Lesson 6 - Trust and Communication Challenges
Team Resilience & Problem Solving
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we develop trust and effective communication to solve challenges as a team?
Learning Objectives
- To develop trust through collaborative problem-solving activities
- To improve listening skills and ability to follow instructions accurately
- To use critical thinking approaches when facing team challenges
Key Outcomes
- Students will demonstrate trust-building behaviours during blindfolded activities
- Students will show improved listening skills through successful completion of verbal instruction tasks
- Students will apply critical thinking to solve physical challenges as a team
Equipment & Resources Required
Check all blindfolds are clean and comfortable, have spares ready
Alternative: Fabric strips, scarves, or ask students to close eyes with honour system
Use different coloured cones to mark boundaries clearly
Alternative: Markers, hoops, or chalk lines for boundaries
Place strategically around area for collection challenges
Alternative: Small balls, equipment to collect
Key Vocabulary
Believing in others and relying on them to keep you safe
Sharing information clearly through speaking and listening
Carefully analysing a problem to find the best solution
A plan of action designed to achieve a goal
Thinking back on what happened to learn and improve
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 instructions in PE
- Previous exposure to problem-solving activities
Current Skills
- Trust-building through dependency activities
- Verbal communication and active listening
- Critical thinking and strategic planning
- Reflective evaluation of team performance
Next Steps
- Leadership roles in more complex OAA challenges
- Independent problem-solving with minimal adult guidance
- Teaching and mentoring younger students in trust activities
Milestone Indicators
Key Teaching Points
- Trust is built gradually through positive shared experiences
- Clear, calm communication is more effective than multiple quick instructions
- Planning and strategy development improve team performance significantly
- Learning from others' successes accelerates improvement
- Reflection helps transfer skills to new situations
- Emotional safety is as important as physical safety in trust activities
- Every team member has valuable contributions to make
Common Misconceptions
- Trust means blindly following without question - actually trust includes communication and feedback
- Louder instructions are clearer instructions - volume doesn't improve clarity or helpfulness
- Teams should use the exact same strategy as successful teams - adaptation to team strengths is more effective
- Trust activities are just about physical challenges - they develop emotional and communication skills too
- Planning takes too much time - good planning saves time and increases success
- Some people are naturally better at trust activities - these are learnable skills that improve with practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide specific roles and responsibilities, use movement and engagement to maintain focus
dyspraxia
- Allow extra planning time, provide physical support during formation activities, focus on verbal communication strengths
autism spectrum
- Provide advance notice of blindfold activities, offer alternative roles like timekeeper or strategy advisor, use clear structure and routines
visual impairment
- Students already experienced with navigation can mentor others, use familiar voice commands, provide extra verbal description of spaces
hearing impairment
- Use visual signals and demonstrations, written instruction cards, pair with hearing buddy for safety
physical disability
- Adapt roles to individual capabilities, modify contact requirements, allow seated participation in planning and communication roles
Cross-Curricular Links
English
Developing precise vocabulary for giving instructions, listening skills, and reflective discussion
Maths
Measuring distances, counting body parts, calculating team positions and spatial relationships
Science
Understanding balance and forces during human formation challenges, exploring sensory systems when vision removed
PSHE
Building relationships, trust, communication skills, emotional regulation, and teamwork
Teacher Guidance
Positioning
Move around perimeter during blindfold activities for full visibility, position near teams during planning phases for support
Observation Focus
Watch for genuine trust building, quality communication, emotional comfort levels, and safe movement patterns
Intervention Points
Step in if students show distress, unsafe movements occur, or teams struggle with strategy development
Demonstration Notes
Model calm, clear communication; show trust through own participation; demonstrate planning thinking aloud
Verbal Cues
- •'Remember to give one clear instruction at a time'
- •'Trust your team - they want to keep you safe'
- •'Take your time and think it through'
- •'What worked well for other teams that you could try?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 15m, clear of obstacles and hazards
Surface Check
Even, non-slip surface essential for blindfolded activities, check for any holes or raised areas
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and comfortable
- •Ensure cones have no sharp edges or cracks
- •Test blindfolds don't restrict breathing
Risk Management
Key Risks
- •Collisions during blindfolded movement
- •Falls or trips when vision impaired
- •Overstretching during cone placement challenge
- •Emotional distress from trust activities
Risk Mitigation
- •Clear boundaries and obstacles removed before blindfold activities
- •Constant adult supervision during trust exercises
- •Emergency stop signals established for immediate halt
- •Alternative activities for students uncomfortable with blindfolds
- •Progressive trust building starting with low-risk activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during blindfolded activities
- •Monitor emotional responses and comfort levels
- •Ensure voice commanders maintain safe distances
- •Check physical formations for stability during challenges
Emergency Procedures
Immediate stop signal (whistle), clear evacuation routes, first aid accessible, emotional support protocols for distressed students