Lesson 3 - Communication Skills
Young Leaders Through Practice
•Year 8
•Leadership
•Start Planning Better PE Lessons
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How can effective communication and behaviour management skills make you a better leader?
Learning Objectives
- To develop and apply different communication methods, including verbal and non-verbal strategies
- To understand and demonstrate effective behaviour management techniques in challenging situations
- To evaluate the effectiveness of different communication approaches and adapt strategies accordingly
Key Outcomes
- Students will successfully guide others using non-verbal communication techniques
- Students will demonstrate appropriate responses to challenging behaviour scenarios whilst officiating
- Students will reflect on and articulate which communication methods are most effective in different contexts
Equipment & Resources Required
Spread throughout activity area for warm-up game, organised by colour
Alternative: Coloured bibs, bean bags, or spots
Scattered randomly across designated river area to represent obstacles
Alternative: Small cones, poly spots, or taped X marks on floor
Clean and checked for comfort before distribution
Alternative: Bibs tied around eyes, scarves, or ask students to close eyes with trust system
Positioned parallel to each other with adequate spacing, secured if unstable
Alternative: Lines of cones, ropes on ground, or taped lines
Properly inflated and checked for damage
Alternative: Footballs, basketballs, or foam balls depending on game choice
Organised in team sets for quick distribution
Alternative: Coloured bands, team identification cards
Clean and working, distributed to officials
Alternative: Hand claps, verbal signals if whistles unavailable
Set out 4 small-sided game pitches, approximately 20m x 15m each
Alternative: Existing playground markings, chalk lines
Key Vocabulary
Conveying information without using words, through gestures, body language, signals, or sounds
The strategies and techniques used to encourage appropriate conduct and address challenging behaviour
The process of resolving a dispute or disagreement in a peaceful and constructive manner
Acting as a referee or umpire to ensure fair play and enforce rules during games and activities
The process of finding solutions to difficult or complex issues through logical thinking and creativity
Maintaining composure, making good decisions, and guiding others effectively in challenging situations
Planned approaches to conveying information effectively, adapted to suit different situations and audiences
Techniques used to reduce the intensity of a conflict or prevent a situation from worsening
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork and cooperation from Year 7
- Experience working in groups and following instructions
- Familiarity with basic game rules and fair play concepts
Current Skills
- Non-verbal communication techniques including gestures, signals, and body language
- Behaviour management strategies for dealing with conflict and inappropriate conduct
- Officiating skills including decision-making under pressure
- Reflective practice and self-assessment of leadership effectiveness
Next Steps
- Leading full game sessions with minimal teacher support
- Developing coaching skills to improve peers' performance
- Creating comprehensive behaviour management plans for sports teams
Milestone Indicators
Key Teaching Points
- Effective communication requires choosing the right method for the situation - verbal, non-verbal, loud, quiet, gestures, or signals
- Non-verbal communication can be clearer than verbal in certain contexts, especially across distances or in noisy environments
- Planning and testing communication strategies before using them increases success rates dramatically
- Reflection and adaptation are essential to improving performance - leaders learn from experience and adjust their approach
- Behaviour management requires staying calm under pressure - emotional regulation is key to effective leadership
- Different levels of behaviour require different responses - minor issues need gentle intervention, serious issues need firm action
- Protecting vulnerable individuals while addressing inappropriate behaviour demonstrates empathy and authority together
- Leadership involves coordinating others, making quick decisions, and managing challenging situations with maturity and fairness
Common Misconceptions
- Misconception: Communication is just talking. Reality: Communication includes non-verbal signals, body language, gestures, tone, and listening - not just words.
- Misconception: Leaders must be loud and forceful. Reality: Effective leaders adapt their style to the situation, using calm, clear communication and staying composed under pressure.
- Misconception: Behaviour management means punishing bad behaviour. Reality: Effective behaviour management focuses on de-escalation, understanding root causes, and fair, calm responses.
- Misconception: Refereeing is easy because you just apply rules. Reality: Refereeing requires quick decision-making, managing personalities, staying calm under criticism, and having emotional intelligence.
- Misconception: Non-verbal communication is weaker than verbal. Reality: Non-verbal communication can be more effective, memorable, and clear than words, especially in certain contexts.
- Misconception: If a communication method doesn't work, keep trying the same way harder. Reality: Effective communicators adapt and change their approach when something isn't working.
- Misconception: Leadership is only for captains or chosen students. Reality: Everyone has leadership moments and can develop leadership skills through practice and reflection.
SEN Adaptations
ADHD
- Short, varied activities with frequent changes maintain engagement. Clear, concise instructions with one step at a time. Physical activity throughout maintains focus. Regular movement breaks built into lesson structure. Fidget tools allowed during seated reflection if helpful. Leadership roles provide meaningful responsibility and focus. Immediate, specific positive feedback frequently. Visual timers to show activity durations. Choice within activities where possible.
dyspraxia
- Larger, softer equipment (bigger balls, wider floor spots) for easier manipulation. Extended practice time for movement patterns. Simplified movements or modified activities if coordination challenging. Partner support encouraged and available. Bench activity modified to lower height or ground-level line. Step-by-step breakdown of complex movements with additional demonstrations. Praise effort and strategy over physical execution. Officiating role offers leadership without high coordination demands.
autism spectrum
- Provide visual schedule of lesson activities at start showing sequence and timings. Clear, literal language avoiding metaphors or ambiguity. Predictable routines and structure throughout lesson. Advance warning before transitions: '2 minutes until we change activities.' Quiet zone available if overstimulated. Clear expectations for behaviour explicitly stated. Social stories about refereeing provided before officiating section if needed. Visual cues for emotion regulation (calm zone, thinking spot).
visual impairment
- Use brightly coloured equipment for visibility. Provide verbal descriptions of all visual demonstrations and spatial setups. Allow tactile exploration of equipment and spaces before activities. Partner with sighted buddy during activities. Use auditory signals (claps, whistles) emphasised. Reduce area size for easier navigation. For bench activity, allow holding onto partner for balance support.
hearing impairment
- Use exaggerated visual demonstrations with clear facial expressions. Provide written instructions on cards or board as backup to verbal. Use visual signals like hand raises or flags instead of whistle. Ensure student can see teacher's face when speaking (not backlit). Partner with hearing buddy for crucial instructions. For river crossing, allow visual signals rather than auditory. Provide pre-lesson visual guide to activities if possible.
physical disability
- For warm-up, allow seated or adapted movements that maintain activity purpose. River crossing can be done with physical guidance allowed or as guide role only. Bench activity modified to standing in line on ground instead of on bench. Officiating role prioritised as meaningful leadership without high physical demand. Alternative movement options always available for every activity. Partner support always accessible.
social communication difficulties
- Explicit teaching of communication strategies with visual examples. Role-play scenarios for behaviour management with scaffolded scripts. Partner with socially confident peer for support and modelling. Reflection prompts provided in written form: 'I learned...', 'I felt...', 'I will try...'. Small group discussions before whole-class sharing to rehearse ideas. Social skills focus celebrated as core learning, not assumed. Behaviour management scenarios provide structured practice for social challenges in safe environment.
Cross-Curricular Links
English
Verbal communication clarity and persuasiveness. Non-verbal communication including body language, gestures, and signals. Listening actively and responding appropriately. Explaining and justifying decisions clearly. Presenting ideas to groups during debriefs. Using precise vocabulary to describe actions and strategies.
Maths
Organising into equal groups (5 teams of 6). Number communication during bench ordering by birthday. Counting and number recognition through fingers and signals. Time awareness during timed activities. Spatial awareness and positioning on pitches.
Science
Understanding heart rate changes during physical activity and recovery during cool-down. Recognising physiological responses to stress and challenge. Body systems working during exercise. Breathing patterns for calm and recovery.
Drama
Non-verbal expression through movement, gestures, and mime. Role-playing referee and player scenarios. Understanding body language and its impact. Communicating meaning without words during river crossing and bench activities. Creating and performing within scenarios (planted behaviours).
PSHE
Conflict resolution and peaceful problem-solving strategies. Understanding and managing emotions under pressure. Building positive relationships through communication. Empathy and perspective-taking when managing others' behaviour. Resilience and growth mindset through challenging activities. Respect and responsibility in leadership roles.
Teacher Guidance
Positioning
During warm-up and whole-class activities: central position with visibility of all 30 students. During partner/group work: circulate actively between groups to observe, support, and gather evidence of learning. During river crossing: perimeter of river area, moving to see different pairs. During bench activity: positioned to see all 2-3 benches simultaneously. During game application: central position between four pitches allowing 360-degree observation of all games. During debriefs: part of circle as equal participant to create inclusive discussion environment.
Observation Focus
Watch for: quality of non-verbal signals being created and used, partner trust and cooperation during blindfold activity, problem-solving approaches during bench ordering, referee confidence and decision-making during officiating, specific behaviour management strategies employed, emotional responses to challenging scenarios, leadership emergence throughout activities, depth of reflection during debriefs, self-awareness in self-assessment, transfer of learning from one activity to next.
Intervention Points
Intervene immediately if: any unsafe behaviour occurs (balancing issues on benches, collisions during blindfolded activity), genuine emotional distress visible during behaviour scenarios, conflicts escalating beyond intended learning purpose, students struggling significantly without support pathway, communication methods ineffective but not being adapted, referees overwhelmed or unable to manage behaviour, discriminatory or genuinely hurtful language used. Otherwise allow productive struggle and problem-solving to occur naturally.
Demonstration Notes
Demonstrate all new activities clearly before students attempt: exaggerate movements for visibility (hopping, skipping in warm-up), model blindfold guidance with volunteer showing effective non-verbal signals, demonstrate safe bench mounting and balancing, show referee positioning and whistle use. Use 'Say, Demonstrate, Do' structure: explain verbally, show physically, then students attempt. For behaviour management scenarios, briefly demonstrate the planted behaviour privately to assigned students so they understand expectation. During debriefs, model active listening: eye contact, nodding, building on ideas, asking probing questions.
Verbal Cues
- •'Eyes on my signal - quick responses!'
- •'Soft touches, stay in control!'
- •'Find your space - spread out!'
- •'Trust your partner completely - they've got you!'
- •'Think before you act - what's your strategy?'
- •'Stay calm - leaders stay calm under pressure!'
- •'Clear signals - make it obvious what you mean!'
- •'Watch, learn, adapt - see what works!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large activity space minimum 30m x 20m for full class of 30 students. Indoor hall or outdoor playground/field suitable. Four distinct pitch areas for small-sided games (20m x 15m each) with 3-4m spacing between pitches. Clear boundaries marked. Space for whole-class gathering and circle discussions.
Surface Check
Dry, even surface free from trip hazards, holes, or obstacles. Indoor: clean hall floor with good grip, not slippery. Outdoor: grass or tarmac checked for hazards like stones, glass, or uneven areas. Benches positioned on stable, level ground.
Equipment Safety
Safety Checks
- •Blindfolds checked for cleanliness and comfort before use
- •Floor spots secured to prevent slipping hazards during river crossing
- •Benches stability-checked and secured before students stand on them
- •Maximum 10 students per bench to prevent overloading
- •Balls properly inflated, checked for damage or deflation
- •Cones with no sharp edges or cracks, positioned firmly
- •Whistles cleaned between uses if shared
Risk Management
Key Risks
- •Collisions during warm-up movement activities when students moving freely
- •Falls from benches during stand in order activity if balance lost
- •Collisions between students during blindfold river crossing if inadequate spacing
- •Blindfolded students becoming anxious or disoriented during river crossing
- •Emotional distress during planted behaviour scenarios if not managed sensitively
- •Ball strikes during game application with multiple games running simultaneously
- •Conflicts escalating beyond intended learning scenarios during behaviour management practice
Risk Mitigation
- •Clear boundaries established and reinforced throughout all activities
- •Adequate spacing between students during movement (minimum 2m) enforced
- •Benches stability-checked before use, maximum 10 students per bench rule strictly enforced
- •Blindfolded activity closely supervised with partner responsibility emphasised, option to remove blindfold if uncomfortable
- •Planted behaviour scenarios clearly framed as learning exercise, teacher monitoring closely for genuine distress and ready to intervene immediately
- •Game pitches spaced 3-4m apart to prevent balls crossing between games
- •Progressive skill building from simple to complex challenges throughout lesson
- •Calm, controlled environment maintained through clear routines and teacher authority
- •De-escalation emphasised in behaviour management teaching - never allowing situations to become genuinely heated
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioning to see all students simultaneously during warm-up activities
- •Close circulating supervision during blindfold river crossing with intervention readiness
- •Constant monitoring of all benches during stand in order activity for balance and safety
- •Strategic central positioning during game application to observe all four pitches simultaneously
- •Particular attention to planted behaviour scenarios - ready to intervene if becoming genuinely problematic
- •Visual scanning every 30 seconds to ensure all students engaged safely
- •Immediate response to any unsafe behaviour with activity pause if necessary
Emergency Procedures
Stop all activity immediately with loud voice and raised hand if any injury or serious issue occurs. Assess situation calmly. For minor injuries: appropriate first aid, sit out and observe if needed. For serious injuries: send responsible student for help, maintain calm in rest of class, administer appropriate first aid while awaiting support. For emotional distress during behaviour scenarios: remove student from situation, provide quiet space, talk through experience, reassure it was practice not real. Clear whistle signal established for emergency stop that all students recognise. First aid kit location known and accessible.