KS2 · Physical education · Year 6
Create and apply defensive tactics
Invasion games: scenarios, tactics and power play through tag rugby
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can apply basic defensive tactics and formations to prevent the attacking team from scoring a try.
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Create and apply defensive tactics: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can apply basic defensive tactics and formations to prevent the attacking team from scoring a try.
Key learning points
- Move: once a tag has been made, we quickly step back and adopt our next position to prevent a further attacking move.
- Move: when defending we reduce the space the attackers have by applying pressure, preventing them scoring.
- Think: reflecting on our defensive tactics improves our ability to stop our opponents scoring a try.
- Feel: when taking on the role of a referee, it is important to implement the rules fairly and be a good role model.
- Connect: communicating with our teammates is important when applying defensive tactics to help improve our performance.
Words to know
- defender
- the player or person responsible for preventing the opposition (attackers) from scoring
- tactics
- a carefully planned set of actions that are used by a team or an individual to achieve a certain goal
- offside
- when a player is in front of the player passing the ball when the play restarts after a tag
Common mistakes
Defenders believe they can, or they try to, take the ball when they tag an opponent.
Remind pupils that the primary objective is to remove a tag from the ball carrier to stop their progress, rather than trying to take the ball.
For parents, carers and teachers
- Highlight to pupils that, although tactics can be really beneficial, this does not mean that they will work every single time.

