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Lesson 3 - Strategic Problem Solving

Team Building & Collaboration Foundations

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Year 7

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Outdoor Adventurous Activities

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Big Question

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

Bibs

11 per team (different colours for each team)

Organise by colour before lesson, place in containers at relay starting positions

Alternative: Coloured cones, tennis balls in bags, coloured cloths

Hoops

9-16 per grid (depending on activity variation)

Arrange in precise 3x3 or 4x4 grids with equal spacing

Alternative: Chalk circles on floor, tape squares, poly spots

Cards

1 full suit (13 cards) per team

Separate suits before lesson, shuffle each suit individually

Alternative: Number cards 1-13, laminated numbered cards

Cones

30 per group

Pre-number all pieces 1-30, place randomly within designated keypad area

Alternative: Paper plates with numbers, laminated cards, floor tape with numbers

Gym Mats

2 per group (6-8 mats total)

Check mats are clean and free from damage before use

Alternative: Carpet squares, wooden boards, sturdy cardboard

Stopwatch

1 per group (3 total)

Ensure all timing devices are synchronized

Alternative: Phone timer, visible countdown clock

Sun Markers

1 for teacher demonstration

Position where all students can see during briefings

Alternative: Flip chart, visible display board

Key Vocabulary

Planning

Thinking ahead and deciding on actions before you start a task

Strategy

A specific plan of action designed to achieve a goal efficiently

Evaluation

Looking back at what you did to identify strengths and areas for improvement

Poise

Staying calm, balanced and in control even when under pressure

Sequence

A specific order in which things must happen or be done

Tactics

Specific methods used to achieve your strategy

Communication

Sharing information and ideas with others, verbally or non-verbally

Problem Solving

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

Students independently suggest strategies before attempting tasks

Teams show visible improvement between first and second attempts

Students maintain control and poise when facing setbacks

Groups self-organise without constant teacher direction

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.