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Lesson 6 - Team Problem Solving Challenges

Trust & Leadership Challenges

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Year 7

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Outdoor Adventurous Activities

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Big Question

How can groups work together to solve complex challenges that no individual could overcome alone?

Learning Objectives

Students will assess problems and make group decisions about how to approach tasks
Students will work cooperatively to achieve a common goal
Students will apply problem-solving strategies learned throughout the unit

Key Outcomes

All students will participate in collaborative problem-solving activities
Most students will demonstrate effective communication and teamwork strategies
Some students will take leadership roles and evaluate multiple solutions to challenges

Equipment & Resources Required

Rope

4-6 long ropes (minimum 10m length each)

Two ropes needed for electric fence setup, others for marking boundaries

Alternative: Tape lines on floor, cones with string between them

Blindfolds

15 (half the class size)

Keep in accessible location for progression stages

Alternative: Sports bibs folded and tied, bandanas, or students closing eyes

Safety Mats

8-12 mats

Position under and around electric fence area to cushion any falls

Alternative: Crash mats if available, grassed area outdoors

Cones

8-12 for marking boundaries

Define clear team areas and challenge zones

Alternative: Spots, markers, or natural boundaries

Stopwatch

2 (one per group)

For timing challenge attempts and creating urgency

Alternative: Smartphone timer, visible clock

Sun Markers

2 small whiteboards for planning

Optional for teams to sketch strategies

Alternative: Paper and pens, floor space for discussion

Key Vocabulary

Communicate

To share information, ideas, and feelings with others effectively

Verbal

Communication using spoken words and language

Non-verbal

Communication without words, using gestures, expressions, or signals

Collaborate

To work together with others towards a shared goal

Listen

To actively pay attention to what others are saying and respond appropriately

Generate

To create or produce ideas, particularly multiple solutions to problems

Evaluate

To assess the effectiveness of strategies and identify improvements

Trust

Confidence in your teammates' abilities and commitment to safety

Strategy

A planned approach or method to solve a problem or complete a challenge

Skill Progression Pathway

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

Prior Learning

Basic teamwork and cooperation skills from previous OAA lessons
Understanding of communication methods (verbal and non-verbal)
Experience with trust-building activities and support techniques
Problem-solving frameworks from earlier unit lessons

Current Skills

Complex group decision-making under time pressure
Strategic planning and execution in large team contexts
Adapting to increased challenge complexity (blindfolds, silence)
Evaluating and refining strategies after unsuccessful attempts
Applying unit-long learning to culminating challenges

Next Steps

Leading OAA expeditions or orienteering activities
Applying problem-solving to competitive team sports
Mentoring younger students in OAA activities
Transferring collaborative skills to academic group projects

Milestone Indicators

Students plan before acting rather than rushing into attempts

Teams communicate continuously throughout challenges

Groups self-correct and improve strategies without teacher intervention

Students demonstrate trust in teammates during high-risk activities

Reflection shows deep understanding of transferable skills

Key Teaching Points

Effective problem-solving requires planning before action - resist urge to rush into attempts without strategy
Clear, specific communication is essential - 'move left' beats 'go there' every time
Different team members bring different strengths - value strategic thinking equally with physical ability
Trust is built through consistent safe practices and keeping teammates informed
Leadership means coordinating team ideas, not dictating solutions - best leaders listen first
Learning happens through failure - unsuccessful attempts provide valuable information for improvement
Skills developed in OAA transfer to academic teamwork, friendships, and life situations beyond PE

Common Misconceptions

MISCONCEPTION: 'The strongest students should lead and do everything.' REALITY: Effective teams distribute roles based on different strengths - planning, communicating, supporting, and executing all matter equally.
MISCONCEPTION: 'Faster is always better in challenges.' REALITY: Safe, strategic, well-communicated approaches succeed more consistently than rushed attempts - speed comes from efficiency not hurrying.
MISCONCEPTION: 'If we fail once, our strategy was wrong.' REALITY: Strategies often need refinement not replacement - small adjustments and practice improve performance.
MISCONCEPTION: 'Talking more means better communication.' REALITY: Quality beats quantity - clear, specific, timely communication matters more than constant chatter. Sometimes silence with good signals works better.
MISCONCEPTION: 'These skills only apply to PE lessons.' REALITY: Problem-solving, communication, teamwork, and trust transfer to all group situations - academic projects, friendships, family, future work.
MISCONCEPTION: 'You need to be athletic to succeed in OAA.' REALITY: OAA success comes from thinking, communicating, and cooperating - physical ability is just one small component of team success.

SEN Adaptations

ADHD

Use short, varied activities with clear time boundaries - stopwatch visible; provide active roles throughout - minimise waiting time; clear, simple instructions one step at a time; frequent positive feedback for on-task behaviour; allow movement and physical engagement throughout; assign specific role (timekeeper, equipment manager) to maintain focus; use timers to create urgency and structure; high-energy challenges well-suited to ADHD strengths of energy and creativity

dyspraxia

Focus on strategic planning and communication roles rather than complex physical movements; allow additional practice time for movement sequences; provide verbal cues for body positioning during spotting/supporting; reduce complexity of movements required; emphasise that different roles (planner, communicator, supporter, climber) all equally valuable; ensure success criteria include non-physical contributions; allow student to choose role that matches comfort level; celebrate organisational and verbal contributions

autism spectrum

Provide visual schedule of lesson structure and timings; allow preview of equipment and challenges if possible before lesson; establish clear, consistent rules and boundaries; offer quiet zone option if overwhelmed by noise or activity; assign understanding peer buddy; give warning before transitions; allow student to observe first round before participating if needed; emphasise structured planning time which supports preference for order; clearly define expectations for each challenge phase

visual impairment

Use textured or audible markers to define boundaries; provide detailed verbal descriptions of challenge setup before attempts; assign buddy to guide throughout; allow hands-on exploration of equipment before use; use high-contrast coloured rope for fence if any residual vision; emphasise verbal communication throughout which supports VI students naturally

hearing impairment

Ensure student positioned to see teacher during instructions - use clear visual demonstrations; provide written challenge instructions and rules; teach teams to use visual signals (already part of silent round); allow vibration or light signals as stop indicators; assign buddy who knows BSL if applicable; emphasise non-verbal communication which supports HI students naturally; ensure student not disadvantaged during silent round by assigning visual coordination role

physical disability

Adapt fence height to wheelchair accessible level or create alternative path through cones; wheelchair users can coordinate and coach team from strategic position - leadership role; modify challenges to focus on upper body or adapted movements; allow additional spotters or adult support for students with mobility needs; create alternative success criteria based on coordination or strategic contribution rather than physical crossing; ensure all students valued for their unique contributions to team success

social communication difficulties

Explicitly teach and model expected social interactions and communication; provide scripts or sentence starters for team discussions; structured roles within teams with clear responsibilities; visual guides for 'what good teamwork looks like'; teacher or TA support during planning phases to facilitate inclusion; celebrate small social successes; allow processing time before expecting responses; structured peer partnering for final reflection

Cross-Curricular Links

English

Verbal communication clarity and precision; following and giving complex instructions; vocabulary development (OAA terminology); reflective writing opportunities; peer feedback skills; presenting ideas to groups; active listening and responding appropriately

Maths

Strategic planning involving spatial reasoning and logistics; calculating fastest routes; timing and measuring attempts; analysing data from multiple rounds to identify patterns; geometry of support positions and angles; estimating height and distance for fence crossing planning

Science

Forces in action - pushing, pulling, supporting weight; gravity and balance when crossing obstacles; levers and mechanical advantage in lifting teammates; centre of mass considerations; muscle groups used in supporting and climbing; trust and stress response in body (fight or flight)

Drama

Non-verbal communication and body language; trust exercises parallel to theatre games; teamwork in ensemble performance; using voice effectively for instructions; physical awareness and control; improvisation when plans change

Geography

Spatial awareness and navigation concepts; understanding of environment and adapting to space constraints; mapping team positions and movements; orientation skills when blindfolded; problem-solving in unfamiliar 'terrain'

PSHE

Teamwork and collaboration in diverse groups; leadership and followership roles; building and demonstrating trust; resilience and growth mindset when strategies fail; communication skills in relationships; managing emotions under pressure; conflict resolution during disagreements; celebrating others' successes

Teacher Guidance

Positioning

Stand centrally between the two challenge zones where both teams are visible simultaneously. Move closer to observe specific techniques during attempts but maintain overall view of both groups. During reflection, position at students' level in circle formation to create inclusive atmosphere.

Observation Focus

Watch for: effective communication patterns, inclusive decision-making, safe spotting techniques, strategic thinking during planning, resilience after setbacks, trust demonstrated between teammates, leadership emerging at different moments, students who struggle and need support, transfer of skills from earlier lessons.

Intervention Points

Intervene immediately for safety concerns - never hesitate. Stop activity if spotting inadequate or risky behaviour observed. Provide coaching prompts when teams stuck or communication breaking down - ask questions rather than providing solutions. Step in if students excluded from planning or decision-making. Offer encouragement when teams become discouraged. Redirect competitive energy if becoming negative between teams.

Demonstration Notes

Demonstrate safe spotting techniques before challenges: stable stance, bent knees, hands positioned to support. Show difference between clear and vague communication when guiding blindfolded students. Model planning behaviour by thinking aloud through a simple problem. Use student volunteers to demonstrate fence boundaries and restart procedure. During challenges, highlight excellent techniques in real-time: 'Everyone look at Team A's spotting triangle - that's perfect positioning!'

Verbal Cues

•'Keep communicating - tell your team what you need!'
•'Spotters ready? Stable positions!'
•'What's your strategy here? Talk it through before attempting.'
•'Excellent problem-solving - you adjusted after that didn't work!'
•'Safety first - check your mat positioning before the next attempt.'
•'Team B, what are you learning from watching Team A?'
•'How can you include everyone's ideas in your plan?'
•'Trust your teammates - they've got you safe!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall (minimum 15m x 20m) or outdoor flat area. Two distinct challenge zones each 8m x 6m with 4m separation. Clear perimeter boundaries free from obstacles. Adequate ceiling height (3m minimum) if indoors for fence construction.

Surface Check

Dry, level, non-slip surface essential. Check for hazards: protruding equipment, wet patches, uneven flooring. Outdoor: ensure ground firm and even, free from holes or debris. Mat all high-risk areas thoroughly.

Equipment Safety

Safety Checks

•Inspect all ropes for fraying or damage before use - replace if compromised
•Ensure rope fastenings are secure and cannot slip during challenges
•Check mats are in good condition, adequate thickness, and won't slide
•Verify fence height appropriate for age group (chest height, not higher)
•Ensure blindfolds clean, comfortable, and easy to remove quickly
•Confirm all cones stable and won't create trip hazards

Risk Management

Key Risks

•Falls from height when crossing electric fence - mitigation: adequate matting and spotters
•Collisions between students or with equipment - mitigation: clear boundaries and spatial awareness
•Strain injuries from lifting or supporting others - mitigation: proper technique instruction
•Anxiety or panic when blindfolded - mitigation: voluntary participation, easy removal option
•Rope burns from grabbing ropes - mitigation: instruction not to grab fence rope
•Students feeling excluded or pressured - mitigation: inclusive culture, differentiation options

Risk Mitigation

•Comprehensive safety briefing before challenges begin - explicit expectations
•Minimum 2-3 spotters per student crossing fence at all times
•Teacher positioned for maximum visibility of both challenge zones
•Established stop signal (whistle or raised hand) for immediate pause
•Progressive challenge design - master core before adding complexity
•Student empowerment to opt-out or remove blindfolds without judgement
•Continuous monitoring of equipment security throughout lesson
•Clear communication protocols maintained even under challenge constraints

Supervision & Emergency Procedures

Supervision Points

•Position centrally between two challenge zones for simultaneous monitoring
•Never leave challenge area - assistant or TA should handle equipment if needed
•Actively scan both teams continuously during attempts
•Intervene immediately if spotting techniques inadequate or unsafe behaviour observed
•Monitor emotional state of students, particularly during blindfold and silent rounds
•Ensure observing team positioned safely away from active challenge zone

Emergency Procedures

If injury occurs: Stop all activity immediately using stop signal. Assess injured student - if minor, provide first aid; if serious, activate emergency procedures (send reliable student for first aid trained staff). Keep other students calm and supervised. Do not move injured student unless absolutely necessary. Record incident in school accident book. Contact parents as per school policy. If student experiences emotional distress or panic attack: Remove from activity immediately, provide calm space, use established school procedures for anxiety support, never force continued participation.