Lesson 5 - Safe Activity Planning
Young Leaders Through Practice
•Year 8
•Leadership
•Start Planning Better PE Lessons
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How can leaders balance challenge with safety when planning activities for others?
Learning Objectives
- Demonstrate effective leadership skills when planning and delivering activities
- Understand and apply principles of safe activity planning
- Apply progressive difficulty principles to make activities appropriately challenging
Key Outcomes
- Students will successfully plan and deliver a fundamental movement activity to their peers
- Students will implement safety considerations throughout activity delivery
- Students will demonstrate leadership qualities including communication, organisation, and responsibility
Equipment & Resources Required
Initially set up 15m × 15m square, then extend to 20m × 20m; prepare 8 cones in circle for relay activity
Alternative: Markers, spots, or chalk lines for boundaries
Demonstrate safe tucking into waistband - visible but not tight
Alternative: Strips of fabric, bandanas, or coloured ribbons
Stored in bag near activity station, distributed by group leaders
Alternative: Foam balls, beach balls, or lightweight playground balls
Available for groups to plan their activities before delivery
Alternative: Large paper and pens, or digital display
Stored in accessible location for group leaders to collect as needed
Alternative: Use any available PE equipment suitable for fundamental movements
Key Vocabulary
The process of designing and organising a PE activity, including objectives, equipment, instructions, and safety measures
The potential risks and hazards that must be identified and managed before and during an activity
Starting activities at an easy, safe level and gradually increasing challenge as students demonstrate competence
Identifying potential dangers and taking steps to reduce or eliminate those risks
Understanding how much room is needed for activities and how congestion affects safety
Organising and controlling a group of students to ensure they understand instructions, stay engaged, and remain safe
The abilities needed to guide and inspire others, including communication, organisation, decision-making, and responsibility
Following established safety procedures and guidelines to prevent injuries during physical activity
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have experienced being led in PE activities throughout their education
- Basic understanding of PE safety rules from previous years
- Experience working in small groups and pairs
- Familiarity with fundamental movement patterns
Current Skills
- Planning activities with safety as the primary consideration
- Delivering clear instructions and demonstrations to peers
- Assessing space requirements and congestion management
- Applying progressive difficulty to build confidence before challenge
- Evaluating leadership effectiveness through peer feedback
Next Steps
- Leading warm-ups and cool-downs for whole classes
- Planning complete lesson sequences with multiple activities
- Training as sports leaders or peer mentors
- Developing coaching skills for younger students
Milestone Indicators
Key Teaching Points
- Progressive difficulty is essential for safety: always start activities at manageable level (walking before running, small space challenges before large) and only increase challenge when students demonstrate competence and confidence
- Space directly affects safety: congested areas increase collision risk and reduce reaction time; leaders must assess space needs and adjust appropriately; when in doubt, use more space
- Effective leaders check for understanding before starting activities: use strategies like asking participants to explain back, demonstrate, or ask clarifying questions rather than assuming understanding from silence
- Clear communication requires: loud, confident voice; logical sequence of instructions; demonstration in addition to verbal explanation; and checking that all participants can see and hear
- Safety planning involves anticipating risks: identify potential hazards (collisions, trips, equipment misuse), implement preventative measures (adequate spacing, clear rules, appropriate equipment), and monitor continuously during activity delivery
- Leadership requires balance of authority and approachability: leaders must be confident and clear while also being encouraging, supportive, and responsive to participants' needs and concerns
- Self-reflection and peer feedback are critical for leadership development: honest evaluation of what went well and what was challenging enables growth; specific, constructive feedback helps leaders improve
Common Misconceptions
- Misconception: 'Making activities harder shows better leadership.' Reality: Good leaders know when to maintain current level until participants are truly ready to progress; rushing to increase difficulty can compromise safety and confidence.
- Misconception: 'If I plan everything perfectly, I won't need to make adjustments during the activity.' Reality: Effective leaders remain flexible and responsive, adapting activities based on observed participant performance, safety concerns, or engagement levels.
- Misconception: 'Safety planning is just about preventing injuries.' Reality: Safety planning also includes emotional safety (ensuring all feel included and confident), appropriate challenge level (not too easy or too hard), and creating positive learning environment.
- Misconception: 'Loud voice and authority are the most important leadership qualities.' Reality: While clear communication matters, equally important are organisation, empathy, encouragement, adaptability, and genuine care for participants' wellbeing and success.
- Misconception: 'Participants will automatically understand instructions if I explain once.' Reality: Effective leaders check for understanding, provide demonstration, allow questions, and observe initial attempts to ensure comprehension before expecting independent performance.
- Misconception: 'More space always means activities take longer to complete.' Reality: While activities may involve more movement distance, adequate space actually increases efficiency by reducing congestion, stopping, and collision-related interruptions.
- Misconception: 'Leadership is about being in charge.' Reality: Leadership is about serving others by creating safe, engaging, well-organised experiences that help participants succeed and enjoy physical activity.
SEN Adaptations
ADHD
- Break instructions into small, manageable chunks with frequent check-ins; provide immediate, specific feedback throughout activities; use active roles to channel energy (demonstrator, equipment manager, activity leader); build in regular movement breaks and varied activities to maintain engagement; minimise waiting time through continuous activity rotations; allow fidget tools during seated reflection times; provide clear visual timers showing activity durations; position near teacher during instructions for redirection if needed; celebrate effort and improvement frequently; allow movement during reflection discussions if sitting still is challenging
dyspraxia
- Use larger, softer equipment (bigger balls, larger target areas) for easier control; reduce complexity of movement patterns in warm-up and activities; provide additional demonstration and practice time before full-speed attempts; break down complex skills into smaller sequential steps with time to master each; allow walking pace option throughout if coordination at speed is challenging; provide visual step-by-step guides for activity setup; pair with patient, supportive partner; celebrate improvement not just outcome; focus leadership role on planning and verbal instruction which may be strengths; allow extra planning time to organise thoughts and materials; use structured templates for activity planning to reduce organisational demand
autism spectrum
- Provide visual schedule showing lesson structure and timings clearly; give advance notice of transitions between activities ('In 2 minutes we will stop and move to...'); reduce sensory overwhelm by allowing student to observe warm-up before joining if needed; provide clear, concrete instructions with minimal ambiguity; allow processing time after instructions before expecting response; establish quiet zone where student can retreat briefly if overstimulated; use consistent routines and signals throughout lesson; pre-teach leadership expectations with visual supports; allow same partnerships throughout rather than frequent changes; provide structured planning templates for leadership task
visual impairment
- Use bright, high-contrast coloured equipment (balls, cones, tails); provide verbal descriptions of all visual demonstrations with detail about positioning, movement, and spatial relationships; pair with sighted peer buddy for activities requiring spatial awareness; use auditory signals (clapping, voice, whistle) to indicate directions and boundaries; allow tactile exploration of equipment and activity spaces before starting; provide activity cards in large print or braille; position closer to demonstrations and use exaggerated movements for visibility
hearing impairment
- Ensure student can see teacher's face for lip-reading during all instructions; use visual demonstrations extensively not just verbal explanations; provide written activity cards and instructions; use visual signals for stop/start (hand raised, flag, visual timer); position near front during demonstrations; assign communicative peer partner who can relay information; pre-teach key vocabulary and instructions before lesson; use gestures and pointing to reinforce verbal instructions; check understanding frequently through demonstration not just verbal confirmation
physical disability
- Adapt 'Defend Your Friend' to seated circle with adapted tagging using soft equipment or hand touches; modify crossing activities to allow wheelchair users appropriate path width and speed adjustments; assign leadership roles focusing on verbal instruction and planning rather than physical demonstration; provide alternative ways to participate in running relay (adapted equipment, modified distances, different movement methods); ensure all leadership activities can be delivered from seated position if needed; pair with supportive peers for physical support during transitions; allow extra time for moving between activities and setting up equipment
Cross-Curricular Links
English
Verbal communication skills when giving instructions and demonstrations; listening skills when receiving instructions and feedback; vocabulary development with technical PE and leadership terms; structuring explanations logically; adapting language for audience (clear instructions for peers); persuasive language when motivating participants
Maths
Measuring distances using paces and metres during space adjustment activities; calculating appropriate spacing for safety (15m, 20m squares; 10m, 15m relay distances); geometry of circle formation for running relay; time management (7-minute planning periods, 3-minute activity deliveries); data handling if tracking self-assessment results over unit
Science
Understanding body's response to exercise (heart rate elevation during warm-up and activities, cooling during rest and cool-down); forces and motion during running activities (acceleration, deceleration, changing direction); friction between feet and surface affecting safety; reaction time when observing and avoiding other runners
Design Technology
Planning and designing activities systematically; considering user needs (participants) when designing experiences; problem-solving when activities need adjustment; evaluating effectiveness of plans and making improvements; iterative design process during preparation phase
Geography
Spatial awareness and mental mapping of activity areas; understanding scale when measuring spaces; directions and orientation during complex movement patterns (clockwise rotation, adjacent vs. opposite sides); planning and organising space efficiently
PSHE
Leadership skills including communication, responsibility, decision-making, and organisation; teamwork and collaboration during group planning; managing emotions when facing challenges or receiving feedback; resilience when leadership is difficult; respect and inclusion ensuring all group members contribute; citizenship through taking responsibility for others' safety and wellbeing
Teacher Guidance
Positioning
Maintain dynamic positioning throughout lesson with visibility of all students: stand at corner for warm-up groups, at square corner for crossing activities, at circle centre for running relay, circulate continuously during leadership stations; use elevated position (benches or platforms) if available during complex activities; never turn back on students or position in corner with limited view
Observation Focus
During warm-up: monitor tagging technique (no grabbing), hand-grip maintenance, and spacing between groups; During skill introduction: watch for head-up position, stopping when blocked, space awareness, and near-miss incidents; During leadership phase: assess instruction clarity, demonstration quality, safety monitoring by leaders, participant engagement, and organisational effectiveness; Throughout lesson: scan for inclusion (all students engaged), differentiation needs, emotional states, and fatigue levels
Intervention Points
Intervene immediately if: actual collisions occur, grabbing or rough physical contact observed, students running into unsafe areas beyond boundaries, leaders losing control of their groups, any student showing distress or injury, equipment being used unsafely, activities becoming too competitive leading to reckless behaviour; Provide supportive intervention if: instructions unclear and students confused, activities too easy or too hard requiring adjustment, leaders struggling and need prompting, time management off pace, engagement dropping and students becoming off-task
Demonstration Notes
Demonstrate all activities before students attempt them; use student volunteers when possible to show activities while you provide narration; exaggerate key safety points in demonstrations (e.g., obvious head turning to look, clear stopping when blocked); demonstrate incorrect and correct versions to highlight differences; during leadership phase, model excellent instructions: clear voice, step-by-step explanation, check for understanding, demonstration, run activity, conclude and reflect; show enthusiasm and energy to set tone for student leaders to emulate
Verbal Cues
- •'Heads up!' - to remind students to look ahead during movement
- •'Find space!' - when area becoming too congested
- •'Freeze!' or 'Stop!' - emergency halt signal
- •'Control before speed!' - when students prioritising speed over safety
- •'Check for understanding!' - prompting leaders to verify participants understand
- •'Watch for others!' - during crossing activities
- •'Soft touches!' - during tagging or ball activities
- •'Walk it first!' - promoting progressive difficulty approach
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor hard surface area minimum 30m × 30m to accommodate: warm-up with 8 groups spread 5m apart, space exploration activities (15m × 15m expanding to 20m × 20m squares), running relay with 8 cones in circle formation 15m from centre point, and five simultaneous leadership stations with 8m separation between stations
Surface Check
Surface must be dry, even, and free from trip hazards, water, debris, or obstacles; particular attention to centre areas where multiple students will cross paths during running relay; boundary areas clearly defined and away from walls, equipment, or other hazards
Equipment Safety
Safety Checks
- •Tails securely tucked in waistbands at back, visible but not so tight they restrict breathing or movement
- •Cones and spots have no sharp edges or cracks that could cause cuts or trips
- •Large soft balls are appropriately inflated (not over-inflated which makes them hard, not under-inflated which makes them unpredictable) and soft material suitable for close-range catching
- •All equipment stored safely when not in use to prevent trip hazards during transitions
- •Equipment appropriate for age group (Year 8) and activities planned
Risk Management
Key Risks
- •Collisions during congested crossing activities (walking and running squares)
- •Collisions in centre of running relay when multiple groups running simultaneously
- •Trips or falls when students moving backwards or sideways in 'Defend Your Friend' warm-up
- •Collisions between different leadership activity stations if inadequately spaced
- •Equipment-related injuries if balls thrown too hard or equipment placed as trip hazards
- •Overexertion if insufficient rest between high-intensity activities
- •Leaders failing to manage participant safety during their activity delivery
Risk Mitigation
- •Progressive difficulty applied throughout: walking before fast walking before running
- •Clear stop-and-walk-on-spot rule taught and reinforced during crossing activities
- •Space expanded from 15m to 20m square when congestion risk identified
- •Running relay cones positioned 15m from centre after trials at 10m showed excessive congestion
- •Head-up position constantly emphasised during all movement activities
- •Activity stations separated by minimum 8m to prevent inter-station collisions
- •Small group sizes (3 participants per station) for leader manageability
- •Teacher maintains overview of all activities with authority to stop any station immediately
- •Leaders taught to monitor participants and intervene if unsafe situations develop
- •Built-in rest and reflection periods preventing continuous high-intensity activity
- •Clear boundaries established with cones preventing students running into walls or out of safe zones
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned with 360-degree visibility during warm-up (elevated position if possible)
- •During space exploration activities, teacher positioned at corner of square to observe both lines simultaneously
- •For running relay, teacher positioned at centre of circle to observe all 8 groups
- •During leadership stations, teacher circulates continuously observing all five stations in rotation
- •Particular attention to centre congestion points where collision risk is highest
- •Monitor leaders' safety management as well as participants' actions
- •Position to intervene quickly if unsafe situations develop at any station
- •Scan continuously for fatigue, emotional distress, or behaviour changes indicating problems
Emergency Procedures
Clear STOP signal (loud voice: 'FREEZE!' or whistle blast) understood by all students with expectation of immediate halt; if incident occurs: stop all activity immediately, assess injured student, provide appropriate first aid, send reliable student for additional adult support if needed, keep remaining students calm and supervised, complete accident report; for minor incidents: pause affected group, assess, make adjustment to activity or rest student, monitor before rejoining; prevent secondary incidents by maintaining supervision of whole class throughout