🏉

Lesson 1 - Supporting the Ball Carrier

Tactical Team Performance

•

Year 6

•

Tag Rugby

•

45 min

Big Question

How can we work as a team to create scoring opportunities and maintain possession in tag rugby?

Learning Objectives

To play effectively in attack and defence by supporting the player with the ball
To score points against opposition through tactical positioning
To demonstrate effective communication and teamwork skills

Key Outcomes

Students will consistently support the ball carrier by staying in position behind them
Students will score tries using effective team support patterns
Students will communicate clearly with teammates during attacking play

Equipment & Resources Required

Tag Belts

2 per student (60 total)

Distributed at start, two different colours per student

Alternative: Coloured bibs tucked into shorts, fabric strips

Rugby Balls

1 per 2 students (15 balls)

Placed around activity areas, correctly inflated

Alternative: Foam rugby balls, size 3 rugby balls for smaller hands

Cones

40 cones

Mixed colours for different areas and boundaries

Alternative: Markers, chalk lines, rope boundaries

Bibs

15 (one colour)

For identifying teams during game situations

Alternative: Different coloured tag belts, team bands

Key Vocabulary

Support

Positioning yourself to help the ball carrier by being available to receive a pass

Diamond Formation

A team shape where players form a diamond around the ball carrier for maximum support options

Continuity

Keeping the ball moving and maintaining possession through passes and support

Try Area Zones

Different scoring areas on the pitch with varying point values

Backwards Pass

Passing the ball towards your own try line, which is legal in tag rugby

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from previous units
Understanding of tag rugby rules and safety
Experience with passing and catching in movement

Current Skills

Supporting the ball carrier in diamond formation
Moving to maintain support angles
Communicating position to teammates
Scoring in designated try areas

Next Steps

Advanced attacking patterns
Creating overlaps and gaps
Defensive positioning and communication
Set plays from different situations

Milestone Indicators

Consistent positioning behind the ball

Effective communication during play

Successful try scoring through team support

Quick transition between support roles

Key Teaching Points

Support players must always stay behind the ball carrier to remain onside
Communication is essential - call clearly when you want the ball or are making a pass
Diamond formation provides maximum support options from different angles
Quick position changes after each pass maintain effective support structure
In attack, create space and options; in defence, pressure the ball and communicate
Tactical awareness of scoring zones helps make better decisions about where to attack
Teamwork and support are more important than individual brilliance

Common Misconceptions

Support players can run ahead of the ball carrier - must stay behind to remain onside
Only the ball carrier needs to think - all players must be aware and ready to support
Passing forward is allowed - only backwards or sideways passes are legal in tag rugby
The middle scoring zone is always the best option - sometimes outer zones are tactically better
Individual skill is more important than teamwork - support and communication create success
Tagging can be aggressive - it should be gentle and controlled for safety

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, regular praise and feedback, leadership roles to maintain engagement

dyspraxia

Slower progression through skills, larger equipment where possible, additional practice time, partner support

autism spectrum

Clear structure and routine, visual activity schedule, quiet zones available, consistent instruction format

visual impairment

Use brightly coloured equipment, verbal descriptions of activities, buddy system for guidance and support

hearing impairment

Visual demonstrations of all skills, hand signals for instructions, written key points displayed

physical disability

Modified tagging rules (two-hand touch), seated passing options, alternative roles as coaches or scorers

Cross-Curricular Links

English

Developing specific sporting vocabulary, clear communication skills, following and giving instructions effectively

Maths

Calculating scores from different try zones, estimating distances and angles for support positioning, timing passes and movements

Science

Understanding forces in running and passing, body systems during exercise, physics of ball flight and catching

Geography

Spatial awareness and positioning, using directional language, mapping movement patterns around the pitch

PSHE

Teamwork and cooperation, leadership skills, resilience when facing challenges, respect for opponents

Teacher Guidance

Positioning

Move between groups during skill development, central position during games to observe all pitches

Observation Focus

Watch for support positioning, communication quality, and safe play throughout

Intervention Points

Step in when support positioning breaks down, when communication stops, or safety concerns arise

Demonstration Notes

Use clear, exaggerated movements when showing formation and positioning. Include students in demonstrations to show correct techniques.

Verbal Cues

•'Stay behind the ball!'
•'Call for the pass!'
•'Move to support!'
•'Diamond shape!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for multiple activities, clear boundaries marked

Surface Check

Dry, even surface free from hazards, adequate grip for running

Equipment Safety

Safety Checks

•Tag belts checked for secure velcro and no sharp edges
•Rugby balls properly inflated and checked for damage
•Cones stable and visible, not creating trip hazards

Risk Management

Key Risks

•Collisions between running players
•Falls during direction changes
•Ball strikes to head or body
•Overexertion in competitive situations

Risk Mitigation

•Clear boundaries and adequate spacing between activities
•Progressive skill building from walking to running speed
•Emphasis on controlled movement rather than maximum speed
•Regular breaks and hydration opportunities

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple groups simultaneously
•Monitor high-activity areas during games
•Watch for signs of fatigue or overexertion
•Ensure tag belts remain secure throughout lesson

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact office if required