Lesson 2 - Running and Passing in Combination
Skills to Team Tactics
•Year 5
•Tag Rugby
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How can combining running skills with accurate passing help us break through defences and create scoring opportunities?
Learning Objectives
- To run and pass accurately and consistently while on the move
- To identify when to run into space and when to pass into space
- To work as a team to score tries using combined skills
Key Outcomes
- Students will demonstrate consistent running and passing combinations
- Students will make tactical decisions about when to run versus pass
- Students will apply teamwork principles to score tries effectively
Equipment & Resources Required
Distributed to group leaders at start of activities
Alternative: Foam balls, oval-shaped balls
Used to create boundaries, courses and target areas
Alternative: Spots, markers, bean bags
Different colours for team identification
Alternative: Bands, pinnies
Ensure all students have 2 tags attached before activities
Alternative: Touch rugby belts, fabric strips
Key Vocabulary
Holding the ball with fingers spread in a W shape for secure control
Quick sideways movement to avoid a defender
The imaginary line where the ball should be released to reach teammate
Looking directly at the player you intend to pass to
Uncontested restart given when the ball is knocked forward
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling using W grip
- Simple side-stepping movements
- Understanding of backwards passing rule
Current Skills
- Running with ball while maintaining control
- Passing accurately while moving
- Tactical decision-making in game situations
Next Steps
- Advanced evasion techniques
- Complex team attacking patterns
- Defensive positioning and strategies
Milestone Indicators
Key Teaching Points
- W grip is essential for ball security throughout all activities
- Eyes up when running - students must see space and teammates
- Pass early and in front of running teammates for success
- Side-stepping requires quick direction changes whilst maintaining control
- Teamwork beats individual brilliance in tag rugby games
- Backwards passing rule must be consistently enforced
- Decision-making between running and passing develops through practice
Common Misconceptions
- Students think they should always run rather than pass - emphasise passing creates better opportunities
- Belief that throwing harder makes passes more accurate - teach controlled, well-aimed passes
- Assumption that forwards passing is allowed like in other sports - consistently reinforce rugby rules
- Thinking tags can be pulled hard - demonstrate gentle tagging technique
- Misconception that bigger students always win - highlight skill and teamwork advantages
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, positive reinforcement system, specific roles and responsibilities
dyspraxia
- Larger, softer equipment options, extra practice time for motor skills, simplified movement patterns, step-by-step instruction breakdown, peer support system
autism spectrum
- Clear, consistent routines, visual schedule of activities, quiet zones available, advance warning of activity changes, structured social interactions
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of movements, buddy system for guidance, tactile boundary markers
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards, ensure face-to-face communication, vibrating whistle for signals
physical disability
- Seated passing versions, shorter distances for throws, modified tag systems, adapted balls for easier grip, inclusive team roles
Cross-Curricular Links
Science
Forces in ball throwing, friction between feet and ground, acceleration and deceleration during running
Geography
Understanding space and spatial relationships, directions and movement patterns across playing areas
PSHE
Teamwork skills, resilience when facing challenges, respect for rules and others, managing competitive emotions
Teacher Guidance
Positioning
Move around perimeter during activities, central position for demonstrations and games
Observation Focus
Watch for technique, safety, engagement, and skill application under pressure
Intervention Points
Step in when safety is compromised, technique needs correction, or students need encouragement
Demonstration Notes
Use clear, exaggerated movements for visibility, involve students in demonstrations, repeat key points
Verbal Cues
- •'W grip - spread those fingers!'
- •'Head up, see the space!'
- •'Pass early to help your teammate!'
- •'Work together as a team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m outdoor area or large indoor hall, clear of obstacles
Surface Check
Dry, even surface free from holes, debris or wet patches
Equipment Safety
Safety Checks
- •Check rugby balls are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Verify tags are secure but not too tight
- •Check bibs are clean and not torn
Risk Management
Key Risks
- •Collisions between students during games
- •Slips and falls on wet or uneven surfaces
- •Tag-related injuries from pulling too hard
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries established with adequate run-off areas
- •Appropriate spacing maintained between activities
- •Progressive skill building before game application
- •Continuous supervision with teacher positioned for maximum visibility
- •Tag return rule enforced to prevent pulling injuries
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during activities
- •Move between groups during skill development
- •Central position during games for optimal refereeing
- •Monitor high-activity areas more closely
Emergency Procedures
Stop activity immediately, assess situation, apply appropriate first aid, arrange additional support if needed