Lesson 1 - Enthusiastic Creative Leadership
Confident Leaders Through Experience
•Year 5
•Leadership
•Start Planning Better PE Lessons
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How can we become enthusiastic and creative leaders who recognise and solve challenges in physical activities?
Learning Objectives
- To demonstrate leadership skills through enthusiasm and creativity when guiding others
- To recognise when activities need modification due to lack of challenge or unfair teams
- To develop the ability to give constructive feedback and encouragement to peers
Key Outcomes
- Students will lead activities with enthusiasm and creativity
- Students will identify and suggest solutions to activity challenges
- Students will perform leadership roles with control and poise
Equipment & Resources Required
Have ready for Spider Tag game - 2 initially, more available for modifications
Alternative: Coloured bands, pinnies, or markers
Place around activity stations for manipulation tasks
Alternative: Bean bags or soft play balls
Available at balancing station for body balancing activities
Alternative: Cups, bean bags, or small markers
Define clear boundaries for each activity area around the hall
Alternative: Coloured cones, hoops, or rope circles
For timing activity rotations and feedback sessions
Alternative: Phone timer or visual countdown app
For assessment purposes during game sessions
Alternative: Tablet or smartphone with camera
Key Vocabulary
The ability to guide and inspire others towards a common goal
Showing energy, excitement and passion for an activity
Using imagination and original ideas to solve problems or create new approaches
Information given to help someone improve their performance
The right level of difficulty to keep learners engaged and progressing
Calm confidence and composure when performing or leading
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following instructions
- Experience working in groups
- Basic communication skills
Current Skills
- Leadership through demonstration and modelling
- Recognising and solving activity challenges
- Giving constructive feedback to peers
Next Steps
- Planning and delivering warm-up activities
- Advanced problem-solving in group dynamics
- Mentoring and coaching younger students
Milestone Indicators
Key Teaching Points
- Leadership requires enthusiasm, creativity and clear communication
- Good leaders recognise when activities need modifying to maintain engagement
- Effective feedback is specific, positive and helps others improve
- Games become boring without appropriate challenge levels
- Leaders must demonstrate activities clearly before others attempt them
- Problem-solving is a key leadership skill that can be applied to any situation
- Poise and control are shown through confident body language and calm decision-making
Common Misconceptions
- Leadership means being bossy or controlling - correct this by emphasising supportive leadership
- Only the loudest students can be leaders - show that quiet, thoughtful leadership is equally valuable
- Good leaders never make mistakes - demonstrate that leaders learn from errors and adapt
- Leadership is only for certain people - emphasise that everyone can develop leadership skills
- Feedback should focus on what's wrong - teach positive, constructive feedback techniques
SEN Adaptations
ADHD
- Frequent role changes, clear movement boundaries, positive reinforcement for sustained leadership, fidget equipment if needed
dyspraxia
- Simplified demonstrations, extra practice time, peer support for complex activities, modified equipment sizes
autism spectrum
- Clear structure with visual timetable, predictable routines, quiet leadership roles available, social stories about giving feedback
visual impairment
- Use bright coloured equipment, clear verbal descriptions of all activities, buddy system for navigation
hearing impairment
- Visual demonstrations for all instructions, written station cards with activity descriptions, sign language support if available
physical disability
- Modify balancing activities for wheelchair users, adapted throwing games, leadership roles that don't require mobility
Cross-Curricular Links
English
Clear verbal communication, giving instructions, listening to feedback, vocabulary development
Maths
Planning maths warm-up games, counting during activities, understanding game balance through numbers
Science
Understanding balance and coordination, cause and effect in game modifications
PSHE
Leadership qualities, teamwork, resilience, giving and receiving feedback, problem-solving
Teacher Guidance
Positioning
Move continuously between stations during rotations, position centrally during whole-class discussions and games
Observation Focus
Watch for leadership confidence, quality of peer interactions, problem-solving in action, and inclusive behaviour
Intervention Points
Step in if leadership becomes dominating rather than supportive, if safety issues arise, or if students struggle with feedback
Demonstration Notes
Model enthusiastic leadership throughout, demonstrate clear instruction-giving, show how to give constructive feedback
Verbal Cues
- •'Leaders, remember to demonstrate first!'
- •'What specific feedback can you give?'
- •'How could we make this more challenging?'
- •'Show me your leadership body language!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m for safe group movement and station work
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify bibs are clean and strong enough for throwing games
Risk Management
Key Risks
- •Collisions during line leading and chasing games
- •Falls during balancing activities and counter-balancing
- •Equipment strikes during ball activities
- •Overcrowding at activity stations
Risk Mitigation
- •Clear boundaries established for all movement activities
- •Adequate spacing between groups and stations
- •Progressive skill building from simple to complex
- •Constant supervision of all activities
- •Clear rules for equipment use and game play
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all six stations
- •Monitor leadership interactions for safety and inclusion
- •Watch for appropriate challenge levels and fatigue
- •Observe game dynamics for fair play and safety
Emergency Procedures
Stop signal established, first aid kit accessible, clear procedures for injuries or equipment issues