Lesson 3 - Creating Space When Attacking
Team Play & Territory
•Year 3
•Tag Rugby
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How can we work together to create space and beat defenders in tag rugby?
Learning Objectives
- To understand how attackers can create space to beat defenders
- To develop decision-making skills when passing or running with the ball
- To demonstrate correct tagging technique and game rules
Key Outcomes
- Students will be able to create space when attacking in tag rugby
- Students will understand when to pass and when to run with the ball
- Students will demonstrate improved teamwork and communication skills
Equipment & Resources Required
Ensure belts are properly fitted and tags are securely attached
Alternative: Bib strips tucked into shorts, velcro belts
Check tags are not too tight or too loose on belts
Alternative: Coloured strips of material, foam strips
Use size 3 balls appropriate for Year 3 students
Alternative: Foam rugby balls, oval-shaped balls
Used to mark boundaries and playing areas clearly
Alternative: Markers, spots, bean bags
Distinguish defenders from attackers in activities
Alternative: Different coloured bands, arm bands
Key Vocabulary
Moving to areas where there are no defenders to make it easier to attack
An uncontested pass awarded when a player is tagged while holding the ball
Positioning yourself to help the ball carrier by being available for a pass
Running towards a defender to make them commit to tackling you, creating space for teammates
Scoring by placing the ball down in the opposition's end zone
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and passing skills
- Understanding of tag rugby basic rules
- Ability to run with ball in open space
Current Skills
- Creating space through movement and positioning
- Decision-making between passing and running
- Supporting teammates in attacking plays
Next Steps
- More complex attacking patterns with multiple attackers
- Defensive positioning and team strategies
- Game situations with multiple phases of play
Milestone Indicators
Key Teaching Points
- Space creation happens by drawing defenders away from areas where teammates can receive the ball
- Communication between teammates is essential for successful attacking plays in tag rugby
- Timing of passes is crucial - draw the defender close but pass before being tagged
- Support players must position themselves in the space created by the ball carrier's movement
- Decision-making between passing and running depends on the defender's reaction and positioning
- Free passes after being tagged must go backwards and provide a new attacking opportunity
- Good sporting behaviour and encouragement help teams perform better than individual skill alone
Common Misconceptions
- Students often think they should run around defenders rather than at them to create space - emphasise running AT defenders to draw them
- Many believe passing should happen immediately when pressured - teach that drawing the defender first creates more space
- Some think the support player should stay behind the ball carrier - show how moving into created space is more effective
- Students may believe free passes can go forwards after being tagged - reinforce backwards passing rule consistently
- Common assumption that faster runners always beat defenders - demonstrate how teamwork and tactics beat individual speed
- Misconception that defenders should always chase the ball - show how good defenders position to limit attacking options
SEN Adaptations
ADHD
- Shorter activity bursts with clear endpoints, regular movement breaks, clear visual and verbal cues, immediate positive feedback
dyspraxia
- Larger balls for easier handling, simplified movement patterns initially, extra practice time for coordination skills, clear step-by-step breakdowns
autism spectrum
- Clear visual boundaries with cones, predictable routine structure, quiet zone available if needed, advance warning of activity changes
visual impairment
- Use brightly coloured tags and balls, provide clear verbal descriptions of space locations, buddy system for guidance
hearing impairment
- Use visual demonstrations with hand signals, written instruction cards, ensure face-to-face communication for lip reading
physical disability
- Adapted tagging using soft foam markers, wheelchair accessible playing area, modified rules for limited mobility
Cross-Curricular Links
Maths
Measuring distances for space creation, counting steps when drawing defenders, calculating scores and statistics from games
Science
Understanding forces when changing direction, momentum when running with ball, reaction times in passing decisions
Geography
Spatial awareness and positioning on the field, understanding directions and movement patterns
PSHE
Teamwork and cooperation in attacking plays, resilience when tactics don't work, leadership through captain roles
Teacher Guidance
Positioning
Stand at corner of playing area for maximum visibility of all students, move between groups during practice activities
Observation Focus
Watch for correct tagging technique, space creation attempts, communication between teammates, and safety awareness
Intervention Points
Step in if students struggling with basic concept of drawing defenders, if rough play develops, or if groups not rotating fairly
Demonstration Notes
Use exaggerated movements to show space creation clearly, involve confident students in demonstrations, break down complex skills into simple steps
Verbal Cues
- •'Draw them towards you!'
- •'Look for the space!'
- •'Talk to your teammate!'
- •'Time your pass!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m outdoor area or large sports hall, clear of obstacles and hazards
Surface Check
Dry, even surface free from holes, debris, or slippery patches that could cause falls
Equipment Safety
Safety Checks
- •Check tag belts are properly fitted - not too tight or loose
- •Ensure tags are securely attached to belts and not damaged
- •Verify rugby balls are properly inflated and in good condition
- •Check cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions between students during running activities
- •Slips and falls on playing surface
- •Rough tagging leading to pulling or injury
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries established with cones to prevent collisions
- •Adequate spacing between activity channels (minimum 2m)
- •Gentle tagging technique emphasised and demonstrated
- •Progressive skill building from walking pace to full speed
- •Regular safety reminders about awareness of others
Supervision & Emergency Procedures
Supervision Points
- •Position centrally to observe all groups simultaneously
- •Move between groups during activities to monitor closely
- •Watch for fatigue which can lead to poor decision making
- •Monitor competitive situations for rough play
Emergency Procedures
Stop all activity immediately on whistle, assess injury appropriately, provide first aid as needed, contact school first aider if required