Touch rugby
This resource unit from the Sport Studies collection explores sport and the pleasure of being included through touch rugby.
About this resource
This planning and teaching resource unit (years 9–10) is part of the Sport Studies collection, which is one of the key areas of learning in health and physical education. It contains ideas to plan for teaching, learning, and assessment, with related resources and activities, to meet the identified learning needs of ākonga. See the resource carousel below for more.
Touch rugby
Explore modified sport and the pleasure of being included through touch rugby.
Sport Studies collection
This resource is part of the Sport Studies resource collection.
Te reo Māori and Tikanga Māori
Tapu Ae (Movewell 1.12) Games of this nature offer an opportunity to use te reo Māori while practising tikanga Māori. For te reo Māori to thrive, all New Zealanders are encouraged to use it and include Māori cultural practices. In these game contexts, players can use te reo Māori, such as karawhiua (pass), for calling and moving, just as we do when asking children to sit - taki noho/e noho, stand - taki tū/e tū, or listen - whakarongo in a classroom context. Te reo Māori is an intrinsic part of tākaro.
Context
Ākonga use touch rugby as a context to explore sport and the pleasure of being included.
Unit aim
To develop constructive attitudes, values, and behaviours to manage cooperative and competitive sports environments, for example, in touch rugby.
General overview
Ākonga explore what inclusion means, develop strategies to enhance inclusion, and consider the effect of promoting inclusion in a sport context (touch rugby). Ākonga participate in a touch rugby programme, which includes a tournament. They reflect on the development of their physical, thinking, intrapersonal, and interpersonal skills.
Teachers should provide a range of game experiences that help learners:
- develop game skills such as the ability to read the situation, to support fellow players, to work as a team, and to create and adapt solutions
- develop movement skills that enhance game-playing ability, such as kicking, jumping, throwing, catching, passing, and dodging; teach these in a game context rather than in isolation
- provide a variety of practice that requires learners to skillfully adapt to different contexts.
Key learning areas
Sports studies, physical activity and mental health.
Underlying concepts
Ākonga develop a sense of social justice by demonstrating fairness, inclusiveness, and care and concern for others through positive involvement and participation (attitudes and values) and by contributing to the development of supportive strategies to ensure the physical and emotional safety of class members (health promotion).
AO |
Learning Outcome |
Learning experiences |
Assessment opportunities |
|---|---|---|---|
5C2 |
Demonstrate an understanding of how sensitivity towards others during touch rugby can contribute to the emotional safety of oneself and others. |
Ākonga explore attitudes, values, and beliefs about sensitivity and inclusion. Ākonga identify actions involved with encouraging others, accepting others, and respecting oneself and describe the effects of these actions on people’s self-worth. |
Ākonga complete chart for task 1: Touch rugby (task 1) (see below) |
5C3 |
Ākonga will demonstrate interpersonal skills and processes that help them make choices promoting inclusiveness in touch. |
Ākonga participate in a game of touch rugby and discuss incidents of inclusiveness and exclusion. Ākonga brainstorm strategies that enhance inclusiveness. |
Ākonga will record in their physical education logbook the strategies they have selected that aim to enhance inclusiveness. Ākonga can record their peer feedback into the physical education logbook. |
4B2 |
Ākonga will brainstorm the skills required to participate in and play a game of touch rugby. |
Ākonga will brainstorm the skills required to participate in and play a touch rugby tournament. Ākonga will reflect on the skills they have learned and identify and describe the skills they found most challenging. |
Ākonga complete task two review sheet: Touch - Task 2 review sheet (see below) |
Possible teaching approaches
- Experiential learning cycle – Enhancing personal growth through effective participation and experiences.
Possible lesson sequence
See Materials that come with this resource to download Touch rugby - Lesson sequence (.doc).
Ākonga resources
See Materials that come with this resource to download:
- Touch rugby - Akonga worksheet task 1 (.doc).
- Touch rugby - Akonga worksheet task 2 review sheet (.doc).
See also:
Heading
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