Round-Robin Tournament One

Overview

Students begin the summative touch rugby round-robin tournament, applying rules, positional responsibilities, set plays, attacking and defensive principles, fitness-informed decisions and respectful teamwork. With 20 students, four balanced teams play simultaneous 5v5 matches using 6v6 principles, with rotating player, coach and referee roles to minimise waiting and generate practical performance evidence.

Learning intentions

Students will:

• apply touch rugby rules, safety procedures and positional responsibilities in a match.
• use at least one planned attacking or defensive tactic.
• make fitness-informed decisions about movement, passing, spacing and substitutions.
• communicate respectfully and support teammates during competition.
• officiate, coach and give constructive feedback using agreed success criteria.

Success criteria

• I can participate safely and follow touch rugby rules.
• I can maintain my position and contribute in attack and defence.
• I can use at least one planned tactic during a match.
• I can communicate respectfully and reflect on evidence of my learning.

Curriculum links

• Movement and physical activity: applying movement skills, tactics, rules and strategies in modified games and physical activity.
• Personal, Social and Community Health: analysing changes, transitions and strategies that support self and others.
• Personal, Social and Community Health: examining respect, empathy, power and cooperation in respectful relationships.
• Personal and Social Capability: collaborating, setting team goals and supporting team members to achieve shared goals.

Lesson structure (60 minutes)

1. 0–6 min · Set-up and tournament briefing. Teacher checks attendance, footwear, medical needs and safe playing areas, then opens the tournament hook and success criteria with the question, “What makes a team successful when players become tired?” Students move into four pre-balanced teams of five, listen to the safety expectations and identify their rotating roles: player, coach or referee.

2. 6–14 min · Warm-up and tactical rehearsal. Teacher leads a dynamic warm-up including jogging, acceleration, lateral movement, passing on the move and controlled touch technique, then uses the rules and tactical rehearsal slides to revisit six-touch possession, retreating onside, passing backwards, support lines and defensive communication. Students rehearse one attacking set play and one defensive response in teams, such as drawing-and-passing or sliding together in defence.

3. 14–31 min · Round 1 matches. Teacher starts two simultaneous 5v5 matches on shortened fields, using 6v6 rules and principles while adapting team size to the class numbers. The teacher observes and records evidence of safe participation, rule application, positional play, communication and tactical decision-making; non-playing students referee, coach and track the team’s chosen tactic. Students play for 15 minutes, rotate roles as directed and attempt their planned tactic at least twice.

4. 31–36 min · Debrief and adjustment. Teacher pauses teams in separate areas and displays the between-match debrief prompts: “What evidence showed our tactic worked?”, “Where did fatigue affect our decisions?” and “How did teammates show respect?” Students give one specific observation, identify one adjustment and agree on a focus for the next match. Coaches provide feedback using the language “keep, change, try”.

5. 36–53 min · Round 2 matches. Teacher rearranges roles and, where appropriate, makes small team or field adjustments to maintain challenge, inclusion and safety. Students play a second 15-minute match, applying their agreed adjustment and demonstrating stronger spacing, support, defensive organisation and fitness-informed choices such as rotating, communicating early or conserving energy before an attacking movement.

6. 53–60 min · Evidence review and exit reflection. Teacher gathers students, revisits the plenary and reflection slides and invites two teams to share a successful tactic and one respectful teamwork example. Students complete a verbal or written exit response: “Today I showed safe participation by…”, “My planned tactic was…”, and “Next match I will…”. Teacher collects role cards or observation notes and previews the next tournament round.

Resources

• Two marked touch rugby fields or reduced-size grids
• Touch rugby balls, cones and bibs
• Whistles and scoring equipment
• Role cards for player, coach and referee
• Teacher practical observation checklist
• Water access and first-aid kit
• the tournament briefing and debrief slide deck

Assessment

• Teacher uses a practical checklist during both matches to record safe participation, rule application, positional awareness, communication, tactical use and respectful teamwork.
• Referees and coaches provide peer evidence during role rotations, focusing on observable behaviours rather than personality or athletic ability.
• Exit responses identify each student’s tactic, fitness-informed decision and next step; these are compared with teacher observations to inform the final tournament lesson.

Differentiation

• Balance teams before the lesson and use smaller fields, rolling substitutions or modified touch rules where students need increased involvement, safety or confidence.
• Provide targeted prompts such as “Where is your support player?”, “Can we slide together?” and “When should you conserve energy?” Use role cards with simple visual reminders for students requiring executive-function support.
• Allow students to demonstrate learning through playing, coaching, refereeing or verbal explanation; explicitly teach and model officiating signals and respectful feedback for EAL learners.
• Extend confident students through tactical leadership, match officiating, more complex set plays, analysing opposition patterns and coaching teammates to make evidence-based adjustments.