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

Rookie Rugby101 Introducing Rugby to Students Elementary 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 3 or 4 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. For more information visit us online at: www.rookierugby.com or email us at youth@usarugby.org

Teaching the Class - elementary one day plan SET UP 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 3-5 MInutes: Introducing Rugby - Introduce the history of rugby - Introduce the rugby ball - Introduce passing and catching 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. 7-10 minutes: Circle Passing Depending on the age of the kids, circle passing can be done in a few different variations, emphasizing proper passing form. Create competitions and variations that get the kids moving and having fun. Again, emphasize what the proper passing and catching forms are. 7-10 minutes: Rugby Freeze Tag This game is great to utilize a large space and get the kids running around. Rotate taggers around so that every student gets a chance to participate. Emphasize communication amongst players, as well as teamwork. 7-10 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. 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: www.rookierugby.com or email us at youth@usarugby.org

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 shape. Tuck the ball close to your body near your stomach and run forward keeping the ball in both hands.

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 10-20 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.

Basic Pass To have players maintain continuity of play by passing to a teammate in a better position. 5 10 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

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 10-20 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.

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,

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.

Circle Passing 10 x 10 yard grid 1 cone and 1-2 rugby balls 5-10 minutes 1. Have players form a circle with about 2 yards in between each other. 2. Start by having players attempt to complete passes around the entire circle without dropping the ball. 3. Once players can get around the circle, make the game harder by adding a time limit. 4. After the time limit, play a game of standing Duck, Duck, Goose with the circle. Instead of the tagger running away from the Goose, have

the two players switch places and have the Goose race a ball being passed around the circle. Choose a tagger to walk around the circle clockwise with a rugby ball playing Duck, Duck, Goose. Once the tagger chooses a Goose, the Goose will start running around the circle while the other players work to pass the ball around the circle. The goal is for the Goose to beat the ball around the circle. Have each player take turns. 1. Create two circles and have them compete against each other for time. 2. Use two balls in one circle. 3. Have players use different passing techniques such as a pop pass, a spiral pass or pass backwards. 4. Incorporate fitness including jumping jack feet, shuffling, etc. 5. Pass across circle and replace. Passing Receiving 1. Emphasize the W formation with their hands when receiving the ball. 2. Work with players to improve their passing skills.

Rugby Freeze Tag 20 x 20 yard grid 4 cones and 8 rugby balls 10-15 minutes 1. 1-3 players are picked as taggers. Taggers are given a ball to use for tagging or use two hand touch when necessary. 2. All non-taggers evade any taggers by moving into space within the grid. 3. When a player is tagged with the rugby ball they must remain stationary or frozen. 4. Frozen players can be released when their teammates perform a set skill. We suggest giving a high five to un-freeze a player. The game can

either run for a set time or until all evading players are frozen. 5. Players crossing over the boundary lines and stepping outside the grid become automatically frozen. 1. Crawl between the legs of a frozen player to unfreeze them. 2. Incorporate passing so that frozen players can only become un-frozen by receiving a pass. 3. Roll a ball between the legs of a frozen player. 4. Incorporate flags. Evading Moving to Space Ball Familiarization Tagging 1. Make sure players are focused on teamwork to keep their teammates un-frozen. 2. Have the taggers call their tags, by yelling tag! 3. Emphasize communication by having players call for help when they are frozen.

USA Eagles 10 x 20 yard grid 4 cones 10-15 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

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.

Rookie Rugby101 Introducing Rugby to Students Elementary School Two 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 3 or 4 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. For more information visit us online at: www.rookierugby.com or email us at youth@usarugby.org

Teaching the Class - elementary two day plan SET UP 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 Day 1 Day 2 3-5 MInutes: Introducing Rugby - Introduce the history of rugby - Introduce the rugby ball - Introduce passing and catching 7-10 Minutes: Rugby Relays 7-10 Minutes: Circle Passing 7-10 Minutes: Rugby Freeze Tag 7-10 Minutes: USA Eagles 3-5 MInutes: Introduction and Review of Previous Day 7-10 Minutes: Introductory Games from Day 1 for Review and Warm Up 7-10 Minutes: Stars and Stripes 7-10 Minutes: Hot and Cold Potato 7-10 Minutes: Ultimate Rugby 5 Minutes: Review and Wrap Up 5 Minutes: Review and Wrap Up 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: www.rookierugby.com or email us at youth@usarugby.org

Stars and Stripes 30 x 15 yard grid 6 cones 10-15 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

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.

Cold and Hot Potato 40 x 40 yard grid 2 rugby balls 10-15 minutes 1. Have players form a circle with one player starting with the rugby ball. 2. Players will start with a cold potato rugby ball where they take time to learn a passing skill that the coach chooses by passing the ball around the circle to whoever they choose. Examples include: Pop Pass Spin Pass One Handed Pass 3. The instructor will then change the ball to a hot potato and players

should work on quickly passing the ball using the technique showed by coach with the cold potato. Incorporate a time limit where players must pass within two seconds in order to increase the speed of the game. 1. Have groups of players compete to get the most amount of complete passes in a certain time limit. 2. Incorporate more rugby balls. 3. Have players replace the person they pass to. Passing Receiving 1. Make sure players continue to use their W s when receiving the ball. 2. Help players work to always be in a position to receive a pass. 3. Encourage players to count loudly and together every time a successful pass is made.

Ultimate Rugby 20 x 30 yard grid 4 cones and rugby balls 10-20 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.

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.

Rookie Rugby101 Introducing Rugby to Students Elementary School Three 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 3 or 4 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. For more information visit us online at: www.rookierugby.com or email us at youth@usarugby.org

Teaching the Class - elementary three day plan SET UP 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 Day 1 Day 2 Day 3 3-5 MInutes: Introducing Rugby - Introduce the history of rugby - Introduce the rugby ball - Introduce passing and catching 7-10 Minutes: Rugby Relays 7-10 Minutes: Circle Passing 7-10 Minutes: Rugby Freeze Tag 7-10 Minutes: USA Eagles 5 Minutes: Review and Wrap Up 3-5 MInutes: Introduction and Review of Previous Day 7-10 Minutes: Introductory Games from Day 1 for Review and Warm Up 7-10 Minutes: Stars and Stripes 7-10 Minutes: Hot and Cold Potato 7-10 Minutes: Ultimate Rugby 5 Minutes: Review and Wrap Up 3-5 MInutes: Introduction and Review of Previous Day 7-10 Minutes: Review Games from Previous Days for Warm Up 7-10 Minutes: Depth Running 10-15 Minutes: Ultimate Rugby 5 Minutes: Review and Wrap Up 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: www.rookierugby.com or email us at youth@usarugby.org

Depth Running 20 x 20 yard grid 8 cones and rugby balls 10-15 minutes 1. Set up four cones two yards apart and have players line up behind each cone. 2. The first player in each line will be working together to form a rugby passing line. The first line will start standing with the ball. The second line will start on their knees. The third line will start on their stomachs. The fourth line will start on their backs. 3. On the coach s signal the first player in each line gets up at the same

time and start running forward. The player with the ball should run about 5 yards before passing the ball to the teammate next in line. 5. The players catch and pass the ball down a diagonal line, with the final person at the end of the line scoring a try. Be sure passes are all laterally and/or backwards. 6. Players should rotate through the game by joining a different line after every turn. 1. Pass the ball from the right and left sides. 2. Increase the distance between cones. 3. Time each set of passes to see if players can improve their pace. 4. Have all players start standing but make sure they are still running behind each other. Passing Receiving Moving Forward Communication 1. Receivers should keep their hands up and out at chest height, with their hands and fingers making a W. 2. Encourage players to use proper passing form including both hands on the ball and following through, pointing their arms at the target.

Flag Rugby vs. Tag Rugby Rookie Rugby is the safe, non-contact version of the game for kids of all ages. It is designed so be the catch-all brand for youth rugby and can be flag or tag (two hand touch). It is recommended that flag rugby be promoted among programs for the following reasons: 1. Flag Rugby is Easier to Referee i. Athletes will proclaim, Flag as they pull it, making a clear distinction rather than determining if a two hand touch had been made. 2. Flag Rugby is Easier for Ball Carriers i. Ball carriers will know when they have been tackled when their flag is pulled, which is much easier than being tagged. 3. Flag Rugby Keeps it Safe i. Playing two hand touch can escalate into a push, which can decrease the safety of the game for kids, especially when playing indoors. 4. Flag Rugby Encourages Coed Play i. Flag rugby eliminates body to body contact, which allows for less issues to worry about with coed play. 5. Flag Rugby Simulates Actual Rugby During Tackle i. Tackler removes ball carrier s flag and shouts, FLAG! ii. Ball carrier is given three steps or three seconds to pass the ball iii. Tackler hands the flag back to the ball carrier, at which they can then return to play. iv. Ball carrier replaces flag onto their belt and can then return to play. **This scenario reflects a tackle situation in rugby by taking both players out of the game temporarily. It encourages offensive continuity with running forward, passing, supporting, etc. As well, it enhances sportsmanship and respect when the defense hands the flag back to the offensive player. In general we want to make sure kids are out playing rugby, whether it is flag or tag. However, to further develop the game and the new kids playing it, it is recommended that flag rugby is the better option. For more information on Rookie Rugby, please visit www.rookierugby.com or contact youth@usarugby.org

Rookie Rugby is designed to give young players a fun, safe, and enjoyable sporting experience. The rules are simple, the game is easy to learn and minimal equipment is needed! For more information on Rookie Rugby visit www.rookierugby.com. If you are looking for to start a youth camp, clinic, or league, Rookie Rugby is just the thing! Follow these 4 easy steps for getting started... Planning Your Rookie Rugby Program 1. Get the Information Download and review the free online resources and curriculum from rookierugby.com. 2. Plan Your Program a. Set up your program s registration, including USA Rugby Rookie Rugby Membership. This can be for your league, day camp, clinic, summer camp, festival, showcase, etc. b. Recruit volunteers and schedule a Rookie Rugby Instructor Training for your local men s and women s teams, collegiate and high school teams, old boys and girls, parents, spouses, and other supporters. Contact youth@usarugby.org to schedule your training today! c. Register all volunteers, coaches, and referees as a Rookie Rugby Coach at www.usarugby.org (includes a background check). 4. Market Your Program a. Develop your website, fliers, and other materials for promotion b. Run Rookie Rugby sessions in local schools and after-school programs providing the students with information about your program. Kids are 4x more likely to participate in a sport if they play it in P.E. class first! 4. Pick up the ball...and run with it! a. Distribute information to parents early and often b. Schedule practice times and frequency according to the age and ability of your kids c. Run professional events (i.e. start events on time) d. Involve parents as coaches, referees, and volunteers they are your BEST resource For more information on Rookie Rugby, please visit www.usarugby.org or contact youth@usarugby.org

Filename: Rookie Rugby 5th grade TEKS Fitness and Nutrition.doc Folder: USB DISK:Rookie Rugby Template: Macintosh HD:Users:jennifermarshall:Library:Application Support:Microsoft:Office:User Templates:Normal.dotm Title: TEKS addressed: Introduction for 6th, 7th and 8th grade: In Physical Education, students acquire the knowledge and skills for Subject: Author: Lorenzo Romero Keywords: Comments: Creation Date: 11/28/14 12:20 PM Change Number: 2 Last Saved On: 11/28/14 12:20 PM Last Saved By: Jennifer Marshall Total Editing Time: 1 Minute Last Printed On: 11/28/14 12:20 PM As of Last Complete Printing Number of Pages: 1 Number of Words: 518 (approx.) Number of Characters: 2,955 (approx.)

TEKS Nutrition and Fitness 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. Students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways. Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: 5.3 (A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness; (B) identify appropriate personal fitness goals in each of the components of health-related fitness. Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: 5.4 (A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs; (B) self-monitor the heart rate during exercise; (C) match different types of physical activity with health-related fitness components. Student I Can Objectives: 6 Week guide: I can identify my eating habits. I can evaluate my physical fitness and set fitness goals. I understand basic nutritional needs to meet my fitness goals. I can read food labels. I can identify healthy eating habits. Concept Attainment Vocabulary: Nutrition, habit, active, motivation, healthy, fitness, Aerobic, Anaerobic, benefits, Computation, Comparison, Compute, Consumption, and Calories Activities: USDA My Plate Brochure and Tips My Rugby Fitness Test, Daily Fitness Worksheet, Feed Me activity and worksheet, Food Labels Overview worksheet, Food label Math, Computation and Comparison, Finding Balance, Calories In vs. Calories Out, During the Lesson, teacher will: Facilitate discussion and guide activities to address the essential questions. Guide student to develop a fitness, nutrition and wellness plan. Writing Prompts (Optional) Convince your family of the importance of a healthy eating plan and fitness program that can be easily implemented in your home. Resources: Writing Organizer and Web to plan student writing and Rubric for grading the writing. During the Lesson, the students will Actively participate in discussion and activities to answer essential questions and develop a fitness and wellness plan. Essential questions How does your eating habits compare to what is recommended? What are your goals for the future eating habits? Are you reaching 60 minutes of exercise a day? Why or why not? What can you do to achieve more fitness at home? Is it easy to create a meal plan?

Filename: Rookie Rugby 5th grade TEKS Week 1.doc Folder: USB DISK:Rookie Rugby Template: Macintosh HD:Users:jennifermarshall:Library:Application Support:Microsoft:Office:User Templates:Normal.dotm Title: TEKS addressed: Introduction for 6th, 7th and 8th grade: In Physical Education, students acquire the knowledge and skills for Subject: Author: Lorenzo Romero Keywords: Comments: Creation Date: 11/28/14 12:21 PM Change Number: 2 Last Saved On: 11/28/14 12:21 PM Last Saved By: Jennifer Marshall Total Editing Time: 0 Minutes Last Printed On: 11/28/14 12:21 PM As of Last Complete Printing Number of Pages: 2 Number of Words: 974 (approx.) Number of Characters: 5,555 (approx.)

5 th grade TEKS Week 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. Students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways. Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to: 5.1 (A) demonstrate appropriate use of levels in dynamic movement situations such as lowering center of gravity when guarding an opponent; (B) demonstrate smooth combinations of fundamental loco motor skills such as running and dodging C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills; (K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and (L) demonstrate combinations of loco motor and manipulative skills in complex and/or game-like situations such as pivoting and throwing, twisting and striking, and running and catching. Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: 5.2 (A) identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills (B) identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and (C) choose appropriate drills/activities to enhance the learning of a specific skill. Physical activity and health. The student exhibits a healthenhancing, physically active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: 5.3 (A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness; (B) identify appropriate personal fitness goals in each of the components of health-related fitness; and (C) explain the value of participation in community physical activities such as little league and parks and recreation. Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: 5.4 (A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs; (B) self-monitor the heart rate during exercise; (D) define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness; Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to: 5.5 (A) use equipment safely and properly; (B) select and use proper attire that promotes participation and prevents injury; (C) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and (D) identify potentially dangerous exercises and their adverse effects on the body. Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to: 5.6 (A) describe fundamental components and strategies used invasion, target, and fielding games such as basic positions offense, or defense; and (B) explain the concept and importance of team work. Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: 5.7 (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and (C) describe how physical activity with a partner or partners can increase motivation and enhance safety. Student I Can Objectives: I can describe and explain the basic rules that govern the game of Rugby. I can demonstrate the basic 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 basic skills for the game of Rugby.

Concept Attainment Vocabulary: Passing, Catching, Receiving, Space, Line, Evasion, Tag, Grounding, Lateral Pass, Backward Pass, and Teamwork. Activities: All activities, Skills and games are on the game or skills cards provided. Rugby Relays, Circle Passing, Rugby Freeze Tag, US Eagles game 1, Stars and Stripes, Ultimate Rugby, Ball Familiarization, Go Forward, Basic Pass, Offensive Shape, Running with the Ball, and Defense with Flags. During the Lesson, teacher will: Introduce Rookie Rugby and use games and skills activities to introduce the basic skills and terms. Week 1 Time line & Equipment/Materials provided with game cards and skills cards. Writing Prompts (Optional): Describe the differences between the types of balls used in team sports. (Soccer, Baseball, Basketball, Football and Rugby) During the Lesson, the student will actively participate in skills activities and games to learn Rugby Basics. Learning objectives include basic terms, skills and enjoying the game. Essential questions: What is a score called in rugby? How many points is a try worth? What direction do we pass the ball in rugby? Did you have fun learning the basic skills? Resources: Writing Organizer and Web to plan student writing and Rubric for grading the writing.

Filename: Rookie Rugby 5th grade TEKS Week 2-4.doc Folder: USB DISK:Rookie Rugby Template: Macintosh HD:Users:jennifermarshall:Library:Application Support:Microsoft:Office:User Templates:Normal.dotm Title: TEKS addressed: Introduction for 6th, 7th and 8th grade: In Physical Education, students acquire the knowledge and skills for Subject: Author: Lorenzo Romero Keywords: Comments: Creation Date: 11/28/14 12:22 PM Change Number: 2 Last Saved On: 11/28/14 12:22 PM Last Saved By: Jennifer Marshall Total Editing Time: 0 Minutes Last Printed On: 11/28/14 12:22 PM As of Last Complete Printing Number of Pages: 2 Number of Words: 1,048 (approx.) Number of Characters: 5,974 (approx.)

5 th grade TEKS Weeks 2-4 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. Students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways. Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to: 5.1 (A) demonstrate appropriate use of levels in dynamic movement situations such as lowering center of gravity when guarding an opponent; (B) demonstrate smooth combinations of fundamental loco motor skills such as running and dodging C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills; (K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and (L) demonstrate combinations of loco motor and manipulative skills in complex and/or game-like situations such as pivoting and throwing, twisting and striking, and running and catching. Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: 5.2 (A) identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills (B) identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and (C) choose appropriate drills/activities to enhance the learning of a specific skill. Physical activity and health. The student exhibits a healthenhancing, physically active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: 5.3 (A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness; (B) identify appropriate personal fitness goals in each of the components of health-related fitness; and (C) explain the value of participation in community physical activities such as little league and parks and recreation. Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: 5.4 (A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs; (B) self-monitor the heart rate during exercise; (D) define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness; Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to: 5.5 (A) use equipment safely and properly; (B) select and use proper attire that promotes participation and prevents injury; (C) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and (D) identify potentially dangerous exercises and their adverse effects on the body. Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to: 5.6 (A) describe fundamental components and strategies used invasion, target, and fielding games such as basic positions offense, or defense; and (B) explain the concept and importance of team work. Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: 5.7 (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and (C) describe how physical activity with a partner or partners can increase motivation and enhance safety. 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: Draw and Pass, Advance Passing, Defensive Shape, Offensive Shape, Running in Support, Uncontested, Uncontested Scrum, Kicking for advancement. Games included but not limited to Keep away, Hot potato, Ultimate Rugby, Flag Rugby, Just Score, 1 v 1, 2 v 2, Rugby Rounder, and Rugby Relay Run. During the Lesson, teacher will: Reinforce skills learned in week 1 of Try On 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): Compare and contrast the game of Keep Away and Hot Potato to Rugby. 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.

Filename: Rookie Rugby 5th grade TEKS Week 5-6.doc Folder: USB DISK:Rookie Rugby Template: Macintosh HD:Users:jennifermarshall:Library:Application Support:Microsoft:Office:User Templates:Normal.dotm Title: TEKS addressed: Introduction for 6th, 7th and 8th grade: In Physical Education, students acquire the knowledge and skills for Subject: Author: Lorenzo Romero Keywords: Comments: Creation Date: 11/28/14 12:22 PM Change Number: 2 Last Saved On: 11/28/14 12:22 PM Last Saved By: Jennifer Marshall Total Editing Time: 0 Minutes Last Printed On: 11/28/14 12:22 PM As of Last Complete Printing Number of Pages: 2 Number of Words: 989 (approx.) Number of Characters: 5,642 (approx.)

5 th grade TEKS Week 5-6 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. Students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways. Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to: 5.1 (A) demonstrate appropriate use of levels in dynamic movement situations such as lowering center of gravity when guarding an opponent; (B) demonstrate smooth combinations of fundamental loco motor skills such as running and dodging C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills; (K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and (L) demonstrate combinations of loco motor and manipulative skills in complex and/or game-like situations such as pivoting and throwing, twisting and striking, and running and catching. Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: 5.2 (A) identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills (B) identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and (C) choose appropriate drills/activities to enhance the learning of a specific skill. Physical activity and health. The student exhibits a healthenhancing, physically active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: 5.3 (A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness; (B) identify appropriate personal fitness goals in each of the components of health-related fitness; and (C) explain the value of participation in community physical activities such as little league and parks and recreation. Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: 5.4 (A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs; (B) self-monitor the heart rate during exercise; (D) define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness; Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to: 5.5 (A) use equipment safely and properly; (B) select and use proper attire that promotes participation and prevents injury; (C) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and (D) identify potentially dangerous exercises and their adverse effects on the body. Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to: 5.6 (A) describe fundamental components and strategies used invasion, target, and fielding games such as basic positions offense, or defense; and (B) explain the concept and importance of team work. Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: 5.7 (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and (C) describe how physical activity with a partner or partners can increase motivation and enhance safety. Student I Can Objectives: I can apply basic and advanced concepts, skills and strategies to show mastery of the components to play the game of rugby. I can demonstrate good sportsmanship and teamwork to successfully play and discuss the game of Rugby.

Concept Attainment Vocabulary: Passing, Catching, Receiving, Space, Line, Evasion, Tag, Grounding, Lateral Pass, Backward Pass, and Teamwork, Offensive and Defensive shape, flat line, Draw and pass, Running in support. Line outs and offload. New vocabulary: Scrum Activities: Draw and Pass, Advance Passing, Defensive Shape, and Offensive Shape, Running in Support, Uncontested, and Uncontested Scrum, Kicking for advancement. Games included but not limited to Keep away, Hot potato, Ultimate Rugby, Flag Rugby, Just Score, 1 v 1, 2 v2, Rugby Rounder, and Rugby Relay Run 4v4, Scrums, Slide and Cover. During the Lesson, teacher will: Reinforce skills learned in week 2-4 of Try On Rugby and use games and skills activities to transition from the basic skills to advanced basic skills and introduce new terms and strategies. Facilitate flag rugby games to assess mastery of skills learned During the Lesson, the student will actively participate in skills activities and games to reinforce Rugby 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. Writing Prompts (Optional): Write a paragraph about what you liked about the new game of Rugby. Resources: Writing Organizer and Web to plan student writing and Rubric for grading the writing. Essential questions How do the Star Drill, Group Tag and Slide and cover apply to a rugby game

What is Rookie Rugby? Rookie Rugby is the safe, non-contact game for kids of all ages. Rookie Rugby is played in schools and communities around the nation, keeping kids active and engaged while playing the newest Olympic sport! Check out the Rookie Rugby Overview to learn more! Rookie Rugby Overview Rookie Rugby 101 Where is Rookie Rugby played? Rookie Rugby can be played in any open space gymnasiums, fields, parking lots, hallways, parks, etc. Programs can be found in schools, after school programs, community organizations, summer camps, clinics, and leagues. How is Rookie Rugby played? Rookie Rugby is super easy to learn and play. It is very similar to many other American sports and focuses on skill building and fun. Check out these great resources to learn more about the rules and basics of the game. Rookie Rugby Guidebook Who can teach Rookie Rugby? Rookie Rugby is easy to teach - anyone can simply pick up the rules and start a program. Parents, teachers, family members, administrators, program leaders can all be Rookie Rugby Coaches. USA Rugby has developed a full curriculum complete with games and coaching videos to help out aspiring coaches! Rookie Rugby Coaching Videos Rookie Rugby Games Rookie Rugby Skills What local support is available for Rookie Rugby? Rookie Rugby Instructors are located all over the country. Contact Ian Jaray at ijaray@usarugby.org or at 303-539-033 x 105 to get connected with a local representative in your area today! For more information on Rookie Rugby visit www.rookierugby.com