Lesson 3 - Strategic Problem Solving
Trust & Leadership Challenges
•Year 8
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How does strategic planning improve team performance under pressure?
Learning Objectives
- Develop and implement effective team strategies through planning and evaluation
- Perform with control and poise under pressure in team problem-solving situations
- Understand the cyclical process of plan, perform, evaluate, and adapt
Key Outcomes
- Students will successfully apply strategic planning to improve team performance
- Students will demonstrate composed decision-making in time-pressured activities
- Students will evaluate team performance and adapt strategies based on reflection
Equipment & Resources Required
Arranged in grid formation at opposite end from relay start lines, equal spacing between spots
Alternative: Chalk circles on playground, masking tape squares on floor, small cones
Keep each team's set together in a pile at their start line
Alternative: Different coloured cones, tennis balls in socks (tied), coloured paper plates
Shuffle each suit thoroughly and place face-down at opposite end from team start line
Alternative: Numbered cards 1-13, laminated number cards, dominoes in sequence
Create rectangular 'keypad' area approximately 3m x 4m per group
Alternative: Rope to create boundary, chalk lines, masking tape
Place randomly within keypad area, ensure numbers are clearly visible and face-up
Alternative: Laminated number cards, numbered cones, numbered spots
Store at starting point for each group, ensure mats are safe and non-slip
Alternative: Carpet squares, large foam mats, folded blankets, large pieces of cardboard
Easily visible to all groups for timing challenges
Alternative: Smartphone timer, wall clock with second hand, PE timer app
Position where all students can see for recording times and strategies
Alternative: Flipchart paper, tablet with display, clipboard with paper
Key Vocabulary
Thinking ahead and deciding on a course of action before performing a task
A carefully designed plan or method to achieve a specific goal
Reviewing and judging the quality or effectiveness of performance to identify improvements
The ability to direct or manage movements and actions with precision and restraint
Remaining calm, composed, and balanced under pressure or in challenging situations
Assigning specific tasks or responsibilities to team members based on their strengths
The process of finding solutions to difficult or complex challenges through thinking and teamwork
Making something as effective or functional as possible through refinement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic teamwork and communication skills from Year 7
- Experience working in small groups on physical challenges
- Understanding of fair play and following rules
- Ability to take turns and support teammates
Current Skills
- Strategic planning and tactical thinking
- Evaluating performance and adapting approaches
- Performing under time pressure with control
- Advanced problem-solving in physical contexts
- Leadership and delegation within teams
Next Steps
- Applying strategic planning to competitive sports situations
- Leading complex multi-team challenges and competitions
- Coaching others in strategic thinking and problem-solving
- Transferring planning skills to sports tactics and game strategies
Milestone Indicators
Key Teaching Points
- The Planning Cycle (Plan → Perform → Evaluate → Adapt) is the central framework of this lesson. Explicitly reference it throughout all activities and make it visible on the board for constant reference.
- Emphasise that improvement comes from the cycle of planning, performing, evaluating, and adapting - not just from 'trying harder.' This is a transferable life skill, not just a PE concept.
- Control and poise under pressure means staying calm, composed, and making good decisions even when timed, challenged, or when plans don't work initially. Model and reinforce this throughout.
- Quality evaluation is specific, not vague. Push teams to identify exact moments where time was lost, specific strategies that worked, and concrete changes to make - not just 'we need to be faster' or 'do better.'
- Strategic planning requires all voices to be heard. Actively ensure quieter students contribute during planning time. Make inclusion an explicit expectation.
- Physical challenges in this lesson are vehicles for developing cognitive (strategic thinking) and social-emotional (teamwork, resilience) skills. The learning is not primarily physical - don't lose focus on Head and Heart domains.
- Celebrate improvement and learning, not just winning or being fastest. Teams who improved most between attempts have learned the most. Acknowledge this explicitly.
- Use consistent language throughout: strategy, planning, evaluation, adaptation, control, poise, delegation, optimization. Build students' vocabulary alongside their skills.
Common Misconceptions
- Misconception: 'Planning takes too long - it's faster to just start doing it.' Reality: Time spent planning is recovered (and more) through efficient execution. Demonstrate this through timed comparisons between attempts with and without planning.
- Misconception: 'If we failed or had to restart, we're not good at this.' Reality: Failure is information for the evaluation stage. Teams who failed but then improved showed excellent use of the Planning Cycle - that's success. Reframe failure as data.
- Misconception: 'The fastest team is the best team.' Reality: The team that improved the most through strategic evaluation and adaptation demonstrated the best learning. Success is improvement, not just speed.
- Misconception: 'Control and poise means moving slowly and carefully.' Reality: Control and poise means being composed and making good decisions under pressure - you can move quickly while still being controlled. It's about mental composure, not physical speed.
- Misconception: 'Only the sporty/athletic kids can lead in PE.' Reality: These problem-solving challenges require strategic thinking, communication, and planning skills - not just physical ability. Leadership can come from anyone. Highlight examples of this.
- Misconception: 'In evaluation, we need to be nice and not criticise.' Reality: Quality evaluation is honest and specific about what didn't work - but it focuses on strategy and systems, not blaming individuals. Model constructive critical evaluation.
- Misconception: 'The Planning Cycle is just for PE or sports.' Reality: This cycle is used in elite sport, business, education, science, and all problem-solving contexts. Make real-world connections explicit.
SEN Adaptations
ADHD
- Short, varied activity segments maintain engagement (no single activity over 7 minutes). Clear physical boundaries for each activity. Regular movement breaks built into lesson structure (already present through active challenges). Specific roles assigned in teams to maintain focus (time-keeper, equipment manager, strategy leader). Immediate positive feedback for focused behaviour and strategy implementation. Visual and physical task lists (Planning Cycle diagram) to aid working memory. Option to stand or move gently during evaluation discussions rather than static sitting. Clear 'what to do' instructions rather than 'what not to do.'
dyspraxia
- Simplified physical challenges: larger equipment easier to manipulate (bigger mats, larger cards). More time for physical tasks requiring coordination. Break down complex physical tasks into smaller steps with demonstration. Reduce balance requirements in Cross the Swamp (use 3 mats instead of 2, reduce distance). Reduce sequence length in Keypad Challenge (1-20 instead of 1-30) or allow partner support. Assign roles in team that play to cognitive strengths rather than physical coordination. Allow extra practice time before timed attempts. Provide visual maps or diagrams of movement patterns. Supportive teammates assigned who will encourage not criticise.
autism spectrum
- Clear visual schedule of lesson structure displayed and referred to throughout. Predictable routine following Planning Cycle framework. Visual diagrams of each challenge setup before attempting. Reduce sensory overload: quiet planning spaces available if needed, reduce number of teams working simultaneously if noise is overwhelming. Clear, literal language avoiding idioms or ambiguity. Preparation time before transitions between activities. Social scripts for team communication provided if needed. Quiet zone available during breaks between challenges. Use of visual timers to show how much time remains in each activity segment.
visual impairment
- Use high-contrast, brightly coloured equipment (bibs, cones). Provide clear verbal descriptions of all activities and spatial setups. Use tactile markers for boundaries (e.g., rope instead of cones). Buddy system with sighted partner for navigation during challenges. Reduce playing area size for easier navigation. Ensure consistent equipment placement for familiarity. Provide extra time for orientation to each new challenge space.
hearing impairment
- Visual demonstrations of all instructions - model each activity fully. Use visual signals for start/stop (raised hand, flag) in addition to or instead of whistle. Written instructions on board for reference. Ensure student can see teacher's face for lip-reading during instructions. Use closed captions if showing any video content. Buddy system for ensuring instructions are understood. Hand signals for communication during no-verbal-communication challenges (appropriate adaptation to rules).
physical disability
- Wheelchair users: adapted relay challenges using wheeling instead of running, wider pathways in Cross the Swamp with ramps or alternative flat surfaces instead of mats. Reduce distance for relays. Use lightweight, easier-to-manipulate equipment. Allow assistive devices or support from teaching assistant/buddy. Seated versions of challenges where possible. In Keypad Challenge: allow longer time or reduce number sequence (1-20 instead of 1-30). Roles in teams that match physical capabilities (e.g., strategic planner role, time-keeper role). Adapted stretches during cool-down appropriate to physical needs.
Cross-Curricular Links
English
Verbal communication during planning discussions - articulating ideas clearly, listening skills. Evaluation vocabulary and expressing reflections. Following complex verbal instructions. Extending vocabulary (strategy, evaluation, adaptation, poise, delegation, optimization). Presenting ideas to whole class during sharing time.
Maths
Sequencing numbers 1-30 in Keypad Challenge. Counting down during stretches. Timing and measuring improvement between attempts. Calculating time differences (e.g., 'We improved by 1 minute 30 seconds'). Understanding grid patterns in O's and X's relay (3x3, 4x4). Spatial awareness and positioning.
Science
Understanding body systems: heart rate elevation during activity and lowering during cool-down. Breathing rate changes with exertion. Muscle use and stretching (hamstrings, lower back, etc.). Cause and effect: effort leads to fatigue, rest leads to recovery. Forces and balance in Cross the Swamp challenge.
Computing
Sequential thinking in Keypad Challenge (following algorithm from 1-30). Problem decomposition - breaking complex challenges into smaller steps. Debugging - when strategy doesn't work, identify error and fix it. Iterative improvement - version 1.0 (first attempt) to version 2.0 (second attempt after evaluation).
Geography
Spatial awareness and mapping movement patterns. Directions and positioning during challenges. Understanding and creating effective use of space in problem-solving contexts.
PSHE
Teamwork and cooperation throughout all challenges. Resilience when facing setbacks (having to restart, not completing quickly). Managing emotions under pressure. Leadership and delegation skills. Respecting others' ideas and contributions. Honesty in self-assessment. Growth mindset - understanding that evaluation and adaptation lead to improvement. Perseverance and determination.
Teacher Guidance
Positioning
Position centrally and dynamically throughout lesson. During relays: stand where you can see both start lines and opposite end challenges. During Keypad Challenge: rotate between groups but maintain overview of all groups. During Cross the Swamp: position where all teams' paths are visible. During whole-class teaching (skill introduction, cool-down): position where all students can see and hear you clearly with board/visual aids visible to all.
Observation Focus
During planning time: listen to quality of strategic discussions, note who contributes and who doesn't, identify emerging leadership. During activities: watch for control and poise under pressure, physical safety and controlled movement, teamwork and communication, implementation of discussed strategies. During evaluation: quality of reflection, specificity of feedback, constructive tone versus blaming. Throughout: inclusivity, engagement, resilience when facing setbacks.
Intervention Points
Intervene immediately for: unsafe physical behaviour, rule violations that create unfair advantage or safety risk, bullying or exclusion behaviours, equipment being misused. Intervene supportively for: teams completely stuck with no strategy, students becoming emotionally distressed, conflict within teams, planning discussions that are unproductive or dominated by one voice. Intervene with prompts for: shallow evaluation ('we need to be faster' without specifics), strategies that won't work (allow discovery when safe, but prompt if will waste significant time), teams not using Planning Cycle effectively.
Demonstration Notes
Demonstrate relay procedures clearly before each challenge - show running, placing bib/turning card, tagging. Demonstrate keypad rules with actual example of pressing number, showing one person at a time, showing what counts as rule violation. Demonstrate Cross the Swamp basic mat movement concept without solving the whole challenge. Demonstrate stretches during cool-down with clear form. Demonstrate quality of strategic discussion by briefly modelling with a team. Use students as demonstrators when appropriate to build engagement and leadership skills.
Verbal Cues
- •'Controlled running, not sprinting!' - during relays to maintain safety
- •'Remember your plan!' - during challenges when teams seem to forget discussed strategy
- •'What's working? What's not working?' - to prompt evaluation during reflection time
- •'Stay calm and composed. Control and poise!' - when teams becoming frustrated
- •'Everyone's voice matters. What do you think, [quiet student name]?' - to promote inclusion
- •'That's the Planning Cycle in action!' - to reinforce learning when improvement occurs
- •'Specific examples, please!' - when evaluation is too vague
- •'Safety first. Find another way.' - when physical solutions are becoming unsafe
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) or outdoor hard surface area, minimum 20m x 15m. Adequate space for multiple teams to work simultaneously on separate challenges without interfering with each other. For relays: minimum 15m running distance. For Cross the Swamp: full hall length approximately 20m.
Surface Check
Indoor: dry, clean hall floor free from dust, water, or obstacles. Check floor for any slippery patches especially if hall used for lunch previously. Outdoor: dry, even tarmac or playground surface with no potholes, puddles, or trip hazards. Not suitable for wet or icy conditions.
Equipment Safety
Safety Checks
- •Hoops/floor spots: stable, flat, and won't slide when stepped on. Check for cracks or sharp edges.
- •Bibs/beanbags: clean, in good condition, not torn. No choking hazards from loose filling.
- •Playing cards: plastic-coated preferred for durability. Check none are torn with sharp edges. Ensure cards lie flat to prevent tripping.
- •Cones: stable base, no cracks or sharp edges. Position carefully so won't tip if brushed against.
- •Numbered papers 1-30: laminated preferred. Secured to floor with small amount of tape if surface is slippery. Ensure corners aren't curled (trip hazard).
- •Gym mats: lightweight but stable, non-slip surface on both sides. Check for tears, holes, or protruding foam. Clean and hygienic. Check weight capacity suitable for multiple students if needed.
- •Ensure all equipment stored safely when not in use - no trip hazards in movement areas.
Risk Management
Key Risks
- •Collisions between students during relay races - especially at turning points or when multiple teams sharing equipment
- •Slips and falls during running activities, particularly when changing direction or stopping quickly
- •Loss of balance when multiple students on one gym mat in Cross the Swamp challenge
- •Tripping over equipment (cards, papers, cones, mat edges)
- •Frustration leading to unsafe behaviour (pushing, aggressive movement) especially when teams have to restart challenges
- •Overexertion or fatigue especially during extended problem-solving challenges
- •Fingers or hands trapped under mats when being moved or repositioned
- •Emotional distress from perceived failure, time pressure, or team conflict
Risk Mitigation
- •Clear boundaries and zones established for each team with adequate spacing (minimum 2-3m between relay teams, 3-4m between Cross the Swamp paths)
- •Controlled running pace - emphasis on controlled movement not maximum speed sprinting
- •Progressive challenge building - students warm up before complex activities
- •Clear rules and expectations about physical contact - no pushing, pulling aggressively, or rough play
- •Constant supervision with teacher positioned for maximum visibility of all groups
- •Emphasis on teamwork and controlled movement rather than pure speed competition
- •Built-in planning and evaluation time provides physical and mental breaks between active challenges
- •Restart rules in challenges encourage safe practice rather than dangerous risk-taking
- •Positive framing of mistakes and failures to reduce emotional pressure and maintain safe emotional environment
- •Monitor for fatigue and frustration - intervene before these lead to unsafe behaviours
- •Clear instructions about safe mat handling and weight-bearing limits
Supervision & Emergency Procedures
Supervision Points
- •Position centrally where all teams/groups are visible throughout activities
- •During relays: position where both start line and turning/challenge point are visible to monitor both ends
- •During Keypad Challenge: rotate between groups, but maintain overview of all groups to spot rule violations or safety issues
- •During Cross the Swamp: position to see all teams' paths, watching especially for balance issues on mats
- •Pay particular attention to teams who are struggling or becoming frustrated - these are higher risk for unsafe behaviour
- •Monitor equipment areas to ensure safe usage and no trip hazards developing
- •Watch for students who may be excluded or disengaged - safety and wellbeing concern
- •Keep stopwatch/timing visible but don't let timing distract from safety supervision
Emergency Procedures
STOP signal (whistle or raised hand) that all students know means immediate freeze and silence. In case of injury: stop all activity, assess injured student, provide appropriate first aid (trained first aider), contact office/emergency services if needed, keep other students calm and supervised away from incident. Know location of first aid kit and nearest first aider. Have emergency contact information accessible. For emotional distress: remove student from situation calmly, provide quiet space, speak reassuringly, contact pastoral support if needed.