Passing Basics

Overview

In this second lesson of a 6-lesson unit, students practise the fundamental touch rugby skill of passing while running and under light pressure. They build on prior work from Lesson 1 by improving accuracy and choosing the right passing option to keep play moving as a team.

Learning intentions

WALT (We Are Learning To)…

• pass accurately while moving, using correct two-handed and one-handed techniques
• aim and release the ball safely to a teammate in a clear passing “lane”
• recognise how pressure changes the passing decision (short, quick, or one-handed)

Success criteria

I can…

• keep my body side-on, hold the ball securely, and pass with control
• use a two-handed pass when there’s time and space, and a one-handed pass when I’m near pressure
• get my passing arm “through” the ball and follow through towards my target
• communicate with my teammate (“ready”, “yes”, or pointing to space) and adjust my pass if they move

Curriculum links

• Health and PE: Movement skills (Invasion games) — Invasion games (e.g., rippa rugby/touch/turbo touch)
• Passing accurately while running and using different passing techniques
• Playing tactically and as a team, including choosing appropriate passing options
• Supporting players with the ball by moving into space and providing options

Lesson structure (45 minutes)

1. 0–5 min · Warm-up activation. Teacher sets up a short passing lane in pairs and demonstrates two key cues for passing (ball ready at chest height; release towards target with follow-through). Students jog to a marked spot, pass once with correct form, receive cleanly, and repeat.

2. 5–12 min · Technique teach: two-handed pass. Teacher stops the class briefly to model: grip (secure hold), stance side-on, eyes on target, and two hands pushing the ball forward, finishing with a clear follow-through. Students practise in pairs using “pass–receive–reset” with slow speed first, then increase speed while keeping accuracy.

3. 12–18 min · Technique teach: one-handed pass. Teacher demonstrates one-handed pass mechanics: ball controlled in the non-passing hand, quick swing with the passing hand, and a compact follow-through towards target. Students practise from a slightly closer distance; teacher checks that the pass is still aimed (not just a “throw”).

4. 18–28 min · Drill: running to pass (options). Teacher explains: the runner approaches the passing “zone,” calls for the ball (or signals), then passes to a teammate moving into space. Students run in pairs around cones, using the correct passing type based on time/space (two-handed with space; one-handed when teammates are closer or when a defender shadow appears).

5. 28–35 min · Keep-away: passing under pressure. Teacher sets up a small grid (e.g., 6 m x 6 m) with 4 attackers and 2 taggers/defenders (adjust roles so everyone passes). Defenders lightly close space; attackers must keep possession by passing accurately. Students attempt to complete 5 successful passes as a team before a turnover, using quick, safe passes.

6. 35–43 min · Mini reflection + challenge round. Teacher asks: “When did you use one-handed passes? Why?” and highlights two student examples (good aim and good decision). Students repeat keep-away with a new goal: complete the sequence with at least one one-handed pass during a pressure moment.

7. 43–45 min · Quick exit check. Teacher selects two quick checks: “Show me a two-handed pass form” and “Show me a one-handed pass form.” Students complete the movement and say one cue each.

Resources

• Soft touch rugby balls (or similar size-safe balls for passing)
• Cones for grids and running lanes
• Bibs or markers to show attackers/defenders
• Large targets or hoops for passing accuracy points
• Whistle/timer for transitions
• Stopwatch or phone timer for drill goals
• Printable or board “passing cues” cards (Teacher provides; no printing required if using board)

Assessment

• Teacher observation during drills: correct grip, side-on stance, aimed release, and follow-through
• Accuracy check: how often passes reach the target/partner without wild throws or knockdowns
• Exit check: students demonstrate one two-handed and one one-handed pass movement and state a cue they used

Differentiation

• Support: provide a “passing lane” target (hoop or cone) for accuracy; reduce pace; pair stronger throwers with developing receivers who stand still at first
• Support: sentence starters for communication (“I’m ready”, “Short pass”, “One-handed”) and hand signals for calling for the ball
• Extension: add a rule in keep-away—attackers must complete a pass within 2 seconds of receiving, or rotate roles so every student plays as a runner and a passer
• SEN/EAL: allow extra rehearsal reps, and use visual demonstration plus one cue at a time; reduce defender pressure during the first keep-away round

Extension

• None.