Rookie Rugby101. Introducing Rugby to Students. High School One Day Plan

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1 Rookie Rugby101 Introducing Rugby to Students High School One Day Plan Before the Training : Before leading your Rookie Rugby class for any age, prepare with the following: Familiarize yourself with the Rookie Rugby Games and Activities that you will be teaching that day. Bringing a cheat sheet will help keep your session moving and make sure you hit all the key points. Make sure to have enough rugby balls to successfully teach the number of students in each class. One ball per five kids is suggested. Size 4 or 5 rugby balls are preferred for this age group. Class length and number of students will dictate your program. If you have rugby gear, be sure to wear it. Print out information for the kids to take home on how they can participate in rugby. Class Session: Introduction of the history of rugby: Bring the students together and introduce the history of rugby for no longer than 3 minutes. Keep a rugby ball in your hand for the introduction. Engage by asking questions. 1. Does anyone know which country invented rugby? - England 2. Rugby was invented when a boy playing soccer, picked up the ball and began to run with it. A player from the other team decided to tackle him. That is how rugby was invented. 3. Rugby came over to America in the early 1800 s. It was played on college campuses all across America. In the early 1900 s they started to changes the rules. After a bunch of rule changes football was the new sport. 4. Recap: What country invented rugby?, What sport did rugby come from?. What sport came from rugby? Introduce the game: First introduce the ball It is fatter than a football and more pointy than a soccer ball. Everyone gets a chance to carry it, pass, catch and score in rugby. Introduce the catch Catching the rugby ball is a fun challenge. Everyone hold your hands up in front of your chest, with your thumbs together and fingers spread wide, forming a W. This means you are ready to catch the ball. We only want to pass to players with their W s up, ready to catch the ball. Introduce the pass and have a volunteer help you In rugby we pass across our bodies. This pass is an underhand pass similar to scooping or shoveling (demonstrate). Football passes (demonstrate) and basketball passes (demonstrate) are not allowed in rugby. Get them moving: Immediately get them up and moving with your relay races. Progress through games and make sure to ask core questions to the group. Focus on keeping them moving.

2 Teaching the Class - high school one day plan SET UP 3-5 MInutes: Introducing Rugby - Introduce the history of rugby - Introduce the rugby ball - Introduce passing and catching Before class starts: - Set up the first game with cones and rugby balls. - Keep a rugby ball in your hand for the introduction. CLASS TIME - Adjust times to reflect total class time 7-10 minutes: Rugby Relays Rugby Relays are a great way to get the kids familiar with rugby terms and also comfortable holding a ball. Lead them in four to five quick relay races while teaching them important aspects of the game such as how to hold a ball, what a try is, how to pass and catch a ball, and other fun things they can do. 5 minutes: USA Eagles This game is great for emphasizing our USA National Teams, as well as teaches teamwork and defense. Doing this game at least one to two times will keep the kids engaged and active. 5-7 minutes: Stars and Stripes Kids will have a blast switching from offense and defense in this game of quick reactions. This will better equip the students for game-like situations minutes: 2 v 1 and 3 v 2 Putting their skills o the test one on one and then working together in small teams will help prepare students for an actual rugby game! minutes: Ultimate Rugby Starting with the first progression of Ultimate Rugby will help kids apply the skills they learned earlier in class to be successful. REVIEW AND WRAP UP Review everything that you went over throughout the training and check for understanding: What a score called? A Try! How many points is a try worth? 5 What is the name of the USA National Teams? The Eagles - Make sure they had fun! - Be sure to pass out fliers or other relevant information. For more information visit us online at:

3 Lesson Plan Objectives One Day Lesson Plan: I Can Statements And Learning Objectives Student I Can Objectives: I can apply the basic rules that govern the game of Rugby. I can demonstrate the proper passing and receiving techniques to advance the ball in the game of Rugby. I can demonstrate and explain the importance of spatial awareness and teamwork to successfully apply skills for the game of Rugby. I can apply skills and strategies to advance ball movement and demonstrate support positions. Concept Attainment Vocabulary: Passing, Catching, Receiving, Space, Line, Evasion, Tag, Grounding, Lateral Pass, Backward Pass, and Teamwork. New terms offensive and defensive shape, flat line, Draw and pass, Running in support. Line outs and offload. Activities: Skill: Receiving the Pass and Basic Passing; Game Cards: Relay Races, USA Eagles, Stars and Stripes, 2 vs. 1, 3 vs. 2, and Ultimate Rugby During the Lesson, teacher will: Reinforce skills learned of Rookie Rugby and use games and skills activities to transition from the basic skills to advanced basic skills and introduce new terms and strategies Writing Prompts (Optional): In basketball, soccer and other sports it is important for players to run into positions where they can make themselves open, is this try for Rugby as well? If so why? (Justify your answer) During the Lesson, the student will actively participate in skills activities and games to reinforce Rugby Basics and apply new skills and strategies to work toward mastery of advanced skills. Learning objectives include rugby terms; skills and team work to master and enjoy playing the game of rugby. Essential questions: Why is it important to support the ball carrier? What might make the game harder for the ball carrier? How would limiting running with the ball, affect the responsibility of the support players? How important are running lines when trying to get into open space? How important is communication among the players? What is the most effective place for you to stand to receive a pass while running? Resources: Writing Organizer and Web to plan student writing and Rubric for grading the writing.

4 TEKS ALIGNMENT Implementation of Texas Essential Knowledge and Skills for Physical Education, High School Foundations of Personal Fitness Introduction. (1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan. (2) Foundations of Personal Fitness represent a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program. (1) Movement. While participating in physical activity, the student applies physiological and biomechanical principles to improve health-related fitness. The student is expected to: (A) apply physiological principles related to exercise and training such as warm-up/cool down, overload, frequency, intensity, specificity, or progression; and (B) apply biomechanical principles related to exercise and training such as force, leverage, and type of contraction. (2) Social development. During physical activity, the student develops positive selfmanagement and social skills needed to work independently and with others. The student is expected to:(a) apply rules, procedures, and etiquette; and (B) recognize and resolve conflicts during physical activity. (3) Physical activity and health. The student applies safety practices associated with physical activity. The student is expected to: (C) explain the relationship between fluid balance, physical activity, and environmental conditions such as loss of water and salt during exercise. (4) Physical activity and health. The student applies fitness principles during a personal fitness program. The student is expected to: (C) demonstrate the skill-related components of physical fitness such as agility, balance, coordination, power, reaction time, and speed;(d) compare and contrast health-related and skill-related fitness (5) Physical activity and health. The student comprehends practices that impact daily performance, physical activity, and health. The student is expected to: (A) investigate positive and negative attitudes towards exercise and physical activities;(b) describe physical fitness activities that can be used for stress reduction; (C) explain how over training may contribute to negative health problems such as bulimia and anorexia;(d) analyze the relationship between sound nutritional practices and physical activity;(f) analyze methods of weight control such as diet, exercise, or combination of both.

5 TEKS ALIGNMENT CONTINUED Adventure/Outdoor Education Introduction. (1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan. (2) Students enrolled in adventure outdoor education are expected to develop competency in outdoor education activities that provide opportunities for enjoyment and challenge. Emphasis is placed upon student selection of activities that also promote a respect for the environment and that can be enjoyed for a lifetime. Knowledge and skills (1) Movement. The student demonstrates competency in two or more outdoor education activities such as backpacking, boating, camping, hiking, orienteering, water sports, or water safety certification. The student is expected to: (A) demonstrate consistency in the execution of the basic skills of adventure/outdoor education activities; (B) demonstrate understanding of the rules, skills, and strategies of an activity and can apply them appropriately; and (C) develop an appropriate conditioning program for the selected activity. 2) Physical activity and health. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:(b) develop an appropriate conditioning program for the selected activity; and (C) identify correctly the critical elements for successful performance within the context of the activity. (3) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. The student is expected to: (C) establish realistic yet challenging health-related fitness goals; (E) describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance. (4) Physical activity and health. The student knows the relationship between outdoor activities and health. The student is expected to: (B) analyze the strengths and weaknesses of adventure/outdoor education activities and their effects on a personal fitness program; (D) explain and follow safety procedures during adventure/outdoor education activities (E) list and describe safety equipment used in outdoor activities Aerobic Activities Introduction:(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical-activity and health throughout the lifespan. (2) Students in aerobic activities are exposed to a variety of activities that promote health-related fitness. A major expectation of this course is for the student should show knowledge and skills (1) Physical activity and health. The student develops the ability to perform a level of competency in aerobic activities. The student is expected to (B) consistently perform skills, strategies, and rules at a basic level of competency.

6 TEKS ALIGNMENT CONTINUED (2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:(b) describe appropriate practices and procedures to improve skill and strategy in an activity; (C) develop an appropriate conditioning program for the selected activity; and (D) identify correctly the critical elements for successful performance within the context of the activity. (3) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge through aerobic activity. The student is expected to:(a) select and participate in aerobic activities that provide for enjoyment and challenge;(b) analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;(c) analyze and compare health and fitness benefits derived from participating in selected aerobic activities;(d) establish realistic yet challenging health-related fitness goals; (E) develop and participate in a personal fitness program that has the potential to provide identified goals; (F) describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance; (G) select and use appropriate technology tools to evaluate, monitor, and improve physical development (4) Physical activity and health. The student understands and applies safety practices associated with aerobic activities. The student is expected to: (A) evaluate risks and safety factors that may effect aerobic activity preferences throughout the life span; (B) identify and apply rules and procedures that are designed for safe participation; (D) describe equipment and practices that decrease the likelihood of injury such as proper footwear. (5) Social development. The student develops positive personal and social skills needed to work independently and with others in aerobic activities. The student is expected to: (A) evaluate personal skills and set realistic goals for improvement; (B) respond to challenges, successes, and failures in physical activities in socially appropriate ways Individual Sports Introduction. (1) In Physical Education, students acquire movement knowledge and skills that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan. (2) Students in Individual Sports are expected to participate in a wide range of individual sports that can be pursued for a lifetime. The continued development of health-related fitness and the selection of individual sport activities that are enjoyable is a major objective of this course. Knowledge and skills (1) Movement. The student develops the ability to participate confidently in individual sports. The student is expected to:(a) exhibit a level of competency in two or more individual sports (B) consistently perform skills and strategies and follow rules at a basic level of competency.

7 TEKS ALIGNMENT CONTINUED 2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:(a) use internal and external information to modify movement during performance; (B) describe appropriate practice procedures to improve skill and strategy in a sport; (C) develop an appropriate conditioning program for the selected sport; and (D) identify correctly the critical elements for successful performance of a sport skill. (3) Social development. The student understands the basic components such as strategies, protocol, and rules of individual sports. The student is expected to: (A) acknowledge good play from an opponent during competition; (B) accept the roles and decisions of officials; (C) demonstrate officiating techniques; and (D) research and describe the historical development of an individual sport. (4) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge during individual sports. The student is expected to: (A) select and participate in individual sports that provide for enjoyment and challenge (D) establish realistic yet challenging health-related fitness goals for selected individual sports; (E) explain the interrelatedness between selected individual sports and a personal fitness program; (F) describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance. (5) Physical activity and health. The student understands and applies safety practices associated with individual sports. The student is expected to: (A) evaluate risks and safety factors that may affect individual sport preferences; (B) identify and follow safety procedures when participating in individual sports; and (C) describe equipment and practices that prevent or reduce injuries. (6) Social development. The student develops positive personal and social skills needed to work independently and with others in individual sports. The student is expected to: (A) evaluate personal skills and set realistic goals for improvement; (B) respond to challenges, successes, and failures in physical activities in socially appropriate ways; (C) accept successes and performance limitations of self and others; (D) anticipate potentially dangerous consequences of participating in selected individual sports; and (E) demonstrate responsible behavior in individual sports such as playing by the rules, accepting lack of skill in others Team Sports Introduction. (1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

8 TEKS ALIGNMENT CONTINUED (2) Students enrolled in Team Sports are expected to develop health-related fitness and an appreciation for team work and fair play. Like the other high school physical education courses, Team Sports is less concerned with the acquisition of physical fitness during the course than reinforcing the concept of incorporating physical activity into a lifestyle beyond high school Knowledge and skills. (1) Movement skills. The student demonstrates competency in many movement forms and proficiency in two or more team sports such as basketball, field hockey, flag football, floor hockey, soccer, softball, team handball, or volleyball. The student is expected to: (A) demonstrate consistency using all the basic offensive skills of a sport while participating in a game such as dribbling, batting, or spiking competently in a dynamic setting; and (B) demonstrate consistency using all the basic defensive skills of a sport while participating in a game such as guarding, trapping, blocking, fielding, tackling, or goalkeeping competently in a dynamic setting. (2) Movement skills. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: (B) describe appropriate practice procedures to improve skill and strategy in an activity; (C) develop an appropriate conditioning program for the selected activity; (D) identify correctly the critical elements for successful performance within the context of the activity. (3) Social development. The student understands the basic components such as strategies, protocol, and rules of structured physical activities. The student is expected to: (A) acknowledge good play from an opponent during competition; (B) accept the roles and decisions of officials; (C) demonstrate officiating techniques; and (D) research and describe the historical development of an individual sport. (4) Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge through team sports. The student is expected to: (A) select and participate in individual sports that provide for enjoyment and challenge; (B) analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition; (C) describe the health and fitness benefits derived from participating in selected team sports; (D) establish realistic yet challenging health-related fitness goals.

9 TEKS ALIGNMENT CONTINUED (5) Physical activity and health. The student knows the implications and benefits from being involved in daily physical activity. The student is expected to: (A) discuss training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance; (B) explain the effects of eating and exercise patterns on weight control, selfconcept, and physical performance; and (C) explain the effects of substance abuse on personal health and performance in physical activity. (6) Physical activity and health. The student understands and applies safety practices associated with team sports. The student is expected to: (A) evaluate risks and safety factors that may affect sport preferences; (B) identify and apply rules and procedures that are designed for safe participation in team sports; (C) identify team sports that achieve healthrelated fitness goals in both school and community settings; and (D) participate regularly in team sports. (7) Social development. The student develops positive self-management and social skills needed to work independently and with others in team sports. The student is expected to: (A) evaluate personal skills and set realistic goals for improvement; (B) respond to challenges, successes, and failures in physical activities in socially appropriate ways; (C) accept successes and performance limitations of self and others and exhibit appropriate behavior/responses; (D) anticipate potentially dangerous consequences of participating in selected team sports; and (E) display appropriate etiquette while participating in a sport.

10 Receiving the Pass 5 10 minutes To have players maintain the continuity of play by receiving a pass from their teammate and continuing forward. Learning how to properly catch a rugby ball is very important for player safety and to keep the continuity of the game. Step 1: Show players how to properly catch a rugby ball. Form the letter W with both hands by placing thumbs together and spreading fingers wide. Keep your eye on the ball all the way from the thrower to your hands. Catch the ball with both hands while keeping the W s h a p e. Tuck the ball close to your body near your stomach and run forward keeping the ball in both hands.

11 Step 2: Have players practice with a partner by forming two lines across from each other and work on receiving the ball in a stationary position. Start players closer together before having them spread apart to make the passes more difficult. Step 3: Have players advance from a stationary position by walking, jogging, and running from one end of the field to the other, completing passes each. Help players individually work on receiving the ball correctly. 1. Have players work on receiving the ball from different directions. Form a circle around one player and provide each player in the circle a ball. Call out different players to pass to the person in the center. 2. Allow players to work on receiving different types of passes. Have players start five yards apart receiving pop passes and then work up to about eight yards apart receiving a spin pass. 1. Make sure players always move forward after receiving the ball. 2. Make sure players are forming the letter W with their hands, away from their chest. 3. Always have players call for the ball, even when practicing.

12 Basic Pass To have players maintain continuity of play by passing to a teammate in a better position minutes It is important for players to remember a few simple rules to effectively pass a rugby ball during play. Once practiced enough, these rules should become second nature and players will be able to perform a basic pass easily. Step 1: Show players what a basic pass looks like: Run straight Hold the ball with both hands Look at the receiver Pass at chest height in front of the receiver Be sure the pass is made laterally or backwards Complete the pass and follow through by pointing hands at the receiver

13 Step 2: Have players practice with a partner by forming two lines across from each other and passing in stationary positions. Start with a short distance between players. Increase the distance between lines to make it more challenging. Step 3: Have players practice the basic pass in small groups of 2-6 players going from one end of a grid to the other, completing passes each. Help players individually learn how to pass by correcting their form. 1. Have players work on different types of passes in the passing line that they have learned (i.e. pop pass). 2. Make exercises dynamic by incorporating running with passing. 3. Increase the distance passed. 1. Make sure every player passes with two hands on the ball. 2. Ensure that players pick a target area before making any pass. They should be looking at their receiver and know where the ball is going before they pass. 3. Make sure players are following through with their arms when they pass, pointing at the receiver. 4. Make sure their arms are straight when they follow through.

14 Relay Races 10 x 25 yard grid 10 cones and 5 rugby balls 5-10 minutes or four different relays 1. Start by separating players into equal relay teams of two or more and have them stand in line behind a cone. 2. Make the first race a simple down and back with a rugby ball in hand, passing to the next player in line on the way back. Be sure to instruct on proper passing and catching techniques prior. 3. Next, have players ground the ball and yell Try! when they get to the far cone. Have them run back and pass to the next player in line. 4. The next race should have two players from a team race down and back,

15 completing three passes in between each cone, scoring at each end. 5. Last, let players have fun by celebrating a try dance at the furthest cone before running back to pass to their teammate. 1. Make the cones further apart each race. 2. Add defenders in the middle that players must evade to complete their turn in the race. 3. Award the first team to finish a point and make it a competition for teams. 4. Incorporate various skills including tossing the ball, kick and chase, low positioning, etc. Passing Moving Forward Grounding Ball Familiarization 1. Players should work on mastering each skill they perform while playing. 2. Make sure players are encouraging each other as they race.

16 USA Eagles 10 x 20 yard grid 4 cones minutes or 3 rounds 1. This game is similar to the classic Sharks and Minnows. One player starts in the middle, facing the remaining players lined up along one edge of the grid. 2. Players must attempt to run from one side of the grid to the other without being tagged. When they arrive at other side, they stop and wait for a restart. 3. To start the game, have the defensive player shout, USA!!! and then the offensive players lined up will respond with, EAGLES!!! After

17 shouting, EAGLES!!!, the offensive players will attempt to run to the other side of the grid without getting tagged. Players must remain within the boundaries of the grid during the game. 4. If tagged, the tagged player joins in with the center tagging group and attempts to tag others on the next round. 1. Call on one player to cross at a time. If caught, they join the middle. 2. Incorporate a rugby ball and have players pass the ball while avoiding the tag. 3. Players leave in waves; include a ball. 4. Incorporate flag belts. Flat Line Defense Evasion Swerve and Side Step 1. Work together on defense to hold back the runners. 2. The offense should look for holes in the defense to run through. 3. Flat line defense.

18 Stars and Stripes 30 x 15 yard grid 6 cones minutes or 10 rounds Stars Safe Zone 1. Each player finds one partner and together they designate one partner stars and one partner stripes. 2. One team (stars) lines up along the center line, facing the star s safe zone. The other team (stripes) lines up next to their partner, arms length apart, facing the stripe s safe zone. Stars Stripes 3. The instructor calls either Stars! or Stripes! The team being called tries to get to their safe zone before getting tagged by the other team. Stripes Safe Zone

19 4. The team that is not called reacts to become taggers. They attempt to tag the opposition before they cross into their respective safe zone. 5. Repeat various rounds, allowing players to quickly switch from offense to defense with quick reactions. 1. Give points every time a tag is made. Have players compete to get the most points. 2. Vary the starting position of the players: sitting down, kneeling, or lying down. 3. Incorporate fitness activities such as jumping jacks, jump squats, etc. before calling a team. 4. Incorporate flags. Evading Tagging 1. Remind players to go through the proper steps when making a tag. 2. Players should work on their offensive moves to avoid getting tagged. 3. Quick reaction switching from offense to defense.

20 2 v 1 30 x 30 yard grid 8 cones, rugby balls, and flag belts minutes 1. Start by setting a grid of three squares, 10 x 10 in size. 2. Have one defensive player stand in between two cones at each 10 yard mark, totaling three defensive players. 3. Have offensive players form two lines at the beginning of the grid facing the defensive players. 4. Two offensive players will start by running through the grid and attempting to draw the defender towards them. They will then time their pass or run to continue onto the next defender.

21 5. Defensive players can only play within their own square and must try and pull the ball carrier s flag. 6. There are no forward passes allowed. If one of their flags are pulled, the offensive team must go to the back of the line. 1. Make the rule that the defense can only move laterally. 2. Have offensive players only pass or only evade on each turn. 3. Add more squares to the grid making offensive teams work through more defenders. Passing and Receiving Evading Flag Pulling Defensive Thinking 1. Encourage defenders to work on reading the ball carrier s actions. 2. Make sure the offensive players without the ball are always in a supporting position. 3. Make sure players are communicating clearly when calling for a pass.

22 3 v 2 30 x 30 yard grid 8 cones, rugby balls, and flag belts minutes 1. Start by setting a grid of three squares, 10 x 10 in size. 2. Have three pairs of defensive players stand in between two cones at each 10 yard mark. 3. Have offensive players form three lines at the beginning of the grid facing the defensive players. 4. Three offensive players will start by running through the grid and attempting to draw the defender towards them. They will time their pass or run to continue onto the next defensive set.

23 5. Defensive players can only play within their own square and must try and pull the ball carrier s flag. 6. There are no forward passes allowed. If one of their flags are pulled, the offensive team must go to the back of the line and try again. 1. Make the rule that the defense can only move laterally. 2. Have offensive players only pass or only evade on each turn. 3. Add more squares to the grid making offensive teams work through more defenders. Passing and Receiving Evading Flag Pulling Defensive Thinking 1. Encourage defenders to work on reading the ball carrier s actions. 2. Make sure the offensive players without the ball are always in a supporting position. 3. Make sure players are communicating clearly when calling for a pass.

24 Ultimate Rugby 20 x 30 yard grid 4 cones and rugby balls minutes 1. Split players into two equal teams, lining up on opposite ends of the field. 2. One team begins with the ball and starts the game with a free pass. 3. Players advance the ball by passing in any direction. 4. Players cannot run with the ball and may only advance it by passing.

25 5. If a pass is dropped, a turnover occurs. 6. Players score by grounding the ball in their try zone. 7. Defensive players cannot strip the ball from offensive players and must remain arms-length distance when defending. 1. Incorporate three steps players can take three steps after receiving a pass. 2. Players only have three seconds to pass. 3. Only rugby passes are allowed, no overhead or overhand passes. Offensive Support Communication Moving the Ball Forward 1. Encourage players to look for space when possessing the ball. 2. Help players to be prepared to pass the ball quickly. 3. Encourage players to be in a position to receive the ball from their teammate.

26 Simple Rules of Touch Scoring A touchdown will be awarded when a player places the ball on or over the scoreline prior to being touched. A touchdown will be worth one point. The Dummy Half is not permitted to score touchdowns. Substitution Box Teams may interchange players at any time. Players coming on to the field may not do so until the player being replaced has come off. Substitutions must occur at or within the team s substitution box. Possession of the Ball A change of possession shall occur when: the ball goes to ground. the Dummy half is touched while in possession.. the Dummy half places the ball in the Touchdown zone. the 6th Touch occurs. the player in possession steps on or over the boundary of the field of play. a rollball is performed incorrectly. a tap is performed incorrectly. At a change of possession play is restarted with a rollball. Passing A player may pass, knock, throw or otherwise deliver the ball to any onside player in the attacking team. Passing forward is NOT permitted. The Tap The tap is taken by placing the ball on the ground on the mark, releasing the ball from both hands, tapping the ball with the foot a distance of not more than one metre and retrieving the ball cleanly. Any player from the attacking team may take the tap. The Penalty When a player/team is penalised the non offending team shall restart play with a tap. The tap is taken at the mark and the defending team must retire ten metres from the mark until the ball has been tapped. Play restarts with a tap when the following infringements occur: Forward Pass Touch and Pass Rollball performed off the mark Performing a rollball prior to a touch being made Defenders offside at the rollball (5 metres) Defenders offside at the tap (10 metres) Deliberately delaying play More than six players on the field Incorrect substitution Falsely claiming a touch Using more than the minimum force to make a touch Misconduct Rollball A means of restarting play. Players must perform the rollball on the mark while facing their opponent s defending scoreline and rolling the ball backwards between their legs a distance of not more than one metre. Players must not delay performing the rollball. The Touch Players from both teams are permitted to effect the touch. A touch is contact with any part of the body, ball, clothing or hair. A minimum of force is to be used at all times. The team in possession is entitled to 6 touches.

27 Touch and Pass A player is not to pass the ball after a touch has been made. The Dummy Half The dummy half is the person who picks up the ball after a team-mate has performed a rollball. Offside/Onside After a touch has been made all defending players must retire 5 metres from the mark. Defenders cannot move forward until the dummy half has touched the ball. Sideline If a player with the ball touches or crosses the sideline s/he is deemed to be out of play and a change of possession occurs. Play restarts with a rollball 5 metres in from where the player went out. If a touch is made before the player goes out, the touch counts. Obstruction Players of the attacking team are not to obstruct defending players from attempting to effect a touch. Defending players are not to obstruct/interfere with attacking players supporting the ball carrier. The Field of Play The field is 70m long (scoreline to scoreline) and 50m wide. Substitution boxes measuring 20m in length shall be situated on both sides of the field at halfway. The Touchdown zone is the area beyond the scoreline. Team Composition A team may consist of up to 14 players. A maximum of six (6) are allowed on the field at any one time. A minimum of four players are required for the match to be played. The Toss The captain winning the toss shall receive possession of the ball and a choice of direction and substitution box for the first half. The Referee will supervise the toss. Duration The match at Touch New Zealand Tournament level shall be 20 minutes each way with a 3 minute break at half time. Associations may alter the duration of matches to suit their particular requirements. Extra Time and the Drop Off When a match is drawn and a single winner is required, extra time is played and teams drop off players every two minutes until down to 3. The first team to score a Touchdown wins the match. Player Attire All team members must be correctly attired in team uniforms. Footwear with moulded soles are permitted. Bare feet, spikes and footwear with screw-in studs are not permitted. Players are not to wear any item of jewellery that might be dangerous. The Referee The referee is the sole judge on matters of fact and is required to adjudicate on the rules of the game during play. The referee may impose any sanction necessary to control the match. All officials, players and coaches involved in the match are under the control of the referee. Foul Play will Not be Tolerated Any foul play (the referee being the sole judge) will result in the offending player being penalised, sent to the sin bin for a period of time, or being sent from the field for the remainder of the match, depending on the severity of the offence. Mixed Teams A mixed team is made up of a ratio of male/female players. The team is not permitted to field more than three male players or not less than one male player at any time.

28 Contents 1 ADMINISTRATION FIELD OF PLAY PLAYER ATTIRE MODE OF PLAY, DURATION AND SCORING TEAM COMPOSITION AND SUBSTITUTION COMMENCEMENT & RECOMMENCEMENT OF PLAY POSSESSION PASSING THE ROLLBALL THE TOUCH BALL ON OR OVER SIDELINE/SCORELINE BALL TOUCHED IN FLIGHT OFFSIDE OBSTRUCTION THE PENALTY ADVANTAGE INJURIES / BLEEDING DISCIPLINE AND PLAYER CONDUCT THE REFEREE AND LINE JUDGES...17 SUMMARY OF MAIN CHANGES TO RULES...18

29 1 ADMINISTRATION 1.1 REGISTRATIONS. All players must be registered to the team they are playing for and no unregistered players are to take the field, failure by the individual and team will result in the player being banned for the period adjudicated by the organisers and the team losing any points gained for the occasions they offended together with points scored being deducted. Repeated infringements may result in their expulsion from the competition. 1.2 NEW REGISTRATIONS. Only with the prior approval in writing may a team field a player that is not listed as being registered as received on the original registration form. No team may register new player once a top four (4) has commenced or in the final four (4) weeks of competition. 1.3 REPORTING IN PRIOR TO GAMES. A member from each team must report in 10 minutes prior to their game starts with the organisers in the Marist Clubrooms. 1.4 CANCELLATIONS The organised committee shall reserve the right to cancel or postpone any games in regard to the appropriate weather conditions and / or unavailability of opposition teams. In most cases the cancellations would be via the Radio media between 4p.m. and 5-15p.m. each night. Any cancellation may also be posted on the Club web site. 2 FIELD OF PLAY The field of play will be as indicated by flags being such that it is half the normal playing field of the Rugby grounds not including the in goal areas. 3 PLAYER ATTIRE 3.1 UNIFORMS. All participating players are to be correctly attired in team uniforms approved by the organisers. Uniforms consist of upper apparel. Shorts (or briefs for female players) and socks with footwear. 3.2 FOOTWEAR. Shoes with screw-in or metal studs, or cleats are not to be worn by any player. Light leather orsynthetic boots or shoes with soft moulded soles are permitted. PLAYERS PLAYING IN BARE FEET WILL DO SO AT OWN RISK. 3.3 IDENTIFICATION NUMBERS. All players are to wear an identifying number, not less than sixteen (16) cm in height, clearly displayed on the front or rear of the upper garment. Numbers may be position on both sleeves as an alternative providing the number are not less than eight (8) cm in height. No two players of the same team may wear the same number. 3.4 JEWELLERY AND FINGERNAILS. 2

30 Players are not to participate in any match while wearing any item of jewellery which might prove dangerous. Long or sharp fingernails are to be trimmed or taped. 4 MODE OF PLAY, DURATION AND SCORING. 4.1 OBJECT. The object of the game of touch is for each team to score touchdowns and to prevent the opposition from scoring by fair play. 4.2 MODE OF PLAY. The ball may be passed, knocked or handed between onside players of the attacking team who may in turn run or otherwise move with the ball in an attempt to gain territorial advantage and score. Defending players prevent the attacking team from gaining a territorial advantage by touching the ball carrier. Either defending players or attacking players may initiate touches upon which play stops and is restarted with a rollball unless other rules apply. 4.3 DURATION. The match is thirty (30) minutes duration, consisting of two (2) fifteen (15) minute halves with a one (1) minute half-time break. 4.4 SCORING. A touchdown is award when a player (without being touched and other than the dummy half) is in possession of the ball and places the ball with pressure applied to the ball on or over the opposition try line. A touchdown is worth one (1) point in the men s and women s only grades and two (2) points in the mixed grades when the touch down is scored by a women member. Explanatory Notes A. If in attempting to score a touchdown a player either makes contact with the corner marker or crosses the extended sideline, no touchdown is awarded and the match is recommenced by the opposition with a rollball five (5) metres from the sideline and five (5) metres in from the sideline. 4.5 END OF PLAY. When time expires play is to continue until the ball next becomes dead. Should a penalty be awarded during this period the penalty is to be taken. 4.6 THE WINNER. At the end of play the team that has scored the most touchdowns is declared the winner. In the event of neither team scoring, or in the event of both teams scoring the same number of touchdowns, a draw is declared. 4.7 COMPETITION POINTS. Points are awarded in competition matches in accordance with: Win 3 points Bye 3 points Draw 2 points Loss 1 point Forfeit 0 points 3

31 4.8 EXTRA TIME FOR DRAWN MATCHES. The following procedure will be utilised to establish a single winner, if required. The Drop Off Procedure (i) When the match is drawn at full time each team will reduce their playing number by two (2) and the match will then recommence from where play was stopped. Team coaches/captain shall determine which players will drop off. (ii) Teams will continue to play in the same direction. Players are permitted to substitute as per the normal interchange procedures during extra time. The team that scores the first touchdown in extra time will be declared the winner of the match. (iii) At the conclusion of each possession of extra time the referee will stop play at the next touch or dead ball and each team will drop off one (1) player, In the mixed grades this will be a male. The match will recommence from where play was stopped. Any player or team causing delay at the drop off will be penalised at the mark for recommencement of play. (iv) Once teams have reduced to three (3) players no further drop off of players will occur and the match will continue until a touchdown is scored. Should a player be sent from the field of play for the remainder of the match when teams have reduced to three (3) players each the offending team will forfeit and lose the match. (v) In mixed competition teams will comply with the Mixed Competition Rule 5.2 except under the drop off rule applying. (vi) If during the match or extra time a team has a player (or players) dismissed from the field of play for a period of time or for the remainder of the match the team will play Extra Time with that reduced number of players except as in (iv) above. 4.9 ABANDONED MATCHES. If a match is abandoned due to any circumstances the Marist Touch Administration Committee shall decide the result. 5 TEAM COMPOSITION AND SUBSTITUTION. 5.1 NUMBER OF PLAYERS. A team consists of up to twelve (12) players, no more than six (6) of whom are allowed on the field at any time. If a team wishes to register more than the 12, or register any new player after the competition commences, they must apply to the organiser first. The organisers will have the final say. Ruling: A penalty awarded to the non-offending team at the position of time of offence is first identified. the ball at the Explanatory Notes A. Although a team consists of six (6) players, a minimum of five (5) is required for the match to continue. Should the number of players on the field from one team fall below five (5), the match is finished and the non-offending team is declared the winner. This applies if players have been dismissed for the remainder of the match, but not for injuries or dismissals for periods of time. 5.2 MIXED COMPETITION. 4

32 In mixed competition the maximum number of males allowed on the field of play is three (3). The minimum male requirement on the field of play is one (1). The drop off in play offs will be alternated by sexes starting with a male member. Ruling: A penalty awarded to the non-offending team at the position of time the offence is first identified. the ball at the 5.3 SUBSTITUTION. Players may substitute at any time in accordance with the interchange procedure. There is no limit to the number of times a player may interchange. 5.4 INTERCHANGE PROCEDURE. All interchanges must occur at or within the team s substitution box, which will be within five (5) metres of each way of the half way line and only after the substituted player has crossed the boundaries and entered the substitution box. All interchanges must be made on the side of the field and without delay. Physical contact does not have to be made between interchanging players, and players leaving or entering the field shall not hinder or obstruct play and must enter play from an onside position. Following the scoring of a touchdown, players may interchange at will without having to wait for the substituted player to enter the substitution box. Ruling: A penalty awarded to the non-offending team at the position of the ball at the time the offence is first identified or greatly forward from this position at halfway whichever is the greatest advantage to the non-offending team. Explanatory Notes A Intending substitutes must not voluntarily remain off the field. B For the duration of the match substitutes must assemble and interchange from one substitution box on one side of the field, as directed by the referee. 6 COMMENCEMENT & RECOMMENCEMENT OF PLAY. 6.1 THE TOSS. Team captains are to toss a coin in the presence of the referee with the winning captain s team receiving possession for the commencement of the first half, the choice of direction for the first half and the choice of substitution box for the first half. 6.2 DEFAULT. A team will be considered to be in default should they not field a team within the first five (5) minute period of any match. For every one (1) minute that a team is late then one (1) touchdown will be awarded against that team to a maximum of five (5) touchdowns. The score will be recorded as a 5-0 match result and the offending team awarded forfeit (nil) competition points. The game will still be deemed to have started at the commencement of the round by the sounding the siren. The referee may at their discretion allow a delayed start with no penalty to apply. 6.3 ATTACKING TEAM. 5

33 The attacking team is to start the match with a tap at the centre of the halfway line following the indication to commence play from the referee. All players of the attacking team are to remain in an onside position until the ball has been tapped. Ruling: A change of possession at the centre of the half way line and play will recommence with a rollball. 6.4 METHOD. The tap is taken by placing the ball on the ground at the mark, releasing both hands from the ball tapping the ball with either foot a distance of not more than one (1) metre, and retrieving the ball clearly. Ruling: A change of possession at the mark for the tap and play will recommence with a rollball. Explanatory Notes A Any player of the attacking team may take the tap. B The player taking the tap may face any direction to take the tap and may be forward of the mark. C Any onside player of the attacking team may retrieve the ball once the tap has been taken. 6.5 DEFENDING TEAM. All players of the defending team are required to retire a distance of not less than ten (10) metres from the mark for the tap or to their own goal line. Defending players may move forward of their positions once the ball has been tapped with the foot. Ruling: A penalty awarded to the attacking team along a line ten (10) metres directly forward of the original mark. 6.6 RECOMMENCEMENT OF PLAY. For the recommencement of play following the half-time break teams will change directions and substitution boxes and the team losing the toss is to commence the match with a tap as described in Rules 6.3 and 6.4. For the recommencement of play following the scoring of a touchdown, the team against which the score was made is to recommence play as described in Rules 6.3 and 6.4. Explanatory Notes A There is to be minimum delay between the scoring of a touchdown and the recommencement of play. B Players who attempt to delay play following a touchdown will be penalised. If the delay is caused by the team scored against, the penalty should be awarded from the centre of the halfway line. If the team who scored is causing the delay, the penalty should be awarded at a mark ten (10) metres forward of the halfway line. 6.7 KICKING. The ball cannot be kicked or played with the foot except when taking a tap. The dummy half may use the foot to control the ball. Ruling: A penalty awarded to the non-offending team at the position where the ball made contact with the foot. 6