Set Plays In Games

Overview

In this eleventh lesson of the 18-lesson Touch Rugby Fitness and Game Sense unit, students apply positional understanding in progressively challenging activities before using set plays in modified 4v4 games. They practise moving into roles, communicating, transitioning quickly between attack and defence, and adapting play when possession changes.

Learning intentions

Students will:

• apply positional roles as middles, links and wings
• use a simple set play to create space and support the ball carrier
• transition promptly from attack to defence when possession changes
• use safe, respectful communication during competitive play
• select and adapt strategies to improve team performance

Success criteria

• I can move into my positional role when my team has the ball.
• I can use a set play and communicate with my teammates.
• I can transition promptly when possession changes.
• I can explain one decision that helped my team create space or defend effectively.

Curriculum links

• Health and Physical Education: applying movement skills, strategies and tactics in modified games.
• Health and Physical Education: planning and implementing strategies that support safety, relationships and wellbeing.
• Personal and Social Capability: using strategies to prevent, defuse and resolve conflict in team contexts.
• Personal and Social Capability: building confidence, adaptability and perseverance when responding to challenges.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and tactical hook. Teacher displays the learning intentions and asks, “What should happen in the first three seconds after a team loses the ball?” using the opening question and learning intentions. Students discuss responses with a partner, change safely into sports equipment and move to the marked area.

2. 5–15 min · Interval runs and positional movement. Teacher marks three running channels and leads intervals of 20 seconds work and 20 seconds recovery, including forward runs, lateral movement, acceleration and controlled deceleration; call “middle”, “link” or “wing” before each repetition. Students run with control, recover actively and finish each repetition in the called positional channel, focusing on spacing and readiness.

3. 15–25 min · Ball tag and transition practice. Teacher explains that only the ball carrier may be tagged, demonstrates a safe touch, and introduces a reset when the ball is dropped. In groups of five, students play short ball-tag rounds: attackers create support options while defenders identify the ball carrier and transition immediately after a tag or dropped ball. Students practise calling “tag”, “reset”, “turn” and “support” respectfully, then briefly identify which movement created the best option.

4. 25–35 min · Jail run and treasure run. Teacher sets up two small areas with a starting line, a “jail” zone and a safe treasure zone. In teams, students attempt to carry or pass the ball into the treasure zone while defenders tag only the ball carrier; after a tag, the carrier returns to jail and a teammate may release them by completing a legal pass or support run. Students rotate roles and apply a quick attack-to-defence transition whenever the ball changes hands. Pause for a teacher-led tactical time-out to ask, “Where can the next support player move to make the defender choose?”

5. 35–50 min · 4v4 modified games. Teacher organises five teams of four and establishes rotating roles: two middles, one link and one wing. Each game lasts three minutes, followed by a one-minute rotation and team huddle. Students use a set play such as “middle drive, link sweep”: the middle runs forward to attract a defender, the link moves laterally into space, and the wing holds width before supporting. Only the ball carrier can be tagged; a dropped ball results in a reset and change of possession. Students transition immediately to defence and may call one set play per possession. Teacher uses the practical checklist to record role movement, set-play use, communication and transition speed.

6. 50–60 min · Review, cooldown and exit ticket. Teacher leads a gentle walk, mobility stretches and breathing, then revisits the game review and reflection prompts. Students complete an oral or written exit response: “My positional role was…”, “One set play or movement I used was…”, and “When possession changed, I…”. Invite two students to explain how they adapted a strategy or supported a teammate.

Resources

• Touch rugby balls, one per group
• Cones for channels, jail zones, treasure zones and 4v4 fields
• Bibs in at least three colours
• Whistle and timer
• Whiteboard or portable tactics board
• the set plays and game instructions deck
• Practical assessment checklist
• Water and first-aid equipment

Assessment

• During ball tag, jail run and games, use a checklist to note whether each student moves into a positional role, uses a set play, communicates safely and transitions promptly.
• Question students during tactical time-outs: “What did you see?”, “Why did you move there?” and “What could you change next time?” This gathers evidence of tactical decision-making rather than speed alone.
• Use the exit ticket to assess students’ ability to describe a positional decision, set play and transition strategy. Record observations to inform the next lesson and provide feedback in line with APST 1.3, 3.3, 4.1 and 5.2.

Differentiation

• Support students by reducing the playing area, simplifying the set play to one forward run and one support run, allowing walking rather than running, and using clearly marked positional channels.
• Increase attacking numbers or use a passive defender to give developing players more time to make decisions. Provide teacher-led tactical time-outs and repeat demonstrations using student models.
• Use mixed-ability teams, visual role cards and consistent verbal cues such as “width”, “support”, “turn” and “reset”. Pair EAL learners with supportive peers and demonstrate instructions before play.
• Extend confident students by requiring them to call and adapt a set play independently, identify defensive weaknesses, or lead a one-minute team huddle explaining the next tactical adjustment.