Safe Falling & Body Control
•Year 7
•Self Defence
•Arrange in pairs or small clusters with clear space between for safe movement and filming angles
Alternative: Crash mats for additional safety, yoga mats for individual work spaces
Fully charged, sufficient storage space available, camera app ready to use
Alternative: Smartphones with video capability, school video cameras
Cued to show all five movements for reference during lesson
Alternative: Live demonstration by teacher or skilled student
Pre-printed with criteria for all five movements, space for notes
Alternative: Digital assessment forms on tablets, shared Google Doc
Positioned at appropriate height and distance for clear filming
Alternative: Stack of mats or blocks to prop iPads, designated student to hold device
Define boundaries of working areas to prevent collisions
Alternative: Spots, chalk lines
A controlled falling technique that distributes impact across a larger body area to prevent injury
A technique for standing up from the ground while maintaining defensive awareness and positioning
The ability to perform movements with correct technique, control, and appropriate force
Constructive observations and suggestions given by a classmate to help improve performance
Connecting multiple techniques together in a smooth, continuous sequence
Showing a movement clearly with correct form for the purpose of assessment or teaching
Watching recorded footage to identify strengths and areas for improvement in physical performance
Evaluating your own performance against specific criteria to identify strengths and development needs
Understanding where pupils are coming from and where they're going
Verbal communication skills in providing peer feedback; use of technical vocabulary; creating titles and captions for video project requiring concise, clear written communication; persuasive language in coaching partner to improve
Biomechanics - how body positions and forces affect safety and effectiveness of movements; understanding impact forces and how break falls distribute force across larger surface area; physics of rolling motion and momentum; anatomy of muscles engaged during self-defence movements; cardiovascular response to exercise during warm-up and cool-down
Project planning and time management to complete five movement recordings; quality control decisions about retakes; editing and post-production process to create finished product; storyboarding implicit in organising movement sequence
Performance for camera requiring awareness of framing and presentation; demonstrating movements clearly for assessment purpose; verbal explanation and teaching skills when coaching partner; confidence in being recorded and observed
Video recording techniques including framing, focus, lighting considerations; video editing using iMovie or similar software; file management and organisation; submitting digital work via learning platforms; understanding file formats and storage; digital literacy in creating multimedia presentation
Timing - 90 second duration requirement involves calculation and time management; measuring angles of movement (diagonal rolls over shoulder); spatial awareness and positioning for filming angles; ratio of work to rest time; calculating multiple takes and time required per movement
Personal safety awareness and self-defence knowledge; resilience and persistence when movements are challenging; giving and receiving constructive criticism; working cooperatively with partners; self-confidence building through skill mastery; emotional regulation when being assessed; digital citizenship in creating and sharing video content responsibly
During warm-up: stand centrally facing students to demonstrate and observe. During independent filming work: circulate continuously around perimeter and through centre, spending 30-60 seconds at each station. Position allows visibility of maximum number of pairs simultaneously. During demonstrations: position so all students can see clearly without sun or light behind you.
Watch for: correct head position in break falls and rolls (chin tucked), strong posting hand in defensive get-ups, diagonal rolling path over shoulder not straight back, appropriate force levels in choke defences, quality of partner feedback and communication, engagement and time management at each station, signs of frustration or fatigue, iPad handling safety.
Intervene immediately if: any unsafe head or neck positioning observed, choke defences applied with excessive force, students not working productively, technique breakdown due to fatigue, partner conflict or poor cooperation, equipment being misused or damaged, students not following assessment criteria. Use positive intervention approach: stop activity, clarify expectation, demonstrate if needed, watch corrected attempt, praise improvement.
Always demonstrate movements slowly and deliberately emphasising safety points. Use exaggerated movements where helpful (chin tuck, arm positioning). Demonstrate from multiple angles if space allows. When demonstrating choke defences, emphasise the controlled, cooperative nature - this is not combat. Use skilled student demonstrators when appropriate to show peer success. Talk through your demonstration: 'Watch as I...' Break complex movements into steps for clarity.
Large indoor space (gymnasium or sports hall) minimum 15m x 20m to accommodate 30 students working in pairs with mat stations. Clear height overhead for rolls and movements. Temperature controlled environment suitable for physical activity.
Clean, dry, non-slip floor surface. Gym mats sufficient to cover all working areas - minimum 20-25 mats providing cushioning for break falls and rolls. Mats positioned with no gaps that could catch feet. Regular checks throughout lesson that mats haven't shifted or bunched creating trip hazards.
STOP signal (hand raised, whistle, or loud 'STOP!') to freeze all activity immediately if unsafe situation develops. Assess injured student following school first aid protocols. Trained first aider summoned if needed. Incident logged according to school procedures. Other students moved to safe area away from situation. Activity only resumes when safety confirmed. Emergency contact information and first aid kit location known to teacher.
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