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Lesson 1 - Introduction to Leadership Skills

Young Leaders Through Practice

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Year 7

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Leadership

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Big Question

What makes an effective leader in physical education and sport?

Learning Objectives

To organise an activity safely and communicate effectively to lead a group
To perform with control and poise when leading others
To demonstrate leadership skills including communication, demonstration and feedback
To enjoy competing and challenging yourself to improve

Key Outcomes

Students will successfully lead a small group through a simple physical activity
Students will demonstrate clear communication using verbal and non-verbal cues
Students will provide constructive feedback to peers on their leadership performance
Students will identify key characteristics of effective leadership in PE

Equipment & Resources Required

Props

Keep in hand for warm-up, can be passed to student leaders

Alternative: Any distinctive prop that can represent a remote control (whiteboard marker, bean bag, small cone)

Cones

30-40 (various sizes if possible)

Distribute to activity stations for balancing challenges

Alternative: Bean bags, spot markers, or other stackable equipment

Balls

15-20 (variety of sizes)

Mix of sizes for different skill challenges - tennis balls for advanced, larger balls for support

Alternative: Tennis balls, foam balls, or bean bags for rolling activities

Bibs

4 (for tag games)

Different colour for each set of catchers if possible

Alternative: Bands, sashes, or designated arm raises to identify catchers

Sun Markers

Place at each station to remind leaders of the activity

Alternative: Laminated instruction cards, numbered cones, or verbal instructions only

Key Vocabulary

Leadership

The ability to guide, organise and motivate others to achieve a goal or complete an activity

Control

Managing your movements and actions with precision and composure

Poise

A calm, confident manner and good body posture when performing or speaking

Communication

Sharing information clearly through speaking, demonstrating, and body language

Feedback

Information given to someone about their performance to help them improve

Demonstration

Showing others how to perform a skill or activity through your own actions

Modelling

Performing a skill or behaviour as an example for others to copy

Skill Progression Pathway

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

Prior Learning

Following instructions from a teacher in PE lessons
Working cooperatively in small groups
Basic understanding of what makes activities safe
Experience participating in warm-up games and activities

Current Skills

Taking on leadership roles with peer groups
Communicating instructions clearly and confidently
Demonstrating activities with control and poise
Providing constructive feedback to peers
Evaluating effectiveness of games and suggesting improvements

Next Steps

Planning and delivering a complete warm-up session
Leading more complex skill-based activities
Managing group dynamics and behaviour as a leader
Creating original games and activities for groups

Milestone Indicators

Volunteers confidently to lead activities

Speaks clearly with good volume and eye contact

Demonstrates activities before asking others to try

Gives specific praise and helpful suggestions

Identifies problems with activities and suggests solutions

Key Teaching Points

Effective leaders EXPLAIN clearly what needs to be done using loud, clear voices with good eye contact
Effective leaders DEMONSTRATE activities so people can see exactly what to do, using exaggerated movements
Effective leaders ENCOURAGE their group with positive, specific feedback that helps people improve
Effective leaders CHECK everyone understands and is safe before and during activities
Effective leaders show ENTHUSIASM and energy to make activities fun and engaging
Leaders must give people a chance to PRACTICE and make mistakes - that's how we learn
Good leaders EVALUATE activities - noticing what's working and what isn't - and ADAPT to make improvements
Leadership requires COURAGE to stand in front of others, and everyone can develop this with practice
RESPECT for peer leaders is essential - active listening, following instructions, and supportive feedback
Control and poise means performing with composure, confidence, good posture and clear communication even when nervous

Common Misconceptions

MISCONCEPTION: 'Only confident, loud people can be leaders.' CORRECTION: Leadership can be developed by everyone. Quieter students can lead effectively through clear demonstrations, written instructions, and calm guidance. Leadership looks different for different people.
MISCONCEPTION: 'Being a leader means being bossy and telling people what to do.' CORRECTION: Effective leadership is about explaining, demonstrating, encouraging and supporting others to succeed. It's about helping, not controlling.
MISCONCEPTION: 'If someone makes a mistake while leading, they're a bad leader.' CORRECTION: All leaders make mistakes - even experienced coaches and teachers. Good leaders learn from mistakes and adapt. Making mistakes is part of the learning process.
MISCONCEPTION: 'Games need to be complicated to be fun.' CORRECTION: Simple games with the right level of challenge are most fun. The key is having the right balance, not complexity.
MISCONCEPTION: 'Giving feedback means pointing out what people did wrong.' CORRECTION: Good feedback includes positives ('two stars') and constructive suggestions for improvement ('a wish'). It's about helping people get better, not criticising.
MISCONCEPTION: 'You can't change a game once it's started.' CORRECTION: Good leaders evaluate games and adapt them if they're not working. Being flexible and responsive is a key leadership skill.

SEN Adaptations

ADHD

Short, varied activities to maintain engagement (lesson structure supports this); clear, immediate boundaries marked visually; regular movement breaks built into lesson; leadership roles provide focus and responsibility; specific, immediate feedback; use of visual timers to show activity duration; allow fidget tools if helpful; clear behaviour expectations reinforced positively

dyspraxia

Larger, softer equipment for easier manipulation (larger balls, foam balls); extra practice time for coordination activities; break activities into smaller steps with checking understanding between steps; verbal rehearsal before physical attempt; reduce speed requirements (no 'fast forward' pressure); pair with supportive partner; celebrate effort and improvement not perfection; additional demonstrations from multiple angles

autism spectrum

Provide visual schedule showing lesson sequence at start; clear, concrete instructions with minimal ambiguity; warning before transitions ('in 1 minute we will...'); quiet zone available if overwhelmed; consistent routines within lesson structure; social story about leadership if needed; concrete feedback frameworks ('I liked when you... Next time try...'); pre-teaching of leadership role with trusted adult if needed

visual impairment

Use brightly coloured bibs and balls for higher contrast; verbal descriptions of all demonstrations with detailed narration; buddy system with sighted partner for running games; use sound cues (whistle patterns) alongside visual signals; reduce playing area size for better orientation; use textured/tactile markers for boundaries; provide verbal warnings before transitions

hearing impairment

Visual demonstrations of all activities from multiple angles; use clear hand signals for commands (thumbs up for go, flat hand for stop); written instructions on cards at activity stations; ensure student can see teacher's face for lip-reading; position student leader where all can see them clearly; use visual timer for activity durations; buddy system for ensuring instructions understood

physical disability

Modified activity stations - seated versions of ball rolling, adapted balancing challenges; wheelchair-accessible tag games - tagged by touching wheelchair or using pool noodle extensions; reduced playing area size to minimise distance needed; additional rest breaks as needed; peer support for equipment collection; leadership roles can be fulfilled from seated position; adapted demonstration methods using upper body or verbal description

Cross-Curricular Links

English

Speaking and listening skills when leading groups and giving instructions; using subject-specific vocabulary correctly (leadership, poise, control, demonstration); providing structured feedback (communication); discussing and evaluating (oracy)

Maths

Counting students to create equal groups (division); counting feedback time (time); calculating ratios of catchers to runners for game balance (ratio and proportion); spatial awareness and positioning (geometry and position)

Science

Understanding how exercise affects heart rate and breathing rate (biology - body systems); discussing how muscles warm up and cool down (biology - muscles); forces when throwing bibs or rolling balls (physics)

Computing

Following and giving sequences of instructions (algorithms); debugging when game isn't working (computational thinking)

Geography

Spatial awareness and positioning in space (position and direction); using directional language (forward, backward, clockwise)

PSHE

Leadership and responsibility; teamwork and cooperation; giving and receiving constructive feedback; resilience when facing challenges; respect for others; self-awareness through self-assessment; managing emotions when nervous about leading

Teacher Guidance

Positioning

During whole-class activities: Stand at corner or edge of space where all students visible. During activity stations: Continuously circulate between all 6 stations, spending 30-60 seconds at each, scanning for safety and learning. During discussions: Central position where all can see and hear clearly. Never turn back to large portion of class.

Observation Focus

Observe for: 1) SAFETY - spatial awareness, controlled movements, appropriate contact, 2) ENGAGEMENT - all students active and involved, 3) LEADERSHIP SKILLS - voice volume, eye contact, demonstrations, feedback quality, 4) SOCIAL INTERACTIONS - respect, encouragement, cooperation, 5) SKILL DEVELOPMENT - progression in confidence and competence throughout lesson

Intervention Points

Intervene immediately if: unsafe behaviour observed, student in distress or injured, rules being broken that compromise safety, students not following peer leaders disrespectfully, activity completely off-task. Intervene supportively if: student leader struggling significantly (quiet prompts, not taking over), activity not challenging enough/too difficult (adjust in the moment), students disengaged or confused (clarify expectations). Allow productive struggle - don't intervene too quickly if students problem-solving or working through challenges appropriately.

Demonstration Notes

ALL demonstrations should be: 1) VISIBLE - positioned where all can see, possibly elevated or in centre of circle, 2) EXAGGERATED - movements larger and slower than normal for clarity, 3) REPEATED - demonstrate 2-3 times, possibly from different angles, 4) NARRATED - explain what you're doing while demonstrating, 5) CHECKED - ask 'Does everyone understand?' before continuing. Use students to demonstrate when possible to build confidence, but ensure they demonstrate correctly. For leadership demonstrations: model voice volume, eye contact, clear explanations, and positive body language explicitly.

Verbal Cues

•'Heads up, find space!' - during movement activities to promote spatial awareness
•'Show me your freeze!' - to quickly assess control and listening
•'Louder voice!' - to support quiet student leaders
•'Eyes on your leader!' - to refocus group attention
•'Gentle touches only!' - to reinforce safe contact in tag games
•'What's working? What's not?' - to prompt evaluation during game application
•'Two stars and a wish!' - to structure feedback sessions
•'Show me control and poise!' - to reinforce lesson focus throughout

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) minimum 20m x 15m, or outdoor playground/field of similar size if weather permits. Clear of obstacles and hazards. Defined boundaries using existing hall lines or cones.

Surface Check

Before lesson: Check floor surface is clean, dry, and free from hazards (water, equipment, debris). Ensure no trip hazards from mats or equipment edges. Smooth surface suitable for running games.

Equipment Safety

Safety Checks

•Magic remote prop lightweight and safe to handle - no sharp edges
•Bibs for tag games scrunched into soft balls - no hard objects thrown
•Balls properly inflated and appropriate size for Year 7 (tennis balls to footballs)
•Cones stable and in good condition - no sharp edges or cracks
•All equipment checked before lesson and during setup
•Equipment stored safely around perimeter when not in use to prevent trip hazards

Risk Management

Key Risks

•Collisions between students during running games (Spiderman Tag, Fishes in Net, Controller Game)
•Slips or falls during fast-paced movements or direction changes
•Balls thrown with excessive force during Spiderman Tag
•Aggressive catching/tagging causing contact injuries
•Students moving backwards during 'Rewind' command - reduced visibility
•Pairs activities (counter-balance, back-to-back) - risk of falling if uncontrolled
•Cones falling from height during balancing activity - minor impact injury
•Overcrowding in activity station areas causing collisions

Risk Mitigation

•Clear boundaries established and reinforced before each activity
•Adequate spacing between students during all activities (minimum 2m in movement activities)
•Progressive warm-up before vigourous activities to prepare muscles
•Explicit teaching of spatial awareness - 'heads up, looking for space'
•Demonstrate controlled speed during 'Fast Forward' - speed with safety emphasis
•Emphasise gentle tagging/touching only - no grabbing, pushing or tackling
•Bibs thrown as soft tosses not hard throws - demonstrated clearly
•Backward movement (Rewind) practiced slowly first, boundaries reinforced
•Pairs activities demonstrated with emphasis on controlled, cooperative movements
•Cone balancing kept to safe heights - no balancing on head, maximum shoulder height
•Activity stations spaced adequately apart (minimum 3m) to prevent cross-station collisions
•Teacher circulates continuously to monitor safety and intervene if needed
•Stop signals established and practiced - immediate response expected
•Differentiation provided for students with physical limitations or mobility issues

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with sight-line to all students at all times
•During activity stations: continuous circulation between all 6 stations
•During whole-class games: position at edge/corner of space for full area visibility
•Higher-risk activities (running games) receive closer monitoring
•Particular attention to pairs activities to ensure controlled, cooperative movement
•Scan for signs of fatigue or distress - intervention if needed
•Monitor for students opting out - check for injury or illness
•Position to hear student leaders and support if needed without taking over

Emergency Procedures

STOP signal practiced at start - all activity ceases immediately. If injury occurs: Stop all activity, assess injury severity, provide appropriate first aid (qualified first aider), send reliable student for additional help if needed, keep other students calm and supervised away from incident, record injury in school accident log, inform parents if necessary. First aid kit accessible in hall. Teacher aware of students with relevant medical conditions (asthma, diabetes, etc.) and location of emergency medications (inhalers, etc.). Emergency exits clearly identified and accessible.