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Lesson 6 - Boxing & Defence Assessment

Safe Falling & Body Control

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Year 7

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Self Defence

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Big Question

How can controlled boxing techniques develop our coordination, fitness and self-defence awareness whilst maintaining partner safety?

Learning Objectives

Explore defence and attack techniques in boxing with controlled, safe movements
Apply fitness and coordination skills through structured boxercise activities
Develop understanding of striking techniques safely with partners
Complete final assessment of self defence unit demonstrating progression

Key Outcomes

Students will demonstrate a proper boxing stance and defensive guard position
Students will execute basic striking techniques (jab and cross) with control and accuracy
Students will work safely with partners using focus pads and protective equipment
Students will reflect on their learning throughout the self defence unit

Equipment & Resources Required

Gym Mats

15-20 mats

Arrange in open area with clear space around edges, overlap edges to prevent tripping

Alternative: Non-slip hall floor if mats unavailable, ensure clear of hazards

Shin Pads

1 pair per 2 students (15 pairs for class of 30)

Check all straps are secure and padding is intact before distribution

Alternative: Foam striking pads, small punch shields, or rolled mats secured with tape

Gloves

1 pair per student if available (optional but recommended)

Match glove sizes to student hand sizes, check for damage, ensure proper Velcro closure

Alternative: Can work with open hands on focus pads if gloves unavailable, ensure controlled striking

Tablets

4 devices for assessment recording

Fully charged, camera app open, positioned in corners for wide-angle coverage

Alternative: Smartphones, tablets, or digital cameras on tripods

Display

1 large screen or projector

Pre-load demonstration video, test sound and visibility from all positions in hall

Alternative: Printed technique cards with sequential photos if technology unavailable

Cones

25 for station boundaries

Create clear boundaries for partner work areas, minimum 2m spacing between pairs

Alternative: Spots, ropes, or chalk lines on floor

Assessment Matrices

1 per student (30 copies)

Clipboards available, pens/pencils ready, sheets organised by student name

Alternative: Digital assessment on tablets, verbal assessment with teacher notes

Timer

1 per student

Large display timer if available, audible signals for interval changes

Alternative: Smartphone timer app, wall clock, or verbal counting

Key Vocabulary

Boxing stance

A balanced position with feet shoulder-width apart, dominant foot slightly back, knees bent, and weight on balls of feet

Defensive guard

Protective hand position with fists raised to chin/cheek height, elbows tucked in to protect ribs, shoulders slightly raised

Jab

A straight punch thrown from the lead hand (front hand) used for distance control and setting up combinations

Cross

A powerful straight punch thrown from the rear hand (back hand) with hip rotation for maximum power

Focus pads

Padded targets held by a partner to practice striking techniques safely without person-to-person contact

Coordination

The ability to use different parts of the body together smoothly and efficiently during movement

Striking technique

The specific method and form used to deliver controlled punches with proper body mechanics

Safety control

Maintaining full awareness and restraint to ensure all movements are controlled and no accidental contact occurs

Skill Progression Pathway

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

Prior Learning

Basic striking awareness from previous self defence lessons
Understanding of personal space and safe distance from partners
Foundation movement patterns including lunges, squats and animal walks
Awareness of controlled contact and safety principles in combat sports

Current Skills

Proper boxing stance with balanced weight distribution
Jab and cross punching techniques with correct form
Defensive guard positions and blocking movements
Coordinated footwork patterns for striking and evasion
Safe partner work using focus pads and controlled striking

Next Steps

Advanced boxing combinations including hooks and uppercuts
Counter-attacking techniques combining defence and offence
Competitive boxing-style sparring with full protective equipment
Integration of boxing into broader martial arts or combat sports curriculum

Milestone Indicators

Maintains correct stance throughout 2-minute continuous pad work

Strikes focus pads with audible impact showing power transfer

Keeps guard up consistently without verbal reminders

Demonstrates smooth transitions between offensive and defensive positions

Shows awareness of partner safety through controlled movements

Key Teaching Points

Safety is paramount - controlled, disciplined movements at all times never wild or aggressive striking
Boxing stance provides stable foundation for all techniques - emphasise correct foot positioning and weight distribution throughout lesson
Guard position must be maintained constantly protecting face and body - hands return to guard after every strike
Proper fist formation (thumb outside) prevents injury - check regularly and correct immediately if thumbs inside
Power comes from body mechanics (hip rotation, foot pivot) not just arm strength - cue whole-body coordination
Partner work requires trust, communication and control - emphasise cooperative nature not competitive striking
Quality technique outweighs speed or power - maintain form especially under fatigue rather than accepting degraded technique for sake of intensity

Common Misconceptions

Misconception: 'Boxing is about hitting as hard as possible.' Correction: Boxing is about controlled technique, accuracy, timing and strategy. Power without control is dangerous and ineffective. We focus on technique first, controlled power second, always prioritising safety.
Misconception: 'The jab is weak and unimportant compared to the cross.' Correction: The jab is fundamental to boxing - it controls distance, sets up power punches, and can score points. Speed and accuracy of the jab are as valuable as the power of the cross in different ways.
Misconception: 'Stance doesn't matter, it's just about throwing punches.' Correction: Stance is the foundation of all effective boxing. Without proper balance, weight distribution and foot positioning, your punches lack power and you're easily knocked off balance. Every technique depends on a strong stance.
Misconception: 'Self defence means I can use these techniques whenever someone annoys me.' Correction: Self defence is ONLY for genuine emergency situations where you're at immediate risk of harm. These techniques are for defensive protection not starting fights. Conflict avoidance and telling adults about problems is always the first choice.
Misconception: 'My arms generate all the punching power.' Correction: Power starts from the ground, transfers through your legs, hips and core, then finally to your arm and fist. Your arm is just the end of the chain - the real power comes from your whole body working together, especially hip rotation and foot pivot.

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintaining engagement (no activities longer than 2-3 minutes). Clear boundaries marked with cones providing visual structure. Active roles throughout - minimise waiting or inactive time. Provide immediate, specific feedback after good performance reinforcing positive behaviour. Use energetic, enthusiastic teaching style matching student energy. Opportunities for leadership and demonstration channeling energy positively. Movement breaks incorporated naturally into lesson structure. Clear, simple instructions broken into small steps. Fidget tools available if helpful during reflection periods. Praise effort and focus when demonstrated.

dyspraxia

Slower progression through skill development allowing more practice time per skill. Break down complex movements into smaller, manageable steps mastering one before adding next. Use larger equipment - bigger pads creating easier target. Reduced complexity: focus on jab only rather than jab-cross combinations initially. Additional demonstrations and practice opportunities without time pressure. Verbal cues accompanying all movements helping coordinate actions. Partner support offering encouragement and coaching. Celebrate improvement and effort rather than perfect performance. Allow alternative assessment methods - verbal explanation of technique rather than perfect physical execution.

autism spectrum

Provide visual schedule showing lesson structure and timings reducing anxiety about unknown. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs (corner with mat, low stimulation). Reduce auditory stimulation: avoid loud music, speak clearly without shouting. Allow rehearsal of techniques before full group practice building confidence. Provide concrete, specific feedback avoiding abstract praise. Partner with consistent, understanding peer who communicates clearly. Prepare student in advance if changes to routine necessary. Respect sensory sensitivities: allow long sleeves if skin-to-pad contact uncomfortable.

visual impairment

Use bright coloured focus pads creating high visual contrast against background. Provide detailed verbal descriptions of all demonstrations with spatial language (forward, backward, rotate). Buddy system with sighted partner providing verbal cues during activities. Tactile demonstrations - allow student to feel teacher's stance and movements. Clear verbal cues for all transitions and changes. Ensure adequate lighting throughout hall. Position student close to demonstrations for best visibility.

hearing impairment

Ensure student positioned where they can see teacher's face for lip-reading. Use visual demonstrations as primary teaching method not verbal explanation alone. Develop hand signals for common instructions (stop, go, good, adjust). Provide written instructions or visual task cards showing techniques in photos/diagrams. Use visual timer displays student can see for interval work. Partner student with supportive peer who can relay verbal instructions. British Sign Language interpreter if available and appropriate. Face student directly when speaking, clear enunciation.

physical disability

Seated boxing techniques from chair maintaining upper body movements. Modified stance with wider base or support if balance is challenging. Reduced range of motion accepted - punches don't need full extension. Adaptive equipment: larger, lighter foam pads if standard pads too heavy. Partner work with teaching assistant or more able student providing pad support. Focus on upper body strength and control rather than full-body coordination. Alternative striking targets at appropriate heights (pads on table or stand). Celebrate effort and personal progress rather than comparison to peers.

Cross-Curricular Links

English

Oracy skills through partner discussions and whole-class reflections. Receptive language comprehension following complex multi-step instructions. Technical vocabulary acquisition and appropriate usage (stance, guard, jab, cross). Articulating thoughts about learning and progress in self-assessment. Providing constructive feedback to peers using appropriate tone and specificity. Listening skills during partner coaching and teacher instructions.

Maths

Counting repetitions building number fluency. Timing intervals in seconds developing time concepts. Angles in foot positioning and body rotation (45-degree stance, 90-degree elbow bend). Measuring distances for spacing and safety zones. Ratio in work-to-rest intervals (30 seconds work, 15 seconds rest = 2:1 ratio). Symmetry in balanced stance and bilateral skill development.

Science

Forces and motion: generating power through weight transfer and hip rotation. Newton's laws: action-reaction in striking pads. Biomechanics: kinetic chain transferring force from ground through body to fist. Cardiovascular system: elevated heart rate during activity, recovery during cool-down. Muscular system: identification of muscles used (quadriceps, deltoids, core). Energy systems: ATP usage during high-intensity striking intervals. Proprioception and balance: maintaining stance on balls of feet.

PSHE

Resilience and perseverance when learning challenging new skills. Managing emotions including frustration when techniques are difficult. Teamwork and communication during partner activities. Building confidence through skill mastery and positive feedback. Safety awareness in self-defence contexts including conflict avoidance. Respect for others through controlled movements prioritising partner safety. Personal responsibility for behaviour and application of techniques only in appropriate defensive contexts.

Teacher Guidance

Positioning

During demonstrations: front-centre visible to all students. During partner work: perimeter position with clear view of all pairs, actively circulating to check technique and safety. During stretches: front-centre demonstrating each stretch clearly. Avoid static positioning - continuous movement allows monitoring and individual feedback.

Observation Focus

Warm-up: movement quality, work rate, following instructions first time. Skill introduction: stance accuracy, guard positioning, attention to demonstrations. Skill development: technical execution of jab and cross, coordination of body parts, maintenance of form across repetitions. Partner work: striking control, pad-holding stability, partner communication, safety compliance. Cool-down: stretch quality, reflection engagement, assessment completion.

Intervention Points

Step in immediately if: unsafe striking behaviour observed (excessive force, wild movements, targeting head instead of pads), equipment issues arise (loose pad straps, damaged gloves), partnership conflicts or poor communication emerges, significant technique errors that could cause injury (thumb tucked inside fist, overextension causing loss of balance), signs of excessive fatigue compromising safety, students not following instructions creating hazards.

Demonstration Notes

Demonstrate all techniques clearly from multiple angles (front view for arm paths, side view for body mechanics). Use slow-motion for teaching new skills showing each component separately. Perform at full speed after slow-motion to show realistic application. Use skilled student demonstrators when appropriate providing them recognition and giving teacher observation vantage point. Exaggerate key teaching points for visibility. Verbally narrate demonstrations: 'See how my hip turns? See my foot pivot?' Physical demonstration superior to verbal explanation alone for motor skills. Demonstrate common mistakes then correct version showing contrast. Re-demonstrate mid-activity if seeing widespread errors. Continuous modelling during student practice provides visual reference.

Verbal Cues

•'Soft touches!' when strikes becoming too powerful
•'Find space!' during movement activities to prevent clustering
•'Guard up!' when noticing hands dropping during or after striking
•'Control!' when any movements becoming wild or uncontrolled
•'Snap back!' reminding quick retraction to guard after strikes
•'Hip rotation!' cueing proper cross technique during practice
•'Breathe!' when noticing students holding breath during exertion
•'Quality over speed!' when technique deteriorating from rushing
•'Check with your partner!' promoting communication and trust
•'Eyes on me!' to quickly regain attention for important instructions

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor sports hall or gymnasium, minimum dimensions 20m x 15m to accommodate 30 students with adequate spacing (3m between pairs during partner work). Clear of obstacles, with wall space available for balance support during stretches.

Surface Check

Dry, non-slip floor surface essential for safe footwork and movement. Gym mats arranged to cover main activity areas for warm-up exercises and seated cool-down. Inspect floor for water spillage, debris, or any tripping hazards before lesson begins.

Equipment Safety

Safety Checks

•Focus pads inspected before distribution checking for intact padding, secure stitching, and functional Velcro straps
•Boxing gloves checked for proper sizing, damage-free padding, and clean interior condition
•Gym mats arranged with overlapping edges preventing tripping hazards
•iPads secured in safe locations during active movement to prevent damage or tripping
•All equipment edges checked for sharp points or potential hazards

Risk Management

Key Risks

•Collisions between students during movement activities due to inadequate spacing
•Accidental strikes to pad holder's face or body from uncontrolled punching
•Slips and falls during dynamic footwork or transitions between activities
•Hand/wrist injuries from incorrect fist formation or excessive impact force
•Fatigue-related loss of control or technique breakdown creating safety risks
•Equipment failure (pad straps breaking) causing unexpected impacts

Risk Mitigation

•Clear boundaries established using cones marking safe movement areas and pair work zones
•Minimum 3-metre spacing enforced between pairs during all striking activities
•Explicit instruction on controlled striking: technique and accuracy prioritised over power
•Repeated emphasis on guard position maintenance protecting striker's own face
•Proper fist formation taught and checked regularly preventing thumb injuries
•Progressive skill building starting with air striking before pad work introduction
•Partner trust and communication emphasised with option to change partners if concerns arise
•Regular rest periods preventing excessive fatigue that compromises control
•Teacher actively circulating monitoring all pairs for safe practice throughout lesson
•Clear stop signal established and practiced for immediate cessation if safety concerns arise

Supervision & Emergency Procedures

Supervision Points

•Position at perimeter with clear sight lines to all pairs during partner pad work
•Circulate actively among pairs during striking activities providing real-time corrections
•Monitor high-intensity phases for signs of excessive force or loss of control
•Watch for fatigue indicators: deteriorating technique, loss of balance, reduced control
•Keep awareness of entire space not just focal point to catch peripheral safety issues
•Position near students with known behavioural challenges or those requiring additional support

Emergency Procedures

Immediate STOP command if any safety concern observed. Assess situation: minor issues addressed with correction and reminder of safety expectations; any injuries treated with appropriate first aid following school protocols. Student welfare prioritised over lesson continuation. Incident recorded following school accident reporting procedures. If serious injury, emergency services contacted immediately while providing care and keeping other students calm and supervised.