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Lesson 6 - Tournament Skills & Assessment

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 we demonstrate mastery of rugby skills and tactics in competitive situations whilst showing outstanding sportsmanship?

Learning Objectives

To apply all skills and tactics learned throughout the unit in competitive game situations
To evaluate own and team performance against unit objectives using structured criteria
To demonstrate comprehensive understanding of rugby principles in modified game formats

Key Outcomes

Students will successfully execute technical skills and tactical decisions in tournament matches
Students will accurately assess their own progress and provide constructive peer feedback
Students will demonstrate leadership, sportsmanship and deep understanding of invasion game principles

Equipment & Resources Required

Rugby Balls

7 (1 per game pitch plus spares)

Correctly inflated, placed at each pitch centre

Alternative: Size 4 balls for smaller hands if needed

Cones

40-50 (for pitch marking and skills stations)

Mark multiple small-sided pitches (30m x 20m each)

Alternative: Flat markers or chalk lines on playground

Tag Belts

30 sets (1 per student with 2 tags each)

Organised by team colours, checked for secure Velcro

Alternative: Bibs tucked into waistbands if tags unavailable

Bibs

30 (multiple colours for different teams)

Clearly distinguishable colours for each team

Alternative: Team bands or coloured tags

Score Sheets

1 large display board

Head, Hands, Heart rubrics clearly visible

Alternative: Mini whiteboards with pre-printed criteria

Whiteboard Pens

6-8 (for tactical planning and evaluation)

Available for team tactical discussions

Alternative: Paper and clipboards

Pencils

1 per student (for student referees)

Clear scoring system explained

Alternative: Simple tally sheets

Key Vocabulary

Tournament

A competitive format where multiple teams compete in a series of matches

Performance Evaluation

Systematic assessment of skills, tactics and behaviours against specific criteria

Tactical Awareness

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

Sportsmanship

Demonstrating respect, fair play and positive behaviour towards opponents and officials

Reflection

Thinking critically about your own performance to identify strengths and areas for improvement

Leadership

Taking responsibility for guiding, motivating and supporting team members

Game Analysis

Observing and evaluating team tactics and individual performances to identify patterns

Skill Progression Pathway

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

Prior Learning

Students have developed technical skills including passing, catching, evasion and defensive positioning
Students understand attacking principles such as width, depth and support
Students can execute set plays and defensive formations
Students have experience with modified tag rugby games and rule application

Current Skills

Application of all technical skills under competitive pressure
Integration of tactical knowledge into match situations
Performance evaluation and reflective practice
Leadership, refereeing and officiating skills
Tournament play with strategic thinking

Next Steps

Transition to full-sided rugby union or rugby league formats
Application of invasion game principles to other sports
Development of coaching and leadership roles
Advanced tactical analysis and game planning

Milestone Indicators

Consistent skill execution under match pressure

Effective communication and tactical adjustments during games

Accurate self and peer assessment using specific criteria

Demonstration of leadership and exemplary sportsmanship

Ability to transfer rugby principles to other invasion games

Key Teaching Points

This is a culminating assessment lesson - ensure you're observing systematically across all students using the Head, Hands, Heart framework not just watching games passively. Record specific examples of skills, tactics and character for evidence-based assessment completion.
Tournament organisation is complex - have fixtures clearly displayed, referee rotation organised in advance, and smooth transition processes planned. Any organisational confusion wastes precious learning time and reduces match quality.
Balance competition with learning focus - while students are competing for tournament success, your emphasis should remain on skill application, tactical understanding and character development. Praise these elements publicly not just winning.
Student referees need your support - back their decisions publicly to maintain their authority but provide gentle guidance if needed. This develops leadership and rules understanding but requires careful scaffolding to build confidence.
Safety is paramount when running multiple simultaneous matches - position yourself centrally with continuous scanning across all pitches. Adequate spacing between pitches and firm enforcement of non-contact rules prevents injuries.
Tactical timeout discussions between matches are crucial learning moments - circulate and prompt teams to be specific in analysis not vague. This develops metacognitive skills and reflective practice essential for long-term development.
The reflection and assessment period is not an add-on but a core component - protect this time and insist on quality completion. Students' ability to self-assess accurately against criteria is a vital life skill beyond PE.
Differentiation in this lesson comes through role allocation, support levels, and assessment expectations - ensure less confident students have roles allowing success and contribution. All must feel valued regardless of ability level.

Common Misconceptions

Misconception: 'Tag rugby tournaments are just about winning matches.' Reality: While competition motivates, the primary learning objectives are skill application, tactical understanding, and character development. A student who loses all matches but demonstrates excellent technique, smart decisions, and outstanding sportsmanship has been more successful than one who wins through dominance without development. Explicitly teach that success is measured against learning objectives not just scoreboards.
Misconception: 'When tagged, I can take a few more steps before stopping.' Reality: The moment a tag is pulled, the ball carrier must stop immediately in place and pass within 3 seconds. Many students try to continue running after tags which breaks the fundamental rule. Student referees must be empowered to enforce this consistently with penalties for violations (turnover). Practice immediate stopping in warm-up drills.
Misconception: 'Creating space means running as far from teammates as possible.' Reality: Effective spacing is about optimal positioning typically 5-7 metres apart providing passing options without being so spread that passes can't reach. Students often misunderstand 'spread wide' as 'run away from everyone' leaving no support options. Teach that spacing creates passing options while maintaining connectivity as attacking unit.
Misconception: 'The best tactic is always to pass to the fastest runner.' Reality: Smart rugby involves reading defensive positioning and passing to whoever is in the best space not always the same person. Students may develop favoritism passing only to strong players causing others to disengage. Teach decision-making based on defensive gaps, support positioning and spatial awareness not just player speed. Inclusive tactics are both better sportsmanship AND better rugby.
Misconception: 'Good defence means running directly at the ball carrier.' Reality: Effective defence is about controlling space, maintaining defensive line integrity, and forcing attackers wide or backwards not just individual pursuit. Students often break defensive formation to chase ball carrier creating gaps for attackers. Teach that defensive shape and organisation matters more than individual tackles.
Misconception: 'Self-assessment should make me look as good as possible.' Reality: Honest, evidence-based self-assessment is about genuine reflection identifying both strengths and development areas. Many students either inflate or deflate their self-assessments rather than accurate evaluation. Teach that honest assessment serves their learning better than inaccurate claims and there's no penalty for identifying areas needing work - that shows maturity.
Misconception: 'Peer feedback should just say everything was good to be nice.' Reality: Constructive feedback includes specific positives AND one suggestion for improvement because that's how we help each other develop. Students often give generic positive feedback ('you were good') that lacks specificity or usefulness. Teach that truly supportive feedback is specific, evidence-based and includes growth opportunities framed constructively.

SEN Adaptations

ADHD

Short activity bursts within tournament format naturally suits attention needs - matches only 5 minutes. Clear boundaries marked visibly providing structure and focus. Specific, active roles assigned: student referee provides purposeful focus, captain role channels leadership energy productively. Immediate feedback throughout matches sustaining engagement. Movement breaks built into lesson structure between matches. Positioning near teacher during briefings minimising distractions. Simplified instructions focusing on one or two key points at a time. Use of visual aids and demonstrations maintaining attention through multi-sensory input. Celebration of positive behaviours frequently and specifically reinforcing desired focus. Active participation throughout maintains engagement better than passive waiting. Fidget tools allowed if helpful during assessment writing time. Structured choices within activities providing autonomy within clear parameters. Pair with calming peer influence during team activities. Physical activity itself helps attention regulation throughout lesson.

dyspraxia

Extra time during warm-up for motor skill preparation particularly dynamic stretches. Use larger, softer balls initially for catching practice allowing more time to react and reducing impact if missed. Reduce passing distances in skills practice allowing more achievable success. Provide clear, step-by-step demonstrations of complex movements breaking skills into smaller components. Verbal cues accompanying movements helping coordinate actions ('Step, catch, pass'). Reduced pressure scenarios initially building confidence before tournament competition. Position in roles utilising strengths: possibly better as strategic thinker than fast runner. Buddy support from patient peer during skills practice. Celebrate effort and improvement over absolute performance acknowledging challenges faced. Extended practice time at consolidation stations if needed for skill repetition. Allow choice to referee if active participation feels overwhelming. Written self-assessment may be challenging - offer verbal alternative or scribed support. Equipment adaptations: tag belts with larger Velcro area for easier fastening, bibs in pull-over style rather than requiring tying. Focus assessment on cognitive (Head) and social (Heart) domains where student may excel rather than only physical skills.

autism spectrum

Provide clear visual schedule showing lesson structure and timings for predictability. Written rules displayed prominently for reference throughout lesson reducing anxiety about uncertainty. Advance notice of transition times between activities using countdown warnings ('Two minutes until next match'). Consistent routines and procedures throughout tournament providing structure. Quiet zone available if sensory overwhelm occurs with agreement student can step out briefly and return. Clear, explicit teaching of social expectations for sportsmanship (handshakes, how to respond to losing, appropriate celebration). Concrete success criteria with visual indicators (emoji scales for self-assessment). Minimise unexpected changes to plan - if modifications needed, explain clearly with rationale. Partner with understanding peer who can provide social support during team interactions. Acknowledge and praise coping strategies and successful social interactions explicitly. Allow use of fidget tools if helpful during assessment writing time. Break lengthy instructions into smaller chunks with check-in points.

visual impairment

Use brightly coloured balls and bibs with high contrast for maximum visibility. Provide verbal descriptions of playing areas, boundaries and pitch layout before tournament begins. Pair with sighted buddy who can provide positional guidance and describe play development. Use auditory cues: bells inside balls for tracking, verbal calls from teammates indicating positions. Reduce playing area size for clearer spatial awareness. Provide tactile pitch map allowing student to feel layout and understand spatial organisation. Commentary during matches describing play progression. Referee uses clear loud verbal calls not just visual signals. Position student in roles using their strengths potentially as tactical advisor rather than active player if preferred.

hearing impairment

Ensure students positioned to see teacher's face during all instructions - no speaking while turned away. Use visual demonstrations for all skills and activities not just verbal explanations. Written tournament fixtures and rules provided on visible board. Teach and use agreed hand signals for key communications during matches (pass, support, spread wide). Buddy system with hearing peer who can tap shoulder to gain attention when needed. Referee uses clear visual signals not relying on whistle alone. Tactical discussions accommodate communication needs potentially using mini whiteboards for key points. Position near teacher during briefings for clearer communication. Check understanding through demonstration not just verbal confirmation. Provide written assessment sheets rather than verbal instructions for assessment completion.

physical disability

Adapt based on specific needs: wheelchair users can participate with modified rules (wheels don't cross line for tries, tags attached to chair), enlarged playing zones for wheelchair maneuverability. Ambulant students with reduced mobility can play walking-pace games or smaller-sided versions (4v4 on smaller pitch). Modified equipment: softer lighter balls for those with reduced grip strength or coordination challenges. Reduced pitch dimensions allowing full participation with less running distance. Adapted roles: tactical director calling plays from sideline, referee or scorer roles providing full engagement without physical demands, assessment and analysis roles. Buddy support from peer for physical assistance if needed. Modified success criteria focusing on tactical understanding and decision-making rather than physical execution. Celebration of contributions emphasising that all roles in team sport are valuable.

Cross-Curricular Links

English

Speaking and listening: articulating tactical ideas clearly during team discussions, presenting team strengths to whole class through captain reports, verbal feedback during peer assessment, active listening during rule explanations and peer sharing. Vocabulary development using technical rugby terminology correctly in context. Communication skills including assertiveness, clarity, encouragement, constructive criticism. Following complex verbal instructions during tournament organisation. Reading comprehension when using assessment rubrics and written success criteria. Writing skills in self-assessment reflections providing evidence for judgements and articulating progress clearly.

Maths

Tournament mathematics: calculating league standings, points systems, win/loss ratios. Recording and interpreting match statistics including tries scored, successful passes, tags made. Analysing percentage success rates in skills (passing accuracy percentage, successful evasions percentage). Using and interpreting tables showing tournament fixtures and results. Geometry concepts including angles of running lines, triangular support positions, creating width through spacing calculations. Time management and understanding durations (5-minute matches, 90-second tactical timeouts).

Science

Physical science: forces applied during passing (push and pull forces), friction between feet and ground surface affecting grip and movement, trajectory and flight paths of rugby balls, momentum and its effect on stopping tagged players. Biological science: cardiovascular system response to intense exercise (increased heart rate, breathing rate), muscular system engagement during different movements (quadriceps in running, deltoids in passing), recovery processes during breaks between matches, importance of warm-up and cool-down for muscle preparation and recovery, energy systems used during short intense activities (ATP-PC system for sprints and evasion). Health science: benefits of regular physical activity for physical and mental health, hydration importance during intense exercise, injury prevention through proper technique and preparation.

Computing

Digital literacy if using iPads for assessment: navigating applications, inputting data accurately, using assessment tools. Video analysis possibilities for tactical review and skill evaluation. Recording and managing data from tournament matches. Use of technology for presenting and communicating assessment information. Understanding how technology can enhance performance analysis in sport.

Geography

Spatial awareness and field positioning using geographic language (width, depth, forwards, backwards). Creating and reading tactical maps showing player positions and movement patterns. Understanding directional language and applying it to rugby tactics (moving north/south down pitch, attacking left/right, advancing forward into opponent territory). Scale and distance awareness when creating appropriate spacing between players. Using bird's eye view perspectives to analyse field positioning and spatial organisation.

PSHE

Emotional intelligence: recognising and managing emotions during competitive situations, showing resilience when facing setbacks or losing matches, maintaining self-control under pressure. Social skills: teamwork, collaboration, communication, conflict resolution during team disagreements, respect for diversity of abilities and backgrounds, inclusion of all teammates regardless of skill level. Leadership: captain roles requiring decision-making, motivation, organisation, representation of team voice. Character education: sportsmanship, fair play, integrity in self-assessment, respect for opponents and officials, grace in victory and defeat. Goal-setting and personal development through reflection and identifying areas for improvement. Growth mindset development understanding that abilities improve through effort and practice.

Teacher Guidance

Positioning

Begin lesson at central location visible to all students for whole-class instructions. During warm-up circuit, position centrally to observe all activity groups simultaneously rotating view continuously. During skills consolidation stations, stand at central point enabling observation of all four stations, moving closer to stations requiring additional support or safety monitoring. For team preparation time, circulate between teams offering guidance while maintaining awareness of all groups. During tournament matches, position at central location between three pitches with clear sightlines to all playing areas - this is critical for supervision and safety. Adjust position dynamically based on game intensity moving closer to matches requiring additional supervision. During cool-down and reflections, position within or at edge of circle formation to maintain group cohesion and enable eye contact with all students.

Observation Focus

Throughout lesson, systematically observe: technical skill execution (passing accuracy, catching technique, evasion effectiveness, defensive positioning), tactical decision-making (when to pass vs evade, creating space, support positioning), communication quality between teammates, leadership behaviours especially from captains, sportsmanship demonstrations in competitive contexts, adherence to rules and respect for referees, individual student engagement and confidence levels, signs of fatigue or distress requiring intervention, equipment security particularly tag belts, and surface/environmental conditions affecting safety. Use Head, Hands, Heart framework to structure observations ensuring balanced assessment across all domains. Record specific examples of exceptional performance or areas needing support for assessment purposes and feedback.

Intervention Points

Intervene immediately for: any safety concerns including dangerous play or insecure equipment, contact rule violations, poor sportsmanship or disrespectful behaviour toward any participant, students showing signs of injury or distress, exclusion or bullying behaviours, referee decisions being contested aggressively, excessive frustration or inappropriate reactions to competition. Intervene supportively for: technical errors requiring immediate correction for safety or learning, tactical misunderstandings when team struggles repeatedly, students opting out or showing low engagement requiring encouragement, conflicts between teammates needing mediation, student referees requiring backing or guidance in decision-making, groups off-task during team preparation time. Use brief teaching moments during tournament when exceptional play occurs - pause briefly to highlight excellent examples for all to learn from but resume quickly to maintain game flow. Balance intervention with allowing student autonomy and natural game flow - over-intervention reduces authentic application.

Demonstration Notes

Begin lesson with high-energy, enthusiastic tone setting expectations for quality performance and positive attitudes. During warm-up, demonstrate movements with exaggeration for clarity emphasising correct form. At skills stations, provide clear demonstrations of each activity before students begin ensuring they understand task requirements. Use student demonstrations whenever possible to build confidence and show that peers can achieve skills. During tournament briefing, demonstrate key referee signals clearly so all participants understand officiating. Throughout matches, use brief freeze moments sparingly (only for exceptional teaching points) to highlight outstanding examples without disrupting game flow excessively. Model sportsmanship behaviours constantly including positive language, respect for all participants, grace in handling contentious decisions. During reflections, demonstrate active listening, validation of student contributions, and linking observations to learning objectives. Maintain energy and enthusiasm throughout entire lesson despite intensity and length - your demeanor sets tone for student engagement and positivity.

Verbal Cues

•'Spread wide! Use the full width of the pitch!'
•'Support your ball carrier - two options minimum!'
•'Defensive line - stay together! Move as one unit!'
•'Quick ball! Play it within three seconds!'
•'Look for space not players - where's the gap?'
•'Communicate! Talk to your teammates!'
•'Draw and pass! Make the defender commit!'
•'Excellent sportsmanship, well done!'
•'Control! Keep your technique under pressure!'
•'Next job! What does your team need from you now?'
•'That's outstanding tactical awareness!'
•'Respect the referee's decision and move on!'
•'Breathe! Make smart decisions not rushed ones!'
•'Keep your heads up! Learn and adapt!'
•'Look at that support play - textbook rugby principles!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor or indoor space required: minimum three tag rugby pitches of 30m x 20m each plus surrounding buffer zones (minimum 5m between pitches). Total space requirement approximately 60m x 40m for tournament format with three simultaneous games. Clear sightlines for teacher supervision of all pitches. Space free from fixed obstacles, hazards, or uneven surfaces.

Surface Check

Surface must be appropriate for running and change of direction activities: dry grass, artificial turf, or indoor sports hall surface. Check for hazards including holes, wet patches, loose stones, broken glass, or debris. If outdoors after rain, assess if surface is too slippery for safe play - consider moving indoors or modifying activities. Indoor surface should be clean and dry with no water spillages. Ensure adequate grip for footwear on surface type being used.

Equipment Safety

Safety Checks

•All rugby balls checked for correct inflation - not over-inflated which creates hard projectile risk
•Cones inspected for damage, sharp edges or broken pieces - remove any damaged cones from use
•Tag belts and tags checked thoroughly before each round - Velcro must be secure and functional
•Whistle function tested for student referees - clear, loud sound to stop play when needed
•Assessment materials (iPads/tablets) kept safely off playing areas to prevent tripping or impact damage
•Mini whiteboards and pens stored in designated area away from playing zones
•Water bottles positioned off pitch areas but accessible during designated breaks
•First aid kit readily accessible at edge of playing area with designated adult knowing location

Risk Management

Key Risks

•Collisions between players during matches due to multiple students moving at speed in confined space
•Collisions between different games if pitches too close together
•Falls during evasion movements particularly on slippery surfaces or when changing direction rapidly
•Ball strikes to face or body from powerful throws particularly during passing drills
•Overexertion and exhaustion during tournament format with multiple consecutive matches
•Tag belt injuries if students pull tags too aggressively or if Velcro faulty causing sudden release
•Contact violations if students become over-competitive and forget non-contact rules
•Ankle or knee injuries from twisting movements during evasion or rapid direction changes
•Heat exhaustion if conducted outdoors in hot weather without adequate hydration breaks
•Emotional distress from competitive pressure or perceived failure

Risk Mitigation

•Clear pitch boundaries marked with adequate buffer zones (minimum 5m) between playing areas to prevent cross-game collisions
•Explicit teaching and reinforcement of non-contact rules throughout tournament with immediate consequences for violations
•Thorough equipment checks before each round ensuring all tag belts secure and functional
•Progressive warm-up preparing muscles and joints for intense activity reducing injury risk
•Mandatory 90-second breaks between matches for hydration, rest and tactical discussion
•Student referees empowered to stop play immediately if safety concerns arise with teacher backup always available
•Teacher positioned centrally with clear sightlines to all pitches for continuous supervision
•Match duration limited to 5 minutes to prevent excessive fatigue while maintaining engagement
•Appropriate work-to-rest ratios with students rotating through playing, refereeing, and assessing roles
•Differentiated participation options allowing students to step back if feeling unwell or overwhelmed
•Emphasis on controlled movements during demonstrations and practice reducing reckless play
•Environmental monitoring throughout lesson (temperature, surface conditions, student welfare)
•Clear protocol for injury management - stop play, assess, provide appropriate first aid, record incident
•Emotional support structures including teacher encouragement, positive peer culture, focus on effort over results

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned at central location enabling simultaneous observation of all three tournament pitches
•Continuous scanning across all playing areas not fixed attention on single match
•Particular attention to high-risk moments: evasion attempts, defensive tags, celebrations near boundaries
•Monitoring of student referee decisions supporting their authority while ensuring safety standards maintained
•Observation of individual student welfare indicators: excessive fatigue, signs of distress, limping or injury
•Awareness of interpersonal dynamics watching for conflict, poor sportsmanship, or exclusion requiring intervention
•Positioning adjusted based on game intensity moving closer to matches showing elevated risk
•Regular equipment scanning ensuring tag belts remain secure throughout matches
•Environmental monitoring tracking weather changes, surface conditions, or external hazards entering area
•Designated adult supervision maintained throughout entire lesson including during assessment completion

Emergency Procedures

Immediate STOP protocol if serious injury occurs: blow whistle continuously, all students stop and sit, assess injured student without moving them unnecessarily. Send responsible student to fetch additional adult support and first aid kit if needed. Provide appropriate first aid within competence level - do not attempt procedures beyond training. Keep injured student calm and comfortable, protect from further harm. If head, neck or back injury suspected do not move student - stabilize and call emergency services via school procedure. Record incident details immediately after situation resolved. Contact parents/guardians as per school policy. Complete accident report forms thoroughly. For minor injuries: stop student's participation, assess injury, provide first aid (ice, elevation, etc.), record in accident book, inform parents. Re-entry to activity only when appropriate and safe. For emotional distress: remove student from activity, provide calm space and support, involve pastoral staff if needed, do not force return to activity.