Respectful Team Challenge

Overview

This lesson develops communication, cooperation and respectful behaviour through small-team physical challenges. It is suitable for Year 9 and provides a safe, age-appropriate alternative to the requested sexualised material, which is not appropriate for a school PE lesson.

Learning intentions

Students will:

• communicate clearly and respectfully during physical activity
• apply cooperation and problem-solving skills in a team
• demonstrate safe participation and awareness of personal boundaries
• reflect on how inclusive behaviour affects team performance

Success criteria

• I can follow safety instructions and respect others’ personal space.
• I can use clear, positive communication in my team.
• I can contribute fairly and listen to different ideas.
• I can explain one behaviour that helps everyone feel included.

Curriculum links

• Physical education: developing competence, confidence and cooperation in a range of physical activities
• Physical education: using communication, tactics and problem-solving in team challenges
• Physical education: promoting safe, respectful and inclusive participation
• The supplied curriculum descriptors concern good planning in Religious Education and do not provide PE-specific content; this lesson is therefore structured around age-appropriate PE objectives and assessment.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and expectations. Teacher explains that the focus is teamwork, respectful communication and safe participation; display the lesson aims using the opening and expectations slides. Students listen, agree to keep hands and equipment to themselves unless invited, and identify one quality of a good teammate.

2. 5–10 min · Warm-up: moving messages. Teacher leads light jogging, changes of direction and dynamic movements, then calls out communication prompts such as “find a partner”, “change direction” and “create a group of three”; use the warm-up instructions. Students move safely, keep an appropriate distance and communicate before changing direction.

3. 10–18 min · Challenge briefing and demonstration. Teacher demonstrates a non-contact “island crossing” challenge: teams must move themselves and equipment from one side of the area to the other without stepping outside the marked zone; explain that planning, encouragement and safe decision-making matter more than speed. Students watch, ask questions and help agree three team rules using the team challenge planning sheet.

4. 18–30 min · Team challenge round one. Teacher places students in two teams of five, supplies hoops or floor markers, and observes communication, inclusion and safety; refer to the challenge rules and success criteria. Students plan briefly, complete the crossing and pause when instructed to evaluate what worked and what needs changing.

5. 30–38 min · Challenge round two and problem-solving. Teacher changes one condition, such as reducing the available markers or requiring every team member to give one instruction, and prompts students to adapt their strategy. Students complete the second round, ensuring everyone has a meaningful role and using respectful language such as “Can we try…?”, “I suggest…” and “Good idea.”

6. 38–45 min · Cool-down and reflection. Teacher leads slow walking, breathing and stretches, then displays the reflection questions using the plenary and reflection slides. Students complete the final boxes on the team challenge planning sheet, sharing one successful communication choice and one improvement for future activities.

Resources

• the teamwork and challenge slide deck
• the team challenge planning sheet
• Hoops or floor markers
• Cones to mark boundaries
• Soft relay objects or beanbags
• Stopwatch or timer
• Whistle, if routinely used
• Safe, clear indoor or outdoor activity space

Assessment

• Observe whether students communicate clearly, share roles, follow safety instructions and include all team members during both challenge rounds.
• Use questioning after each round: “What helped your team?”, “How did you adapt?” and “Did everyone have a voice?”
• Collect the worksheet and use the final reflection as an exit check for understanding of respectful teamwork and personal responsibility.

Differentiation

• Provide sentence starters on the worksheet, such as “I suggest…”, “Could we…?” and “We improved by…”. Pair less confident speakers with supportive teammates.
• Give students choice of roles, including planner, equipment manager, encourager, timekeeper or demonstrator, while ensuring roles rotate.
• Adapt the distance, number of markers or time limit for students who need additional physical support; offer a walking option and avoid pressure to compete.
• For EAL learners, model each instruction physically and use simple visual icons. Reinforce that students may say “stop”, request space or ask for clarification at any time.