🧭

Lesson 5 - Leadership & Confidence

Team Building & Collaboration Foundations

•

Year 7

•

Outdoor Adventurous Activities

•

Big Question

How can effective leadership and communication transform team performance in competitive situations?

Learning Objectives

Develop self-motivation and physical confidence in competitive situations
Demonstrate and apply leadership qualities in team-based activities
Understand and implement strategic thinking in problem-solving scenarios

Key Outcomes

Students will actively engage in competitive team situations with confidence
Students will demonstrate leadership through communication and decision-making
Students will evaluate and adapt team strategies based on situational needs

Equipment & Resources Required

Hoops

9 per group (72 total for 8 groups)

Arrange in 3x3 grid formation with 1-metre spacing between hoops

Alternative: Chalk circles, poly spots, or marked squares on floor

Cards

Sets of 4.5 per group (8 sets total)

Distribute randomly to students before activity begins

Alternative: Write numbers on bibs, use laminated numbers, or sticky notes

Blindfolds

1 per group of 5 (12 total)

Ensure they're clean and fit securely but comfortably

Alternative: Closed eyes on honour system, scarves, or sleep masks

Pegs

5 per person (150 total)

Attach to clothing at waist level - shoulders, back, sides

Alternative: Ribbon strips, velcro strips, or bean bags in pockets

Foam Mats

1 per group (12 total)

Check for damage before use, ensure soft and safe

Alternative: Pool noodles, soft foam sticks, or rolled newspaper in foam

Cones

50 minimum

Various uses: gauntlet boundaries, jail areas, halfway lines, flag zones

Alternative: Markers, spots, or chalk lines

Bibs

2 different colours (or balls as alternatives)

Place in designated flag zones at end of each half

Alternative: Bean bags, tennis balls, or small cones as flags

Whistles

For starting, stopping, and managing games

Alternative: Voice commands, hand signals

Key Vocabulary

Leadership

The ability to guide, motivate and inspire a team towards achieving a common goal

Self-motivation

The drive to participate enthusiastically and give full effort without needing external encouragement

Physical confidence

Belief in your physical abilities and willingness to engage fully in physical challenges

Strategy

An overall plan or approach designed to achieve success in an activity or game

Tactics

Specific actions or techniques used to implement a strategy during play

Role allocation

Assigning specific responsibilities to team members based on strengths and game needs

Competitive situation

An activity where teams or individuals compete against each other to achieve a goal

Communication

Sharing information, ideas and instructions clearly with teammates

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork principles from previous lessons
Experience working in groups and following instructions
Fundamental movement skills and spatial awareness
Introduction to problem-solving activities in PE context

Current Skills

Leadership qualities including communication and motivation
Strategic thinking in competitive scenarios
Self-motivation and confidence under pressure
Role allocation and tactical awareness
Adapting behaviour based on team needs

Next Steps

Advanced tactical planning in invasion games
Peer coaching and teaching skills
Performance analysis and self-reflection
Leadership in school sport contexts and competitions

Milestone Indicators

Students voluntarily take leadership roles without prompting

Teams can discuss and implement strategies independently

Students demonstrate resilience when strategies don't succeed

Effective communication observable between team members

Students adapt roles flexibly based on game situations

Key Teaching Points

Leadership looks different for everyone - vocal leaders, quiet supporters, strategic thinkers, encouragers - all are valuable and should be recognised
Strategy requires planning, communication, and adaptation - not just trying harder but thinking smarter
Roles in teams should be flexible and based on both strengths and situations - roles can and should change as game demands change
Effective communication must be clear, specific, and timely - vague instructions or poor timing undermines strategy
Self-motivation comes from internal drive, not external pressure - help students find their own reasons to engage fully
Physical confidence grows through supportive challenge - create safe environment for risk-taking and celebrate attempts
Competitive situations are opportunities for growth, not just winning - emphasise learning and improvement over outcome

Common Misconceptions

MISCONCEPTION: Leadership means being loudest or most dominant. CORRECTION: Highlight diverse leadership styles including listening, supporting, strategic thinking, and quiet confidence. Name and praise different leadership approaches throughout lesson.
MISCONCEPTION: Strategy is just 'trying harder' or being more aggressive. CORRECTION: Explicitly teach that strategy is about thinking, planning, and making smart decisions. Show how tactical thinking beats random effort.
MISCONCEPTION: Fixed roles in teams - 'I'm an attacker, not a defender'. CORRECTION: Demonstrate how good teams adapt roles based on what's needed. Practice role flexibility and praise adaptive thinking.
MISCONCEPTION: Being competitive means being unkind to opponents. CORRECTION: Model and reward sportsmanship, fair play, and respect while still being fully competitive. Show that competition and kindness coexist.
MISCONCEPTION: If I can't do something perfectly, I shouldn't try. CORRECTION: Celebrate attempts, effort, and improvement. Show that mistakes are learning opportunities. Use growth mindset language consistently.
MISCONCEPTION: Teams need one leader telling everyone what to do. CORRECTION: Show shared leadership where multiple people contribute ideas and facilitate. Demonstrate democratic decision-making in teams.

SEN Adaptations

ADHD

Short activity bursts with regular changes prevent boredom. Clear, concise instructions repeated as needed. Visual reminders of rules displayed. Physical movement opportunities throughout. Specific, achievable roles to maintain focus. Positive reinforcement frequently. Break complex tasks into smaller steps. Allow fidget tools during strategy discussions if helpful. Active participation prioritised over waiting time. Clear boundaries and structure throughout.

dyspraxia

Use larger, easier-to-handle equipment where appropriate. Allow extra practice time for motor skills. Break down movements into smaller steps. Reduce speed requirements - walking versions acceptable. Focus on strategy and communication strengths. Avoid activities requiring complex sequencing of movements. Allow extra time for equipment setup. Buddy support for activities requiring fine motor skills. Celebrate strategic thinking over physical execution. Verbal coaching through movements.

autism spectrum

Provide visual schedule of lesson structure at start. Clear, consistent routines. Use visual timers to show activity duration. Quiet zones available if sensory overload occurs. Clear, literal instructions without idioms. Pre-teach key vocabulary. Reduce unpredictability where possible. Allow processing time for instructions. Use visual emotion cards for self-regulation. Prepare for transitions in advance. Consider sensory sensitivities (loud whistles, physical contact in tagging).

visual impairment

Use brightly coloured equipment for better visibility. Provide verbal descriptions of all setups and playing areas. Use tactile boundaries (rope or different surface textures) for zone markers. Buddy system with sighted peer for navigation. Verbal cues during all activities. Reduce playing area size for easier spatial navigation. Use sound-making equipment (balls with bells) where appropriate.

hearing impairment

Visual demonstrations essential - show every instruction. Use clear hand signals for stop/start/directions. Provide written or visual strategy cards. Ensure student can see teacher's face for lip reading. Use visual timers. Buddy system with signing peer if applicable. Reduce background noise where possible. Position near teacher for important instructions. Use visual cues (coloured cards, lights) instead of whistle where possible.

physical disability

Adapt roles to abilities - strategic coordinator, communicator, scorekeeper roles available. Modify movement requirements - walking instead of running, smaller playing areas. Adapted equipment - larger, lighter balls, softer materials. Wheelchair-accessible versions of all activities. Consider seated versions of activities where appropriate. Focus on strategic and leadership contribution rather than physical output. Ensure equal team role importance regardless of mobility level.

Cross-Curricular Links

English

Verbal communication skills (clarity, tone, volume in team discussions), persuasive language (convincing team of strategy), instructional language (explaining tactics), listening and responding appropriately, vocabulary development (leadership, strategy, tactics terms), evaluative language in reflection discussions

Maths

Spatial awareness and geometry (positioning in 3x3 grid, calculating angles of movement), counting and scoring (tallying tags, captures, successful strategies), time management (strategy discussions within time limits), problem-solving through logical sequencing (Square Shuffle Puzzle solutions), ratios in role allocation (defenders to attackers)

Science

Effects of exercise on the body (heart rate changes from warm-up through game to cool-down), sound waves and hearing (blindfolded activities relying on auditory cues), forces in movement (speed, direction changes, momentum in games), human body systems (muscular, cardiovascular, respiratory responses to activity)

Geography

Spatial awareness and mental mapping of playing areas, understanding zones and boundaries, directional language (forward, backward, sideways), positional vocabulary, mapping movement patterns strategically

PSHE

Teamwork and collaboration skills, managing emotions in competitive situations, building confidence and self-esteem, leadership and responsibility, communication skills, resilience and perseverance when strategies fail, respect and sportsmanship, conflict resolution in team contexts, self-awareness through self-assessment

Teacher Guidance

Positioning

Central positioning during whole-class instructions for visibility and audibility. Circulate between groups during small group work to monitor safety, provide feedback, and assess understanding. Position at centre-side during Capture the Flag for full playing area visibility. Move to potential conflict areas proactively. Stand where all students can see demonstrations clearly.

Observation Focus

PRIMARY FOCUS: Leadership qualities - who facilitates, motivates, communicates effectively, makes decisions. SECONDARY FOCUS: Self-motivation levels - effort without prompting, initiative, positive attitude. TERTIARY FOCUS: Physical confidence in competitive situations - willingness to engage, body language, taking appropriate risks. CONTINUOUS MONITORING: Safety, inclusion, team dynamics, strategic thinking quality, rule compliance.

Intervention Points

Intervene immediately for: safety concerns, rough physical play, unkind comments or exclusion, rule violations affecting fairness. Intervene supportively when: students stuck in problem-solving (guide don't solve), strategies clearly failing (prompt reflection), negative team dynamics emerging (refocus positively), students disengaging (assign specific roles). Step back when: productive discussions occurring, safe appropriate play in progress, students problem-solving effectively independently.

Demonstration Notes

Use students as volunteers for demonstrations when possible to increase engagement. Demonstrate slowly first, then at normal speed. Use exaggeration for clarity (e.g., exaggerated ready position). Break complex activities into steps and demonstrate each. Show both correct technique and common mistakes (label clearly which is which). During games, freeze play briefly to highlight exemplary moments. Always ensure demonstration is visible to all students - check sightlines. Ask 'Can everyone see?' before starting demonstrations.

Verbal Cues

•'What's your strategy?' - prompts tactical thinking
•'Who's leading this discussion?' - highlights leadership
•'Show me your ready position!' - focuses attention and engagement
•'What role does your team need right now?' - encourages flexible thinking
•'I'm looking for leaders to step up!' - motivates leadership behaviour
•'What's working? What isn't?' - prompts evaluation
•'How can you adapt?' - encourages problem-solving
•'Gentle tags only!' - safety reminder
•'What would a leader do in this situation?' - applies learning
•'Tell me specifically...' - demands depth in responses

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor space, minimum 30m x 20m for Capture the Flag game. Adequate space for multiple small group activities simultaneously (minimum 5m x 5m per group). Clear boundaries established for all activities.

Surface Check

Before lesson: Check surface is dry, even, and free from hazards (stones, holes, water, equipment). Indoor: ensure floor is clean and not slippery. Outdoor: check for uneven ground, debris, or obstacles. Clear area of any unnecessary equipment before starting.

Equipment Safety

Safety Checks

•Check all foam batons for damage - must be soft and intact
•Ensure blindfolds are clean, comfortable, and fit securely
•Check hoops lie flat and are not damaged or cracked
•Cones must be visible, undamaged, and placed safely
•Clothes pegs should have no sharp edges
•All equipment appropriate for age group and checked before use

Risk Management

Key Risks

•Collisions between students during active games - manage with clear boundaries and spatial awareness
•Trips and falls while blindfolded - ensure clear playing areas and controlled movement
•Overexertion in competitive activities - monitor intensity and provide breaks
•Physical contact during tagging - enforce gentle touch tag rules strictly
•Emotional distress from competitive pressure - monitor and support all students
•Exclusion or negative team dynamics - proactively manage groupings and interactions

Risk Mitigation

•Clear boundaries established and communicated for all activities
•Adequate spacing between groups to prevent cross-activity collisions
•Blindfold activities supervised closely with clear safety rules
•Gentle tagging enforced - demonstrate and monitor throughout
•Regular stops during games to check safety and manage intensity
•Careful groupings to ensure positive team dynamics
•Alternative participation options for students uncomfortable with specific activities
•Continuous monitoring of all activities with strategic teacher positioning
•Clear stop signals (whistle) for immediate activity cessation if needed

Supervision & Emergency Procedures

Supervision Points

•Position yourself where you can see all groups during small group activities
•During Capture the Flag, position centrally to observe entire playing area
•Move between groups during strategy discussions to monitor content and dynamics
•Monitor blindfolded activities very closely - remain within immediate intervention distance
•Watch for students showing signs of distress, overexertion, or disengagement
•Position near highest-risk activities (blindfolded tasks, high-intensity games)
•Scan continuously for safety issues and positive opportunities

Emergency Procedures

STOP signal (whistle) immediately halts all activity. Assess situation quickly. Provide appropriate first aid if needed. Send student for additional support if required (first aider, safeguarding lead). Keep other students calm and occupied safely. Record any incidents according to school policy. Contact parents if necessary. Resume activities only when safe to do so.