🏉

Lesson 1 - Attacking: Running & Passing

Advanced Tag Rugby Tactics and Team Play

•

Year 6

•

Tag Rugby

•

Big Question

How can we make smart decisions about when to run with the ball and when to pass to teammates?

Learning Objectives

To develop attacking principles in tag rugby
To know when to run and when to pass in game situations
To create and use tactics to help the team score

Key Outcomes

Students will demonstrate decision-making skills in attack
Students will show improved passing accuracy under pressure
Students will create and use space effectively during game play

Equipment & Resources Required

Cones

Use for marking playing areas and scoring lines

Alternative: Markers, spot markers, or other boundary markers

Netball

5 (1 per group of 6)

Distributed to group leaders before activities begin

Alternative: Footballs, playground balls, or rugby balls for extension

Team bibs

16 (enough for differentiation)

Half for each team in game situations

Alternative: Different coloured tops or simple armbands

Base Stations

4-6

For marking additional lines in warm-up if needed

Alternative: Large cones or markers

Key Vocabulary

Attacking principles

The basic rules and strategies used when your team has possession of the ball

Space

Areas on the field where there are no defenders, creating opportunities for attack

Under pressure

When defenders are close and you must make quick decisions

Possession

When your team has control of the ball

Tactics

Planned strategies and moves to help your team succeed

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling and catching skills
Understanding of basic invasion game concepts
Experience with running and dodging movements

Current Skills

Decision-making between running and passing
Creating and using space in attack
Passing accurately under defensive pressure

Next Steps

Developing defensive strategies and positioning
Advanced tactical play with multiple attacking options
Leadership and coaching skills in team situations

Milestone Indicators

Students consistently choose appropriate actions

Passing accuracy improves under pressure

Effective use of space creates scoring opportunities

Key Teaching Points

Decision-making is more important than perfect execution - praise good choices
Running with the ball draws defenders and creates space for teammates
Look for space between defenders rather than trying to go through them
Communication between teammates improves decision-making opportunities
Quick decisions are often better than perfect decisions that come too late
Understanding 'why' decisions work helps students apply learning to new situations
Use questioning to develop tactical understanding throughout the lesson

Common Misconceptions

Students think passing is always better than running - show when running is the best choice
Belief that scoring is the only measure of success - emphasise good decision-making process
Assumption that faster play is better play - demonstrate value of controlled, thoughtful play
Thinking that individual skill is more important than team play - show how running creates team opportunities
Misconception that defenders can't be drawn out of position - demonstrate how running affects defensive shape

SEN Adaptations

ADHD

Use shorter activity bursts with clear breaks, provide clear boundaries and expectations, give regular positive feedback, use movement breaks between static activities

dyspraxia

Use larger, softer balls for easier handling, reduce complexity of decision-making initially, provide extra practice time, break skills into smaller steps

autism spectrum

Provide clear structure and routine, use visual schedules showing activity sequence, designate quiet zones if needed, prepare students for activity changes in advance

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of play, assign sighted buddy for support, use audio signals for game changes

hearing impairment

Use clear visual demonstrations and signals, provide written instructions, use hand signals for game management, ensure good positioning for lip reading

physical disability

Adapt playing areas for wheelchair access, modify tagging rules for different physical abilities, use lighter balls if needed, adjust distances as appropriate

Cross-Curricular Links

Maths

Counting scores and tracking progress, measuring distances for playing areas, understanding angles of running and passing

Science

Forces and motion in running and direction changes, understanding of heart rate and exercise response, physics of ball flight and catching

Geography

Spatial awareness and movement patterns, understanding of directions and positioning, mapping of playing areas and team formations

PSHE

Teamwork and cooperation skills, decision-making and problem-solving, resilience when facing challenges, leadership and communication

Teacher Guidance

Positioning

Move between groups to observe decision-making quality, position at corner for visibility of multiple areas during games

Observation Focus

Watch for quality of decisions rather than just outcomes, note improvement in tactical understanding, assess safety of movement and tagging

Intervention Points

Step in when students consistently make poor decisions to provide guidance, intervene if unsafe play occurs, support groups struggling with concepts

Demonstration Notes

Use students as positive examples during activities, demonstrate decision points clearly, show defensive reactions to attacking moves, use questioning to develop understanding

Verbal Cues

•'Look for the space!'
•'Quick decision - run or pass?'
•'Great choice - you read the defence!'
•'See how running drew the defenders?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Multiple areas minimum 10m x 15m each, clear of obstacles with safe boundaries

Surface Check

Dry, even surface free from hazards, appropriate for running and direction changes

Equipment Safety

Safety Checks

•Check balls are appropriately inflated and in good condition
•Ensure cones are stable and have no sharp edges
•Verify team bands/bibs are not torn or damaged

Risk Management

Key Risks

•Collisions between students during dynamic movement
•Slips and falls during direction changes
•Overexertion during high-intensity activities
•Inappropriate tagging technique

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between playing areas
•Progressive skill building from simple to complex
•Teaching and monitoring of safe tagging technique
•Regular breaks and activity rotation

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all playing areas
•Monitor high-activity areas for safety
•Watch for signs of fatigue or overexertion
•Ensure safe tagging technique throughout

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact emergency services if required