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Lesson 4 - Partner Challenges

Outdoor Skills & Teamwork

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Year 1

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Outdoor Adventurous Activities

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45 min

Big Question

How can we work together to overcome challenges and support each other?

Learning Objectives

To work cooperatively with a partner to complete physical challenges
To develop strength and coordination through ball manipulation using feet
To demonstrate perseverance and resilience when facing physical challenges

Key Outcomes

Students will successfully complete partner hoop challenges using teamwork
Students will move balls using only their feet with increasing control and accuracy
Students will show positive attitudes when facing difficult tasks

Equipment & Resources Required

Hoops

1 per student (30), mixed sizes if available

Distributed around activity area, different sizes if possible

Alternative: Cones arranged in circles, chalk circles on ground

Tennis Balls

25-30 (enough for groups of 4-5)

Stored in containers near each activity area

Alternative: Small footballs, beanbags

Cones

25 (5 per group)

Arranged in straight lines for ball placement activities

Alternative: Markers, spots, small obstacles

Coloured Equipment Sets

5-6 items per colour

Scattered around hall in mixed colour arrangement

Alternative: Bands, bibs, different coloured balls

Balls

15 (for extension activities)

Available for additional challenges

Alternative: Small soft balls, scarves

Key Vocabulary

Partner

Someone you work together with to complete activities

Cooperation

Working together towards the same goal

Balance

Staying steady and not falling over

Vertical

Standing up straight like a tall tree

Horizontal

Lying flat like a table top

Control

Making the ball go exactly where you want it to go

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic movement skills (running, jumping, crawling)
Simple ball handling with hands
Following basic instructions and taking turns

Current Skills

Partner cooperation and communication
Ball manipulation using feet only
Body awareness when moving through hoops

Next Steps

More complex partner challenges with multiple pieces of equipment
Team challenges involving 3-4 students
Introduction of competitive team games

Milestone Indicators

Can maintain partner cooperation throughout activities

Shows improved ball control with feet

Demonstrates problem-solving when activities become challenging

Key Teaching Points

Emphasise cooperation over competition throughout all activities
Use 'gentle touches' language consistently for ball control with feet
Celebrate problem-solving attempts even when not completely successful
Build challenges progressively from individual to partner to more complex
Focus on effort, communication, and teamwork rather than just physical achievement

Common Misconceptions

Students thinking they need to kick balls hard rather than using gentle control
Believing that bigger hoops always make activities easier (sometimes smaller is easier to manage)
Assuming that struggling with difficult challenges means they're not doing well
Thinking that letting go of partner's hand is acceptable when things get difficult

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked visually, regular movement breaks built in, positive reinforcement frequently

dyspraxia

Larger equipment for easier handling, additional practice time, simplified movement patterns, step-by-step verbal guidance

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, predictable transitions between activities

visual impairment

Use brightly coloured equipment, provide clear verbal descriptions of spatial arrangements, buddy system for navigation

hearing impairment

Visual demonstrations of all activities, hand signals for communication, written instruction cards available

physical disability

Seated versions of ball activities, modified hoop sizes for wheelchair access, adapted movements within individual capabilities

Cross-Curricular Links

English

Following multi-step instructions, using descriptive vocabulary (vertical, horizontal, flat, upright), communicating strategies with partners

Maths

Counting equipment, measuring distances between cones, identifying shapes and sizes of hoops, understanding concepts of bigger/smaller

Science

Forces and motion when moving balls, balance and stability during hoop movements, understanding cause and effect in movement

PSHE

Cooperation and teamwork, resilience when facing challenges, supporting others, positive communication skills

Teacher Guidance

Positioning

Move around perimeter of hall to observe all groups, positioning at corners for maximum visibility during partner work

Observation Focus

Watch for genuine cooperation, safe equipment use, and positive communication between partners

Intervention Points

["Step in when partnerships become unbalanced or non-cooperative", "Provide technique coaching when students struggle with ball control", "Redirect activities that become too difficult or impossible"]

Demonstration Notes

Always demonstrate new skills slowly and clearly, use students as positive examples when appropriate, break complex movements into smaller steps for clarity

Verbal Cues

•'Use gentle touches with the inside of your foot'
•'Work together, don't pull your partner'
•'That looks tricky - can you make it a bit easier?'
•'Great teamwork - you're helping each other succeed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground space minimum 15m x 20m for safe group work and equipment use

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all hoops for cracks or sharp edges before use
•Ensure balls are properly inflated and not damaged
•Verify cones are stable and not broken
•Store equipment safely when not in use

Risk Management

Key Risks

•Collisions between students during energetic activities
•Trips and falls when moving through hoops
•Equipment-related injuries from damaged items
•Overexertion during challenging physical activities

Risk Mitigation

•Clear boundaries established for each group's activity area
•Adequate spacing maintained between students and groups throughout
•Progressive difficulty building to prevent overexertion
•Regular equipment checks and safe storage protocols

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups simultaneously
•Monitor high-activity areas during ball manipulation activities
•Watch for signs of fatigue or frustration in individual students
•Ensure partner activities remain cooperative rather than competitive

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required