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Lesson 2 - Developing Leadership Through Communication and Tactics

Building Leadership Through Tactical Communication

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Year 4

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Outdoor Adventurous Activities

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Big Question

What makes an effective team leader and how do they help their team succeed?

Learning Objectives

To develop the qualities required to lead a team effectively
To understand the characteristics of effective team leadership
To apply communication and tactical skills in team challenges

Key Outcomes

Students will demonstrate clear leadership communication skills
Students will show understanding of team tactics and strategy
Students will work cooperatively and take responsibility for team members

Equipment & Resources Required

Hoops

18 (for two grids of 9)

Arrange in 3x3 grids with 2-metre spacing between hoops

Alternative: Poly spots, cones in circles, or chalk circles

Coloured Cones

20 of each colour (2 different colours)

Teams need easily distinguishable colours

Alternative: Bean bags, coloured bibs, or laminated cards

Sun Markers

1 set

Mark clear activity areas and waiting zones

Alternative: Rope, tape, or natural boundaries

Key Vocabulary

Leadership

Guiding and directing a team towards achieving a goal

Tactics

Planned strategies used to achieve success in a challenge or game

Communication

Sharing ideas, instructions and feedback clearly with teammates

Responsibility

Being accountable for your team's actions and helping everyone succeed

Collaboration

Working together effectively to achieve a common goal

Strategy

An overall plan for achieving success in challenges

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience working in small groups
Basic knowledge of following instructions

Current Skills

Leadership communication techniques
Tactical thinking and strategy development
Responsibility and delegation skills

Next Steps

Advanced leadership in more complex challenges
Multi-team coordination and strategy
Peer coaching and teaching skills

Milestone Indicators

Clear, confident communication as a leader

Ability to include all team members effectively

Creation of successful tactical strategies

Key Teaching Points

Effective leaders communicate clearly and include all team members in their decision-making process
Tactical thinking requires planning ahead and considering both offensive and defensive strategies
Good team members show excellent listening skills and support their leaders positively
Leadership responsibility means caring about your team's success and each member's contribution
Clear communication includes using specific language, appropriate volume, and confident body language
Successful teams adapt their tactics when circumstances change and learn from both successes and setbacks
Leadership skills developed in PE transfer directly to academic work, family situations, and community involvement

Common Misconceptions

Leadership means being the loudest or most dominant person - correct this by emphasising listening and inclusion
Good tactics are only about attacking to win - teach the importance of defensive thinking and strategic patience
Only naturally confident students can be leaders - demonstrate that leadership skills can be learned and developed by everyone
Team success depends only on the leader - highlight how followers' support and positive attitude contribute to achievement
Changing tactics shows weakness - explain that adaptability and learning from experience demonstrate strong leadership
Competition means being mean to opponents - reinforce that great leaders show respect and sportsmanship to all

SEN Adaptations

ADHD

Break activities into shorter segments with clear transitions, provide fidget tools during reflection time, use movement and action to maintain engagement, offer specific rather than general instructions

dyspraxia

Allow extra processing time for leadership decisions, provide simplified tactical options, use larger equipment for easier handling, break down complex movements into smaller steps

autism spectrum

Provide clear visual schedule of lesson activities, establish predictable leadership rotation system, create quiet space for breaks if needed, use consistent language and routines throughout

visual impairment

Use high-contrast coloured cones and equipment, provide tactile boundaries around hoops, use clear verbal descriptions of grid layout and positions, assign sighted partner for support

hearing impairment

Use visual signals and gestures alongside verbal instructions, provide written leadership prompt cards, establish clear visual cues for game starts and stops, ensure leaders face team when communicating

physical disability

Adapt movement requirements to individual needs, allow seated participation in leadership roles, modify equipment size and weight as needed, ensure accessible pathways to all activity areas

Cross-Curricular Links

English

Clear verbal communication skills, listening and following complex instructions, presenting tactical explanations to others, vocabulary development around leadership terms

Maths

Strategic thinking and probability in tactical games, counting and pattern recognition in grid-based activities, problem-solving through tactical analysis

Science

Understanding of cause and effect in tactical decisions, systematic approach to problem-solving, observation and analysis skills in game evaluation

Geography

Spatial awareness and positioning, understanding of directions and movement patterns, mapping of tactical movements and strategies

PSHE

Leadership qualities and responsibilities, teamwork and cooperation, emotional regulation under pressure, empathy and inclusion of others, goal-setting and personal development

Teacher Guidance

Positioning

Move dynamically between teams to observe leadership development, position at corners for maximum visibility during activities

Observation Focus

Watch for leadership communication clarity, tactical thinking development, team inclusion behaviours, and positive dynamics

Intervention Points

Step in to support struggling leaders, redirect negative competitive behaviours, ensure fair rotation of leadership roles

Demonstration Notes

Model confident leadership communication, demonstrate tactical thinking processes, show inclusive team behaviour, use enthusiastic tone for motivation

Verbal Cues

•'Leaders, use your clear voice!'
•'Great tactical thinking!'
•'Remember to include everyone!'
•'Show me how your team supports each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m indoor space or outdoor hard surface area, clear of obstacles and hazards

Surface Check

Dry, level surface free from trip hazards, adequate grip for safe movement and direction changes

Equipment Safety

Safety Checks

•Check hoops are intact with no sharp edges or cracks
•Ensure cones are stable and visible, not creating trip hazards
•Verify adequate colour contrast for clear team identification
•Confirm all equipment is appropriate size for Year 4 students

Risk Management

Key Risks

•Collisions during movement to hoops
•Trips from equipment on ground
•Competitive frustration leading to poor behaviour
•Exclusion of less confident students from leadership roles

Risk Mitigation

•Clear movement pathways established and maintained
•Adequate spacing between activity areas
•Continuous monitoring of emotional dynamics
•Structured rotation ensuring all students experience leadership
•Emphasis on positive communication and inclusion

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all teams and activity areas
•Move between groups to monitor safety and provide support
•Watch for signs of frustration or exclusion
•Maintain awareness of equipment placement and student movement patterns

Emergency Procedures

Stop all activity immediately with clear whistle signal, assess any incidents calmly, provide appropriate first aid or support, resume activity only when safe to do so