Young Leaders Through Practice
•Year 8
•Leadership
•Place centrally in a pile for 'Rob the Nest' activity, ensure different colours if possible for visual appeal
Alternative: Small soft balls, juggling scarves, quoits
Floor spots arranged in a circle 8-10 metres from central bean bag collection for 'Rob the Nest'
Alternative: Coloured markers, chalk lines, small mats
Store in bag or basket until 'Catch Clap' activity, ensure balls are properly inflated
Alternative: Foam balls, playground balls, beach balls for less confident catchers
Two different colours to distinguish Rats from Rabbits teams
Alternative: Coloured wristbands, team sashes
Mark clear activity zones for different groups delivering their activities
Alternative: Marker domes, corner flags
Use for attention and safety stops
Alternative: Verbal commands, hand signals
Prepare in advance with key points for each of the five activities groups will deliver
Alternative: Whiteboard, tablet with instructions
Basic movement patterns that form the foundation for more complex physical activities, including locomotor skills (running, jumping), stability skills (balancing, twisting), and manipulative skills (throwing, catching)
Movement skills that allow us to move from one place to another, such as walking, running, hopping, skipping, galloping, and jumping
Skills involving controlling objects with hands, feet, or equipment, such as throwing, catching, kicking, dribbling, and striking
The ability to perform movements accurately and precisely, maintaining body awareness and coordination throughout
Graceful and elegant movement showing balance, composure, and body awareness
Factors to think about before, during, and after physical activities to prevent injuries and ensure all participants can take part safely
The process of identifying potential hazards in an activity and putting measures in place to reduce or eliminate risks
Physical tasks and games that match the developmental stage, physical abilities, and understanding of a particular age group
Showing others how to perform a skill or activity by modelling it clearly while explaining key points
Understanding where pupils are coming from and where they're going
Oracy skills: delivering clear instructions to peers, asking questions, active listening during explanations. Persuasive language: convincing participants to follow safety rules. Descriptive language: explaining movements and techniques precisely. Vocabulary development: learning and using technical terminology (locomotion, manipulation, fundamental movement skills). Evaluative writing: providing constructive feedback to peers using specific language. Following instructions: listening to and executing complex verbal instructions during activities.
Counting bean bags collected and calculating team totals in Rob the Nest. Measuring distances for activity setups (8-10 metres, 5-metre spacing). Timing activities (4-minute rotations, 7-minute preparation time). Angles and directions during warm-up movements (circular motion for roundabout, 180-degree turns for reverse). Fractions and proportions (one third of team running, dividing class into halves or thirds for groupings). Data handling: collecting feedback scores, analysing self-assessment results.
Cardiovascular system: understanding heart rate increase during warm-up and decrease during cool-down. Respiratory system: breathing rate changes during activity and controlled breathing during stretches. Muscular system: identifying which muscles are used in different fundamental movement skills. Forces: push and pull forces when throwing, catching, and manipulating bean bags. Friction: surface types affecting running speed and safety. Levers and movement: understanding body as lever system during jumps and throws. Energy: transfer and expenditure during physical activity.
Spatial awareness: understanding use of space, directions, and positioning. Mapping: visualising activity setups from above, planning use of space efficiently. Directions: using directional vocabulary (forwards, backwards, sideways, circular, diagonal). Scale and distance: judging appropriate distances for safe activity setups. Environmental awareness: considering how different surfaces and weather affect outdoor activities.
Recording activity instructions using tablets/devices during planning phase (if available). Researching fundamental movement skills development for different age groups. Creating visual activity cards or instructions. Video recording demonstrations for self-assessment and improvement (if available). Data collection: gathering feedback and self-assessment data for analysis.
Teamwork and collaboration: working effectively in groups of 3 to plan and deliver activities. Leadership: taking responsibility for others' safety and learning. Communication: expressing ideas clearly and listening to others respectfully. Resilience: persevering when activities don't go as planned, accepting feedback constructively. Confidence building: delivering activities to peers despite nervousness. Fair play and sportsmanship: competing fairly, accepting defeat graciously, celebrating others' success. Safety awareness: understanding personal responsibility for own and others' wellbeing. Empathy: considering how younger children might feel and what they need to succeed.
Strategic positioning essential for safety and effective observation. Warm-up: position at edge with back to wall for full class visibility, rotate position to observe from different angles. Rob the Nest: position outside circle to see all teams simultaneously, move around perimeter to observe different teams closely. Activity stations: central position allowing view of multiple stations, constant circulation to observe each station at least twice per rotation cycle. Cool-down: positioned within circle as part of community. Never position with back to large portions of class.
Warm-up: watch for spatial awareness, control at different speeds, response to commands, signs of adequate warm-up (increased breathing, flushed faces). Rob the Nest: monitor safety compliance (one at a time, spacing), quality of movement (control and poise), engagement and fair play. Leadership preparation: check understanding of activities, safety planning quality, equipment setup appropriateness, role distribution in groups. Leadership delivery: assess instruction clarity (volume, detail), demonstration quality, safety management, positioning for observation, feedback provision, behaviour management, time management, adaptability. Throughout lesson: monitor for signs of fatigue, distress, disengagement, conflict, unsafe behaviour - intervene proactively.
Immediate intervention required for: any safety rule violation, collisions or near-misses, arguments or conflict, students showing distress or injury, inadequate supervision by leaders, unsafe equipment setup, activities running significantly over time, students excluded or disengaged. Supportive intervention appropriate for: leaders struggling with explanations (prompt questions), participants not understanding (suggest demonstration), activities too easy or hard (suggest modifications), low energy or engagement (encourage and motivate). Allow natural struggle and problem-solving where safe - don't over-intervene in minor challenges that develop resilience.
Demonstrate every new movement or activity before asking students to attempt it. Warm-up manoeuvres: exaggerate the movement for visibility (big arm circles, obvious looking over shoulder when reversing). Fundamental movement skills: show correct technique slowly first, then at normal speed - contrast correct with common errors. Activity leadership: model what excellent instruction looks like before leaders prepare (position, volume, demonstration, checking for understanding). Cool-down stretches: demonstrate full range of motion and safe form (bent knees, controlled movements). Use student demonstrations strategically: stop class to highlight excellent examples ('Freeze! Watch this person's control'), builds confidence and provides peer models. Always accompany demonstration with clear verbal explanation of key points.
Large activity space minimum 20m x 25m for class of 30 students. When split into two groups, each group needs minimum 15m x 15m. Five activity stations in final section require minimum 5m x 5m each plus 3m spacing between stations. Indoor sports hall or large outdoor playground suitable. Clear of obstacles, walls minimum 2m from activity boundaries.
Dry, even surface essential - check for wet patches, debris, trip hazards before lesson. Indoor hall floor should be non-slip and clean. Outdoor surface should be flat tarmac or artificial turf, not grass if wet. No potholes, loose stones, or uneven surfaces in activity areas. Equipment storage area should not encroach on activity space.
Whistle or 'FREEZE' command stops all activity immediately. Students trained to stop, look at teacher, and await instructions. For minor injuries (trips, bumps): assess on spot, first aid if needed, student sits out remainder of activity. For more significant injuries: freeze all activity, assess injury, send responsible student for additional help if needed, administer appropriate first aid, complete accident form, inform parents. For behavioural emergencies (conflict, unsafe behaviour): immediate stop, removal of involved students from activity, resolution discussion, phased return or exclusion depending on severity. For environmental emergencies (fire alarm, intruder, severe weather): follow whole-school emergency procedures, orderly evacuation or shelter.
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