Lesson 5 - Passing & Moving Skills
Team Play & Territory
•Year 3
•Tag Rugby
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How can we combine passing and moving skills to create successful attacking opportunities in tag rugby?
Learning Objectives
- Students will combine passing and moving skills to create attacking opportunities
- Students will understand when, where and why to create space when attacking
- Students will develop decision making skills when attacking in tag rugby
Key Outcomes
- Students can work together as a team to score a try using passing and moving
- Students demonstrate understanding of basic tag rugby rules and consequences
- Students show improved decision making in attacking situations
Equipment & Resources Required
Distributed at start, checked for secure fitting
Alternative: Bibs tucked into shorts if no tag belts available
Placed around perimeter of playing area
Alternative: Foam balls or size 3 footballs for safety
Mark out playing areas and try lines
Alternative: Markers or chalk lines
Half the class wear bibs for team identification
Alternative: Different coloured tags if available
Key Vocabulary
Scoring by placing the ball down behind the opposition's goal line
Removing a tag from an opponent's belt to stop their forward progress
Players without the ball positioning themselves to help the ball carrier
Being in front of the ball carrier when you should be behind them
Passing the ball towards your own goal line, not forwards
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills with two hands
- Simple passing techniques backwards
- Understanding of tag rugby basic rules
Current Skills
- Combining passing and moving in attacking situations
- Creating space through movement and positioning
- Decision making under pressure from defenders
Next Steps
- Advanced attacking patterns and strategies
- Understanding complex rules like offside in depth
- Defensive positioning and teamwork
Milestone Indicators
Key Teaching Points
- Support players must stay behind the ball carrier to avoid offside
- Pass just before being tagged to maintain attacking momentum
- Create width in attack by spreading out across the playing area
- Quick reorganisation after tags keeps the attack alive
- Communication between team members is essential for success
- Ball security is crucial - two hands on the ball at all times
- Use space effectively by running into gaps before defenders arrive
Common Misconceptions
- Players thinking they can pass forwards - emphasise backwards only direction
- Supporters running in front of ball carrier - reinforce offside concept
- Believing tagged players are 'out' - explain continuation of play
- Thinking individual running is always best - emphasise team play benefits
- Confusion about when defenders are eliminated in zone games - clarify rules
SEN Adaptations
ADHD
- Use shorter activity bursts with regular changes, provide clear physical boundaries, give specific role responsibilities
dyspraxia
- Use larger equipment for easier handling, break skills into smaller steps, allow extra practice time for coordination
autism spectrum
- Provide clear visual schedule of activities, allow processing time for instructions, create quiet space if overwhelmed
visual impairment
- Use bright coloured balls and tags, provide clear verbal instructions and running commentary, assign buddy for guidance
hearing impairment
- Use visual demonstrations and hand signals, ensure clear sight lines for lip reading, provide written instruction cards
physical disability
- Modify to seated passing games, use larger balls for easier handling, adapt tag rules for mobility needs
Cross-Curricular Links
Maths
Counting passes and successful attacks, measuring distances between players, understanding angles of running and passing
Science
Forces involved in passing and movement, balance and coordination, effects of exercise on the body
Geography
Spatial awareness and understanding of positions, directions of movement, mapping attacking patterns
PSHE
Teamwork and cooperation, resilience when tagged or making mistakes, communication and leadership skills
Teacher Guidance
Positioning
Move around the outside of activities to maintain visibility of all groups while staying close enough to provide feedback
Observation Focus
Watch for correct support positioning, accurate passing technique, and safe tag play. Monitor student understanding of rules and team cooperation
Intervention Points
Step in if students are not following safety guidelines, struggling with concepts, or if groups need additional challenge or support
Demonstration Notes
Use clear, exaggerated movements when demonstrating. Show common mistakes as well as correct technique. Use students to demonstrate good examples when possible
Verbal Cues
- •'Support! Get behind the ball!'
- •'Draw the defender towards you!'
- •'Two hands on the ball!'
- •'Look for space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space or large sports hall
Surface Check
Even, dry surface free from holes, debris or slippery areas
Equipment Safety
Safety Checks
- •Check tag belts for secure fitting and working velcro
- •Ensure balls are properly inflated and free from damage
- •Cones positioned safely away from high-activity areas
Risk Management
Key Risks
- •Collisions between students during attacking moves
- •Trips and falls when changing direction
- •Overstretching when reaching for tags or passes
Risk Mitigation
- •Clear boundaries established and explained
- •Emphasis on controlled movement and awareness
- •Tags only - no grabbing or pulling of students
- •Adequate rest periods between high-intensity activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups simultaneously
- •Move around area to monitor different activities
- •Focus on areas with highest activity levels
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid and support as needed