Unit Plan 25 (Grade 7 PE): Rugby-Style Flag Games — Phases & Support

Focus: Develop stronger support for the ball carrier, better pass timing, and more organized defensive line play through modified rugby-style flag games with phase limits and spacing rules.

Grade Level: 7

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this Grade 7 Physical Education unit, students explore the movement, teamwork, and decision-making required in rugby-style flag games. Through backward and lateral passing, support-angle work, and structured 5v5 game play, students learn that success depends on much more than the speed of the ball carrier. Teams must keep proper spacing, provide safe and useful support, and make quick decisions about when to pass, when to advance, and how to reset after a flag pull. On defense, students learn how to move together as a line, communicate early, and protect dangerous space without overcommitting. The unit emphasizes that rugby-style play rewards teamwork, discipline, and positioning, because the best option is often the teammate in the right support spot rather than the player trying to do everything alone. By the end of the week, students should be able to explain how phases, spacing, support, and defensive structure work together in modified rugby-style games.

Essential Questions

• How can teammates provide the best support angle for a ball carrier?
• Why are lateral and backward passes important in rugby-style games?
• What helps a defensive line stay organized and stop easy attacks?
• How do spacing, communication, and phase play improve team success?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor movements such as sprinting, cutting, stopping, and changing direction with control during rugby-style flag games.
2. Combine running, passing, receiving, supporting, and recovering fluidly during extended game play.
3. Use spatial awareness to stay in effective support positions on offense and maintain line shape on defense.
4. Apply offensive strategies such as supporting behind the ball, using proper spacing, and timing passes to maintain possession.
5. Apply defensive strategies such as maintaining a line, marking nearby attackers, shifting together, and transitioning quickly after possession changes.
6. Follow rules, routines, and safety expectations independently during flag-based rugby play.
7. Work cooperatively by communicating clearly, sharing team responsibilities, and including all players in team play.

Standards Alignment — Grade 7 PE (SHAPE America-based custom)

• PE:S1.7a – Locomotor Skills with Advanced Speed & Change of Direction Perform locomotor skills (e.g., sprinting, shuffling, skipping, bounding) with control while making rapid changes in direction, speed, and level in game situations.
  • Example: In rugby-style flag play, a student accelerates into support space, plants, changes direction, and stays available for a backward pass.
• PE:S1.7f – Integrating Multiple Skills Fluidly During Extended Play Combine locomotor, manipulative, and stability skills in extended game play, maintaining control and appropriate technique even when fatigued or under pressure.
  • Example: In a live phase, a student receives a pass on the move, advances, makes a controlled backward pass, and quickly recovers into support or defensive position.
• PE:S2.7a – Spatial Awareness & Tactical Positioning in Team Play Demonstrate consistent understanding of space and positioning by adjusting to teammates, opponents, and scoring areas in both offense and defense.
  • Example: In 5v5 rugby-style games, students recognize when to spread, stay behind the ball, support wide, or shift together defensively.
• PE:S2.7d – Offensive Strategies: Creating & Exploiting Opportunities Select and apply offensive strategies such as using screens, give-and-go, overlaps, switching fields, and recognizing mismatches to create scoring chances.
  • Example: In rugby-style games, students create attacking chances by using support runs, quick phase resets, and well-timed passes to maintain momentum.
• PE:S2.7e – Defensive Strategies: Marking, Help Defense & Transition Implement defensive principles including marking, staying between opponent and goal, providing help defense, recovering in transition, and adjusting to changes in possession.
  • Example: When possession changes, defenders reset into line, communicate who is marking space or player, and slide together to stop the next attack.
• PE:S4.7a – Following Rules, Routines & Safety Protocols Independently Consistently follow and model classroom rules, procedures, and safety expectations with minimal reminders, and help ensure a safe environment for others.
  • Example: Students respect flag-pull rules, avoid unsafe contact, respond immediately to whistles, and use safe passing and movement habits.
• PE:S4.7b – Cooperative Teamwork, Leadership & Inclusion Work effectively with diverse peers, taking on and rotating leadership roles (captain, coach, referee, equipment manager) while ensuring all teammates are included and valued.
  • Example: A student communicates support options, encourages teammates to stay involved, and helps organize the team’s spacing and defense.

Success Criteria — Student Language

• I can stay in a good support position for the ball carrier.
• I can make and receive backward or lateral passes with better timing.
• I can use spacing to help my team keep possession and attack better.
• I can help my team keep a strong defensive line and recover after a flag pull or turnover.
• I can follow the rules, play safely, and communicate positively with teammates.