Lesson 5 - Attacking Lines & Talk
Technical to Tactical
•Year 5
•Tag Rugby
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How can staggered attacking lines and effective communication help us break through defensive lines in tag rugby?
Learning Objectives
- To attack using staggered line formations
- To organise position to receive passes on the run
- To communicate effectively during game situations
Key Outcomes
- Students will demonstrate staggered attacking formations
- Students will show improved passing accuracy to moving targets
- Students will communicate clearly with teammates during play
Equipment & Resources Required
Different colours for each team, spares available
Alternative: Coloured bibs with velcro strips
Check inflation levels before lesson
Alternative: Foam rugby balls for beginners
Use for area boundaries and positioning guides
Alternative: Spot markers or other field markers
For filming assessment evidence
Alternative: Observation sheets for written notes
Key Vocabulary
An attacking line where players are positioned at different depths rather than in a straight line
Timing your run to receive the ball while moving forward at pace
The action of placing the ball on the ground and passing it backwards through your legs after being tagged
A method of restarting play by touching the ball with your foot
Clear verbal instructions and information sharing between teammates
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic tag rugby rules and 'playing the ball' technique
- Simple passing and catching skills
- Basic defensive positioning
Current Skills
- Staggered line formations
- Passing to moving targets
- Communication during gameplay
- Tap penalty execution
Next Steps
- Advanced tactical plays
- Complex passing combinations
- Leadership in game situations
Milestone Indicators
Key Teaching Points
- Staggered formations create multiple attacking options and confuse defenders
- Communication must be constant, clear, and supportive throughout gameplay
- Running onto passes builds momentum and creates attacking advantage
- Quick restarts after tags can catch defence unprepared
- Playing the ball technique must be smooth and accurate for effective team play
- Self-assessment and reflection are crucial for skill development
- Balance of attainment and achievement recognition motivates all students
Common Misconceptions
- That straight line formations are easier to defend against than staggered lines - explain tactical advantages clearly
- That communication is only needed when you have the ball - emphasise constant team talk
- That speed is more important than accuracy in passing - demonstrate controlled, accurate passing
- That the 5-tag rule means you can be careless with possession - teach value of ball retention
- That only the best players should make tactical decisions - encourage all students to think tactically
SEN Adaptations
ADHD
- Short, focused activities with clear boundaries, regular movement breaks, specific roles and responsibilities
dyspraxia
- Extra practice time for skills, simplified formation patterns, larger equipment options, step-by-step skill breakdown
autism spectrum
- Clear visual schedules of activities, consistent routines, quiet areas available, advance warning of changes
visual impairment
- Use brightly coloured equipment, verbal descriptions of formations, buddy system for guidance, audio cues for positioning
hearing impairment
- Visual signals and demonstrations, written instruction cards, clear sight lines to teacher, peer support for communication
physical disability
- Modified rules for wheelchair users, adapted equipment sizes, reduced area size, alternative roles like coaching
Cross-Curricular Links
English
Communication skills, giving clear instructions, listening and responding appropriately, vocabulary development
Maths
Calculating scores and statistics, measuring distances for formations, understanding angles and geometry in positioning
Science
Forces and motion in passing and running, physics of ball flight, understanding momentum and acceleration
Geography
Spatial awareness and positioning, understanding of field layouts and boundaries, directional movement
PSHE
Teamwork and cooperation, communication skills, resilience when facing challenges, fair play and respect
Teacher Guidance
Positioning
Move around the playing area to observe all groups, position at corner during game play for maximum visibility
Observation Focus
Watch for formation maintenance, communication quality, and application of skills under pressure
Intervention Points
Step in when safety is compromised, skills are breaking down, or students need tactical guidance
Demonstration Notes
Use students to model good examples, demonstrate formations clearly, show tactical concepts visually
Verbal Cues
- •'Stagger those lines!'
- •'Communicate with your teammates!'
- •'Quick ball, quick ball!'
- •'Run onto the pass!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or outdoor court minimum 40m x 20m, clear of obstacles
Surface Check
Even, non-slip surface free from hazards, appropriate for running activities
Equipment Safety
Safety Checks
- •Check tag belts for secure velcro and no sharp edges
- •Ensure rugby balls are properly inflated and in good condition
- •Verify cones are stable and visible
Risk Management
Key Risks
- •Collisions during running and passing
- •Trips and falls during dynamic movements
- •Over-competitive tagging leading to rough play
Risk Mitigation
- •Clear boundaries and running lanes established
- •Emphasis on controlled, safe tagging technique
- •Progressive skill building from simple to complex
- •Regular safety reminders during activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas during games
- •Watch for signs of fatigue or frustration
- •Ensure fair play and appropriate competition level
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, follow school protocols