Lesson 5 - Attacking Lines & Team Talk
Advanced Tag Rugby Tactics and Strategic Play
•Year 6
•Tag Rugby
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How can we use staggered formation and quick communication to create better attacking opportunities in tag rugby?
Learning Objectives
- To develop the ability to attack in staggered lines effectively
- To organise positioning to receive passes whilst moving
- To communicate effectively with teammates during game situations
Key Outcomes
- Students will demonstrate attacking in staggered formations
- Students will show improved communication and listening skills
- Students will execute tap penalties with better timing and positioning
Equipment & Resources Required
Two tags per belt, different colours for teams
Alternative: Velcro belts, bibs tucked in shorts
Distributed around playing area for continuous play
Alternative: Soft touch rugby balls, foam balls for easier catching
Mark court divisions, try lines, retreat lines
Alternative: Markers, rope boundaries
Distinguish teams clearly during games
Alternative: Different coloured tag belts
For filming assessment evidence of communication skills
Alternative: Assessment sheets for written observations
Key Vocabulary
An attacking formation where players position themselves at different depths to create passing options
A method of restarting play where the ball is tapped with the foot and passed to a teammate
The action after being tagged where the ball is placed on the ground and passed backwards through the legs
Hiding your intended pass direction from defenders until the last moment
Timing your run to receive the ball whilst moving at pace
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing and catching skills in tag rugby
- Understanding of basic rules including tagging and playing the ball
- Experience with tap penalties and basic attacking moves
Current Skills
- Attacking in staggered line formations
- Receiving passes whilst moving at pace
- Advanced communication and listening during gameplay
Next Steps
- Complex attacking strategies and set plays
- Advanced defensive positioning and communication
- Tournament play with multiple tactical approaches
Milestone Indicators
Key Teaching Points
- Staggered lines create multiple passing angles and confuse defenders
- Communication must be continuous and positive to support team effectiveness
- Quick ball play after tags catches defenders while they're retreating
- Receivers must time runs to meet passes whilst moving at pace
- Playing the ball quickly maintains attacking momentum and pressure
- Disguising pass intentions keeps defenders guessing and creates opportunities
- Self-assessment develops reflective learners who take ownership of progress
Common Misconceptions
- Thinking staggered lines are just about looking different rather than creating tactical advantage
- Believing communication is only needed when problems arise rather than continuously
- Assuming playing the ball slowly is acceptable rather than understanding pace importance
- Thinking tap penalties are just restarts rather than strategic opportunities
- Believing individual skill is more important than team communication and cooperation
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries and expectations, offer leadership roles to maintain focus
dyspraxia
- Break skills into smaller components, use larger balls initially, provide extra practice time for coordination skills
autism spectrum
- Provide clear structure and routine, use visual schedules for lesson phases, create quiet zones for breaks if needed
visual impairment
- Use brightly coloured balls and belts, provide clear verbal descriptions of formations, assign sighted partner for guidance
hearing impairment
- Use visual signals for game management, ensure student can see teacher's face during instructions, use written tactical boards
physical disability
- Adapt tagging rules for wheelchair users, modify playing area size as needed, provide alternative roles such as tactical advisor
Cross-Curricular Links
Science
Forces and motion in running and passing, physics of ball flight, body systems response to exercise
Geography
Spatial awareness and positioning, understanding of directions and field geography
PSHE
Teamwork and cooperation skills, leadership and communication development, resilience and persistence in learning new skills
Teacher Guidance
Positioning
Move around court perimeter during activities to observe all students, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for communication attempts, technical accuracy in tap penalties and playing the ball, spatial awareness during staggered line formations
Intervention Points
Step in immediately if unsafe tagging observed, provide immediate feedback on technique, support students struggling with communication
Demonstration Notes
Use clear, exaggerated movements for staggered formation setup, demonstrate tag technique slowly first then at game pace, show playing the ball technique step by step
Verbal Cues
- •'Head up, scan for space!'
- •'Quick ball, catch them retreating!'
- •'Call for the ball, help your teammates!'
- •'Stagger your line, create the angles!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m court area with clear boundaries and adequate run-off space for safe tagging
Surface Check
Dry, even surface free from holes, debris or slippery areas that could cause falls during quick direction changes
Equipment Safety
Safety Checks
- •Tag belts properly fitted and secure but not too tight
- •Rugby balls checked for proper inflation and no damage
- •Cones positioned to avoid trip hazards during play
Risk Management
Key Risks
- •Collisions during tag attempts and running phases
- •Falls from quick direction changes on unsuitable surface
- •Overly aggressive tagging leading to contact or injury
Risk Mitigation
- •Clear demonstration and enforcement of safe tagging technique
- •Adequate spacing maintained between groups during skill practice
- •Regular reminders about spatial awareness and controlled movement
- •Immediate stopping of play if unsafe behaviour observed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during skill practice phases
- •Move around court perimeter during game play for optimal viewing
- •Ensure clear sightlines to all participants throughout lesson
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students are safely supervised