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Lesson 3 - Communication & Management

Young Leaders Through Practice

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Year 7

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Leadership

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1h 1min

Big Question

How can we lead others effectively when we can't use words?

Learning Objectives

Develop and apply different methods of non-verbal communication in challenging situations
Demonstrate effective behaviour management strategies as a leader and official
Evaluate personal leadership approaches and identify areas for improvement

Key Outcomes

Students will successfully guide partners using only non-verbal communication
Students will officiate games whilst managing challenging behaviours appropriately
Students will reflect on communication effectiveness and adapt their strategies

Equipment & Resources Required

Coloured Cones

3-4 different colours (optional for warm-up game)

Place in visible location if using cones instead of hand signals

Alternative: Coloured bibs, laminated cards with numbers 1-3

Blindfolds

15 (half the class)

Distributed before Cross the River activity

Alternative: Eye masks, bandanas, scarves - ensure washable

Mats

20-30 assorted colours

Scattered randomly across designated river area creating obstacles

Alternative: Paper plates, chalk circles, hoops

Benches

2-3 gym benches

Position parallel with 2-3 metres between them for Stand in Order activity

Alternative: Lines on floor (less challenging), low beams, rope laid straight

Softballs

4 (one per pitch)

One ball placed at each game pitch

Alternative: Any type of ball suitable for small-sided games

Coloured Bibs

30 (two colours, 15 each) plus 6 official bibs

Sorted into team sets before Game Application section

Alternative: Team bands, pennies

Cones

16 (4 pitches x 4 corners)

Set up four small-sided game areas approximately 15m x 10m each

Alternative: Chalk lines, existing pitch markings

Whistles

6 (one per official)

Distributed to referees during Game Application, sanitised between users

Alternative: None - whistles essential for officiating

Key Vocabulary

Non-verbal communication

Communicating without speaking, using gestures, body language, facial expressions, or sounds

Behaviour management

Strategies used to maintain positive conduct and address inappropriate behaviour

Officiating

Acting as a referee or umpire to ensure fair play and enforce rules during games

Problem-solving

Finding solutions to challenges by thinking creatively and trying different approaches

Cooperation

Working together with others towards a common goal

Active listening

Fully concentrating on and processing information from another person

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork from Key Stage 2
Experience following instructions from teachers and coaches
Basic awareness of fair play and sportsmanship

Current Skills

Non-verbal communication techniques (gestures, visual cues, body language)
Active listening and observation skills
Conflict resolution and behaviour management as an official
Adapting communication methods to different situations

Next Steps

Leading larger groups independently
Officiating competitive matches with confidence
Mentoring younger students in leadership activities
Developing personal leadership styles

Milestone Indicators

Successfully guides partner across river without verbal communication

Resolves at least one challenging behaviour incident during officiating

Demonstrates use of three or more non-verbal communication methods

Provides constructive feedback to peers on their leadership approach

Key Teaching Points

Non-verbal communication can be more effective than words in many situations - use multiple methods (visual, auditory, tactile) for greatest success
Effective communication requires planning, practice, and adaptation when initial approaches don't work
Trust is essential for leadership - leaders must act to maintain others' safety and confidence
Behaviour management requires calm, clear, immediate responses with fair and consistent consequences
Good leaders protect all team members and ensure everyone is treated with respect
Problem-solving often requires trying multiple approaches before finding success - persistence is key
Leadership involves both leading others and knowing when to follow - both roles are valuable
Reflection on performance is how leaders improve - self-awareness is a crucial leadership skill
Authority as a leader (like a referee) comes from confidence, fairness, and clear communication
Challenging yourself to step outside your comfort zone is how you develop leadership skills

Common Misconceptions

Misconception: 'Leaders are born, not made.' Reality: Leadership skills are learned through practice and reflection. Everyone can develop leadership abilities.
Misconception: 'Communication is just about talking loudly or clearly.' Reality: Communication involves multiple methods - verbal, non-verbal, visual - and choosing the right method for the situation.
Misconception: 'Being a leader means being in charge and telling everyone what to do.' Reality: Leadership often involves listening, supporting, facilitating, and sometimes following others.
Misconception: 'Behaviour management means being strict and punishing people.' Reality: Effective behaviour management is about clear expectations, fairness, prevention, and helping people make better choices.
Misconception: 'If someone doesn't understand me, it's their fault.' Reality: Leaders take responsibility for ensuring their communication is clear and adapt their methods if needed.
Misconception: 'Officiating is easy - just watch and blow a whistle.' Reality: Officiating requires quick decision-making, confidence, fairness, and managing complex interpersonal situations under pressure.
Misconception: 'If I can't do something perfectly first time, I'm not a good leader.' Reality: All leaders make mistakes and learn from them. Growth comes from reflection and trying again with improvements.

SEN Adaptations

ADHD

Structure activities with clear time limits (use visible timer). Provide frequent changes of activity and role. Use movement-based activities (this lesson is ideal). Give specific, focused tasks rather than open-ended. Offer leadership roles that involve physical activity (referee over scorekeeper). Provide fidget tool during seated reflection if needed. Praise effort and specific behaviours frequently.

dyspraxia

Reduce complexity of movements during warm-up if balance challenging. For Cross the River, reduce number of obstacles and provide larger pathways. Allow student to be guide first to build confidence. On bench, position near middle with supportive peers either side. During officiating, pair with another referee for support. Break down complex instructions into smaller steps. Provide additional practice time. Celebrate their efforts and specific improvements.

autism spectrum

Provide visual schedule of lesson structure at beginning. Give advance warning before transitions. During behaviour management scenarios, clarify explicitly that it is role-play, not real conflict. Offer alternative to blindfold if sensory issues (closing eyes or modified version). Allow processing time before expecting verbal responses. Provide quiet space available if student becomes overwhelmed. Use clear, literal language without idioms.

visual impairment

Use bright, contrasting coloured equipment. Provide additional verbal descriptions during demonstrations. Allow student to feel equipment and spatial arrangements before activities. Partner with supportive peer who can provide clear audio cues. For blindfold activities, student already experienced in navigating without sight may excel - position as expert/helper.

hearing impairment

Ensure student can always see teacher's face and demonstrations clearly. Use visual signals in addition to whistles (flags, hand signals). Provide written/visual instructions for complex activities. During non-verbal activities, student may excel as communication is already adapted. Partner with peer who knows basic BSL if applicable.

physical disability

Modify Cross the River - allow wheelchair users to navigate around obstacles with partner giving directions. For Stand in Order, use alternative (students standing in line rather than on bench). Adapt officiating role - can be assistant referee managing score/time rather than pitch referee. Focus on cognitive and social leadership aspects. Provide alternative movements for warm-up (seated arm movements, wheelchair mobility patterns).

Cross-Curricular Links

English

Developing communication skills, articulating thoughts clearly during reflections, active listening skills, understanding different forms of communication (verbal, non-verbal, visual)

Maths

Organising students into equal groups efficiently, spatial awareness and positioning on benches, timing activities and games, problem-solving using logical thinking

Citizenship

Understanding rules and their purposes, respecting authority figures, responsibilities of leadership, fairness and justice, managing others' behaviour appropriately

Drama

Role-play during officiating scenarios, adopting referee role with confidence, managing conflict situations, using body language and tone effectively

PSHE

Building trust and cooperation, managing emotions under pressure, conflict resolution strategies, respecting authority, sportsmanship and fair play, resilience when facing challenges, empathy for others' perspectives

Teacher Guidance

Positioning

During warm-up: central with visibility of all students. During Cross the River: circulating constantly between pairs. During Stand in Order: position to see both benches. During officiating: central position with view of all four pitches, prepared to move quickly to any area requiring intervention.

Observation Focus

Watch for communication clarity and effectiveness, trust and cooperation between partners, problem-solving approaches, emerging leadership behaviours, referee confidence and decision-making, behaviour management strategies employed, student engagement and emotional responses, safety throughout.

Intervention Points

Intervene immediately if safety compromised (student about to collide, unsafe movement on bench, genuine conflict developing). Intervene if communication systems not working to provide coaching. Intervene if referees frozen or overwhelmed to provide prompts. Intervene if behaviour scenarios escalating beyond role-play boundaries. Otherwise, allow students to problem-solve independently.

Demonstration Notes

Demonstrate all movements in warm-up game clearly with exaggeration. Demonstrate simple communication system with a volunteer before Cross the River begins. Model appropriate referee positioning and whistle use. Demonstrate calm, clear communication approach when teaching behaviour management. Use think-aloud strategy to model problem-solving. Show examples from students who are doing well to inspire others.

Verbal Cues

•'Eyes on my hand!' during 1,2,3 game
•'Find space!' to encourage spatial awareness
•'Trust your partner!' during blindfold activities
•'Slow and steady!' during bench activities
•'Stay calm!' to referees managing behaviour
•'Be clear and confident!' to support referee authority

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 25m x 20m. Clear of obstacles and trip hazards. Adequate space for four small-sided game pitches plus additional activity zones. Indoor space preferred for behaviour management activities to ensure privacy and focus.

Surface Check

Dry, even, non-slip surface essential, especially for blindfold activities. Check for any hazards on floor (water spills, equipment, uneven areas). Outdoor surfaces must be level and free from stones, holes, or debris. Benches must be on stable, flat surface.

Equipment Safety

Safety Checks

•Blindfolds must be clean and washable - sanitise between uses or use individual blindfolds
•Floor spots must be non-slip and flat to surface
•Benches must be stable, structurally sound, and appropriate height (standard gym bench)
•Check bench weight capacity and don't exceed recommended number of students
•Balls correctly inflated and in good condition
•Whistles sanitised between users - provide individual if possible
•Cones with no sharp edges or cracks

Risk Management

Key Risks

•Blindfolded students colliding with obstacles, other students, or falling
•Students falling from benches during Stand in Order activity
•Collisions between games during officiating section
•Behaviour management scenarios escalating beyond role-play into genuine conflict
•Emotional distress from challenging leadership scenarios
•Students feeling targeted or bullied if scenarios feel too realistic

Risk Mitigation

•Clear boundaries established with all students before blindfold activities
•Partners briefed that they are responsible for blindfolded partner's safety
•Maximum students on bench at any time established based on bench capacity
•Students instructed on slow, controlled movements on benches with mutual support
•Adequate spacing between game pitches (minimum 3 metres)
•Teacher continuously monitoring all activities with clear sight lines
•Behaviour scenarios clearly briefed as role-play with limits (no physical contact)
•Safe word or signal established for students who feel uncomfortable
•Immediate intervention protocol if scenarios become genuinely heated
•Debrief after scenarios to separate role-play from reality
•Check-in with individual students who struggled emotionally during or after lesson

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up to see all students in motion
•Circulate during Cross the River to monitor all blindfolded students constantly
•Stand where you can see both benches during Stand in Order activity
•During officiating games, position centrally to observe all four pitches
•Be prepared to move quickly to any pitch where behaviour scenario occurring
•Monitor both physical and emotional safety throughout
•Maintain awareness of students at periphery who may be disengaged or struggling

Emergency Procedures

Established STOP command for immediate freeze if unsafe situation develops. First aid kit accessible and visible. Teacher knows location of nearest first aider and emergency phone. For emotional distress, remove student from activity, provide calm space, and check in privately. For physical injury, assess, provide appropriate first aid, and follow school protocols.