Protective Alternatives Tactics

Grade 9 | 60 Minutes | Class Size: 25

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Lesson Overview

This lesson teaches 9th-grade students key protective alternatives in tactics and self-defense, focusing on leg staples, leg anchors, barriers, and escapes, with special emphasis on the Transition Principle. It also covers the legal and policy considerations of chokeholds, carotid restraints, and positional controls. Students will engage with dyslexia-friendly materials, participate in drills, and work through scenarios to ensure safe, effective skill application.

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Common Core State Standards Alignment

Although self-defense tactics are outside traditional English Language Arts or Math, this lesson aligns with Common Core College and Career Readiness Anchor Standards for Speaking & Listening and Reading:

• CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations.
• CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas clearly.
• CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings.
• CCRA.R.7: Integrate and evaluate content presented in diverse media and formats.

Additionally, the lesson incorporates critical thinking, communication, and application of legal reasoning aligned with social studies and health standards (e.g., National Health Education Standards: Standard 1, 7 - Safety and Advocacy).

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Learning Objectives with “I Can...” Statements

Students will be able to:

1. Understand and explain the Transition Principle in tactics and apply it to officer safety and subject control.
   I can explain what the Transition Principle is and how it improves safety during subject control.

2. Demonstrate leg staples, leg anchors, barrier setup, and basic escapes safely and effectively.
   I can perform leg staples, leg anchors, and escape techniques with control and awareness.

3. Recognize legal and policy concerns regarding chokeholds, carotid restraints, and positional controls in various positions (sitting, kneeling, standing, stomach/back).
   I can identify legal and policy considerations related to chokeholds, carotid restraints, and positional controls.

4. Apply safe tactics considering ethical and legal boundaries during drills and scenarios.
   I can use safe and legal tactics when practicing self-defense in different scenarios.

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Materials Needed

• Dyslexia-friendly printed handouts with clear fonts and color-coded sections
• Mats or padded floor area for practice
• Visual aids (posters/whiteboard with diagrams of leg staples, anchors, barriers)
• Scenario cards for group-based practice
• Stopwatch or timer for drills

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Lesson Plan Breakdown

Time	Activity	Description	Differentiation & Supports
0-5 min	Introduction: Transition Principle	Define Transition Principle with clear visuals and examples.	Use color-coded summary handout and oral explanation; allow questions.
5-15 min	Legal/Policy Overview	Discuss chokeholds, carotid restraints, positional controls, and related laws/policies. Use real-world examples.	Dyslexia-friendly text with bullet points; chunk content with pauses.
15-30 min	Skill Demonstration & Explanation	Teacher demo of leg staples, leg anchors, barriers, escapes. Break down steps slowly, revisiting the Transition Principle's role.	Provide one-on-one support; allow peer modeling; visual cue cards.
30-45 min	Drills & Scenario Practice	Students practice skills in pairs/groups with timed drills and scenario cards emphasizing transitions and safety.	Flexible grouping; role assignments (active/practice/observer); extra time for students as needed.
45-55 min	Group Reflection & Q&A	Students share challenges and successes; clarify Transition Principle in application and legal concerns.	Use sentence starters for discussions; allow written or oral reflections.
55-60 min	Exit Ticket & Success Criteria Check	Students complete a quick "I can..." self-assessment and short quiz on legal/policy points.	Dyslexia-friendly font and format; extra time for processing.

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Detailed Lesson Content and Strategies

1. The Transition Principle

• Definition: Transition Principle refers to smoothly moving between control tactics to maintain officer safety while minimizing risk of injury or escalation.
• Application: Demonstrate how moving from a leg staple to an escape or barrier improves control and safety.
• Visual: Flowchart of transitions; arrows highlighting safe progression.

2. Protective Alternatives

• Leg Staples & Anchors: Control points on the subject’s legs to prevent movement.
• Barriers: Physical positioning using objects or body placement to create distance and control.
• Escapes: Techniques to disengage safely from control holds or resistance.
• Emphasize non-escalation and proportional response at all times.

3. Legal & Policy Considerations

• Chokeholds & Carotid Restraints: Highlight jurisdictions where prohibited or restricted.
• Positional Controls: Safe application for sitting, kneeling, standing, stomach/back; focus on minimizing risk of positional asphyxia.
• Discuss officer accountability and the importance of following agency policy.

4. Dyslexia-Friendly & Differentiation Strategies

• Use sans-serif fonts (e.g., Arial), increased spacing, and high contrast.
• Provide verbal and written instructions.
• Use color coding (e.g., blue for skills, red for legal info).
• Break tasks into small steps, repeat instructions.
• Pair students for peer support.
• For advanced learners, assign complex scenario leadership or written reflections.

5. Extension Activities for Advanced Learners

• Research state-specific legal restrictions on restraint tactics.
• Create a brief presentation on ethical considerations in use of force.
• Develop a flowchart for applying the Transition Principle in a multi-step encounter.

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Assessment & Success Criteria

Success Criteria (Students will say or write):

• I can explain the Transition Principle and why it's important for safety.
• I can perform leg staples, leg anchors, and barrier setups correctly.
• I can describe legal concerns with chokeholds and positional controls.
• I can safely apply self-defense tactics during practice and scenarios.

Formative Assessments:

• Observation during drills.
• Participation and reflection during group discussion.
• Exit ticket self-assessment and short quiz on legal topics.

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Teacher Notes

• Ensure safety and appropriate spacing during drills.
• Reinforce that physical control techniques should only be used in lawful, ethical, and safe contexts.
• Adjust pace based on learners’ needs, using breaks or slowing down when necessary.
• Monitor for signs of stress and provide support.

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Reflection & Follow-Up

• Encourage students to journal about their experience practicing transition tactics.
• Plan to revisit and build upon these skills, integrating communication and decision-making practices in future lessons.