Lesson 1 - Ball Handling & Dodging
Collaborative Team Play
•Year 3
•Tag Rugby
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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
Distributed around activity area perimeter
Alternative: Oval foam balls, egg-shaped bean bags
Pre-fitted with 2 tags each, checked for secure fastening
Alternative: Velcro belts, fabric strips tucked in waistbands
4 different colours for team identification
Alternative: Coloured ribbons, fabric strips
Mark boundaries, try lines, and activity zones
Alternative: Markers, chalk lines
Positioned 4m left and right of lines for Beat Your Partner game
Alternative: Hoops, chalk crosses
Key Vocabulary
A short pass where hands go under the ball and pop it upwards for a teammate to catch
Picking up the ball from the ground using both hands from the side of the ball
Scoring in rugby by placing the ball down with control in the designated area
A strip of fabric attached to a belt that defenders try to remove to stop attackers
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
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