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Lesson 1 - Ball Handling & Dodging

Collaborative Team Play

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Year 3

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Tag Rugby

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45 min

Big Question

How can I handle a rugby ball safely while dodging opponents and working as part of a team?

Learning Objectives

To develop basic ball handling skills including scooping and pop passing
To practice safe tagging and dodging techniques in game situations
To understand how to work cooperatively when attacking and defending

Key Outcomes

Students will demonstrate correct ball holding technique with thumbs and fingers across the seam
Students will execute safe tagging by removing tags without contact
Students will show basic dodging movements to avoid defenders

Equipment & Resources Required

Rugby Balls

15 (1 per 2 students)

Distributed around activity area perimeter

Alternative: Oval foam balls, egg-shaped bean bags

Tag Belts

30 (1 per student)

Pre-fitted with 2 tags each, checked for secure fastening

Alternative: Velcro belts, fabric strips tucked in waistbands

Key Vocabulary

Pop pass

A short pass where hands go under the ball and pop it upwards for a teammate to catch

Scooping

Picking up the ball from the ground using both hands from the side of the ball

Try

Scoring in rugby by placing the ball down with control in the designated area

Tag

A strip of fabric attached to a belt that defenders try to remove to stop attackers

Dodging

Quick movements to avoid being tagged by changing direction or speed

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and change of direction skills
Understanding of simple games rules and boundaries
Experience working with partners and in small groups

Current Skills

Rugby ball holding technique with correct grip
Scooping ball from ground using side approach
Pop passing while stationary and moving
Safe tagging technique by grabbing tags only
Basic dodging movements and direction changes

Next Steps

Passing while under pressure from defenders
More complex dodging patterns and feints
Tactical positioning in attack and defence
Understanding of offside and basic rugby rules

Milestone Indicators

Consistent correct ball grip throughout activities

Successful tag removal without body contact

Smooth direction changes while maintaining ball control

Demonstrates understanding of try scoring procedure

Key Teaching Points

Ball must never touch palms - fingertips only for maximum control
Scooping from the side is essential for safety - never dive or reach from behind
Pop passing requires hands underneath ball with gentle upward motion
Tagging is tags only - absolutely no body contact at any time
Try scoring needs downward pressure - ball must be grounded properly
Watch opponent's hips for movement clues, not their hands or eyes
Transfer weight off both feet when attacking to enable quick direction changes

Common Misconceptions

Students think rugby balls are thrown like round balls - emphasise the unique handling requirements
Belief that running faster always helps - teach controlled movement and timing
Assumption that tagging allows body contact - reinforce tags-only rule consistently
Thinking scooping means diving for the ball - demonstrate safe side approach
Misconception that try scoring is just touching the ball down - emphasise pressure requirement

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, frequent movement opportunities, simple instructions repeated, positive reinforcement systems

dyspraxia

Larger, softer balls to start, extra practice time for skills, simplified movement patterns, step-by-step demonstrations

autism spectrum

Clear routine structure with visual schedule, quiet space available if needed, advance warning of activity changes, consistent rules throughout

visual impairment

Use bright yellow rugby balls, provide clear verbal descriptions of activities, buddy system for guidance, tactile markers for boundaries

hearing impairment

Visual demonstrations emphasised, written activity cards available, sign support if needed, clear visual signals for stop/start

physical disability

Seated passing variations, modified tag belts for wheelchair users, adapted scooping from standing position, alternative scoring methods

Cross-Curricular Links

Maths

Counting tags collected, timing 45-second intervals, scoring points in team challenges, measuring distances for game setup

Science

Understanding forces when passing and catching, exploring ball shape effects on movement, discussing balance and coordination

Geography

Spatial awareness and positioning, understanding directions and space, mapping movement patterns around area

PSHE

Teamwork and cooperation, building resilience through challenges, managing emotions in competitive situations, celebrating diversity

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for correct ball grip, safe tagging technique, spatial awareness, and positive interaction

Intervention Points

Step in immediately for unsafe contact, correct technique errors early, redirect competitive intensity

Demonstration Notes

Exaggerate movements for clarity, show incorrect technique followed by correct, use student volunteers for demonstrations

Verbal Cues

•'Soft hands for catching!'
•'Tags only, never touch the person!'
•'From the side for scooping!'
•'Watch their hips, not their hands!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space, indoor hall or outdoor grass area

Surface Check

Dry, level surface free from obstacles, appropriate for running and direction changes

Equipment Safety

Safety Checks

•Tag belts checked for secure fastening before activity
•Rugby balls inspected for proper inflation and no damage
•Cones and markers positioned safely away from collision zones

Risk Management

Key Risks

•Collisions between students during movement activities
•Trips and falls while running or changing direction
•Inappropriate contact during tagging
•Ball strikes from poor throwing or catching

Risk Mitigation

•Clear boundaries established and explained
•No-contact rule emphasised and enforced throughout
•Progressive speed building from walking to jogging
•Adequate spacing maintained between pairs and teams
•Teacher positioned for maximum visibility and quick intervention

Supervision & Emergency Procedures

Supervision Points

•Monitor tagging technique for safety compliance
•Watch for appropriate competitive intensity
•Ensure equipment is used correctly
•Position for clear view of all activities

Emergency Procedures

Stop signal established, first aid kit accessible, clear emergency exit routes maintained