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Lesson 4 - Passing Strategies

Passing & Decision-Making

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Year 8

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Tag Rugby

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1h 12min

Big Question

How can you use different passing patterns to break through defensive lines and create scoring opportunities?

Learning Objectives

Develop the ability to pass missing out players in a staggered line to create space and attacking opportunities
Understand and apply the offside rule when attacking and defending in Tag Rugby
Combine multiple rugby skills (catching, feinting, passing, playing the ball) in competitive game situations

Key Outcomes

Students will be able to execute passes that miss out players in a line with accuracy and timing
Students will demonstrate understanding of tap penalties and playing the ball correctly
Students will apply offensive and defensive strategies whilst maintaining proper positioning relative to the offside rule

Equipment & Resources Required

Rugby Balls

6-8 (ideally 1 per 4 students)

Check inflation is correct (should feel firm but not rock hard), distribute around activity areas

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

Tag Belts

30 belts with 2 tags each (1 per student)

Check velcro is functioning properly, ensure tags are securely attached, have spares available

Alternative: Bandanas or fabric strips tucked into waistbands if belts unavailable

Squares

4-5 marked squares (approximately 5m x 5m each)

Mark clearly with cones at corners for warm-up activity, ensure adequate spacing between squares

Alternative: Use cones to create square boundaries, or use existing court markings

Cones

40-50 cones

Use to mark try lines, boundaries, retreat lines (5m from play the ball), and activity zones

Alternative: Markers, domes, or spots

Bibs

15 bibs in 2-3 different colours

Clearly distinguish teams during game application

Alternative: Coloured bands or team identifiers

Video Device

1 (optional)

Position to capture game play for analysis, ensure safeguarding policies followed

Alternative: Tablet or smartphone on tripod

Sun Markers

1 set (optional but recommended)

Use to diagram passing patterns and tactical concepts

Alternative: Laminated tactical boards

Key Vocabulary

Missing out

Passing the ball beyond the nearest teammate to a player further along the line, creating space and stretching the defence

Staggered line

An attacking formation where players position themselves at different depths (some forward, some back) rather than in a straight line

Tap penalty

A method of restarting play where the ball carrier taps the ball with their foot and then picks it up to pass or run

Play the ball

After being tagged, placing the ball on the ground and rolling it backwards through your legs with your foot

Dummy half

The player positioned directly behind the tagged player who picks up the ball after it's played and distributes it to teammates

Offside

Illegal positioning where a defender is ahead of the ball or not between the ball and their own try line, preventing them from participating in play

Cross runs

When attacking players run across each other's paths to confuse defenders and create space

Feint

A deceptive movement or fake pass designed to mislead defenders about your true intentions

Skill Progression Pathway

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

Prior Learning

Basic passing and catching technique with lateral passes
Understanding of the backward passing rule in rugby
Experience with tag grabbing and basic defensive positioning
Awareness of creating and using space in invasion games

Current Skills

Passing missing out players in a staggered attacking line
Using dummy moves and feints to deceive defenders
Performing tap penalties and playing the ball correctly
Understanding and applying the offside rule

Next Steps

Advanced switch plays and loop passes
Creating overlaps and exploiting numerical advantages
Reading defensive patterns and selecting appropriate attacking strategies
Developing set plays from penalties and restarts

Milestone Indicators

Consistently passes to the correct player in a 1-3-5 passing sequence

Executes dummy moves that cause defenders to hesitate or commit incorrectly

Maintains correct onside positioning throughout game play

Transitions smoothly from being tagged to playing the ball within 3 seconds

Key Teaching Points

Missing out passes require accurate timing - the pass should arrive as the receiver is accelerating, not when they're standing still or at top speed already
Staggered line formation is essential - odd-numbered players forward, even-numbered players deeper creates the passing lanes that allow missing out to work
Dummy moves must be committed and believable - eyes, shoulders, hands and weight transfer should all sell the fake before the actual pass is released
The offside rule is critical for fair play - defenders must always be between the ball and their own try line, or they cannot participate in play
Playing the ball must be executed quickly and accurately - stop completely when tagged, place ball on ground, use sole of foot to roll backwards within 3 seconds maximum
Communication is the foundation of effective Tag Rugby - constant calling of names, tactical information and encouragement makes teams significantly more successful
Defensive retreat of 5 metres after each tag creates attacking opportunities - attackers must capitalise on this space by spreading out and using width effectively

Common Misconceptions

Misconception: 'Missing out means skipping the pass entirely to a player much further away.' Correction: Missing out means passing to the next player in sequence (1 to 3 instead of 1 to 2), maintaining passing pattern but stretching the defence. The pattern is still sequential, just skipping immediate neighbours.
Misconception: 'Dummy moves are about moving your body a lot before passing.' Correction: Effective dummies are about deception - making your eyes, shoulders and hands convincingly indicate one direction while actually passing another. It's quality not quantity of movement that deceives defenders.
Misconception: 'You're offside if you're ahead of any teammate.' Correction: Offside is about your position relative to the ball, not teammates. You're offside if you're ahead of the ball (between ball and opposition try line). Being ahead of teammates but behind the ball is perfectly legal.
Misconception: 'When tagged, you can just drop the ball for the dummy half.' Correction: Playing the ball requires a specific technique - ball must be placed on ground carefully, then rolled backwards through legs using sole of foot. Simply dropping it is incorrect technique and won't develop match-realistic skills.
Misconception: 'Tap penalties are taken by kicking the ball to a teammate.' Correction: Tap penalty involves tapping the ball lightly with foot (it barely moves), then picking it up yourself and passing to running teammates. It's a restart method, not a kicking skill.

SEN Adaptations

ADHD

Keep activity segments short (3-5 minutes maximum) with frequent changes to maintain engagement; provide clear, concise instructions in chunks rather than lengthy explanations; use high-energy activities to channel physical energy productively; offer leadership roles (equipment manager, team captain) to maintain focus; provide frequent specific feedback ('Great pass to Jordan!'); allow brief movement breaks if needed; use visual and verbal cues together; establish clear boundaries and expectations; seat near teacher during plenary to maintain focus; offer choice where appropriate (which position to play) to increase ownership

dyspraxia

Use larger, softer balls (size 5 foam rugby balls) for easier catching and handling; break down complex movements into smaller steps with additional practice time; provide hand-over-hand guidance for techniques like play the ball if needed; reduce speed expectations (walk rather than jog initially); increase spacing in activities to allow more reaction time; offer additional demonstrations and repetition of skills; use visual markers (spots on ground) to show foot positioning; simplify rules initially focusing on one concept at a time; partner with patient, supportive peer; celebrate effort and small improvements; allow extended time for all activities; provide verbal cues for sequencing ('First tap, then pick up, then pass')

autism spectrum

Provide clear, structured lesson routine displayed visually (lesson sequence on whiteboard); give advance notice of transitions between activities ('In 2 minutes we'll move to...'); reduce sensory overload by limiting whistle use (use verbal calls or visual signals where possible); offer quiet zone on sideline for breaks if needed; use visual schedules showing activity sequence; provide clear, concrete language avoiding idioms or ambiguous instructions; allow additional processing time for instructions; assign consistent partner or small group rather than frequent changes; establish and display clear rules with visual reminders; celebrate small successes frequently to build confidence

visual impairment

Use brightly coloured high-visibility balls (fluorescent yellow or orange); provide clear verbal descriptions of all demonstrations and spatial setups; assign a sighted guide/buddy to describe playing area and player positions; use audible balls (with bells inside) if available; reduce playing area size for easier navigation; use raised tactile markers (rope or textured cones) for boundary lines; provide 1-to-1 support during game play initially; increase size of playing zones and targets

hearing impairment

Ensure student can see your face clearly during all instructions (good lighting, face-on positioning); use visual demonstrations as primary teaching method supplemented by verbal explanation; employ clear hand signals for common instructions (stop, start, pass, well done); provide written instruction cards or visual diagrams for complex concepts; assign a signing buddy if student uses BSL; ensure whistle is accompanied by visual signal (raised hand or flag); use visual cues for tag counting (hold up fingers); position student where they can see both teacher and peers during group work

physical disability

Modify to seated or walking-only Tag Rugby for wheelchair users or those with limited mobility; use lighter, smaller balls if grip strength is limited (size 3 or soft touch balls); reduce playing area dimensions to minimise movement demands; allow longer time for playing the ball (up to 10 seconds); permit underarm or chest passes if overhead passing not possible; assign support runner to accompany student and assist with ball collection; create modified scoring zones accessible to all (lower or larger targets); allow additional touches of ball before passing if ball control is challenging; consider modified tag system (touch shoulder rather than grab tag)

Cross-Curricular Links

English

Technical vocabulary development and usage, clear verbal communication during game play, listening skills when receiving instructions and feedback, articulating tactical understanding during plenary, giving and receiving constructive peer feedback

Maths

Counting tags in sequences (up to 5), calculating distances (3-metre, 5-metre retreat lines), angles of running lines and passing trajectories, measurement of playing area dimensions, tracking scores and differences, time management (monitoring seconds for play the ball)

Science

Understanding forces applied during passing (push, direction, trajectory), friction between feet and playing surface affecting grip and movement, impact of air resistance on ball flight, cardiovascular system response to exercise (increased heart rate, breathing rate), muscle groups used in different rugby movements, energy transfer from player to ball during passing

Design & Technology

Strategic planning in team huddles, problem-solving to overcome defensive challenges, evaluating effectiveness of different tactics, adapting plans based on game situations

Geography

Spatial awareness and navigation within playing area, use of directional language (forward, backward, left, right, diagonal), understanding of positioning relative to fixed points (try lines, halfway line), mapping movement patterns, concept of territory in invasion games

PSHE

Teamwork and cooperation during group activities, communication skills including active listening, managing emotions in competitive situations (resilience, handling disappointment), leadership opportunities, respect for opponents and officials, understanding of fair play and sporting values, building confidence through skill mastery, inclusivity and supporting others regardless of ability

Teacher Guidance

Positioning

During game play: position on sideline with ability to move up and down following action, maintaining view of all 10 players; during multi-group drills: position centrally to observe all groups with frequent circulation; during demonstrations: ensure all students have clear sightlines with shorter students at front; avoid positioning with sun in students' eyes (if outdoors)

Observation Focus

Technical: watch for correct passing technique (hands pointing at target, follow through), accurate backwards passing, proper play the ball execution (controlled foot roll), timing of passes in moving drills; Tactical: observe decision-making (when to pass vs. run), spatial awareness (using width, creating space), offside positioning awareness, effectiveness of dummy moves; Safety: monitor for physical contact beyond tag grabbing, tag belt security, surface hazards, signs of overexertion or distress; Social: note communication quality, encouragement behaviours, sporting conduct, inclusion of all students

Intervention Points

Intervene immediately if: any physical contact beyond tag grabbing occurs; students are offside and gaining unfair advantage; forward passes are made; safety concerns arise (loose equipment, surface hazards); students show distress, injury or overexertion; arguments or unsporting behaviour develop; rules are being consistently misunderstood by individuals or groups. Pause play using whistle and 'Freeze!' call, address issue with whole group or individual, demonstrate correct behaviour/technique if needed, resume play promptly

Demonstration Notes

Always demonstrate at slow speed first, then full speed to show both technique and application; use student volunteers for demonstrations to increase engagement and show that skills are achievable; provide commentary while demonstrating: 'Watch my hands point at the target... see the follow through... notice the weight transfer'; exaggerate key movements to ensure visibility (e.g., large shoulder turn for dummy move); demonstrate common errors as well as correct technique to aid understanding; position demonstrators so all students have clear view (consider sun position outdoors); after demonstration, check understanding with quick question: 'What did you notice about my hands/feet/body position?'

Verbal Cues

•'Soft hands, cushion the ball!' - during catching practice
•'Pass to space, not to the player!' - when passes arrive behind running receivers
•'Spread out! Use the width!' - when attackers bunch together
•'Retreat 5 metres! Get onside!' - when defenders too close to play the ball
•'Quick ball! Play it within 3 seconds!' - when play the ball taking too long
•'Sell the fake! Make me believe it!' - during dummy move practice
•'Call for it! Use names!' - when communication is lacking
•'Keep moving! Create options!' - when players standing static

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m clear playing area for game application; additional space for warm-up squares (5 areas of 5m x 5m each); total space requirement approximately 40m x 50m; indoor sports hall or outdoor grass/artificial surface suitable

Surface Check

Surface must be dry, even and clear of any debris, stones, or obstacles; check for any wet patches, uneven ground or holes that could cause slipping or twisting injuries; outdoor surfaces: ensure grass is not too long or muddy; indoor surfaces: check for adequate grip (no dust or moisture)

Equipment Safety

Safety Checks

•Check all rugby balls are properly inflated - squeeze test should show firm but not rock-hard pressure
•Inspect all tag belts before lesson - ensure velcro is functional and belts are not frayed or damaged
•Verify all tags are securely attached to belts and in good condition (not torn)
•Check cones have no sharp edges or cracks that could cause cuts
•Ensure spare tags are available for immediate replacement during game play
•Store equipment safely at periphery of playing area when not in use to prevent tripping hazards

Risk Management

Key Risks

•Collisions between players during game play, particularly when multiple students converge on ball carrier
•Slips, trips and falls on playing surface, especially during direction changes or when playing the ball
•Impact injuries from ball strikes to face, head or body
•Twisted ankles or knee injuries during rapid changes of direction
•Tag belts causing tripping if worn too loose or if tags left on ground
•Overexertion leading to exhaustion, dehydration or breathing difficulties
•Emotional incidents from competitive game situations (frustration, arguments)

Risk Mitigation

•Enforce tag-only rule strictly with zero tolerance for any tackling or physical contact
•Establish clear boundaries with cones and ensure students understand playing area limits
•Maintain adequate spacing between groups during all activities (minimum 5m)
•Teach and reinforce proper technique for playing the ball (controlled placement, not throwing)
•Build progressively from walking to jogging to running pace in skill development
•Implement mandatory stop on 'Tagged!' call to prevent collisions from continuing movement
•Ensure 5m defensive retreat after each tag creating safe working space
•Regular hydration breaks, especially in warm weather
•Active supervision with teacher positioning for maximum visibility throughout lesson
•Clear communication of rules and boundaries before each activity section
•Differentiation strategies to ensure all students work at appropriate challenge level
•Frequent equipment checks particularly tag belt security and ball condition

Supervision & Emergency Procedures

Supervision Points

•Position yourself on sideline during game play with ability to move up and down following the action
•During multi-group activities, position centrally to observe all groups simultaneously
•Maintain constant visual scanning of all students, particularly during high-intensity phases
•Listen for distress calls, arguments, or changes in activity noise that might indicate issues
•Position with sun behind you (if outdoors) to maintain clear sightlines
•During skill development, circulate between groups rather than remaining static
•Never turn your back to active play areas
•Keep emergency equipment (first aid kit, mobile phone) accessible at all times

Emergency Procedures

In case of injury: Blow whistle immediately to stop all activity; assess injured student quickly (conscious, breathing, mobility); apply appropriate first aid following school protocols; send responsible student to summon additional help if needed (named first aider, SLT); keep other students calm, occupied and supervised by moving them away from incident; complete accident report form following incident; contact parents/guardians as per school policy; do not move student if serious injury suspected (head, neck, back) unless in immediate danger