🏉

Lesson 5 - Creating Space & Gaps

Attack & Decision Making

•

Year 4

•

Tag Rugby

•

45 min

Big Question

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

Rugby Balls

1 per 6 students (8 balls for class of 30)

Distributed around activity areas, extras available for replacements

Alternative: Large foam balls, American footballs for grip practice

Tag Belts

1 belt with 2 tags per student (30 sets)

Pre-distributed or laid out for quick collection

Alternative: Coloured bibs tucked into shorts/waistbands

Hoops

6-8 hoops for nests activity

Positioned around activity area as team bases

Alternative: Cones in circle formation, marked chalk circles

Cones

20 cones for marking boundaries and zones

Mark clear boundaries for all activities

Alternative: Playground markings, rope boundaries

Bibs

15 bibs in two colours

Ready for team identification in games

Alternative: Team bands, different coloured tags

Key Vocabulary

Running into space

Moving with the ball towards areas of the field where there are no defenders

Change of pace

Varying running speed to unbalance defenders - slowing down then accelerating

Acceleration

Increasing speed quickly to exploit gaps or beat defenders

Sidestep

Quick sideways movement to avoid a defender while maintaining forward momentum

Support running

Moving into position to receive a pass and continue attacking play

Gap

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

Consistently identifies space before receiving ball

Changes pace effectively to beat defenders

Makes good decisions under pressure

Creates opportunities for teammates

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