Lesson 6 - Trust & Communication
Team Skills Challenges
•Year 3
•Outdoor Adventurous Activities
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How can we build trust and work together to solve challenges?
Learning Objectives
- To develop trust and accept support from teammates
- To listen carefully to others and follow precise instructions
- To communicate clearly and effectively with teammates
Key Outcomes
- Students will demonstrate trust by following teammate instructions in blindfolded activities
- Students will communicate effectively using clear, descriptive language
- Students will work collaboratively to solve team challenges
Equipment & Resources Required
Pre-check all blindfolds are clean and comfortable
Alternative: PE bands, scarves, or ask students to close eyes with honour system
Different colours for point values in Scatterball
Alternative: Beanbags, coloured hoops, or markers
One per team as collection point
Alternative: Marked circles, buckets, or designated areas
Check all rackets are in good condition with no sharp edges
Alternative: Large spoons, small bats, or improvised paddles
Use different coloured balls for point variations
Alternative: Soft balls, beanbags, or foam balls
Key Vocabulary
Believing in and relying on your teammates to keep you safe and help you succeed
Clear spoken instructions given to help teammates know what to do
A plan or method for achieving a goal or solving a problem
Information about how well someone did and how they could improve
Working together smoothly by timing actions and communicating well
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic listening skills and following simple instructions
- Working safely in pairs and small groups
- Understanding of trust and cooperation
Current Skills
- Effective communication using voice commands
- Building trust through shared challenges
- Problem-solving as a team unit
Next Steps
- Leading larger group activities
- Complex multi-stage problem solving
- Developing advanced trust-building techniques
Milestone Indicators
Key Teaching Points
- Trust must be built gradually through safe, supportive experiences
- Clear communication requires specific language, names, and patience
- Effective teamwork combines individual skills with group coordination
- Problem-solving improves when teams discuss strategy before action
- Reflection deepens learning and transfers skills to other contexts
- Safety in trust activities requires constant supervision and clear boundaries
- Communication skills developed in PE transfer directly to academic and social success
Common Misconceptions
- Trust activities are just games without real learning value - emphasise skill transfer
- Communication is just talking loudly - teach specificity and clarity
- Blindfolded activities are scary - build trust gradually and ensure safety
- Only some students can be good communicators - provide frameworks for all
- Trust building is automatic - show how it requires deliberate practice and reflection
SEN Adaptations
ADHD
- Shorter activity segments, clear role definitions, fidget tools available during reflection
dyspraxia
- Simplified coordination tasks, extra demonstration time, peer support partnerships
autism spectrum
- Clear visual schedule, quiet reflection zones available, predictable routine structure
visual impairment
- Enhanced audio cues and descriptions, buddy system with sighted partner, tactile markers for boundaries
hearing impairment
- Visual signals and demonstrations, written instruction cards, vibrating/visual alert systems
physical disability
- Modified movement patterns (seated alternatives), adapted equipment, shorter distances
Cross-Curricular Links
English
Speaking and listening skills, giving clear instructions, following complex directions, vocabulary development
Maths
Spatial awareness and directions, counting and scoring systems, strategy and planning
Science
Understanding of senses (particularly when sight is removed), balance and coordination, teamwork in investigations
Geography
Directional language, spatial awareness, mapping and navigation concepts
PSHE
Building relationships, trust and respect, working collaboratively, managing emotions under pressure
Teacher Guidance
Positioning
Move around perimeter during activities for maximum visibility, stay central during briefings and demonstrations
Observation Focus
Watch for quality of communication, evidence of trust building, safe movement patterns, and peer support
Intervention Points
Step in immediately if blindfolded students appear unsafe, support struggling communication, redirect off-task behaviour
Demonstration Notes
Demonstrate clear vs unclear instructions prominently, model patient coaching behaviour, show trust through your own participation
Verbal Cues
- •'Use your teammate's name!'
- •'Be specific with your directions!'
- •'Trust your voice commander!'
- •'Move slowly and safely!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area plus 10m x 10m marked square for Scatterball
Surface Check
Level, non-slip surface free from holes, obstacles or hazards
Equipment Safety
Safety Checks
- •All blindfolds clean and checked for comfort
- •Tennis rackets inspected for cracks or sharp edges
- •Balls and cones checked for damage
- •Hoops stable and not cracked
Risk Management
Key Risks
- •Collisions during blindfolded activities
- •Trips and falls during tag games
- •Equipment-related injuries from dropped rackets
- •Claustrophobia or anxiety with blindfolds
Risk Mitigation
- •Constant supervision during blindfolded activities
- •Clear boundaries and safe areas established
- •Gentle movement only when blindfolded
- •Alternative activities for students uncomfortable with blindfolds
- •Immediate equipment removal if damaged
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all blindfolded students
- •Monitor boundary areas during tag games
- •Stay mobile during equipment activities
- •Watch for signs of student anxiety or discomfort
Emergency Procedures
Stop activity immediately, remove blindfolds safely, assess injury, appropriate first aid/support, clear communication with students