Lesson 1 - Attacking Principles
Skills to Team Mastery
•Year 5
•Tag Rugby
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Used for marking playing areas and scoring zones
Alternative: Markers, base stations, or any visible boundaries
One ball per group of six students
Alternative: Rugby balls (harder option), foam balls (easier option)
To distinguish teams clearly during games
Alternative: Coloured bibs, different coloured tops
For creating additional lines in warm-up activities
Alternative: More cones, spots, or markers
Key Vocabulary
When your team has possession of the ball and is trying to score
Areas on the field where there are no defenders
When your team has control of the ball
When defenders are close and trying to tag you
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
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