Reflect, Refine, Prepare

Overview

In this sixteenth lesson of the 18-lesson unit Touch Rugby Fitness and Game Sense, students consolidate learning from practical sessions and prepare for the tournament. They evaluate improvement using practical evidence, complete a summative fitness-and-touch-rugby poster, and rehearse expectations and team roles.

Learning intentions

Students will:

• reflect on how their touch rugby skills have developed.
• use practical evidence to explain improvement.
• identify a fitness component that supports touch rugby performance.
• select a realistic tactic for the tournament.
• communicate tournament expectations and responsibilities clearly.

Success criteria

• I can use evidence to explain improvement in two touch rugby skills.
• I can identify and explain one fitness component important for touch rugby.
• I can select a realistic tournament tactic and explain when to use it.
• I can produce an accurate fitness-and-touch-rugby poster linking fitness, skills and rules.
• I can describe my tournament role and demonstrate respectful team behaviour.

Curriculum links

• Identities and change: analysing the impact of change and transitions and devising strategies to support oneself and others.
• Contributing to healthy communities: planning and implementing strategies that enhance health, safety, relationships and wellbeing.
• Interacting with others: communicating assertively and respectfully when seeking, giving or denying consent across settings.
• Interacting with others: analysing emotional responses and devising strategies to self-manage emotions.

The lesson supports learning through movement and education about movement, with a focus on metacognition, teamwork, respectful communication and applying knowledge to performance.

Lesson structure (60 minutes)

1. 0–7 min · Hook and learning goals. Teacher displays a before-and-after performance prompt in the opening reflection slide and asks, “What evidence shows that a player has improved?” Teacher explains that students will complete their evaluation and prepare for the tournament. Students silently identify one skill they have improved and share a possible piece of evidence with a partner, such as successful passes, effective support runs or improved decision-making.

2. 7–18 min · Evidence-based reflection. Teacher models the difference between a claim and evidence: “My passing improved because I completed more accurate passes during the last conditioned game.” Teacher distributes the assessment reflection and poster planning worksheet and uses the reflection task slides to display sentence frames. Students record two improved skills, one specific practical example for each, and one next step. They should refer to observation notes, peer feedback, teacher feedback, game outcomes or remembered performance examples rather than making unsupported claims.

3. 18–35 min · Summative poster completion. Teacher revisits the poster requirements on the poster success checklist slides and conferences with students who need help connecting ideas. Students finalise an individual or pair poster that accurately explains one fitness component, links it to at least two touch rugby skills, and includes relevant rules or game expectations. Students add a short evidence statement explaining how the fitness component influenced performance. The teacher checks that students distinguish between fitness components such as aerobic endurance, speed, agility, muscular endurance and coordination.

4. 35–45 min · Tournament tactic selection. Teacher presents common tournament situations on the tactics scenario slides, such as restarting after a touch, attacking near the sideline or defending against a fast team. In groups of four or five, students select one realistic tactic, explain when it should be used, and identify the communication needed. Groups rehearse concise calls and respectful responses, including stopping, resetting and acknowledging a teammate’s idea. Each student records the group’s tactic and their personal contribution on the worksheet.

5. 45–55 min · Expectations and role rehearsal. Teacher reviews safety, fair play, consent around physical contact, inclusion, equipment responsibilities and respectful communication using the tournament expectations slides. Groups rehearse roles including ball carrier, support runner, defender, communicator, scorer and equipment or warm-up responsibility. Students practise a short role-play: entering the field, responding to a touch, rotating roles, managing disagreement and encouraging a teammate. Teacher observes whether students communicate clearly, follow rules and use appropriate self-management strategies.

6. 55–60 min · Exit reflection and readiness check. Teacher displays the final prompts on the plenary and exit-ticket slide. Students complete the final section of the worksheet: “One piece of evidence I can use is…”, “Our tactic will be effective when…”, and “I will support my team by…”. Students submit the worksheet and poster, then rate their readiness from 1–5 and identify one action before the tournament.

Resources

• the Assessment Reflection and Preparation slide deck
• the assessment reflection and poster planning worksheet
• Completed practical observation or peer-feedback notes
• Students’ draft fitness-and-touch-rugby posters
• Poster paper or digital poster tools
• Coloured pens, pencils and rulers
• Tournament role cards or team lists
• Whiteboard and markers

Assessment

• Formative questioning checks whether students can distinguish a claim from practical evidence and explain links between fitness, skills and performance.
• Teacher conferencing and observation assess accuracy of poster content, realistic tactic selection, respectful communication and understanding of tournament roles.
• The completed poster and worksheet provide summative theory preparation. The exit response shows each student’s evidence-based reflection, selected tactic and readiness for the tournament.

Differentiation

• Provide reflection frames such as “My ___ improved because ___” and “I know this because ___”; allow students to use dot points, labelled diagrams or an oral response recorded by the teacher.
• Use a completed exemplar, a poster checklist and a conference prompt card. Check in with students who need help recalling practical evidence or connecting a fitness component to a skill.
• Support EAL learners with visual examples, a word bank and partner rehearsal before writing. Read instructions aloud and provide additional processing time for students with literacy or executive-function needs.
• Extend students by asking them to evaluate the reliability of their evidence, compare two possible tactics, and justify which evidence source gives the strongest indication of improvement.