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Lesson 2 - Choke Defence Techniques

Safe Falling & Body Control

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Year 7

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Self Defence

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1h 7min

Big Question

How can understanding technique and control help us stay safe in challenging situations?

Learning Objectives

Understand the safety implications and responsibilities of practicing self defence with partners
Develop trust and demonstrate responsible behaviour when working in partnership activities
Learn and apply three effective techniques to safely exit from choke holds

Key Outcomes

Students will demonstrate safe practice protocols including tapout procedures
Students will perform at least one choke defence technique with control and precision
Students will assess their own and peers' technique using video analysis

Equipment & Resources Required

Gym Mats

15-20 (1 per pair)

Arrange mats in pairs across the space with 2-3 metres between pairs for safety. Check mats are flat with no wrinkles or gaps

Alternative: Crash mats or padded flooring for additional cushioning

Tablets

1 per pair (15)

Fully charged with sufficient storage. Cameras app ready. Consider using tablet stands for hands-free recording

Alternative: Mobile phones with video capability, tripods for stable recording

Science Videos

1 (displayed on main screen)

Queued to correct section, volume tested, screen visible from all mat positions

Alternative: Printed technique cards with key points, demonstration by skilled students or teacher

Pair of Socks

1 pair per student (30 pairs)

Collected at start of warm-up, stored safely during main activity

Alternative: Bean bags or soft objects for sock wrestling alternative

Cones

30-40

Mark clear boundaries around mat areas and walkway circuits

Alternative: Floor tape or chalk lines

Key Vocabulary

Choke defence

Controlled techniques used to safely exit from a choke hold without causing harm

Tapout

A signal (tapping partner firmly) that immediately stops all activity to ensure safety

Wide base

A stable stance with feet shoulder-width or wider apart, providing balance and power

Change levels

Lowering your centre of gravity by bending knees to gain stability and leverage

Roll out

A rotational movement to escape pressure, executed with palms facing down for wrist protection

Physical competency

The ability to perform movements with control, precision, and effectiveness

Grip break

Targeting the weakest point of a grip (near the wrists/thumbs) to release hold

Responsibility

Taking ownership for your partner's safety and following protocols without exception

Skill Progression Pathway

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

Prior Learning

Break fall technique from previous lesson
Defensive get up position and movement
Basic understanding of personal space and consent in physical activities
Awareness of tapout safety procedures

Current Skills

Wide base stance and level changing for stability
Roll out technique with palm positioning
Strike and grip break near wrist contact points
Coordinated defence movements under controlled pressure
Video analysis and peer feedback skills

Next Steps

Combining multiple defence techniques in sequence
Applying defence techniques in more dynamic scenarios
Developing counter-movements after successful defence
Advanced grip breaks and escape techniques

Milestone Indicators

Maintains wide base throughout defence without losing balance

Responds immediately to partner's tapout signal

Executes techniques with control rather than force

Can verbalize the key steps of each defence method

Shows awareness of partner's safety throughout practice

Key Teaching Points

Safety protocols including tapout procedure are non-negotiable and must be established before any partner physical contact - zero tolerance for violations protects all students
Gradual progression from non-threatening contact (shoulders) to neck contact builds trust and allows technique development without anxiety
Wide base and level change creates stability through physics (lower centre of gravity, wider base of support) not through strength - this is accessible to all students regardless of size
Palm positioning (facing down) during roll-out technique is critical for wrist safety - emphasise this repeatedly to prevent hyperextension injury
Precision targeting of grip weak points (wrist junction) is more effective than power - this empowers smaller students and emphasises technique over strength
Controlled gentle practice develops muscle memory and confidence - excessive pressure or speed creates anxiety and poor technique
Video analysis develops self-awareness and critical thinking while providing evidence of progress and specific areas for improvement using concrete visual feedback

Common Misconceptions

Misconception: Self defence is about being stronger than your attacker. Correction: Self defence is about technique, leverage, and targeting weak points - smaller people can defend effectively against larger opponents through smart technique.
Misconception: You need to practice with hard pressure to make it realistic. Correction: Muscle memory develops through repetition of correct technique with control; excessive pressure causes injury, anxiety, and poor technique formation.
Misconception: One defence method is 'best' for all situations. Correction: Different techniques work better in different scenarios - having multiple options and adaptability makes you more prepared.
Misconception: Faster execution means better technique. Correction: Controlled, precise technique is more effective than rushed movement - speed develops naturally after correct form is established.
Misconception: Tapout is optional or can be delayed momentarily. Correction: Tapout is absolute immediate stop with zero exceptions - partner safety depends on instant response every time.

SEN Adaptations

ADHD

Break activities into shorter timed segments with clear endpoints. Provide frequent movement opportunities (already built into lesson). Use clear visual and verbal cues for attention and transitions. Position near teacher during instruction for focus support. Allow fidget tool during discussion sections if helpful. Provide very clear success criteria for each activity. Celebrate small achievements frequently. Use energetic but controlled activities to maintain engagement.

dyspraxia

Allow extended practice time for motor skill development. Break techniques into smaller component steps with mastery of each before combining. Use larger movement targets initially (e.g., broader area for grip targeting). Provide physical guidance and modelling throughout practice. Pair with patient supportive partner. Reduce speed expectations focusing on control and accuracy. Provide additional equipment such as visual markers for foot placement showing wide base positioning. Celebrate effort and progress over perfect execution.

autism spectrum

Provide visual schedule showing lesson structure and transitions in advance. Establish clear consistent routines for partner work. Allow sensory breaks if needed when physical contact becomes overwhelming. Provide notice before each transition or touch. Use consistent verbal cues and clear literal language. Partner with familiar trusted peer. Provide quiet space option if needed. Use visual social stories showing appropriate partner interaction and tapout procedure.

visual impairment

Use clear verbal descriptions of all techniques with step-by-step guidance. Provide tactile demonstrations where student can feel correct positioning through touch on their own body or teacher's demonstration. Pair with trusted partner who can provide additional verbal guidance. Ensure mat area has clear boundaries student can feel with feet. Use brightly coloured markers for mat edges if partially sighted.

hearing impairment

Provide visual demonstration of all techniques with exaggerated clear movements. Use visual cards showing technique steps in sequence. Ensure student can see teacher's face for any instructions (good lighting, close proximity). Partner with student who can use sign language if applicable. Use visual signal for tapout in addition to physical tapping. Ensure student sees video clearly and can access captions if available.

physical disability

Adapt techniques to seated or supported positions if standing balance is challenging. Focus on upper body defences that don't require wide base stance. Use lighter contact or no-contact simulation of techniques. Provide wheelchair-accessible mat space with stable positioning. Modify roll-out technique to head turn or shoulder rotation. Allow use of additional support equipment. Extend time for execution of techniques.

Cross-Curricular Links

English

Using technical vocabulary precisely to describe techniques, providing structured written and verbal feedback to partners, clear communication for safety, following and giving sequential instructions, active listening during safety discussions

Maths

Angles in body positioning (90-degree knee bends, 45-degree arm angles), measuring space between pairs for safety calculations, timing duration of techniques in seconds, analysing video data for technique improvement percentages

Science

Understanding biomechanics of leverage and centre of gravity in wide base technique, anatomy of grip strength (muscles, tendons, weak points at wrist junction), cardiovascular system response during physical activity, fight-or-flight stress response and controlled breathing for emotional regulation

ICT

Recording and playing back video for analysis, using technology to support learning and assessment, understanding camera angles and framing for effective recording, digital feedback annotation if using apps

PSHE

Understanding consent and personal boundaries in physical contact, developing trust in partnerships, taking responsibility for others' safety and wellbeing, managing emotions in challenging situations, resilience when learning difficult skills, conflict resolution principles

Teacher Guidance

Positioning

Position yourself at the perimeter of the mat area during partner work where you can see all pairs simultaneously. Move in to provide individual feedback but maintain awareness of whole class. During demonstrations position yourself centrally where all students have clear sightline. During video section maintain roving position.

Observation Focus

Watch specifically for: 1) Appropriate gentle pressure levels during all neck contact, 2) Immediate tapout response with zero delay, 3) Correct technique execution (wide base, palm positioning, wrist targeting), 4) Partner communication and trust behaviours, 5) Any signs of discomfort or anxiety, 6) Control over speed/power throughout practice.

Intervention Points

Intervene immediately if: tapout signal not respected, pressure exceeds gentle contact level, technique being performed unsafely risking injury, students showing distress or discomfort, behavioural expectations not being met, equipment used inappropriately. Also intervene positively to: reinforce excellent technique, highlight good partnership behaviours, provide individual technical feedback.

Demonstration Notes

Demonstrate: Use skilled student volunteer or co-teacher for partner demonstrations. Always establish consent before any contact. Show techniques slowly first emphasising key points, then at normal speed. Demonstrate common mistakes and corrections. For safety protocols (tapout) demonstrate clearly with volunteer showing immediate stop. During choke defences, demonstrate with very light contact first, then explain in real situation there would be more pressure but we practice gently.

Verbal Cues

•'Gentle pressure only - fingertips not grip!'
•'Wide base - feet outside shoulders!'
•'Palms down - protect those wrists!'
•'Target the wrist junction - precision not power!'
•'Control and technique - this isn't about strength!'
•'Tapout means stop NOW - excellent response!'
•'I'm seeing great responsibility between partners here!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (sports hall or gymnasium) minimum 15m x 20m with matted area covering majority of space. Adequate clearance between mat pairs (2-3 metres) to prevent collisions during dynamic movements.

Surface Check

Gym mats must be clean, dry, and free from tears or damage. Mats should be flat with no gaps, wrinkles, or overlaps that could cause tripping. Floor underneath should be even and stable. Check mats at start of lesson before student contact.

Equipment Safety

Safety Checks

•Gym mats: Check for rips, excessive wear, adequate padding, clean surface
•iPads: Ensure devices are stable when propped, not positioned where they could fall on students
•No hard or sharp objects near practice areas
•Adequate mat coverage for all students to work simultaneously
•Water bottles accessible but stored away from movement areas

Risk Management

Key Risks

•Neck injury from excessive pressure during choke hold practice
•Wrist injury from incorrect palm positioning during roll out technique
•Partner not responding to tapout signal causing continued pressure
•Falls or loss of balance during technique execution
•Students becoming overexcited or competitive leading to unsafe practice
•Emotional distress from close physical contact or feeling vulnerable
•Collision between pairs if inadequate spacing

Risk Mitigation

•Establish and practice tapout procedure before any neck contact with zero tolerance policy
•Progress gradually from shoulder contact to neck contact building trust and control
•Constant teacher supervision during all partner work with clear sightlines to all pairs
•Explicit teaching of palm positioning to protect wrists during rotational movements
•Emphasise control over power throughout - techniques practiced gently
•Clear behavioural expectations established with consequences for non-compliance
•Adequate spacing between pairs maintained throughout practice
•Regular circulation and monitoring of all pairs with immediate intervention if needed
•Student agency to opt out or modify if uncomfortable with contact
•Careful partner selection based on size, maturity, and trust

Supervision & Emergency Procedures

Supervision Points

•Position yourself to maintain visual contact with all pairs continuously during partner work
•Circulate regularly checking pressure levels, technique execution, and partner communication
•Listen for tapout signals and verbal communication indicating discomfort
•Watch for body language suggesting anxiety, discomfort, or overexcitement
•Position yourself centrally during video section to monitor live practice while facilitating
•Monitor transitions between activities for appropriate behaviour and equipment handling

Emergency Procedures

If any injury occurs: stop all activity immediately using loud clear signal. Assess injured student while keeping other students seated on mats. Administer appropriate first aid or summon additional support. Complete accident report documentation. If student violates safety protocols: immediate removal from partner work, alternative written activity assigned, behaviour documented. If multiple students showing unsafe behaviour: stop lesson, reinforce expectations, potentially modify or end practical activity.