Write on your post-it note: any famous TV programme, film, song or book DO NOT SHOW ANYONE!!!

Team game 1 – Charades 2 – Pictionary 3 - Taboo For each game the people who’s turn it is decide which post-it to use.

Unit 1 – Part 1: Task 1: Communication and Professional Relationships

Communication Communication ice breaker task in pairs or small groups

Communication Terms Communication - the evoking of a shared or common meaning in another person Interpersonal Communication - communication between two or more people in an organization Communicator - the person originating the message Receiver - the person receiving a message Perceptual Screen - a window through which we interact with people that influences the quality, accuracy, and clarity of the communication

Communication Terms Message - the thoughts and feelings that the communicator is attempting to elicit in the receiver Feedback Loop - the pathway that completes two-way communication Language - the words, their pronunciation, and the methods of combining them used & understood by a group of people

Functions of Communication Control Motivation Emotional Expression Information Other?

Effective Communication Why is effective communication important in schools? Conveying messages and concepts Two way process for learning Curriculum content Meeting individual needs Engaging and Inspiring Complete first box for Task 1a

Relationship building Effective communication Respect Be considerate Personalisation Listen Clarity Humour Give an example from your experience for each of the above Complete second box for Task 1a

Barriers to Communication Factors that block or significantly distort successful communication Physical separation Status differences Gender differences Cultural diversity Language Filtering Selective perception Emotions Social Professional Social Cultural Social Professional/social Social

Barriers to Communication Factors that block or significantly distort successful communication Can you think of an example of ‘communication break-down’ in a school setting for each of the following: Social example? Professional example? Cultural example?

Barriers to Communication Factors that block or significantly distort successful communication Social Working area Social/peer pressure Social ‘norms’ Creates apprehension Professional Status (Staff/parents and students) Inappropriate humour Time Inappropriate methods Creates miss-communication Cultural Religious/cultural values Religious events Religious garments Languages Creates a ‘disconnect’

Social, Professional and Cultural Contexts How will different contexts affect relationship building and communication. What have you found from your own experiences – consider: Social (Classroom/PE lesson/Competition) Professional (Meetings/Parents/Management) Cultural (Language/Religion/Morals) Complete third box for Task 1a

Communication Skills List what skills are needed within communication Listening Skills Feedback Skills Presentation skills Writing skills Non-verbal skills Verbal skills

One-way v Two-way Communication One-Way Communication – a person sends a message to another person and no questions, feedback, or interaction follow  directive  fast  less accurate than 2-way communication  Postman pat Two-Way Communication – the communicator & receiver interact  problem solving  engagement  question and dialogue  reflective  discussion  debate  deep learning

Proxemics: Territorial Space c c = social 4-12’ b b = personal 1.5-4’ Territorial Space - bands of space extending outward from the body; territorial space differs from culture to culture coach a a = intimate <1.5’ d d = public >12’

YES – NO!! In pairs, play the ‘yes-no’ game Rules 1 minute to try and get your partner to answer a question with a ‘yes’ or a ‘no’ response. Time each other’s go to see who made it longer before saying “YES/NO” (time it on your phones/watches) Play best of three rounds! Play against other people!

Communication Skills Explain the features of each of the communication skills below and give an example of how to use it effectively in PE and School Sport.  Oral  Written  Non-verbal  Questioning  Listening  Empathy and Sympathy Complete task 1b.i

Questioning Closed-ended questions such as those requiring a Yes/No response, or one answer from a few possible options (multiple choice) may be useful for quickly checking comprehension. Open-ended questions that probe and elicit expanded thinking and processing of information are useful for involving students in deeper learning. Convergent questions have one acceptable right answer; students are required to regurgitate a certain response based on conventional wisdom. Divergent questions have multiple possible answers and encourage students to be creative or express insight. If working in groups, students have the opportunity to learn from a variety of perspectives.

Non-Verbal Communication Skills Sad

Angry Non-Verbal Communication Skills

Happy Non-Verbal Communication Skills

Frightened Non-Verbal Communication Skills

Nonverbal Communication Nonverbal Communication - all elements of communication that do not involve words Four basic types: Proxemics - an individual’s perception & use of space Kinesics - study of body movements, including posture Facial & Eye Behavior - movements that add cues for the receiver Paralanguage - variations in speech, such as pitch, loudness, tempo, tone, duration, laughing, & crying

Communication Skills  Empathy and Sympathy Empathy comes from not having been through the situation yourself Sympathy comes from being through the situation yourself

Communication Fundamentals in organisations Can you think of different channels of communication within an organisation and give examples of these in a school setting? For example: One channel is called ‘bottom up’ and is a very important channel of communication in any organisation

Communication Fundamentals in organisations Direction: Downward Upward Crosswise Networks: Formal v Informal

Communication in a school organisation Chain WheelAll Channels

What messages do the following cues convey? The person fails to acknowledge your greeting A person sighs deeply following your input The other person is busy with other tasks whilst you are talking to them The other person gives no eye contact whilst communicating

Managing disagreements Prevention rather than cure Disagreements are more often than not caused by miscommunication which lead to misunderstandings

Managing disagreements Reactive: Environment/situation Effective questioning Effective listening Non-verbal communication to back up empathy e.g. Eye contact, tone Proxemics Consistent application of effective communication can build relationships

Managing disagreements Reasoning and understanding: Is there mutual understanding of why there is a problem? Is there mutual understanding of resolve? Is there mutual understanding of roles within the resolving actions?