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Lesson 1 - Creating and Applying Simple Tactics

Strategic Communication and Leadership in Outdoor Adventure

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Year 5

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Outdoor Adventurous Activities

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45 min

Big Question

How can we work as a team to create and apply winning tactics?

Learning Objectives

To understand what makes an effective team and the characteristics of effective team members
To learn how to create and apply simple tactics in competitive situations
To develop communication and collaboration skills when working as part of a team

Key Outcomes

Students will be able to identify key attributes of successful teams
Students will create and apply tactical approaches to games
Students will demonstrate effective communication and cooperation within teams

Equipment & Resources Required

Coloured Cones

36 (9 per grid, 4 grids total)

Arrange in 3x3 grids with 2 metres spacing between grids

Alternative: Bean bags, spots, or small hoops

Dish Cones

40 (5 per team, 8 teams)

Each team needs 5 markers of the same colour, different from grid markers

Alternative: Coloured bean bags or laminated cards

Clipboards

4 (one per grid)

For tracking points during tournament play

Alternative: Laminated sheets with dry-wipe markers

Whistles

For starting and stopping activities

Alternative: Voice commands or visual signals

Key Vocabulary

Tactics

Planned strategies or methods used to achieve a goal in a game or activity

Strategy

An overall plan of action designed to achieve a long-term goal

Cooperation

Working together effectively towards a common goal

Communication

The clear exchange of ideas, information, and instructions

Leadership

Taking responsibility to guide and support team members

Skill Progression Pathway

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

Prior Learning

Students can work cooperatively in small groups
Students understand basic game rules and turn-taking
Students can communicate simple ideas to peers

Current Skills

Creating and discussing simple tactics as a team
Applying tactical thinking to competitive situations
Demonstrating leadership and responsibility within teams

Next Steps

Developing more complex tactical strategies
Leading team discussions independently
Adapting tactics quickly during competitive play

Milestone Indicators

Teams can create tactics before each game

Students can explain their tactical choices

Teams adapt tactics based on opponents and scores

Key Teaching Points

Tactics are planned strategies that teams create together to achieve success
Effective teams communicate clearly, include everyone, and adapt their approaches
Good tactical thinking involves observing opponents and adjusting strategies accordingly
Leadership in teams means supporting others and helping everyone contribute
Competition can bring out the best teamwork when approached with the right attitude

Common Misconceptions

Tactics are just about trying harder - clarify that tactics involve specific planning and strategy
Only team captains create tactics - emphasise that everyone contributes to tactical discussions
Good tactics work in all situations - teach that tactics must adapt to different opponents and circumstances
Winning is more important than teamwork - reinforce that good process leads to better outcomes
Tactics are only for sports - help students see applications in other collaborative activities

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use movement positively within tactical activities

dyspraxia

Allow extra practice time for cone placement, provide larger target areas, offer alternative ways to contribute to tactical discussions

autism spectrum

Provide clear structure and routine, use visual schedule of lesson stages, offer quiet tactical discussion spaces

visual impairment

Use brightly coloured cones with high contrast, provide verbal descriptions of grid layouts, assign sighted partners for support

hearing impairment

Use clear visual signals for game starts/stops, provide written strategy cards, ensure good visual positioning for lip reading

physical disability

Adapt running to rolling/wheeling, allow extended time for cone placement, provide seated tactical discussion options

Cross-Curricular Links

English

Developing specific vocabulary for tactics and teamwork, articulating strategies clearly, listening and responding in group discussions

Maths

Calculating tournament points, understanding probability in tactical choices, recognising patterns in game outcomes

Science

Understanding cause and effect in tactical decisions, hypothesis testing through strategy trials

PSHE

Developing leadership skills, cooperation and teamwork, handling competition respectfully, including others

Teacher Guidance

Positioning

Central position allowing observation of all grids, move between teams during discussions to monitor and support tactical development

Observation Focus

Quality of tactical discussions, inclusion of all team members, adaptation of strategies between games, demonstration of leadership qualities

Intervention Points

Step in if teams exclude members, if discussions become non-tactical, if competition becomes unsporting, or if students show lack of engagement

Demonstration Notes

Model good tactical discussion techniques, show inclusive team behaviour, demonstrate positive competitive spirit and good sportsmanship throughout

Verbal Cues

•'What's your team's plan for this game?'
•'How will you adapt your tactics for this opponent?'
•'Great tactical thinking - can you explain why that worked?'
•'Remember to include everyone in your team discussion'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or outdoor hard court area with clear boundaries

Surface Check

Even, non-slip surface free from hazards, adequate grip for controlled running

Equipment Safety

Safety Checks

•Check all cones are in good condition with no sharp edges
•Ensure cones are stable and won't cause trips when placed
•Verify adequate cone supply to prevent disputes

Risk Management

Key Risks

•Collisions between students running to same grid position
•Trips over cones placed on ground
•Overcompetitive behaviour leading to disputes

Risk Mitigation

•Clear rules about controlled running and waiting turns
•Adequate spacing between grids to prevent interference
•Emphasis on sportsmanship and respectful competition
•Teacher positioned to observe all activities simultaneously

Supervision & Emergency Procedures

Supervision Points

•Position to see all grids and monitor multiple games
•Move between teams during tactical discussions
•Watch for signs of overcompetitive behaviour or exclusion

Emergency Procedures

Stop all activities immediately, assess situation, provide appropriate first aid if needed, ensure other students are safely positioned