Flag Rugby Curriculum to Their Students

Section 2 A

Concept Templates Table of Contents

Concept Templates Table of Contents ...... 1

Template Diagram Symbols...... 2

Preliminary Overview For Flag Rugby Teaching Guide – Template.3

Focal Concept: Offense - Support and Continuity ...... 5

Focal Concept: Offense - Evasion...... 11

Focal Concept: Offense - Creating Space for Support Players.... 17

Focal Concept: Offense – Running into Open Spaces ...... 23

Focal Concept: Defense – Cover Defense ...... 28

Focal Concept: Defense – Limiting Offensive Options...... 34

Template Diagram Symbols

Preliminary Overview For Flag Rugby Teaching Guide – Template This guide is to be utilized by the teacher/facilitator as students meaningfully engage in learning activities. This is based upon the Teaching Games for Understanding (TGfU) model first developed by Bunker & Thorpe in 1982.

Focal Concept - is the general theme under which the students will play, practice, problem- solve, make decisions, test hypotheses, retest strategies, modify skills & strategies, & learn from each other. The skills, strategies & concepts should & will overlap as the students need to constantly interact with these in a variety of ways. Example Key Concepts: • Offensive: o Evasion o Support & Continuity o Creating space o Preserving space o Running into space • Defensive: o Limiting offensive options & space o Cover defense

Progressive Objectives – a sequence of objectives are needed so a teacher can meet the needs of a variety of students & revisit a concept multiple times challenging the students via game modifications & exaggerations.

Learning Sequence: Game – should be representative of the actual game (flag rugby) but modified to meet the needs of all students. ALL students should be actively engaged as many small groups engage in the activity. The game should be simple (few rules) & be focused upon a simple goal that directly relates to the focal concept. The “advantage” should always initially be given to the focal concept to enable high degrees of success via various modifications. For e.g. Evasion – the game may be 3 on 1 tag in a 10 x 10 grid; the goal may be to cross the grid as many times as possible in 30 secs without being tagged. Each person would have one turn as tagger. The teacher would assess the students’ initial efforts/strategies employed to evade the tagger.

Initial Game Modifications – The teacher would have the students discuss successful ways of evading the tagger. Based upon the assessments the teacher will utilize modifications to adapt the game to appropriately challenge the students. Suggested modifications may include: a wider space, more runners, limiting the movement of the tagger (lateral only), adding another tagger, etc. The teacher would assess the students’ adjustments & responses to the subsequent modifications. This will guide the teacher’s questions in the Tactical Awareness phase.

Tactical Awareness – This is where the teacher asks questions pertinent to how such skills & strategies would be used in a game, who would use these skills & strategies, what were the

most successful of these & why were they successful. The teacher would present new problems for the students to solve & test. An example question for the concept of Evasion, “You have a 3 on 2 situation, how would you get one of your runners through untagged?” The students would try to identify potential solutions & test them in their groups. Issues that may rise during this phase of the lesson may be blocking, dodging, decoys, faking, etc. The teacher would assess the students’ responses to monitor changes & guide questioning & game modifications.

Student Decision-making – this is where two key questions are presented: • What to do? o Selective attention o Perception o Anticipation • How to do it? o Skills in context The questions, discussion, creativity & experimentation by the students would focus upon these questions. Students would be asked to identify what is the important information to which they need to attend, etc. They would try these potential solutions & modify them accordingly. Analogies to other “territorial” or “invasion” games would be useful in directing students’ attention to potential meaningful solutions.

Skill Execution – This is where the students implement & practice the skills pertinent to the focal concept in a meaningful context. Although the focal concept is offensive, defensive skills, strategies & concepts are being learned indirectly simultaneously. The teacher would assess the students’ efforts which would lead him/her back to the Game phase of the sequence.

Assessment Strategies – focuses upon the stated objectives. This will be utilized to provide specific feedback to the students to enhance their learning efforts. Any assessment in TGfU must consider the contextual elements which may be different from one group of students to another, e.g. different modifications, different opponent & teammate abilities, etc. Formal assessment formats used in TGfU include: • Game Performance Assessment Instrument (GPAI) • Other rubrics • Statistical data • Rating scales • Checklists

Developmental Modifications to Appropriately Challenge Learners – include any variable that maintains the integrity of Flag Rugby but enhances student learning & the appropriateness of the game-like challenges. These include: size & shape of space, movement limitations of both offense & defense, use of the ball, number/ratio of offense & defense, skills allowed to used, speed of movement, transition requirements (as in Flag Rugby e.g. & the flag belt), individual player boundaries, communication requirements/limitations, starting & ending points, etc.

Focal Concept: Offense - Support and Continuity

Pre-requisite concepts: Evasion, Creating Space, Running to Open Space

Progressive Objectives: A. SWBAT explain & demonstrate to peers at least three key skills &/or strategies to support the ball carrier B. SWBAT explain & demonstrate to peers at least two strategies for maintaining offensive continuity C. SWBAT support the ball carrier by running aggressively into open spaces D. SWBAT utilize at least three different skills/strategies to create opportunities to continue offensive plays

Learning Sequence:

1. Game: • Multiple 3 on 1 tag/keep away in 10 X 10 grids o three offensive players & one defender o defender tries to tag the player with the ball (all offensive players must stay in motion throughout) o offensive players attempt to pass (in any direction) the ball to a support player moving in open space all passes must be waist/chest level passes o rotate after 30 secs so all participants have a turn as defender

2. Initial Game Modifications:

• “What did you do to support the ball carrier?” • Modification options include: o Direction of movement for offense & defense (10 X 15 grids) o Direction of passes (lateral/backwards only) o A series of 4 on 1 sequences to establish the concept of continuity o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones) o Numbers of participants: Adding another defensive player or runner • 4 on 1 (to make it easier – more options/decoys) • 2 on 1 • 5 or 6 on 2 (incorporate different depths of support & different lines of running) • 4 on 2 • 3 on 2 o Game Dynamics: Limiting how the defender moves • Skipping, bounding, lateral • Constant speed only • Limiting forward &/or lateral movement Limiting the speed of both offense & defense (slow, medium, fast) Having defense link arms Starting points/formation (players choice, opposite corners, same corners, offensive shape – flat, staggered, triangular, etc) Two & one handed tagging by defense

3. Tactical Awareness: • Key Questions o “What strategies were the most successful in avoiding being tagged with the ball?” “Why did these work so well?” o “What skills/strategies did the support players utilize to receive a pass from the ball carrier?” Get close to the ball carrier Move into a position to easily receive a pass o “Offensive players, how did you attempt to distract/elude the defense?” “When did these work?” o “Does the passer or receivers determine whether a pass can be successfully attempted?” o “What type of passes are the most reliable?” short o “How can support players identify to the ball carrier: …when they are open for a pass?” …where they want the pass to go?” o “What skills/strategies can the offensive support players use to distract the defensive player(s) & create indecision?”

Students now discuss & test their theories & refine their skills & strategies. • Exaggerate tactics to emphasize key points o E.g. positioning, running angles, offensive formations & movement toward offensive player(s) • Adapt these to different circumstances o E.g. starting position, numbers of offensive player(s)versus defensive player(s)

4. Student Decision-making: • Key Questions o “How should the support players be organized & move to enhance offensive continuity?” “Should you consider the position & lines of running of the other support players when determining your decision?” How does the movement direction of the defense impact your decision?” o “After passing the ball to a teammate, you should?” o “What are the two main ways you can attack a defense?” Around Through o What factors would determine which strategy would be most appropriate?” Defensive players position on field Supporting players position around ball carrier o “What are the ball carrier options to maintain continuity? Pass before contact

Evade defender o “How will variety in the depth of supporting players enhance continuity?” Enable quick restarts (deeper players can take the ball forward)

Students now discuss & test their theories & refine their skills & strategies. • They record to which factors they attend • Sequence these factors from most critical to least critical • Test & refine these

5. Skill Execution: Modified games - dependent upon student knowledge & skills

FOCUS: • the offensive skills & strategies developed & practiced previously to enable offensive players to support the ball carrier & enhance continuity • high degree of appropriate participation Modification options: • Numbers of players o 4 offensive on 2 defensive o 3 offensive on 2 defensive o 6 offensive on 3 defensive o 6 offensive on 4 defensive • Size & shape of playing area o Dependent upon number of players • Positioning of players to start activity o Offensive Grouped behind ball carrier Spread left or right with depth Spread left or right flat Triad (one either side & one behind to move to the best spot to support & enhance continuity) Random o Defensive Grouped in one corner Grouped in two pods (one in either corner) Grouped mid field Staggered Spread across field Random • Defensive players are now free to: o Dodge o Fake o Use a change of speed o Move in different direction o Stagger defensive line

• Allow offensive o Switches o Various lines of running o Various starting formations o Fakes o Cut-out passes • Introduce flags to replace tagging

6. Assessment Strategies: Make note of the conditions (modifications) under which each student was responding.

A. SWBAT explain & demonstrate to peers at least three key skills &/or strategies to support the ball carrier • Rubric (Focal points): o What to focus upon o Positioning relative to ball carrier o Number of pertinent strategies identified

B. SWBAT explain & demonstrate to peers at least two strategies for maintaining offensive continuity • Rubric (Focal points): o What to focus upon o Positioning relative to ball carrier o Number of pertinent strategies identified C. SWBAT support the ball carrier by running aggressively into open spaces • Statistical o Percentage of times student(s) appropriately ran into open space to receive a pass • Rubric (Focal points): o Positioning relative to ball carrier o Movement direction o Movement adjustments to defensive adaptations D. SWBAT utilize at least three different skills/strategies to create opportunities to continue offensive plays • Statistical o Percentage of times student(s) appropriately maintained possession & continuity • Rubric (Focal points): o Positioning relative to ball carrier (depth) o Decisions consistent with actions o Movement adjustments to defensive adaptations

Developmental Modifications to Appropriately Challenge Learners:

These would be based around the variables listed above & Flag Rugby modifications.

Focal Concept: Offense - Evasion

Progressive Objectives: A. SWBAT identify at least three techniques/strategies for evading a defender B. SWBAT explain & demonstrate to peers at least three key techniques/strategies to evade a defender C. SWBAT identify the preferred evasion technique/strategy to utilized under different defensive formations D. SWBAT perform at least two evasion techniques/strategies to move into open space in continuous game-like situations

Learning Sequence:

1. Game: • Multiple 4 on 1 tag in 10 X 15 (wide) grids o four offensive players & one defender o offensive players evade the defender o once tagged the offensive player joins the defensive side o activity continues until all attackers have been tagged o rotate so all participants have a turn as the initial defender

2. Initial Game Modifications: • “What techniques or strategies did you utilize to evade the defenders?”

• Modification options include: o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones) o Ratio of attackers to defenders: Adding more defenders to require additional evasion • 5 on 1 (to make it easier for the offense) • 4 on 2 • 3 on 1 • 5 on 3 • 3 on 2 (to increase the challenge for the offense) o Game Dynamics: See how few times the offensive team are tagged in 30 secs • Rotate defenders of each 30 secs Introduce passing of the ball for the offense • Defensive player can only tag the person with the ball • Defensive player can intercept/knock passes down Have defenders run across the grid Limiting the speed of both offense & defense (slow, medium, fast) Have students count how many times they evade a defender before getting tagged Limiting how the defender moves • Skipping, bounding, lateral • Constant speed only • Limiting forward &/or lateral movement Limiting the speed of both offense & defense (slow, medium, fast) Having defense link arms Number of passes allowed & direction of passes Starting points/formation (players choice, opposite corners, offensive shape – flat, staggered, triangular, etc) Two & one handed tagging by defense

3. Tactical Awareness: • Key Questions o “Offense, what techniques/strategies did you utilize to successfully evade the defense?” Side-step Swerve Fake/Dummy pass Running straight Changing running angle Running to space Change of pace Run in a direction/area where I had options

o “Why did these work so well?” Create doubt/options o “Offense, what techniques/strategies did you utilize as a team to enable you to evade the defenders?” Support players being around ball carrier to create options Support players running different angles Support players being in position to receive a pass from the ball carrier Support players running towards open space Ball carrier running to open space to force defender(s) to commit o “Defenders, what specific things did the offense do to commit you before they attempted to evade you or pass the ball?” “When did these work?” o “When evading a defender, what are the basic things you are trying to do?” Create space Get beyond the defense, making them retreat Reduce defensive decision-making time Force the defense to commit to a particular space/player Maintain possession Surge/burst into space o “If there were only 2 offensive players & 1 defender, how would you continue to evade the defender successfully for 1 minute?”

Students now discuss & test their theories & refine their skills & strategies.

• Exaggerate tactics to emphasize key points o E.g. side steps, swerves, dummy passes, communication, eye contact, etc • Adapt these to different circumstances o E.g. movement required, passes required, number of attackers : defenders, etc

4. Student Decision-making: • Key Questions o “What specific things should the ball carrier focus upon to determine how to evade a defender?” “Should s/he consider the other support players when determining your decision?” How does the positioning of the defense impact your decision?” o “How do you know if a defender is committed to tagging you?” “How might you commit them to a position early to give you a better chance of evading before the tag?” o “Which factors might suggest that you are better to pass than evade?” “Would any of the following be a factor?” • position on the field • position of your supporting players • position of defense and immediate defender • previous success • score • time o “When playing basketball, football, soccer, or lacrosse which factors do you focus upon to evade yourself, or commit a defender and make a pass?”

5. Skill Execution: Modified games - dependent upon student knowledge & skills

FOCUS: • the evasive skills & strategies developed & practiced previously to beat the defense • high degree of appropriate participation • increase challenges for attackers

Modification options: • Varying the ratio of defenders to offensive players • Size & shape of playing area o Dependent upon number of players, reducing grid makes game harder for the offense • Movement of Players – Offense: o Require passing between attackers to encourage running to space and evasion off the ball o Encourage offense to work with at least three support players spread around the ball carrier to create options on either side o Offensive players need to cross the grid as many times as possible, without being tagged o Offensive players need to get the ball from one side of the field to the

other as many times as possible, without being tagged • Movement of Players - Defenders: o Some of the defenders must link arms o Cut down offensive player options o Attempt to isolate ball carrier from support players o Points system for tagging 5 points for tagging ball carrier 1 point for tagging other offensive players o Aim to intercept all the balls • Introduce flags to replace tagging

6. Assessment Strategies: Make note of the conditions (modifications) under which each student was responding.

A. SWBAT identify at least three techniques/strategies for evading a defender • Statistical (percentage of viable options identified) o Students identify all feasible individual evasion techniques o Students identify all feasible team-based evasion strategies o Students identify in what situations these techniques work best & why B. SWBAT explain & demonstrate to peers at least three key techniques/strategies to evade a defender • Rubric • Focal points: o What to focus upon o Committing a defender o Number of pertinent strategies identified C. SWBAT identify the preferred evasion technique/strategy to utilized under different defensive formations • Statistical o Percentage of appropriate evasion technique/strategy selected for situations D. SWBAT perform at least two evasion techniques/strategies to move into open space in continuous game-like situations • Teacher’s checklist • Focal point o Technique/strategy selected is appropriate for the conditions o Technique/strategy is performed appropriately • Statistical o Percentage of times offensive player(s) appropriately evaded o Percentage of times offensive player(s) chose to pass to their “most open” support player

Developmental Modifications to Appropriately Challenge Learners:

These would be based around the variables listed above & Flag Rugby modifications.

Focal Concept: Offense - Creating Space for Support Players

Progressive Objectives: A. SWBAT explain & demonstrate to peers at least 3 ways to create space for support players B. SWBAT step away from the pass recipient as they pass the ball to their support C. SWBAT run evasively with the ball into open spaces to create space for support players D. SWBAT perform at least three ways to create space for support runners

Learning Sequence:

1. Game: • Multiple 3 on 1 tag in 10 X 10 grids o three offensive players & one defender o the ball carrier should start with a support player either side of him/her o offensive players attempt to score by running into open spaces & passing where & when appropriate o rotate after 3 attempts so all participants have a turn as defender

2. Initial Game Modifications: • “What strategies did you use to score?” • Modification options include: o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones) o Numbers of participants:

Adding another defensive player or runner • 4 on 1 (to make it easier – more decoys) • 2 on 1 • 4 on 2 • 3 on 2 o Game Dynamics: Limiting how the defender moves • Skipping, bounding, lateral • Constant speed only • Limiting forward &/or lateral movement Limiting the speed of both offense & defense (slow, medium, fast) Having defense link arms Number of passes allowed & direction of passes Starting points/formation (players choice, opposite corners, offensive shape – flat, staggered, triangular, etc) Lines of running of support players Two & one handed tagging by defense

3. Tactical Awareness: • Key Questions o “Where should the ball carrier run to create space for his/her support players?” o “How should the ball carrier move as s/he passes the ball?” Slight step away from ball recipient Face ball recipient o “When the support players are running into open spaces, what are the basic

things you are trying to do?” Preserve space Reduce defensive decision-making time Force the defense to commit to a particular space/player Run to the open space at the last possible moment Surge/burst into the open space Clearly communicate to ball carrier when & where to pass o “If there were three offensive players & one defensive, what should the support players do to enable at least one of them to run into open space?” o “What distracters can the offensive players use to enable a support player run into open space?” o “What type of passes were the most effective?” Passes in front of the receiver (leading the receiving player) Short quick passes

4. Student Decision-making: • Key Questions o “What can both the ball carrier and support do to create mismatches or space?” o “What specific things should you focus upon to determine how best to create space for your support player(s)?” “Should you consider your support players when determining your decision?” How does the movement direction of the defense impact your decision?” o “What information tells the defense the direction you are intending to run?” “How might you disguise/distract a defender from recognizing your intended running path?” o “Which factors might suggest what the defensive players are likely to do next?” “Would any of the following be a factor?” • position on the field • previous actions • score • time • positions of defense • location of support players o “When playing basketball, football, soccer, which factors do you focus upon

to create space for your support players?”

5. Skill Execution: Modified games - dependent upon student knowledge & skills

o Dodge o Fake o Use a change of speed o Move in different direction o Stagger defensive line • Allow offensive o Switches o Various lines of running o Various starting formations o Fakes o Cut-out passes • Introduce flags to replace tagging • Enable a series of offensive phases o Tagged, then immediately restart offensive efforts from that point

6. Assessment Strategies: Make note of the conditions (modifications) under which each student was responding.

A. SWBAT explain & demonstrate to peers at least 3 ways to create space for support players • Rubric (Focal points): o What to focus upon o Positioning & movement relative to defensive player(s) o Number of pertinent strategies identified B. SWBAT step away from the pass recipient as they pass the ball to their support • Statistical o Percentage of times student(s) appropriately stepped away from pass recipient o Percentage of times student(s) passed the ball before contact with the defense C. SWBAT run evasively with the ball into open spaces to create space for support players • Teacher’s checklist • Focal point o Strategies used to draw the defense towards the ball carrier D. SWBAT perform at least three ways to create space for support runners, in continuous game-like situations • Statistical o Percentage of times student(s) appropriately created space for pass receivers • Rubric (Focal points): o Positioning relative to ball carrier o Movement direction o Movement adjustments to defensive adaptations

Developmental Modifications to Appropriately Challenge Learners:

Controlled settings to develop space creating skills: • 3 vs. 1 • 2 vs. 1 • 3 vs. 2 • Dangerous running drill: o 20 x 20 grid o 3 offensive players and one scrumhalf o 2 defensive players o Scrumhalf lines up halfway between the goal and start-line o Three attackers line up across the start-line, two defenders line up side by side on the goal line on the same side as the scrumhalf. o Upon forward movement by the attacking players the scrumhalf throws the ball to any of the 3 attackers. Upon receiving the ball the attacker will advance to the goal-line attempting to create space by attracting the defensive players to the ball. Depending on the movement of the defenders the ball carrier will pass to the open support player(s), or use a dummy pass to create space for the runner to retain the ball and score.

Ultimate Rugby • Modified to: • Allow 3-5 steps by ball carrier before passing to support players • All passes must be two handed lateral/backward passes • Limit the total number of players to 10 per game (maximize participation rates) • Emphasis on: o creating space o support players running into open space

Focal Concept: Offense – Running into Open Spaces

Progressive Objectives: A. SWBAT differentiate between, & identify the preferred open spaces in which to run B. SWBAT identify at least three strategies to enable someone to run into open spaces C. SWBAT explain & demonstrate to peers at least three key skills &/or strategies run into open spaces D. SWBAT perform at least three ways to run into open spaces, supporting the ball carrier, in continuous game-like situations

Learning Sequence:

1. Game: • Multiple 3 on 1 tag o 10 X 15 (wide) grids o three offensive players & one defender o offensive players attempt to cross the grid as many times as possible in 30 secs completing at least one pass to a support player in open space o rotate after 30 secs so all participants have a turn as defender

2. Initial Game Modifications: • “What did you do to run into open space?” • Modification options include: o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones)

o Numbers of participants: Adding another defensive player or runner • 4 on 1 (to make it easier – more decoys) • 2 on 1 • 4 on 2 • 3 on 2 o Game Dynamics: Limiting how the defender moves • Skipping, bounding, lateral • Constant speed only • Limiting forward &/or lateral movement Limiting the speed of both offense & defense (slow, medium, fast) Having defense link arms Number of passes allowed & direction of passes Starting points/formation (players choice, opposite corners, same corners, offensive shape – flat, staggered, triangular, etc) Two & one handed tagging by defense

3. Tactical Awareness: • Key Questions o “What strategies were the most successful?” “Why did these work so well?” o “What skills/strategies did you utilize to enable you to run into open spaces?” o “Offensive players, how did you attempt to distract/elude the defense?” “When did these work?” o “When running into open spaces, what are the basic things you are trying to do?” Preserve space

Reduce defensive decision-making time Force the defense to commit to a particular space/player Run to the open space at the last possible moment Surge/burst into the open space Clearly communicate to ball carrier when & where to pass o “If there were three offensive players & one defensive, what should the support players do to enable at least one of them to run into open space?” o “What distracters can the offensive players use to enable a support player run into open space?”

4. Student Decision-making: • Key Questions o “What specific things should you focus upon to determine how to enable a support player run into open space?” “Should you consider the other support players when determining your decision?” “How does the movement direction of the defense impact your decision?” o “What information tells you the direction a person is intending to run?” “How might you disguise/distract a defender from recognizing your intended running path?” o “Which factors might suggest what the defensive players are likely to do next?” “Would any of the following be a factor?” • position on the field • previous actions of opponents • score • time • positions of defense • location of support players o “When playing basketball, football, soccer, which factors do you focus upon to move into open space to receive a pass?”

5. Skill Execution: Modified games - dependent upon student knowledge & skills

FOCUS: • the offensive skills & strategies developed & practiced previously to enable offensive players running options • high degree of appropriate participation Modification options: • Numbers of players o 4 offensive on 2 defensive o 3 offensive on 2 defensive o 4 offensive on 3 defensive o 3 offensive on 3 defensive • Size & shape of playing area o Dependent upon number of players • Defensive players are now free to: o Dodge o Fake o Use a change of speed o Move in different direction o Stagger defensive line • Allow offensive o Switches o Various lines of running o Various starting formations o Fakes o Cut-out passes

• Introduce flags to replace tagging • Enable a series of offensive phases

6. Assessment Strategies: Make note of the conditions (modifications) under which each student was responding.

Objective: A. SWBAT differentiate between, & identify the preferred open spaces in which to run • Students identify all feasible open spaces • Students rank these open spaces in order of preference (greatest chance for success) B. SWBAT identify at least three strategies to enable someone to run into open spaces • Teacher’s checklist • Focal point o Strategy to move successfully into an open space • Statistical o Percentage of times student(s) appropriately ran into open space o Percentage of times student(s) ran into the preferred open space C. SWBAT explain & demonstrate to peers at least three key skills &/or strategies to run into open spaces • Rubric (Focal points): o What to focus upon o Positioning relative to defensive player(s) o Number of pertinent strategies identified D. SWBAT perform at least three ways to run into open spaces, supporting the ball carrier, in continuous game-like situations • Statistical o Percentage of times student(s) appropriately ran into open space to receive a pass • Rubric (Focal points): o Positioning relative to ball carrier o Movement direction o Movement adjustments to defensive adaptations

Developmental Modifications to Appropriately Challenge Learners:

These would be based around the variables listed above & Flag Rugby modifications.

Focal Concept: Defense – Cover Defense

Pre-requisite concepts: Limiting Offensive Options

Progressive Objectives: A. SWBAT explain the role of the “cover/sweeper" defensive player B. SWBAT explain & demonstrate to peers at least three key skills &/or strategies effectively defend "overlap" situations C. SWBAT incorporate a slide & sweeper defensive scheme in continuous game-like situations

Learning Sequence:

1. Game: • Multiple 5 on 3 tag game in 15 X 25 (wide) grids o five offensive players & three defenders o both the ball carrier & defensive players begin on the same side of the field 10 yards apart (see diagram) o the rest of the offensive players spread out across the field in formations that will enable them to support the ball carrier &/or other teammates o the offense are trying to score a try o as the ball carrier passes the ball, the first two defenders may enter the playing area o once a second pass is performed the last defender joins in o rotate the offense & defense to ensure all have a turn in each defensive role

2. Initial Game Modifications: • “What did the defensive players do to prevent the try?” • Modification options include: o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones) o Numbers of participants: Adding another defensive player or runner • 5 on 4 (to make it easier for the cover defender) • 6 on 3 • 4 on 2 • 5 on 2 • 7 on 3 (to challenge the cover defender) o Game Dynamics: Limiting the range of movement of initial defensive player(s) (to force the offense to pass the ball wide) • Limited to only half the grid width • Limited to only 2/3 the grid width • Limited to only 3/4 the grid width • No limitation Limiting the speed of both offense & defense (slow, medium, fast) Having the first defensive players link arms Number of passes allowed & direction of passes Starting points/formation (players choice, opposite corners, offensive shape – flat, staggered, triangular, etc) • When sweeper (last defensive player) is allowed to join the activity Lines of running of support players Two & one handed tagging by defense 3. Tactical Awareness: • Key Questions o “What defensive strategies were the most successful?” “Why did these work so well?” o “What skills/strategies did you utilize to enable to limit the offensive space?” o “What did the initial defensive players do to prevent the offense from scoring? “When did these work?” “What role did the last defender play in the defensive strategy?” o “When the offense outnumbers the defense, what are the basic defensive strategies are you trying to implement?” Limit space Reduce offensive decision-making time Force the offense to move laterally Delay the offense

Herd the offensive players toward each other or the sideline o “If there were five offensive players & three defensive, what should the defensive players do to limit the options of the offense to run into open space?” o “What distracters can the defensive players use to enable a support defender to join the defensive strategy?”

Students now discuss & test their theories & refine their skills & strategies. • Exaggerate tactics to emphasize key points o E.g. positioning, running angles, defensive formations & movement defensive player(s) to cover an overlap • Adapt these to different circumstances o E.g. starting position, numbers of offensive player(s)versus defensive player(s)

4. Student Decision-making: • Key Questions o “What specific cues should you focus upon to determine how to enable a defensive player to cover any potential open space?” “Should you consider the other defensive players when determining your decision?” “How does the movement direction of the offense impact your decision?” “Are there different cues for flat & staggered offensive

formations?” o “What information tells you the direction a person is intending to run?” “How might you force an offensive player to move laterally or pass the ball?” o “Which factors might suggest what the offensive players are likely to do next?” “Would any of the following be a factor?” • position on the field • previous actions • score? • time ? • positions/formation of offense o flat o staggered o lines of running • location of supporting defensive players o “When playing ultimate frisbee, football, soccer, which factors do you focus upon limit the space available to the offense?”

5. Skill Execution: Modified games - dependent upon student knowledge & skills

FOCUS: • the defensive skills & strategies developed & practiced previously to enable defensive players limit attacking options. • high degree of appropriate participation Modification options: • Size & shape of playing area o Dependent upon number of players o Use cones/markers to identify offensive running channels/zones (see diagram) These players are only allowed to run/move in these channels/zones o Use cones/markers to identify defensive channels/zones (see diagram) These players are only allowed to run/move in these channels/zones Always allow at least one player to “cover/sweep” any & all zones • Numbers of players o For these activities, always ensure the offense has at least one more player • Player starting positions o Offense (see diagrams) Spread across the grid Grouped in either corner

Bunched in the middle o Defensive (see diagrams) Grouped in either corner Stagger along either sideline down the grid Vary the time when the cover/sweeper can enter the activity 5 offensive on 3 defensive

• Offensive players are now free to: o Dodge o Fake o Use a change of speed o Move in different direction o Stagger offensive line • Encourage offensive to o Pass quickly to move ball to an open space o Draw defense before passing o Utilize various lines of running o Utilize various starting formations o Fakes o Cut-out passes o Create numerical advantage by passing quickly out of the tag/s • Enable a series of offensive phases (8+ tags or unlimited)

6. Assessment Strategies:

Make note of the conditions (modifications) under which each student was responding.

Objective: A. SWBAT explain the role of the “cover/sweeper" defensive player • Teacher’s checklist • Focal points o Follow the ball behind defensive line o Stay inside the ball carrier o Herd players into support &/or sideline B. SWBAT explain & demonstrate to peers at least three key skills &/or strategies effectively defend "overlap" situations • Rubric • Focal points: o What to focus upon o Positioning relative to offensive player(s) o Positioning relative to defensive player(s) o Number of pertinent strategies identified C. SWBAT incorporate a slide & sweeper defensive scheme in continuous game-like situations • Statistical o Percentage – number of times student(s) appropriately covered open offensive players using a "cover/sweeper" scheme o Percentage – number of times student(s) appropriately covered open offensive players using a “slide” & "cover/sweeper" scheme • Rubric • Focal points: o Defensive players identifying their role relative to ball carrier o Movement direction of defenders o Movement adjustments to defensive adaptations

Developmental Modifications to Appropriately Challenge Learners:

These would be based around the variables listed above & Flag Rugby modifications.

Focal Concept: Defense – Limiting Offensive Options

Progressive Objectives: A. SWBAT identify at least three ways to limit the offense options B. SWBAT herd offensive player(s) toward the sideline or teammate to limit options C. SWBAT explain & demonstrate to peers at least three key skills &/or strategies to limit offensive player(s) options D. SWBAT perform at least three ways to limit offensive player(s) options in continuous game-like situations

Learning Sequence:

1. Game: • Multiple 2 on 1 tag in 10 X 10 grids o two defensive players on one runner o runner attempts to cross the 10 X 10 grid as many times as possible in 30 secs (rotate so all participants have a turn as runner)

2. Initial Game Modifications: • “What did you do that made tagging the runner easier?” • Modification options include: o Space: Altering the shape of the space (into a triangle, circle, rectangle) Making the grid narrower/wider/longer Adding obstacles to avoid (e.g. large cones)

o Numbers of participants: Adding another defensive player or runner • 3 on 1 (to make it easier) • 3 on 2 • 2 on 2 • 3 on 3 • 1 on 2 • 1 on 3 (for more highly skilled) o Game Dynamics: Having defense link arms Limiting how the offensive runner(s) moves • Skipping, bounding, lateral • Constant speed only Limiting the speed (slow, medium, fast) Allowing runners to pass a ball to each other (if more than one) Starting points (players choice, opposite corners, same corners, etc) One & two handed tagging

3. Tactical Awareness: • Key Questions o “What strategies were the most successful?” “Why did these work so well?” o “What skills did you utilize to limit the runners’ options?” o “Offensive players, how did you attempt to avoid the defense?” “When did these work?” “How could the defense reduce the effectiveness of these strategies?”

o “When limiting options, what are the basic things you are trying to do?” Reduce offensive player(s) space Reduce offensive decision-making time Reduce the number of viable alternatives available to an offensive player o “If there were three offensive players & one defensive, what should s/he do to limit the offensive teams’ options?” Herd offensive players towards: • each other • the sideline • another defensive teammate o “If you are directly in front of the offensive player, what should you do so that you can reduce his/her options?” Move slightly to one side or the other to reduce ball carrier options

Students now discuss & test their theories & refine their skills & strategies. • Exaggerate tactics to emphasize key points o E.g. positioning, movement toward offensive player(s) • Adapt these to different circumstances o E.g. starting position, numbers of offensive player(s)versus defensive player(s)

4. Student Decision-making: • Key Questions o “What specific things should you focus upon to determine how to limit the options of the offensive players?” “Should you consider the support players when determining your decision?” o “What information tells you the direction a person is intending to run?” o “Which factors might suggest what the offensive players are likely to do next?” “Would any of the following be a factor?” • position on the field • previous actions of opponents • score • time • positions of offense support • location of supporting defensive players o “When playing basketball, football, soccer, which factors do you focus upon to limit the other teams’ options?”

5. Skill Execution: Modified games - dependent upon student knowledge & skills

FOCUS: • the defensive skills & strategies developed & practiced previously to limit offensive player options • high degree of appropriate participation Modification options: • Numbers of players o 4 defensive on 2 offensive o 3 defensive on 2 offensive o 4 defensive on 3 offensive o 3 defensive on 3 offensive o 2 defensive on 3 offensive o 1 defensive on 3 offensive • Size of playing area o Dependent upon number of players • Offensive players are now free to: o Dodge o Fake o Use a change of speed • Allow passing o Switches o Fakes o Cut-out passes

• Introduce flags to replace tagging

6. Assessment Strategies: Make note of the conditions (modifications) under which each student was responding. Objective: A. SWBAT identify at least three ways to limit the offense options • Students list at least three effective ways to limit offense • Students check, from a list of choices (5-10), the three most appropriate ways to limit offensive player options B. SWBAT herd offensive player(s) toward the sideline or teammate to limit options • Teacher’s herding rubric &/or checklist • Focal point o Toward the sideline or teammate • Statistical o Percentage of times student(s) appropriately herded the offensive player(s) C. SWBAT explain & demonstrate to peers at least three key skills &/or strategies to limit offensive player(s) options • Rubric • Focal points: o Direction of offensive player hips o Positioning relative to offensive player(s) o Adaptations to offensive strategies

D. SWBAT perform at least three ways to limit offensive player(s) options in continuous game-like situations • Statistical o Percentage of times student(s) appropriately herded the offensive player(s) • Rubric • Focal points: o Positioning relative to offensive player(s) o Movement direction of defensive player(s) o Movement adjustments to offensive adaptations

Developmental Modifications to Appropriately Challenge Learners:

These would be based around the variables listed above & Flag Rugby modifications.

Section 2 C

Game Pack - Table of Contents

Game Pack - Table of Contents ...... 1 Game Pack Index ...... 2 Game 1 ...... 3 Game 2 ...... 5 Game 3 ...... 6 Game 4 ...... 7 Game 5 ...... 8 Game 6 ...... 9 Game 7 ...... 11 Game 8 ...... 12 Game 9 ...... 13 Game 10...... 14 Game 11 ...... 15 Game 12...... 16 Game 13...... 17 Game 14...... 18 Game 15...... 20

Game Pack Index

There are 15 games in the game pack. Each has a number of variations and progressions. Each game has at least one key rugby concept associated with it. Some games apply to more than one rugby concept. The relevance of each game to a particular concept is highlighted using stars below. For example, Ultimate rugby is used as a game to demonstrate Support and Continuity, Creating Space and Preserving Support Space as primary concepts and Evasion, Defense and Running to Open Space as secondary concepts. These are merely suggestions - it is up to you as a teacher and coach what emphasis you wish to put on a specific game as most games are relevant for multiple concepts. Ideally, you will help your students identify the key concepts within each game and have them work out how they can best maximize their skills to enhance effectiveness of each concept.

Support & Creating Preserving Running to open Game Name Game # Evasion Defense Continuity Space Support Space space Ultimate Rugby 1 Keep Away 2 4 v 4 Flag Rugby 3 Offense Games 4 Hot Potato 5 Just Score 6 Side Step & Swerve 7 Relay Star Drill 8 Stuck in the Mud 9 American Eagles 10 Wizards, Giants & 11 Gelphlings Defensive Lines 12 Pass Defend & Attack 13

1 on 1, 2 on 2 tag 14 progressions 15 Group cover tag

Game 1

Game Name: ULTIMATE RUGBY Game Set 5-7 Players per team Up: 20 yard by 50 yard playing area (pitch) 1 ball per game 6 + Cones (to mark goal lines and halfway line) 1 Poly spot to mark the center spot Game The game is started with a tap ball (where a player kicks the ball to Description: him/herself before passing the ball) at the center spot on the half-way line. Prior to the tapped ball players must line up on their side of the field (like soccer). This is only done to start the game.

After the initial start players can advance the ball by passing it to their teammates or by running the ball. No blocking is permitted. The result of a block is a turnover. The ball may be passed in any direction.

If the ball is hits the ground, the team that last touched the ball forfeits possession.

If a player in possession of the ball is “tagged” they must pass the ball within 3 steps or within 3 seconds. Otherwise it’s a turnover.

Tries are scored by passing the ball over the goal line to a player who catches the ball in the in-goal area.

Running the ball over the goal line results in a turnover.

Game Diagram:

Game Progressions: Progressions: 5v5, 6v6, 7v7 Increase field dimensions to 30 yd x 70 yd Limit one player on each team to only playing in the offensive ½. This gives a numerical advantage to the attacking team. Walking, jumping, etc.,

Game 2

Game Name: KEEP AWAY/TAG BALL Game Set 4 offense v 1 defender Up: 10 yard square grids 1 ball per grid Cones to mark the grid Game Four offensive players vs one defender (IT). Description: Keep Away: The offensive players pass the ball around the grid in any direction.

The ball cannot be passed over the head of the defender. All passes must be basic lateral rugby passes. The purpose of the game is for the defender (IT) to pull the flag of a player in possession of the ball, to intercept the ball or cause a dropped ball in the time allotted.

The defender scores one point for each of the above. Defenders remain on defense until the whistle is blown.

Tag Ball: One of the players is nominated as IT. The rest of the group try to tag IT.

A tag can only be made whilst holding the ball. Once in possession of the ball players CANNOT run with it.

Tags are made by reaching out to touch the IT player. Tags are only good from thigh up, excluding head and chest area. Game Diagram:

Game Progressions: 4 v 1, 3 v 1, 4 v 2, 3 v 2. Progressions: Increase grid size to 15 yd by 15 yd.

Game 3

Game Name: 4 v 4 FLAG RUGBY Game Set 20 x 10m grids Up: 4 players on each team defending opposite ends 1 ball per grid Game A reduced numbers, controlled game of flag rugby (see Micro Tag rules) Description: Keep each game to 5 minutes Game Diagram:

Game Compulsory (see rules / glossary): Tag Transaction, No Contact, No Progressions: blocking, Advantage.

Optional: Lateral (proper rugby passing) depending on students experience and ability. For instance, for beginners - first pass after a tag must be backwards as a starting point, then progress to 2 passes and all passes. For more experienced players, they can’t score until X number of passes have been made, or until all players have touched the ball.

Rotate teams through a couple of grids

Winner stays on

Championship

Game 4

Game Name: OFFENSE GAMES Game Set 10 x 10m grids Up: 3 or 4 offense v 1 defender Cones mark grids Game Objective: to practice small sided offensive and passing skills Description: 3 groups are designated as attackers, the 4th group as defenders.

Attackers start at one end of the grid, with defenders at the other.

Upon the teachers signal the attackers run and pass attacking the opposite line, attempting to avoid being tagged by the defender.

The defender advances forwards and can only tag the person in possession of the ball.

Each attacking team advances through the grid in turn, until all defenders on the defending team have defended at least once.

Teams rotate through attack and defense. Game Diagram:

Game Vary number of attackers (e.g. 4 v 2 then 3 v 2) Progressions: Vary type of passes – i.e. progress to lateral rugby pass. More advanced teams may attempt short, long, cut and miss passes for instance.

Game 5

Game Name: HOT POTATO Game Set 5 players per grid (1 group) Up: 10 yard square grids 1 ball per grid Cones to mark the grid Game Players run around the grid in any direction. The aim of the game is to Description: complete as many passes as possible in 30, 45, or 60 seconds.

Game is repeated a couple of times.

Player can only pass the ball to players other than the one that passed it to them. Game Diagram:

Game Silent game?? Progressions: One group per grid Two groups per grid (each group has it’s own rugby ball) Four groups per grid (each with it’s own rugby ball)

Game 6

Game Name: JUST SCORE! Game Set 20m x 10m grids Up: 10 players in each 7 players on attack with one ball 3 players on defense. Game Objective: for the attacking team to score as many points as possible in a Description: set period of time.

The attacking team starts with the ball behind their try line, and the defense behind their try line.

Attacks are made, advancing the ball forward through using passes in any direction, and running. Blocking is not allowed.

If a player is tagged whilst they are in possession of the ball, they must look to pass the ball immediately to one of their team members.

A successful try results in the attackers to reverse their direction of attack, back towards their original starting point.

Should the ball be dropped, the attacking team returns to their try line. Once all members of the attacking team have reached the line, another attack may commence.

After a set time period, the roles are changed, with a new attacking team attempting to better the score of other teams.

Game Diagram:

Game Passes must be lateral or backwards (a forward pass is now treated as an Progressions: error, with the team retreating to attack). Coaches may limit the number of tags allowed before the team must retreat to their try line. Further variations can be made through adjusting the ratio of attacking and defending students, grid size and time limits.

Game 7

Game Name: SWERVE AND SIDE STEP RELAY Game Set 4-5 students per team Up: 10 yard x 25 yard channel 10 balls, 40 cones (preferably different colors) 6 Cones are set up in a slalom course Game Swerve: Description: Students run to the right of the first cone, left of 2nd cone, right of third cone etc.,

On reaching the 6th cone (which is in line with the 1st cone) the student turns for home. On crossing the line a try is scored and then the next player repeats the process. How many tries scored in 1 minute?

Side Step: The length of the slalom course is reduced in half. This is achieved by collecting the 3 farthest cones and placing them in between cones 1and 2, 2 and 3 and one cone is placed a similar distance past cone 3.

Students side step on the way up and run back. Game Diagram:

Game Jogging, Running. Progressions: Divide groups in half. Students run one direction (performing swerve or side-step) then hand off the ball to teammate who runs the other direction evading the cones by swerving or side-stepping.

Variations: How long does it take to score 10 tries? How many tries scored in X minutes. Can be incorporated as warm-ups

Game 8

Game Name: STAR DRILL & STAR DRILL (Reverse) Game Set 12-20 players per grid (STAR DRILL) Up: 6-10 players per grid (Reverse option) 4 Cones per grid 2-4 Balls Game STAR DRILL: Description: For one grid. 4 Students per cone. Students are grouped around cones ABCD (4-5/cone). Students at cone A and B have a ball. They run diagonally across grid to opposite cone. On reaching the other cone they pop pass/give the ball to the next runner. Run the same direction i.e. to the right

STAR DRILL (Reverse) [Only 1 ball in play]: For a group of 10 students, 3 students will be located at cones A, and B while 2 students will be waiting at cones C and D. The student at cone B will start with the ball and run diagonally across the grid towards cone C, at the same time the student at cone A will run diagonally across the grid towards cone D, but will make sure that they lag a little behind the ball carrier. At the mid point of the grid student B will cross in front of student A and will pass the ball on a reverse to student A. Student A will run the ball to cone D and pass to the next student who repeats the procedure going the other direction. Groups go for 2 minutes. Game Walking, Jogging, Running, other locomotor movements Progressions: For STAR DRILL: Increase the # of balls in play from 2 to 4. Note: Can be incorporated as a warm up.

Game 9

Game Name: STUCK IN THE MUD Game Set 20m grid Up: 20 players Two teams are formed with a 4:1 ratio evaders to taggers (defenders). Balls (optional) for evaders Game When a student is tagged they must remain stationary or ‘stuck in the mud’, Description: with their legs astride and arms out horizontally. [Tag belts are optional].

‘Stuck’ students can be released through their team members assisting them, and performing a set skill, such as rolling a ball between their legs [see progressions below].

The game continues for a set time, or until all evading students are ‘stuck’.

Reverse the roles. Game Diagram:

Game Team members crawl between the legs of their ‘stuck’ student. Progressions: Team members pass a ball to a ‘stuck’ student.

Team members roll a rugby ball between the legs of their ‘stuck’ student.

Team members crawl between the legs of their ‘stuck’ student, with a rugby ball.

A rugby ball must be passed around, whilst trying to free ‘stuck’ students’. How many passes can be made by clusters of players before they get tagged?

Game 10

Game Name: AMERICAN EAGLES Game Set 20m x 15m grid Up: One student is chosen to be the initial tagger Balls are optional (1 between 4 or 5 students) Game One student starts in the middle of the grid, facing the remaining students Description: (Eagles) who are lined up along one edge of the grid.

On the coach’s signal, the eagles must attempt to get from one side of the grid, to the other, without having either of their flags removed (tackled).

Any tackled student joins the student in the centre.

Continue until all the eagles are caught. Game Diagram:

Game The student in the middle, call’s out just one eagle. If the eagle gets Progressions: through to the other side without being tackled, all of the remaining eagles now make a simultaneous attempt. If the eagle is caught, they then join the student in the middle.

Safely transport / pass the ball to the end for additional points (different passing options available –see below)

Students leave in groups or waves to simulate a rugby situation. Include a ball to make it even more challenging.

Tagged students sit out.

No passing – forward passing – lateral passing progressions.

Game 11

Game Name: WIZARDS, GELPHLINGS AND GIANTS Game Set One large grid is set up depending on group size (e.g. 20 players, 20m x Up: 20m)

Two teams are formed and start on opposite sides of the grid – their “Safety Zone”. Game A basic adventure game requiring evasion skills. Description: Before being given a “go” signal by their coach, each team decides whether they want to be “Wizards, Gelphlings or Giants”.

Upon the “Go” signal each team advances towards the halfway line. Upon getting close to the line, each team announces what character they have chosen to be.

Wizards scare Giants Giants scare Gelphlings Gelphlings scare Wizards.

The “scared” team must escape to their Safety Zone before being tagged by the opposition. Game Coach shouts out character name as teams advance to the line. The Progressions: character name given must retreat to their line before being caught by the opposition

Change area of safety zone

Alter grid size

Incorporate rugby balls by “scared” players attempting to score a try before being tagged.

Game 12

Game Name: DEFENSIVE LINES Game Set Students form groups of equal numbers up to 6 per team, depending on Up: space available.

Players should be spaced about 2 – 3 meters apart in a horizontal line.

Each team lines up one behind the other facing in the same direction

Objective: To improve players understanding of defensive lines, increase communication between players and improve defensive teamwork

Game The teacher gives different commands to the players as they advance down Description: the field / gym, who must react and communicate within their group to maintain a flat defensive line.

Players should be encouraged to identify the adaptations required to maintain the most effective defensive alignment for each command. Generally, a defensive line will remain horizontal/flat with equal spacing between players.

Good communication between team mates should be encouraged.

The commands are as follows: Up = Run Forward Left = shuffle left Right = shuffle right Freeze = freeze in position Back = retreat (backpedal i.e. still facing forwards)

Game Replace commands with numbers, or colors, e.g. Up = 1, Left = 2, etc. Progressions: Replace commands with hand or ball signals, e.g. ball pointing left = left, ball down = freeze, etc.

Students come up with their own commands.

Game 13

Game Name: PASS, DEFEND AND ATTACK Game Set Students split into groups of 5. Up: 2 groups of 5 are horizontally spaced across one end of a 20 x 10m grid, another 2 groups occupy the opposite end of the grid

Game The ball carrier from the first group of 5 passes the ball to another player Description: on their team and then runs towards the mid point of the grid

Upon reaching half way, the player turns around to become a defender against his/her own group. The group attack with the ball, making rugby passes to commit and beat the defender without being tagged with the ball.

The attacking group run through and pass the ball to the first group of 5 opposite, who repeat the process. Game Diagram:

Game Limit movement of the defender – side to side / forwards / back / diagonal Progressions: Increase number of attackers / defenders

Alter size of grid to amend spacing between attackers

Game 14

Game Name: 1v1 & 2v2 TAG Game Set 4-8 players per 10 x 10 grid. Up: 1 ball per 2 players (10-20 balls). A flag for each player 4 cones/grid or 40 cones Game This is a progression of the offensive games, as attackers and defenders have less Description: time to react to what the other is doing.

A line of defenders and a line of attackers are formed to the left and right side of the grid (outside the grid itself). Students pair up with a partner in their respective line (for 2 v 2 game).

On the whistle the both the attackers and defenders run around cones on opposite ends of the grid (i.e. attackers run around cone on right, defenders run around cone to their left).

On rounding the cone attackers run & pass as required to beat the defense.

The defenders attempt to pull the attacking player’s flag before they cross the defender’s goal-line.

Game Diagram:

Game Defenders can only run laterally from half way “line” of grid. Progressions: Defenders are free to run anywhere in grid (as above) 2 attackers v 1 defender 1 attacker v 2 defenders 2 attackers v 2 defenders (Static then Dynamic). 3 attackers v 2 defenders (increase grid dimension 15x15) 3 attackers v 1 defender 4 attackers v 2 defenders (5 v 3, 6 v 4) etc., (options) defenders have to hold on to a 6 foot cloth jump rope to maintain organization and structure of defense

Game 15

Game Name: GROUP COVER TAG Game Set 5 Students (3 attackers and 2 defenders), Up: Grid is divided up into 3 channels (channel 1, 2, & 3). Attackers must stay in their channel. 1 ball per group 4 grids 3 x 10 Game For a 3 v 2 game, attackers are lined up on their end line (goal line) in their Description: channels facing the defenders who are standing on their goal line. On the whistle attackers move towards the defender’s goal-line. Cover Defense option: Defender A can only defend in Channel 1 and Channel 3, Defender B must stay in middle Channel (2). Thus, after attackers pass the ball out of Channel 1, Defender A would cover across straight to Channel 3.

Slide Defense option: Defender A can only defend in Channels 1 and 2, whereas Defender B can only defend in Channels 2 and 3. Thus, after attackers pass the ball out of Channel 1, Defender A slides into Channel 2 and Defender B into channel 3.

5 points scored by a) the attacking team scoring a try or b) the defending team preventing a try from being scored. 7 points scored if defending team gains possession and scores a try.

Game Diagram:

Game 3 v 2 Tag game Progressions: 4 v 2 Tag game (4 channels) Defenders must maintain relative position (i.e. left side defender must stay to the left of her right side defender). 5 v 3 5 v 2

USA Rugby-Physical Education Curriculum Guide Through playing a series of fun, engaging but simple games the teacher helps the students identify game modifications and tactical awareness. Students are then asked to identify the key components in decision making that enable them USA Rugby’s PE curriculum is available to schools throughout the country. The to execute the skill effectively and are assessed based upon varying performance curriculum can be delivered at the Elementary, Middle or High School level and based objectives. is available online for free at http://usarugby.org/youth. Additionally, starting in 2007 USA Rugby’s certified course leaders will offer professional development workshops for physical educators looking to learn more about the sport. For Lesson Plans additional information, please contact [email protected]. The curriculum provides some sample lesson plans as examples to teachers, based upon a given concept. A blank lesson plan is then included for teachers The Importance of Physical Education to design their own lessons from each concept. The concepts have been chosen so that multiple lesson plans can be created from each, thus given the teacher Physical Education is about body mechanics, maintenance, and techniques for flexibility to run rugby programming throughout various seasonal PE units while improving ability and conditioning of the body. Furthermore, physical education introducing progressions appropriate to student age and experience. teaches students how to utilize their bodies for a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to maintain a healthy lifestyle. The discipline also provides learning experiences Assessment to meet the developmental needs of students. Highly-effective physical education Assessment, measurement, and evaluation are all important aspects to physical teachers develop students’ confidence, independence, self-control, and resilience; education or sport activity; moreover, they are essential to the development of moreover, they foster positive social skills; set and strive for personal excellence, effective flag rugby skills. Thus, the USA Rugby PE curriculum includes guides achievable goals; learn to assume leadership; cooperate with others; accept towards creating various performance based assessment tools that will enable the responsibility for their own behavior; and, ultimately, improve their academic teacher to monitor the development of their students. performance. National Education Standards

The USA Rugby Physical Education Curriculum meets National Association for Sport and Physical Education (NASPE, 2004) standards and numerous variations of those standards, to enable physical educators to effectively deliver an engaging flag rugby curriculum to their students. Non Contact / Flag Rugby & Physical Education

Above all Flag Rugby is fun! Additionally, this non contact version of rugby can be played safely in PE classes, after school programs or recreationally at the weekends. As a continuous team-invasion game, flag rugby gives all players the opportunity to run, catch, pass and score, regardless of their position, gender, size, shape or ability. Further, the game provides significant benefits to aerobic conditioning while enhancing individual and social skills such as teamwork, self confidence, cooperation, respect discipline and communication . The Educational Model

USA Rugby’s PE curriculum is based upon the educational model of Teaching Games for Understanding (TGfU). The curriculum is divided into focal athletic concepts which represent rugby-related themes, such as evasion, creating space, limiting space, etc. Each concept is detailed in a comprehensive TGfU template providing teachers with support and relevancy to achieving their objectives.

SECTION 1 - CONTENTS

USA Rugby PE Curriculum Overview...... 3

Offense & Defense - Overview...... 5

Flag Rugby and Physical Activity ...... 7

Micro-Tag / Flag Rugby: RULES OF PLAY ...... 8

Playing Terms – Micro Tag / Flag Rugby Glossary...... 12

Flag Rugby and National Association for Sport and Physical Education Standards...... 17

USA Rugby PE Curriculum Overview

Thanks for downloading our PE curriculum. We’re sure you’ll find it a useful and enjoyable way to introduce non contact rugby to your students. The curriculum is split into 3 main sections:

Section 1 – This includes introductory information, such as game overview, physical benefits, National Education standards, rules, glossary, etc.

Section 2 – This is the main bulk of the curriculum, including an overview to Teaching Games for Understanding, 6 concept templates, lesson plans and game pack. You will be able to use the concept templates for planning multiple lessons and we have included some sample lesson plans to get you started. Lesson plans and concept templates refer to a number of games in the Game Pack, which includes descriptions an diagrams for 15 activities.

Section 3 – Includes feedback and assessment tools to assess student performance and gather student feedback.

The curriculum has been designed for USA Rugby in partnership with Play Rugby USA™ through formation of an Advisory Group of Physical Education experts. Members of the Advisory Group include: • Mark Griffin, Founder & President of Play Rugby, Inc & the Play Rugby USA program • Christopher Busch, Ph.D. University of Georgia • Emyr Williams, Ph.D. CSULB • Nigel Davies, Ed. D, Georgia Southern University

Over time, the curriculum will be supported by training workshops, local youth rugby programs and Play Rugby USA coaches and representatives.

For additional information regarding the curriculum and youth rugby in schools, please visit USA Rugby at http://usarugby.org/youth/index.html and Play Rugby at www.playrugbyusa.com.

About Rugby

Rugby is the second largest participation sport in the word behind soccer with over 3 million participants worldwide, over 1.9 million spectators and a global TV audience of 3.4 billion at the last Rugby World Cup, in Australia, 2003. In America there are over 2000 Rugby Clubs, many with up to three 15-person teams.

Much of Rugby’s value comes from its rich history, traditions, camaraderie and community involvement with the sport. The game was ‘invented’ in 1823 in England when William Webb Ellis a young student of the Rugby School “with fine disregard for the rules of football (soccer)” picked up the ball and ran with it. American Football emerged from rugby in the 1880’s.

According to Rugby Magazine (the journal of record for US Rugby) a recent National Sporting Goods Manufacturers Association survey reported that the number of US Rugby enthusiasts was 600,000. Further, youth rugby is growing rapidly making up over 25% of registered participation nationally with 525 teams (High School and junior rugby clubs) and over 30,000 men’s and woman’s collegiate players.

What is Flag Rugby?

Flag Rugby is a non contact version of rugby that can be played safely in PE classes, after school programs or recreationally at the weekends. Flag Rugby is great because all players get to run, catch, pass and score, regardless of their position, gender, size, shape or ability. This combined with the continuous and unique nature of the game means the KIDS LOVE RUGBY!!

Flag Rugby is a team-invasion game, resembling an all inclusive and continuous team game of tag with a ball. It is easy to learn and (with appropriate training) easy to referee and coach. It encourages teamwork and enhances athletic skills and fitness. As such, flag rugby is very complementary to other sports; increasing generic athletic skills such as balance, coordination, agility, visual awareness, handling, decision making and of course core fitness.

Offense & Defense - Overview

Offense

Offense has two main principles: • to go forward (towards the opposition goal line) • to retain possession (continuity)

A. To go forward

The players have several strategies & options to go forward. These include: • running to open spaces o this forces the defenders to move & communicate o moving creates open spaces nearby for your support players o the ability of the players to efficiently & effectively communicate will determine whether the appropriate adjustments are made • short passes o defense commits to ball carrier o ball carrier passes to teammates in a better position than themselves more open defenders off balance o short passes are quicker & more precise passer then becomes a support player • create options o the ball carrier can run around or evade the defense o the support players can create open space by running different lines (angles) defense is forced to make choices quickly ball carrier needs to make the best choice based on how the defense is reacting to these differences o support players run onto the ball at speed can create options for the ball carrier

B. Ball retention

Only the player with the ball can score. Therefore teams need to retain possession by recycling the ball in a variety of ways to build continuity to eventually score. • specific communication o between both the ball carrier & support players where & when to pass ultimate decision whether to pass is the responsibility of the ball carrier • short passes o support needs to be close two or more support players give the ball carrier options

cause the defense to make important decisions short passes are more likely to be successful & limit turnovers

Defense

Defense has two main principles: • maintain a straight line of defense • limit offense options

A. A straight line of defense

A straight line of defense limits the options that are open to the offense. Keys are: • move up & back together • match up evenly with the opposition • move in on an angle toward the offense to limit their choices (see herding below)

B. Limiting offense options

The fewer the options the easier it is to defend. Simple strategies to do this include: • herding o as a line the defense angles into the offense forcing them to run in a certain direction this usually results in an easier side-on tag as the offensive player cannot cut back inside/outside of the defender o causes the offense to become crowded as they are usually grouped in a smaller area of the field & therefore easier to defend • move up quickly o this limits the offense decision making time & causes rushed decisions • specific communication o clearly identify who your are covering & what you believe they are intending to do

Flag Rugby and Physical Activity

¾ Agility – side step, swerve or cut around that pesky defender!

¾ Balance – reach outside your base for a stray pass, or an attacker whose passing you behind your back.

¾ Co-ordination – delivering a timed pass to a team mate, when at top speed and a defender bearing down, takes co-ordination!

¾ Cardiovascular Endurance – a continuous game that has you running, whether you are attacking or defending.

¾ Flexibility – The ball’s on the ground, make sure you can pick it up…at speed…no knocking on…and with a whole other team after you!

¾ Power – leads to acceleration. A great way to clear away from any defenders, or to catch up and prevent a try!

¾ Speed – Once you’ve made a break, both speed and speed endurance are important factors.

¾ Reactions – An intercept just when you thought you were about to receive the ball will leave you trying to react quickly – physically AND mentally.

¾ Timing – Hitting the line at the right moment could be the difference between a try, or a knock on!

¾ Body Composition – continuous dynamic movements buried within a fun game will have people wondering why they are tired…but elated!

Micro-Tag / Flag Rugby: RULES OF PLAY

Players and match officials must endeavor to ensure the IRB Laws of the Game, modified by the following playing rules, are observed when playing rugby Micro -Tag Rugby & Flag Rugby. In Mini Tag and Flag Rugby there is no tackling, no kicking, no scrums and no line-outs. It is the most basic form of rugby and is ideal for physical education classes, as an introduction to rugby.

1.1 Object

The object of the game is to score a try (5 points) by placing the ball on or behind the opponents’ goal line. A penalty try will be awarded if a try would probably have been scored but for foul play by the defending team.

For the sake of safety, ball-carriers must remain on their feet at all times and they are not allowed to score a try by diving over the goal line. If a player grounds the ball while on the knees, the try should be allowed but, afterwards, all players should be reminded that they should stay on their feet. A player may not be prevented from grounding a ball by any physical contact (including placing a hand between ball and ground).

For safety reasons, where Mini Tag Rugby is played indoors or in restricted areas, a try can be scored by the ball-carrier crossing the vertical plane of the goal line without grounding the ball. This allows players to have their head up and be aware of their surroundings at all times.

When a try is scored, the game is restarted by a free pass from the centre of the pitch by the non-scoring team.

1.2 Teams

Mini Tag Rugby is played between teams of equal numbers of players, each team containing not more than seven players and not less than five players. Each team can have an agreed number of substitutes. Substituted players can be re-used at any time. Substitutions can only take place when the ball is ‘dead’ or at half time and always with the referee’s knowledge.

1.3 Passing

The ball can only be passed sideways or backwards through the air, not handed to another player. If the ball is handed to another player or passed or knocked forwards (towards the opponents’ dead-ball line) then a free pass is awarded to the non-infringing team, unless advantage occurs. In order to keep the game flowing, referees should play advantage wherever possible.

1.4 Free Pass

(a) A free pass is used to start or restart the match from the center of the halfway line at the beginning of each half, from the touch line (at the place where the ball went into touch) when the ball goes into touch, and from where the referee makes a mark when an infringement has taken place.

(b) At a free pass, the opponents must be 7 meters back from the mark. They cannot start moving forward until the ball leaves the hands of the passer. The player taking the free pass must start with the ball in both hands and, when instructed by the referee who will declare “Play”, pass the ball backwards through the air to a team-mate. For safety reasons, the receiver of the pass must not start more than 2 meters from the free pass mark. The player making the free pass must pass the ball and cannot just run with the ball when the referee declares “Play”.

(c) If an infringement takes place or the ball goes into touch over the goal line or within 7 meters of the goal line, then the free pass must be awarded to the non-infringing team 7 meters from the goal line. This gives more space for both attacking and defending teams.

1.5 Tag Option 1 - Without Flag Belts: (a) A tag occurs when an opponent simultaneously touches the ball-carrier with both hands anywhere from the waist to the knees, and the referee declares “Tag”. The intent of the tag is just to make contact with the ball-carrier. The tag is not to be any form of push, shove, grab, pull, or block.

Option 2 - With Flag Belts: The Tag or Tackle Transaction (b) For teams and organizations that have flag belts and agree to use them in a game, the following guidelines should apply:

Once the Tackler has removed one of the Ball Carrier’s Flags they must do the following things. 1. Stop 2. Hold the Flag above their head. 3. Shout Tag! 4. Return the removed Flag to the original ball carrier once they have passed the ball. 5. Rejoin the game Once the Ball Carrier has had one of their flags removed, they must do the following things. 1. Stop running. 2. Pass the ball immediately, within 2 steps or within 2 seconds for more advanced players. 3. Replace the Flag onto the Flag Belt after it is returned from the Tackler. 4. Rejoin the game.

If the teams cannot agree on the use of the devices then the match shall be played without them.

(c) Only the ball-carrier can be tagged. The ball-carrier can run and dodge potential taggers but cannot fend them off using a hands or the ball.

(d) When the ball-carrier is tagged the ball must be passed to a team-mate within 3 seconds, which includes the time that it takes for the ball-carrier to stop. The ball-carrier must attempt to stop as soon as possible; within 3 strides is a reasonable guide for referees, but the ball can be passed during the act of stopping. If the pass takes longer than 3 seconds or the player takes more than 3 strides they must be penalized and a free pass awarded to the non-infringing team at the place where the tag occurred.

(e) A tagged ball-carrier is allowed one step to score a try after being tagged.

(f) A ball-carrier that is tagged within in-goal must ground the ball immediately in order to score. The referees may help by advising the ball-carrier “Touch the ball down, and I’ll award the try”, or similar.

(g) If the ball-carrier dives to ground to score a try it will be disallowed and a free pass will be awarded to the defending team 7 meters out from the goal line.

(h) The tagger must move away from the ball-carrier and take a neutral position until the ball has been passed. The tagger must not interfere with the ball-carrier’s ability to pass, and may not intercept the pass. The tagger may not intentionally touch the ball until it has been touched by another player.

(i) All of the tagger’s team-mates must attempt to retire towards their own goal line until they are behind the ball. If a player, in an off-side position, intercepts, prevents or slows down a pass from the tagged player to a team-mate, a free pass is be awarded to the non-infringing team. A player can, however, run from an on-side position to intercept a floated pass before it reaches the intended receiver.

(j) To reward good defense and to promote the attacking team keeping the ball alive by passing the ball before being tagged, the team in possession of the ball will only be allowed to be tagged a maximum of six times before scoring a try. At the seventh tag, the referee will stop the match, and award a free pass to the tagger’s team at the place of the tag. If the seventh tag takes place one step from the goal line and the ball is then grounded, the try will be disallowed and the opponents will be awarded a free pass 7 meters out from the goal line, in line with the place that the goal line was crossed.

1.6 Foul Play

(a) The ball-carrier may run and dodge potential taggers, but must not fend them off by using a hand or the ball.

(b) Players must not intentionally make contact with opponents. Such contact includes, but is not limited to, pulling, pushing, running in front of or barging an opponent, or forcing the ball-carrier into touch. If such contact is made the referee must stop play, and the offender must be reminded of the non-contact nature of the game.

(d) Players must not kick the ball.

(e) The game is intended to be played with players on their feet with ball in hand. If the ball goes to ground, players can pick it up but they must not dive to the floor to recover the ball.

(f) In the event of foul play a free pass is awarded to the non-infringing team at the place of the infringement.

Playing Terms – Micro Tag / Flag Rugby Glossary

Advantage: Advantage is the continuation of play following an infringement by one team during play which is followed by the opposition gaining an advantage, either by improving position on the field, or being in possession of the ball.

Athletic Body Position: A strong, balanced and ‘ready position’ adopted by a player which would reflect their knees being bent, their hips (pelvis) being slightly back with their backs straight, heads looking forward and arms up.

Attacker: Is a member of the attacking team.

Attacking Team: Is the team who has possession of the ball or who has just kicked the ball (before ball is gathered by defending team)

Ball Carrier: Is a member of the attacking team who has possession of the ball

Blocking: The illegal act of blocking access to the ball carrier by a defender, e.g. by the use of hands, ball, shoulder or clothing, (also known as “fending”). Any form of blocking will result in a penalty.

Committing a defender: A term applied to the ball carrier running towards a defender to engage them into attempting to make a tackle. Ideally the ball carrier would pass the ball before the tackle, thus remaining in play and giving his/her team a numerical advantage.

Contact: A collision of bodies or parts of bodies whether deliberate or accidental. (Contact is not permitted in the game of Mini Tag & Flag Rugby).

Dead Ball: A dead ball is when the ball or the player carrying the ball goes out of bounds (example: dead ball line, touch-lines). If the referee stops play, the ball is also dead. The game is then restarted with the appropriate method to the curriculum you are using.

Dead Ball Line: A line parallel to and behind the try line which defines the end of the scoring zone. This can be up to seven meters (7m) behind the try line.

Defender: Is a member of the defending team.

Defending Team: Is the team without possession of the ball.

Defensive Line: Is a line of defending players. This line is parallel to the try line and is set a minimum distance of seven meters (7m) from a restart.

Field of Play: The area bounded by the two touchlines and both try lines, but excluding the lines themselves.

Flag: The strip of colored material that hangs from the Flag Belt. Team members should all have the same colored flags.

Flag Belt: A belt that is worn around the waist of each player then adjusted to fit that player and is fastened with a plastic clip at the front. The two Flags hang down from each side on the hips and are attached by a Velcro strip. The tail of the belt should be tucked away. The belt must be worn outside the clothing, shirts tucked in and Flags free so they can be ripped off.

Free Pass: This is a pass that is used to restart the game when a dead ball has occurred.

Forward Pass: This will result in the award of a restart to the non-offending team.

Gain Line: The gain line is an imaginary line across the field at the point the ball became dead. If scrums or line-outs are included in your program then the center of a scrum or a line out is also the gain line.

Goal Line: The line which defines the end of the regular field of play and the goal area. Also known as the Try Line

Grounding: Grounding is the action of applying downward pressure on the ball with the hands, arms, or the front upper part of the body. (This is the origin of the word “Touchdown” in American Football).

Half Time: The game is divided into two halves of equal time in length. Half time is the time between the end of the first half and the start of the second half.

In-Goal: The 'in-goal' is the area at each end of the field between the goal-lines and the dead ball lines.

In Possession: A player in control of the ball.

Kick: Deliberately striking the ball with the leg. There is no kicking in Mini Tag & this version of Flag Rugby.

Knock-On: A 'knock-on' occurs when a player mishandles the ball while attempting to catch a kick or pass, or otherwise miss-handles the ball and it lands on, or touches the ground in front of the player, prior to them gaining control of it.

Knock- Back: The opposite of a knock-on, whereby the ball drops or is propelled towards the attackers own try line with hand or arm so that the ball first hits the ground directly below or behind the point of propulsion. The direction the ball takes after it has hit the ground is not relevant. Play continues after a knock-back.

Late Tag: When a defender removes the tag(s) of an opponent after that opponent has passed the ball to a team mate or after the opponent has kicked the ball.

Non-Offending Team: The team whose players have not transgressed the laws of the game. See “Offending team”

Obstruction: Is the act of blocking or preventing an opponent from tagging the attacking player in possession. An intentional obstruction results in a penalty.

Offending Team: The team on which a player or players have transgressed the laws of the game, either accidentally or deliberately

Off-Side: • A defending player not back the required distance at the restart. • A defending player in front of the ball after a tackle has been made

• An attacking player in front of the player in possession or in front of a team member who last kicked or played the ball.

Pass: Is to throw the ball with two hands in a backwards or horizontal/lateral direction from one player to another

Penalize: Is to award a penalty against an offending player

Penalty: A penalty is awarded to the non-offending team after an intentional breach of the rules.

Playing Area: Is the area restricted to spectators by any means such as a fence, rope, line, etc.

Play On: A term used by a referee (or coach who is refereeing) to communicate to both attackers and defender that play is continuing. This is often used in conjunction with the advantage law.

Pre-Tag / Tackle: When a player removes an opponent’s flag or flags before the opponent has received the ball, e.g. while waiting to receive a pass from a team mate or while attempting to gather the ball from the other team’s kick.

Restart: A restart takes place after an offence has been committed. The method use to restart will depend on the curriculum you are using.

Sidestep: This is where a player fakes to move sideways one way with a step and then pushes off the other way with a bigger step to leave the would be Tackler stranded.

Tackler: The player who makes the Tag.

Tag: The action of removing one of the ball carrier’s two Flags. (This person is known as the Tackler and the action is also known as the Tackle).

Tag Transaction: Once the Tackler has removed one of the Ball Carrier’s Flags they must do the following things. 1. Stop 2. Hold the Flag above their head.

3. Shout Tag! 4. Return the removed Flag to the original ball carrier once they have passed the ball. 5. Rejoin the game

Once the Ball Carrier has had one of their flags removed, they must do the following things. 1. Stop running. 2. Pass the ball immediately, within 2 steps or within 2 seconds for more advanced players. 3. Replace the Flag onto the Flag Belt after it is returned from the Tackler. 4. Rejoin the game.

Touch: Touch is when the ball contacts or passes over the Touch-Line, or the player carrying it contacts or passes over the touch line (this is known as going out of bounds) touches or steps out of bounds. Rugby is one of the few games where the Touch-Line is considered out of bounds rather than within the field of play.

A “two handed touch” may also be considered equivalent of a Tag if players a playing without Flag Belts. A two handed touch, represents a tag or tackle.

Touch-Line: The lines that run the length of the field and define the edge of the field of play

Touch In Goal Line: That part of the touch line which lies between the try line and the dead ball line.

Try: A try is scored when a player correctly grounds the ball on or behind the opposition’s goal line.

Try Line: See Goal Line

Flag Rugby and National Association for Sport and Physical Education Standards

Importance of Physical Education

Physical Education is identified as an essential discipline by factions of our society; however, physical education still remains an unappreciated discipline. Physical education is integral for any education program, and essential for all students. It teaches students about body mechanics, maintenance, and techniques for improving ability and conditioning of the body. Furthermore, physical education teaches students how to utilize their bodies for a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to maintain a healthy lifestyle. The discipline also provides learning experiences to meet the developmental needs of students. Highly-effective physical education teachers develop students’ confidence, independence, self-control, and resilience; moreover, they foster positive social skills; set and strive for personal excellence, achievable goals; learn to assume leadership; cooperate with others; accept responsibility for their own behavior; and, ultimately, improve their academic performance.

Physical education is the thread to the school curriculum by linking content in language arts, science, mathematics, and history; thereby, establishing and emphasizing the many connections between the subjects.

There are a variety of activities available for physical educators to use for student learning and development. This curriculum focuses on the sport of flag rugby and how the

National Association for Sport and Physical Education (NASPE, 2004) standards and

variations of those standards are connected with the context of flag rugby. Flag rugby is a sport for most all ages; however, this curriculum focuses on physical education in elementary, middle, and high school. The NASPE standards as well as many state standards emphasize:

a. student movement through space and time in their environment,

b. the way in which the student and a partner move in space together,

c. the continuity and change in movement,

d. the manipulation of objects in time and through space, and

e. the manipulation of objects with accuracy and speed.

In middle and high school the content standards emphasize:

f. working cooperatively to achieve a common goal,

g. meeting challenges,

h. making decisions, and

i. working as a team to solve problems.

The summary standards a-i, are representative of the concepts that are at the core of flag rugby. The National Standards for Physical Education (2004) state that a physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns

needed to perform a variety of physical activities.

Standard 2: Demonstrates and understanding of movement concepts, principles,

strategies, and tactics as they apply to the learning and performance of physical

activity.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical

fitness. Students demonstrate knowledge of physical fitness concepts,

principles, and strategies to improve health and performance.

Standard 5: Exhibits responsible personal and social behavior that respects self

and others in physical activity settings. Students demonstrate and utilize

knowledge of psychological and sociological concepts, principles, and strategies

that apply to the learning and performance of physical activity.

Standard 6: Values physical activity for health, enjoyment, challenge, self-

expression, and/or social interaction.

The following content standards were created as a suggested guideline for Flag Rugby as it meets the NASPE standards. These suggested guidelines were created from a combination of various state standards and the NASPE standards for physical education. If your state standards were derived from the NASPE National Standards for Physical Education you will find that flag rugby will meet many of them. The following sections describe standards that address: a) movement concepts, b) body management, c) manipulative skills, d) fitness concepts, e) aerobic capacity, f) muscular strength/endurance, g) flexibility, h) self- responsibility, i) social interaction, j) group dynamics, and k) the combination of movement patterns and skills. Each standard is arranged by grade, NASPE standard, order under each standard section, i.e. 4.2.a. Each section follows one of two grade level divisions, elementary

(4,5) and middle/high school (6-H.S.) respectively.

Elementary Content Standard Guidelines: 4th & 5th Grades

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Movement Concepts

4.2.a Explain the difference between offense and defense.

4.2.b Describe ways to create more space between an offensive player and a

defensive player.

5.2.a Explain the importance of open space in flag rugby.

Body Management

4.2.a Describe the appropriate body orientation to pass a ball left or right.

4.2.b Describe the appropriate body orientation to catch from either the

left or right.

5.2.a Explain how to adjust body position to catch a ball thrown off-center.

Manipulative Skills

4.2.a Explain the similar movement elements of a long pass and a short pass.

4.2.b Compare and contrast the manner in which a player holds the ball

without a defender and with a defender.

4.2.c Identify key body positions used for passing a ball.

5.1.a Throw and catch a ball underhand and overhand while avoiding an

opponent.

5.1.a Field a knocked on ball and play advantage.

5.1.b Pass a ball back and forth with a partner, using a verity of passing

styles.

Students assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts

4.3.a Participate in appropriate warm-up and cool-down exercises for

flag rugby.

4.4.a Identify healthful choices for meals and snacks that help improve

physical performance.

4.4.b Explain why the body needs water before, during, and after physical

activity.

4.4.c Explain the purpose of warm-up and cool-down periods.

4.6.a Explain why the body uses a higher percentage of carbohydrates for

fuel during high intensity physical activity and a higher percentage of fat

for fuel during low-intensity physical activity.

5.3.a Sustain continuous movement for an increasing period of time while

participating in moderate to vigorous physical activity.

5.4.a Explain the elements of warm-up and cool-down activities as they

relate to flag rugby.

5.4.c Determine the intensity of personal physical activity, using the concept

of perceived exertion within the sport of flag rugby.

5.4.d Compare target heart rate and perceived exertion during physical

activity.

5.4.e Measure and record the heart rate before, during, and after vigorous

physical activity.

5.4.f Explain how technology can assist in the pursuit of physical fitness and

can enhance flag rugby.

Aerobic Capacity

4.3.a Participate three to four days each week, for increasing periods

of time, in continuous moderate to vigorous physical activities at the

appropriate intensity to increase aerobic capacity.

Muscular Strength/Endurance

5.4.a Explain the benefits of having strong arm, chest, and back muscles as

it relates to the sport of flag rugby.

Flexibility

4.3.a Demonstrate basic stretches using proper alignment for hamstrings,

quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip

abductors, and calves.

5.3.a Perform flexibility exercises that will stretch particular muscle areas

for flag rugby.

5.4.a Explain the benefits of stretching after warm-up activities and how

this relates to flag rugby.

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Self-Responsibility

4.5.a Set a personal goal to improve an area of health-related physical

fitness that is connected to flag rugby.

4.5.b Accept responsibility for one’s own performance without blaming

others.

4.5.c Respond to winning and losing with dignity and respect.

5.5.a Act in a safe and healthy manner when confronted with negative

peer pressure during physical activity.

Social Interaction

4.5.a Include others in physical activities and respect individual differences

in skill and motivation.

5.5.a Contribute ideas and listen to the ideas of others in cooperative

problem-solving activities.

5.5.b Acknowledge orally the contributions and strengths of others.

Group Dynamic

4.5.a Accept an opponent’s outstanding skill, use of strategies, or ability to

work effectively with teammates as a challenge in physical activities.

5.5.a Accommodate individual differences in others’ physical abilities in

small-group activities.

5.5.b Appreciate physical games and activities reflecting diverse heritages.

Middle and High School Content Standard Guidelines: 6th -12th Grades

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Movement Concepts

6.2.a Analyze and correct errors in movement patterns appropriate for flag

rugby.

6.2.b Provide feedback to a partner to assist in developing and improving

movement skills associated with flag rugby.

6.2.c Identify practices and procedures necessary for safe

participation in flag rugby.

7.2.a Explain and demonstrate spin and rebound principles for performing

manipulative skills in flag rugby.

7.2.b Compare and contrast the effectiveness of practicing skills as a whole

and practicing skills in smaller parts.

7.2.c Diagram and demonstrate basic offensive and defensive strategies for

flag rugby.

Manipulative Skills

6.2.a Explain the role of the legs, shoulders, and forearm in pass a rugby

ball.

6.2.b Illustrate how the intended direction of an object is affected by the

angle of the implement or body part at the time of contact.

6.2.c Identify opportunities to pass while being covered by a defender.

Combination of Movement Patterns and Skills

6.2.a Develop a cooperative movement game that uses locomotor skills,

object manipulation, and an offensive strategy and teach the game to

another person.

7.2.a Develop an individual or dual game that uses a manipulative skill, two

different offensive strategies, and a scoring system and teach it to another

person.

Students assess and maintain a level of physical fitness to improve health and performance.

6.3.a Monitor the intensity of one’s heart rate during physical activity.

8.3.a Participate safely in moderate to vigorous physical activity when

conditions are atypical (weather, travel, injury).

Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

6.4.a Distinguish between effective and ineffective warm-up and cool-down

techniques appropriate for flag rugby.

6.4.b Explain methods of monitoring heart rate intensity while playing flag

rugby.

6.4.c List the long-term benefits of participation in regular physical activity.

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the earning and performance of physical activity.

Self-Responsibility

6.5.a Participate productively in group physical activities.

6.5.b Evaluate individual responsibility in group efforts.

7.5.a Identify appropriate and inappropriate risks involved in adventure,

individual, and dual physical activities.

7.5.b Accept responsibility for individual improvement.

7.5.c Identify appropriate and inappropriate risks involved in adventure,

individual, and dual physical activities.

8.5.a Abide by the decisions of the officials, accept the outcome of the

game, and show appreciation toward participants.

8.5.b Organize and work cooperatively with a group to achieve the

goals of the group.

HS.3.a Participate in physical activities for personal enjoyment.

HS.3.b Examine and explain the ways in which personal characteristics,

performance styles, and preferences for activities may change over a

lifetime.

HS.3.c Evaluate the psychological benefits derived from regular

participation in physical activity.

HS.3.d Explain and analyze the role of individual attitude, motivation, and

determination in achieving personal satisfaction from challenging physical

activities.

HS.3.e Evaluate and refine personal goals to improve performance in physical

activities.

Social Interaction

6.5.a Identify and define the role of each participant in a cooperative

physical activity.

7.5.a Demonstrate an acceptance of differences in physical development and

personal preferences as they affect participation in physical activity.

8.5.a Identify the contributions of members of a group or team and reward

members for accomplishing a task or goal.

HS.3.6.a Identify the effects of individual differences, such as age,

gender, ethnicity, socioeconomic status, and culture, on preferences

for and participation in physical activity.

HS.3.a Explain how to select and modify physical activities to allow for

participation by younger children, the elderly, and individuals with special

needs.

Group Dynamics

6.5.a Identify and agree on a common goal when participating in a

cooperative physical activity.

6.5.b Analyze possible solutions to a movement problem in a cooperative

physical activity and come to a consensus on the best solution.

7.5.a Evaluate the effect of expressing encouragement to others while

participating in a group physical activity.

7.5.b Identify the responsibilities of a leader in physical activity.

8.5.a Accept the roles of group members within the structure of a game or

activity.

8.5.b Describe leadership roles and responsibilities in the context of team

games and activities.

8.5.c Model support toward individuals of all ability levels and encourage

others to be supportive and inclusive of all individuals.

HS.3.a Identify leadership skills, perform planned leadership assignments,

and assume spontaneous leadership roles.

HS.3.b Encourage others to be supportive and inclusive of individuals of all ability levels.

Glossary of Key Terms

Group dynamics. The interactions and interrelationships

Manipulative movements. Movements in which skills are developed while using an implement.

Examples include throwing, catching, punching, kicking, trapping, rolling, dribbling, striking, and volleying.

Moderate physical activity. Moderate-intensity physical activity generally requires sustained rhythmic movements and refers to a level of effort a healthy individual might expend while, for example, walking briskly, dancing, swimming, or bicycling on level terrain. A person should feel some moderate exertion but should be able to carry on a conversation comfortably during the activity.

Modified/lead-up game. Active games that involve the use of two or more of the sport skills, rules, or procedures used in playing the official sport.

Movement concepts. The ideas used to modify or enrich the range and effectiveness of the skills employed. They involve learning how, where, and with what the body moves. of people in a group.

Physical activity. Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms.

Progression. A principle of training that establishes increases in the amount and intensity of physical activity needed to provide improvements over periods of time.

Proprioception. The ability to sense the position, location, and orientation of the body.

Stability movements. Stability reflects balance and equilibrium, which are important components in performing many motor skills. Stability movements include those that are

vital for the body to maintain balance while moving. Examples include moving the arms while walking or running and lowering one’s center of gravity when stopping quickly.

Strategies. Decisions made by individuals or a team about the overall play of the game.

Tactics. Individual movement of players or teams to accomplish an immediate goal or accommodate a situation. Tactics take place within the game as an ongoing part of game play and include decisions an individual makes about when, why, and how to respond to a particular situation.

Vigorous physical activity. Vigorous-intensity physical activity generally requires sustained, rhythmic movements and refers to a level of effort a healthy individual might expend while, for example, jogging, participating in high-impact aerobic dancing, swimming continuous laps, or bicycling uphill. Vigorous-intensity physical activity may be intense enough to result in a significant increase in heart and respiration rate.

SECTION 3 – CONTENTS

Assessing Game Playing Performance...... 3

GPAI Flag/Tag Rugby (Adaptation of GPAI Soccer in Griffin et al., 1997)...... 5

Using the GPAI with Students...... 8

GPAI Spreadsheet ...... 8

Please refer to the excel spreadsheet posted online, that you can use to calculate peer assessment results.GPAI Flag/Tag Rugby Template ...... 8

GPAI Flag/Tag Rugby Template...... 9

Student Feedback – Middle & High School...... 11

Student Talk! ...... 12

Assessing Game Playing Performance

The following is an adaptation of the Game Performance Assessment Instrument (GPAI) as outlined in the text “Teaching Sport Concepts and Skills” by Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (1997).

Griffin, Mitchell and Oslin (1997) stated that

Clearly if game performance is the central outcome in a tactical approach, then we must be able to assess game performance effectively. This is difficult because game performance involves more than executing motor skills. … Successful performance in the game involves much more than on-the-ball skills. Players spend most time making tactical decisions and moving to execute those decisions, … (p. 218).

Traditionally physical educators have assessed student performance by using skills tests. These types of tests however do not assess the student’s ability to make appropriate decisions (Griffin, et al. 1997). Given that the goal of this Flag/Tag Rugby curriculum is the development of the abilities of students to play Flag/Tag Rugby, the assessment of students should focus on assessing them in authentic Flag/Tag Rugby games.

How can you assess your students’ playing performance. Griffin et al., (1997) developed the Game Performance Assessment Instrument (GPAI). The components of the GPAI were

1. Base (Returning to recovery position after each skill attempt) 2. Adjust (Movement of student offensively or defensively) 3. Decision making (Appropriate decision making) 4. Skill execution (Efficient performance of skill) 5. Support (Off-the ball movement to a position to receive a pass) 6. Cover (Providing defensive help) 7. Guard or mark (Defending against opponent with or without the ball).

Griffin et al., (1997).

Not all components of the above game performances apply to all games. However a combination of a number of the above components can be used by teachers to authentically assess game playing performance. For example the GPAI Flag/Tag Rugby form for assessing Offensive game playing performance is included on the next page.

This method of assessment uses a simply tally system to evaluate the appropriate or inappropriate, efficient or inefficient of specific components used.

GPAI Flag/Tag Rugby (Adaptation of GPAI Soccer in Griffin et al., 1997).

Components of game performance Evaluating Offense

1. Decision made Criteria Player attempts to pass to an open teammate Player attempts to run with the ball (either through a gap in the defense or by outflanking the defense) when appropriate.

2. Skill execution Criteria Passing – Ball is passed to target area (chest to navel). Reception – Ball is caught

3. Support Criteria The player appeared to support the ball carrier by being in or moving to an appropriate position to receive a pass

Decision Made Skill Execution Support Name A IA E IE A IA Carlos XXXXX X XXXXX X XXXX XXX Jennifer XX XX Jonah XXX X XXX X XXX X Kim XXXXXX X XXXXX XX XXXXX X Shonda XX XXXX XXX X XX X Tuan X XX X XX XXXXXX X

Key A = appropriate IA = inappropriate E = efficient IE = inefficient

Using the GPAI procedures outlined in Griffin et al., (1997)

1. Game involvement = number of appropriate + number of inappropriate decisions + number of efficient skill executions + number of inefficient skill executions + number of appropriate supporting movement (note: inappropriate supporting movements aren’t counted as by nature they would not be a factor in game involvement).

2. Decision-making index (DMI) = number of appropriate decisions made ÷ number of inappropriate decisions made.

3. Skill execution index (SEI) = number of efficient skill executions ÷ number of inefficient skill executions.

4. Support index (SI) = number of appropriate supporting movements ÷ number of inappropriate supporting movements.

5. Game performance = [DMI + SEI + SI] ÷ 3

Note: Inappropriate decisions and inefficient skill executions are included in the determination of game involvement. The inclusion of these categories recognizes the fact that lower ability students may be highly involved in the game although their skillful execution and ability to make appropriate decisions may be limited.

(Griffin et al., 1997, p. 220).

From the table above we can see that Carlos’ Game involvement score is 16. 5 + 1 + 5 + 1 + 4 = 16

The game involvement scores for the entire class were Carlos 16 Jennifer 2 Jonah 11 Kim 19 Shonda 12 Tuan 12

Game Performance is the arithmetical average of the [DMI +SEI + SI] ÷ 3

Decision Making = 5/1 = 5.0 Skill execution = 5/1 = 5.0 Support = 4/3 = 1.33

Game Performance = [5+5+1.33]/3 = 11.33/3 = 3.78

The game performance scores for all team members are as follows.

• Carlos 3.78 • Jennifer 0.33 • Jonah 3.00 • Kim 4.50 • Shonda 1.83 • Tuan 2.33

Using the above analysis both Kim and Carlos were heavily involved in the game. Jonah, Tuan and Shonda (to a lesser extent) were moderately involved in the game. Whereas Jennifer’s involvement was minimal.

Note: GPAI scores are relative. They authentically evaluate a student’s performance in a game however for grading purposes factors such as the quality of the offense and/or defense would impact an individual’s score. This is a factor you should consider if using GPAI scores as references for actual grades.

Reference:

Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

Using the GPAI with Students

Assuming that we have 4 teams in a Flag/Tag rugby class (A, B, C, & D). If teams A and B play a game of Flag/Tag rugby individual students on team C can evaluate the performance of students in team A and likewise students on team D can evaluate the performance of students in team B. After a 10 minute game the students would switch roles with students in team A observing students in team C etc.,

You can modify the template overleaf and the excel spreadsheet example to fit the concept you are teaching.

(See next page).

GPAI Spreadsheet

Please refer to the excel spreadsheet posted online, that you can use to calculate peer assessment results.

GPAI Flag/Tag Rugby Template

2 v 1 Drill

Period:______

Evaluator: ______

Date:______

Player Evaluated:______

Concept: [Support and Continuity]

Categories:

Decisions made – criteria – two levels 1 = pass the ball to an open player 2 = keep possession of the ball when defender moves too soon to cover the supporting teammate.

Skill execution – criteria Lateral Pass target area (Between chest and navel)

Support – criteria Player positions herself/himself with depth to receive the pass. Player runs into supporting position after passing the ball.

Recording procedures - Use tallies.

Names Decision made Skill execution Support A IA A IA A AI

Key: A = Appropriate action demonstrating key criteria IA = Inappropriate action not demonstrating key criteria E = Efficient IE = Inefficient

Modified from

Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

Student Feedback – Middle & High School

Name

School Your Name

Lesson Feedback

How effective was rugby as a tool for improving n o p q r your fitness? Not at All Seldom Sometimes Often Always How often were you moving actively throughout n o p q r the lesson? Never Seldom Sometimes Often Always How many times did you receive the ball? n o p q r Never Seldom Sometimes Often Always

Did you get multiple opportunities to pass the n o p q r ball? Not at All Seldom Sometimes Often Always

To what extent do you feel you learnt multiple n o p q r skills? Not at All Seldom Sometimes Often Always Would you have an idea how to apply most of n o p q r these skills to game related concepts? Not at All Seldom Sometimes Often Always

To what extent did your teacher encourage you n o p q r as students to come up with solutions? Never Seldom Sometimes Often Always

To what extent is flag rugby suitable for boys n o p q r and girls alike? Never Seldom Sometimes Often Always Would you like to play flag rugby again? n o p q r Never Seldom Sometimes Often Always

To what extent did your teacher use the USA n o p q r Rugby curriculum to teach you about rugby? Never Seldom Sometimes Often Always

How helpful was the curriculum in helping you n o p q r learn about different rugby concepts? Never Seldom Sometimes Often Always

Curriculum Feedback

Which was your favorite rugby concept and

why? e.g. support and continuity, creating space, etc.

What was your least favorite thing about playing

flag rugby?

If you were designing a flag rugby curriculum,

what would you add and why?

Student Talk! My Name is Boy Girl I am a year old I go to School. I play rugby Monday Tuesday Wednesday Thursday Friday on

I think rugby is Fun Okay Boring Circle the face that best shows how you feel about rugby I Would I Would NOT choose Rugby again. The BEST thing about rugby is… The WORST

thing about rugby is… Circle a high score if you do this a lot!

10 10 10 10 10 9 9 9 9 9 8 8 8 8 8

7 7 7 7 7

6 6 6 6 6

5 5 5 5 5 4 4 4 4 4

3 3 3 3 3

2 2 2 2 2 2. When I play Rugby, I have this much fun… fun… this much have I Rugby, I play 2. When 3. When I play Rugby, teamwork my is this good… times… many this ball the get I Rugby, I play 4. When rugby… about much this 5. I learned 1 1 1 1 1 1. running… much this I do play Rugby, I When

Circle a low score if you don’t to this very much