Lesson 4 - Evading and Decision Making
Attack & Decision Making
•Year 4
•Tag Rugby
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How can we use our movement skills and decision-making to keep possession and advance towards our goal?
Learning Objectives
- To run with the ball and successfully evade being tagged using a variety of techniques
- To identify when to run with the ball or pass to a teammate based on game situations
- To change speed and direction effectively when running with the ball
Key Outcomes
- Students will demonstrate at least 3 different evasion techniques during gameplay
- Students will make appropriate decisions about when to run or pass in at least 70% of game situations
- Students will show improved ball-carrying skills with better body position and grip
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Size 3 footballs, foam balls that can be gripped with two hands
Pre-fitted on students at start of lesson
Alternative: Coloured bibs tucked into shorts, fabric strips
Used to mark areas and columns for activities
Alternative: Markers, spots, witches hats
For distinguishing teams in final activity
Alternative: Coloured bands, different coloured shirts
Key Vocabulary
To avoid or escape from a defender trying to tag you
A quick step to one side to avoid a defender
A curved run to change direction and avoid a defender
Correct way to hold a rugby ball with thumbs and fingers forming a 'W' shape
Varying your running speed to confuse defenders
When a defender pulls a tag belt from an attacking player
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills with correct 'W' grip
- Understanding of forward pass rule in tag rugby
- Basic running and movement skills
Current Skills
- Evasion techniques including sidestep and swerve
- Decision-making between running and passing
- Changing pace and direction while ball carrying
Next Steps
- Advanced evasion techniques under pressure
- Quick decision-making in small-sided games
- Supporting teammates after passing
Milestone Indicators
Key Teaching Points
- Master the three evasion techniques: sidestep, swerve, and change of pace
- Read the defender's position before choosing which evasion technique to use
- Maintain secure ball grip using 'W' hand position throughout all movements
- Make quick decisions between running and passing based on game situation
- Communicate with teammates to support effective decision-making
- Apply evasion skills under increasing pressure from walking to game pace
- Support teammates after passing to maintain attacking opportunities
Common Misconceptions
- Thinking that running is always better than passing - correct by showing when passing creates better opportunities
- Believing evasion techniques only work at full speed - demonstrate effectiveness at all paces
- Assuming all evasion techniques work in all situations - teach situation-specific technique selection
- Thinking tagging is like tackling - emphasise clean tag pulling only
- Believing that holding the ball longer gives more options - show benefits of quick decision-making
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, immediate feedback, regular movement breaks built in
dyspraxia
- Break down complex movements into smaller steps, use larger equipment, allow extra practice time
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet zones available for breaks
visual impairment
- Use brightly coloured balls and cones, provide verbal cues for spatial awareness, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for game instructions, written instruction cards available
physical disability
- Modify evasion to walking pace, use wheelchair-appropriate versions, adjust space requirements
Cross-Curricular Links
Maths
Calculating angles of movement, measuring distances for evasion, timing and speed calculations
Science
Forces in motion during direction changes, momentum and acceleration in pace changes, biomechanics of efficient movement
Geography
Directional language (left, right, forward, backward), spatial awareness and positioning
PSHE
Decision-making skills, teamwork and communication, resilience when tagged or unsuccessful
Teacher Guidance
Positioning
Move around activity areas to observe all students, position at corners for maximum visibility
Observation Focus
Watch for correct technique execution, decision-making quality, and safety awareness
Intervention Points
Step in if technique is unsafe, students struggling with concepts, or conflicts arise
Demonstration Notes
Use slow-motion demonstrations for complex skills, exaggerate key points for visibility, involve students in demonstrations
Verbal Cues
- •'Ball secure!' when handling is loose
- •'Read the defender!' to improve decision-making
- •'Great evasion!' to reinforce good technique
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space, expandable for multiple groups
Surface Check
Dry, even surface free from hazards, suitable for running and changing direction
Equipment Safety
Safety Checks
- •Check rugby balls are properly inflated and in good condition
- •Ensure tag belts are secure but not too tight
- •Cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during evasion practice
- •Falls during direction changes
- •Contact during tagging activities
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between students during practice
- •Progressive skill building from walking to running pace
- •Emphasis on tag-only contact, no tackling
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor spacing during individual evasion practice
- •Watch for fatigue during high-intensity activities
Emergency Procedures
Stop signal established, first aid kit accessible, clear emergency contact procedures