Lesson 3 - Keeping Possession in Attack
Attack & Decision Making
•Year 4
•Tag Rugby
•Start Planning Better PE Lessons
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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
Distributed around activity areas before lesson starts
Alternative: Foam rugby balls, oval bean bags for safety
Pre-attached to tag belts for quick distribution
Alternative: Coloured ribbons, fabric strips tied to belts
Sized appropriately and checked for secure fit
Alternative: Simple belts, elastic waistbands with Velcro attachments
Bright colours for clear visibility of boundaries
Alternative: Spot markers, rope for boundaries
Two contrasting colours for team differentiation
Alternative: Coloured pinnards, wristbands for team identification
Key Vocabulary
Having control of the ball within your team
Moving forward with the ball towards the opponent's try line
Being in position to help the ball carrier by offering a passing option
Talking to teammates to coordinate movement and passing
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
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