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Lesson 6 - Session Delivery

Young Leaders Through Practice

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Year 8

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Leadership

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Big Question

What makes a great leader who inspires others to enjoy physical activity?

Learning Objectives

To develop collaborative planning skills for delivering safe and engaging physical activity sessions
To demonstrate leadership qualities when teaching and motivating others
To reflect on personal challenge, improvement and the School Games Values

Key Outcomes

Students will plan, rehearse and deliver a mini PE session to their peers
Students will demonstrate effective leadership and communication skills
Students will evaluate their own performance and provide constructive feedback to others

Equipment & Resources Required

Cones

40-60 (assorted colours)

Make available in central equipment area for students to access during planning

Alternative: Markers, spots, or chalk lines

Balls

10 footballs, 10 basketballs, 10 tennis balls, 10 rugby balls

Displayed in equipment area for student selection

Alternative: Any available balls suitable for Year 8 activities

Bibs

30 in at least 3 different colours

Available for team games students may design

Alternative: Bands or team identifiers

Mats

8-12 crash mats or gym mats

Stored safely to side, available on request

Alternative: None - ensure adequate padding if students plan floor-based activities

Hoops

20-30 assorted sizes

Stacked in equipment area

Alternative: Rope circles or marked zones

Stopwatch

1 per student + 5-6 for student groups

Distributed to each planning group for timing their sessions

Alternative: Mobile phones with timer function, wall clock

Whistles

1 (teacher), plus optional for student leaders

Teacher carries; discuss appropriate use with student leaders

Alternative: Verbal signals, hand claps

Worksheets

1 per group (4-6 sheets)

Template with sections for warm-up, skills, game - distributed at start of planning time

Alternative: Whiteboard space, tablets/devices

Numbered Papers

1 per group (4-6 sets)

Provided with planning sheets

Alternative: None - essential for planning process

Key Vocabulary

Collaborative planning

Working together as a team to design activities, sharing ideas and making joint decisions

Session delivery

The process of teaching and leading others through planned activities with clear instructions and demonstrations

School Games Values

Six key values that underpin sporting behaviour: passion, self-belief, respect, honesty, determination and teamwork

Passion

Showing enthusiasm, energy and genuine enjoyment for physical activity and sport

Self-belief

Having confidence in your own abilities and the courage to take on leadership challenges

Respect

Treating others with consideration, listening to different viewpoints and valuing everyone's contributions

Honesty

Being truthful in feedback, admitting mistakes and giving genuine reflections on performance

Determination

Persevering through challenges, not giving up when things are difficult, and striving to improve

Teamwork

Working together effectively, supporting each other's strengths and helping with weaknesses

Community leadership

Taking responsibility to lead and inspire others in your local area or school community

Mentoring

Supporting and guiding others to develop their skills through encouragement and advice

Reflection

Thinking carefully about what happened, what you learned, and how you could improve next time

Skill Progression Pathway

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

Prior Learning

Experience participating in various PE activities across different sports
Basic understanding of warm-up, skill development and game structures
Exposure to leadership opportunities in previous lessons
Understanding of safety considerations in PE

Current Skills

Collaborative planning and decision-making in groups
Breaking down activities into teachable components
Delivering clear instructions and demonstrations
Managing time and transitions effectively
Providing and receiving constructive feedback

Next Steps

Leading sessions for younger students in school
Applying for young leader awards or qualifications
Volunteering as sports leaders in community settings
Developing coaching skills in specific sports

Milestone Indicators

Confidently speaking in front of peers

Demonstrating activities with correct technique

Responding to questions and adapting explanations

Managing group behaviour positively

Reflecting maturely on personal performance

Key Teaching Points

Model and emphasise collaborative planning - leadership is not one person taking charge, it's facilitating everyone's contributions and building consensus
Teach that clear, brief explanations (30 seconds) are more effective than long ones - practice timing and precision of language
Demonstrate quality feedback is specific and constructive - not 'good job' but 'your demonstration was clear because you showed it slowly and from different angles'
Emphasise that mistakes during delivery are learning opportunities, not failures - real leaders adapt and keep going
Link all activities explicitly to School Games Values - make the invisible visible by naming when you see passion, teamwork, determination, respect, honesty, self-belief
Reinforce that different people have different leadership strengths - some are confident demonstrators, others are excellent organisers or clear explainers - all are valuable
Teach that session structure (warm-up, skills, game) serves a purpose - each section has a job preparing body and building skills progressively

Common Misconceptions

Misconception: 'Leadership means being bossy and telling everyone what to do.' Reality: Leadership means facilitating others, listening to ideas, building consensus and empowering the team. Correct by modelling and highlighting collaborative leadership during planning phase.
Misconception: 'The session has to be really complicated and clever to be good.' Reality: Simple activities delivered clearly and safely are far better than complex activities delivered poorly. Correct by praising groups who choose simple, well-executed activities.
Misconception: 'Only confident, sporty people can be leaders.' Reality: Leadership takes many forms - organisation, empathy, communication, creativity - and everyone has leadership potential. Correct by celebrating diverse leadership strengths you observe.
Misconception: 'If something goes wrong during delivery, the session has failed.' Reality: Adapting when things don't go to plan is what real leaders do - it's the most valuable learning. Correct by celebrating determination and adaptation when observed.
Misconception: 'Feedback should always be positive and nice.' Reality: Honest, specific, constructive feedback helps people improve - kind honesty is more valuable than empty praise. Correct by modelling and teaching specific, balanced feedback.
Misconception: 'The warm-up is just messing around before the real lesson.' Reality: Warm-up serves important physiological and psychological purposes - preparing body for activity and engaging participants. Correct by explicitly teaching purposes during planning guidance.

SEN Adaptations

ADHD

Break planning into clear timed chunks with regular check-ins. Provide fidget tools if helpful during seated planning. Assign active roles - equipment collection, demonstrating, high-energy sections of delivery. Give clear time warnings and visual timers. Celebrate creativity and energy in their delivery. Channel enthusiasm productively. Allow movement breaks if needed during extended planning. Provide checklist to maintain focus on task components.

dyspraxia

Allow extra time for physical demonstrations during rehearsal. Pair with supportive partner for co-delivery to reduce pressure. Provide planning template with sentence starters to reduce writing load. Allow verbal planning with scribe if writing difficult. Focus on their organisational and verbal leadership strengths. Simplify motor requirements of activities they're demonstrating. Celebrate clear explanations and planning skills not just physical demonstration quality.

autism spectrum

Provide clear visual schedule of lesson structure at start - what will happen when. Give planning template with clear sections and prompts. Provide quiet planning space option if group work overwhelming. Give explicit guidance on social aspects - how to share ideas, how to respond to others. Allow script writing for delivery if improvisation causes anxiety. Provide warning before transitions. Offer alternative to public delivery if severe anxiety (deliver to teacher/small group). Celebrate routine and structure in their planned sessions as strength.

visual impairment

Use bright, high-contrast equipment for activities. Provide clear verbal descriptions of all activities during planning and delivery. Allow VI student to use partner support during planning and delivery. Ensure equipment collection is guided. Position VI student where they can hear all instructions clearly during others' deliveries. Provide tactile demonstrations of equipment setup.

hearing impairment

Ensure HI student can see teacher and peers during all discussions for lip-reading. Use visual planning templates with images not just text. Pair HI student with supportive communicator. During delivery phase, position HI student at front where they can see leaders clearly. Use visual signals alongside verbal instructions (thumbs up, hand signals). Provide written summary of key instructions and opportunities if needed.

physical disability

Adapt role allocation - student with physical disability could focus on verbal instructions and organisational leadership while partner demonstrates. Allow use of adapted equipment if needed for demonstrations. Ensure activities they plan are inclusive and could include themselves. Provide seated leadership role if standing difficult. Technology use (microphone, tablet for planning) if helpful. Ensure all students value different leadership contributions not just physical demonstration.

Cross-Curricular Links

English

Verbal communication skills - clear explanations, voice projection, appropriate vocabulary. Listening skills during planning and feedback. Instructional language - imperative verbs, sequencing, clarity. Non-verbal communication through demonstration and body language.

Maths

Time management - calculating and allocating time for different sections (2 minutes + 30 seconds x 3 sections = total time). Measuring distances for activity boundaries. Counting participants for team formation. Estimating equipment quantities needed.

Science

Understanding body systems - explaining why warm-up is needed (cardiovascular system, muscles). Explaining cool-down purpose (recovery, preventing injury). Force and motion in activities designed. Energy and stamina concepts when planning session intensity.

Geography

Spatial awareness when organising participants and equipment. Understanding boundaries and zones. Mapping activity space and participant positions. Directional language - forwards, backwards, left, right, diagonal.

PSHE

Leadership skills development - delegation, communication, motivation. Teamwork and collaboration during planning. Managing nerves and building confidence. Giving and receiving constructive feedback. Understanding different strengths in team members. Self-reflection and self-awareness. Community responsibility and volunteering ethos.

Teacher Guidance

Positioning

During warm-up, position outside circle for full visibility. During planning phase, circulate systematically between all groups ensuring all receive support. During deliveries, position to side/back with view of both leaders and participants - avoid blocking sightlines. During reflection, join circle as equal member to create collaborative atmosphere.

Observation Focus

Watch for: 1) Collaborative planning behaviours - is everyone contributing or are some dominating/withdrawing? 2) Quality of rehearsal - are they taking it seriously? 3) During delivery - clarity of communication, safety awareness, time management, confidence levels. 4) Participant engagement and respect. 5) Application of School Games Values. 6) Emerging leadership qualities in different students. 7) Emotional responses - anxiety, pride, frustration.

Intervention Points

Intervene immediately if: 1) Safety risk arises in planned or delivered activities. 2) Student experiencing significant distress or anxiety. 3) Disrespectful behaviour from participants undermining leaders. 4) Planning completely off-track or stuck. 5) Activity running significantly over time affecting lesson flow. Otherwise minimise intervention to allow authentic leadership practice and learning from mistakes.

Demonstration Notes

Demonstrate: 1) Quality feedback - specific, constructive, kind. 2) Active listening - eye contact, nodding, verbal affirmation. 3) Voice projection - speak to back of group not front. 4) Confident body language - stand tall, open posture. 5) Timing awareness - show stopwatch use. 6) Smooth transitions between activities. 7) Inclusive language - 'everyone', 'we', 'all of us'. Model what you want to see rather than just describing it.

Verbal Cues

•'Remember your planning - you've got this!'
•'Project your voice to the back of the group'
•'Show us what it looks like'
•'Participants, show respect through your full engagement'
•'One minute remaining'
•'That's an example of [School Games Value] in action'
•'What would make that explanation even clearer?'
•'Be specific in your feedback'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, ideally sports hall or large clear outdoor area. Sufficient space for whole class to participate in activities simultaneously. Separate planning zones around perimeter during planning phase. Central delivery area for session presentations.

Surface Check

Dry, even, non-slip surface free from obstacles. If outdoors, check for hazards like wet grass, uneven ground, or debris. Ensure adequate space between planning groups and equipment storage area. Clear boundaries marked if needed.

Equipment Safety

Safety Checks

•Check all balls properly inflated and in good condition - no splits or damage
•Ensure cones have no sharp edges or cracks
•Check mats are clean, dry and positioned safely - no trip hazards
•Verify hoops are intact with no splintering
•Ensure bibs are clean and appropriate size
•Check stopwatches/timers are working for student group use
•Ensure clipboards and pens are safe - no sharp edges on clipboards

Risk Management

Key Risks

•Collisions during warm-up game (Exercise Gang) if circle too small or movement too energetic
•Trips and falls during student-led activities if not properly organised or explained
•Ball strikes during games designed by students - especially if throwing/kicking involved
•Equipment misuse during planning phase if students access without supervision
•Overexertion during delivery phase - students may push too hard when leading to impress
•Emotional/psychological risk - public performance anxiety, fear of failure, peer judgement
•Unsafe activities being planned by students without adequate risk assessment

Risk Mitigation

•Establish clear boundaries and spacing for all activities before they begin
•Monitor student planning closely - review planned activities and intervene if unsafe elements
•Brief students explicitly about appropriate activity types and safety considerations
•Maintain active supervision during all delivery phases ready to intervene
•Ensure adequate space between participants during all activities
•Build supportive, non-judgmental atmosphere to reduce psychological risk
•Provide clear stop signal (whistle or voice) that all know to respond to immediately
•Progressive skill building through rehearsal phase before real delivery
•Limit competitive intensity in student-designed games - emphasise participation over winning
•Monitor individuals for signs of overexertion, anxiety or distress throughout

Supervision & Emergency Procedures

Supervision Points

•Position yourself with clear sightlines to all activity areas during delivery phases
•Circulate actively during planning to monitor activity design and provide guidance
•Stay close to equipment area during collection phase to prevent conflicts or unsafe choices
•During deliveries, position to see both leaders and participants
•Watch for students being excluded or struggling - intervene supportively
•Monitor emotional states - watch for anxiety, frustration or upset
•Keep scan vision across whole space not focused on one group only

Emergency Procedures

Stop all activity immediately with whistle/loud voice command. Assess situation quickly. Provide appropriate first aid for physical injuries following school protocol. For emotional distress, remove student to quiet space with support. Have emergency contact information accessible. Know location of nearest first aid kit and emergency phone. Follow school accident reporting procedures for any injuries.