Touch Techniques

Overview

In this lesson (Lesson 4 of 6), students develop accurate touch skills while running and practising passing immediately after a successful touch. They also learn and apply touch and pass rules in a modified game context.

Learning intentions

• WALT demonstrate how to touch an opponent safely and effectively while moving.
• WALT apply touch and pass rules during modified touch rugby play.
• WALT practise passing accurately after a touch to support team play.
• WALT choose a passing option that helps teammates maintain possession.

Success criteria

• I can touch an opponent’s body correctly (with a controlled touch), without pushing or grabbing.
• I can call out “touch” clearly when I make contact and follow the quick play-the-ball rule.
• I can pass accurately (to a teammate in space) while keeping momentum after a touch.
• I can explain one rule and use it in the game (e.g., when to pass/turn over).

Curriculum links

• Movement skills (Invasion games): practising invasion-game skills through touch rugby.
• Invasion games (e.g. rippa rugby/touch/turbo touch): passing accurately while running and applying touch/passing conventions.
• Invasion games (e.g. rippa rugby/touch/turbo touch): playing modified games using basic positions, rules, and game conventions.
• Invasion games (e.g. rippa rugby/touch/turbo touch): playing tactically as a team by choosing appropriate passing options and supporting players into space.

Lesson structure (45 minutes)

1. 0–5 min · Hook and safety check. Teacher shows 2 quick demo clips/gestures (correct touch vs unsafe contact) and asks students to name what “safe touch” looks and feels like; students respond with brief partner ideas.

2. 5–12 min · Rule reminder: touch and pass. Teacher clearly explains the key rules for this unit: what counts as a touch, controlled contact only, no tackling/pushing, quick play after a touch, and when/why possession changes; students repeat the rules back using a “teacher pause and student answer” routine.

3. 12–20 min · Partner drill 1: “Touch then return pass”. Teacher sets up two lines facing (pairs), ball with one partner; students jog in, perform correct touch on the moving partner, then immediately return a pass and swap roles.

4. 20–28 min · Partner drill 2: “Touch and call the option”. Teacher teaches a simple communication routine: toucher calls “touch” and the receiver calls “mine/space” (or a named direction) before receiving; students touch, then pass to the called option while staying on balance and keeping feet moving.

5. 28–40 min · Modified game: “3-touch possession sprint”. Teacher organises small-sided fields (e.g., 3v3 or 4v4) with clear boundaries and basic roles (attackers try to score by grounding a tag/score marker; defenders try to touch). Play with rules focusing on: every touch stops play briefly, quick play-the-ball, and pass requirement after a touch to keep possession; students play 6-minute rounds, rotating roles each round.

6. 40–45 min · Cool down and exit check. Teacher runs a short “Rule-in-Action” reflection: students answer one question to exit—“What is the correct way to touch?” and “What is the next step after a touch?”; students walk while completing the check in pairs.

Resources

• Touch rugby balls (one per pair or per group)
• Cones/bibs/markers for boundaries and roles
• Clipboards or paper for quick rule checklist
• Personal water bottles
• Timer/whistle for quick rotations
• Safe contact guidance card for teacher reference
• Score markers (e.g., soft hoops or floor targets)

Assessment

• Teacher observation checklist during partner drills: correct touch mechanics, controlled contact, and quick transition to passing.
• In modified game, teacher listens for rule use: students demonstrate “touch then quick play/pass” and avoid unsafe contact.
• Exit reflection: each student states one correct touch guideline and one action rule after a touch.

Differentiation

• Support: provide sentence starters for rule talk (“A touch is…”, “After a touch we…”) and position guides (cones showing where to stand to receive).
• Support: use smaller spaces and slower pace for students needing more time to coordinate touching and passing.
• Extension: challenge advanced pairs to change passing angles (short, wide, and timed passes) and decide between two passing options during the drill.
• SEN/EAL: allow non-verbal communication options (pointing to receiving space) and ensure rule explanations are repeated and modelled with demonstrations.

Curriculum alignment note

Throughout the lesson, students practise and apply invasion game conventions by combining accurate touching, quick play after a touch, and passing decisions to support team possession and progression towards scoring.