Lesson

Title/Focus

Lesson #2 Ball Handling and Passing

Subject/Gra
de Level

Physical Education 20

Unit

Rugby

Date
Time
Duratio
n
Teache
r

January 19th 2015

30 min
Mr. Adam Toth

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

General Outcome A
Students will acquire skills through a variety
of developmentally appropriate movement
activities; dance, games, types of
gymnastics, individual activities and
activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
General Outcome C
Students will interact positively with others.

LEARNING OBJECTIVES (Students will)

(LO 1) Students will demonstrate use of the

cage grip on the rugby ball
(LO 2) Students will demonstrate evasive
rugby skills ex. Side steps, stop and go
(LO 3) Students will perform basic, spin, and
pop rugby passes.
(LO 4) Students will analyze a rugby
situation and modify the use of locomotors
skills and manipulative skills to adapt to that
situation.
LEARNING RESOURCES CONSULTED
Alberta Physical Education Program of

Studies from LearnAlberta.ca

Alberta Centre for Injury Control and

Research (2003). Safety guidelines for

physical activity
http://www.rugby-sidestep-central.com/rugbyhandling.html
Try Frenzy Game
https://www.youtube.com/watch?
v=Dx8IpcFnF58

MATERIALS AND EQUIPMENT

8 Rugby balls
7 Footballs
16 Cones
1 Video Camera

SAFETY GUIDELINES REFERENCED

Supervision Constant visual supervision is
recommended during initial skill
instruction.

On-site supervision is recommended

following initial skill instruction and after

Physical Education Lesson Plan

A20-1 analyze, evaluate and modify

performance of locomotor skills and
conceptseffort, space and relationships
to perform and create a variety of activities
to improve personal performance
A20-5 analyze, evaluate and modify
performance of manipulative skills and
conceptseffort, space and relationships
to perform and create a variety of activities
to improve personal performance
A20-10 develop and refine activity-specific
skills in a variety of games
C20-5 develop and apply practices that
contribute to teamwork
ASSESSMENTS
Observation of technique in drills
Self reflection of performance abilities in exit
slip

SPECIFIC SAFEY CONSIDERATIONS

Curtain on the one side (gives way, not for

support, close to baseline)
No Matts on the walls or on the poles when
running; allow space to stop well before the
walls do not run in bleacher area
Spatial Awareness; we will be running and

all safety concerns have been

emphasized.

Instructional Considerations
Skills should be taught in proper
progression, e.g., lead-up rugby games
such as keep away, speedball, relays,
clear outs, three ball, two ball, walking
rugby.

swinging arms, be aware of where you are in

proximity to others and in the space
Different abilities different pace; be aware of
others
We WILL NOT be playing tackle ruby; there
will be touch
We will be tagging (review how to tag)
Respect yourself, others, and the equipment

Rules should be modified to

accommodate ability/age/physical
development, e.g., seven aside or ten
aside games are suitable for this age
group.

Equipment/Facilities
Use of rugby balls or footballs is
appropriate.

PROCEDURE
Attention Grabber

Assessment of
Prior Knowledge

Advance
Organizer/Agenda

Expectations for
Learning and
Behaviour

Transition to Body
Physical Education Lesson Plan

Introduction
Call in class. Explain that today we are going to practice some
rugby skills.
Grab a partner of about the same skill level as you, one rugby
ball, and sit with your partner in two or three rows behind the
foul line ready for instruction (explain that this is where we
will be when I yell get in your pairs.)
Explain where the ball should be when listening to Mr. Toth
Review that last class we
Finished our flag football test
Moving onto rugby; a lot of skills will cross over, but
there will be some news skills to learn
Reviewed the basic rules of rugby
Goal is to score a try (much Like a touchdown in
football)
This can be achieved by running, passing or kicking
the ball to get to the end zone
Today we will.
Review Safety considerations and expectations for
behavior
Handling and Evasion Instruction
Handling and Evasion game
Passing Instruction
Passing Game
Onside Instruction
Onside Drill & Game
Closure /Exit slip
When Instruction is taking place, rugby ball on the
ground in front of you
One whistle- stop immediately and wait for instruction
get in your pairs means come back to where we are
sitting now and stand and wait for instruction
Any questions about what we will be doing or the
expectations for this class?

Time

1 min

1 min

1 min

1 min

1 min

Learning Activity
#1

Assessments/
Differentiation:

Physical Education Lesson Plan

Body
Handling
Explain what handling is [holding the rugby ball
and/or running with it and dodging opponents]
One hand and two hand carry plus cage grip (LO 1)
Explain that there are two ways to hold Rugby ball
(one hand carry & two hand carry with cage grip)
Demonstrate the cage grip
Hands out in front of you thumbs on top of the ball
resting on the seams, fingers below the ball holding
the seams
Allow students to give this a try while sitting
Tell them when both partners have tried the cage
grip to set the ball in front of them again
Explain that when handing the ball we will also
need to move around and evade opponents
Side Step
Demonstrate Side Step with students following
movement in slow motion
Ask students to find a little room (without
disturbing the cones) and try it on their own
Demonstrate Fake Side Step with students have
them try it on their own
Demonstrate stop and go and have them try it on
their own
Regain attention With Whistle
Try Frenzy (LO 2)
Have all students stand on side of box marked by
cones
Explain that they will play with the partner they
had previously decided to be with
One Partner will stand on at one end of the
volleyball court and the other will stand at the
other side. the cones will mark the boundaries
laterally

The object is for the player with the ball to score a

try by making it to the other end of the volleyball
court without being tagged. The defensive player is
trying to tag the offensive player before they get to
the end zone
If the offensive player is tagged they will exit the
field out the side and begin again
If the player makes a try they will go around the
field and begin again
Players will play for one minute continuously then
and trys will be counted
A 30 second water break will be taken then
offensive player and defensive players will switch
Four pairs will use one area simultaneously
Remind students to keep ball in the cage grip
Remind students to be spatially aware
Assessment
Observation and feedback (LO 1) (LO 2)
Watch for the skills demonstrated to be implemented
(LO 1) (LO 2)
Ensure that Cage grip is being used (LO 1)

Time

5-7min

Learning Activity
#2

Physical Education Lesson Plan

Give positive and corrective feedback

Differentiation
Ensuring that students had the opportunity to choose a
partner who they felt was about their skill level will
help those who are unfamiliar with rugby or who may
have limitations to their performance
If there are an uneven amount of players one player
can just try moving through without a specific defender
Passing
Blow Whistle to gain attention
Ask students to gather with their partner in story time
formation (while students are gathering have 1 student
pick a couple friends and gather the cones and set
them on the bleachers)
Give a few quick comments on the game what was
good and how it can be used
Ask students to get in the pair that they were in at the
beginning of the class and find a place close where
they can stand 5 feet or so apart from each other but
still see and hear me
Basic Pass (LO 3)
Ensure that I have classes attention and explain and
demonstrate the Basic pass
Explain that this pass may be used for short or medium
range passes
Hold ball in cage grip, turn outside of the ball towards
teammate who you are passing to, move ball across
body in a sideways shoveling motion and scoop/shove
the ball to teammate
Allow students to try three times each then ask them
to hold the ball
Give feedback on pass performance
Spiral or Spin Pass (LO 3)
Ensure that I have classes attention and explain and
demonstrate the Spiral or spin pass
Explain that this pass may be used for medium range
or long range passes
Hold ball in cage grip, turn outside of the ball towards
teammate who you are passing to, move ball across
body in a sideways shoveling motion and scoop/shove
the ball to teammate, as the ball is released the inside
hand should hold the ball with only the thumb and the
outside hand should hold the ball with only the
forefingers. The thumb should be quickly snapped
downwards as the forefingers quickly move upward
creating a spinning motion on the ball.
Allow students to try three times each then ask them
to hold the ball
Give Feedback on Pass Performance
Pop Pass (LO 3)
Ensure that I have classes attention and explain and
demonstrate the Pop Pass
Explain that this pass may be used short range passes
or when in trouble
Hold ball in cage grip, with elbows still out to the side
lean in the direction you wish to pass, quickly abduct

5-7 min

Assessments/
Differentiation

Learning Activity
#3

Physical Education Lesson Plan

thumbs and with as much force as possible lift

forefingers popping the ball out of your hands towards
your teammate
Allow students to try three times each then ask them
to hold the ball
Give Feedback on Pass Performance
Hot Potato Game (LO 3)
Explain that we will now have some time to practice
these passing skills
Students will practice at their own will using one of the
three passes and passing with a partner
When I yell join a new group, without stopping the
passing, your group will merge with anothers
You may then pass to anyone in the group
Emphasis importance of calling out names and be
spatially aware of others and surroundings
If the ball is dropped whoever is nearest to it pick it up
and continue passing
Remember to use techniques we just discussed
When the Whistle is blown return for story time
Assessment
Observation and feedback (LO 3)
Watch for the skills demonstrated to be implemented
(LO 3)
Ensure that proper passing form is being used (LO 3)
Watch for calling out names when passing and being
spatially aware
Give positive and corrective feedback
Differentiation
Ensuring that students had the opportunity to choose a
partner who they felt was about their skill level will
help them feel comfortable with those who they are
learning with
This game not involving running will allow for greater
inclusion of those in the class with running limitations
Staying Onside
Remind students that in rugby it is against the rules to
pass forward in ruby so when moving towards the end
zone as a team those looking to receive a pass should
stay behind the ball carrier
To Practice staying onside we are going to play a game

Demonstrate how this is to be done with 3 Students

3 Passes (LO 1), (LO 2), (LO 3), (LO 4)
At the end of volleyball court have students form four
lines the student at the beginning of each line will
participate
Assign one line to always start with the ball (basketball
court will be the playing zone laterally)
Students will make their way down the court to score a
try by taking no more then 4 steps at a time and
passing to their teammates
Remind students to use both passing and handling
techniques that we practices in our previous two
games
Demonstrate how rotation to make passing work may
occur

5-7

Assessments/
Differentiation

Extra Time Activity

Assessment of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Reflections from
the lesson

Explain this is not to be done quickly at first but should

be done slowly and as familiarity with the technique,
speed will increases with familiarity
Explain that when they reach the end line of the
basketball court the ball should be put down for a try
The students should then run outside the basketball
court and get back in line to run the drill again
Once one team has reached the half court mark the
next four students who are at the front of each line
may go
Assessment
Observation and feedback
Watch for the skills demonstrated to be implemented
Watch for ball being held in the cage grip
Watch for use of evasion techniques
Ensure that proper passing form is being used
Watch for calling out names when passing and being
spatially aware
Give positive and corrective feedback
Differentiation
Having students spontaneously reordered in lines will
allow students to work with and cooperate with
students with different athletic abilities then their own
This game not having a sprinting pace, being a race or
being competitive will allow for greater inclusion of
those in the class with running limitations
Three Passes With Defense (LO 1), (LO 2), (LO 3), (LO 4)
Continue with the 3 Passes game but include 2
defenders who are allowed to tag ball carrier or
intercept the ball (after the half way mark)
If a defenseman steals or tags he or she will switch
places with the student who was the ball carrier or the
student who through the intercepted pass
Based on students performance with defense consider
adding more defenders
Closure
(LO 1), (LO 2), (LO 3), (LO 4)
Students will fill out a short exit slip that will answer
questions about their comfort level with the skills learned
today, and will require them to comment on one thing they
liked and one thing they didnt like or wish was different
about the class
In the Exit Slip
Call students into pairs and give Positive feedback on specific
attitudes, performances, and behaviors seen in class today.
Explain that next class we will be learning about how kicking
and punting is involved in the game, offensive and defensive
positioning and get to have some mini scrimmages

Time

2-3

1
1

Overall I believe that lesson went fairly well it was not my best lesson but
there were some points that I was proud of and could take to future
teaching.
When you watched the video of yourself teaching, what did you
notice? What stood out to you about the way you teach?

Physical Education Lesson Plan

From reviewing my own teaching I have noticed that I can be a little wordy
and repetitive at times. I could be more clear and use less time if I
confidently explained a technique once, and then allow for questions
rather then explaining and re-explaining to try to fill in details that I had
left out. I also found that I was spending a good amount of time walking
around the gymnasium observing when activities where going on but I did
not give a whole lot of feedback. I definitely could have done better at
giving praise, and could have made more general class feedback rather
then specifically working pair by pair. I also have a habit of turning my
back to part of the class. Positives I noticed were my tone and volume of
voice, I think that I am fairly confident being in front of a group. I may just
need to slow down my mental pace a little bit and not take myself to
seriously while teaching.
What were your learning objectives for your lesson? What did you
do to try to accomplish your objectives? Did you accomplish your
objectives? How do you know you did?
The Learning Objectives for my lesson roughly were for students to know
the cage grip, and be confortable with handling and passing the rugby ball
by the end of class, as well as understanding how to stay onside. Looking
at it now I can see how that is a really very lofty goal to achieve in 30min
even without considering an exit slip, intro, and transitions.
To accomplish these objectives I tried to use a straight flowing structure
through all three skills. Each skill would be introduced as a group,
practiced in partners, then used as part of a game. This would create
scaffolding for students to gain confidence and competence with each skill
before putting it into practice in a game like situation. Through out the
games I tried to incorporate teamwork and reiterate previously learned
skills as much as possible.
Obviously the final objective of understanding offside was not reached
because the activity related to staying onside was never used, but from
the responses that I received on the exit slip I believe that the first three
objectives (cage grip, handling, passing) were met for the majority of the
class. 17 of the 24 students said that they felt their passing and handling
skills were sufficient to play rugby game at a PE level or higher. Of those
who rated themselves lower then this level, only one student said that
they needed a skill to be explained, and most said they needed just a little
more help with passing. Perhaps the results would have looked different if
we had time for the third activity (3 passes), but regardless, I as a teacher
know that I would need to do brief review of passing at the start of next
class to help everyone achieve the first three learning objective before
moving on to the next skill.
Describe the type and amount of feedback you gave to students.
As previously mentioned I think that the amount of feedback that I gave to
the students was quite limited. I did give correctional feedback to
particular students, and on a couple occasions I gave feedback to the
entire class, but I failed to give encouraging and positive feedback, or to
really sum up the performance that I saw at the end of the lesson. I have
found that in coaching giving positive feedback come easily because there
are specific times to give it, after a player comes off the field or court, at
halftime, or as one player is performing a drill. I have found that with
multiple groups, or one large group active at one time in a gym I get a
little overwhelmed and forget to let what I am thinking be verbalized.
Something to work on this semester!
Describe your voice level, enthusiasm, and knowledge.
I felt that my voice level was perfect for the circumstance but my
enthusiasm could have gone up a couple notches. I just kind of presented
Physical Education Lesson Plan

instead of getting students involved. More activity and less talk would
lend a hand to this too. As far as knowledge goes I felt that I was well
prepared to instruct and answer questions. I dont feel that my knowledge
base would have been enough to coach these skills but for PE I felt
confident and competent. I was not familiar with rugby before this
assignment but rugbysidestepcentral.com proved to be a great resource!
Describe how students responded to your teaching.
I feel that the students in the class responded well to my teaching style,
honestly a little too well. I think the class helped me out more than a real
PE 20 class would. In a real Sr. high PE situation I feel that the long
instruction times would have been more detrimental then they were
today. In order to keep students engaged I think that I will have to adjust
my instruction time, include more games and perhaps competition, while
also showing a little more enthusiasm.
What was the best part about your lesson? Why do you think this
was?
To me The best part of my lesson was the assessment. The exit slip gave
me a clear indication of where I would go next as a teacher. Quick passing
refresher into the 3 Pass drill, then stepping that up to include defenders
to really get a game type situation involved. Then If I had extra time I
would go on to a new skill rotation of an offensive line of defensive
positioning. This would give the students the more games and playing
time that they said that they wanted in the exit slips, and it would also
give opportunity for all students in the class to become comfortable with
handling, passing, and the offside rule before moving on. I wish I could
teach this lesson!
What Part of your lesson didnt go as well as it could have? What
could you do in the future to improve upon this?
Part of the lesson that could have one better for me was my timing as
mentioned by my peers in the exit slip and before in this reflection. I spent
to much time talking and it took away from time that the students could
have had to practice skills. In the future I would like to have less time for
instruction and more time for practice or student self learning. Perhaps
next time I could not try to push for learning threes skills and just have
more games for two skill. Other ways to correct this problem may be
being more concise in instruction, having routines to spend less time on
classroom management, or assigning students to research and come
prepared to teach their peers a technique or skill.
Describe your spontaneous combustion, how did you handle
the hot spot, was this appropriate and is there anything you
could have done better in the future?
The spontaneous combustion was a girl who did not want to participate
because she had forgotten her gym clothes. All she had to wear was uggs
and sweats. I noticed that for street shoes her uggs where clean, and were
not tracking dirt or mud onto the gym floor, so I explained that there
would be some actives in that class that would require running and some
that would not. For the activities that did not require running or jumping I
said that she could participate, and for the running activities I asker her to
observe. In one activity where running was involved I asked the student to
just walk through the motions, I noticed that she was clearly not enjoying
herself and asked her how she was doing. She told me that she want
having fun because she [couldnt] really do anything without gym
shoes. I then just encouraged her to do her best for now, and asked of
she would remember gym strip for next class. She said yes.
This is a tough situation to come into on the fly, As a teacher I would want
Physical Education Lesson Plan

to stick with school policy or the PE policy set up at the first of the year. I
have been in schools that require students to sit out if they have forgotten
their gym strip, others encourage gym strip but make participation the
priority. If it was up to me I would likely allow students to participate as
long as shoes and clothing were clean and did not pose a safety hazard,
but I would also attach a consequence like having to sweep the entire
floor after class, or ensure that the locker room was tidied. This would not
over punish students who genuinely forgot their shoes and also
discourage not changing for gym.
What did the information from your peer point out? How can this
be helpful?
A main point that came out of the peer evaluation was that my presence
as far as voice and command of the class was good, but at times my
positioning in the class prevented me from seeing students who were off
task. In the future I can continue to have a strong presence, but ensure
that all students feel that presence. I can either orient the class in a way
that I can see everyone or do better at orienting myself to be in perimeter
locations where all students could be seen at a glance. This is a goal that I
worked on in PSI that apparently needs to be carried over to PSII.

Physical Education Lesson Plan