Lesson 2 - Passing Under Pressure
Passing & Decision-Making
•Year 8
•Tag Rugby
•Start Planning Better PE Lessons
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Can you send and receive a ball under pressure?
Learning Objectives
- Develop accurate passing technique using pocket passes from both left and right sides
- Demonstrate effective catching using correct hand positioning and rolling technique
- Apply passing and catching skills under pressure in competitive game situations
Key Outcomes
- Students will be able to pass accurately from both pockets whilst stationary and moving
- Students will demonstrate W-shape catching and hand rolling for high and low balls
- Students will apply passing skills effectively in game situations whilst working with and against others
Equipment & Resources Required
Check all balls are properly inflated and free from damage before lesson
Alternative: Foam rugby balls for students with grip difficulties
Organise into different colour sets for team identification - at least 3 colours needed
Alternative: Coloured bands if tag belts unavailable
Use to mark 3 playing areas (15m x 15m each) for warm-up and game areas
Alternative: Marker spots, bibs to mark boundaries
Pre-mark areas before students arrive to maximise activity time
Alternative: Use existing playground markings if available
Use to show pocket passing technique and hand positions
Alternative: Printed diagrams or iPad for demonstrations
Key Vocabulary
Passing the ball from the hip area (pocket) by stepping into the pass and following through towards the target
Hand positioning where thumbs and fingers form a W shape to create a large target for the passer
The technique of rotating hands to catch high balls (thumbs together) or low balls (little fingers together)
When defenders are close enough to threaten a tag or intercept, requiring quick decision-making
The specific area a passer aims for, usually the receiver's hands in W-shape position
Continuing the passing motion after releasing the ball, with hands pointing towards the target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Year 7
- Understanding of moving into space
- Experience with simple passing activities
- Knowledge of tag rugby basic rules
Current Skills
- Pocket passing technique from both sides
- W-shape catching and hand rolling
- Passing accurately whilst moving
- Applying skills under defensive pressure
Next Steps
- Drawing defenders to create space
- Advanced passing techniques including miss passes
- Tactical attacking plays and set moves
- Full competitive tag rugby matches
Milestone Indicators
Key Teaching Points
- Pocket passing technique: Ball starts at hip, step with opposite foot, arms swing through like levers, follow through pointing at target
- W-shape catching: Thumbs together, fingers spread wide to create large target for passer
- Hand rolling: Thumbs together for high catches, little fingers together for low catches
- Accuracy over speed: Emphasise controlled, accurate passes especially when learning technique
- Communication is key: Call partner's name, provide clear targets, give supportive feedback
- Quick decision-making under pressure: In games, attackers must decide and act instantly
- Fair play and honesty: Self-officiating requires integrity and sporting values
Common Misconceptions
- MISCONCEPTION: 'You pass with your arms only.' CORRECTION: The whole body is involved - step with feet, rotate hips and torso, use arms as final lever. Power comes from the ground up.
- MISCONCEPTION: 'The same hand position works for all catches.' CORRECTION: Hand position must adjust based on ball height - thumbs together for high, little fingers together for low, standard W for chest height.
- MISCONCEPTION: 'In tag rugby, you should always run before passing.' CORRECTION: Sometimes passing immediately is the better decision, especially if defenders are closing down. Quick decision-making is essential.
- MISCONCEPTION: 'Passing from your non-dominant side is too hard.' CORRECTION: It feels awkward initially but with practice becomes natural. The technique is identical, just mirrored. Regular practice of both sides is crucial.
- MISCONCEPTION: 'Speed is more important than accuracy in passing.' CORRECTION: An accurate pass that arrives slightly slower is far better than a fast, inaccurate pass that's dropped. Accuracy first, then build speed.
- MISCONCEPTION: 'You can only pocket pass when stationary.' CORRECTION: Pocket passing technique can and should be used when moving - it just requires timing and coordination which develops with practice.
SEN Adaptations
ADHD
- Short, varied activities maintain engagement (lesson structure already supports this). Provide clear, simple instructions one step at a time. Use visual and verbal cues together. Give specific roles within activities (equipment manager, demonstrator). Offer movement breaks if needed. Positive reinforcement frequently. Allow fidget tools during seated plenary if helpful.
dyspraxia
- Use larger, softer balls that are easier to catch. Slow down demonstrations and allow extra practice time for new skills. Break techniques into smaller steps. Pair with patient, supportive partner. Reduce distance in passing activities. Use verbal cues to support sequencing of movements ('Pocket, step, swing'). Praise effort and small improvements. Allow additional time in timed challenges.
autism spectrum
- Provide visual schedule of lesson structure at start. Use clear, predictable routines for each section. Give warnings before transitions ('In 2 minutes we will...'). Offer quiet zone if overstimulated. Use consistent verbal cues throughout. Pair with familiar, supportive partner. Reduce group size if large groups are overwhelming. Visual timer for timed activities.
visual impairment
- Use brightly coloured balls (yellow or orange) for better visibility. Pair with sighted buddy who provides verbal cues about ball flight. Use bell-balls if available. Reduce activity area size. Provide verbal descriptions of demonstrations with hand-over-hand guidance for technique if needed.
hearing impairment
- Ensure student can see your face when giving instructions - use clear lip patterns. Use visual demonstrations extensively. Provide written/pictorial instructions for activities. Use hand signals for start/stop rather than whistle. Position near front during demonstrations. Pair with supportive partner who can relay information.
physical disability
- Adapt passing to seated position if wheelchair user - seated pocket passing still teaches technique. Use lighter foam balls if grip strength is limited. Reduce distances between partners. Allow underarm passing variation if overarm is not possible. In games, give additional time to make decisions/movements. Modify 'Catch Me If You Can' to walking pace or rolling ball version.
Cross-Curricular Links
English
Subject-specific vocabulary development (pocket passing, W-shape, hand rolling, pressure, target, follow through). Giving constructive peer feedback using specific language. Following verbal instructions and explanations. Asking relevant questions during plenary.
Maths
Counting tags in warm-up game (addition and subtraction). Measuring distances (3 metres, 5 metres) during activities. Geometry concepts: understanding square formations in passing practice. Timing and duration concepts throughout lesson.
Science
Understanding forces: how stepping into pass increases force applied to ball. Biomechanics: lever system of arms in passing action. Heart rate and cardiovascular response during warm-up and cool-down. Physics of ball flight and trajectory.
PSHE
Teamwork and cooperation throughout partner and group activities. Resilience when facing challenges (5-4-3-2-1 challenge). Communication skills and active listening. Fair play, honesty, and sporting values. Supporting and encouraging others. Self-awareness through self-assessment.
Teacher Guidance
Positioning
Stand at corner or edge of activity area where you have clear sightlines to all students. During demonstrations, position centrally. During activities, circulate actively among groups while maintaining overall awareness.
Observation Focus
Watch for: correct technique execution (stepping, follow-through, hand positions), spatial awareness and safe movement, quality of communication within pairs/groups, inclusion and participation levels, signs of frustration or disengagement, opportunities for positive feedback.
Intervention Points
Step in when: technique is significantly incorrect and needs immediate correction, safety is compromised, students are struggling and becoming frustrated, arguments arise about rules or scoring, equipment issues occur, exceptional performance should be highlighted to class.
Demonstration Notes
Demonstrate: Always demonstrate new skills yourself or using reliable student. Use slow motion first, then normal speed. Exaggerate key points (stepping, hand positions) for visibility. Demonstrate from multiple angles if needed. Use verbal cues during demonstration. Show common mistakes and corrections. Keep demonstrations brief (30-60 seconds max) to maximise activity time.
Verbal Cues
- •'Pocket - Step - Swing - Follow through!'
- •'W-shape hands - make a target!'
- •'Heads up - see where you're going!'
- •'Quick decisions - explosive speed!'
- •'Thumbs together for high, little fingers together for low!'
- •'Support your partner - encourage them!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m space required for full class. Indoor sports hall or outdoor hard surface area. Clear run-off space around all activity zones.
Surface Check
Check surface is dry, even, and free from hazards before lesson. No loose equipment, stones, or wet patches. Playground markings can be utilised.
Equipment Safety
Safety Checks
- •All rugby balls properly inflated (not over-inflated which makes them hard)
- •Tag belts checked for secure velcro/clips - must release easily when pulled
- •Tags attached correctly to belts with functioning release mechanism
- •Cones have no sharp edges or cracks that could cause injury
- •All equipment checked before students arrive
Risk Management
Key Risks
- •Collisions between students during warm-up tag games and sprinting activities
- •Slips and falls when changing direction at speed
- •Ball strikes to face if passes are inaccurate or attention lapses
- •Tripping over equipment (cones, balls on ground)
- •Over-exertion in high-intensity activities
- •Aggressive behaviour during competitive elements
Risk Mitigation
- •Clear boundaries established and explained before each activity
- •Adequate spacing between activity zones (minimum 3 metres between groups)
- •Progressive skill building from stationary to moving reduces injury risk
- •Emphasis on controlled passing - firm but not aggressive throws
- •'Heads up' culture - students aware of surroundings at all times
- •Stop signal established and practiced - immediate response required
- •Tag belts only - no grabbing players or clothing
- •Teacher positioned for maximum visibility of all activity
- •Water breaks offered during high-intensity sections
Supervision & Emergency Procedures
Supervision Points
- •Position at edge of activity area where all students visible
- •Actively circulate during activities to monitor technique and safety
- •Monitor high-activity areas especially during competitive games
- •Watch for signs of over-exertion - flushed faces, breathing difficulty, reduced participation
- •Intervene immediately if unsafe play observed
- •Ensure fair play and positive sporting behaviour throughout
Emergency Procedures
Immediate STOP signal if injury occurs. Assess injury severity. Apply appropriate first aid. Send reliable student to summon additional help if needed. Keep other students engaged in calm, safe activity away from incident. Complete accident report form. Contact parents if injury requires it.