Lesson 4 - Integrating Teamwork & Communication
From Team Challenges to Tactical Orienteering
•Year 9
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we combine all our skills to overcome complex challenges as an effective team?
Learning Objectives
- To make decisions independently and volunteer input to a group context to help solve problems
- To select and apply all previously learned skills to meet the demands of presented tasks
- To evaluate decisions and choices made and suggest improvements to initial decisions
Key Outcomes
- Students will demonstrate independent decision-making within team contexts
- Students will successfully apply integrated skills across multiple challenge activities
- Students will critically evaluate their performance and identify areas for improvement
Equipment & Resources Required
Mixed in containers for each team station
Alternative: Letter cards, magnetic letters
One per challenge station
Alternative: Number cards, spinner wheels
Available for tower building challenges
Alternative: Cones, markers, poles
Different sizes for sticky ball challenge
Alternative: Bean bags, foam balls
Clean tyres for Towers of Hanoi activity
Alternative: Hoops, large rings
Mark challenge boundaries and bases
Alternative: Markers, posts
For construction challenges
Alternative: Straws, wooden dowels
For joining materials in challenges
Alternative: Play-doh, modelling clay
Laminated for durability
Alternative: Written numbers, dice
One per team for tracking progress
Alternative: Mini whiteboards
Individual assessment tracking
Alternative: Digital assessment app
Key Vocabulary
The exchange of information, ideas and feelings between team members
Using spoken words to convey messages clearly and concisely
Using body language, gestures and signals to communicate without words
Working together effectively towards a common goal
To assess and judge the effectiveness of actions and decisions
Confidence in teammates' abilities and commitment to support each other
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic communication skills and team roles
- Understanding of problem-solving strategies
- Experience with individual challenge activities
- Knowledge of trust-building exercises
Current Skills
- Integration of communication, teamwork and problem-solving skills
- Independent decision-making within group contexts
- Critical evaluation and reflection on performance
- Leadership and followership skills
Next Steps
- Leading expeditions and outdoor activities
- Advanced risk assessment and management
- Peer coaching and mentoring skills
- Independent problem-solving in unfamiliar environments
Milestone Indicators
Key Teaching Points
- Integration of skills is more powerful than using skills in isolation
- Effective problem-solving requires listening, planning, and adapting
- Leadership can be shared and doesn't always mean giving instructions
- Communication includes both speaking clearly and listening actively
- Resilience means learning from difficulties rather than avoiding them
- Evaluation helps teams improve their performance over time
- Trust within teams develops through consistent supportive behaviour
Common Misconceptions
- That the fastest team is always the most successful - correct by emphasising process over speed
- That one person should solve all problems - correct by insisting on collaborative decision-making
- That making mistakes means failure - correct by celebrating learning from errors
- That leadership means being the loudest - correct by modelling different leadership styles
- That communication is only talking - correct by highlighting listening and non-verbal communication
- That some people are just 'not good at teamwork' - correct by showing how skills can be developed
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, immediate feedback on problem-solving, variety of challenge types, movement between stations to maintain engagement
dyspraxia
- Simplified equipment handling, focus on verbal contributions to problem-solving, allow extra processing time, partner support for complex manipulations
autism spectrum
- Clear structure and timing for each activity, visual schedules for rotations, quiet reflection spaces available, consistent team groupings
visual impairment
- Use high-contrast equipment, verbal descriptions of all challenge setups, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Visual instruction cards at each station, clear visual signals for rotations, written reflection prompts, peer support for communication
physical disability
- Adapted challenges for different mobility levels, modified equipment where needed, focus on intellectual problem-solving contributions, ensure accessible positioning
Cross-Curricular Links
English
Vocabulary development, clear communication skills, giving instructions, listening and responding to others
Maths
Problem-solving strategies, logical thinking sequences, measurement in construction challenges, scoring and data recording
Science
Forces and structures in building challenges, cause and effect in problem-solving, observation and evaluation skills
Geography
Spatial awareness, planning and navigation between stations, understanding different perspectives
PSHE
Teamwork, leadership, dealing with challenges, self-evaluation, goal setting, supporting others
Teacher Guidance
Positioning
Mobile positioning allowing observation of all stations, central point during briefing and debrief, near active stations during rotations
Observation Focus
Watch for quality of communication, leadership rotation, problem-solving strategies, inclusive participation, safety awareness
Intervention Points
Step in if teams are struggling with communication, safety concerns arise, individuals are being excluded, or if challenges are too difficult/easy
Demonstration Notes
Model effective team communication, show how to give constructive feedback, demonstrate resilience when facing challenges, highlight examples of excellent teamwork as they occur
Verbal Cues
- •'Remember to include everyone's ideas'
- •'What's working well? What could you adjust?'
- •'Great problem-solving thinking there!'
- •'I can see your teamwork improving'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 30m x 20m with clear sight lines between all challenge stations
Surface Check
Non-slip surface appropriate for movement between stations, clear of any obstacles or hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure tyres are clean and have no sharp edges or cracks
- •Verify construction materials (lolly sticks, bluetack) are not damaged
- •Check all targets and markers are securely positioned
Risk Management
Key Risks
- •Collisions between teams during station rotations
- •Projectile risks from thrown balls at Sticky Ball station
- •Potential falls from unstable constructions
- •Frustration leading to unsafe equipment use
Risk Mitigation
- •Clear boundaries marked between all challenge stations
- •Designated safe throwing zones with clear sight lines
- •Height restrictions on all building challenges
- •Regular monitoring of team dynamics and frustration levels
- •Clear stop signal established for immediate activity cessation
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all five challenge stations simultaneously
- •Maintain mobile supervision during rotations
- •Monitor Sticky Ball station closely during throwing activities
- •Watch for unsafe behaviour during construction challenges
Emergency Procedures
Established stop signal (whistle/call), immediate assessment of any incidents, appropriate first aid response, clear evacuation route if needed