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Lesson 1 - Non-Verbal Skills & Problem Solving

Trust & Leadership Challenges

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Year 7

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Outdoor Adventurous Activities

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Big Question

Can you solve complex challenges using only non-verbal communication?

Learning Objectives

To use non-verbal communication effectively to solve team challenges
To demonstrate agility, balance, coordination and precision in problem-solving contexts
To think creatively and work cooperatively to overcome physical obstacles

Key Outcomes

Students will successfully complete team challenges using non-verbal communication strategies
Students will demonstrate improved coordination and balance through progressive team tasks
Students will evaluate and refine their problem-solving approaches based on team feedback

Equipment & Resources Required

Blindfolds

15 (half the class)

Cleaned and stored hygienically between uses, placed in designated collection area

Alternative: PE bibs folded and tied, or students can close eyes with teacher monitoring

Benches

4-5 (one per group)

Stable and secure, positioned away from walls with clear space around them

Alternative: Low balance beams, chalk lines on floor for modified version

Hoops

8-10 (various sizes: large 90cm, medium 75cm, small 60cm)

Checked for cracks or damage, different sizes colour-coded for easy identification

Alternative: Rope circles, chalked circles for floor version

Curtain Rings with Attached Strings

12.5 metres

Secured at both ends to fixed points at varying heights from 0.5m to 1.5m

Alternative: Elastic bands tied together, bunting cord

Posts

2 sets (e.g., football goalposts, climbing frame)

Checked for stability before attaching rope, minimum 5 metres apart

Alternative: PE benches turned on side and weighted, wall fixtures if available

Mats

40-50 (8-10 per course)

Arranged in pairs to create gates, spaced 2-3 metres apart in staggered pattern

Alternative: Chalk marks, poly spots, bean bags as markers

Balls

30 (one per student)

Optional equipment for additional challenges or modifications

Alternative: Small balls, quoits, foam blocks

Whistles

For teacher to signal starts, stops and transitions

Alternative: Voice commands, hand clap

Key Vocabulary

Non-verbal communication

Communicating without using words, through gestures, facial expressions, body language and sounds

Problem-solving

The process of finding solutions to difficult or complex issues through thinking, planning and working together

Cooperation

Working together towards a common goal, listening to others and combining efforts

Strategy

A planned approach or method for achieving a goal or solving a problem

Agility

The ability to move quickly and easily, changing direction or position with control

Balance

Maintaining body control and stability in various positions, including when moving or stationary

Coordination

The ability to use different parts of the body together smoothly and efficiently

Precision

Performing movements with exactness, accuracy and attention to detail

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation from KS2 PE
Experience working in small groups on simple challenges
Fundamental movement skills including balance and coordination

Current Skills

Non-verbal communication techniques including gestures and visual signals
Strategic problem-solving in physical contexts
Advanced balance and coordination under pressure
Leadership and follower roles in team challenges

Next Steps

More complex OAA challenges requiring sustained communication
Orienteering activities using map reading and navigation
Leadership roles in planning and executing team expeditions
Risk assessment and decision-making in outdoor environments

Milestone Indicators

Students can maintain non-verbal communication for extended periods (5+ minutes)

Groups complete challenges with minimal teacher intervention

Students independently identify and correct communication breakdowns

Teams demonstrate creative problem-solving approaches not demonstrated by teacher

Key Teaching Points

Non-verbal communication is not just absence of words - it's active use of gestures, demonstrations, positioning, eye contact and physical modelling to share ideas
Effective problem-solving requires planning before action - encourage teams to discuss/think strategically before attempting challenges
Balance is maintained through low centre of gravity, weight distribution, core engagement, and focus - explicitly teach body positioning
Cooperation means every team member contributes - actively watch for and address exclusion of quieter or less confident students
Resilience is crucial in OAA - challenges are designed to be difficult and require multiple attempts; celebrate persistence not just success
Safety is everyone's responsibility - students must self-monitor their movements, respect equipment limits, and speak up if feeling unsafe
Different communication strategies work for different challenges - what succeeds in one context may not transfer; adaptability is key

Common Misconceptions

Misconception: 'Non-verbal means no communication' - Correction: Non-verbal requires MORE communication effort through alternative methods like gesture, demonstration and positioning
Misconception: 'The fastest solution is the best' - Correction: Careful planning and strategy often leads to success where rushing leads to repeated failures and restarts
Misconception: 'Physical strength is most important' - Correction: OAA challenges are puzzles requiring thinking, coordination and cooperation more than raw strength
Misconception: 'One person can solve it for the whole team' - Correction: These are team challenges requiring input and contribution from all members to succeed
Misconception: 'If we fail, we should try the exact same thing again' - Correction: Failure provides information; effective teams analyse what went wrong and adapt their approach
Misconception: 'Competitive activities are about winning at all costs' - Correction: Competition in PE is about testing your skills, trying your best, and showing good sportsmanship regardless of outcome

SEN Adaptations

ADHD

Short, clearly defined activities with frequent transitions (lesson structure already supports this). Provide leadership roles and active responsibilities to maintain engagement. Use timer/countdown clock so time expectations visible. Allow brief movement breaks between stations if needed. Clear, simple instructions repeated multiple times. Immediate, specific feedback to maintain motivation. High activity level of lesson suits ADHD needs - capitalize on energy. Emphasise the puzzle/problem-solving element to engage hyperfocus positively.

dyspraxia

Allow extra practice time for coordination challenges. Break complex movements into smaller sequential steps. Use larger equipment initially (larger hoops, wider gates, more stable benches). Provide demonstration repeatedly as needed without time pressure. Reduce balance demands: bench challenge on floor line instead, or allow hand on wall for stability. Slow pace of activities slightly. Celebrate incremental progress rather than only completion. Pair with patient, supportive teammate. Consider scribe or verbal response for reflection if written recording required.

autism spectrum

Provide visual schedule showing lesson structure and timings in advance. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs. Allow warm-up opt-out if social memory game causes anxiety (alternative: individual warm-up routine). Use visual social stories to explain teamwork expectations. Concrete success criteria rather than ambiguous goals. Reduce group size to 4-5 if needed. Prepare for competitive activities by explaining rules and outcomes in advance, offering alternative non-competitive option if needed.

visual impairment

Use tactile markers (textured tape) on benches to indicate positions. Provide detailed verbal descriptions of all stations during introduction. Buddy system with sighted partner throughout. Increase contrast of equipment (bright coloured hoops and cones). Allow additional practice time to familiarize with space and equipment layout before challenges begin. During blindfold activities, VI students can participate without blindfold as equitable.

hearing impairment

Ensure face-to-face positioning when giving instructions so lip-reading possible. Use highly visual demonstrations - exaggerate gestures and movements. Provide written/picture cards showing challenge rules at each station. Use visual signals for start/stop (coloured flags or lights) in addition to whistle. Buddy system with peer who can relay instructions through agreed signs. Vibrating timer or visual timer for time limits. During sheep/shepherd game, replace sounds with visual signals (coloured card holds, gestures).

physical disability

Modify bench challenge: use floor lines/tape instead of raised bench for wheelchair users or those with balance difficulties. Electric Fence: lower rope height significantly or create 'gaps' in fence at wheelchair height. Hoop challenge: adapt to pass hoop around seated circle or use larger hoops. Shepherd/Sheep game: reduce distance, widen gates, allow mobility aid use. Roles: ensure students with physical disabilities get leadership/planning roles where their cognitive strengths shine. Adapted equipment: larger, lighter balls or bean bags if needed.

Cross-Curricular Links

English

Following and giving instructions with precision. Creating communication codes and systems (language development). Vocabulary development with technical PE terms. Verbal reflection and articulation of experiences during plenary. Listening skills during group problem-solving discussions.

Maths

Counting team members to identify missing person during warm-up. Ordering by numerical criteria (age, height measurements). Spatial reasoning and geometry during gate navigation. Calculating angles and distances for efficient route planning. Symmetry and patterns in creating balanced circle formations.

Science

Communication methods in humans and animals - comparing our non-verbal signals to animal communication. Sound waves and how noises travel (in Sheep to Pen game). Forces and balance - centre of gravity when standing on benches, stability when moving. Teamwork in nature - linking to pack/herd behaviours and cooperative survival strategies.

Drama

Non-verbal communication techniques used in physical theatre and mime. Using body language, facial expressions, and gesture to convey meaning. Creating and interpreting symbols and signals. Collaborative creation similar to devising theatre pieces together.

Geography

Directions and navigation using non-verbal signals (linking to map symbols and compass directions). Spatial awareness and mental mapping of course layouts. Using positional language (left, right, forward, backward, between). Route planning and optimization similar to navigation skills.

PSHE

Teamwork and cooperation as essential life skills. Communication beyond words - understanding body language and reading social cues. Building trust (especially evident in blindfold activities). Resilience and growth mindset when facing challenging problems. Leadership skills and shared responsibility. Conflict resolution when group strategies differ.

Teacher Guidance

Positioning

Position yourself centrally where all four stations are visible during circuit work. Move between stations every 2-3 minutes for closer observation but maintain ability to scan all areas. During whole-class activities (warm-up, cool-down), position at open side of circle/formation where all students visible.

Observation Focus

Watch for: effective non-verbal communication strategies being used, balance and control during physical challenges, cooperative behaviours and inclusion of all team members, safety compliance especially near equipment, students struggling who need intervention or differentiation, particularly successful groups/strategies to highlight for others.

Intervention Points

Intervene immediately for: safety risks (unstable bench, blindfolded student near obstacle, rope height issues), complete group stalemate lasting 3+ minutes without progress, exclusion or conflict between students, students opting out or disengaged. Use questioning rather than providing solutions: 'What have you tried?' 'What else could you attempt?' 'How could you communicate that differently?'

Demonstration Notes

Use students to demonstrate successful strategies rather than teacher showing solutions - preserves problem-solving element. Demonstrate safety protocols explicitly (how to step off bench safely, how to apply blindfold, what counts as 'gentle tag'). Use exaggerated slow-motion demonstrations for complex coordination tasks so all details visible. When demonstrating non-verbal communication, make your gestures larger and clearer than necessary to model good practice.

Verbal Cues

•'Show me with your bodies, not your words!'
•'What's your strategy? Plan before you act!'
•'Restart - everyone back to start position'
•'Excellent problem-solving! Now try the next level'
•'How are you communicating without words?'
•'Safety first - controlled movements only'
•'Include everyone - how can [name] contribute?'
•'Two minutes remaining at this station!'
•'Watch and learn from [group name]'s strategy'
•'Freeze! Listen for instructions'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space required, larger space preferred for simultaneous station work. Indoor hall or outdoor playground suitable. Clear of obstacles, walls padded or adequate distance maintained.

Surface Check

Dry, even surface essential - check for wet patches, debris, trip hazards before lesson starts. Outdoor: check for stones, glass, uneven ground. Indoor: check floor isn't slippery.

Equipment Safety

Safety Checks

•Benches checked for stability - no wobbling or damaged legs
•Hoops inspected for cracks or sharp edges that could cause injury
•Rope secured firmly at both ends before use, tested by teacher pulling with body weight
•Rope height appropriate (maximum 1.5m to prevent dangerous climbing attempts)
•Blindfolds cleaned between uses for hygiene, checked for comfort
•Cones and floor spots have no sharp edges, positioned securely to prevent slipping

Risk Management

Key Risks

•Falls from benches during 'Stand in Order' challenge
•Collisions between students during dynamic movement phases
•Rope burns or impacts from 'Electric Fence' if touched at speed
•Blindfolded students walking into walls, equipment or other students
•Overly competitive behaviour leading to pushing or unsafe physical contact
•Lifting attempts during Electric Fence becoming unstable or dropping students

Risk Mitigation

•Clear safety briefing at start emphasising controlled movements
•Adequate spacing between stations to prevent cross-contamination of activities
•Benches positioned away from walls with clear floor space around them
•Teacher/TA actively spotting blindfolded students at all times
•Rope height kept below 1.5m and regularly checked for security
•Lifting explicitly addressed: only if safe, controlled, and within group's capability
•Stop signal (whistle) practiced and enforced immediately when used
•Progressive challenges allowing students to build skills before complex tasks
•Clear rules about gentle tagging only - no pushing or grabbing

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally to observe all stations during circuit work
•Prioritise observation of highest-risk station (Electric Fence) most frequently
•Scan all activity areas every 30-60 seconds minimum
•Move between stations to provide closer supervision rotationally
•TA or additional adult (if available) stationed at Electric Fence or with blindfolded students
•Never turn back to active students - maintain vigilant observation throughout

Emergency Procedures

STOP signal (whistle + 'FREEZE') practiced at lesson start. All students stop immediately and look at teacher. For injuries: assess severity, send reliable student for first aid kit/additional adult if needed, keep injured student calm and still, never move potentially serious injuries. First aid kit and emergency contact details accessible. Nearest telephone/radio communication point identified before lesson.