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Lesson 6 - Tournament & Celebration

Tag Rugby Skills & Tactics

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Year 8

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Rugby

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Big Question

How do we perform under competitive pressure whilst maintaining respect and sportsmanship?

Learning Objectives

To apply all skills and tactics learned throughout the unit in a competitive tournament format
To demonstrate excellent sportsmanship, fair play, and respect for opponents and officials
To evaluate personal progress and identify key learning from the rugby unit

Key Outcomes

Students will successfully apply passing, defensive, and tactical skills in tournament matches
Students will demonstrate positive attitudes, encourage teammates, and respect opponents throughout competition
Students will reflect on their skill development and identify personal achievements from the unit

Equipment & Resources Required

Rugby Balls

1 per 4 students (8 total for class of 30)

Checked for correct inflation, distributed to pitch areas before lesson

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

Cones

40-50 for multiple pitch boundaries

Set up 3-4 small tournament pitches (20m x 15m each) before students arrive

Alternative: Marker spots, boundary poles, bibs to mark corners

Tag Belts

1 belt with 2 tags per student (30 sets)

Organised by team, checked for secure velcro fastening

Alternative: Bibs tucked in waistbands if tag belts unavailable

Score Sheets

1 per match (12-16 sheets)

Laminated sheets with match schedule, team names, and results table

Alternative: Whiteboard showing fixtures, digital display on tablet

Stopwatch

1 per pitch (3-4 total)

Set to match duration (6-8 minutes), clear audible signal

Alternative: Mobile phone timers, large visible countdown clock

Whistles

1 per student for student referees

Sanitised between users, clear distinctive sound

Alternative: Hand signals if whistles unavailable

Bibs

15 (half class) in contrasting colours per pitch

Organised by team before lesson starts

Alternative: Team bands, coloured tags on belts

Key Vocabulary

Tournament

A competitive format featuring multiple matches where teams or individuals compete for overall success

Sportsmanship

Demonstrating fair play, respect for opponents and officials, and positive attitudes in competition

Officials

Referees, scorekeepers, and match organisers who ensure games run fairly and smoothly

Competition

A contest between teams or individuals where skills and tactics are tested under pressure

Tactical Awareness

Understanding when and how to apply different strategies based on game situations

Resilience

The ability to maintain effort and positive attitude even when facing challenges or setbacks

Skill Progression Pathway

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

Prior Learning

Students have developed passing and receiving techniques over five lessons
Students understand defensive positioning and tag rugby rules
Students have experienced small-sided games with tactical application
Students have worked on communication and teamwork skills

Current Skills

Applying all learned skills under competitive pressure
Making tactical decisions in real-time during tournament matches
Demonstrating resilience and maintaining performance standards
Taking on officiating and leadership responsibilities

Next Steps

Applying rugby skills in more advanced game formats
Developing sport-specific fitness and conditioning
Exploring advanced tactical systems and set plays
Transferring skills and attitudes to other invasion games

Milestone Indicators

Confident application of skills without prompting

Positive body language and encouragement during challenges

Making appropriate tactical decisions under pressure

Showing respect and sportsmanship consistently throughout

Key Teaching Points

Tournament format provides authentic context for applying all unit learning under competitive pressure
Sportsmanship and character development are equally important to physical skill execution - explicitly value and assess both
Student-led officiating develops responsibility, game understanding, and respect for officials across all sports
Assessment through tournament performance provides rich, authentic evidence across Head/Hands/Heart domains
Reflection and celebration are critical for metacognitive awareness and positive PE experiences - don't rush the cool-down
Balanced teams ensure competitive, engaging matches that promote learning rather than one-sided results
Clear tournament structure and tight timings maximise playing time and maintain momentum throughout lesson
Teacher positioning and circulation enables effective supervision, assessment, and support across multiple simultaneous matches
Recognition of diverse achievements (skills, tactics, leadership, sportsmanship) ensures all students experience success
Unit conclusion provides closure and celebrates learning journey - connects back to Lesson 1 to highlight transformative progress

Common Misconceptions

MISCONCEPTION: Tournament success is only about winning matches. CORRECTION: Emphasise that success includes skill development, tactical application, sportsmanship, and personal progress. Awards and recognition should reflect diverse achievements beyond just tournament winners.
MISCONCEPTION: Only the most skilled players can contribute meaningfully. CORRECTION: Highlight tactical thinking, communication, leadership, and sportsmanship as equally valuable contributions. Design balanced teams where all students have important roles.
MISCONCEPTION: Referees are adversaries to argue with. CORRECTION: Pre-teach that referees enable the game to function and deserve respect even when decisions are imperfect. Student referee experience builds empathy and understanding.
MISCONCEPTION: Losing means you failed. CORRECTION: Reframe competition as opportunity to demonstrate skills, tactics, and character under pressure. Many learning objectives can be achieved regardless of match results.
MISCONCEPTION: PE is only about physical skills (HANDS domain). CORRECTION: Explicitly teach and assess tactical understanding (HEAD) and social-emotional qualities (HEART) throughout unit, especially in tournament.
MISCONCEPTION: Tournament is just about playing games. CORRECTION: Frame as summative assessment of six-week learning journey. Every match provides evidence of student progress across multiple domains.
MISCONCEPTION: Tag rugby is 'easier' or 'less real' than contact rugby. CORRECTION: Tag rugby develops same core skills, tactics, and game understanding as contact rugby whilst being safer and more inclusive for Year 8 students.

SEN Adaptations

ADHD

Short match durations (6 minutes) ideal for maintaining focus. Clear, visible boundaries reducing ambiguity. Active roles throughout (player, referee, scorer) maintaining engagement. Immediate feedback during play. Movement breaks built into format (90-second turnarounds). Clear, simple rules with visual reminders. Positive reinforcement for on-task behaviour and sportsmanship. Allow fidget tools during reflection if helpful.

anxiety

Build confidence through thorough preparation (skills stations before tournament). Supportive team placement with encouraging peers. Option to start as referee/scorer to observe before playing. Normalize nervousness about competition. Focus on personal achievement rather than winning/losing. Teacher check-ins throughout tournament. Allow breaks if overwhelmed (sit out one round, return when ready). Celebrate participation and courage, not just performance. Post-lesson individual conversation available if needed.

dyspraxia

Use larger, easier-to-handle rugby balls (size 4 or grippy foam balls). Reduce pitch size for less running and closer play. Allow extra time to process instructions before matches begin. Pair with supportive teammates who can provide positional guidance. Simplified roles within team structure (specific defensive position to master). Celebrate effort and improvement, not just perfect technique. Practice key skills in warm-up stations before tournament pressure. Pre-teach spatial positioning and movement patterns.

autism spectrum

Clear, predictable tournament structure displayed visually throughout (fixtures sheet, timings). Consistent routines for match starts, endings, turnarounds. Quiet zone available if sensory overload occurs. Pre-teach tournament format and expectations before lesson. Use of visual cues and schedules. Specific role assignment (e.g., scorer role if playing overwhelming). Allow processing time for instructions and tactical discussions. Celebrate effort and participation, not just results.

visual impairment

Use brightly coloured balls and bibs with high contrast. Provide verbal commentary from referee or support assistant describing play. Buddy system pairing visually impaired student with sighted teammate who describes space and positioning. Clearer, larger pitch boundaries with tactile markers if possible. Reduce pitch size for closer play. Allow additional time for processing visual information before passes.

hearing impairment

Ensure visual demonstrations of all instructions and rules. Student referee uses both whistle AND clear hand signals for all decisions. Written tournament fixtures and rules available for reference. Visual timer visible to all players showing match time remaining. Teach key hand signals to whole class for communication. Position hearing-impaired student where they can see teacher and referee clearly. Buddy system for communicating tactical information.

physical disability

Modify movement requirements: walking rugby option, smaller pitch areas requiring less running. Allow ball to be carried in wheelchair or passed more frequently. Adapted tagging: touch rather than removing tags, or touch-based rugby. Adjust equipment: lighter/softer balls, lower height requirements. Mixed-ability teams with roles suited to different capabilities. Focus on tactical contribution - decision-making, communication, strategic thinking valued equally to physical execution.

Cross-Curricular Links

English

Communication skills during matches (clear verbal instructions, calling names). Reflection and articulation of learning during cool-down. Vocabulary development (tournament, tactics, sportsmanship, officials). Listening skills during tactical discussions and referee instructions. Expressing opinions and giving reasons during reflection phase.

Science

Cardiovascular system response to exercise (increased heart rate, breathing rate). Muscles used in rugby movements (quadriceps in running, deltoids in passing). Energy systems during high-intensity tournament play. Forces involved in passing and movement (force, direction, resistance). Recovery and cool-down physiology.

Computing

Tournament bracket structures (tree diagrams, organisational systems). Data collection through scorekeeping. Logical thinking in tactical decision-making (if opponent does X, we do Y). Patterns and sequences in gameplay strategies.

Geography

Spatial awareness and mapping (positioning on pitch, understanding space). Directions and orientation (forward, backward, left, right movements). Understanding playing area boundaries and zones. Strategic use of space (exploiting gaps, creating space for teammates).

History

Origins and history of rugby as a sport (invented at Rugby School 1823). Rugby values reflecting historical British sporting culture. Evolution of rules from rugby to tag rugby. Rugby's global spread and cultural significance.

Mathematics

Tournament scoring systems and points calculation (addition, subtraction). Match timing and time management (minutes, seconds, countdowns). Spatial awareness and geometry (angles of running, spacing distances). Statistics from tournament (win percentages, points scored analysis). Patterns in tactical play (if-then conditional thinking).

PSHE

Teamwork and cooperation in competitive situations. Managing emotions during wins and losses (emotional regulation). Respect and sportsmanship as character education. Leadership and taking responsibility (captains, referees). Resilience and perseverance when facing challenges. Fair play and ethical behaviour in sport and life.

Teacher Guidance

Positioning

Position at intersection points between tournament pitches to maintain visual oversight of all matches simultaneously. Constant circulation between pitches rather than static observation. Within immediate reach (5 seconds) of any pitch if intervention required. Move to areas of highest intensity (close matches, contested decisions) whilst maintaining peripheral awareness of all pitches.

Observation Focus

Monitor continuously across three domains: HEAD (tactical decisions, game reading, spatial awareness), HANDS (technique quality, skill execution under pressure), HEART (sportsmanship, encouragement, respect for officials). Note specific examples for feedback and awards. Watch for safety issues, referee challenges, and students struggling emotionally. Identify moments of excellence to celebrate publicly.

Intervention Points

Intervene immediately for: safety concerns, serious rule violations, unsportsmanlike conduct, referee requiring support with difficult decision, student showing distress or frustration, equipment failure. Do NOT over-intervene: allow student referees authority, let matches flow naturally, permit students to solve tactical problems independently, accept minor imperfect referee decisions as learning. Balance facilitation with student ownership.

Demonstration Notes

Demonstrate referee signals clearly during officials briefing. Model sportsmanship behaviours (handshakes, respectful language) before tournament begins. During warm-up, show tactical discussions and dynamic preparation. If widespread technical issue observed, stop briefly and demonstrate correction to all pitches simultaneously. Use hand gestures during matches to communicate tactics without stopping play (spread arms for 'go wide', push forward motion for 'press up'). Model enthusiasm and positive attitude throughout - teacher energy directly influences student engagement.

Verbal Cues

•During matches: 'Spread wide!' 'Flat defence!' 'Communicate!' 'Support the ball!'
•For sportsmanship: 'Respect the ref!' 'Help them up!' 'Encourage your teammate!'
•For skill reminders: 'Soft hands!' 'Pass backwards!' 'Watch the tag!'
•For tactical prompting: 'Where's the space?' 'Who's free?' 'Look before you pass!'
•For motivation: 'Keep going!' 'Great effort!' 'Work together!' 'Show me resilience!'
•For referees: 'Good call!' 'You've got this!' 'Loud whistle!'
•For celebration: 'Brilliant pass!' 'What a try!' 'Excellent defence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Multiple small-sided pitches (3-4 areas of 20m x 15m each) with minimum 3m spacing between pitch boundaries. Total space needed: approximately 40m x 40m for class of 30. Indoor sports hall or outdoor field suitable.

Surface Check

Playing surface must be dry, even, and free from hazards (stones, wet patches, holes, debris). Conduct pre-lesson inspection of all pitch areas. Indoor: check floor is not slippery. Outdoor: ensure grass is appropriate length and ground is firm.

Equipment Safety

Safety Checks

•All rugby balls correctly inflated (not over-inflated which makes them hard and dangerous)
•Tag belts checked for secure velcro fastening - replace any worn belts
•Cones have no sharp edges or cracks that could cause injury
•Whistles sanitised between different student referees
•Ensure adequate equipment for all students to avoid sharing or waiting (increases injury risk)

Risk Management

Key Risks

•Collisions between players during fast-paced match play
•Collisions between players from adjacent pitches if spacing inadequate
•Trips and falls due to uneven surface or equipment on ground
•Tag belt injuries if pulled aggressively rather than removed properly
•Over-exertion in competitive tournament format leading to exhaustion or heat issues
•Emotional responses to competition (frustration, aggression, distress)

Risk Mitigation

•Clear pitch boundaries established and visible - students understand spatial limits
•Minimum 3m spacing between pitches prevents inter-pitch collisions
•Tag rugby format (no tackling) significantly reduces collision risk vs contact rugby
•Teach and enforce proper tagging technique: remove tag don't pull person
•Progressive skill building throughout unit means students ready for tournament intensity
•Adequate water breaks between matches (90-second turnarounds include hydration)
•Teacher constantly circulating monitoring all pitches for safety issues
•Student referees empowered to stop play for safety concerns
•Emergency stop procedure (double whistle blast, raised hand) established and rehearsed
•Balanced teams reduce mismatch-related injury risk
•Strong sportsmanship culture reduces aggressive behaviour
•Monitor student fatigue - option to sit out if exhausted

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned at intersection points between pitches for maximum visibility
•Able to see all pitches simultaneously through strategic positioning
•Constant circulation between pitches rather than static observation
•Within 5 seconds reach of any pitch if intervention needed
•Student referees provide additional eyes on each match
•Monitor high-intensity moments (contested tries, close matches) for emotional escalation

Emergency Procedures

Emergency stop: Teacher double whistle blast and raised hand - all activity ceases immediately. All students sit down on nearest pitch. Teacher assesses situation (injury, safety hazard, behavioural issue). First aid applied if needed (ice pack, first aider called if serious). Activity only resumes when safe to do so and all students understand what happened. Serious injury: follow school emergency procedures, send for first aider/call ambulance, secure scene, comfort injured student, keep other students calm and supervised.