Attacking With Purpose

Overview

This is lesson 5 of 18 in the unit Touch Rugby Fitness and Game Sense. Students apply dummy, switch and support play in progressively challenging touch-rugby activities, making decisions about space, passing and running in modified games.

Learning intentions

Students will:

• apply dummy and switch plays to create attacking space
• support the ball carrier by running into useful positions
• decide when to pass, run or hold the ball
• communicate respectfully and collaborate during attacking play
• adapt decisions in response to defenders and changing space

Success criteria

• I can identify and move into space.
• I can support the ball carrier by creating a second option.
• I can make an appropriate passing or running decision.
• I can use a dummy or switch play to improve our attack in a modified game.
• I can communicate positively and follow touch-rugby safety rules.

Curriculum links

• Personal and Social Capability: using skills and strategies to prevent, defuse and resolve conflict within and between groups in different contexts.
• Personal and Social Capability: recognising situations that benefit from collaboration, setting team goals and supporting team members.
• Health and Physical Education: applying assertive and respectful communication when interacting with others.
• Personal and Social Capability: developing confidence, adaptability and perseverance when responding to challenges.

Lesson structure (60 minutes)

1. 0–5 min · Hook and learning focus. Teacher displays a simple attacking diagram and asks, “Where is the space, and how could three attackers create two passing options?” Open with the attacking space hook and learning intention slides. Students move to a safe area, share one idea with a partner and listen to the lesson success criteria.

2. 5–12 min · Warm-up: rabbit and fox. Teacher organises five groups of four in marked grids; one player is the fox and the others are rabbits who evade by changing direction, accelerating and supporting a runner. After 30 seconds, rotate the fox and introduce a ball for the rabbit being chased. Students practise scanning, changing direction and moving into open space without physical contact. Pause briefly to ask, “What helped the rabbit escape?” and “Where was the safest space?”

3. 12–22 min · Ball-carrier tag and support. Teacher creates five channels, each with four students: one ball carrier, one passive defender and two support players. The carrier runs forward and may pass left or right before being tagged; support players must run at different angles to offer options. Rotate roles every minute and progressively increase defensive pressure from shadowing to controlled touch. Students communicate clearly, move ahead or beside the carrier and select a pass or run. Use the ball-carrier tag instructions and questioning slides to reinforce the cues: scan, call, support, decide.

4. 22–32 min · Dummy and switch practice. Teacher demonstrates at walking pace: a dummy pass draws a defender, while a switch changes the running line between two attackers. In groups of four, students attack one defender in a channel, first using a dummy and then a switch before crossing the line. Students reset quickly after each attempt and identify which movement created space. Ask, “What did the defender believe was going to happen?” and “When would a switch be risky?” Adjust the channel width and defender pressure as required.

5. 32–52 min · Small-sided attacking scenarios. Teacher sets up two games of 5 v 5 on reduced fields, with two students rotating as officials or coaches. Each attack begins from halfway and lasts up to four touches. Award one point for crossing the try line and a bonus point if the team creates a clear second option through support play. In the first round, teams may use any attacking option. Pause after two minutes and ask, “Where is the space?” “When should the ball carrier pass?” and “How can support players create a second option?” In the second round, introduce a rule requiring a dummy or switch before scoring. Students apply decisions, communicate, rotate positions and provide one specific peer observation after each round. Use the modified-game rules, pause questions and tactical challenge slides.

6. 52–60 min · Cool-down and exit reflection. Teacher leads slow walking, mobility movements and breathing, then gathers students for a final review. Students complete a verbal exit response with a partner: “I used ___ when ___ because ___.” Invite three students to share an example of an effective decision. Finish with the plenary and self-assessment slides. Students show a hand signal from 1–3 to indicate how confidently they can use space, support and make an appropriate decision.

Resources

• Cones to mark five practice channels and two small-sided fields
• Touch-rugby balls, one per group
• Coloured bibs or bands
• Whistle and stopwatch
• Whiteboard or magnetic tactics board
• the complete attacking principles slide deck
• Tactical cue cards: scan, communicate, support, decide
• First-aid kit and water access

Assessment

• During rabbit-and-fox and ball-carrier activities, observe whether students scan for space, change direction and offer support.
• In small-sided games, record evidence of appropriate pass/run decisions, successful dummy or switch use, communication and safe collaboration. Use questioning during planned pauses to assess tactical understanding.
• Use the final 1–3 self-assessment and verbal response to identify students requiring further support in the next lesson.

The lesson uses Game Sense questioning and social-constructivist peer learning. Evidence collected through observation, questioning and peer feedback supports responsive planning and aligns with APST 1.5, 3.3, 4.1 and 5.2.

Differentiation

• Support: reduce the number of defenders, widen channels, allow a walking attack and use cue cards with the sequence “scan–call–support–decide”.
• For students developing confidence, begin with passive defence, provide a partner model and allow extra time to reset between attempts.
• For EAL learners and students who benefit from visual support, demonstrate each play, use gestures and pair key terms with simple diagrams: space, support, dummy, switch and pass.
• Extension: narrow the attacking area, increase defensive pressure, limit time in possession or require a dummy or switch before every scoring attempt.
• Students with mobility or coordination needs may act as a central passing option, coach or official, or work in a larger channel with adapted movement expectations.