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Lesson 5 - Leadership & Activity Planning

Young Leaders Through Practice

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Year 7

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Leadership

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Big Question

How can you lead others to participate safely and confidently in physical activity?

Learning Objectives

Demonstrate effective leadership skills when planning and delivering activities
Understand and apply principles of safe activity planning and risk management
Develop the ability to give clear instructions and feedback to peers

Key Outcomes

Students will successfully plan and deliver a fundamental movement activity to their peers
Students will demonstrate understanding of space management and progressive challenge
Students will assess safety considerations and adapt activities accordingly

Equipment & Resources Required

Bibs

8-10 (for tails in warm-up)

Place in container at activity start point, ensure they are long enough to tuck securely but grab easily

Alternative: Short ribbons, fabric strips tucked into waistbands

Cones

16 (for space markers and relay points)

Initially set up 15m x 15m square, then reconfigure to 20m x 20m, finally 8 cones in circle with 8 opposite

Alternative: Spots, domes, markers

Spots

8 (for central points in warm-up)

Distribute evenly across warm-up area with adequate spacing (minimum 3m apart)

Alternative: Small mats, circles marked with tape

Large Soft Balls

10 (for catch activities)

Soft enough for safe catching, large enough for easy tracking (20-25cm diameter recommended)

Alternative: Foam balls, beach balls, large sponge balls

PE Equipment

As needed per activity (additional balls, beanbags, hoops)

Organise in accessible location for student leaders to collect during preparation time

Alternative: Resource box with mixed equipment for student leaders to choose from

Sun Markers

1 (optional)

Available for student leaders to write key points or draw diagrams

Alternative: Laminated cards with activity names

Key Vocabulary

Safety planning

The process of identifying potential hazards and putting measures in place to prevent injury

Space awareness

Understanding how much room is needed for safe movement and being conscious of others around you

Progressive challenge

Gradually increasing the difficulty of an activity as participants become more confident and skilled

Activity modification

Changing aspects of an activity to make it easier, harder, or safer based on participants' needs

Leadership skills

The abilities needed to guide, motivate, and organise others including communication, organisation, and decision-making

Risk assessment

The process of identifying what could cause harm and deciding if enough precautions have been taken

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions in PE lessons
Experience of working in small groups
Awareness of personal space and safety in physical activity
Knowledge of fundamental movement skills from previous leadership lessons

Current Skills

Planning activities with safety considerations
Delivering clear instructions to peers
Managing space and resources effectively
Understanding progressive challenge in activity design
Conducting basic risk assessments

Next Steps

Leading more complex activities with multiple variables
Adapting activities for different ability levels
Developing advanced communication and motivational techniques
Creating entirely new activities from scratch

Milestone Indicators

Student can explain rationale for safety decisions made

Peer group follows instructions with minimal teacher intervention

Activity runs smoothly with appropriate challenge level

Student demonstrates confidence when addressing the group

Constructive feedback is given and received positively

Key Teaching Points

Safety is the first priority when planning any physical activity - always check space, equipment, and participant readiness
Progressive challenge means starting with easier versions and gradually increasing difficulty as confidence and skill develop
Space management directly affects safety - more space generally means safer participation, especially when learning
Clear communication is essential for effective leadership - speak clearly, demonstrate visually, and check for understanding
Good leaders observe their participants constantly to ensure safety, understanding, and engagement
Spatial awareness means knowing where you are in relation to others and adjusting your movement accordingly - heads up, eyes scanning
Leadership involves planning, communicating, organising, demonstrating, and evaluating - multiple skills working together

Common Misconceptions

Misconception: 'Leadership means being bossy or telling people what to do.' Correction: Leadership is about guiding, supporting, and enabling others to succeed. Good leaders listen, encourage, and adapt to their group's needs.
Misconception: 'Safety planning is just about avoiding obvious dangers.' Correction: Safety planning involves anticipating potential risks, considering participant abilities, managing space and equipment, giving clear instructions, and monitoring throughout the activity.
Misconception: 'Progressive challenge means making activities as hard as possible.' Correction: Progressive challenge means gradual, appropriate increases in difficulty that allow participants to build confidence and skill. Start easy, ensure success, then carefully add challenge.
Misconception: 'More space is always better for activities.' Correction: While adequate space is essential for safety, the right amount of space depends on the activity objectives. Sometimes controlled, smaller spaces create appropriate challenge (e.g., practising close ball control). The key is matching space to purpose and ability level.
Misconception: 'Only confident, loud people can be leaders.' Correction: Leadership takes many forms. Quiet, thoughtful planning and clear written instructions can be just as effective as confident verbal delivery. Different situations need different leadership styles.
Misconception: 'If I'm leading, everything has to be perfect.' Correction: Leadership is a learning process. Making mistakes, adapting, and learning from challenges are all part of developing leadership skills. Reflection and improvement matter more than perfection.

SEN Adaptations

ADHD

Keep activity changes frequent to maintain engagement - lesson structure supports this. Use clear visual and verbal cues for transitions. Provide leadership roles that involve movement and activity. Give immediate, specific feedback frequently. Allow brief movement breaks if needed. Use clear boundaries and expectations consistently. Offer choice where possible to increase buy-in. Chunk instructions into small, manageable steps. Utilise fidget tools during seated discussion time if helpful.

dyspraxia

Allow extra practice time for movement activities. Use larger, softer equipment that's easier to control. Reduce complexity of movement patterns (simplified versions of activities). Provide step-by-step visual or written instructions. Offer leadership roles that emphasise verbal skills over physical demonstration. Allow use of wall or partner support during balance stretches. Give additional time for equipment setup. Pair with patient, supportive peers. Break down skills into smaller components. Celebrate effort and improvement, not just outcome.

autism spectrum

Provide visual schedule of lesson sections at start of lesson. Give advance notice of transitions between activities. Use clear, consistent language and routines. Offer visual activity cards with step-by-step instructions for student leaders. Create quiet zone option if overstimulation occurs. Allow predictable groupings with familiar peers. Provide clear time warnings ('2 minutes left'). Break down complex instructions into smaller steps. Offer choice in leadership roles to reduce anxiety.

visual impairment

Use brightly coloured bibs and cones for high visibility. Provide verbal descriptions of all activities and demonstrations. Pair with sighted buddy during movement activities. Use tactile markers for boundaries where possible. Ensure student is positioned near teacher for verbal cues. Provide additional time for orientation to equipment and space layout. Use sound cues (bells, claps) to indicate direction or positions.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations extensively. Provide written or pictorial activity instruction cards for student leaders. Use visual signals for stop/start (raised hand, flag). Position student at front during demonstrations. Pair with supportive buddy to relay instructions. Ensure good lighting for visibility. Consider using sign language if appropriate and known.

physical disability

Adapt warm-up Defend Your Friend to seated or supported standing version. Modify running activities to walking, wheeling, or supported movement. Reduce distances if needed (5m instead of 10m). Provide alternative ways to participate in activities (timer, caller, organiser role). Ensure all pathways are wheelchair accessible. Use adapted equipment (larger, lighter balls; lower targets). Offer choice of leadership roles that play to strengths (explainer vs. demonstrator).

Cross-Curricular Links

Maths

Measuring distances (10m, 15m, 20m) using paces or measuring tools. Understanding spatial concepts of area when comparing 15m x 15m versus 20m x 20m squares. Timing activities in seconds and minutes. Counting and grouping into trios, groups of four, groups of eight, groups of 15.

Science

Understanding how exercise affects heart rate and breathing rate - noticing these increase during activity and decrease during cool-down. Learning about muscles being used during stretching in cool-down. Exploring forces and motion during running and changing direction activities.

English/Literacy

Developing clear verbal communication skills when giving instructions as leaders. Listening and comprehension when following peer leaders' instructions. Reading and interpreting activity instruction cards. Using subject-specific vocabulary accurately: progressive challenge, risk assessment, spatial awareness.

Geography

Understanding spatial concepts: position, distribution, distance, area. Using directional language: opposite, right, left, across, around. Mapping movement patterns and visualising spatial arrangements of equipment and groups.

PSHE

Developing leadership qualities including communication, organisation, and decision-making. Building resilience when facing challenges as leaders. Learning to give and receive constructive feedback. Taking responsibility for others' safety. Understanding self-assessment and self-awareness. Developing confidence and self-esteem through leadership opportunities.

Teacher Guidance

Positioning

Maintain central position during whole-class activities for maximum visibility. Circulate during small group work while keeping visual oversight of all groups. Position yourself at key risk points (central crossing areas during running activities) for active safety monitoring. During student-led activities, position where you can see both leaders and participants.

Observation Focus

Watch for spatial awareness and safe movement patterns during all dynamic activities. Monitor group dynamics during trio planning for inclusive participation. Observe student leader communication skills - clarity, volume, demonstration quality. Assess safety considerations in student-planned activities. Note confidence levels during leadership delivery. Identify students demonstrating strong leadership qualities and those needing additional support.

Intervention Points

Intervene immediately for any safety concerns - collisions, near-misses, unsafe equipment use, or inadequate space. Step in if student leaders lose control of their group or give unclear/unsafe instructions. Support trios who are struggling with planning but allow them to lead their delivery unless safety requires intervention. Provide prompts and encouragement to less confident student leaders. Redirect off-task behaviour during planning time.

Demonstration Notes

Demonstrate all activities clearly before students attempt them - use student volunteers where appropriate. Exaggerate key teaching points (head up, bent knees, light feet) for visibility. Model the language and tone you want student leaders to use - clear, encouraging, positive. Demonstrate progressive challenge explicitly so students understand the concept. Show both correct technique and common mistakes for comparison. Use demonstrations to reinforce safety messages visually.

Verbal Cues

•'Heads up, eyes scanning!' - during all movement activities
•'Soft touches, safe hands!' - during tag and catching activities
•'Find space, spread out!' - when students are too close together
•'Show me your ready position!' - to focus attention before starting activity
•'Freeze!' - emergency stop command for immediate safety concerns
•'Leaders, speak up so everyone can hear!' - supporting student leaders
•'What could go wrong here? How can we prevent it?' - prompting safety thinking

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground space. Minimum 20m x 20m clear area for main activities. Additional space for five simultaneous activity stations during leadership delivery section. Adequate height clearance if indoors (minimum 3 metres for throwing activities).

Surface Check

Ensure surface is dry, even, and free from obstacles, trip hazards, or debris. For outdoor delivery, check for uneven ground, stones, or wet patches. Indoor hall floor should be clean and non-slip.

Equipment Safety

Safety Checks

•Check all bibs/bands are in good condition with no fraying that could cause skin irritation
•Ensure cones have no cracks or sharp edges
•Verify soft balls are appropriately inflated and genuinely soft for safe catching
•Confirm all equipment is age-appropriate and fit for purpose
•Check spots/markers are secure and won't slip when students step near them

Risk Management

Key Risks

•Collisions between students during warm-up Defend Your Friend activity
•Students tripping over bibs if not tucked in properly
•Collisions in central crossing area during square walking/jogging activity
•Collisions during relay running with crossing paths
•Unsafe activity delivery by student leaders if safety not properly considered
•Equipment-related injuries if soft balls are too hard or thrown inappropriately
•Slips or falls during running activities
•Over-exertion or fatigue during extended activities

Risk Mitigation

•Establish clear boundaries for all activities and ensure students understand them
•Enforce minimum spacing requirements (3m between groups during warm-up)
•Teach and reinforce stop-and-wait protocol for crossing paths
•Monitor central crossing areas intensively during walking/jogging/running activities
•Demonstrate progressive challenge explicitly - start slow and controlled
•Circulate among student leader trios during planning to check safety considerations
•Intervene immediately if any delivered activity creates unsafe conditions
•Use only soft, age-appropriate balls for catching activities
•Brief student leaders about safety responsibilities before they deliver
•Maintain active supervision throughout all activities with clear sightlines
•Build in rest and reflection time to prevent over-exertion
•Ensure adequate warm-up before vigourous activity and cool-down after

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up to observe all groups simultaneously
•Stand at corner of square during walking/jogging activity to see full crossing area
•Move around perimeter during relay running to observe all eight groups and central area
•Circulate among planning trios while maintaining visual oversight of participant group
•Position to see both student leaders and participants during activity delivery
•Prioritise observation of higher-risk activities (running, chasing, throwing)

Emergency Procedures

Stop all activity immediately with whistle and 'FREEZE' command if safety is compromised. Assess situation - if injury has occurred, secure area and provide appropriate first aid following school protocols. For near-misses, stop activity, address safety issue, reinforce safe practice, and restart only when safe. Know location of first aid kit and nearest first aider. Have emergency contact procedures readily available.