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Lesson 6 - Communication and Tactical Teamwork

Strategic Communication and Collaborative Problem-Solving

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Year 6

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Outdoor Adventurous Activities

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Big Question

How do effective teams use communication to create winning strategies?

Learning Objectives

To consolidate teamwork skills through effective communication strategies
To develop and apply attacking and defending tactics in team challenges
To demonstrate leadership and collaboration skills in competitive scenarios

Key Outcomes

Students will communicate clearly to coordinate team tactics
Students will create and adapt strategic plans during gameplay
Students will demonstrate responsibility and leadership within team roles

Equipment & Resources Required

Tag Belts

1 per student (30)

Ensure all belts are properly fastened and tags are easily removable

Alternative: Coloured bands, strips of fabric, or bibs with velcro strips

flags

1 per team (6-8 flags)

Place flags in designated team zones, clearly visible and accessible

Alternative: Cones with attached fabric, foam pool noodles, or coloured markers

Cones

24-30 cones

Create clear boundaries for each zone and the central safe area

Alternative: Rope boundaries, chalk lines (if on tarmac), or natural markers

Whistles

Use for game control and emergency stops

Alternative: Voice commands, hand signals for hearing impaired students

Stopwatch

Essential for timed rounds and game management

Alternative: Mobile phone timer or visible countdown clock

Key Vocabulary

Tactics

Planned strategies and methods used to achieve a specific goal in a game or challenge

Strategy

An overall plan of action designed to achieve long-term success

Communication

The exchange of information and ideas between team members to coordinate actions

Collaboration

Working together effectively to achieve a common goal

Leadership

Guiding and motivating team members to work towards shared objectives

Responsibility

Being accountable for your role and actions within the team

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 in games
Ability to communicate basic needs and ideas
Understanding of spatial awareness and movement

Current Skills

Advanced tactical thinking and strategy development
Clear communication under pressure
Leadership and responsibility within team roles
Adaptation of tactics based on game situations

Next Steps

Leading multi-team competitions and tournaments
Creating complex strategic frameworks for various activities
Mentoring younger students in teamwork skills
Applying tactical thinking to secondary school activities

Milestone Indicators

Students initiate tactical discussions without prompting

Teams demonstrate coordinated movements and strategies

Students adapt tactics mid-game based on observations

Leadership roles emerge naturally within teams

Key Teaching Points

Effective communication is more important than individual physical ability in team success
Tactical thinking involves balancing offensive and defensive strategies simultaneously
Leadership can be demonstrated through support and encouragement, not just giving commands
Adapting strategies based on game feedback shows advanced tactical understanding
Quality teamwork requires all members to understand and fulfil their specific roles
Pressure situations reveal the strength of team communication and planning
Different team members can lead in different situations based on their strengths

Common Misconceptions

Believing that the fastest team will always win (correct: strategic thinking trumps speed)
Thinking that only one person should be the team leader (correct: leadership should be shared based on situations)
Assuming that talking more equals better communication (correct: clear, purposeful communication is key)
Believing that tactics only matter in competitive games (correct: strategic thinking applies to all team activities)
Thinking that changing tactics shows weakness (correct: adaptation shows advanced tactical thinking)
Assuming that individual skill is more important than team coordination (correct: team synergy creates success)

SEN Adaptations

ADHD

Break down tactical planning into shorter segments, provide clear role definitions, offer movement breaks, use high-energy activities to channel focus positively

dyspraxia

Simplify tagging actions, provide additional practice time for game rules, offer visual demonstrations of tactical movements, pair with supportive teammate

autism spectrum

Provide clear structure and predictable routines, offer quiet zones for breaks, use visual schedule for lesson phases, allow processing time for tactical discussions

visual impairment

Use brightly coloured flags and equipment, provide verbal descriptions of zone layouts, pair with sighted guide partner, use audio signals for game control

hearing impairment

Use visual signals and gestures for communication, provide written tactical plans, ensure face-to-face communication, use vibrating timers or visual countdown displays

physical disability

Adapt tagging rules for wheelchair users, provide alternative roles like tactical coordinator, modify movement requirements, ensure accessible safe zone

Cross-Curricular Links

English

Developing clear communication skills, articulating tactical ideas, persuasive speaking in team discussions, listening skills during instructions

Maths

Calculating game statistics, analysing tactical success rates, measuring and mapping game areas, time management and round planning

Science

Understanding forces and motion in tag games, physics of acceleration and deceleration, reaction times and physical responses

Geography

Spatial awareness and map reading skills, understanding boundaries and zones, coordinate systems for tactical planning

PSHE

Leadership development, responsibility and accountability, conflict resolution, emotional regulation under pressure, inclusive team dynamics

Teacher Guidance

Positioning

Central position with clear sight lines to all team zones and safe area, mobile to intervene when necessary

Observation Focus

Quality of communication, tactical development, leadership emergence, safety compliance, inclusion of all team members

Intervention Points

Step in when safety is compromised, when teams are completely stuck tactically, or when communication breaks down completely

Demonstration Notes

Model excellent tactical thinking, demonstrate safe tagging technique, show examples of clear communication under pressure

Verbal Cues

•'Remember your team strategy!'
•'Communicate clearly with your teammates!'
•'Think tactically, not just fast!'
•'How can you adapt your plan?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m area with clear boundaries, suitable for multiple teams and safe zone

Surface Check

Level surface free from hazards, adequate grip for quick direction changes

Equipment Safety

Safety Checks

•Tag belts properly fitted - not too tight or loose
•Tags securely attached but easily removable
•Cones positioned to avoid collision hazards
•Flags clearly visible and accessible without reaching

Risk Management

Key Risks

•Collisions during tag attempts
•Aggressive tag removal
•Boundary confusion leading to unsafe play
•Frustration leading to unsafe behaviour

Risk Mitigation

•Clear demonstration of safe tagging technique
•Emphasis on controlled movement near boundaries
•Regular monitoring of game intensity
•Immediate intervention for unsafe behaviour
•Clear consequences for repeated safety violations

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all zones and safe area
•Monitor tagging interactions closely
•Watch for signs of frustration or overexcitement
•Ensure safe zone functions properly

Emergency Procedures

Stop activity immediately with whistle, assess any injuries, provide appropriate first aid, ensure other students are safely positioned away from incident