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Lesson 6 - Tag Rugby Tournament

Ball Skills & Team Tactics

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Year 7

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Tag Rugby

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Big Question

How can I demonstrate all my learning and inspire my team to success in competitive situations?

Learning Objectives

To apply all learned skills and tactics in a tournament format with consistency and confidence
To demonstrate excellent sportsmanship, fair play and leadership in competitive situations
To evaluate overall unit learning and personal development through reflective practice

Key Outcomes

Students will successfully apply tag rugby skills in competitive matches
Students will demonstrate respectful behaviour and positive attitudes throughout the tournament
Students will reflect on their learning journey and set goals for future development
Students will experience leadership roles including captaincy and officiating

Equipment & Resources Required

Rugby Balls

5 (1 per pitch plus spares)

Pre-inflated to correct pressure, checked for damage before lesson

Alternative: Size 4 balls for smaller hands, foam balls for less confident students

Cones

40-60 for pitch marking

Set up 2-4 pitches (20m x 30m each) before lesson starts if possible

Alternative: Marker discs, painted lines if permanent pitches available

Tag Belts

1 belt per student (30+), 2 tags per belt (60+ tags total)

Pre-distributed by teams to save time, spares available for lost tags

Alternative: Flag football belts, bib strips tucked in shorts

Bibs

Enough for 4-6 teams in different colours (approx 30-40 bibs)

Sorted into team sets before lesson, teams assigned colours

Alternative: Team coloured bands, wristbands if bibs unavailable

Score Sheets

1 per pitch plus clipboard and pen

Pre-printed tournament brackets/round-robin grids ready

Alternative: Whiteboard for results, student volunteers as scorers

Whistles

1 per pitch (2-4 total) plus teacher's whistle

Given to student officials with brief instruction on usage

Alternative: Voice commands, hand signals in quiet environment

First Aid Kit

1 comprehensive kit accessible at edge of playing area

Checked before lesson, easily accessible, students know location

Alternative: N/A - mandatory safety equipment

Stopwatch

1 per pitch (can use phones/tablets)

Students briefed on game duration before tournament starts

Alternative: Central timer with loud signal, teacher managing all timings

Certificates

30+ available

Pre-prepared awards for: fair play, most improved, teamwork, tournament winners, etc.

Alternative: Verbal recognition, team photograph, achievement tokens

Key Vocabulary

Tournament

A competitive event where multiple teams play a series of matches with results tracked to determine overall standings

Sportsmanship

Fair and respectful behaviour in sport, showing integrity whether winning or losing

Fair play

Playing according to both the rules and spirit of the game, prioritising respect and safety

Competition

A contest between teams or individuals striving to achieve the best performance

Leadership

Guiding, inspiring and supporting others to achieve shared goals through example and communication

Reflection

Thinking carefully about and evaluating experiences to identify learning and areas for development

Achievement

Successful completion of objectives and goals, whether individual or team-based

Development

Continuous improvement and growth over time through practice, feedback and reflection

Application

Using learned skills and knowledge in real game situations, especially under pressure

Round-robin

Tournament format where every team plays against every other team once

Officiating

Acting as referee or judge, making fair decisions and enforcing rules consistently

Skill Progression Pathway

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

Prior Learning

Students have learned tagging technique and evasion skills in lessons 1-2
Students have developed passing accuracy and support play in lessons 3-4
Students have practiced tactical awareness and team strategies in lesson 5
Students understand rules, boundaries and safety requirements

Current Skills

Application of all skills under competitive pressure
Tournament management and organisation skills
Leadership and captaincy abilities
Officiating and decision-making skills
Self and peer evaluation capabilities
Sportsmanship in victory and defeat

Next Steps

Transition to full contact rugby (if appropriate)
Advanced tactical play in invasion games
Leadership development in other sports contexts
Inter-school tag rugby competitions
Coaching and mentoring younger students

Milestone Indicators

Consistent application of skills throughout tournament matches

Positive interactions with all participants regardless of results

Accurate officiating decisions with confidence

Thoughtful reflection identifying specific areas of growth

Proactive leadership supporting team cohesion

Key Teaching Points

Emphasise that success today is measured not just by scoreboard but by effort, sportsmanship and application of learning
Model and reinforce outstanding sportsmanship constantly - this is the most important lesson outcome
Maintain high energy and enthusiasm throughout tournament to keep students engaged and positive
Provide specific, immediate feedback on skill application linking back to previous lessons: 'That's the draw and pass from lesson 3!'
Support officials confidently - backing their decisions reinforces respect and develops their confidence
Balance competition with inclusion - ensure all students feel valued regardless of ability level
Use reflection time genuinely - listen to students' responses and respond thoughtfully to show you value their insights
Celebrate growth over six weeks not just today's performance - reference specific improvements you've observed
Connect tag rugby skills to transferable life skills: teamwork, resilience, communication, handling pressure
End unit on high note - leave students with positive memories and motivation to continue participating in PE and sport

Common Misconceptions

Misconception: 'Tournament is only about winning.' Correction: Emphasise multiple forms of success - effort, improvement, sportsmanship, leadership all equally important.
Misconception: 'Tag rugby is just running and passing randomly.' Correction: Highlight tactical elements - creating space, support running, defensive organisation matter as much as individual skill.
Misconception: 'If I'm not naturally athletic, I can't be successful in PE.' Correction: Showcase examples of less athletic students who demonstrate excellent sportsmanship, improvement, or tactical thinking.
Misconception: 'Officials are just people who couldn't play well.' Correction: Frame officiating as skilled leadership role requiring knowledge, confidence and decision-making ability.
Misconception: 'It's okay to argue with officials because they might be wrong.' Correction: Explain that respecting officials even when you disagree is fundamental to sport and life.
Misconception: 'Losing means you're not good.' Correction: Emphasise that competing with maximum effort and good character is success regardless of score.
Misconception: 'PE is different from real learning.' Correction: Connect tag rugby to broader curriculum and life skills - this IS real learning with real applications.

SEN Adaptations

ADHD

Short 6-minute game format suits attention span. Clear boundaries and structure. Active officiating role when not playing maintains engagement. Regular rotation keeps variety high. Specific position/role to provide focus. Frequent positive feedback and redirection. Movement breaks built into tournament structure. Fidget tool during reflection if needed.

dyspraxia

Larger ball or foam ball for easier catching. Extended time to control ball after catch before passing. Simplified passing technique - two handed chest pass only if needed. Reduced pressure in non-competitive team or paired with supportive teammates. Focus on effort and improvement rather than competition outcomes. Extra practice time before tournament. Allow walking pace option if running coordination very difficult.

autism spectrum

Clear, structured tournament schedule displayed visually throughout. Predictable rotation system explained in advance. Quiet zone available if overwhelming. Clear, specific role within team to reduce anxiety. Visual countdown timer showing time remaining in matches. Preparation for transitions between matches. Explicit teaching of sportsmanship expectations with examples. Option to officiate if playing is too socially demanding.

visual impairment

Use brightly coloured or high-contrast bibs and equipment. Bright coloured ball. Verbal descriptions of play from official or buddy. Tactile boundary markers. Buddy system with sighted peer providing directional guidance. Reduced pitch size to maintain orientation. Additional verbal encouragement and specific feedback on positioning.

hearing impairment

Visual signals for start/stop play in addition to whistle - flag or raised hand. Position student where they can see official and teacher at all times. Use visual demonstrations extensively. Provide written tournament schedule and rules sheet. Ensure student can see teammates for communication. Consider vibrating timer instead of whistle if available.

physical disability

Wheelchair tag rugby adaptation - wheels are 'tagged' instead of belt. Modified pitch size based on mobility level. Allow two-handed passing or chest pass only if coordination difficulties. Buddy runner if mobility limited. Reduce number of players per team to create more space. Extended game time if movement slower. Positioning in specific zones rather than full pitch coverage.

Cross-Curricular Links

English

Verbal communication during matches - clarity, volume, purpose. Articulating reflections on performance and development. Listening skills during team talks and teacher instructions. Vocabulary development with specialist tag rugby terminology. Structured reflection using complete sentences and specific examples.

Maths

Tournament scoring and standings calculations. Percentage of successful passes or tags. Time management with 6-minute game durations. Spatial awareness regarding pitch dimensions and positioning. Statistical analysis of tournament results and performance metrics.

Science

Understanding energy systems during intense tournament play - anaerobic and aerobic. Heart rate changes during competition versus rest. Role of warm-up in preparing muscles and preventing injury. Cooling down physiology and recovery processes. Biomechanics of passing, evading and tagging movements.

Geography

Spatial awareness of pitch dimensions and boundaries. Understanding positioning relative to teammates and opponents. Concept of territory and advancing/defending space. Tactical use of width and depth in playing area.

PSHE

Sportsmanship and fair play as life values. Managing competitive emotions including disappointment and success. Teamwork and cooperation toward shared goals. Respect for authority (officials) and opponents. Self-awareness through reflection and goal-setting. Resilience when facing adversity or challenges.

Teacher Guidance

Positioning

Position centrally between pitches to maintain visual contact with all playing areas. Constantly mobile, circulating between matches to monitor safety, fair play and engagement. Never static or focused on only one match. During reflections, position where all students can see and hear clearly.

Observation Focus

Primary focus: Safety - watch for dangerous play, collisions, distress. Secondary: Sportsmanship - monitor respect for officials, opponents, teammates. Tertiary: Skill application - note excellent technique and tactical execution. Throughout: Engagement - ensure all students actively participating and included.

Intervention Points

Intervene immediately if: safety compromised, sportsmanship breaks down, arguments or conflicts arise, students in distress, officials unsure or overwhelmed, play becoming too rough, rules consistently broken. Also intervene positively to: recognise excellent play, encourage struggling students, reinforce good sportsmanship, support officials' decisions.

Demonstration Notes

Demonstrate: Efficient tournament rotations by modelling movement between matches. Show proper officiating signals clearly for student officials to copy. Model sportsmanship by respecting all participants and celebrating effort over just results. Demonstrate appropriate celebration and commiseration when announcing results. Show genuine interest in students' reflections through active listening and thoughtful responses.

Verbal Cues

•'Backward passes only - watch your alignment!'
•'Excellent support running, well done!'
•'Officials' decisions are final - respect please!'
•'Great sportsmanship helping your opponent up!'
•'Control the tagging - gentle pulls only!'
•'Outstanding communication within that team!'
•'Step back after the tag - give them space!'
•'I love the effort and attitude I'm seeing!'
•'That's the tactics we practiced - excellent application!'
•'Win or lose, compete with class - you're doing brilliantly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space for two 20m x 30m pitches plus surrounding safety zones (approximately 50m x 40m total). Additional space needed for non-playing students to observe safely. Clear of obstacles, walls, and other hazards. Suitable for outdoor field or large indoor sports hall.

Surface Check

Playing surface must be dry, level and free from hazards including stones, holes, wet patches, or debris. If outdoor grass, check for hidden objects before play. If indoor, ensure floor is not slippery. Cancel or modify if surface unsafe due to weather conditions.

Equipment Safety

Safety Checks

•All rugby balls inflated to correct pressure and inspected for damage before use
•Cones have no sharp edges or cracks that could cause injury
•Tag belts fitted correctly - snug but not tight, positioned on hips
•Tags attached securely to belts with proper Velcro connection
•Spare tags available to replace any that break during play
•Whistles cleaned between users if shared for hygiene
•First aid kit stocked with appropriate supplies and easily accessible
•No jewelry, watches, or hard hair accessories worn during play

Risk Management

Key Risks

•Collisions between players during intense match play - especially near try lines
•Slips, trips and falls on playing surface particularly if fatigued or wet conditions
•Rough play or excessive physicality if students forget it's tag not tackle rugby
•Minor injuries from balls - being struck by thrown or passed balls
•Tag belt injuries if fitted incorrectly or used inappropriately
•Overexertion or heat-related issues during intense tournament activity
•Emotional distress from competitive pressure or poor sportsmanship
•Disputes escalating to physical confrontation if sportsmanship breaks down

Risk Mitigation

•Clear pitch boundaries established and enforced - adequate run-off space beyond try lines
•Constant supervision with teacher positioned to view all playing areas
•Strict enforcement of tag-only rules - no tackling, pushing, or physical contact
•Warm-up thoroughly completed before tournament begins to prevent muscle injuries
•Regular hydration breaks especially in warm weather - water accessible throughout
•Officials empowered to stop play immediately if safety concerns arise
•Teacher monitors intensity and fatigue levels, intervening if play becomes unsafe
•Zero tolerance for dangerous play, poor sportsmanship or arguing - immediate consequences
•Emergency procedures in place and all students aware how to summon help
•Appropriate student-to-teacher ratio maintained - consider additional supervision if available

Supervision & Emergency Procedures

Supervision Points

•Teacher position: Centrally located to view multiple pitches simultaneously, constantly mobile
•Maintain visual contact with all students at all times during active play
•Monitor high-activity areas closely: near try lines, during turnovers, when ball contested
•Watch for signs of distress: physical exhaustion, emotional upset, injury
•Ensure officials are managing games safely and stopping play when appropriate
•Keep head on a swivel - scan constantly, don't focus on one pitch too long
•Position near but not interfering with play - close enough to intervene immediately if needed

Emergency Procedures

If injury or incident: 1) Blow whistle loudly - all play stops immediately, 2) Assess situation calmly, 3) Provide appropriate first aid if trained or summon trained first aider, 4) Keep other students calm and occupied at safe distance, 5) Follow school emergency protocols for serious incidents, 6) Document incident according to school policy. All students briefed at start: if someone injured, freeze and call for teacher immediately.