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Lesson 1 - Ball Skills & Tagging

Passing & Decision-Making

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Year 8

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Tag Rugby

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Big Question

How can mastering ball control and spatial awareness give you the advantage in tag rugby?

Learning Objectives

Develop familiarity and confidence handling a rugby ball using correct technique
Understand and demonstrate the correct technique for tagging opponents safely and effectively
Apply basic attacking and defending principles in small-sided game situations

Key Outcomes

Students will be able to handle a rugby ball confidently using proper grip and control techniques
Students will demonstrate safe and effective tagging technique in dynamic situations
Students will make appropriate decisions about when to pass, run or evade in game contexts

Equipment & Resources Required

Rugby Balls

1 per 2 students (15 balls for class of 30)

Check inflation - should have slight give when squeezed. Distribute around perimeter before lesson

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

Tag Belts

1 belt per student + 2 tags per belt (30 belts, 60 tags)

Check velcro attachments secure. Have spare tags available. Belts should fit snugly around waist

Alternative: Coloured bibs tucked into waistbands if tag belts unavailable

Cones

30 cones in 6 different colours (5 of each colour)

Arrange 6 cones in circle around central area (approx 20m diameter), with matching colours opposite each other

Alternative: Spots, markers, or even spare bibs can mark positions

Spots

6 spots for game application phase

Place spots 4m to left and right of game lines

Alternative: Small cones, bibs, or tape markers

Video Device

1 tablet or camera

Set up on tripod for peer assessment during skill development phases

Alternative: Student smartphones (with appropriate safeguarding policies)

Key Vocabulary

Pop pass

A short, upward pass where hands go under the ball and 'pop' it just high enough for a teammate to catch comfortably

Pocket pass

A lateral pass where the ball is released from 'pocket' position at hip level, using arms as levers to swing the ball across

Tag

The removal of a fabric tag from an opponent's belt to stop their forward progress, replacing tackling in tag rugby

Try

Scoring method in rugby where the ball is touched down with downward pressure beyond the try line

Scoop

The technique for picking up a ball from the ground by approaching from the side and scooping with both hands

Ball familiarisation

Activities designed to develop confidence and feel for handling the unique shape of a rugby ball

Weight transfer

Shifting body weight from one foot to another to create momentum for change of direction

W-shape target

Hand position for receiving a pass, with thumbs and fingers forming a 'W' to create a large catching area

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing skills from primary PE
Understanding of personal space and movement in games contexts
Experience with tag-based games or similar invasion games

Current Skills

Correct rugby ball grip and handling technique
Pop passing and pocket passing techniques
Safe and effective tagging technique
Basic evasion skills including weight transfer and change of direction

Next Steps

Developing passing accuracy at speed and under pressure
Advanced evasion techniques including dummy passes and sidesteps
Understanding defensive positioning and communication in small-sided games
Applying attacking principles in structured game scenarios

Milestone Indicators

Maintains correct ball grip throughout all activities

Successfully completes 8 out of 10 passes to moving targets

Removes tags without physical contact beyond tag belts

Demonstrates weight transfer before changing direction

Key Teaching Points

Rugby ball grip: fingers spread wide across seams, ball held in fingers not palms - this gives maximum control and develops ball feel essential for all rugby skills
Pop pass fundamentals: hands under ball, gentle upward motion to chest height of receiver, not over-powered - this pass is foundation for close-support play
Pocket pass technique: side-on body position, ball starts at hip pocket, arms work as levers swinging across body, follow through pointing at target - this is THE fundamental rugby pass
W-shape catching target: thumbs together, fingers spread wide at chest height, presented early before pass is released - good receivers make passers more accurate
Try-scoring technique: two hands on ball applying firm downward pressure, ball completely grounded, knee bend to get low - proper grounding is a rule requirement
Scooping from side: approach ball from side angle never from directly behind, two hands scooping simultaneously, knees bent for stable base - prevents kicking ball accidentally and maintains control
Weight transfer for evasion: shift body weight from both feet before changing direction, creates explosive power for change of direction, essential for beating defenders - hips initiate direction change
Defensive hip-watching: watch opponent's hips not their feet or eyes because hips show true direction of movement, eyes and feet can deceive but hips don't lie - improves tagging success rate

Common Misconceptions

Misconception: Rugby balls are just like footballs. Reality: Oval shape makes them bounce unpredictably and requires two-handed control, not one-handed like round footballs. Unique seam structure provides grip points.
Misconception: Passing harder means passing better. Reality: Controlled passes at appropriate pace are more accurate and catchable than forceful passes. Power comes from technique (lever arms, follow through) not muscular force.
Misconception: You can pick up a rugby ball from any angle. Reality: Approaching from behind risks kicking the ball away; side approach with scoop technique maintains control and prevents fumbles.
Misconception: Just placing the ball over the try line scores a try. Reality: Downward pressure must be applied with control; a loosely placed ball can be kicked away and doesn't count as a score.
Misconception: Watch the opponent's feet to predict their movement. Reality: Feet can be deceptive with quick steps; hips show true direction of body movement and are more reliable for defensive reading.
Misconception: You need to be fast to be good at evasion. Reality: Deceptive weight transfer and change of direction beats pure speed; a slower player with good weight transfer can evade a faster player running straight.
Misconception: Tagging is just grabbing whatever you can reach. Reality: Only fabric tags should be pulled; grabbing shirts, arms or body is dangerous and against the rules - promotes safety over aggression.
Misconception: Passing with your non-dominant direction will never be as good. Reality: With practice, both directions can become equally proficient; many top players are naturally right-handed but pass left equally well through deliberate practice.

SEN Adaptations

ADHD

Keep activity segments short (5-8 minutes) with frequent changes to maintain engagement. Provide clear, simple instructions in small chunks - avoid long explanations. Use visual cues and demonstrations, not just verbal instructions. Build in movement breaks between listening sections. Provide clear boundaries - cones marking work areas help focus. Minimise distractions - position away from doors, windows, or other classes if possible. Offer frequent specific feedback: 'Brilliant, you kept your head up that whole time!' Give roles/responsibilities: 'You're in charge of collecting these three balls.' Use proximity - teach near the student, use their name regularly to maintain attention. Allow fidget tools during instruction time if helpful. For waiting time in lines, provide small task: 'While waiting, practice your grip on the ball.'

dyspraxia

Break skills into smaller component parts with practice of each part separately before combining. Use larger, softer balls that are easier to catch and less intimidating. Reduce distances for throwing/passing to increase success rate. Provide extra practice time on fundamental skills before adding complexity. Offer verbal/visual cues during activities: 'Step, swing, follow through.' Pair with patient partner who will support without rushing. Reduce speed of activities - allow walking rather than running initially. For balance challenges (standing quad stretch), provide wall support or do seated alternative. Use high-contrast coloured equipment for easier visual tracking. Celebrate small improvements specifically: 'That catch was much smoother than earlier!' Reduce performance pressure - avoid being first to demonstrate or compete publicly until confident.

autism spectrum

Provide visual schedule of lesson sections at start so student knows what's coming and in what order. Maintain consistent structure each lesson (warm-up, skills, game, cool-down). Give advance warning of transitions: 'In two minutes we'll be moving to passing practice.' Provide quiet zone or designated 'calm corner' if overwhelmed by noise/activity. Allow use of ear defenders if sports hall noise overwhelming. Pair with consistent, understanding partner who student is comfortable with. Be explicit about social expectations: 'In this activity, partners take turns - you pass, they pass back.' Use specific, concrete language rather than idioms or abstract concepts. Offer choice where possible: 'Would you prefer to be the cat first or the mouse?' Minimise unexpected changes - if modifying plan, explain clearly why.

visual impairment

Use brightly coloured rugby balls (yellow or orange) for better visibility. Provide high-contrast coloured bibs for teammates. Use large, highly visible cones for boundaries. Pair with sighted buddy who provides verbal cues about spatial information: 'Partner is two metres ahead... defender approaching from your right.' Reduce playing area size to make tracking easier. Allow closer working distances during passing. Provide tactile exploration of rugby ball shape and seams before activity. Use audible ball (bell inside) if available for higher support needs.

hearing impairment

Position student where they can clearly see teacher's face and lips during all instructions. Use visual demonstrations extensively - show, don't just tell. Provide written or pictorial instruction cards they can refer to. Pair with buddy who can tap shoulder for attention when instructions given. Use exaggerated visual signals: raised hand for stop, thumbs up for good, pointing for directions. Make eye contact before giving instruction to ensure attention. Face toward student when speaking, avoid turning back. Ensure understanding by asking student to demonstrate what they need to do rather than verbal confirmation. In game situations, use coloured flags or visual signals instead of whistle.

physical disability

Adapt to wheelchair user: seated passing activities (many activities work from seated position). Use larger, lighter balls if grip strength limited. Reduce distances between partners/targets. Tagging adapted: remove bibs from wheelchair or use velcro patches on shoulders. Beat Your Partner: wheelchair users aim to reach designated spot before able-bodied partner can gently tag their shoulder. Peer buddies to collect/return balls to minimise retrieval movement. For ambulant students with limited mobility: reduce running distances, allow walking pace in activities, provide chair/bench for rest between activities, modify evasion to stepping/sidestepping rather than sprinting.

Cross-Curricular Links

English

Using and understanding technical vocabulary (pop pass, pocket pass, scoop, tag, try, weight transfer). Giving clear verbal instructions during peer assessment (spoken communication). Listening to teacher instructions and partner feedback (listening skills).

Maths

Counting successful passes in challenges (data collection). Measuring distances for spot placement and spacing between students (measurement in metres). Calculating points scored in Beat Your Partner game (addition). Analysing angles of passing and running lines (geometry). Timing activities and comparing durations (time).

Science

Understanding forces applied during passing (force and motion). Exploring friction between hands and ball affecting grip. Identifying heart rate changes during warm-up and cool-down (human biology, circulatory system). Discussing muscle groups used in different movements (musculoskeletal system). Breathing rate changes during exercise (respiratory system).

Design & Technology

Understanding rugby ball design - why oval shape rather than spherical (product design, fit for purpose). Exploring tag belt mechanism - velcro design for quick release (mechanisms).

Geography

Using directional language: left, right, clockwise, anticlockwise (directional awareness). Understanding spatial organisation in group formations (spatial reasoning). Mapping movement patterns through space during warm-up circuit.

PSHE

Teamwork and cooperation during partner and group activities (relationship skills). Managing emotions during competitive games - dealing with winning and losing (emotional regulation). Resilience when activities are challenging, especially non-dominant side passing (perseverance). Fair play and honesty in self-scoring points (integrity). Communication skills when giving peer assessment feedback (constructive feedback). Leadership when students demonstrate or help struggling peers (leadership skills).

Teacher Guidance

Positioning

Throughout lesson, prioritise positioning that allows visual monitoring of all students simultaneously. During warm-up circuit, stand at perimeter where central crossing zone is visible. During skill development in groups, circulate but maintain scanning of whole space every 15-20 seconds. During game application, position at elevated point if available (stage, platform) or corner where multiple game groups visible. Avoid turning back to any section of class for extended periods.

Observation Focus

Priority observation areas: (1) Safety - watch for rough contact, dangerous proximity, surface hazards. (2) Technique - scan for major technical errors in grip, passing, tagging. (3) Engagement - identify disengaged students or those struggling significantly. (4) Differentiation needs - note students for whom standard activity is too easy or too hard for adjustment. Use 'lighthouse scanning' - systematic rotation of observation around whole space.

Intervention Points

Intervene immediately for: unsafe play (rough tagging, collisions), students significantly off-task, equipment issues creating hazards. Pause whole class for: if more than 30% showing same technical error (mass re-teach needed), if activity breaking down across multiple groups (instructions unclear), if safety concern is widespread. Individual intervention for: students struggling with specific skill (crouch beside, provide individual coaching), students needing extension (add challenge without whole-class stop). Balance between intervention and allowing productive struggle.

Demonstration Notes

Demonstrate all new skills personally before student practice begins. Use SLOW-MOTION demonstration first showing each component clearly, then FULL-SPEED demonstration showing skill in context. Exaggerate key technical points (e.g., very pronounced hip rotation when showing weight transfer). Use student volunteers for demonstrations only after skill is established - select confident, competent students who will successfully model. When demonstrating, ensure ALL students can see clearly - semi-circle formation or elevated position. Accompany demonstration with verbal commentary: 'Watch my hands going under the ball... see the pop upward... notice it's only chest high...' Demonstrate common MISTAKES as well as correct technique for contrast: 'This is what I DON'T want to see... now this is correct...'

Verbal Cues

•'Heads up!' - remind spatial awareness during warm-up circuit
•'Soft hands!' - encourage relaxed catching during passing
•'Follow through!' - reinforce pocket pass completion
•'Tags only!' - remind appropriate contact during games
•'Watch the hips!' - tactical cue for defenders
•'Quick feet!' - encourage weight transfer mobility
•'Find space!' - tactical awareness in congested areas
•'Two hands!' - reinforce proper ball carrying and scooping

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space for class of 30. Indoor sports hall or outdoor hard surface area (tennis courts, netball courts, playground). If outdoor, grass fields suitable in dry conditions but harder for ball control.

Surface Check

Dry, even surface essential. Check for: water/wet patches (slipping hazard), uneven ground or holes (trip/ankle hazard), loose equipment from previous lessons, debris or litter. Indoor: check for slippery areas near doors where students may enter with wet shoes.

Equipment Safety

Safety Checks

•Rugby balls: check correct inflation - should have slight give when squeezed firmly but not be hard as rock or soft and saggy. Over-inflated balls bounce unpredictably and are hard to catch. Under-inflated balls are difficult to pass accurately.
•Tag belts: check all velcro attachments secure and functional. Tags should pull away cleanly with moderate force. Belts should not be frayed or have broken fixtures. Have 5-6 spare tags available for replacements during lesson.
•Cones: check for sharp edges or cracks. Heavy rubber cones preferred over lightweight plastic which blow away or are kicked easily. Ensure highly visible colours.
•Marker spots: non-slip backing essential. Check they lay flat and don't curl up creating trip hazard.

Risk Management

Key Risks

•Collisions between students during warm-up circuit when multiple students crossing central area simultaneously
•Trips and falls during rapid direction changes in evasion activities
•Ball strikes to face during passing activities if students not paying attention
•Contact beyond tags during Beat Your Partner game if students over-competitive
•Slips during explosive starts from stationary position in game situations

Risk Mitigation

•Warm-up circuit: start slowly to establish spatial awareness patterns before increasing speed. Monitor central zone and pause if overcrowding occurs. Clear 'heads up' instruction throughout.
•Progressive skill building: starting with stationary passing before adding movement reduces collision risk. Adequate spacing between groups maintained (minimum 3m clearance).
•Ball awareness: receivers taught to present W-target and watch ball into hands. 'Heads up' instruction reinforced throughout lesson.
•Tagging boundaries clear: repeated instruction that only tags can be grabbed, no shirts, arms or physical contact. Immediate intervention if rough play observed.
•Appropriate footwear: check all students wearing trainers with grip, not plimsolls or fashion trainers with poor traction. Tied laces checked at lesson start.
•Controlled intensity: activities build progressively. Monitor fatigue and provide water breaks if needed (especially in hot weather).

Supervision & Emergency Procedures

Supervision Points

•Position at corner or edge of space for maximum visibility of all students and groups simultaneously
•During warm-up circuit: position where central crossing zone is clearly visible
•During skill development: circulate between groups providing feedback but maintaining overview of all groups
•During game application: position where multiple game groups visible, prioritising observation of most competitive/physical groups
•Monitor high-activity areas: where students are sprinting, changing direction sharply, or in competitive situations

Emergency Procedures

Stop signal (whistle or raised hand and 'FREEZE' call) established at lesson start - all students stop immediately and look at teacher. If injury occurs: stop all activity, assess injury severity. Minor injuries (stumble, bumped): check student, brief pause, resume if appropriate. Significant injury (impact, acute pain, bleeding): stop lesson, administer first aid, send responsible student for additional adult support if needed, keep other students calmly occupied away from injured student. Emergency services: call if serious injury (head injury with loss of consciousness, suspected fracture, breathing difficulty). Know location of nearest first aid kit and trained first aider.