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Lesson 3 - Passing Backwards and Dummy Passes

Passing & Decision-Making

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Year 8

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Tag Rugby

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Big Question

How can you use deception and accurate passing to outsmart defenders in rugby?

Learning Objectives

Pass a rugby ball backwards accurately whilst moving at speed
Execute effective dummy passes to deceive defenders
Apply passing and dummying skills in competitive game situations

Key Outcomes

Students will demonstrate consistent backwards passing technique whilst moving
Students will perform convincing dummy passes that deceive opponents
Students will communicate effectively with teammates during attacking phases

Equipment & Resources Required

Rugby Balls

1 per 2-3 students (approximately 10-12 balls)

Distribute balls to activity stations before lesson begins

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

Tag Belts

1 belt with 2 tags per student (30 sets)

Check all velcro is secure and tags attach firmly before use

Alternative: Velcro belts, bibs tucked in waistbands as alternative

Cones

40-50 cones

Use to mark court divisions, try lines, and activity boundaries

Alternative: Markers, spots, or court line markings

Sun Markers

Full sports hall or marked outdoor area

Minimum 30m x 20m playing area required

Alternative: Use cones to create boundaries if court markings unavailable

Video Device

1 tablet or camera (optional)

Use to record technique for feedback and assessment purposes

Alternative: Student smartphones for peer assessment if school policy permits

Bibs

15 (for team identification)

Required for game application phase

Alternative: Different coloured tag belts can distinguish teams

Key Vocabulary

Backwards pass

Passing the ball towards your own try line, which is the only legal direction to pass in rugby

Dummy pass

A fake pass where the body shape and arm movement suggest a pass will be made, but the ball is retained

Defender

A player from the opposing team trying to prevent the attacking team from scoring

Tagged

When a defender removes one of the tags from a ball carrier's belt

Knock on

When the ball is dropped forward or knocked forward with the hands or arms

Forward pass

Passing the ball towards the opposition's try line, which is illegal in rugby

Advantage

Allowing play to continue after an infringement if the non-offending team gains a benefit

Tap penalty

A method of restarting play after an infringement by tapping the ball against the foot

Support runner

A player without the ball who positions themselves to receive a pass from the ball carrier

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing techniques with a rugby ball
Understanding of tag rugby rules and tagging procedure
Awareness of spatial positioning and finding space
Basic teamwork and communication skills

Current Skills

Backwards passing whilst moving at speed
Dummy pass technique and application
Reading defensive positioning to make decisions
Supporting teammates by staying in position behind the ball carrier

Next Steps

Advanced passing techniques including switch passes and miss passes
Creating overlaps and exploiting defensive gaps
Offensive strategies including loops and scissors moves
Transition from attack to defence

Milestone Indicators

Students consistently pass backwards even when moving at speed

Dummy passes look convincing enough to fool defenders

Students position themselves correctly as support runners

Communication improves with calling for passes and signalling intentions

Key Teaching Points

The ball must ALWAYS travel backwards in rugby - emphasise direction towards own try line, even when running forward
Support runners must stay BEHIND the ball carrier to be onside and ready to receive
A convincing dummy pass requires full body commitment - shoulder rotation, arm swing, eye contact with fake target
Communication is essential - call teammate names, signal intentions, encourage each other constantly
Decision-making under pressure: assess defender position before choosing to pass, dummy, or run
Controlled, accurate passes are more valuable than hard, fast passes that get dropped
When tagged, the game doesn't stop - pass immediately and play continues

Common Misconceptions

Misconception: 'I can pass forward if I'm running backwards.' Correction: The ball's direction matters, not the player's - ball must always go towards own try line regardless of player movement.
Misconception: 'A dummy pass is just not passing.' Correction: A dummy pass must LOOK like a real pass to deceive the defender - it requires convincing body language and movement.
Misconception: 'When I'm tagged, I have to stop moving.' Correction: Being tagged doesn't stop the game - you pass to a teammate and they continue.
Misconception: 'The support runner should be level with the ball carrier so they're ready.' Correction: Being level or ahead is offside - support must stay behind to be legal.
Misconception: 'I should pass as soon as I get the ball.' Correction: Run hard to create pressure on defenders, THEN decide whether to pass, dummy, or keep running based on their positioning.
Misconception: 'Tag rugby is the same as touch rugby.' Correction: In tag rugby, specific tags must be removed from belts, whereas touch rugby involves touching the player.

SEN Adaptations

ADHD

Keep activities short and varied (lesson structure supports this), provide regular specific feedback and praise, use clear boundaries and visual markers, assign specific roles with clear responsibilities, allow brief movement breaks if needed, seat near teacher for instructions

dyspraxia

Use larger size 4 balls for easier handling, allow extra practice time for skill development, break skills down into smaller component parts, provide verbal cues for movement sequences, reduce speed requirements, pair with patient, supportive partner

autism spectrum

Provide clear visual schedule of lesson sequence, maintain consistent routines for transitions, offer quiet zone if sensory overload occurs, give advance warning of changes or demonstrations, use clear, literal language avoiding idioms, provide written rule reminders

visual impairment

Use brightly coloured balls and high-contrast bibs, provide verbal descriptions of demonstrations, assign a buddy with good verbal communication skills, use audible cues (whistles, calls) to indicate play direction, reduce playing area size for easier navigation

hearing impairment

Use clear visual demonstrations with exaggerated movements, employ hand signals for key instructions (stop, go, pass), provide written/visual rule reminders on display boards, ensure student can see teacher's face during instructions, assign buddy to tap shoulder for attention

physical disability

Modify to seated or slower-paced version, allow underarm rolling instead of passing if needed, reduce distance requirements, use lighter or foam balls, adapt tagging to touching with hand instead of pulling tag, provide wheelchair-accessible playing area if needed

Cross-Curricular Links

Maths

Counting and tracking scores, estimating distances (2m spacing, 3m apart), angles of passes, geometry of court positions and movement patterns, timing and duration awareness

Science

Forces and motion - ball trajectory, friction and grip, body systems during exercise (cardiovascular and respiratory), energy expenditure and recovery, biomechanics of throwing action

Geography

Spatial awareness, directions and positioning on court, mapping movement patterns, understanding boundaries and areas

PSHE

Teamwork and cooperation, managing emotions in competitive situations, resilience when facing challenges or mistakes, communication skills, respect for others, fair play and sportsmanship, building confidence through achievement

Teacher Guidance

Positioning

During skills practice, position centrally to observe all groups. During game, stay on sideline at approximately halfway line, moving along touchline to maintain view of play. During demonstrations, ensure all students have clear sightline.

Observation Focus

Watch for: 1) Backwards trajectory of all passes, 2) Support runner positioning behind ball carrier, 3) Quality of dummy pass technique - body rotation and convincing motion, 4) Safe tagging technique at waist level, 5) Communication between teammates, 6) Sportsmanship and fair play behaviours

Intervention Points

Intervene immediately if: unsafe tagging technique, inappropriate physical contact, repeated rule infringements showing lack of understanding, students showing frustration or emotional distress, equipment safety issues. Pause for coaching points if: widespread skill breakdown, tactical teaching opportunities, need to reinforce key concepts.

Demonstration Notes

Use student demonstrations wherever possible to increase engagement and model peer success. When demonstrating yourself, exaggerate key points for visibility (large shoulder rotation for dummy pass, clear backwards trajectory of pass). Demonstrate in slow motion first, then game speed. Use 2-3 students to demonstrate game scenarios (attacker-defender setups).

Verbal Cues

•'Backwards passes - remember the ball goes towards YOUR try line!'
•'Support runners, stay BEHIND the ball carrier and call for it!'
•'Make that dummy convincing - sell it with your whole body!'
•'Heads up! Watch where you're running!'
•'Tagged! Pass the ball!'
•'Great communication - I love hearing you call for the ball!'
•'Controlled tagging only - pull the tag cleanly at waist level.'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space for game application, additional space for warm-up activities. Indoor sports hall or outdoor marked pitch suitable.

Surface Check

Dry, even surface free from hazards, debris, or water spillages. If outdoor, check for uneven ground, holes, or slippery areas.

Equipment Safety

Safety Checks

•Check all rugby balls are properly inflated (not over or under-inflated)
•Ensure tag belts and tags are in good condition with secure velcro
•Verify cones have no sharp edges or cracks
•Test tags attach and detach smoothly without being too loose or too tight

Risk Management

Key Risks

•Collisions between students during movement activities and game play
•Slips, trips, and falls especially during running activities
•Tags becoming detached creating trip hazards on floor
•Ball strikes to face or body
•Over-exertion or fatigue in less fit students
•Inappropriate physical contact during tagging

Risk Mitigation

•Establish clear boundaries and channels for activities to prevent collisions
•Ensure adequate spacing between pairs and groups (minimum 3m)
•Emphasise heads-up running and spatial awareness throughout
•Teach proper tagging technique - controlled pulls at waist level only
•Progressive skill building from static to dynamic to game application
•Regular reminders about tag rugby being non-contact
•Immediate removal of dropped tags from playing area
•Monitor fatigue levels and provide water breaks
•Clear stop signals that students respond to immediately

Supervision & Emergency Procedures

Supervision Points

•Position yourself for maximum visibility of all students during activities
•Move along sideline during game to maintain optimal viewing angle
•Monitor high-activity areas where collisions more likely
•Watch for students showing signs of fatigue or distress
•Ensure substitutes remain engaged and warm while off-pitch

Emergency Procedures

Stop activity immediately if injury occurs. Assess severity, provide appropriate first aid following school protocols. Serious injuries: send reliable student for additional adult support. Keep other students calm and occupied away from incident. Complete accident report form as per school policy.