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RIP FLAG RUGBY

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Here you will find the modified/Adapted version of Rugby . Depending on the age and grade level , the activities can be adjusted to meet the appropriate skills necessary to make RIP FLAG RUGBY/FRUGBY a viable game .
Included with this page is another link that can be accessed to use as a reference/resource to adapt to each class and ability level. This addition includes the rules , terminology , skills , drills and lead up games inherent to Rugby . Please use either page to involve your students in an activity that is similar to football/ultimate,  speedball,and many activities that involve passing and handling. . It is with this thought that all the skills and drills be adapted to what the students have already learned in those lead up sports/activities.

Many historians believe that rugby was born in 1823 by William Ebb Ellis when he first took the ball in his arms and ran with it . This is a distinctive feature of the rugby game . Many countries started a primitive form of the game dating back to the Maoris in New Zealand , Phillipines , Polynesia and Eskimoes . But , some have traced Roman games to the 6th century with a sport called Harpasteum . These players tried to prevent the other team from intercepting the ball by deceiving them through a series of fake passes. In the 1880’s formalities were introduced in the seven public schools of England.
It was at Rugby School that rugby became codified. The rules were fixed and documented when former rugby students wanted to hold formal competitions outside of the Rugby School . Clubs were formed around this time period to become the Rugby League and Rugby Union . The sense of fair play and the subsequent rules allowed the game to develop on a global basis .
Along with the founding of the Rugby Union , the laws have changed a great deal since its approval to generate other games , notably American football and Australian Rules football . But, the lack of precise rules and ambiguities of the game along with its complexity of the sport drew a lot of players away from the game. The original rules of the 1880’s permitted running with the ball and the players were able to “touchdown” the ball behind the opponent’s goal line for a a “try” at goal . The player would mark the ball on the goal line and walk back to the field of play to kick the ball through the goal posts( conversion). There was an offside rule to keep the teams apart and passing the ball forward was not allowed. The field is slightly larger than American football and the number of players totals 15.
It is clear that the rugby game should be modified to accommodate the number of players on a team as well as their ages and skills levels .
Rip flag rugby is a fast moving game played by two teams of 11 players ( wings , centers , half backs and fullbacks). Passing and receiving is an essential part of the game . The sport has many similarities of such familiar sports as soccer and football. Rip flag rugby is an inexpensive sport to play , partly because almost no protective equipment is needed . You will need the ball ,socks , shorts , jerseys , shirt and mouth guards .
It will be easy to begin play with both modified and regulation rugby games while you acquire the basic skills of the game. The rip flag game is meant to be active with only a few basic rules and simple strategies.
The field is large so the ball doesn’t go out of play very often. The transition of the game from offense to defense is steady because ball possession changes quickly.
For teams to be successful , players must learn and show team work and cooperation. Rip flag rugby promotes cardiovascular fitness ,hand-eye coordination and balance. It is a fun activity because anybody can play and experience success . The skills are aligned with many of the rules of soccer and football making it easy to understand the game .
    TERMINOLOGY
  • Advantage . The part of play ,which gives one team the potential to improve its position and allows the game to proceed uninterrupted as long as there are no major infractions.
  • Attacking team. The team , which has possession of the ball .
  • Attacking score line. The line on or over which a team has to place the ball to score a touchdown.
  • Behind . Position or direction toward a team’s defending score line.
  • Blind side . The side nearest to the touch line
  • Conversion . A method of scoring worth two points accomplished by kicking the ball through the goal posts after a try .
  • Dead ball. The time when the ball is out of play. This includes the period following a touch until the ball is brought back into play.
  • Defending score line . This is the line ,which a team has to defend to prevent a touchdown.
  • Defending team. The team without possession of the ball .
  • Deliver . To part with the ball.
  • Drop kick. A kick technique where the ball is dropped to the ground and as it bounces back up, it is kicked.
  • Dummy pass. A technique where the player pretends to pass the ball.
  • Fair catch . A catching technique that is made between the goal line and 20 yard line.
  • Field of play . The playing area bounded by the sidelines and end zone lines, both of which are out of bounds.
  • Free kick. A kick where a score may be made by a place kick , drop kick, or if no score is attempted, a punt.
  • Goal post . The goal post is composed of two upright posts with a cross bar.
  • Grubber kick . A kick technique where the ball bounces along the ground .
  • Kick off . A kick taken from the center of the field of play. The opposition must stand at least ten yards in front of the ball until it has been kicked.
  • Knock on. This is a deliberate hitting of the ball in the direction of the opponents goal line .
  • Line out. A throw in pass behind the sideline similar to that of soccer.
  • Mark(for a touch). The position where the attacking player in possession of the ball is at the time of the touch.
  • Mark( for a tap). The center of the halfway line for the beginning of play or the position where a tap is placed as a result of a violation.
  • Obstruction . This is illegal blocking where a player gets in the way of an opponent who is chasing after the ball.
  • Offside . A player who is in front of the ball when it was played last by a team member.
  • Onside. The position whereby a player may legitimately becomes involved in the play.
  • Penalty . The action by the referee in giving a free kick when a player or team violates the rules of the game.
  • Place kick . A kick technique where the ball is placed on the ground before being kicked.
  • Punt kick. A kick technique where the ball is dropped and kicked before it touches the ground.
  • Roll ball(tap) . The normal act of bringing the ball into play following a touch or a change of possession.
  • Side lines . The side boundaries of the field of play.
  • Tap . The method of beginning the match(game) ,after a half time or after a touchdown .
  • Touch . The contact of the body between the player in possession of the ball and a defending player.
  • Touchdown . The result of an attacking player placing the ball on or over the attacking teams score line (goal line)
  • Touchline. The line on either side of the playing area.
  • Try . A method of scoring worth (5) points accomplished by touching the ball down in the opponents goal area.
EQUIPMENT

The ball is an oblong sphere similar to that of American football . It is eleven inches long , twenty four inches in circumference and should be inflated to meet the PSI specifications. The apparel worn by the players should offer all necessary safety gear and provide a comfortable fit to reduce and prevent injuries. The shorts may be padded or a cotton blend model fitted for comfort. Athletic socks should be worn to fit comfortably and conform to the shoe size. School t-shirts or appropriate outerwear with a comfortable fit is desirable . Gym shoes and high support footwear with ankle support is recommended. Mouth guards or gum shields should be fitted to protect the teeth and gums to reduce any damage to the jaw. Goggles or preventative eye wear should be presented for safety . Gloves or mitts with special grip patterns can be utilized for passing skills. No jewelry should be worn including earrings ,studs , necklaces , watches or anything protruding form the body that may become attached to any player . A kicking tee can be used for a conversion after a try or the start of the game. Modifying the rugby game with rip flag tags will offer an opportunity to encourage a safe and educational process for continued participation.


RIP FLAG SKILLS

The rip tag skills presented are in a sequence that should enable the students to learn the basics of the game . As you practice each skill, it will be easier to control the ball through the air. Passing and receiving skills are important and most commonly used during play . The technique of the skill is critical to success. It is best to ask the instructor or assigned partner to observe the technique to properly perform the skill . This can be done by first starting in a stationary position and then moving to simulated game action in pressure situations.

Rugby is a game of decision making skills , communication , invasion , quick changes of direction , footwork , and ball familiarization .The game has been designed to encourage passing in a backward or sideward direction. Practice and correct technique will ensure that success.

Passing and handling .

Rugby is a game of ball movement and sending the ball to other players on the move that will require accurate passes away from the defenders . There will be players in support to be used as a strategy to have more attackers than defenders. The type of pass may either drive the receiver onto the ball or develop lanes and spaces toward the goal line. The pass should be received at the proper height at chest level with enough power or softness to give advantage of passing and receiving on the run. It will involve the movements of the arms , wrists and fingers . The short passes will utilize the forearms and the longer passes will involve the arms , shoulders , back and legs . The passes are similar to an underhand , scooping action that are carried at chest height and swinging the arms toward the receiver.


    Basic passing technique ; •
  • Sight the target or receiver •
  • Draw the ball back across the hip •
  • Keep the elbows bent as you turn the chest away from the target •
  • Sweep the ball off your hip as you swing the hands through an arc •
  • Keep the elbows close to the body • >li>Release the ball with a flick of the wrists and fingers •
  • Follow through to the target /receiver •
  • The pass should be chest high in front of the receiver Dummy pass – this type of pass fools the defense into believing you are actually making the pass. Run towards the defense holding the ball in two hands .Look towards the defender you are feigning a pass to and make a passing motion . At the last moment , drop the shoulders , come to a stop, and don’t release the ball as the timing is very important. The defender is drawn to the original target. Take advantage of that opportunity by drawing the ball back to the chest and accelerate off the leg you are passing across.
  • Lateral pass . Always try to pass the ball with both hands. Spread the fingers around the seams of the ball ,keeping the palms away from the surface of the ball. The ball carrier must decide how far ,at what height , and how powerful to pass the ball. It is a basic, backward pass that floats toward the receiver that sometimes needs to be delivered at a short distance with a soft touch or a spinning action with great speed and power as it arrives in the support player’s hands.
Cues :
(1) The ball in the hands are in contact with only the fingers
(2) Flick the wrist as the ball is released and point your fingers at the target.
(3) Keep the ball on the inside until ready to pass for protection from the defender
(4) Use a strong grip with thumbs together , hold the ball with high fingers
(5) Push the ball through to the target , fingers finish to the “sky” with hands high
(6) Sweep the pass across the body to maintain a line of running after passing.
As your passing skills improve be aware of your team mates to pass in support. Add fakes and feints to confuse the defenders , allowing you to create space and channels . Communication will be a key factor to be able to know where the support players will be in better positions to advance to the goal line.
Swing pass . This type of pass involves a rolling and steering hand that is executed with more body involvement to accommodate the longer distance to the receiver .
Cues : (1) The player pulls the ball back with his eyes on the hands of the receiver.
(2) Let the ball go with the outside hand putting the ball on a roll
.(3) The rolling hand is turned in slightly and the steering hand is in front of the ball as it twists(pushing hand)
(4) At the end of the pass , the player does a cross step to keep balance.
(5) The knees are bent with a narrow base as the ball sweeps away with a follow through.
(6) The elbow is up and swings the ball back to complete the spiral .
With each pass , it is important to remember that the ball can only be passed in a backward or sideward direction. There will be situations where the support players will have a better angle to continue the progress through the available spaces or channels. There should be practice of communication between all the players . Spaces and channels are the open areas to run and pass that keep the defenders from stopping the attackers
Pop pass . This is a short, quick pass that is executed with a light finger pressure. The action is executed at a short distance between the players .
Cues: (1) The ball is tossed at waist level with a short, quick flip of the wrists(2)The accomplishment of the wrists to flick upward makes for an easier pass (3) The elbows are close to the body , and complete the action with a follow through at the target (Figure 18.)
The passes should be made as the runner runs onto the ball to continue without breaking stride . This will lead to a continued approach into the spaces and channels .
Lineout pass : The lineout pass is used to put the ball in play from the sideline(touchline) . The thrower attempts to pass the ball to a team mate . The defenders can knock it away or catch it in mid air. Throw the ball with two hands and keep the shoulders straight. Time the release of the ball so that it is chased by the hands to make an accurate throw.
There are four players from each team about three apart that are lined up in parallel lines file facing the lineout thrower.
Cues : (1) The arms are extended upward and overhead
(2) The right hand is set back to the back center of the ball, the left hand is at center
(3) The arms are cocked with the ball behind the head
(4) The weight is forward and use abdominal and triceps muscles to propel the ball forward
(5) The arm motion is a smooth arc for a spiral rather than a snap action
(6) The hands chase the target. This makes a window design to look through at the target.
For a different approach , the right foot is forward and the left foot is back with the hips and shoulders facing the target. This permits the player to create more force at the point of release . After the ball is caught , the catcher/receiver should look for a support player who can continue the play toward the goal area.
Points of emphasis: Passing the ball
• The longer the pass, the less likely the passer will support the runner • The ball must be passed with the fingertips with very little torso movement • Use the guide hand and push hand to result in a movement to gradually refine a spiral • Every pass must pressure the receiver to take it at pace to have the best chance of scoring or gaining yardage •
Lead the receiver so (he) is running onto it and aim for the chest •
The passer should always turn the body toward the receiver and pass the ball a little in front to catch the ball while accelerating • Pass the ball from the hip and aim at the assigned target area

Some common errors are not leading the receiver to run onto the ball and passing the ball at an improper level. This will cause the receiver to stop the continuity of moving forward into a space. If the pass isn’t at chest high level , the receiver will have to reach for the ball , giving the defender time to move into space and commit to the rip flag . The player must focus on the target and concentrate on a complete follow through. Other errors are improper grip pressure and hand placement on the ball . The player must have a firm grip on the ball with the fingers and wrists near the middle of the ball, keeping the palms away from the surface of the ball.
Receiving the ball :
Cues : (1) Eyes are always on the ball
(2) Extend the hands to meet the ball
(3)Elbows are placed close to the body
(4) Bend knees after receiving the ball
(5) Turn side on when catching the ball.
After receiving the ball , the runner should maintain a two handed grip for better control . As with most passing and receiving skills , it is important to communicate with support players who may have better angles away from the defenders.
Catching a high ball overhead :
Cues : (1) Reach in the direction of the ball with elbows bent with palms facing the field of play . The fingers are spread , and the thumbs and fore fingers close together.
(2) Keep the body sideways with arms up to point at the ball
(3) Catch the ball with the fingertips and cradle the ball down into the arms
(4) Pull the elbows and shoulders backward to absorb the impact of the ball
(5) Turn your back to the opposition to protect the ball .
Points of emphasis : Receiving /Catching the ball :

Relax the hands to catch the ball •
Always keep the hands ready to receive a pass at any angle •
After the catch ,look for gaps or watch for a return pass •
Transfer the ball smoothly ,stay square , outside of the foot is forward so the first step will be straighter after the catch •
When moving with the ball , grab the ball firmly with the fingers spread wide across the seams. •
The receiver starts deep at an angle to receive the ball at running speed •
A roll ball( ball on the ground) is accomplished by keeping the eyes on the ball until it rolls into the hands. Put the outside foot next to the ball and scoop up on the ball with the outside and inside hand together . Get the body and hands behind the ball. Bend slightly at the waist and absorb the ball at contact .
Footwork . To develop the continuous play indicative of the rugby game , footwork is an essential skill that enables the players to keep up with the pace of the game. A good body position and footwork assists in the agility needed to mimic the opposition in both the attacking and defending schemes.
Cues :(1) Assume a solid base of support about shoulder width apart
(2) Provide balance with the knees slightly bent , arms in a relaxed position and distribute the weight evenly on the balls of your feet.
(3) Keep your head just above the midpoint between both feet.
Side step – this is an evasion technique against a defender. The player needs a combination of brain and feet to elude the defender. Approach the defender and decide which direction to run . With a shortened stride to get the balance and timing correct , the player can out maneuver the defender. Step wide with the outside leg placing the body weight on that leg as if you were set to change direction that way. Shift the body weight to the other side and burst off the standing foot . Continue pushing off the outside leg pumping the raised leg for extra power and balance. Take advantage of the defenders unbalance and run past him.
Swerve – run towards the defender to make them commit to the rip flag . Hold the ball in both hands as the defender won’t know which way you will move. Change the line of running by arcing away from the defender into an outside space .Hold the ball on the opposite side from the defender towards the space you want to attack. Keep your eyes on the defender and sprint as fast as possible away from the unbalanced defender.
Points of emphasis ;

Dodging skills are needed to move away from the defender to establish the necessary space or channel to complete a long run or gain field position •
Keep the opponent off balance by using a quick change of direction to be able to get by a defender •
The defenders should anticipate the ball carrier’s movement so there is a change of direction in which the path has been halted

The attackers can use head fakes and feints to keep the opposition off balance Kicking skills . Is the single most effortless way to relinquish possession of the ball . In the rip flag game , the kicking skills are difficult to do with any consistency. The decision making process when to kick presents a problem to regain possession , momentum , the score, and the time of the game. When the team kicks the ball ,they must know why they are doing it and what advantage they hope to achieve over their opponents. The defenders must know when to expect the kick and the entire team must be aware where the ball is expected to land. The players may kick the ball into a space in order to gain ground or take the play deep into the oppositions territory .
Grubber kick . Is similar to an infield grounder in baseball . It’s a punch kick along the ground with either foot that is tracked from the moment its kicked until the ball is fielded . It is a strategic kick to be placed to a spot where the attacking team can gain possession. The attacker uses the skill to evade a rip flag ,then tries to run past the defender to regain control of the ball from the ground.
Cues : (1) Hold the ball with fingers apart near the bottom of the ball with the finger tips in the middle
(2) Kick the ball with the toe pointing down to get a low flight
(3) Release the ball to make it fall in an upright position
(4) Make contact just before the ball lands
(5) Keep a bent knee slightly ahead of the ball
(6) Punch the ball low to the ground.
Points of emphasis :

Hold the ball across the seams on each side •
Keep the head over the ball •
Lean forward •
The leg stays low and straight •
Make contact with the upper half of the ball
Common errors are to kick the ball with the toe up and contacting the ball on the lower portion of the ball . To correct this error practice pointing the toe to the ground to simulate dragging the foot along the ground. Another error is that the leg swings up too high causing the ball to be airborne. A good correction practice is to drag the foot along the ground with an abbreviated follow through . A ball handling error of releasing the ball in a parallel position with the ground will cause the ball to bounce in an awkward flight. To correct this drop the ball several times and try to catch the ball before it lands on the ground watching for a flight that has the ball pointed toward the sky and ground .
Pop kick . Is a short kick in the air that is fielded with a self catch. This is utilized if a defender is close by for a rip flag . Pop the ball up and run onto it to get around the defenders to establish momentum and cause the defender to have to turn around and be out of position .

Cues : (1) Hold the ball at waist level and gently lift the leg with an abbreviated upswing
.(2) Reach for the ball and use both hands to secure possession while on the run
(3) Focus on a spot on the ball and foot with as much surface as possible to direct the kick for a self catch.
Points of emphasis:
• The kick is abbreviated with very little follow through • The more foot on the ball , the easier for a self catch •
Reach for the ball with extended hands and bring it back near the body for protection

A common error is to drop the ball at a low level ,which makes the player reach for the ball too close to the ground . Instead, walk with the ball taking several steps and toss the ball in front of you as you reach at waist level . Introduce a jogging pace for simulated action. Also, the ball may be tossed too high impeding the action and giving the defense more time to react . Focus or visualize the skill before the action takes place. Feel what kind of trajectory is needed to perform the correct hand and ball placement.
Drop kick . This type of kick can be used as kick-offs to start the game . Also, it is a valuable skill to use when there is an open field when time is running out and a try isn’t an option.
Cues: (1) The ball is dropped to the ground as it bounces back up , it is kicked
(2)Focus on the bottom of the ball a few inches from the bottom
(3)Hold the ball vertically , the lower end about two feet from the ground
(4) Contact the ball as the right leg sharply upward as the ball rebounds from the ground.
(5) As the left foot is placed, there is a slight hop off the right foot
(6) Stand with both feet parallel, the right foot slightly advanced of the left.
Points of emphasis:

Keep eyes focused on the ball •
Kick the ball as soon as it rebounds from the ground •
Snap the leg out straight at the knee as it follows through • The body straightens and the right leg is bent at an angle •
Drop the ball vertically ahead of the toe of the left foot
A common error is the improper drop of the ball before it hits the ground. To correct this drop the ball vertically using light and relaxed hands . Another error is not focusing at the point of contact on the ground. This causes the foot to get dragged along the ground with a low ball flight. By taking one step ahead of the left foot will leave the right foot to upswing in a kicking arc. Make sure to extend the hands at a lower level to the ground .
Punt kick . This kick is used to get field position . This will drive the opposition away from their goal line . The attacking team may set up a better chance to improve field position or drive the ball away when deep in their own territory. The ball is dropped and kicked before it touches the ground. This may be used to start the game instead if a drop kick.
Cues: (1) Hold the ball at waist level with outstretched arms
(2) Swing the leg at the same time the ball is dropped
(3) Swing the leg straight forward and keep the head down
(4) The plant foot should slightly leave the ground
(5) Lock the leg and point the toe straight out to a follow through
(6) Take a small step with the left foot followed by a moderate step with the right foot, followed by a moderate step with the left foot (7) As the right leg is swinging upward slowly remove the left from the ball. As the right leg passes the left drop the ball gently to maintain the ball’s parallel position to the ground.
Point of emphasis :

Hold the ball at a 35 degree angle ,place the left hand towards the front of the ball with the right hand near the rear
• Step forward and put the non-kicking foot into the ground for a good base
• Make contact with the shoe laces with the toe pointing down at contact
• The right leg continues upward striking the ball , follow through with a good extension of the leg
• Extend the opposite arm to regain balance
An error occurs by lifting the head or peeking before the kick is away making the leading shoulder in an open position. Other errors are a poor follow through , lack of focus or concentration and the non-kicking foot is too far behind the ball .
Simulated or mimicked kicks will improve the technique and make the steps easier to recognize. Extend the kicking leg in full extension without any abbreviation at a parallel level to the ground. Walk slowly through the step process for proper foot placement. Keep the shoulders square to the target. Focus on ball contact and not where the ball will be kicked . Keep the head down until there is full contact and follow through .
Place kick . This type of kick can be used to start or restart the game from a placed position on the ground with a kicking tee and a conversion after the try.
Cues ; (1) Lean the ball forward to expose the “sweet spot”, which is a quarter of the way up the back seam
(2) Concentrate , relax and focus on the ball
(3)Approach by running in an arc , turn the non-kicking shoulder side on to the target
(4)Place non-kicking foot in line with target
(5) Straight follow through and return to a balanced stance.
Points of emphasis:
• Lean ball forward
• Standard run up( step, step, slight hop, plant the non-kicking foot next to the ball, shoulders square to the target, bend the kicking leg ,the kicking foot swings upward, follow through to the target
• Focus, eyes on the ball
• Straight follow through
• Balance
Some common errors are lifting the head , the non-kicking foot too far from the ball and a poor follow through. The key to a successful kick is the placement and alignment of the non-kicking foot . It must be hip width from the ball and aligned to the target. Any changes in these two factors are the main causes of inaccurate kicking. Concentrate on the ball and visualize a successful kick with a complete follow through.
To correct the alignment , the head must be over the ball to ensure the body weight is moving forward through the strike zone.
PRACTICE FOR IMPROVEMENT
The rip tag skills practice will serve as a guide to ensure there are sequential principles to focus on to learn the game in its modified form:
1. Learn each procedure of the skills before it is applied in a game situation . The sport will have a smooth transition and rewarding if the skills are applied to the modified or regulation version of the game. Many of the skills can be practiced without a ball . The skills should have a clear understanding and demonstrated with the proper technique before trying them in a competitive atmosphere.
2. To capitalize on becoming skillful , the number of touches with the ball will be necessary . This can be accomplished with a skills checklist with the instructors and partner help. There should be one ball for each player to maximize touch time. You can focus on and assess individual improvement during the class practice. Challenges can be introduced to perform the skill under less intricate conditions ,then set up a challenge to a more complex situation.
3. The rip tag skills will progress if they are executed under pressure conditions . The skills can be practiced in a grid that can be adapted to increase/decrease the size of the area , the number of touches, and adding defenders to the ball familiarization drills. These are mentioned in the Student Skill Checklist (Figure1) for suggestions to assist with skill development and focus on improvement in pressure situations.
SKILL DEVELOPMENT SUGGESTIONS PRACTICE FOR IMPROVEMENT
1. One ball for each player or one between partners will take advantage of your number of touches with the ball.
2. Use the gym walls or a rebounder to increase the number of repetitions for passing skills . Use the proper technique that may be corrected with a partner and the skill checklist.
3. Use a free space area to practice self kick(pop kick) , line out and short passes to judge the force and flight of the ball. Then, employ partner practice at various distances . Many of the skills may be practiced in assorted positions ranging from a sitting or kneeling position. This is beneficial for the line out throw , which takes a forceful snap to return the ball to the field of play.
4. The ball handling skills should focus on control as you move. The sequential guide starts with walking , followed by running and inserting fakes , feints and swerves to get the defenders in an unbalanced position. Directional skills can be applied using cones , football bags , players or any obstacles that make you more agile and inventive .
5. Passing the ball is a critical part of the game . There should be a reason for each pass. Work with a partner or a designated target to maintain possession .
6. The rip flag game has a continuity that involves constant running ,passing and kicking. The players must be conditioned to keep up with the constant movement and change of directions. There is an integration of skills that combine communication , decision making and timing . Practice ball familiarization and handling with modified implements. A player struggling with “bad” hands can resort to juggling with water bottles. The hands will adjust to the size of the bottles and the way it falls, replicating the oval shape of the ball and its unusual arrival at times.
7. Rip flag rugby skills are performed in combinations through integrating the skills . A lineout is followed by a return pass and run ; a pop kick leads into a catch and run or pass into support.
8. The skills should be presented in simulated and pressure situations . The adjustment will help you learn the game and its nuances to make it fun and educational.
9. Develop a take home fitness calendar to practice skills for improvement and fun challenges. Examples are found in (Figure 5. ) Although the calendar contains only selected days , the skills can be adapted to any skill level or playing area. The skills are a carry over from physical education classes.
SELF ASSESSMENT TOOLS
There are different types of assessment that the students can demonstrate the knowledge and understanding of the content. Written tests , test scores , rubrics , instructional video , and booklets will make the students aware of what they learned .
The need to report effective record keeping resources will be both motivational and informative. This can be accomplished on an individual , partner or group basis. Rubrics , checklists , oral response , observation and video of a skill will show what the students are really learning.
They will have to demonstrate the key parts of a skill , which shows a measure of learning to teaching effectiveness. This will provide a cognitive understanding of the how and why a skill is taught. This documentation will prove what is being taught in physical education and provide the testing scores to back up the assessment procedure. The assessment should be continuous , motivational , informative and in real time.
SAFETY CONCERNS
As with many sports, there is a risk involved in playing rip flag rugby. The game involves many players moving in quick, evasive drills and games. Learning correct skill technique will assure a positive leaning experience. An appropriate warm up is essential to beginning any activity. Flexibility exercises are a pre-requisite to stretch all body parts . The warm –ups should include strength , agility and cardiovascular endurance exercises.
There are several procedures that can be put into place to prevent injuries :
1. By maintaining conditioning and proper warm –ups and cool downs , the players can sustain aerobic fitness that will delay fatigue. The proper conditioning will develop the capacity to generate energy and resist fatigue. The game requires frequent changes in speed , intensity, and effort for peak performances and injury prevention.
2. Incorrect technique in rugby skills is caused by the contact phases of the game. By eliminating tackling from the activity helps most contact issues. All skills must be taught with the proper progression and should be functional in practice , drills ,and lead up activities. The skills are learned from the basic to the advanced.
3. Play according to the rules . The game should be a cooperative activity that relies on communication and teamwork. There has always been a code of conduct from the early stages of the game, but it is important to modify and adjust the rules to not only make it easier to learn , but to follow the rules to protect the integrity of the game and players. It is essential to avoid tackling or holding an opponent .Any kicking should be done away from the opponent ,which includes the proper technique. The rip flag should be placed in the proper position to avoid contact .
4. Equipment. Maintain all safety wear including goggles , mouth guards , athletic wear and padding. No jewelry should be worn as it may become attached to the players or apparel . Proper footwear should be comfortable and fitted well without cleats .
5. Playing conditions. Before each practice or game activity ,the field should be free of dangerous objects or holes on the playing surface. .Make safety checks of the goal posts for any protrusions or sharp edges. Care and attention for the rip flag belts should be a functional attachment of the flags to the belt with Velcro . The belt should be easily adjusted as needed by the participants.
COMPETITION
The rip flag laws(rules) ,including the size of the field , ball ,and length of play are modified for various levels to best accommodate the needs of the players . The game can be played on a regulation football or soccer field or a gymnasium in small sided games. The rules will have to be adapted if goal posts aren’t available . For example , the scoring will only include the “try” and not the conversion kick unless makeshift or portable goals can be prepared.
THE FIELD LAYOUT
A regulation high school football field is rectangular and is 100 yards long , 53 yards wide , with end zones that are 10 yards deep. The area can be modified to accommodate students of different age levels. The field includes two 20 yard and 10 yard lines on each side of the halfway line. The sidelines are known as touchlines and the score line is the try or goal line area. The 20 yard line is marked for conversion kicks after a successful try. The 10 yard line is marked on each side of the halfway line , which the ball must pass on the kick-off.. The goal posts are 23 ‘ 4 “ wide and 10 feet high.
PLAYING RULES
• The primary objective of the game is to ground the ball across the goal line to score a try , which is worth (5) points
• After the try , a conversion kick is taken perpendicular to where the try was grounded . It is worth(2) points when the ball is kicked between the goal posts and over the crossbar. The place kick is taken from the 20 yard line.
• A drop kick is worth(1) point . It is rarely used to score unless time is running out or the attacking team isn’t in position to score a try .
• The game consists of two halves and is begun with a drop kick or punt from the halfway line.
• On the kick-off, the opposition stands behind their 10 yard line . The ball must travel at least 10 yards. All players must be on their own half of the field before the ball is kicked. The kick –off is taken from the halfway line.
• The kick-off formation is similar to a regulation soccer or football game. After the kickoff , the play continues until the ball goes out of bounds , a penalty ,or a score.
• A try can’t be scored if an attacking player is offside or a pass is forward. All passes must be made from a sideward or backward direction. The off side occurs at the moment the ball is passed in a forward direction. A forward pass is an offside violation that leads to a change of possession at the place the pass was made.
• A penalty kick is worth (3) points for any violation including rough play , tackling and knocking the ball out of a players hands.
• The kick is taken in front of the goal posts where the foul occurred or at the 20 yard line . The penalty is taken using a drop kick or place kick.
• The ball is out of play when it passes completely over the sideline or through the end zone . A ball over the sideline is played with a lineout throw by the team that did not touch the ball last .
• If the ball goes out of play through the end zone , the game is restarted with a punt kick by the opposition from the 20 yard line.
• The attacking team has (6) attempts to score a try . After each rip tag , the ball is tapped with a roll ball for the next play. A roll ball is tapped slightly backwards along the ground with the sole of the foot. Failure to score in six attempts leads to a change of possession at the last place the rip flag was taken. A free pass or roll ball restarts the action .
• Ball carriers can run , pass , kick, and dodge but can’t fend the defenders off , spin or shield the flags.
• If a rip flag is taken , the defender must call out (flag) for all to hear. The attacker must put the rip flag back on before (he) can return to the game. At each possession , the defenders must back off (3) feet away from the ball carrier , allowing the attackers to restart play to give them space to pass.
• Once ripped , the player in possession must stop as soon as possible and replace the rip flag . A teammate continues the next attempt and has (5) seconds to pass the ball .
• A knock on occurs when the player with the ball fumbles it to the ground and knocks it forward in the direction of the opponent’s goal line. This results in a free ball , which any team can accomplish control . It will count as an attempt if the ball is recovered. Any ball that ends up as an errant pass counts as an attempt and may be controlled by either team.
• The mark is a place where the last possession took place. • If a player with the ball touches or crosses the sideline , it is out of bounds and a change of possession occurs. Play starts with a roll ball where the player went out. But, if a rip flag is taken before that time, the rip flag counts as an attempt.
• A fair catch or mark occurs when the ball has been kicked by an opponent between the goal line and 20 yard line, the defender calling “mark”. A free pass is taken from that position to restart play.
• A pass that is intercepted is a change of possession and play continues until there is a rip flag or score.
The rules of rip flag rugby can be modified and adjusted depending on the skill level of each class. The main objective is to maintain continued play , create spaces to stretch the field sideways to enhance more scoring opportunities to pass, score, and rip flag . Penalty kicks and conversions can be moved up to the goal goal line to accommodate the skill levels of the players.
THE PLAYER POSITIONS
The playing positions are similar to a flag football alignment but the formations are arranged so that it allows for movement in lanes and spaces to clear the way for continuous play and width for passing .
Defenders – This position is the last line of defense before a try has been scored. The responsibility is to handle punts , missed kicks and to put a counter attack together with the other backs .The fullback(s) will be under pressure once the line of defense has broken down. The defenders will try to rip off the flags of the attackers and prevent them from entering the goal line. They will combine with the half backs as a link between the offense and defense.
Halfback – Directs the flow of the game. He must communicate orders to the team mates for key tactical decisions. This is a fast and deceptive runner with excellent kicking and handling skills. He must deliver the ball to the outside players and return the ball to the forwards.
Center /forwards – They play nearest the opponent’s goal and are the primary offensive players . They must breakdown the defense. With strong passes and getting back on defense , they are aggressively making breaks for other players.
Wings – They are the quickest players on the team. This lends them the opportunity to receive the ball and avoid the defenders for a long run. By changing direction of play , they catch the opposition off guard. In typical play , the attackers set up looks like the letter (Z) or the number (2) . The elongated positions make it easier for passes and create lanes or channels to run . The defensive alignment is geared to the flow of the play along with communicating to their team mates. They will try to close the channels /spaces to force bad passes or poor judgment. The players in the front positions either set up the play or open lanes for easier scoring chances.
For the rip tag rugby game , the players can be interchangeable to give them the opportunity to play and learn all positions. The set up is not nearly as important as maintaining spacing and providing chances to help other team mates.
Small Sided Games and Activities
During regulation games , the players are in possession of the ball for only a few minutes of time. Drills that require long waiting lines are inefficient ways to improve skills because the players need to have more touch time with the ball . Small sided games that are modified and played in a smaller space called a grid offers more opportunities and develop skills . The boundaries of the grid are set in place with cones or any safe object in all of the corners of the grid. There can be many games played at once dictated by the purpose of the game. The rules are adapted to the number of passes , the equipment , the size of the grid and by adding more attackers than defenders. The game will offer more simulated and pressure situations making it more difficult.
Some examples of small sided games are 5 versus 5 , 4 versus 3 , 1 versus 1 and 3 versus 2.
The following activities and drills are meaningful because they will maximize the number of touches and can be made more difficult by adding simulated and pressure situations into the action:
Race the ball . The players are in circle formations within the grid about arms length distance apart . A player is designated to start the passing sequence . The next player in order from a clockwise position will run around the circle as the remaining players pass the ball from person to person. The running player has to get back to the original starting position before the players can get the ball back to the designated leader . As the runner gets back to the space , the next person in order replicates the process until all players had a chance to run . As an alternative , increase /decrease the number of players or the distance between them. This activity increases touch time , develops ball familiarization and team work. As the activity continues , the different type of passes can be included or challenges can be added by counting how many revolutions that can be made in a prescribed time limit . Try to beat a previous performance each time.
Interceptor . The players are arranged in circle formations inside a grid with cones as boundaries. One player will be chosen as the interceptor . He will stand in the center of the circled players and try to catch or knock away the ball as it is passed between the players. Any player who makes an error will switch places with the interceptor. Continue the activity by adding more passes ,interceptors , and changing the size of the circles. The activity develops passing skills , communication and offensive and defensive strategies . Score can be kept for consecutive passes or defensive stops.
Ball handling drills . The players are scattered inside a grid marked off by cones on each side of the halfway line. The cones are placed at each corner of the end line and halfway line making it a square grid . The players should be in self space about ten feet apart to ensure safety and free movement. There will be one ball for each player. The ball is placed in two hands and released and caught with alternate grasp in a 360 degree rotation five times around each body part .
• Around the head
• Around the waist
• Around the knees
• Around the ankles
• Figure 8’s
• Into the air ,take a step and catch behind the back Try to perform the skill with no mistakes . Use different types of balls , decrease the size of the grid or increase the speed and intensity of the passes. Try to beat a previous score or performance.
Pass Progression. The players are positioned on a contact line about arms length distance apart on the sidelines of the gymnasium or field. There is one ball per group inside a grid with cones as boundaries. The drill will start with four players passing the ball from a stationary position back and forth . Establish a progression for development of smoothness of rhythm in both passing and catching. Here are the following progressions:
• Pass the ball to the next player in order , who reaches out for the ball while in a stationary position
• Separate the players with more distance
• Increase more separation
• Pass while walking in a straight line to a designated contact line
• Pass while jogging in a straight line
• Pass while running in a straight line
As a variation, change the type of pass , increase the speed , set up a time limit or make all passes without a dropped ball . The skills should be practiced with correct technique . The players should have their hands out to receive the pass , turn the shoulders to pass and receive the ball and bend the elbows. The players progress from sideline to sideline with each pass progression.
Attack . Players are in groups of four within a grid marked off with cones as boundaries. At the beginning of the drill , the players are arranged with one attacker and three defenders. They are all equipped with rip tag belts. Once the game begins , the attacker must run to a designated score (try) line before being ripped off . The attacker should run to the furthest space away from the defenders , change running lanes or modify the pace. As an alternative change the size of the grid and add or subtract players. There will be many small sided activities within the grids to assure more activity . The defender who made the tag will switch places with the attacker. Switch positions often to learn the offensive and defensive responsibilities.
End zone . Assign teams in a scattered formation inside a grid on each side of a marked off halfway line. Each team will place a teammate in the opposing teams end zone .The players perform a grubber kick that must be caught by their teammate in the end zone. The player that kicked the ball to the teammate joins him in the end zone. The players must stay on their own side of the grid and only a use a grubber kick , which travels along the ground similar to a soccer pass. Use correct kicking and fielding ground ball techniques . Any ball that is blocked or caught at that position is returned with another grubber kick. The teams will try to get as many players into the end zone before a specified time limit. An extra ball can be entered into the game to encourage more activity and touch time.
Attack and Defend . The players are aligned within grids with two more attackers than defenders. Each player is equipped with rip flags and belts. To begin the game , the attackers and defenders line up in staggered positions on each side of the grid similar to a kick –off formation. The game is started with a free pass . The attackers will try to run and pass by the defenders to a designated score line area . If the attackers are ripped off, the player must pass the ball to a teammate . The defenders may not obstruct or intercept the pass and give back the flag . The defenders must stay onside at each play. The attackers will have three attempts to score. Switch positions often to learn the responsibilities of each position. As an alternative , change the number of attackers and defenders within each grid.(4 versus 2 ; 3 versus 1 ; 2 versus 1 ; 6 versus 3)
The activities /games should be challenging , and can be used as warm ups for conditioning. It is important to increase touch time , no waiting in long lines and no player is ever eliminated from any of the drills ,games or activities. The activities should include game simulation , increased pressure situations and decision making skills.
STRATEGY AND TACTICS
The rip flag tactics are simplistic in nature to understand since the objectives for the offense is to score and the defense is to prevent scores. Both the individual and team tactics used in rip flag rugby are similar to those used in the flag football and soccer games. By combining small sided games and practice drills , the strategies can be understood so it can be functional to the regulation game .
Defensive skills : The only way to stop the attackers from gaining field position is to rip off at the point of contact . The eyes of the defender should be focused on the ball and attacker . They must communicate clearly to fill the spaces and gaps to stop the attack team from moving forward. The defenders should stretch out sideways to cover the width of the field. They will have to arrange themselves in both static and dynamic positioning . Static is where to be before the action starts and dynamic is where to go and what to do when the action starts.
Points of emphasis :
• Stay balanced and square to the target(attacker)
• Maintain a straight line alignment to close the spaces and channels
• Focus on the rip flag to impede the attackers progress
Attacking skills . The idea is to create spaces to generate width in the area for scoring. With deft passing and evasive running , the attackers can evade the defense or pass the ball to their support players who have a better position if there is no space to run into. They must fix the defender ,which means to release the ball before they are ripped off. This can be accomplished by using fakes and feints with the head or trying a dummy pass , which is a fake ball pass .
Points of emphasis :
• To encourage depth all passes must be made to players who are running onto the ball
• On attack , the ball carrier should run forward and the other players run in support ready to receive the pass
• A decision making process is instrumental whether to kick for a touch, which is kicking away from their own territory or continue to pass .
• The attack plan is to carry the ball for a score or create opportunities
A common error is that the players will tend to run sideways. Instead ,they must create gaps for shifting across the defense. The defense will then be out of the process .The end result of the game is balanced for continuity. The players must have the ability to assist each other , to stop the opposition from scoring , and to get the ball back and score themselves.
CONCEPTS
• Ball possession changes quickly in rip flag rugby. Once your team gains possession , every player starts the attack ; as soon as the ball is lost , everybody defends .
• Create opportunities to get the ball , obtain the ball in any location on the field or the position you play, just move without the ball, run to an open area to receive passes or support teammates
• It is important for each player to play the assigned position so when the ball enters the players zone of responsibility , he will be there to carry out his tasks .
• On attack , the ball carrier should run forward and the other players run in support ready to receive the pass •
On offense , the ball carrier evades the opposition but should pass to team mates in a better position if there is no space to run onto. • When the player runs into the goal area for a try , he should run as close to the middle of the field to set up the conversion kick at a better angle
• Defensive players should shift with the general direction of the ball. This will focus their strength on the location of the ball
• By communicating , the players will be able to effectively respond to the constantly changing situation •
The defensive side should contain the attackers to the sideline to allow your team mates the time to set up the defense to close the gaps
• Determine the strengths to mark an opponent. If the ball is close to the try line keep the attackers close .If the attackers are quick and elusive , give extra space to react .
• Eliminate the attacking teams gaps by moving into the gaps to intercept the pass or force a rip flag.
• The offense should set up plays to confuse the defense with switch, loop or dummy passes .The switch is a pass that skips a player nearest the ball and passes to a different player on the same side and angle . The dummy pass is a fake pass to a team mate by the ball carrier to keep the defense off balance. The loop pass is an effective way to create an overlap to give outside support to a ball carrier on the wing(outside) . The player passes the ball ,then loops behind that player to set up outside passes.
• The defenders must stay between their own goal and the attacker . Keep the attacker and the ball visible at all times •
The most important factors in the rip flag rugby game are to gain possession , go forward , support , continuity and pressure •
The key skills needed to penetrate the defense are to run at the space between the defenders , angles of running, the depth of the support player , carry the ball in two hands, passing just before the flag is ripped off and communication
Many beginning players might be tempted to follow the ball ,but it is most important for the player to stay in their assigned positions so that when the ball enters their zone , they will be there. The defense must stay in their spaces to close the gaps while the offense runs and passes in support to create spaces . It takes significant communication and team work to assure that each player knows their responsibilities. Examples of strategy for offensive /defensive tactics are shown in (Figure 2.)
. A conversion kick strategy is shown in ( Figure 3.)
OPPORTUNITIES FOR CONTINUED PARTICIPATION
The rip flag rugby game can be played from a young age through adulthood. There are intramural leagues , high school teams , colleges and universities , and participants on the club level along with camps and clinics to share with people of different age levels and ability. A significant source is to check out books in the school library or local book stores . There are rugby organizations around the world that will provide materials and resources to learn the game . A good place to check for tournaments , leagues and rules is http://www.usarugby.com
Talk to the school guidance counselor to start a rugby club . In this way , the students can have an opportunity to be involved in extra-curricular activities that may eventually lead to a club , school or intramural team. The skills are similar to flag football and soccer so they can easily be transferred and modified to make it fun . The carry over value can lead to playing the sport in the neighborhood . On many cable sport channels , the game of rugby can lead to the appreciation of a new sport and to learn from different cultures.

MODEL LESSON PLAN RUGGER FRENZY
Grade level : 9
Equipment : Rugby balls , footballs , rip flags and belts, cones, CD player, Frisbees .

    Objectives : •
  • To develop correct technique ,timing and ball presentation at contact •
  • To develop communication , movement into space and ball familiarization •
  • To practice quick and evasive movement techniques •
  • To practice handling the ball on the ground •
  • Combine the need for ball handling, spatial awareness, dodging and basic rugby skills •
  • To develop basic passing and receiving skills •
  • To develop teamwork and correct attitudes through lead up games •
  • To develop aerobic fitness , eye/ hand coordination and neuro- muscular development
Standards :
1. Students demonstrate the knowledge and physical skills necessary to perform a variety of physical activities.
1.2 Demonstrate movement concepts ,which include levels directions, ranges , pathways ,flow ,force and time.
1.3 Transfer and apply previously learned skills to various sport/movement forms
1.4 Apply rules, strategies ,and concepts to a variety of physical activities
2. Students demonstrate knowledge of a healthy lifestyle
2.5 Compare and contrast the effects of a physically active versus sedentary lifestyle
3. Students know and demonstrate a physically active lifestyle
3.1 Participate in a variety of physical activities 3.2 Chose physical activities that provide self-expression ,social interaction ,and opportunities for creativity
3.3 Have the skills and knowledge to maintain an active lifestyle
4. Students assess , achieve , and maintain personal fitness levels
4.2 Demonstrate knowledge of skill related fitness components that include agility , speed , reaction time, coordination , balance , and power
5. Students demonstrate responsible personal and social behaviors
5.4 Develop behaviors that promote personal and group success during physical activity
5.5 Demonstrate cooperation , teamwork , and ethical behavior in team sports
5.6 Demonstrate a willingness to participate in learning new or different physical activities with students of varying abilities
5.7 Develop respect for different cultures through participation in integrative activities where students learn international ,sports , dances , and games
Concepts taught :
• Ball handling
• Passing and receiving
• Communication and support( teamwork)
• Evasive running
• Movement into space and channels
• Kicking skills
Activities :
The students will be arranged in their designated class positions to execute warm up exercises that reflect the objectives of aerobic fitness, stretching and running /walking activities. Included are skills that incorporate changing directions ,agility and balance . The students will complete stretching exercises that include a knee chest flex, hamstring , triceps , calf ,forearm and quadriceps stretch. Other warm-ups will include locomotor skills , jumping jacks , run in place , hops , straddle/strides , push –ups and abdominal crunches.
Modeling lesson : The students will listen to an explanation of the skills and then demonstrate both previously learned skills and new techniques. The students will be arranged about five to six feet apart from the rugby/footballs that are placed throughout the gym floor .
The students will practice basic passing and receiving skills that include the lateral , swing and pop pass . Upon completion ,they will practice mirroring skills to practice defensive maneuvers to ensure space and pathway alignment. There should be one ball between two partners. Skills : Two hands on the ball , swing arms , follow through . Pass at chest height and look for support. The hands are out to receive the pass, which is in front of the receiver. Look for space and communicate . Carry the ball in two hands , head up and eyes open to avoid running into players. Change the pace of running and or direction of movement . Position the ball away from a defender. Establish balance and footwork and be prepared to change directions quickly.
Observe the students and check for understanding of immediate feedback to ensure they are doing the skills correctly. Give an explanation of the skill , and then a demonstration of the skills .
Rugger Frenzy : Place rugby /footballs on the floor throughout the grid. The students will be arranged in their designated warm up positions . On a signal , they will run to any available ball and pass it back and forth two times . The student who last caught the pass , will place the ball on the floor and both partners run to a different ball to repeat the procedure. Establish a time limit and count the number of rugby balls that were correctly passed and caught. Repeat the procedure and attempt to beat a previous score. As an alternative , play upbeat music to indicate when to pass the ball until the music is turned off . At that point , the student who is holding the ball at that time stoppage will have to run away from their partner. The chaser will try to maintain a safe distance within arms length. At a given signal , the players stop .
To practice defensive skills , the players wear rip flag belts instead of being in close proximity with their partner. Exchange partners or add cones into the grid for more diversity and practice for staying in spaces and channels . The action restarts at the last stoppage of play . Repeat the procedure with new partners and change the method of passing technique. To complete the ball handling tactics , the students will be matched up with a partner.
On a signal , they will pass and catch the ball while moving throughout the grid without losing control of the ball and avoiding other players. The ball must be passed backwards at all times.
Place cones around the area to serve as obstacles or to simulate defensive players. This will help them practice the swerve and side step skill for avoidance and evasive techniques. To establish team work , the players will call for the ball to run in support to help them maintain constant communication .
Closure : Discuss the skills covered in class and make comments on how to use evasive techniques to keep the defense off balance. Use head fakes and feints along with a dummy pass ,which is a fake to a team mate . As a cool down , do some light stretching to alleviate the stress of the activity. The Instructor should move around the area to provide immediate feedback for correct technique of the skills.
Safety : Stay away from bleachers and wall corners by marking them off limits using different colored cones or signs . Ensure the floor or field is safe from any unnecessary debris. Check all equipment before the class begins. Ensure the students are wearing the proper clothing and foot apparel. If the activity takes place on a field area , it is imperative to ensure the field is free of obstacles and impediments such as rocks, sticks or holes on the playing surface. Use cones as boundaries for each grid in small sided games and activities.
Ideas for managing and maximizing practice Individual small /group practice drills ,activities , games and contests:
Before any of the activities ,drills or games are considered , it is important that there be a safety check of the playing area and equipment . The grids should have boundaries with cones to keep the players in safe sectors of the grid. To maximize touch time , the activities should be developed with small sided games . The areas can be divided into sections on the entire playing surface or on each side of the halfway line . The grids should include a variety of play that includes small numbers of players in each grid sector. The games or activities should be arranged to simulate regulation rules but modified to accommodate the skill levels of the players. Involving the players in pressure situations will prepare them for the regulation game. This can be accomplished by devising games that are modified by decreasing the time and space , adding defenders and the number of touches. During practice sessions there should be one ball for each player or one between two partners. The players should have enough space to provide safe, free movement away from other groups .
The skills should follow a scope and sequence of progression to avoid injuries if they aren’t done properly.
Drill : 5 man passing drill(Figure 4.)
The concept is to pass accurately to each player while running to a contact line as quickly as possible without dropping the ball. The drill can be used as a warm up , pressure passing and fitness /endurance.
Objectives:
• Develop hand-eye coordination
• Improve communication and reaction time
• Develop correct placement ,depth ,speed and angles
• Improve passing and receiving skills
The drill is set up in a grid appropriate for the age and ability of the players . Establish the grids on each side of the halfway line . Align 4-5 players on the sideline at a 10- 15 foot interval with a ball placed on the ground near a cone. The passing players line up laterally about six feet apart and slightly staggered . The first passing player is aligned about 5 feet from the sideline players .
The first sideline player passes the ball from the ground to the first outside player . The ball is then passed in succession to each player in order as they run towards a contact line. .The first sideline player loops back around behind the last passing player to receive the ball and places the it on the ground . Repeat the process until all players have passed the ball in succession and received the ball from each sideline player.. Change positions and types of passes often between the sideline players and passing players . Rugby or footballs should be used or any object similar in shape and size to replicate the regulation ball .
Danger zone :
The idea is to avoid other players in a marked off area and to make an accurate pass to another player . The players should be aware to change directions and move quickly .
Objectives :
• To work on ball handling skills /ball familiarization
• To develop spatial awareness and dodging skills
• To incorporate teamwork and communication skills
The activity is arranged in grids on each side of the halfway line. Cones are used as boundaries to divide the area into four different grids. A danger zone is placed in the direct center of the grid with cones ,tape or frisbees. The players start in a single file in small groups at each corner of the grid . All the first players in the group run at the same time and strive to avoid touching any of the three other players in the danger zone.
They will attempt to pass the ball to the next player in the opposite line. As an alternative , the type of ball and pass can be modified or change the size of the grid. To make it easier change the speed or increase the danger zone .
After a pass , the player runs to the end of the line opposite from their starting position. Pass and evade .
The concept is to pass the ball in progression and evade attacking players.Use basic passing and receiving skills along with defensive techniques of ripping off tags in a modified lead up rugby game.
Objectives :
• To develop ball familiarization skills
• To develop running and passing patterns in spaces and channels
• To develop teamwork and understand player positions and roles
• To practice quick and evasive techniques and decision making skills
The players are arranged on each side of a grid marked off by cones divided by the halfway line. The players will pass in progression from player to player using lateral or pop passes to a designated try line. They will attempt to pass the ball while staying in spaces or channels . Chose players to defend and rip off the attackers before they can score a try at the opposite contact line . If a player is ripped off , the play continues until a try has been made or a designated number of rip offs have been accumulated. Exchange positions often to learn the attacking and defender roles. Add more or less defensive players to establish decision making skills.
Steal the ball .
The concept is to pass the ball to a team mate while avoiding a bad pass or decision .
Objectives :
• To improve passing and decision making skills
• To improve communication and reaction time
• To develop passing and receiving skills
The players are arranged in small circles inside a grid on each side of the halfway line. A player is designated to start the activity with a pass to another player in any order . But, the pass must be made without passing the ball to the same player twice in succession. The players inside the circle must try to intercept the ball A bad pass or drop results in a change of players to the inside position.
If the ball is intercepted or touched the players switch positions. Establish a two second time limit to pass the ball. As an alternative, change the type of pass and size of the circle. The type of passes can include lateral, pop, swing and lineout techniques. Add more center players or subtract the passers . The size of the circle is about arms length distance apart.
Agility drill :
The concept is to practice footwork skills , change of direction and reaction time .
Objectives;
• To develop fundamental footwork skills
• To practice movement and evasive skills
• To practice changing directions and concentration.
• To improve ball handling skills
Set up cones or frisbees inside a grid on each side of the halfway line. The first player runs to the second cone and back to the first cone. Next, run to the third cone and back to the second one. Finally, run to the fourth cone and race to the next cone , side step to the next cone and run back to the starting position . The player is in possession of the rugby ball at all times. The next player starts the agility course the moment the first player makes it to the fourth cone .As an alternative, add a defensive player to practice mirroring skills or have the player practice ball handling skills at each cone such as around the head , waist , legs or a self kick. There can be a change of locomotion between the cones that include hopping , jumping and grapevine skills. Make more grids in all the available spaces .
Lineout drill :
The concept is to practice perfecting line out skills to simulate the rip flag rugby game .
Objectives;
• To develop fundamental line out skills
• To add pressure situations for more game like activities
• Develop ball handling and passing skills
• To practice teamwork and communication skills
The players are organized inside a grid in groups of six or more. There will be one thrower and eight catchers and a designated middle player situated halfway between the thrower and catchers. The catchers are arranged in parallel lines about 10 feet from the middle player.
The thrower stands on a designated line about 10 feet from the middle player. The player in the middle extends two golf tubes or a hoop . The thrower must use a line out throw between the tubes or hoop to the catchers. Attempt three passes before there is a switch of positions. To simulate line out play , align the catchers into opposing teams . Set up an extra player on each side of the opposing players. After the ball is caught from the line out , pass the ball to the extra player to replicate continuing action. In regulation play , the line out passer uses a code to let the team mates know where the ball will be passed to a designated player.
Evasion and kicking game
The idea is to use various swerves , fakes and feints to evade the opposing defensive players .
Objectives:
• To develop grubber and punting kicking skills
• To practice quick and evasive movement
• To develop spatial awareness ,dodging and decision making skills
• To develop ball handling and receiving skills.
The players are arranged in a staggered formation on each side of the half way line, which may include two simultaneous ,small sided games played width wise from sideline to sideline.
Each player is equipped with a rip flag belt and a designated number(1-3) . Place three rugby balls about 5-8 feet apart on each opposing teams end line. One number is called to enter the opposing teams zone in an attempt to both evade the defense and get to the ball that is placed on the end line. Any player that is ripped off must return to their zone and start over. A player who steps over the sideline must return to their zone and start over. The two numbers not called will be the defense in an attempt to prevent the opposition from crossing into the end line area.
Any player who gets to the end line attempts to punt the ball to a team mate in their zone on the other side of the halfway line. A ball that is caught will score one point and any ball that is mishandled ,hits the floor or goes over the sideline is out of play. The play stops when there is a score or all three balls have been taken out of play. Only the two defensive numbers may catch the ball . Call a new number each time and repeat the procedure . Include a grubber kick , along the ground , or utilize a line out throw as an alternative to score.
Rugby basketball :
The concept is to combine rugby and basketball skills to practice ball handling , passing ,receiving, and line out skills .
Objectives :
• To develop correct technique , timing and ball presentation skills
• To improve communication and team work skills
• To promote fitness and endurance through skill practice and lead up games
• To develop passing and receiving skills
The players are arranged on the side line ,and halfway lines to start the game. Designate five players from each sideline to line up near the jump circle or selected start area . The players are aligned about five feet apart facing their sidelines. . A designated player from each team is equipped with one rugby ball . On a signal , the ball is rolled toward the basketball foul line .
At each point of the foul line are frisbees that are arranged in a square formation along with one frisbee at the top of the basketball free throw circle.
The first person to get to the ball runs to the top part of the foul circle while the others run to the four Frisbees. Pass the ball to each person until it gets back to the original spot at the top of the foul circle. That player will attempt to throw a line out pass into the basketball hoop before the opposition does. A missed attempt restarts the passes with a new person at the top circle until a “shot” has been made.
Chose five new players to restart the game.. Create makeshift “baskets” with tape on the wall or hula hoops if there aren’t available baskets. Use portable baskets with safe bases of support . A total of five passes must be completed before a line out pass can be attempted. The designated player should roll the ball as close to their own goal area as possible. Change the type of pass or increase /decrease the distance between floor objects. Cones should be placed within the grid as boundaries between games. If played on a field area , the final process will be to complete the five passes in succession before the opposition does.
When finished the last person to receive the ball lifts the ball above the head to demonstrate the completed five passes. All remaining players are arranged on the sideline and practice pass progression that will serve as a tie breaker if both teams finish the task at the same time. Count one point for every pass back and forth to the first passer. The players will switch places from sideline to play and play to the sideline.
If there are extra players ,then the next five in order will continue the activity until all had a turn to play both positions.

It is important that the players know their playing positions and responsibilities in the rip flag rugby game. They will be able to carry out these tasks when they have the knowledge of the rules of the game.(Figure 20). Just as important is the field layout and the communication and support between players. Each player must not only know their tasks , but also where the support players will be to create more scoring opportunities or advancing the ball into spaces .(Figure 21)
The players should know the terminology of the skills in partner practice or evaluation . This includes the type of passes , kicking skills, and methods of scoring .
PRINCIPLES /CONCERNS
Even though a regulation rugby game is divided into forty minute segments of time in each half , it is important to understand that during that activity will lend itself minimal touch time for the player . What this entails in regulation games is that the frequency of handling the ball is at a minimum. If it were in a lead up drill activity, then that would mean waiting in long lines . This will tend to be an unproductive way to improve the skills of the players .
The best way to overcome this tendency is to provide adapted/modified games in the form of small sided activities. This will afford an opportunity to incorporate skill development along with the endurance qualities that are inherent to the rugby game . There will be more of a tactical approach since the smaller playing area and number of players will result in more touch time. The rip flag rugby game is developed from decision making skills, ball handling and communication . The small sided games will develop a better understanding of player positions and continual support of all players.
The area is divided into grids in a confined space. By using cones and safe objects such as frisbees, the boundaries will be well defined . Each grid will contain different numbers of players according to the principles of the game . The rules should be modified for the skill level within each grid. In many instances , the size of the grid and the number of attacking players and the defenders are changed to make the game a more pressure situation that simulates the skills of the regulation game. The rules can be changed to make it easier or harder to score. If there are no goal posts , the conversion try can be eliminated from the game. Within the grid , the activities include small sided games that are different in each area. It can be divided into games that are played in a 4 versus 4 and 1 versus 1 or an uneven number of players like 4 versus 3 .
LAYOUTS AND DIAGRAMS
Figure 1. Are small sided games that are divided into grids with cones that will establish safe boundaries in a setting that includes both equal and different numbers of players. The activities are modified to ensure practice in pressure situations and simulate the regulation game.
Figure 2. Depending on the number of players in each class , the game or activities are divided either into three separate grids played width wise on an outside field area. For more players , the grids can be expanded to accommodate five different games.. Each grid can be modified to increase or decrease the size of the grid or the number of touches.
Figure 3. These activities are divided into three different grids . In the Steal the Ball activity , the students are arranged into grids within the entire floor or field area in small circles. There will be different numbers within each circle and the size of the circle can be larger or smaller for any modifications due to space conditions.
For the Kicking Game activity , the players are arranged on each side of the halfway line . Cones are used to protect the players from entering another grid . The activity utilizes kicking skills (punt, drop kick).
The Rip Tag game can be played in many different grids with cones as boundaries. It is a defensive skill activity that needs safe maneuverability within the grids . It can be played on each side of the halfway line or width wise . If there is a large space , all of these activities can be played in the grids at the same time. It combines all the skills in the rip flag rugby game.(passing , receiving, kicking and defensive / offensive strategies.
The players can rotate to each grid to gain experience using all the skills that lead up to the regulation game.
SAFETY CONCERNS
It is a concern that the grid is set in a safe situation with well defined and marked off areas . The players should be arranged with abilities that are similar ,but with a clear understanding there will be appropriate skill development . If there is inequality , then there will have to be modifications to ensure fair play and independent activity to best accommodate the needs of the players. Cones are used as boundaries to divide the grids into sections of play that will provide a protected playing condition.
Because of the change of rules from the regulation game to rip flag rugby ,the contact between players will be greatly eliminated. Safety at all levels should be a main concern . The players should maintain a high level of aerobic fitness due to the constant moving of the game . Proper warm-ups will condition the body and prepare the players for the vigor of the activity. An appropriate cool down process will eliminate any soreness and leg cramping. This combines the need to be in proper positions during the activity to prevent injuries due to fatigue ,which will cause the players techniques to wane. These techniques must be executed properly to ensure safety among all the players . The skills should be taught at the practice level before being used in the regulation game or activity. The skills are taught in a scope and sequence not so advanced that it causes improper technique.
All players should wear mouth guards or gum shields , and protective eye wear . They should be equipped with comfortable fitting shirts , shorts , socks and shoes. Jewelry is not permitted as it may become attached to a players clothing.
The area should be free of debris , dangerous objects , and goal posts checked regularly for any jagged edges. It is important that quick ,emergency services be readily available to contact the nurse , 911 and any services that follow an exemplary chain of command . It will be necessary to carry a cell phone , phone numbers(PDA) or emergency checklist to ensure the overall safety of the students/players. A first aid kit should be mobilized with all the appropriate band aids , compresses and ice packs .
Before each class make a sweep of the area to not only prepare the players , but also set up the grids and check for any unsafe conditions.
This will include the ball , rip flags and boundaries, floor/field for repair and slippery conditions.
ASSESSMENT TOOLS
The best way to implement assessment is to make it continuous. Teachers should watch how their students are performing and make adjustments to the lesson. What is expected in the future is that learning must be documented to prove what exactly the students have already learned. The assessments should be motivational and informative . The challenge is to break down the skills into small parts so that all students can record their progress. Authentic assessments are in real time or perceived. The more real –life , the more authentic.
There are different types of assessment that the students can demonstrate the knowledge and understanding of the content. Some examples are written tests , rubrics , test scores , observations , instructional video , and checklists.
Here are some valuable tips to help teachers who are using those assessments :
• Be very clear about what is being assessed
• Know why you are assessing
• Assessments should demonstrate what students know or are able to do
• Share that information with other teachers , students, administrators and parents
• Be clear about the criteria
• Involve the students in the process to make choices or self evaluation
• Use peer group , projects , oral response, observation , video and paper/pencil assessments
Rubrics are a printed set of scoring guidelines for evaluating work and for giving feedback . It answers by what criteria will the work be judged , what is the difference between good work and weaker work , how can teachers make sure the judgments are valid and reliable, and how can both performers and judges focus their preparation on excellence .
Another type of assessment involves partners. It is a skills evaluation that includes performance points and a scoring table .The partner can help evaluate the performer by using digital and video presentations.
Student progress can be assessed by using observation sheets . Daily observation notes and reports are assessed in both written and observed behaviors( Figure 18) Partners and teachers can evaluate the performer by developing a skill and cue assessment . This will ensure that the correct technique is performed for each skill . There is a scoring guide included to help with improving and refining the skills .
Click the link below for more extensive rugby resourcesADAPTED RIP FLAG RUGBY RULES & RESOURCES

 

 

CLICK HERE FOR DIAGRAMS OF THE GAMES AND SKILLS

OFFSIDE
offside.jpg
All players in position

KNOCK ON
knockon.jpg
The ball must touch the ground for this to occur.