🧭

Lesson 1 - Communication and Tactical Thinking

Building Leadership Through Tactical Communication

•

Year 4

•

Outdoor Adventurous Activities

•

45 min

Big Question

How can we work together as a team to create and apply winning tactics?

Learning Objectives

To understand what makes an effective team and team member
To create and apply simple tactics through collaborative teamwork
To demonstrate responsibility and cooperation when working in teams

Key Outcomes

Students will explain the characteristics of effective teams and teamwork
Students will create and apply tactical strategies through practical challenges
Students will demonstrate cooperation, communication and leadership skills

Equipment & Resources Required

Coloured Cones

36 (9 sets of 4 matching colours)

Arrange in 3x3 grids, each set a different colour for clear identification

Alternative: Bean bags, coloured spots, or laminated squares

Hoops

20 (4 sets of 5 matching colours)

Each team needs 5 matching items for placing on grids

Alternative: Coloured bands, bean bags, or small equipment

Sun Markers

1 set

For recording scores and tactics discussions

Alternative: Flip chart paper and pens

Stopwatch

For timing tactical discussion periods

Alternative: Phone timer or classroom clock

Key Vocabulary

Tactics

A plan or strategy used by a team to achieve success in a game or challenge

Strategy

The overall approach or method used to win a game or complete a challenge

Cooperation

Working together effectively as a team, sharing ideas and supporting each other

Leadership

Taking responsibility for guiding and encouraging teammates towards success

Collaboration

Working jointly with others to achieve a common goal or complete a task

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience following simple game rules
Ability to communicate with peers in group activities

Current Skills

Creating and discussing tactical strategies as a team
Applying tactics in competitive game situations
Demonstrating leadership and responsibility within teams

Next Steps

Developing more complex tactical strategies in invasion games
Leading team discussions about strategy and performance
Applying tactical thinking to outdoor adventure challenges

Milestone Indicators

Students actively contribute ideas during tactical discussions

Teams show clear evidence of planned tactics during games

Students adapt their approach based on opponent or score

Key Teaching Points

Tactics are team plans that help groups achieve success together
Effective teams listen to all members and build on each other's ideas
Good tactics can be adapted based on different opponents or situations
Communication and cooperation are essential for applying tactics successfully
Leadership means helping everyone contribute and encouraging teammates
Tactical thinking involves planning ahead and considering what opponents might do
The best teams celebrate each other's contributions and learn from both successes and mistakes

Common Misconceptions

Tactics are only about winning - actually they're about working together effectively
Good tactics never change - actually the best tactics adapt to different situations and opponents
Only confident students can contribute tactical ideas - actually everyone brings valuable perspectives
If tactics don't work immediately they're wrong - actually tactics need practice and refinement
Individual skill is more important than team tactics - actually cooperation amplifies everyone's abilities

SEN Adaptations

ADHD

Build in regular movement breaks, use shorter tactical discussion periods, provide clear structure and expectations for team discussions

dyspraxia

Use larger, easier to handle equipment, allow extra time for tactical discussions, provide visual aids showing winning line examples

autism spectrum

Provide visual schedule of lesson activities, establish clear team roles, offer quiet planning space away from main group if needed

visual impairment

Use high contrast coloured markers, provide verbal descriptions of grid layouts, assign sighted buddy for navigation support

hearing impairment

Use visual signals for game start/stop, ensure student can see all demonstrations, provide written tactical planning sheets

physical disability

Modify to seated version with table-top grid, use larger markers for easier handling, adjust distances for mobility equipment

Cross-Curricular Links

English

Developing vocabulary around tactics and teamwork, articulating strategic ideas clearly, listening skills during team discussions

Maths

Strategic thinking and pattern recognition, counting tournament points and calculating team scores, geometric understanding of grid layouts and winning lines

Science

Understanding cause and effect in tactical applications, hypothesis testing through strategy experimentation, observation and analysis skills

PSHE

Cooperation and teamwork, leadership and responsibility, managing emotions during competition, celebrating others' achievements

Teacher Guidance

Positioning

Central location with clear sight lines to all four grids, moving between teams during discussions

Observation Focus

Watch for inclusive team discussions, evidence of tactical thinking, positive cooperation and communication

Intervention Points

Step in if teams exclude members, if tactical discussions become dominant by one student, or if competitive intensity becomes inappropriate

Demonstration Notes

Model positive team discussions, demonstrate tactical thinking processes, show excellent listening and encouraging behaviours

Verbal Cues

•'Remember to listen to all your teammates' ideas!'
•'I can see your tactical thinking in action!'
•'Great cooperation - you're working brilliantly together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m for 4 simultaneous grids with adequate spacing between teams

Surface Check

Dry, even surface free from obstacles, suitable for safe running between markers

Equipment Safety

Safety Checks

•Check all markers/cones are stable and won't slip during running activities
•Ensure different coloured equipment sets are clearly distinguishable
•Verify adequate equipment quantity to avoid sharing conflicts

Risk Management

Key Risks

•Collisions between students running to place markers
•Trips or falls from uneven ground or scattered equipment
•Conflicts arising from competitive situations or rule disputes

Risk Mitigation

•Clear boundaries established around each grid with adequate spacing
•Emphasise controlled running rather than sprinting to markers
•Clear rules established and reinforced about turn-taking and fair play
•Teacher positioned for maximum visibility of all playing areas

Supervision & Emergency Procedures

Supervision Points

•Position to observe all four grids simultaneously
•Move between teams during tactical discussions to monitor cooperation
•Monitor competitive intensity to ensure positive learning environment

Emergency Procedures

Stop all activity immediately with clear signal, assess any incidents, provide appropriate first aid or support as needed