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Lesson 3 - Planning and Performing Under Pressure

Mastering Team Communication and Strategic Collaboration

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can working together as a team and making clear plans help us perform better under pressure?

Learning Objectives

To develop the ability to perform calmly under pressure in team situations
To create and implement effective team plans and strategies
To evaluate team performance and identify areas for improvement

Key Outcomes

Students will demonstrate calm performance under competitive pressure
Students will show effective planning and strategic thinking in team challenges
Students will evaluate their team's performance and suggest improvements

Equipment & Resources Required

Coloured Bibs

10 sets of 5 (50 total)

Ensure each team has a different colour

Alternative: Bean bags, coloured cones, or laminated cards

Hoops

45 (9 per grid x 5 grids)

Arrange in 3x3 grids for each team pair

Alternative: Chalk circles, tape squares, or small mats

Cards

5 complete suits (Ace to King)

One suit per team, placed face down

Alternative: Number cards 1-13, or laminated number sheets

Gym Mats

10 (2 per team)

Must be large enough for students to stand on safely

Alternative: Large cardboard sheets, carpet tiles, or towels

Team bibs

50 (1-10 sets for 5 teams)

Place randomly under cones/spots for keypad activity

Alternative: Laminated number cards or sticky notes

Cones

50 for keypad activity

Arrange in designated keypad areas

Alternative: Upturned containers, mats, or marked areas

Key Vocabulary

Strategy

A plan of action designed to achieve a particular goal

Evaluate

To assess how well something worked and identify improvements

Pressure

A challenging situation that tests your ability to perform

Non-verbal communication

Communicating without speaking using gestures, signals, or body language

Chronological order

Arranging things in the order they happen in time

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience working in small groups
Ability to follow simple instructions and rules

Current Skills

Planning and strategic thinking under pressure
Non-verbal communication techniques
Team evaluation and reflection skills

Next Steps

Leading team planning sessions independently
Adapting strategies during activities
Mentoring younger students in team challenges

Milestone Indicators

Remains calm and focused during high-pressure moments

Contributes meaningful ideas to team planning discussions

Uses evaluation to improve subsequent performance

Key Teaching Points

Planning and strategy significantly improve team performance under pressure
Non-verbal communication requires practice and clear systems to be effective
Evaluation and reflection lead to measurable improvement in subsequent attempts
Calm performance under pressure is a skill that can be developed through practice
Effective teamwork requires both leadership and supportive following skills
Problem-solving strategies transfer from physical challenges to academic and life situations
Resilience in the face of setbacks is essential for team success

Common Misconceptions

Teams thinking that the fastest individual approach is better than coordinated team strategy
Believing that louder communication is more effective than clear, purposeful signals
Assuming that initial failure means the strategy is completely wrong rather than needing adjustment
Thinking that pressure situations require rushed decisions rather than calm, thoughtful responses
Misconception that planning takes too much time when immediate action feels more urgent

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear signals for attention

dyspraxia

Allow extra planning time, provide step-by-step visual guides, offer larger equipment for easier handling

autism spectrum

Provide clear structure and routine, offer quiet planning spaces, use visual schedules for activity sequence

visual impairment

Use brightly coloured equipment, provide verbal descriptions of layout, assign sighted buddy for navigation

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure face-to-face communication during planning

physical disability

Adapt mat crossing to wheelchair accessible routes, modify relay distances, provide alternative communication methods

Cross-Curricular Links

English

Communication skills, listening and speaking in team discussions, vocabulary development

Maths

Chronological sequencing, pattern recognition in O's and X's grids, strategic spatial reasoning

Science

Forces and motion during mat movement, pressure concepts, cause and effect in strategy outcomes

PSHE

Teamwork and cooperation, resilience and perseverance, leadership and responsibility

Teacher Guidance

Positioning

Central location with clear sight lines to all activity areas, mobile to provide support where needed

Observation Focus

Team communication effectiveness, strategic thinking development, performance under pressure

Intervention Points

Step in if teams become stuck in planning, if unsafe behaviour occurs, or if conflicts arise within teams

Demonstration Notes

Use clear, exaggerated movements when showing non-verbal communication, model calm behaviour under pressure, demonstrate positive evaluation language

Verbal Cues

•'Remember your plan!'
•'How can you communicate without words?'
•'Stay calm and think strategically!'
•'What did you learn from that attempt?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall minimum 20m x 15m, or outdoor playground area with suitable surface

Surface Check

Dry, non-slip surface free from obstacles, adequate space around activity areas

Equipment Safety

Safety Checks

•Check gym mats for tears or damage before use
•Ensure cones and spots are stable and won't tip over
•Verify hoops are in good condition with smooth edges
•Cards and papers should be laminated to prevent tearing

Risk Management

Key Risks

•Collisions during relay running
•Slips and falls during mat crossing
•Overexcitement leading to unsafe behaviour
•Frustration during challenging activities

Risk Mitigation

•Clear boundaries and running lanes established
•Adequate supervision during all movement activities
•Progressive introduction of challenges to build confidence
•Regular reminders about safe movement and listening

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams simultaneously during challenges
•Monitor for safe mat use during swamp crossing
•Watch for signs of frustration or conflict within teams

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid, have clear evacuation route identified