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Lesson 1 - Break Fall & Get Up

Safe Falling & Body Control

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Year 7

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Self Defence

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Big Question

How can we protect ourselves safely if we fall or are knocked to the ground?

Learning Objectives

Understand when and why to adopt the break fall technique to protect the head and body
Demonstrate the break fall technique safely with correct weight distribution
Learn and practise the defensive get up technique maintaining defensive positioning

Key Outcomes

Students will be able to execute a safe break fall protecting their head and dispersing impact
Students will understand the principles of maintaining a defensive stance during ground recovery
Students will be able to assess their own and peers' technique using video feedback

Equipment & Resources Required

Gym Mats

1 per 2-3 students (15-20 mats)

Arrange mats in rows with 2 metres spacing between each mat to prevent collisions. Ensure mats are flat with no curled edges.

Alternative: Crash mats for students requiring additional support, yoga mats for warm-up stretches

Tablets

1 per group of 3 (10 iPads)

Ensure devices are charged and have sufficient storage. Set up tripods or stable surfaces for recording if available.

Alternative: Mobile phones with video capability, video cameras on tripods

Science Videos

1 video file on main screen

Cue video ready to play on projector or large screen visible to all students

Alternative: Live demonstration by teacher, printed photo sequence, online demonstration video

Cones

20-30

Use to mark mat boundaries and create clear zones for different activities

Alternative: Spot markers, chalk lines on floor

Key Vocabulary

Break fall

A technique used to safely fall to the ground whilst protecting the head and dispersing impact through the arms and back

Defensive stance

A body position with wide base, knees bent, and hands up that provides stability and protection

Base

The foundation of your stance - wider base equals better balance and stability

Weight dispersion

Spreading the force of impact across multiple body parts to reduce injury

Defensive get up

A method of returning to standing position whilst maintaining protection and balance

Core strength

The strength of the muscles in your abdomen and lower back that provide stability and control

Protection

Keeping yourself safe by maintaining defensive positioning and awareness

Controlled contact

Safe, measured physical contact with a partner that is agreed and supervised

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space and safety in PE
Experience with controlled partner work
Awareness of body position and balance
Basic core strength and body control

Current Skills

Break fall technique with correct sequencing
Defensive get up maintaining protective positioning
Safe partner work with controlled contact
Self and peer assessment using video technology

Next Steps

Application of break fall in more dynamic scenarios
Combining defensive techniques in sequences
Understanding escalation and de-escalation strategies
Advanced defensive positioning and movement

Milestone Indicators

Students consistently protect head during break fall

Feet remain on ground throughout break fall movement

Defensive hand stays up during get up technique

Students can identify and correct technique errors independently

Key Teaching Points

Head protection is the absolute priority in break fall - chin tucked to chest, head never touches mat under any circumstances
Break fall sequence must be consistent: squat position → controlled back roll → simultaneous arm slap → feet stay planted → head stays elevated
Arm slap timing is critical - arms hit ground exactly as back makes contact to disperse impact force across wider surface area
Feet remaining on ground throughout break fall provides control and prevents uncontrolled rolling that could lead to injury
Defensive get up maintains protection throughout recovery - one hand up defending at all times, never both hands down supporting
Wide base position provides stability in both defensive stance and final position after defensive get up - feet shoulder-width or wider, knees bent for lower centre of gravity
Partner push must be gentle, controlled, telegraphed, and on shoulders only - communication essential ('Ready?' 'Ready!' 'Go!')
Video analysis should be specific and technical using correct vocabulary, not vague praise - identify exact technique points for improvement
These techniques are for genuine self-protection in safety situations only, never for play, showing off, or inappropriate contexts - teach responsible use explicitly
Progressive skill building is essential - extensive solo practice before adding partner element, mastery of individual skills before linking them together

Common Misconceptions

Misconception: 'Self-defence means fighting.' Correction: Self-defence is about protection and safety, including skills to fall safely, recover quickly, and avoid injury - not about attacking others.
Misconception: 'The harder I slap the ground during break fall, the better.' Correction: The slap should be firm and simultaneous to disperse force, but excessive force can injure hands/arms. Controlled technique is better than forceful slapping.
Misconception: 'I should get up as quickly as possible after falling.' Correction: Speed is less important than maintaining defensive positioning and control. Rushing leads to using both hands, leaving you vulnerable and unbalanced.
Misconception: 'These moves will make me safe in any fight.' Correction: These are specific techniques for controlled situations. Real safety involves awareness, avoidance, de-escalation, and seeking adult help - physical techniques are last resort only.
Misconception: 'Break fall is just falling backwards.' Correction: Break fall is a controlled, sequenced technique with specific elements (squat start, back then shoulders, arm timing, feet planted, head position) - very different from uncontrolled falling.
Misconception: 'I can practise these techniques on any surface.' Correction: These techniques must only be practised on appropriate mats with adequate thickness on safe flat surfaces - practising elsewhere risks serious injury.
Misconception: 'Only some people can do these techniques.' Correction: With appropriate differentiation and practice, virtually all students can develop functional protective skills suited to their abilities - inclusion is key.

SEN Adaptations

ADHD

Break skills into smaller chunks with clear completion points and regular feedback. Use varied activities changing every 3-5 minutes to maintain engagement. Provide frequent movement breaks (already built into active lesson). Use timer for time-bound challenges ('30 seconds - how many repetitions?'). Clear visual boundaries for practice areas using cones/markers. Assign specific roles in group work with explicit responsibilities. Frequent positive reinforcement for on-task behaviour. Position near teacher during instruction phases. Allow fidget/movement during video watching if needed. Use video analysis as engaging technology hook for attention.

dyspraxia

Break techniques into very small component steps, practise each separately before linking. Use slower demonstrations with clear start/end points for each movement phase. Provide additional solo practice time before partner work. Allow more repetitions to develop motor planning and muscle memory. Use larger mats for increased safety margin. Pair with patient supportive partner. Provide physical guidance through movements (hand-over-hand with permission). Emphasise effort and progress over perfect execution. Celebrate small improvements explicitly. Use verbal self-cues: teach student to talk themselves through sequence. Reduce speed requirements - slow and controlled is excellent. Consider video in slow motion for self-analysis.

autism spectrum

Provide visual schedule showing lesson structure and timing for each section. Pre-teach lesson content briefly before lesson if possible. Establish clear routines for transitions between activities. Designate quiet zone at edge of mat area if sensory break needed. Use consistent language and cue words throughout. Provide written breakdown of technique steps. Allow extra processing time for instructions. Pair with consistent supportive partner. Warning before loud noises (whistle). Prepare for partner physical contact through graduated exposure (observe first, then practise, then partner work). Explicit teaching of expected social behaviours in partner work.

visual impairment

Use bright coloured mats with high contrast to floor. Provide detailed verbal descriptions of all movements with directional cues. Allow VI student to physically feel your body position during demonstrations (with permission and appropriate safeguarding). Pair with sighted buddy who provides additional verbal cues. Reduce speed of partner push or remove push entirely. Use auditory signals for timing cues (claps, verbal counts). Ensure consistent mat placement so spatial awareness can develop.

hearing impairment

Ensure student positioned where they can see your face for lip-reading during instructions. Use visual demonstrations extensively - show more, talk less. Provide written breakdown of technique sequence on card they can refer to. Use visual signals for stop/start/attention (hand signals, visual timer). Pair with hearing buddy who can relay missed verbal instructions. Use whiteboard to write key coaching points. Ensure HI student can see video demonstrations with captions if available. Teach class simple signs for key terms (safe, stop, good, again).

physical disability

Modify break fall: student can practise from seated position on mat, focusing on back rolling and arm slap without standing start. For wheelchair users, focus on understanding protective positioning and demonstrating arm slap from chair (understanding even without full execution). Defensive get up can be modified to seated protective position with one hand supporting, one protecting. Provide individual support from TA. Emphasise cognitive understanding and leadership/coaching roles. Assign as video analyst with detailed technical observation responsibilities. Ensure full inclusion in discussions and planning.

Cross-Curricular Links

English

Speaking and listening during partner feedback and discussions, using technical vocabulary accurately, following and giving verbal instructions, explaining and justifying ideas about technique application, articulating learning through reflection, persuasive language when coaching peers.

Maths

Angles: 45-degree arm position during break fall, 90-degree knee bend in squats and defensive stance, angles of body position during techniques. Measurement: timing activities, distances between mats for safety, base width for stability. Geometry: body shapes during movements (V-shape during break fall). Counting and sequences: repetitions of practice, five-step sequence for defensive get up.

Science

Forces and motion: impact force, weight dispersion across surface area, gravity during falling, centre of mass and balance. Human body systems: muscular system engagement during techniques, skeletal protection (skull, spine), joint function (hips, knees, wrists), cardiovascular response during warm-up and cool-down. Biomechanics of movement and leverage during defensive get up.

Drama

Physical control and body awareness, understanding 'character' of defensive stance (strong, ready, protective), performing movements for camera, demonstrating correct and incorrect technique to show contrast, physical theatre concepts of tension and release in movements.

ICT

Using tablets for video recording, reviewing and analysing digital footage, understanding camera angles for best capture, possibly editing or annotating video if extended project, digital literacy in storing and sharing video responsibly and safely.

PSHE

Personal safety and risk awareness, understanding appropriate contexts for self-defence vs. aggression, conflict resolution and de-escalation strategies, knowing when to seek adult help, body autonomy and consent in partner work, resilience and growth mindset when learning challenging new skills, emotional regulation under pressure, empathy and support for peers.

SMSC

Spiritual: awareness of own body and physical capabilities, mindfulness during cool-down breathing. Moral: understanding ethical use of self-defence skills, distinguishing between defence and aggression, responsibility in using physical techniques. Social: collaborative partner work, peer coaching and support, communication skills, trust-building. Cultural: self-defence techniques from martial arts traditions, different cultural approaches to conflict resolution.

Teacher Guidance

Positioning

Circulate constantly during practice phases rather than static observation. Position yourself at corners or edges of space where you can scan entire class. During demonstrations, ensure all students have clear sightline. During partner work, move through groups systematically ensuring you observe each group multiple times. Stand where you can see hands and head position during break falls (side angle best).

Observation Focus

Priority 1: Head protection during break fall - stop immediately if heads touching mat. Priority 2: Push force during partner work - must remain gentle and controlled. Priority 3: Protective hand position during defensive get up. Secondary focus: Quality of movement, fluency of transitions, engagement levels, group dynamics and support.

Intervention Points

Intervene immediately for: any head contact with mat, excessive push force, unsafe horseplay, students attempting techniques off mats, signs of distress or discomfort, deteriorating technique due to fatigue. Stop whole class if multiple groups showing same error for collective teaching point. Provide individual feedback during circulation for technique refinement.

Demonstration Notes

Demonstrate in slow motion first, then normal speed, then slow motion again. Exaggerate key points for visibility (especially chin tuck, arm slap, protective hand position). Show common mistakes and then corrections - this helps students recognise errors. Use confident volunteers to demonstrate once you've taught technique - this builds their confidence and provides multiple exemplars. Demonstrate both left and right sides equally to avoid bias. When circulating, use micro-demonstrations to correct individual errors.

Verbal Cues

•'Chin to chest!' to cue head protection during break fall
•'Slap!' to cue arm timing during break fall
•'Feet stay!' to remind about foot contact with ground
•'Hand up!' to cue protective hand during defensive get up
•'Wide base!' to cue finishing stance width
•'Gentle push!' to moderate partner force
•'Ready?' to prompt communication between partners
•'Smooth flow!' to cue transition quality between skills

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space (sports hall or gymnasium). Each mat requires 2m clearance on all sides to prevent collisions during break fall and defensive get up movements. Clear space around perimeter for warm-up activities.

Surface Check

Flat, even, non-slip surface. All mats must lie completely flat with no curled edges or raised corners that could cause trips. Mats should be gymnastics or martial arts mats minimum 40mm thickness for adequate impact absorption during break falls.

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears, holes, or worn areas
•Ensure mats are clean and dry - wet mats create slip hazard
•iPads secured when not in use, never placed where students could trip or fall on them
•Remove all jewellery, watches, and hard items from pockets before practice
•Hair tied back securely to prevent obstruction of vision during techniques
•Appropriate footwear - trainers with good grip, or bare feet on mats (no socks only - slip risk)

Risk Management

Key Risks

•Head impact during break fall if technique incorrect - CRITICAL RISK
•Wrist injury during defensive get up if hand positioned incorrectly
•Collisions between students if inadequate spacing maintained
•Partner push too forceful causing loss of control
•Students attempting techniques on unsuitable surfaces (off mats)
•Misuse of techniques during unstructured time (playing with skills)
•Emotional discomfort with physical contact for some students

Risk Mitigation

•Teach break fall progressively: solo practice extensively before adding partner push
•Constant emphasis on head protection - stop and correct immediately if head touches mat
•Demonstrate and enforce appropriate push force - controlled, telegraphed, on shoulders only
•Establish and practice stop signal that immediately halts all activity
•Clear boundaries marked where practice must take place (on mats only)
•Explicit teaching about appropriate contexts for technique use
•Groups of three allow observation and early identification of safety issues
•Verbal communication protocols required between partners ('Ready?' 'Ready!' 'Go!')
•Build student confidence through extensive solo practice before partner work
•Teacher circulates constantly during partner work, never static observation
•Allow students to opt for modified activities if uncomfortable with contact

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of students simultaneously, particularly during partner work
•Prioritise observation of transition phases when attention may lapse (between techniques, during rotations)
•Monitor high-activity areas where enthusiasm might lead to excessive force
•Watch for signs of fatigue leading to reduced control and increased injury risk
•Ensure TA or additional adult positioned to observe areas teacher cannot see
•Increased supervision during first partner practice when push force being learned
•Check in verbally with less confident students during circulation

Emergency Procedures

Use established stop signal (e.g., whistle blast, raised hand, 'FREEZE' call) to immediately halt all activity. Assess injured student without moving them unnecessarily. For head injuries: keep student still, do not remove from position, call for first aid assistance immediately. Minor bumps or strains: appropriate first aid, rest, ice if available. Record all incidents however minor in school accident book. Contact parents for any head impact however slight. Student does not return to activity same lesson if any head contact occurred.