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Lesson 2 - Team Organisation and Leadership

Young Leaders Through Practice

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Year 8

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Leadership

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1h 40min

Big Question

What makes a team organisation method both efficient and fair?

Learning Objectives

Demonstrate effective leadership skills in practical situations
Organise teams efficiently using multiple methods and evaluate their effectiveness
Set up tasks and activities that maximise student involvement and engagement

Key Outcomes

Students will be able to lead a warm-up activity to their peers with confidence
Students will understand and apply at least five different methods of team organisation
Students will evaluate team organisation strategies based on efficiency, fairness and engagement
Students will recognise the importance of keeping all participants actively involved

Equipment & Resources Required

Soft Dodgeballs

3 (dodgeball game)

Keep balls to side until dodgeball activity begins

Alternative: Gator skin balls, soft sponge balls, beach balls for lower impact

Coloured Bibs

30 (full class set in at least 2 colours)

Organise by colour for easy distribution - store in separate bags

Alternative: Coloured bands, sashes, or different coloured cones for team zones

Dish Cones

12-20 for relay markers and boundaries

Place in accessible location for students to set up own relay courses

Alternative: Floor spots, chalk lines, existing court markings

Stopwatch

1 (teacher use for timing organisation methods)

Keep readily accessible to time team organisation efficiency

Alternative: Smartphone timer, wall clock with second hand, countdown timer

Sun Markers

1 (optional for recording pros/cons)

Position where all students can see if used for recording feedback

Alternative: Flip chart, clipboard, verbal discussion only

Relay Equipment

Varied: bean bags, hoops, small balls, batons, skipping ropes

Display equipment options visibly so students can select items for their relay designs

Alternative: Any safe PE equipment available for student-designed relays

Key Vocabulary

Team organisation

The systematic process of dividing a large group into smaller, balanced teams for activities

Efficiency

Achieving the desired outcome in the shortest time with least wasted effort or resources

Leadership skills

The abilities required to guide, motivate and organise others effectively, including communication, decision-making and problem-solving

Maximum involvement

Ensuring all participants are actively engaged with minimal waiting time or exclusion

Active engagement

Physical and mental participation where students are moving, thinking and contributing rather than waiting passively

Time management

The ability to allocate appropriate time to different activities and transitions to maximise learning

Fair selection

Choosing teams or participants in ways that give everyone equal opportunity and avoid bias or favouritism

Group dynamics

The way individuals interact, communicate and work together within a team setting

Skill Progression Pathway

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

Prior Learning

Basic understanding of leadership concepts from Lesson 1
Experience working in teams and small groups
Familiarity with relay races and dodgeball games
Ability to follow instructions and demonstrate physical activities

Current Skills

Leading and delivering warm-up activities to peers
Organising teams using multiple systematic methods
Evaluating effectiveness of different organisational approaches
Creating and explaining original relay activities
Reflecting on leadership decisions and their impact

Next Steps

Leading complete lesson components independently
Adapting activities for different age groups and abilities
Managing larger groups with minimal teacher support
Developing coaching and feedback skills for peers

Milestone Indicators

Confidently addresses the whole class when leading activities

Makes quick decisions about team organisation based on context

Identifies efficiency and fairness without prompting

Volunteers to take leadership roles

Provides constructive feedback to peers

Key Teaching Points

Efficiency and fairness are both important in team organisation - good leaders consider both, not just speed
Maximum involvement principle: reduce waiting time to increase engagement, practice time, and enjoyment
Different contexts require different leadership approaches - adapt methods to suit the group and purpose
Clear communication (loud voice, demonstrations, checking understanding) is essential for effective leadership
Inclusive leadership means considering how decisions affect all students, especially those who might feel left out
Game variables (number of catchers, balls, space) significantly affect difficulty and experience - leaders adapt these based on students' needs
Reflection and self-awareness are crucial leadership skills - knowing what worked and what to improve

Common Misconceptions

MISCONCEPTION: The fastest team organisation method is always best. CORRECTION: Best method depends on context - sometimes fairness and inclusion matter more than speed. A quick method that makes students feel bad isn't actually effective.
MISCONCEPTION: Captain's pick is fair because good players should be chosen first. CORRECTION: Being chosen last repeatedly damages confidence and engagement with PE. Random or systematic methods are fairer and protect students' emotional wellbeing.
MISCONCEPTION: Bigger groups are better because they're easier to organise. CORRECTION: While 3 groups of 10 takes less time to set up, 10 groups of 3 provides much more activity time and engagement - the organisation time is worth it for maximum involvement.
MISCONCEPTION: Leadership is just about being loud and telling people what to do. CORRECTION: Good leadership includes listening, considering others' feelings, adapting to needs, explaining clearly, and creating fair systems.
MISCONCEPTION: The best dodgeball game is the hardest one (most catchers and balls). CORRECTION: Best game depends on the players - beginners need gentler versions, experts need challenge, mixed ability needs balance. Good leaders adapt games to suit participants.
MISCONCEPTION: If you're not naturally confident, you can't be a leader. CORRECTION: Leadership skills can be learned and practiced. Different leadership styles (quiet organiser vs enthusiastic motivator) are all valuable. Everyone has leadership potential.

SEN Adaptations

ADHD

Break activities into short, varied segments (built into lesson structure already). Provide regular movement breaks (lesson is high-activity which helps). Use visual timers to show time remaining on tasks. Give specific, concrete roles: 'You are the timer, you are the equipment manager.' Allow fidget tools during discussion sections if helpful. Provide frequent positive feedback for on-task behaviour. Clear boundaries and expectations stated explicitly. Reduce verbal instructions to key points, support with demonstrations.

dyspraxia

Allow extra practice time for complex movement sequences (backwards running, side gallop). Simplify relay movements if needed: walking variations, reducing speed requirements. Provide consistent, patient demonstrations with slow-motion modelling. In dodgeball, use larger, lighter balls that are easier to catch and throw. Reduce playing area size to decrease spatial complexity. Offer leadership roles that emphasise cognitive skills (organisation, planning) rather than only physical demonstration. Buddy support during group activities.

autism spectrum

Provide visual schedule showing lesson structure and timing for each section (warm-up 15 mins, team organisation 12 mins, etc.). Use clear, literal language avoiding idioms. Establish predictable routines for transitions. Offer quiet observation option if group work becomes overwhelming - can watch and report observations instead. Give advance warning before changes: '2 minutes until we move to dodgeball.' Allow use of noise-reducing headphones if hall environment is overwhelming. Provide clear, specific roles in group tasks rather than open-ended collaboration.

visual impairment

Use brightly coloured bibs and balls with high contrast against floor/background. Provide verbal descriptions of spatial arrangements: 'Three relay lanes running from wall to wall.' Use auditory signals for game starts (whistle, countdown). Buddy system with sighted peer for relay organisation. For dodgeball, use balls with bells inside or allow auditory tracking support.

hearing impairment

Use clear visual demonstrations for all activities - show don't just tell. Establish visual signals for stop/start (hand raised, visual countdown). Provide written instructions or visual sequence cards for team organisation methods. Position yourself where student can see your face for lip-reading. Use visual timer displayed prominently. Ensure this student can see peer leaders during warm-up delivery.

physical disability

Modify relay movements: walking instead of running, wheelchair racing if appropriate, reduced distances to turning cones. In dodgeball, allow seated participation with adapted throwing from chair level or rolling instead of throwing. Create additional role options: referee, timer, score-keeper, coach - valued leadership roles that don't require high mobility. Adapt team organisation tasks to include non-physical leadership (verbal organisation from seated position).

Cross-Curricular Links

English

Verbal communication skills in giving clear instructions during warm-up delivery. Articulating reflections and evaluations using subject-specific vocabulary. Listening skills during peer-led activities. Explaining relay rules clearly and concisely.

Maths

Timing team organisation methods and calculating differences in efficiency (seconds taken). Comparing relay waiting times mathematically: 3 groups of 10 vs 10 groups of 3. Recognising numerical patterns in dodgeball progression: 2-4-6 catchers, 1-2-3 balls. Calculating percentages of class participating vs waiting at any given time.

Science

Understanding the cardiovascular system - heart rate elevation during high-intensity activities like relays and dodgeball. Forces and motion in throwing and catching. Spatial awareness and visual tracking as neurological functions (tracking multiple balls in dodgeball).

Computing

Algorithmic thinking in team organisation methods (step-by-step processes). Variables in game design (changing number of catchers/balls as variables affecting outcome). Debugging and iteration (testing different methods, evaluating, improving).

Geography

Spatial awareness and mental mapping of playing areas. Understanding positioning and movement in relation to boundaries and other students. Directional language (forwards, backwards, sideways).

PSHE

Leadership qualities and responsibilities. Empathy and inclusion (considering feelings of those chosen last). Decision-making and evaluating consequences. Teamwork and communication skills. Building resilience and accepting challenge. Fair play and sportsmanship.

Teacher Guidance

Positioning

Position yourself where you can see all students during activities: side or corner of the space during relays, perimeter during dodgeball, within the circle during discussions. Move actively - circulate during group work to monitor and support.

Observation Focus

Watch for: leadership behaviours (confidence, clarity, organisation), safety compliance (backwards running technique, dodgeball throws), engagement levels (students waiting in relay lines, participation in discussions), emotional responses (especially during captain's pick), and quality of collaboration in group tasks.

Intervention Points

Intervene immediately for: safety violations (dangerous throws, unsafe running), unkind behaviour (exclusion, negative comments), significant confusion about tasks, or students showing distress. Use supportive language: 'Let me help you...' rather than 'You're doing it wrong.' Pause and reset rather than shouting over chaos.

Demonstration Notes

Demonstrate all physical activities yourself first: relay movements (running backwards with shoulder checks, skipping, side gallop), dodgeball techniques (legal throw below head, passing without travelling), leadership positioning (standing where all can see you, projecting voice). Exaggerate key safety points in demonstrations. Use confident, enthusiastic body language to model leadership.

Verbal Cues

•'Loud, clear voices - everyone needs to hear you!'
•'Show me your ready position - knees bent, eyes forward!'
•'Leaders, how can you include everyone?'
•'Think like game designers - what makes this version different?'
•'Below head height ALWAYS - safety first!'
•'Maximum involvement - how can we reduce waiting time?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 20m x 30m to accommodate whole class in multiple relay lanes and dodgeball playing area. Clear of obstacles and hazards.

Surface Check

Dry, even surface essential for running relays and dodgeball. Check for wet patches, debris, or trip hazards. Indoor: non-slip hall floor. Outdoor: level playground or artificial surface, not useable if wet or icy.

Equipment Safety

Safety Checks

•Soft foam balls only for dodgeball - check balls are appropriate softness and no hard cores
•Cones have no sharp edges or cracks - check before lesson
•Bibs clean and in good condition - no ripped seams that could catch
•Any student-selected relay equipment pre-approved for safety before use

Risk Management

Key Risks

•Collisions during relay races, particularly with multiple lanes running simultaneously
•Backwards running without adequate spatial awareness causing falls or collisions
•Dodgeball throws to head or face causing injury
•Tripping over equipment if not properly organised and stored
•Overexertion leading to fatigue or injury, particularly in high-intensity dodgeball
•Emotional distress from being chosen last in captain's pick method

Risk Mitigation

•Establish clear relay lane boundaries with minimum 2 metres spacing between lanes
•Explicitly teach and monitor backwards running technique with regular shoulder checks
•Enforce 'below head height' rule absolutely in dodgeball - stop game immediately for violations
•Equipment stored at perimeter when not in use, clear pathways maintained
•Build in rest periods and monitor for signs of overexertion, allow water breaks
•Carefully facilitate captain's pick discussion to address emotional impact, validate feelings
•Ensure warm-up prepares students adequately for physical demands of lesson
•Student-designed activities vetted by teacher before whole-class participation

Supervision & Emergency Procedures

Supervision Points

•Position to observe all relay lanes simultaneously - corner or side position provides best sightlines
•During dodgeball, position at perimeter with view of entire playing area
•Actively circulate during group discussions to monitor behaviour and understanding
•Extra vigilance during transitions when equipment is being moved
•Watch for students showing signs of distress or exclusion - intervene supportively

Emergency Procedures

Stop signal must be established at lesson start (whistle blast, 'FREEZE' call). All students know to stop immediately and look at teacher. First aid kit accessible at hall entrance. For injuries: stop activity, assess severity, administer appropriate first aid or call for medical support. For behavioural issues: use school behaviour policy, remove student if necessary for safety of others. For fire alarm: follow school evacuation procedures, account for all students.