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Lesson 3 - Keeping Possession in Attack

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 work as a team to keep the ball away from our opponents and create attacking opportunities?

Learning Objectives

Keep possession of the ball in small groups unchallenged and build an attack
Keep possession of the ball and progress up the pitch consistently
Develop tactical awareness through communication and spatial positioning

Key Outcomes

Students will maintain possession for extended periods through effective passing
Students will demonstrate improved decision-making when under pressure
Students will communicate effectively to support teammates in possession

Equipment & Resources Required

Rugby Balls

1 per 2 students (15)

Distributed around activity areas before lesson starts

Alternative: Foam rugby balls, oval bean bags for safety

Key Vocabulary

Possession

Having control of the ball within your team

Attack

Moving forward with the ball towards the opponent's try line

Support

Being in position to help the ball carrier by offering a passing option

Communication

Talking to teammates to coordinate movement and passing

Backwards pass

Passing the ball towards your own try line, which is legal in rugby

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic passing techniques with rugby ball
Understanding of tagging rules and safety
Awareness of space and movement concepts

Current Skills

Maintaining possession under pressure
Strategic communication in game situations
Reading defensive patterns to exploit space

Next Steps

Advanced attacking patterns and set plays
Transition from attack to defence
Game management and tactical decision-making

Milestone Indicators

Sustained possession for 7+ consecutive passes

Effective communication heard throughout play

Quick transition from running to passing when tagged

Key Teaching Points

Effective possession requires constant communication between all team members
Moving into space creates passing options and prevents defensive pressure
Drawing defenders before passing creates numerical advantages elsewhere
Backwards passing maintains possession while moving forward through team movement
Supporting the ball carrier immediately after passes maintains momentum
Using full width of playing area stretches defence and creates scoring opportunities
Quick decision-making under pressure separates successful teams from unsuccessful ones

Common Misconceptions

Misconception: Individual running is more effective than passing - Reality: Team passing creates better opportunities
Misconception: Forward passes are allowed in rugby - Reality: All passes must go backwards or sideways
Misconception: Only the fastest players can be effective - Reality: Smart positioning and teamwork overcome pure speed
Misconception: Defenders can tag any player - Reality: Only ball carriers can be legally tagged
Misconception: Communication isn't important in sport - Reality: Clear communication coordinates team efforts and creates success

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer movement breaks as needed

dyspraxia

Use larger, easier-to-handle equipment, simplify passing sequences, provide additional practice time for skills

autism spectrum

Provide clear routine structure, offer quiet observation periods, use visual schedules for activity transitions

visual impairment

Use brightly coloured equipment, provide verbal descriptions of positioning, assign sighted buddy for support

hearing impairment

Use clear visual signals and demonstrations, ensure face-to-face communication, provide written instruction cards

physical disability

Modify to seated passing games, use lighter equipment, adapt distances and movement requirements

Cross-Curricular Links

Maths

Counting consecutive passes, calculating team success rates, measuring distances and angles of runs

Science

Understanding forces in passing, discussing momentum and direction changes, exploring energy systems during activity

Geography

Using directional language (forwards, backwards, left, right), understanding spatial relationships and positioning

PSHE

Developing teamwork and cooperation skills, building resilience under pressure, showing respect for opponents and teammates

Teacher Guidance

Positioning

Position around perimeter of activities to observe all students, move closer during demonstrations

Observation Focus

Watch for proper passing technique, spatial awareness, communication quality, and appropriate physical contact

Intervention Points

Step in when safety rules are broken, skill technique needs correction, or team dynamics need support

Demonstration Notes

Use clear, exaggerated movements for passing technique, demonstrate proper tagging with gentle contact, show examples of good support positioning

Verbal Cues

•'Look for space!' to encourage spatial awareness
•'Call for the ball!' to promote communication
•'Pass and support!' to reinforce continuous movement
•'Well done team!' to acknowledge good possession play

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for main games, smaller marked areas for skill practices

Surface Check

Dry, even surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check rugby balls are properly inflated and undamaged
•Ensure all tag belts fit securely without being too tight
•Verify tags are firmly attached and not torn or frayed
•Confirm cones are stable and visible

Risk Management

Key Risks

•Collisions during high-speed evasion
•Trips and falls during direction changes
•Impact from poorly controlled passes
•Overexertion in high-intensity activities

Risk Mitigation

•Clear boundaries established and maintained throughout
•Emphasis on controlled movement rather than maximum speed
•Progressive build-up of intensity and contact levels
•Regular equipment checks and immediate replacement if damaged
•Clear rules about tagging technique and gentle contact only

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple groups during skill practices
•Move around perimeter during games for comprehensive view
•Monitor for fatigue and adjust intensity accordingly
•Maintain clear sightlines to all students throughout lesson

Emergency Procedures

Stop signal established, immediate assessment of any incidents, appropriate first aid response, clear evacuation route identified