PEFreePrintable

Leadership in Movement Worksheet

A free pe worksheet ready for your classroom. Open in Kuraplan to grab the print-ready PDF, customize it for your students, or generate a fresh version in seconds.

Download now

Name:Date:

Leadership in Movement Worksheet

Read the scenario and use the evidence provided to analyse how leadership can support safe, inclusive and effective movement. Answer every question. For written responses, justify your ideas with details from the scenario or sound leadership principles.

Scenario: The movement circuit

A group of Year 12 students is leading a 20-minute movement circuit for a mixed-ability group. The circuit includes balance, locomotor movement and object-control stations. The leaders have cones, soft balls and floor markers. They must keep participants safe, explain tasks clearly and adapt activities so everyone can take part. Maia is confident and tends to make decisions quickly. Wiremu is a good listener who encourages others to share ideas. Alex has experience with the equipment but prefers to let the group organise itself. At the first station, one participant says the balance task feels too difficult, while another is waiting because the instructions were unclear.

Analyse and apply

Base your responses on the scenario. More than one leadership choice may be defensible when you explain the conditions that make it effective.

1.Maia gives a clear, immediate instruction to stop the circuit when a ball rolls into another station’s space. Which leadership approach is most appropriate for this moment, and why?

2.The group has time to decide how to adapt the balance station for different abilities. Which approach is most likely to build participation and shared ownership?

Democratic: invite ideas, agree on suitable options, then explain the final task.
Autocratic: choose one version and require everyone to complete it.
Laissez-faire: give no guidance and let participants work it out.
Avoid deciding: remove the station without asking the group.

3.Match each leadership action with the main purpose it serves.

Demonstrate the movement at a controlled pace
Offer a stable, lower-level balance option
Check that the station has enough clear space

Reduce the likelihood of injury
Make the task easier to understand
Support inclusion and appropriate challenge

4.A laissez-faire approach involves minimal direction, but leaders remain responsible for providing appropriate support and overseeing safety when participants are unsure or at risk.

TrueFalse

5.A participant is waiting because they do not understand the object-control station. Write one concise instruction and one check-for-understanding question a leader could use before the participant begins.

6.One participant says the balance task feels too difficult. Suggest two different ways to adapt it while keeping the movement goal of practising balance.

7.Alex knows how to set up the equipment but prefers to let the group organise itself. Give one benefit and one risk of Alex taking a laissez-faire approach during this circuit.

8.A participant is practising a controlled jump-and-land movement. Which feedback is most useful and specific?

“That was bad. Try harder.”
“You landed quietly with bent knees; keep that control on your next turn.”
“You are the best at this.”
“Everyone should do it the same way, regardless of how it feels.”

9.During the circuit, a floor marker slips and a participant nearly loses their footing. Describe the first two actions the leader should take.

10.Write one specific goal for improving your leadership in a movement activity. Include an action you will practise and evidence you could use to judge whether it worked.