Kids First Tag Rugby Manual

51

ACTIVITY: TEAM TAG

Social and personal Physical and movement

Under 7 Move with agility and balance

Enjoy the activity The child can:
• Run with the ball
The child can: • Change direction.
• Explain what they like and why.

Follow simple instruction

The child can:
• Listen carefully
• Work on simple instructions for a period of time
• Work independently for a period of time.

Under 8

Play fairly

The child can:
• Understand and respect simple rules
• Play by the rules
• Accept decisions.

Be confident

The child is:
• Keen to have a go and try new things
• Willing to demonstrate to others
• Able to accept constructive feedback.

Additional

• Team work
• Communication.

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Game understanding Skill focus

Under 7 Attack

Demonstrate basic spatial The child can:
awareness • Move forward with purpose
• Avoid a defender using a variety of strategies.
The child can:
• Identify where space is Additional
• Run into space.
• Carry ball in two hands
Under 8 • Tagging:

Understand performance • Focus on the ball carrier
(how to improve) • Removing tag.

The child can:
• Describe what has been performed
• Explain why something or someone is good
• Can describe what leads to improvement.

Use basic tactics or strategies

The child can:
• Suggest solutions or basic tactics
• Choose and put tactics into practice.

Work together, focus on one player to catch,
use the corners.

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ACTIVITY: KEEP BALL

Equipment Pitch size

A ball each, bibs, cones and tag belts. An area of 30 x 40 or smaller depending
on age, ability and numbers of children.
This game can also be played in smaller
areas with 1 v 3, 4 or 5; or 2 v 5 or 6.

Task

As for Team Tag but in this game the ball becomes the focus. All children have a ball
apart from the chasing team. Once the ball carrier has been tagged the child must place
the ball (dead ball) outside the playing area but can re-join the game. The child can help
other ball carriers by being available for them to pass to. Play until the final ball is dead.

Progression
In addition to the ball carrier being tagged, if the ball touches the ground or is touched
in flight by the defender it is a dead ball.

Rules

• The defender must return the tag to the tagged child before resuming play.Children
are not allowed to fend the tagger off by using their hands or the ball.

Questions

• What are the ways to catch the ball • What skills do the ball carriers use at
carriers? And what are the plus and the start of the game? Hint: evasion
minus points of each? and spatial awareness.

• How does this change as the number • What skills do they add as they lose
of balls decreases? Hint: you are more rugby balls? Hint: passing, catching,
aware of not just the ball carrier but the dummying, moving into space to
potential receiver; look to anticipate. receive the pass.

• How might you anticipate where the • What do they have to be aware of as
ball might be passed? Hint: where the the game progresses? Hint: initially
ball carrier is looking. Who is ready to just the defenders but they then have
receive the pass, who is in space? to be aware of their support and where
they can support others.

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55

ACTIVITY: KEEP BALL

Social and personal Physical and movement

Under 7 Under 7

Enjoy the activity Move with agility and balance

The child can: The child can:
• Explain what they like and why. • Run with the ball
• Change direction
Follow simple instruction • Dodge.

The child can: Perform a single skill with control
• Listen carefully
• Work on simple instructions for a period of time. The child can:
• Pass the ball accurately to a partner
Under 8 • Receive a pass.

Play fairly Under 8

The child can: Link two skills
• Understand and respect simple rules
• Play by the rules The child can:
• Accept decisions. • Catch and pass the ball.

Be confident Perform skills with some control
and consistency
The child is:
• Keen to have a go and try new things The child can:
• Willing to demonstrate to others • Catch and pass in one movement
• Able to accept constructive feedback. • Catch and pass the ball in one movement

Additional whilst running.

• Teamwork
• Communication and collaboration.

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Game understanding Skill focus

Under 7 Under 7

Demonstrate basic spatial Passing
awareness
The child can:
The child can: • Pass the ball to enable the receiver to catch it
• Identify where space is • Pass to a moving partner
• Run into space • Pass the ball while moving.
• Can take actions to get the ball into space
Attack
(run/pass).
The child can:
Under 8 • Move forward with purpose
• Avoid a defender using a variety of strategies.
Understand performance
(how to improve) Under 8

The child can: Passing
• Describe what has been performed
• Explain why something or someone is good The child can:
• Can describe what leads to improvement. • Pass the ball accurately while moving.

Use basic tactics or strategies Catching

The child can: The child can:
• Suggest solutions or basic tactics • Make a target
• Understand differences in basic tactics • Call for the ball
• Choose and put tactics into practice in • Get into a good position to catch the ball (in

different situations space/not too far away)
• Change tactics/rules to make the game • Keep the ball away from the body
• Catch the ball while moving.
successful.
Additional

• Ball in two hands.

57

ACTIVITY: MICE AND MONSTERS

Equipment Pitch size

Tag belts and cones. A line of cones about 20 meters apart.

Task

Split group into two teams (Mice and Monsters). Each child has tag belt. Team Mice
stand side-by-side facing one line of cones. Team Monsters do the same and back-to-
back with team Mice, facing a separate opposite set of cones. Both teams have their
hands on their head. On the command from the coach (Mice or Monsters), children from
the team called try to get to their line of cones without being tagged by the other team.
Count how many children made it and how many were tagged. Then back to the middle.
Change places of children to vary chasers and chased (to avoid slow child with fast on
each and every go). To keep the teams guessing coaches can call a name two or three
times in succession.

Rules

• The defender must return the tag to the tagged child before resuming play.
• Children are not allowed to fend the tagger off by using their hands.

Questions

• How can you prepare yourself to move forward or to turn quickly to tag? Hint: on
your toes, low and leaning slightly forward.

• How can you avoid being tagged? Hint: run fast, don’t run straight (especially if you
are slower).

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59

ACTIVITY: MICE AND MONSTERS

Social and personal Physical and movement

Under 7 Move with agility and balance

Enjoy the activity The child can:
• Change direction
The child can: • Run fast and maintain balance
• Explain what they like and why. • Run fast, lean or bend and maintain

Follow simple instruction balance.

The child can:
• Listen carefully
• Work on simple instructions for a period of time
• Work independently for a period of time.

Under 8

Play fairly

The child can:
• Understand and respect simple rules
• Play by the rules
• Accept decisions.

Be confident

The child is:
• Keen to have a go and try new things
• Willing to demonstrate to others
• Able to accept constructive feedback.

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Game understanding Skill focus

Under 7 Attack

Demonstrate basic spatial The child can:
awareness • Move forward with purpose
• Avoid a defender using a variety of strategies.
The child can:
• Identify where space is Additional
• Run into space.
The child can tag.
Under 8

Understand performance
(how to improve)

The child can:
• Describe what has been performed
• Explain why something or someone is good
• Can describe what leads to improvement.

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ACTIVITY: RUCKLEY AND RABBITS

Equipment Pitch size

A ball each, cones and tag belts. A pitch of 30 x 30 metres, depending
on numbers.

Task

In pairs, one child is to have a ball. Stand next to each other inside an area with the rest
of the group. When the coach says “go” the ball carrier tries to lose his partner. When the
whistle blows all children stop. If the partner can tag the ball carrier (without moving their
feet) the child gains a point; if not, the ball carrier gains a point. Change roles.

Rules

The defender must return the tag to the tagged child before resuming play.

Questions

• What skills does the ball carrier use to get away from the chaser?
Hint: evasion.

• What types of evasion skills are used? Hint: change of direction, change of pace,
footwork using feints (make it seem you are going one way, then accelerate the
other way).

• What skills do you use as the chaser? Hint: anticipation and observation. Look at
their feet, head where other children are, and try to first guess movements.

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63

ACTIVITY: RUCKLEY AND RABBITS

Social and personal Physical and movement

Under 7 Move with agility and balance

Enjoy the activity The child can:
• Dodge
The child can: • Run with the ball
• Explain what they like and why. • Change direction.

Follow simple instruction Additional

The child can: • Track the ball carrier and maintain
• Listen carefully balance and control.
• Work on simple instructions for a period of time
• Work independently for a period of time.

Under 8

Play fairly

The child can:
• Understand and respect simple rules
• Play by the rules
• Accept decisions.

Be confident

The child is:
• Keen to have a go and try new things
• Willing to demonstrate to others
• Able to accept constructive feedback.

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Game understanding Skill focus

Under 7 Attack

Demonstrate basic spatial The child can:
awareness • Move forward with purpose
• Avoid a defender using a variety of strategies.
The child can:
• Identify where space is
• Run into space.

Under 8

Understand performance
(how to improve)

The child can:
• Describe what has been performed
• Explain why something or someone is good
• Can describe what leads to improvement.

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ACTIVITY: PIGGY IN THE MIDDLE

Equipment Pitch size

One ball between four or five, cones and A pitch size of 8 x 8 or 10 x 10 metre grids.
tag belts.

Task

The old classic! In groups of four, 3 v 1, three children have the ball and pass it around
to each other trying to keep it from the defender. If the defender intercepts the ball the
offending passer becomes the defender.

Variations
• How many times can the group pass without it being intercepted?
• The ball is given to the defender if it touches the ground or goes outside the area.
• Children not able to move with ball.
• Children are able to move with ball.
• Children only have three seconds to hold the ball.
• The defender is able to tag ball carriers to change roles.
• No over head height passes.
• Try playing 2 v 5.

Rules

The defender must return the tag to the tagged child.

Questions

• Where is the ball carrier looking to pass? Hint: a child in space ready to receive
the ball.

• What prevents them from passing? Hint: if the defender is in the way.
• Is it easier to keep the ball when the defender is closer or further away? Hint: it is

easier when further away.
• Why might a defender want to force the child to pass? Hint: if you force a bad pass

you make them pass to someone in a bad position.
• How can the defender force a bad pass? Hint: pressure, cutting down time and space.
• How might the ball carriers create a little more time and space? Hint: movement,

quicker passing.

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67

ACTIVITY: PIGGY IN THE MIDDLE

Social and personal Physical and movement

Under 7 Under 7

Enjoy the activity Move with agility and balance

The child can: The child can:
• Explain what they like and why. • Change direction.

Follow simple instruction Perform a single skill with control

The child can: The child can:
• Listen carefully • Pass the ball accurately to a partner
• Work on simple instructions for a period of time • Receive a pass.
• Work independently for a period of time.
Under 8
Under 8
Link two skills
Play fairly
The child can:
The child can: • Catch and pass the ball
• Understand and respect simple rules • Assess where an opponent is and pass/
• Play by the rules
• Accept decisions. catch the ball.

Be confident Perform skills with some control
and consistency
The child is:
• Keen to have a go and try new things The child can:
• Willing to demonstrate to others • Catch and pass in one movement
• Able to accept constructive feedback. • Catch and pass the ball in one movement

Additional whilst running.

• Communication
• Teamwork.

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Game understanding Skill focus

Under 7 Under 7

Demonstrate basic spatial Passing
awareness
The child can:
The child can: • Pass the ball to enable the receiver to catch it
• Identify where space is • Pass to a moving partner
• Run into space • Pass the ball while moving.
• Can take actions to get the ball into space
Under 8
(run/pass).
Passing
Under 8
The child can:
Understand performance • Pass the ball accurately whilst moving.
(how to improve)
Catching
The child can:
• Describe what has been performed The child can:
• Explain why something or someone is good • Make a target
• Can describe what leads to improvement. • Call for the ball
• Get into a good position to catch the ball (in
Use basic tactics or strategies
space/not too far away)
The child can: • Keep the ball away from the body
• Suggest solutions or basic tactics • Catch the ball while moving.
• Understand differences in basic tactics
• Choose and put tactics into practice in

different situations
• Change tactics/rules to make the game

successful.

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ACTIVITY: EGGS IN THE NEST

Equipment Pitch size

Eight balls and cones. A 15 x 15 grid.

Task

In four teams, one team on each corner of the grid, stand in a line facing into the centre.
A ring of cones (empty nest) is close to each corner. In the centre of the grid is a bigger
nest containing eight balls. On “go” from the coach, child one in each team runs out,
takes a ball and places it back in their nest and touches child two. Child one joins the
back of line, and child two runs and gets a ball. Children can now take a ball from the
centre OR from another teams nest. This is repeated until one team has three balls in
their nest at any time and is deemed to be the winner.

Rules

• Teams cannot defend their nest and must be outside the playing area until it is
their turn.

• Children can only take one ball at a time.

Questions

• What do children have to be aware of? Hint: how many balls the other teams have,
which team is close to winning.

• Who can help the runner? Hint: the rest of the team.
• How should you pick up the ball?
• How should you place it?

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Steal a ball

Collect a ball Place ball
from the centre in own nest
and the next
player goes

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ACTIVITY: EGGS IN THE NEST

Social and Personal Physical and Movement

Under 7 Under 7

Enjoy the activity Move with agility and balance

The child can: The child can:
• Explain what s/he likes and why. • Run with the ball
• Change direction
Follow simple instruction • Bend down and keep balance.

The child can: Perform a single skill with control
• Listen carefully
• Work on simple instructions for a period of time The child can:
• Work independently for a period of time. • Pick the ball up whilst moving
• Place the ball whilst moving.
Under 8
Perform skills with some control
Play fairly and consistency

The child can: The child can:
• Understand and respect simple rules • Get into a position to pick up the ball with
• Play by the rules
• Accept decisions. balance and be able to return quickly
• Get into a position to place the ball
Be Confident
quickly whilst moving.
The child is:
• Keen to have a go and try new things
• Willing to demonstrate to others
• Able to accept constructive feedback.

Additional

• Teamwork
• Communication.

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Game Understanding Skill Focus

Under 7 Attack

Demonstrate basic spatial The child can:
awareness • Move forward with purpose
• Carry the ball in two hands.
The child can:
• Identify where space is
• Run into space.

Under 8

Understand performance
(how to improve)

The child can:
• Describe what has been performed
• Explain why something or someone is good
• Can describe what leads to improvement.

Use basic tactics or strategies

The child can:
• Suggest solutions or basic tactics
• Understand differences in basic tactics
• Choose and put tactics into practice in

different situations
• Change tactics/rules to make the game

successful.

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SECTION 9: BASIC TACTICS
DEVELOPING

It might seem strange to place this section A) Ball in two hands

before coaching games. By placing tactics Tag rule: the ball carrier is not allowed to
here the coach will be able to understand, prevent the defender from tagging by using
encourage and reinforce them through the their arm or the ball to fend away the taggers
coaching games described in section nine. hand or arm.

Children, left to their own device, will often This may not seem like a tactic at all but it is
discover new tactics and, as they gain in an important part of every child’s attacking
confidence and develop skills, they will add play. Not only does it lessen the opportunity
to them. As much as possible let the game be for the child to fend off, it also provides
the coach. options. If the ball is carried under one arm it
is obvious that the ball carrier will run. If the
The more skilful the children the more ball is carried in two hands the ball carrier
complex the tactics may become; however, can run, pass or dummy (pretend) pass.
Under 7s and 8s may require very basic
tactics (e.g. run until tagged). B) Spaces not faces

Outlined below are some tips that may

assist you in establishing some tactics or Tag rule: once a child has been tagged they

patterns of play with your children. These are must pass the ball. The tagger must return

deliberately not in great detail, or in a large the tag, and the tagged child reattaches it

number. The coach and children can discover before re-joining the game.

others together – through play. By listing too
many tactics there is a danger that the coach Children should be encouraged to look for
and the children may be constrained by what space and either run or pass the ball to it.

they know rather than evolve and develop Diagram: by attacking the space between the

their own. defenders both defenders might be drawn to

A good principle to adopt, which the tackle, which will create even more space
encourages and promotes a positive for the next receiver.

attitude towards the game, is to see every If two defenders make the tag (one on each

opportunity with the ball in hand as an side) this effectively takes two defenders out

opportunity to score. “How are we going to of the game.

score from here?” is a question the children

and coach should ask every time the team

is in possession of the ball.

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Go forward...
...penetrate with support

75

SECTION 9: BASIC TACTICS
DEVELOPING

The ball should be moved to attack the spaces out wide.

Go forward...

...outflank out wide

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The defence is chaotic, which gives far more options for the attacking team with far more
gaps or spaces.

Go forward... ...attack the spaces

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SECTION 9: BASIC TACTICS
DEVELOPING

C) Magic Diamond: Give the ball carrier options

Attackers should try to give the ball carrier options, this will keep the defence looking. In
diagram one below, the attacker has children to the right. It is easier for the defence to read
as the ball can only be passed one way.

1
Go forward

A
A is the ball carrier

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2
Provide support

A A is the ball carrier

B Magic diamond

In diagram two, the ball carrier has options either side and behind. The deepest child B can
support to the left or right, depending how the defence react. This makes it more difficult for
the defence to read; if they start to move left the attack may attack to the right.

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SECTION 9: BASIC TACTICS
DEVELOPING

D) Take the metres not the time

Tag rule: when tagged the ball carrier must either stop and pass the ball within three
seconds OR keep moving and pass within three steps.

Tag rule: when the ball carrier has been tagged all children in the defending team must
try to get in front of the ball (which becomes the off-side line) and cannot prevent the ball
carrier from passing the ball.

By taking the three steps (roughly three metres) the attacking team maintains the forward
momentum and make the pass behind the defence (diagram three). If they stop and take
three seconds this makes it easier for the defence as it enables them to stay in front of the
attack (diagram four and five).Younger children may have to take the three seconds until
they become more familiar with the game; although a habit learned is harder to change!

3 Pass
Create community

3 steps

Receiver

Ball carrier

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4

Ball carrier
5

Pass
Receiver

Ball carrier

81

SECTION 9: BASIC TACTICS
DEVELOPING

E) Short passes after the tag Other

Often short passes after a child is tagged can It is also worth considering the following:
be most productive. Defenders tend to cover
the wider spaces, seeing the space close to • If the ball carrier can pass to a teammate
the tagged child as being filled, and therefore in space without being tagged they can
often ignore it. However, that space is filled then support the ball carrier
with two players who are, momentarily, out of
the game: the ball carrier and the tagger. • Once children pass they should be
encouraged to get into a position to support
C tags A and the supporting players attack and get another touch. This will help to
the space close to the ball carrier. maintain the MAGIC DIAMOND (C).

• Children (and coaches) should be allowed
to explore and discover their own tactics,
both in attack and defence. Left to their
own devices – with encouragement
from the coach – children will discover
attacking and defensive tactics and new
skills in order to execute them.

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Apply pressure C

A

83

SECTION 10: COACHING GAMES

A reminder of what children (particularly For each of the following games one or two
5–11 yr olds) want from sport: balls are required to be available for each
game and the size of the pitch is dependent
• fun, fun, fun; on the number of children. The games can
be adapted to be small-sided or have larger
• being with friends; numbers. Obviously the larger the numbers
the less often children will have possession
• playing time; and of the ball and vice versa.

• lots of action. The games are in order of progression, but
can all be delivered as alternative warm up
The games used in this resource provide activities or as a reinforcement of previously
all of these desired outcomes, while also learnt skills or tactics.
improving understanding and skills. The
skill of the coach is to change and adapt However, the recommended restarts can be
these games to suit the needs of the children. used if the coach notices that children are
If children are struggling with some of the not being passed to, or there is a need to
skills, condition the game to give them help the children get the idea of running and
more time and space, if they are more able using space, the coach can pass the ball to
increase the pressure, or change the rules children after a score, almost immediately,
(e.g. a dropped pass equals lost possession). and while the defence is disorganised to
exploit time and space.
Aims and objectives have been deliberately
omitted to avoid rigidity. All of the games
have ever changing objectives dependent on
the social and personal, emotional, cognitive
and physical maturity of the children, and
the focus of the particular session.

The games are framed to include relevant
full Tag Rules, refereeing tips, and potential
questions to raise awareness and increase
understanding, of the coach and the children.

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85

SECTION 10: COACHING GAMES

The principles of game management 1. Safety
(refereeing)
• Check the pitch for hazards (holes, broken
Refereeing, like coaching, is not an exact glass etc.)
science, and safety and enjoyment are
paramount. Although the rules should be • Ensure the children are appropriately
applied, it should not be to the detriment of dressed (tag belts tucked away)
the game, and discretion can be used. The
advantage rule below is key to this. • Stop the game immediately if there are
any safety issues (potential or real)
As with coaching, as you become more
experienced, refereeing will become easier; • Stop the game immediately if there is foul
however, you will continue to make mistakes. play (intentional contact)
The important thing is to recognise them,
acknowledge them, learn from them and try • Apply the relevant safety rules to the
hard not to repeat them. game (no diving, no contact)

In order to let the games flow and to prepare • Make sure to have a spare whistle.
both the children and you for festivals it is Children will stop on the whistle
important that the principles of refereeing immediately – that won’t happen if you
are applied. These three principles can be only have one and it breaks!
applied to all levels of refereeing, just as the
principles of play (described earlier) can be
applied to all levels of play.

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2. Enjoyment 3. Rules

• Preventative: communicate with the • Know them (Section 10) and their
children. Try to predict what is happening. variants (as they apply to the conditioned
Remind the children to get on side, return practice games).
the tags etc.
• Be decisive and look like a referee
• Play advantage, for example, by applying (neutral), look confident and once a
the rule does it prevent the flow of decision is made stick with it.
the game to the detriment to the non
offending team (e.g. if the defender is off • Apply them consistently and objectively;
side and doesn’t interfere with play or if however, it is also important that Principle
an attacking child is missing a tag but 2 (enjoyment) is applied – and if one side
doesn’t touch the ball). is clearly going to win the odd minor
transgression might be overlooked (e.g.
• Positioning: be unobtrusive, but close to slight forward pass). This should not affect
play. Being close to the action will enable the result, but may positively affect the
you to make the right decisions. As you margin of victory and the morale of the
gain experience you will become less losing side.
obtrusive as you begin to read the game.
The warm up activities described previously
• Praise good play. and the games below will assist you in
gaining experience in managing games and
• Keep the score as children like to know how applying the rules.
the game is progressing. A note-pad and
pen are essential for competitive games.

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SECTION 10: COACHING GAMES

Pitch dimensions for tag rugby (and variations below). The length and width of the pitch
are flexible within the limits above; however, it is important to note that width is far more
important as it provides more space.

Up to 20m

TRY LINE Up to 12m
IN GOAL LINE

Up to 45m 5m

TRY LINE Up to 22m
IN GOAL LINE

3m SIDE LINE 3m

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15m 15m
10m 10m

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ACTIVITY: AND RUGBY NETBALL
END BALL

Rules and adaptations

One child from each team stands behind the line at the end of each pitch (try line) and
acts as the try scorer. The blue team plays towards their try scorer, and the red team
towards theirs. The aim of the game is for children to get the ball to their scorer by
means of passing.

• Children are not allowed to move with Progression (if the children are
the ball. fairly able)
• Dropped passes result in the
• No physical contact; a free pass to the
opposition is awarded for contact. opponents gaining possession.
• No over head passes.
• If the keeper drops the ball it is no • Reduce the scoring area to a 3x3 metre
score and the ball is given to the
opposition. box (use cones).

• After the score, the game is restarted Variation: Rugby Netball
by a free pass from the try line. Same rules as for end ball except that
there is no designated scorer; to score,
• If the ball goes out, the game restarts any child can receive a pass on or over
by a free pass from the non-offending the try line.
team (one metre in from the sideline).
Progression (as above plus the below)
• Rotate the scorers after each score OR • Introduce two balls.
after one minute (whichever is first).

Questions

(These are example questions; some of the questions are applicable to other activities.
Make one or two points and then back into activity)

• How did children avoid being caught?
• What is more accurate a long or short pass?
• Who should you pass to? Hint: a child in space.
• What sort of pass should it be and why? Hint: one that is lobbed in the air takes too

long, a very hard pass is too difficult to catch and a sympathetic pass gets there
quickly but is easy to catch.
• Where are support children trying to get? Hint: into space.

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Game management and refereeing tips

• Remind the children (and yourself) that the game is about FUN.
• Explain decisions briefly (this will become briefer as you and the children become

more familiar with them).
• Be vocal but do not shout at children. Say please and thank you. Respect for the

children will engender respect for the game and for you, the referee.

Make space Start
Intercept/
Miss restart

Catch and Restart
place on
the floor

Try scorer stays
behind the line

Catch/throw

Catch/throw Catch/throw
Dodge

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ACTIVITY: ANY DIRECTION TAG

Rules and adaptations

The rules are the same for rugby netball but now children are able to run with the ball.

• Once they are tagged the ball carrier must first pass and reattach the tag before
playing on, either within three steps OR three seconds.

• The tagger must return the tag before playing on.
• No ball carrier who has been tagged can score a try unless they are within one step

of the scoring area.

Progressions
• Introduce a second ball.
• Try a smaller scoring area (5x5 square).
• A dropped ball is a free pass to the opposition.
• No overhead passing.
• The ball carrier can only pass backwards (to start to introduce Tag Rugby).

Questions

• What are the benefits of carrying the ball in two hands? Hint: more control; in a
game it gives more options, you can pass, run, or dummy pass.

• What can you do if you carry the ball in one hand? Hint: run.
• What is the easiest to defend? Hint: in one hand as the defender knows they are

running and not passing.
• When is the ball placed down? Hint: when scoring a try.
• When is the ball picked up? Hint: when it has been dropped.
• What are you not allowed to do? Hint: dive on the ball.

Game management and refereeing tips

• Be less strict with the children at first but as they get used to the activity apply the
rules more strictly (this can be applied to most activities). Ensure you explain why
you have done this.

• Call “pass” after each tag.
• Encourage children to pass within three seconds or three metres.

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Try scorers Catch and
stay behind place on
the line the floor
Intercept/
Dodge restart

Start

Tag/restart

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ACTIVITY: TAG RUGBY

Rules and adaptations

Children are allowed to run in any direction (although encouraged to run forwards
following the Principles of Play). Introduce rules gradually and build on them (all Tag
Rules applied so far in other games also apply).

1 • Ball carrier can only pass Progression
backwards. • Introduce the off side rule.
• When the ball carrier has been
• If the ball carrier passes forward it is
a free pass to the opposition. tagged, the defending children cannot
prevent the pass by blocking it, or by
• If the ball is knocked forward to obstructing or blocking an intended
the ground or to a child of the same receiver.
team (knock-on) a free pass should • When the ball carrier is tagged the ball
be awarded to the opposition. becomes the off side line. This means
that all defending children must
2 • From all free passes the defenders attempt to get in front of the ball until
must be three metres (U7) seven it is passed. If they are unable to do
metres (U8) back. this they must not interfere with play,
until the ball has been passed. If they
• To score, the ball carrier must place break this rule it is a free pass to the
the ball over the opposition try line. attacking team.
• Dropped passes result in a free pass to
• If the ball carrier is tagged within one the opposition.
metre of the try line, they can score. • After five tags the ball changes
possession (can be higher or lower
3 • The tagged child must either pass depending on the ability of children.
by stopping and passing within
three seconds, or by running and
passing within three steps.

• After each score the opposition have
a free pass from the centre.

4 • No free passes can be taken within
three metres (U7) seven metres (U8)
of the try line.

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Questions

• If you are only allowed to pass backwards what is the best direction to run when you
have the ball and why? Hint: forwards, to get in front of your support and to take the
space in front before the defenders do.

• If you are not in possession of the ball but your team is, what can you do to help your
team? Hint: stop running forward, otherwise you will still be in front of the ball carrier.
You could possibly run back to get behind them.

• As the defending team what would be the best way to defend if you have to be seven
metres back? Hint: in a straight line across the pitch to form a curtain of defence. Mark
child for child.

• Which is better, three seconds or three steps (metres)? Why? Hint: three metres is often
better because you are still going forward and can get behind the defenders.

• When might you need to take the three seconds rather than the three metres? Hint: if the
defender is in front, or if you cannot see anyone to pass to or the support is too far back.

• If the ball is the off side line what should the defenders try and do? Hint: get back in front
of the ball as quickly as possible.

• Why do we have this rule? Hint: so that the defence cannot prevent the pass, which
would make for a slower, duller game.

• How does the number of tag tackles influence the game? Hint: you have to pass more, be
aware of the numbers of tags, and it is even more important to go forward and take the
three metres. It puts pressure on and affects skills levels.

Game management and refereeing tips

• Remind the children (and yourself) that • Call “pass” after each tag.
the game is about FUN. • Be seen to be fair.
• Be vocal but do not shout at children.
• Explain decisions briefly (this will
become briefer as you and the children Say please and thank you. Respect for
become more familiar with them). the children will engender respect for the
game and for you/the referee.
• Be less strict with the children at first but • Get in line with the pass (be
as they get used to the activity apply the unobtrusive).
rules more strictly (this can be applied to • Praise children.
most activities). Ensure you explain why
you have done this.

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ACTIVITY: BONUS POINT TAG

Rules and adaptations

The rules are the same as for tag rugby but to encourage good technique, habits, rules
and/or tactics bonus points can be added. Tries are rewarded with three points (scoring
tries should always be the focus for children).

Once teams have reached 20 or 30 points, either start the game again (emphasising
coaching points) or change the emphasis by adding a new component to the skills.

Children are awarded a bonus point • The receiver has hands out, calls for
if they: the ball and is running forward.

1. Carry the ball in two hands. • The ball carrier passes slightly in
Progression front of receiver (so they can run
onto it).
• Run forward (towards try line) with
the ball in two hands. 4. Pass the ball and then get into a
position to receive another pass.
• Run forward into space with the ball
in two hands. 5. Support to the left, right and behind
the ball carrier (team point) in the
2. Get past defender (one point for every magic diamond formation.
defender beaten).
Or when defending:
Progression 6. Get in front of the line of the ball after
• Pass the ball behind the defender
(e.g. quickly). a tag is made.
7. Keep a defensive line.
3. Pass the ball to a support a child in
space.

Progression
• T he receiver has hands out to meet
the ball.
• T he receiver has hands out and calls
for the ball.
• T he receiver has hands out and calls
for the ball.

96

Questions • If we want to run onto a pass where
would be best for us to stand in relation
• What direction do you want to run? to the ball carrier? Hint: deep (far
Hint: forward. enough back to be able run onto the
ball).What might be good about being
• When you have the ball what are in a position to get another touch on
looking for? Hint: space, where the the ball? Hint: it keeps us in the game
defenders are, where they are going, and gives the ball carrier more options,
who the defenders are. which will keep the defence guessing.

• What else might you want to be aware • Where do we want our support? If
of? Hint: where your support is, where the support is to the left where might
the try line is, and where the side lines we pass: to the left (it is easier for the
are. defence to read)? To the right? Or to the
left and right? Hint: we can pass either
• Why might we want to pass the ball side, which makes it more difficult for
behind defenders rather than in front the defence to read.
of them? Hint: so they are facing the
wrong way and not looking at where the • What will a support player behind add?
support children are running. Hint: they can support either side and is
in a position to see where the space is.
• How does the ball carrier know we want
the ball? Hint: because we will call, • What do we want to try to do as
make eye contact, have our hands out defenders? Hint: keep a defensive wall.
ready (target).
• How might we achieve a defensive
• Why else do we have our hands out? wall? Hint: move together, talk to each
Hint: to receive the ball early, then we other, stretch your arms out wide to
can make earlier decisions (pass, run, give illusion of smaller space between
change angle etc.). defenders.

• What is best: to have the pass at us or
for us and why? Hint: it is better to have
it for us as it will be slightly in front we
don’t need to slow down to catch it.

Game management and refereeing tips

• Keep the score; use a notebook and pen • Call out each score as you see it and
or ask a co-coach or parent to assist you. reinforce it with why (e.g. “Jo called for
Once the team has reached 21 points the ball, one point”).
start a new game, with a new way of
gaining bonus points. • Say please and thank you. Respect for
the children will engender respect for
the game and for you the referee.

97

ACTIVITY: NUMBERS TAG

Rules and adaptations

The same rules as for tag rugby apply here. However, this time each team member for
both teams is given a number one, two or three. As teams play, the coach calls out a
number (e.g. “one”). All the number ones in the defending team must get on one knee
until the coach shouts “up”, at which point they can re-join the game.
Progression
• Add more numbers (one, two, three, four and five).
• Or have fewer numbers (one and two).

Questions

• What are you looking for as the ball carrier? Hint: where the space is, where the
space is filled with an inactive defender (kneeling), where the support is in relation
to these. Where the defence will be coming from.

• What should the support children look for? Hint, same as above.
• What else do you have to be aware of? Hint: when the defenders are back into the

game and where they will be coming from.

Game management and refereeing tips

• To encourage the understanding being coached apply the conditioned rules strictly:
make sure the correct number kneels.

• Say please and thank you. Respect for the children will engender respect for the
game and for you the referee.

98

Number Attackers look
3s kneel for space to
attack
Defenders
retreat to
cover space

Kneel
Kneel

99

ACTIVITY: BROKEN FIELD TAG

Rules and adaptations

The same rules as for tag rugby apply; however, the pitch is marked out by variety
of different coloured cones (along side lines, and try lines). The coach periodically
restarts the game by calling two colours (e.g. “red” and “blue”). Members of team one
run around the nearest green cone, members of team two run around the nearest blue
cone. The coach gives the ball to any child once they are running towards the ball,
and the game commences.

Variation
• Only one team (defenders) run around the cones and the attacking team are given

the ball either immediately or on a count.

Questions

• As the receiver of the ball, what do you have to be aware of? Hint: where the
defenders are, and where they are coming from. Where the support is and where it is
coming from. Where the space is and where it is likely to be.

• When should you look where the defence and support is? Hint: as soon as you come
around the cone.

• If the ball carrier receives the ball behind you what could you do to help? Hint: slow
down, stop or run back.

• If you are disorganised as a defence what can you do? Hint: work hard to get into a
line, be aware of where your support is and do not race ahead of other children.

• Which is best: receiving the ball after a count of two or five? Hint: two because the
defence do not have time to organise themselves.

• How does this relate to a proper game of tag? Hint: if we can play the ball quickly
from tag situations the defence may be less organised.

Game management and refereeing tips

• To encourage the understanding being coached, apply the conditioned rules strictly.
• Be vocal but do not shout at children.
• Say please and thank you. Respect for the children will engender respect for the

game and for you the referee.
• Get in line with the pass (be unobtrusive).

100