Running, Agility and Reaction

Overview

Lesson 2 of 18 in Touch Rugby Fitness and Game Sense. Students apply fitness and game-sense concepts through progressively challenging pursuit, evasion and reaction activities, then transfer these skills into introductory ball movement. Activities build from individual acceleration and change of direction to decision-making against an opponent.

Learning intentions

Students will:

• practise accelerating, stopping and changing direction under control
• develop reaction time by responding to visual and movement cues
• evade an opponent safely using space, timing and changes of speed
• coordinate movement with a pass while maintaining attacking width
• explain how movement choices can create an advantage in attack

Success criteria

• I can accelerate, decelerate and change direction with control.
• I can evade an opponent safely without pushing, tripping or making unsafe contact.
• I can react quickly to a teammate’s or opponent’s movement.
• I can explain how agility and reaction time affect attacking play.

Curriculum links

• Students analyse the impact of changes and transitions and devise strategies to support themselves and others through change.
• Students analyse factors influencing emotional responses and apply strategies to self-manage emotions during challenge and competition.
• Students communicate assertively and respectfully when seeking, giving or denying consent in physical activity settings.
• Students plan and implement strategies using health and physical activity resources to enhance safety, relationships and wellbeing.

Lesson structure (60 minutes)

1. 0–5 min · Welcome, learning intention and safety. Teacher gathers students in a semicircle, explains that today’s focus is accelerating, reacting and creating space, and establishes safety expectations: eyes up, controlled speed, no pushing, grabbing or diving, and stop immediately on the whistle. Students identify one personal focus, such as quick feet, safe evasion or communication.

2. 5–12 min · Pulse raiser: rabbit and fox. Teacher marks a rectangular area and selects two “foxes”; rabbits move freely and avoid a safe touch on the shoulder or upper arm, then complete a nominated movement before re-entering. Change foxes regularly and vary the space to adjust challenge. Students accelerate into open space, slow down before changing direction and scan for opponents. Pause briefly to ask: “When did slowing down help you change direction?” and “Where was the safest space to move?”

3. 12–22 min · Chase the tiger. Teacher places students in pairs, with one student as the tiger and one as the runner, and demonstrates a safe chase from a standing start. On the signal, the runner attempts to cross a line or reach a cone while the tiger tries to make a two-finger touch on the shoulder or back; swap roles after each attempt. Students practise varied starting positions, explosive acceleration and deceleration. Ask: “What made the runner difficult to catch?” and “How did the tiger predict the runner’s choice?” Increase or reduce the distance as required.

4. 22–34 min · Cone-based reaction games. Teacher sets groups of four around four differently coloured cones. One student is the caller, one is the mover and two observe; the caller names or points to a cone, and the mover reacts, touches it with one hand and returns to the centre under control. Progress to two calls, a fake call, or a partner mirroring the mover. Students rotate roles and observers give one specific feedback point about reaction, body position or control. Challenge students to respond to the caller’s visual signal rather than waiting for a voice cue.

5. 34–50 min · Introductory ball movement and advantage. Teacher creates groups of four in channels, using one touch rugby ball per group. Students pass backwards or sideways while running forwards, then add a passive defender who can move laterally and apply a touch to the ball carrier. After a touch, the carrier stops, presents the ball safely and a teammate continues play according to the class touch-rugby rules. Students practise running straight before passing, supporting at depth and width, and changing speed or direction to receive. Rotate attacker, defender and observer roles. Pause to ask: “Which movement created space?” “When was passing better than running?” and “How did reaction time influence the decision?”

6. 50–60 min · Conditioned game and reflection. Teacher organises four teams of five for a small-sided touch game in two reduced spaces, awarding a bonus point when a team creates space through a clear change of speed, direction or supporting run. Students apply safe evasion, communication and passing, then complete a verbal reflection with a partner: “One movement choice that created advantage was … because …”. Each student reports one improvement goal as the teacher checks understanding through questioning.

Resources

• Cones to mark boundaries, channels and targets
• Touch rugby balls
• Coloured cones for reaction games
• Whistle and stopwatch
• Bibs or team bands
• Open, flat playing area
• Whiteboard or field-side prompt card with safety and questioning cues

Assessment

• Observe acceleration, deceleration, body control, safe evasion, reaction to cues and movement into space during the pursuit and reaction games.
• Use questioning to assess whether students can connect agility and reaction time with attacking advantage.
• During the conditioned game and final reflection, record students who can apply a movement choice and explain why it was effective.

Differentiation

• Support students by enlarging spaces, reducing the number of defenders, allowing a slower pace, using predictable signals and demonstrating each activity before play.
• Modify tagging by using a soft bib touch, shadowing or a designated safe zone; students may walk, jog or run according to confidence, mobility and fitness needs.
• Use peer modelling and partner observation with prompts such as “I noticed…” and “Next time, try…”. Pair EAL learners with supportive peers and reinforce instructions with gestures, demonstrations and concise language.
• Extend capable students by reducing space, adding a second defender, using delayed or deceptive reaction signals, requiring a change of speed before every pass, or asking them to justify two alternative attacking choices.
• Reinforce consent and respectful communication: students may request a lower-intensity role, and all physical contact remains controlled, agreed and within the stated rules.

Professional practice connection

The lesson uses education through movement by developing personal, social and movement capabilities through purposeful physical experiences. It supports planning for diverse learners, clear explanation and demonstration, and a safe, inclusive learning environment.