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Lesson 5 - Team Play & Ball Movement

Passing & Decision-Making

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Year 8

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Tag Rugby

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1h 9min

Big Question

Can you create attacking opportunities by missing out players in passing sequences?

Learning Objectives

Develop the ability to pass missing out players in a line to create attacking opportunities
Master the 'play the ball' technique to maintain attacking momentum
Understand how to work alongside and against others when attacking and defending

Key Outcomes

Students will execute staggered passing lines, missing out players 2 and 4 whilst maintaining accuracy
Students will play the ball quickly after being tagged to maintain attacking momentum
Students will demonstrate effective communication and positioning in both attack and defence

Equipment & Resources Required

Rugby Balls

11 (1 per group of 3-5 students)

Distribute balls at the start of each activity phase, stored in cones at area edges

Alternative: Size 4 balls for smaller hands, foam rugby balls for less confident students

Tag Belts

30 belts with 2 tags each (1 set per student)

Pre-checked for velcro function, distributed during registration, students fit their own

Alternative: Bibs tucked into waistbands if tag belts unavailable

Bibs

20 (2 colours for game teams, plus 6 for warm-up Spider people)

6 bibs scrunched for warm-up activity, remaining bibs sorted by colour for games

Alternative: Coloured bands or markers to distinguish teams

Cones

40+ for area marking, boundaries, and distance markers

Mark playing area boundaries, 5m retreat lines, try lines, halfway line, skill practice zones

Alternative: Spot markers, line markings if on marked pitch

Video Device

1 (optional - tablet or camera)

Set up on sideline to capture game play for analysis or assessment evidence

Alternative: Mobile phone on tripod, students recording each other

Whistles

1 (teacher), optional extras for student officials

Attached to teacher, extra whistles for extension students officiating small-sided games

Alternative: Voice commands if whistle unavailable

Key Vocabulary

Miss pass

A pass that deliberately skips one or more players in the line to create space or exploit defensive gaps

Play the ball

The action of placing the ball on the ground and passing it backwards through your legs with your foot after being tagged

Momentum

The speed and force of an attacking movement that keeps pressure on the defence

Officiate

To act as a referee, making decisions about rules and managing the game fairly

Advantage

Allowing play to continue after an infringement if the non-offending team benefits from continuing

Staggered line

An attacking formation where players position themselves at different depths to create passing angles

Tap penalty

A method of restarting play where the ball is tapped with the foot and then passed or carried

Defending team retreat

After a tag, defenders must move back 5 metres to give attackers space to play the ball

Skill Progression Pathway

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

Prior Learning

Basic passing and catching techniques from previous lessons
Understanding of tap penalties from Lesson 4
Knowledge of tagging rules and 5-tag turnover system
Basic attacking and defending principles

Current Skills

Passing missing out players in staggered lines (1 to 3 to 5)
Playing the ball technique after being tagged
Quick ball recycling to maintain attacking momentum
Receiving tap penalties on the move with deception

Next Steps

Advanced attacking patterns incorporating miss passes
Complex game strategies combining all skills learned
Full match play with student officiating
Tournament preparation with tactical analysis

Milestone Indicators

Consistent accuracy when passing to non-adjacent players

Play the ball executed within 3 seconds of being tagged

Demonstrating clear communication in attacking sequences

Making tactical decisions about when to use miss passes versus direct passes

Key Teaching Points

Miss passes create space by drawing defenders and then passing over them to exploit gaps
Communication is essential for miss passes - always call the receiver's name or number
Playing the ball must be quick (under 3 seconds) to maintain attacking momentum and catch defenders out of position
Technique for play the ball: place ball down controlled, step over, sole of foot rolls it smoothly backwards
Defenders must retreat 5 metres after every tag to give attackers space - enforce this consistently
Tap penalties should be taken with receivers on the move, not static, creating immediate attacking momentum
Deception in tap penalties comes from looking at multiple options and disguising your intention until the pass is made

Common Misconceptions

Misconception: Miss passes are always better than normal passes. Reality: Both have tactical purposes - use miss passes to exploit gaps, normal passes to maintain continuity.
Misconception: Playing the ball means kicking it backwards hard. Reality: It's a controlled roll with the sole of the foot, gentle enough for a supporting player to receive easily.
Misconception: You can play the ball as slowly as you want. Reality: Quick ball recycling (under 3 seconds) is crucial to maintain momentum and pressure on the defence.
Misconception: Defenders can rush forward immediately after a tag. Reality: All defenders must retreat 5 metres to give the attacking team space to play the ball.
Misconception: The same player can be tagged 5 times for a turnover. Reality: It must be 5 different ball carriers tagged for possession to change.
Misconception: Players 2 and 4 in the miss pass line aren't important. Reality: They're crucial as decoys creating confusion and drawing defenders.
Misconception: Officiating is just about spotting rule breaks. Reality: Good officials also apply advantage, allowing play to continue if the non-offending team benefits.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement, clear boundaries marked visibly, regular positive feedback and specific praise, movement breaks between activities (already built into lesson), simplified instructions broken into small steps, leadership or responsibility roles to maintain focus, position near teacher during instruction time

dyspraxia

Larger, softer balls for easier catching, reduced distances for passing initially, extra practice time for play the ball technique, simplified movement patterns before adding complexity, verbal prompts for sequencing ('Place, step, roll'), visual demonstrations repeated multiple times, paired with supportive partner for practice activities

autism spectrum

Clear visual schedule of lesson sequence, predictable routines for each section, quiet zone available if sensory overload occurs, advance warning of transitions between activities, explicit social scripts for game communication, reduce team sizes if large groups overwhelming, visual rule cards for reference

visual impairment

Use brightly coloured balls and cones for maximum contrast, verbal cues for all instructions ('Ball coming to you now!'), buddy system with sighted partner for positioning, reduce playing area size for easier spatial navigation, use bells or sound-making balls if available

hearing impairment

Visual demonstrations for all skills, hand signals for key instructions (thumbs up for 'go', flat hand for 'stop'), written instructions on whiteboard or cards, ensure student can see teacher's face for potential lip-reading, buddy system for communicating game situations, visual tag count system (fingers held up)

physical disability

Modified play the ball technique - can use hands to place ball backwards if foot technique impossible, smaller playing area requiring less running, allow walking pace instead of running, adapted tag belts positioned for accessibility, peer supporter to retrieve tags and assist with equipment, modified roles such as officiating or coaching if full participation not possible

Cross-Curricular Links

English

Oracy skills through communication during games, giving and receiving instructions, explaining tactical decisions, key vocabulary development (miss pass, momentum, officiate, advantage), discussing and evaluating performance

Maths

Counting tags in sequences (1-5), measuring distances for 5m retreat and pitch dimensions, calculating time for play the ball (elapsed seconds), geometry of passing angles in staggered lines, statistics - success rates of miss passes versus normal passes

Science

Forces and motion in passing the ball, friction between ball and ground when playing the ball, muscular-skeletal system during running and passing, cardiovascular response to exercise (heart rate changes warm-up to cool-down), momentum and how quick ball recycling maintains it

PSHE

Teamwork and cooperation, communication skills, leadership and supporting others, resilience when learning challenging skills, fair play and sportsmanship, self-assessment and honest reflection, managing competitive emotions appropriately

Teacher Guidance

Positioning

During warm-up: corner position for full visibility. During skills: move between groups providing close coaching. During games: central position between two pitches with ability to see both.

Observation Focus

Watch for: miss pass accuracy and communication, play the ball technique and speed (target: under 3 seconds), defensive retreat compliance (full 5m), application of skills in game context, teamwork and communication.

Intervention Points

Step in immediately for: safety concerns, persistent rule violations, equipment malfunctions, students in distress or excluded, declining technique suggesting fatigue, over-competitive behaviour risking safety.

Demonstration Notes

Use students to demonstrate wherever possible - this builds confidence and provides authentic peer models. Demonstrate: Break complex skills into components first (e.g., play the ball: place, step, roll). Exaggerate key movements for visibility. Show common errors as well as correct technique so students recognise both.

Verbal Cues

•'Pass with your hands, not your arms!' - encouraging full swing pass technique
•'Three seconds - play it quickly!' - reinforcing pace of play the ball
•'Back five metres defenders!' - enforcing retreat rule
•'Call for the ball - communicate!' - encouraging verbal communication
•'Miss pass available!' - prompting tactical awareness during games
•'Great deception!' - praising effective disguise on tap penalties

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m total space for warm-up and two game pitches. Indoor sports hall or outdoor grass/artificial pitch suitable.

Surface Check

Dry, even surface free from hazards including loose equipment, wet patches, holes or uneven areas. For outdoor: check for debris, stones, or glass.

Equipment Safety

Safety Checks

•Rugby balls correctly inflated (not over-inflated which makes them hard)
•Tag belts checked for functioning velcro - tags should release easily when pulled
•Cones stable and not cracked or sharp
•Bibs clean and in good condition
•No equipment left in playing area that could cause trips

Risk Management

Key Risks

•Collisions between students during running and passing activities
•Trips and falls when playing the ball or changing direction
•Tag removal causing students to lose balance
•Ball strikes if passes go astray
•Fatigue-related injuries during extended game play
•Over-competitive behaviour leading to dangerous contact

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between working groups (minimum 5m)
•Progressive skill building from static to dynamic activities
•Emphasis on controlled movements when playing the ball
•Regular monitoring of competitive intensity in games
•Enforcement of gentle tag removal only - no grabbing or pulling
•Activity modifications for students with specific needs or injuries
•Hydration breaks offered during extended game play
•Teacher positioned for maximum visibility during all activities

Supervision & Emergency Procedures

Supervision Points

•Position to see both game pitches during game application section
•Move between skill groups during development phase to provide close supervision
•Monitor intensity levels and watch for signs of fatigue
•Be particularly vigilant during game application when intensity is highest
•Ensure proper spacing maintained during warm-up activities
•Watch for correct play the ball technique to prevent back strain

Emergency Procedures

Stop all activity immediately with loud whistle and 'FREEZE' command. Assess situation and provide appropriate first aid or call for support. All students move to designated safe area away from injured student. Complete accident report form if required. Contact emergency services if serious injury.