Lesson 5 - Movement to Lose Defenders
Advanced Tag Rugby Tactics and Team Play
•Year 6
•Tag Rugby
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How can you use clever movement and space creation to outmanoeuvre defenders and help your team succeed?
Learning Objectives
- To select and apply different movement skills to lose a defender effectively
- To create and use space intelligently to help teammates
- To demonstrate tactical awareness in invasion game situations
Key Outcomes
- Students will consistently execute directional changes and speed variations to beat defenders
- Students will create and exploit space through intelligent positioning
- Students will make tactical decisions about when to dodge versus when to pass
Equipment & Resources Required
Used for marking boundaries, gates, and channels throughout lesson
Alternative: Marker spots, bean bags, or other visible markers
Distributed to groups during skill development activities
Alternative: Foam footballs or other oval balls
Each student wears throughout the lesson with tags attached
Alternative: Fabric strips or bandanas tucked into waistbands
Used during 5v5 games to identify teams clearly
Alternative: Coloured cones held, house colours, or removing tops
Key Vocabulary
The player trying to stop the attacker by making a tag
Suddenly moving in a different direction to confuse the defender
Varying your running speed to unbalance the defender
Moving to make gaps appear for yourself or teammates
A fake movement to trick the defender
The space between two cones that players attempt to run through
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and dodging skills
- Understanding of tag rugby rules
- Simple passing and catching techniques
- Concept of attacking and defending
Current Skills
- Advanced directional changes with speed variation
- Space creation and exploitation
- Tactical decision-making in 1v1 situations
- Team positioning for space creation
Next Steps
- Complex attacking patterns with multiple players
- Advanced defensive strategies
- Game management and leadership skills
- Refereeing and coaching others
Milestone Indicators
Key Teaching Points
- Change of direction and pace are more effective than pure speed
- Low body position enables quicker and more explosive direction changes
- Commitment to chosen movement is essential for success
- Space creation benefits the whole team, not just the individual
- Tactical decision-making about when to dodge versus when to pass
- Quality technique practice leads to game application success
- Communication and teamwork amplify individual skills
Common Misconceptions
- Faster running always beats defenders - actually technique and unpredictability are more important
- You must always try to beat defenders individually - sometimes passing is the better tactical choice
- Direction changes should be subtle - actually they need to be convincing and committed to fool defenders
- Space creation only helps the player with the ball - it actually creates opportunities for all teammates
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear boundaries and rules, immediate feedback and praise
dyspraxia
- Simplified movement patterns initially, extra practice time, larger equipment for easier handling, step-by-step instructions
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet zones available, predictable structure
visual impairment
- Use bright coloured equipment, verbal cues for spatial awareness, buddy system for guidance, tactile boundary markers
hearing impairment
- Visual demonstrations emphasised, hand signals for key instructions, written instruction cards, peer support
physical disability
- Wheelchair-accessible movement patterns, modified tagging rules, adapted equipment as needed, alternative roles
Cross-Curricular Links
Maths
Measuring playing areas, angles of movement, timing and counting sequences, spatial geometry
Science
Forces and motion, acceleration and deceleration, physics of direction changes, reaction times
Geography
Directional awareness, spatial relationships, mapping movement patterns, positional vocabulary
PSHE
Teamwork and cooperation, resilience when techniques don't work, leadership in team situations, fair play and respect
Teacher Guidance
Positioning
Move between groups during skills practice, central position during games for optimal visibility
Observation Focus
Watch for technique application, tactical decision-making, and cooperative play development
Intervention Points
Step in when rules not followed, safety concerns arise, or students need technique guidance
Demonstration Notes
Use student demonstrators for peer learning, exaggerate movements for visibility, connect to game application
Verbal Cues
- •'Sell the dummy!'
- •'Low and explosive!'
- •'Pick your target!'
- •'Spread like ripples!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space for warm-up, multiple 6m x 6m areas for skills, 10m x 15m for games
Surface Check
Dry, even surface free from hazards, suitable for direction changes and potential sliding
Equipment Safety
Safety Checks
- •Tag belts properly fitted - not too tight or loose
- •Tags securely attached and easily removable
- •Cones stable and visible, no sharp edges
- •Rugby balls appropriate size and condition
Risk Management
Key Risks
- •Collisions during warm-up tag collection
- •Falls during rapid direction changes
- •Contact during tagging attempts
- •Overexertion during intense game periods
Risk Mitigation
- •Clear boundaries established for all activities
- •Emphasis on clean tagging technique only
- •Progressive skill building from simple to complex
- •Regular hydration and rest periods
- •Proper warm-up to prepare for direction changes
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas for safe play
- •Watch for fatigue affecting decision-making
- •Ensure fair play and sportspersonship maintained
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required