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Lesson 1 - Tag Rugby Basics

Tag Rugby Skills & Tactics

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Year 8

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Rugby

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Big Question

How can we use movement, communication and ball control to outmanoeuvre defenders in tag rugby?

Learning Objectives

To know how to hold the ball correctly for passing and scoring
To understand how to score a try using correct technique
To demonstrate different dodging and evasion methods under pressure

Key Outcomes

Students will be able to hold and place a rugby ball with correct hand positioning
Students will successfully score tries using proper placement technique
Students will apply at least two evasion techniques in game situations

Equipment & Resources Required

Rugby Balls

15-20 (ideally 1 between 2 students)

Distribute around perimeter of playing area for quick access

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

Tag Belts

1 per student (30)

Pre-check all velcro is functioning, have spare tags available

Alternative: Bibs tucked into waistbands if tag belts unavailable

Key Vocabulary

Try

The primary method of scoring in rugby, achieved by placing the ball on or over the try line with downward pressure

Evasion

Moving skilfully to avoid being tagged by changing speed, direction or using deceptive body movements

Ball handling

Controlling and manipulating the rugby ball using correct hand positioning and secure grip

Tagging

The safe method of tackling in tag rugby by removing one or both velcro tags from an opponent's belt

Tactics

Strategic principles including finding space, changing speed and direction, and being direct in attack or defence

Tag belt

Velcro belt worn around the waist with two tags attached at the hips for safe tag rugby play

Skill Progression Pathway

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

Prior Learning

Basic running and changing direction
Experience with tag games or similar invasion activities
Understanding of personal space and awareness of others

Current Skills

Correct rugby ball handling technique
Try scoring with proper placement
Evasion skills using footwork and body positioning
Tag belt positioning and safe tagging technique

Next Steps

Passing techniques (lateral and backwards)
Receiving passes whilst moving
Team strategies in attack and defence
Understanding rugby positioning and roles

Milestone Indicators

Student can hold ball in two hands with fingertips spread across panels

Student bends knees when placing try, maintaining control

Student demonstrates shoulder drop or sidestep when evading

Student can pick up ball from ground whilst moving without breaking stride

Key Teaching Points

Ball must be held with two hands, fingers spread across panels for secure grip and control
Try scoring requires bending knees, controlled placement with downward pressure, and ball remaining stationary
Effective evasion uses changes of direction (sidestep), changes of pace (burst of speed), and deceptive body movement (shoulder drop)
Tag belts must sit on hips not waist, with tags accessible at both sides for safe and effective tagging
Picking up balls requires bent knees and straight back to protect from injury - never bend from waist with straight legs
Communication and partnership are essential in rugby - constant talking between partners about roles and actions
Spatial awareness prevents collisions - always look around and find space before moving into it

Common Misconceptions

Misconception: Rugby balls are hard to handle. Reality: With correct finger positioning spread across panels, they're secure and controllable. Correction: Demonstrate proper grip and provide practice time with different sized balls.
Misconception: Faster running always beats the tagger. Reality: Smart movement using direction changes and deceptive footwork is more effective than pure speed. Correction: Show examples of slow but clever evasion beating fast straight-line running.
Misconception: You score a try by just putting the ball down. Reality: Proper try requires controlled placement with downward pressure ensuring ball doesn't roll away. Correction: Show unsuccessful try (ball rolling) versus successful try (stays in place).
Misconception: Tag rugby is just a gentle version of rugby. Reality: It develops the same core skills of evasion, handling, and tactical awareness as full-contact rugby. Correction: Explain how professional players practice these exact skills.
Misconception: You can't evade if someone's faster than you. Reality: Tactical movement, deception, and using space effectively beats raw speed. Correction: Demonstrate examples of smaller/slower players successfully evading through technique.

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintaining engagement, clear physical boundaries marked visibly, regular specific feedback and praise, opportunities for leadership roles channeling energy positively, visual prompts for key rules, movement built into all activities, minimal waiting time in lines or queues

dyspraxia

Larger equipment for easier handling - size 4 or 5 balls, reduced complexity in multi-step tasks - break down further, extra practice time for motor skills, visual demonstrations repeated multiple times, allow individual practice before group application, focus on personal progress not comparison to others, celebrate small technique improvements

autism spectrum

Clear visual schedule showing lesson structure and timings, quiet zones available if overwhelmed by noise or activity, clear consistent routines for transitions, advance warning before changes or loud whistles, written and visual instructions supplementing verbal, allow movement breaks if needed, predictable partner pairings if preferred

visual impairment

Use brightly coloured rugby balls with high contrast, provide verbal descriptions of all activities before starting, buddy system with sighted partner for spatial awareness, use tactile markers for try zones, increase verbal cues during activities, allow closer positioning to demonstrations

hearing impairment

Ensure student can see teacher's face for lip reading during instructions, use clear visual demonstrations for all skills, written instructions available on cards or board, hand signals for start/stop instead of just whistle, buddy system for ensuring instructions understood, position in front during whole-class teaching

physical disability

Seated or adapted standing versions of activities where appropriate, modified tag belts or alternative tagging systems if wheelchair user, larger lighter balls for easier handling, reduced distances for throwing and running, adapted scoring methods, peer support for physical tasks if needed, focus on achievable versions of skills

general sen strategies

Flexible groupings matching needs and confidence, multiple means of instruction - verbal, visual, kinesthetic, simplified language and instructions, check understanding individually not just whole class, allow extra processing time for responses, differentiate success criteria to individual needs, create supportive inclusive atmosphere valuing all contributions

Cross-Curricular Links

English

Technical vocabulary development and usage, verbal communication in partner activities, listening skills when receiving instructions, giving clear instructions when leading activities, descriptive language in self-assessment and reflection

Maths

Counting tags collected during warm-up challenges, timing activities using seconds and minutes developing time concepts, measuring distances for try zones using metres, calculating success rates and percentages in games, spatial geometry through positioning and angles of evasion

Science

Forces and motion when evading and changing direction - push, pull, friction, cardiovascular system response to exercise - heart rate, breathing rate, muscle groups used in rugby activities - hamstrings, quadriceps, core, energy and nutrition needed for physical activity

Geography

Directional language - forward, backwards, left, right, sideways, spatial awareness of playing area and positioning, mapping movement patterns around the playing space, understanding zones and boundaries as territorial concepts

PSHE

Teamwork and cooperation in partnership activities, resilience when facing challenges or being tagged repeatedly, communication skills during pair and group work, respect for others through safe play and sportsmanship, managing emotions in competitive situations

Teacher Guidance

Positioning

Stand at corner of playing area for diagonal visibility across all activity zones, move to different positions throughout lesson to monitor from multiple angles, position near higher-risk activities during game application

Observation Focus

Watch for correct technique especially in ball placement and pickup to prevent back injuries, monitor tag belt security throughout lesson, observe evasion quality and whether students applying taught techniques, check for inclusive participation - all students engaged not isolated, scan for safety issues continuously

Intervention Points

Step in immediately if unsafe technique observed especially lifting, pause activity if collisions occurring due to inadequate spacing, intervene if students struggling or becoming frustrated to provide support, stop game if taggers zone hogging or rules being broken, provide encouragement to less confident students throughout

Demonstration Notes

Demonstrate all new skills clearly before students attempt, use confident students for peer demonstrations highlighting specific techniques, show both correct and incorrect technique for contrast and clarity, exaggerate movements for visibility when demonstrating to whole class, repeat demonstrations for students who need additional visual support

Verbal Cues

•'Bend those knees!' - when picking up or placing balls
•'Find space!' - when students clustering in games
•'Two hands on the ball!' - reinforcing secure ball control
•'Communicate with your partner!' - during pair activities
•'Show me that evasion technique!' - prompting skill application
•'Freeze!' - emergency stop for safety or teaching point
•'Well done [name], great [specific technique]!' - positive reinforcement

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space, sports hall or playground suitable, adequate space for 30 students to move dynamically without collisions

Surface Check

Dry, even, non-slip surface free from hazards, check for wet patches if in sports hall, ensure outdoor surface has no holes or debris if using playground

Equipment Safety

Safety Checks

•Check all tag belts have functioning velcro before use
•Inspect rugby balls are properly inflated - not over or under-inflated
•Ensure cones have no sharp edges or cracks
•Verify all spare tags available in case of velcro failure
•Check mini whiteboards have no damaged edges if using

Risk Management

Key Risks

•Collisions between students during dynamic running and evasion activities
•Slips and falls during quick direction changes
•Back injuries from incorrect lifting technique when picking up balls
•Tag belts coming loose or tags not releasing cleanly
•Overexertion in high-intensity game situations
•Balls rolling into pathways causing trip hazards

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between pairs and groups during all activities
•Progressive skill building from simple to complex reducing injury risk
•Explicit teaching of correct ball pickup technique protecting backs
•Regular safety reminders and FREEZE commands when needed
•Warm-up prepares muscles and joints for activity demands
•Cool-down includes stretching reducing post-activity muscle soreness
•Balls stored at perimeter when not in use
•Tag belt safety checks at start ensuring secure fitting
•Teacher positioned for maximum visibility and quick intervention

Supervision & Emergency Procedures

Supervision Points

•Position self at corner or edge for visibility of all students throughout
•Monitor high-activity areas especially try zones during games
•Watch for fatigue signs - flushed faces, hands on knees, reduced engagement
•Scan continuously for unsafe behaviour or developing conflicts
•Intervene immediately if technique deteriorates risking injury
•Ensure students with medical conditions monitored appropriately
•Keep first aid kit accessible and know location of emergency procedures

Emergency Procedures

Use STOP/FREEZE command immediately, assess situation, provide appropriate first aid or summon qualified first aider, keep other students calm and supervised, complete accident report if required, contact parents/guardians if necessary