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Lesson 1 - Team Challenges & Problem Solving

From Team Challenges to Tactical Orienteering

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Year 9

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Outdoor Adventurous Activities

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Big Question

How can we work together to overcome challenges that seem impossible alone?

Learning Objectives

Students will work collaboratively to complete tasks in the quickest possible time using effective communication strategies
To analyse team performance using WWW (What Went Well) and EBI (Even Better If) evaluation frameworks
To understand that challenges need the whole team to work together to succeed through trust and shared responsibility

Key Outcomes

Students will demonstrate effective verbal and non-verbal communication during team challenges
Students will evaluate their team's performance using structured reflection techniques
Students will show trust and collaboration skills when facing complex problem-solving scenarios

Equipment & Resources Required

Mats

22.5 pieces

Store in central location for easy access during 'Iceberg Crossing' challenge

Alternative: Large PE mats cut into smaller sections, thick cardboard squares

Curtain Rings with Attached Strings

3.5 lengths of 3.5 metres each

Set at varying heights between chairs/cones to create 'laser beam' obstacles

Alternative: Elastic bands, tape, cones with poles

Timer

1 set (numbers 1-20)

Mix up and place randomly around designated area for sequencing challenge

Alternative: Laminated number cards, magnetic numbers, chalk on ground

Game Balls

1 drilled ball, 5-6 thin straws/tubes per team

Ball should have multiple small holes, provide container for water source

Alternative: Tennis ball with holes, drinking straws, PVC pipes

Plastic Bottles

15-20 various sizes

Use for 'Radioactive Rods' - scatter around designated pickup area

Alternative: Cones, bean bags, lightweight objects

Rope

2-3 lengths of 10-15 metres

For various challenges requiring crossing or boundary creation

Alternative: Thick string, climbing rope, resistance bands

Cones

20-30 mixed colours

Use to create clear boundaries and define challenge areas

Alternative: Markers, chalk lines, tape on ground

Score Sheets

1 per student

Include team name space, challenge completion times, and reflection sections

Alternative: Clipboards with paper, laminated sheets with dry-erase markers

Key Vocabulary

Communication

The exchange of information, ideas, and feelings between team members through speaking, listening, and body language

Verbal Communication

Using spoken words to share ideas, give instructions, and coordinate team actions effectively

Non-verbal Communication

Using body language, gestures, facial expressions, and positioning to communicate without words

Collaboration

Working together as a team where everyone contributes their strengths to achieve a common goal

Evaluate

To carefully examine and judge the effectiveness of team strategies and individual contributions

Trust

Having confidence in your teammates' abilities and knowing they will support you during challenges

Skill Progression Pathway

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

Prior Learning

Basic understanding of teamwork from Year 8 PE lessons
Experience working in small groups in various subjects
Fundamental communication skills developed across the curriculum

Current Skills

Collaborative problem-solving under time pressure
Structured team evaluation and reflection techniques
Trust-building through physical and mental challenges
Leadership and followership skills in rotating roles

Next Steps

Advanced outdoor problem-solving scenarios in Lesson 2
Leadership rotation and delegation skills development
Risk assessment and decision-making in challenging environments
Inter-team collaboration and competition strategies

Milestone Indicators

Teams complete at least 3 of 5 challenges successfully

All students contribute meaningfully to team discussions

Groups demonstrate clear improvement between first and final attempts

Evidence of trust-building and mutual support within teams

Key Teaching Points

Effective teamwork requires every member to contribute their unique strengths, not just the loudest or most confident voices
Communication must be specific and clear - vague instructions lead to confusion and safety issues in challenging situations
Problem-solving is more effective when teams discuss strategy before attempting physical solutions to challenges
Trust is built through consistent support and encouragement, especially when teammates are struggling or making mistakes
Reflection and evaluation are essential for team improvement - teams that discuss what works and what doesn't will progress faster
Leadership can be demonstrated in many ways - not just by giving directions but also by listening, supporting, and following effectively
Persistence and resilience are crucial - most worthwhile challenges require multiple attempts and learning from initial failures

Common Misconceptions

Misconception: 'The fastest or strongest person should lead every challenge' - Correction: Different challenges require different leadership styles and skills
Misconception: 'If someone makes a mistake, they've let the team down' - Correction: Mistakes are learning opportunities that help teams develop better strategies
Misconception: 'Good teams never disagree or have different ideas' - Correction: Diverse perspectives and healthy discussion lead to better solutions
Misconception: 'Team challenges are just about physical ability' - Correction: Mental problem-solving, communication, and emotional support are equally important
Misconception: 'The team captain should make all the decisions' - Correction: Effective leaders facilitate team discussion and ensure everyone contributes
Misconception: 'If a challenge is too hard, there's no point trying' - Correction: The learning happens in the attempt and reflection, not just in completion

SEN Adaptations

ADHD

Break challenges into shorter time segments with clear boundaries, provide fidget tools during reflection time, use energetic activity rotations to maintain engagement

dyspraxia

Simplify complex coordination requirements, provide extra time for processing instructions, pair with supportive teammates who can model movements and provide guidance

autism spectrum

Provide clear visual schedules showing rotation order, establish quiet reflection spaces away from main activity, use consistent routines and clear transition signals between activities

visual impairment

Use tactile boundaries and verbal descriptions of challenge layouts, provide audio cues for challenge timing, ensure team members give detailed verbal guidance during navigation challenges

hearing impairment

Use visual demonstrations and written instruction cards, establish clear hand signals for communication, ensure visual timer systems for rotations and time limits

physical disability

Adapt challenges to allow seated or modified participation, provide alternative roles such as strategy coordinator or timer keeper, ensure challenges can be completed with varied physical abilities

Cross-Curricular Links

English

Development of precise communication skills, listening and speaking in team discussions, vocabulary development through reflection activities

Maths

Logical sequencing in countdown challenge, spatial reasoning in iceberg crossing, problem-solving strategies and systematic approaches across all challenges

Science

Understanding of water pressure and physics in leaky pipe challenge, forces and balance in movement challenges, teamwork parallels to ecosystem cooperation

Geography

Spatial awareness and navigation skills, understanding of environmental challenges through outdoor scenarios, mapping and direction concepts in challenge layouts

PSHE

Building relationships with new people, developing empathy and emotional intelligence, understanding diverse strengths and contributions, conflict resolution through team challenges

Teacher Guidance

Positioning

Move strategically around the circuit to observe all teams, position at corners for maximum visibility during challenge rotations, central location during whole-class instructions

Observation Focus

Watch for effective communication patterns, note leadership emergence and rotation, monitor safety compliance and team support behaviours

Intervention Points

Step in when teams are struggling with safety procedures, provide guidance when communication breaks down, offer encouragement when teams become frustrated with challenging tasks

Demonstration Notes

Demonstrate communication techniques by having students show clear instruction giving, model problem-solving discussion by thinking aloud through a challenge, show positive team support behaviours through body language and verbal encouragement

Verbal Cues

•'Remember to communicate clearly - what exactly do you need your teammate to do?'
•'Think about this step by step - what's your strategy before you start moving?'
•'How can you use all team members' strengths in this challenge?'
•'What would happen if you tried a different approach?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor space minimum 20m x 30m, with clear boundaries and adequate ceiling height for throwing/catching activities

Surface Check

Dry, non-slip surface free from obstacles, adequate cushioning for any potential falls during trust-based activities

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears or loose edges
•Ensure string/rope for laser beams is securely fastened and at appropriate heights
•Verify all bottles and containers have no sharp edges or cracks
•Confirm water containers are stable and non-slip during leaky pipe challenge

Risk Management

Key Risks

•Collisions between team members during coordinated movement challenges
•Slips and falls during iceberg crossing mat activity
•Trips over equipment during laser beam navigation
•Water spillage creating slip hazards during leaky pipe challenge
•Rope entanglement during radioactive rods activity

Risk Mitigation

•Clear boundaries established for each challenge station with adequate space between
•Proper demonstration of safe techniques before each challenge attempt
•Continuous supervision with teacher positioned for maximum visibility
•Emphasis on controlled movements rather than speed during all activities
•Immediate equipment reset between teams to maintain safety standards

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all challenge stations during circuit rotation
•Monitor laser beam station closely for safe supporting techniques
•Watch water activities for spillage and maintain dry pathways
•Ensure restart procedures are followed consistently to maintain safety standards

Emergency Procedures

Stop signal established for immediate halt of all activities, appropriate first aid procedures for minor incidents, clear evacuation route identified for serious emergencies