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Lesson 4 - Trust & Team Communication

Trust & Leadership Challenges

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Year 7

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Outdoor Adventurous Activities

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Big Question

How can we build trust and communicate effectively when we depend on others for our safety?

Learning Objectives

To recognise and identify potential hazards in trust-based activities
To develop effective communication skills when guiding and supporting partners
To demonstrate a degree of dependence on partner and team members through collaborative tasks

Key Outcomes

Students will be able to identify at least three safety considerations in trust activities
Students will effectively guide a blindfolded partner using clear verbal instructions
Students will demonstrate trust in their partner by relying on them for guidance and support

Equipment & Resources Required

Ropes

2 (or 4 shorter ropes tied together to make 2 long ropes)

Test rope length - needs minimum 4-5 metres for turning with group running through

Alternative: Long climbing ropes, 2 shorter ropes tied securely together

Blindfolds

15 (half class set)

Ensure all blindfolds are clean and comfortable, check they cannot see through gaps

Alternative: Clean PE bibs folded as blindfolds, eye masks, fabric strips

Benches

2-3

Position benches away from walls, ensure stable on flat surface, hooks facing down

Alternative: Low balance beams, chalk lines on floor (for adapted version)

Box Tops

2 (optional)

Use lowest height setting, position with crash mats around if adding to bench walking

Alternative: Crash mats folded, stable platforms, additional benches

Crash Mats

4-6

Position around fall back areas and beneath/around benches

Alternative: Thick gym mats laid double

Cones

Mark boundaries for rope activity and trust activity zones

Alternative: Markers, spots

Key Vocabulary

Trust

Believing that someone will keep you safe and act in your best interests

Communicate

Sharing information clearly with others through words or actions

Verbal communication

Using spoken words to give instructions, information, or feedback

Non-verbal communication

Using body language, gestures, or physical guidance without words

Collaborate

Working together with others towards a shared goal

Evaluate

Thinking carefully about how well something worked and what could be improved

Hazard

Something that could cause harm or injury

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space and safety
Experience working in pairs and small groups
Fundamental communication skills in PE contexts

Current Skills

Recognising hazards in trust-based scenarios
Giving and receiving clear verbal instructions
Demonstrating physical and emotional trust in partners
Adapting communication for blindfolded activities

Next Steps

Leading complex team problem-solving activities
Creating and managing own trust-based challenges
Developing advanced risk assessment skills for OAA

Milestone Indicators

Student confidently takes on both guide and blindfolded roles

Clear, calm communication maintained throughout activities

Demonstrates awareness of partner's emotional state and adjusts accordingly

Proactively identifies and mitigates safety risks

Key Teaching Points

Trust is built through consistent, reliable actions and clear communication
Communication must be specific, clear, and constant in trust activities - vague instructions break trust
Both partners have equal importance - guide and guided both have challenging roles requiring different skills
Physical trust (catching, guiding) and emotional trust (believing in others) are interconnected
Risk assessment and hazard identification are continuous processes, not one-time checks
Progression must be gradual - rushing reduces trust and increases danger
Verbal protocols are safety mechanisms, not bureaucracy - they ensure readiness and prevent accidents

Common Misconceptions

Misconception: 'Trust means doing whatever your partner says without thinking.' Reality: Trust includes speaking up if something feels unsafe - healthy trust involves communication both ways.
Misconception: 'Being nervous means you don't trust your partner.' Reality: Nervousness is normal and healthy - it shows awareness of vulnerability, which is part of trust development.
Misconception: 'The blindfolded person has the hardest job.' Reality: The guide carries huge responsibility for their partner's safety - both roles are challenging in different ways.
Misconception: 'Trust activities are just fun games.' Reality: These activities teach life skills about dependence, communication, and care that apply far beyond PE.
Misconception: 'If you can do it with sight, you can do it blindfolded.' Reality: Removing vision fundamentally changes the task - it's not just 'the same but harder', it requires completely different skills.

SEN Adaptations

ADHD

Short activity bursts work well - this lesson naturally breaks into segments. Clear role definitions (guide vs. blindfolded) provide structure. Positive reinforcement for focus. Allow movement between stations rather than long sitting. Ensure clear signals and boundaries. Physical nature of activities helpful for engagement.

dyspraxia

Balance activities may be challenging - allow extra practice time on bench with sight before blindfolded attempt. Break down fall back technique into very small steps. Use consistent hand placement markers for supporter stance. Provide verbal step-by-step throughout. Wider bench or floor line alternative. Celebrate effort over perfection.

autism spectrum

Provide visual schedule of activities beforehand. Allow sensory breaks if needed. Some students may find touch (in fall backs) uncomfortable - offer alternatives focusing on verbal trust only. Clear, literal instructions essential. Provide advance notice before blindfolded elements - choice to opt out without pressure. Quiet zone available if overstimulated.

visual impairment

Students with visual impairments may find blindfolded elements less challenging - they can demonstrate spatial awareness skills. Provide tactile exploration of equipment before activities. Use bright-coloured ropes and mats for partial sight. Buddy system with sighted guide who knows student's communication preferences.

hearing impairment

Blindfolded activities present significant challenge - consider alternatives using visual signals instead of verbal. Use vibration signals (tapping) for guidance. British Sign Language could be used for sighted versions. Ensure student can see guide's face for any lip-reading. Provide written instructions beforehand.

physical disability

Adapt trust activities to wheelchair - partner guides wheelchair user through route with verbal instructions only. Trust element remains. Floor-level balance activities instead of raised bench. Supported falling from seated position. Focus on communication and trust elements rather than physical challenge.

Cross-Curricular Links

English

Giving clear instructions, listening skills, descriptive language, imperative verbs in commands, evaluating communication effectiveness, verbal and non-verbal communication

Maths

Distance measurement and estimation (30cm, 50cm, 70cm progressions), spatial awareness, angles of body position, timing and rhythm in rope activity

Science

Human body - balance and proprioception, sensory systems (vision, vestibular, proprioceptive), centre of gravity and stability, forces in catching and supporting

Drama

Trust exercises common in drama, voice projection and clarity, emotional awareness and expression, working in ensemble

PSHE

Building trusting relationships, communication in relationships, managing emotions and feelings, recognising and responding to others' emotions, risk assessment in decision-making

Teacher Guidance

Positioning

Central position allowing visibility of all stations. During rope activity, stand at side of rope area. During fall backs, circulate among pairs. During bench walking, position close to benches for immediate intervention if needed.

Observation Focus

Communication quality - are guides giving clear instructions? Emotional state - is anyone showing distress? Technique - correct body positions in fall backs, balance control on bench. Safety compliance - verbal protocols, crash mat coverage, appropriate progression.

Intervention Points

Step in immediately if: safety protocol is skipped, student shows distress, technique is dangerous, pair mismatch creates risk, equipment becomes unsafe, student about to fall without support.

Demonstration Notes

Demonstrate every activity yourself where possible - this builds credibility and shows vulnerability which encourages students. Use confident student volunteers for demonstrations. Show both correct and incorrect versions to highlight differences. Be willing to be blindfolded yourself to model trust.

Verbal Cues

•'Clear communication - I need to hear your instructions!'
•'Verbal protocol first - ready to catch, ready to fall, fall away'
•'Guides, keep talking! Your voice is their lifeline'
•'Small steps, controlled pace'
•'If you're feeling nervous, that's normal. Take your time'
•'Supporter, strong base - check your stance'
•'Freeze - let's reset and try again safely'

Safety Considerations

Space & Surface Requirements

Space Requirements

Sports hall or large indoor space, minimum 15m x 12m, clear of obstacles. Adequate ceiling height for rope turning (minimum 3m). If outdoor, flat, dry surface with shelter available.

Surface Check

Clean, dry, non-slip surface throughout. Check for any water, dust, or debris. Crash mats inspected for adequate cushioning and no tears. Benches stable with no wobble.

Equipment Safety

Safety Checks

•Long ropes checked for fraying or damage, securely knotted if joining shorter ropes
•Blindfolds clean and hygiene-appropriate - washed between uses
•Benches stable on flat surface, hooks facing downward, no splinters on walking surface
•Vault box on lowest height setting, rubber feet secure, positioned on flat surface
•Crash mats adequate thickness (minimum 30cm compressed), completely covering fall zones with no gaps
•All equipment positioned away from walls, radiators, and other hazards

Risk Management

Key Risks

•Falls from bench during blindfolded walking
•Collisions during rope activity
•Dropped catches during fall backs
•Emotional distress from trust activities
•Rope strikes during turning
•Tripping on equipment or mat edges
•Size mismatches in fall back pairs leading to failed catches

Risk Mitigation

•Crash mats completely surround all elevated equipment
•Pair matching by size and ability for fall backs
•Progressive difficulty from easy to challenging
•Strict verbal protocols enforced before falls
•One pair on bench at a time, teacher supervised
•Clear safety zones marked with cones
•Adequate spacing between activity stations (minimum 5m)
•Opt-out available for emotionally distressed students without stigma
•Build psychological safety before physical trust activities
•Constant teacher supervision with intervention authority
•Guide can physically intervene if walker about to fall (safety overrides 'no touching' rule)

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all activity stations simultaneously
•Prioritise blindfolded bench walking for closest supervision
•Circulate during fall backs to check technique
•Monitor emotional state continuously - watch for distress signals
•Enforce verbal protocols consistently
•Immediate intervention if safety standards drop

Emergency Procedures

Stop signal (whistle) halts all activity immediately. All students freeze and lower to safe position (sit/kneel). Teacher assesses situation. First aid kit accessible. Emergency services contact available. Incident reporting procedures followed. Emotional support available from pastoral team if needed.