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Big Question

What makes someone an effective leader and how can clear communication transform team performance?

Learning Objectives

  • Develop leadership qualities and communication skills in team settings
  • Apply tactical thinking and problem-solving strategies in competitive situations
  • Demonstrate responsibility and cooperation when leading or supporting a team

Key Outcomes

  • Students will identify characteristics of effective leadership
  • Students will communicate clearly and listen actively to team members
  • Students will apply and evaluate tactical strategies in game situations

Equipment & Resources Required

Hoops
9 per game area

Arrange in 3x3 grid pattern with 2m spacing between hoops

Alternative: Rope circles, chalk circles, or cones to mark spaces

Coloured Cones
10 per team (same colour per team)

Different colour sets for each team, stored in team zones

Alternative: Bean bags, markers, or coloured bibs

Team bibs
5 per team

Distributed before activity starts for clear team identification

Alternative: Coloured bands or markers

Stopwatch
1

For timing rounds and activity transitions

Alternative: Mobile phone timer or wall clock

Sun Markers
1 set

For recording tactics and key learning points

Alternative: Large paper and felt tips

Key Vocabulary

Leadership

Guiding and directing a team to achieve shared goals

Tactics

Planned strategies used to achieve success in competitive situations

Communication

Clearly sharing information, ideas and instructions with others

Delegation

Assigning specific tasks and responsibilities to team members

Strategy

An overall plan or approach to achieve team objectives

Cooperation

Working together effectively towards a common 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 instructions in group activities
  • Awareness of taking turns and sharing responsibilities

Current Skills

  • Leadership communication and delegation
  • Tactical thinking and strategy development
  • Active listening and responsive leadership

Next Steps

  • Leading complex multi-team challenges
  • Developing conflict resolution skills
  • Creating detailed strategic plans for activities

Milestone Indicators

1
Clear verbal communication with specific instructions
2
Inclusive leadership that values all team members
3
Strategic thinking that adapts to changing circumstances

Key Teaching Points

  • Effective leaders communicate clearly using specific, measurable instructions
  • Good leadership includes listening to all team members and valuing different contributions
  • Tactical thinking requires considering both offensive and defensive strategies
  • Clear communication becomes more challenging under competitive pressure but remains essential
  • Different leadership styles can be effective depending on the situation and team needs
  • Successful teams balance individual initiative with collective strategy
  • Leadership skills transfer to many situations beyond PE and sports

Common Misconceptions

  • Leadership means being the loudest or most dominant person - correct by showing quiet but clear communication
  • Only some people can be leaders - demonstrate that everyone has leadership potential in different situations
  • Winning is more important than team communication - emphasise process over outcome
  • Leaders should make all decisions alone - show how good leaders listen and incorporate team input
  • Tactics are only for elite sports - connect strategic thinking to everyday problem-solving
  • Following is less important than leading - highlight the crucial role of active, engaged team members

SEN Adaptations

ADHD
  • Break activities into shorter segments, provide clear movement boundaries, offer specific leadership focus tasks
dyspraxia
  • Simplify movement patterns, provide extra practice time for communication skills, reduce spatial complexity
autism spectrum
  • Provide clear visual schedule of activities, offer quiet leadership roles, create predictable team structures
visual impairment
  • Use bright coloured cones and hoops, provide verbal descriptions of grid layout, assign buddy for spatial guidance
hearing impairment
  • Use visual signals and hand gestures, provide written instruction cards, ensure clear visual communication demonstrations
physical disability
  • Adapt to seated participation where possible, modify cone placement distances, provide alternative communication methods

Cross-Curricular Links

English

Verbal communication skills, precise vocabulary usage, listening and speaking in formal and informal contexts

Maths

Spatial reasoning with grid coordinates, strategic probability in game outcomes, pattern recognition in tactical sequences

Computing

Logical thinking and problem-solving algorithms, sequence planning and debugging strategies

PSHE

Leadership qualities and responsibility, teamwork and cooperation, building confidence and self-esteem

Teacher Guidance

Positioning

Move between team areas and grid for optimal supervision and communication support

Observation Focus

Monitor communication clarity, tactical thinking development, and inclusive leadership behaviours

Intervention Points

Step in when communication breaks down, safety concerns arise, or students need leadership support

Demonstration Notes

Model clear communication techniques, show tactical thinking processes, demonstrate inclusive leadership behaviours

Verbal Cues
  • •'Clear instructions help teams succeed!'
  • •'Leaders, check your team understands before they move!'
  • •'Great tactical thinking - explain your reasoning!'
  • •'How can we include everyone in our strategy?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 15m x 15m, clear of obstacles with non-slip surface

Surface Check

Dry, even surface free from hazards, hoops securely positioned and stable

Equipment Safety

Safety Checks
  • •Hoops flat on ground and stable to prevent tripping
  • •Cones stored safely when not in use
  • •Clear boundaries marked to prevent collisions

Risk Management

Key Risks
  • •Students colliding when moving to hoops simultaneously
  • •Tripping over equipment or other students
  • •Overexcitement leading to unsafe movement speeds
Risk Mitigation
  • •Clear rules about one student moving at a time
  • •Adequate spacing between game areas and equipment
  • •Constant supervision during movement phases
  • •Clear verbal and visual signals for starting and stopping

Supervision & Emergency Procedures

Supervision Points
  • •Position for clear view of all hoops and team areas
  • •Monitor for adherence to one-person-moving rule
  • •Watch for safe movement speeds and spatial awareness
Emergency Procedures

Stop all activity immediately on safety concern, assess situation, provide appropriate first aid or support, adjust activity if needed