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Lesson 5 - Passing & Moving Skills

Team Play & Territory

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Year 3

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Tag Rugby

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45 min

Big Question

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

Tag Belts

1 per student (30)

Distributed at start, checked for secure fitting

Alternative: Bibs tucked into shorts if no tag belts available

Rugby Balls

6-8 balls

Placed around perimeter of playing area

Alternative: Foam balls or size 3 footballs for safety

Cones

20-25 cones

Mark out playing areas and try lines

Alternative: Markers or chalk lines

Bibs

15 (for distinguishing teams)

Half the class wear bibs for team identification

Alternative: Different coloured tags if available

Key Vocabulary

Try

Scoring by placing the ball down behind the opposition's goal line

Tag

Removing a tag from an opponent's belt to stop their forward progress

Support

Players without the ball positioning themselves to help the ball carrier

Offside

Being in front of the ball carrier when you should be behind them

Backwards pass

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

Consistent backwards passing whilst moving

Supporting the ball carrier effectively

Making good decisions about when to pass or run

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