🧭

Lesson 4 - Blindfold Trust Challenges

Team Building & Collaboration Foundations

•

Year 7

•

Outdoor Adventurous Activities

•

1h 7min

Big Question

How can we build trust and communicate effectively when we cannot rely on our sight?

Learning Objectives

To develop effective verbal communication skills in challenging situations
To understand the importance of trust and active listening in teamwork
To demonstrate leadership and problem-solving through collaborative challenges

Key Outcomes

Students will communicate clearly and listen actively to guide and support teammates
Students will experience building trust through blindfold activities requiring dependence on others
Students will apply problem-solving strategies to complete team challenges safely and successfully

Equipment & Resources Required

Blindfolds

1 per student (30)

Check cleanliness, ensure they block vision completely but are comfortable

Alternative: PE bibs folded as blindfolds, swimming goggles covered with tape

Rope

1 per group of 6 (5 ropes)

Each rope should be 6-8 metres long for groups to hold comfortably

Alternative: Skipping ropes tied together, resistance bands linked

Cones

3 per team (12 total)

Stable base to hold tall cones securely

Alternative: Plastic cups, small buckets

Small Balls

3 per team (12 total)

Light enough to balance on cones, easy to see

Alternative: Bean bags, tennis balls, sponge balls

Hoops

1 per team (4 hoops)

Large enough to clearly show when balls are inside

Alternative: Chalk circle, rope circle, marked area with cones

Cards

2 per team (8 ropes)

3-4 metres long, strong enough to pull equipment

Alternative: Skipping ropes, resistance bands, long scarves

Measuring Tapes

Sufficient for 4 exclusion zones

Create clear 3m x 3m zones that students cannot enter

Alternative: Chalk lines, spot markers in square formation

PE Equipment

10-15 items

Create safe, low-level obstacles for blindfold navigation

Alternative: Benches, mats, cones, hoops, low hurdles

Key Vocabulary

Communication

The exchange of information through speaking, listening and body language to share ideas and instructions

Active Listening

Fully concentrating on what is being said, understanding the message, and responding appropriately

Trust

Confidence in the reliability, ability and safety of another person or team

Dependence

Relying on others for support, guidance or assistance to complete a task

Strategy

A planned approach or method for achieving a goal or solving a problem

Cooperation

Working together towards a common goal, sharing ideas and supporting each other

Problem-solving

The process of finding solutions to difficult or complex challenges through thinking and teamwork

Leadership

Guiding and motivating a team through positive communication, decision-making and example-setting

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork from Year 6
Experience working in pairs and small groups
Fundamental listening skills in PE contexts
Awareness of personal space and safe movement

Current Skills

Verbal communication in high-trust situations
Active listening when visual cues are removed
Strategic thinking and collaborative problem-solving
Trust-building through physical dependence on teammates

Next Steps

Advanced problem-solving in competitive scenarios
Leadership roles in complex team challenges
Conflict resolution and negotiation skills
Application of communication skills across all PE activities

Milestone Indicators

Students can guide a blindfolded partner safely through obstacles

Teams complete shape challenges with minimal verbal guidance

Groups develop and execute strategies for equipment challenges independently

Students articulate the connection between trust and effective teamwork

Key Teaching Points

Safety is non-negotiable in all blindfold activities - establish rules clearly and enforce consistently
Trust develops gradually - start simple and build complexity as confidence grows
Specific, descriptive language is far more effective than vague instructions - model and reinforce this throughout
Guides have significant responsibility for partner safety - emphasise this and ensure they take it seriously
Different students will find different aspects challenging - celebrate all forms of participation and progress
Communication skills transfer beyond PE to all areas of life - make these connections explicit
Reflection and self-assessment are as important as physical activity - allocate sufficient time

Common Misconceptions

Misconception: 'Trust activities are just fun and games' - Reality: These develop crucial life skills in communication, empathy and collaboration that transfer across all learning
Misconception: 'Being blindfolded is scary and unsafe' - Reality: With proper safety measures, clear rules and responsible guides, blindfold activities are safe and build confidence
Misconception: 'Only verbal communication matters in these activities' - Reality: Active listening is equally important - communication is a two-way process
Misconception: 'The strongest or most athletic students will succeed' - Reality: Success depends on communication quality, trust and strategic thinking, not physical prowess
Misconception: 'Depending on others is a weakness' - Reality: Interdependence is a strength - we achieve more together than alone
Misconception: 'There's one correct solution to problem-solving challenges' - Reality: Multiple creative solutions exist - the process of working together is as important as the outcome

SEN Adaptations

ADHD

Keep activities relatively short with clear time boundaries; allow movement breaks between sections; give specific roles with clear responsibilities; use visual timers for planning time; provide immediate, specific feedback; position near teacher for focus support; celebrate energy and creativity in problem-solving

dyspraxia

Allow additional practice time for new movements; use larger, easier-to-handle equipment; reduce complexity of physical coordination required; partner with patient, supportive peer; focus on verbal communication strengths; provide extra processing time for multi-step instructions; celebrate communication and strategic thinking

autism spectrum

Provide visual schedule of lesson structure at start; warn about blindfold activities in advance (previous lesson if possible); allow opt-out with alternative role (timekeeper, equipment manager); offer quiet zone if overwhelmed; use clear, literal language in instructions; provide structure and routine in activity sequences; celebrate success frequently

visual impairment

Students with visual impairment may have advantage in blindfold activities - celebrate their expertise and knowledge; use them as peer teachers for spatial awareness; provide extra verbal description of equipment setup; ensure they can participate fully in sighted activities through peer support

hearing impairment

Use visual demonstrations extensively; teach and use simple hand signals for guidance; provide written instructions on cards; seat near teacher for instructions; consider using vibration cues or torch signals for stop/start; buddies should use clear facial expressions and gestures

physical disability

Adapt balance activities to seated or supported versions; modify obstacle courses for wheelchair access or seated navigation; use lighter equipment for manipulation; allow additional support adults as guides if needed; focus on communication and strategy roles where physical demand is lower; ensure full inclusion in planning and reflection

social communication difficulties

Pre-teach key vocabulary and concepts; use social stories about trust and teamwork; provide specific sentence stems for communication; explicitly teach and model communication strategies; allow time to process social demands of activities; celebrate participation at any level; debrief after challenging social interactions

Cross-Curricular Links

English

Speaking and listening skills - giving clear instructions; descriptive language for guidance; active listening and following instructions; discussion and debate in reflection; articulating feelings and experiences

Science

Senses and perception - understanding how removing sight affects other senses; forces and motion in Cone Challenge (pulling, friction); balance and centre of gravity in Floating Feet; nervous system response to trust activities

Geography

Directional language (left, right, forward, backward); spatial awareness and navigation; mapping movement through space; understanding personal and shared space

Mathematics

Geometry in shapes activity (properties of squares, triangles, angles); spatial reasoning in blindfold navigation; estimation of distance and measurement; problem-solving strategies; counting and timing

PSHE

Building positive relationships through trust; communication skills for life; empathy development through role reversal; resilience when facing challenges; leadership and responsibility; recognising and managing emotions during vulnerable activities

Teacher Guidance

Positioning

Position yourself where you can see all students during blindfold activities; circulate during group work; be central for whole-class instructions and demonstrations; join the circle during reflections to create inclusive environment

Observation Focus

Watch for quality of verbal communication (specific vs vague); monitor safety awareness of guides; note trust levels through body language of blindfolded students; observe inclusive participation in team challenges; listen for strategic thinking in planning discussions

Intervention Points

Step in immediately if any safety rule is broken; support students showing anxiety during blindfold activities; coach groups struggling with communication; redirect competitive behaviour; prompt strategic thinking if groups are stuck; ensure quiet voices are heard in discussions

Demonstration Notes

Always demonstrate safe guiding technique before blindfold activities; use teaching assistant or confident student to model; show both correct and incorrect examples and ask students to identify differences; demonstrate slow, exaggerated movements so all can see clearly; narrate your thinking during demonstrations to make cognitive processes visible

Verbal Cues

•'Guides, check your partner is comfortable before moving'
•'Remember to communicate ahead - warn before obstacles, not during'
•'Slow and safe is better than fast and risky'
•'Everyone's ideas matter - let's hear from someone who hasn't spoken yet'
•'What's your strategy? Talk it through before you try it'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor flat area, minimum 20m x 30m, clear of obstacles except those deliberately placed for activities

Surface Check

Dry, even, non-slip surface essential for blindfold activities; check for trip hazards before lesson; ensure adequate lighting if indoors

Equipment Safety

Safety Checks

•Blindfolds must be clean and laundered regularly for hygiene
•Check blindfolds block vision completely but don't restrict breathing
•Ensure ropes have no fraying or rough sections that could cause rope burns
•Verify cones are stable and have no sharp or broken edges
•Check balls are properly inflated and won't roll dangerously
•Tape must be secure and flat to floor to prevent trips

Risk Management

Key Risks

•Collisions between blindfolded students or between students and obstacles
•Falls due to loss of balance when blindfolded or during trust activities
•Anxiety or emotional distress from blindfold activities
•Inadequate supervision of blindfolded students leading to unsafe situations
•Equipment misuse (rope whipping, throwing balls)
•Physical injury during balance activities like Knees Down

Risk Mitigation

•Establish clear, non-negotiable safety rules before any blindfolds are used
•Maintain constant close supervision of all blindfolded students at all times
•Ensure guides understand their responsibility for partner safety completely
•Use low, stable obstacles only - nothing that could cause serious injury if hit
•Enforce slow, controlled movement during all blindfold activities
•Allow opt-out option for students uncomfortable with blindfolds (eyes closed instead)
•Group students by similar size for physical balance activities
•Establish stop signal that immediately halts all activity if needed
•Clear boundaries marked for all activities to contain movement
•Progressive difficulty - start simple and build confidence before complex tasks

Supervision & Emergency Procedures

Supervision Points

•Position yourself with visibility of all students during blindfold activities
•Circulate constantly during group activities to monitor multiple areas
•Listen to quality of communication as indicator of safety and engagement
•Watch for students showing signs of anxiety or discomfort and intervene supportively
•Monitor guides' positioning and awareness during partner activities
•Check obstacle stability throughout lesson
•Be prepared to stop activity immediately if unsafe behaviour observed

Emergency Procedures

Stop signal (whistle or 'STOP!' call) halts all activity immediately; assess situation; administer appropriate first aid if needed; ensure blindfolded students are safely guided to remove blindfolds; accident report completed if required; parent contact if necessary