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Lesson 5 - Leadership in Team Building

Trust & Leadership Challenges

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Year 8

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Outdoor Adventurous Activities

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Big Question

What makes an effective leader in competitive team situations?

Learning Objectives

Demonstrate self-motivation and physical confidence in competitive situations
Apply leadership qualities effectively within team contexts
Adapt strategies based on changing game scenarios and team needs

Key Outcomes

Students will actively lead and motivate their team in competitive challenges
Students will demonstrate strategic thinking and tactical adaptations
Students will communicate effectively to coordinate team roles and responsibilities

Equipment & Resources Required

Hoops

9 per group (for 6 groups = 54 hoops)

Arrange in 3x3 grid formation with approximately 50cm between hoops

Alternative: Chalk circles, rope circles, or marked floor squares

Cards

Sets of 1-8 (1 set per group of 8 students)

Laminated cards attached with string or adhesive number stickers

Alternative: Write numbers on bibs, use playing cards Ace-8

Blindfolds

1 per group initially, then 3-4 per group for gauntlet (approximately 20 total)

Ensure comfortable fit and complete vision obstruction, check hygiene

Alternative: Sleep masks, bandanas, or scarves tied securely

Pegs

5 per student (approximately 150 total)

Standard spring-loaded clothes pegs, attached to clothing at waist/shoulders

Alternative: Velcro strips, ribbon tags, or flag tags

Foam Mats

1 per blindfolded player (approximately 20 total)

Ensure soft foam material to prevent injury during tagging

Alternative: Pool noodles cut to 50cm lengths, soft foam tubes

Cones

40-50 cones for gauntlet channels, boundaries, and jail zones

Bright colours for visibility, stable base to prevent tripping

Alternative: Markers, spots, or chalk lines

Bibs

2 flags for basic game, or 10 flags for alternative version (5 per team)

Must be easily visible and retrievable from designated zones

Alternative: Bean bags, tennis balls in cones, coloured bands

Team bibs

2 sets of different colours (15 per colour)

Ensure clear colour differentiation between teams

Alternative: Coloured bands, wristbands, or hair ties

Key Vocabulary

Leadership

The ability to guide, motivate and organise a team towards achieving a common goal

Strategy

An overall plan or approach designed to achieve success in a competitive situation

Tactics

Specific actions or methods used to implement a strategy during gameplay

Roles

Specific responsibilities assigned to team members to maximise team effectiveness

Competition

A situation where individuals or teams strive to outperform opponents within agreed rules

Motivation

The drive and enthusiasm to participate fully and encourage others to perform their best

Teamwork

Working collaboratively with others, combining individual strengths to achieve shared objectives

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork and cooperation
Experience working in small groups during PE activities
Fundamental movement skills and spatial awareness
Understanding of rules and fair play in games

Current Skills

Leadership qualities including communication and decision-making
Strategic thinking and tactical awareness
Role allocation and team organisation
Adapting to competitive pressure and changing scenarios

Next Steps

Leading complex team strategies in invasion games
Mentoring and coaching peers in skill development
Analysing performance data to improve team tactics
Applying leadership skills in inter-school competitions

Milestone Indicators

Confidently volunteers to lead team discussions

Offers constructive tactical suggestions during gameplay

Adapts role without prompting when team needs change

Motivates teammates positively during challenging moments

Key Teaching Points

Leadership takes many forms - motivational, strategic, communicative, facilitative - all are valuable and should be recognised
Effective teams assign clear roles based on individual strengths but maintain flexibility to adapt as situations change
Communication must be clear, concise, and timely - especially in dynamic competitive situations where delays reduce effectiveness
Strategic planning is essential but implementation requires constant observation and willingness to adapt when strategies aren't working
Self-motivation and physical confidence develop through supportive team environments where all contributions are valued
Competition can be intense while maintaining sportsmanship - respect for opponents, acceptance of referee decisions, and positive attitudes toward both success and failure
Problem-solving under pressure is a learned skill - encourage persistence when initial attempts fail and celebrate learning from mistakes

Common Misconceptions

Misconception: 'Leadership means being the loudest or most dominant person.' Reality: Effective leadership includes quiet facilitation, listening to team input, and enabling others to contribute. Correction: Explicitly highlight diverse leadership styles throughout lesson - 'Notice how [Name] led effectively by making sure everyone's voice was heard, not by talking the most.'
Misconception: 'Roles should stay fixed throughout games.' Reality: Flexible role adaptation based on game situations improves team effectiveness. Correction: Mid-game discussion specifically addresses this - 'Do we always stick to the same role?' Encourage strategic role changes based on needs.
Misconception: 'Strategy planning is less important than just playing hard.' Reality: Teams with clear strategies consistently outperform those relying solely on effort. Correction: Provide planning time and show that teams who plan strategically achieve better results - highlight this during reflections.
Misconception: 'Competition means beating others at any cost.' Reality: Healthy competition operates within rules, with respect for opponents and officials. Correction: Emphasise sportsmanship throughout - 'We compete hard AND fair. Respect is non-negotiable.'
Misconception: 'Leaders are born, not developed.' Reality: Leadership skills are learned through practice, reflection, and experience. Correction: Frame entire lesson as leadership development - 'You're LEARNING to be leaders today. Every activity builds these skills.'
Misconception: 'Only the physically strongest or fastest can lead in PE.' Reality: Leadership in PE involves strategic thinking, communication, and motivation - not just physical ability. Correction: This lesson design deliberately focuses on cognitive and social leadership to counteract this misconception. Highlight examples of students leading through thinking and communication.

SEN Adaptations

ADHD

Short activity segments with clear start/end points - this lesson structure works well with frequent transitions. Active movement throughout - limited passive sitting time benefits focus. Clear, concise instructions - repeat key points, check understanding individually. Leadership roles can be highly motivating - provide these opportunities to channel energy positively. Visual timers for time-limited activities - external structure supports self-regulation. Positional responsibility in games - specific zone to defend provides focus. Buddy system - paired with organised peer for activity transitions. Regular positive feedback - catch them demonstrating on-task leadership behaviours. Allow appropriate movement - standing, pacing during discussions if sitting is challenging.

dyspraxia

Focus on strategic cognitive leadership rather than physical skill execution - this lesson suits students with motor coordination challenges. Allow extra processing time when verbal instructions given - check understanding individually. Simplify multi-step instructions - break into smaller sequential steps. Larger, easier-to-handle equipment - bigger balls if throwing/catching involved, stable wide-base cones. Reduce speed demands - allow more time for physical navigation in gauntlet or flag capture. Provide spatial markers - visual guides for positioning during activities. Written/illustrated activity instructions as reference. Partner with supportive peer for activities requiring physical coordination. Focus assessment on leadership qualities (cognitive and social domains) where dyspraxia doesn't impact performance - this lesson does this naturally.

autism spectrum

Provide visual schedule showing activity sequence and timings - reduces anxiety about transitions. Clearly defined rules written or illustrated - refer back to these for consistency. Warn before activities involving loud noise or high sensory input. Offer quiet observation role option for overly stimulating activities before requiring participation. Clear, literal language - avoid idioms or ambiguous instructions. Structured roles within teams - specific defined responsibilities reduce open-ended uncertainty. Predictable routines - use similar activity structures to previous lessons where possible. Preparation - share lesson plan in advance if possible so student knows what to expect. Sensory break option - designated quiet area if overstimulation occurs.

visual impairment

Use high-contrast, brightly coloured equipment (fluorescent cones, bright flags). Provide detailed verbal descriptions of spatial setups before activities begin. Buddy system - pair with sighted peer who provides verbal guidance. For blindfold activities, these students could take non-blindfolded roles (attacker rather than defender). Use auditory signals - whistle for starts/stops, verbal cues for zone boundaries. Reduce playing area size to decrease spatial complexity.

hearing impairment

Ensure student positioned where they can see teacher's face during instructions (lip reading). Use visual demonstrations extensively - show don't just tell. Provide written instructions or visual diagram cards for activity rules. Use visual signals - coloured flags or hand signals for starts, stops, and rules communications. In blindfold activities, their listening skills aren't required so standard participation works well. Buddy system with peer who can relay important auditory information. Ensure attention gained before giving instructions - tap shoulder, visual cue, group hand raise.

physical disability

Modify locomotion requirements - wheelchair users can participate fully in strategic planning and communication roles. Adapt tagging rules - wider tagging zones or use of pool noodles to extend reach. Reduce spatial demands - smaller playing areas, slower pace expectations. In blindfold activities, can be seated defender with adapted baton. Capture the Flag adaptations - designated 'safe' pathways without defenders, or strategic coordinator role observing and directing team from sideline. Focus activities on cognitive leadership strengths where physical limitations don't restrict contribution. Ensure equipment accessible - lower flag zones, wider channels.

Cross-Curricular Links

English

Verbal communication skills - clear instructions, persuasive suggestions during strategy planning, explanatory descriptions during reflection. Active listening - understanding teammates' ideas, responding appropriately to tactical suggestions. Vocabulary development - technical terms (strategy, tactics, roles, leadership, motivation) used in context. Articulating thinking - explaining strategies, justifying decisions, reflecting on performance. Group discussion skills - turn-taking, building on others' ideas, respectful challenge of suggestions.

Maths

Strategic spatial reasoning when positioning defenders along gauntlet (equal spacing, optimal coverage). Calculating optimal attack/defence ratios (e.g., sending 1/3 of team as attackers vs 2/3). Time-based decision making (5-second flag zone rule requires mental counting and estimation). Probability thinking - assessing likelihood of successful flag capture based on defender positioning.

Science

Understanding body systems response to exercise - heart rate elevation during warm-up and high-intensity games, cardiovascular fitness impact on sustained performance. Physics concepts of forces, speed, and direction in tactical gameplay - angles of approach, speed variations for stealth vs. quick attacks. Sound and hearing in blindfold activities - how ears locate direction and distance of sounds. Recovery and cool-down - physiological need for gradual reduction in activity intensity.

Computing

Algorithmic thinking during Square Shuffle Puzzle - sequential steps to reach goal state, logical problem-solving, troubleshooting when sequences fail. Systems thinking - understanding how individual roles interconnect to create team system, how changes in one part affect the whole. Debugging mindset - trying strategies, identifying what doesn't work, making iterative improvements.

Geography

Spatial awareness and mapping - understanding territory divisions, positioning in space, visualising playing area from different perspectives. Directions and navigation - especially during gauntlet activity, using directional language (forward, back, left, right) to guide teammates. Tactical geography - terrain advantages, boundary awareness, zoning in Capture the Flag (attack zones, defence zones, jail areas).

PSHE

Leadership qualities and development - what makes effective leaders, different leadership styles, shared leadership in teams. Resilience and dealing with setbacks - maintaining motivation when strategies fail or team is losing. Communication skills - clarity, assertiveness, active listening, non-verbal communication. Teamwork and cooperation - balancing individual contributions with collective goals. Managing emotions in competitive situations - staying calm under pressure, handling disappointment. Building positive relationships - trust development in blindfold activities, appreciation and respect for peers.

Teacher Guidance

Positioning

During small-group activities: circulate continuously between groups, never static. During Capture the Flag: position along halfway line with mobile movement for clear visibility of both territories, flag zones, and jail areas. During demonstrations: central location where all students have clear sightlines. During discussions: within the circle at student level to facilitate inclusive participation.

Observation Focus

Leadership behaviours: who initiates strategic discussions, who facilitates team agreement, who motivates during setbacks, who adapts roles. Communication: clarity of instructions, supportiveness of language, effectiveness in coordinating team actions. Strategic thinking: quality of planning, tactical adaptations, problem-solving under pressure. Physical engagement: full participation in competitive situations, confidence in movement, self-motivation to contribute. Social dynamics: inclusion of all team members, respect for opponents, sportsmanship in success and failure.

Intervention Points

Step in immediately if: physical safety concerns arise (rough play, collisions, unsafe equipment use); blindfold activities causing distress for any student; conflicts between students escalating; rules violations occurring repeatedly; one student dominating team decisions excluding others; students disengaging or being excluded from participation; competitive intensity overriding sportsmanship and respect. For learning interventions: when groups stuck during problem-solving - provide prompt questions not solutions; when strategies clearly ineffective - pause for strategic review; when excellent leadership moments occur - highlight them immediately to class as teaching examples.

Demonstration Notes

Always demonstrate new activities with volunteer students not just verbal explanation - Year 8 students learn effectively through visual modelling. Exaggerate key aspects for visibility (e.g., two-handed tagging technique, 5-second flag zone timing, jail break high-five). Demonstrate both correct execution and common mistakes to prevent errors. Use students as demonstrators where possible to increase engagement and show that activities are achievable by peers. Provide commentary during demonstrations explaining what to observe. For complex activities like Capture the Flag, demonstrate in stages - objective first, then tagging rules, then jail system, then full game scenario - building understanding progressively.

Verbal Cues

•'Soft touches only - no pushing!'
•'Find your role - what's your responsibility?'
•'Communicate! Let your team know what you're doing!'
•'Adapt - what's not working? What will you change?'
•'Leaders, make decisions and explain them clearly!'
•'FREEZE!' [Emergency stop for safety or teaching point]
•'I'm looking for excellent sportsmanship - show me respect!'
•'Strategy first, then action - what's your plan?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large sports hall or outdoor space minimum 30m x 20m to accommodate full-class team games with multiple activity zones. Adequate space between different group activities (minimum 3-4 metres) to prevent cross-group interference and collisions.

Surface Check

Indoor: clean, dry, non-slip hall floor free from water, dust, or debris. Outdoor: level grass or tarmac surface without holes, rocks, or obstacles. Check before each activity section as conditions may change.

Equipment Safety

Safety Checks

•Hoops laid completely flat without raised edges to prevent tripping
•Cones with stable bases, positioned away from high-traffic running routes
•Blindfolds clean, hygienic, and fitted securely without being uncomfortable - check for any students with anxiety about vision restriction
•Clothes pegs check - spring mechanism working properly, not broken or sharp
•Foam batons soft and flexible without hard cores, appropriate length (30-50cm) for safe tagging
•Flags/bibs clearly visible and easily retrievable without dangerous reaching or climbing
•All equipment free from defects, sharp edges, or damage before distribution

Risk Management

Key Risks

•Collisions during fast-paced game activities particularly in Capture the Flag
•Trips and falls especially during blindfold activities or when attention focused on game not footing
•Overexertion in high-intensity competitive games - monitor students with relevant medical conditions
•Anxiety or distress for students uncomfortable with blindfolding activities
•Physical contact beyond permitted tagging rules leading to pushes or rough play
•Equipment-related trips - hoops, cones, or scattered equipment becoming hazards

Risk Mitigation

•Establish clear boundaries for all activities well away from walls and hazards
•Emphasise and demonstrate safe tagging - two hands, gentle contact, no pushing or grabbing
•Active supervision and positioning - teacher mobile with clear sightlines to all activity
•Clear rules about blindfold activities - defenders stay relatively stationary, controlled baton movements only
•Progressive challenge - start with lower-intensity controlled activities before full competitive games
•Alternative roles offered for students anxious about any activity - no forced participation in blindfolding
•Stop and restart protocols - clear FREEZE command that all students must respond to immediately
•Adequate spacing between groups maintained throughout lesson
•Regular equipment checks - remove any damaged items from use
•Appropriate warm-up to prepare muscles and cardiovascular system for intense activity
•Hydration breaks available particularly in warm weather or high-intensity periods
•Clear communication of rules and safety expectations before each new activity

Supervision & Emergency Procedures

Supervision Points

•Position at halfway line during Capture the Flag for maximum visibility of both territories
•Move continuously between groups during small-group activities (hoops, pegs, gauntlets)
•Active scanning - regularly check all groups not just the loudest or most prominent
•Watch for emerging conflicts or frustrations that might lead to unsafe physical behaviour
•Monitor blindfolded students closely for anxiety, disorientation, or unsafe defender movements
•Check that tagging remains gentle and controlled - intervene immediately if becoming rough
•Observe for students overexerting - red faces, breathlessness beyond normal exertion, distress
•Maintain awareness of whole room/space even when focused on specific incident or teaching point

Emergency Procedures

FREEZE command stops all activity immediately. Assess situation: minor issue (bump, scrape, equipment problem) - deal with quickly and continue; significant injury - send responsible student for first aid support, keep injured student still and calm, reassure other students and continue lesson with modified activity if appropriate; serious injury - emergency services protocol, supervising adult stays with injured student while another supervises class. First aid kit location known and accessible. Contact details for medical support available. Accident reporting procedures followed for all incidents requiring first aid or beyond.