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Lesson 6 - Trust & Communication

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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57 min

Big Question

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

Blindfolds

20 (or fabric strips/eye masks)

Pre-check all blindfolds are clean and comfortable

Alternative: PE bands, scarves, or ask students to close eyes with honour system

Cones

30 (mixed colours if possible)

Different colours for point values in Scatterball

Alternative: Beanbags, coloured hoops, or markers

Hoops

One per team as collection point

Alternative: Marked circles, buckets, or designated areas

Tennis Rackets

30 (1 per student)

Check all rackets are in good condition with no sharp edges

Alternative: Large spoons, small bats, or improvised paddles

Tennis Balls

30+

Use different coloured balls for point variations

Alternative: Soft balls, beanbags, or foam balls

Key Vocabulary

Trust

Believing in and relying on your teammates to keep you safe and help you succeed

Voice command

Clear spoken instructions given to help teammates know what to do

Strategy

A plan or method for achieving a goal or solving a problem

Feedback

Information about how well someone did and how they could improve

Coordination

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

Clear, descriptive instruction giving

Confident participation in blindfolded activities

Effective team strategy discussions

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