Lesson 6 - Advanced Team Problem Solving
Building Team Trust Through Communication Challenges
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we persevere through challenges and use effective communication to solve complex problems as a team?
Learning Objectives
- To demonstrate perseverance when facing challenging situations
- To communicate effectively with teammates using encouraging language
- To apply problem-solving strategies in competitive team situations
Key Outcomes
- Students will show resilience and persistence when tasks become difficult
- Students will use positive communication to support teammates
- Students will work collaboratively to solve complex movement challenges
Equipment & Resources Required
One ring per team with strings already attached
Alternative: Large rubber rings or hoops
Place one ball on each curtain ring at start
Alternative: Bean bags or small soft balls
Each piece 1 metre long, tied to curtain rings
Alternative: Rope pieces or ribbon
Placed at opposite end of hall from start
Alternative: Marked circles with chalk
Stackable, stable containers for river crossing
Alternative: Large plastic tubs or boxes
Approximately 1.5 metres long, safe to walk on
Alternative: Bench tops or long mats
Minimum 4 metres long for 5 students to hold
Alternative: Long PE ropes
Thick enough to protect from floor contact
Alternative: Large floor mats
Safe for throwing, easy to catch
Alternative: Soft foam balls
Safe for gentle tagging, lightweight
Alternative: Pool noodles or rolled newspaper
Easy to knock over but stable when standing
Alternative: Skittles or plastic bottles
For assessment self-selection activity
Alternative: Coloured markers or signs
Key Vocabulary
Continuing to try even when something is difficult or not going well
Saying positive things to help teammates feel confident and motivated
A plan or method for achieving a goal
The ability to bounce back from setbacks and keep going
Working together effectively to achieve a common goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic teamwork and cooperation skills
- Understanding of simple problem-solving strategies
- Experience with OAA equipment handling
Current Skills
- Advanced communication under pressure
- Persistence and resilience in challenging situations
- Strategic thinking and adaptability
Next Steps
- Leadership roles in complex team challenges
- Independent problem-solving in outdoor environments
- Mentoring younger students in teamwork skills
Milestone Indicators
Key Teaching Points
- Emphasise persistence and resilience as core learning objectives throughout
- Model and encourage positive communication even when tasks become difficult
- Focus on effort and improvement rather than perfect execution
- Create inclusive teams that support all members regardless of ability level
- Connect teamwork skills to real-life applications beyond PE
- Use setbacks and mistakes as learning opportunities rather than failures
- Celebrate both individual achievements and team successes equally
Common Misconceptions
- Teams should complete tasks quickly rather than carefully and safely
- Only the most athletic students can contribute effectively to team success
- Making mistakes means the team has failed rather than learning
- Competition is more important than cooperation and sportsmanship
- Physical challenges are the only important aspect of team building activities
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use visual timers for activity transitions
dyspraxia
- Simplify equipment handling, allow extra practice time, provide step-by-step instruction cards, pair with supportive teammate
autism spectrum
- Provide clear structure and routine, allow processing time for instructions, offer quiet break space if overwhelmed
visual impairment
- Use tactile markers for boundaries, provide verbal descriptions of equipment layout, buddy system for navigation support
hearing impairment
- Use visual signals and demonstrations, provide written instruction cards, ensure face-to-face communication for lip reading
physical disability
- Adapt equipment height and distance, provide alternative roles in teams, use wheelchair-accessible crossing methods
Cross-Curricular Links
English
Communication skills, listening and speaking during team challenges, vocabulary development through reflection
Maths
Problem-solving strategies, spatial reasoning during river crossing, counting and sequencing in knot challenges
Science
Forces and balance during equipment activities, teamwork in nature studies, cause and effect in problem-solving
Geography
Spatial awareness, navigation concepts, teamwork in exploration contexts
PSHE
Perseverance and resilience, positive relationships, managing emotions, leadership and responsibility
Teacher Guidance
Positioning
Move actively between teams, positioning to observe multiple groups while remaining accessible for support
Observation Focus
Watch for positive communication, persistence through challenges, team inclusion, and emotional responses to setbacks
Intervention Points
Step in when teams become stuck for extended periods, when safety is compromised, or when negative team dynamics develop
Demonstration Notes
Model positive communication, show resilience when demonstrations don't go perfectly, celebrate effort over outcome
Verbal Cues
- •'What could we try differently?'
- •'How can we help each other succeed?'
- •'Remember to encourage your teammates'
- •'It's okay to make mistakes - that's how we learn'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall space (minimum 15m x 10m) with clear boundaries marked
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all wooden planks for splinters and stability
- •Ensure crates can support student weight safely
- •Inspect ropes for fraying or damage before use
- •Confirm gym mats are thick enough and non-slip
- •Check sponge balls are intact and soft
Risk Management
Key Risks
- •Falls from unstable equipment during river crossing
- •Rope friction burns during knot activities
- •Collisions during competitive castle game
- •Frustration leading to unsafe risk-taking
- •Equipment being used inappropriately
Risk Mitigation
- •Constant adult supervision during all equipment use
- •Clear safety briefings before each activity
- •Emphasis on helping teammates and working slowly
- •Regular reminders about appropriate equipment use
- •Immediate intervention if unsafe behaviour observed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple teams simultaneously
- •Move between activities to provide support and guidance
- •Focus on emotional safety as well as physical safety
- •Monitor for signs of frustration or exclusion
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, complete accident forms if required