Lesson 5 - Self Defence Video Project
Safe Falling & Body Control
β’Year 7
β’Self Defence
β’Start Planning Better PE Lessons
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How can we use technology to assess and improve our physical skills and safety awareness?
Learning Objectives
- Demonstrate mastery of all five core self-defence movements with correct technique and safety awareness
- Use video technology effectively to capture, analyse, and improve physical performance
- Apply peer feedback constructively to refine technique and enhance safety understanding
Key Outcomes
- Students will successfully record video demonstrations of at least three self-defence movements showing appropriate technique
- Students will provide specific, constructive feedback to partners using technical vocabulary
- Students will demonstrate understanding of safety considerations through movement execution and verbal explanations
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned and practiced break falls in previous lessons
- Students have mastered defensive get-up technique
- Students have performed forward and backward rolls with control
- Students have learned and practiced three choke defence techniques
- Students understand key safety principles for self-defence movements
Current Skills
- Consolidating all five defence movements into fluent demonstrations
- Developing ability to perform under assessment conditions
- Using technology as a tool for performance analysis
- Providing constructive peer feedback using technical vocabulary
- Self-assessing against success criteria
Next Steps
- Creating polished video presentations with editing and annotations
- Developing more complex movement sequences and combinations
- Teaching movements to others effectively
- Applying self-defence principles in scenario-based situations
Milestone Indicators
Key Teaching Points
- Safety is the absolute priority in all self-defence movements - correct technique protects against injury, especially head and neck protection through proper chin tuck and controlled rolling
- Video technology is a tool for learning not just assessment - students should use playback to analyse and improve their own technique throughout the lesson
- Quality peer feedback requires specific, technical language - 'Your break fall was good' is less helpful than 'Your chin tuck was excellent and your arm slap distributed impact well'
- Self-assessment is a valuable skill - students accurately evaluating their own performance against criteria demonstrates deep understanding and metacognition
- This culminating lesson synthesizes five weeks of learning - emphasise the journey and progress made since lesson one to build confidence and pride
- Partner work requires trust, communication, and shared responsibility - both roles (performer and coach) are equally important and develop different competencies
- Assessment has three dimensions (Head/Hands/Heart) - physical skill is only one aspect; cognitive understanding and social-emotional qualities matter equally
Common Misconceptions
- Misconception: 'Self-defence is about being aggressive or forceful.' Correction: Self-defence is about control, technique, and safety awareness. The movements we practice are defensive escapes and protective techniques, not attacks. Proper technique uses leverage and body mechanics, not brute force.
- Misconception: 'A good video means fancy editing and effects.' Correction: The priority is demonstrating excellent technique clearly. Simple titles and captions are sufficient. Your movement quality is what's being assessed, not your iMovie skills.
- Misconception: 'Doing it fast means doing it better.' Correction: In self-defence, control and correct technique are more important than speed. Slow, deliberate movements showing proper form demonstrate higher mastery than fast, sloppy execution.
- Misconception: 'If I need multiple takes, it means I'm not good at it.' Correction: Professionals in all fields do multiple takes to achieve quality results. Using video feedback to identify improvements and trying again demonstrates excellent self-assessment skills and growth mindset.
- Misconception: 'Rolling straight over my back is easier so that's fine.' Correction: Rolling over your spine can cause injury. The diagonal roll over your shoulder distributes force safely and is essential proper technique. It may feel less natural at first, but it's the safe, correct method.
- Misconception: 'My partner just holds the iPad, I do the real work.' Correction: The coaching role is equally important - observing carefully, providing specific feedback, and helping your partner improve requires skill and attention. You're both responsible for quality outcomes.
- Misconception: 'Assessment is about getting everything perfect.' Correction: Assessment is about demonstrating your current level of competency and understanding. We have four levels (emerging, developing, secure, mastering) precisely because we expect different students to be at different stages. Your honest self-assessment is what matters.
SEN Adaptations
ADHD
- Short activity bursts with frequent changes keep engagement high - this lesson structure suits ADHD well; clear boundaries and time limits for each section; regular movement breaks built into structure; partner work provides accountability and focus; filming provides immediate feedback and interest; teacher provides frequent check-ins for refocusing; option to be first or last to perform based on individual regulation needs; celebrate effort and improvement throughout
anxiety
- Normalize being on video by emphasising everyone participates; option to film in quieter location if preferred; supportive partner pairing with trusted peer; focus on personal best not comparison; teacher provides regular positive reinforcement; understanding that multiple retakes allowed reduces pressure for perfection; clear structure and expectations reduce uncertainty; option to present video to teacher only not whole class; celebrate courage in participation
dyspraxia
- Allow extended time for learning and practicing movements - may complete fewer movements but with better quality; use simplified movement patterns if coordination challenging; break movements into smaller component parts practiced separately; additional demonstrations and practice opportunities; partner provides patient, supportive coaching; larger equipment where applicable; reduce speed requirements focusing on control instead; celebrate improvement from personal baseline not comparison to others; video evidence shows individual progress over time
autism spectrum
- Provide visual schedule showing lesson structure and time allocations; clear, explicit instructions with step-by-step breakdown; advance notice that filming will occur to reduce anxiety; option to film in quieter space with reduced sensory input if main hall overwhelming; consistent routine following same format as previous lessons; clear success criteria provided in writing; partner carefully selected for good compatibility; allow use of ear defenders if noise levels problematic
visual impairment
- Use bright coloured mats to define working areas clearly; provide verbal descriptions of all demonstrations with detailed tactile guidance; partner provides verbal coaching during performance describing body position; use high contrast titles and large text for any written materials; allow additional time to familiarize with space and equipment; filming may focus on audio description of movements rather than visual demonstration
hearing impairment
- Ensure student has clear sightline to teacher for all demonstrations and instructions; use visual signals for stop/start rather than verbal only; provide written instruction sheet with key points for each movement; partner uses agreed visual signals for coaching; written feedback on assessment matrix rather than verbal only; closed captions on teaching video; teacher faces student when speaking for lip reading
physical disability
- Modify movements to seated or supported positions as appropriate - for example, seated break fall technique or supported rolling; adjust intensity and range of motion to individual capability; may film demonstrations of adapted techniques showing excellent control within own range; partner provides physical support if needed; focus on movements accessible to individual; celebrate adapted technique mastery; use alternative assessment criteria recognising individual starting point
Cross-Curricular Links
English
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
Science
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
Design Technology
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
Drama
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
ICT/Computing
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
Mathematics
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
PSHE
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
Teacher Guidance
Positioning
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.
Observation Focus
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.
Intervention Points
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.
Demonstration Notes
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.
Verbal Cues
- β’'Chin tuck!' - reminder for break falls and rolls
- β’'Control!' - when movements too fast or forceful
- β’'Post that hand strongly!' - for defensive get-ups
- β’'Over your shoulder, not your spine!' - for roll direction
- β’'Gentle pressure only!' - for choke defence practice
- β’'What do you see that could improve?' - prompting specific feedback
- β’'Show me on yourself where that should be' - checking understanding
- β’'Review that take together' - ensuring video feedback happening
- β’'Time check - [X] minutes remaining' - keeping pairs on pace
- β’'Excellent control there!' - specific positive reinforcement
Safety Considerations
Space & Surface Requirements
Space Requirements
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.
Surface Check
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.
Equipment Safety
Safety Checks
- β’All gym mats inspected for tears, exposed foam, or damage before use
- β’iPads fully charged to prevent mid-lesson disruption requiring student movement to chargers
- β’No trailing cables from charging stations crossing walkways
- β’iPad screens clean for clear video recording and review
- β’Sufficient storage space on each device for video capture
- β’Tripods or stands stable and positioned away from movement areas
Risk Management
Key Risks
- β’Head or neck injury from incorrect break fall or roll technique - HIGH PRIORITY
- β’Collisions between pairs working in close proximity
- β’Sprains or strains from inadequate warm-up or improper technique
- β’Excessive force during choke defence practice causing discomfort or injury
- β’Trips and falls over equipment, mats, or bags
- β’iPad damage from dropping or impacts
- β’Students backing into walls or obstacles while filming without looking
- β’Fatigue-related technique breakdown compromising safety
Risk Mitigation
- β’Comprehensive warm-up specifically targeting muscles and movements used in lesson
- β’Clear boundaries established between working pairs - minimum 3 metres spacing
- β’Progressive skill building across unit ensures students have practiced before assessment
- β’Constant teacher supervision with particular attention to choke defence and rolls
- β’Immediate correction of unsafe technique with activity stopped if necessary
- β’Regular reminders about controlled, safe practice especially for partner work
- β’Adequate mats providing proper cushioning for all falling and rolling movements
- β’Clear instruction about appropriate force levels for choke defences
- β’Designated iPad handling protocols to prevent damage
- β’Teacher positioning allows visibility of entire working space
- β’Rest breaks built into lesson structure to prevent fatigue
Supervision & Emergency Procedures
Supervision Points
- β’Position centrally during independent work phase allowing 360-degree scanning
- β’Circulate actively between pairs spending 30-60 seconds observing each station
- β’Prioritise observation of choke defence practice and rolling techniques
- β’Watch for students displaying fatigue, frustration, or unsafe practice
- β’Monitor appropriate partner cooperation and force levels
- β’Intervene immediately if any unsafe practice observed
- β’Maintain awareness of entire space even when working with individual pair
- β’Position near high-risk activities (backward rolls, choke defences) more frequently
Emergency Procedures
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.