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Lesson 5 - Tactical Skills

Tag Rugby Skills & Tactics

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Year 8

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Rugby

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Big Question

How can strategic planning and tactical awareness transform individual skills into effective team performance?

Learning Objectives

To apply tactical principles within competitive gameplay situations
To demonstrate comprehensive understanding of attack and defence principles through strategic planning
To evaluate team strategies and adapt tactics based on game scenarios

Key Outcomes

Students will create and implement attacking and defensive strategies in tag rugby games
Students will demonstrate decision-making skills by adapting tactics during gameplay
Students will evaluate their team's performance and identify areas for strategic improvement
Students will show leadership and communication skills whilst applying tactical principles

Equipment & Resources Required

Rugby Balls

1 per 6 students minimum (5 for class of 30)

Store in central location, check inflation before lesson, have spare available

Alternative: Foam rugby balls for less confident students, size 4 balls for better handling

Cones

40-50 for pitch marking and tactical zones

Mark out multiple small-sided pitches (20m x 15m), try lines, tactical zones

Alternative: Flat markers, corner flags, coloured spots

Tag Belts

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

Check all tags attach securely, have spare tags available, colour-code teams

Alternative: Bib tucking system if insufficient tags, velcro belts for easier attachment

Whiteboards

1 per team (6 boards for 6 teams)

Include whiteboard markers and erasers, laminated pitch templates available

Alternative: Clipboards with paper, large laminated pitch diagrams, tablets with drawing apps

Bibs

15 (half the class) in 3 different colours minimum

Organise by team before lesson, ensure contrasting colours for visibility

Alternative: Team bands, coloured tags

Whistles

1 for teacher, optional for student referees

Establish clear whistle signals for start, stop, infringements

Alternative: Air horn for outdoor use, voice commands

Key Vocabulary

Strategy

The overall game plan designed to achieve success, encompassing long-term objectives and approach

Tactics

Specific methods and actions used to achieve strategic goals in particular game situations

Principles of Attack

Core concepts for effective attacking play: finding space, changing speed, being direct when appropriate

Principles of Defence

Core concepts for effective defensive play: marking opponents, covering spaces, delaying attacks

Decision Making

The cognitive process of choosing the best tactical option based on the current game situation

Leadership

Guiding and directing team performance through communication, organisation and tactical direction

Marking

Defensive technique of staying close to an opponent to restrict their attacking options

Covering

Defensive support where players protect spaces behind or beside teammates who are marking

Set Play

A pre-planned tactical movement or pattern that teams practice and execute during games

Skill Progression Pathway

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

Prior Learning

Students can execute accurate passing techniques in dynamic situations
Students understand defensive positioning and marking principles
Students know the rules of tag rugby and can apply them during games
Students can perform basic attacking moves and defensive formations

Current Skills

Creating tactical plans for attack and defence
Implementing strategies within competitive game scenarios
Making real-time decisions based on tactical principles
Evaluating and adapting team strategies during gameplay
Demonstrating leadership and communication in tactical contexts

Next Steps

Applying advanced tactics in tournament competition
Developing complex set plays and counter-strategies
Analysing opponents' tactics and creating appropriate responses
Taking on coaching and leadership roles in competitive fixtures

Milestone Indicators

Students create clear, actionable tactical plans on whiteboards

Teams successfully execute planned set plays during games

Students adapt tactics mid-game in response to opponents' strategies

Students provide constructive tactical feedback to teammates

Teams show improved strategic awareness compared to earlier lessons

Key Teaching Points

Strategy is the overall game plan; tactics are the specific actions to achieve it - ensure students understand this fundamental distinction
The three principles of attack (finding space, changing speed, being direct) must be applied contextually - not rigidly but as decision-making framework
Defence is a team activity requiring communication and organisation - marking, covering, delaying work together as system not individual actions
Tactical planning must be simple enough to remember and execute in dynamic games - complexity doesn't equal effectiveness
Decision-making under pressure is a learnable skill - create opportunities for students to make tactical choices and reflect on outcomes
Leadership is facilitation not domination - captains should draw out ideas from all team members not dictate unilaterally
Adaptation is crucial - initial tactics may not work, resilience means adjusting not abandoning tactical thinking entirely

Common Misconceptions

Misconception: 'Tactics only matter for elite players' - Reality: Tactical thinking improves performance at all levels and makes games more engaging
Misconception: 'The fastest/strongest players always win' - Reality: Strategic thinking and tactical organisation often beat raw athleticism
Misconception: 'You can't plan for games because they're unpredictable' - Reality: While games are dynamic, tactical frameworks provide decision-making structure
Misconception: 'Defence is about stopping the other team scoring' - Reality: Defence is about controlling space, time, and creating attacking opportunities through turnovers
Misconception: 'Set plays are the same as tactics' - Reality: Set plays are one tactical tool; tactics also include positioning, decision-making, and adaptation
Misconception: 'Only the captain needs to think tactically' - Reality: All players contribute to tactical success through their decisions and positioning

SEN Adaptations

ADHD

Keep activities varied with frequent transitions - lesson structure supports this. Provide clear boundaries and expectations repeatedly. Use short, focused tactical discussions rather than long planning sessions. Offer movement breaks or active roles when others are in discussion. Channel energy into active roles - captaincy, demonstration, refereeing. Provide immediate feedback on tactical decisions. Use visual prompts for tactical principles.

dyspraxia

Use larger, softer balls initially for better handling. Reduce complexity of set plays - fewer steps, clearer movements. Provide additional practice time on skills before game application. Pair with patient, supportive teammates. Focus on tactical thinking strengths - can contribute through planning even if skill execution challenging. Use visual demonstrations repeatedly. Allow extra processing time for decisions. Simplify tagging - can use one-tag system.

autism spectrum

Provide clear, structured routine - explain lesson format at start with visual schedule if helpful. Give warning before transitions between activities. Provide quiet zone option if overwhelmed by competitive intensity - can contribute through tactical planning role. Use concrete, literal language in tactical discussions. Provide written summary of key tactical principles for reference. Pair with supportive, understanding teammate. Allow processing time for tactical decisions.

visual impairment

Use brightly coloured balls and tags for better visibility. Provide clear verbal descriptions of tactical plans - don't rely solely on whiteboard visuals. Use tactile whiteboard with raised lines if available. Buddy system - pair with sighted partner for spatial navigation. Reduce pitch size to decrease distance needs. Use auditory cues for boundaries - bells or verbal markers.

hearing impairment

Ensure student can see teacher's face clearly for lip-reading during instructions. Use visual demonstrations extensively - show tactics don't just describe. Provide written tactical instructions on whiteboards. Establish clear visual signals for start, stop, infringements (hand signals not just whistle). Buddy system - partner who can relay verbal information using agreed signals. Position student near teacher during instructions.

physical disability

Modify movement requirements - wheelchair-accessible version with pushing instead of running, adapted tagging methods. Reduce pitch size appropriate to mobility level. Provide strategic thinking and coaching roles - can lead tactical discussions from touchline. Use lighter, easier-to-handle balls if needed. Ensure smooth playing surface for wheelchair/crutch access. Allow participation at own pace with rest breaks as needed.

Cross-Curricular Links

English

Communication and oracy - articulating tactical plans clearly, participating in discussions, using subject-specific vocabulary correctly. Listening skills - understanding tactical instructions and teammates' ideas. Persuasive language - captains convincing teammates of tactical approach.

Maths

Geometry and spatial reasoning - understanding angles of running lines, distances between players, area coverage in defence. Statistics and data - analysing success rates of tactics, counting scores, measuring improvement. Ratios - attacking vs defending numbers in different scenarios.

Science

Forces and motion - understanding acceleration, deceleration, momentum transfer in tackles and passes. Body systems - cardiovascular and respiratory responses to exercise, energy systems during games. Physics of flight - ball trajectory, spin effects, optimal passing angles.

Computing

Logical thinking and algorithms - creating step-by-step tactical plans (if-then decision making). Strategic planning - developing and implementing game strategies similar to programming logic.

Geography

Spatial awareness and mapping - understanding field positions, creating mental maps of space, navigating playing areas. Directions and orientation - using directional language in tactical instructions.

PSHE

Teamwork and collaboration - working effectively in teams toward common goals. Leadership development - captains facilitating inclusive discussions and decision-making. Resilience - maintaining tactical discipline when tactics don't work immediately. Communication skills - expressing tactical ideas clearly and listening to others. Emotional regulation - managing competitive emotions appropriately. Respect and fair play - valuing opponents and competing with integrity.

Teacher Guidance

Positioning

During competitive games, position yourself between the two pitches with clear sight lines to all activity. During skill development, circulate between practice areas spending approximately equal time with each team. During instruction and demonstration, ensure all students have clear view and can hear clearly - use central location.

Observation Focus

Watch for: application of tactical principles (finding space, marking, etc.), quality of decision-making under pressure, team communication and organisation, leadership emergence, skill execution in game contexts, adherence to tag rugby rules, signs of fatigue or unsafe play, inclusion - all students engaged and contributing.

Intervention Points

Step in immediately for: safety violations (contact beyond tagging, dangerous play), rule breaches that affect fairness, bullying or exclusion of students, tactics breaking down completely without team recognising it, fatigue levels becoming unsafe, equipment malfunctions. Use tactical stoppages strategically to teach rather than interrupt flow unnecessarily.

Demonstration Notes

Demonstrate: Use student volunteers for all tactical demonstrations to show peer application. Exaggerate key movements for visibility - scanning for space, marking positioning, communication gestures. Show both effective and ineffective tactics for contrast. Demonstrate captain's role - inclusive facilitation not domination. Model positive sporting behaviour throughout lesson.

Verbal Cues

•'Find the space!' (prompting attacking principle)
•'Hold your defensive line!' (maintaining defensive organisation)
•'Support the ball carrier!' (promoting teamwork)
•'Communicate - tell your teammates what you see!' (encouraging tactical talk)
•'Remember your plan!' (prompting use of set plays)
•'Adapt your tactics!' (encouraging flexibility)
•'Show me leadership!' (prompting captain roles)

Safety Considerations

Space & Surface Requirements

Space Requirements

Two full-size tag rugby pitches minimum (30m x 40m each) with 5-metre buffer zones between pitches and around perimeter. Total space required approximately 50m x 50m for class of 30.

Surface Check

Dry, even grass or artificial surface free from hazards (stones, holes, debris). Inspect entire area before lesson. If using indoor space, ensure non-slip surface suitable for running and changing direction.

Equipment Safety

Safety Checks

•Check all tag belts for wear and tear - straps intact, velcro functional
•Ensure tags attach securely to belts - require firm pull to remove
•Inspect rugby balls for correct inflation - firm but not over-inflated
•Check cones for sharp edges or cracks - replace damaged cones
•Ensure whiteboards have no sharp corners, markers are non-toxic

Risk Management

Key Risks

•Collisions between students during high-speed gameplay
•Slips, trips and falls on playing surface
•Over-exertion or fatigue in competitive games
•Ball strikes to face or body
•Inappropriate physical contact beyond legal tagging
•Competitive intensity leading to unsafe play or poor sportsmanship

Risk Mitigation

•Clear boundaries established and enforced throughout lesson
•Adequate spacing maintained between practice areas and game pitches
•Strict enforcement of tag rugby rules - no contact beyond two-handed tag removal
•Progressive intensity building - warm-up, skill practice, then competitive games
•Regular tactical stoppages allow recovery time and reduce fatigue risks
•Teacher positioned to observe all activities with clear sight lines
•Emphasis on sportsmanship and respect reduces emotional intensity risks
•Appropriate work-to-rest ratios built into lesson structure
•Clear communication of rules and safety expectations at start of lesson

Supervision & Emergency Procedures

Supervision Points

•Position between two game pitches for visibility of both during competitive games
•Circulate during skill development to monitor all practice areas
•Pay particular attention during high-intensity competitive periods
•Monitor students showing signs of fatigue - allow substitutions as needed
•Watch for escalating competitive emotions - intervene early
•Ensure tag rugby rules maintained - no body contact
•Check tags are reattached after every score

Emergency Procedures

Stop all activity immediately with loud whistle signal. Assess situation and provide appropriate first aid if needed. For serious injuries, follow school emergency protocols - send for first aider/call for help while staying with injured student. If minor injury, assess whether student can continue or needs to sit out with appropriate supervision. Have first aid kit accessible pitch-side throughout lesson.