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Lesson 4 - Evading and Decision Making

Attack & Decision Making

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Year 4

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Tag Rugby

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45 min

Big Question

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

Rugby Balls

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Size 3 footballs, foam balls that can be gripped with two hands

Tag Belts

1 per student (30)

Pre-fitted on students at start of lesson

Alternative: Coloured bibs tucked into shorts, fabric strips

Cones

20-25

Used to mark areas and columns for activities

Alternative: Markers, spots, witches hats

Bibs

15 (one colour)

For distinguishing teams in final activity

Alternative: Coloured bands, different coloured shirts

Key Vocabulary

Evade

To avoid or escape from a defender trying to tag you

Sidestep

A quick step to one side to avoid a defender

Swerve

A curved run to change direction and avoid a defender

W Grip

Correct way to hold a rugby ball with thumbs and fingers forming a 'W' shape

Change of Pace

Varying your running speed to confuse defenders

Tagged

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

Student can evade 2 out of 3 tagging attempts

Student makes correct run/pass decisions in 70% of situations

Student demonstrates controlled ball carrying at different speeds

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