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Lesson 5 - Supporting Teammates in Attack

Tag Rugby Basics

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Year 3

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Tag Rugby

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Big Question

How can you help your teammates keep the ball and score tries?

Learning Objectives

To develop the ability to support a teammate when attacking
To understand positioning in relation to the ball carrier
To apply simple attacking tactics in game situations

Key Outcomes

Students will move effectively into space to support teammates
Students will demonstrate understanding of their role as attackers
Students will show improved decision-making in small-sided games

Equipment & Resources Required

Rugby Balls

Distribute evenly around activity areas

Alternative: Tennis balls or bean bags for initial skills

Tag Rugby Equipment

Pre-sorted by size, ready for quick distribution

Alternative: Coloured strips of material tucked into waistbands

Team bibs

Two different colours for team identification

Alternative: Different coloured t-shirts or bibs

Cones

20 (optional)

Mark playing areas and try lines clearly

Alternative: Natural boundaries or markers

Key Vocabulary

Support

Being in a position to help your teammate with the ball

Ball carrier

The player who currently has possession of the ball

Forward pass

An illegal pass thrown towards the opponent's try line

Try

Scoring by placing the ball down over the try line with two hands

Width

Spreading out across the playing area to create space

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills
Understanding of forward pass rule
Experience with tag belts and tagging technique

Current Skills

Supporting teammates in attack
Positioning for receiving passes
Creating space and width in attack

Next Steps

Advanced attacking patterns
Defensive positioning and tactics
Full game understanding

Milestone Indicators

Consistently positions behind ball carrier

Creates space by spreading wide

Makes quick decisions under pressure

Key Teaching Points

Support players must position behind or to the side of the ball carrier to receive legal passes
Using the width of the playing area creates space and makes it harder for defenders to mark everyone
Quick passing after being tagged (within 3 seconds) keeps the attack flowing
Communication between teammates helps create better attacking opportunities
Spreading out after each tag reset creates new gaps and options for the next phase
Good sportsmanship includes calling 'TAG' clearly and returning tags immediately
All passes must go backwards or sideways - forward passes result in possession loss

Common Misconceptions

Students thinking they can run in front of the ball carrier to receive passes - clarify backward/sideways rule
Believing that clustering together provides better support - emphasise importance of spreading out
Thinking individual running is more effective than team passing - highlight benefits of teamwork
Misunderstanding the 3-second rule - ensure students know they must pass quickly after being tagged
Confusion about tag replacement - make clear that tags must go back on immediately after each tag
Believing that stronger players should always carry the ball - emphasise everyone's role in attack

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear and immediate feedback

dyspraxia

Use larger, lighter equipment initially, reduce complexity of movements, provide extra practice time and support

autism spectrum

Provide clear visual schedules, establish quiet zones for breaks, use consistent routines and language

visual impairment

Use brightly coloured equipment, provide verbal descriptions of space and positioning, assign sighted buddy for guidance

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication

physical disability

Adapt to seated or supported versions, modify distances and equipment size, focus on decision-making and tactics

Cross-Curricular Links

Maths

Counting passes and tries, measuring distances and areas, calculating team scores and statistics

Science

Understanding forces in passing and movement, heart rate changes during exercise, teamwork in nature

Geography

Spatial awareness and positioning, using directional language, mapping movement patterns

PSHE

Teamwork and cooperation, managing emotions during competition, showing respect for others and fair play

Teacher Guidance

Positioning

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

Observation Focus

Watch for correct support positioning, safe tagging technique, and positive team interactions

Intervention Points

Step in if students showing unsafe play, not following rules, or struggling with concepts

Demonstration Notes

Use students to demonstrate whenever possible, exaggerate key teaching points for visibility, break down complex skills into simple steps

Verbal Cues

•'Behind or to the side!'
•'Spread out wide!'
•'Quick pass after tag!'
•'Use your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space for all activities, with additional smaller areas for group work

Surface Check

Dry, even surface free from hazards, holes, or obstacles that could cause trips or falls

Equipment Safety

Safety Checks

•Check rugby balls are properly inflated and in good condition
•Ensure tag belts are not damaged and velcro fastens securely
•Verify cones have no sharp edges or cracks

Risk Management

Key Risks

•Collisions between students during games
•Trips and falls during running activities
•Injuries from improper tagging technique
•Overexertion due to high-intensity activities

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups during parallel activities
•Progressive skill building from simple to complex
•Emphasis on controlled contact through proper tagging technique
•Regular hydration breaks in warm weather

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students and activities
•Monitor high-activity areas closely during games
•Move between groups during skills practice to provide feedback and ensure safety
•Watch for signs of fatigue or overexertion

Emergency Procedures

STOP all activity immediately if injury occurs, assess injury appropriately, provide first aid if qualified, seek additional support as needed