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Lesson 6 - Control and Poise Under Pressure

Trust & Leadership Challenges

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Year 8

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Outdoor Adventurous Activities

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Big Question

How can we maintain control and composure when working under pressure in team challenges?

Learning Objectives

Perform physical challenges with control and poise
Demonstrate composure under competitive pressure
Apply teamwork strategies to overcome complex problems

Key Outcomes

Students will successfully complete team challenges whilst maintaining physical control
Students will demonstrate improved composure when facing time pressure and competition
Students will articulate strategies for effective teamwork and apply them to new contexts

Equipment & Resources Required

Curtain Rings with Attached Strings

1 per group (6-8 sets)

Each ring should have 4-5 strings of equal length (approximately 1 metre) securely attached at equidistant points around the ring

Alternative: Large embroidery hoops with rope segments tied on, plastic rings with paracord

Balls

1 per curtain ring set (6-8 balls)

Balls should fit comfortably in the centre of the curtain ring without falling through

Alternative: Small foam balls, bean bags (though these are easier), cricket balls (harder)

Hoops

1 per group (6-8 hoops)

Place at opposite end of hall from starting positions, approximately 15-20 metres away

Alternative: Buckets, marked circles on floor with tape, small crash mats

Crates

3 per group (18-24 crates)

Crates must be stable enough to support student weight safely - check for cracks or damage before use

Alternative: Large foam blocks, sturdy cardboard boxes, PE benches turned upside down

Benches

2 per group (12-16 planks)

Planks should be approximately 2 metres long and wide enough for safe stepping (minimum 20cm width)

Alternative: PE benches, long foam mats rolled tightly, reinforced cardboard planks

Mats

12.5 per group if using alternative setup

Alternative equipment for river crossing if crates/planks unavailable

Alternative: Paper plates, taped squares on floor, poly spots

Gym Mats

3 per team for Storm the Castle (12 total for 4 teams)

Mats should be thick enough to clearly define 'safe' areas in the swamp

Alternative: Large foam mats, carpet squares, folded crash mats

Game Balls

3 per team (12 total)

Balls must be soft enough for safe throwing at students - test throw speed to ensure safety

Alternative: Foam balls, soft fabric balls, scrunched newspaper balls in stockings

Foam Mats

1 per team (4 total)

Batons should be approximately 1 metre long for tagging reach

Alternative: Pool noodles, foam rollers, rolled up foam mats secured with tape

Cones

3 per team (12 total)

Targets should be stable but knockable - test that they fall with reasonable force

Alternative: Skittles, plastic bottles filled with sand, stacked foam blocks

Sun Markers

20-30 cones

Used to clearly define playing areas, castle boundaries, and swamp edges for Storm the Castle

Alternative: Chalk lines, rope, floor tape

Key Vocabulary

Control

The ability to direct your movements with precision and accuracy, maintaining stability throughout

Poise

Graceful and elegant bearing in a person's movement and posture, especially maintaining composure under pressure

Composure

The state of being calm and in control of yourself, especially when facing difficulties

Teamwork

The combined action of a group working effectively together toward a common goal

Strategy

A planned approach to achieving a goal, including considering alternatives and potential obstacles

Pressure

The feeling of stress or urgency created by time limits, competition, or high expectations

Leadership

The ability to guide and motivate others, taking responsibility for team success and supporting all members

Skill Progression Pathway

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

Prior Learning

Basic teamwork and communication skills from previous lessons
Understanding of following instructions and safety rules
Experience with cooperative physical challenges
Fundamental movement skills including balance and coordination

Current Skills

Performing complex tasks with physical control and poise
Maintaining composure under competitive pressure
Strategic planning and problem-solving in teams
Leadership and supporting others in challenging situations

Next Steps

Applying control and poise in sport-specific contexts
Leading teams in competitive inter-school events
Developing resilience and mental toughness in performance
Transferring teamwork skills to real-world scenarios

Milestone Indicators

Students maintain steady hands and controlled movements during precision tasks

Students remain calm and focused when challenges become difficult

Students communicate effectively with teammates under time pressure

Students demonstrate positive body language even when facing setbacks

Key Teaching Points

Control and poise are both physical skills (steady, precise movement) and mental skills (composure under pressure) - emphasise both dimensions throughout
Planning before action is crucial - teams that take time to strategize perform better than those who rush in randomly
Failure and setbacks are learning opportunities, not defeats - normalize struggle and praise resilience and adaptation
Communication quality directly impacts team success - encourage specific, clear, positive communication
Physical control improves when mental state is calm - teach breathing and positive self-talk as performance tools
These skills transfer far beyond PE - maintaining composure during exams, job interviews, challenging life situations uses the same mental tools
Leadership isn't about being loudest or most dominant - effective leaders listen, support all team members, and maintain composure to guide others

Common Misconceptions

Misconception: Control means going slowly and carefully all the time. Correction: Control means being deliberate and precise - you can move quickly with control, or slowly without it. It's about intention and stability, not just speed.
Misconception: Poise is just about looking graceful or elegant. Correction: Poise is fundamentally about composure under pressure - maintaining your effectiveness when things get difficult. The physical grace is a result of mental composure.
Misconception: Good teamwork means everyone agreeing all the time. Correction: Healthy teams have disagreements and different ideas - the key is discussing respectfully, deciding together, and committing to the plan even if it wasn't your idea.
Misconception: If you get frustrated or lose composure, you've failed. Correction: Everyone loses composure sometimes - the real skill is noticing it, regulating your emotions, and recovering. It's the recovery that matters most.
Misconception: Strategy and planning isn't important in physical activities. Correction: Physical ability alone isn't enough - smart strategy and planning often beats superior physical skill, especially in team challenges.
Misconception: These PE skills only apply in sports contexts. Correction: Control, poise, composure, teamwork, and strategic thinking are life skills used in academic, professional, and personal contexts every day.

SEN Adaptations

ADHD

Short activity bursts with clear time limits (already structured this way); clear, consistent behavioural expectations repeated regularly; physical activity outlet (already provided throughout); regular positive reinforcement; designated movement breaks if needed; clear role assignments in teams to maintain focus; visual timers showing time remaining in each section

dyspraxia

Allow extra practice time with equipment before timed challenges; larger, easier-to-grip equipment options; simplified movement patterns - break complex tasks into smaller steps; buddy support during balance activities; additional verbal cues for movement sequences; allow alternative grips or techniques if standard method too difficult; reduce speed requirements

autism spectrum

Provide visual schedule showing activity sequence before lesson starts; clear, consistent routines for each section; quiet zone available if overstimulation occurs; advance warning of transitions between activities; simplified rules presented visually and verbally; reduce sensory overload - consider noise levels and crowding; choice in level of competition participation

anxiety disorders

Establish safe, predictable environment with clear structure; allow student to observe before participating if needed; provide advance information about lesson content; opt-out signal agreed in advance if overwhelm occurs; validate feelings while encouraging gradual participation; emphasise personal progress over comparison to others; quiet reflection spaces available

visual impairment

Use brightly coloured equipment for better visibility; verbal descriptions of spatial setup before each activity; buddy system with sighted partner for navigation during River Crossing; audio signals (whistle, voice) for game boundaries; allow tactile exploration of equipment before use; use textured floor markers for boundaries

hearing impairment

Ensure face-to-face positioning for lip-reading during instructions; use clear visual demonstrations for all activities; visual signals for start/stop (flag or lights instead of whistle); written instructions available; buddy interpreter if Sign Language user; position at front for clear teacher visibility

physical disability

Wheelchair users can participate in modified River Crossing using ramps instead of planks or directing teammates verbally; adapted Storm the Castle with seated throwing from static position; alternative roles such as strategist/coach if full physical participation not possible; modified equipment sizing; allow additional support aids; adapted targets at accessible heights

speech and language difficulties

Accept non-verbal communication methods during activities - gestures, pointing, demonstrations; provide alternative communication tools if needed; don't force verbal reflection - allow written or drawn responses; buddy support for explaining ideas; extended thinking time before requiring responses; visual vocabulary cards for key terms

Cross-Curricular Links

English

Verbal communication during team planning - persuasive language, clear instructions, active listening; descriptive vocabulary development for reflection discussions; articulating strategies and thought processes; non-verbal communication through body language

Maths

Strategic planning involves spatial reasoning and geometry - angles of movement, optimal distances for plank placement; counting and scorekeeping during Storm the Castle; timing and measurement awareness; probability thinking when deciding whether to throw balls or save them

Science

Forces and stability during River Crossing - weight distribution, balance, centre of gravity; projectile motion when throwing balls; body systems during exercise - cardiovascular and respiratory responses to intense activity; levers and mechanical advantage with planks and crates

Design Technology

Problem-solving and iterative design thinking when strategies fail and must be adapted; understanding structural stability with crates and planks; evaluating effectiveness of different approaches

Drama

Physical control and poise similar to stage presence; maintaining composure under performance pressure; using body language to communicate; teamwork in ensemble work

Geography

Spatial awareness and navigation during activities; understanding and using directional language; mapping movement patterns and strategic positioning

PSHE

Teamwork and cooperation as life skills; managing emotions and frustration when challenges are difficult; resilience and growth mindset when facing setbacks; communication and conflict resolution; leadership and followership; empathy and supporting others; self-awareness through reflection

Teacher Guidance

Positioning

Position yourself where you can see all students at all times - centrally located during Storm the Castle to monitor both simultaneous games; move around the perimeter during River Crossing; stand at student eye level during discussions and reflections

Observation Focus

Prioritise safety first - watch for equipment misuse, collisions, overexertion; then observe for learning objective - are students maintaining control and poise under pressure? Look for both physical control (steady movements) and emotional composure (positive body language, calm reactions to setbacks)

Intervention Points

Intervene immediately for safety issues; pause and reset if behaviour becomes unsafe; step in when students are struggling beyond productive challenge - provide scaffolding questions rather than solutions; intervene if exclusion or negative behaviour toward teammates observed; stop activity if composure is lost class-wide - use as teaching moment

Demonstration Notes

Use clear, exaggerated demonstrations so all can see; demonstrate both correct and incorrect examples for contrast (with humour, not criticism); show safety procedures before technique; use successful students as live demonstrations during activities; demonstrate composure yourself - model calm, controlled teaching even when students are chaotic

Verbal Cues

•'Slow and controlled beats fast and chaotic!'
•'Breathe - staying calm helps you think clearly'
•'What's your strategy? Don't just try randomly - plan!'
•'Control and poise - show me what that looks like'
•'How can you support your teammate right now?'
•'That didn't work - what will you adjust?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or large gymnasium (minimum 20m x 15m); clear space free from obstacles; adequate height clearance for throwing activities; two distinct game areas marked for simultaneous play

Surface Check

Dry, clean, non-slip floor surface essential due to mat work and dynamic movement; check for water spillages or debris before starting; ensure mats won't slide on surface when stepped on

Equipment Safety

Safety Checks

•Inspect all crates and planks before use - check for cracks, splinters, sharp edges, or structural weakness
•Ensure planks are minimum 20cm wide for safe stepping surface
•Check gym mats are in good condition - no tears or exposed foam
•Verify all balls are soft sponge only - no hard balls mixed in equipment
•Foam batons must be soft foam with no hard core - squeeze test before use
•Cones/pins should be stable but knockable - not too heavy or sharp
•Curtain rings must have strings securely attached with no fraying
•Ensure all equipment appropriately sized for Year 8 students

Risk Management

Key Risks

•Falls from planks or crates during River Crossing activity
•Collisions during competitive Storm the Castle game
•Being struck by thrown balls (particularly face/head area)
•Slips on gym mats during rapid movement
•Tripping over equipment positioned in walkways
•Overexertion or overheating during high-intensity competitive play
•Fingers trapped between crates or under planks
•Foam baton misuse - hitting rather than tagging

Risk Mitigation

•Constant supervision with clear sightlines to all students throughout
•Demonstrate safe equipment use before each activity
•Enforce controlled stepping only - no jumping between equipment
•Check plank placement on crates - must be flat and secure
•Mandate underarm throwing only at body level - no head shots
•Maintain adequate spacing between simultaneous games (3m minimum buffer)
•Brief elimination protocol - eliminated players sit immediately and don't move
•Stop activity immediately if unsafe behaviour observed
•Provide adequate rest periods and water breaks
•Progressive challenge building from low to high intensity
•Clear boundaries established and reinforced throughout

Supervision & Emergency Procedures

Supervision Points

•Position centrally during Storm the Castle to monitor both games simultaneously
•Circulate actively during River Crossing to check equipment stability
•Maintain clear sightlines - never turn back to whole class
•Listen for tone of interactions - intervene if tension escalating
•Watch for signs of overexertion - red faces, excessive breathing, dizziness
•Monitor inclusion - ensure all students are actively participating safely

Emergency Procedures

Stop all activity immediately on whistle signal; assess injured student while keeping others safe and calm; appropriate first aid administered by qualified staff; send responsible student to fetch additional help if needed; complete accident report form if injury occurs; contact parents if medical attention required