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Lesson 2 - Pressure Passing

Ball Skills & Team Tactics

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Year 7

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Tag Rugby

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1h 2min

Big Question

Can you send and receive a ball accurately when opponents are trying to stop you?

Learning Objectives

To develop accurate passing technique using pocket passes in static and dynamic situations
To demonstrate effective catching skills with correct hand positioning under pressure
To apply passing and receiving skills in competitive game scenarios

Key Outcomes

Students will be able to execute pocket passes with correct technique from both left and right pockets
Students will demonstrate W-shape hand positioning and hand rolling techniques when catching high and low balls
Students will communicate effectively with teammates and make tactical decisions under pressure

Equipment & Resources Required

Rugby Balls

1 per pair (15 balls for class of 30)

Distribute around perimeter of activity area for quick collection

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

Tag Belts

1 belt per student (30 belts, 60 tags total)

Pre-sorted into different colours for team identification - minimum 3 colours needed

Alternative: Coloured bibs tucked in waistbands if tag belts unavailable

Cones

40 cones (12 for area marking, 24 for square formations, 4 for game activities)

Bright colours for visibility, spread out ready for quick activity setup

Alternative: Spots, domes, or natural boundaries (lines on playground)

Video Device

1 tablet/camera (optional)

Fully charged, positioned safely at side of area for technique recording

Alternative: Students' observation and verbal feedback if equipment unavailable

Whistles

On lanyard around teacher's neck for immediate access

Alternative: Loud voice and hand signals

Bibs

15 (half class)

Different colour to tag belts if being used for team differentiation

Alternative: Use tag belt colours for team identification

Key Vocabulary

Pocket pass

A passing technique where the ball is held at hip height (in the 'pocket') and passed using arms as levers with hands following through to the target

Hand rolling

The technique of rotating hands when catching high or low balls - thumbs together for high catches, little fingers together for low catches

W-shape

The hand position for receiving a pass with fingers spread and thumbs close together forming a 'W' to create a secure catching target

Pressure

The challenge created by opponents trying to intercept passes or grab tags, requiring quick decision-making and accurate execution

Timing

Choosing the right moment to pass the ball to ensure your teammate can receive it successfully whilst moving

Communication

Using verbal calls and body language to coordinate with teammates, including calling for the ball and signalling intentions

One movement

A fluid catching and passing action where the ball is received and released quickly without stopping, maintaining game flow

Tag belt

A Velcro belt worn around the waist with two tags attached that defenders try to remove instead of tackling

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from primary PE
Understanding of team games and working with others
Introduction to tag rugby rules from Lesson 1
Basic spatial awareness and movement patterns

Current Skills

Pocket passing technique from left and right sides
W-shape hand positioning for receiving
Hand rolling for high and low catches
Passing whilst moving and under pressure
Tactical awareness in 1v1 situations

Next Steps

Drawing defenders and creating space
Wider game application in 3v3 and 5v5 scenarios
Advanced evasion techniques combined with passing
Team tactical strategies in tag rugby

Milestone Indicators

Consistent accurate passes from both pockets

Quick decision-making when under pressure

Effective communication during team activities

Successful application of skills in competitive situations

Key Teaching Points

Pocket passing technique: body side-on to target, ball starts at hip height, step with opposite foot, arms extend fully as levers, hands follow through pointing to target. This creates power, accuracy and correct rugby passing style.
W-shape hand position for catching: fingers spread wide, thumbs close together forming clear W target at chest height. Hands 'give' slightly on contact to cushion ball. This maximises catching success and prevents finger injuries.
Hand rolling for high and low catches: thumbs together for shoulder-height balls (catching over the ball), little fingers together for knee-height balls (catching under the ball). Essential for versatile catching ability.
Communication is crucial: calling 'Ball!' when ready to receive, providing verbal encouragement to teammates, discussing tactics during group work. Tag rugby is a team sport requiring constant communication for success.
Passing under pressure requires calm technique: when defenders apply pressure, maintaining correct technique is more effective than panic throwing. Reinforce that correct technique = accuracy = team success.
Timing in passing whilst moving: pass when teammate is ready and positioned well, not too early (they wait) or too late (ball behind them). This develops game-realistic coordination and spatial awareness.
Safety in tag rugby: grab tags only, never the person. No pushing, pulling or blocking with body. This keeps the game safe and enjoyable while maintaining competitive intensity.

Common Misconceptions

Misconception: 'Passing harder makes it better.' Reality: Control and accuracy are more important than power. Teach that soft, accurate passes reach teammates more reliably than hard, wild throws.
Misconception: 'I only need to be good at passing from my strong side.' Reality: In tag rugby you must pass both directions equally. Defenders will force you to your weak side, so both pockets must be practiced.
Misconception: 'Catching is just about hands.' Reality: Catching involves eyes (tracking ball), hands (correct position and soft contact), body (moving to meet ball), and communication (calling for it). Whole-body skill.
Misconception: 'If I run faster I'll always beat the defender.' Reality: Quick decision-making, disguise, and change of direction are often more effective than pure speed. Tactical thinking beats speed alone.
Misconception: 'Feedback from my partner isn't useful because they're not the teacher.' Reality: Peer feedback helps both the giver (develops observation skills) and receiver (different perspective on performance). Valuable learning tool.
Misconception: 'Tag rugby is just about individual skill.' Reality: Tag rugby is fundamentally a team sport requiring communication, support and tactical cooperation. Individual skills serve team objectives.
Misconception: 'I should watch the ball while I'm passing.' Reality: Eyes should be on your target (teammate's hands/position) not the ball. Peripheral vision and muscle memory handle ball control while eyes direct accuracy.

SEN Adaptations

ADHD

Keep activity changes frequent - short, varied activities maintain engagement. Provide clear boundaries marked with cones for spatial organisation. Use movement breaks between static skill practice sections. Give specific, individual jobs or roles (equipment collector, demonstrator). Provide frequent, positive feedback for on-task behaviour and effort. Allow fidget tools during seated instruction if helpful. Position near teacher for gentle redirection when needed.

dyspraxia

Use larger, textured rugby balls for easier grip and control. Reduce complexity by practicing one skill at a time before combining. Provide extra practice time for motor skill development. Allow closer partner distance to reduce passing difficulty. Use verbal cues with rhythm: 'Step, push, follow through' to support motor planning. Pair with patient, supportive partner. Celebrate effort and improvement over absolute achievement. Provide visual diagrams of body positions and movements.

autism spectrum

Provide visual schedule showing sequence of lesson sections. Establish clear routines for transitions between activities. Offer quiet zone option if student becomes overwhelmed by noise or activity. Use visual timers to show how long each activity will last. Pair with familiar, supportive partner. Give warnings before transitions: 'In 2 minutes we'll move to next activity'. Simplify instructions into clear, numbered steps displayed visually.

visual impairment

Use bright coloured, contrasting tag belts and rugby balls for visibility. Provide clear, loud verbal cues throughout all activities. Pair with sighted buddy for support and spatial guidance. Use bells inside balls or verbal cues to indicate ball location. Reduce activity area size to minimise distance and improve awareness. Provide tactile demonstrations - guide hands into correct positions.

hearing impairment

Use clear visual demonstrations for all skills - exaggerate movements. Provide written instructions on whiteboard or cards for reference. Use hand signals for key commands (start, stop, change). Ensure student can see your face when you speak for lip-reading. Pair with supportive partner who can repeat instructions face-to-face. Use visual cues like coloured flags for start/stop instead of whistle.

physical disability

Seated passing version for wheelchair users or limited mobility - same technique from seated position. Use lighter, softer balls if grip strength is limited. Reduce distances for passing and running activities. Allow walking instead of running in all activities. Provide alternative tag systems (e.g., flags attached to wheelchair or worn on arms). Modify 'Catch Me If You Can' to slower chase speed or decision-making without running.

Cross-Curricular Links

English

Communication skills through verbal cues ('Ball!', calling for passes). Listening skills when receiving instructions and feedback. Peer assessment develops descriptive language and constructive criticism techniques. Vocabulary development with technical terms (pocket pass, hand rolling, W-shape, pop pass).

Maths

Counting tags grabbed and calculating scores using subtraction (tags grabbed minus tags lost). Measuring distances for cone placement (5 metres) and partner spacing (2-4 metres). Understanding angles of passing and running directions. Time management during timed challenges (60 seconds, counting down from 5-4-3-2-1).

Science

Understanding forces applied during passing (push force transfers energy to ball). Effects of exercise on body systems (elevated heart rate during warm-up, breathing rate increases, body temperature rises). Importance of warming up muscles before activity and cooling down after. Principles of trajectory and accuracy in ball flight. Reaction time and nervous system responses during competitive pressure activities.

Geography

Directional language and spatial awareness (left, right, 5 metres from centre). Understanding and creating spatial formations (squares, lines, zones). Map-like awareness of positioning relative to boundaries, teammates and opponents.

PSHE

Teamwork and cooperation during partner and group activities. Resilience when facing challenges (5-4-3-2-1 drops and restarts). Managing emotions under competitive pressure. Giving and receiving constructive feedback respectfully. Sportsmanship and fair play during games. Understanding that practice and persistence lead to improvement - growth mindset. Respect for others' abilities and effort levels.

Teacher Guidance

Positioning

Stand at corner or edge positions where you have clear sightlines to entire activity area. During multi-zone activities, position centrally between zones. Move continuously during group work rather than staying static. During demonstrations, ensure all students can see you clearly and you can see all of them.

Observation Focus

Watch for: correct technique (pocket passes, W-shape, hand rolling), student spacing and safety, engagement levels, communication between students, signs of frustration or confusion, differentiation needs emerging, leadership and positive behaviour to recognise, rule adherence in competitive activities.

Intervention Points

Step in immediately if: unsafe behaviour observed (overly aggressive tag grabs, dangerous running), technique errors that will embed bad habits if uncorrected, students struggling significantly and becoming disengaged, rule confusion causing activity breakdown, conflict between students requiring mediation, medical or injury concerns arising.

Demonstration Notes

Always demonstrate yourself first before asking students to demonstrate. Use slow-motion demonstration for complex skills (pocket pass breakdown). Show incorrect technique followed by correct to highlight differences. Ask 'What did you notice?' to engage students in observation. Use student demonstrations mid-activity to celebrate excellence and reinforce teaching points - keep demonstrations brief (30 seconds maximum). Ensure demonstrating students are confident and prepared. Exaggerate key points for visibility from distance (e.g., really emphasise stepping foot, follow-through).

Verbal Cues

•'Soft touches when passing - control over power!'
•'Find space - spread out across the area!'
•'W-shape hands - give your partner a target!'
•'Side-on position - turn those shoulders!'
•'Communicate - call for the ball!'
•'Eyes on the ball right into your hands!'
•'Step into your pass - use your whole body!'
•'Quick decisions - don't hesitate!'
•'Brilliant teamwork - I can hear that communication!'
•'Pocket to target - follow through!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 25m clear activity area for full class of 30 students. Additional clear space around perimeter (2m) for safety buffer. Indoor sports hall or outdoor playground/field suitable.

Surface Check

Surface must be dry, level and free from debris, stones, puddles or trip hazards. Check for protruding equipment, loose tags on ground, or scattered cones before each activity. Outdoor surface must be suitable for running and quick direction changes without slip risk.

Equipment Safety

Safety Checks

•Rugby balls inflated to correct pressure - not over or under-inflated
•Tag belts checked for secure Velcro - no damaged or loose attachments
•Tags firmly attached to belts before activity starts
•Cones have no sharp edges or cracks that could cause injury
•All equipment age-appropriate - size 4 balls for Year 7
•Equipment stored safely at perimeter when not in use to prevent trip hazards

Risk Management

Key Risks

•Collisions between students during warm-up tag-grabbing activities
•Collisions during 'Catch Me If You Can' sprinting activities
•Slips and falls during quick direction changes and sprinting
•Balls striking students in face or body during passing practice
•Finger injuries from poor catching technique or hard passes
•Tag belts too tight causing breathing restriction or discomfort
•Overly aggressive tag grabbing leading to pulls or pushes
•Trip hazards from dropped balls during movement activities
•Muscle strains from insufficient warm-up or over-stretching in cool-down

Risk Mitigation

•Clear boundaries established with cones - students aware of activity area limits
•Adequate spacing enforced between pairs and groups throughout lesson (minimum 4m)
•Progressive skill building from static to dynamic activities reduces injury risk
•Explicit teaching of safe tag grabbing technique - grab tags not people
•Immediate stop signal (whistle and raised hand) practiced at lesson start
•Warm-up includes dynamic movements preparing muscles for activity
•Cool-down includes static stretching to prevent muscle soreness and injury
•Rules emphasise no physical contact beyond tag grabbing - no pushing, pulling or blocking
•Teacher demonstrates all activities including safety points before students attempt
•Continuous supervision with teacher moving throughout area observing all students
•Students instructed to stop immediately if they feel pain or discomfort
•Emergency procedures known to all students - injury protocol established

Supervision & Emergency Procedures

Supervision Points

•Position yourself at edge of activity area with clear sightlines to all students
•During warm-up multi-zone activity, stand between zones for equal visibility
•Move continuously during partner and group work to observe all pairs/groups
•Monitor high-activity areas more closely (game application, competitive activities)
•Watch for signs of fatigue, frustration or over-competitiveness requiring intervention
•Position near potential hazards (walls, equipment) during high-speed activities
•Ensure students with SEND or medical conditions are in your sightline regularly
•During demonstrations, position so you can see all students and they can see you

Emergency Procedures

STOP signal (whistle blast and raised arm) - all students freeze immediately. Assess injured student without moving unless necessary. Send responsible student for first aid support or additional adult help. Provide appropriate first aid or comfort while waiting for support. If minor injury, student sits out and observes with ice/comfort. If more serious, follow school emergency procedures and contact parents/emergency services as required. Remainder of class continues with adapted activity or moves to safe observation while incident managed.