Lesson 2 - Trust and Navigation Skills
Trust & Leadership Challenges
•Year 7
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we build trust and guide others through challenges when they cannot see?
Learning Objectives
- Develop self-motivation and physical confidence in competitive and challenging situations
- Work effectively with a partner to navigate them/be navigated across and through obstacles whilst blindfolded
- Demonstrate effective verbal and non-verbal communication skills in challenging situations
Key Outcomes
- Students will successfully guide a blindfolded partner through obstacles using clear communication
- Students will demonstrate trust in their partner and maintain safety throughout activities
- Students will evaluate their own confidence and motivation in unfamiliar physical challenges
Equipment & Resources Required
Check all blindfolds are clean and comfortable; allow students who are uncomfortable to close eyes instead
Alternative: PE bibs folded as blindfolds, soft fabric strips, or bands
Scatter randomly across hall space with varied spacing for different difficulty levels
Alternative: Bean bags, markers, foam spots
Set at low, safe heights; ensure all equipment is stable and secure
Alternative: PE benches, low tables, crash mats
Position at ground level or low height; ensure non-slip surface
Alternative: Balance beams, low planks, chalk lines on floor
Use for crawling under or walking around; check stability
Alternative: Large gymnastics boxes, stacked mats
Lay flat on ground or hold at waist height for stepping through
Alternative: Rope circles, chalk circles, cones in circular arrangement
For immediate stop signal in emergencies
Alternative: Voice commands, tambourine
Key Vocabulary
Having confidence in another person's ability to keep you safe and guide you correctly
The process of guiding yourself or others from one location to another, often through obstacles
Ways of sending messages without speaking, such as clapping, clicking, or whistling
The ability to push yourself to try new challenges even when they feel uncomfortable or scary
Belief in your ability to complete physical challenges and move your body safely
Working together with another person where both people have important roles and responsibilities
Staying alert and watching carefully for potential dangers or problems
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space and spatial awareness
- Experience working in pairs and small groups
- Fundamental understanding of safety in PE lessons
Current Skills
- Trust-building through physical activities
- Verbal and non-verbal communication under pressure
- Navigation and guidance techniques
- Risk assessment and partner safety
Next Steps
- Complex team navigation challenges
- Orienteering and map reading skills
- Leadership in outdoor and adventurous activities
- Problem-solving in unfamiliar environments
Milestone Indicators
Key Teaching Points
- Trust is built through consistent, reliable, safe actions over time - emphasise this throughout the lesson
- Guides must position themselves protectively IN FRONT of their blindfolded partner, never behind or too far away
- Specific, precise verbal instructions are essential: use exact distances, clear timing ('NOW'), and directional language
- Physical reassurance (gentle touch on shoulder) helps blindfolded person feel safe without compromising their independence
- Self-motivation means pushing yourself to try uncomfortable challenges even when they feel scary - acknowledge this is difficult
- Non-verbal communication can be just as effective as verbal when codes are clear, simple, and practiced
- Partnership means equal responsibility: both guide and blindfolded person must communicate honestly about comfort and capability
- Safety is ALWAYS more important than speed, completion, or competition - reinforce this constantly
- Empathy develops through experiencing both roles: being vulnerable (blindfolded) and being responsible (guide)
- Effective communication adapts based on situation: simple obstacles need less detail, complex obstacles need very specific instructions
Common Misconceptions
- Misconception: 'Being blindfolded is just about being brave' - Correction: It's about trust in your partner AND self-motivation together
- Misconception: 'The guide just tells you where to go' - Correction: The guide has huge responsibility for safety and must position protectively, give precise instructions, and provide reassurance
- Misconception: 'Louder instructions are clearer instructions' - Correction: Specific, detailed instructions are clearer; volume doesn't improve clarity (demonstrate vague loud vs. specific quiet instructions)
- Misconception: 'You should be able to do this quickly' - Correction: Speed is not the goal; safety, trust, and successful navigation are the goals regardless of time taken
- Misconception: 'If you're scared, you're not self-motivated' - Correction: Self-motivation means trying even when you ARE scared; fear is normal and okay
- Misconception: 'Non-verbal communication is easier than verbal' - Correction: Non-verbal requires careful planning, clear codes, and consistent signals - it's challenging!
- Misconception: 'Trust happens immediately' - Correction: Trust builds gradually through successful experiences; it's okay to start with small challenges and build up
- Misconception: 'Touching cones means you failed' - Correction: This is learning; adjustments after mistakes show growth and resilience, not failure
SEN Adaptations
ADHD
- Shorter activity rotations to maintain engagement; provide clear roles with defined responsibilities; use visual and verbal cues together; allow movement breaks if needed; position near teacher for redirection; clear, concise instructions repeated; immediate positive feedback for focus and safety; challenge extensions to maintain interest for fast learners
anxiety
- Make blindfold completely optional (can close eyes instead or observe); allow gradual progression (try blindfold for 10 seconds, then increase); pair with calm, supportive partner; provide extra reassurance from teacher; allow practice in low-pressure setting first; establish exit strategy if overwhelmed; celebrate any attempt as success; provide running commentary of what's happening to reduce uncertainty
dyspraxia
- Allow extra time for motor planning when navigating obstacles; simplified, slower obstacle course with fewer elements; larger equipment easier to navigate (wider benches, bigger hoops); provide visual/verbal planning time before blindfolded attempt; clear step-by-step instructions broken down; use guide who can provide patient, detailed instructions; allow multiple attempts without pressure
autism spectrum
- Provide advance warning of blindfold activity (social story or visual schedule); allow trial of blindfold before lesson; offer alternatives (closing eyes, sunglasses, visor); provide clear, predictable structure to activities; use visual timers for activity durations; establish clear 'safe zone' student can retreat to if overwhelmed; use specific literal language avoiding idioms; pre-teach vocabulary; consider consistent partner throughout to build trust gradually
visual impairment
- Students with visual impairment may excel in blindfolded activities; ensure they have opportunity to be guide as well to develop instructional skills; use bright coloured cones and equipment for partially sighted students when not blindfolded; provide tactile markers on equipment; verbal descriptions of all setup and demonstrations
hearing impairment
- For clapping activities, allow visual signals or sign language alternatives; ensure blindfolded student with hearing impairment uses sighted guide with touch communication; provide visual demonstrations of all instructions; position near student for clearer sound; consider vibration-based signals; buddy system with hearing partner who can relay instructions
physical disability
- Adapt obstacles to wheelchair accessible (e.g., weave between cones rather than step over benches); allow wheelchair user to guide ambulant blindfolded partner; adapt pendulum to seated version; reduce distance and complexity of course; use alternative equipment (e.g., pushing ball through course rather than walking); partner with able-bodied student for support where appropriate
social communication difficulties
- Pre-teach partner work expectations; provide script starters for communication ('I need you to...', 'Can you...'); explicit teaching of encouragement phrases; structured partner feedback format; model appropriate physical contact boundaries clearly; use visual cards for different communication cues; practice communication codes multiple times before application
Cross-Curricular Links
English
Precise use of instructional language; clarity and specificity in communication; development of descriptive vocabulary; active listening skills; verbal and non-verbal communication distinctions; creating communication codes (symbols and meaning)
Maths
Directional language and spatial awareness (left, right, forward, backward, distances in cm/metres); angles of turning; estimation of distances when navigating obstacles; timing and duration understanding (seconds, minutes)
Science
Sensory systems: how we rely on different senses (vision vs. hearing vs. touch) in different situations; proprioception and balance when vision is removed; trust and anxiety affecting heart rate and breathing; adaptation and response to environmental changes
Drama
Trust exercises parallel to drama warm-ups; non-verbal communication techniques; using voice effectively (tone, pace, volume); awareness of space and body; partnership and ensemble work
Geography
Navigation concepts and cardinal directions; use of verbal 'maps' to guide someone; spatial awareness and relative positioning; mental mapping of environment
PSHE
Trust-building in relationships; responsibility and duty of care; managing emotions (anxiety, fear, excitement); empathy and perspective-taking; self-motivation and resilience; effective communication in partnerships; consent and boundaries (comfort with blindfolds)
Teacher Guidance
Positioning
During warm-up: stand at edge of playing area with full view of all students; during Pendulum: circulate between groups monitoring safety; during blindfolded activities: central position initially then active circulation; during obstacle course: mobile positioning focusing on most challenging obstacles and vulnerable students
Observation Focus
Watch for: guide positioning and protective behaviour; clarity and specificity of verbal instructions; trust demonstrated through body language; equipment stability; spacing between pairs; anxiety or distress signs; quality of partnership communication; self-motivation when activities become challenging; empathy and patience between partners
Intervention Points
Step in immediately if: any unsafe practice observed; blindfolded student approaching danger; guide not positioned protectively; equipment becomes unstable; student shows significant anxiety or distress; communication breakdown endangers safety; rough or inappropriate physical contact; students not taking responsibility seriously
Demonstration Notes
Always demonstrate both correct and incorrect techniques to highlight differences; use confident, responsible students as demonstrators; show exaggerated versions of key points for clarity (e.g., very specific verbal instructions, obvious protective positioning); allow students to discover optimal strategies through experience before confirming; model the emotional tone you want (calm, supportive, patient); demonstrate empathy and care in partner work to set expectations
Verbal Cues
- •'Guides, position yourself in FRONT of your partner so you can protect them'
- •'Be specific! Instead of 'step up', say 'step up 30cm with your right foot NOW''
- •'Blindfolded students, move slowly and trust your partner's instructions'
- •'Remember, this isn't a race - safety is more important than speed'
- •'If you feel uncomfortable at any time, you can remove your blindfold or ask to stop'
- •'Guides, your partner is completely relying on you - that's a big responsibility'
- •'Use encouraging language - help your partner feel confident!'
- •'Check in with your partner: ask 'Are you okay?' regularly'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or large gymnasium (minimum 15m x 20m); adequate height clearance for any apparatus; clear space around perimeter for obstacle circuit setup
Surface Check
Clean, dry, non-slip hall floor; free from any hazards, obstacles, or equipment before lesson begins; crash mats positioned under/near any elevated apparatus
Equipment Safety
Safety Checks
- •All blindfolds checked for cleanliness and comfort before use
- •Gymnastics apparatus stable and secure at low heights only (maximum 30-40cm)
- •Benches positioned flat on ground or at minimal height with non-slip surface
- •Tables checked for stability; only used for crawling under, not over
- •All cones in good condition with no sharp edges or cracks
- •Hoops checked for cracks or splits that could cause injury
- •Equipment stored safely at hall perimeter when not in use
Risk Management
Key Risks
- •Collisions between blindfolded students and walls, equipment, or each other
- •Falls or trips when navigating obstacles whilst blindfolded
- •Anxiety or emotional distress from blindfolded activities
- •Inappropriate physical contact or rough handling between partners
- •Inadequate guide supervision leading to blindfolded partner entering dangerous areas
- •Equipment instability causing collapse during obstacle course
- •Students removing blindfolds suddenly and becoming disoriented
Risk Mitigation
- •Staggered starts to prevent multiple blindfolded students in same area
- •Constant teacher supervision with 360-degree awareness of all activities
- •Clear boundaries established and reinforced throughout lesson
- •Guides trained in protective positioning (in front of partner) before activities begin
- •Mandatory guide responsibility briefing emphasising safety over speed
- •Emergency stop signal (whistle) established and tested before blindfolded activities
- •Option for anxious students to keep eyes closed rather than wear blindfold, or to discontinue at any time
- •Progressive difficulty: start simple (cones only) before advancing to complex obstacles
- •Equipment stability checked before and during activities
- •Clear communication rules: guides must give specific, timely instructions
- •Crash mats positioned at any potential fall zones
- •Adequate spacing maintained between obstacle stations (minimum 3m)
- •Slow, controlled movement emphasised over speed throughout
Supervision & Emergency Procedures
Supervision Points
- •Position centrally with clear sight lines to all areas of hall during trust activities
- •Circulate actively during blindfolded navigation activities
- •Pay particular attention to students approaching walls, equipment edges, or other pairs
- •Monitor guide positioning constantly - intervene if guides are not protecting partners
- •Watch for signs of anxiety in blindfolded students (freezing, removing blindfold, verbal distress)
- •Listen for quality and clarity of verbal instructions from guides
- •Scan for equipment stability throughout obstacle course activity
- •Position near most complex/challenging obstacles during circuit work
Emergency Procedures
Immediate stop on whistle blow; teacher approaches any student in distress immediately; blindfolds removed if student is anxious or unsafe; first aid available for any trips or collisions; incident reporting procedures followed for any injuries; alternative activities available for students unable to participate in blindfolded work