Subject: Physical Education. Scheme of Work: Rugby L0-9. Term: Autumn/Spring/Summer Y7 & 8. Topic / Unit(s) Overview / Context

Transcription

1 Subject: Physical Education Scheme of Work: Rugby L0-9 Term: Autumn/Spring/Summer Y7 & 8 Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria Rugby Pupils will be acquiring knowledge of rugby specifically aiming to develop the fundamentals of the game and ensure the game is played safely and also in the correct manner. 1. Rugby Netball Ball familiarisation, movement off the ball. 2. Touch rugby basic rules introduced, backward passing, knock on s. 3. Long & Strong body position when tackled, how to present the ball to team mates. 4. Attacking and defensive strategies, how to organise an attacking and defensive line and understand the offside rule (1) 5. Attacking and defensive strategies, how to organise an attacking and defensive line and understand the offside rule (2) 6. Roles and responsibilities of a couple of the positions in the game of rugby, for example scrum half. 7. The tackle how to tackle safely and be confident in the skill. How to fall once tackled Parachute fall. What supporting players do to protect the ball form a ruck. 8. The tower of power body position, important for tackling, scrumming and rucking man scrums Level 1L Occasionally Level 31M Sometimes Level 1H - Always Core Skills, to include: Handling and carrying skills: Picking up a ball: Stationary Moving Falling on the ball Passing: Both hands in either direction Off-loading Kicking Receiving: On the move Stationary Ground pick-up Running with the ball, balanced running Beating opponents: Hand off Side-step Change of pace/direction Try Scoring: Grounding the ball with downward pressure When and when not to use one/two hands Contact Skills: Tackling: Basic technique from front and side Close contact tackling Ruck: Going to ground Placing ball behind Support roles Clear out Maul: Staying on feet Body positioning Support roles Rolling maul Tactics Passing Attack and Defence Rucking Competition and Analysis I can pass accurately to a target when not under pressure. I can pass the ball backwards whilst running forwards I attempt a tackle in a game situation and get varied success I understand how a defensive line works I can involve others in a game by passing to them I am uncertain what my role is during a ruck, but I am willing to get involved I lack good communication skills during the contact situation I understand where the I work hard to be involved in the game, but am often unsure of what is the right decision. I can see where my performance needs to improve. I can see where others are being successful.

2 ball needs to be placed but I may lack consistency Level 2L Occasionally Level 2M Sometimes Level 2H - Always I can perform a variety of passes when not under pressure I can pass the ball accurately whilst running forwards I tackle well from my favoured side I have an occasional influence on the game but may struggle when out of position I communicate well during the ruck and maul I can present the ball correctly during a ruck. I am effective as an individual during contact I am able to identify areas of my weakness in a game situation and know how to improve them. I can play a full part in a game. Level 3L Occasionally Level 3M Sometimes Level 3H - Always I can perform a spin pass off my dominant hand I can perform miss/switch passes with accuracy I can tackle effectively showing a variety of techniques I am effective when involved in a defensive line I will attack the ball at pace creating space for myself I can effectively perform all the various roles during the ruck. I have good awareness of others around me during contact and help those that join the ruck/maul after me I can play a full part in a game and am often in the right position to make a positive decision. I can make a decision which leads to a team member scoring a try. Level 4L Occasionally Level 4M Sometimes Level 4H - Always I can perform a spin pass off both hands with some accuracy During a game situation I can give a variety of passes under pressure I can dominate the player in a tackle situation I will attack the ball at pace creating space for myself AND my team mates I have a strong influence on the contact situation during a ruck I have a consistently good body position during contact I understand when the right decision is to go into contact, and when to pass. I am able to make excellent decisions which lead to beating defenders most times. Level 5/6 I know when to give a miss/switch/dum my and show some disguise. During a game am a threat to the opposition and make very few unforced errors I have a strong influence in my I organise myself and others effectively to break away from a ruck or maul I show great awareness throughout the ruck Every time I get the ball, I beat at least 3 defenders. I play effective heads up rugby which mixes running with passing. Able to analyse defensive patterns and explain how to unlock them.

3 situation I often select the correct pass and receiver favoured position. I am confident in any position on the field I can use tactics to outwit the opposition during a ruck. SMSC Spiritual Moral Social Cultural Assessment Opportunities PAIR Marking to be completed: Assessment Cycle: Key Vocabulary Knock-on: If you fail to catch or pick up the ball cleanly and it travels forward off a hand or arm and hits the ground or another player, it is called a knock-on. The same applies if a player is tackled and the ball goes forward. Ruck: The ruck is a phase of play where one or more players from each team, who are on their feet, in physical contact, close around the ball on the ground. Maul: when three or more players, including the ball carrier and at least one other player from either side, are in contact together. What makes the maul different to the ruck is that the ball is not on the ground but in hand. Scrum: 3 vs 3. Way of restarting the match after a knock on or forward pass. Crouch-Bind-Set: Scrum commands Advantage: Once there has been an infringement but the opposite team is able to advance and keep possession of the ball. Support play: Making sure that you are able to work together with the rest of your team to support them if they need to pass the ball to you or if they are to be tackled then you are able to protect them. Offside A player is offside if they actively try to play the ball when in front of a team mate who is in possession of the ball. When a ruck has formed, if

4 stood in front of the rear most foot of the last player involved you are offside. Pass backwards a player moving towards the opposition's try line must pass the ball to a team-mate either along or behind an imaginary line running at right angles to the side of the pitch. Obstruction - Blocking an opponent in order to stop them tackling one of your team-mates, or moving in front of a team-mate in order to act as a shield, is against the rules. Teacher Notes Tackling technique: 1. Cheek to cheek 2. Shoulder 3. Ring of steel 4. Pinch and push 5. Leg drive The Tower of Power: 1.Feet, shoulder width apart, weight on balls of feet. 2.Knees, flexed 3.Core, imagine a string through your belly button, someone is pulling that string from behind you. 4.Hips, tilt, strong back (duck bum) 5.Elbows, tight to the body (dinosaur arms) 6.Scapulas, squeezed together (holding 50p piece) 7.Chest, up and out 8.Head, neutral/natural walking position Risk assessment/protective equipment? Warm up Pulse raiser, Dynamic stretches, Static stretches (relevant to activity). Partner check Suitable footwear? Jewellery? Watches? Hair tied back? Area check Litter/debris/animal foul on pitch? Suitable ground to play on? Equipment check Rugby balls pumped up? Tackle pads in good condition? Protective equipment (optional, but encouraged) Boots, Gum shield, Head guard/scrum cap Rugby Positions: Scrum Half - basic role is to deliver the ball from the base of the scrum, ruck or maul to the backline. Fly Half - think of them as the general; running the game, bossing the forwards while orchestrates the attack and defence of a team. Hooker forward, throws ball in at line outs and is in the middle of the scrum trying to win the ball.

5 Prop - main role is to scrummage, support in the line-out, tackle and hit the rucks and mauls. The Three Peaks Objectives Teaching and Learning Activities Assessment Notes Lesson 1 Introduction to Rugby Identify different ways of passing a ball Distinguish a successful way of passing a ball to another player End Ball Approximate teams of 7 a side (no contact). Player in possession is not allowed to move but all other team members can run into a space and call for the ball. Change the goalkeepers after every score. All passes must be perfect passes. If they are dropped, go out of play or are touched by a defender then the ball is given to the defending team, who now become the attackers. - After a few minutes overhead height passes are not allowed then after a few more minutes, only two handed passes allowed. How well did you work together as a team to develop your handling skills?

6 Lesson 2 Going forward with the ball Select the best ways to evade an opposition with the ball Analyse the success of each teams evasion skills Introduce the game of two handed touch rugby. Introduce basic touch rules. Demonstrate the law of offside. Use the widest sides of the playing area as the try lines. Encourage evasion by awarding 1 point each time a player tries to evade and is not touched until he /she is alongside or past a defender. 5 points for a try. Introduce the 1st principle of play go forward as this is the real key to an invasion game. Keep encouraging the players to go forward and always try to keep the ball alive. Were your teams attacks successful? Why? The Three Peaks Teaching and Learning Activities Assessment Objectives Lesson 3 Outwitting your opponent Identify the best ways to outwit your opponent Link the principles of play to your

7 game Evaluate the effectiveness of yours and others performances Play the tag game from last week. Apply 1st principle of play go forward Use the widest sides of the playing area as the try lines. Encourage evasion by awarding 1 point each time a player tries to. Teacher to introduce the attacking principles of when the attackers are bunched together, then attack the space out wide and when the defence is spread out, attack the spaces between defenders. Give me examples of outwitting an opponent. Why did/didn t it work? What would you do differently next time? Lesson 4 Support play Recall the principles of rugby Distinguish the different defensive scenarios Apply scenarios to game situations Teacher to introduce the attacking principles of when the attackers are bunched together, then attack the space out wide and when the defence is spread out, attack the spaces between defenders. Use the game area. Teacher to demonstrate the different defensive scenarios i.e. tight (narrow) defence and a spread defence. Were team-mates able to support those with the ball effectively?

8 The Three Peaks Teaching and Learning Activities Assessment Objectives Lesson 5 Developing outwitting opponents Recall how to perform a successful and safe tackle Analyse tackling quality providing feedback Start with the touch game from last week and encourage players to try to get into the magic diamond support positions in attack. Move into the contact game after a few minutes. Standing grab tackles are fine, low tackles are better. Award 1pt each time a support player accelerates onto a pass and ends up further forward than the original passer, and for every low tackle. Continue with the game but teacher/referee to restart the game after a score, by perhaps: - Pulling 1 team into a tight group before giving them the ball to attack. Splitting the group in half and send them to different touchlines

9 before reintroducing the ball. Try a different starting formation each time. Give me examples of outwitting an opponent. Why did/didn t it work? What would you do differently next time? Lesson 6 Understanding width and depth Identify how to successfully support a team member Link two different plays together to outwit an opponent Apply practices to a game situation Continue with the game from last week and encourage players to try to get into the magic diamond support positions in attack. Award 1pt each time a support player accelerates onto a pass and ends up further forward than the original passer. Stop at regular intervals for some stretching. Continue to play a game of tag where 1pt is added to the teams total for every successful 2v1 situation. Also award 1pt each time a support player accelerates onto a pass and ends up further forward than the original passer. Try to create 2v1 situations through clever support play. How were you and your team able to manipulate the space around you and create more depth to allow for better support and attacking play?

10 The Three Peaks Teaching and Learning Activities Assessment Objectives Lesson 7 Organising the defence Match your players against the attacking team to maximize success. Describe the best ways to maximize success Apply interventions to ensure success in a game situation Last lesson, all pupils in the rugby group were asked to design their own personal warm up routines, showing how to raise the body temperature, mobilise and stretch. Play a game utilising the principles of play, go forward and support. Using only the widest sides of the Game area as the try lines, play a game of continuous two handed touch rugby. This involves changing the try lines to attack each time a score is made. Once a team scores a try over one try-line, they immediately keep playing and now try to score over the other try-line. This allows opportunities to attack disorganised defences and is therefore easier to create 2v1 situations. How was the attacking team able to maximize the unorganisation of the defence? What did the defence learn to do to counteract this?

11 Lesson 8 Developing attacking strategies Identify more creative ways to outwit an opponent Compare ideas as a team to outwit an opponent Apply the ideas to evaluate success. Try to create 2v1 situations through clever support play. Play on the game area with the try lines on the widest sides and then after a few minutes, and then change to the try lines being on the narrow sides, thus varying the tactical implications. Note what solutions arise from the problems of the changing pitch dimensions. The teacher or referee could shout change a number of times, during the period of the game. Use feints (dummy passes) when appropriate and score 1pt. for every successful dummy pass. Play 2v1 in 10m by 10m grids. Use 6 cones (2 x red, 2 blue, 2 yellow) to mark out area and always start the pupils in the middle of the grid in a back-to-back position. On the call of Go, the two attackers (one carrying a ball) go round a coloured marker and attack the defender who has gone around one of the cones on his side of the grid. Teacher or referee to nominate the colour of the cones for the attackers to go around, i.e. 1 x red, 1 x blue or 2 x yellow. Keep mixing the colours and the numbers to set up different problems. Defender chooses his cone to go around before defending the attack. How did you manage to develop additional attacking strategies? Were they successful and what would you do differently next time? The Three Peaks Teaching and Learning Activities Assessment Objectives Lesson 9 Developing defence

12 through a high concentration of tackles Select the best ways to tackle and protect your team members Understand weaknesses and give reasoning Apply new methods to maximize success Play a conditioned game of rugby. Tackled players may off-load immediately or place the ball on the ground. Support player should play the ball/pass from the ground. The defence may not compete for the ball at the tackle. 5 tackles then turnover. Award 1pt for tackles that are below the waist with arms locked around the legs of the attacker. Players should be rewarded for trying to keep the ball alive so award 1pt every time a player manages to pass the ball out of a contact situation where both players are on their feet i.e. keep the ball alive rather than take the tackles. P.S. no rucking. What tactics did the defensive teams implement to make their defense s as strong as possible? How did they stop them from scoring by making sure they only had 5 tackles? Lesson 10 Assessment Recall all skills developed Explain what the best methods are in different situations Apply all K&U to a game situation Play a conditioned game of rugby. Tackled players may off-load immediately or place the ball on the ground. Support player should play the ball/pass from the ground. The defence may not compete for the ball at the tackle. 5 tackles then turnover. Award 1pt for tackles that are below the waist with arms locked around the legs of the attacker.

13 Players should be rewarded for trying to keep the ball alive so award 1pt every time a player manages to pass the ball out of a contact situation where both players are on their feet i.e. keep the ball alive rather than take the tackles. P.S. no rucking. What level do you believe you were working at? Why? How could you improve further? What do you need to do in order to achieve a higher level?