Lesson 1 - Non-Verbal Team Communication
Navigation & Communication Skills
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we solve complex challenges when we can't use words to communicate?
Learning Objectives
- To develop non-verbal communication skills for problem solving
- To work effectively as part of a team using planning and cooperation
- To demonstrate agility, balance, coordination and precision in physical challenges
Key Outcomes
- Students will successfully complete team challenges using only non-verbal communication
- Students will create and follow strategic plans to overcome physical obstacles
- Students will demonstrate improved coordination and precision through progressive challenges
Equipment & Resources Required
Position benches with clear space around for safety
Alternative: Balance beams, low apparatus, marked lines on floor
Have different sizes available for progression
Alternative: Large rope circles, hula hoops of different diameters
Needs to be securely attached between two fixed points
Alternative: Elastic bands, skipping ropes tied together
Use to create gates and course markers
Alternative: Bean bags, small hoops, chalk marks
Ensure they are clean and comfortable
Alternative: PE bands, scarves, sleep masks
Must be stable and safe for rope attachment
Alternative: Wall hooks, climbing frame, trees (outdoor)
Key Vocabulary
Sharing information without using spoken words, through gestures, signals, or body language
A plan of action designed to achieve a particular goal or solve a problem
The ability to move quickly and easily, changing direction smoothly
Exactness and accuracy in movement and execution
The ability to use different parts of the body together smoothly and efficiently
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic teamwork and cooperation skills
- Simple problem-solving experiences
- Fundamental movement skills including balance and coordination
Current Skills
- Non-verbal communication techniques
- Strategic planning and adaptation
- Advanced coordination and precision under pressure
Next Steps
- Leading complex multi-stage outdoor challenges
- Teaching others non-verbal communication strategies
- Applying problem-solving skills to real-world scenarios
Milestone Indicators
Key Teaching Points
- Planning and strategy are essential before attempting any physical challenge
- Non-verbal communication requires creativity, patience, and clear signals that both partners understand
- Trust between teammates develops through successful shared experiences and mutual support
- Precision and control are more important than speed when working in challenging team situations
- Effective teams adapt their strategies when initial approaches don't work
- Individual contributions to team success include leadership, encouragement, and following instructions
- Safety awareness must be maintained even when focusing intensely on challenge completion
Common Misconceptions
- That louder or more dramatic signals are always more effective than clear, simple ones - teach clarity over complexity
- That physical strength is more important than coordination and technique in team challenges - emphasise skill over force
- That successful teams never need to restart or modify their approach - normalize adaptation and learning from mistakes
- That leadership means doing everything yourself rather than helping everyone contribute - teach inclusive leadership
- That non-verbal communication is easier than verbal - help students understand it requires different skills and practice
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear physical boundaries, immediate feedback and rewards, designated leadership roles to maintain focus
dyspraxia
- Simplified movement patterns initially, extra practice time, reduced coordination complexity, step-by-step visual instruction cards
autism spectrum
- Clear visual schedules of activities, predictable routine structure, quiet retreat space available, simplified rules with visual supports
visual impairment
- Enhanced verbal descriptions of course layouts, larger/more tactile equipment markers, buddy system for navigation, audio signals for boundaries
hearing impairment
- Visual signal systems, written instruction cards, demonstration emphasis, vibrating signals for stop/start commands
physical disability
- Modified height requirements for apparatus, seated versions of teamwork challenges, adapted communication methods, alternative roles within teams
Cross-Curricular Links
English
Vocabulary development for strategy discussion, listening skills during instruction following, non-verbal communication as alternative to spoken language
Maths
Spatial awareness and positioning, measuring distances for course setup, counting and sequencing in strategy development, geometric understanding of angles and directions
Science
Forces and balance during apparatus work, communication systems and signal transmission, human body systems under physical stress, physics of leverage during lifting activities
PSHE
Trust building and relationship development, leadership and responsibility roles, resilience and persistence through challenges, emotional regulation under pressure
Teacher Guidance
Positioning
Central location allowing visibility of all groups, move between activities to provide specific guidance and monitor safety
Observation Focus
Strategic thinking development, communication effectiveness, coordination and precision improvement, team cooperation and support
Intervention Points
Step in when safety is compromised, provide hints when teams are completely stuck, encourage positive communication during frustration
Demonstration Notes
Model strategic thinking by thinking aloud, demonstrate safe supporting techniques, show examples of clear non-verbal signals, emphasise patience and persistence
Verbal Cues
- •'Think before you move - what's your plan?'
- •'How can you communicate that without words?'
- •'Support your teammates - work together!'
- •'Show me controlled, precise movements'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m with clear boundaries and adequate height for rope attachment
Surface Check
Non-slip surface free from obstacles, adequate cushioning for potential falls from low apparatus
Equipment Safety
Safety Checks
- •Benches stable and appropriately positioned with safety space around
- •Rope/string securely attached to tested anchor points
- •Blindfolds clean, comfortable, and easily removable
- •Hoops in good condition without sharp edges or cracks
Risk Management
Key Risks
- •Falls from benches during balancing activities
- •Collisions during blindfolded activities
- •Rope/string attachment failure during electric fence
- •Overexertion during lifting/supporting activities
Risk Mitigation
- •Clear safety spaces maintained around all apparatus
- •Constant supervision during blindfolded activities
- •Progressive skill building from simple to complex challenges
- •Emphasis on controlled movement rather than speed
- •Regular equipment checks throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups simultaneously
- •Extra attention during apparatus-based activities
- •Close monitoring during electric fence lifting/supporting
- •Dedicated observation during all blindfolded challenges
Emergency Procedures
Immediate stop signal established, clear access to first aid, emergency contact available, students know how to safely exit activities