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Lesson 1 - Tag Evasion and Basic Ball Handling

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 changing speed and direction help you create space in attack?

Learning Objectives

To know how to hold the ball correctly for passing and scoring tries
To understand how to score a try with correct technique
To demonstrate different dodging and evasion methods in game situations

Key Outcomes

Students will be able to perform at least two effective evasion techniques during tagging activities
Students will demonstrate correct ball placement when scoring tries
Students will explain how footwork and body positioning help evade defenders

Equipment & Resources Required

Tag Belts

1 per student (30 sets)

Check all Velcro is functional before lesson, have spare tags available

Alternative: Bibs tucked into waistbands, coloured flags in pockets

Rugby Balls

3-4 for warm-up activities, then 1 per student (15 total)

Inflate to correct pressure, distribute around perimeter initially

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

Dish Cones

20-30 for marking boundaries and try zones

Use different colours for different zones, ensure flat to prevent trips

Alternative: Spots, lines, existing court markings

Whiteboard Pens

1 per pair (15 sets)

Check pens work, have cloth/eraser available

Alternative: Paper and pencils, tablets for digital recording

Whistles

1 for teacher

Establish clear stop/start signals at lesson beginning

Alternative: Voice commands, visual signals

Key Vocabulary

Evasion

The ability to avoid being caught or tagged by changing speed, direction or body position

Try

In rugby, scoring by placing the ball down with downward pressure behind the opponent's try line

Tag

The Velcro strips attached to a belt that defenders try to remove to stop the attacker

Footwork

Quick, controlled movements of the feet to change direction and create space

Body swerve

Leaning body one way to fake a direction change, then accelerating the opposite way

Marking

Staying close to an opponent to prevent them from receiving the ball or moving freely

Covering

Supporting a teammate by positioning yourself to help if they are beaten

Skill Progression Pathway

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

Prior Learning

Basic running and changing direction
Understanding of personal space and spatial awareness
Experience with tag games or similar invasion activities

Current Skills

Evasion techniques including sidesteps, changes of pace, and body swerves
Correct ball handling for picking up and placing down
Working collaboratively to protect teammates

Next Steps

Passing techniques whilst moving
Creating and using space in team attacks
Applying evasion skills in competitive game situations

Milestone Indicators

Students evade successfully in at least 50% of 1v1 situations

Students can place ball without fumbling or dropping

Students demonstrate understanding by coaching peers effectively

Key Teaching Points

Tag-only rule is non-negotiable - no grabbing bodies or clothing, only Velcro tags, for safety and fair play
Try-scoring technique must show two-handed ball placement with downward pressure, not dropping or rolling
Ball pickup requires proper lifting technique - bend knees, not just back - to prevent injury
Effective evasion uses changes of direction not just speed - footwork and body positioning are key
Communication transforms individual skills into team success - encourage constant verbal interaction
Spatial awareness prevents collisions - use full space, don't cluster, be aware of others
Maintain sporting behaviour even under competitive pressure - model and reinforce positive attitudes

Common Misconceptions

Misconception: 'Scoring a try means just getting into the end zone.' Reality: Must place ball with downward pressure using hands, not drop it or just carry it across.
Misconception: 'Fastest runners always win at evasion.' Reality: Quick footwork, direction changes and body positioning often beat pure speed.
Misconception: 'Tags can be grabbed anyway possible.' Reality: Must pull tags cleanly from belt without grabbing the person's body or clothing.
Misconception: 'You hold a rugby ball like a football/basketball.' Reality: Rugby ball requires two-handed grip due to its oval shape, carried close to body for control.
Misconception: 'Bending forward at waist is proper pickup technique.' Reality: Must bend knees and use legs to lift safely, keeping back straight.
Misconception: 'Rugby is only about individual skill.' Reality: Rugby is fundamentally a team sport requiring communication, support positioning and collaborative strategy.
Misconception: 'Once you learn an evasion move, use it every time.' Reality: Must vary techniques to remain unpredictable and adapt to different opponents.

SEN Adaptations

ADHD

Keep activities short with frequent changes to maintain engagement - lesson structure suits this. Provide clear boundaries both physical and behavioural. Give regular specific feedback and praise effort. Allow movement breaks if needed. Position near teacher during instructions. Use high-energy activities as positive outlet. Provide checklist of success criteria to maintain focus. Assign specific roles in team activities.

dyspraxia

Use larger, softer balls for easier catching and handling. Allow extra practice time on coordination-heavy skills. Break down skills into smaller steps with extra demonstrations. Reduce speed requirements initially, build up gradually. Pair with patient, supportive partner. Provide verbal cues for sequencing (first this, then this, finally this). Celebrate improvement over absolute performance. Allow rest breaks if coordination fatigue occurs.

autism spectrum

Provide visual schedule showing lesson structure and timings at start. Give clear, specific instructions avoiding ambiguous language. Allow transition warnings ('in 2 minutes we'll change activity'). Provide quiet zone option if overstimulation occurs. Use consistent routines for activities like tag belt putting on. Minimise sudden changes to lesson plan. Offer alternative to team games if necessary (individual skill circuits).

visual impairment

Use brightly coloured balls and cones for higher visibility contrast. Provide verbal descriptions of all visual demonstrations. Assign a peer buddy for spatial orientation and safety. Use textured or audible balls if available. Allow closer proximity during activities. Simplify playing area with clear tactile boundaries.

hearing impairment

Ensure student can see teacher's face during all instructions for potential lip-reading. Use clear visual demonstrations with exaggerated movements. Provide written instruction cards or visual diagrams on whiteboards. Use visual signals in addition to whistle (hand raise for stop, thumbs up for go). Position near front during explanations. Assign peer buddy for clarification.

physical disability

Adapt activities to seated/wheelchair versions: seated evasion using upper body swerves, wheelchair tag rugby with flag grips. Use lighter or larger equipment if needed. Reduce playing area size for easier coverage. Allow alternative methods of try-scoring (touching cone instead of floor placement). Provide support assistant if required. Celebrate effort and participation equally with performance.

Cross-Curricular Links

English

Technical vocabulary development (evasion, swerve, tactics, marking). Verbal communication during paired discussions. Listening skills when receiving instructions and coaching. Explanation and justification during video analysis. Written communication on whiteboards for assessment.

Maths

Counting during rugby dance sequences (5 passes each). Calculating success rates (how many tags kept vs lost). Time measurement (30-second rounds). Spatial geometry (angles of running, triangulation of support). Statistics (self-assessment scoring 1-5 scale).

Science

Forces: push and pull when changing direction during evasion. Friction: between feet and ground enabling quick stops and starts. Body systems: heart rate elevation during activity and recovery during cool-down. Muscles: identification of muscle groups being stretched (quadriceps, calves, shoulders). Energy: understanding fuel and fatigue.

Geography

Directional language (left, right, forward, back) used throughout activities. Spatial awareness and mapping movement patterns around playing area. Understanding of boundaries and zones within defined spaces.

PSHE

Teamwork and collaboration during pair and group activities. Resilience when facing challenges or being tagged repeatedly. Managing emotions in competitive game situations. Communication skills during strategy planning and game play. Fair play and sporting behaviour. Leadership opportunities through coaching and demonstrating. Self-awareness through reflection and self-assessment.

Teacher Guidance

Positioning

Position yourself at vantage points where you can see all students during activities. During warm-up: corner position for diagonal view. During snake: between the two groups. During games: elevated position or rotating around perimeter. Move constantly to different positions.

Observation Focus

Watch for: correct technique execution particularly try-scoring and evasion, safety compliance especially tag-only rule, engagement levels of all students not just vocal ones, spatial awareness and use of space, quality of paired/group interactions, alignment between taught skills and applied skills in games.

Intervention Points

Step in when: unsafe practices observed such as grabbing bodies instead of tags, technique significantly incorrect especially ball pickup risking injury, students disengaged or standing around not participating, rules being broken particularly zone-hogging by taggers, negative behaviour or poor sporting conduct, someone appears injured or distressed.

Demonstration Notes

Demonstrate: Every activity before students attempt. Use slow motion first, then full speed. Exaggerate key points (knee bend, two hands) for visibility. Use students as demonstration partners showing both correct and corrected technique. Repeat demonstrations during activities if technique degrades. Position demonstrations where all can see and hear clearly.

Verbal Cues

•'Soft touches!' when reaching for tags
•'Find space!' when students clustering
•'Two hands!' during try-scoring
•'Bend those knees!' when placing or picking up ball
•'Eyes on hips!' when evading or chasing
•'Quick feet!' to encourage better footwork
•'Communication!' when pairs/teams working silently
•'Perfect try technique!' as reinforcement

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 20m clear space for game application. Hall or outdoor hard surface suitable. No low hanging obstacles. Clear run-off areas around boundaries.

Surface Check

Dry, even surface free from hazards such as water, debris, or equipment from previous lessons. Indoor: check for splinters or protrusions. Outdoor: check for stones or uneven ground.

Equipment Safety

Safety Checks

•All tag belt Velcro functioning correctly - not too tight or too loose
•Rugby balls inflated to correct pressure and free from damage
•Cones are flat markers not tall cones to prevent trips
•No sharp edges on any equipment
•Adequate number of spare tags available for replacements
•Whiteboards and pens non-toxic and suitable for students

Risk Management

Key Risks

•Collisions between students during dynamic evasion activities
•Slips and falls particularly during direction changes
•Tags being pulled too aggressively causing discomfort
•Balls rolling into active play areas creating trip hazards
•Overcrowding in try zones during game application
•Poor lifting technique when picking up balls from ground
•Fatigue affecting coordination and increasing injury risk
•Students backing into walls or equipment while evading

Risk Mitigation

•Clear boundaries established with cones and explained to all students
•Adequate spacing requirements emphasised in all activities
•Progressive skill building from simple to complex reduces overwhelming
•Explicit teaching of proper try-scoring and ball-pickup technique
•Regular demonstrations of safe technique before each activity
•Continuous monitoring and intervention when unsafe practices observed
•Appropriate work-rest ratios maintained throughout lesson
•Rules about no zone-hogging to prevent overcrowding
•Tag-only rule enforced strictly - no grabbing bodies or clothing
•Activity stopped immediately if safety concerns arise

Supervision & Emergency Procedures

Supervision Points

•Position at corner of space for maximum visibility during warm-up tag activities
•Circulate during snake activities to monitor both groups
•During game application position with view of all try zones and open play
•Listen for sounds indicating collisions or disputes
•Watch for fatigue signs: poor technique, slowing down, frustration
•Monitor high-activity areas especially try zones during games
•Ensure taggers playing fairly and within rules
•Keep scan moving across whole space not focusing on one area too long

Emergency Procedures

Whistle blast = immediate stop. Assess situation. If injury: stop all activity, secure area, provide appropriate first aid, send student to medical support if needed with supervision. If equipment failure: stop activity, replace equipment, resume when safe. If behavioural issue: remove student from activity, address behaviour, allow return when appropriate. Emergency exits clearly identified at lesson start.