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Lesson 7 - Defensive Unit Tactics

Skills to Team Mastery

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Year 5

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Tag Rugby

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1h 4min

Big Question

How can we work together as a defensive unit to prevent attackers from scoring?

Learning Objectives

To be able to work as a defending unit to prevent attackers from scoring
To understand and apply defensive tactics and positioning in tag rugby
To develop tracking and communication skills when defending

Key Outcomes

Students will demonstrate effective defensive positioning and movement
Students will communicate effectively with teammates when defending
Students will apply defensive tactics successfully in game situations

Equipment & Resources Required

Cones

Use to mark playing areas, boundaries, and scoring lines

Alternative: Markers, dome cones, or chalk lines

Rugby Balls

Distribute one per group during skill development activities

Alternative: Soft rugby balls, touch rugby balls

Tag Rugby Equipment

Each student wears one belt with two tags attached

Alternative: Flag football belts, fabric strips attached to belts

Team bibs

Used to distinguish teams during group activities

Alternative: Coloured bibs, different coloured shirts

Key Vocabulary

Defensive line

A line of defenders positioned across the width of the playing area to prevent attackers from advancing

Tracking

Following an opponent's movement to stay between them and the goal

Offside

Being in an illegal position behind the ball carrier when a tag is made

Onside

Being in a legal position in front of or level with the ball carrier

Tag

The action of removing an opponent's tag belt to stop their forward progress

Skill Progression Pathway

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

Prior Learning

Basic tag rugby rules and tag removal technique
Understanding of attacking principles in tag rugby
Basic spatial awareness and movement skills

Current Skills

Defensive positioning and line formation
Tracking and shadowing opponents
Communication in defensive situations
Understanding offside rule application

Next Steps

Advanced defensive strategies and systems
Leadership roles in defensive organisation
Transition from defence to attack

Milestone Indicators

Maintains defensive line shape consistently

Communicates clearly with teammates during play

Shows quick reaction to change defensive positioning

Key Teaching Points

Maintain defensive line across the full width of the playing area
Keep low stance with knees bent for quick directional changes
Communicate constantly with fellow defenders to coordinate movement
Track attackers to slow them down rather than rushing in
Understand and apply the offside rule correctly
Work as a unit rather than individual defenders
Use gentle but effective tag removal technique

Common Misconceptions

Thinking defence is only about individual tag removal rather than team positioning
Believing you must run directly at attackers instead of cutting off their space
Not understanding that all defenders must get onside after a tag is made
Assuming faster players always make better defenders
Thinking defensive lines should follow the ball rather than maintain shape
Believing aggressive tag removal is more effective than controlled technique

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and rules, regular movement and role changes

dyspraxia

Simplified movement patterns initially, extra practice time, larger playing areas to reduce pressure

autism spectrum

Clear routines and expectations, visual schedule of activities, quiet zones available if needed

visual impairment

Use bright coloured belts and balls, clear verbal instructions for positioning, buddy system for support

hearing impairment

Visual demonstrations of defensive formations, hand signals for communication, written instructions displayed

physical disability

Modified tag removal for seated players, adapted playing area size, alternative roles like referee or coach

Cross-Curricular Links

Maths

Measuring playing areas, counting tags, calculating win percentages, understanding angles of defensive lines

Science

Forces in movement and direction changes, friction and grip, body systems during exercise

Geography

Spatial awareness, understanding of area and boundaries, mapping defensive positions

PSHE

Teamwork and cooperation, leadership skills, managing competition emotions, fair play and respect

Teacher Guidance

Positioning

Move between groups to observe and support, position at corner for visibility of all areas during games

Observation Focus

Watch for defensive line formation, communication between teammates, safe tag removal technique

Intervention Points

Step in if students struggling with tactical concepts, unsafe play, or lack of engagement

Demonstration Notes

Use students to model correct defensive formations, exaggerate low defensive stance for visibility

Verbal Cues

•'Create your line across the width!'
•'Work together, don't all follow the ball!'
•'Gentle tag removal, shout tag clearly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for multiple group activities, clear of obstacles

Surface Check

Dry, even surface free from hazards, adequate grip for running and stopping

Equipment Safety

Safety Checks

•Check tag belts are properly fitted and secure
•Ensure tags are attached correctly and move freely
•Verify rugby balls are in good condition
•Check cones have no sharp edges or cracks

Risk Management

Key Risks

•Collisions between students during tag attempts
•Slips and falls during direction changes
•Over-aggressive tag removal causing injury
•Students running into static equipment or boundaries

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between different group areas
•Progressive skill building from simple to complex
•Emphasis on controlled contact during tag removal
•Clear rules about appropriate tag removal technique

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity areas for safety
•Watch for signs of fatigue affecting safety
•Ensure adequate space between activities

Emergency Procedures

Stop, assess, appropriate first aid/support, contact emergency services if required