Passing Forward, Supporting Back

Overview

Lesson 3 of 18 in the unit Touch Rugby Fitness and Game Sense. Students develop the key touch rugby principle of running forward while passing backwards, then apply support lines, dummy passes, switches and communication in small-sided games. Learning is built through guided discovery, peer feedback and reflection on how coordination influences passing precision.

Learning intentions

Students will:

• practise passing backwards accurately while moving forward
• create effective support lines and attacking options
• use dummy passes, switches and clear communication in game situations
• identify how timing, coordination and teamwork affect passing success
• apply strategies that support confidence, adaptability and perseverance during challenges

Success criteria

• I can pass backwards accurately while moving forward.
• I can maintain a support line and offer the ball carrier an attacking option.
• I can use a dummy pass, switch or change of direction to challenge defenders.
• I can communicate respectfully and explain how coordination improved my passing.

Curriculum links

• Health and Physical Education: analysing responses to change and devising strategies to support self and others through challenges and transitions.
• Health and Physical Education: communicating assertively and respectfully when seeking, giving or denying consent in physical activity settings.
• Personal and Social Capability: improving confidence, adaptability and perseverance through appropriate coping strategies.
• Personal and Social Capability: recognising and using personal strengths to support self and others in different contexts.
• Constructivist learning and Arnold’s education in, through and about movement; evidence may support APST 1.3, 3.5 and 5.2.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and movement hook. Teacher marks out a safe playing area, displays the learning intentions using the hook and learning intention slides, explains that the ball must travel backwards while the team moves forwards, and checks footwear, spacing and touch rules. Students move into assigned groups of four and answer: “How can a team move forward if the ball travels backwards?”

2. 5–13 min · Dynamic warm-up and passing review. Teacher leads jogging, side steps, acceleration and change-of-direction movements, then demonstrates two-handed passing across the body, soft hands, passing to the outside hip and following the pass. Students work in pairs, passing while walking and gradually jogging forwards; they count consecutive accurate passes and reset safely when the ball is dropped.

3. 13–25 min · Skill progression. Teacher uses the passing technique and activity instruction slides to demonstrate a moving passing square: the ball carrier runs forward, passes sideways or backwards, and the receiver runs onto the ball. Add a passive defender, then introduce a dummy pass and a switch. Students practise in groups of four, rotating ball carrier, receiver, support runner and defender; the defender applies light pressure and tags only the ball carrier.

4. 25–35 min · Support-line challenge. Teacher models three attacking options: straight support behind the ball carrier, a wider support line and a switch in which two runners cross and communicate early. Teacher gives feedback using a checklist for pass direction, receiver depth, support position, communication and safe tagging. Students complete repeated attacks from a marked line, aiming to reach the end zone without a forward pass; peers give one specific positive comment and one next step using the peer feedback and performance checklist.

5. 35–53 min · Small-sided games. Teacher organises five teams of four, with two teams playing 4 v 4 and one team rotating as coaches or officials; games run for four-minute rounds. Using the small-sided game rules and reflection prompt slides, teacher reinforces: no forward passes, tag below the shoulders, stop after a tag, return the ball promptly, and communicate respectfully. Students attack with forward running and backward passing, deliberately seek support options, and attempt a dummy pass or switch when appropriate. Rotating observers record one successful support action and one communication example on the peer feedback and performance checklist.

6. 53–60 min · Cool-down and reflection. Teacher leads walking, breathing and gentle mobility, then revisits the opening question through the plenary discussion slide. Students complete an individual exit response on the worksheet: “My most effective attacking option was…”, “Coordination affected my passing precision because…”, and “Next lesson I will…”. Invite two or three students to share strategies that helped their team adapt.

Resources

• Cones to mark a playing area, channels and end zones
• Six touch rugby or suitable modified rugby balls
• Bibs or coloured bands for teams
• Whistle and stopwatch
• Whiteboard and teacher assessment checklist
• the Passing Forward, Supporting Back slide deck
• the peer feedback and performance checklist

Assessment

• During pair and group practice, check grip, pass direction, receiver depth, running lines, awareness of others and safe tagging.
• Use the teacher checklist during the support-line challenge and games to record whether students pass backwards while moving forward, communicate an option and maintain support play.
• Review peer feedback and exit responses for understanding of coordination, passing precision and a practical next step.

Differentiation

• Support: shorten passing distances, reduce defensive pressure, allow walking before jogging, use larger or softer balls, and provide visual targets or floor markers showing the receiver’s depth.
• Provide demonstrations from multiple angles, repeated key words such as “run forward, pass back”, and sentence starters: “I noticed…”, “Try…”, and “My option is…”. Pair students thoughtfully and allow students who need it to observe before re-entering.
• EAL learners benefit from gesture-based demonstrations, consistent visual cues and a small vocabulary bank: support, switch, dummy, communicate and backwards.
• Extension: require advanced players to complete two passes before entering the end zone, use a planned switch, or identify and exploit a defensive gap while maintaining safe, respectful play.