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Lesson 2 - Partnership and Cooperation Skills

Trust & Leadership Challenges

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Year 8

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Outdoor Adventurous Activities

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59 min

Big Question

How can effective communication and trust transform the way we work together?

Learning Objectives

Develop self-motivation and physical confidence in competitive and cooperative situations
Work effectively with partners through communication and trust
Apply problem-solving strategies in physical challenges

Key Outcomes

Students will successfully complete partner-based physical challenges requiring coordination and trust
Students will demonstrate effective verbal and non-verbal communication strategies
Students will evaluate their own and others' partnership effectiveness

Equipment & Resources Required

Hoops

7 (1 per group of 4-5)

Distributed around activity area, ensure hoops are intact with no cracks

Alternative: Rope circles, chalk circles on ground for outdoor use

Rope

7 (approximately 3-4 metres each)

Securely tied with knots checked before lesson, no frayed edges

Alternative: Skipping ropes tied together, resistance bands for lighter option

Beach Ball

15 (1 per pair)

Fully inflated but not over-inflated, stored in bag for easy distribution

Alternative: Lightweight playground balls, balloons for lower challenge

Foam Mats

15 (1 per pair)

Checked for damage, foam intact with no hard edges exposed

Alternative: Pool noodles cut to 30cm lengths, soft foam blocks

Cling Film

2-3 rolls

Ensure scissors available for safe removal, use sparingly for sustainability

Alternative: Crepe bandages for reusable option, wide elastic bands

Cones

12-16

Set up relay circuit before lesson in rectangular or oval formation

Alternative: Spot markers, bean bags, chalk marks

Hurdles

4-6 (for progression)

Set at lowest height (20-30cm) for safety during relay progression

Alternative: Cones to weave around, benches to step over

Key Vocabulary

Partnership

Two people working together towards a common goal with shared responsibility

Cooperation

Working together willingly and helping each other to achieve success

Trust

Believing in your partner's ability and reliability to support you during challenges

Communication

Sharing information, ideas and feedback clearly through words and actions

Problem-solving

Finding effective solutions to challenges through thinking, testing and adapting

Synchronisation

Moving at the same time and pace as your partner in a coordinated way

Skill Progression Pathway

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

Prior Learning

Basic cooperative skills from Year 7 team building units
Understanding of personal space and safe movement
Experience working in small groups
Fundamental movement patterns including balance and coordination

Current Skills

Advanced partner communication techniques
Trust-building through physical challenges
Problem-solving under physical constraints
Synchronised movement with a partner
Giving and receiving constructive feedback

Next Steps

Leadership roles in larger team challenges
Complex group problem-solving scenarios
Competitive team activities requiring strategic planning
Peer coaching and teaching responsibilities

Milestone Indicators

Pairs move seamlessly without dropping equipment

Clear verbal communication heard throughout activities

Students adjust strategies independently when facing difficulties

Positive encouragement given between partners consistently

Creative solutions proposed by students without prompting

Key Teaching Points

Equal force and timing from both partners is essential for success in all synchronized activities - constantly reinforce this principle
Verbal communication should be specific and continuous - prompt for direction, counting, warnings, and encouragement throughout
Trust is demonstrated through committing fully to movements that require partner support - celebrate moments when students show vulnerability
Problem-solving under physical constraints requires patience, multiple attempts, and willingness to adapt strategy - normalize failure as learning
Effective partnerships balance talking and listening - both partners must contribute ideas and respond to each other
Synchronized movement requires matching not just actions but timing, speed, and force application - use counting together as key strategy
Partnership skills transfer beyond PE to all collaborative contexts - make explicit connections to classroom work, friendships, future careers

Common Misconceptions

Misconception: 'Going faster will make us better at the challenges.' Correction: 'Actually, slower controlled movements with better communication lead to greater success. Speed comes after mastering technique.'
Misconception: 'If something doesn't work, we should just try harder doing the same thing.' Correction: 'That's persistence, which is good, but effective problem-solving means changing your approach when something isn't working. Try a different strategy!'
Misconception: 'The stronger/taller/more athletic partner should lead and the other should follow.' Correction: 'True partnership means equal contribution and shared decision-making. Both partners bring different strengths - it's about combining them.'
Misconception: 'Trust means just hoping your partner will do the right thing.' Correction: 'Trust is built through communication, practice, and both partners being reliable. You earn trust by being consistent and supportive.'
Misconception: 'These activities are just games and fun - we're not learning anything serious.' Correction: 'These partnership skills - communication, trust, problem-solving - are essential life skills you'll use in every job, friendship, and team situation for the rest of your lives.'
Misconception: 'Failing at a challenge means we're bad at partnership work.' Correction: 'Failure is information! It tells you what to adjust. The best partnerships are ones that learn from failures quickly and try new approaches.'

SEN Adaptations

ADHD

Keep activity segments short (under 5 minutes) before changing; provide clear boundaries marked with cones or floor tape; assign specific leadership roles to channel energy positively; use immediate specific feedback frequently; allow movement breaks between seated reflection activities; position near teacher for redirection; clear simple instructions repeated; timer visible for time awareness; high-engagement competitive elements leverage motivation

dyspraxia

Use larger lightweight equipment (bigger beach balls, pool noodles); reduce complexity by focusing on one movement element at time; provide additional practice time before adding competition; break down complex movements into smaller sequential steps; visual demonstrations with slow-motion modelling; allow hand support in balance activities; pair with patient supportive partner; focus on effort and improvement over absolute performance; extended time for skill development activities

autism spectrum

Provide visual schedule showing lesson structure and activity sequence; offer sensory breaks if overwhelm occurs; allow familiar partner throughout rather than switching; give clear structured instructions with visual supports; quiet zone available at hall edge if needed; warning before loud competitive activities; predictable routines with clear transitions; minimise sudden changes or surprises; offer choice between activities where possible to maintain control and security

visual impairment

Use brightly coloured or high-contrast equipment (neon hoops, bright balls); provide clear verbal descriptions of all spatial setups; assign sighted partner for guidance during movement activities; use tactile markers (textured cones) for circuit boundaries; allow hand-on-equipment demonstrations; pair with teaching assistant or peer buddy for additional verbal cuing throughout lesson

hearing impairment

Use visual demonstrations for all instructions with exaggerated modelling; provide written instruction cards for complex activities; use hand signals for start/stop/directions; position student to see teacher's face for lip-reading; pair with sign-language aware partner if possible; use vibrating timer or visual signal for activity changes; ensure instructions given face-to-face with clear lip visibility

physical disability

Adapt back-to-back challenge to seated wheelchair version or with wall support; use lighter equipment like balloons instead of beach balls for easier manipulation; allow hand use in baton relay if necessary for balance; shorten distances in relay circuits; provide additional adult support for challenging activities; seated versions of all activities available; equipment modifications like Velcro attachments or adapted grips; focus on communication and problem-solving elements which are fully accessible

Cross-Curricular Links

English

Precise instructional language when giving directions to partner; active listening skills during partner discussions; specific descriptive vocabulary in reflection discussions; verbal reasoning when problem-solving physical challenges; clarity and projection when students lead activities

Maths

Area and perimeter calculations when creating rectangles with rope (4m x 2m = 8m², perimeter = 12m); counting in relay timing; measurement estimation using floor tiles as reference units; geometric shape properties - right angles, equal sides, parallel lines in square/rectangle formations

Science

Forces and balanced forces in back-to-back challenge requiring equal push; friction between equipment and body surfaces; centre of gravity and balance in synchronized movements; muscular system engagement during physical challenges; cardiovascular response to exercise with heart rate elevation and recovery

Geography

Directional language - left, right, forward, backward, turning; spatial awareness and navigation through obstacle courses; mapping movement pathways around circuits; understanding relative position to partner and environment

PSHE

Building and maintaining healthy relationships through effective communication; developing resilience and growth mindset when facing failures; managing emotions under competitive pressure; cooperation and teamwork as life skills; trust and responsibility in partnerships; respectful inclusion of all abilities

Teacher Guidance

Positioning

Position at corner or perimeter for maximum visibility during practice activities. Move centrally for demonstrations. Circulate continuously during competitive activities to monitor all pairs. Stand near exit during cling film activities for quick access to scissors if needed.

Observation Focus

Watch for: equal participation from both partners not one dominating; quality of verbal communication; resilience when facing failures; safe technique in challenging activities; signs of over-exertion or distress; inclusive behaviour during partner selection; application of feedback and improvement across attempts.

Intervention Points

Step in immediately if: unsafe technique observed especially in back-to-back challenge; cling film causing any distress or circulation issues; exclusion or unkind partnership behaviour; excessive competitiveness overriding cooperation; any student showing signs of over-exertion; equipment being used unsafely; students not following stop signals.

Demonstration Notes

Always demonstrate with a confident student volunteer who can model appropriate technique. Demonstrate deliberately slowly so all can see details. Narrate your thinking process during problem-solving activities. Show both correct technique and common mistakes for contrast. Highlight excellent student examples during activities by pausing class to observe. Use exaggerated movements to make key teaching points visible from distance.

Verbal Cues

•'Equal force from both partners!'
•'Talk to each other - I should hear your voices!'
•'Slow and controlled - this isn't a race!'
•'Think about what you could change to improve'
•'Watch this excellent example of communication'
•'Remember - trust your partner completely'
•'It's OK to find this challenging - keep problem-solving!'
•'Show me excellent sportsmanship everyone'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear hall space required. Sufficient area for 15 pairs to work simultaneously with 2-3 metre spacing between pairs. Additional perimeter space for equipment storage and relay circuit setup.

Surface Check

Indoor sports hall with clean, dry, non-slip surface essential. Check for water, debris, or equipment before lesson. Ensure floor markings and lines visible for circuit setup. No outdoor alternative due to cling film activity and equipment requirements.

Equipment Safety

Safety Checks

•Hoops inspected for cracks, splits, or sharp edges before distribution
•Ropes checked for secure knots and no fraying that could cause rope burns
•Beach balls fully inflated but not over-inflated to prevent bursting
•Foam batons checked for foam integrity with no hard internal core exposed
•Cling film used sparingly and never wrapped around neck or face area
•Scissors kept under teacher control at all times for safe cling film removal
•Hurdles set at minimum height (20-30cm) and checked for stability
•All cones intact with no cracks that could create sharp edges

Risk Management

Key Risks

•Collisions between pairs during competitive relay races or movement activities
•Falls or loss of balance during back-to-back stand-up challenge
•Trips over equipment or hurdles during relay circuit
•Over-exertion during competitive activities leading to exhaustion or injury
•Cling film applied too tightly causing circulation issues or breathing difficulty
•Size/weight mismatched partners causing injury during back-to-back challenge
•Beach balls or batons striking other students when dropped or thrown
•Rope throwing activities causing impact if poorly controlled

Risk Mitigation

•Clear boundaries established for all activities with adequate spacing between working pairs
•Size and weight matching strictly enforced for back-to-back and cling film activities
•Progressive skill building from simple to complex in all activities
•Adequate practice time before adding competitive or complex elements
•Teacher demonstration of safe technique before student attempts
•Stop and reset protocol enforced when unsafe behaviour observed
•Cling film only applied by teacher and removed by teacher with scissors
•Continuous monitoring of student exertion levels with rest breaks as needed
•Hurdles set at minimum height and only introduced as progression not requirement
•Clear communication of safety rules at start of each new activity

Supervision & Emergency Procedures

Supervision Points

•Position at corner of space for visibility of all pairs during practice activities
•Move around perimeter during relay heats to monitor all racers and spectators
•Close proximity during cling film application and removal for immediate response
•Elevated position or central location during warm-up group activities for overview
•Monitor high-activity areas where pairs are attempting challenging activities like back-to-back stand
•Visual scanning for students showing signs of over-exertion or distress throughout
•Ensure no student excluded or isolated without teacher awareness

Emergency Procedures

Stop signal practiced at lesson start - all students must freeze immediately when teacher raises hand and calls STOP. In case of injury: stop all activity, assess injured student, apply appropriate first aid, send responsible student for additional help if needed. Emergency services contact available. First aid kit accessible in hall. Students with medical conditions identified before lesson with care plans reviewed.