Speaking Step 2

Speaking: The oral transmission of information or ideas.

Step 2: I speak clearly to individuals and small groups I do not know

Outcomes

To achieve Step 2, learners will be able to speak clearly to others that they don't know.

This builds off the previous steps but the shift is mainly in confidence. Learners will be able to apply the same approaches here but in a context where they are less familiar with the individuals.

Learners need to be able to:

Recognise the difference between speaking to people they know and those they don't
Speak clearly to people they don't know

Introduction

Many of the same things that help you speak clearly in front of individuals and groups who you already know will also help you to speak clearly in front of those you don’t know as well. For example:
- Think about what you want to say first
- Make sure you have the attention of the listener(s)
- Look at them and speak loudly enough
- Speak slowly and do not try to say too much in one go

Skill Starter

Great Minds Think Alike

Learners should think about their favourite item for one of the following categories:

Favourite Sport
Favourite Colour
Favourite Food
Favourite Subject
Favourite Sportsperson

They then go round the wider group, asking about their favourite of that category to find someone who has the same answer. Once they find them, they go and tell the coach who gives everyone a new category.

10 mins

Group activity

Active

Teach & Apply

There are a few main differences when you don't know the people you are speaking to.
You should:
- Spend a bit more time thinking about how you can speak as clearly as possible - you don't know what the listeners already know.
- Make sure you are looking at them as this will help you to see whether they are understanding what you are saying or not.
- Try to make what you are saying as simple as possible as this will help them understand you.

Optional Activity

Target Celebrations

Before the task, the coach discusses the term "celebrating" in a sporting context. Where have you seen celebrations? What do they look like?

Learners have 5 minutes to come up with a celebration. They can get as creative as they like, but must think about how they would explain their movements.

The group gather in a line behind a cone. One at a time, each learner has a go at throwing a beanbag into a hoop across the space. If they miss, they join the back of the line, but if they score - they celebrate!

After each celebration, the group breaks out as the learner explains how to do their celebration. Once the group has had a go, the game resumes until each learner has had an opportunity to share.

20 mins

Group activity

Active

Reflection & Assessment

Embed these strategies across your teaching and coaching to help learners apply what they’ve learnt.

Provide opportunities for learners to work in other groups so that they build confidence in speaking clearly in front of others that they do not know as well.

Use these ideas for ways of assessing this skill step to help you check learners’ understanding and confidence.

In existing activities, learners could be assessed when they are speaking in an activity to peers they don’t know.
Ask these reflective questions:
- What is different about speaking to people you don't know?
- Which do you find easier - talking to people you know or don't know?
- How can you speak clearly in front of people you don't know?