Lesson 2 - Partner Cooperation
Cooperative Movement Challenges
•Reception
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we work together to solve movement challenges?
Learning Objectives
- Follow instructions to perform individual coordination skills as part of a team
- Cooperate with a partner to move across defined areas using shared equipment
- Develop problem-solving skills through physical challenges
Key Outcomes
- Students will successfully complete coordination sequences as a team member
- Students will work cooperatively with partners to navigate across obstacles
- Students will demonstrate improved listening skills and following instructions
Equipment & Resources Required
Stored at the side of hall, easily accessible for distribution
Alternative: Large pieces of paper, carpet squares, or chalk circles
Placed to mark start/finish lines and group positions
Alternative: Beanbags, markers, or spots
One colour per pair to avoid confusion
Alternative: Small balls, soft toys, or foam blocks
Key Vocabulary
Working together with others to achieve a common goal
Directions or rules that tell us what to do
Using different parts of your body together smoothly
A group of people working together
Finding solutions to challenges or difficulties
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic coordination skills like walking and running
- Understanding of simple instructions
- Experience of playing alongside others
Current Skills
- Following multi-step instructions in sequence
- Working cooperatively with a partner
- Problem-solving through physical challenges
Next Steps
- More complex cooperation tasks with larger groups
- Independent problem-solving in PE activities
- Leadership roles in team activities
Milestone Indicators
Key Teaching Points
- Always emphasise that both partners must work together and stay together throughout challenges
- Model problem-solving language: 'What if we try...?', 'That didn't work, let's think of another way'
- Celebrate cooperation more than individual achievement to reinforce lesson focus
- Use 'we' language consistently to promote team thinking rather than individual success
- Demonstrate that mistakes are learning opportunities, not failures
- Ensure all children experience success through appropriate challenge levels
- Link physical cooperation to classroom and life skills throughout the lesson
Common Misconceptions
- That one person can solve the problem alone - reinforce that cooperation means both people contribute
- That there's only one 'right' way to cross the river - encourage different strategies and approaches
- That faster completion is better - emphasise quality of cooperation over speed
- That stronger or more confident children should take over - ensure equal participation
- That making mistakes means failure - reframe as learning and improvement opportunities
SEN Adaptations
ADHD
- Short activity segments with clear transitions, movement breaks built in, immediate positive feedback for cooperation
dyspraxia
- Larger hoops for easier accuracy, more time for coordination activities, step-by-step verbal prompts for complex sequences
autism spectrum
- Clear visual schedule of activities, quiet space available if overwhelmed, consistent partner where possible
visual impairment
- Use bright coloured hoops, verbal descriptions of setup, buddy system with sighted partner for guidance
hearing impairment
- Visual demonstrations repeated, hand signals for instructions, written visual cards showing sequence
physical disability
- Adapted hoops (larger or different height), wheelchair accessible version using different markers, modified distances
Cross-Curricular Links
Maths
Counting pairs and groups, understanding positional language (in front, behind, beside), problem-solving strategies
PSHE
Cooperation and teamwork, helping others, managing frustration when things don't work, celebrating shared successes
Teacher Guidance
Positioning
Move around perimeter to observe all groups, position for clear voice projection to all children
Observation Focus
Watch for cooperation skills, problem-solving approaches, inclusion of all children, safe movement patterns
Intervention Points
Step in if partnerships not working well, safety concerns arise, or children become frustrated with challenges
Demonstration Notes
Always demonstrate with a partner to model cooperation, use exaggerated movements for clear visibility, repeat demonstrations as needed
Verbal Cues
- •'Talk to your partner about the best way!'
- •'Both people stay together - don't leave your partner behind!'
- •'If it doesn't work, try a different way!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall or large indoor space, minimum 15m x 10m for safe group movement
Surface Check
Non-slip surface, clean and dry, free from obstacles or hazards
Equipment Safety
Safety Checks
- •Check hoops for cracks or sharp edges before use
- •Ensure beanbags are securely sewn and not overfilled
- •Cones positioned where they won't cause trips
Risk Management
Key Risks
- •Collisions between pairs during river crossing
- •Falls from losing balance stepping between hoops
- •Arguments or exclusion during partner work
Risk Mitigation
- •Clear spacing guidelines between working pairs
- •Emphasis on slow, controlled movements in hoops
- •Active monitoring of partner dynamics and intervention when needed
- •Clear boundaries and safe zones established
Supervision & Emergency Procedures
Supervision Points
- •Position to see all pairs during river crossing activities
- •Monitor partner relationships and group dynamics
- •Stay mobile to assist with problem-solving and safety
Emergency Procedures
STOP signal for immediate cessation, clear pathways for adult access to any child