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Kī-o-rahi Exploration Worksheet

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Kī-o-rahi Exploration Worksheet

Use the match scenario and field description to analyse Kī-o-rahi as a team sport. Apply tactical thinking, inclusive coaching and safety principles. Rules can vary between communities and competitions; use the simplified rules stated here for these tasks.

Match-day scenario

Two teams of eight are playing a short-sided Kī-o-rahi game. One team attacks from the outer area towards the central tūpā; the other defends the inner area. Attackers move the kī (ball) by passing and try to score by reaching the scoring areas specified in the local rules. Defenders tag opponents within the agreed contact rules and try to regain possession. The playing area has an inner circle, an outer zone and pou (boundary markers). Before play, the teams agree on boundaries, permitted tags, restart procedures and how points are scored. A player has just slipped near a marker, while the attacking team has possession.

Analyse the game

1.In the field layout described in the scenario, identify the central target and the markers that define the boundary. Explain how clear boundaries help players make fair decisions during a fast game.

2.The attackers are crowded near the outer boundary. Which option is the most useful tactical response?

Keep dribbling into the crowd to force a gap.
Spread out, create passing options and move the defence before choosing a route.
Stop communicating and wait for the defenders to move away.
Send every attacker toward the same marker.

3.A teammate slips beside a pou. Give two immediate actions the nearest players should take, then name one check to complete before play restarts.

4.True or false: A team visiting a community where local Kī-o-rahi rules differ from the simplified rules in this worksheet should check and follow the rules agreed for that game.

TrueFalse

5.Complete the coaching cue. Use one word from each pair: Before a pass, scan for a teammate who is (available / free) and a defender who could (intercept / block) the passing lane.

6.A defender keeps tagging the same confident player, leaving a less confident teammate unmarked. Suggest one inclusive adjustment that keeps the game challenging and explain why it helps.

Plan and reflect

7.Plan a 10-minute skill-and-tactics activity for a group of eight. Include an objective, equipment or setup, one progression, and one safety consideration. Keep the activity connected to passing, support play or defending space.

8.In two or three sentences, explain how a team can show respect for the Māori origins and cultural significance of Kī-o-rahi when learning or playing it. Include one respectful question players could ask a knowledgeable local community member.

9.After a game, your team says, “We had more possession, so we played better.” Give one other measure of team performance and explain what it could reveal.