Team Challenges

TEAM CHALLENGES
LESSON PLAN
Lesson Topic: Team Challenges is a unit where students will come together to work on their social relationships,
cooperation, and sportsmanship. This unit will challenge students to think critically and problem solve as a group.
UNIT OBJECTIVES
The student objectives below are followed by specific reference to SHAPE America National Physical Education
Standards and Grade-Level Outcomes.
Students will be able to…
• Employ effective self-management skills to • Solve problems and think critically in team
analyze barriers and appropriately modify challenges. (S4.H5.L1)
activity patterns as needed. (S4.H1.L1)
• Select and participate in team challenges
• Exhibit proper etiquette, respect or others and that meet the need for self-expression and
teamwork while engaging in physical activity. (S4. enjoyment. (S5.H3.L1)
H2.L1)
• Identify the opportunity for social support in self
• Uses communication skills and strategies that selected team challenges. (S5.H4.L1)
promote team or group dynamics. (S4.H3.L1)
Note: S= standard number; H=high school outcome number; L= level number [level 1 indicates the minimum knowledge and skills that
students must attain to be college/career-ready; level 2 allows students to build on Level 1 competencies by augmenting knowledge
and skills considered desirable for college/career readiness] (Society of Health and Physical Educators, 2014).
Special Olympics Unified PE Lesson Plans Games & Sports | 1

Special Considerations
It is important to give students an opportunity to choose appropriate games, sports and events. However, the
health and safety of all students is paramount. Games, sports and events must provide safe, meaningful and
challenging opportunities for all students.
Equipment Considerations
• Multi-color dome cones or poly spots.
• Hula hoops
• Floor tape or panel mats could be used on the floor surface instead of using a raised balance beam.
• A music system
• Omnikin Balls
• 10-12 Pieces of rope, 3-5 feet in length
• 1 (10-15) foot rope
• 5 Yarn or tennis balls
• 4 Indoor bases
Safety Considerations
• Provide proper dynamic warm-ups at the beginning of each class.
• Discuss spotting techniques if necessary for the activities.
• Inspect the playing area and remove unsafe objects.
• Determine space requirements for your activities.
• Determine any allergies to latex with students, make necessary equipment changes.

UNIT SCHEDULE
This unit is segmented into 8 sessions, however instructors can decide to extend or shorten skill instruction time-frames
based on what best serves their students. As with many activities/games, skills and understanding of the game only get
better with practice, therefore the more students practice playing games, the better they will become.
SESSION 1: ICE BREAKERS, PERSONAL INTRODUCTIONS
Objectives
• Exhibit proper etiquette, respect or others and teamwork while engaging in physical activity. (S4.H2.L1)
• Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
• Solve problems and think critically in team challenges. (S4.H4.L1)
• Apply best practices for participating safely in team challenges. (S4.H5.L1)
• Identify the opportunity for social support in self selected team challenges. (S5.H4.L1)
Materials
• Colored dome cones or poly spots
• Music
Vocabulary
• Teamwork: cooperative effort on the part of a group of persons acting together as a team or in the
interests of a common goal
• Sportsmanship: fair and generous behavior or treatment of others, especially in a sports contest
• Respect: the way of treating someone in a positive way

Task Analysis
Movement Sequence Verbal Cues
Respect for others - proper handshake • HANDSHAKE
Positive communication skills - introducing • Hi my name is

self in games
Solve problems and think critically - • Music stops and/or whistle blows
Identifying and form groupings based on
teacher's selection
Teamwork - willingness to participate with • Participation

other people

Game Overview
Getting to know everyone's names and interests in the class through common class rules of respect, teamwork,
communication, and problem solving.
Activity #1
Hello My Name Is -
• You need one less cone or poly spot than players
• Have students place cones or poly spots in a circle
• Each person needs to have 1 foot on either side of the

cone or stand on their poly spot
Object: To get to know the names of students in the

class
Activity#2
Teach
MIX IT UP
• The leader will start the game by saying, "Hi, my name is
Object: To meet as many people as you can.
___________." The class will respond, "Hi, ___________.
The leader replies, "I want to meet everyone that has Teach
a dog", for example, "at home." Then everyone that
• Begin wit music playing and have students move
has a dog at home has to move from their cone and
throughout the room with a locomotor activity of
find another one. The person that is left in the center
teacher choice
without a cone will become the new leader and start
another round of play. "Hi, my name is..." • Stop music and/or whistle
• Example questions to ask are: I want to meet everyone • The teacher will hold up the number of fingers of the
who: number of people that need to get into a group. If the
teacher has two fingers showing on he same hand the
• Has a sibling at home
students need to group in pairs of two. If the teacher
• Plays a sport has two fingers showing but on separate hands,
students need to pair with tow people of opposite
• Is wearing blue
gender.
• Has traveled to another state or country
• At the end of the game you can have a volunteer in

class see how many students they know by their first
name.

Activity #2 (continued) Some sample questions that can be used:
• Once in groups, students introduce themselves with a • What is your favorite sport?
hand shake and then the teacher poses a question to
• Act out their favorite sport and have the partner
the students and the students need to discuss it. For
or group guess what it is.
example the teacher says, “Introduce yourself with a
firm handshake and share with your partner, one item • What is your favorite vegetable?
about yourself” Give approximately 30 seconds to a
minute for students to share and process and then • What are the components of fitness?
begin the music again. Have students move with a
• What is something they want to try, but have not
different locomotor activity. Stop the music again and
tried yet?
choose different pairings whether groups of 2-3-4-5
• What is your favorite subject and why?
• Continue the pattern above.
• What do you want to do for a career?
Assessment
Student Demonstrated... Attempt #1 Attempt #2 Attempt #3 Attempt #4
Skill 1
Respect for others - proper
handshake
Skill 2
• Positive communication skills

- introducing self in games
• Problem solving and critical

thinking
• Identifying and form

groupings based on teachers
selection
Skill 3
Teamwork - willingness to
participate

SESSION 2: ICE BREAKERS, PERSONAL INTRODUCTIONS
Objectives
• Employ effective self-management skills to analyze barriers and appropriately modify activity patterns as
needed. (S4.H1.L1)
• Exhibit proper etiquette, respect for others and teamwork while engaging in physical activity. (S4.H2.L1)
• Use communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
• Select and participate in team challenges that meet the need for self-expression and enjoyment. (S5.H3.L1)
Materials
• Hula Hoops 6-8
• Music
Vocabulary
• Inclusion: The act of including a person within a larger group.
• Exclusion: The act of excluding a person from taking part in an activity.
Task Analysis
Respect for others - proper handshake • Discussion of Inclusion and Exclusion
Solve problems and think critically - • Music stops and/or whistle blows
Identifying and form groupings based on
teacher's selection

other people

Game Overview
Inclusion and exclusion activities to trigger conversations and feelings around what it can look like and feels like to
students. How can we make a more inclusive class, school, society?
Activity #1 • Sailors who cannot find the right match of groupings of

the remaining students are out until the game is over.
Musical Hula Hoops
When students get out, set up a space for them to go,
Object: To stay in the game as long as possible and have them process a question that the teacher
decided for them to think about. For example, what
Teach
strategy could have been used to stay in the game?
• Place 6-8 hula hoops around your teaching space.
• The last two people standing are the winners.
Spread them out.
Here are the commands that the teacher "Captain"
• Have students begin with a locomotor activity staying
calls out:
outside the hula hoops.
• Captains Coming (Groups of 1)
• When the music stops all students find a hula hoop to
get into. They can be creative to fit as many people When the captain says "Captain's Coming", everybody
in one hula hoop as possible. (Make sure to start the needs to stand by themselves in the salute position.
activity with enough hula hoops so all student are
• Lookout (Groups of 2)
successful.)
When the Captain says "Lookout!" everybody has to
• Start music again and assign a different locomotor skill
find another person and stand facing each other with
and take away one hula hoop.
their hands over their eyebrows like they are looking
• When music stops, students find a hula hoop to get off into the distance.
into. If a student does not find a hula hoop they are • Lighthouse (Groups of 3)
out of the game.
When the Captain says "Lighthouse!" everybody must
• When students get out, set up a space for them to go, form groups of three. In this group of two people hold
and have them process a question that the teacher both of their hands together while the third person
decides for them to think about. For example, what spins in the middle of the other two. The middle
strategy could have bee used to stay in the game? person is he light of the light house.
• Eating Slop (Groups of 4)

Activity#2
When the Captain says, "Eating Slop!" everybody
The Captain is Coming
must form groups of four. The group stand like they
are standing around a square table and they proceed
Object: To be one of the last individuals standing in the
to act like they are eating with each other.
game
• Rowing (Groups of 5)
Teach
When the Captain says, "Rowing!" everybody must
• The Captain (teacher) calls out the commands and the form groups of five. The group needs to form a line
sailors follow the command. like they are standing in a row and move their arms like
they are rowing.

Discussion
• What were some items you noticed about the activity? Prompt until inclusion or exclusion are part of the
answers.
• Have students think of a time in their life when they were included.
What was it that they were included in?

How did it make you feel?
• Have students think of a time in their life when they were excluded.
What were they excluded from?

How did it make you feel?
• What should inclusion look like in this class?
• Where in your school do you see inclusion and exclusion?
• How can we make a difference in our school?
Assessment
Skill 1
Solve problems and think
critically
Skill 2
Positive communication skills -

introducing self in games
Skill 3
participate
Skill 4
Teamwork - Identifying
inclusion vs exclusion
Skill 5
Think critically - what is the

purpose of the games that
were chosen?

SESSION 3: TEAMWORK
Objectives
• Exhibit proper etiquette, respect for others and teamwork while engaging in physical activity. (S4.H2.L1)
• Use communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
Materials
• 1-3 large Omnikin Balls
• Music
Vocabulary
• Teamwork: Working together to reach a common goal.
Task Analysis
Respect for others - linking arms or using a • Link together

small rope to remain as partners
Positive communication skills - calling people • Finding different partners

by names using encouraging language

other people

Activity #1 • Students begin by laying down side by side on their
back or front.
Ball Tag
• When the ball goes over top of them, they need to
Object: To tag another group
get up and run to the end of the line so that the train
Teach tracks do not stop.
• Students are to find one partner and hook elbows with

Activity #3
them or modify by having partners hold onto a rope.
Human Pinball
• Start with one Omnikin Ball
Object: Try to score on your opponent's goal.
• The partners that are the taggers must roll the ball
Teach
with their hands only.
• Create two teams.
• The group that is "it" has to remain in control of the
Omnikin ball until they tag another group with the ball. • Define the direction of the goals. (goals need to be
large - typically when the Omnikin touches the end
• Once they tag another group with the ball, that group wall that would be a goal)
becomes the new taggers.
• You may have one - two standing goalies for each
• Groups are not allowed to break apart when the ball team. Set a goalie line that no other team member
rolls towards them. They must move as one unit. If can cross to ensure safety.
they do, the teacher may choose whether they are "it"
or not. • Have one team go and sit wherever they want trying to
cover as much of the playing field that they can.
• To increase rigor, add in one or tow more Omnikin
balls. • Then have the other team go and sit down.
• Students need to remain in their position and remain

seated. Using hands or feet, they try to move the ball
forward toward their goal keeping the ball on the
ground.
• Increase rigor play with one-two Omnikin balls, or

modify the size of the ball.
Activity#2
Train with the Omnikin Ball
Object: To not let the ball touch the ground. Watch this
video.
Teach
• Teacher or student leader will have the Omnikin ball.

Assessment
Skill 1
Positive communication skills
Skill 2
participate

SESSIONS 4-6: LESSONS - STATION WORK WITH SMALL GROUPS
Objectives
• Employ effective self-management skills to analyze barriers and appropriately modify activity patterns as
needed. (S4.H1.L1)
• Exhibit proper etiquette, respect or others and teamwork while engaging in physical activity. (S4.H2.L1)
Materials
• 3-5 feet of rope or yarn for each person in a group.
• 36 dome cones or 36 poly spots
• 1 long rope 10-15 feet long
• 5 yarn balls or tennis balls
• 2 balance beams or panel mats
Vocabulary
• Problem Solving: The process of finding solutions.
Task Analysis
Respect for others • Discussion of the challenge, allow for input from
team members
Solve problems and think critically • Work to solve the challenge

other people

Activity #1 • Once ropes are crossed and both people have their
wrists in their own slip knots, try to get untangled.
Warm-up Activity
• Ropes must stay on your own wrists the entire time.
Object: To tag one person in the group
• Video how of answer
Teach
• Students form groups of four.
• Three members of group join hands (Modification -

hold onto a small rope instead of hands).
• The fourth group member will be the chaser.
• The chaser will designate one person that they will try
to tag.
• On the teacher’s signal, the chaser will try to tag the

designated person in the group.
2. Minefield
• The group holding hands will work together to try to
Object: Get everyone of your group members through
protect the person to be tagged.
the minefield successfully
• Play for a designated amount of time or if they tag the
Teach
other person, then switch roles.
• The leader of the group will read the instructions of
the game. The teacher will give the leader the map
through the maze that the group will need to figure
out.
X
X X X
X
Game Play Instruction/Create the following stations
X
1. Rope Untangle
Object: To get untangled from your partner • After instructions are read, the group remains silent
the rest of the game.
Teach
• The first person in the line will select which cone to
• Each person will have a rope 3-5 feet in length.
start at.
• A slipknot is made at each end of the rope.
• If they choose the wrong one they go to the end of
• Put your own wrists inside each of the knot, before the line
your partner puts their rope on their wrist they must
cross their rope over yours.

Minefield (continued) • Make sure the knots are evenly spaced apart.
• The next person needs to remember what the person • After all knots are tied, place one hand on the rope
before them did and try again until all members of the next the knot that is tied. This hand cannot leave the
group have the correct path through the minefield. rope at anytime during the activity. (You can use the
opposite hand to help untie the knots)
• The second person will begin to choose a cone, as long
as it is correct they can try another cone. When they • As a group you must get all the knots out of the rope
get it wrong, they go to the end of the line. without letting go.
3. Low Balance Beam Resource: Venture Team Building
Object: Get into a specific order without falling off the

beam 5. Group Jungle
Teach Object: Get as many objects juggling at the same time

per group
• All group members stand on the balance beam.
Teach
• The teacher will assign a random order (For example,
by first, middle, or last name). • Form groups of 5-7 students.
• Without falling off the beam have the group in that • Have students problem solve the best pattern to throw
order. (For modifications allow for other solid objects the ball so that everyone gets the ball one time before
to assist with balance, for example, panel mats or line it goes back to the first person. Typically known as a
on the floor) the “star” passing drill.
• Once a group has mastered 1 ball with 3 successful

4. Knots in the Rope group passes in a row, add another ball to begin
juggling.
Object: To get all the knots out of the rope
• To increase difficulty or rigor continue to add more

Teach
objects to the group.
• Each person in the group is to tie one knot in the rope.
(Rope Length 10-15 feet)

Assessment
Skill 1
critically
Skill 2
participate
Skill 3
Self management skills
Skill 4
Communication

SESSIONS 7: LESSON TOPIC ON STRATEGY
Objectives
• Employ effective self-management skills to analyze barriers and appropriately modify activity patterns
as needed. (S4.H1.L1)
• Exhibit proper etiquette, respect or others and teamwork while engaging in physical activity. (S4.
H2.L1)
Materials
• 2 low balance beams or 2 folded panel mats
• Clear set boundary lines
• 4 bases
• 4 hula hoops
Vocabulary
• Leadership: the art of motivating a group of people to act towards achieving a common goal
• Followers: Commonly seen as a bad thing, being a good follower is in fact just as important as being
a good leader. It is impossible to be a strong leader if you are not a strong follower.
• Brainstorming: produce an idea or way of solving a problem by holding a spontaneous group

discussion

Task Analysis
team members

other people
Activity #1 Activity #2
Canyon Valley Raging River
Object: Get your whole team from one side of the Object: Get the entire class from one side to the other
valley to the other without falling off balance beam or without falling in the river. Students are to work on
panel mats. Students are to work on strategies to solve strategies to solve problems and think critically. (Split the
problems and think critically. (Split the class into two class into two groups)
groups)
Teach
Teach
• Have all students start on one side of the room
• Have all students start on one side of the room (Create (Create boundaries).
boundaries).
• The hula hoops are meant to be islands you can
• The valley needs to be wide enough to that it would place ahead of time between the boundaries.
require 4-6 balance beams lengths to get across.
• The four bases are to be used as floating stepping
• They can put as many individuals on the beams or mats stones.
that can fit safely.
• You can place as many people in the hula hoop that
• Students will figure out how to get from one side to can fit.
the other with the equipment given for them to use.
(balance beam or panel mats) • All students need to make it across. If they fall off,
then they need to restart as an entire group (This
• If someone falls off, they will need to restart the can be modified)
challenge as a whole group..
• Continue task until all students make it from one side

to the other successfully.

Assessment
Skill 1
critically
Skill 2
Skill 3
SESSIONS 8-10: LESSON STUDENTS CREATE THEIR OWN TEAM CHALLENGES
Lesson extension to increase rigor

Objectives
• Select and participate in team challenges that meet the need for self-expression and enjoyment. (S5.
H3.L1)
Materials
• Students will need to check with teacher for needed equipment for their lesson.

Task Analysis
team members
Teamwork - willingness to participate • Participation in project
Activity
Student team challenge project
• Student or teacher choose groups
• Students research and plan idea to present
• Student presentation
Teach
• Create groups.
• Allow students to be creative and come up with a Team Challenge on their own. They can create their own or
they can research other team challenges and present.
• Activity must be well-thought out ,safe, and equitable for all students in the class.
• Provide a rubric for grading the projects.

Sample Rubric
Description 3 2 1
Group Participation Full group participation. Partial group participation No group participation.
All group members take One group member gives
part in the presentation the presentation
Materials Has all materials ready for Has all materials ready for Does not have materials
activity activity ready for activity
Activity Activity chosen Activity chosen Teamwork and

demonstrates cooperation somewhat demonstrates cooperation are not
and teamwork cooperation and visible in the activity
teamwork presented
Lesson Submits idea via Submits lesson including Submits lessons with one
electronically or by paper two of the three of the three requirements
with description of requirements
activity, materials needed
and source of activity
Assessment
Skill 1
Teamwork
Skill 2
Respect

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TEAM CHALLENGES

Students will be able to…

Special Olympics Unified PE Lesson Plans Games & Sports | 1

• Multi-color dome cones or poly spots.

• 10-12 Pieces of rope, 3-5 feet in length

• 1 (10-15) foot rope

• 5 Yarn or tennis balls

• Provide proper dynamic warm-ups at the beginning of each class.

• Discuss spotting techniques if necessary for the activities.

• Inspect the playing area and remove unsafe objects.

• Determine space requirements for your activities.

Special Olympics Unified PE Lesson Plans Games & Sports | 2

SESSION 1: ICE BREAKERS, PERSONAL INTRODUCTIONS

Students will be able to…

• Solve problems and think critically in team challenges. (S4.H4.L1)

• Apply best practices for participating safely in team challenges. (S4.H5.L1)

• Colored dome cones or poly spots

• Respect: the way of treating someone in a positive way

Special Olympics Unified PE Lesson Plans Games & Sports | 3

Movement Sequence Verbal Cues

Respect for others - proper handshake • HANDSHAKE

Positive communication skills - introducing • Hi my name is

Teamwork - willingness to participate with • Participation

Special Olympics Unified PE Lesson Plans Games & Sports | 4

• You need one less cone or poly spot than players

• Have students place cones or poly spots in a circle

• Each person needs to have 1 foot on either side of the

Object: To get to know the names of students in the

• At the end of the game you can have a volunteer in

Special Olympics Unified PE Lesson Plans Games & Sports | 5

Student Demonstrated... Attempt #1 Attempt #2 Attempt #3 Attempt #4

• Positive communication skills

• Problem solving and critical

• Identifying and form

Special Olympics Unified PE Lesson Plans Games & Sports | 6

Students will be able to…

• Solve problems and think critically in team challenges. (S4.H4.L1)

• Apply best practices for participating safely in team challenges. (S4.H5.L1)

• Hula Hoops 6-8

• Inclusion: The act of including a person within a larger group.

• Exclusion: The act of excluding a person from taking part in an activity.

Movement Sequence Verbal Cues

Respect for others - proper handshake • Discussion of Inclusion and Exclusion

Teamwork - willingness to participate with • Participation

Special Olympics Unified PE Lesson Plans Games & Sports | 7

Activity #1 • Sailors who cannot find the right match of groupings of

• Eating Slop (Groups of 4)

Special Olympics Unified PE Lesson Plans Games & Sports | 8

What was it that they were included in?

What were they excluded from?

• What should inclusion look like in this class?

• Where in your school do you see inclusion and exclusion?

• How can we make a difference in our school?

Student Demonstrated... Attempt #1 Attempt #2 Attempt #3 Attempt #4

Positive communication skills -

Think critically - what is the

Special Olympics Unified PE Lesson Plans Games & Sports | 9

Students will be able to…