Ball Skills & Team Tactics
•Year 7
•Tag Rugby
•Balls should be correctly inflated (check firmness) and distributed to each playing area
Alternative: Size 4 rugby balls for better handling, foam rugby balls for lower confidence students
Use different colours for different purposes (e.g., red for end zones, yellow for boundaries)
Alternative: Dome markers, spots, or bibs laid on ground
Check all belts are secure and tags attach properly before lesson starts, have spares available
Alternative: Velcro belts with detachable strips, tucked-in bibs for basic version
Pre-draw pitch diagrams on boards for students to mark tactics and positions
Alternative: Large paper sheets, laminated tactical boards, ground markings
Assign colours before lesson to speed up transitions between activities
Alternative: None required if using tag belts as team identifier
Establish clear whistle signals before starting games
Alternative: Voice commands, visual signals
Pre-prepared sheets with evaluation criteria clearly listed
Alternative: Digital recording on tablets, verbal feedback sessions
Regulations governing how tag rugby is played fairly and safely
Working together effectively towards a common goal by communicating and supporting teammates
Arranging and managing game activities including team selection, positioning, and game flow
Assessing performance by identifying strengths and areas for improvement using specific criteria
An adapted version of tag rugby with adjusted rules to develop specific skills or understanding
The designated scoring area at each end of the playing field where tries are scored
Playing according to both the written rules and the spirit of the game with honesty and respect
Demonstrating respectful, honourable and ethical behaviour towards opponents, teammates and officials
Keeping the game running smoothly by managing conflicts, enforcing rules, and resolving issues quickly
An illegal position where attacking players are ahead of the ball or defenders are not the required distance back
A score achieved by grounding the ball in the opponent's end zone
Removing one or both tags from an opponent's belt to stop their forward progress
Understanding where pupils are coming from and where they're going
Using technical vocabulary accurately (key terms). Developing communication skills - clarity, volume, purpose. Listening actively to instructions and feedback. Articulating evaluation using precise descriptive language. Giving and receiving constructive criticism appropriately. Following complex instructions with multiple steps.
Counting tags accurately (mental maths in pressured situations). Calculating scores and score differences. Measuring distances for pitch dimensions and offside lines (3 metres). Estimating time during games and activities. Understanding spatial concepts: area, perimeter, positioning. Recording and analysing performance data (tries scored, tags made, passes completed).
Understanding cardiovascular system - why heart rate increases during exercise. Recognising muscular system - which muscles are working during running, passing, tagging. Learning about forces - pushing, pulling when passing and tagging. Examining friction and grip on different surfaces. Understanding the importance of warm-up (muscle temperature, elasticity) and cool-down (lactic acid removal, recovery).
Understanding spatial concepts: direction, distance, angles. Recognising pitch layout and positioning (mapping). Creating tactical diagrams (aerial view representation). Using directional language: forward, backward, left, right, diagonal.
Developing teamwork and cooperation skills essential for life. Building resilience and dealing with setbacks or losses. Managing emotions during competitive situations. Showing respect for others regardless of ability or performance. Demonstrating leadership and taking responsibility. Understanding fair play and ethical behaviour. Building self-confidence through achievement and participation.
Position yourself at corners or edges of playing areas for maximum visibility of all students. During multiple games, stand centrally between pitches and rotate your focus. Move around the perimeter rather than staying static to observe from different angles and be closer to action when needed. During demonstrations, ensure all students can see and hear you clearly. In circle discussions, be part of the circle at student level to create inclusive atmosphere.
Prioritise safety observation: watch for dangerous play, rule violations, and students in distress. Observe rule application continuously, particularly in early games. Monitor spatial awareness and tactical decision-making - are students creating and using space effectively? Watch for cooperation and communication quality within teams. Identify leadership emerging naturally. Note students at different success criteria levels (all/most/some). Observe engagement levels and make adjustments if attention waning.
Intervene immediately if safety is compromised: rough play, going to ground, excessive contact. Stop play when rules are consistently violated to reteach and clarify. Pause games to highlight excellent tactical play as teaching moments for all. Intervene if team discussions become unproductive or negative. Step in if cooperation is breaking down or conflicts arising. Support captains if they're struggling with leadership responsibilities. Modify activities if too easy/hard based on observations. Provide encouragement and specific feedback frequently throughout.
Always demonstrate skills and activities before students attempt them. Use student helpers for demonstrations to increase engagement and provide peer role models. Demonstrate slowly first showing key points, then at game speed. Show both correct technique and common mistakes (contrast demonstration). Exaggerate key teaching points for clarity - over-demonstrate proper form. Use demonstration timeouts during games to show tactical concepts in real situations. Ensure all students can see demonstrations clearly - arrange in semi-circle or horseshoe formation. Provide commentary during demonstration explaining what to look for. Repeat demonstrations if needed based on student response.
Minimum playing area of 40m x 30m for full 6v6 tag rugby games, with additional 3-5m clear safety buffer zone around all boundaries. If running multiple games simultaneously, minimum 5m separation between adjacent pitches. Indoor halls must have minimum ceiling height of 4m to allow for high passes. Sufficient space for warm-up activities covering approximately 30m x 40m without obstacles.
Playing surface must be dry, even and free from hazards before lesson begins. Check for standing water, wet patches, loose gravel, holes or uneven areas. If outdoors, inspect for debris (glass, stones, litter). If indoors, check for slippery floor conditions and ensure appropriate footwear is worn. Mark any unavoidable hazards clearly with cones and establish exclusion zones.
On hearing emergency whistle or seeing injury, all students STOP immediately and take a knee where they are. Teacher approaches injured student to assess situation. If minor injury (small knock, graze), provide appropriate comfort and minor first aid, allow recovery time before rejoining. If more serious injury, send reliable student to summon additional help/first aider while maintaining supervision of rest of class. Do not move injured student unless essential for their safety. Complete accident report form after lesson. Always have first aid kit and emergency contact information accessible at playing area. Know location of nearest telephone and emergency exits.
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