Lesson 6 - Planning and Delivering PE Sessions
Young Leaders Through Practice
•Year 7
•Leadership
•Start Planning Better PE Lessons
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What makes a great PE session and how can you lead others effectively?
Learning Objectives
- To develop collaborative planning skills by creating a complete PE session for younger students
- To demonstrate leadership qualities through delivery of warm-ups, skill activities and games
- To challenge yourself to improve and reflect on the school games values in leadership contexts
Key Outcomes
- Students will work collaboratively to plan a structured PE session with warm-up, skills and game components
- Students will successfully deliver their planned session to peers, demonstrating clear instruction and safety awareness
- Students will evaluate their own and others' leadership qualities and understand how to continue developing as young leaders
Equipment & Resources Required
Distribute around hall perimeter for groups to access during planning
Alternative: Markers, spots, bean bags to mark boundaries
Store in equipment bag accessible to all groups
Alternative: Any balls appropriate to planned activities
Available in central equipment area
Alternative: Size 5 or smaller depending on group plans
Stored with other ball equipment
Alternative: Size 4 or foam balls for safety
Pre-sorted into colour sets for quick distribution
Alternative: Bands or sashes for team identification
Useful for target and throwing activities
Alternative: Small balls, quoits, foam dice
Variety of sizes available for different activities
Alternative: Chalk circles if outdoors, rope circles
Individual ropes stored in equipment basket
Alternative: Different lengths available
Available if groups want to incorporate gymnastics elements
Alternative: Could use floor space only
For groups to time their 2-minute activity segments
Alternative: Use phones or hall clock
For groups to write down their session plans
Alternative: Tablets or paper for planning notes
Key Vocabulary
Working together as a team to design and organise activities, sharing ideas and responsibilities
The act of leading and instructing others through a planned series of activities
Six core values: passion, self-belief, respect, honesty, determination and teamwork that underpin all school sport
Showing enthusiasm, energy and love for physical activity and sport
Having confidence in your own abilities and willingness to try new challenges
Treating others, equipment and rules with care and consideration
Being truthful about scores, fouls and your own performance
Showing perseverance and resilience when things are challenging
Working cooperatively with others towards a shared goal
Offering your time and skills to help others without expecting payment
Moving smoothly from one activity to another with minimal wasted time
Demonstrating an activity so others can see exactly what to do
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of PE session structure (warm-up, skills, game)
- Experience participating in various PE activities and sports
- Awareness of safety considerations in physical activity
- Basic communication and teamwork skills
Current Skills
- Collaborative planning and decision-making in groups
- Leadership and delivery of structured physical activities
- Time management and organisation of equipment and transitions
- Providing and receiving constructive feedback
- Applying school games values to leadership contexts
Next Steps
- Leading PE sessions with younger students in real school contexts
- Taking on sports leadership roles such as playground leaders or sports ambassadors
- Developing coaching skills in specific sports or activities
- Understanding more complex leadership theories and models
- Engaging in community volunteering and leadership opportunities
Milestone Indicators
Key Teaching Points
- PE sessions have three essential components: warm-up (prepare body), skills practice (learn/refine technique), game application (use skills in context) - this structure ensures progression and safety
- Effective leaders give clear, concise instructions (30 seconds max), demonstrate the activity visibly, check for understanding before starting, and position themselves where all participants can see and hear
- Collaborative planning means all voices are heard, roles are distributed fairly, and decisions are made together - it's not one person being 'the boss' but the group working as a team with a coordinator
- The School Games Values (passion, self-belief, respect, honesty, determination, teamwork) aren't just words - they're behaviours that make you an effective leader and should be visible in all your actions
- Smooth transitions are the mark of professional session delivery - while one activity is being debriefed, the next should be setting up so there are no gaps or wasted time
- Good leaders adapt based on their participants' needs - if people are confused, you explain differently; if an activity isn't working, you modify it; leadership is responsive, not rigid
- Safety must be the first consideration in any activity plan - ask 'What could go wrong?' and 'How do I prevent it?' before delivering any activity to others
Common Misconceptions
- MISCONCEPTION: Leadership means being the loudest or bossiest person. REALITY: Effective leadership often involves listening more than talking, facilitating others' ideas, and empowering the whole team. Collaborative leaders are often more successful than authoritarian ones.
- MISCONCEPTION: You need to be naturally confident to be a good leader. REALITY: Leadership is a skill that can be learned and developed. Many excellent leaders feel nervous but lead effectively anyway. Confidence comes from preparation, practice and experience.
- MISCONCEPTION: PE sessions should be as complex as possible to impress participants. REALITY: The best activities are simple to explain, easy to understand, and allow maximum participation time. Complexity often leads to confusion and wasted time.
- MISCONCEPTION: Good demonstrations need to be perfect performances. REALITY: Good demonstrations need to be clear, visible, and show the key points - they don't need to be Olympic-level performances. Breaking skills down and going slowly is often more effective than impressive speed.
- MISCONCEPTION: If something goes wrong during delivery, you've failed. REALITY: Problems and adaptations are normal in session delivery. How you respond to challenges shows real leadership - adapting, problem-solving, keeping positive.
- MISCONCEPTION: Younger children won't listen to or respect youth leaders. REALITY: Younger students often respond enthusiastically to youth leaders who show genuine care, clear organisation and passion for the activity. Age is less important than approach.
- MISCONCEPTION: Leadership and volunteering are only for 'sporty' people. REALITY: Leadership in PE contexts needs organisational skills, communication abilities, empathy and enthusiasm - sporting ability is just one small part. Many excellent PE leaders aren't elite athletes.
SEN Adaptations
ADHD
- Structure planning time with checkpoints: 'By 5 minutes you should have chosen your leader, by 10 minutes your activities decided.' Provide fidget equipment or movement breaks during planning discussions. Keep whole-class instruction segments short (2-3 minutes maximum). Assign ADHD students active roles in groups rather than passive planning roles. Use timers visually so they can see time remaining. Celebrate quick transitions and efficient organisation. Build in high-energy delivery sections where ADHD students can channel energy positively. Provide specific, frequent feedback rather than waiting until end.
dyspraxia
- Provide extra practice time for demonstrations if student wants to lead physical activities. Alternatively, allow dyspraxic students to take planning, organising or verbal instruction roles where motor skills are less central. Use partner support for equipment organisation. Break down complex movement demonstrations into smaller steps with verbal cues. Allow use of notes or cue cards during delivery to manage sequencing challenges. Provide positive reinforcement for organisational efforts. Ensure activities planned by groups don't require complex motor sequences that would exclude dyspraxic participants.
autism spectrum
- Provide visual schedule showing lesson structure from start to finish. Give advance notice of transitions between sections. Clearly define roles within groups - provide written role cards if helpful. Reduce ambiguity: 'You will plan for 15 minutes, then Group A will deliver first, then Group B.' Offer quiet space option during planning if overwhelmed. Allow ASD students to rehearse more times if needed. Provide concrete feedback rubrics rather than vague praise. Warn before calling on groups to volunteer rather than surprise selection. Celebrate routine and structure of three-part session design.
visual impairment
- Use high-contrast coloured equipment (bright bibs, fluorescent cones). Provide verbal descriptions of all visual information (session structure, equipment layout). Use buddy system pairing VI students with sighted partners during planning and delivery. Allow VI students to deliver activities that rely less on visual demonstration (e.g., warm-up exercises they can describe verbally). Ensure activities they participate in use sound cues where possible. Provide physical guidance during equipment organisation.
hearing impairment
- Use visual demonstration extensively alongside verbal instructions. Provide written session plan structure and key vocabulary on board/sheet. Use clear visual signals for starts, stops, transitions (e.g., raised hand, lights). Position HI students where they can see leaders' faces during delivery. Allow HI students to lead activities where verbal instruction is minimal (e.g., follow-the-leader style warm-ups). Use technology (iPad with typed instructions) if available. Ensure HI students have visual access to feedback discussions.
physical disability
- Adapt warm-up game for seated participation if needed - leader can include seated exercises (arm circles, upper body movements, seated marching). During planning, ensure wheelchair-accessible activities are valued equally to running games. Allow physically disabled students to lead activities they can demonstrate (e.g., target activities, adapted games). Modify delivery expectations - may work in groups of 3 with extra support member. Ensure equipment accessible (lower storage, larger lighter balls). Focus leadership assessment on planning and verbal instruction rather than physical demonstration.
Cross-Curricular Links
English
Verbal communication skills - clarity, projection, appropriate language for audience. Instructional writing if creating session plans in written format. Listening and responding appropriately to feedback. Vocabulary development (technical PE terms, School Games Values language). Non-verbal communication (body language, demonstrations).
Maths
Time management and calculation (2 minutes per activity, 30 seconds explanation = 2.5 minutes total). Sequencing and ordering (session components in logical order). Measurement (spacing for activities, equipment quantities). Data handling (self-assessment responses, feedback patterns).
Science
Exercise physiology - understanding heart rate, body temperature, warm-up purposes. Muscular system - identifying which exercises work which muscles. Forces in movement - pushing, pulling, friction during skills. Energy - why bodies need to warm up and cool down, fuel for activity.
Drama
Performance skills - voice projection, body language, commanding attention. Demonstration and modelling of movements. Overcoming stage fright/nervousness. Improvisation when delivery doesn't go to plan. Audience awareness and engagement.
Geography
Spatial awareness and organisation of activity spaces. Direction and positioning - where leaders stand, how participants move. Mapping out session plans visually. Use of space and environment for different activities.
PSHE
Leadership and responsibility in various contexts. Collaboration, communication and conflict resolution. Self-awareness through reflection and self-assessment. Goal-setting and improvement mindset. Resilience and managing challenges. Respect, honesty, fairness in relationships. Understanding community involvement and citizenship through volunteering pathways.
Teacher Guidance
Positioning
During warm-up: Outside circle with clear sightlines to all students. During planning: Circulate systematically between groups, crouching to student level for conversations. During delivery: Position at edge of activity space with 45-degree angle view of both leaders and participants. Avoid standing directly behind students or in corners where vision is limited.
Observation Focus
Warm-up: Energy levels, safety of exercises, leadership qualities emerging, inclusivity. Planning: Collaborative dynamics, idea quality, understanding of task, time management, safety awareness. Rehearsal: Delivery skills (voice, clarity, confidence), activity appropriateness, pair support. Actual delivery: All aspects of leadership across Head/Hands/Heart domains, participant engagement, safety, time management. Cool-down: Engagement with reflection, self-awareness, unit impact.
Intervention Points
Intervene immediately for safety issues. Intervene promptly for exclusion, unkindness, or group dynamics problems. Intervene supportively if planning is completely off-track or students deeply confused. Intervene subtly if timing going way over/under - time checks and prompts. Avoid intervening in minor disagreements students can resolve themselves, or when leaders making small mistakes they can learn from. Allow productive struggle.
Demonstration Notes
During introduction: Demonstrate complete session structure visually and with examples. Model both strong and weak delivery to show contrast. During planning phase: Demonstrate collaborative discussion vs. one person dictating. Show good questioning techniques. During rehearsal: Demonstrate voice projection, clear demonstrations, checking understanding. Model giving specific feedback. During cool-down: Model thoughtful reflection, honest self-assessment, specific feedback.
Verbal Cues
- •During warm-up: 'Bigger movements!' 'Find more space!' 'Copy the leader!'
- •During planning: 'What specifically will you say to them?' 'How will you demonstrate that?' 'Is that safe?' 'Who's doing what?'
- •During rehearsal: 'Louder!' 'Slower demonstration!' 'Check they understand!' 'Where are you standing?'
- •During delivery: Use non-verbal prompts where possible (hand to ear for louder, circular motion for keep going), only verbal for safety: 'Stop! That's unsafe because...'
- •During transitions: 'Next group setting up NOW!' 'Leaders ask reflection questions!' 'Smooth transitions!'
- •During cool-down: 'Think deeper!' 'Be honest!' 'What specifically?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall or sports hall) minimum 15m x 20m to accommodate multiple groups planning and delivering activities simultaneously. Outdoor playground space could be used in dry weather as alternative. Clear of obstacles, furniture, and hazards. Adequate space for circle formation in warm-up (approximately 10-12m diameter). Separate zones for each group's activity delivery.
Surface Check
Clean, dry, non-slip floor surface essential. Check for wet patches, debris, or damaged flooring before lesson. If outdoors, ensure surface is even, free from holes, standing water, or loose gravel. Mark any unavoidable hazards clearly.
Equipment Safety
Safety Checks
- •Check all balls are appropriately inflated and free from punctures or damage
- •Ensure cones have no sharp edges or cracks
- •Check bibs are clean and in good condition
- •Inspect hoops for cracks or sharp edges
- •Verify any benches or mats are stable and secure
- •Keep equipment organised in designated areas when not in use to prevent trip hazards
- •Ensure sufficient quantity of equipment that groups don't compete or create safety issues through sharing conflicts
Risk Management
Key Risks
- •Collisions between students during warm-up game or group deliveries - especially during running activities
- •Trips and falls due to scattered equipment during planning and delivery phases
- •Injuries from inappropriate activities planned by students (e.g., overly physical contact games)
- •Balls striking students unexpectedly during skills activities or games
- •Insufficient supervision if multiple groups delivering simultaneously in different areas
- •Over-exertion during delivery of high-intensity activities
- •Emotional distress for anxious students required to lead in front of peers
- •Exclusion or behavioural issues during group planning or delivery
Risk Mitigation
- •Establish clear boundaries for all activities and enforce spacing between groups
- •Require students to get teacher approval for planned activities before delivery - veto unsafe choices
- •Demonstrate safe equipment handling and organisation from the start
- •Position yourself to observe all groups - use hall corners or elevated positions for maximum visibility
- •Intervene immediately if unsafe practices begin during delivery
- •Ensure warm-up game has adequate spacing (2-3m between students)
- •Brief students explicitly about safe activity choices during planning instructions
- •Monitor intensity of all activities and require rest/hydration breaks if needed
- •Build confidence gradually - optional leadership roles, pairs not individuals, rehearsal before delivery
- •Intervene promptly in group dynamics issues to prevent escalation or exclusion
- •Have backup plan if planned activity proves unsafe - teacher can modify on the spot
Supervision & Emergency Procedures
Supervision Points
- •During warm-up: Position outside circle where all students visible, rotate viewing angle
- •During planning: Circulate systematically between groups, checking plans for safety concerns
- •During delivery: Position where you can see both delivering group and participants, usually at edge of activity space at approximately 45-degree angle
- •During transitions: Actively supervise equipment movement to prevent trips and ensure organised setup
- •During reflection: Maintain awareness even during calm cool-down - monitor for distress or disengagement
- •Never turn your back on the whole class for extended periods
- •If multiple groups delivering in separate spaces, position centrally or have additional adult supervision
Emergency Procedures
In case of injury: Stop all activities immediately using whistle or loud 'STOP!' command. Assess injured student without moving them unnecessarily. Send reliable student for first aider/office if needed. Keep other students calm and seated away from incident. Follow school's accident reporting procedures. In case of serious incident: Emergency services via office, basic first aid if qualified, clear communication with leadership team. For behavioural emergency: Remove student(s) from space if needed, follow school behaviour policy, use on-call support if available. Ensure remaining students are supervised and activity continues safely.