Download Warwickshire Children*s University

Children’s University™ Activity/Module Planning Form
Name of Learning Destination – (School or Provider):
Title of Activity/Module:
Sport Leadership – Communication Skills
Location/Environment:
UCP on Park Crescent , Peterborough
Tutor(s):
Chloe Brown
Enhanced CRB disclosure:
Yes
No. of participants :
Maximum
group size 15
Overall Learning
Objectives for children:
What specific skills will the
children be introduced to?
Which Personal Learning
and Thinking skills will the
children develop during
the activity?


Start Date/End date (if known) 8th November
Target Group (if any): 7-10 years and 11-14 years

To be able to demonstrate good use of a whistle

To be able to demonstrate verbal communication skills

To be able to identify why communication is important in sport leadership

To communicate effectively in a team and give feedback to the rest of the group

Blowing a whistle as a means of control and instruction

Giving instructions

Developing leadership skills
Independent Enquiry
Self Management


Team Work
Reflective Learning


Effective Participation
Creative Thinking

Any other
A brief description of the Children's University activity: (Points to consider when planning an activity: - Does it connect? Does it extend? Does it challenge?)
The children will learn how to blow a whistle correctly and a discussion on when you might use a whistle as a sports leader will take place. With older or more advanced
learners discussing why a whistle is needed is also used alongside the different types of whistle.
In the second part of the session the children will be in pairs (or with parents) and will direct their partner around a simple obstacle course. For more advanced learners the
obstacle course can be made even harder. A discussion afterwards about the verbal communication skills they used and the instructions were used and why it is important to
use these as a sports leader will take place.
Getting children to then design and run their own session, focusing on leadership skills and communication skills. This is an introduction to mentoring. Appropriate clothing and
footwear should be worn.
Plan of Activity/Module progression (if appropriate)
1 Learning how to blow a whistle – children will be shown how to blow a whistle
correctly and will get the chance to try out different types of whistle blow
2
Discussion on when and why you use a whistle as a sports leader – when might you
use each type of whistle blow?
3
Blindfolded obstacle course – children to guide a partner through an obstacle
course that has been set up using verbal communication skills.
4
Discussion on why you need good verbal communication skills as a sports leader
5
Design and run own activity – focus on them demonstrating good
communication and leadership skills
6
7
Overall Activity/Module Plan:
Multiple Intelligences - Choose two of the overall learning intentions:
 Logical (Number Smart)
 Naturalistic (Nature Smart)
 Intrapersonal (Myself Smart)
 Musical (Music Smart)
8
 Visual/Spatial (Picture Smart)
 Kinaesthetic (Body Smart)
 Verbal (Word Smart)
 Interpersonal – (People Smart)
What are the potential progression routes for this activity e.g. websites to research the subject further or possible career paths. Will you discuss these with the
children?
Children will be signposted to Sports Leaders UK who run leadership in sport courses for children from 9-18. A discussion of what jobs you might use these skills in will also
take place at the end of the session.
Resources:
Whistles
Sanitizing wipes
Cones
Hurdles
Sports equipment
At CU Postgraduate Level we are also looking for tangible outcomes which demonstrate achievement, such as displays, exhibitions, performances and/ or
publications. Please add details here of any of these that the children might produce:
Post Activity/Module Evaluation
Strongest part of activity:
Least successful part of activity:
Improvements to activity?
Questions/Statements: