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Lesson 1 - Ball Skills & Tag Basics

Ball Skills & Team Tactics

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Year 7

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Tag Rugby

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Big Question

How can controlling the ball and reading your opponent's movements help you succeed in tag rugby?

Learning Objectives

To develop confidence and control when handling a rugby ball in various situations
To understand and apply safe and effective tagging technique
To demonstrate basic passing skills with increasing accuracy

Key Outcomes

Students will be able to hold and control a rugby ball correctly using proper hand positioning
Students will demonstrate safe tagging technique and understand the rules of tag rugby
Students will perform pop passes and pocket passes with a partner whilst moving
Students will apply basic dodging movements to evade defenders in game situations

Equipment & Resources Required

Rugby Balls

1 per 2 students (15 for class of 30)

Pre-inflated to correct pressure, distributed around activity area perimeter

Alternative: Size 4 balls for smaller hands, foam rugby balls for confidence building

Tag Belts

1 belt per student (30), with 2 tags each

Check all Velcro fastenings work, tags are securely attached, belts are adjustable

Alternative: Bib strips tucked into waistbands if tag belts unavailable

Cones

12 cones total (2 of each colour: blue, red, white, yellow, green, orange)

Set up in pairs opposite each other around a 20m x 20m central grid

Alternative: Coloured markers, spots, or labelled cones if colours limited

Video Device

1 tablet or camera

Charged and ready, positioned with clear view of game application area, GDPR consent checked

Alternative: Smartphone, students' devices (with consent), tripod for stability

Sun Markers

1 portable whiteboard

For demonstrating formations and techniques during teaching points

Alternative: Laminated diagrams, visual cue cards

Spots

6 spots (2 per game area)

Placed 4m to left and right of starting lines

Alternative: Small cones, chalk marks on hard surfaces

Key Vocabulary

Pop pass

A short, upward pass where hands go under the ball to 'pop' it up to a teammate

Pocket pass

A pass made from the hip area (pocket region) using a swinging motion of the arms

Tag

The act of removing one of the two tags from an opponent's belt to stop their progress

Try

Scoring by placing the ball down with downward pressure in the opposition's scoring area

Scoop

Picking up the ball from the ground by approaching from the side and using both hands

W-shape

The target hand position for catching - thumbs together, fingers spread forming a 'W' shape

STEP framework

A differentiation method: Space, Task, Equipment, People - used to make activities easier or harder

Spine of the ball

The seam running along the length of the rugby ball where fingers should be positioned

Skill Progression Pathway

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

Prior Learning

Basic coordination and catching skills from KS2
Understanding of personal space and spatial awareness
Experience with team games and following rules

Current Skills

Rugby-specific ball handling and grip technique
Pop passing and pocket passing fundamentals
Safe tagging technique and tag rugby rules
Ball scooping from the ground
Basic dodging and evasion movements

Next Steps

Passing whilst running at speed
Drawing defenders and creating space
Working in attacking units of 3-4 players
Defensive positioning and communication

Milestone Indicators

Consistent correct grip on the ball without prompting

Successful pass completion rate of 70%+ in practice

Safe tagging without pulling or grabbing clothing

Ability to change direction when carrying the ball

Key Teaching Points

Ball grip fundamentals: thumbs on spine, fingers spread wide, ball held in fingers not palms - this creates control and allows accurate passing
Pop pass technique: hands go UNDER the ball, push upwards (not throw), ball pops to chest height of receiver
Pocket pass technique: side-on body position, ball starts at hip/pocket, arms swing like levers across body, follow through towards target
Bilateral passing: develop competence passing from both left and right pockets - essential for game situations where you can't choose which side to pass
Try-scoring: two hands on ball, bend knees to get low, apply downward pressure - referee needs to see that pressure
Ball scooping: approach from SIDE of ball (not front), maintain momentum, two hands together in scooping motion, don't stop and pick up
Safe tagging: remove tag cleanly using open hand, call 'tag' loudly, never grab clothing or pull aggressively, tags only
Attacking movement: transfer weight off both feet to create unpredictability, fake one way go the other, make defender guess
Defensive positioning: close space quickly after catch, watch opponent's HIPS not ball (hips show true direction), stay on feet and balanced
Spatial awareness: heads up at all times, scanning for space and other players, changing direction to avoid collisions, finding and creating space

Common Misconceptions

Misconception: 'In rugby you can throw the ball forward' - Correction: In rugby (including tag rugby), the ball must be passed backwards or sideways, never forward. That's why we learn to pass while moving forward together.
Misconception: 'Tagging means grabbing the person' - Correction: Tagging means removing the TAG from the belt, not touching or grabbing the person at all. It's non-contact.
Misconception: 'I should hold the ball in my palms for security' - Correction: Holding in fingers with palms creating a gap actually gives MORE control and allows for quick, accurate passes.
Misconception: 'Passing is all about arm strength' - Correction: Passing is about technique - body position, lever action, follow through. Accuracy matters more than power.
Misconception: 'I only need to practice my strong side' - Correction: In a game, you need to pass both directions depending on where defenders are. Practicing your weaker side is essential.
Misconception: 'When attacking, I should watch the defender's hands/ball' - Correction: Watch their HIPS - that's where the truth is. The ball and hands can deceive you, but hips show where they're really going.
Misconception: 'Scoring a try means just placing the ball down' - Correction: You must apply DOWNWARD PRESSURE - push the ball into the ground so the referee can see you've scored.
Misconception: 'If I get tagged I have to stop immediately' - Correction: When tagged you stop, pass the ball to a teammate (in full tag rugby), and then the game continues. Tag rugby is continuous, not stop-start.

SEN Adaptations

ADHD

Short, varied activities with frequent changes to maintain engagement (lesson structure supports this). Clear, defined boundaries for all activity areas. Regular specific feedback throughout. Movement breaks built into lesson structure. Provide fidget ball or similar during seated instruction times. Clear visual and verbal cues for transitions. Supportive partner pairing. Opportunities for leadership roles. Celebrate effort and improvement regularly.

dyspraxia

Use larger, textured balls for easier grip and control. Slow down the pace of skill introduction - more practice time at each stage. Break skills into smaller, more manageable steps. Provide additional demonstrations and modelling. Extended practice time for ball familiarization. Reduce complexity - simpler passing patterns. Allow extra time for processing motor planning. Positive reinforcement for effort. Consider pre-teaching key skills before lesson if possible.

autism spectrum

Provide clear visual schedule of lesson sections at start. Consistent routine and structure throughout lesson. Clear, explicit instructions avoiding figurative language. Quiet zone available if sensory overload occurs. Advance warning before transitions between activities. Predictable partner pairings if preferred. Reduce competitive pressure if it causes anxiety - focus on skill development. Use visual cue cards for techniques. Allow processing time after instructions before starting.

visual impairment

Use bright coloured/high-contrast rugby balls (yellow or orange). Provide close verbal cues throughout activities. Buddy system with sighted partner for movement activities. Reduce space for activities to ensure proximity. Use bells or audible balls if available. Clear verbal descriptions of setup and demonstrations. Ensure student positioned where they can see teacher demonstrations most clearly.

hearing impairment

Ensure student can see teacher's face during all instructions (no turning away mid-sentence). Use visual demonstrations extensively - show not just tell. Provide written instruction cards or visual diagrams where appropriate. Use clear hand signals for common commands (go, stop, swap). Buddy system with hearing partner who can relay missed instructions. Position student at front during whole-class teaching. Check understanding regularly through demonstration rather than verbal response.

physical disability

Seated passing version for wheelchair users or those with mobility limitations. Modified equipment - smaller/lighter balls if grip strength limited. Adapted distances - reduce spacing to accommodate reduced throwing power. Allow rolling the ball instead of passing if needed. Static activities rather than running for some skills. Alternative tagging method - touch shoulder instead of removing tag. Ensure full inclusion in all activities with appropriate modifications.

Cross-Curricular Links

English

Listening skills during instructions and demonstrations. Speaking and communication with partners during activities. Following complex multi-step instructions. Using technical vocabulary correctly (pop pass, pocket pass, scoop, tag, try, spine). Peer assessment requires articulating feedback clearly.

Maths

Counting passes in activities, measuring distances for game zones (4 metres), understanding spatial arrangements (squares, lines, grids), angles of running and passing trajectories, calculating scores during games, estimating spacing between students (2 metres)

Science

Understanding forces - push and pull in passing, friction between hands and ball, gravity when ball travels through air. Body systems during exercise - increased heart rate, breathing rate, muscle work. Energy transfer from player to ball. Recovery process during cool-down.

Geography

Directions and spatial awareness - moving through space, reading the field, positioning relative to others. Mapping movement patterns during warm-up grids. Understanding compass directions if used for positioning.

ICT

Video recording of game application for analysis. Understanding how technology can support learning and skill development. Potential for video playback and self-evaluation in future lessons.

PSHE

Teamwork and cooperation during pair and group activities. Managing emotions during competitive games. Resilience when finding skills challenging. Fair play and sportsmanship during self-officiating. Communication skills with partners and groups. Respect for others' abilities and progress. Growth mindset when practicing weaker side passing.

Teacher Guidance

Positioning

Position yourself at corners or edges of the activity area where you have clear sightlines to all students. During whole-class activities like the warm-up grid, stand centrally. During small-group work, circulate continuously but maintain awareness of the whole class. During demonstrations, ensure all students can see you clearly. During game application, move between groups but maintain an overview position.

Observation Focus

Watch for: correct ball grip (thumbs on spine, fingers spread, palm gap), passing technique (side-on, pocket start, follow through), safe tagging (tags only, no clothing grabbing), spatial awareness (heads up, avoiding collisions), effort and engagement, support needed for struggling students, advanced students ready for extension, application of coaching points during games, sportsmanship and fair play.

Intervention Points

Intervene immediately if: unsafe tagging observed (stop activity, re-teach technique), collisions occurring (reduce speed/space, reinforce awareness), poor technique becoming habitual (stop and correct before it's ingrained), students disengaged or struggling (provide differentiation or support), disputes during games (facilitate fair resolution), any student showing signs of distress or injury (stop and assess).

Demonstration Notes

Always demonstrate new skills clearly before students attempt them. Use slow motion for complex techniques, then show at game speed. Show from multiple angles so all students can see clearly. Use confident students as demonstration partners where appropriate. Show incorrect technique first (briefly) to highlight common mistakes, then show perfect technique. Exaggerate key points for visibility (e.g., hand positioning, knee bend). Repeat demonstrations as needed. For tag rugby, always demonstrate safe tagging technique explicitly.

Verbal Cues

•'Heads up!' - to promote spatial awareness
•'Soft touches!' - for ball control
•'Find space!' - during movement activities
•'Side on!' - to reinforce passing stance
•'From your pocket!' - passing technique reminder
•'Watch their hips!' - defensive coaching
•'Two hands!' - for ball security
•'Tags only!' - safe tagging reminder
•'Show me your target!' - for receivers
•'Weight transfer!' - dodging technique

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space (larger for full class). Indoor sports hall or outdoor grass/all-weather surface suitable. Space needed for multiple small-sided game areas (10m x 10m per group of 6) with adequate separation (3m minimum) between game zones.

Surface Check

Ensure surface is dry, even and free from hazards including: stones, glass, holes, puddles, litter. For indoor surfaces check for excessive moisture/slippiness. Outdoor grass should be of appropriate length (not too long to cause trips, not too short/hard).

Equipment Safety

Safety Checks

•Rugby balls inflated to correct pressure - not over-inflated (risk of injury on impact) or under-inflated (poor handling)
•Tag belts checked for secure Velcro fastenings and adjustable fit for all sizes
•Tags securely attached to belts and easy to remove (not stuck or damaged)
•Cones have no sharp edges or cracks, positioned safely with no trip hazards
•Video recording device secured safely when in use, not left in activity area
•Any damaged equipment removed from use immediately

Risk Management

Key Risks

•Collisions between students during warm-up grid activities - medium risk
•Ball strikes to head or body during passing - low risk
•Slips and falls during running, dodging and weaving activities - medium risk
•Unsafe tagging - pulling clothing, pulling tags too hard, body contact - medium risk
•Muscle strains from inadequate warm-up or poor technique - low risk
•Trips over equipment left in activity area - low risk

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing maintained between pairs, groups and activity zones (minimum 3m)
•Progressive skill building - stationary before moving, slow before fast
•Explicit teaching and monitoring of safe tagging technique - tags only, no clothing, no aggressive pulling
•Dynamic warm-up prepares muscles and raises heart rate appropriately
•Cool-down with stretching supports recovery and reduces injury risk
•Teacher positioned for maximum visibility of all activity areas
•Regular safety reminders throughout lesson - heads up, awareness of others
•Activity paused immediately if unsafe behaviour observed
•Differentiation ensures all students working at appropriate challenge level - not beyond capability
•Students reminded to report any injuries immediately, no matter how minor

Supervision & Emergency Procedures

Supervision Points

•Position at corner or edge of activity area for maximum visibility of all students
•During grid warm-up, position centrally to observe all running lines
•During passing squares/lines, circulate to check technique and safe spacing
•During game application, move between groups but maintain overview of all games
•Monitor high-activity areas where collisions more likely (central grid, game zones)
•Identify and redirect any students showing unsafe behaviour immediately
•Ensure students with SEND have appropriate support and positioning for safety

Emergency Procedures

On injury: STOP activity immediately, assess student, administer appropriate first aid following school policy, complete accident form if required, notify parents/guardians as per school protocol. For serious injury: call for additional adult support, contact emergency services if needed, ensure other students are supervised safely. Minor injuries: provide basic first aid, allow student to sit out and observe if needed, monitor throughout lesson. All incidents recorded and reported according to school policy.