Skill Reflection Touch

Overview

In this final lesson of the unit, students complete a pre- and post-assessment focused on passing accurately while running, evading an opponent, and applying touch techniques in a simplified touch rugby setting. Students then reflect on personal improvement and how well they communicated and made teamwork choices.

Learning intentions

• WALT perform and apply touch rugby skills in a game-like assessment: passing accurately while running, evading an opponent, and using legal touch techniques.
• WALT communicate with teammates and choose appropriate passing options during play.
• WALT explain one improvement and one teamwork insight using evidence from the assessment.

Success criteria

• I can pass accurately while running (to a moving teammate or target) under pressure.
• I can evade an opponent using safe, effective changes of speed/direction.
• I can touch/defend safely and legally (controlled touch on the torso/where required, no unsafe contact).
• I can identify what improved and how teamwork communication helped.

Curriculum links

• Te Mātaiaho 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.
• Te Mātaiaho Health and PE: Movement skills (Invasion games) — Invasion games: playing tactically as a team (communicating with teammates, choosing appropriate passing options).
• Te Mātaiaho Health and PE: Movement skills (Invasion games) — Invasion games: playing tactically and as a team including running to pass or evade an opponent.
• Te Mātaiaho Health and PE: Movement skills (Invasion games) — Invasion games: retaining possession after turnover.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up + readiness check. Teacher leads a short dynamic warm-up (light jog, arm swings, hip turns) and reminds students of safety and legal touching; students actively participate and confirm rules they will use in the assessment.

2. 5–12 min · Pre-assessment setup (practice reps). Teacher explains that today includes a pre-test and a post-test using the same stations and criteria; students complete 2–3 quick practice reps at Station A and Station B (focusing only on form: passing while running, evasion, then safe touch).

3. 12–20 min · Pre-test: Station assessment (passing + touch + evasion). Teacher runs stations with clear roles (attacker, defender, receiver/marker) and uses a simple checklist for each student; students rotate through tasks:

• Station A (Passing): attacker runs 5–8 m and passes to a moving receiver/target before or as a defender closes.
• Station B (Evasion + touch technique): attacker evades a defender cone-marked lane to reach a line; defender practises legal touch while attacker demonstrates a controlled touch/avoid contact.

4. 20–26 min · Micro-feedback + reset. Teacher gives brief, specific feedback to the group based on what was observed (one strength, one focus); students listen and set one personal goal for the post-test.

5. 26–34 min · Skill challenge (team tactical mini-game). Teacher runs a small-sided touch game (e.g., 3v3 or 4v4 with flexible roles) with a rule that rewards teamwork: points only count if a completed pass happens before the line; students play while the teacher prompts “What passing option is best now?” and “How will you communicate?”

6. 34–42 min · Post-test: repeated assessment. Teacher repeats the exact station tasks from the pre-test so comparisons are fair; students complete the post-test rotations while being assessed with the same checklist.

7. 42–45 min · Quick reflection circle (evidence-based). Teacher facilitates a fast round of sharing using sentence starters; students share one improvement and one teamwork insight.

Resources

• Touch rugby balls (one per station or shared between pairs)
• Cones and markers for lanes, passing zones, and scoring lines
• Bibs/vests to assign roles (attacker/defender/receiver)
• Stopwatches or teacher phone timer
• Assessment checklist per student (teacher copy plus optional student “I can…” card)
• Whistle or timer for transitions
• Optional: small whiteboard/marker for showing 3 assessment focuses

Assessment

• Formative checklist during both pre-test and post-test (passing accuracy while running, evasion effectiveness, legal touch technique).
• Teacher observation of tactical teamwork: communication and choosing appropriate passing options during the mini-game.
• Exit-style reflection: each student completes two prompts aloud or on a quick card:
• “One skill that improved was… because…”
• “One teamwork communication/tactical choice that helped was…”

Differentiation

• Support: provide a visual cue at Station A (e.g., “pass to space in front of receiver”) and allow an easier target size for the first attempt.
• Support: limit decision pressure by using fewer defenders in the lane for students needing confidence; then gradually increase pressure.
• Extension: require an “additional passing technique” (e.g., quick pass/sidearm/overhand as appropriate) or add a rule where possession must be retained after a turnover to score.
• EAL/SEN: offer sentence starters and role cards (Attacker/Defender/Receiver) so expectations are clear; keep language short and consistent.

Extension (optional)

• N/A (unit final reflection with the pre/post assessment is the main extension).