Lesson 1 - Attacking: Running & Passing
Advanced Tag Rugby Tactics and Team Play
•Year 6
•Tag Rugby
•Start Planning Better PE Lessons
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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
Use for marking playing areas and scoring lines
Alternative: Markers, spot markers, or other boundary markers
Distributed to group leaders before activities begin
Alternative: Footballs, playground balls, or rugby balls for extension
Half for each team in game situations
Alternative: Different coloured tops or simple armbands
For marking additional lines in warm-up if needed
Alternative: Large cones or markers
Key Vocabulary
The basic rules and strategies used when your team has possession of the ball
Areas on the field where there are no defenders, creating opportunities for attack
When defenders are close and you must make quick decisions
When your team has control of the ball
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
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