Unit Plan 28 (Grade 5 PE): Rugby-Style Flag Games — Phase Play

Focus: Develop supporting angles, improve decisions about when to pass vs. run, and maintain strong team defensive shape during modified rugby-style flag games with short attacking phases.

Grade Level: 5

Subject Area: Physical Education (Invasion Games • Team Strategy • Passing, Support & Defense)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore rugby-style flag games as a fast-moving team activity built on support, spacing, and decision-making rather than contact. In this unit, students practice moving the ball through continuous passing, supporting the ball carrier at helpful angles, and understanding how a team can keep attacking for a short number of phases before a turnover. They learn that successful offense depends on more than speed. It depends on runners staying connected, passing at the right moment, and giving the ball carrier clear options. On defense, students work on staying organized, moving together, and protecting space instead of all chasing the ball. The unit emphasizes safe play, rule-following, teamwork, and clear communication in a modified invasion game environment.

Essential Questions

• How do support angles help a team keep possession and move forward?
• When is it smarter to pass the ball, and when is it better to run?
• What does strong team defensive shape look like in a rugby-style flag game?
• How do short attacking phases change the way a team plays offense and defense?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor movements with speed, control, and safe changes of direction while supporting a ball carrier or defending space.
2. Combine skills in sequence, such as run → receive → pass → support again or flag pull → reset → defend next phase.
3. Apply offensive strategies by creating support angles, moving the ball quickly, and choosing high-percentage passes.
4. Apply defensive strategies by staying in shape, containing the ball, and recovering together after each phase.
5. Follow modified rugby-style rules safely and consistently during warm-ups and games.
6. Work cooperatively with teammates by communicating, rotating roles, and including all players in team play.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S1.5a – Locomotor Skills with Speed, Control, and TransitionsPerform locomotor movements (run, hop, jump, leap, slide, gallop, skip) with control, using changes in speed and direction smoothly in game and activity settings.
  • Example: Students use quick accelerations, controlled stops, and sharp directional changes while playing tag, invasion games, or in relay events.
• PE:S1.5f – Combining Multiple Skills in Game SequencesCombine multiple skills (dribble, pass, catch, strike, run, dodge, jump, shoot) fluently and appropriately during game-like sequences.
  • Example: In a modified invasion game, a student dribbles to space, passes to a teammate, cuts toward the goal, receives a return pass, and shoots.
• PE:S2.5d – Offensive Strategies: Creating & Using AdvantagesApply basic offensive strategies such as creating numerical advantages, give-and-go, using screens, and selecting high-percentage scoring opportunities.
  • Example: In 3v3 basketball or handball, students set simple screens, drive to draw a defender, then pass to an open teammate for a better shot.
• PE:S2.5e – Defensive Strategies: Marking, Containment, & Help DefenseApply defensive strategies including marking a player, maintaining proper body position, containing attackers, and providing help defense.
  • Example: Students stay between their assigned player and the goal, communicate switches, and step in to help when a teammate is beaten on defense.
• PE:S4.5a – Consistent Rule-Following & Safety LeadershipConsistently follow rules, class routines, and safety procedures and help others follow them without frequent reminders.
  • Example: Students use equipment correctly, respect boundaries, and remind peers to stop and listen when they hear the teacher’s whistle.
• PE:S4.5b – Cooperation, Leadership, and Inclusive Team BehaviorWork cooperatively with classmates, take on and rotate leadership roles, and actively include others regardless of skill level or background.
  • Example: During group games, students volunteer as captains or equipment managers, ensure everyone has a role, and invite quieter classmates to join.

Success Criteria — Student Language

• I can move into a good support angle to help my teammate with the ball.
• I can decide when to pass and when to run based on the defender and open space.
• I can help my team stay organized on defense after each phase.
• I can follow the rules of the game and play safely with flags and boundaries.
• I can communicate and work with my teammates so everyone stays involved.