Lesson 2 - Team Leadership Skills
Team Communication Leadership
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Arrange in clear 3x3 grid pattern with 2m spacing
Alternative: Chalk circles, rope circles, or marked squares
Store in team collection areas around the playing space
Alternative: Bean bags, coloured balls, or laminated cards
Distributed before teams are formed
Alternative: Coloured bands, wristbands, or numbered cards
Positioned for whole class visibility during discussions
Alternative: Flipchart paper and pens
Key Vocabulary
The ability to guide and motivate others towards achieving a common goal
Sharing ideas clearly and listening actively to others
Planned strategies to achieve success in a challenge or game
Working together effectively by combining everyone's strengths
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
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