Lesson 6 - Control in Team Challenges
Team Building & Collaboration Foundations
•Year 7
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we maintain control and composure when working under pressure in team situations?
Learning Objectives
- Perform physical tasks with control and poise in challenging situations
- Develop effective teamwork strategies to solve complex problems
- Apply leadership and communication skills under pressure
Key Outcomes
- Students will demonstrate controlled movements whilst navigating team challenges
- Students will work collaboratively to solve physical problems efficiently
- Students will reflect on how teamwork skills transfer to other areas of life
Equipment & Resources Required
Pre-attach 4-5 pieces of string (1.5m each) to each ring before lesson
Alternative: Plastic plates or frisbees with tennis balls
Securely tied to curtain rings, check knots before use
Alternative: Rope, skipping ropes cut to length
Placed at opposite end of hall from starting point
Alternative: Cones arranged in circles, chalk circles
Check stability - should support student weight safely
Alternative: Large foam blocks, sturdy boxes
Check for splinters, ensure stable when placed on crates
Alternative: Benches, foam beams, balance boards
Non-slip surface, spread across hall
Alternative: Poly spots, paper plates, tape markers
Check mats are clean, dry, and lie flat
Alternative: Large foam mats, carpet squares
Check foam has no tears, safe for tagging
Alternative: Pool noodles, soft foam tubes
Stable but able to be knocked over easily
Alternative: Stacking cones, plastic bottles
4 different colours for team identification
Alternative: Different coloured bands, team armbands
Key Vocabulary
The ability to direct movements precisely and maintain steadiness
Maintaining composure and balance under pressure, staying calm and focused
Working cooperatively with others towards a shared goal
A planned approach to achieving a goal or solving a problem
Synchronising movements and actions with others to work together smoothly
Finding solutions to challenges through thinking and trying different approaches
Sharing information clearly through words, gestures, and listening
Guiding and encouraging a team whilst valuing everyone's contributions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic cooperation and turn-taking in team activities
- Following instructions in group tasks
- Understanding basic safety in physical activities
Current Skills
- Performing with control and poise under pressure
- Strategic thinking and problem-solving as a team
- Coordinating complex movements with teammates
- Communicating effectively in challenging situations
Next Steps
- Applying control and poise in competitive sports situations
- Leading teams through increasingly complex challenges
- Transferring teamwork skills across curriculum areas
Milestone Indicators
Key Teaching Points
- Control and poise mean staying calm, focused, and precise especially when under pressure - this is the central theme woven through all activities
- Strategic planning before action leads to better outcomes than rushing in - give thinking time before physical attempts
- Communication is essential in teamwork - encourage constant talking between teammates about what's needed
- Mistakes and setbacks are learning opportunities - respond with calm adaptation not frustration
- Physical control (steady hands, balanced movements, precise placement) directly impacts team success - emphasise this connection
- Everyone has valuable contributions regardless of physical ability - strategic thinking and encouragement matter as much as physical skills
- Skills developed in PE transfer to other sports, school subjects, and life situations - make these connections explicit throughout
Common Misconceptions
- Misconception: 'Going faster means we'll finish first and win.' Reality: 'Control and precision are more important than speed - slow and steady often succeeds where rushing fails. Correct by: demonstrating how rushed movements lead to mistakes, celebrating teams who work slowly and succeed.'
- Misconception: 'The strongest or most athletic person should lead.' Reality: 'Leadership is about communication, strategy, and bringing people together - anyone can lead effectively. Correct by: rotating leadership roles, highlighting examples of effective leadership from less physically confident students.'
- Misconception: 'If we fail once, we're no good at it.' Reality: 'Failure is part of learning - the best teams adapt and try different approaches. Correct by: celebrating teams who adjust strategy after mistakes, discussing how iteration improves performance.'
- Misconception: 'Competition means we can't be sporting or kind.' Reality: 'You can compete hard AND treat opponents with respect - that's what true sportsmanship means. Correct by: modelling and praising good sporting behaviour, immediately addressing unkind words or actions.'
- Misconception: 'Only physical skills matter in PE.' Reality: 'Strategic thinking, communication, and emotional control are equally important physical education skills. Correct by: explicitly assessing and praising cognitive and social skills throughout lesson.'
- Misconception: 'Poise means not showing any emotion.' Reality: 'Poise means managing emotions appropriately - you can feel frustrated but respond constructively rather than giving up or blaming others. Correct by: discussing healthy emotional responses, modelling calm reactions to challenges.'
SEN Adaptations
ADHD
- Keep activity explanations brief and clear. Frequent changes between activities maintains engagement. Provide active leadership roles. Use visual timers to show activity duration. Give specific jobs: 'You collect the balls'. Break tasks into smaller steps. Offer regular positive feedback for maintained focus. Allow movement throughout - this lesson naturally includes this. Clear boundaries marked visually for games.
dyspraxia
- Allow extra practice time with equipment before formal challenge. Use larger, easier-to-grip equipment. Reduce complexity of tasks - fewer steps in sequence. Provide visual step-by-step guides for activities. Buddy support with patient partner. Allow verbal planning aloud to process movement sequences. Celebrate effort and improvement over outcome. Offer stabilising options (e.g., wider planks, holding adult hand for balance).
general send
- Ensure all students have valuable role regardless of physical ability. Focus on cognitive contributions (strategy, communication) as equally important as physical. Use inclusive language and model respect. Pair supportive teammates together. Offer choice where possible. Check understanding individually. Adapt success criteria to individual students' abilities. Celebrate diverse strengths within teams.
autism spectrum
- Provide visual schedule of lesson sections at start. Clear, concrete rules written on board. Warning before transitions: '2 minutes until next activity'. Offer demonstration of expected behaviours. Quiet zone available if sensory overload occurs. Consistent routines for start and end of lesson. Avoid sudden loud noises where possible. Allow processing time after questions. Provide role clarity: 'You are the equipment manager for your team'.
visual impairment
- Use bright, contrasting coloured equipment. Provide verbal descriptions of all setups and demonstrations. Buddy system with sighted partner who gives directional guidance. Use textured boundaries (ropes) rather than visual lines. Allow tactile exploration of equipment before activities begin. Ensure excellent lighting throughout hall.
hearing impairment
- Ensure student can see your face when giving instructions. Use visual demonstrations extensively. Provide written rule cards or visual diagrams. Use hand signals for key instructions (start, stop, good effort). Position student at front of group for demonstrations. Check understanding through demonstration back. Use visual cues like waving hand rather than whistle where appropriate.
physical disability
- Wheelchair users can participate in planning and strategy roles - they are the 'coordinator' who cannot cross river/swamp but directs team. Modified river crossing with wider planks or ramps. Seated version of curtain ring challenge at table height. Adapted throwing positions in Storm the Castle. Use lighter, larger balls for easier grip and control. Reduce distance requirements. Provide additional adult support for physical aspects where needed.
Cross-Curricular Links
English
Persuasive speaking during strategy discussions. Clear instructional language when coordinating teammates. Active listening skills throughout team challenges. Descriptive vocabulary when reflecting on performance. Collaborative discussion skills.
Maths
Calculating angles for optimal plank placement in river crossing. Spatial reasoning when positioning equipment. Strategic resource management (limited balls/planks). Measuring distances and planning routes. Problem-solving through logical thinking.
Science
Understanding forces when balancing on elevated equipment. Friction concepts when moving mats across floor. Heart rate changes from warm-up through cool-down. Muscles used for coordination and control. Balance and centre of gravity when carrying equipment.
Drama
Non-verbal communication through gestures and body language. Role-playing attacking and defending scenarios. Expressing emotions appropriately in competitive situations. Responding in character to team challenges.
Geography
Spatial awareness and navigation during challenges. Planning routes across 'terrain'. Directional language (forward, across, behind). Visualising and creating mental maps of playing area.
PSHE
Teamwork and cooperation as life skills. Managing emotions under pressure. Resilience when facing setbacks. Leadership and followership roles. Respecting others' ideas and abilities. Sportsmanship and fair play. Self-awareness through reflection and assessment. Building confidence through success.
Teacher Guidance
Positioning
Position yourself at corners or edges where you have sightlines to all groups. During Storm the Castle, position centrally between two games. Move dynamically throughout lesson but maintain supervision at all times.
Observation Focus
Watch for: physical control and precision in movements, quality of communication between teammates, strategic thinking during planning phases, composure under pressure, sporting behaviour, safe equipment use, students who need additional support or extension.
Intervention Points
Intervene immediately if: safety rules broken, equipment used inappropriately, unkind behaviour towards peers, student becoming frustrated or upset, activity too easy/hard for group capability. Use positive language and redirect rather than punish where possible.
Demonstration Notes
Demonstrate all activities clearly before students attempt. Use volunteer students to help demonstrate where possible. Exaggerate key points for visibility (e.g., controlled vs rushed movement). Show both correct technique and common mistakes. Use 'freeze' moments during activity to highlight excellent examples. Maintain calm, controlled demeanor throughout - you are modelling poise!
Verbal Cues
- •'Slow and steady - control over speed!'
- •'Communicate! Tell your team what you need!'
- •'Stay calm, take a breath, think about your strategy'
- •'Brilliant problem-solving! You adapted when it didn't work first time'
- •'Show me poise - composed, balanced, focused'
- •'Gentle movements - precision matters more than speed'
- •'Support your teammates - we succeed together'
- •'Below shoulder height please - safe throws!'
- •'That's excellent control under pressure!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall (minimum 20m x 30m) or large outdoor area. Clear of obstacles and hazards. Sufficient space for two simultaneous games plus equipment storage area.
Surface Check
Dry, non-slip, even surface essential. Check for any water, dust, or debris before lesson. For outdoor use: grass must be dry and even with no holes or trip hazards.
Equipment Safety
Safety Checks
- •Inspect all planks for splinters, cracks, or weakness before use
- •Check crates are stable and weight-bearing capacity is adequate
- •Ensure gym mats are clean, dry, and lie completely flat
- •Verify sponge balls are soft and won't cause injury on impact
- •Check foam batons have no tears, exposed hard parts, or sharp edges
- •Confirm strings are securely tied to curtain rings
- •Test that pins/cones are stable but easily knocked over
Risk Management
Key Risks
- •Falls from planks or crates during river crossing
- •Collisions between students during competitive games
- •Being hit by thrown balls (though soft)
- •Slips when moving quickly on mats
- •Over-excitement leading to unsafe behaviour
- •Equipment being used inappropriately (e.g., foam baton swinging)
- •Trapped fingers when moving crates or planks
Risk Mitigation
- •Teach students to test stability before putting full weight on equipment
- •Enforce controlled movements - no jumping or running on elevated equipment
- •Strict throw height rule (below shoulder) and soft balls only
- •Clear boundaries established for both games to prevent collision between games
- •Stop activity immediately if unsafe behaviour observed
- •Position teacher to observe all activities with clear sightlines
- •Ensure adequate spacing between groups during all activities
- •Progressive skill building - activities increase in complexity gradually
- •Clear rules about equipment handling (controlled placement, no throwing)
- •Eliminated players positioned safely away from active play
Supervision & Emergency Procedures
Supervision Points
- •Position yourself where you can see all groups/games simultaneously
- •Move between activities to maintain close supervision
- •Watch particularly for: unstable equipment placement, throws above shoulder height, rough contact
- •Monitor energy levels - pause if becoming too intense
- •Be prepared to stop activity immediately using whistle if needed
- •Anticipate transitions and manage them carefully to maintain control
Emergency Procedures
Stop all activity immediately on whistle. Assess situation calmly. Administer appropriate first aid for minor injuries. Follow school protocols for more serious injuries. Have first aid kit accessible throughout lesson. Know location of nearest first aider and phone. Record any incidents according to school policy.