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Lesson 2 - Partner Trust Activities

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 build trust and work effectively with others to solve physical challenges together?

Learning Objectives

Develop self-motivation and physical confidence in competitive and cooperative situations
Work effectively with a partner through communication and trust
Apply problem-solving skills to physical challenges

Key Outcomes

Students will successfully complete partner-based physical challenges requiring trust and communication
Students will demonstrate improved cooperative skills through increasingly complex tasks
Students will reflect on their own performance and identify strategies for effective partnership work

Equipment & Resources Required

Hoops

6-7 (1 per group of 4-5 students)

Distributed evenly around activity space before lesson begins

Alternative: Large rope circles, skipping ropes arranged in circles

Rope

6-7 (1 per group of 4-5 students)

Ropes should be approximately 3-4 metres in circumference, securely knotted

Alternative: Long resistance bands tied in loops, multiple skipping ropes tied together

Beach Ball

15 (1 per pair)

Inflate to firm but not rock-hard to allow grip between body parts

Alternative: Large lightweight balls, balloons (less durable), soft foam balls

Balls

15 (1 per pair)

Items should be lightweight and soft to prevent injury if dropped

Alternative: Pool noodles cut to 30cm lengths, soft rolled towels, foam cylinders

Cling Film

2-3 rolls

Standard kitchen cling film, easily breakable for safety

Alternative: Crepe paper bandages, fabric strips (reusable option)

Cones

20-30

For creating relay circuits and boundaries

Alternative: Spots, chalk lines, taped boundaries

Hurdles

4-6

Low-height obstacles only for progression activities

Alternative: Cones to weave around, benches to navigate, marked lines to follow

Key Vocabulary

Partnership

Two people working together towards a common goal

Cooperation

Working together by helping and supporting each other

Trust

Having confidence that your partner will support you and work with you safely

Communication

Sharing ideas, instructions and feedback clearly with your partner

Teamwork

The combined action of a group working together effectively

Self-motivation

The ability to push yourself to try hard without being told to

Physical confidence

Feeling comfortable and capable when attempting physical challenges

Problem solving

Finding solutions to challenges by thinking, trying different approaches and working together

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space and movement
Experience working in small groups
Awareness of safety when moving around others

Current Skills

Partner communication and trust-building
Cooperative problem-solving through physical challenges
Self-motivation and resilience in challenging situations
Giving and receiving constructive feedback

Next Steps

Leading small group challenges
Creating complex team-building activities
Applying partnership skills in competitive team games
Developing leadership roles in group situations

Milestone Indicators

Students can complete back-to-back stand-up challenge within 3 attempts

Partners demonstrate consistent communication throughout activities

Students show resilience when activities don't work first time

Groups can create and explain their own challenges to others

Key Teaching Points

Partnership requires equal contribution from both people - model and emphasise mutual responsibility throughout lesson
Trust builds gradually through successful shared experiences - celebrate small successes that develop confidence
Communication is both verbal (talking, planning) and non-verbal (body language, physical cues) - develop both types
Resilience means trying again after failure - normalize mistakes as learning opportunities, not problems
Self-motivation means engaging fully without constant teacher direction - praise intrinsic motivation when observed
Physical confidence develops through achievable challenges that progressively increase difficulty
Problem-solving requires trying multiple approaches - encourage experimentation and creative solutions
Cooperation under competitive pressure is the ultimate test of partnership skills - emphasise teamwork over winning

Common Misconceptions

Misconception: Partnership means the stronger/more capable person leads and the other follows. Correction: True partnership means equal contribution and shared decision-making - both partners bring valuable skills.
Misconception: Trust happens immediately. Correction: Trust builds gradually through successful cooperative experiences - it's okay to feel unsure at first.
Misconception: Communication means just talking. Correction: Communication includes listening, non-verbal cues, reading your partner's body language, and adapting your approach based on feedback.
Misconception: If you drop the equipment or fail the challenge, you've done it wrong. Correction: Mistakes are learning opportunities - the goal is problem-solving and persistence, not perfect first attempts.
Misconception: The fastest pair in the relay is the best partnership. Correction: The best partnerships balance speed with cooperation, safety, and mutual support - winning isn't everything.
Misconception: You can only work well with your friends. Correction: Building new partnerships with different people develops broader cooperation skills - everyone has something to offer.
Misconception: Self-motivation means being naturally good at PE. Correction: Self-motivation is about effort and attitude, not natural ability - trying hard matters more than being the best.

SEN Adaptations

ADHD

Short activity bursts with clear time limits visible (timer). Very clear boundaries marked with cones/lines. Regular positive feedback and rewards. Allow movement breaks between sections. Immediate feedback rather than delayed. Simplified instructions - one step at a time. High-energy activities to channel energy positively. Opportunities for leadership roles to maintain engagement.

dyspraxia

Larger, easier-to-grip equipment (bigger balls, thicker batons). Reduced complexity in movement sequences. Extra practice time for motor planning. Break activities into smaller steps with demonstrated models. Allow more time for task completion. Reduce balance challenges or provide support. Partner with patient, supportive peer. Celebrate effort over achievement. Verbal walk-through before physical attempt.

autism spectrum

Visual schedule showing lesson structure and transitions. Prepare student in advance for partner/group work expectations. Clear, explicit instructions about physical contact boundaries. Quiet break zone available if overwhelmed. Consistent partnerships rather than frequent changes if preferred. Reduce sensory input - quieter environment, fewer visual distractions. Allow preparation time before new activities. Use timer to show activity duration.

visual impairment

Use bright coloured equipment for better visibility. Provide detailed verbal descriptions of all activities before beginning. Buddy system with sighted partner who provides verbal guidance. Tactile exploration of equipment before use. Reduce activity space to minimise navigation challenges. Use sound cues (music, whistle) for directional guidance.

hearing impairment

Visual demonstrations essential - show don't just tell. Use visual cue cards with pictures of activities. Hand signals for communication (thumbs up = good, flat hand = stop, pointing for direction). Ensure student can see teacher's face for any lip-reading. Partner with hearing student who can relay information. Written instruction sheets available for complex tasks.

physical disability

Seated versions of activities - wheelchair users can participate in hoop games holding hoop at wheelchair height. Modified back-to-back challenge from seated position. Adapted equipment - lighter balls, larger grips. Reduced distances for movement activities. Allow use of mobility aids throughout. Partner with ambulatory student for supported movement challenges. Adult support for physical activities requiring balance.

Cross-Curricular Links

English

Giving clear verbal instructions. Active listening skills. Providing constructive feedback using appropriate language. Descriptive vocabulary for reflection. Speaking and listening in pair and group discussions. Following multi-step verbal instructions.

Maths

Calculating area and perimeter during rope shape activities (length x width, adding all sides). Estimating distances in metres without measuring tools. Understanding geometric properties - squares have equal sides and right angles, rectangles have two pairs of equal sides. Counting and timing during challenges.

Science

Understanding forces during partner activities - equal and opposite forces needed for balance. Gravity affecting dropped objects. Centre of mass and balance during back-to-back stands. Cardiovascular system responding to exercise - heart rate increasing during active periods and decreasing during cool-down. Muscular system - which muscles used in different activities.

Computing

Algorithmic thinking - planning sequences of movements. Debugging when strategies don't work - trying different approaches. Logical reasoning to solve physical problems.

Geography

Spatial awareness and navigation. Directions and positional language - forwards, backwards, sideways, around. Mapping movement through space. Understanding personal space vs shared space.

PSHE

Building trust in relationships. Effective communication skills - verbal and non-verbal. Resilience and persistence when facing challenges. Self-awareness and self-assessment. Empathy and supporting others. Managing emotions during frustration or difficulty. Cooperation and teamwork. Respecting others and appropriate physical boundaries.

Teacher Guidance

Positioning

Stand centrally during demonstrations for whole-class visibility. Circulate during paired/group activities to monitor all areas. Position closer to higher-risk activities like back-to-back stands. Move to perimeter during races to observe whole course.

Observation Focus

Watch for: quality of partner communication, appropriate physical contact, signs of frustration or anxiety, students struggling or being excluded, unsafe movement speeds, partnership dynamics (dominance/passivity), resilience during challenging tasks, application of instruction to performance.

Intervention Points

Intervene when: unsafe behaviour observed, inappropriate contact occurs, student shows distress, equipment being misused, partnership conflict arises, student excluded or isolated, task beyond student capability causing risk, lack of engagement from individual, bullying or unkind behaviour, excessive competitiveness overriding cooperation.

Demonstration Notes

Demonstrate: Use capable student pairs as models frequently. Exaggerate movements for visibility. Provide verbal commentary during demonstrations explaining key points. Show both correct technique and common mistakes (safety permitting). Use freeze-frame technique to highlight specific moments. Celebrate excellent examples observed during practice.

Verbal Cues

•'Communicate with your partner!'
•'Press your backs together firmly!'
•'Gentle contact only - no pushing!'
•'If you drop it, just try again!'
•'Talk to each other about your strategy!'
•'Watch where you're going!'
•'Remember - teamwork is more important than speed!'
•'Support your partner - they need you!'
•'Think about how you'll solve this problem together!'
•'That's excellent resilience - keep trying!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 20m x 15m, or outdoor playground equivalent. Clear of obstacles, adequate ceiling height for throwing activities. Ability to set up 15-20 metres relay circuit.

Surface Check

Dry, even, non-slip surface essential. Check floor before lesson for water, debris, or hazards. Outdoor surface must be flat without holes or uneven areas. Suitable for sitting activities - clean surface required.

Equipment Safety

Safety Checks

•Hoops inspected for cracks, sharp edges, or damage before use
•Ropes securely tied in circles with no loose trailing ends that could cause trips
•Beach balls properly inflated - firm but not rock-hard
•Foam batons soft and lightweight - check for damage
•Cling film used sparingly and loosely - easily breakable, scissors available
•Cones stable with no sharp edges
•Any hurdles low height only (shin level maximum) and stable

Risk Management

Key Risks

•Collisions between pairs during movement activities
•Slips and falls during racing or connected movement
•Loss of balance during back-to-back standing challenges
•Anxiety or discomfort with cling film wrapping activity
•Rope entanglement or tripping hazards
•Inappropriate physical contact between students
•Injury from falling equipment (batons, balls)

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between pairs/groups - minimum 2-3 metres enforced
•Progressive skill building from simple to complex activities
•Matching similar-sized students for physical partnering activities
•Emphasising gentle, controlled contact throughout
•Voluntary participation in cling film activity with opt-out available
•Constant supervision during all activities with teacher circulation
•Clear behaviour expectations regarding appropriate physical contact
•Scissors immediately available for cling film emergency release
•Modification options available for all activities

Supervision & Emergency Procedures

Supervision Points

•Teacher positions centrally for maximum visibility of all pairs/groups
•Circulate during activities to monitor technique, safety, and interactions
•Position near high-risk activities (back-to-back stands, cling film wrapping)
•Monitor particularly during competitive relay races for unsafe speed
•Watch for students experiencing anxiety or discomfort - intervene immediately
•Ensure inclusive participation - no students excluded or isolated

Emergency Procedures

Stop all activity immediately if injury or distress occurs. Use whistle or loud 'STOP' command. All students freeze on stop signal. Assess situation, provide appropriate first aid or emotional support. Remove cling film immediately if student distressed. Contact first aider if injury beyond minor bumps. Record any incidents according to school policy. Resume activity only when safe to do so.