Safe Landing Challenge

Overview

In this individual Year 9 practical lesson, the student investigates how body position, balance and force affect a safe landing. They apply movement principles, observe and evaluate their technique, then modify it using evidence from video or teacher observation. The lesson suits a home setting with a clear floor area and low-impact activities.

Learning intentions

• WALT explain how body position and joint angles influence landing safety.
• WALT perform a controlled landing using appropriate technique.
• WALT investigate and evaluate a movement solution using observations or video evidence.
• WALT communicate one justified improvement to a movement performance.

Success criteria

• I can land quietly with bent hips, knees and ankles.
• I can keep my knees aligned with my toes and maintain balance.
• I can identify evidence of what worked and what needs improvement.
• I can explain how one technique change improves safety or control.

Curriculum links

• PDHPE: develops movement competence, safe participation, movement analysis and performance improvement.
• PDHPE: applies knowledge of body responses, force, balance and control to physical activity.
• Engineering Technology: investigates and evaluates a system or solution using observation, testing and evidence.
• Mathematics: applies angle, shape and proportional reasoning when describing body position and movement.

Lesson structure (60 minutes)

1. 0–5 min · Hook and safety briefing. Teacher opens the introduction and safety slides and asks, “Why might two people jumping from the same height land differently?” Explain that the lesson is about control rather than jumping high. Student identifies two possible risks and checks the practice area for obstacles, slippery surfaces and suitable footwear.

2. 5–12 min · Movement preparation. Teacher demonstrates and leads a gradual warm-up: marching, jogging on the spot, heel raises, bodyweight squats, hip hinges, ankle mobility and lateral steps. Student completes each movement at a controlled pace and rates readiness from 1–5, stopping if pain occurs.

3. 12–22 min · Direct teaching and modelling. Using the technique and visual-analysis slides, teacher demonstrates a safe landing from a small rise or gentle vertical jump: feet about hip-width apart, soft knees, hips moving back, chest controlled, knees tracking towards the toes, quiet contact and balance held for two seconds. Student compares a stiff landing with a controlled landing and describes at least three differences. Emphasise that the activity must remain low impact and that a step-down is an acceptable alternative to jumping.

4. 22–35 min · Baseline investigation. Teacher sets up the landing investigation worksheet and records video from the side and front if a device is available. Student completes five low-height landings or step-downs, holding the final position for two seconds after each attempt. After attempts 1–2, the student identifies one feature to watch; after attempts 3–5, they record evidence such as noise, balance, knee alignment, trunk position and consistency. The teacher gives descriptive feedback rather than changing several features at once.

5. 35–47 min · Modify and retest. Teacher asks the student to select one improvement and predicts its effect before retesting. Student performs five further attempts, using slow-motion playback or teacher observation to compare the baseline and modified technique. They record whether the prediction was supported and explain which observation provides the strongest evidence. If video is unavailable, use a mirror, still photographs or a simple teacher rating.

6. 47–55 min · Transfer challenge. Teacher presents the transfer challenge and discussion slides and offers one variation: forward step-down, lateral step-down or controlled landing after a small reach. Student chooses a safe variation, completes three attempts and applies the same criteria. They explain how the change in direction or task affected balance, force absorption and control.

7. 55–60 min · Reflection and exit assessment. Teacher revisits the plenary slides and asks the student to complete the final section of the landing investigation worksheet. Student states their strongest technique feature, one next step and one safety rule. Finish with a controlled walk and gentle lower-limb stretches.

Resources

• Slide deck covering the hook, safety, technique, visual analysis, investigation instructions, transfer challenge and plenary
• Landing investigation worksheet
• Stable low step, stair bottom step or clear floor space
• Smartphone or tablet for recording and slow-motion review, if available
• Mirror or still camera as an alternative observation tool
• Supportive footwear and water bottle
• Tape or floor markers to identify a safe landing area

Assessment

• During modelling, ask the student to explain why bent joints and a quiet landing help absorb force.
• Use observation during baseline and retest attempts to assess foot position, knee alignment, hip and knee flexion, trunk control, balance and safe decision-making.
• Use the worksheet and final response to assess whether the student can compare evidence, evaluate a modification and justify a movement improvement.

Differentiation

• Support the student with a step-down rather than a jump, reduced repetitions, teacher modelling from multiple angles and one focus criterion at a time. Use the sentence starters: “I noticed…”, “The evidence shows…” and “Next time I will…”.
• Provide dyslexia-friendly options: read all instructions aloud, use the visual technique checklist, present one instruction at a time, use a clear sans-serif font with generous spacing, and allow spoken or recorded answers instead of extended writing.
• For sensory, coordination or joint concerns, reduce height and impact, allow extra processing time, use a stable support such as a wall or rail, and stop immediately if pain, dizziness or unsafe fatigue occurs.
• For an advanced learner, increase complexity without increasing height: compare forward and lateral landings, create a three-point scoring system, calculate the percentage of successful controlled landings, and justify which variation is most effective using evidence.

Extension

• Design a simple “landing safety system” containing three measurable criteria, a testing method and a recommendation for improving performance.
• Explain how the body acts as a system of linked segments and compare the movement with an engineered shock-absorbing system.