Lesson 5 - Defending and Closing Down Space
Evasion to Strategy
•Year 3
•Tag Rugby
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How can two defenders work together to stop one attacker from scoring?
Learning Objectives
- Understand and apply the defensive principle of closing down space
- Work cooperatively with a partner to defend effectively
- Demonstrate safe and appropriate tagging techniques
Key Outcomes
- Students will confidently close down attackers and take tags
- Students will demonstrate effective communication with defensive partners
- Students will explain the concept of closing down space in defence
Equipment & Resources Required
Check all tags are secure and easily removable
Alternative: Fabric strips tucked into waistbands, coloured bibs with tails
Ensure appropriate size and weight for Year 3 students
Alternative: Soft balls, foam balls, bean bags for carrying practice
Create clear playing areas and safety zones
Alternative: Markers, spot dots, rope boundaries
For team bases in warm-up activity
Alternative: Chalk circles, rope circles, carpet squares
Enough for every student in Rob the Nest activity
Alternative: Bean bags, foam balls, tennis balls
Key Vocabulary
Moving closer to an attacker to reduce their options and force them into a smaller area
Removing a tag from an opponent's belt to stop their forward progress
The player currently holding the ball who can be tagged by defenders
Two defenders working together to close down and tag an attacker
Using the boundary line as an extra defender by forcing attackers towards it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic tagging technique from previous lessons
- Understanding of attacking principles
- Experience playing small-sided tag rugby games
Current Skills
- Closing down space as a defender
- Working cooperatively in defensive pairs
- Communicating effectively during defence
Next Steps
- Advanced defensive formations
- Switching between attack and defence
- Full game application with set plays
Milestone Indicators
Key Teaching Points
- Defenders must approach from side or behind, never obstruct from front
- Communication between defensive partners is essential for success
- Closing down space means reducing the attacker's options, not just getting close
- Use the sideline as an extra defender by forcing attackers towards it
- Only the ball carrier can be tagged - other players are safe
- Tags must be returned immediately in a sportsmanlike manner
- Two-handed ball carrying maintains control and safety
Common Misconceptions
- Thinking defenders can stand directly in front of attackers (correct: approach from side/behind only)
- Believing individual defending is more effective than partnership (correct: working together closes more space)
- Assuming faster running alone wins tags (correct: positioning and teamwork are more important)
- Thinking all attackers can be tagged (correct: only ball carrier can be tagged)
- Believing defenders should spread out widely (correct: work together to close down specific space)
- Assuming tags can be kept after removal (correct: must be returned immediately for fair play)
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, immediate positive feedback, clear boundaries and expectations, movement breaks as needed
dyspraxia
- Extra practice time for tagging technique, simplified instructions broken into small steps, larger equipment if available, additional demonstrations
autism spectrum
- Provide clear routine structure, visual schedule of lesson sections, quiet zone available, consistent language and signals
visual impairment
- Use brightly coloured tags and balls, provide verbal descriptions of positioning, buddy system for movement around area
hearing impairment
- Use visual signals for start/stop, demonstrate all techniques clearly, provide written instruction cards for reference
physical disability
- Adapt to seated tag rugby version, modify movement patterns, use alternative tagging methods (touching with hand), adjust playing area size
Cross-Curricular Links
Maths
Counting tags and successful defences, measuring distances for game areas, understanding angles of approach in defence
Science
Forces and motion in change of direction, friction between feet and surface for stopping and starting, reaction time in defensive responses
Geography
Directional language (left, right, forward, back), spatial awareness in positioning, mapping movement patterns across playing area
PSHE
Teamwork and cooperation in defensive partnerships, resilience when unsuccessful in defence, respect and fair play during tagging
Teacher Guidance
Positioning
Move around the activity area to observe all students, position at corner during games for best overall view
Observation Focus
Watch for proper tagging technique, effective communication between defensive partners, and understanding of space concepts
Intervention Points
Step in if students not following safety rules, provide additional coaching for struggling defensive pairs, address any inappropriate contact
Demonstration Notes
Use student examples to show good practice, demonstrate correct tagging technique regularly, show positioning for closing down space
Verbal Cues
- •'Work together!'
- •'Close down the space!'
- •'Talk to your partner!'
- •'Force them towards the sideline!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for main activities, clear perimeter of 2m around playing area
Surface Check
Dry, even surface free from stones, holes, or wet patches that could cause slipping
Equipment Safety
Safety Checks
- •Tag belts properly fitted and tags easily removable
- •Balls appropriate weight and size for Year 3 students
- •Cones placed safely with no sharp edges or trip hazards
Risk Management
Key Risks
- •Collisions between students during rushing movements
- •Tripping over boundaries or equipment
- •Inappropriate contact during tagging
- •Overexertion in warm weather
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Emphasis on no frontal obstruction rule
- •Regular reminders about two-handed ball carrying
- •Appropriate rest periods between high-intensity activities
- •Teacher positioned for maximum supervision during games
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during skill practices
- •Move around during game to monitor all interactions
- •Listen for appropriate communication and sportsmanship
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid or seek additional support as needed