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Lesson 4 - Navigation and Teamwork Challenges

Trust & Communication Skills

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Year 8

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Outdoor Adventurous Activities

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1h 4min

Big Question

How can effective communication and strategic thinking help teams overcome complex physical challenges?

Learning Objectives

Demonstrate agility, balance, coordination and precision in problem-solving activities
Apply effective teamwork and communication strategies to complete collaborative challenges
Navigate accurately using maps and develop route planning skills

Key Outcomes

Students will successfully navigate courses using maps and spatial awareness
Students will demonstrate improved communication and collaborative problem-solving
Students will apply physical literacy skills (agility, balance, coordination) in challenging contexts

Equipment & Resources Required

Cones

30-40 for course markers and targets

Distributed in grid formation across activity area, some with numbers underneath

Alternative: Spot markers, bean bags, or numbered bibs placed on ground

Cards

20-30 cards with numbers or mathematical operations

Placed under designated cones, variety of difficulty levels

Alternative: Laminated cards, chalk numbers on ground, or whiteboard markers on cones

Mats

15-20 simple route maps with different paths marked

Each map shows grid of cones with different route sequences (e.g., A-E-B-D-C-F)

Alternative: Hand-drawn maps, digital maps on tablets, or visual diagrams

Maps

15 copies for student course design

Pre-printed with area outline and key landmarks

Alternative: Graph paper, or students sketch their own area maps

Fabric Pieces

30 pieces, approximately 40cm each

Stored in team sets of 5-6 pieces each

Alternative: Drain pipes cut to length, cardboard tubes, or rolled yoga mats

Golf Balls

6 balls (one per team)

One ball per team for gutter ball activity

Alternative: Tennis balls, small rubber balls, or bean bags

Dish Cones

6 target cones

Placed at end points of gutter ball courses

Alternative: Buckets, hoops on ground, or marked target zones

Pencils

15 for map design activity

One per pair for designing courses

Alternative: Markers or crayons

Key Vocabulary

Navigation

The process of planning and following a route from one place to another using maps and spatial awareness

Map reading

The ability to interpret symbols, directions and spatial relationships shown on a map

Route planning

Deciding the most effective path between multiple points considering distance, obstacles and objectives

Agility

The ability to move quickly and change direction efficiently whilst maintaining control

Balance

Maintaining body control and stability during movement or when stationary

Coordination

The ability to use different parts of the body together smoothly and efficiently

Precision

Performing movements or tasks with exactness and accuracy

Communication

Exchanging information effectively through verbal and non-verbal means

Teamwork

Working collaboratively towards a shared goal, supporting and coordinating with others

Problem-solving

Identifying challenges and developing effective strategies to overcome them

Skill Progression Pathway

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

Prior Learning

Basic understanding of maps and spatial awareness from Year 7 OAA
Experience working in small groups on collaborative tasks
Fundamental movement skills including running, balancing and coordination

Current Skills

Interpreting maps to navigate multi-point courses
Combining physical challenges with cognitive problem-solving
Advanced communication skills under time pressure
Precision equipment handling in team contexts

Next Steps

Advanced orienteering with compass work and contour reading
Leadership roles in extended expedition planning
Complex problem-solving activities requiring strategic planning

Milestone Indicators

Students can navigate independently without constant reference to teachers

Teams communicate proactively rather than reactively

Students demonstrate resilience when challenges become difficult

Groups develop and test their own strategies without prompting

Key Teaching Points

Map orientation is crucial - maps should be held to match the real-world layout for accurate navigation
Communication before action in team challenges - establishing 'Ready?' 'Ready!' protocol prevents errors and builds teamwork
Precision over speed in equipment challenges - controlled, accurate movements more successful than rushing
Resilience is a skill to develop - normalize failure and returning to start as part of the learning process
Different types of intelligence valued - cognitive navigation, physical coordination, and social teamwork all equally important in OAA
Safety through structure - clear boundaries, consistent rules, and established signals create safe learning environment
Progressive challenge maintains engagement - differentiation and extension ensure all students appropriately challenged

Common Misconceptions

Misconception: Maps only work one way up. Correction: Demonstrate map orientation - maps can be held any direction as long as they're oriented to match the physical space you're in.
Misconception: Fastest team always wins. Correction: In navigation and precision challenges, accuracy and teamwork are more valuable than speed. Rushing leads to errors.
Misconception: Dropping the ball in Gutter Ball means failure. Correction: Returning to start is a learning opportunity to problem-solve what went wrong and try a different strategy - that's resilience in action.
Misconception: Only physically skilled students can succeed in PE. Correction: OAA values navigation skills, strategic thinking, and communication equally with physical skills - different strengths shine in different activities.
Misconception: Asking for help is weakness. Correction: Effective communication and knowing when to ask questions or seek clarification is actually a sign of strong problem-solving skills.
Misconception: Course design is easy - just draw random routes. Correction: Good course design requires strategic thinking about clear communication, appropriate challenge level, and user experience - it's a complex cognitive skill.

SEN Adaptations

ADHD

Short activity bursts with frequent changes (lesson already structured this way); clear boundaries and consistent rules; regular movement opportunities throughout; hands-on equipment engagement maintains focus; immediate feedback on navigation accuracy; visual timers showing time remaining on activities; roles within teams provide structure and purpose; positive reinforcement frequently

anxiety

Clear expectations and success criteria explained at start; opportunity to observe before participating; supportive pairing with understanding peers; choice in extension challenges (not required); positive feedback focused on effort; normalized struggle and mistakes as part of learning; quiet reflection time in cool-down; thumbs assessment private not public declaration

dyspraxia

Larger equipment for easier handling (tennis balls instead of golf balls); simplified movement patterns in Chain Tag; additional practice time for Gutter Ball technique; visual demonstration with step-by-step breakdown; wider guttering pieces or adapted equipment; peer support for coordination challenges; celebrate effort and improvement over absolute performance; reduce number of cones in navigation routes

autism spectrum

Clear visual schedule showing lesson sequence and timings; consistent routines for each section; quiet zone available if overstimulation occurs; visual map already structured and concrete; clear boundaries and expectations established at start; warning before transitions between activities; choice of partner for pair work reduces social anxiety; numbered steps for complex tasks like Gutter Ball

visual impairment

Tactile maps with raised surfaces for cone locations; brightly coloured cones with high contrast against ground; buddy system with sighted partner providing verbal descriptions; larger, textured golf balls; verbal descriptions of Gutter Ball target locations; use of audio cues or bells at target cones

hearing impairment

Visual demonstrations emphasised for all activities; written instruction cards available; hand signals for key commands (start, stop, success); visual maps already provided; ensure face-to-face communication for lip reading; vibrating timer for time warnings; peer buddy for instruction clarification

physical disability

Wheelchair-accessible routes for navigation with wider cone spacing; adapted Gutter Ball using ramps or modified transfer methods; seated version possible with lap-based guttering; reduced distance for mobility challenges; partner support for equipment handling; alternative to Chain Tag: wheelchair relay or adapted linked movement; allow rest breaks as needed

Cross-Curricular Links

English

Communication skills throughout all activities; giving and receiving instructions clearly; designing written map routes for peers; vocabulary development with technical OAA terminology; verbal feedback to teammates

Maths

Mental addition of numbers found under cones during navigation; mathematical operations (multiply, divide, halve, double) in extension activities; measuring distances for course design; sequencing and ordering cone routes; problem-solving under time pressure

Science

Understanding of cardiovascular system responses during warm-up and cool-down; forces and motion when tilting guttering and transferring ball; friction and angles affecting ball movement; cause and effect in precision challenges

Design & Technology

Designing effective orienteering courses considering user experience; testing and evaluating peer-designed routes; problem-solving with equipment constraints; strategic thinking about resource allocation

Geography

Map reading and interpretation skills; spatial awareness and orientation; understanding symbols and keys on maps; route planning and navigation; scale and distance concepts in course design

PSHE

Teamwork and collaboration in all group activities; communication skills development; resilience when facing repeated failures in Gutter Ball; self-assessment and reflection on personal performance; leadership opportunities; managing emotions under competitive pressure; celebrating diverse strengths and contributions

Teacher Guidance

Positioning

Central location during navigation activities allowing observation of entire cone grid. During Gutter Ball, position at midpoint along relay lanes for equal visibility of all teams. Circulate during course design phase to provide individual pair support.

Observation Focus

Watch for accurate map orientation and route following during navigation. Monitor mental maths accuracy by checking answers against key. Assess communication quality especially during equipment sharing in Gutter Ball. Identify students demonstrating leadership, problem-solving, and resilience.

Intervention Points

Step in immediately if safety concerns arise (equipment misuse, collisions). Intervene if teams repeatedly struggling - provide scaffolded support rather than answers. Address frustration before it escalates to conflict. Support students isolated from team activities to ensure inclusion.

Demonstration Notes

Demonstrate Chain Tag sequence with small group before starting. Show map orientation and route tracing clearly. Model Gutter Ball ball transfer in exaggerated slow motion emphasising tilt angle and receiver positioning. Use student volunteers for demonstrations where appropriate to increase engagement.

Verbal Cues

•'Orient your map to match the area!'
•'Communicate BEFORE you pass the ball!'
•'Same direction around the cones to avoid collisions!'
•'Slow down to speed up - precision beats rushing!'
•'Support your teammates - we succeed together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area (30m x 40m minimum) or sports hall for full class navigation activities and Gutter Ball relay lanes. Adequate space for cone grid (20-30 cones spread 2-3m apart) plus separate running lanes for warm-up and Gutter Ball.

Surface Check

Dry, even surface free from trip hazards, loose stones, or wet patches. Check for existing playground markings that can aid navigation activities. Ensure no damaged cones with sharp edges. Inspect guttering pieces for cracks, sharp edges, or splinters before use.

Equipment Safety

Safety Checks

•Cones stable and not creating trip hazards - replace damaged cones
•Number cards secured under cones so they don't blow away
•Guttering pieces checked for sharp edges, cracks, or splinters - sand edges if necessary
•Golf balls controlled and not rolling into other activity areas - brief on safe handling
•Upturned target cones stable and positioned away from walls or hard surfaces
•Maps laminated or in plastic sleeves to prevent paper cuts and weather damage

Risk Management

Key Risks

•Collisions between teams during Chain Tag warm-up or navigation activities
•Trips and falls over cones during navigation or whilst running
•Golf balls becoming projectiles if thrown or dropped from height
•Guttering pieces being swung or used inappropriately as weapons
•Frustration during challenging activities leading to unsafe behaviour
•Slips on guttering pieces left on ground

Risk Mitigation

•Clear team lanes established for Chain Tag with adequate spacing (3-4m minimum)
•All teams running same direction around cones to prevent head-on collisions
•Controlled walking or jogging pace during navigation activities, not sprinting
•Firm rule: golf balls stay on guttering or on ground, never thrown
•Guttering carried low and horizontal, never swung above waist height
•Regular scan for knocked-over cones creating trip hazards
•Clear boundaries established and reinforced throughout lesson
•Teacher intervention at first sign of frustration or unsafe competition
•Stop signal (whistle) established at lesson start and used as needed

Supervision & Emergency Procedures

Supervision Points

•Position centrally during navigation activities for 360-degree visibility
•During Gutter Ball, position where all relay lanes visible simultaneously
•Scan continuously for equipment hazards (guttering on ground, cones knocked over)
•Monitor high-activity areas where congestion might occur (popular cones during navigation)
•Watch for students working alone or isolated from groups - safety and inclusion concern
•Particular attention to teams showing frustration or competitive tension

Emergency Procedures

Whistle stop signal for immediate attention. First aid kit accessible at activity area edge. For injuries: stop activity, assess severity, provide appropriate first aid or summon additional support. For serious incidents: send reliable student to alert office/first aider while providing care. Document any incidents according to school policy. Weather deterioration: have indoor backup plan for navigation activities using hall space and modified course.