Leading Through Movement

Lesson 2: Practicing Leadership Skills through Team Challenges

Curriculum Area: Physical Education (NCEA Level 2, Year 12)

Big Idea: Leadership in physical activity enhances personal and collective well-being.

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Lesson Overview

Building on the first lesson, students will engage in structured team challenges designed to develop and strengthen leadership skills. Each student will take turns leading their group, using strategies to encourage collaboration, resolve conflicts, and maintain motivation. The session will conclude with a reflective discussion on leadership effectiveness and its impact on group performance.

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Learning Outcomes

By the end of the lesson, students will be able to:

• Demonstrate leadership roles in a physical activity setting.
• Apply communication, motivation, and problem-solving skills in a team environment.
• Reflect on their leadership strategies and their effectiveness in promoting team success.

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Lesson Structure (45 Minutes)

1. Warm-Up & Icebreaker – 5 Minutes

Activity: Leadership Circle

• Students stand in a circle.
• One student at a time steps into the middle and calls out a physical activity (e.g., star jumps, lunges) for everyone to follow for 20 seconds.
• Rotate leaders quickly, ensuring each student has an opportunity.
  Purpose: Activates students physically, builds confidence in leading a group, and establishes a leadership mindset.

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2. Team Leadership Challenge – 30 Minutes

Students will be divided into two teams of four students each and rotate through two different leadership challenges. Each team will appoint a new leader for every challenge.

Challenge 1: Blindfolded Obstacle Course (15 minutes total)

• Leaders guide their blindfolded teammates through a short obstacle course using only verbal instructions.
• Each leader gets three minutes to strategise with their team. Then, they guide their teammates one participant at a time.
  Focus Skills: Clear communication, trust-building, patience.

Challenge 2: The Silent Strategy Tower (15 minutes total)

• Teams are given a set of foam blocks and must construct the tallest freestanding tower without speaking.
• Each leader must develop a non-verbal communication strategy before the challenge begins.
  Focus Skills: Non-verbal leadership, planning, cooperation.

After both challenges, students will reconvene, and the teacher will facilitate a quick debrief (2 minutes per team) on their teamwork and leadership tactics.

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3. Reflection & Discussion – 10 Minutes

Guided Reflection Questions:

• What leadership strategies worked well?
• How did you handle any challenges or misunderstandings?
• How did the role of a leader impact group dynamics and performance?
• How could you improve your leadership in future activities?

Activity:
Each student writes one key takeaway about leadership on a sticky note and places it on the Leadership Wall (a whiteboard or poster).

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Assessment & Evaluation

• Formative: Observational assessment of students’ engagement, leadership strategies, and collaboration.
• Self-Reflection: Verbal sharing of leadership experiences in discussion.
• Peer Feedback: Students give constructive feedback on their teammates’ leadership style (e.g., “One thing I liked about your leadership was…”).

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Teacher Notes & Adaptations

• Class Size Consideration: If additional students join, create groups of five and extend leader rotation.
• Student Support: Provide leadership prompts for students who may struggle with directing others.
• Cultural Sensitivity: Incorporate whanaungatanga (relationship-building) and encourage students to reflect on Māori leadership values such as manaakitanga (care for others) in their leadership discussions.

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Next Lesson Preview (Lesson 3 of 3)

Students will design and facilitate their own team-based physical challenge, applying their leadership skills in a student-led activity.

This lesson provides a practical and reflective approach to leadership, ensuring students engage deeply with teamwork and self-awareness.