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Lesson 6 - Control in Team Challenges

Team Building & Collaboration Foundations

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Year 7

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Outdoor Adventurous Activities

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Big Question

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

Game Balls

3 per team (12 total)

Pre-attach 4-5 pieces of string (1.5m each) to each ring before lesson

Alternative: Plastic plates or frisbees with tennis balls

Curtain Rings with Attached Strings

4-5 per group

Securely tied to curtain rings, check knots before use

Alternative: Rope, skipping ropes cut to length

Hoops

1 per group (6-8)

Placed at opposite end of hall from starting point

Alternative: Cones arranged in circles, chalk circles

Crates

3 per group (18-24 total)

Check stability - should support student weight safely

Alternative: Large foam blocks, sturdy boxes

Plank of Wood

2 per group (12-16 total)

Check for splinters, ensure stable when placed on crates

Alternative: Benches, foam beams, balance boards

Mats

12.5 per group (alternative)

Non-slip surface, spread across hall

Alternative: Poly spots, paper plates, tape markers

Gym Mats

3 per team (12 total for 4 teams)

Check mats are clean, dry, and lie flat

Alternative: Large foam mats, carpet squares

Foam Mats

1 per team (4 total)

Check foam has no tears, safe for tagging

Alternative: Pool noodles, soft foam tubes

Cones

3 per team (12 total)

Stable but able to be knocked over easily

Alternative: Stacking cones, plastic bottles

Bibs

Enough for 4 teams

4 different colours for team identification

Alternative: Different coloured bands, team armbands

Key Vocabulary

Control

The ability to direct movements precisely and maintain steadiness

Poise

Maintaining composure and balance under pressure, staying calm and focused

Teamwork

Working cooperatively with others towards a shared goal

Strategy

A planned approach to achieving a goal or solving a problem

Coordination

Synchronising movements and actions with others to work together smoothly

Problem-solving

Finding solutions to challenges through thinking and trying different approaches

Communication

Sharing information clearly through words, gestures, and listening

Leadership

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

Student maintains steady hands and controlled movements when carrying equipment

Student communicates calmly and clearly even when task becomes difficult

Student adapts strategy when initial approach doesn't work

Student encourages teammates who are struggling

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.