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Lesson 5 - Tactics & Game Play

Individual Skills to Team Play

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Year 8

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Tag Rugby

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Big Question

How can effective tactical planning and decision-making transform your team's performance in competitive situations?

Learning Objectives

To apply tactical principles within gameplay effectively and adapt strategies based on game situations
To use basic principles of attack and defence to plan and implement team strategy
To demonstrate improved decision-making in game situations through analysis and reflection

Key Outcomes

Students will develop and execute tactical plays in competitive game situations
Students will communicate effectively to maintain defensive structure and create attacking opportunities
Students will evaluate tactical decisions and adjust strategies to improve team performance

Equipment & Resources Required

Rugby Balls

1 per 6 students (minimum 5)

Pre-inflate to correct pressure; distribute around pitch perimeter for quick access

Alternative: Size 4 rugby balls for mixed ability groups; foam balls for students with grip difficulties

Cones

40-50 cones

Use different colours to mark pitch boundaries (one colour) and grid areas (another colour)

Alternative: Dome markers, flat markers, or chalk lines on tarmac

Tag Belts

1 per student (30)

Check velcro fastenings work properly; ensure tags release easily when pulled

Alternative: Bib belts with tucked ends; fabric strips tied at waist

Key Vocabulary

Tactics

Specific plans and strategies designed to achieve objectives during gameplay

Strategy

The overall game plan that guides tactical decisions throughout a match

Width

Using the full playing area from sideline to sideline to create space and stretch the defensive line

Depth

Supporting players positioning themselves behind the ball carrier at different distances to provide passing options

Line Integrity

Maintaining a straight, organised defensive line without gaps that attackers can exploit

Support Play

Positioning yourself to help the ball carrier by providing passing options and continuity

Pressure

Defensive tactics that reduce the time and space available to attacking players

Game Awareness

Understanding what is happening around you including player positions, space, and tactical opportunities

Decision-Making

Choosing the best option available based on the game situation, such as when to pass, run, or hold the ball

Communication

Verbal and non-verbal signals used to coordinate team tactics and provide information to teammates

Skill Progression Pathway

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

Prior Learning

Students can perform basic tag rugby skills including tagging, dodging, and accurate passing
Students understand fundamental attacking principles (support, width, pace) and defensive principles (line, pressure)
Students can participate in structured tag rugby games following the rules
Students have experienced working in teams and communicating during gameplay

Current Skills

Developing tactical planning abilities to create and execute team strategies
Making split-second decisions under pressure about passing, running, or holding the ball
Communicating effectively as leaders and teammates to implement tactical approaches
Evaluating tactical effectiveness and adapting strategies during gameplay

Next Steps

Advanced tactical concepts including set plays from restarts and turnovers
Specialist positional roles and responsibilities within team structures
Tournament play requiring sustained tactical excellence across multiple games
Player-led coaching and tactical analysis of performance

Milestone Indicators

Students consistently communicate tactical instructions to teammates during games

Teams successfully execute pre-planned attacking moves in competitive situations

Students identify tactical weaknesses in opposition and adapt their approach

Defensive lines remain organised with minimal gaps even under attacking pressure

Students can articulate the reasoning behind their tactical decisions

Key Teaching Points

Tactics are specific plans and actions that teams use to achieve strategic objectives during gameplay - the 'HOW' of winning
Effective decision-making requires scanning the situation, identifying options, and choosing the best action based on tactical principles
The three key attacking principles are WIDTH (stretching defence), SUPPORT (providing options to ball carrier), and PACE (changing speed to create opportunities)
Defensive success requires LINE INTEGRITY (maintaining organised defensive shape), COMMUNICATION (coordinating movements), and PRESSURE (reducing time and space for attackers)
Great tactical players don't just execute planned plays - they read the game and adapt their tactics based on what the opposition does
Communication is a tactical tool - verbal calls coordinate team movements and ensure everyone understands the tactical plan
The best tactic depends on the game situation - what works against a rushing defence may not work against a drifting defence

Common Misconceptions

MISCONCEPTION: 'Tactics are just about having set plays.' REALITY: While set plays are one tactical tool, tactics include all decision-making during gameplay - when to pass, when to run, where to position. Correct by showing how tactics are dynamic and responsive to game situations, not just pre-planned moves.
MISCONCEPTION: 'The fastest or strongest players make the best tactical decisions.' REALITY: Tactical ability comes from understanding the game and making smart decisions, not just physical attributes. Correct by highlighting examples where clever tactics beat superior athleticism.
MISCONCEPTION: 'If a tactic doesn't work once, it's a bad tactic.' REALITY: Tactics may fail due to poor execution, timing, or opposition adjustments - not necessarily because the tactic itself is flawed. Correct by analysing why tactics succeed or fail, not just whether they did.
MISCONCEPTION: 'Good tactics mean always passing quickly.' REALITY: Sometimes the best tactical decision is to hold the ball, run directly, or slow the play down depending on the situation. Correct by showing varied scenarios requiring different tactical approaches.
MISCONCEPTION: 'Defence is just about tagging people.' REALITY: Defensive tactics include positioning, organisation, communication, and applying pressure to force mistakes. Correct by explicitly teaching defensive tactics with same emphasis as attacking tactics.
MISCONCEPTION: 'Only the captain needs to think tactically.' REALITY: Every player makes tactical decisions constantly during gameplay - everyone needs tactical awareness. Correct by giving all students tactical decision-making opportunities and responsibilities.
MISCONCEPTION: 'Tactics don't matter if you have good skills.' REALITY: Even excellent skills become less effective without tactical understanding of when and how to use them. Correct by showing how tactics and skills work together for success.

SEN Adaptations

ADHD

Keep activity pace brisk with frequent changes to maintain engagement. Provide clear boundaries and structure with visible markers. Use short, focused tactical discussions (90 seconds) rather than extended periods. Assign active leadership roles (captain, demonstrator) to channel energy positively. Give frequent, specific feedback and positive reinforcement. Break complex tactical concepts into smaller, manageable chunks. Allow movement breaks if needed. Position near teacher during instructional time for focus support. Use visual timers to show time remaining in activities.

dyspraxia

Allow additional practice time for new skills before game application. Use larger, softer balls (foam or size 5) for easier catching and handling. Reduce pitch size for better spatial management and coordination. Provide additional verbal cues and reminders during activities. Simplify tactical plays with fewer steps and movements. Allow stationary passing before progressing to moving passes. Use highly visible markers for positioning and boundaries. Implement buddy system for additional support. Focus on tactical understanding and decision-making as strengths. Celebrate effort and improvement over outcome.

autism spectrum

Provide visual schedule showing lesson structure and timings. Establish clear, consistent routines for rotations and transitions. Use visual tactical planning tools (magnets on board, clear diagrams) rather than abstract discussion. Designate quiet zone for sensory breaks if overwhelmed by noise or activity. Provide advance notice of changes to plan or unexpected events. Use concrete, literal language avoiding idioms or ambiguous instructions. Allow rehearsal of new activities before full participation. Implement clear behaviour expectations with visual reminders. Provide role clarity - exactly what their job is in team.

visual impairment

Use brightly coloured balls and equipment for maximum contrast. Provide verbal descriptions of tactical diagrams and spatial setups. Implement buddy system with sighted peer for navigation and positioning. Use additional verbal cues during games: 'Ball coming left' or 'Defender approaching'. Reduce pitch size for better spatial management. Use audible markers (bells, verbal calls) to indicate boundaries. Ensure adequate lighting if indoors. Allow tactile exploration of equipment and pitch layout before activity begins.

hearing impairment

Use clear visual demonstrations for all instructions and tactical concepts. Provide written or illustrated tactical planning sheets. Use hand signals for key instructions (stop, start, change). Ensure student can see teacher's face for lip-reading during instructions. Implement visual whistle alternatives (flag, light signal) for game management. Position student where they can see both teacher and peers during discussions. Use buddy system for communication during fast-paced games. Write key tactical vocabulary and concepts on whiteboard for reference.

general adaptations

Flexible grouping allowing students to work with supportive peers. Multiple means of engagement: visual, auditory, kinesthetic learning opportunities. Alternative assessment methods: verbal explanation instead of written, demonstration instead of discussion. Adjusted expectations aligned with individual education plans. Additional adult support if teaching assistant available. Modified success criteria matching individual capabilities. Positive, inclusive language throughout. Emphasis on personal progress not comparison to others.

physical disability

Modify rules to allow seated or walking participation (seated tag rugby using flags). Reduce pitch size for wheelchair users or those with mobility aids. Allow additional time for movements and passes. Use lighter, softer balls (size 3 or foam) for easier handling if grip strength limited. Implement zone defence where student has specific area to defend from static position. Provide alternative scoring methods if running to try line not possible. Ensure smooth, level playing surface for wheelchair or mobility aid access. Assign tactical leadership or coaching role as alternative if full participation not possible.

Cross-Curricular Links

English

Oracy skills through tactical discussions, team planning, and captain leadership. Precise vocabulary use when describing tactics and strategies. Listening skills during instructions and peer feedback. Explanation and justification when articulating tactical decisions.

Maths

Angles and directions when analysing tactical movements and passing lines. Spatial awareness and geometry when planning attacking plays and defensive formations. Statistics and data handling when analysing game outcomes and tactical effectiveness. Probability when discussing likelihood of tactical success in different scenarios. Measuring distances for pitch dimensions and player positioning.

Science

Forces and motion when analysing acceleration, deceleration, and direction changes during evasion. Energy systems and cardiovascular response during sustained gameplay. Biomechanics of running, passing, and dodging techniques. Reaction time and decision-making speed in high-pressure situations. Human biology including muscle function and fatigue during physical activity.

Geography

Spatial awareness and mapping when designing tactical plays and movements. Use of space and positioning concepts. Directions and orientation when communicating during gameplay. Understanding of scale when translating whiteboard tactics to full pitch.

ICT

Video analysis using iPads to record and review tactical execution (if equipment available). Digital observation and note-taking during games. Use of technology for tactical planning if interactive whiteboards or tablets provided.

PSHE

Teamwork and cooperation during all team-based activities. Leadership development through captain roles and peer coaching. Resilience when tactics fail or games become challenging. Decision-making and risk assessment in tactical situations. Emotional regulation during competitive gameplay. Respect and sportsmanship towards opponents. Communication skills for effective team coordination.

Teacher Guidance

Positioning

During warm-up: Position on sideline with clear view of all students across the width. During tactical planning: Central position between team groups allowing circulation to listen to discussions. During skill development practices: Move between grids spending 60-90 seconds with each group providing targeted coaching. During games: Position centrally between pitches, actively move between them, prioritise observation of higher-risk situations (try line scoring, defensive pressure moments). During cool-down: Central position where all students can see and hear clearly.

Observation Focus

PRIMARY FOCUS: Tactical decision-making quality - are students making appropriate choices based on game situations? SECONDARY FOCUS: Communication and teamwork - are teams coordinating effectively? TERTIARY FOCUS: Skill execution under pressure - are techniques maintained in competitive situations? SAFETY FOCUS: Monitor tag pulling technique, competitive intensity, spacing, and emotional states continuously throughout. ASSESSMENT FOCUS: Use Head, Hands, Heart framework to mentally note students demonstrating different proficiency levels across domains.

Intervention Points

INTERVENE IMMEDIATELY if: unsafe contact occurs, tag belts malfunctioning, emotional conflict emerging, rules violations becoming habitual, students excluded or disengaged. PAUSE AND COACH when: tactical execution breaking down despite understanding (freeze play to highlight decision point), communication lacking (prompt teams to use verbal calls), differentiation needed (adjust challenges or support). ALLOW PLAY TO FLOW when: students problem-solving independently, natural learning occurring through trial and error, tactical discussions happening during time-outs, appropriate challenge level maintained.

Demonstration Notes

Use demonstrations strategically throughout: INTRODUCE concepts through demonstration (show before practice). CORRECT mistakes through demonstration (show wrong then right way). HIGHLIGHT excellence through demonstration (freeze play and have students show peers). TEACH tactics through demonstration (use students to model tactical scenarios on whiteboard or field). Keep demonstrations brief (30-45 seconds maximum) and clearly visible. Use exaggeration during demonstration for clarity. Provide verbal commentary while demonstrating to link visual and verbal learning.

Verbal Cues

•'Scan!' - remind ball carriers to look up and assess options before deciding
•'Support!' - prompt teammates to provide passing options for ball carrier
•'Width!' - encourage teams to use full playing area not bunch in middle
•'Communicate!' - remind about verbal calls during gameplay
•'Hold!' - when ball carrier should wait for support rather than forcing play
•'Line!' - remind defenders to maintain defensive line integrity
•'Freeze!' - stop play to highlight tactical teaching point
•'Why?' - prompt students to explain tactical reasoning not just actions

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: Three areas required - two match pitches (20m x 30m each) and one observation/practice area (15m x 20m). Total space needed approximately 60m x 35m or equivalent. Indoor sports hall (minimum 30m x 20m) can accommodate modified lesson with two pitch rotations instead of three simultaneous games. Outdoor space: marked grass pitch or tarmac playground suitable.

Surface Check

Before lesson: Inspect playing surface for hazards including wet patches, debris, potholes, or uneven areas. Mark or cordon off any hazardous areas. Ensure surface provides adequate grip - avoid wet grass or slippery surfaces. Check line markings are visible. Ensure adequate run-off space beyond pitch boundaries (minimum 3m). Indoor: check floor is clean, dry, and free from dust.

Equipment Safety

Safety Checks

•Tag belts: Check all velcro fastenings are functional before distribution. Ensure tags release cleanly when pulled. Replace worn or damaged belts immediately.
•Rugby balls: Inflate to correct pressure (specified on ball). Check for damage or excessive wear. Ensure appropriate size (size 4 for Year 8).
•Cones: Inspect for sharp edges or cracks. Use flat or dome markers for high-traffic areas. Ensure cones are positioned clearly marking boundaries not inside playing areas where tripping could occur.
•Bibs: Check for torn fabric or broken ties that could cause tripping. Ensure size range available for different body sizes.
•Observation equipment: If using iPads, ensure secure positioning away from playing areas. Brief students on safe handling and positioning for filming.

Risk Management

Key Risks

•Collisions between students during gameplay, particularly when attention focused on ball not surroundings
•Trips and falls during running, dodging, and direction changes especially on uneven surfaces
•Tag pulling causing students to lose balance or twist if belt doesn't release properly
•Excessive competitive intensity leading to unsafe contact beyond appropriate tag rugby contact
•Fatigue affecting coordination and decision-making especially in later game phases
•Emotional intensity during competition potentially causing conflict or unsafe behaviour

Risk Mitigation

•Clear boundaries established and enforced: adequate spacing between pitches (minimum 5m) prevents cross-pitch collisions
•Progressive skill building: tactical practice before full games ensures students prepared for game intensity
•Continuous supervision: teacher actively moves between pitches, observes, and intervenes when needed
•Rules strictly enforced: no contact beyond tag pulling, forward passes prohibited, safe tag pulling technique required
•Regular rotation: 5-minute game intervals with breaks prevent excessive fatigue
•Emotional management: teacher monitors competitive intensity and intervenes if behaviour becoming unsafe or unsporting
•Equipment checks: continuous monitoring of tag belt function throughout lesson with immediate replacement if issues arise
•Safe tagging technique: explicitly taught and reinforced - reach, pull cleanly, release immediately, no grabbing clothing or body
•Adequate space for all activities: no overcrowding in practice grids or game pitches
•Appropriate differentiation: students working at suitable challenge level reduces frustration and unsafe compensation behaviours

Supervision & Emergency Procedures

Supervision Points

•Position centrally between multiple pitches during games for maximum visibility of all playing areas
•Actively circulate - don't remain static: move between pitches every 60-90 seconds during matches
•During practice phases, position to see all groups while providing targeted coaching
•Monitor high-activity areas particularly closely: try line scoring areas where intensity peaks
•Watch for students showing excessive fatigue: flushed faces, hands on knees, reduced engagement
•Observe emotional states: intervene early if frustration, anger, or conflict emerging
•Scan for equipment issues: tags not releasing, balls deflating, cones displaced into playing area
•Position for quick response: maintain proximity allowing rapid intervention if needed
•Use whistle clearly: establish whistle signals for stop, start, and emergency stop

Emergency Procedures

STOP protocol: If injury or serious incident occurs: 1) STOP all activity immediately using emergency whistle signal (three sharp blasts). 2) All students freeze and sit where they are. 3) Assess injured student - do not move if serious injury suspected. 4) Send reliable student to summon first aider/call for assistance if needed. 5) Provide appropriate first aid within your competence level. 6) Complete accident report form following school procedures. 7) Contact parents/guardians as per school policy. 8) For minor injuries: move student to sideline, assess, provide first aid, determine if they can continue or should observe. Resume lesson only when situation fully resolved and safe to do so.