Rugby Ready Skills

Overview

In this second lesson of the unit, students build on last lesson’s idea of moving with a ball by focusing on dribbling while running and keeping control through simple pathways. They will practise in small-group skill stations and then apply the skills in relays and an obstacle course.

Learning intentions

• WALT develop dribbling control while running in a straight line.
• WALT practise changing direction and speed to move through simple rugby-style obstacles.
• WALT use dominant and non-dominant hands or feet to dribble and guide the ball.
• WALT work cooperatively in relays, following safety rules and taking turns.

Success criteria

• I can dribble the ball while running in a straight line without losing control.
• I can navigate a simple obstacle course by keeping my dribble going around cones.
• I can use safe control (eyes up, arms/body balanced) and keep space from others.
• I can show teamwork by taking my turn promptly and helping others safely.

Curriculum links

• Movement skills (Relays, games and invasion games): dribbling with changes in speed, direction, and control.
• Movement skills (Relays, games and invasion games): linking, dribbling, and passing movements together to move towards a goal (applied in the “ready to receive/next movement” prompts).
• Movement skills (Relays, games and invasion games): using dominant and non-dominant hands or feet to send, receive, and dribble (choices during practice).
• Te Whāriki/Health & PE learning through safe participation, making decisions in games, and showing positive participation.

Lesson structure (60 minutes)

1. 0–5 min · Welcome & safety. Teacher gathers students and reminds them of space/safety: “Move with control, stop when we hear ‘freeze’.” Students stand in a circle and repeat the safety signals.

2. 5–10 min · Warm-up: ball dribble jog. Teacher demonstrates a simple jog-dribble pattern (ball stays close; eyes up). Students dribble-jog around a marked area, keeping the ball within reach.

3. 10–20 min · Direct teach: dribble technique + look-up. Teacher shows two quick demos: (a) straight-line dribble, (b) obstacle dribble with cones, highlighting “gentle taps/pushes, ball close, eyes up, quick feet.” Students practise in pairs for short bursts, then swap roles (dribbler/coach).

4. 20–35 min · Stations in small groups (5-minute rotations). Teacher sets up 3 stations and rotates groups; each station has a clear task card and a safety boundary. Students rotate:

• Station A (Straight line control): Dribble down a lane and back (ball remains controlled, no kicking/throwing).
• Station B (Cone weave control): Dribble through 6–8 cones, using small changes in direction.
• Station C (Dominant/non-dominant choice): Dribble using the chosen hand/foot, then switch halfway on “switch call”.

Teacher circulates and gives targeted feedback using quick prompts: “Eyes up” and “Ball close”.

5. 35–45 min · Relay: “Go, dribble, tag back”. Teacher explains and demonstrates relay rules: one runner at a time per lane, dribble to the cone, touch it, dribble back, tag the next person with a high-five (no grabbing). Students complete relay runs in teams of 4–5, taking turns.

6. 45–55 min · Obstacle course challenge (apply skills). Teacher sets up a course (start line → 3 cones straight → 2 cones side/angle → mini gate/line to pass through → finish). Teacher reminds: “Keep dribbling through the whole course.” Students run the course once, then repeat with one focus adjustment chosen by teacher (e.g., “slower start, then speed up” or “change direction smaller and quicker”).

7. 55–60 min · Cool down & exit check. Teacher leads a brief walking stretch and asks a quick exit question: “Show me with your body one thing you did to keep control while running.” Students share, then return equipment safely.

Resources

• Rugby balls (or size-appropriate foam balls) enough for station groups
• Cone markers and tape for lanes/boundaries
• Hula hoops or floor spots for start/finish and “mini gate”
• Team bibs/markers for relays
• Stopwatch/timer
• Task cards (simple visuals: straight, weave, switch, relay, course)
• Whistle/signal for “freeze”

Assessment

• Teacher observation during stations: dribbles remain controlled while running and students keep eyes up.
• Quick teacher checklist: straight-line control, navigating obstacles without stopping, safe spacing/turn-taking.
• Exit check: students explain (or demonstrate) one strategy used to maintain control while moving.

Differentiation

• Smaller groups: station teams of about 6–7 max with teacher/coach support at one station at a time.
• Scaffolds for support: shorter lanes, fewer cones at first, and allow “walk-dribble” before “jog-dribble”.
• Structured cues: provide consistent prompts on task cards (“Ball close, eyes up, quick feet”).
• Extension for advanced learners: add a “fake or dodge moment” at one cone (e.g., step one way then quickly dribble the other way, keeping control and staying within boundaries).

Extension (optional)

• Add a rule: “Choose a different route” on the second run (same obstacles, different path through the cones) for students who complete quickly and accurately.