Coaching the XV a side Game Welcome
Introduction of Staff • Course Leader • Role • To lead course, support coach educators, and be a point of reference for any complaints or issues • Coach Educators • Role • To provide you with opportunities to coach • Feedback on improving your coaching skills • Feedback on improving your technical / tactical knowledge • Feedback on how to help players develop their social skills
House Keeping • Safety procedures • Toilets • Mobile phones • Group work • Support each other • Ask if not sure about anything • ENJOY
Level 2 Assessment • Competency Based Course • More practice in coaching rather than being given knowledge and information • On-going assessment (beyond course if needed) • Plan, Do & Review • Workbook Book for use on course • Independent practical on-course assessment • Home Study Tasks • Rfuca.com as supporting resource
Coaching the XV a side Game In your tutor groups: • Introduce yourself and outline your coaching experience • As a group, agree the top 5 things a coach working in the XV a side game should be able to do/should know • Collate your top 5 and be prepared to feed back • Agree a top 5 for the whole course
Mixing Deck • Using the ‘mixing deck’ (graphic equaliser) in your workbook Page 14, place one of the group’s 5 top things a coach should be able to do into each of the rectangles. • Now place a line on each sliding scale, where you think you are at this moment in time. • We will return to this mixing deck at the end of each day to benchmark your progress
A Coach in the XV a side game should • Coach the XV a side game informed by an understanding the Principles of Play • Coach the core skills of Rugby Union • Understand, apply and uphold the Core Values of Rugby Union • Have well developed Coaching Process skills • Coach safe technique • Coach in a range of appropriate delivery styles and methods (Use of games)
The Philosophy of the Course To educate coaches in the knowledge, skills and attributes needed to coach the 15 a-side game of Rugby Union, through a fun, well organised, well planned and safe learner centered coaching programme. The learning programme will promote both the ‘what’ and ‘how’ to coach concepts whilst encouraging coaches to examine ‘why’ they coach and what influence that has on both their own and their players’ behaviours and aspirations.
Qualification Resources • The following resources are available to coaches: • UKCC Level 2 Learning Resource (Technical Manual) • UKCC Level 2 Candidate workbook • Coach Educator & Course Leader • Fellow Coaches • Coaching Resources (Coachwise) • RFU Coaching Academy rfuca.com (Online Resources) • Law Book (Up to date available to download on www.IRB.com • Governing Body and other useful websites (see page 57 in your workbook)
LONG TERMCOACHING DEVELOPMENT MODEL Red Rose Programme Red Rose Programme Director of rugby course Director of rugby course +CPD UKCC Level 4 Director of rugby course +CPD UKCC Level 4 UKCC Level 4 Advanced CPD and Coaching experience Rugby Union Advanced Coaches Certificate (UKCC Level 3) CPD and coaching experience Rugby Union Advanced Coaches Certificate (UKCC Level 3) Rugby Union Advanced Coaches Certificate (UKCC Level 3) + CPD Rugby Union Advanced Coaches Certificate (UKCC Level 3) + CPD CPD and Coaching experience CPD and coaching experience Rugby Union Advanced Coaches Certificate (UKCC Level 3) CPD and coaching experience CPD and Coaching experience CPD and Coaching experience Coaching Children Rugby Union (UKCC L1) Coaching XV a side game (UKCC Level 2) + CPD CPD and coaching experience Coaching XV a side game (UKCC Level 2) + CPD COACHING EXPERTISE Coaching XV a side game (UKCC Level 2) for Elite Performers Coaching XV a side game (UKCC Level 2) for Elite Performers Foundation courses Foundation courses Coaching XVa side game (UKCC Level 2) Foundation courses U7 – U12 U13 – U18 ADULTS (PARTICIPATION) TALENT DEVELOPMENT ADULTS (PERFORMANCE) ELITE PERFORMANCE WHO DO YOU COACH?
COACHING DEVELOPMENT MODEL COACHING EXPERTISE U7 – U12 U13 – U18 ADULTS (PARTICIPATION) TALENT DEVELOPMENT ADULTS (PERFORMANCE) ELITE PERFORMANCE WHO DO YOU COACH?
This represents around 99% of the players involved in rugby – for recreational reasons, with a real focus on social needs Applies to the elite end of the game – Academy etc, and represent less than 1% of the playing population with only 0.1% ever likely to become professional and 0.05% ever likely to play at International level less than 10% of players who take rugby very seriously and are recognised as having the potential to go further County, SOR etc. This provides them with different physical, mental, tactical and technical challenges which enable them to be better equipped when they do decide to specialise. Children take part in sport for a range of reasons, but they’ve told us that enjoyment, self-confidence and being with friends is most important The Children most likely to remain in sport and those most likely to succeed have experienced a range of sports and activities at an early age
Practical 1 • Modelling by Coach Educator: • Planning • Organisation • Warm up • Principles of Play, Attack and Defence • Coaching Process Skills • Best Coaching Practice/Differentiation • Skill development through small sided games • Cool Down
Effective Coaching Interpret and apply what learnt to next experience Have an experience 1 Plan 2 DO 3 REVIEW Analyse and reflect on it
Modelling Individual Task: Using page 15 of your workbook, make some brief notes about the modelling session you have just been part of.
Reflective Practice on Modelling Session • Coach Educator will now complete a self reflection on that modelling session, in front of the coaches (using a flipchart – 20 mins) • The emphasis is on ”How did my coaching affect the session?”
Working with Another Coach • In practice as a coach, you will often work with another coach during a session • This will involve cooperation in planning, delivery and reflection to achieve the desired outcomes • For your practical this afternoon you will be “Buddying up” with another coach from your group to deliver your session
Co-coaching Task Preparation With your “Coaching Buddy”, prepare to deliver on the Principle of Play allocated, using an appropriate Swatch activity (or your own) and demonstrate at least one appropriate progression– 14 minutes session, with each coach leading for 7 minutes, the other supporting – use session planner on Pages 20 and 21 • and 6 - Go forward • and 7 - Support • and 8 – Continuity • and 9 - Defensive principles • and 10 – Attacking principles
Upholding The ‘Core Values’ Of Rugby Union • Show DVD
In groups, discuss your ideas on how you may instil the Core Values of Rugby Union into your players (6 minutes). Group 1: Respect Group 2: Discipline Group 3: Sportsmanship Group 4: Enjoyment All groups: Teamwork Task – Group Work
Core Values Summary • Everyone involved in rugby, whether as a player, coach, referee, administrator, parent or spectator is expected to uphold the Core Values of our sport: • Play to win - but not at all cost • Win with dignity, lose with grace • Observe the Laws and regulations of the game • Respect opponents, referees and all participants • Reject cheating, racism, violence and drugs • Value volunteers and paid officials alike • Enjoy the game
Swatch Activity Practical Delivery Your chance to practice…..enjoy!! Session checklist: • Coaching Process (Instruct/Explain/Demonstrate,Observe/Analyse and Feedback ) • Principle of Play • Use of game – adapt if needed to achieve your outcome • Be prepared to reflect afterwards – Page 22 of workbook
Core Skills and Key Factor Analysis
Core Skills Group Task (3mins): Having watched the video clip, can you now identify the core skills for rugby union. Use Page 23 to record
Core Skills of Rugby Union • Running • Evasion • Handling • Kicking • Tackling • How does each of these relate to the Principles of Play?
Developing Technical Skills Rugby skills can be broken down into ‘Key Factors’. A key factor is a component part of a whole skill. By splitting a whole skill into its component key factors, it is easier for coaches to diagnose parts of the skill, which may need development and work on them.
“Selling a dummy” Key factors : • Carry the ball in two hands • Look towards receiver • Swing arms as if you were passing • Longest way out, shortest way back • Transfer ball into arm furthest away from defender • Hand off if necessary
Key Factor Analysis Task : • Split into groups of 3 and complete a key factor analysis on one of the core skills identified • Usepage 23 in your workbook
Key Factor Analysis • Break down the skill into components • Introduce one or two key factors at a time (maximum two). • Gradually introduce different pressures by: – reducing time – reducing space – increasing the intensity – conditioning the opposition. 98
Reflect on the learning from day 1 • Revisit your “Mixing Deck” – in which areas have you moved forward? • Take a few minutes to complete your reflective log for Day 1 on page 6 ofyour workbook.
Pre Day 2 Home Study • Complete two 40 minute session plans (W/P/W) to develop 2 core skills (allocated). Each session must include a risk assessment. Use pages 25 - 32in workbook • Be prepared to deliver a 10 minutes ‘Part’ extract from either of the two sessions, on the next day of the course. The session should conclude with a game, within the 10 minutes. Use any resource you wish i.e. other coaches, swatch or manual.
Core skill tasks 1 - 5 Each coach to be given one of the following tasks (two coaches get same task): • 1 v 1 situation – go forward • 1 v 1 side defence – go forward • 1 + 1 v 1 – support and continuity • 2 v 1 alignment options – support • 1 v 1 receiving a high kick – go forward
Core Skill Tasks 2nd tasks Each coach to be given a second core skills tasks (two coaches get same task) • 2 + 1 v 2 – go forward/support • 3 v 2 quick hands/overlap – go forward • 2 v 2 – support/loop • 2 v 2 go forward /change of direction • 2 v 2 – go forward/ penetrate or drift pass
Home Study (cont.) • Recommend attendance at Continuity in Attack, Ruck and Maul and Defence CPD’s. • Complete the Coaching Process skills section in your workbook pages 33 and 34. • Complete ‘Working with Adolescents’ questionnaire in the workbook pages 35 and 36
End of Day 1 Have a safe journey home and we look forward to seeing you back here on .................. at ............am for Day 2