Lesson 2 - Collaboration & Communication Skills
From Team Challenges to Tactical Orienteering
•Year 9
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can effective communication transform team performance in challenging situations?
Learning Objectives
- Students will work collaboratively to overcome activities requiring effective communication strategies
- Students will learn to communicate using verbal and non-verbal methods in challenging environments
- Students will understand that communication needs to be clear, concise and timely to be effective
Key Outcomes
- Students can demonstrate effective verbal and non-verbal communication techniques
- Students can evaluate their team's communication effectiveness and identify improvements
- Students can adapt their communication style to suit different challenge situations
Equipment & Resources Required
One per team, distributed at drawing station
Alternative: Large pieces of paper, clipboards
Multiple colours available, ensure all working
Alternative: Pencils, felt-tip pens
Various lengths for pipeline challenge
Alternative: Pool noodles cut in half, cardboard tubes
Lightweight, 1.5-2 metres long
Alternative: Hula hoops, rope, bamboo canes
Clean tyres, various sizes for minefield
Alternative: Hula hoops, rope circles, cones
Start/finish markers for challenges
Alternative: Buckets, markers, tape marks
Different colours, stable base
Alternative: Plastic cups, blocks
Clean, comfortable, various sizes
Alternative: Bandanas, scarves, sleep masks
Laminated for reuse, clipboards
Alternative: Digital scoring on tablets
For pipeline challenge, bright colours
Alternative: Soft balls, bean bags
Key Vocabulary
The process of exchanging information, ideas and instructions between team members
Using spoken words to convey information, instructions or feedback
Using body language, gestures, facial expressions to communicate without words
Working together effectively towards a common goal or solution
Confidence in your teammates' abilities and commitment to team success
To assess and reflect on performance in order to identify strengths and improvements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork from previous lessons
- Experience working in small groups
- Basic listening and following instruction skills
Current Skills
- Clear verbal communication under pressure
- Non-verbal communication techniques
- Active listening and feedback skills
- Trust-building and collaboration
Next Steps
- Advanced problem-solving communication
- Leadership communication skills
- Communication in outdoor environments
- Emergency communication protocols
Milestone Indicators
Key Teaching Points
- Effective communication requires clarity, patience and active listening
- Trust is built through consistent, reliable communication
- Non-verbal communication is as important as verbal in team challenges
- Communication strategies must adapt to different challenges and constraints
- Frustration is normal - managing it positively improves team performance
- Everyone has valuable communication skills to contribute to team success
- Reflection and feedback help teams improve their communication effectiveness
Common Misconceptions
- Louder communication is always more effective - actually, calm clear instructions work better
- Only verbal communication matters - non-verbal cues and body language are equally important
- Communication failure means someone isn't listening - often the instructor needs to improve clarity
- Fast completion shows good communication - quality and safety are more important than speed
- Some people are just 'bad at communication' - everyone can improve with practice and feedback
SEN Adaptations
ADHD
- Shorter activity rotations, clear movement boundaries, regular positive feedback and refocusing
dyspraxia
- Additional practice time, simplified coordination requirements, peer support partnerships
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet reflection space available
visual impairment
- Extra verbal descriptions, tactile exploration of equipment, buddy system with clear verbal guidance
hearing impairment
- Visual demonstration emphasis, hand signals, written instruction cards, vibration signals for timing
physical disability
- Adapted equipment sizes, modified challenge parameters, seated options where appropriate
Cross-Curricular Links
English
Speaking and listening skills, clear verbal communication, following complex instructions
Maths
Spatial awareness, directional language, timing and coordination
Science
Understanding of sound transmission, human senses and perception
Geography
Directional vocabulary, spatial reasoning, navigation concepts
PSHE
Building trust, managing emotions under pressure, conflict resolution, leadership skills
Teacher Guidance
Positioning
Central position allowing observation of all stations, mobile supervision during circuit
Observation Focus
Communication quality, team dynamics, safety compliance, individual progress
Intervention Points
Step in if communication breaks down, safety concerns arise, or teams become frustrated
Demonstration Notes
Model excellent communication throughout lesson, show frustration management, demonstrate active listening
Verbal Cues
- •'Clear instructions help everyone succeed'
- •'Listen first, then speak'
- •'Patient communication builds trust'
- •'What would help your team communicate better?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m for multiple stations
Surface Check
Dry, even surface free from obstacles, adequate grip for movement activities
Equipment Safety
Safety Checks
- •Check all blindfolds are clean and comfortable
- •Ensure tyres are stable and have no sharp edges
- •Test guttering pieces for cracks or sharp edges
- •Verify canes/sticks are sound and won't splinter
Risk Management
Key Risks
- •Collisions during blindfold activities
- •Trips and falls on equipment
- •Frustration leading to unsafe behaviour
- •Students not following safety instructions when competitiveness increases
Risk Mitigation
- •Clear boundaries established for all stations
- •Adequate supervision at blindfold station
- •Progressive skill building before complex challenges
- •Emphasis on safety over speed throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all stations simultaneously
- •Extra attention to blindfold activities for safety
- •Monitor team dynamics for signs of frustration or conflict
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, seek additional support if needed