Lesson 3 - Navigation & Communication Skills
Trust & Leadership Challenges
•Year 7
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we communicate effectively when we cannot use our usual senses?
Learning Objectives
- Apply safety considerations when completing practical navigation tasks
- Develop effective non-verbal communication strategies within team challenges
- Demonstrate trust and collaboration when working with sensory limitations
Key Outcomes
- Students will successfully navigate team challenges using multiple communication methods
- Students will identify and apply key safety considerations for blindfold activities
- Students will evaluate team performance and suggest specific improvements
Equipment & Resources Required
Use to mark rectangular play areas (approximately 10m x 5m per team) and create boundaries for navigation challenges
Alternative: Markers, spot markers, or chalk lines
Ensure blindfolds are clean, comfortable, and completely block vision; have spares available
Alternative: Clean PE bibs, fabric strips, or students can close eyes with adult supervision
Position within play area as target destinations for navigation tasks
Alternative: Hoops, boxes, or marked zones on the floor
Place at various positions within play area for collection tasks
Alternative: Bean bags, small foam balls, or quoits
Used for dribbling or bouncing tasks within navigation challenges
Alternative: Playground balls or foam balls
Use to identify teams and as objects to collect during challenges
Alternative: Coloured bands or sashes
Prepare with success criteria and space for peer/self-assessment notes
Alternative: Digital assessment on tablets or verbal feedback recorded by teacher
Essential for timing competitive navigation challenges
Alternative: Mobile phone timer or visible countdown clock
Set up low (30cm high) for crawling under challenges
Alternative: Cones to represent tunnel or barrier
Create obstacles for rolling balls under during advanced scenarios
Alternative: Cones laid on side or taped lines
Key Vocabulary
To share information, ideas, or instructions with others through words, gestures, or actions
Communication without using words, such as through gestures, mime, or body language
To work together with others towards a common goal
To guide or direct someone or yourself through a space or towards a destination
The confidence and reliance you place in your teammates to keep you safe and help you succeed
To assess or judge the quality, success, or effectiveness of something
To create or produce ideas, solutions, or strategies
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork and cooperation from Year 6
- Experience following multi-step instructions
- Foundational trust-building activities in previous OAA lessons
Current Skills
- Non-verbal communication techniques including gestures and mime
- Verbal communication skills with directional vocabulary
- Trust-building through sensory limitation activities
- Problem-solving under pressure with time constraints
Next Steps
- More complex navigation challenges with multiple objectives
- Orienteering skills using maps and compasses
- Leadership rotation in extended problem-solving scenarios
Milestone Indicators
Key Teaching Points
- Safety is non-negotiable in blindfold activities - establish and maintain strict safety protocols including FREEZE command, walking only, and boundaries
- Effective non-verbal communication requires exaggerated, clear gestures and movements that can be easily interpreted and translated into verbal instructions
- Navigators must use specific, directional language (left, right, forward, back, specific step counts) rather than vague terms like 'over there' or 'that way'
- Trust is built through consistent, accurate instructions and teammates keeping blindfolded students safe throughout activities
- Role rotation ensures all students experience different perspectives and develop empathy for teammates' challenges in each position
- Reflection and evaluation are crucial for consolidating learning about communication strategies and team dynamics
- Managing frustration positively is a key skill when communication breaks down - encourage problem-solving rather than giving up or blaming
Common Misconceptions
- MISCONCEPTION: 'Navigators can peek a little bit to help their team.' CORRECTION: The challenge specifically requires Navigators to face away - this forces them to rely entirely on Actors' communication, which is the learning point. Say: 'I know it's tempting, but the Navigator must trust the Actors completely - that's what makes this challenging and valuable!'
- MISCONCEPTION: 'Actors can just tell the Navigator what to say - it's faster.' CORRECTION: Actors cannot speak - the non-verbal communication is the skill being developed. Say: 'Remember, Actors are silent - you must find ways to communicate without words. That's the whole challenge!'
- MISCONCEPTION: 'Moving quickly while blindfolded shows confidence and trust.' CORRECTION: Safety requires slow, deliberate movement even when confident. Say: 'Walking slowly doesn't mean you don't trust your team - it means you're being safe, which shows respect for yourself and others.'
- MISCONCEPTION: 'If we don't finish quickly, we failed.' CORRECTION: Success is about communication quality and teamwork, not just speed. Say: 'The fastest time doesn't always mean the best teamwork. I'm looking for clear communication, trust, and collaboration - those are what matter most.'
- MISCONCEPTION: 'It's the blindfolded person's fault if they can't complete the task.' CORRECTION: Success depends on the entire team's communication effectiveness. Say: 'If your blindfolded teammate struggled, that's feedback about how clear your communication was as a team, not about their ability. How can you all improve together?'
SEN Adaptations
ADHD
- Structure with short, timed activities works well - use this to advantage. Provide immediate, frequent feedback and encouragement. Allow active roles first (Actor) before roles requiring sustained concentration (Navigator). Use visual timers showing time remaining. Emphasise competitive element as motivator. Break complex tasks into smaller steps with checkpoints.
dyspraxia
- For blindfolded role: allow more time, use larger equipment easier to grip, simplify sequences to reduce working memory load. For Actor role: accept simpler gestures that convey meaning even if not sophisticated. For Navigator role: allow written instruction cards or visual aids. Reduce play area size. Partner with patient, supportive peer. Celebrate effort over speed.
autism spectrum
- Provide visual schedule showing lesson sequence. Allow preparation time - show blindfold before expecting student to wear it. Create 'safe zone' where student can observe before participating. Use clear, literal language in instructions avoiding idioms. Provide written role cards as reference. Allow breaks if sensory overwhelm occurs. Pair with familiar, trusted peer.
visual impairment
- Students with visual impairment may actually excel at navigation challenges as they have existing strategies for spatial awareness. Provide brightly coloured, high-contrast equipment. Use tactile markers on boundaries. Provide extra verbal descriptions of space layout. Buddy system with sighted peer for setup and transitions.
hearing impairment
- For Navigator role: allow use of visual signals or written instructions instead of verbal. For Actor role: ensure student positioned where they can see clearly. For blindfolded role: use vibration signals (tap on shoulder) or visual cues (bright torch) to supplement verbal instructions. Provide visual schedule of activity sequence.
physical disability
- Adapt tasks to wheelchair users: reduce play area size, position equipment within comfortable reach, replace 'walking' with 'moving', replace bouncing ball with rolling. Seated blindfold version possible with reaching and collecting tasks. Modify perimeter challenge to navigating around smaller circuit. Allow additional Actor or Navigator support.
Cross-Curricular Links
English
Verbal communication skills - giving clear, concise instructions; active listening when receiving instructions; vocabulary development using technical terms (navigate, collaborate, non-verbal); evaluating and reflecting using descriptive language during plenary discussions
Maths
Directional language and angles - giving instructions using left, right, 90-degree turns; measuring and estimating distances within play area; timing challenges and comparing completion times across rounds; spatial reasoning when navigating blindfolded through three-dimensional space
Science
Sensory systems - understanding how we rely on vision and what happens when it's removed; proprioception and balance when navigating without sight; communication systems in nature (how animals communicate non-verbally); forces when bouncing balls during tasks
Drama
Non-verbal communication techniques through mime and gesture; performance skills when acting out scenarios for Navigators; using body language to convey meaning clearly; understanding importance of exaggeration and clarity in physical performance
Geography
Directional vocabulary (north, south, east, west can be introduced); navigation concepts and wayfinding; spatial awareness and mental mapping of play area; understanding of coordinates and relative positioning
PSHE
Teamwork and collaboration essential throughout lesson; building trust with peers through vulnerable blindfold activities; resilience and managing frustration when challenges are difficult; empathy for teammates in different roles with different challenges; emotional regulation under pressure
Teacher Guidance
Positioning
Stand centrally in activity space to maintain visual oversight of all team zones. Circulate systematically between zones during activities, spending approximately 30-45 seconds observing each team. Position yourself where you can see all blindfolded students simultaneously - this is the priority supervision point.
Observation Focus
Primary focus: safety of blindfolded students (movement speed, orientation, proximity to boundaries). Secondary focus: quality of communication strategies (clarity of mime from Actors, specificity of Navigator instructions, trust shown by blindfolded students). Tertiary focus: team dynamics (encouragement, frustration management, collaboration).
Intervention Points
Intervene immediately if: 1) Any safety rule is broken (running while blindfolded, Navigator peeking, students leaving zones), 2) Blindfolded student appears distressed or disoriented, 3) Communication completely breaks down and team becomes frustrated, 4) Students are unkind or negative toward teammates. Use FREEZE command for safety issues; use positive redirection for communication issues.
Demonstration Notes
Demonstrate: During setup, show clear examples of each role with exaggerated movements so all students can see from distance. For Actor role, mime picking up ball with very obvious reaching, grasping, lifting movements. For Navigator role, model giving directions using clear vocabulary: 'Walk forward 3 steps, turn left, reach down low, pick up the ball.' For blindfolded role, demonstrate slow, cautious movement with arms slightly out for safety and balance.
Verbal Cues
- •'Actors, make your gestures bigger and clearer!'
- •'Navigators, be specific - say left or right, not over there'
- •'Blindfolded students, move slowly and trust your team'
- •'Excellent communication happening in Team 4!'
- •'Remember to encourage each other - this is challenging!'
- •'FREEZE' (for immediate safety stop)
Safety Considerations
Space & Surface Requirements
Space Requirements
Large space required: minimum 60m x 40m to accommodate 6-8 team zones (each 10m x 5m) with 2m spacing between zones. Indoor hall or outdoor playground suitable. Clear of obstacles and hazards.
Surface Check
Dry, even surface essential due to blindfold activities. Check for: no wet patches, no uneven areas, no loose objects, no protruding equipment. Indoor: check hall floor is clean and not slippery. Outdoor: check for stones, holes, or debris.
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and in good condition with no torn fabric
- •Ensure blindfolds completely block vision but are comfortable and breathable
- •Verify cones have no sharp edges or cracks
- •Check balls are properly inflated (not over-inflated which could burst)
- •Ensure buckets are stable and won't tip easily
- •If using rope, secure low to ground (maximum 30cm high) with no trip hazards
- •All equipment positioned safely within zones, not in walkways between zones
Risk Management
Key Risks
- •Collisions between blindfolded students and equipment or boundaries
- •Blindfolded students becoming disoriented or panicked
- •Collisions between different team zones if students wander
- •Psychological distress from sensory deprivation (blindfolds)
- •Tripping over equipment during blindfold activities
- •Students removing blindfolds unsafely while moving
Risk Mitigation
- •Clear boundaries established and explained before activities begin
- •Constant teacher supervision with visual oversight of all blindfolded students
- •FREEZE command established and practiced - all students stop immediately when called
- •Mandatory slow walking only for blindfolded students - no running permitted
- •Minimum 2 metres spacing between team zones to prevent interference
- •Exit protocol: blindfolded students can say STOP at any time to pause and remove blindfold
- •Adequate spacing within zones to reduce collision risk with equipment
- •Teams briefed on responsibility to keep teammates safe
- •Teacher circulates constantly to anticipate and prevent hazards
- •Blindfolds secured safely by teacher, not by students themselves initially
Supervision & Emergency Procedures
Supervision Points
- •Position centrally to maintain visual contact with all team zones simultaneously
- •Circulate in systematic pattern to check each zone regularly
- •Prioritise watching blindfolded students over other roles
- •Monitor boundaries to prevent students leaving designated zones
- •Watch for signs of distress in blindfolded students (stopping, reaching out uncertainly, removing blindfold)
- •Check Navigator positions - they should face away but remain safe
- •Supervise equipment collection at end to prevent rushing or throwing
Emergency Procedures
Use FREEZE command for immediate stop if unsafe behaviour observed. Remove blindfolds immediately in any emergency situation. First aid kit accessible for minor injuries (bumps, scrapes). If student becomes distressed with blindfold: immediate removal, calm reassurance, option to participate without blindfold or in observer role. If collision occurs: stop all activities, assess injury, apply appropriate first aid, complete accident form if necessary. Emergency exits kept clear at all times.