Lesson 3 - Tag Rugby Rules and Game Play
Tag Rugby Basics
•Year 3
•Tag Rugby
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How can we use tagging rules fairly to create exciting games where everyone can succeed?
Learning Objectives
- To understand and apply the basic rules of tag rugby
- To develop tagging and dodging skills in game situations
- To work cooperatively within team games using fair play
Key Outcomes
- Students will demonstrate understanding of tag rugby rules through game play
- Students will show improved tagging technique and dodging skills
- Students will play fairly and show respect for rules and opponents
Equipment & Resources Required
Check all velcro attachments work properly before lesson
Alternative: Velcro belts with fabric strips, touch rugby bands
Use size 3 or 4 balls appropriate for Year 3 hands
Alternative: Foam rugby balls, oval footballs
Mark try lines, start lines, and playing area boundaries
Alternative: Flat markers, rope lines, chalk lines
Key Vocabulary
To remove a velcro strip from an opponent's belt to stop their progress
Scoring by placing the ball down with two hands past the try line
Changing direction quickly to avoid being tagged
After three tags, possession changes to the other team
Starting play by tapping the ball with your foot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and chasing skills
- Understanding of simple game rules
- Ability to work with a partner
Current Skills
- Tagging technique and rules
- Dodging and evasion skills
- Team game understanding
Next Steps
- Passing skills in tag rugby
- Advanced game tactics
- Small-sided tag rugby matches
Milestone Indicators
Key Teaching Points
- Emphasise clean tagging technique - pull velcro strip only, no grabbing clothing
- Reinforce safety rules - no pushing, spinning, or protecting tags
- Practice proper try scoring - two hands placing ball down past line
- Teach three-tag rule clearly - count out loud 'tag one, tag two, tag three'
- Encourage quick tag returns - develop good sportsmanship habits
- Focus on dodging techniques - side-step, change of pace, direction changes
- Build understanding of possession changes after three tags
Common Misconceptions
- Misconception: Can protect tags with hands or body. Correction: Tags must remain visible and accessible at all times
- Misconception: Tagging means grabbing clothing. Correction: Only pull the velcro tag strips cleanly
- Misconception: Can keep running after being tagged. Correction: Must stop immediately and follow tag replacement procedure
- Misconception: Try scored by just crossing line. Correction: Must place ball down with two hands past the line
- Misconception: Can have unlimited tags. Correction: Three tags then possession changes to other team
- Misconception: Can push or block opponents. Correction: No body contact allowed - dodging and speed only
SEN Adaptations
ADHD
- Shorter activity bursts with regular changes, clear boundaries and rules, positive reinforcement for rule following
dyspraxia
- Slower movements initially, extra practice time for belt fitting, simplified instructions broken into steps
autism spectrum
- Provide clear visual schedule of activities, quiet area available if needed, consistent routines and expectations
visual impairment
- Use brightly coloured tags and equipment, provide verbal descriptions of all demonstrations, buddy system for guidance
hearing impairment
- Use clear visual signals and demonstrations, written rule cards available, ensure student can see teacher's face
physical disability
- Modify to walking tag rugby, allow seated participation where appropriate, adjust distances and areas
Cross-Curricular Links
Maths
Counting tags (1, 2, 3), measuring distances for games, timing activities, calculating scores
Science
Forces and motion during running and dodging, friction between velcro strips, acceleration and deceleration
Geography
Spatial awareness and positioning, direction and movement, using area boundaries effectively
PSHE
Fair play and rules, cooperation and teamwork, respect for others, managing emotions in competitive situations
Teacher Guidance
Positioning
Move around perimeter of activities for maximum visibility, position near most challenging activities
Observation Focus
Watch for safe tagging technique, rule adherence, and positive cooperation
Intervention Points
Step in immediately for unsafe play, rule breaking, or exclusion of students
Demonstration Notes
Use students as positive examples whenever possible, exaggerate movements for clarity, ensure all can see demonstrations
Verbal Cues
- •'Clean tag only - pull the velcro strip!'
- •'Hold it high and shout TAG!'
- •'Get close before you reach!'
- •'Two hands for the try!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area, preferably grass or all-weather surface
Surface Check
Dry, even surface free from holes, debris, or standing water
Equipment Safety
Safety Checks
- •Check all tag belt velcro attachments work properly
- •Ensure rugby balls are correctly inflated and undamaged
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during chasing activities
- •Tripping over loose tags or equipment
- •Rough play during tagging attempts
Risk Mitigation
- •Clear boundaries established and communicated
- •Emphasis on clean tagging technique only
- •No body contact rules strictly enforced
- •Adequate spacing between activities
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students
- •Move between activities to monitor technique
- •Watch for signs of frustration or rough play
- •Intervene immediately if rules broken
Emergency Procedures
Stop activity immediately, assess any injuries, apply appropriate first aid, contact school emergency procedures if required