Lesson 3 - Strategic Problem Solving
Team Building & Collaboration Foundations
•Year 7
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How does creating a plan before acting help us solve problems more effectively?
Learning Objectives
- Develop the ability to perform with control and poise under pressure
- Understand the importance of planning and strategy in problem-solving situations
- Apply evaluation skills to improve team performance through reflection
Key Outcomes
- Students will demonstrate controlled and composed behaviour during challenging team tasks
- Students will create and execute strategic plans to solve physical problems
- Students will evaluate their performance and identify areas for improvement
Equipment & Resources Required
Organise by colour before lesson, place in containers at relay starting positions
Alternative: Coloured cones, tennis balls in bags, coloured cloths
Arrange in precise 3x3 or 4x4 grids with equal spacing
Alternative: Chalk circles on floor, tape squares, poly spots
Separate suits before lesson, shuffle each suit individually
Alternative: Number cards 1-13, laminated numbered cards
Pre-number all pieces 1-30, place randomly within designated keypad area
Alternative: Paper plates with numbers, laminated cards, floor tape with numbers
Check mats are clean and free from damage before use
Alternative: Carpet squares, wooden boards, sturdy cardboard
Ensure all timing devices are synchronized
Alternative: Phone timer, visible countdown clock
Position where all students can see during briefings
Alternative: Flip chart, visible display board
Key Vocabulary
Thinking ahead and deciding on actions before you start a task
A specific plan of action designed to achieve a goal efficiently
Looking back at what you did to identify strengths and areas for improvement
Staying calm, balanced and in control even when under pressure
A specific order in which things must happen or be done
Specific methods used to achieve your strategy
Sharing information and ideas with others, verbally or non-verbally
Finding solutions to challenges by thinking creatively and working systematically
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork and cooperation
- Experience working in small groups during PE activities
- Fundamental movement skills including running and balance
Current Skills
- Strategic planning and thinking ahead
- Evaluating performance and identifying improvements
- Maintaining composure under time pressure
- Non-verbal communication techniques
Next Steps
- Leading complex team challenges with multiple variables
- Developing advanced problem-solving strategies
- Applying planning skills to competitive sports situations
Milestone Indicators
Key Teaching Points
- Planning before action leads to better outcomes - explicitly time and value planning phases
- Evaluation is essential for improvement - structured reflection time after attempts
- Control and poise means staying calm and composed even under pressure - model this throughout
- Non-verbal communication is powerful - use keypad challenge to develop this skill
- Every team member has valuable contributions - ensure all voices heard in planning
- Strategy requires specific, detailed thinking not vague 'try harder' - push for concrete plans
- Improvement is measurable - use timed challenges to show impact of planning quantitatively
Common Misconceptions
- Misconception: 'Planning wastes time, we should just start.' Reality: Show through timed challenges that planning time invested leads to faster overall completion.
- Misconception: 'Going fast means rushing.' Reality: Control and poise can be fast - it's about precision not speed alone.
- Misconception: 'The first idea is always best.' Reality: Evaluation and refinement improves strategies - second attempts demonstrate this.
- Misconception: 'Only the fastest/strongest students are valuable in team challenges.' Reality: Strategic thinking and planning often matter more than physical ability.
- Misconception: 'If you fail once, you'll fail again.' Reality: Learning from evaluation changes outcomes - show clear improvement data.
- Misconception: 'Talking is the only way to communicate.' Reality: Non-verbal communication can be equally or more effective in some situations.
SEN Adaptations
ADHD
- Short, varied activities maintain engagement (lesson already structured this way). Clear, concise instructions. Frequent opportunities to move and be active. Specific roles during team challenges provide focus. Visual reminders of rules. Immediate feedback and praise. Regular check-ins to maintain attention. Movement breaks built into lesson structure.
dyspraxia
- Additional planning and thinking time before physical execution. Simplified movement patterns in swamp crossing. Larger, more visible equipment (bigger numbered cards). Break down instructions into smaller steps. Buddy support for coordination challenges. Emphasis on strategic thinking rather than speed. Allow extra time for mat balancing activities. Focus on strengths in planning and evaluation rather than physical execution.
autism spectrum
- Clear, visual schedule of lesson structure shown at start. Predictable routine with consistent rules. Visual timer for planning time reduces anxiety. Quiet planning space option if group discussion overwhelming. Clear expectations displayed visually. Advance warning before transitions between activities. Option to observe first before participating.
visual impairment
- Use brightly coloured, high-contrast equipment (bibs, hoops, numbered cards). Verbal descriptions of all setups and demonstrations. Buddy system with sighted partner. Tactile markers for keypad numbers (raised stickers). Clear verbal communication of distances and positions.
hearing impairment
- Visual demonstrations of all instructions. Written rules displayed on whiteboard. Hand signals for stop/start/instructions established at beginning. Ensure student can see teacher's face for lip-reading. Buddy system for rule clarifications. Visual timer for planning and activity times.
physical disability
- Adapted relay format - reduce running distance or allow wheelchair relay. Keypad challenge adapted to accessible numbers only or larger keypad area. Swamp crossing with additional mats or alternative challenge (planning route for others). Modified success criteria focusing on strategic contribution rather than physical execution. Leadership and planning roles emphasised.
Cross-Curricular Links
English
Verbal communication during planning discussions; articulating strategies clearly; listening skills during team talks; evaluative language during reflection; persuasive speaking when suggesting strategies to team
Maths
Sequencing numbers 1-30 in keypad challenge; understanding of patterns and order; counting time in seconds; comparing performance times between attempts; spatial awareness and geometry in grid layouts (3x3, 4x4 grids)
Science
Understanding of forces and friction when moving on gym mats; body systems response to exercise (heart rate increase and decrease); balance and centre of gravity during swamp crossing; cause and effect in strategy testing
Computing
Algorithm thinking - creating step-by-step sequences for solving problems; debugging strategies when plans don't work; systematic problem-solving approaches; understanding of sequence and order in coding concepts
PSHE
Teamwork and cooperation skills; communication and active listening; resilience when facing setbacks; emotional regulation under pressure; leadership and followership; honesty in self-assessment; respecting diverse contributions
Teacher Guidance
Positioning
Position yourself where you can see all students during activities. During relays, stand at corner to observe both start/finish areas. During keypad challenge, circulate between groups but maintain overview of all teams. During swamp crossing, position centrally to see all teams simultaneously.
Observation Focus
Watch for: strategic thinking in planning discussions, improvement between attempts, control and poise under pressure, inclusive team dynamics, non-verbal communication quality, physical control on mats, honest self-assessment during reflection.
Intervention Points
Step in when: safety is compromised, rules are repeatedly broken, one student dominating team decisions, teams genuinely stuck without productive struggle, frustration escalating to conflict, evaluation discussions are superficial or blame-focused.
Demonstration Notes
Demonstrate all activities clearly before students attempt. Exaggerate key teaching points for visibility. Show both correct and incorrect examples for contrast. Use students to demonstrate when appropriate. Model the planning and evaluation process by thinking aloud. Demonstrate poise by staying calm and controlled even when demonstrations don't go perfectly.
Verbal Cues
- •'Control and poise - stay calm and composed!'
- •'Think strategically - what's your plan?'
- •'Evaluate - what worked and what didn't?'
- •'Great planning leads to great performance!'
- •'How can you improve on that attempt?'
- •'Everyone's ideas are valuable - listen to all voices'
- •'Show me controlled movement not rushing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor hall or gymnasium for full lesson; requires clear space for relay lanes, separate keypad areas, and swamp crossing distance. Can be adapted to outdoor playground in dry conditions.
Surface Check
Dry, even, non-slip surface essential especially for mat activities. Check for water, debris, or damage. Gym mats must not slip on floor surface - test before lesson. Remove any obstacles from activity areas.
Equipment Safety
Safety Checks
- •Inspect all gym mats for tears, holes, or damaged edges before use
- •Check hoops and spots are laid completely flat without raised edges
- •Ensure numbered cards/papers are secured and won't slip when touched
- •Verify cones are stable and visible to prevent tripping
- •Playing cards laminated or in protective sleeves to prevent paper cuts
- •All equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during relay running if lanes too narrow
- •Slips and falls when placing bibs in hoops if rushing
- •Loss of balance on gym mats during swamp crossing
- •Mats sliding apart creating gaps students could step into
- •Frustration leading to unsafe behaviour when challenges are difficult
- •Overloading mats with too many students at once
Risk Mitigation
- •Establish clear boundaries and running lanes with adequate spacing (minimum 3 metres between teams)
- •Emphasise control and poise throughout - safety through controlled movement
- •Demonstrate safe mat movement and weight distribution before swamp challenge
- •Monitor mat activities closely - intervene if mats separating dangerously
- •Build in evaluation time to reduce frustration and promote problem-solving mindset
- •Set maximum number of students on mat at one time (maximum 3-4 depending on size)
- •Progressive difficulty allows skill building and confidence
- •Clear stop signals established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of space for maximum visibility during relay activities
- •Circulate between keypad areas to monitor all three groups
- •Stand where you can see all teams during swamp crossing
- •Pay particular attention to mat activities - highest physical risk
- •Monitor energy levels and frustration - intervene before unsafe behaviour
- •Watch for students attempting dangerous shortcuts or rule-breaking that compromises safety
Emergency Procedures
Established stop signal (whistle or 'FREEZE' command) that all students respond to immediately. First aid kit accessible in hall. Teacher aware of any students with medical conditions. If injury occurs: stop activity, assess injury, provide appropriate first aid or summon help, keep other students calm and supervised. Accident report completed for any injuries.