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Lesson 3 - Defensive Formation

Tag Skills to Team Tactics

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Year 8

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Tag Rugby

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Big Question

How can we work together as a defensive unit to limit attacking opportunities and control space?

Learning Objectives

To understand what a defensive line is and demonstrate correct formation during practice
To work and communicate effectively as a team to limit attacking opportunities
To reflect critically on team performance to identify strengths and areas for improvement

Key Outcomes

Students will be able to maintain a defensive line formation with correct spacing and alignment
Students will use clear verbal and non-verbal communication to coordinate defensive movements
Students will analyse team performance and suggest tactical improvements

Equipment & Resources Required

Rugby Balls

8-10 (1 per small game)

Store in bag at side of pitch, distribute as needed for activities

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

Dish Cones

40-50

Use to mark boundaries, start lines, try lines, and alignment guides

Alternative: Spots, dome cones, chalk lines on playground

Tag Belts

30 (1 per student)

Check velcro is functional, distribute before main activities

Alternative: Bibs tucked in waistband, fabric strips

Key Vocabulary

Defensive line

A horizontal formation of defenders aligned across the pitch to limit attacking space

Defensive shape

The overall formation and structure of the defending team

Advance as a unit

Moving forward together maintaining line formation and spacing

Retreat

Moving backwards five metres after a touch before defending again

Rollball

The action of placing the ball on the ground and stepping over it to restart play after a touch

Touch

A legal contact between defender and ball carrier (or tag removal in tag rugby)

Three touches rule

Attacking team has maximum of three touches before losing possession or scoring

Marking

Taking responsibility for a specific attacking player or zone

Covering

Supporting teammates by filling gaps or providing backup defence

Delaying

Slowing down attacking progress to allow defensive line to reorganise

Skill Progression Pathway

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

Prior Learning

Basic understanding of defensive concepts from other invasion games
Ability to perform tags safely and legally
Knowledge of touch rugby basic rules including rollball and touchdown
Experience with retreating five metres after a touch

Current Skills

Maintaining a structured defensive line formation
Advancing as a coordinated unit
Communicating effectively to close defensive gaps
Working collaboratively to limit attacking opportunities

Next Steps

Advanced defensive strategies including drift defence and blitz defence
Reading attacking patterns and anticipating play
Counter-attacking from defensive situations
Complex team tactics and set plays

Milestone Indicators

Defensive line remains straight and connected during multiple phases

Verbal communication is constant and purposeful

Students independently adjust positioning to close gaps

Team successfully limits opposition to less than 50% try success rate

Key Teaching Points

Defensive line must remain STRAIGHT - no players ahead or behind the line (use visual markers)
Spacing between defenders should be approximately 2 metres - close enough to support but far enough to cover width
COMMUNICATION is essential - defenders must constantly talk about gaps, positioning, and threats
Advance together as a UNIT - synchronized forward movement puts pressure on attackers
Retreat 5 metres MAINTAINING formation after each touch - don't just run backwards randomly
Eyes up watching the ball and attackers - not looking at ground or teammates
Patient defence wins - resist temptation to rush forward individually breaking the line

Common Misconceptions

MISCONCEPTION: 'The fastest defender should rush forward to make the tag' - CORRECTION: This breaks the defensive line creating gaps. The line advances together putting collective pressure on attackers.
MISCONCEPTION: 'We should stand really close together so there are no gaps' - CORRECTION: Standing too close leaves width of pitch uncovered. Proper spacing (2m) balances coverage with support.
MISCONCEPTION: 'After a touch, just run backwards quickly' - CORRECTION: Must retreat as a LINE maintaining formation, not just individuals running backwards randomly.
MISCONCEPTION: 'Communication isn't important if everyone knows what to do' - CORRECTION: Communication allows defenders to adjust to changing situations and cover gaps as they appear.
MISCONCEPTION: 'Defence is just about stopping tries' - CORRECTION: Good defence also limits space, forces errors, and creates attacking opportunities through turnovers.
MISCONCEPTION: 'The defensive line should curve around the ball carrier' - CORRECTION: Line must remain straight - curving creates gaps that attackers can exploit.
MISCONCEPTION: 'Tag rugby is just about tagging' - CORRECTION: Positioning, spacing, and teamwork are more important than individual tagging ability.

SEN Adaptations

ADHD

Provide frequent activity changes (lesson structure already supports this). Use clear, short instructions with visual demonstrations. Give specific roles and responsibilities (captain, coach) for focus. Offer movement breaks if needed. Use timers to show activity durations visually. Provide immediate positive feedback for good defensive positioning. Position near teacher during explanations. Allow fidget tools during explanatory phases if helpful.

dyspraxia

Allow extra practice time for coordination skills like tagging and ball handling. Use larger, lighter balls for easier catching. Simplify defensive line to fewer players (4-5) for less complex coordination. Provide additional visual markers (cones) for spatial awareness of positioning. Break down movements into smaller steps with demonstrations. Pair with patient supportive partner. Reduce speed of activities initially, building up gradually. Celebrate effort and improvement not just outcome.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give clear advance warning of transitions between activities. Establish consistent routines for each section. Offer quiet zone option if becoming overwhelmed by game intensity. Use clear concrete language avoiding abstract concepts. Provide written rules and expectations visible throughout. Allow time to process instructions before starting. Maintain consistent teams throughout lesson.

visual impairment

Use brightly coloured balls and bibs for maximum contrast. Provide additional verbal descriptions of pitch layout and positions. Assign sighted buddy to provide guidance during games. Use tactile cone markers to feel defensive line alignment. Reduce playing area size for easier navigation. Teacher provides additional verbal cues for movements of play.

hearing impairment

Use clear visual demonstrations of all activities before starting. Establish visual hand signals for key instructions (advance, retreat, touch). Ensure student can see teacher's face for lip reading during explanations. Provide written/visual instructions on whiteboard showing pitch layouts. Assign communication buddy to relay verbal calls. Position near teacher during explanations.

physical disability

Adapt to walking pace tag rugby or wheelchair tag rugby version. Reduce pitch size for less distance to cover. Allow additional touches (4-5 instead of 3) for more possession time. Modify defensive line role - could be stationary defender in key position. Use lighter or larger balls for easier handling. Provide seated defensive position if standing difficult. Peer support for movement around pitch.

Cross-Curricular Links

English

Verbal communication skills during games and practice, listening skills when receiving instructions, providing constructive peer feedback, articulating tactical understanding during reflections, developing specific technical vocabulary, persuasive communication when leading as captain

Maths

Measuring and estimating 5-metre retreat distances, calculating angles of running lines, counting touches and scores, analysing statistical data (tries scored/prevented), understanding spatial geometry in defensive formations, calculating percentages for success rates

Science

Understanding cardiovascular system response to exercise (heart rate increase during games, recovery during cool-down), forces in action (momentum of runners, forces in tagging), energy systems used during different intensity activities, body systems working together during physical activity

Geography

Understanding spatial awareness and positioning on pitch, direction and movement concepts (advancing/retreating), mapping movement patterns in defensive formations, recognising and creating effective use of space

PSHE

Teamwork and collaboration skills, communication in high-pressure situations, resilience when tries scored against team, respect for opponents and referees, leadership development through captain roles, managing emotions during competitive situations, supporting peers and encouraging others

Teacher Guidance

Positioning

During Team Waves: stand at side of defensive line for clear view of both defenders and attackers approaching. During games: position centrally between two pitches, rotating observation every 30-60 seconds. During explanations: ensure all students can see and hear you clearly, use semi-circle formation.

Observation Focus

PRIMARY FOCUS: Defensive line straightness, spacing (2 metres between defenders), and communication. SECONDARY FOCUS: Legal tagging technique, retreat distance of 5 metres, safety awareness. ADDITIONAL FOCUS: Engagement levels, inclusion of all students, sportsmanship and fair play.

Intervention Points

Intervene immediately if: unsafe tagging or physical contact occurs, defensive line completely breaks down, students not following rules, any student in distress or injured, equipment safety issue arises. Pause for teaching point if: defensive shape consistently poor across multiple attempts, lack of communication affecting performance, common tactical mistake being repeated, good practice worth highlighting to whole class.

Demonstration Notes

Demonstrate defensive line using 6-7 students while others observe. Exaggerate correct positioning (straight line, even spacing) by using cone markers. Show both correct and incorrect examples for comparison. Demonstrate retreat movement slowly first, then at game speed. Use whiteboard to diagram defensive concepts during explanation phases. Select strong performers to demonstrate good technique to peers. Demonstrate with verbal accompaniment explaining what you're doing and why.

Verbal Cues

•'TOUCH!' when tag made to clearly signal touch count
•'Retreat 5 metres!' to remind defenders of retreat requirement
•'Hold your line!' when defenders breaking formation
•'Fill the gap!' when spaces appearing in defensive line
•'Talk to each other!' when communication lacking
•'Together!' to prompt coordinated movement
•'Eyes up!' when defenders watching ground instead of play
•'Stay connected!' to reinforce working as unit

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum outdoor space of 40m x 30m for two small-sided game pitches plus Team Waves area, or large sports hall. Clear run-off area of 3 metres beyond all boundaries.

Surface Check

Check playing surface is dry, even, and free from hazards (stones, glass, wet patches, holes). Mark or remove any hazards identified. Ensure adequate drainage if recent rain.

Equipment Safety

Safety Checks

•Inspect all rugby balls for correct inflation and no damage to stitching or surface
•Check tag belts for functional velcro and no sharp edges or broken clips
•Ensure tags attach securely but release with appropriate force (not too tight/loose)
•Verify all cones have no cracks or sharp edges
•Ensure adequate number of spare tags available for replacements during lesson

Risk Management

Key Risks

•Collisions between players particularly near try lines when play intensifies
•Trips and falls on uneven surface or when changing direction at speed
•Tag-related injuries from improper tagging technique (pulling shirts, high tags)
•Overexertion particularly in game situations leading to fatigue affecting safety
•Contact injuries if students revert to tackle rugby behaviours instead of tag rules

Risk Mitigation

•Clear boundaries established and enforced with adequate run-off space beyond try lines
•Constant emphasis on legal two-handed tagging on hips/torso only
•Monitor game intensity and intervene if play becoming too physical
•Regular reminders that this is TAG rugby not tackle rugby
•Adequate spacing between drill areas and game pitches to prevent interference
•Progressive skill building from static lines to dynamic game situations
•Built-in rest periods during rotations to manage fatigue
•Immediate stoppage of play if any unsafe behaviour observed

Supervision & Emergency Procedures

Supervision Points

•Position at side of defensive line during Team Waves for visibility of all attackers and defenders
•Circulate between two game pitches during small-sided games, pausing to observe high-risk moments
•Position to see all students during warm-up activities, particularly Chain Tag
•Monitor students showing signs of fatigue or distress throughout lesson
•Maintain awareness of environmental factors (sun glare, wind affecting passes, temperature)
•Keep first aid kit and emergency procedures accessible and known

Emergency Procedures

Stop all activity immediately with whistle. Assess situation calmly. Provide appropriate first aid or summon qualified first aider. Keep injured student still and comfortable. Send responsible student to alert school office if serious. Keep other students calm and supervised at safe distance. Complete accident report form after incident. Contact parents if injury requires medical attention.