INTERNATIONAL RUGBY BOARD LEVEL 2 COACHING DEVELOPING RUGBY SKILLS

Transcription

1 INTERNATIONAL RUGBY BOARD DEVELOPING RUGBY SKILLS INTERNATIONAL RUGBY BOARD DEVELOPING RUGBY SKILLS Course manual International Rugby Board 2011 Course workbook International Rugby Board 2014

2 Level 2 Coaching Developing Rugby Skills Workbook Module 1 Coaching styles and coaching process...2 Module 2 Values of the Game and principles of attack and defence...4 Module 3 Planning and delivery...18 Module 4 Key factor analysis and player welfare...23 Module 5 Functional role analysis, selection and Laws...62 PG 1

3 Module 1 - Coaching styles and coaching process Introduction, delivery and self-reflection Introduction Notes on other coaches names, club/school and hopes/fears Task 1 Notes on strengths, weaknesses and goals Task 2 What went well with your practical? What would you improve with your practical? PG 2

4 Task 3 What did you notice about the two demonstrations? Which of the two are you closest to? What impact does this have on your session? Task 4 Try to develop some key factors for the following how to coach skills Instruction and explanation Providing demonstration Observation and analysis Providing feedback PG 3

5 Module 2 - Values of the Game and principles of attack and defence Defining the core values of Rugby Union Having watched the core values video, list the five core values of Rugby Union. VALUES NOTES Value 1 Value 2 Value 3 Value 4 Value 5 PG 4

6 Discuss one of the core values with your group and make some notes in the table below. NOTES What are the responsibilities of the coach in making sure these core values are passed on? NOTES 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. Take a moment to personally reflect how this will affect your coaching. There is further detail on the ethics of coaching along with useful codes of conduct in your manual. PG 5

7 Beginning to develop a coaching philosophy A philosophy is values and beliefs that influence and guide actions. 1. Your core values Behaviours of your ideal coach Words to describe your approach to coaching Words your players would use when describing you as a coach Write down your coaching philosophy below. MY COACHING PHILOSOPHY Why bother with a coaching philosophy? Provides clarity, direction and focus Impacts on your behaviour Influences your coaching practice Motivates and drives your actions PG 6

8 Beginning to develop a playing philosophy 1. My ideal team performance How I would like the opposition to describe the play of my team MY PLAYING PHILOSOPHY PG 7

9 Using the principles of attack and defence to analyse the play of the team The principles of Rugby are: Contest for possession Attack - continuity of play Defence - regaining possession A multi-faceted Game Rewards and punishments. What type of Game do you want? Make notes to answer this question after watching the Charter video. NOTES PG 8

10 The principles of attack and defence The principles of attack and defence are a list of what has to be achieved for the team to meet its aim. Note that they do not cover how they are to be achieved. Attack - When the team is in possession of the ball. Defence - When the team is not in possession of the ball. Prioritise and place in sequence the following principles by numbering them. ATTACK Order Principle Explanation Go forward Measured by whether the next contest for the ball at the tackle, ruck or maul is over the gain line from the set piece and each successive contest. Score points Support Try, conversion, penalty goal and drop goal. Is there support? Does the ball carrier use it? DEFENCE Order Principle Explanation Counter attack Apply pressure Regain possession When the ball is regained, is the team in a better field position at the next contest for the ball? Tackle count - tackles made, tackles missed. In general play, how many times does the defensive team regain possession of the ball? Maintain continuity When a team have the ball and form a maul or a ruck, does it win the ball? Prevent territory being gained Do tackles stop the ball carrier or is the attack able to, with little delay, continue? Apply pressure Gain possession Possession - see gaining possession. Scrums, lineouts, kick starts and restarts only. Is possession gained or not? Support Go forward At the point of contact, is there support that, at the least, slows down the opposing team recycling of the ball? When the opposition wins the ball, do the players go forward as a unit keeping a defensive line? Is the next contest for possession on our or their side of the gain line? Contest possession Did the team win possession from scrum, lineout, kick starts and restarts? Did the team, in challenging for possession, reduce the attacking team s options? PG 9

11 Applying the principles to a team 1. In pairs, you will now watch a video of a match. One person will watch attack and the other the defence. 2. Using the table below, make notes on the performance of one of the teams. Strengths ATTACK 1. Gaining possession Weaknesses Strengths 2. Go forward Weaknesses Strengths 3. Support Weaknesses Strengths 4. Continuity in rucks and mauls Weaknesses Strengths 5. Pressure - possession, field position and pace Weaknesses Strengths 6. Turnovers - ball lost by your team Weaknesses PG 10

12 Strengths DEFENCE 1. Contesting possession Weaknesses Strengths 2. Go forward Weaknesses Strengths 3. Apply pressure by tackling Weaknesses Strengths 4. Prevent territorial gain - quality of tackling Weaknesses Strengths 5. Support Weaknesses 6. Regain possession / turnovers - ball won by your team Strengths Weaknesses Strengths 7. Counter attack Weaknesses PG 11

13 If you are to apply the principles of the attack and defence to your team in a game you must have a precise meaning for each of them. This can help you in your judgement and, if you so desire, you can use them statistically. An example of the definition for each principle written in the form of protocols follows. Principles of attack - when your team has the ball Principle Gaining possession Going forward Providing support Creating and maintaining continuity Protocols Scrums, lineouts, kick starts and restarts only. Does your team gain possession or not? Once possession has been gained, is the next contest for the ball at the tackle, ruck or maul over the initial gain line? From each successive contest, is the subsequent contest for the ball over the gain line from that contest? Is the pace of play and options adversely affected by a lack of support? Is the pace of play and options adversely affected by the ball carrier not being able to use the support that is available? When your team has the ball and forms a maul or a ruck, does it retain the ball? Applying pressure Possession - see gaining possession. Field position - use a field plan to plot the position of each restart of play in order to identify field position. Pace - use a subjective assessment of the team s ability to maintain the pace of play. Turnovers When your team has the ball, how many times do they turn the ball over to the opposition? - By taking the ball to touch - By committing an infringement so that the opposition has the throw-in at the resulting scrum - By losing the ball in general play - By conceding a free kick or penalty when in possession. PG 12

14 Principles of defence - when the opposing team has the ball Principle Contesting possession Going forward Applying pressure Preventing territory being gained Providing support Regaining possession Protocols Did your team win possession from the scrum, lineout, kick start or restart? Did your team challenging for possession result in the attacking team s options being reduced? When the opposition wins the ball, do your players go forward as a unit, keeping a wellformed defensive line? At the next contest for the ball, is the position of the ball as far down the field as its position at the previous contest? How many tackles were attempted? How many tackles were completed? How many tackles were missed? Do your team s tackles stop the ball carrier or is the ball carrier able to either drive through the tackle, offload in the tackle, or make the ball available to a team-mate without it being contested? At the point of contact, is there support that at least slows down the opposing team s recycling of the ball? In general play, how many times does the defensive team regain possession of the ball? Counter attack Turnover When the ball is regained, is the team in a better field position at the next stoppage in play? How many times does the team regain possession either in general play, from penalty kicks or free kicks, and at the throw-in at the scrum or the lineout? PG 13

15 3. Apply the protocol for the principle you are analysing to a number of episodes of play of a game using the table on the following pages. An episode is from the restart to the next time the referee blows the whistle. If the principle has been performed successfully indicate this with a tick, and if it has been performed unsuccessfully use a cross. Episode no Gain possession ATTACK 2. Go forward 3. Provide support 4. Create continuity 5. Apply pressure 6. Score points 7. Avoid turnovers 1. Contest possession DEFENCE 2. Go forward 3. Apply pressure 4. Prevent territorial gain 5. Provide support 6. Regain possession 7. Counter attack PG 14

16 Episode no Gain possession ATTACK 2. Go forward 3. Provide support 4. Create continuity 5. Apply pressure 6. Score points 7. Avoid turnovers 1. Contest possession DEFENCE 2. Go forward 3. Apply pressure 4. Prevent territorial gain 5. Provide support 6. Regain possession 7. Counter attack PG 15

17 4. Summarise the statistics for each principle by adding up the number of times the principle was performed successfully and unsuccessfully and express these as a percentage of the total. Principles of attack Y N Total % Y Principles of defence Y N Total % Y 1. Gain possession 1. Contest possession 2. Go forward 2. Go forward 3. Provide support 3. Apply pressure 4. Create continuity 4. Prevent territorial gain 5. Apply pressure 5. Provide support 6. Score points 6. Regain possession 7. Avoid turnovers 7. Counter attack Field position 5. Analyse field position by plotting, on the field map, the position of each scrum, lineout, ruck, maul and contest for possession. PG 16

18 6. Now, prioritise the team s needs based on a combination of solving weaknesses and improving strengths. Priority Needs Reason for ranking How needs will be met at practice PG 17

19 Module 3 - Planning and delivery Planning a practice Either individually or in groups as directed by your Educator, plan a practice based on a selected team s strengths, weaknesses and needs. If working in groups, break the practice down and assign parts of the practice to each coach. Use the team analysis completed in Module 1 to demonstrate how to plan the structure and content of a practice session, based on the planning blueprint. Use the tables on the following two pages to record the details of your practice. 1. PRACTICE PLAN Areas of concern Session aims Equipment PG 18

20 PRACTICE PLAN TIME DRILLS/DETAILS COACHING POINTS AND TECHNIQUES Briefing administration Warm-up Individual/team skills Unit skills Mini-unit skills Team play Warm-down De-briefing / administration After each coach has planned their part, the groups should get back together and review all the parts to ensure that they fit together. PG 19

21 Understanding game sense From a video of a match, concentrate on one episode (an episode runs from the restart to the next stoppage). 1. Name the situation, who is playing whom, and whether your team is attacking or defending. Situation:...vs... Attack or defence? In groups of 3-4, decide on an option for how your team should proceed and record it on the top line of the table below (e.g. where is the space and how should we use it?). The Educator will then gather together the suggestions from each group. Record them on the other lines on the table below, and then the course will discuss the relative merits of each option, ranking them in order of how effective each would be. Option: Ranking (1 = best; 6 = worst) a. b. c. d. e. f. PG 20

22 3. Based on the best option, what can realistically be achieved by the next stoppage in play? 4. List the reasons for setting this outcome goal. a. b. c. d. e. f. 5. The Educator will now play the episode; record what actually happened. PG 21

23 6. Analyse why the outcome you had set was not achieved in reality, separating the reasons into good ones (where the team exceeded your prediction) and bad ones (where they failed to meet your expectations). Positive reasons (prediction exceeded) Negative reasons (expectations not met) 7. Note the following: a) Whether the team was in attack or defence. b) The principle that was performed poorly. c) The skill that was performed poorly. d) The key factor(s) that was/were not performed successfully. 8. Develop and perform a game-sense skill drill that should lead to play being more successful. PG 22

24 Module 4 - Key factor analysis and player welfare 4(a) - Key factor analysis of the skills of Rugby Union Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcomes a. In possession of the ball To evade opponents while running towards their goal-line without becoming isolated from team-mates unless a try can be scored. b. In support of the ball carrier To be in a position to react to the actions of the ball carrier and maintain continuity of play. c. In defence To be in a position to react to the actions of the opposing ball carrier to regain possession of the ball. EVASIVE RUNNING WITH THE BALL The ball carrier should: 1 carry the ball in both hands 2 run into space whenever possible, evading contact 3 when faced with opposition, try to dodge round them by moving them one way (known as fixing a defender) then changing direction (with a side step or swerve) and/or pace 4 move into the space they have created 5 accelerate forwards out of the space PG 23

25 SIDE STEP The ball carrier should: 1 target the nearest defender, running towards them to fix their position 2 change direction close to them by quickly pushing sideways off one foot and changing direction to move in the other direction (i.e. the right foot to go left and the left foot to go right) 3 accelerate away from the defender taking advantage of their hesitation SWERVE target the nearest defender, running towards them to fix their position trying to move them inside their line of running 2 change direction away from them by veering away into the outside space 3 accelerate away from the defender taking advantage of their hesitation RUNNING IN ATTACK - CLOSE SUPPORT OF THE BALL CARRIER The supporting player should: 1 position themselves to support the ball carrier, ideally from behind which will enable them to react to the actions of the ball carrier 2 communicate to the ball carrier that they are running in support 3 4 anticipate their role in support and have their hands ready to receive an offload pass if given but also be prepared to enter a contact situation to clear a threat if necessary keep their distance to ensure they can react to the ball carrier s actions, accelerate into play and onto the ball/enter the contact area rather than slowing down to catch the ball/enter the contact area 5 catch pass/clear contact area and continue play RUNNING IN ATTACK - RECOGNISING AND ATTACKING SPACE Players should: 1 2 observe the defence in front of them and move into a position to make and attack space considering depth and width of attack identify how the defence is set up: - where there are gaps and potential mismatches, e.g. a centre versus a prop - defensive players body position and formation are they squared up to the attack and ready to move forward in defence or are they misaligned and still concentrating on the contact area? - is there space behind the defensive line to attack with kick through or over? 3 keep eyes on opposition to react to defensive changes 4 communicate defensive set up and gaps/mismatches to team mates 5 attack space quickly and confidently with support to get over the gain line PG 24

26 Application of the key factors to scenarios Scenarios 1. The #15 is a very good side-stepper but is not beating opponents. 2. The #14 is beating the first defender but is being easily caught by cover defence. 3. In support, players are over-running the ball carrier and are therefore unable to receive an offload. 4. In attack, strike moves seem to attack a heavily condensed defence. 5. Runners from rucks are being easily tackled behind the gain line. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 25

27 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To catch the ball so as to retain possession. Players should: CATCHING THE KICKED BALL communicate with team mates to confirm they will be attempting the catch, e.g. Jim's ball 2 move under the ball and keep eyes on it at all times assess whether the ball can be caught by staying on the ground or by jumping into the air to catch it if staying on the ground to catch: - move forward underneath the ball and adopt a strong, stable stance - position with their shoulder and hip towards opponents - extend their arms in the direction of the ball, keeping elbows together - catch the ball at eye level, watching it into their hands, arms and eventually into the body - be ready to move/play the ball/take contact as soon as the catch has been made if jumping into the air to catch: - move forwards onto the descending ball - time jump into the air taking off from one foot - non-take-off leg can be used to protect from opposition - lead with the knee - brace for potential collision with competing players - extend their arms in the direction of the ball, keeping elbows together - catch the ball at eye level, watching it into their hands, arms and eventually into their body - be ready to move/play the ball/take contact on landing PG 26

28 Application of the key factors to scenarios Scenarios 1. When the #15 catches the ball, it is frequently knocked forward. 2. When fielding a high ball, the #15 is being beaten to the ball. 3. The receiving team catch the ball from a kick-off but the opposition drive them back. 4. When attempting to field a high ball, the receiving team frequently let the ball bounce. 5. The receiving team are having trouble retaining possession once they have caught the ball. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 27

29 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To catch the ball while retaining vision of the positioning of opponents, so that the receiver has time to choose the best available option. Players should: PICKING UP THE BALL approach the ball in a low, strong and stable position 2 position above the ball side-on, straddling the ball with one foot to the front and the other behind 3 sink at the hips and bend at the knees 4 keep their head up in the neutral position 5 steady the ball with the front hand and scoop it up with the back hand 6 bring the ball into the chest 7 be ready to move/play the ball/take contact on pick up Application of key factors to scenarios Scenarios 1. As the #7 tries to pick up loose ball, it is being knocked on. 2. At the tackle, in defence, the first arriving player is attempting to pick up the ball, but is being easily driven off by the opposition. 3. The #9 is knocking-on the ball when it emerges from rucks. 4. When the second wave of players arrives at the tackle, they are slowing down and picking up the ball, and as a result, they are being immediately tackled. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 28

30 Scenario Skill Error Player Reasons PG 29

31 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below (for the passer) and the table on the next page (for the receiver). 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To make a pass that is easily caught by a team-mate who is in a better position than the passer to continue play. PASSING THE BALL The ball carrier should: 1 hold the ball in two hands 2 commit a defender 3 prop on their inside leg 4 turn side on to the defence to face the supporting receiver 5 identify the target area - chest height in front of the receiver keeping the ball up between waist and chest area move the ball quickly across their body by swinging their arms use their chest, shoulders, elbows and wrists to control the speed and flight of the ball as it is released follow through with their hands in the direction of the pass with fingers pointing to the target after release 9 support the receiver once the pass has been completed RECEIVING THE BALL The receiver should: 1 move forward onto the ball to make the catch 2 extend their arms - reaching towards the passer giving a target to aim at (looking to catch the ball early) 3 keep their hands up ready with fingers spread (thumbs close together) 4 watch the ball all the way into their hands until certain all fingers and thumbs are in contact with the ball PG 30

32 Application of the key factors to scenarios Scenarios 1. The #9 s pass is not reaching the #10, so that the receiver has to bend down to pick up the ball. 2. #12 is passing to #13 such that it is necessary to look down to catch the ball. 3. When #10 passes the ball to #12, the receiver has to slow down to catch the ball. 4. When #15 enters the back line and receives the ball, there always seems to be a number of defenders to make the tackle. 5. When the #14 receives a pass, the ball always seems to be fumbled and the player is seldom in a position to beat a defender. 6. Players are drifting in the direction they are passing. They are passing off their outside leg to get greater distance but this is accentuating the drift. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 31

33 Scenario Skill Error Player Reasons PG 32

34 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To gain territory or to regain possession of the ball. Before the kick, the kicker should: 1 adopt a balanced, stable, strong body position PUNT KICK keep their opposite shoulder forward: if kicking with right foot - left shoulder; left foot - right shoulder hold the ball in two hands with one point aimed at the foot, the other at the sky 4 extend their arms fully (elbows straight) 5 keep their core strong, then cock their leg by flexing hip and knee 6 drop the ball onto their foot keeping their posture tall and upright with their head slightly forwards During the kick, the kicker should: 7 step onto their non-kicking foot, which should be in line with the target 8 un-cock their leg by extending hip and knee 9 keep their head down and forwards 10 make contact with the bone on the top of the instep of their foot (laces of boot) and the point of the ball, keeping their toes pointing to the ground 11 maintain their leg speed through contact After the kick, the kicker should: 12 maintain their forward momentum with their body moving towards target 13 follow through with their kicking foot to finish towards the target be carried forward, by momentum, from their non-kicking foot to land on the same foot follow through with their opposite arm to finish towards the target to maintain balance and direction 16 keep their head down and forwards until follow through is complete PG 33

35 Application of key factors to scenarios Scenarios 1. The #10 is not getting good distance with kicks. 2. The kicker is kicking long but is inaccurate with many kicks slicing off to the side. 3. The kicker is getting too much height on the kick. 4. The kicker is not getting consistency with distance or accuracy of punt kicks. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 34

36 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To restart play, within the Laws governing restarts. Before the kick, the kicker should: DROP KICK hold the ball so that when it is dropped to the ground it bounces up in the same alignment 2 extend their arms fully (elbows straight) 3 keep their core strong, then cock their leg by flexing hip and knee 4 turn the shoulder of their non-kicking foot towards the target 5 drop the ball to the ground the width of the hips from their non-kicking foot During the kick, the kicker should: 6 step forward onto their non-kicking foot aligning the line of the instep with the target 7 un-cock their leg by extending hip and knee 8 9 make contact with the bone on the top of the instep of their foot (laces of boot) and the lower part of the ball, keeping their toes pointing forwards and upwards for low kicks, strike the ball close to the ground; for high kicks, let the ball bounce higher After the kick, the kicker should: 10 follow through in a natural arc onto the toes of their non-kicking foot 11 use the arm of the non-kicking side of the body for balance PG 35

37 Application of key factors to scenarios Scenarios 1. The kicker is getting insufficient height for the catchers to get to the ball. 2. The kicker is unable to perform a long drop out. 3. The kicker can generate height but is inaccurate with direction. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 36

38 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To kick accurately to score points. Before the kick, the kicker should: 1 select a target between the posts PLACE KICK tee the ball upright on a kicking tee with the valve of the ball pointing towards the target stand over the ball with their kicking foot placed close behind the ball and their non-kicking foot where it will be placed when they make contact with the ball 4 move back to a position that is comfortable 5 relax in preparation for approach 6 commence approach by running in an arc to open up the hips to generate maximum power During the kick, the kicker should: 7 move their opposite arm forward to turn the shoulder side on to the target 8 place their non-kicking foot hip-width from the ball with the line of the instep of the foot (laces of the boot) in line with the target 9 keep their core strong, then cock their leg by flexing hip and knee 10 un-cock their leg by extending hip and knee 11 make contact with the bone on the top of the instep of the foot (laces of boot) and the ball (target should be 1/3 up from the bottom of the ball) 12 maintain their leg speed through contact After the kick, the kicker should: 13 keep their head down and forwards 14 follow through with their kicking foot to finish towards target 15 be carried forward, by momentum, from their non-kicking foot to land on the same foot PG 37

39 Application of key factors to scenarios Scenarios 1. The kicker is getting insufficient: a) length b) height. 2. The ball is going: a) left b) right. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons 1a 1b 2a 2b PG 38

40 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To prevent territory being gained and to regain possession of the ball. SHOULDER TACKLE - SIDE-ON The tackler should: 1 keep eyes up 2 maintain a strong, stable and low body position 3 target and make contact with their shoulder on the ball carrier s thighs 4 squeeze their arms tight around the ball carrier s legs, drive with their legs and bring the ball carrier to ground 5 roll to finish on top of the ball carrier 6 release the ball carrier and get back to their feet quickly 7 contest for possession Application of key factors to scenarios Scenarios 1. The #7 is being easily beaten, by midfield runners, from phase play. 2. When the #10 makes tackles, the tackle is easily broken by the ball carrier. 3. The #6 is frequently dazed after a tackle and you are worried that it may result in concussion. 4. The #12 is being beaten on the inside weaker shoulder by the ball carrier. 5. The team is making tackles but not recovering the ball. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 39

41 Scenario Skill Error Player Reasons PG 40

42 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To obtain controlled possession of the ball so that the team has the greatest range of options with which to go forward. LINEOUT The thrower should: 1 adopt a stance with a stable base 2 take a two-handed grip of the ball 3 throw the ball from behind head, spinning towards target in one smooth action keeping elbows tucked in close together 4 follow through towards target The jumpers/supporters should: 5 communicate effectively with team mates 6 outmanoeuvre opponents into space 7 make an effective, quick jump reaching to catch ball with arms extended to full height 8 deliver the ball accurately to team mates either in air or once landed 9 provide safe, strong and stable support from in front of and behind the jumper to aid jump, control the jumper in the air and bring jumper back down to ground safely PG 41

43 Application of key factors to scenarios Scenarios 1. The jumper is being shouldered from the lineout in jumping for the ball. 2. The throw is accurate but the catcher is fumbling the ball. 3. When the ball is deflected from the lineout, it does not go to the scrum half s hands 4. The jumper is getting insufficient height to catch the ball. 5. The opposition is challenging in the air successfully. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 42

44 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To deliver the controlled ball to the half back from a stable scrum so that the team can perform its preferred attacking option. Scrummaging players should: SCRUMMAGING adopt a strong, safe and stable body position throughout the scrum (see Rugby Ready) bind legally, strongly and safely both horizontally, i.e. front row, second row and back row, as well as vertically, i.e. back row to second row to front row (see Rugby Ready) 3 be aware of and be able to perform the correct engagement sequence 4 be able to move forwards, backwards and sideways safely individually, as part of a mini-unit and as part of the whole scrum The scrum half must: 5 throw the ball in straight down the middle of the scrum Application of key factors to scenarios Scenarios 1. The #1 is buckling upon contact. 2. The scrum is frequently collapsing. 3. Once the ball is thrown into the scrum, the non-offending team cannot move forwards as a unit. 4. The #9 is penalised for not throwing the ball in straight. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 43

45 Scenario Skill Error Player Reasons PG 44

46 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To create space through which one member of the back-line is able to penetrate the opposition s initial line of defence. BACK LINE ATTACK Back line players should: 1 understand the tackle line, gain line and their implications in attack 2 possess scanning skills to identify the defensive set-up 3 communicate effectively with team mates 4 set the width of attack to maximise attacking space 5 6 set and retain alignment relative to attacking intentions, e.g. attack out wide deep alignment; attack closer in flatter alignment be able to move and exploit the opposition through effective: - running - handling - support 7 be able to penetrate gaps and finishing try scoring opportunities Application of key factors to scenarios Scenarios 1. The opposition defence drifts with the attacking team s passes. 2. The attacking team run through prescribed moves but the defending team s organisation is unaffected. 3. Gaps in the defence are not being exploited. 4. Attack cannot take advantage of space available outside. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 45

47 Scenario Skill Error Player Reasons PG 46

48 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To create space through which one member of the back-line is able to penetrate the opposition s initial line of defence. BACK LINE DEFENCE Back line players should: 1 understand the tackle line, gain line and their implications in defence 2 possess scanning skills to identify the attacking set up 3 communicate effectively with team mates 4 set and maintain the integrity of defensive system according to attacking setup 5 go forward in defence to deny attackers time and space 6 possess sound individual tackle technique and the ability to defend space Application of key factors to scenarios Scenarios 1. Attackers always make it over the gain line. 2. Defenders always defend with the same system. 3. Two or three defenders target the ball carrier, leaving other attackers unattended. 4. Defenders drop off tackles regularly. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 47

49 Scenario Skill Error Player Reasons PG 48

50 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To maintain continuity of play by recreating time and space to attack. (The key factors for phase play apply to rucks and mauls; however, because in Law, the ball is on the ground at a ruck and off the ground in a maul, the following additional key factors apply.) All players should: CONTINUITY KEEPING THE BALL ALIVE understand that taking contact should only occur if the player cannot evade defenders or pass out of a tackle continue to go forward in contact situations, maintaining momentum, whilst striving to beat defenders if tackle is inevitable, force the defender to make a side-on tackle, work hard to stay on their feet and move forward, allowing an offload pass if offload is not possible, go to ground and present the ball to team mates (as far from opposition as possible) if supporting, make the next decision based on defensive threats, e.g. pick up ball, pass ball, clear defenders After the tackle, the ball carrier should: RUCKING present the ball quickly in the direction of team mates (as far away from the opposition as possible) Arriving players: should maintain a low, strong, stable body position throughout the ruck. Head and shoulders must be above the hips at all times must join the ruck in a legal manner (from behind the foot of the hindmost team mate in the ruck) should be aware that they may need to clear out any potential threats to the ball 5 should drive beyond the ball to make it more readily available PG 49

51 During the maul, the ball carrier should: MAULING strive to maintain forward momentum and make the ball available to team mates Arriving players: 2 3 support the ball carrier, attempt to secure the ball by ripping or driving beyond the ball be bound together in a safe and legal manner with head and shoulders above the hips 4 drive forward in a safe and strong body position 5 move the ball, or the person on the ball, to the back of the maul once additional support arrives Once the ball is at the rear of the maul, the ball carrier can either: 6 1. continue driving 2. leave the maul 3. pass to a team mate Application of key factors to scenarios Scenarios 1. The ball comes back very slowly from rucks. 2. Attacking players are knocked backwards in the tackle frequently. 3. Once a maul is formed, forward momentum is not maintained by the attacking team. 4. The ball carrier at the rear of the maul leaves the maul and is quickly isolated and possession is turned over. On the table on the following page: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. PG 50

52 Scenario Skill Error Player Reasons PG 51

53 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. The kicking team - outcome To retain possession of the ball. The receiving team - outcome To gain possession of the ball. KICK STARTS AND RESTARTS - THE KICKING TEAM The kicking team should: 1 kick restart to regain possession and/or territory 2 kick and chase effectively 3 4 if short kick restart, ensure enough height to allow team mates enough time to compete for the ball if long kick restart, ensure accuracy of kick to enable an effective chase forcing the opposition into kicking the ball from the field of play or to run out of defence into an organised defensive system KICK STARTS AND RESTARTS - THE RECEIVING TEAM The receiving team should: 1 as per catching a kicked ball, support the receiving player in the air if necessary (supporters must bring catcher back to ground in a safe manner) 2 either catch the ball or tap it back towards team mates 3 collect tapped ball or to play once the catcher lands this may involve a contact situation depending on the chase from the kicking team 4 Bind on the ball carrier to form a ruck or maul from which the team can attack PG 52

54 Application of key factors to scenarios Scenarios 1. The kicking team kick off long and the receiving team are not put under pressure when returning the kick. 2. The kicking team kick off short but are unable to contest for the ball. 3. The receiving team collect the ball and then attack a heavily congested defence. 4. The receiving team collect the ball but are then engulfed and held up by the kicking team. On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 53

55 Application of the key factors to video footage 1. View each video example in turn and analyse it using the table below. 2. Decide if the desired outcome has been achieved. If it has, put a tick; if it hasn t, put a cross; and if it doesn t apply to the example, put N/A. 3. Then analyse each of the listed key factors that may have contributed to the success or failure of the outcome. Put a tick, cross or N/A next to each key factor. Space is provided for you to analyse up to five examples. Outcome To attack immediately after regaining possession to be in a better field position at the next stoppage of play. The counter-attacking team should: COUNTER-ATTACK have trust and confidence in their team mates and a collective will to counter attack the ball carrier must know they have support to try an attack 2 communicate the best place to attack to team mates 3 possess one-on-one skills to beat defenders 4 possess support skills to offer attacking options as well as a desire to protect the ball carrier 5 be able to cover the back field in case of turnover Application of key factors to scenarios Scenarios 1. After a lineout, as the attacking team takes the ball forward in the midfield, the #12 loses the ball in the tackle in front of the defending team s #10 and #7. The defending team s #3 recovers the ball and goes immediately into contact and is smother tackled. This results in a scrum to the opposition. 2. From a scrum just inside the opposition s 22 metre line, 15 metres from the left hand touchline, the attacking #9 kicks a high touch kick that is caught by the defending # 11 in the field of play on halfway and 10 metres from touch. #11 then runs across the field and makes a looping 15 metre pass to the #15 who receives the ball whilst standing still in the middle of the field. The opposition have, by this time, moved forward and tackled the #15 and regained possession. 3. From a lineout on their 10 metre line, the attacking team #10 kicks the ball to the defending team s #15 who is positioned in midfield, just outside the 22 metre line. The #15 collects the ball, runs across the field towards the #14 who remains in front of the ball. The #15 is then tackled and is unable to release the ball, resulting in a scrum to the opposition. PG 54

56 On the table below: 1. Name the skill. 2. Explain the error. 3. Identify the players responsible. 4. Brainstorm and prioritise the possible reasons. Scenario Skill Error Player Reasons PG 55

57 4(b) - Player welfare Scenarios In groups, discuss the following scenarios and decide how you would tackle each situation. 1. You arrive at a ground to find the surface uneven and no pads on the goal-posts. You consider that these factors pose an injury risk for your players. 2. Your key midfield back has sprained an ankle in a club game four days prior to a big inter-school game. The available replacement is much inferior, but treatment and strapping will not only result in the injured midfield back playing below standard, but may also risk longer term damage to the ankle. 3. Your assistant coach likes to be Mr Good Guy and has taken it upon himself to be the hub of the team s social life. This involves too much alcohol in your view, but the rapport that is developing with the players is making them very loyal to him. The behaviour is affecting the performance of the team in your view and that of the club captain. PG 56

58 4. The referee for today s game is a top referee who is used to refereeing adult Rugby. You are coaching an under 19 team. From the start of the game, the opposing team is playing to international Law at the scrum, and your team is losing possession and the scrum is breaking down. The referee seems to be unaware of the Laws at this level. 5. You arrive at a match with no qualified first-aiders or emergency plan. 6. Your player has sustained a severe blow to the head but insists that he continues to play on. PG 57

59 Safety factors For each of the following elements of the Game (scrum, contact and ruck/maul), identify key safety factors and visualise both good and poor technique. Safety factors/technique Poor Good SCRUM PG 58

60 Safety factors/technique Poor Good CONTACT PG 59

61 Safety factors/technique Poor Good RUCK/MAUL PG 60

62 Coaching demonstration Watch the coaching demonstration carefully and identify the key factors and coaching points used by the coach. Scrum Contact Ruck/Maul Technique Coaching points PG 61

63 Module 5 - Functional role analysis, selection and Laws 5(a) - Functional role analysis Identification of functional roles Each player is assigned a position and number. In the scrum, all the players typically take the positioned assigned to them, with a few exceptions. When the game moves into open play what are the roles that players can assume? One example of a role is as a ball carrier; how many other roles can be assumed in open play? List them below. Ball carrier Functional roles in open play Next, list the functional roles in the lineout. Functional roles in the lineout PG 62