Lesson 3 - Backwards & Dummy Passes
Ball Skills & Team Tactics
•Year 7
•Tag Rugby
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How can you use deception and accurate passing to outmanoeuvre defenders in tag rugby?
Learning Objectives
- Develop accurate backwards passing technique whilst moving at speed
- Master the dummy pass as a deceptive attacking strategy
- Apply passing and dummy skills effectively in competitive tag rugby situations
Key Outcomes
- Students will pass a rugby ball backwards accurately whilst running
- Students will execute convincing dummy passes to deceive defenders
- Students will make tactical decisions about when to pass or dummy under pressure
Equipment & Resources Required
Distribute balls around activity area perimeter for quick access
Alternative: Size 4 balls for smaller hands, foam rugby balls for less confident students
Check velcro attachments are secure, replace worn tags before lesson
Alternative: Flag belts or coloured bands tucked into waistbands
Use different colours to mark different zones (e.g. red for try lines, yellow for boundaries)
Alternative: Marker discs, chalk lines on tarmac
Position to capture passing technique and game play, ensure GDPR compliance and parental consent
Alternative: Mobile phone on stable surface, GoPro on fixed mount
Ensure two contrasting colours for clear team distinction
Alternative: Coloured bands or house colours
Keep available for explaining plays and giving feedback
Alternative: Laminated pitch diagram, chalk on hard surface
Key Vocabulary
A pass where the ball travels towards your own try line, which is the only legal passing direction in rugby
A fake pass movement designed to deceive defenders by making them think you're passing when you retain possession
Teammates who run behind and alongside the ball carrier, ready to receive a pass
The player currently in possession of the ball who is responsible for decision-making
When the ball is dropped forward or knocked forward with hands or arms, resulting in a penalty
An illegal pass where the ball travels towards the opponent's try line
When a team benefits from continuing play after an opposition infringement rather than stopping for a penalty
A method of restarting play after an infringement by tapping the ball with your foot before picking it up
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills from Lesson 1
- Understanding of tag rugby rules and tagging technique from Lesson 2
- Awareness of spatial positioning and movement patterns
- Experience of working cooperatively in pairs and small groups
Current Skills
- Backwards passing technique with correct hand positioning and follow-through
- Passing accurately whilst moving at varying speeds
- Dummy pass execution with convincing body movement
- Decision-making about when to pass versus dummy under pressure
- Supporting running lines to receive backwards passes
Next Steps
- Advanced attacking strategies combining passing, dummying and support play
- Defensive positioning and reading attacking plays
- Creating and exploiting overlaps in tag rugby
- Full game understanding with set plays and tactical awareness
Milestone Indicators
Key Teaching Points
- Rugby passes must always travel backwards towards your own try line, even though the player is running forwards
- Ball carrier must run ahead of supporting players who stay behind in ready position to receive backwards passes
- Dummy pass technique requires full commitment to the fake - turn body, swing arms, use eyes to 'sell' the deception
- Communication is essential - supporters must call for the ball to help ball carrier know where to pass
- When tagged, player must pass the ball before replacing their tag to maintain game flow
- Timing of dummy pass is crucial - use when defender is close and there's a supporting player who the defender might commit towards
- Supporting players should position at 45-degree angle behind ball carrier for optimal passing angles and backwards compliance
Common Misconceptions
- MISCONCEPTION: The ball goes backwards so the team goes backwards. CORRECTION: The BALL travels backwards but PLAYERS run forwards - this creates continuous forward progress through successive passing.
- MISCONCEPTION: Passing while running means the pass will automatically go forward. CORRECTION: With correct technique and timing, you can pass backwards while running forwards by aiming for where your teammate is NOW, not where they're running to.
- MISCONCEPTION: Dummy pass means pretending to pass then running with the ball forever. CORRECTION: Dummy pass is a momentary deception - after the dummy, you must quickly decide whether to pass for real or make ground immediately while defender is wrong-footed.
- MISCONCEPTION: You must always pass as soon as you get the ball. CORRECTION: Good decision-making means assessing the situation - sometimes you should run to draw defenders before passing; sometimes dummy to create space.
- MISCONCEPTION: Being tagged means you're out of the game. CORRECTION: In tag rugby, being tagged means you pass and continue playing - it's not elimination, it's part of the game flow.
- MISCONCEPTION: The harder you throw the ball, the better the pass. CORRECTION: Accuracy and timing are more important than power - a well-timed soft pass is better than a hard pass that's difficult to catch.
- MISCONCEPTION: Dummy passes work every time. CORRECTION: Good defenders learn to read dummy passes - they're most effective when used occasionally and unpredictably, not constantly.
SEN Adaptations
ADHD
- Short, varied activities to maintain engagement; clear, concise instructions with visual supports; regular movement opportunities throughout; positive reinforcement for on-task behaviour; allow fidget tools if helpful during seated explanations; clearly defined boundaries and rules; strategic positioning during explanations to minimise distractions; immediate feedback on performance; leadership roles to channel energy positively; frequent check-ins to maintain focus
dyspraxia
- Larger, softer rugby balls for easier catching and handling; additional practice time for motor skill development; break skills into smaller steps with more repetition; reduced speed of activities initially; verbal cues for sequencing movements; visual demonstrations with step-by-step breakdown; smaller practice areas initially to reduce spatial processing demands; partner support during complex activities; celebrate effort and improvement; alternative assessment methods focusing on understanding rather than perfect execution
autism spectrum
- Visual schedule showing lesson sequence with timings and transition warnings; clear, predictable routines throughout lesson; quiet zone available if sensory overload occurs; pre-teaching of lesson content if possible; reduced group size initially (work with 1-2 partners before larger groups); visual prompt cards for key skills; clear boundaries and structured activities; advance warning of transitions between activities; minimise unexpected changes to plan; specific role assignment in team games to reduce anxiety
visual impairment
- Use bright coloured rugby balls (yellow or orange) for better visibility; provide verbal descriptions of all demonstrations with detailed directional language; buddy system with sighted partner for spatial navigation; use textured cones or tactile markers for boundaries; increase verbal communication from teachers and peers to describe play; allow closer positioning to teacher during demonstrations; use ball with bell inside if appropriate
hearing impairment
- Ensure student can see your face clearly during all instructions for lip-reading; use visual demonstrations with exaggerated clear movements; written instruction cards with key points and diagrams; hand signals for common instructions (stop, go, pass, well done); buddy system with hearing peer who can relay instructions; position near front during explanations; use visual whistle or light signal instead of auditory whistle; pre-teach vocabulary and key concepts with visual supports
physical disability
- Adapted seated tag rugby version where students use wheelchairs or sit on chairs; modified tagging using bean bags or foam balls placed in pouches; larger slower balls for easier catching; reduced playing area size for accessibility; allow walking pace rather than running; peer support for students with motor difficulties; adapted passing techniques using underarm or chest pass methods; ensure wheelchair-accessible playing surface; additional practice time for skill development
Cross-Curricular Links
English
Oracy skills through explaining tactics and techniques; specific rugby terminology and vocabulary development; listening skills during instructions and peer feedback; descriptive language when analysing video footage; following sequential instructions during skill development
Maths
Counting consecutive passes during practice activities; measuring distances between practice zones using metres; calculating team scores and score differences; understanding angles of running lines and passing trajectories; timing activities and comparing durations; spatial geometry of pitch dimensions and positioning
Science
Forces acting on rugby ball during passing (push, pull, gravity); friction between tags and velcro on belts; body systems during exercise (cardiovascular response, increased heart rate and breathing); energy transfer from chemical to kinetic during running; Newton's Laws observable during passing (action-reaction pairs); air resistance affecting ball flight; impact and momentum during tagging
Geography
Directions and orientation on playing field (forwards, backwards, left, right); spatial awareness and mapping of movement patterns; understanding of boundaries and territories (try lines, halfway line); relative positioning and describing location (behind, ahead, alongside)
PSHE
Teamwork and cooperation skills working towards common goal; communication skills including listening and clear speaking; resilience and managing emotions when making errors or facing challenges; fair play and respecting rules and opponents; leadership and supporting others; self-confidence building through skill mastery; healthy lifestyle and benefits of physical activity
Teacher Guidance
Positioning
Maintain strategic positioning throughout: during demonstrations, position where all students have clear sight lines. During practices, circulate between groups while scanning whole area. During game application, position on touchline moving with play to stay level with action. Never turn your back on the full group. Use elevated position when possible for improved visibility.
Observation Focus
Watch for: technical execution of backwards passing (hand position, follow-through, accuracy), dummy pass quality (commitment, convincing movement, ball retention), spatial awareness (positioning, use of space), communication effectiveness (volume, clarity, frequency), safety compliance (appropriate tagging, controlled movement), engagement levels (effort, focus, enthusiasm), emotional responses (frustration, anxiety, excitement).
Intervention Points
Intervene immediately for: unsafe behaviour or contact, persistent rule infringements, students showing distress or conflict, significant technical errors that require correction for safety or learning. Use teaching moments when natural breaks occur (tries scored, penalties) rather than constant stopping. Balance between allowing game flow and ensuring quality learning. Intervene supportively for struggling students with specific, actionable coaching points.
Demonstration Notes
Demonstrate: All new skills before students attempt them. Use exaggerated movements for clarity. Involve confident student volunteers to model with you. Show from multiple angles if complex skill. Demonstrate common errors as well as correct technique. Break down complex skills into components. Show application in game context. Use slow-motion then full-speed demonstrations. Verbalise what you're doing while demonstrating. Check understanding through questioning before students practice.
Verbal Cues
- •'Soft touches!' - when rushing causing poor ball control
- •'Find space!' - when students bunching or poor positioning
- •'Backwards!' - reminder about passing direction when forward passes occur
- •'Call for it!' - encouraging verbal communication when too quiet
- •'Set your feet!' - reminding defenders about positioning before tagging
- •'Support behind!' - directing supporting players to correct positions
- •'Sell the fake!' - encouraging commitment to dummy pass movement
- •'Eyes on the ball!' - refocusing attention during catching
- •'Well done [specific action]!' - immediate positive reinforcement
- •'Freeze!' - stop for teaching moment or safety concern
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor playing area or large indoor sports hall. Clear run-off areas of at least 2m beyond marked boundaries. Adequate space for multiple practice zones during skill development (minimum 5m between groups).
Surface Check
Dry, even surface free from hazards such as stones, holes, standing water, or debris. Check playing surface before lesson and remove any dangerous objects. If outdoor, ensure grass is not excessively wet or muddy creating slip risk. Indoor surfaces should be clean and appropriate grip level for running activities.
Equipment Safety
Safety Checks
- •Rugby balls correctly inflated to appropriate pressure - not over-inflated which makes them hard and difficult to catch
- •Tag belts checked before use - velcro attachments secure, no frayed edges or damaged components
- •Tags attached firmly to belts with functioning velcro - replace any worn tags that won't stay attached
- •Cones positioned safely with no sharp edges, placed flat to ground to minimise trip risk
- •Recording equipment secured on stable surface away from playing area to prevent collision
- •All equipment stored safely at edge of playing area when not in use
Risk Management
Key Risks
- •Collisions between students during running activities, particularly when running at speed towards defenders
- •Slips and falls on wet or uneven surfaces, especially during directional changes
- •Ball strikes to face or body when students not attending or during poor passes
- •Trips over dropped balls or equipment on playing surface
- •Inappropriate tagging technique causing grabbing of clothing or body instead of tags
- •Over-exertion in competitive situations leading to fatigue, dehydration or physical distress
- •Emotional responses to competitive pressure including frustration, conflict between students
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson to control movement areas
- •Progressive skill building from static to dynamic to game application allows technique development before full pressure
- •Adequate spacing maintained between students (2-3m minimum) during practice activities
- •Explicit teaching and reinforcement of proper tagging technique - two-handed tag pull only
- •Emphasis on controlled running during practices before increasing to game speed
- •Regular breaks for hydration and recovery to prevent over-exertion
- •Active supervision with strategic positioning for maximum visibility of all activity
- •Immediate intervention for any unsafe behaviour or inappropriate contact
- •Clear communication protocols established - stop signals understood and respected
- •Equipment management rules enforced - dropped balls left until safe to retrieve
- •Emotional support provided for students showing frustration or competitive stress
- •Appropriate groupings created to match physical capability and confidence levels
Supervision & Emergency Procedures
Supervision Points
- •Position yourself for maximum visibility of all students throughout each activity
- •During warm-up relay: central position to observe all teams simultaneously
- •During skill development: circulate between pairs giving individual feedback while maintaining scan of whole area
- •During 2v1 defensive practice: rotate between practice areas, monitoring defensive pressure intensity
- •During game: position on touchline moving with play to maintain proximity to action
- •Monitor high-activity areas particularly near try lines where collision risk increases
- •Watch for fatigue indicators: reduced coordination, laboured breathing, decreased engagement
- •Scan constantly for emotional responses: frustration, conflict, anxiety
- •Ensure adequate rest and rotation to prevent over-exertion of individuals
Emergency Procedures
In event of injury or incident: STOP all activity immediately using clear verbal command and whistle. Assess situation quickly - for minor injuries provide appropriate first aid and support. For significant injuries, follow school emergency procedures including summoning first aider or emergency services as appropriate. Ensure other students are supervised safely away from incident. Complete accident report forms as per school policy. For behavioural incidents, follow school behaviour management policy with clear, calm interventions.