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Lesson 5 - Attacking Lines & Team Talk

Advanced Tag Rugby Tactics and Strategic Play

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Year 6

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Tag Rugby

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51 min

Big Question

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

Tag Rugby Equipment

1 per student (30)

Two tags per belt, different colours for teams

Alternative: Velcro belts, bibs tucked in shorts

Rugby Balls

6-8 balls

Distributed around playing area for continuous play

Alternative: Soft touch rugby balls, foam balls for easier catching

Cones

20 cones

Mark court divisions, try lines, retreat lines

Alternative: Markers, rope boundaries

Bibs

15 bibs (one colour)

Distinguish teams clearly during games

Alternative: Different coloured tag belts

Video Device

1 per student

For filming assessment evidence of communication skills

Alternative: Assessment sheets for written observations

Key Vocabulary

Staggered Lines

An attacking formation where players position themselves at different depths to create passing options

Tap Penalty

A method of restarting play where the ball is tapped with the foot and passed to a teammate

Play the Ball

The action after being tagged where the ball is placed on the ground and passed backwards through the legs

Disguise

Hiding your intended pass direction from defenders until the last moment

Running onto a Pass

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

Consistent execution of staggered line attacks

Clear verbal communication heard during gameplay

Improved success rate in maintaining possession through tackles

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