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Lesson 2 - Team Leadership Skills

Team Communication Leadership

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

What makes a team leader truly effective and how do we build trust through clear communication?

Learning Objectives

To develop effective leadership qualities including clear communication and decision-making
To understand the importance of teamwork and collaboration in achieving shared goals
To apply tactical thinking and problem-solving skills in team challenge activities

Key Outcomes

Students will demonstrate leadership skills by guiding their team effectively
Students will communicate clearly and listen actively to team members
Students will work collaboratively to develop and apply winning tactics

Equipment & Resources Required

Hoops

9 (for 3x3 grid)

Arrange in clear 3x3 grid pattern with 2m spacing

Alternative: Chalk circles, rope circles, or marked squares

Cones

50 (10 each of 5 different colours)

Store in team collection areas around the playing space

Alternative: Bean bags, coloured balls, or laminated cards

Team bibs

25 (5 each of 5 different colours)

Distributed before teams are formed

Alternative: Coloured bands, wristbands, or numbered cards

Sun Markers

1 set

Positioned for whole class visibility during discussions

Alternative: Flipchart paper and pens

Key Vocabulary

Leadership

The ability to guide and motivate others towards achieving a common goal

Communication

Sharing ideas clearly and listening actively to others

Tactics

Planned strategies to achieve success in a challenge or game

Collaboration

Working together effectively by combining everyone's strengths

Responsibility

Taking ownership of your role and caring for your team's success

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions and rules
Experience working in pairs and small groups
Knowledge of simple games and turn-taking

Current Skills

Leadership qualities and communication skills
Tactical thinking and problem-solving in team contexts
Collaboration and responsibility for others

Next Steps

Leading larger groups in more complex challenges
Developing advanced tactical awareness
Mentoring and supporting younger students

Milestone Indicators

Students volunteer to take leadership roles confidently

Clear, respectful communication becomes natural

Teams develop and adapt tactics independently

Key Teaching Points

Leadership is about including everyone and helping them succeed, not just being in charge
Clear communication means speaking loudly enough, using specific words, and checking understanding
Good tactics require thinking ahead and adapting when the situation changes
Effective teams listen to their leader but also share ideas and support each other
Leadership skills develop through practice and reflection, and everyone can be a leader
Responsibility means caring about your team's success and helping others achieve their best
Different situations might need different leadership styles - adapt to help your team most effectively

Common Misconceptions

Misconception: Leaders must make all decisions alone. Correction: Great leaders listen to their team and include everyone's ideas
Misconception: Being loud means communicating clearly. Correction: Clear communication is about being specific and checking understanding
Misconception: Winning is the only measure of good leadership. Correction: Good leadership includes helping everyone improve and feel valued
Misconception: Some people are natural leaders and others are not. Correction: Leadership skills can be learned and developed by everyone
Misconception: Leaders should never change their plans. Correction: Flexible leaders adapt their strategies based on new information
Misconception: Following instructions means you're not a leader. Correction: Good leaders know when to lead and when to follow

SEN Adaptations

ADHD

Build in regular movement breaks, provide clear boundaries and expectations, use energizing activities to maintain focus

dyspraxia

Allow extra time for movement and decision-making, provide simplified tactical options, use larger equipment if helpful

autism spectrum

Provide clear structure and routine, use visual schedule for activity sequence, offer quiet reflection time

visual impairment

Use bright coloured cones and hoops, provide clear verbal descriptions of grid layout, assign sighted partner for support

hearing impairment

Use visual signals and gestures, provide written instruction cards, position close to speaker during discussions

physical disability

Adapt movement requirements, allow seated participation or alternative cone placement methods, modify grid size if needed

Cross-Curricular Links

English

Clear verbal communication, listening skills, giving and following instructions, descriptive language for tactics

Science

Understanding of forces and movement, cause and effect in tactical decisions

PSHE

Leadership qualities, responsibility, cooperation, conflict resolution, emotional regulation during competition

Teacher Guidance

Positioning

Stand at corner of grid for maximum visibility of all teams and movement patterns

Observation Focus

Watch for clear communication, inclusive leadership, tactical thinking development, and safe movement

Intervention Points

Step in if communication breaks down, safety concerns arise, or students become excluded from activities

Demonstration Notes

Model excellent leadership communication throughout, show tactical thinking examples, demonstrate inclusive language and behaviour

Verbal Cues

•'Leaders, remember to include everyone'
•'Use your clear voice so everyone can hear'
•'Think tactically - what's your plan?'
•'Safety first, strategy second'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m clear space for hoop grid and team movement

Surface Check

Level, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Hoops stable and flat on ground to prevent tripping
•Cones checked for cracks or sharp edges
•Team bibs appropriate size and secure fastening

Risk Management

Key Risks

•Collisions during movement to hoops
•Trips over equipment or other students
•Competitive tension leading to unsafe behaviour

Risk Mitigation

•Clear movement pathways and rules established
•Adequate spacing between hoops (minimum 2m)
•Active supervision of competitive activities
•Clear boundaries and safety zones marked

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all grid areas
•Monitor competitive intensity and intervene if needed
•Watch for inclusive behaviours and support struggling students

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school procedures if needed