Lesson 1 - Ball Handling and Control
Foundations to Tournament Play
•Year 4
•Tag Rugby
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How does the unique shape of a rugby ball affect the way we handle, throw and catch it compared to round balls?
Learning Objectives
- To develop ball handling skills demonstrating increasing control and accuracy
- To understand how ball shape affects throwing and catching techniques
- To demonstrate safe and effective passing techniques in Tag Rugby
Key Outcomes
- Students will demonstrate improved control when passing and receiving rugby balls
- Students will show understanding of proper hand positioning and technique
- Students will apply ball handling skills in dynamic movement situations
Equipment & Resources Required
Check for proper inflation and no damage before lesson
Alternative: Oval-shaped foam balls, American footballs
Various colours for different activities and boundaries
Alternative: Bean bags, markers, chalk lines
Key Vocabulary
Hand position where fingers and thumbs create a 'W' shape on the rugby ball for secure grip
The longer curved surfaces of the oval rugby ball where hands should be placed
Smooth backwards and forwards arm movement when passing, like a clock pendulum
Body position with side facing the target when passing
In rugby, scoring by placing the ball down in the target area
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling with round balls
- Understanding of personal space
- Simple throwing and catching skills
- Basic movement patterns (running, jumping, skipping)
Current Skills
- Rugby ball handling techniques
- Passing with correct hand positioning
- Catching rugby balls safely
- Movement with ball awareness
Next Steps
- Passing under pressure
- Introduction to tag rugby rules
- Tactical passing decisions
- Running with the ball effectively
Milestone Indicators
Key Teaching Points
- Emphasise W-shape hand position as foundation for all ball handling
- Prioritise technique accuracy over speed or distance in all activities
- Use pendulum analogy consistently to develop smooth passing action
- Connect ball shape to technique requirements throughout lesson
- Maintain focus on spatial awareness and safety during all movement
- Encourage peer support and positive communication during group work
- Build confidence through progressive skill development and celebration of effort
Common Misconceptions
- Students think rugby balls are just 'difficult footballs' - emphasise unique properties require different techniques
- Belief that throwing harder equals throwing further - focus on technique over force
- Assumption that catching is the same for all balls - demonstrate why sides must be caught not ends
- Thinking that running fast is more important than ball security - emphasise control first
- Misconception that rugby is only for strong or large students - celebrate skill and technique over physical attributes
SEN Adaptations
ADHD
- Use shorter activity bursts with frequent changes, clear boundaries marked with cones, regular positive feedback
dyspraxia
- Allow extra practice time for grip technique, use larger or textured balls for better grip, simplify movement patterns
autism spectrum
- Provide clear routine structure, visual activity schedule, quiet zone available for breaks if needed
visual impairment
- Use bright coloured rugby balls, provide verbal descriptions of demonstrations, employ buddy system for spatial awareness
hearing impairment
- Ensure clear visual demonstrations, use hand signals for instructions, provide written activity cards
physical disability
- Adapt to seated or supported positions, use lighter foam balls, modify throwing distances as needed
Cross-Curricular Links
English
Technical vocabulary development, communication skills during team activities, following complex instructions
Maths
Measuring distances for activities, counting consecutive passes, understanding shapes and geometry through ball comparison
Science
Forces and motion in ball flight, friction between hands and ball surface, effects of air resistance on oval shapes
PSHE
Teamwork and cooperation, resilience when skills are challenging, respect for others' abilities and effort
Teacher Guidance
Positioning
Stand where you can see all groups, move frequently to provide individual feedback
Observation Focus
Watch for correct W-shape grip, safe passing technique, and positive group dynamics
Intervention Points
Step in when technique is unsafe, groups are struggling with cooperation, or students appear confused
Demonstration Notes
Always demonstrate with exaggerated movements for clarity, use students as positive examples when appropriate
Verbal Cues
- •'W-shape hands!'
- •'Sideways on!'
- •'Follow through!'
- •'Hands out to meet the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m teaching area, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for running activities, free from holes or debris
Equipment Safety
Safety Checks
- •Check rugby balls for proper inflation and no damage
- •Ensure cones are stable and have no sharp edges
- •Verify all equipment is age-appropriate size
Risk Management
Key Risks
- •Collisions during movement activities
- •Ball strikes from poor passing technique
- •Slips and falls during running
- •Overexertion during energetic activities
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Progressive skill building from static to dynamic
- •Emphasis on controlled movements over speed
- •Regular safety reminders throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during running games
- •Stay mobile during group activities to provide immediate feedback
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact school office if needed