Footwork and Evasion

Overview

In this third lesson of the 6-part unit Touch Rugby Skills Development, students practise footwork and evasion skills to beat defenders by changing direction quickly and safely. They apply these skills in controlled drills and finish with a game focused on avoiding being touched while maintaining possession and teamwork.

Learning intentions

• WALT improve our footwork to accelerate, decelerate, and change direction with control.
• WALT use evasion strategies to create space and avoid defenders.
• WALT pass or run with purpose after we evade (keep moving into space to support the team).
• WALT communicate simple instructions to teammates during play.

Success criteria

• I can change direction quickly using safe footwork (plant, pivot/turn, accelerate).
• I can evade a defender by creating space and staying balanced while moving.
• I can support the ball carrier by moving into space and offering options.
• I can communicate clearly (e.g., calling “space”, “back”, or “switch”) during game situations.

Curriculum links

• Health and PE — Movement skills (Invasion games): running to pass or evade an opponent.
• Health and PE — Movement skills (Invasion games): playing tactically and as a team by supporting players with the ball by moving into space and providing options.
• Health and PE — Movement skills (Invasion games): communicating with teammates.
• Health and PE — Movement skills (Invasion games): playing tactically and as a team by retaining possession after turnover (focus on staying with the ball when under pressure).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and warm-up. Teacher sets up a small grid and demonstrates “ready stance” (athletic, head up, light feet). Students jog through the area performing high knees, quick steps, and stopping on the whistle with balance.

2. 5–12 min · Teach: footwork basics (plant–turn–go). Teacher models three moves: (1) plant foot then turn hips/shoulders, (2) step across to change direction, and (3) accelerate from stillness (2–3 reps each). Students practise in pairs with a line of cones: one calls “plant”, partner performs turn, then both sprint 3–5 metres after the turn.

3. 12–22 min · Ladder drills (speed + control). Teacher explains the ladder rules: feet forward one box at a time, then quick lateral change at the end, always staying upright. Students rotate through three stations:

• In-out single steps through the ladder.
• Fast feet through the ladder then stop at the cone.
• Ladder to cone-and-back (change direction once, then accelerate). Teacher cues: “quiet feet”, “head up”, “stick the landing”, “look before you turn”.

4. 22–33 min · Cone weaving evasion (beat the defender). Teacher sets up a channel with cones and a “defender” line at one end (using soft tags or gentle touch rules). Students run the weaving course: they must use at least two evasion turns (e.g., cut inside then burst outside, or fake then go) to avoid the defender’s tag attempt as they move past markers.

• Defender’s role: slow and controlled attempts; no shoulder charging.
• Ball carrier’s role: keep ball tight to body (or use a ball-control object if no ball available), and avoid collisions by spacing out. Teacher checks for safety and correct technique: plant foot stable, change direction clear, shoulders follow hips.

5. 33–40 min · Skill-to-game mini play (evade then pass). Teacher runs a short “touch-and-go” set-up: two small teams in a grid; attackers try to score by reaching the far line with the ball (or by completing a simple objective) while defenders attempt to tag.

• Attackers must evade first (one burst and one turn minimum), then pass to a teammate who is moving into space.
• After a pass, attackers become supporters by jogging into open cones/lanes. Teacher pauses briefly to highlight one example of effective evasion and one example of good support communication.

6. 40–45 min · Main game: Touch Evade Challenge. Teacher explains the final rule: ball carrier must avoid being touched for as long as possible while trying to reach scoring zone (or complete passes leading to scoring). If touched, possession turns over and defenders quickly switch to offence (keep it fast to practise transitions). Students play 2 short rounds (e.g., 2 minutes each, quick rest/rotate), with teacher observing evasion quality and safe movement. End with a 30-second “win condition talk”: one student shares a tactic they used to avoid being touched.

Resources

• Touch rugby balls (one per pair where possible) or soft alternatives
• Training ladder (or marker lane with tape/ropes)
• Cones, bibs/markers for roles (attack/defence/support)
• Whistles and timing device
• Stop-start cones for boundaries
• Optional: visual cue cards showing “plant–turn–go” and “look then move”

Assessment

• Teacher formative checks during drills: observes whether students land balanced and complete a clear direction change (not sliding or twisting awkwardly).
• Teacher formative checks during mini play/game: listens for communication and watches for support movement into space after an evade.
• Quick exit check (last 1 minute): students point to one skill they used today (plant–turn–go, ladder control, or evasion fake) and one safety rule (e.g., no contact, spacing, head up).

Differentiation

• Support:
• Provide a simplified evasion requirement (only one turn) before increasing to two turns.
• Use fewer cones or wider gaps in the weaving channel.
• Extension:
• Add a “scan then choose” rule: before the turn, the ball carrier must look at defender position and choose inside/outside movement accordingly.
• Require a quick pass after evasion to a moving teammate within the grid.
• SEN/EAL considerations:
• Give short, consistent cues (“Plant. Turn. Go.” and “Look first.”).
• Pair students intentionally so language support comes from a cooperative partner.
• Safety and inclusion:
• Remind: no charging, no grabbing clothing, and defenders tap/touch only lightly within agreed boundaries.