Lesson 5 - Creating Space & Gaps
Attack & Decision Making
•Year 4
•Tag Rugby
•Start Planning Better PE Lessons
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How can we use changes of speed and timing to create and exploit space in attack?
Learning Objectives
- To receive the ball and run into space using changes of speed
- To identify and exploit gaps in defensive lines
- To use tactical awareness to create space for teammates
Key Outcomes
- Students will demonstrate controlled ball carrying into space
- Students will show understanding of when to accelerate and when to maintain pace
- Students will make tactical decisions about running versus passing
Equipment & Resources Required
Distributed around activity areas, extras available for replacements
Alternative: Large foam balls, American footballs for grip practice
Pre-distributed or laid out for quick collection
Alternative: Coloured bibs tucked into shorts/waistbands
Positioned around activity area as team bases
Alternative: Cones in circle formation, marked chalk circles
Mark clear boundaries for all activities
Alternative: Playground markings, rope boundaries
Ready for team identification in games
Alternative: Team bands, different coloured tags
Key Vocabulary
Moving with the ball towards areas of the field where there are no defenders
Varying running speed to unbalance defenders - slowing down then accelerating
Increasing speed quickly to exploit gaps or beat defenders
Quick sideways movement to avoid a defender while maintaining forward momentum
Moving into position to receive a pass and continue attacking play
Empty space between defenders that can be exploited by attackers
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and passing backwards
- Understanding of tag rugby rules and tagging technique
- Simple running with ball in straight lines
- Basic spatial awareness and finding space
Current Skills
- Running into space with changes of pace
- Timing runs to exploit gaps
- Using acceleration and deceleration tactically
- Reading defensive positioning
Next Steps
- Complex attacking patterns and support play
- Advanced evasion techniques including dummy passes
- Set piece attacking moves and structured play
- Game management and tactical leadership
Milestone Indicators
Key Teaching Points
- Look for space BEFORE receiving the ball - head up scanning
- Change pace strategically - steady start, explosive acceleration
- Run TO space, not THROUGH defenders
- Make unselfish decisions - pass when teammate better positioned
- Use sidesteps and swerves to evade close defenders
- Communicate with teammates to create space
- Secure ball carrying during acceleration and deceleration
Common Misconceptions
- Thinking faster is always better - explain when steady pace is more effective
- Believing you must always run with ball - emphasise passing when appropriate
- Running towards defenders instead of space - practice space identification
- Ignoring teammates for individual glory - reinforce team success concepts
- Poor timing of acceleration - practice when to change pace
- Forgetting to scan for space - develop head-up awareness habits
SEN Adaptations
ADHD
- Shorter activity segments with regular movement breaks, clear boundaries and simple instructions, immediate positive feedback
dyspraxia
- Larger equipment for easier handling, reduced complexity of movement patterns, extra practice time for coordination skills
autism spectrum
- Clear routine established, visual schedule of activities, designated quiet zone available if overwhelmed
visual impairment
- Use bright coloured balls and equipment, provide verbal descriptions of space locations, implement buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written activity cards with pictures
physical disability
- Adapted running distances, modified tagging system, wheelchair-accessible space running activities
Cross-Curricular Links
Maths
Estimating distances to space, calculating optimal angles for running routes, timing and measuring pace changes
Science
Understanding forces and momentum during acceleration, learning about body systems' response to different exercise intensities
Geography
Spatial awareness and direction, mapping movement patterns, understanding positional relationships
PSHE
Teamwork and communication skills, building confidence through skill development, resilience when facing challenges
Teacher Guidance
Positioning
Move around perimeter to observe all groups, central position during demonstrations
Observation Focus
Look for space identification, quality of pace changes, safe tagging technique, positive team communication
Intervention Points
Step in if students struggle with space concepts, unsafe play occurs, or team dynamics become negative
Demonstration Notes
Use exaggerated movements for clarity, involve students in demonstrations, repeat key points multiple times
Verbal Cues
- •'Head up - scan for space!'
- •'Change gear - accelerate now!'
- •'Look for the gap!'
- •'Pass to space, not to players!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m outdoor area or large sports hall with clear run-off zones
Surface Check
Even, dry surface free from holes, debris or hazardous markings
Equipment Safety
Safety Checks
- •Rugby balls checked for correct inflation and no damage
- •Tag belts adjusted correctly - not too tight or loose
- •Cones positioned safely with no sharp edges exposed
Risk Management
Key Risks
- •Collisions during space running activities
- •Slips and falls during acceleration/deceleration
- •Incorrect tagging technique causing injury
- •Students running into boundaries or obstacles
Risk Mitigation
- •Clear boundaries established with adequate safety zones
- •Controlled group sizes with maximum 6 per activity area
- •Progressive skill building from static to dynamic
- •Safe tagging technique reinforced regularly
- •Teacher positioning for optimal supervision of all activities
Supervision & Emergency Procedures
Supervision Points
- •Position with clear view of all activity areas
- •Monitor high-energy phases for overexertion
- •Watch for correct tagging technique
- •Ensure students respect boundaries and safety zones
Emergency Procedures
Immediate stop signal established, first aid kit accessible, clear evacuation route planned