Somerset County RFU Coaching Development. Coaching Games To Develop. Physical & Mental Conditioning

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1 Somerset County RFU Coaching Development Coaching Games To Develop Physical & Mental Conditioning

2 Coaching Through Small-sided Games Traditionally, technique has often been over-emphasised within practice sessions. While technique is an important part of the overall skill, it has often been taught in isolation using a drill, without requiring players to think and apply the techniques to the situations required in the game. This is like giving a person the pieces from a puzzle without showing them the picture on the lid. Where does this isolated practice fit the game? By using a game approach, players are challenged to think about what they are actually doing and why. Players are taught to use the appropriate technique at the right time and place, while under the pressure situations created by a game. Coaching though small-sided games has been shown to result in improved learning outcomes for players and coaches. Using games as the predominant coaching tool, places an emphasis on the play where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon players to make decisions. It places the focus of the practice on the player in a game situation where cognitive skills such as tactics, decision-making and problem solving are critical. The isolated technique development is utilised, only when the player recognises the need for it. The skilled coach creates and manipulates the game, specifically to develop the skill that is the primary focus. Coaching through small-sided games is a tool to: Guide players to discover and develop the game Increase motivation and enjoyment Develop tactical awareness Improve individual skills Challenge players to think about what they are doing and why Encourage creative solution finding. The games in this resource are starter games and the coach should have the observation and analysis skills to identify an area to develop, through either a progression of the game, or a specific skill development drill or activity. The coach then returns to the game and sees if their coaching intervention has assisted the players to play the game better. The emphasis is always on the coach to create a learning environment. The coach should observe and allow the players to problem solve before intervention. Do not stigmatise error, as error allows learning to take place and develops decision making in players. When Coaching through Games, consider the following: What is the main objective/purpose for the activity? What skills and tactics do you want to develop? What will be the main problem/challenge for the players? What are the boundaries and safety laws? What questions may you ask to help the players achieve the technical and tactical goals for the session? What progression can be used to support each individual? In order to achieve the above, consider the following: 1. Varying the Playing Area 2. Changing the Starting Space between Attack and Defence 3. Varying the Shape or Positioning of the Attack or Defence 4. Different Starting Positions 5. Introduction of the Ball in Differing Ways 6. Applying Pressure in Different Ways

3 What is Physical and Mental Conditioning? It was thought that strength and conditioning of isolated muscle groups was an ideal method of training for a sport. However, the body is designed to work and function as a whole unit and not in isolated muscle movement. Therefore isolated muscle routines are best suited to muscle rehabilitaion and not as training for a sport such as rugby. There is a now a greater emphasis on the patterns of motor learning and this theory suggests the brain is more efficient at recognising movement patterns, as simulated within a specific sport. So sport related activity in order to deliver a conditioning programme is preferable. By using a game sensed approach to conditioning for rugby, not only does the player develop physically and mentally but also works harder in an enjoyable and stimulating environment. The time a club coach has with players is limited and therefore valuable. This limited time should be spent with ball in hand. Players go to the rugby club to play rugby and the conditioning programme can be effectively delivered, incorporating rugby specific learning.

4 Support Line Breaks Primarily a conditioning game and commitment to supporting an attack Balls 2 Bags 0 Area 30 x 30 Cones 20 Suits 0 Players All Shields 0 Bibs 20 Time 10 minutes The objective is to increase the commitment to supporting a line break. The teams play continuous touch, grip or tackle. Stage 1: when a score is made all attacking players must touch the try line within 3 seconds or the try is disallowed and a turn over is awarded. Stage 2: when a try is scored all attacking players must touch the ball on the ground within 5 seconds or the try is disallowed and a turnover is awarded. Play starts again direct from the try line. The coach may split the defence so cover defenders can challenge the effect of support play once the first line has been breached. 1) All attackers must touch the try line within 3 seconds for the try to count 2) All attackers must touch the ball within 5 seconds for the try to count Encourage supporting players to angle toward the line break and not stay wide and lateral. Encourage all attacking players to react and support a line break. Speed of reaction. Communication and team work. This game is primarily a conditioning game, but also develops commitment to supporting a line break. Players will not be allowed to watch a a player run run through and and away from from the the first first line line of defence of defence. All attacking players will support the break or have a try disallowed.

5 Bozo Touch Primarily a conditioning game that tests endurance and foundation skills under fatigue Balls 1 Bags 0 Area 40 x 60 as appropriate Cones 20 Suits 0 Players All Shields 0 Bibs x 3 Time Coach Discretion- short intense periods There are to be three teams. Two teams play while one wait by the touch line. When a score is made, the defence pick up the ball and attack immediately. The scoring team leave the pitch while the waiting team run on and defend. Turnover of possession is via a score, a forward pass, dropped ball intercept etc. The rules may also stipulate a six touch turnover for example. The coach to observe how the waiting players spread when the off pitch area in order to cover space when called onto the pitch. It may not be the team in possession at that time that scores. Yellow team score and leave the pitch. Red team attacks immediately. Blue team onto pitch to defend. Speed in scanning and communicating the spatial opportunity. Development of foundation skills, passing and running. Innovation in positioning when planning to enter the pitch from outside. Develop team work and commitment to each other. Develop the understanding of of inviting inviting multiple multiple defenders defenders into a tackle into area a in tackle order to area create in order space to elsewhere create Making best use of space before the space elsewhere. defence cover Making best use of space before the defence cover.

6 Chaos Touch Spatial awareness, Communication, Decision making, Passing Development Balls 2 Bags 0 Area 30x30 Cones 20 Suits 0 Players All Shields 0 Bibs 20 Time 5-10 minute periods with 90 second intervals Two teams play touch with the rules as stipulated by the coach. At any time during the game the coach may blow the whistle. The ball is passed to the coach and players run around whichever corner cone they are closest to, athough it must be of their own try line. This ensures all players come back into the game at different times. The coach can reintroduce the ball to either side and play resumes. Looking for space on the pitch. Ability to make intuitive decisions. Innovative economy of movement in order to preserve energy. Competitive spirit and team commitment. This is is primarily a preseason conditioning game. The demand on the players is is to scan for opportunity or danger while under the pressure of fatigue. The game also tests team spirit and commitment to each other.

7 Colours Touch Primarily a conditioning game. Balls 2 Bags 0 Area 30 x 30 Cones 20 Suits 0 Players All Shields 0 Bibs 20 Time 15 minutes Each player is given a colour. The coach will call out a colour at any time during the game. The defender/s who have been given that colour need to leave the defence line, run round the nearest cone of that colour and rejoin the defence. The attack should identify where the spatial opportunity has appeared and take immediate advantage. The frequency of the calls depend on how much the coach wants to work the players. The coach may for all players, both defence and attack, to run around an allotted cone colour. Coach should have two rugby balls to ensure a fast game and a change of defence to attack at times. Visual Acuity-Looking for space Spatial awareness Communication - highlighting spaces and mismatches Evasion skills and footwork Decision making This game is is primarily a conditioning game which also challenges visual acuity. Spaces are crated created by by the the leaving defenders, which the attack have to to identify, decide on the appropriate action, in and attack attack accordingly. By using the second ball, the coach can also develop counter attack.

8 Conditioning Circuit Pre and early season conditioning and decision making Balls 10 Bags 0 Area Full pitch Cones 50 Suits 0 Players All Shields 0 Bibs 20 Time Discretion of the coach Using the full length of the pitch the practice is a continuous 3 v 2 scenario. 3 attackers knock over a bag to collect a ball and attack 2 defenders in the 5m channel. If they fail to beat the defenders (touch/grip), the attackers run back to knock over another bag and start again. Having beaten the fi rst defenders they carry on with the same ball to beat 2 further defenders who may choose a colour and start from the appropriate cone. If the attackers fail to beat the defence they run back to the bag and start again with another ball. The defence can choose another colour to start from. The next challenge is two free roaming defenders. If the attack fail they go back and knock over another bag to start again. Finally the defenders choose a colour to start from and if the attack fail they get another ball and the defence choose another starting colour. The objective is to complete the attack with the starting ball and restarts. Keep score to create competition. Start Fixing the defenders to open or preserve space. Effective support and communication. Appropriate passing skill. Sound decision making when fatigued. Visual and physical acuity throughout. This activity is is primarily for for conditioning and developing decision making making while under pressure of opposition and fatigue. There is is always always an extra an extra attacker attacker and and the sucess success should should be constant be constant. Create competition competition by scoring by the scoring the successful successful attacks attacks and/or time and/or the timing attacking the run attacking through run through.

9 Practice Balls Continuous Rugby Conditioning and Intuitive decision making 1 Bags 20 Cones Suits 0 Shields Bibs As appropriate for objective and age group Area Players Time 14 Discretion of the coach Play 7 v 7 Continuous Rugby i.e. after a score, the team who has just scored, keeps possession and immediately starts attacking the far try- line. This allows attacker to play against broken defences (defence not spread in a flat line across the field of play). This will help players to use evasive skills and maintain continuity, with more passing before being tagged (3 second recycles after a tag or it becomes a turnover). Red score and turn immediately to play back the other way Spatial awareness Communication Quickness of attack at a disorganised defence Skills to attack space Footwork and evasion skills Scanning skills Decision making Primarily a conditioning game. Great for coaching counter attacking and challenging speed in organisation of both attack and defence. Any player can be ball carrier and communication is vital as is decision making in identifying space and the best way to attack it successfully.

10 Drop Off Touch Spatial Awareness Conditioning Game Balls 1 Bags 0 Area 30 x 60 metres as appropriate Cones 20 Suits 0 Players All Shields 0 Bibs 20 Time Coach Discretion - short intense periods The teams play touch with the ball being passed back through the legs when touched. The defender/s who make the touch, turn (drop off) immediately and run to their own try line. These drop off defenders need to realign with the defence as soon as possible. The attack should seek to take advantage of the space created by the drop off defender/s. To get maximum effort from the players, it is advised the pitch is not so long that players do not make the effort to realign in defence. The coach may observe the attacking players moving the ball away from the space opportunity left by the drop off player. It may be that the defence close the space left by the drop off, however this will create space elsewhere. Can the attack fi nd the appropriate space to utilise? Drop Off Defender Touched player Speed in scanning and communicating the spatial opportunity. Development of foundation skills, passing and running. Defensive effort to drop off a realign so the defence can cover the primary threat. Develop team work and commitment to each other. Develop the the understanding of inviting of multiple inviting defenders multiple defenders into a tackle into area in a order tackle to area create in space order elsewhere to create Making best use of space before the space elsewhere. defence can cover Making best use of space before the defence cover.

11 Jack Knife Clock Conditioning Abdominal Muscle Group Balls 1 Bags 0 Area 5 metres Cones 4 Suits 0 Players Shields 0 Bibs 0 Time 5 mns Set out a circle/s of different coloured cones. Players take part in pairs. One player lays in the circle with the ball in two hands. The other player lays across the ball holder as a deadweight. The coach calls a colour and the ball holder has to manoeuvre to place the ball on the correct coloured cone. The coach calls another colour and so on. Players change places after a set number of calls. The progression if for the ball holder to lay on their side and Jack Knife to the colour. A further progression is for the ball holder to 180 roll then Jack Knife. To condition ball presentation after a tackle to the floor. Two hands on the ball. Be aware of body position in relation to surounding space. Work against the dead body weight on top. Presentation of the ball after a tackle. Adding a 180 roll if the player lands facing away from their own support. Jank Knife the ball as far away from the opposition as possible. Can work a long plant if required.

12 Parramatta Touch Spatial Awareness, Decision Making, Foundation Skill Development Balls 2 Bags 0 Area Cones 20 Suits 0 Players Shields 0 Bibs 20 Time 60 x 40 m as appropriate All Coach Discretion - short intense periods The attack start from the centre cones and attacks one of the defensive zone. Attack get one chance to score. If the attack score, or a touch is made, dropped ball, forward pass etc. The attack turns around and immediately attacks the far zone. This continues for a set time dictated by the coach. If the attack scores, the defence must run around the centre cones and get back to their defensive zone before the attack starts attacking them again. If the defence make a touch, they get a rest by not running round the centre cones. The defenders cannot play outside of their zone. Each team gets 10 attacks. Defence Zone Defence Zone When attack score, they turn and attack the other try line immediately. The defence run round the centre cones and get back into position before the attack comes their way again. The lines of running must be effective in order to score. Attacking a drift and blitz defence. Realignment is essential in order to be continuously effective. Effectively attacking with with extra numbers. Condense the defence and outflank or spread and penetrate. Intuitive decision making under fatigue.