outcomes

Students will perform safe backward rolls in both directions with proper head and neck alignment
Students will execute linked sequences combining rolls, break falls, and defensive get ups
Students will explain the safety principles of rolling techniques and when to use them defensively

Equipment & Resources Required

Gym Mats

15 mats for class of 30

Arrange in rows with 1 metre spacing between mats for safety, ensure mats are flat with no gaps or overlaps

Alternative: Crash mats for students needing extra padding, judo mats for firmer surface

Tablets

1 per group of 4-6 students (5-6 devices)

Ensure devices are charged, set up on stands at mat corners for side-on view of rolls

Alternative: Smartphones on tripods, video cameras, or peer observation with checklists if devices unavailable

Science Videos

1 (pre-loaded on teacher device/screen)

Cued to backward roll demonstration section, visible on large screen or projector

Alternative: Teacher demonstration, printed sequence cards, poster diagrams

Score Sheets

1 per pair (15 copies)

Distributed during skill development section for peer assessment

Alternative: Laminated cards with dry-wipe markers for reuse

Cones

22 for warm-up stations

Create clear pathways for warm-up movement patterns around the hall perimeter

Alternative: Spots, lines marked with tape, existing floor markings

Key Vocabulary

Backward roll

A rolling movement where the body rotates backwards over the shoulders with controlled momentum

Forward roll

A rolling movement where the body rotates forwards from a wide base position with the head protected to one side

Head protection

The technique of tucking the ear to shoulder to keep the head off the ground during rolls

Neck safety

Maintaining proper alignment of the neck and spine to prevent injury during rolling movements

Technique linking

Smoothly connecting different defensive movements together in a flowing sequence

Momentum

The force and speed generated to help complete rolling movements efficiently

Direction control

The ability to choose and maintain the intended rolling direction (left or right shoulder)

Break fall

A controlled landing technique that distributes impact safely across the body

Defensive get up

A safe method of returning to standing position while maintaining awareness and protection

Wide base position

Starting position for forward roll with feet shoulder-width apart and knees bent for stability

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic break fall technique from previous lessons
Defensive get up movements
Forward rolling with head protection
Body awareness and spatial control on mats

Current Skills

Backward rolling in both directions
Linking backward rolls to break falls
Combining multiple defensive movements in sequences
Controlled momentum generation for transitions

Next Steps

Advanced rolling combinations and variations
Rolling from standing positions
Applying rolls in dynamic self-defence scenarios
Integrating rolls with partner-based defensive drills

Milestone Indicators

Student can perform backward roll without hands pushing off

Head and neck remain protected throughout all rolls

Smooth transitions between different defensive movements

Can perform rolls in both directions with equal competence

Key Teaching Points

Head protection is PARAMOUNT: head must never touch the mat during any rolling activity - constant monitoring and reinforcement required
Backward roll mechanics: ear tucks TO shoulder creating diagonal roll path over THAT shoulder, legs throw over OPPOSITE shoulder to generate rotation - this diagonal pattern protects head and neck
Forward roll mechanics: hand posts to SIDE not in front, head tilts to opposite shoulder, creating diagonal roll over the side of posting hand - side hand placement is critical safety element
Progressive skill building: stages approach (position hold, rocking, complete movement) allows confidence and competence to develop safely before full skill attempt
Bilateral development: practicing both left and right directions ensures balanced skill development and functional defensive capability - not just dominant side
Linking movements: smooth transitions between techniques demonstrate true mastery and practical application - real defensive situations require flowing continuous movement not isolated skills
Differentiation is essential: wide range of abilities in Year 7, must provide modifications (knee-down forward roll, extended stage practice) and extensions (complex sequences, standing starts) to challenge all appropriately
Partner work quality: peer observation, feedback, and support enhance learning, build communication skills, and provide safety monitoring - must be taught and facilitated actively not assumed
Assessment integration: formative assessment throughout via observation, peer and self-assessment develops metacognition and ownership of learning, video analysis provides concrete evidence for feedback
Safety culture: create environment where students feel empowered to work at own level, ask for help, choose appropriate challenges, and prioritise safety over performance - this builds confident, safe practitioners

Common Misconceptions

MISCONCEPTION: 'Rolling straight backwards over my head is fine if I'm careful.' CORRECTION: 'No! Rolling straight back puts all your weight on your head and neck which can cause serious injury. You MUST roll diagonally over one shoulder by tucking your ear to that shoulder. Let me show you the difference again - see how the diagonal roll keeps my head completely off the mat?'
MISCONCEPTION: 'In forward roll, I put both hands in front of me like I'm diving.' CORRECTION: 'That's a common mistake! If your hand is in front, you'll roll straight over your head. Your hand must go to the SIDE - left hand to the left side or right hand to the right side - then you tilt your head the opposite way. This creates the safe diagonal roll. Watch me demonstrate the difference.'
MISCONCEPTION: 'I should push really hard with my hands to make the backward roll work.' CORRECTION: 'Actually, your legs do most of the work! When you throw your legs powerfully over the opposite shoulder, that momentum carries you over. Your hands just gently assist and guide. If you push too hard with hands, you might push yourself the wrong way. Focus on that leg throw!'
MISCONCEPTION: 'I'm not strong enough to do a backward roll.' CORRECTION: 'Backward rolls aren't about strength - they're about technique! When you use the correct ear-to-shoulder tuck and throw your legs over the opposite shoulder, your body weight and momentum do the work. Let's practice your rocking to feel how the momentum builds. You've got this!'
MISCONCEPTION: 'Forward rolls and backward rolls protect my head the same way.' CORRECTION: 'Great question! Both protect your head but they use different techniques. Forward roll: hand to the side, head tilts opposite way. Backward roll: ear tucks to shoulder, and you roll over that shoulder. Different movements, same goal - head never touches the mat. Can you explain the difference to your partner?'
MISCONCEPTION: 'I only need to learn my preferred side - I'll always roll that direction.' CORRECTION: 'In real defensive situations, you might need to roll in either direction depending on what's happening around you. That's why we practice both sides - it makes you versatile and prepared for any situation. It's like being able to kick with both feet in football!'
MISCONCEPTION: 'When linking movements, I should pause to set up each one perfectly.' CORRECTION: 'In practice while you're learning, pauses are fine! But our goal is smooth flow - one movement leading naturally into the next. In a real situation where you're moving defensively, stopping makes you vulnerable. As you improve, try to reduce those pauses bit by bit until it all flows together.'
MISCONCEPTION: 'If I can't do the full backward roll, I'm failing.' CORRECTION: 'Absolutely not! Learning happens in stages - some people master the rocking stage today and complete the full roll next lesson. Some people use the modification version. Everyone is working at their own level and that's exactly right. You're successful when you're challenging yourself safely and showing improvement. That's what I'm looking for!'

SEN Adaptations

ADHD

Short, distinct activity chunks with clear start and end points (lesson structure supports this). Movement-based throughout - suits high energy levels. Clear boundaries: mats define personal space. Frequent change of activity maintains engagement (lesson structure supports this). Partner work provides social interaction and accountability. Clear, concise instructions: 'Ear to shoulder, rock back, legs over.' Demonstrations to watch, then immediate opportunity to move - minimal sitting/waiting time. Positive, specific feedback frequently: 'Brilliant head protection there!' Visual timers showing time remaining on activities. Fidget tools available during cool-down reflection if needed. Option to lead warm-up or demonstrate for class - positive channel for energy and movement. Movement breaks if needed between sections. Clear 'stop' signal for impulse control support.

dyspraxia

Larger, softer mats providing more forgiving surface and larger target area. Break down complex movements into smaller, more manageable steps - extended time on each stage before progressing. Multisensory teaching: verbal instructions, visual demonstration, physical guidance if comfortable. Repetition and practice time extended - master each component before linking. Reduce speed expectations - slow, controlled movements prioritised. Visual aids: arrows on floor showing rolling direction, hand/foot placement markers. Simplified sequences - maybe 2-element sequences while others do 4-element. Partner support: buddy can provide physical guidance points (touching shoulder to indicate which shoulder to roll over). Reduced balance demands: wider base positions, support available for defensive get up if needed. Celebrate effort and improvement over absolute achievement. Preparatory activities: extra body awareness work in warm-up, rolling larger, lighter balls to understand rolling pathways before body rolling. Additional adult support if available for 1-to-1 skill breakdown.

autism spectrum

Clear visual schedule showing lesson structure and timing posted and reviewed at start. Consistent mat positioning and personal space allocation - student uses same mat each lesson if possible. Clear, concrete language avoiding figurative expressions. Visual technique cards showing step-by-step rolling process available for reference. Advance warning of transitions: 'In 2 minutes we will move to backward rolling practice.' Quiet zone available if sensory overload occurs (corner of room with mat, lower stimulation). Predictable partner pairings - same partner throughout or student choice. Clear expectations: 'you will perform three backward rolls, then rest, then three more.' Reduced group size for video work if large group is overwhelming. Sensory considerations: option to wear long sleeves/leggings if skin contact with mat is uncomfortable, volume control if background noise challenging. Celebrate specific concrete achievements: 'You tucked your ear to shoulder perfectly three times.'

visual impairment

Use bright coloured mats to define clear boundaries. Provide 1-to-1 demonstration where student can tactilely feel teacher's body position during rolling technique (ear to shoulder, hand placement). Verbal descriptions extremely detailed: 'your left hand goes to your left side, about 30 centimeters from your hip.' Buddy system with sighted partner who provides verbal guidance during movements. Allow extra time for spatial familiarization with matted area before activity begins. Use textured markers or tactile spots to indicate mat edges and safe rolling area. Ensure student positioned away from edges and other students for maximum safety. Consider adapted activities: rocking exercises to learn sensation of rolling without complete rotation initially.

hearing impairment

Visual demonstrations essential - demonstrate multiple times from different angles. Use exaggerated visual cues for technique checkpoints. Provide printed or laminated instruction cards with diagrams showing rolling sequence. Face student when giving instructions, speak clearly, check understanding through demonstration not just verbal confirmation. Use visual signals for start/stop rather than whistle (flag, light, hand signal). Buddy system with hearing peer who can ensure student sees important instructions. Position student at front during demonstrations for clearest view. Use video playback with subtitles/text overlay if possible. British Sign Language interpreter if available. Ensure good lighting for lip-reading and visual observation.

physical disability

Highly individualized based on specific needs - consult SENCO and student's care plan. Wheelchair users or those with lower limb disabilities: focus on upper body elements - hand positioning, arm slapping for break fall from seated position, seated versions of warm-up exercises, possibly seated rolling activities on wide soft mats with support. Reduced mobility: modify rolling angles - smaller, controlled movements, additional mat padding, allow rolling from higher starting position (minimal squat depth), use of wedge-shaped mats for assisted rolling. Reduced strength: partner-assisted rolling, teacher support during movements, slower pace, extended rest periods, reduced repetitions. Alternative activities achieving same learning outcomes: understanding defensive principles through observation and coaching others, creating movement sequences on paper/verbally, peer assessment role with detailed technical understanding developed.

Cross-Curricular Links

English

Speaking and listening: explaining techniques to partners, responding to peer questions, using subject-specific vocabulary correctly. Instructional language: understanding and following multi-step instructions, breaking down complex movements into sequential steps. Literacy: reading assessment matrices, understanding written technique criteria.

Maths

Angles and directions: understanding 45-degree arm angle in break falls, diagonal versus straight rolling paths, 90-degree angles in body positions. Spatial awareness and geometry: positioning on mats, understanding of personal space, pathways through space. Sequencing and patterns: creating movement sequences with specific order, numerical sequencing of steps.

Science

Forces and motion: momentum generation through leg throw in backward rolls, gravity's effect on rolling movements, friction between body and mat surface, force absorption in break falls. Human biology: muscles used during rolling (core, shoulders, legs), body systems during exercise (cardiovascular, respiratory, muscular), importance of warm-up and cool-down for muscle function, neck and spine anatomy understanding for safety. Physics: centre of gravity shifts during rolls, rotational momentum, energy transfer.

Drama

Body awareness and control: precise physical movements, controlled body positioning, spatial awareness. Expression through movement: creating sequences showing flow and control, performing movements for audience (peers, teacher). Physical storytelling: defensive sequences represent protective narrative.

ICT

Digital recording: using iPads to record performances, camera positioning and operation, video playback for analysis. Digital assessment: potentially using apps for recording assessment data, video analysis tools if available.

PSHE

Personal safety and risk management: understanding when and why to use defensive movements, risk assessment of situations, making safe choices about attempting skills. Resilience and perseverance: pushing through challenges when learning difficult skills, growth mindset application, coping with frustration. Teamwork and communication: partner work requiring clear communication, peer coaching and feedback, supporting others' learning. Self-confidence: building belief through skill mastery, celebrating personal achievements regardless of comparison to others. Respect: for safety rules, for own body's limits, for partners' different ability levels.

Teacher Guidance

Positioning

Begin lesson at front of room near screen for warm-up instructions and demonstrations with full class view. During skill development sections, position in corner for diagonal sightline across entire matted area. Mobile circulation during partner practice allows close observation of technique. Return to central position for whole-class instruction and transitions. During sequence practice, roaming circulation between mats while maintaining awareness of whole room. Avoid positioning with back to any students during rolling activities.

Observation Focus

CRITICAL: Head protection in all rolling activities - ear-to-shoulder tuck in backward rolls, head tilt away from posting hand in forward rolls, head never touching mat. Diagonal rolling path over one shoulder not straight over head. Shoulder taking impact not head or neck in backward rolls. Hand placement to SIDE not front in forward rolls. Smooth controlled movements not rushed or forced. Fatigue signs affecting technique quality. Partner interactions - supportive and safe? Spacing between mats adequate? Differentiation being applied appropriately - students working at suitable level? Engagement and confidence versus fear or frustration?

Intervention Points

IMMEDIATE intervention required if: head touching mat during any roll, rolling straight over head/neck rather than diagonally over shoulder, unsafe collision risk between students, student attempting skills clearly beyond their ability creating danger, signs of distress or pain, fatigue severely affecting technique. PROMPT intervention if: technique deteriorating, hand placement incorrect in forward roll, ear tuck insufficient in backward roll, pairing creating issues, equipment problems, off-task behaviour, peer feedback becoming negative or discouraging. SUPPORTIVE intervention for: students lacking confidence, difficulty understanding instructions, struggling with technique despite safe attempts, need for encouragement or modified challenges.

Demonstration Notes

Demonstrate all new skills at two speeds: slow-motion with verbal cueing of each position/checkpoint, then normal speed showing flow. Use side angle for demonstrations so students see body position clearly, then front angle for spatial awareness. Exaggerate key technique points (ear-to-shoulder tuck, hand placement to side) for visibility. For backward roll: clearly demonstrate both left and right shoulder variations. Show both correct technique and common errors (stopping before showing dangerous error - explain what would happen). Use confident student for demonstrations when appropriate to provide peer model. Verbal cueing during demonstrations: 'Watch my ear tuck... see how my right ear is glued to my right shoulder... now watch which shoulder I roll over... my left shoulder takes the roll... see how my head never touches the mat...' Re-demonstrate as needed throughout lesson, especially if confusion or errors observed.

Verbal Cues

•'Ear glued to shoulder - head off the mat!'
•'Hand to the SIDE, not in front!'
•'Diagonal roll over your shoulder, not straight back!'
•'Throw your legs over the OPPOSITE shoulder!'
•'Stay low to the ground like a ball!'
•'Smooth transitions, flow from one movement to the next!'
•'Quality over speed - perfect practice makes perfect!'
•'If you're not sure, slow down and break it into stages!'
•'Protect your head - that's our number one priority!'
•'Breathe! Don't hold your breath during rolls!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum sports hall or studio space 15m x 15m. Larger space preferable for class of 30 students. Entire floor area matted or sufficient gym mats (minimum 15 mats for class of 30) to ensure all rolling practice occurs on mats, never on hard floor. Clear perimeter space of 2 metres from walls and equipment. Adequate ceiling height for unrestricted standing and movement (minimum 3 metres).

Surface Check

Before lesson: check all mats are flat, secure, and free from rips, tears, or gaps. Ensure mats don't slip on floor surface - use non-slip backing or tape if necessary. No overlapping mats creating trip hazards or bumps. Check mat thickness is adequate for rolling activities (minimum 30mm). Inspect floor around mats for any obstacles, water, or debris. Ensure floor is dry and clean.

Equipment Safety

Safety Checks

•Gym mats: check condition, ensure secure positioning, adequate thickness, no damage
•iPads/tablets: ensure charged but not overcharging, stored safely when not in use, positioned on stable stands not hand-held during recording to prevent drops
•Stands/tripods: stable base, positioned away from rolling areas to prevent collisions
•No hard equipment (balls, cones, etc.) in rolling area - store on perimeter
•Teaching video: equipment tested and working before lesson start
•Assessment matrices: paper with no sharp edges, pencils not pens to prevent injury if fallen on

Risk Management

Key Risks

•Head or neck injury from incorrect rolling technique - particularly rolling straight over head rather than diagonal over shoulder
•Collisions between students rolling in different directions or at different times
•Impact injuries from landing on hard floor instead of mats
•Strain injuries to neck, shoulders, or back from poor technique or inadequate warm-up
•Falls during defensive get up movements if balance is poor or fatigue affects control
•Wrist or hand injuries from incorrect weight-bearing during forward rolls
•Dizziness or nausea from repeated rolling activities
•Psychological distress from fear or pressure to perform skills beyond comfort level

Risk Mitigation

•Comprehensive warm-up targeting all muscle groups used in rolling, including specific neck and shoulder preparation
•Progressive skill building: stages approach for backward roll (position, rocking, complete roll) ensures gradual development
•Constant reinforcement of head protection principles throughout lesson
•Clear matted areas with adequate spacing between students (minimum 1 metre between mats)
•Directional control: all students rolling same direction during group practice to prevent collisions
•Teacher demonstration of correct technique before all new skills
•Video reinforcement of technique providing visual model
•Immediate correction of dangerous technique - stop, correct, re-demonstrate, continue
•Differentiation allows students to work at appropriate level without pressure to attempt advanced skills
•Regular safety checks and verbal reminders throughout lesson
•Partners observing for safety as well as technique quality
•Rest periods built into lesson structure to prevent fatigue-related errors

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for maximum visibility during all rolling practice - typically corner position provides diagonal view across room
•During backward roll skill development: close proximity, mobile supervision, checking each student's technique
•Never turn back on class during rolling activities
•During sequence practice: circulate between groups but maintain awareness of whole class
•Identify higher-risk students early (fear, poor body awareness, rushing) and provide additional supervision
•Teaching assistant or additional adult if available positioned at opposite side of room for full coverage
•During video recording: ensure camera operation doesn't distract from safety supervision
•Position to intervene quickly if dangerous technique observed

Emergency Procedures

STOP signal (whistle or loud 'STOP!') immediately halts all activity if danger observed. In case of injury: 1) Stop all activity, 2) Assess injured student (do not move if head/neck/back injury suspected), 3) Send responsible student for first aid support/senior staff, 4) Provide appropriate first aid if qualified, 5) Keep student calm and still, 6) Ensure rest of class supervised and safe, 7) Complete accident report, 8) Contact parents if required, 9) Follow school emergency procedures. Head/neck/back injuries: do not move student, call for immediate senior staff and first aider, follow spinal injury protocols. Minor injuries: follow standard first aid procedures, student sits out rest of activity if necessary.