Touch Strategies

Overview

Lesson 5 of 6 focuses on applying game strategies and positioning in touch rugby. Students practise offensive and defensive decision-making, including supporting teammates by moving into space and communicating with options while playing small-sided games.

Learning intentions

• WALT use good positioning to support teammates during touch rugby.
• WALT choose appropriate passing and running options based on where space and defenders are.
• WALT communicate clearly with teammates to organise attack and defence.
• WALT apply simple rules and game conventions in modified touch games.

Success criteria

• I can move into space to support the player with the ball.
• I can choose a passing option that matches the situation (safe, forward, or to a better angle).
• I can mark/guard space and react to turnovers in defence and attack.
• I can communicate using clear calls (e.g., “man on”, “time”, “space”, “check/ready”).

Curriculum links

• Movement skills (Invasion games) and Invasion games: playing tactically and as a team by supporting players with the ball by moving into space and providing options.
• Invasion games: playing tactically and as a team by communicating with teammates.
• Invasion games: playing modified games with basic positions, applying rules and game conventions.
• Invasion games: playing tactically and as a team by choosing appropriate passing options and retaining possession after turnover.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up and focus. Teacher sets up a quick tag warm-up (touch lines count as “try lines”) and reminds students the focus is positioning + support + communication. Students begin each rep by calling a support instruction to a partner (e.g., “out”, “here”, “space”).

2. 5–12 min · Direct teach: “Support triangle” positioning. Teacher demonstrates with two attackers and one defender: the ball carrier advances, while a teammate moves across/inside to receive, and another provides width or a back option to prevent being trapped. Students practise in small groups of 3: on each pass, they show with body shape where the best support position is (before the ball arrives).

3. 12–20 min · Skill game 1: 3v2 “Pass to space” (offence). Teacher explains rules: attackers score by completing a pass to a teammate in a marked zone (or catching after stepping into a cone “receiving lane”). Defenders aim to touch tagged defenders/steal when possible while staying in their area. Students run the 3v2 rotations, focusing on choosing the best passing option and calling where they want the ball.

4. 20–28 min · Tactical teach: defensive positioning after a touch. Teacher quickly models: when the ball is touched/turnover is possible, defenders shift from “chasing the ball” to “protecting the next pass lane.” Students watch for two cues: (a) close space, (b) hold lines—then practise a freeze-and-fix: teacher calls “TOUCH!” and students instantly step into defensive mark/cover positions.

5. 28–40 min · Small-sided game 4v4 “Switch roles” (real-game context). Teacher sets up two fields and uses quick rules cards:

• Attack has basic positions: ball carrier, support receiver 1 (inside), support receiver 2 (outside/width).
• Defence has a basic shape: two marking attackers’ space and one scanning for the next pass.
• After a turnover/touch, teams switch quickly: defence becomes attack and attack becomes defence. Students play short bursts (1–2 minutes), with teacher stopping play briefly to highlight one good support movement and one clear communication call.

6. 40–45 min · Cool-down and exit check. Teacher leads breathing/calming and asks each student one question: “What did your team do to create space for a pass?” Students respond using a sentence frame: “We created space by ___ and communicated by ___.”

Resources

• 4–6 touch flags/belts or tags (enough for the whole group to rotate)
• Cones to mark zones, receiving lanes, and defensive areas
• Bibs/markers for 2–3 colour-coded roles (attack support inside/outside, defence)
• Whistle and timer
• Printed rule cards with simplified touch game conventions
• Score markers or simple tally sheets
• Water bottles and a shaded rest area (if available)

Assessment

• Observation checklist during Skill game 1 and the small-sided games:
• supports by moving into space before the pass
• uses appropriate passing choices under pressure
• communicates with a teammate using clear calls
• Formative questioning during freeze-and-fix: “Where should the defender stand to protect the next pass?”
• Exit ticket (verbal or written): one sentence identifying a strategy used (support/communication/positioning) and the effect it had.

Differentiation

• Support: provide sentence starters for calls (“I’m open”, “Man on”, “Pass here”, “Hold space”, “Time”). Pair students strategically (one confident communicator with one developing decision-maker).
• Support: use smaller fields and fewer players at first in Skill game 1; increase space only when students can make at least two successful passes with support.
• Extension: challenge teams to score using a “switch” (pass from inside support to outside support) or to keep possession for an extra phase before scoring.
• EAL/SEN: allow non-verbal communication (pointing to open space) paired with one key call; offer visual cue cards for roles and zones.

Links to strategy (quick teacher prompts)

• “Support early—be ready before the ball arrives.”
• “Pass to space, not to pressure.”
• “Defence protects lanes, not just the runner.”