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Lesson 1 - Leadership Basics

Young Leaders Through Practice

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Year 8

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Leadership

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Big Question

What makes someone an effective leader and how can you inspire others through clear communication?

Learning Objectives

Perform activities with control, poise, and composure
Demonstrate leadership skills through effective communication and modelling
Enjoy competing and challenging themselves to improve their leadership abilities

Key Outcomes

Students will lead small groups through activities with clear instructions and demonstrations
Students will provide constructive feedback to peers on their leadership performance
Students will evaluate and modify game structures to improve engagement and challenge

Equipment & Resources Required

Props

Keep with teacher initially, then pass to student leaders

Alternative: Any television remote, or a cardboard cutout shaped like a remote

Cones

36 (6 per group of 6)

Distributed to 6 activity stations around the hall

Alternative: Bean bags, plastic cups, small hurdles

Balls

15-20 (mix of sizes)

Placed at relevant activity stations (rolling activities)

Alternative: Tennis balls, playground balls, basketballs - variety of sizes works well

Bibs

2 (for spiderman/woman catchers)

Given to initial catchers, easily scrunchable for throwing

Alternative: Bands, sashes, or different coloured tops

Whiteboards

Display key leadership qualities: Communication, Enthusiasm, Safety, Creativity

Alternative: Printed visual aids showing leadership qualities

Key Vocabulary

Leadership

The ability to guide, motivate, and organise a group to achieve a common goal

Communication

Sharing information clearly through verbal instructions, demonstrations, and body language

Control

Managing your movements with precision and maintaining composure under pressure

Poise

Performing with confidence, grace, and calm composure

Feedback

Constructive comments that help someone improve their performance

Demonstration

Showing others how to perform an activity through clear, visible modelling

Modelling

Setting an example through your own actions and behaviour

Safety

Organising activities to minimise risk of injury and ensuring a secure environment

Skill Progression Pathway

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

Prior Learning

Students have experience following instructions in PE
Students have worked in groups and pairs in previous lessons
Students understand basic safety principles in physical activities

Current Skills

Leading small groups with clear verbal instructions
Demonstrating physical activities with control and poise
Providing and receiving constructive feedback
Evaluating game structures and suggesting improvements

Next Steps

Planning and delivering complete warm-up activities to the class
Adapting leadership style to different group dynamics
Creating original games with appropriate challenge levels
Developing advanced communication techniques including non-verbal cues

Milestone Indicators

Speaks clearly and confidently when giving instructions

Demonstrates activities with precise movements and good body control

Makes eye contact with group members when leading

Provides specific, actionable feedback rather than general comments

Identifies when an activity needs modification and suggests solutions

Key Teaching Points

Effective leaders communicate clearly with projected voice, eye contact, and confident body language
Demonstrations must be performed with control and poise - moving slowly and precisely so others can see and understand
Constructive feedback follows the structure: 'What went well... Even better if...' and must be specific not vague
Games must be balanced with appropriate challenge - too many catchers/too few runners (or vice versa) reduces engagement
Safety is a key leadership responsibility - leaders must consider risks and organise activities to minimise danger
Enthusiasm is contagious - leaders inspire others through their energy and positive attitude
Effective leaders explain clearly, demonstrate with precision, and then support learners with encouragement and feedback

Common Misconceptions

Misconception: Leadership means being loud and bossy. Reality: Effective leadership is about clear, respectful communication and inspiring others through example.
Misconception: Only confident, outgoing people can be leaders. Reality: Different leadership styles are effective - quiet, thoughtful leaders can be just as successful as energetic ones.
Misconception: Feedback means pointing out what's wrong. Reality: Constructive feedback starts with positives and offers specific suggestions for improvement.
Misconception: Demonstrations should be performed at full speed to show skill. Reality: Demonstrations should be slow and exaggerated so everyone can see and understand the technique.
Misconception: Games are fun when they're easy to win. Reality: Appropriate challenge and balanced competition create engagement - too easy becomes boring.
Misconception: Good leaders never make mistakes. Reality: Leaders learn from mistakes, accept feedback, and adapt their approach - that's how they improve.
Misconception: Control and poise means moving slowly and carefully all the time. Reality: Control means managing your movements with precision whether fast or slow, and poise means maintaining composure and confidence.

SEN Adaptations

ADHD

Keep activity sections short (none longer than 4-5 minutes in same role). Provide leadership opportunities early when focus is strongest. Use clear, visual boundaries for all games. Allow movement breaks between instruction periods. Provide fidget-friendly roles: equipment manager, timer, demonstrator. Give specific, immediate feedback frequently. Use energetic, varied activities to maintain engagement. Allow standing during reflection discussions if sitting difficult. Provide clear, simple instructions one step at a time.

dyspraxia

Use larger, softer balls for better grip and control during ball activities. Reduce complexity of movements - simpler travelling actions during line leadership. Allow extra practice time before demonstrating to others. Provide slower-paced options in games. Use visual demonstrations extensively - show don't just tell. Allow written notes or cards when leading activities if verbal processing difficult. Reduce balancing challenges - fewer cones, larger base of support. Partner with supportive, patient peers who won't rush them.

autism spectrum

Provide visual schedule showing lesson structure and timings at start of lesson. Give advance warning before transitions: '2 minutes until we change activity'. Create quiet zone or calm corner if student needs sensory break. Use clear, concrete language avoiding idioms. Provide written instruction cards at stations to supplement verbal instructions. Allow extra processing time when asked to respond or lead. Reduce group size if large groups overwhelming - smaller groups of 3-4 instead of 5-6. Maintain predictable routines within the lesson structure.

visual impairment

Use high-contrast bibs for catchers (bright yellow or orange). Provide verbal cues throughout games: 'Catchers are approaching from your right'. Pair with sighted buddy for chasing games if needed. Use auditory signals in addition to visual for commands. Provide tactile remote prop. Allow closer positioning during demonstrations to see clearly. Use verbal descriptions of demonstrations: 'I'm rolling the ball around my waist, now moving it up to my shoulders.'

hearing impairment

Ensure student can see your face when giving instructions - clear lip-reading opportunity. Use visual signals in addition to verbal commands for Controller Game (hand signals: stop, play, etc.). Provide written instruction cards at each station with clear diagrams. Position at front during demonstrations with clear sightlines. Use interpreter if available. Pair with buddy who can alert to command changes. Consider vibration signals or visual cues (flags, lights) for game starts/stops.

physical disability

Adapt Controller Game movements to wheelchair-accessible options (forward/backward, spinning, arm movements). Modify chasing games: wheelchair users can be 'safe zones' that free frozen players. Provide seated versions of activity stations: ball rolling around body adapted to upper body only, counter-balance with hands rather than whole body. Reduce space/distance requirements for less mobile students. Allow use of softer, lighter balls if grip strength limited. Ensure pathways are wide enough for wheelchair access between stations.

Cross-Curricular Links

English

Public speaking and oracy skills when leading groups. Using subject-specific vocabulary accurately. Providing constructive feedback with precise language. Listening and responding appropriately to others. Presenting information clearly and coherently to different audiences.

Maths

Calculating appropriate ratios of catchers to runners for game balance. Timing activities and rotations accurately. Estimating and measuring spaces for station setup. Understanding proportion in team/group sizes. Problem-solving using logical reasoning.

Science

Understanding heart rate changes during warm-up and cool-down. Recognising the body's response to different intensities of exercise. Muscles working during different movements. Forces involved in movement - pushing, pulling, balance. Observing, hypothesising, and testing solutions (scientific method applied to game problems).

Computing

Following and giving clear, sequential instructions (algorithmic thinking). Problem-solving and debugging when game structures don't work. Testing solutions and iterating based on results. Understanding that clear communication prevents errors.

Geography

Spatial awareness and using directional language. Understanding positioning and movement through space. Mapping movement patterns. Concepts of distance and proximity in game strategy.

PSHE

Developing leadership and responsibility. Building confidence through public speaking and demonstration. Giving and receiving constructive feedback respectfully. Resilience when facing challenges or receiving criticism. Teamwork and supporting others. Communication in relationships. Understanding different leadership styles. Self-assessment and reflection on personal development.

Teacher Guidance

Positioning

During warm-up and games: stand at corner or side of hall where you can see all students simultaneously. During station activities: circulate continuously, spending 20-30 seconds observing each group. During student-led whole-class activities: stand near but slightly behind student leader to support if needed but allow their independence. During reflections: position centrally where all can see and hear you, consider sitting or crouching to student eye-level.

Observation Focus

Watch for leadership qualities: voice projection, eye contact, body language, enthusiasm. Monitor safety throughout - controlled movements, spatial awareness, appropriate challenge levels. Observe engagement levels to identify when interventions needed. Note specific examples of excellent leadership to celebrate later. Watch for students struggling to provide specific support. Identify growth and improvement to highlight.

Intervention Points

Step in immediately if: unsafe behaviour observed, student leader struggling significantly and needs support, game balance severely affecting engagement, students showing signs of distress or exclusion. Do NOT intervene when: students are productively struggling with leadership challenges, game problems are emerging naturally for learning, minor mistakes that are learning opportunities, student leaders managing independently even if not perfectly.

Demonstration Notes

When demonstrating leadership: exaggerate key elements like voice projection, eye contact, enthusiastic tone, controlled movements. Show both effective and ineffective examples for contrast (briefly). When demonstrating activities: move slowly and clearly with exaggerated form for visibility. Position yourself where all students can see from their location. When supporting student leaders: demonstrate quietly beside them, model the behaviour, then step back and let them try.

Verbal Cues

•'Speak louder so the person at the back can hear you!'
•'Make eye contact with different people around the group'
•'Demonstrate it slowly so everyone can see clearly'
•'Give SPECIFIC feedback - what exactly was good?'
•'Show me controlled movements with poise'
•'What's the problem here? How could we solve it?'
•'Remember the three steps: Explain, Demonstrate, Support'
•'Is this game challenging enough? Too easy? Too hard?'
•'Leaders inspire with enthusiasm - show your energy!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size: 15m x 20m (300m²). Full hall required for chasing games. Clear of obstacles, equipment stored at perimeters. Adequate space between activity stations (4-5m minimum). Visible boundaries marked or communicated.

Surface Check

Clean, dry, non-slip surface essential. Check for any wet patches before lesson. Ensure no equipment left in playing area. Check floor is free from debris. Suitable for running, stopping, and directional changes.

Equipment Safety

Safety Checks

•Check balls are properly inflated - not over or under-inflated
•Ensure cones have no sharp edges or cracks
•Bibs should be soft fabric, easily scrunchable, with no hard components
•All equipment in good condition with no hazards
•Remote prop has no sharp edges or small parts that could detach

Risk Management

Key Risks

•Collisions during chasing games - particularly Spiderman Tag and Fishes in the Net
•Slips and falls during rapid direction changes
•Bib throws hitting face or head during Spiderman Tag
•Overstretching during counter-balance or back-to-back activities
•Balls rolling into pathways causing trips
•Students moving backwards without looking during Controller Game

Risk Mitigation

•Establish clear boundaries before all games and enforce throughout
•Demonstrate and insist on controlled movements not reckless running
•Model gentle bib throws at body not face - emphasise and monitor
•Ensure matched pairing for partner activities - similar size and strength
•Remind students to look over shoulder when moving backwards
•Build progressively from walking to faster movements
•Maintain adequate spacing between activity stations
•Stop games immediately if unsafe behaviour observed
•Ensure students warm up thoroughly before vigourous activity
•Monitor for fatigue - students tired make poor safety decisions

Supervision & Emergency Procedures

Supervision Points

•Position with clear sightlines across entire hall during all games
•Circulate during station activities - 20-30 seconds per station
•Monitor high-activity games (chasing) particularly closely
•Watch for students being over-competitive or unsafe
•Stand near when students leading whole-class activities to support if needed
•Scan continuously - not focused on one area for extended time
•Position at corner or side during whole-class movement for maximum visibility

Emergency Procedures

STOP command immediately halts all activity. Assess situation quickly - is student injured, upset, or unwell? Provide appropriate first aid if trained and required. Send student to seek additional help if necessary. Do not leave class unsupervised. Contact first aider or emergency services depending on severity. Complete accident report form. Inform parents/carers of any injuries. Resume activity only when safe to do so.