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Lesson 6 - Touch and Tag Rugby Unit Assessment

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 demonstrate our rugby skills, tactical understanding, and leadership abilities in competitive game situations?

Learning Objectives

To demonstrate all skills learned in previous lessons with increasing competency
To apply tactics and strategies effectively in competitive game situations
To evaluate own and team performance using assessment criteria
To officiate and organise games independently showing leadership skills

Key Outcomes

Students will successfully demonstrate passing, catching, evasion, and defensive skills in assessment stations
Students will apply tactical principles of attack and defence in tournament games
Students will accurately assess their own and peers' performance using provided criteria
Students will confidently officiate games and lead warm-up activities

Equipment & Resources Required

Rugby Balls

1 per 4-6 students (6-8 total)

Pre-inflate to correct pressure, check for damage, distribute to station areas

Alternative: Size 4 balls for smaller hands, foam balls for students needing confidence

Dish Cones

40-50 cones for boundaries and station markers

Bright colours for visibility, mark tournament pitch boundaries and station areas

Alternative: Spot markers, rope lines, natural boundaries

Tag Belts

1 per student (30 total)

Check velcro is secure, organise by size for quick distribution

Alternative: Velcro belts, adjustable flag belts

Key Vocabulary

Assessment

The process of measuring and evaluating performance against specific criteria

Evaluation

Making judgements about the quality of performance and identifying improvements

Competency

The ability to perform a skill or task effectively and consistently

Tournament

A competition involving multiple teams playing a series of games

Officiating

Acting as a referee or umpire to enforce rules and manage games fairly

Fair Play

Behaving honestly and respectfully according to rules and spirit of the game

Sportsmanship

Showing respect, integrity, and grace in both winning and losing

Leadership

Taking responsibility for guiding, motivating, and organising others

Tactical Awareness

Understanding game situations and making effective decisions

Reflection

Thinking carefully about your performance and learning to identify improvements

Skill Progression Pathway

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

Prior Learning

Basic passing and catching techniques (pop, high, low passes)
Evasion skills including sidestep, swerve, and change of pace
Defensive positioning and communication strategies
Rules of touch and tag rugby including try scoring
Basic tactical principles of attack and defence

Current Skills

Demonstrating all learned skills in assessment situations
Applying tactical knowledge in competitive tournament format
Evaluating performance using assessment criteria
Leading and officiating games independently
Self-reflection and goal setting for future development

Next Steps

Full-contact rugby techniques (if appropriate and safe)
Advanced tactical systems and set plays
Complex game analysis and coaching skills
Tournament organisation and event management
Leadership development in sporting contexts

Milestone Indicators

Consistent skill execution under pressure

Tactical decision-making shows understanding of principles

Accurate self and peer assessment demonstrates evaluation skills

Confident leadership and officiating shows maturity

Clear articulation of learning and progress made

Key Teaching Points

Holistic assessment is essential - evaluate not just physical skills (Hands) but also tactical understanding (Head) and social/emotional qualities (Heart). All three domains are equally important in PE.
Create safe space for honest self-assessment - students will only evaluate themselves accurately if they feel the environment is non-judgmental and values honesty over perfection.
Celebrate progress over perfection - final lesson should highlight growth from Lesson 1 to Lesson 6 regardless of absolute performance level. Every student has improved in some way.
Student voice is critical for learning - reflection and discussion promote metacognition (thinking about learning) which deepens understanding and supports future improvement.
Leadership opportunities develop confidence and responsibility - giving students roles as warm-up leaders, referees, team organisers builds skills beyond physical competency.
Sportsmanship and fair play are taught not assumed - explicitly teaching, modelling, and recognising respectful behaviour, acceptance of referee decisions, and gracious winning/losing is essential.
Assessment in PE should be multifaceted - observation, self-assessment, peer assessment, written reflection, and practical demonstration combine to give comprehensive picture of learning.
Tournament format provides authentic assessment context - skills performed under competitive pressure reveal true competency more than practice drills; observe tactical application and decision-making quality.
Differentiation must be embedded not added - adaptations for different ability levels and SEND needs should be planned into lesson structure, not afterthoughts; ensure all students can succeed and be challenged.
Teacher positioning affects both safety and assessment quality - strategic positioning allowing observation of all students simultaneously is essential; never turn back on groups or lose sight of activities.
Transitions must be efficient to maximise activity time - clearly organised stations, pre-assigned groups, visible rotation patterns, and time limits maintain momentum and learning time.
Praise should be specific and descriptive - 'Excellent flat defensive line showing good communication' is more valuable than 'Good work'; specific feedback reinforces exactly what quality looks like.

Common Misconceptions

MISCONCEPTION: Assessment lessons are just about testing students. CORRECTION: Assessment is about celebrating learning, identifying progress, and providing feedback for continued improvement. It should feel positive and affirming, not like an exam. Frame as 'showing what you've learned' not 'being tested'.
MISCONCEPTION: Physical skills (Hands) are the only important aspect of PE. CORRECTION: PE develops cognitive abilities (tactical understanding, decision-making - Head) and social/emotional qualities (teamwork, resilience, leadership - Heart) which are equally important for lifelong participation in physical activity and sport.
MISCONCEPTION: Students can't assess themselves accurately. CORRECTION: With clear criteria and practice, students develop strong self-assessment skills which promote metacognition and ownership of learning. Comparison of self-assessment with teacher assessment reveals accuracy and identifies students needing support in self-evaluation.
MISCONCEPTION: Competitive games don't belong in assessment lessons because they're not 'fair tests'. CORRECTION: Authentic game situations provide the best assessment context for seeing how skills and tactics transfer to real situations. Competition reveals qualities like resilience, teamwork, and decision-making under pressure that can't be assessed in drills.
MISCONCEPTION: All students need to achieve the same level to be successful. CORRECTION: Success in PE is about personal progress relative to starting points. Differentiated success criteria (All/Most/Some, Emerging/Developing/Secure/Mastering) recognise that students develop at different rates and celebrate progress at all levels.
MISCONCEPTION: Tag rugby is easier than full rugby so skills don't need much teaching. CORRECTION: Tag rugby requires sophisticated skills (accurate passing, intelligent evasion, organised defence, tactical awareness) and benefits from systematic skill development. Non-contact format makes it safer and more inclusive but not less skilful.
MISCONCEPTION: Student referees can't control games effectively. CORRECTION: With clear expectations, practice, and teacher support, students can officiate effectively and this develops leadership, confidence, and deeper rule understanding. Teacher provides safety oversight while empowering student decision-making.
MISCONCEPTION: Cool-down and reflection are optional 'extras' that can be cut if time short. CORRECTION: Cool-down is essential for safe physiological recovery and injury prevention. Reflection is where deeper learning happens through metacognition. Both are critical lesson components, not optional additions.
MISCONCEPTION: SEND students can't fully participate in tag rugby. CORRECTION: With appropriate adaptations (equipment, rules, support), all students can participate meaningfully and successfully in tag rugby. Focus on what students CAN do with adaptations rather than what they can't do without them.
MISCONCEPTION: Assessment should only be done by the teacher observing. CORRECTION: Comprehensive assessment includes teacher observation, self-assessment, peer assessment, and student reflection. Multiple assessment methods provide fuller picture of learning and develop students' evaluative capabilities.

SEN Adaptations

ADHD

Short activity bursts: lesson naturally structured with multiple short sections (perfect for attention span), frequent changes maintaining engagement, variety of activities preventing boredom. Clear boundaries: highly visible pitch boundaries and station areas (reduces wandering), defined zones for equipment and waiting. Regular feedback: frequent specific praise ('Excellent passing technique, James!'), immediate feedback on performance, regular check-ins. Movement breaks already built in: high activity level throughout maintains focus better than static activities. Clear simple rules: limited rules presented simply, visual rule reminders at stations and on pitches. Fidget tools if needed: option to hold ball while listening to instructions (provides sensory input). Designated roles: specific jobs maintaining engagement (timekeeper, referee, equipment manager, team captain). Minimal waiting time: activities designed for maximum participation (no long queues at stations), everyone active as much as possible. Consistent expectations: clear boundaries for behaviour, consistent consequences, positive reinforcement for on-task behaviour. Allow standing/moving during reflection rather than insisting on sitting still if needed.

dyspraxia

Larger equipment: bigger balls easier to catch and control, large visible targets at passing station. Reduced complexity: break skills into smaller components, practice components separately before combining, additional demonstration and practice time. Modified techniques: allow two-handed push passes if one-handed passes too complex, simplified evasion (change direction only, sidestep not required), simplified defensive positioning. Extra practice time: more repetitions at stations (stay longer or repeat stations), slow motion practice before full speed. Visual and physical guidance: demonstrate close to student, physical prompting/guidance (moving arms through passing motion, positioning feet for sidestep), use of visual cues (target markers, footprint markers showing where to step). Reduce pressure: practice skills without defenders first, add pressure gradually, modified games with less intensity. Balance support: allow wider stance for better balance, buddy support if balance particularly challenging, avoid activities requiring very quick direction changes. Simplified instructions: one or two points at a time, check understanding before proceeding. Celebration of effort over outcome: focus on improvement and trying, not perfection. Positive self-talk encouraged: 'I'm getting better with practice', 'Mistakes help me learn'.

autism spectrum

Clear structured routine: visual schedule showing lesson sections and timing (warm-up 10 mins, stations 20 mins, tournament 22 mins, cool-down 8 mins) displayed throughout. Advance warning of transitions: '3 minutes until we change stations', '1 minute remaining'. Predictable lesson structure reduces anxiety. Quiet zone available: designated calm area if sensory overload occurs (corner of space with less noise/activity, option to sit out briefly if overwhelmed). Clear explicit instructions: step-by-step breakdown of tasks, visual task cards at stations showing exactly what to do, limited verbal instructions at once (chunk information). Consistent routines: same warm-up structure, same transition procedures, same assessment format. Social story if needed: written explanation of lesson expectations and what will happen. Sensory considerations: option to wear own comfortable clothing for tags if preferred, reduced whistle use if noise sensitivity (hand signals instead), awareness of sensory sensitivities to touch (tagging may be uncomfortable - allow 'touch' version). Peer buddy: consistent supportive partner who understands needs. Focus on clear success criteria so expectations understood. Allow processing time for instructions and questions before expecting response.

visual impairment

Use brightly coloured, high-contrast rugby balls (yellow/orange balls against green pitch/brown indoor floor) for maximum visibility. Provide bright, large cones for boundary clarity. Use bright coloured tags (fluorescent) for easier visual tracking. Position student in areas with best lighting (avoid shadows). Provide sighted guide or buddy for warm-up movements and station transitions if needed. Verbal descriptions of spatial setup at each station and in games ('Your pitch runs from here to the cones 20 metres ahead, sidelines are marked by yellow cones 15 metres to your left and right'). Referee uses loud verbal signals as well as visual (whistle plus loud calls: 'Forward pass!', 'Tag made!', 'Try scored!'). Reduce pitch size for games if spatial navigation challenging. Allow closer distance for passing in assessment station. Peer support throughout - buddy system with responsible partner.

hearing impairment

Ensure student can see teacher's face clearly during all instructions (face student, good lighting on face, no talking while turned away). Visual demonstrations essential - show don't just tell for every instruction. Use clear visual signals for important information: raised hand for stop, pointing to indicate directions, thumbs up for positive feedback, clear referee hand signals in games (show signal cards with meanings). Written instructions available at each assessment station (task cards with pictures/diagrams). Peer buddy to tap shoulder for attention when teacher speaking or activity changing. British Sign Language support if student uses BSL (sign interpreter or teacher signing if qualified). Referee uses visual signals clearly (hand signals for all calls not just whistle). Position student where they can see most activity and teacher easily. Check understanding frequently through non-verbal means (thumbs up?, nodding?).

physical disability

Adapted equipment: lighter, softer balls if grip/throw strength limited, larger balls if catching coordination challenging. Wheelchair-accessible version: all activities can be performed from wheelchair with adaptations - passing seated focusing on upper body technique, 'tag' adapted to pulling flag from wheelchair attachment, pitch size reduced, slower pace for wheelchair maneuverability. Reduced physical demand: smaller playing area (less distance to cover), additional rest breaks between activities, option to walk instead of run, fewer repetitions at assessment stations (3 attempts instead of 5). Modified rules for games: extra time to pass after tag, unlimited tags before turnover, designated scoring zones that are easier to reach, option for 'touch' instead of tag removal if fine motor skills challenging. Peer support: partner assistance with equipment setup, carrying equipment, demonstrations. Allow use of mobility aids throughout. Focus assessment on what student CAN do - technique quality within their capabilities, tactical understanding, communication rather than physical output.

Cross-Curricular Links

English

Oracy: verbal communication during games (calling for passes, defensive communication, referee instructions and decisions), explaining tactical concepts using subject-specific vocabulary, articulating reflections on learning in plenary discussion. Listening: following complex multi-step instructions, listening to referee decisions and explanations, active listening during peer contributions in reflection. Vocabulary development: learning and using technical rugby terminology, understanding terminology for analysis and evaluation (assessment framework language), expanding vocabulary around movement, tactics, and teamwork. Written communication: completing self-assessment sheets with written explanations, writing specific improvement goals, potential extension writing task analysing performance or explaining tactics.

Maths

Scoring and statistics: calculating team scores, individual try tallies, tournament points tables using addition and subtraction. Angles and geometry: understanding angles of running lines to create space (obtuse angles for width), passing trajectories, defensive line angles. Measurement: measuring and estimating distances (passing distances at stations - 3m, 5m, 7m), pitch dimensions, spacing between players. Time: calculating game durations, rotation timings, measuring station completion times. Data handling: collecting assessment data, creating frequency tables of skill success rates, analysing patterns in performance data. Ratio and proportion: understanding team formations and ratios (attackers vs defenders), space-to-player ratios.

Science

Forces and motion: understanding forces acting on rugby ball during passing (push force, air resistance, gravity affecting trajectory), friction between hands and ball affecting grip/control, force required for different pass types. Biomechanics: body positioning for power generation in passing (lever systems in arms), muscle groups used in rugby movements (quadriceps in running, core in passing), centre of gravity in evasion movements affecting balance. Cardiovascular system: heart rate changes during exercise (warm-up, game intensity, cool-down), breathing rate responses to exercise intensity, oxygen demand during sustained activity. Energy systems: understanding energy expenditure during games, need for fuel and hydration for sustained performance, recovery processes after exercise.

Computing

Optional technology integration: using iPads/tablets to record games for later analysis, using apps for timing rotations or scoring, potential video analysis identifying technical/tactical strengths and areas for improvement. Data recording: collecting performance data at assessment stations, organising data systematically on assessment sheets. Digital literacy: understanding how technology can support PE learning and assessment, interpreting video evidence objectively.

Geography

Spatial awareness: understanding positioning relative to boundaries, teammates, opponents, direction and angles of movement to create/defend space, mental mapping of playing area and player positions. Directions: understanding forward/backward in rugby context, lateral movement (left/right), diagonal running lines, using directional language in communication ('pass left!', 'run right!', 'support behind!'). Decision-making about space: analysing where space exists on pitch, predicting how space will change based on player movements, strategic use of space (attack exploiting space, defence closing space).

PSHE

Teamwork and cooperation: working collaboratively toward shared goals in games, supporting teammates through encouragement, combining individual efforts for team success, resolving disagreements constructively. Leadership and responsibility: student-led warm-ups showing confidence and responsibility, officiating games requiring fair decision-making and confidence, organising teams and tactics, taking responsibility for own learning and improvement. Resilience and perseverance: continuing effort when facing challenges (difficult skills, losing games), maintaining positive attitude despite setbacks, recovering from mistakes and trying again. Respect and sportsmanship: respecting referee decisions even when disagree, treating opponents with respect, accepting wins/losses graciously, celebrating without excessive showboating. Fair play and integrity: following rules honestly, self-assessing honestly not inflating abilities, playing fairly without cheating. Health and wellbeing: understanding importance of physical activity for physical and mental health, developing positive relationship with exercise through enjoyable PE experiences, understanding safety in physical activity.

Teacher Guidance

Positioning

Primary position: centrally located between two tournament pitches at distance allowing full view of both games simultaneously (approximately 10-15m from each pitch, elevated slightly if possible). During stations: rotate continuously between four stations, spending 60-90 seconds observing each station in turn, never stationary in one location. During warm-up: position at corner or edge where all students visible, allowing clear sightlines while students spread across space. During cool-down/reflection: within circle as equal participant (not outside/above circle) to promote open discussion. Key principle: always position for maximum visibility of all students, never turn back on any group, anticipate where incidents likely (high-intensity areas, complex skill areas) and increase observation there.

Observation Focus

Systematic observation across three domains: SAFETY (primary): tagging technique, spatial awareness, surface hazards, equipment positioning, student wellbeing signs (excessive fatigue, breathing distress, pain indicators). SKILL QUALITY (secondary): technical execution of passing, catching, evasion, defensive positioning, try-scoring using criteria from assessment framework. TACTICAL APPLICATION (tertiary): decision-making quality, positioning in attack/defence, team organisation, communication. SOCIAL BEHAVIOURS (continuous): sportsmanship, teamwork, leadership, resilience, respect for officials. Use scanning pattern: sweep visual field continuously left-to-right, focus briefly on specific interactions/moments, return to whole-picture scanning. Mental note-taking: identify exemplar performances for public praise, note students struggling for intervention/support, assess lesson flow and engagement levels for pacing decisions.

Intervention Points

Immediate intervention required for: any safety concern (unsafe tagging, aggressive play, surface hazards, student distress), rules violations creating unfairness, disputes between students escalating, completely off-task behaviour. Brief intervention appropriate for: technical errors that are persistent (demonstrate correct technique, provide analogy, physical guidance), tactical errors showing misunderstanding (pause and question to reveal thinking, provide guided prompt, demonstrate alternative), student frustration building (encouragement, reframe challenge, offer modification). No intervention needed when: students self-correcting errors showing learning, student referees handling situations competently (trust their judgement), productive struggle occurring (challenge appropriate, engagement maintained, safety not compromised), peer support happening effectively. Intervention style: positive language ('Do this...' not 'Don't do that...'), specific not generic ('Bend your knees in ready position' not 'Better defending'), questioning to reveal understanding ('Why did that pass go forward?' not just 'Forward pass!'), demonstration showing correct technique clearly, checking understanding after intervention ('Show me what you're going to do differently').

Demonstration Notes

Demonstrate at appropriate times: before new activities (show clear model of expectation), when verbal explanation insufficient (complex movements need visual), when errors persistent (show correct vs incorrect side-by-side). Demonstration quality: exaggerate key points for visibility (extra knee bend, extra follow-through, obvious weight transfer), face students so technique visible, move slowly first then full speed, repeat 2-3 times from different angles if complex, use 'freeze frames' pausing at key positions. Commentary during demonstration: explain what you're doing as you demonstrate ('Watch my hands making W shape behind ball... now I push toward target... see my arms extend and follow through...'), highlight critical points ('This is the moment where...''), indicate common mistakes to avoid ('Don't do this... [show mistake]... that makes the pass go forward'). Use students as demonstrators: select competent students to model for peers (builds confidence, provides peer learning), set up demonstrations with student performing and others analysing ('Watch Emma's sidestep - what makes it effective?'), demonstrate incorrect then correct with students identifying difference. Demonstration efficiency: keep brief (30-60 seconds maximum), demonstrate only what's necessary at that moment (not everything about a skill at once), immediately into practice after demonstration (practice while model still fresh in mind).

Verbal Cues

•Safety cues: 'Tags only, not the person!', 'Watch your spacing!', 'Look around before you run!', 'Controlled tagging!', 'Stay in your playing area!'
•Skill cues - Passing: 'Hands in W shape!', 'Push and point!', 'Follow through to target!', 'Soft hands for catching!', 'Eyes on the ball!'
•Skill cues - Evasion: 'Head up, see the space!', 'Change of pace!', 'Sharp sidestep - plant and push!', 'Ball security - two hands!'
•Skill cues - Defence: 'Get flat!', 'Talk to each other!', 'Move up together!', 'Ready position!', 'Watch the ball carrier!'
•Tactical cues: 'Create width!', 'Support the ball carrier!', 'Where's your support?', 'Quick recycling!', 'Spread out!'
•Motivational cues: 'Great effort!', 'Keep working hard!', 'Excellent teamwork!', 'That's the technique!', 'Much better!'
•Organisational cues: 'Next station in 10 seconds!', 'Gather round quickly!', '30 seconds remaining!', 'Freeze and listen!'
•Behaviour cues: 'Respect the referee!', 'Positive communication!', 'Help your teammate!', 'Celebrate appropriately!', 'Show sportsmanship!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: large sports hall (approximately 30m x 40m) or outdoor playing field with adequate run-off areas beyond boundaries (5m clear space around playing areas). For tournament with two simultaneous pitches: minimum 50m x 40m total space. Surface must be flat, even, and appropriate for running with direction changes. Indoor: sprung wooden sports hall floor or appropriate synthetic surface. Outdoor: grass field (dry, well-maintained, no holes or uneven ground) or synthetic turf. Adequate space between activity areas to prevent collisions between groups (minimum 3-5m buffer zones).

Surface Check

Pre-lesson surface inspection mandatory: Check for hazards including holes, protruding objects, wet/slippery patches (indoor floor moisture or outdoor puddles), debris (stones, litter, glass), uneven areas, line markings that could cause slips. Outdoor: check grass length is appropriate (not too long impeding movement or too short exposing hard ground), no waterlogged areas, no ice in cold weather. Indoor: check floor clean and dry, no spilled water near equipment areas, line markings intact and not peeling. During lesson: continuous monitoring for developing hazards (equipment moving, water spillage from bottles).

Equipment Safety

Safety Checks

•Rugby balls: check correct inflation (not over-inflated which makes them hard/dangerous or under-inflated which affects handling), inspect for damage (splits, exposed bladders, damaged lacing), appropriate size for year group (size 4 or 4.5 for Year 8). Clean balls regularly to maintain hygiene.
•Cones: use flat marker cones (not tall cones which can cause trips/injuries if students run into them), check cones are stable and weighted if necessary, inspect for damage (sharp edges, cracks), position cones visibly (bright colours) to prevent collision risks. Replace damaged cones immediately.
•Tag belts and tags: inspect velcro is functioning correctly before lesson (secure attachment essential for safe tagging), check belts are appropriate sizes for all students (adjust for different waist sizes), ensure tags attach securely but release cleanly when pulled, check for fraying or damage to belts/tags, have spare tags immediately accessible for replacements during games. Instruct students on correct fitting: belts positioned on hips (not waist or too low), tags hanging at sides not front/back.
•Whistles: clean/disinfected between users if shared, sufficient quantity for multiple student referees, check whistle functions correctly (clear sound).
•Assessment equipment: clipboards without sharp corners/edges, pens/pencils with appropriate risk level (not sharp), papers secured to prevent wind blowing (outdoor).

Risk Management

Key Risks

•Collision risks: between students playing on same pitch (particularly when both chasing ball or multiple players converging), between students from adjacent activities/pitches (if space inadequate or boundaries unclear), with static equipment or boundary markers. Risk increases with: larger group sizes in smaller spaces, students running at high speed without awareness, competitive excitement reducing spatial awareness.
•Tag-related risks: inappropriate tagging technique (pulling downwards causing student to fall, grabbing clothing instead of tags, holding/pulling person not tags), belt slipping/rotating causing tags to be inaccessible or belt to fall, tags not releasing when pulled causing student to be pulled off balance, students attempting to prevent tags being taken (holding tags/belt).
•Ball-related risks: ball strikes to face/head (particularly from close range hard passes), catching failures resulting in ball striking body/face, trips over rolling balls on playing surface, students struck by ball when not looking/ready.
•Slips, trips, and falls: slipping on wet/smooth surfaces (increased with pivot/direction change movements), tripping over equipment (cones, loose balls, other students), falling when off-balance during evasion movements or when attempting tags, fatigue-related falls as lesson progresses.
•Contact injuries: despite tag rugby being non-contact, incidental contact can occur (shoulder collisions when running lines intersect, hands contacting face when reaching for high catches, contact during tackle attempt if student doesn't tag correctly), increased risk if students forget non-contact rules or play becomes overly competitive/aggressive.
•Overexertion: particularly in tournament section with multiple consecutive games, inadequate warm-up causing muscle strains, insufficient breaks/hydration causing heat-related issues, students pushing beyond safe limits due to competitive pressure.

Risk Mitigation

•Clear boundaries: establish and maintain highly visible pitch boundaries with cones at regular intervals, separate pitches with minimum 5m buffer zone, establish out-of-play areas where students must stop (never chase ball into another game/activity area). Enforce boundaries consistently through officiating.
•Progressive skill building: skills taught and practiced in controlled situations (assessment stations) before applying in dynamic game situations, complexity built gradually throughout unit leading to final tournament.
•Appropriate group sizes: teams of 6-8 maximum for playing area size, adequate space-to-student ratio maintained (minimum 30 square metres per student in game situations).
•Strict tagging rules: technique taught explicitly (reach for tags with open hand, pull outward/upward not downward, release immediately once tag removed), practice tagging in controlled situations before competitive games, referee monitoring tagging technique and correcting immediately, zero tolerance for grabbing clothing/body instead of tags.
•Ball awareness: teach 'call for ball' protocols (ball carrier and receivers call), practice looking up before passing/catching (eyes up not down), avoid very hard passes at close range in warm-up/practices.
•Surface management: equipment positioned safely when not in use (balls in bags/designated area not rolling on pitch), cones positioned deliberately not haphazardly, immediate retrieval of equipment entering playing areas from other groups.
•Student awareness: constant emphasis on spatial awareness ('head up', 'look around', 'where are other people?'), communication expected and encouraged ('call your runs', 'call for passes', defensive calling), teaching principles that reduce collision risk (support lines slightly behind ball carrier not directly behind, attackers spreading width reduces congestion).
•Fatigue management: adequate rest breaks between tournament games (60 seconds minimum), encouragement to pace effort appropriately, hydration breaks provided, monitoring for signs of overexertion with immediate intervention if necessary.
•Officiating support: student referees empowered to stop play if safety concern arises, teacher maintaining constant observation and intervening if referees miss safety issues, clear stop signal (whistle, raised hand, loud 'STOP!') established and practiced.

Supervision & Emergency Procedures

Supervision Points

•Teacher positioning: strategic location maintaining sightlines to all activity areas simultaneously (central position between two tournament pitches, elevated position if available for better overview), continuous scanning not fixed focus on one area, positioned to intervene quickly if safety concern arises.
•Observation priorities: primary focus on safety indicators (tagging technique, spatial awareness, surface hazards, student wellbeing), secondary focus on assessment of performance quality.
•High-risk moment identification: increased vigilance during: transitions between activities (equipment moving, students moving), starts of games (initial intensity high), final minutes of games (fatigue affecting judgement/technique), any moments where competitive intensity increases significantly.
•Student involvement in safety: empower student referees to manage safety in their games, encourage students to report hazards/concerns immediately, develop culture of collective responsibility for safety ('look after yourselves and each other').
•Communication: clear, loud voice commands that cut through game noise ('STOP!', 'FREEZE!' for immediate safety intervention), positive reinforcement for safe behaviour ('Excellent controlled tagging!', 'Great spatial awareness!'), immediate correction of unsafe behaviour with explanation ('That's too aggressive - tag the tags not the person!').
•Continuous risk assessment: ongoing evaluation during lesson of whether risks are being adequately controlled, willingness to modify activities if risks increasing (reduce space, reduce intensity, reduce group sizes, add additional rules), prepared to stop activities entirely if safety cannot be maintained.

Emergency Procedures

Immediate stop: loud whistle blast and raised hand with call 'EVERYBODY STOP!' All activity ceases immediately and students remain still. Assess situation: teacher moves to incident location, assesses injury/issue severity, determines appropriate response. Minor issues (small bumps, caught breath): brief on-site assessment, student sits out briefly if needed, monitored for progression, returns to activity when ready. Moderate issues (potential injury requiring assessment): student moved to safe area away from activity, seated/lying as appropriate, teacher assessment or designated first aider called, other students continue activity under supervision (if safe) or engage in alternative calm activity. Serious issues (significant injury, medical emergency): emergency services called immediately (site emergency procedures followed), student not moved unless immediate danger requires it, first aid administered by qualified person, other students moved to safe area with supervision, lesson concluded. Incident recording: all injuries/incidents recorded according to school policy, parents informed as appropriate, risk assessment reviewed if incident reveals previously unidentified hazard.