Lesson 3 - Managing Behaviour in Leadership
Confident Leaders Through Experience
•Year 5
•Leadership
•Start Planning Better PE Lessons
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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
Scattered randomly across activity area to represent river obstacles
Alternative: Hoops, cones, or chalk circles
Clean and ready for partner work
Alternative: Scarves, eye masks, or bands
Positioned safely with adequate space around each
Alternative: Low balance beams or marked lines
One per small game area
Alternative: Bean bags, tennis balls, or playground balls
Mark out 4 small game areas clearly
Alternative: Bibs, rope, or chalk lines
Clean and ready for student referees
Alternative: Hand signals only if whistles unavailable
For assessment evidence and reflection
Alternative: Tablet, phone, or digital camera
Key Vocabulary
Actions that are unfair, unsafe, or disrespectful in physical activities
Sending messages without using words, such as gestures, sounds, or touch
Acting as a referee or judge to ensure fair play and safety in games
Reducing tension and conflict in challenging situations
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
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