Individual Skills to Team Play
•Year 8
•Tag Rugby
•Check balls are properly inflated, distribute around grid perimeter for easy access
Alternative: Size 4 balls for smaller hands, foam balls for less confident students
Use different colours to mark different zones (e.g. red for end zones, yellow for offside lines)
Alternative: Marker spots, flat discs, corner flags for larger areas
Check velcro is functioning, ensure tags are securely attached
Alternative: Bib tucked in waistband if insufficient belts
Have spare tags available, assign students to check tags between activities
Alternative: Coloured ribbons or bands
Keep neutral bibs distinct colour (e.g. yellow) to distinguish from teams
Alternative: Coloured bands or armbands
Ensure visible to students for timed challenges
Alternative: Use mobile device timer
Establish whistle signals at start of lesson (1 blast = stop, 2 = start)
Alternative: Voice commands with clear signals
A short, quick pass delivered from chest height directly to a nearby teammate
A pass delivered above shoulder height, often used to pass over defenders or to reach distant teammates
A pass delivered below waist height, useful for fast-moving receivers or to avoid interception
The receiving position a player creates by positioning their body and hands to give the passer a clear passing opportunity
The player who catches the pass, responsible for creating a clear target and communicating
The precision of a pass delivered directly to the receiver's hands, at the correct height and speed
Visual communication between passer and receiver to ensure timing and readiness
In tag rugby, defenders must remain 2 metres behind the tagged player until the pass is made
Players who can work with both teams, used in conditioned games to create overload situations
Strategic decisions about passing, positioning and movement to gain advantage over opponents
Understanding where pupils are coming from and where they're going
Following complex verbal instructions (listening skills, comprehension). Giving clear instructions to teammates (speaking skills, clarity). Specialised vocabulary acquisition and usage (literacy, technical language). Describing tactics and strategies verbally (explanatory communication). Reflective discussion about learning and performance (metacognition, self-evaluation through language).
Counting passes in competitive activities (numeracy, mental arithmetic). Measuring distances for passing accuracy challenges (metres, estimation). Calculating times in relay challenges (timing, seconds, comparing scores). Understanding angles for diagonal running patterns (acute, obtuse, right angles). Geometric shapes formed by running patterns (triangles, squares, diagonals). Recording and analysing performance data (tallying tries, conversion rates, pass completion statistics).
Biomechanics of throwing - how body rotation and wrist action create spiral (forces, motion). Understanding trajectory and flight path of high vs low passes (gravity, air resistance, projectile motion). Cardiovascular system response to exercise - heart rate changes during warm-up, activity, cool-down (biology, human body systems). Muscle groups used in passing - quadriceps, hamstrings, shoulders, core (anatomy). Effects of practice on neural pathways and muscle memory (brain science, neuroscience). Energy systems - aerobic vs anaerobic during different intensities of game play.
Spatial awareness and navigation - using space effectively, moving to target areas (position, direction). Compass directions for positioning: moving left/right/forward/back (cardinal directions). Mapping movement patterns on field diagrams (mapping skills, representation). Understanding boundaries and zones (territory, regions). Tactics involving creating and using space (population density concepts applied to field play).
Recording performance using tablets/devices for technique analysis. Using apps for timing activities and recording scores. Video analysis of passing technique for self-assessment. Creating digital diagrams of passing patterns or game tactics. Research into professional rugby passing techniques using internet resources.
Teamwork and cooperation - working toward shared goals in teams (collaboration, interdependence). Communication skills - verbal and non-verbal signaling, active listening (relationship skills). Resilience and perseverance - continuing when skills are difficult, learning from mistakes (growth mindset, emotional regulation). Fair play and sportsmanship - following rules, respecting opponents and officials (integrity, respect). Leadership opportunities - coaching peers, organising teammates (responsibility, influence). Managing emotions in competitive situations - dealing with winning/losing, frustration, pressure (emotional intelligence, self-regulation). Inclusion and celebrating diversity - ensuring all team members valued regardless of skill level (equality, respect for others).
Warm-up: position at grid corner for full visibility of all students. Skills: circulate between groups spending 30-60 seconds with each, providing specific feedback. Games: touchline position with view of all grids, prioritising areas where intervention most likely needed. Cool-down: within circle for connection and to monitor all students during stretches.
Technical elements: W grip, hip start position, body rotation, wrist flick, spiral on ball, follow through, catching technique. Movement patterns: spatial awareness, support lines, angles of running, width maintenance. Decision-making: pass selection appropriateness, timing, reading defensive pressure. Rules compliance: passing backwards, offside adherence, safe tagging. Social interactions: communication quality, teamwork, inclusion, sportsmanship, conflict resolution.
Technique breakdown: when seeing 50%+ students with same technical error, stop and re-teach to whole class. Individual struggles: when student attempting but not grasping skill, provide 1-on-1 demonstration and modified task. Safety concerns: immediate whistle stop for any dangerous play, collision risk, or rough tagging. Rule violations: stop play, explain rule clearly, demonstrate correct application, restart. Emotional issues: address frustration, exclusion, or conflicts immediately with calm conversation, potentially away from main group. Differentiation needed: when activity too easy (most students succeeding immediately) or too hard (widespread struggle/frustration), adjust task difficulty mid-lesson.
Demonstrate every new skill/activity before students attempt. Use clear visible positioning - elevated slightly or with space around you. Exaggerate key teaching points (larger movements, slower pace) for visibility. Use competent student volunteers to demonstrate - builds confidence and provides peer modelling. Show both correct and incorrect examples for contrast: 'This is what it looks like when done well... this is a common mistake to avoid.' Break complex skills into component parts, demonstrate each part, then demonstrate full skill. During games, stop play for teachable moments and demonstrate better options: 'Watch - if I'm here and the defender is here, what's my best passing option?' Continuously circulate during practice showing individual corrections through brief demonstrations.
Minimum 30m x 40m outdoor space or full sports hall (minimum 25m x 20m) for whole class activities. Multiple 10m x 10m grids for skills and 15m x 10m grids for games. Clear 2-3 metre safety zones around all activity areas, free from walls, posts, or obstacles.
Grass field: check for holes, uneven ground, excessive wetness, glass, or litter. Indoor: ensure non-slip surface, check for water spills, confirm adequate floor grip. Pre-lesson walk-through mandatory. Remove any hazards identified.
ONE WHISTLE BLAST: All students stop immediately, place ball on ground, look at teacher. Teacher assesses situation. For injuries: affected student sits/stays still, teacher approaches, assesses injury severity. Minor (small bump, light scrape): basic first aid, student continues or sits out briefly. Moderate (twisted ankle, heavier collision): student sits out, ice/elevation, monitored for deterioration. Serious (suspected fracture, head injury, severe pain): initiate school emergency protocol, send reliable student for first aider/office, remain with injured student, keep other students supervised in safe activity away from injury site. All injuries logged in school accident book. Parents informed of anything beyond minor bump/scrape.
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