Lesson 5 - Team Play & Ball Movement
Passing & Decision-Making
•Year 8
•Tag Rugby
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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
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
Pre-checked for velcro function, distributed during registration, students fit their own
Alternative: Bibs tucked into waistbands if tag belts unavailable
6 bibs scrunched for warm-up activity, remaining bibs sorted by colour for games
Alternative: Coloured bands or markers to distinguish teams
Mark playing area boundaries, 5m retreat lines, try lines, halfway line, skill practice zones
Alternative: Spot markers, line markings if on marked pitch
Set up on sideline to capture game play for analysis or assessment evidence
Alternative: Mobile phone on tripod, students recording each other
Attached to teacher, extra whistles for extension students officiating small-sided games
Alternative: Voice commands if whistle unavailable
Key Vocabulary
A pass that deliberately skips one or more players in the line to create space or exploit defensive gaps
The action of placing the ball on the ground and passing it backwards through your legs with your foot after being tagged
The speed and force of an attacking movement that keeps pressure on the defence
To act as a referee, making decisions about rules and managing the game fairly
Allowing play to continue after an infringement if the non-offending team benefits from continuing
An attacking formation where players position themselves at different depths to create passing angles
A method of restarting play where the ball is tapped with the foot and then passed or carried
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
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.