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Lesson 4 - Game Rules & Application

Tag Rugby Skills & Tactics

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Year 8

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Rugby

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Big Question

How can understanding and applying rules enhance both individual performance and team success in competitive situations?

Learning Objectives

Apply the rules of tag rugby accurately in modified game situations
Work cooperatively to organise and maintain fair, competitive games
Evaluate individual and team performance using specific success criteria

Key Outcomes

Students will demonstrate correct application of tag rugby rules during competitive play
Students will work effectively in teams to organise games and resolve disputes
Students will provide constructive feedback on performance using assessment criteria

Equipment & Resources Required

Rugby Balls

1 per 6-8 students (minimum 4)

Check inflation is correct, distribute to team areas before games begin

Alternative: Size 4 balls for easier handling, foam balls for nervous students

Cones

40-50 for multiple pitch markings

Create clear try lines, sidelines, and distance markers at 10m and 20m intervals

Alternative: Markers, flat spots, existing pitch markings

Tag Belts

1 per student (30)

Check belts are adjustable and secure, ensure tags attach firmly

Alternative: Velcro touch belts, coloured bibs tucked in waistband

Key Vocabulary

Tag

Removing one or both tags from an opponent's belt to stop their forward progress

Grounding

Placing the ball on or over the try line with downward pressure to score

End Zone

Designated scoring area where tries are scored in modified games

Modified Game

An adapted version of the full sport designed to develop specific skills or understanding

Cooperation

Working together effectively towards a common goal, supporting teammates

Tactical Awareness

Understanding when and where to move, pass, or position yourself to gain advantage

Evaluation

Assessing performance against criteria to identify strengths and areas for improvement

Organisation

Arranging teams, equipment, and space to ensure games run smoothly and safely

Skill Progression Pathway

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

Prior Learning

Basic passing and catching techniques in rugby
Understanding of scoring a try through grounding the ball
Experience with tag rugby concept and basic tagging technique
Awareness of spatial movement and positioning

Current Skills

Application of comprehensive tag rugby rules in game situations
Cooperative team organisation and game management
Performance evaluation using structured criteria
Tactical decision-making under pressure
Fair play and sportsmanship in competitive contexts

Next Steps

Advanced tactical plays including set pieces and structured attacks
Defensive systems and organised team defence
Leadership roles including captaincy and coaching
Tournament organisation and officiating
Transition to contact rugby with appropriate safety progressions

Milestone Indicators

Students self-correct rule violations without teacher intervention

Games flow smoothly with minimal stoppages for rule clarification

Students demonstrate tactical awareness by creating and exploiting space

Constructive peer feedback improves individual and team performance

Students show leadership in organising fair, inclusive games

Key Teaching Points

Tag rugby is non-contact - emphasise two-handed gentle tag removal without any pulling backwards or physical contact beyond the tag
When tagged, players must STOP immediately and have 3 seconds maximum to pass - this is a safety and game flow requirement
Try grounding requires downward pressure with hand maintaining contact with ball - not dropping or throwing it down
Defenders must step back 2 metres when a tag is made - creates space and prevents dangerous clustering around ball carrier
Creating and using space is fundamental to rugby success - spread out, don't bunch around ball, look for gaps in defence
Communication is essential - call for the ball, direct teammates, announce tag counts, encourage each other constantly
Evaluation must be specific and constructive - 'Your passing was accurate because you followed through' not just 'good job'

Common Misconceptions

MISCONCEPTION: 'You can keep running after being tagged if you pass quickly.' CORRECTION: No - you must STOP immediately when tagged, then you have 3 seconds to pass. Demonstrate the stop-then-pass sequence clearly.
MISCONCEPTION: 'Grounding a try means throwing the ball down over the line.' CORRECTION: You must place it with control and downward pressure while keeping your hand on it. Show correct controlled grounding vs incorrect throwing.
MISCONCEPTION: 'In tag rugby you can't pass forwards.' CORRECTION: In our Rugby End Ball modified game, you CAN pass forwards to help you learn about space. In full tag rugby, backwards passing applies. Clarify which rules apply to which activity.
MISCONCEPTION: 'The team with the fastest runners always wins.' CORRECTION: Rugby is a tactical game - smart positioning, good passing, and teamwork beat individual speed. Highlight examples where tactics overcame athleticism.
MISCONCEPTION: 'When you're defending, chase the ball carrier.' CORRECTION: Smart defending means positioning yourself to cut off passing options and space, not just chasing. Demonstrate defensive positioning.
MISCONCEPTION: 'Evaluation means finding what someone did wrong.' CORRECTION: Evaluation means identifying strengths AND areas for improvement using specific observations. Model constructive feedback language.
MISCONCEPTION: 'The captain makes all the decisions for the team.' CORRECTION: Good captains listen to their team and make decisions together. Rugby is a team sport where everyone's input matters. Reinforce inclusive leadership.

SEN Adaptations

ADHD

Provide short, varied activities maintaining engagement - avoid long explanations. Give clear, concise instructions with maximum 3 points at a time. Use visual cues alongside verbal instructions. Allow movement breaks between activities. Provide immediate, frequent feedback - catch them doing things right. Use jobs/responsibilities to channel energy positively - equipment manager, score keeper. Create clear boundaries and structure - very explicit rules consistently applied. Offer choice where possible: 'Would you like to be on red or blue team?' Allow fidget tools during sedentary parts (discussions). Position near teacher for focus support during instructions. Give 'proximity praise' - praise nearby students showing desired behaviour.

dyspraxia

Use larger, lighter equipment reducing motor demands - size 4 rugby balls or foam balls. Reduce complexity of skills - focus on core techniques without variations. Provide extra practice time for skill development. Break skills into smaller steps with clear verbal and visual cues for each. Reduce speed requirements - walking pace initially building gradually. Avoid complex movement patterns - keep activities straightforward. Pair with supportive partner for activities. Provide clear spatial markers - exactly where to stand, run to, position themselves. Allow more time to process instructions and plan movements. Offer alternative role if coordination demands too high - referee, coach. Celebrate effort and improvement over absolute performance. Ensure positive, pressure-free environment.

autism spectrum

Provide clear visual schedule showing lesson structure and timings - reduces anxiety about unknown. Use consistent routines for each lesson section - predictability supports engagement. Offer quiet zone at edge of area for sensory breaks if overwhelmed by noise/activity. Give advance warning before transitions: '2 minutes until we change activity'. Use visual rule reminders displayed on boards/cards. Reduce sensory overload: smaller team sizes, quieter environment if possible. Provide explicit social scripts for interactions: 'When you receive the ball, you can say thank you'. Allow processing time when asking questions - don't rush responses. Create clear roles within team so expectations understood.

visual impairment

Use brightly coloured balls and cones with high contrast for better visibility. Provide verbal cues continuously describing play: 'Ball coming to your left', 'Opponent approaching from front'. Implement buddy system pairing visually impaired student with sighted peer who provides ongoing verbal guidance. Use audible markers (bells on cones) for boundaries. Allow closer positioning during games. Reduce playing area size for easier navigation. Consider touch rugby variation where ball carrier announced verbally.

hearing impairment

Ensure student can clearly see your face when giving instructions - face them directly with good lighting. Use visual demonstrations extensively - model all skills clearly. Provide written rule cards or visual instruction sheets they can refer to. Use hand signals for key instructions (stop, go, pass, well done). Position hearing impaired student where they can see you and other students for lip-reading. Use visual whistle alternatives - raised hand/coloured flag. Buddy system with peer who can relay verbal instructions. Check understanding through demonstration not just verbal confirmation.

physical disability

Adapt movement requirements: walking instead of running, smaller playing area reducing distance demands, seated wheelchair rugby variation. Modify equipment: lighter foam balls easier to handle and catch, larger balls for students with grip difficulties. Allow additional support: personal assistant or peer buddy to help with movement and positioning. Reduce team size to 4v4 giving more space and time. Permit different tagging method - touch tag on shoulder rather than belt tags. Create inclusive role: designated passer position requiring less movement. Adjust scoring: closer try line or larger scoring zone.

Cross-Curricular Links

English

Oracy skills - verbal communication during games calling for ball and directing teammates, listening skills - following instructions and referee decisions, evaluative language during reflections and peer assessment, using technical vocabulary accurately in discussions, articulating tactical ideas during team huddles, providing constructive feedback with specific examples

Maths

Counting tags during games (up to 6 before turnover), measuring distances for pitch setup (10m, 20m, 25m, 35m), understanding angles of running and passing, timing activities using seconds and minutes, calculating scores and comparing team performance, spatial reasoning when creating playing areas

Science

Understanding cardiovascular system - how heart rate increases during exercise and decreases during cool-down, forces in action - push and pull when passing ball, friction between feet and ground for traction, energy expenditure and fatigue, lung capacity and breathing rate changes, muscle groups used in rugby movements (quadriceps, hamstrings, core)

Computing

Logical thinking when developing game tactics and strategies, algorithm-like thinking in set plays and team patterns, debugging approach when tactics aren't working - identify problem and test solutions, sequencing in skill progressions

Geography

Spatial awareness and positioning on playing area, understanding boundaries and zones, directional language (forward, backward, left, right), mapping movement patterns during games, understanding field layout and spatial organisation

PSHE

Teamwork and cooperation - working towards common goals, resilience and managing setbacks - losing gracefully, leadership skills through captaincy and peer coaching, respect for others - sportsmanship and fair play, self-evaluation and recognising strengths/areas for improvement, managing emotions in competitive situations, conflict resolution during team disputes

Teacher Guidance

Positioning

During warm-up: stand at edge of playing area where you can see all students. During ball familiarisation: position centrally between relay lines for equal visibility. During try-scoring relay: circulate between groups to monitor grounding technique. During games: primarily referee one pitch while maintaining visual contact with second pitch - position yourself in corner for diagonal view of both. Move strategically to monitor both games and supervise student referee. During cool-down: central position for demonstration visibility.

Observation Focus

Prioritise safety observations: any contact, students going to ground, reckless play - intervene immediately. Monitor skill application: look for correct technique in passing, catching, tagging, try-grounding. Assess tactical awareness: observe positioning, use of space, decision-making. Note cooperation and teamwork: communication quality, leadership emerging, sportsmanship. Identify students at different assessment levels for Head/Hands/Heart framework. Watch for fatigue and over-exertion throughout.

Intervention Points

Intervene immediately for: any physical contact beyond legal tag, students going to ground, unsafe diving, over-competitive aggression, rule violations that create safety risks. Intervene promptly for: repeated rule violations indicating lack of understanding, poor technique that could lead to injury, exclusionary behaviour in teams, signs of frustration escalating. Use tactical pauses (freeze/stop) to address whole-class patterns: bunching around ball, lack of width, poor communication. Provide positive reinforcement interventions: highlighting excellent play, reinforcing good decisions, celebrating teamwork.

Demonstration Notes

Always demonstrate new skills/activities before students attempt: Use clear, exaggerated movements so all can see from distance. Demonstrate at walking pace first, then full speed. Use competent student to demonstrate alongside you where appropriate - shows achievability. For complex skills (diving try), break down into steps and demonstrate each. Model positive language and sportsmanship in all demonstrations. When demonstrating refereeing, explain your decision-making out loud: 'I saw contact there, so I'm blowing my whistle and awarding a penalty.' Demonstrate incorrect technique alongside correct to highlight differences: 'This is dropping the ball [demonstrate], this is grounding the ball [demonstrate].' Ensure all students can see demonstrations - position strategically with students in semicircle facing you.

Verbal Cues

•Safety: 'Two hands only!', 'Stay on your feet!', 'Controlled diving!'
•Skill: 'Soft hands!', 'Follow through on your pass!', 'Eyes on the ball!'
•Tactical: 'Find the space!', 'Spread out!', 'Support your teammate!'
•Rules: 'Tagged - stop!', 'Defenders back 2 metres!', 'That's tag number 4!'
•Encouragement: 'Excellent decision!', 'Great teamwork!', 'Well recovered!'
•Organisation: 'Freeze!', 'Gather round!', '30 seconds remaining!'
•Fair play: 'Respect the referee!', 'Shake hands!', 'Positive feedback only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum playing area for full lesson: 40m x 40m. Two tag rugby pitches required (25m x 35m each) with 5m minimum separation between pitches. Clear run-off space (3m minimum) around all playing areas to prevent collisions with walls/equipment. Adequate space for warm-up activities with students maintaining 2m separation.

Surface Check

Playing surface must be dry, even, and free from hazards (stones, holes, debris). Grass preferred for diving activities in try-scoring relay. Indoor hall acceptable but ensure adequate space and no slippery areas. Mark and avoid any uneven areas or trip hazards. Check weather conditions if outdoors - avoid in wet/icy conditions.

Equipment Safety

Safety Checks

•Rugby balls: Check correct inflation - not over-inflated (hard) or under-inflated (difficult to handle)
•Cones: Ensure no sharp edges or broken parts that could cause injury
•Tag belts: Check all belts are adjustable and secure around waist - not too loose (fall off) or too tight (uncomfortable)
•Tags: Ensure tags attach and detach easily from belts - test before lesson begins
•Bibs: Check for tears or damaged seams that could rip during play
•Whistles: Clean and hygienic if shared between students

Risk Management

Key Risks

•Collisions between students during dynamic warm-up activities (chain tag)
•Contact during tag rugby games despite no-contact rule
•Trips and falls during running activities, particularly try-scoring relay
•Ball strikes to face or body during passing activities
•Over-exertion leading to exhaustion, particularly in competitive games
•Tags catching on clothing or fingers during removal causing minor injuries
•Unsafe diving technique during try-grounding practice
•Students going to ground during games creating trip hazards and injury risk

Risk Mitigation

•Clear boundaries established for all activities - students understand playing areas
•Adequate spacing between students maintained throughout (minimum 2m in warm-up, appropriate spacing in games)
•Progressive skill building - walking through activities before full speed
•Explicit teaching and modelling of safe tagging technique - two hands, no pulling backwards
•Constant reinforcement of no-contact rules with immediate intervention for violations
•Demonstrate and supervise safe diving technique - controlled dive with slide, not reckless launching
•Enforce 'no going to ground' rule strictly - stop play immediately if violated
•Monitor fatigue levels and provide adequate rest/hydration breaks
•Ensure tag belts are correctly fitted before activities begin
•Adequate warm-up to prepare muscles and cardiovascular system
•Two games running simultaneously reduces overcrowding on single pitch
•Teacher positioned for maximum visibility of all activities at all times

Supervision & Emergency Procedures

Supervision Points

•Position yourself where you can see all students throughout all activities
•During dual games, referee one game while maintaining visual contact with second game
•Circulate during team huddles to monitor discussions and safety
•Ensure student referee on second pitch is competent and making safe decisions
•Increase supervision during try-scoring relay when students are diving
•Monitor tag belt security throughout lesson - check periodically
•Watch for signs of over-exertion: excessive breathlessness, red faces, distress
•Be aware of students with medical conditions (asthma, diabetes, etc.) and monitor specifically
•Position yourself away from sun glare so you have clear visibility
•Maintain awareness of both physical and emotional safety - intervene in conflicts immediately

Emergency Procedures

STOP all activity immediately if serious incident occurs using loud whistle and 'STOP' command. Assess situation quickly: minor injury (scrape, slight knock) - provide reassurance and basic first aid; moderate injury (twisted ankle, winded) - sit student out, assess, apply RICE protocol if appropriate, monitor; serious injury (suspected fracture, head injury, severe pain) - send responsible student for additional adult support, administer appropriate first aid within your training, call emergency services if required. All other students must be supervised during incident - gather them in safe area with clear instructions. Complete accident report for all injuries. Have first aid kit accessible at edge of playing area. Know location of nearest additional adult support.