Lesson 6 - Drawing Defence and Passing
Skills to Team Mastery
•Year 5
•Tag Rugby
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How can I create space and make smart passing decisions to help my team succeed in attack?
Learning Objectives
- To draw defence and know when to pass
- To move into space effectively to help the team
- To understand different skills for different situations
Key Outcomes
- Students will demonstrate drawing defenders before passing
- Students will create and use space effectively during attacking phases
- Students will make appropriate decisions about when to pass versus when to run
Equipment & Resources Required
Distribute around playing areas
Alternative: Foam rugby balls, touch rugby balls
Ensure two tags per belt, check velcro strength
Alternative: Fabric strips, velcro tags
Clearly distinguish teams
Alternative: Coloured bibs, fabric bands
Mark playing area boundaries
Alternative: Markers, chalk lines
Key Vocabulary
Attracting a defender towards you before passing to a teammate
Moving to areas away from defenders to receive passes
Positioning yourself to help teammates in attack
Choosing the best action based on the game situation
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic tag rugby rules and safety
- Simple passing and catching techniques
- Understanding of attacking and defending roles
Current Skills
- Drawing defenders before passing
- Creating and using space effectively
- Making tactical decisions in game situations
Next Steps
- Advanced tactical play including set moves
- Leadership roles in team organisation
- Complex attacking patterns and defensive strategies
Milestone Indicators
Key Teaching Points
- Draw the defender by running directly at them before passing
- Time passes perfectly - not too early when no pressure, not too late when tackled
- Create space through purposeful movement away from defenders
- Read the game situation to decide whether to pass or run
- Support teammates by providing passing options
- Use tactical communication to coordinate team play
- Apply backwards/sideways passing rules consistently
Common Misconceptions
- Thinking you must always pass even when there's no defensive pressure
- Believing that running away from defenders is better than running at them
- Assuming that the first passing option is always the best option
- Not understanding that creating space is as important as having the ball
- Thinking that individual skill is more important than team tactics
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular feedback and encouragement, leadership roles to maintain focus
dyspraxia
- Larger equipment, simplified movements initially, extra practice time, buddy support for complex activities
autism spectrum
- Clear structure and routines, visual schedule of activities, quiet zones available, consistent rules and expectations
visual impairment
- Use brightly coloured equipment, verbal cues for positioning, buddy system for guidance, clear audio instructions
hearing impairment
- Visual demonstrations, hand signals for starts/stops, written instruction cards, ensure student can see teacher
physical disability
- Modified tagging rules, adapted equipment, adjusted area sizes, alternative roles such as coaching
Cross-Curricular Links
English
Tactical vocabulary development, explanation and description skills, listening to instructions
Maths
Spatial awareness, angles of running and passing, counting tags and scores, timing calculations
Science
Forces in motion, momentum and acceleration, body systems during exercise, reaction times
Geography
Using directional language, mapping movement patterns, understanding space and position
PSHE
Teamwork and cooperation, decision-making under pressure, resilience when tactics don't work, respect for opponents
Teacher Guidance
Positioning
Move between groups to observe all students, position at corners for maximum visibility
Observation Focus
Watch for tactical decision-making, timing of passes, and safe play
Intervention Points
Step in when students struggle with timing, when play becomes too physical, or when tactics break down
Demonstration Notes
Use clear, exaggerated movements to show timing, position yourself where all can see, involve confident students in demonstrations
Verbal Cues
- •'Draw that defender!'
- •'Look for space!'
- •'Good timing!'
- •'Read the defence!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m
Surface Check
Even, non-slip surface free from hazards and water
Equipment Safety
Safety Checks
- •Check tag belts for secure fitting and working velcro
- •Inspect rugby balls for proper inflation and damage
- •Ensure cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during game play
- •Trips and falls during quick movements
- •Contact during tagging attempts
Risk Mitigation
- •Clear boundaries established for all activities
- •Emphasis on controlled contact (tags only)
- •Progressive skill building from simple to complex scenarios
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during activities
- •Move between groups to monitor intensity levels
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop all play immediately, assess injury severity, provide appropriate first aid, contact emergency services if required