Lesson 5 - Passing & Moving Skills
Core Skills to Game Tactics
•Year 4
•Tag Rugby
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How can we combine passing and moving skills to outsmart defenders and score tries in tag rugby?
Learning Objectives
- To combine passing and moving skills to create space and beat opponents
- To understand and apply attacking support play in tag rugby
- To develop tactical awareness of offside rules and positioning after tags
Key Outcomes
- Students will demonstrate fluid attacking movements with accurate passing
- Students will show understanding of support play and positioning
- Students will apply tag rugby rules consistently in game situations
Equipment & Resources Required
Check belts are secure and tags attach properly before use
Alternative: Coloured bibs tucked into shorts, fabric strips
Balls should be appropriate size for Year 4 hands
Alternative: Foam balls, size 3 footballs for handling practice
Use different colours to mark boundaries and zones clearly
Alternative: Sports markers, chalk lines on playground
Ensure clear team identification for all activities
Alternative: Coloured bands, temporary team markers
Key Vocabulary
When attacking players are ahead of the ball carrier, which is not allowed in tag rugby
Positioning yourself to help the ball carrier by being available for a pass
Passing the ball just before being tagged to maintain possession
Moving to areas where there are no defenders to make scoring easier
The player currently holding the ball and leading the attack
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and passing skills
- Understanding of tagging rules
- Basic running with ball technique
- Simple attacking and defending concepts
Current Skills
- Combining passing and moving in sequence
- Support play positioning and timing
- Creating space through coordinated movement
- Understanding offside rules and positioning after tags
Next Steps
- Advanced attacking patterns and set plays
- Complex defensive strategies and counter-attacking
- Game management and tactical decision making
- Leadership roles in organising team attacks
Milestone Indicators
Key Teaching Points
- Support players must always stay behind or level with the ball carrier to avoid offside
- Creating space through movement is more effective than trying to force through defenders
- Timing of passes is crucial - draw defenders before releasing the ball
- Good communication between teammates makes attacking moves more effective
- Understanding restart procedures after tags maintains game flow
- The extra player in 4v3 situations should be used strategically to create overloads
- Offload passing just before being tagged can maintain attacking momentum
Common Misconceptions
- Thinking you can run ahead of the ball carrier - explain offside rule clearly
- Believing faster players always score - emphasise teamwork and tactical play
- Assuming all support players should follow the ball carrier - teach about spreading wide
- Thinking tagging means the attack is over - explain restart opportunities
- Believing physical strength is most important - highlight skill and tactics
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear roles and responsibilities, offer movement breaks when required
dyspraxia
- Use larger balls for easier handling, allow extra time for skill development, provide step-by-step movement breakdowns
autism spectrum
- Provide clear routines and expectations, use visual schedules for lesson structure, create quiet zones if needed
visual impairment
- Use brightly coloured equipment, provide clear verbal descriptions of positioning, assign buddy for guidance
hearing impairment
- Use visual signals and demonstrations, ensure clear line of sight for communication, provide written instruction cards
physical disability
- Modify tagging to gentle touch, use smaller playing areas, allow walking instead of running where appropriate
Cross-Curricular Links
Maths
Counting players in different formations, calculating space and angles for attacking moves, measuring distances for optimal positioning
Science
Understanding forces and motion in running and passing, discussing reaction times and decision-making processes
Geography
Using directional language and spatial awareness, mapping attacking patterns and field positions
PSHE
Teamwork and cooperation, leadership skills, respect for opponents, managing emotions in competitive situations
Teacher Guidance
Positioning
Move around perimeter of activities to observe all students, position for clear demonstration visibility
Observation Focus
Watch for tactical understanding, safe play, rule application, and positive interactions
Intervention Points
Step in when safety issues arise, when rule clarification needed, or when motivation requires boosting
Demonstration Notes
Use clear, exaggerated movements for demonstrations, repeat key concepts multiple times, involve students in demonstrations
Verbal Cues
- •'Support behind the ball carrier!'
- •'Hold the ball until the last moment!'
- •'Quick reorganisation after the tag!'
- •'Use your extra player advantage!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 15m per game, clear safety zones around playing areas
Surface Check
Dry, even surface free from holes, stones, or dangerous objects
Equipment Safety
Safety Checks
- •Check tag belts are secure and tags attached properly
- •Ensure rugby balls are appropriate size and not over-inflated
- •Verify cones are stable and have no sharp edges
- •Confirm bibs are clean and in good condition
Risk Management
Key Risks
- •Collisions between players during attacking moves
- •Falls when changing direction at speed
- •Disputes over tagging or rule interpretations
- •Overexertion in competitive situations
Risk Mitigation
- •Clear boundaries established and monitored
- •Appropriate spacing between different games
- •Progressive skill building before competitive play
- •Controlled contact rules enforced consistently
- •Regular hydration breaks in warm weather
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all playing areas
- •Monitor high-activity zones for potential conflicts
- •Watch for signs of fatigue or overexertion
- •Be alert for rule disputes requiring intervention
Emergency Procedures
Stop all play immediately, assess situation, provide appropriate first aid, contact emergency services if required