Lesson 4 - Problem Solving and Team Strategy
Team Resilience & Problem Solving
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together to overcome challenges that seem impossible alone?
Learning Objectives
- To develop strategies and planning skills through problem-solving challenges
- To work as a team to solve complex problems requiring coordination
- To reflect on and improve problem-solving methods through critical thinking
Key Outcomes
- Students will demonstrate effective team planning and strategy development
- Students will show improved problem-solving approaches through reflection
- Students will work cooperatively to overcome physical and mental challenges
Equipment & Resources Required
Designate fast-moving taggers in warm-up
Alternative: Green bibs or coloured cones
Designate stop-and-jump taggers
Alternative: Red bibs or coloured cones
Create clear boundaries and target positions
Alternative: Spot markers or chalk marks
Check all sticks are safe and appropriate length
Alternative: Unihoc sticks or garden canes
Position for target areas in challenges
Alternative: Rope circles or marked areas
Medium-sized balls for group manipulation
Alternative: Footballs or large foam balls
Key Vocabulary
A plan of action designed to achieve a goal or solve a problem
Careful analysis of information to form judgements and solve problems
Working together in an organised way to achieve a common goal
Thinking carefully about experiences to learn and improve
Working jointly with others to accomplish a shared objective
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following instructions
- Experience working in pairs or small groups
- Fundamental movement skills (running, jumping, balancing)
Current Skills
- Team planning and strategy development
- Critical thinking and problem analysis
- Effective communication within groups
- Reflection and adaptation of methods
Next Steps
- Leading complex multi-stage challenges
- Creating original problem-solving activities
- Mentoring younger students in teamwork skills
Milestone Indicators
Key Teaching Points
- Planning before action significantly improves success rates in physical challenges
- Effective teamwork requires active listening and building on others' ideas
- Reflection after each attempt leads to improved strategies and better outcomes
- Different leadership styles can be equally effective depending on team dynamics
- Problem-solving skills transfer from physical challenges to academic and social situations
- Persistence and adaptation are more valuable than immediate success
- Everyone's contribution has value in team problem-solving scenarios
Common Misconceptions
- Students may think the loudest person should always lead - teach that good leaders listen first
- Students might believe failure means they're not good at problem-solving - emphasise learning from attempts
- Teams may think they need to solve everything quickly - stress that planning time improves outcomes
- Some students assume physical strength is most important - highlight that strategy often beats strength
- Students might think there's only one correct solution - demonstrate multiple successful approaches
- Students may believe they can't change unsuccessful strategies - model adaptation and flexibility
SEN Adaptations
ADHD
- Shorter planning phases with regular check-ins, clear role assignments, movement breaks between reflections, immediate positive feedback
dyspraxia
- Simplified equipment handling, extra practice time, supportive team placement, alternative success criteria focused on effort and participation
autism spectrum
- Clear structure with predictable routines, visual schedule of activities, quiet planning spaces available, consistent team partnerships
visual impairment
- Use bright contrasting equipment, verbal descriptions of all activities, buddy system for navigation, tactile boundary markers
hearing impairment
- Visual demonstrations of all instructions, written strategy cards, hand signals for communication, ensure face-to-face communication
physical disability
- Adapted equipment holding techniques, modified distances, alternative roles in team challenges, seated participation options where appropriate
Cross-Curricular Links
Maths
Strategic thinking and problem-solving approaches, measuring distances for challenges, calculating success rates and timing
Science
Forces and motion in moving objects with hockey sticks, balance and centre of gravity during coordination tasks
Geography
Spatial awareness and navigation skills, understanding of positioning and direction in team challenges
PSHE
Teamwork and cooperation skills, communication and listening, leadership and responsibility, resilience and perseverance
Teacher Guidance
Positioning
Central position with clear sight lines to all teams, move between groups during activities to monitor and support
Observation Focus
Watch for strategic planning discussions, effective teamwork, safe equipment use, and positive communication
Intervention Points
Step in when teams are struggling with planning, safety concerns arise, or conflict resolution needed
Demonstration Notes
Model thinking processes aloud, show examples of good teamwork, demonstrate safe equipment handling clearly
Verbal Cues
- •'Plan first, then act!'
- •'What did we learn from that attempt?'
- •'Everyone's ideas matter!'
- •'Think strategy, not just speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) or outdoor area minimum 20m x 15m with clear boundaries
Surface Check
Even, non-slip surface free from obstacles and hazards, adequate ceiling height for jumping activities
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage or splinters
- •Ensure hoops are intact with no sharp edges
- •Verify playground balls are properly inflated
- •Check coloured bands for secure fastenings
Risk Management
Key Risks
- •Collisions during tag games
- •Falls during coordination challenges
- •Equipment strikes from hockey sticks
- •Injury during piggyback activities
Risk Mitigation
- •Clear boundaries established and monitored
- •Gentle tagging rules enforced consistently
- •Proper demonstration of all equipment use
- •Progressive skill building from simple to complex
- •Constant supervision during piggyback elements
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all teams simultaneously
- •Monitor hockey stick handling closely
- •Watch for safe landing during jumping
- •Ensure appropriate physical contact during lifejacket challenge
Emergency Procedures
Stop activity immediately, assess injury level, provide appropriate first aid, ensure other students are safe and supervised