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Lesson 3 - Managing Behaviour in Leadership

Confident Leaders Through Experience

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Year 5

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Leadership

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Big Question

How can we use effective communication and leadership skills to manage challenging situations fairly and safely?

Learning Objectives

To suggest ways to manage inappropriate behaviour effectively using non-verbal communication
To demonstrate leadership skills when officiating and resolving conflicts
To show respect and empathy when dealing with challenging behaviours in sport

Key Outcomes

Students will be able to identify inappropriate behaviours and implement appropriate management strategies
Students will demonstrate confident leadership when refereeing and managing conflicts
Students will show improved communication skills through both verbal and non-verbal methods

Equipment & Resources Required

Mats

20-30

Scattered randomly across activity area to represent river obstacles

Alternative: Hoops, cones, or chalk circles

Blindfolds

15 (half class)

Clean and ready for partner work

Alternative: Scarves, eye masks, or bands

Gymnastics Benches

4-6

Positioned safely with adequate space around each

Alternative: Low balance beams or marked lines

Softballs

4-6

One per small game area

Alternative: Bean bags, tennis balls, or playground balls

Cones

Mark out 4 small game areas clearly

Alternative: Bibs, rope, or chalk lines

Whistles

6-8

Clean and ready for student referees

Alternative: Hand signals only if whistles unavailable

Video Device

For assessment evidence and reflection

Alternative: Tablet, phone, or digital camera

Key Vocabulary

Inappropriate behaviour

Actions that are unfair, unsafe, or disrespectful in physical activities

Non-verbal communication

Sending messages without using words, such as gestures, sounds, or touch

Officiating

Acting as a referee or judge to ensure fair play and safety in games

De-escalation

Reducing tension and conflict in challenging situations

Leadership

Guiding and supporting others to achieve success together

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Simple communication skills in physical activities
Basic knowledge of rules in simple games

Current Skills

Managing inappropriate behaviour through effective leadership
Using non-verbal communication to guide and support others
Officiating games while maintaining fairness and safety

Next Steps

Leading whole-class activities independently
Mentoring younger students in physical activities
Developing conflict resolution skills in competitive situations

Milestone Indicators

Confidently addresses inappropriate behaviour without teacher intervention

Uses a range of non-verbal communication strategies effectively

Shows empathy and understanding when managing challenging situations

Key Teaching Points

Effective leadership requires both confidence and empathy
Non-verbal communication can be more powerful than words
Trust is built through consistent, supportive actions
Managing behaviour requires listening to understand the underlying issue
Good leaders stay calm under pressure and explain their decisions clearly
Supportive physical contact helps people feel safe and valued
Leadership skills transfer from PE to all areas of life

Common Misconceptions

Leadership means being the loudest or most dominant person
Non-verbal communication is less important than talking
Managing behaviour means punishing people who do wrong things
Good leaders never face challenges or make mistakes
You have to be physically strong to be a good leader
Empathy makes leaders weak or ineffective

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use kinesthetic learning approaches, offer leadership roles to channel energy positively

dyspraxia

Focus on verbal and non-verbal communication rather than complex movement, provide extra support during physical contact activities, allow extended processing time

autism spectrum

Provide clear structure and routine, allow preparation time for role changes, offer alternative communication methods, ensure predictable environment

visual impairment

Use audio signals for communication activities, provide tactile markers for boundaries, ensure clear verbal descriptions of all activities

hearing impairment

Emphasise visual communication methods, use clear hand signals and gestures, provide written instruction cards for complex activities

physical disability

Adapt bench activities to seated positions, modify river crossing for wheelchair access, focus on communication leadership rather than physical movement

Cross-Curricular Links

English

Communication skills, speaking and listening, understanding non-verbal communication, conflict resolution language

PSHE

Building relationships, managing emotions, understanding empathy, developing leadership skills, dealing with conflict

Teacher Guidance

Positioning

Central position with clear sight lines to all activity areas, moving between groups during independent work

Observation Focus

Leadership qualities emerging, communication effectiveness, empathy and conflict resolution skills, safety awareness

Intervention Points

Step in when conflicts escalate beyond student management, support referees facing serious challenges, ensure emotional safety maintained

Demonstration Notes

Model calm conflict resolution, show appropriate supportive physical contact, demonstrate clear referee signals and positioning

Verbal Cues

•'Stay close to your partner for safety'
•'Explain your decision so everyone understands'
•'How can we solve this together?'
•'Show me your supportive leadership'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium space, minimum 15m x 20m with clear areas around equipment

Surface Check

Clean, dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Check benches are stable and appropriate height for students
•Ensure blindfolds are clean and hygienic
•Verify floor spots are securely placed and not slippery
•Confirm balls are properly inflated and in good condition

Risk Management

Key Risks

•Falls from benches during balancing activities
•Collisions during blindfolded river crossing
•Emotional distress during conflict scenarios
•Physical contact concerns during supportive activities

Risk Mitigation

•Clear safety zones around all equipment
•Emphasis on supportive physical contact guidelines
•Teacher positioned for clear oversight of all activities
•Immediate stop signals established for all activities
•Pre-teaching of appropriate physical support techniques

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Move between groups during partner and small group work
•Monitor emotional responses during challenging scenarios
•Ensure immediate intervention capability for any safety concerns

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid support, contact additional support if needed