Lesson 1 - Running Past Defenders
Evasion to Strategy
•Year 3
•Tag Rugby
•Start Planning Better PE Lessons
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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
Used for boundaries, safe zones, and obstacle courses
Alternative: Markers, bean bags, or chalk lines
Attached securely but easily removable for tagging
Alternative: Coloured bands, scrunchies, or tucked-in bibs
Distributed for extension activities and skill development
Alternative: Foam balls, tennis balls, or bean bags
Used as target zones and safe areas for variations
Alternative: Chalk circles or rope circles
Key Vocabulary
To avoid or escape from someone trying to tag you
To increase speed quickly to get past a defender
To move quickly to avoid being caught or tagged
A pretend movement to trick the defender
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
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