Lesson 2 - Leadership and Team Communication
Strategic Communication and Leadership in Outdoor Adventure
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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What makes an effective leader and how do they build successful teams through clear communication?
Learning Objectives
- To develop the qualities required to lead a team effectively
- To understand the characteristics of effective team communication
- To apply tactical thinking and decision-making in team challenges
Key Outcomes
- Students will demonstrate leadership qualities through verbal communication and decision-making
- Students will identify and apply effective tactics in competitive team activities
- Students will evaluate their own and others' leadership skills and team contributions
Equipment & Resources Required
Arrange in 3x3 grid pattern, 2 metres apart
Alternative: Cones in circles, marked squares on ground
Store in team containers at start positions
Alternative: Bean bags, coloured bibs, foam shapes
For clear start and stop signals
Alternative: Voice commands, hand signals
Different colours for easy team identification
Alternative: Coloured bands, team badges
Key Vocabulary
The ability to guide and direct a team towards achieving a goal
Planned strategies or methods used to achieve success in a game or challenge
The clear sharing of information, ideas and instructions between team members
Being accountable for your actions and decisions as a leader or team member
Working together effectively to achieve a shared goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork and cooperation
- Experience following simple rules and instructions
- Ability to take turns and share equipment
Current Skills
- Developing verbal communication as a leader
- Creating and applying tactical thinking
- Understanding responsibility within team roles
Next Steps
- Leading in more complex outdoor adventure challenges
- Developing advanced tactical decision-making under pressure
- Mentoring younger students in leadership skills
Milestone Indicators
Key Teaching Points
- Leadership is about serving the team, not just giving orders
- Effective communication includes both speaking clearly and listening actively
- Good tactics involve both attacking strategies and defensive awareness
- Every team member has valuable contributions regardless of their role
- Leadership skills developed in PE transfer directly to life situations
- Responsibility means considering the success and wellbeing of the whole team
- Adaptability is crucial - leaders must change tactics when circumstances change
Common Misconceptions
- Leadership means being the loudest or most dominant person - emphasise that quiet, thoughtful leadership can be equally effective
- Only naturally confident students can be leaders - demonstrate that leadership skills can be learned and practiced
- Winning is the only measure of leadership success - focus on process qualities like inclusion and communication
- Leaders should make all decisions alone - teach collaborative decision-making and listening to team input
- Tactics are only about attacking - emphasise the equal importance of defensive thinking and adaptability
SEN Adaptations
ADHD
- Build in regular movement breaks, use clear boundaries and visual markers, provide specific roles and responsibilities, offer fidget tools during reflection time
dyspraxia
- Allow extra processing time for tactical decisions, provide clear step-by-step instructions, use visual cues for spatial awareness, offer alternative ways to participate
autism spectrum
- Provide clear structure and routine, use visual schedules for lesson progression, offer quiet reflection spaces, warn of noise levels during activities
visual impairment
- Use bright coloured equipment with high contrast, provide verbal descriptions of grid layout, assign sighted partner for spatial guidance
hearing impairment
- Use visual signals and hand gestures, provide written instructions on cards, establish clear visual communication systems between team members
physical disability
- Adapt movement to walking or wheelchair use, allow seated participation in tactical discussions, modify equipment height and distance as needed
Cross-Curricular Links
English
Clear verbal communication, listening skills, instructional language, reflection and evaluation vocabulary
Maths
Spatial reasoning in grid patterns, counting and probability in tactical outcomes, pattern recognition in winning combinations
Science
Forces and movement in tactical positioning, communication as sound waves, teamwork in scientific investigation
Geography
Spatial awareness and positional language, mapping movement and tactics, directional vocabulary
PSHE
Leadership and responsibility, teamwork and cooperation, communication skills, empathy and inclusion, self-reflection and personal development
Teacher Guidance
Positioning
Central position with clear view of all teams, move to support struggling leaders
Observation Focus
Communication clarity, inclusive leadership behaviour, tactical thinking development
Intervention Points
Step in if communication becomes negative, support struggling leaders with prompts, address exclusion immediately
Demonstration Notes
Model clear communication techniques, show examples of inclusive leadership, demonstrate tactical concepts visually
Verbal Cues
- •'Leaders, make sure everyone's voice is heard!'
- •'Great tactical thinking - explain your reasoning!'
- •'Remember, effective leaders include all team members!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, suitable for jogging and multiple game areas
Surface Check
Even, non-slip surface free from obstacles, adequate space between game grids
Equipment Safety
Safety Checks
- •Check hoops are flat and stable on ground
- •Ensure cones are in good condition with no sharp edges
- •Verify whistle is clean and functioning clearly
Risk Management
Key Risks
- •Collisions during movement to hoops
- •Tripping over equipment
- •Overexcitement leading to unsafe behaviour
- •Exclusion or negative team dynamics
Risk Mitigation
- •Clear movement rules - one person at a time
- •Adequate spacing between hoops and game areas
- •Emphasis on controlled movement rather than speed
- •Active monitoring of team interactions for inclusion
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all game areas
- •Monitor team dynamics and communication tone
- •Watch for safe equipment handling and movement
Emergency Procedures
Stop signal established, first aid kit accessible, clear procedure for dealing with conflicts or exclusion issues