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Lesson 1 - Attacking Principles

Skills to Team Mastery

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Year 5

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Tag Rugby

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Big Question

How do we decide whether to run with the ball or pass it to create attacking opportunities?

Learning Objectives

To develop attacking principles, knowing when to run and when to pass
To understand how to create and use space effectively in tag rugby
To make quick decisions under pressure when in possession

Key Outcomes

Students will demonstrate improved decision-making between running and passing
Students will show understanding of how to create space for attacking play
Students will apply attacking principles in small-sided games

Equipment & Resources Required

Cones

Used for marking playing areas and scoring zones

Alternative: Markers, base stations, or any visible boundaries

Netball

One ball per group of six students

Alternative: Rugby balls (harder option), foam balls (easier option)

Team bibs

To distinguish teams clearly during games

Alternative: Coloured bibs, different coloured tops

Base Stations

8 (optional)

For creating additional lines in warm-up activities

Alternative: More cones, spots, or markers

Key Vocabulary

Attacking

When your team has possession of the ball and is trying to score

Space

Areas on the field where there are no defenders

Possession

When your team has control of the ball

Pressure

When defenders are close and trying to tag you

Support

Teammates positioning themselves to help the ball carrier

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills
Understanding of simple passing techniques
Awareness of personal space and movement

Current Skills

Decision-making between running and passing
Creating and using space in attack
Pressure passing under defensive challenge

Next Steps

Advanced attacking patterns and set plays
Defensive positioning and communication
Game management and tactical awareness

Milestone Indicators

Consistently chooses correct action (run/pass)

Creates space through movement and positioning

Maintains ball control under defensive pressure

Key Teaching Points

Decision-making between running and passing is based on defensive pressure
Space creation through movement is essential for successful attacks
Head-up play allows better decision-making and safer participation
Support players must move constantly to create options
Running with the ball draws defenders and creates space for teammates
Passing accuracy is more important than passing speed
Communication between teammates improves attacking success

Common Misconceptions

Thinking you must always pass immediately when receiving the ball - correct by teaching to assess space first
Believing running is always better than passing - correct by showing how defenders can stop isolated runners
Assuming support players should stay still - correct by demonstrating constant movement principles
Thinking only the ball carrier can create scoring opportunities - correct by showing how support players create options
Believing bigger/faster players always score more - correct by emphasising tactical awareness over physical attributes

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, offer regular positive feedback, allow movement breaks

dyspraxia

Use larger, softer balls, provide additional practice time, break skills into smaller steps, offer peer support

autism spectrum

Provide clear structure and routines, use visual schedules, allow breaks when needed, reduce overwhelming stimuli

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of space and player positions, implement buddy system for guidance

hearing impairment

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

physical disability

Adapt to seated versions where possible, use lighter equipment, modify playing areas for wheelchair access, allow additional time

Cross-Curricular Links

Maths

Counting passes, calculating scores, measuring distances between players, understanding angles of running lines

Science

Forces and motion in passing and running, understanding momentum and direction changes, body systems during exercise

Geography

Spatial awareness, directions on field, mapping movement patterns, understanding position and location

PSHE

Teamwork and cooperation, making good decisions under pressure, dealing with success and failure, leadership skills

Teacher Guidance

Positioning

Move between groups to observe and provide feedback, position at corners for maximum visibility

Observation Focus

Watch for decision-making processes, spatial awareness, and team cooperation

Intervention Points

Step in when safety concerns arise or when students need technical guidance

Demonstration Notes

Use clear, exaggerated movements for skill demonstrations, involve students in demonstrations when possible

Verbal Cues

•'Look for space!'
•'Head up!'
•'Support your teammate!'
•'Good decision!'
•'Quick pass!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m teaching area for full class, clear of obstacles

Surface Check

Dry, even surface free from hazards, suitable for running and quick direction changes

Equipment Safety

Safety Checks

•Check balls are properly inflated and undamaged
•Ensure cones are visible and stable
•Verify team bands are secure and comfortable

Risk Management

Key Risks

•Collisions between students during running activities
•Slips and falls during direction changes
•Overexertion during high-intensity games

Risk Mitigation

•Clear boundaries established and communicated
•Adequate spacing between activity areas
•Progressive intensity building throughout lesson
•Regular water breaks and rest periods
•Emphasis on tag rather than physical contact

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity areas closely
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop signal understood by all, first aid kit accessible, clear evacuation route identified