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Lesson 1 - Running Past Defenders

Evasion to Strategy

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Year 3

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Tag Rugby

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45 min

Big Question

How can we use speed and clever movements to get past defenders and score points?

Learning Objectives

Grasp the principle of moving forward to score over a line using speed to run past defenders
Judge when to move to evade taggers effectively
Select when to use speed to score points in game situations

Key Outcomes

Students will demonstrate running past defenders using changes of speed and direction
Students will apply evasion techniques in small-sided games
Students will make tactical decisions about when to accelerate to score

Equipment & Resources Required

Cones

20-25

Used for boundaries, safe zones, and obstacle courses

Alternative: Markers, bean bags, or chalk lines

Tag Belts

1 per student (30)

Attached securely but easily removable for tagging

Alternative: Coloured bands, scrunchies, or tucked-in bibs

Rugby Balls

6-8

Distributed for extension activities and skill development

Alternative: Foam balls, tennis balls, or bean bags

Hoops

6-8

Used as target zones and safe areas for variations

Alternative: Chalk circles or rope circles

Key Vocabulary

Evade

To avoid or escape from someone trying to tag you

Accelerate

To increase speed quickly to get past a defender

Dodge

To move quickly to avoid being caught or tagged

Feint

A pretend movement to trick the defender

Safe zone

The area where attackers score points and cannot be tagged

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Understanding of personal space and movement
Simple direction changes while moving

Current Skills

Running past stationary and moving defenders
Using speed changes to evade taggers
Making tactical decisions about when to accelerate

Next Steps

Combining running with ball handling skills
Team tactics for creating space
Advanced footwork and body feints

Milestone Indicators

Students can change speed smoothly during movement

Students show awareness of defender positioning

Students demonstrate controlled acceleration to beat defenders

Key Teaching Points

Stay on your toes with weight on balls of feet for quick reactions
Use short, controlled steps when changing direction to maintain balance
Change speed smoothly from slow to fast to beat defenders
Make convincing feints by committing to fake movements
Keep ball close to body when carrying to maintain control
Work as a team to create space and support ball carrier
Maintain gentle contact and fair play throughout all activities

Common Misconceptions

Students think they need to run fast all the time - teach that slow then fast is more effective
Students believe bigger steps are better - explain short steps give better control
Students think feints should be subtle - demonstrate that obvious fake movements work better
Students assume they should avoid all contact - clarify that gentle tagging is part of the game
Students think individual skill is enough - emphasise importance of teamwork and communication

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular feedback, movement breaks as needed

dyspraxia

Slower pace, larger equipment, reduced complexity, extra practice time, clear step-by-step instructions

autism spectrum

Clear routines, visual schedule of activities, quiet zones available, consistent rules

visual impairment

Use bright coloured cones and equipment, verbal cues for all movements, buddy system for navigation

hearing impairment

Visual demonstrations, hand signals for start/stop, written instructions on cards

physical disability

Seated evasion games, modified tag rules, adapted equipment, shorter distances

Cross-Curricular Links

Maths

Counting points scored, measuring distances between cones, timing activities, understanding angles of movement

Science

Forces and motion during acceleration and deceleration, friction between feet and surface, impact of body position on balance

Geography

Directions and compass points during evasion, spatial awareness, mapping movement patterns around obstacles

PSHE

Teamwork and cooperation, managing emotions during competition, building resilience when tagged, respecting others

Teacher Guidance

Positioning

Stand at corners of activity areas for maximum visibility, move between groups during practice

Observation Focus

Watch for correct technique, safety, and progressive skill development

Intervention Points

Step in if students struggling with skills, safety concerns, or inappropriate behaviour

Demonstration Notes

Use exaggerated movements for clear visibility, demonstrate common mistakes as well as correct technique

Verbal Cues

•'Stay on your toes!'
•'Short steps on the turn!'
•'Change speed quickly!'
•'Gentle touches only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor space or large indoor hall, clear of obstacles

Surface Check

Dry, even surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check tag belts are secure but not too tight
•Cones have no sharp edges or cracks
•Balls are properly inflated and in good condition
•Hoops are lying flat to prevent tripping

Risk Management

Key Risks

•Collisions between students during evasion activities
•Tripping over equipment or uneven surfaces
•Overexertion during high-intensity activities
•Inappropriate contact during tagging

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between students and groups
•Progressive skill building from simple to complex
•Emphasis on gentle contact and fair play
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor high-energy activities closely
•Watch for signs of fatigue or overexertion
•Intervene immediately if contact becomes inappropriate

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact emergency services if required