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Teaching Self-Defense To Middle School Students in Physical Education
Teaching Self-Defense To Middle School Students in Physical Education
Teaching Self-Defense To Middle School Students in Physical Education
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Hayrettin Gümüşdağ
Bozok University
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All content following this page was uploaded by Hayrettin Gümüşdağ on 07 January 2014.
To cite this article: Gina M. Potenza , Ferman Konukman , Jong-Hoon Yu & Hayrettin Gümüşdağ (2014) Teaching Self-
Defense to Middle School Students in Physical Education, Journal of Physical Education, Recreation & Dance, 85:1, 47-50, DOI:
10.1080/07303084.2014.855581
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Teaching Self-Defense to Middle School
T
he widespread epidemic of bul- the ability to fight back, developing self- middle-school students. It can be very
lying seen in schools today is a confidence, improving communication easy to lose control of a class when
serious cause for concern. It has skills, improving fitness, and develop- teaching this type of information due to
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been reported that 1 in every 10 middle- ing mental strategies (Chen, 2011). In the range of maturity among students
school-age students in the United States addition, Banks (2010) stated that the in this age group. Some middle-school
is being bullied weekly (S. Brown, Birch, integration of a self-defense unit in sec- students may act as though they already
& Kancherla, 2005). Schools have taken ondary physical education programs is know what to do in any given situation,
steps to raise awareness about bullying becoming more common in 21st-century while others may shy away to avoid any
by implementing programs that include curricula because the threats of crime to kind of confrontation whether it is a real
character-building concepts to aid in oneself, one’s belongings, or the home conflict or just a scenario. Making sure
minimizing school violence (Gibone & are becoming more prevalent. Still, not that the students feel safe is critical.
Manson, 2010). But what can educators many physical education programs teach Students need to understand that the
do to teach tolerance among students self-defense as a unit within their cur- misuse of the skills taught in class can be
while at the same time help limit physi- riculum because there are teachers and harmful to others and will not be toler-
cal violence? administrators who fear that doing so ated. Each class varies and has its own
Since bullying can lead to physi- will promote violence in schools. unique characteristics and chemistry.
cal confrontations, it is important for Self-defense content can be very in- Therefore, creating a safe and comfort-
students to know that they can defend formative to middle-school students and able environment presents different chal-
themselves when they are confronted can provide them with proper instruc- lenges for each group of students.
with harmful situations without having tion as to how to protect themselves (D.
to fight. Self-defense is to be used only Brown & Johnson, 2000). Thus, teaching Lesson Presentation
when an individual feels that there is students the proper way of using self-de- Students at this age level may surprise
direct harm to their physical well-being fense techniques should actually help to the teacher with the amount of informa-
or life. Many times students at the limit the amount of violence in schools tion they may or may not already know
middle-school level do not know how (Banks, 2010). Teachers, administrators, about the topic of self-defense. Students
to deescalate a confrontational situa- and students can all benefit from the come from different backgrounds where
tion and may act out by using a physical skills that are taught in a self-defense they may have experienced some form
response to resolve the conflict (S. unit. Therefore, the purpose of this ar- of negative conflict, so it is important to
Brown et al., 2005). However, students ticle is to give teachers tips that will help be sensitive and realistic about how to
need to realize that there are other ways them to be more effective in teaching approach topics on physical or men-
to protect themselves without striking self-defense to middle-school students in tal abuse. In order to create a safe and
another individual, and that if physical physical education and to better establish comfortable environment, the teacher
contact is needed, it is to be used only as a productive learning environment for should immediately set the tone for this
a last resort. this important lifelong skill. discussion. These topics are not easy for
There are many benefits to teach- some individuals to talk about, but they
ing self-defense in school curriculums, The Learning Environment do need to be addressed.
such as protecting students, establishing One of the most essential things to One way to begin is to let the students
awareness, developing strong self- remember when teaching self-defense guide the discussion. The teacher can ask
discipline, developing physical skills is to first create a proper learning students what they already know about
and hands-on experience, improving environment that is appropriate for the subject: what is self-defense, when is
JOPERD 47
Teaching Tips it appropriate to use it, and why do we associated with these types of environ-
use it when necessary. The lesson presen- ments. These topics are often discussed
tation will allow the teacher to stress the in the students’ health classes and may
importance of defending oneself when need to be only briefly addressed. Col-
someone is inflicting harm and help laborating with health teachers in the
the students understand the differences school building may prove helpful in
between a verbal and physical confronta- determining whether or not this is an
tion. There should be an open discussion area that needs to be addressed further.
about tolerance and how it relates to After informing the class about
bullying. The teacher should be sure that potentially dangerous settings and
students have a clear understanding of social interactions, activities can be
these topics before self-defense tech- introduced that teach the students
niques are introduced. Students should different skills associated with self-
always know that they must do their best defense. At this age level the skills
to prevent a confrontational situation taught should not be associated with
verbally, before it turns physical. defending against a weapon, but rather
focus on how to defend oneself against
A Good Teaching an attacker without a weapon. This will
Progression build a foundation of basic self-defense
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Teaching the lessons in the right progres- techniques, and students can progress
sion is important when teaching self- to more advanced skills, such as defend-
defense to middle-school students. The ing against a weapon, as they advance in
first lesson should really focus on what grade level.
self-defense is and why it is important, Below are three examples of situ-
and it should make students aware of ations students may encounter on a situation while being pinned up against
how imperative it is to not misuse the school campus and the skills needed for a wall or locker. Students will work in
skills taught. In addition, the students self-defense. The teacher can stress the pairs, with someone they are comfort-
should be informed of the many dangers importance of balance, not panicking, able with, to practice the skill. In all
they may encounter. One of the key the element of surprise, and how this scenarios one partner will be the victim
things to discuss on the first day of the awareness can aid during the execution and one will be the attacker. The victim
unit is the importance of awareness and of the self-defense skills being used. An will have his or her back against the wall
knowing one’s surroundings. The teacher attacker generally chooses victims who while the attacker grabs the shoulders,
could ask students’ questions like “Who they feel are at a disadvantage compared applying pressure so the victim cannot
do you see around you?,” “Are you alone to themselves (D. Brown & Johnson, move. To get out of this hold, the victim
or with a group?,” or “If the environment 2000). That is why it is important for quickly drop straight down to his or her
you’re in is making you uncomfortable, students to understand that the element knees and rolls underneath the attackers’
what should you do?” of surprise can be very helpful to them. arms, either to the right or left, to move
Today technology is prevalent among Students should also understand that away from the situation.
youth. Students are almost always wear- when these skills are used in a real-life When the victim drops, the attacker
ing their iPod or looking down as they scenario they should immediately seek will lose balance and fall into the wall, at
walk while texting on their cell phone. out a responsible adult who can help which time the victim makes their first
Students need to be aware that when them with their bullying situation. (The move. The downward directional change
they disconnect from their environment teacher should make sure to stress the creates a split second of confusion for the
so they cannot hear or see what is going significance of not misusing the skills attacker and allows the victim the oppor-
on around them, they can be an easy learned so no one is harmed during tunity to quickly get away. Many times
target for whoever may be looking to practice.) when the students act out this drill they
cause them harm. By understanding how may find that the attacker is still holding
to interact with their surroundings they Activities on to their clothing or shoulders. If this
may be able to remove themselves from a These activities teach self-defense skills is the case the teacher can introduce an
threatening situation. that will help students to get out of addition: after the victim drops, he or she
At this age level students are also confrontations without having to strike strikes the groin or solar plexus located
starting to experience parties, drugs, the attacker. Table 1 shows self-defense at the center of the abdomen where the
alcohol, and many other aspects that in- teaching cues for the three activities rib cage meets in order to be released.
volve social interactions with their peers. described below. Being Pushed. This next example
It is important to make sure they are Pinned Against a Wall. The following describes what to do when the victim
aware of the potential dangers that are activities will address how to get out of a is repetitively being pushed. Again the
Table 1.
Self-Defense Teaching Cues
Skill Verbal Cues Visual Cues
Being Pinned Victim: Victim:
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JOPERD 49
Teaching Tips the attacker’s shoulder (D. Brown & Johnson, 2000). By teaching
to continue to cause this material in a physical education setting
a loss of balance. The teachers can properly inform students and
quick directional provide them with the knowledge base to
change by the victim successfully use and understand the art
toward the attacker of self-defense while participating in a
causes the attacker to safe environment.
lose their balance and It is also important for physical
fall to the ground. For education teachers to research the art of
this skill to work the self-defense. They could bring in guest
victim has to resist speakers or demonstrators from local
as much as they can martial arts facilities in the area to help
so that the attacker is aid in the teaching of skills and ensure
pulling them and starts student safety. The teacher needs to feel
to lean back. Once the comfortable and competent teaching
victim sees the attacker this information to students. It can be
pulling as much as they risky to present this information in
can and see the change physical education, but this is a lifelong
in body position, the skill that can help to raise awareness
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