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Lesson 6 - Tactical Team Communication

Team Communication Leadership

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Year 3

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Outdoor Adventurous Activities

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Big Question

How can clear communication and tactical thinking help our team succeed in competitive challenges?

Learning Objectives

To develop effective communication skills within a team environment
To create and apply simple attacking and defending tactics
To understand individual roles and responsibilities within a team structure

Key Outcomes

Students will communicate clearly with team members using verbal and non-verbal signals
Students will demonstrate understanding of their role within team tactics
Students will show respect for rules and opponents while competing fairly

Equipment & Resources Required

Tag Belts

1 per student (30)

Pre-distributed around zones, different colours for each team

Alternative: Coloured bibs tucked into waistbands, strips of fabric

Key Vocabulary

Tactics

Planned strategies used by a team to achieve their objective in a game

Communication

Sharing information clearly with team members through talking, gestures, or signals

Role

The specific job or responsibility each team member has during the game

Collaboration

Working together as a team to achieve a common goal

Strategy

A plan of action designed to achieve a particular goal in the game

Skill Progression Pathway

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

Prior Learning

Basic understanding of team games and cooperation
Ability to follow simple instructions and rules
Experience working in small groups during PE activities

Current Skills

Effective verbal and non-verbal communication in competitive situations
Understanding of attacking and defending principles
Individual responsibility within a team framework

Next Steps

Complex tactical decision-making in invasion games
Leadership skills in team management
Advanced communication strategies for different game situations

Milestone Indicators

Students naturally communicate without teacher prompts

Teams successfully implement planned tactics

Students adapt roles based on game situations independently

Key Teaching Points

Effective communication requires both clear speaking and active listening within teams
Successful tactics balance attacking opportunities with defensive responsibilities
Every team member has an important role that contributes to overall team success
Fair play and sportsmanship are more important than winning individual games
Teams that adapt their tactics during play are more successful than those with rigid plans
Leadership can be shown by anyone, not just the loudest or most confident students
Communication skills developed in PE transfer to many other learning situations

Common Misconceptions

Misconception: 'Everyone should attack at the same time' - Correction: 'Teams need defenders and attackers working together'
Misconception: 'Louder communication is always better' - Correction: 'Clear, calm communication is more effective than shouting'
Misconception: 'The fastest runner will always win' - Correction: 'Smart tactics and teamwork beat individual speed'
Misconception: 'Only team captains should make decisions' - Correction: 'Every team member can contribute good ideas'
Misconception: 'Winning is the most important thing' - Correction: 'How you play and work together matters most'

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement and activity to maintain engagement

dyspraxia

Simplify coordination requirements, allow extra time for processing instructions, provide additional practice of movements before games

autism spectrum

Provide clear visual schedule of activities, establish quiet safe space away from main game, use consistent routines and predictable structure

visual impairment

Use bright, contrasting coloured equipment and flags, provide clear verbal descriptions of zone boundaries, assign sighted buddy for navigation support

hearing impairment

Develop visual signal system for communication, use written instruction cards, ensure student can see teacher's mouth for lip reading

physical disability

Modify movement requirements - allow walking instead of running, provide alternative ways to capture flags, adapt tagging to gentle touching

Cross-Curricular Links

English

Developing vocabulary for tactical discussions, clear verbal communication skills, listening to and following complex instructions

Geography

Understanding directional language (north, south, left, right), spatial awareness of zones and boundaries, mapping team positions

PSHE

Cooperation and collaboration skills, resolving conflicts peacefully, understanding responsibility within groups, leadership development

Teacher Guidance

Positioning

Move around the perimeter of the playing area to maintain visual contact with all teams and zones while staying out of active gameplay

Observation Focus

Watch for effective communication, tactical thinking, fair play, and positive team collaboration rather than just game outcomes

Intervention Points

Step in when communication breaks down, tactics become overly complex for Year 3, or if safety concerns arise

Demonstration Notes

Use clear, exaggerated movements when showing tactics and communication signals. Model positive language and sportsmanship throughout the lesson.

Verbal Cues

•'I can hear excellent communication from this team!'
•'Remember your tactical plan!'
•'Show me that teamwork!'
•'Keep it fair and keep it fun!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor area with clear boundaries, suitable for running and quick direction changes

Surface Check

Level, dry surface free from holes, debris, or other hazards that could cause trips or falls

Equipment Safety

Safety Checks

•Tag belts properly fitted and secure to prevent choking hazards
•Tags attached safely without sharp edges or pinch points
•Boundary markers stable and visible, positioned to avoid collision risks
•Flags bright and easily visible to prevent confusion during gameplay

Risk Management

Key Risks

•Collisions between students during fast-paced gameplay
•Falls due to quick direction changes or uneven surfaces
•Aggressive tagging leading to pulled clothing or minor injuries
•Disputes or frustration leading to unsporting behaviour

Risk Mitigation

•Clear boundaries established and maintained throughout
•Gentle tagging technique taught and reinforced consistently
•Safe zone positioning away from main play areas
•Regular reminders about fair play and respect for others
•Teacher positioned for optimal supervision of all zones

Supervision & Emergency Procedures

Supervision Points

•Position at area corners to maintain sight lines to all zones
•Move regularly to monitor different teams and interactions
•Stay alert for signs of frustration or overly competitive behaviour
•Be ready to intervene quickly if unsafe play develops

Emergency Procedures

Stop all play immediately with whistle, assess situation calmly, provide appropriate first aid if needed, ensure other students remain in safe areas