CLUBS & SCHOOLS RETIREMENT - RETRAINING

MALE 5 - 9FEMALE 5 - 8

LEARNING TOMOVE

FOCUS OF COACHING

ARE YOU READY TO PLAY RUGBY?

INDIVIDUAL SKILL DEVELOPMENT

TACTICAL & TEAM PERFORMANCE

DEVELOPMENT

FUNDAMENTALSLEARNINGTO PLAY

DEVELOPINGTHE PLAYER

LEARNINGTO COMPETE

TRAININGTO COMPETE

MALE 9 - 12FEMALE 8 - 11

LEARNING THEBASIC SKILLSOF THE GAME

MALE 12 - 16FEMALE 11 - 15

LEARNINGTHE GAME

MALE 16 - 18FEMALE 15 - 17

PLAYINGTHE GAME:

DEVELOPINGPERFORMANCE

TRAININGTO WIN

RETIRE& RETRAIN

MALE 18 - 20FEMALE 17 -20

OPTIMISINGPERFORMANCE

MALE 20+FEMALE+

MAXIMISINGPERFORMANCE

RE-DEPLOYEXPERIENCE

FOR LIFELONGINVOLVEMENT

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INTRODUCTION

Following the launch of Scottish Rugby’s Long Term Player Development (LTPD) Strategy and the subsequentproduction of our LTPD Guide for Clubs and Schools, Scottish Rugby has produced this resource to supportcoaches and teachers who are working with primary school age players in the first two LTPD stages:FUNdamentals and Learning to Play.

This resource contains guidance for each stage to enable coaches and teachers to fully develop every player intheir squad taking into consideration such factors as:

. Rugby’s core values . Mental factors. Coaching children . Lifestyle factors. Creating a safe “RugbyReady” environment . Competition guidance . LTPD stage philosophy . Game coaching guidance. Role of the coach . Role of the parent. Skill competence . Coaching Code of Conduct. Key National Theme (KNT) competence . Recommended coaching qualifications. Physical competence

Long term player development (LTPD) is a player-centred approach to achieving a player’s full potentialthroughout their involvement in rugby.

The Scottish Rugby LTPD model represents a seven stage progression, each stage relative to the importantphysical, psychological and social developments in a young person’s life. LTPD is about achieving appropriatetraining, competition and recovery throughout a player’s career, particularly in relation to these importantgrowth stages.

The following diagram below highlights the seven stages of our model as well as the coaching focus:

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LTPD - AGE AND SCHOOL YEAR TABLE

School Year P1 P2 P3 P4 P5 P6 P7

Age of player 5 6 7 8 9 10 11

Age Group U6 U7 U8 U9 U10 U11 U12

LTPD Stage Boys FUNdamentals FUNdamentals FUNdamentals FUNdamentals FUNdamentals / Learning to Learning toLearning to Play play play

LTPD Stage Girls FUNdamentals FUNdamentals FUNdamentals FUNdamentals / Learning to Learning to Learning toLearning to play play play play /

Developing the player

School Year S1 S2 S3 S4 S5 S6

Age of player 12 13 14 15 16 17

Age Group U13 U14 U15 U16 U17 U18

LTPD Stage Boys Learning to Developing the Developing the Developing the Developing the Learning toplay / player player player player / competeDeveloping the Learning toplayer compete

LTPD Stage Girls Developing the Developing the Developing the Developing the Learning to Learning toplayer player player player / compete compete

Learning to compete

CONTENTS

INTRODUCTION Page 1

How to use this resource Page 4

Rugby’s core values Page 6

Coaching children Page 6

Creating a safe RugbyReady Page 10environment

Recommended qualifications Page 11

Coaching FUNdamentals _ Page 12LTPD Stage 1

Coaching Learning to Play _ Page 17LTPD Stage 2

Mini Rugby competition guidance Page 22

Role of the parent Page 22

Coaching Code of Conduct Page 23

Supporting resources and further Page 24reading

SECTIONS

1 FUNdamentals warm up index Page 25

2 Learning to play warm up index Page 27

3 Cool down index Page 29

4 Coaching Physical Competency _ Page 31guidance and activities

5 Coaching FUNdamental skills _ Page 45activities

6 Coaching Learning to play skills _ Page 65activities

7 Player progress guides Page 89

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HOW TO USE THIS RESOURCE

This resource contains a summary of each LTPD stage as well as guidance on what each playershould be able to achieve by the end of the stage in terms of physical, skill, Key NationalTheme skill, mental and lifestyle competence. This guidance takes a progressive stagedapproach to developing the player.

The FUNdamental stage of LTPD is divided into four phases, each phase with a number ofsessions and activities relevant to the aim of the phase. The four phases commence with anintroduction to tag and touch rugby and work up to an introduction to contact (note thatcontact should only be introduced once a player reaches Primary Four of their education.)

The Learning to play stage of LTPD is divided into four phases, each phase with a number ofsession and activities relevant to the aim of the phase. The four phases build on thedevelopment of the player from the FUNdamentals stage and further develops invasion /evasion skills prior to more of a focus on contact, set piece and overall game understanding.

The sessions are not exhaustive but provide guidance for novice and experienced coachesalike. Coaches and teachers are encouraged to create progressive sessions to continue todevelop their players.

Every player must be suitably prepared physically to play the game; this is known as PhysicalCompetence. Rugby is an invasion (enter opposition team’s territory) and evasion (don’t getcaught doing so) type game which involves physical contact (from Primary Four onwards).Through development of their players’ physical competence, coaches and teachers willprepare their players to play the game in the present and provide a strong foundation fortheir physical development through future LTPD stages.

To help you deliver appropriate LTPD stage specific physical competence, this resourceprovides guidance for warm-ups and cool-downs. Delivering these, in conjunction with game-centred coaching should fully address the players’ physical competency needs.

Web support pages on www.scottishrugby.org are currently being developed to complimentthis resource and will be available soon. Here you will be able to download activities as wellas watch video clips of these sessions in action including appropriate warm-ups and cool-downs. In order to guide your players’ developmentand to plan future sessions, player progress guidesfor each stage have been developed. These aresimple to use tick sheets which should be used tohighlight areas for development with the goal ofalmost every player achieving full competency ineach facet by the end of the FUNdamental andLearning to play stages.

Note - these are developmental guidesand should not be used as selection tools.These can be found in section 7.

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USE BY SCHOOL TEACHERS - CURRICULUM FOR EXCELLENCE

Sport, and rugby in particular, is an ideal vehicle for developing young people. By deliveringrugby both in curriculum time and as an extra-curricular sport within your school andcommunity, you will be providing each child with opportunities to develop across the fourcapacities _ successful learners, confident individuals, responsible citizens and effectivecontributors.

Rugby offers opportunities not only to develop the learner within curriculum subjects (byassisting you to achieve your selected health and well being outcomes) but also acrossdisciplines, within the ethos and life of the school. Delivery of rugby can also offer significantopportunities for personal achievement. On a wider scale, rugby can also offer significantlearning opportunities through its community delivery.

As such, Scottish Rugby encourages every school to develop meaningful partnerships with ourCommunity Rugby Department via our regional development structure incorporating ourmember clubs, Club Development Officer network and Community Coach programme. Thesepartnerships will enable your school to create pathways which link your physical educationand physical activity programmes to school and community based rugby. Partnerships willalso provide opportunities to recognise and value, capture and encourage the learningcoherence and progression that occurs beyond the classroom and may also offer up furtheropportunities such as the effective use of facilities or coaching support. For details on how tolink with our regional development structure please contact your Regional DevelopmentManager (contact details are available from Scottish Rugby on 0131 346 5000 or visitwww.scottishrugby.org).

To ensure currency of practice, Scottish Rugby encourages all teachers to develop their rugbyknowledge in order to be able to develop every player to their fullest potential and, as such,offers a range of appropriate qualifications and CPD opportunities as well as a number ofstage specific resources to support. Details of these qualifications and resources are available at www.scottishrugby.org/coaching.

In order to guide your players’ development and to identifylearning intentions and success criteria of your lessons,player progress guides for each stage have been developed.These are simple to use tick sheets which should be used inconjunction with the activities provided to highlight areasfor development with the goal of almost every playerachieving full competency in each facet bythe end of the FUNdamental andLearning to play stages.

Note: these are developmental guidesand should not be used as selectiontools. These can be found in section 7.

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RUGBY’S CORE VALUES

Extract from the International Rugby Board (IRB) Playing Charter and Core Values

Rugby is valued as a sport for men and women, boys and girls. It builds teamwork, understanding, co-operationand respect for fellow athletes. Its cornerstones are, as they always have been, the pleasure of participating;the courage and skill which the game demands; the love of a team sport that enriches the lives of all involved;and the lifelong friendships forged through a shared interest in the game.

It is because of, not despite, rugby’s intensely physical and athletic characteristics that such great camaraderieexists before and after matches. The long-standing tradition of players from competing teams enjoying eachother’s company away from the pitch and in a social context, remains at the very core of the game.

Rugby has fully embraced the professional era but has retained the ethos and traditions of the recreationalgame. In an age in which many traditional sporting qualities are being diluted or even challenged, rugby isrightly proud of its ability to retain high standards of sportsmanship, ethical behaviour and fair play.

INTEGRITY Integrity is central to the fabric of the game and is generated through honesty and fair play

PASSION Rugby people have a passionate enthusiasm for the game. Rugby generates excitement, emotional attachment and a sense of belonging to the global rugby family

SOLIDARITY Rugby provides a unifying spirit that leads to lifelong friendships, camaraderie, teamwork and loyalty which transcends cultural, geographic, political and religious differences

DISCIPLINE Discipline is an integral part of the game, both on and off the field, and is reflected through adherence to the laws, the regulations and rugby’s core values

RESPECT Respect for team mates, opponents, match officials and those involved in the game is paramount

In order for Scottish Rugby to play its part in upholding the spirit and traditions of the game, we encourageeveryone involved to exhibit these values at all times. It is vital that young players are introduced to and upholdthese values at the earliest opportunity.

COACHING CHILDREN

Introducing young children to rugby and developing their skills can be a very satisfying experience for anycoach, teacher and parent. Creating the right learning environment is crucial in order to ensure that every childis given the best opportunity to reach their fullest potential in a safe and secure environment. These youngplayers are the future guardians of the game and will be the next generation of players, fans, officials andvolunteers who keep the traditions of the game alive.

As a result it is vital that you not only try to develop your players IN rugby but also THROUGH rugby. This meansadopting a holistic approach to your coaching, which will not only help develop better rugby players but also better people.

Scottish Rugby’s Long Term Player Development Strategy guide for clubs and schoolshighlights the following components through which we can develop the young rugby player: technical, tactical, mental, movement, physical and lifestyle. The guide provides guidance on what and how the players should be coached in each of these areas.

Research in the field of coaching children - highlighted in sportscoach UK’s publication _“Coaching the Whole Child: Positive Development Through Sport”, Haskins, D (2010) has shown the need tointegrate the personal and social developmental components into a child’s learning through sport.

Haskins has adapted previous definitions into five components for use in sports coaching. The five componentswith descriptors and guidance indicating how they could be included in your coaching programmes are takenfrom the resource and are listed opposite.

Scottish Rugby encourages all coaches working with young children to read the above booklet and completethe reflective activities it contains. This will then help you to better develop your players to become as goodas they can be. Copies of the resource can be obtained from www.1st4sport.com

Component Descriptor Participants should:

Competence Positive view of one’s actions with . Be in an environment where appropriateappropriate capability techniques and skills are learnt in a

progressive and enjoyable way

Confidence An internal sense of overall positive . Enjoy success when practising andself-worth and being good at things receive positive and beneficial feedback

Connection Positive bonds with people and institutions . Work by themselves and in groups so they enjoy the benefits of team play. Work with others and eventually enjoy the independence of community sport. Understand and state the benefits of exercise, and when and where it can be accessed appropriately

Character and Caring Respect for social and cultural rules, . Practise in an environment that respectspossession of standards for correct behaviours, players, coaches, officials and the rulesa sense of right and wrong, and a sense of of all sportssympathy and empathy for others

Creativity Finding one’s own solutions . Be encouraged to find their own solutions to problems so they learn and understand, rather than simply copying and repeating

Creating a positive learning environment for the young player is crucial - in order to develop players who canmake correct decisions during a match, the coaching environment should be conditioned to allow them topractice recognising situations, working out solutions and then reacting accordingly. It is here that coaches canmake the most significant impact by encouraging players to try things and learn from their mistakes.

Here are some simple tips to help create a positive learning environment when coaching:. always have a purpose / objective to your session. question your players to check for understanding to ensure they are aware of:. what they are doing (technical detail). how it relates to the principles of play (tactical detail). what the effect of their actions will be on play. allow your players to make mistakes and work out solutions to the problems with support from the coach. observe and analyse critically. provide high quality positive and constructive individualised feedback against specific key factors. correct faults as a result and highlight good practice. work on your questioning skills to encourage learning _ rather than tell your players what to do (coach centered coaching style) _ use effective questioning skills to encourage your players to reflect on their performance (player centered coaching style). reward effort as well as achievement _ why not award the player that tries the hardest a status prize which they can wear next session? This will encourage players to increase their effort levels for the next session. One current example of this suggested by Positive Coaching Scotland is an “effort shirt” similar to the Tour de France King of the Mountains polka dot jersey.

The following guidelines have been amended from the UK Coaching Certificate Rugby Union Level 1 learningresources and are excellent principles for all coaches.

Good coaching requires the ability to:. get the best out of ALL players. continually improve ALL players. develop techniques into skills (by placing players into game situations). develop players ‘game sense’.

Each coaching session should be APES:. Active. Purposeful. Enjoyable. Safe.

The good coach:. sees what is right and praises it. sees what is wrong. recognises why it is wrong; and. knows how to correct it.

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COACHING THROUGH GAMES

Modified games are extremely useful to help players to develop both their skills and game understanding. Inorder to improve all players, coaches should ensure that they actually coach through the game (focus onspecifics, observe and analyse critically, correct errors, praise good practice and encourage learning) rather thanmanage the activity (e.g. commentating on play).

This means providing specific feedback on both good practice and areas to develop, in relation to the aim setout at the start. It is important that this focus (e.g. tackle technique) is maintained throughout the game as thetendency can be for the coach to fix ‘everything else’. This can result in the key messages to the players beingdiluted through a focus on too much detail at once.

Breaking a skill into manageable parts (key factors) can help players absorb points more easily. A number ofkey factors can be focused on over a session or number of sessions, but a coach should only look to focus on amaximum of two or three key factors at any one time. Once players are performing consistently well underpressure, the coach can then look to progress and challenge players.

Consider the following when coaching through games:. What is your main objective / purpose for the practice?. What skills and tactics do you want to develop within the game?. What modifications / progressions can you make to emphasise these skills and tactics?. What will be the main problem for the players to solve?. What are the boundaries and safety laws?. What is the scoring system?. How will the game restart after scoring?. What are some key questions you can ask to emphasise technical and tactical aspects?. What progressions and regressions will you need to ensure every player develops?

The Whole-Part-Whole method of structuring a session can be a very useful way in using both games and skillpractices together. With this method, the coach can start with a game (whole) and if there is a particular areathat requires more practice, the coach can then use a skill practice (part) to focus more on the technique. Thecoach can then put this back into a game or modified activity (whole) to challenge the players further througha more game-like environment.

Progression and regression of games and practices

In order to fully develop all players, every session should be progressive with the option to regress if necessary.If the players are not able to perform the activity at the desired level, the coach should not be afraid to go backa step and refocus on factors previously introduced. Some of your players will be more capable than others soyou will need to differentiate between these players and set goals appropriate to the individual’s ability.

It is very easy for players to execute skills and make decisions in unopposed conditions as there is little or nopressure on them to perform. This success however, brings about a false impression of their ability to deliverthe same level of performance under match conditions.

Pressure can be applied in different ways:. reduce time. reduce space. increase intensity. condition the opposition (e.g. _ more attackers than defenders, defenders only able to tackle in a particular zone etc).

Most often, opposition increases the pressure on players to perform. This will ultimately affect their ability toapply their skill during a match situation.

Examples of some modifications / conditions that can be made to progress or regress practices include:. positioning and numbers of areas that can be scored in. dimensions of playing area (e.g. narrow for developing tight play). number of passes allowed. banning kicking / promoting kicking in certain areas. altering the number of players in attack / defence. developing a scoring system (e.g. points awarded for number of passes completed or successful offloads). risk / rewards. time allowed. specific roles for players. adding / deleting game rule.

DEVELOPMENT VERSUS WINNING – A FOCUS ON DEVELOPMENT

Children and adults play rugby to play games. Games, or competition, can have different emphasis. For theScotland team, the most important element in every Six Nations match is winning, but what about at the otherextreme? What should an eight-year old player focus on? At this age children have limited attention span andhave limited ability to process complex situations. This is the optimum time to develop skills. This indicates thatfor this age, the focus of competition and therefore coaching and parental support should be on developingthe player rather than focusing on competitive outcomes (winning the game).

Many people confuse the message of not emphasising the result with not developing a ‘winning mentality’.The key message is that if we develop better players who are committed, who play and train with intensity,who can set their own goals and evaluate their own performance, then the winning mentality will be nurtured.

An environment that praises effort (developing commitment and problem solving) over ability (when one wayof doing something is reinforced) and which encourages ‘critical’ (evidence-based) evaluation of performance,with players assuming responsibility for their actions, will develop players who want to win.

Children are competitive by nature - coaches and parents should harness this desire to improve performanceby encouraging, supporting and praising individual improvement. By doing this we will support players’development for the long term. This means, for example, supporting coaches of mini teams when they enforceequal playing time for all regardless of their ability and the stage of competition that the game is in.

“Success and winning are different. For success, striving to win is more important than actually winning. Thechild can execute the best performance of their life and still lose. This child can feel positive because ...... successis equal to good performance” (Dr Lynn Kidman)

DEFINING A SUCCESSFUL COACH

“The win at all costs attitude (perpetrated by some adults) can significantly affect the way children perceivesuccess. It reinforces their perception that if they do not win they are not successful...many children drop outof sport due to stress and their perception that they cannot be accepted” (Dr Lynn Kidman)

How do you define success for a mini rugby coach?

Ask yourself the following questions and reflect on your answers.. Why do the players come to me and this club / school for their coaching?. What are my motivations for coaching these players?. How do I define success as a coach _ what does it mean to me, what does it mean to these mini players?. Am I an autocratic (tell focussed) or a player centered (questioning) coach?. How important is the result of a match in terms of being a successful coach?. How important is it that every player in my squad reaches their potential?. Where do I see my players next year, in five years’ time and in ten years’ time?. How do I structure my coaching sessions at present _ what is the focus, individual development or team development _ does one far outweigh the other?. Do I educate my players in the core values of the game and uphold the sprit and traditions that make rugby union unique?. On reflection, are there any changes I could make to my coaching to aid my players’ development?

On answering these questions you should be able to formulate your coaching philosophy _ what your role isand how you intend to deliver to your players.

GOLDEN RULES FOR COACHING CHILDREN (APES)

Active. Use small-sided games / activities that include everyone, are enjoyable, have an element of competition and develop players’ skills. Encourage skill learning for everyone, slow starters could be successful later. Keep activity levels high _ less talking, more activity

Purposeful. Only focus on one or two key factors at a time. Involve players in their own learning through asking questions. Allow all players to experience every playing position _ the prop of today could be the scrum half of tomorrow! Rugby is a late specialisation sport _ so no need to pigeon-hole players into position too early - if you do so you may actually be limiting their development. Use a range of different coaching styles during sessions. Review your session through self reflection, discussion with other coaches and players

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Enjoyable. Ensure you plan your session _ keep it fun and enjoyable for all. Provide variety from session to session and don’t deliver a session that you wouldn’t enjoy taking part in yourself. Think about the long term effects of your coaching _ avoid a ‘win at all costs’ attitude. Reward effort as well as achievement. Ensure players understand that success comes from working hard to be better players _ not just winning. Promote respect for opponents, match officials, opposing coaches and spectators

Safe. Ensure sessions and practices are safe _ ensure you attend the mandatory RugbyReady practical course every year.Don’t continue the session if safety is being compromised. Group children according to physical development, using height and weight as a yardstick. Avoid matching children with very different development levels, especially in early development of contact. Be consistent when dealing with poor behaviour. Include warm-up and cool down every time _ this will ensure your players develop the physical competencies required to play the game

CREATING A SAFE “RUGBYREADY” ENVIRONMENT

The Are You Ready to Play Rugby? campaign was launched by Scottish Rugby at the start of 2009 to ensurethat a consistent approach to player safety is adopted across Scotland by all coaches, teachers, referees andvolunteers.

Rugby is a safe sport played by tens of thousands of people in Scotland each year however, like all contactsports there is a risk of injury. Although the instances of serious injury in rugby remain low there has been anincrease in serious neck injuries in recent seasons. As a result, it is paramount that we all work together toreduce the risk of serious injury.

The Are You Ready to Play Rugby? campaign resulted in a number of changes to the game at the start ofseason 2009/10. Early indications on the initial impact of these changes in the game are positive, with noinstances of serious neck injuries reported over the last two seasons. However, it is too early to say if this is aresult of the changes that have been made and conclusions can only be drawn after monitoring injury trendsover a number of seasons.

Over the last three years, Scottish Rugby has been working very closely with the Scottish Committee ofOrthopaedic and Trauma Surgeons (SCOT) and the Scottish Government to implement safety changes. Wewould like to thank them for their continued support and guidance. Scottish Rugby would also like to thankthe rugby clubs and schools for working with us to improve safety through implementing these policy changes.

Full information, including the relevant policies and forms, is available in the Are You Ready to Play Rugby?section of www.scottishrugby.org

Especially relevant during the early stages of a player’s development is ensuring that they are not introducedto contact rugby until they have been properly introduced to the game (ie. competent in invasion and evasionrunning skills, passing and support skills) and have a level of physical competence that will prepare them forthe introduction of contact skills when they enter Primary Four.

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RECOMMENDED QUALIFICATIONS

FUNdamentals stage

Minimum standard - Every coach must complete the mandatory RugbyReady Practical Course and onlineassessment (available at www.irbrugbyready.com) on a yearly basis.

It is recommended that coaching should be delivered by a suitably qualified coach / teacher with a minimumUKCC Rugby Union Level 1 qualification.

Coaches should also complete the IRB Laws self-assessment each year - available at www.irblaws.com

Learning to play stage

Minimum standard - Every coach must complete the mandatory RugbyReady Practical Course and on-lineassessment (available at www.irbrugbyready.com) on a yearly basis.

It is recommended that coaching should be delivered by a suitably qualified coach / teacher with a minimumUKCC Rugby Union Level 2 qualification as well as a Scottish Rugby / UKSCA Level 1 Strength and Conditioningqualification and a Scottish Rugby Speed and Agility Module.

Coaches should also complete the IRB Laws self-assessment each year - available at www.irblaws.com

For information on these qualifications and Scottish Rugby’s coaching structure please visitwww.scottishrugby.org/coaching

Scottish Rugby recommends coaches to attend appropriate CPD workshops and other seminars to keep theircoaching skills up to date. Continual development for coaches can take many forms but in order to provide thebest coaching for young players coaches should challenge themselves to be the best they can be. Coachesshould contact their Club Coach Co-ordinator for details.

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COACHING FUNdamentals _ LTPD STAGE 1(6-9 males, 6-8 females)

DRIVING PHILOSOPHY - Learning to love the game, learning to move

The major objective of this stage is to develop the players’ physical literacy through participation in rugby andother sports.

These physical literacy skills should be developed through:. games-based and FUN (Foundation, Understanding, Nurturing) activities, with 100% involvement at all times. Festivals and small-sided tag and touch games that allow the opportunity to express enjoyment and develop skills

RATIONAL _ Without speed, agility, balance and co-ordination, as well as the ability to run, jump, throw, kick,catch and control the body (sensory awareness), children will not only be incomplete as rugby players, but willnot have the confidence nor competence to take part in many sporting activities.

ROLE OF THE COACH _ to provide well organised, well communicated, well planned and well structuredpractices that involve 100% activity and enjoyment. All practices should promote FUNdamental skills that willunderpin future player development.

DELIVERING YOUR SESSION

All sessions to follow APES principles (Active, Purposeful, Enjoyable, Safe)

Coaching through games to be used as much as possible

Recommended format and timings for a mini rugby session are as follows:

Total length of session approx 60 minutes

. Warm up (developing physical competence as directed in this resource) _ approx 15 minutes. Main body of session _ game sense or whole-part-whole coaching _ approx 35-40 minutes. Cool Down (developing physical competence as directed in this resource) _ approx 8 minutes.

Every session should have an aim or purpose as part of a longer term plan for developing the players ratherthan just correcting what did not go well last match.

The coach will be required to act as a game coach with both their players as well as those from other clubs /schools during competition. When in control of a mini rugby game, best practice is to know the full laws of thegame and to referee the match as per Scottish Rugby’s Age Grade Law Variations, together with providingpositive and constructive feedback to the players. For further guidance on how to game coach effectivelyplease refer to Scottish Rugby’s 2011 RugbyReady Practical Course manual and Age Grade Law Variationbooklet.

FUNDAMENTALS CURRICULUM _ by the end of this stage, players should be able todemonstrate competence in the following areas:

PHYSICAL COMPETENCE

Physical competence should be developed through following the warm-up and cool down guidance providedin this resource and the delivery of game sense coaching.

. Agility, Balance and Speed. sprinting, acceleration, deceleration, change of direction, jumping, falling, getting back to feet. Co-ordination. spatial awareness and body (sensory) awareness developed through gymnastic activities and game sense coaching. Strength. developed through effective warm-ups incorporating animal walks and body weight exercises, game based activity and appropriate cool-downs. Endurance. developed through game sense coaching. Flexibility and recovery. through effective warm-ups and appropriate cool-downs

How to build a FUNdamental warm-up

The warm-up section of your session should last for approximately 15 minutes and should progressively prepareyour players for their session. Remember this is also an opportunity to coach specific skills appropriate to theobjective of your session. Each warm-up should contain the following elements:

. Generalised movements - enabling increased blood flow round body _ 3 minutes. Gradual build up range of movements - dynamic flexibility based around the specific movement of the sessionUse animal walks and gymnastic activities to improve players’ physical competence _ 6 minutes . Multi-direction speed technique / evasion _ aimed at getting the players up to maximum speed for the session _ the use of specific exercises here will aid speed development, decision making and reaction, acceleration, deceleration and change of direction _ 3 minutes . Preparation for contact and strength development _ aimed at building intensity while focusing on strength development. The use of body weight exercises and wrestling activities will enable increased levels of intensity to be achieved _ 3 minutes

The importance of a cool-down

It is important for players to cool down appropriately after a session. Again this needs to be structuredaccordingly to enable the body and mind to return to resting activity levels. This can be an opportunity tocontinue coaching specific skills at a lower intensity. Each cool down should contain the following elements:

. Generalised movements _ ensure activity / games are not above jogging pace _ 3 minutes . Static stretching _ this will improve players’ levels of flexibility and lessen future injury potential _ 5 minutes.

Content for warm-ups and cool-downs

The FUNdamental warm-up indexes and activities can be found in section 1 and section 4.The Cool Down index can be found in section 3.

These provide direction and content to structure your warm-up and cool down appropriately. Scottish Rugbyrun a number of strength and conditioning courses to aid your development in this area. Please log on towww.scottishrugby.org/coaching for details.

SKILLS COMPETENCE

The coaching of skills should be developed through game-sense or whole-part-whole coaching and effectivewarm-up and cool-downs.

. Handling. Passing in all directions including the lateral pass. Catching _ early hand catch, high ball, above head (jump and catch), low catch. Running. Evasive skills _ how to dodge and evade defenders . Defending. Tackling _ all players should be introduced to contact in Primary Four _ by the end of this year they should be competent in the individual tackle technique for the front, side and rear tackle. Teamwork. How to attack and defend as a team, go forward, communication. Continuity. Keeping the ball alive

KEY NATIONAL THEMES (KNT)

Four KNT have been identified and agreed by national, pro-team and age-grade coaches, which will helpdevelop a game structure that challenges individual players and their skills at all levels:

. Hand catch/grab . Offload. Ball presentation. Individual tackle

These skills are vital if players are to:

. have the option of attacking using the whole width of the field . speed up the contact area when tackled. speed up general play when on their feet in front of and in between defences. improve the most important aspect of their defence

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The key factors for LTPD stage 1 (FUNdamentals) have been amended from Scottish Rugby’s KNT resource(LTPD stage 3 _ Developing the player).

The coaching of KNT skills should be developed through game-sense or whole-part-whole coaching andeffective warm-up and cool-downs.

Players should be aware of and be able to demonstrate competence in the following:

Hand catch . Hands out in the ready position, with palms facing the ball and thumbs together. Catch the ball in their hands _ not on the stomach. Ball remains off the shirt _ catch and pass in one movement

Off load. Avoid head-on tackles _ try to dodge the defender first. Two hands on the ball. If tackled _ drive the legs to keep moving forward and look for support. Pass to a support runner coming onto the ball at pace

Ball Presentation. Avoid head-on tackles _ try to dodge the defender first. When tackled _ drive the legs to keep moving forward. When brought to ground extend the arms and with two hands present the ball as close to support as possible and as far away from the opposition as possible

Individual Tackle Technique. Sight correct contact area _ eye to thigh. Adopt low, strong body position to ensure correct tackle height _ must be below waist. Select correct shoulder to tackle with to ensure head is protected _ keep head close to opposition backside _ cheek to cheek (head should never be placed in front of attacker). Make tight contact with shoulder on thigh _ boulder shoulder. Clamp arms round opposition legs _ band of steel. Dynamic small steps _ leg drive _ until player successfully brought to ground. Ensure tackle is completed _ ie attacker is brought to ground. Work hard to get back to feet and back into the game

MENTAL FACTORS

Coaches should strive to build a foundation built on confidence in each of their players.

Coaches can model confidence in their players by providing opportunities for players to be successful and bysetting basic goals for players to better their performance in all areas, physical, skills, KNT, mental and lifestyle.

Involve every player as much as possible in the session _ try to ensure as much activity as possible for all playersduring your coaching by adopting a game based approach. Drill based coaching where players are standingwaiting for their turn or are not engaged should be avoided. Manipulate the conditions of your games toencourage every player to develop. For those more skilled you may need to set different goals during thesessions _ likewise you may need to set different goals for those who need additional support.

Try to encourage self-motivation (intrinsic) by making your sessions as much fun as possible and by challengingplayers to practice and play whilst at home and away from your sessions.

By coaching through games you are able to introduce imagery skills _ by highlighting things that worked youcan ask your players to reflect on what worked best for them and to reinforce positive thoughts for next time.For example, if a player scores a try by executing a 2-on-1 situation _ ask them what they did that worked welland therefore what they will try to do next time to ensure success? You can also ask other players to imaginewhat they would do in similar situations.

LIFESTYLE FACTORS

This stage is an ideal time to get your players into sporting habits that will stay with them for the rest of theirsporting careers.

Safety: Scottish Rugby recommends that all players use a gumshield _ these can be obtained easily and cheaplyfrom most good sports shops.

Values: At this stage it is vital to introduce the spirit and values of rugby union and team sports such aspartnership and team working, respect for team-mates, opposition and officials _ not to mention othervolunteers.

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Hydration: Always ensure there are water bottles available for players _ encourage your players to beresponsible for bringing their own.

Nutrition and rest: Work with players and parents to reinforce the benefits of healthy nutrition and sleep foryoung players’ development. For guidance on healthy nutrition for this age group please visit the web site ofthe Food Standards Agency www.food.gov.uk/scotland

PUTTING IT INTO PRACTICE

The FUNdamental stage of LTPD is divided into four phases, each phase with a number of sessions and activitiesrelevant to the aim of the phase. The four phases commence with an introduction to tag and touch rugby andwork up to an introduction to contact (note that contact should only be introduced once a player reachesPrimary Four of their education). These activities should follow your warm-up and should form the bulk of thesession. The activity plans can be found in section 5.

Index

PHASE 1 INTRODUCING TOUCH AND TAG ACTIVITY NUMBER PHASE 3 TAG TO TACKLE ACTIVITY NUMBER

Session 1 Intro Guidance for tackle technique 21

1 Rob the nest 1 Intro 1 Front on tackle activity 21

2 5 pass game 2 Intro 2 Side on tackle activity 22

3 Sharks and fishes 3 Intro 3 Rear tackle activity 23

4 End ball 4 Session 1

Session 2 1 Drop down touch 19

1 Corner ball 5 2 Grid tackles _ tackle mania 24

2 Relay races _ ball familiarisations 6 3 Breakout touch _ progress to tackle 9

3 Rats and rabbits 7 4 Pop-off-the-ground touch 25

4 End ball 4 Session 2

Session 3 1 Sharks and fishes on knees (with tackles) 26

1 End ball 4 2 5 pass game (with tackles) 2

2 Relay races pairs 8 Session 3

3 Sharks and fishes 3 1 Offload touch 18

4 Breakout touch 9 2 Grid tackles _ tackle mania 24

Session 4 3 Offload touch _ progress to tackle 18

1 Multi direction end-ball 10 Session 4

2 Tag thief 11 1 Ball presentation touch 27

3 5 pass game 2 2 Channel challenge 28

4 End ball 4 3 Ruck touch 29

PHASE 2 DEVELOPING TOUCH / TAG ACTIVITY NUMBER PHASE 4 DEVELOPING CONTACT ACTIVITY NUMBER

Session 1 Session 1

1 Overload touch 12 1 Ruck touch 29

2 L shape passing practice 13 2 Ruck around the clock 30

3 Overload touch _ using a progression 12 3 Mini rugby game (using Law Variations) n/a

Session 2 Session 2

1 Corner ball _ using a progression 5 1 Parramatta touch 31

2 Simple passing 14 2 Pop-off-the-ground (with tackle) 25

3 4 v 2 continuous touch 15 3 Overload touch (contact progression) 12

Session 3 Session 3

1 Any direction touch (4 goals) 16 1 Overload touch (contact progression) 12

2 Passing gauntlet 17 2 Sharks and fishes (contact progression) 3

3 Offload touch 18 3 Mini rugby game (using Law Variations) n/a

Session 4 Session 4

1 Drop down touch 19 1 Overload touch (contact progression) 12

2 Middle man passing relay 20 2 Breakout touch _ (contact progression) 9

3 L shape passing practice 13 3 Mini rugby game (using Law Variations) n/a

4 Drop down touch _ using a progression 19

Supplementary activities

Pyramid attack 32

Single line try touch 33

(Further information to assist you in your coaching of physical and skills competence for this stage can be obtained from www.coachingfundamentals.org.uk).

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COACHING LEARNING TO PLAY _ LTPD STAGE 2(9-12 males, 8-11 females)

DRIVING PHILOSOPHY _ Learning the basic skills of the game

These ages are known as the skill hungry years as, motivationally speaking, children are geared to learn skillsat this time, so this is an ideal opportunity to focus on building the skills of the game on to the movement skillsof the children that have been developed in the earlier stage.

Using games based approaches to skill learning the emphasis should be on developing basic running, handlingand contact skills that will form the foundation of the players’ future participation in the game. Competitionopportunities should reflect developmental principles (e.g. equal playing time for all) through small-sidedgames (tag and mini rugby); these will allow enough involvement in the action to develop the necessaryendurance fitness in children without additional training.

Key physical qualities to develop in every training session are speed and agility. The growth of the nervoussystem continues until approximately 12 years of age and the development of fast-twitch muscle fibres (thefibres that generate power) is still able to be influenced.

Coaches should focus on developing confidence, the vital ingredient to future participation and performance,through fostering and reinforcing success in achieving basic goals or targets for each player. Focusing onpraising and reinforcing effort is very important; without understanding why it is important to try hard, playerswill not develop characteristics such as commitment and training intensity that will enable them to succeed (inlife and rugby) in later years. The basis of commitment to future training is formed at this stage and coachesshould encourage ‘homework’ and independent practice in children, as well as participation in a range ofsports, including team games and athletics, gymnastics and swimming. This could include informal play andnon-structured practices and games (for example, games of touch rugby between friends).

ROLE OF THE COACH _ To motivate and stimulate confidence in children to develop skills and game sensethrough planning and delivering well-structured programmes with progression within and between sessions.

. Provide an enjoyable environment that fosters a love of the game and promotes an environment that encourages children to continually challenge themselves. Challenge by setting basic goals; valuing effort and persistence; and reinforcing improvement by providing objective and constructive feedback. Differentiate between individuals within a practice _make things more challenging for those who can do a task, less challenging for those who can’t yet do it, but keep the task the same. This helps the player develop both self-esteem and the ability to realistically evaluate their performance. An example of this could be when running a session to develop handling skills challenge those who cannot pass well to work to achieve a certain number of accurate passes. For those who can pass reasonably well then set them a higher number. For those who can pass very well then set them a higher number of passes but ask them to also get in a supporting position once the pass has been completed.. Provide equal playing and training opportunities for all players, regardless of how good you think they might be at this stage. Foster an understanding of, and respect for, rugby’s laws, spirit and values.

DELIVERING YOUR SESSION

All sessions to follow APES principles (Active, Purposeful, Enjoyable, Safe).

Coaching through games to be used as much as possible.

Recommended format and timings for a mini rugby session are as follows:

Total length of session approx 60 minutes

. Warm-up (developing physical competence as directed in this resource) _ approx 15 minutes. Main body of session _ game sense or whole-part-whole coaching _ approx 35-40 minutes. Cool down (developing physical competence as directed in this resource) _ approx 8 minutes

Every session should have an aim or purpose as part of a longer term plan for developing the players ratherthan just correcting what did not go well last match.

The coach will be required to act as a game coach with both their players as well as those from other clubs /schools during competition. When in control of a mini rugby game, best practice is to know the full laws of thegame and to referee the match as per Scottish Rugby’s Age Grade Law Variations, together with providingpositive and constructive feedback to the players. For further guidance on how to game coach effectivelyplease refer to Scottish Rugby’s 2011 RugbyReady Practical Course manual and Age Grade Law Variationbooklet.

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LEARNING TO PLAY CURRICULUM _ by the end of this stage, players should be able to demonstrate competence in the following areas:

PHYSICAL COMPETENCE

Physical competence should be developed through following the warm-up and cool down guidance providedin this resource and the delivery of game sense coaching.

Agility, Balance and Speed. Sprinting, acceleration, deceleration, change of direction, jumping, falling, getting back to feet. Developed through running and agility activities, jumping, throwing, team games, wrestling activities, ground to feet activities, rotational, gymnastic and reaction activities

Co-ordination. Spatial awareness and body (sensory) awareness developed through gymnastic activities and game sense coaching. Players should be able to combine a number of gymnastic and dynamic movements into a fluid motion within a confined space _ ie jump _ forward roll _ back to feet _ accelerate away

Strength and Power. Developed through game related skills, light medicine ball activities, jumping and hopping, body weight activities, gymnastic and postural integrity. Introduction to Olympic lifting technique (broom handle resistance) should also occur during this stage

Endurance. Developed through game based activityFlexibility and recovery. Through effective warm-ups, animal walks and appropriate cool-downs. Players should also gain an understanding of

benefits of range of movement in developing skill and injury prevention

Assessing physical competence _ by the end of this stage a player should be able to demonstrate competencein the following activities (guidance provided in the appendices)

Prone stabilisation Walking lunge

Lateral stabilisation Standing long jump

Forwards / backwards roll Forward / lateral hop and hold

Overhead squat Press-up

Double leg squats Medicine ball rotations

How to build a Learning to play warm-up

The warm-up section of your session should last for approximately 15 minutes and should progressively prepareyour players for their session. The Learning to play warm-up is more advanced than the FUNdamental warm-up and there is more emphasis on strength and speed development.

Remember this is also an opportunity to coach specific skills appropriate to the objective of your session. Eachwarm-up should contain the following elements: . Generalised movements _ light general movement enabling increased blood flow round body _ 2 minutes. Light specific movement _ more of a focus on the content of your session _ 2 minutes. Gradual build up range of movements _ dynamic flexibility based around the specific movement of the session.

Use animal walks and gymnastic activities to improve players’ physical competence _ 5 minutes. Movements to build intensity using specific exercises to aid speed development, strength development and contact skills _ 2 minutes. Specific strength, speed and contact-based exercises at full intensity. Use body weight exercises, gymnastic and wrestling activities to enable increased levels of intensity to be achieved _ 4 minutes

The importance of a cool-down

It is important for players to cool down appropriately after a session. Again this needs to be structuredaccordingly to enable the body and mind to return to resting activity levels. This can be an opportunity tocontinue coaching specific skills at a lower intensity. Each cool-down should contain the following elements:

. Generalised movements _ ensure activity / games are not above jogging pace _ 3 minutes. Static stretching _ this will improve players’ levels of flexibility and lessen future injury potential _ 5 minutes

Content for warm-up and cool-downs

The Learning to play warm-up indexes and activities can be found in section 2 and section 4.The cool-down index can be found in appendix 3.

These provide direction and content to structure your warm-up and cool down appropriately. Scottish Rugbyrun a number of strength and conditioning courses to aid your development in this area. Please log on towww.scottishrugby.org/coaching for details.

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SKILLS COMPETENCE

The coaching of skills should be developed through game-sense or whole-part-whole coaching and effective warm-up and cool-downs.

Handling. Passing _ lateral, switch, loop, pop, clearing, chest. Catching _ hand catch, high ball, above head (jump and catch), low. Throwing _ football shy. Being able to pass to support in spaceRunning. Evasive skills _ dodge / evade, react to others, side-step, swerve, recognise and attack spaceContact. Strong body shape maintained pre, during and post contact. Leg drive / ability to stay on feet when tackled. Confident in contact situations. Ball presentation. Decision making pre, during and post contact. Winning the ball on the ground / getting back to feetDefending. Tackling _ individual technique _ front, side and rear tackle and correct selection. Going forward in defence. Working as a team in defenceTeamwork. Working within a team to attack space and defend, go forward in attack and defence, communication with team

in attack and defenceContinuity. Keeping the ball alive (the hierarchy of contact SOS _ Step to evade defender/take a side on tackle, Offload pre /

during / post tackle, Set-up ruck / maul as last resort)Kicking and catching. Kicking and fielding skills _ place kick, drop kick, punt kick, kicking on the run, fielding a high ballSet piece. Understanding the role of the set piece as a restart play with a contest for possession and an opportunity to create

space for attack. Scrum. strong / safe body position maintained (every player). safe engagement procedure _ crouch, touch, pause, engage (every player). Lineout. ability to outmanoeuvre and out-jump opposition in the lineout (every player). ability to throw accurately to a moving jumper (every player)

KEY NATIONAL THEMES (KNT)

Four KNT have been identified and agreed by national, proteam and age-grade coaches, which will helpdevelop a game structure that challenges individual players and their skills at all levels:. Hand catch/grab . Offload. Ball presentation. Individual tackle

These skills are vital if players are to: . have the option of attacking using the whole width of the field. speed up the contact area when tackled . speed up general play when on their feet in front of and in between defences. improve the most important aspect of their defence

The key factors for LTPD stage 2 (Learning to play) have been amended from Scottish Rugby’s KNT resource(LTPD stage 3 _ Developing the player).

The coaching of KNT skills should be developed through game-sense or whole-part-whole coaching andeffective warm-up and cool-downs.

Players should be aware of and be able to demonstrate competence in the following:

Hand catch. Hands in the ready position, with palms facing the ball and thumbs together. Early reach _ catch / grab the ball as early as possible. Watch the ball all the way into the hands. Once caught, turns to identify the receiver. Keep ball up between waist and chest area _ moves the ball quickly across the body. Follow through and fingers point to target after the ball is released

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Offload. Carry the ball in two hands. Avoid head-on tackles _ try to dodge the defender first. Win space behind the defender by driving the legs to keep moving forward and look for support. Successful pass behind the defender to a support runner coming onto the ball at pace. Support players arrive at the contact area anticipating receipt of pass (hands out ready)

Ball Presentation. Avoid head-on tackles _ try to dodge the defender first. On engagement keep body tense and keep spine in line. When tackled drive the legs and keep moving forward. When brought to ground extend the arms and, with two hands, present the ball as close to support as possible and as far away from the opposition as possible

Individual Tackle Technique. Sight correct contact height _ eye to thigh. Adopt low, strong body position to ensure correct tackle height _ must be below waist. Select correct shoulder to tackle with to ensure head is protected _ keep head close to opposition between backside andcheek to cheek (head should never be place in front of attacker). Make tight contact with shoulder on thigh _ boulder shoulder. Clamp arms round opposition legs _ band of steel. Dynamic small steps _ leg drive until player is successfully brought to ground. Ensure tackle is completed _ i.e. attacker is brought to ground. Work hard to get back to feet and back into the game

MENTAL FACTORS

Coaches should strive to create a foundation built on confidence in each of their players.

Coaches can model confidence in their players by providing opportunities for players to be successful inincreasingly challenging practices with the coach providing constructive feedback which will develop self-confidence.

Involve every player as much as possible in the session _ try to ensure as much activity as possible for all playersduring your coaching by adopting a game-based approach. Drill based coaching, where players are standingwaiting for their turn or are not engaged, should be avoided. Manipulate the conditions of your games toencourage every player to develop. For those more skilled, you may need to set different goals during thesessions _ likewise you may need to set different goals for those who need additional support. Ability shouldbe acknowledged however it is effort that should be rewarded and praised. This will encourage hard work andwill provide the foundation for committed effort to overcome challenges.

Structure your sessions to encourage decision-making by your players by providing constructive feedback intowhat the consequences of their decisions were in relation to the principles of play and the aims and objectivesof your coaching session. Try to encourage intrinsic (self) motivation as opposed to extrinsic (coach-led)motivation by making your sessions as much fun as possible and by challenging players to practice and playwhilst at home and away from your sessions.

Your demonstrations and feedback during these sessions should be focussed on the relevant information yourplayers need to be able to achieve success _ this will help develop their attention-control skills. By coachingthrough games you are able to introduce imagery skills _ by highlighting things that worked you can ask yourplayers to reflect on what worked best for them and to reinforce positive thoughts for next time. For example,if a player scores a try by executing a 2-on-1 situation _ ask them what they did that worked well and thereforewhat they will try to do next time to ensure success? You can also ask other players to imagine what they woulddo in similar situations.

Promote a positive attitude to training and its relation to performance. If your players train poorly then theywill more than likely play poorly. Set your standards as a group for both training and playing.

LIFESTYLE FACTORS

The aim at this stage is to further promote sporting habits that will stay with the players for the rest of theirsporting careers. Work with players and parents to reinforce the following:

Safety: Scottish Rugby recommends that all players use a gumshield _ these can be obtained easily and cheaplyfrom most good sports shops.

Values: At this stage it is vital to introduce and further promote the spirit and values of rugby union and teamsports such as partnership and team working, respect for team-mates, opposition and officials _ not to mentionother volunteers. Foster an understanding of the laws of the game and the values of the game.

Hydration: Always ensure there are water bottles available for players _ encourage them to be responsible forbringing their own.

Nutrition: The benefits of healthy nutrition and the impact this can have on performance.

Rest: The importance of sleep and the impact that has on recovery.

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PUTTING IT INTO PRACTICE

The Learning to play stage of LTPD is divided into four phases, each with a number of sessions and activitiesrelevant to the aim of the phase. The four phases build on the development of the player from theFUNdamentals stage and further develop invasion / evasion skills prior to more of a focus on contact, set pieceand overall game understanding. These activities should follow your warm-up and should form the bulk ofyour session. It will be necessary at many points during the season to revisit some FUNdamental stage activitiesparticularly regarding the introduction of the tackle to ensure all players are able to tackle in a safe andeffective manner. All coaches should be competent in coaching the tackle and scrum following attendance atthe mandatory RugbyReady Practical Course on a yearly basis.

PHASE 1 DEVELOPING THE INVASION AND ACTIVITY NUMBER PHASE 3 ROLE OF THE SET PIECE ACTIVITY NUMBEREVASION GAME

Session 1 Session 1

1 Overload touch variations 34 1 Lineout end ball 49

2 Sharks and fishes variations 35 2 Lineout move and catch 50

3 Group touch 36 3 Lineout end ball (progression) 49

Session 2 Session 2

1 End ball variations 37 1 1 v1 scrum practice / game 51 a/b

2 Channel challenge 38 2 2 v 2 scrum practice / game 51 a/b

3 Number touch 39 3 3 v 3 scrum practice / game 51 a/b

4 5 v 5 scrum practice / game 51 a/b

Session 3 Session 3

1 Wide touch 40 1 Mini game _ Full game contact (law n/a

2 Diamond offload 41 variations) _ Lineout at every breakdown

3 Mini game _ Full game contact n/a 2 Lineout circle (jump only) 52

(Law Variations) 3 Mini game _ Full game contact (law n/a

variations) _ Lineout at every breakdown

Session 4 Session 4

1 Parramatta touch 42 1 Lineout end ball 49

2 4 v 2 continuous touch 43 2 Lineout move and catch 50

3 Parramatta touch variations 42 3 Mini game _ Full game contact n/a(law variations)

PHASE 2 FURTHER DEVELOP CONTACT SKILLS PHASE 4 DEVELOPING GAME PLAY / UNDERSTANDING

Session 1 Session 1

1 Ruck touch 44 1 Wide touch 40

2 Ruck-around the-clock 45 2 4 v 2 continuous touch 43

3 Ruck touch variations 44 3 Group touch 36

Session 2 Session 2

1 Overload touch (progression) 34 1 2 ball end ball progression 53

2 Channel challenge 38 2 Switch and loop pass exercise 54

3 Mini game _ Full game contact n/a 3 Mini game _ Full game contact (law n/a

(Law Variations) variations) _ emphasis on loop / switch

Session 3 Session 3

1 Drop off touch contact variation 46 1 Offload touch (tackle progression) 55

2 3 v 3 breakdown challenge 47 2 Diamond offload 41

3 Number touch contact variation 39 3 Mini game _ Full game contact (law n/a

variations) _ emphasis on support and attacking space

Session 4 Session 4

1 Contact game _ nearest 3 in 48 1 Rugby tennis 56

2 Sharks & Fishes _ (tackle variations) 35 2 Paired kicking 57

3 Mini game _ Full game contact (law n/a 3 Rugby rounders 58

variations) Supplementary sessions

Split up touch 59Single line try touch 60Ruck and roll 61Pyramid attack 62Middle man passing relay 63Middle man passing relay with defender 64Double line touch 65Colour touch 66Breakout touch 672 v 2 Breakout 68

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MINI RUGBY COMPETITION GUIDANCE

Competition is vital to foster / support our players’ rugby development. However, the coach should not befocussed on winning at this stage but on developing every player to become as good as they can be. The focustherefore for coaches and parents at this stage is on the development of skill and physical competency ratherthan on competitive outcomes. It is important not to impart adult sporting values on to what is a child’ssporting experience.

“ ...the reasons for dropping out tend to be that children had other interests, the coach was too tough / mean,it was no longer fun, or the children did not get enough chance to participate. Interestingly, children seldomsay that their desire ‘to win’ is a reason for participating.”(Gould & Petchlichkoff, 1988, Participation motivation and attrition in young athletes).

Competition should be in the following formats:. Introduction to fun tag and mini rugby gatherings / festivals in the better weather. Indoor training periods during December, January, February. Two festivals per month _ September, October, November, March, April. Round robin, equal gametime, emphasis on team play, fair play and fun. Points awarded for best pass, best run, effort etc. All players in club section brought to festivals not just small selected squad. Summer camp activities where possible including come and try multi-sport camps

Rationale: sport is competitive at whatever level, however well organised family festivals / gatherings _ whereyoungsters play in teams and experience events, and other teams _ is part of their overall development.

Scottish Rugby’s Age Grade Law Variations must be adhered to in all competitions.

Information on local festival programmes can be obtained from your Regional Development Manager.

ROLE OF THE PARENT

The environment that the child is brought up in has a massive influence on who they become. Parents are thesingle biggest influence in this, and therefore we value them and the positive role that they can play indeveloping the young player. We understand that, in the heat of the moment on the touchline, many peoplemay have an opinion on what the coach and players are doing, but it is important to realise that such decisionsare done for reasons that are not always obvious to all. We have provided a few suggestions that parents canadopt to assist the coaches in developing children towards excellence _ not just in the rugby context but alsoin terms of life skills.

Before your child’s match / training session. Help your child to get their kit ready _ it is their responsibility, not yours, but they need to learn how to do this. Provide an environment where you praise effort and reinforce commitment _ a young player choosing to do something will, if praised, seek to do something well if they enjoy it. This is the basis for developing commitment in players. Help your child to fuel correctly _ a balanced diet is as important to their health as it is to a successful training session. Ask your child if they have packed their water bottle _ the best way to get players drinking enough is to have a drink available to them at all times. Educate your child to take responsibility for this important piece of kit!. Help your child to get enough rest. Help your child go to play and practice in a positive frame of mind. (This includes things such as educating them to clean their boots and their gumshield after games and training sessions)

During your child’s match / training session. Work with the coach to praise effort _ this will encourage every player to try their best at executing skills, discipline and sportsmanship. This will lead to players who are willing to try things, take responsibility for making decisions and will ultimately make the players real winners!. Remember that the game is about more than the result _ it is part of the learning process of the player and it is about the players having fun. The coach is responsible for how the team and the players develop. They will make decisions that are part of the coaching plan _ please support the coach in the decisions made, even if you don’t understand them at the time. Make sure your body language is positive at all times. Represent your child in a positive manner. The players and coaches will deal with their decisions and those of others _you should respect this. Your child will thank you for praising effort and not criticising mistakes _ children must not be frightened to try things and learn from their actions. Don’t shout at the player with the ball _ he / she is busy!. Make sure your child is as proud of your touchline behaviour as you are of their playing

After your child’s match / training. Provide praise for the effort your child has given. Praising effort encourages the child to work harder _ focusing on ability encourages the child to carry on doing what they currently do!. Provide them with unconditional support and encouragement. Identify with the child the things that they can learn from this match / practice and use this to help them improve. Engage with the coach to identify things that you can encourage your child to practice away from the rugby club. As a parent, you are not just a transport manager but part of the rugby community and the social network of the club.. Mix with other parents, especially after the game. Support the rugby club as a vibrant community that is trying to provide many people with the opportunity to play and develop through sport

COACHING CODE OF CONDUCT

The following is an extract from Scottish Rugby’s Code of Conduct and Protocols for Clubs, Coaches, Players andMatch Officials. Code of Conduct for Game 2010: 12/1/10. The full document is available to download fromwww.scottishrugby.org

Everyone:- 1. must ensure that the game is played and conducted in accordance with disciplined and sporting behaviour and must

acknowledge that it is not sufficient to rely solely upon the match officials to maintain those principles;

2. shall co-operate in ensuring that the spirit of the Laws of the Game is upheld. Clubs shall refrain from selecting players guilty of foul play;

3. shall not repeatedly breach the Laws of the Game;

4. shall accept and observe the authority and decisions of referees, assistant referees, other match officials and all rugby disciplinary bodies, subject to the International Rugby Board’s Regulation 17 (Illegal and / or Foul Play and Misconduct);

5. shall not publish or cause to be published criticism of the manner in which a referee or assistant referee handled a match;

6. shall not publish or cause to be published criticism of the manner in which Scottish Rugby handled or resolved any dispute or disciplinary matter resulting from a breach of the Bye-Laws, Rules and Regulations, or Laws of the Game;

7. shall not engage in any conduct or any activity on or off the field that may impair public confidence in the honest and orderly conduct of a match, tour, tournament or series of matches (including, but not limited to, the supply of information in relation to the game, directly or indirectly, to bookmakers) or in the integrity and good character of any person;

8. shall promote the reputation of the game and take all possible steps to prevent it from being brought into disrepute;

9. shall not commit a doping offence as defined in IRB Regulation 21 (Anti-Doping);

10. shall not abuse, threaten or intimidate a referee, assistant referee or other match official, whether on or off the field of play;

11. shall not use foul or abusive language or gestures towards referees, assistant referees or other match officials, players or team personnel or spectators;

12. shall not do anything which is likely to intimidate, offend, insult, humiliate or discriminate against any other person on the ground of religion, race, colour, national or ethnic origin, sex or sexual orientation.

13. shall not do anything which adversely affects the game of rugby football, Scottish Rugby, any member club or Union or any commercial partner of the Game.

Every person is under an obligation to comply with this Code of Conduct.

Scottish Rugby is under an obligation to adopt procedures to monitor compliance with and impose sanctionsfor breaches of the Code of Conduct by persons under its jurisdiction.

For breaches of the Code of Conduct, the Discipline Panel of Scottish Rugby may impose such penalties as itdeems appropriate, subject to the list of recommended sanctions published in the Rules of DisciplinaryProcedures, copies of which are with the clubs.

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SUPPORTING RESOURCES AND FURTHER READING

This resource should not be used in isolation but in conjunction with other Scottish Rugby, IRB andsportscotland learning resources such as:

. UKCC Level 1 & 2 support materials. SCOTTISH RUGBY / UKSCA Strength & Conditioning support materials. Scottish Rugby’s Key National Themes support materials. Scottish Rugby’s “Are You Ready to Play Rugby?” policy, and practical course manuals. Scottish Rugby’s Age Grade Law Variations. IRB Beginners Guide to Rugby

Scottish Rugby recommends the following publications to any aspiring coach:

Title Author Produced by Available

How to Coach Children in Sport SportscoachUK SportscoachUK www.1st4sport.com

Coaching the Whole Child: David Haskins SportscoachUK www.1st4sport.comPositive Development Through Sport

Developing Decision Makers: An Lynn Kidman Innovative Print Communications Good bookshopsEmpowerment Approach to Coaching Ltd; 1st edition (2001)

Athlete-Centred Coaching: Lynn Kidman and Bennett J IPC Print Resources; Good bookshopsDeveloping Decision Makers Lombardo 2nd Revised edition (Feb 2010)

Athlete Centred Coaching: Developing Lynn Kidman IPC Print Resources (formerly Good bookshopsInspired and Inspiring People Innovative Print Communications

Ltd); 1st edition (2005)

The Coaching Process: A Practical Lynn Kidman and Stephanie J. Routledge; 1 edition (16 Dec 2010) Good bookshopsGuide to Becoming an Effective Hanrahan Sports Coach

Coaching for Long-term Athlete Ian Stafford with Istvan Balyi SportscoachUK www.1st4sport.comDevelopment

Long Term Player Development Scottish Rugby Scottish Rugby www.scottishrugby.orgStrategy - a guide for clubs and schools

Scottish Rugby recommends the following web sites to assist you in your coaching:

www.scottishrugby.org/coaching www.irbcoaching.com

www.irbrugbyready.com www.irblaws.com

www.keeprugbyclean.com www.coachingfundamentals.org.uk

www.positivecoachingscotland.com www.irb.com

www.sportscotland.org.uk www.sportscoachuk.org

www.uksca.org.uk www.food.gov.uk/scotland/scotnut

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FUNDAMENTALS WARM-UPSGENERALISED MOVEMENTS

LIGHT GENERAL MOVEMENT (aimed at getting the blood moving around the body) Start with light activity, general movements, jogging, passing, ball handling etc, build this to a moderate pace. This caninclude low intensity tig games and low intensity small sided games. This can also include handling and passing drills.

Pick one activity

General warm up. Contact warm up Handling and skills warm up

• Tig • Chain tig • 5 pass game • Build up tig • Octopus tig • Ball familiarity and handling • Chain tig • Leap Frog tig • Circle drills • Octopus tig • Tunnel tig • Ball familiarity drills• Freeze tig • Tennis ball one hand catch and pass

GRADUALLY BUILD UP RANGE OF MOVEMENT Dynamic flexibility based around the specific movement of the session. Using animal walks and gymnastic

activities to improve physical literacy.

Pick two activities from section one and two activities from section two

Section one: Animal walks (flexibility and strength)

General warm up Contact warm up Handling and skills warm up

• Bear crawl • Crab walk • Bear crawl• Cricket walk • Kangaroo hop • Cricket walk • Duck walk • Backwards roll • Duck walk • Backwards roll • Crocodile walk • Monkey walk • Monkey walk • Bear crawl

• Duck walk

Section two: Gymnastic activities for flexibility and strength

General warm up Contact warm up Handling and skills warm up

• Forward hop and hold • Prone stabilisation • Single leg balances (with ball pass)• Lateral hop and hold (on hands with ball pass) • Forward hop and hold• Single leg balances (with ball pass) • Overhead squat • Lateral hop and hold• Prone stabilisation (broom handle) • Walking lunge (with ball pass) • Standing long jumps • Forward roll • Shapes and balances• Lateral hops • Backward roll • Prone stabilisation • Walking lunge • Wheelbarrow / walking on hands (on hands with ball pass)• Walking lunge (with ball pass) • Lateral hop and hold• Shapes and balances

MOVEMENT SPECIFIC TO THE SESSION

Pick one activity from section one and one activity from section two

Section one: multi directional speed technique / evasionAimed at getting the players up to maximum pace for sessions. Using specific exercises to aid speed development

focusing on decision making and reaction, acceleration, deceleration and change of direction.

Build up pace through reactive and tig games

• Rats and rabbits • Sharks and fishes • Relays, running races• Rob the nest• Relay, running races• 1 v 1• 2 v 1

Section two: preparation for contact and strength developmentAimed at building intensity for any session while focusing on strength development. Using body weight exercises and

wrestling activities to reach training intensity.

Build up pace and contact through wrestling and reactive tig games (development of strength using body weight exercises)

• Press up battles

• Gauntlet

• King of the ring

• Partner carries

• Cuban wrestling (hold on the floor)

• Wheelbarrow races

FUN

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TIM

ING

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2 M

INU

TES

2 M

INU

TES

5 M

INU

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LEARNING TO PLAY WARM-UPSGENERALISED MOVEMENTS

LIGHT GENERAL MOVEMENT (aimed at getting the blood moving around the body)

Start with light activity, general movements, jogging, passing, ball handling etc. Light general skills specific to your role, build this to a moderate pace. This can include low intensity tig games and low

intensity small sided games. This can also include handling and passing games / drills.

Pick one activity from below

Speed based warm-up Strength based warm up Contact based warm up

• Tig • Chain tig • Chain tig• Build up tig • Octopus tig • Octopus tig• Chain tig • Leapfrog tig • Tunnel tig• Octopus tig • Tunnel tig• Freeze tig• Tunnel tig

LIGHT SPECIFIC MOVEMENT (aimed at getting the blood moving around the body)

Continue with the light movement to raise body temperature but do this through more specific drills for the session. i.e. speed, strength or contact based drills done at a low intensity.

Pick one activity from below

• 5 pass game • Circle drill • 5 pass game • Corner ball • Evasion / ball familiarity • Corner ball • Evasion / ball familiarity and handling • Evasion / ball familiarity

and handlin and handling• Circle drill • Circle drill

GRADUALLY BUILD UP RANGE OF MOVEMENT

Dynamic flexibility based around the specific movement of the session. Focusing on dynamic movements to improve physical literacy. Players should become increasingly familiar with these movements to enable them to

develop their own warm-ups as they progress through the LTPD stages. This will then enable them to be increasingly responsible for their own warm-up provision.

Pick two activities from section one and two activities from section two

Section one: Dynamic flexibility

Speed based warm-up Strength based warm-up Contact based warm-up

Postural dynamics for speed Postural dynamics for strength Postural Dynamics for contact• Walking lunge • Prone balance with throw catch • Prone balance with throw catch• High knee walk • Forward hop and hold • Bear crawl• Hurdle walk • Lateral hop and hold• Reverse hurdle walk • Overhead squat

Active dynamic stretches Build up the range of motion through Build up the range of motion through active dynamic stretches active dynamic stretches

• Skipping (rhythm) • High knee walk • High knee walk• Skipping high knee • Hurdle walk • Hurdle walk • Forward hop and hold • Reverse hurdle • Reverse hurdle• Icky shuffle • Walking lunge• Heel kicks• Carioca

Section 2: Specific animal walks

Speed based warm-up Strength based warm-up Contact based warm-up

Animal walks based around Animal walks for strength Animal walks for contact

flexibility • Crab walk • Crab walk

• Bear crawl • Crocodile walk • Crocodile walk

• Duck walk • Kangaroo hop • Bear crawl

• Monkey walk • Bear crawl • Duck walk

• Cricket walk

27

Lear

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(L

TP)

war

m u

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2 M

INU

TES

4 M

INU

TES

28

BUILD UP INTENSITY SPECIFIC TO THE SESSION

Pick one activity from section one and two activities from section two

Section one: movements to build up intensity

Aimed at getting the players up to maximum pace for sessions. Using specific exercises to aid speed development, strength and contact skills.

Build up intensity through Build up intensity through wrestlingevasion and chaotic speed games and body weight exercises• Rob the nest • Press up battle• Shadowing • Gauntlet • Agility course (relay) • Base • Cluster drill • Spinner

• Cuban wrestling• Kneeling struggle• Wheelbarrow races

Section two: specific strength speed and contact based exercises at full intensity

Aimed at gradually building intensity for any sessions while focusing on strength development, using body weight exercises, gymnastic and wrestling activities.

Straight line speed Strength development using light Contact preparation and strength• Accelerations (from medicine balls and body weight development drills

different start positions) exercises • 1 v 1 scrummaging• Relay races • Medicine ball slams • Partner resisted sprints • Standing long jumps • Medicine ball throws for distance • Falling circle• Cluster drill • Medicine ball throws for height • King of the ring • Resisted accelerations • Falling circle • Gauntlet

• Medicine ball chest pass • Floor drags• Medicine ball shot putt • Partner pulls • Round heads • Crawling • Partner carries• Partner press-ups• Zero

TIM

ING

S

3 M

INU

TES

5 M

INU

TES

FUNDAMENTAL AND LEARNING TO PLAY_ COOL-DOWNSGENERALISED MOVEMENTS

The cool-down should begin with light general movement. Choose from one of the games below. When coaching the cool-down reduce the size of the

area so that the intensity is much lower (no player should be above a jogging level). Any low intensity drill or game can be used at this stage.

• Tig

• Build up tig

• Chain tig

• Octopus tig

• Freeze tig

• Tunnel tig

FLEXIBILITY

Choose four stretches from the list below. All stretches should be held for a minimum of 30 seconds and performed at least twice on each side of the body.

• Raised leg hamstring stretch

• Glute stretch 1

• Hip flexors

• Groin stretch

• Glute stretch 2

• Quadriceps

• Crucifix

• Back extension

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EXERCISE DESCRIPTORS

ANIMAL WALKS

BEAR CRAWL On all fours, arms extended, player crawls forwards on feet instead of knees with back in straight position, hips

Equipment None above shoulders.

DUCK WALK Player puts hands behind head, squats down, and starts walking like a duck forwards and backwards.

Equipment None

MONKEY WALK Player walks around on two feet and only one hand. Alternates hands only when the walking hand gets fatigued.

Equipment None

CRICKET WALK Player squats down with arms between legs grabbing ankles. Player starts walking. Walks forward, backwards and

Equipment None side-to-side.

CRAB WALK Player reverses down on all fours (so it looks like they are almost like a chair), stomach facing upwards, then moves

Equipment None left leg and left arm, and then right leg and right arm.Walks forward, backwards and sideways.

CROCODILE WALK Player lies on floor to start then raises up on arms and feet. Chest as close to floor as possible. Elbows high. Moves

Equipment None forward moving left arm and left leg simultaneously, then follows with the right arm and right leg, just like a crocodile walks.

KANGAROO HOP Player assumes a half squat position and jumps as high and as far as possible. On landing, lands in the half squat position

Equipment None and repeats.

GYMNASTIC MOVEMENTS

FORWARD ROLL Player squats with knees together and places both hands flat on the floor in front, tucks head down whilst pushing legs.

Equipment None Keeps some weight supported with arms and rolls forward. Player should attempt to stand up without pushing on the floor with their hands.

BACKWARDS ROLL Player squats down, as their bottom moves towards floor, arches back and rolls backwards, chin and knees tucked into

Equipment None their chin and knees tucked into their chest. As they roll over, hands should make contact with floor pointing towards direction they have just rolled from. Player should finish standing up.

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Phys

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32

FORWARD HOP AND HOLD Player starts standing on a single leg, with other leg raised up to 90 degrees, then pushes off standing leg forwards,

Equipment None attempting to hop as far as possible - player should land on the same leg and stick in the position like a statue on landing for 3 seconds. Repeat with other leg.

LATERAL HOP AND HOLD Same as forward hop and hold - but player attempts to move laterally (sideways) from starting position.

Equipment None Player moves one way then the other, holding each hop for 3 seconds.

SINGLE LEG BALANCES Same starting position as forward hop and hold. Player stands upright with one knee up toward chest, with both hands free.

Alternative: With ball pass Player attempts to balance for 10 seconds then changes legs. Progression - add ball, by catching and passing back with two

Equipment: Ball (various) / one hand in any direction.

STANDING LONG JUMPS Player starts standing with feet shoulder width apart and attempts to jump as far as possible and stick the position on landing like a statue for 3 seconds.

LATERAL HOPS Player starts standing with feet shoulder width apart and attempts to jump forward and sideways at a 45 degree angle onto one leg, sticking in the position on landing like a statue for 3 seconds. After which push off landing leg onto other leg and repeat.

SHAPES AND BALANCES

Symmetrical balances Players perform 3 symmetrical balances while standing(balances where both sides of the body are in the same position). Perform 3 symmetrical balances while on the floor.

Asymmetrical balances Players perform 3 asymmetrical balances (balances where one side of the body is in a different position to the other _for example standing on one leg). Perform 3 asymmetrical balances while on the floor.

Moving balances Players run around in a small area and on the coach’s command perform either symmetrical or asymmetrical balances.

STRENGTH AND STABILISATION EXERCISES

SQUATSDouble leg squat Player stands upright and holds arms ahead for balance.

Slowly sits back into a squat position (head up, chest up, back straight, and thighs parallel to the floor). Heels must stay in contact with the floor at all times and the trunk stays upright with neck aligned to the feet.

Overhead squat Player stands upright, using broomstick held across waist with hands a little bit more than shoulder width apart.

Equipment: Once ready, move bar overhead with straight arms in lineBroomstick (handle) with ears. Keeping chest and head up, and maintaining a

strong posture, squats as low as possible, then returns to starting position and repeat.

WALKING LUNGE From a standing start, player lifts one knee up toward chest, leans forwards and strides placing foot in a controlled manner

Alternative: With ball pass in front (not heavy landing). Player pushes off leg forwards and repeats for other leg as if marching whilst keeping chest

Equipment: Ball (various) up and back tight in a rigid position therefore minimising lateral movement and remaining stable throughout. Progression 1) Add ball - catch and pass back during movement. 2) Backward walking lunge.

PRONE STABILISATION Player assumes a press-up position. Pulls belly-button in as tight as possible, whilst squeezing glutes (bum-cheeks)

Alternative: On hands with together to maintain a rigid plank-like position for setball throw and catch period of time. Progression _ catch and pass a ball back

in one hand whilst retaining rigid position on otherEquipment: Ball (various) extended arm.

LATERAL STABILISATION Player lies down sideways and supports themself with one Lateral bridge arm. The other arm rests on the hip. Player should keepon forearm entire body straight. The legs have to be extended and

in one line with the spine and the head. Player must not let hips hang down. The forearm of the supporting arm should remain flat on the ground and the hand closed. The angle between trunk and supporting upper arm should be 90 degrees. This position is held until the player can no longer hold perfect form.

Lateral bridge The same action as above but the player supports their on hand weight on their hand not forearm. i.e. their arm is fully

extended at a right angle to their body and they are supporting their weight on their hand. This position is held until the player can no longer hold perfect form.

PRESS UPS The player sets their shoulder blades back and down and supports their weight on their hands and feet. Hands are aligned under the shoulders, fingers facing forward. Glutesare contracted and abdomen is drawn in. Player lowers the chest to the floor and returns to starting position. The trunk remains fixed and straight at all times.

MEDICINE BALL ROTATIONS Player sits with their feet in front of them, knees at a 90 Seated degrees angle and back tight. Arms straight out in front (in

line with chest) and a medicine ball in their hands.Medicine ball While keeping their legs and hips fixed, player rotates(various loads) the upper body through 180 degrees while keeping arms

straight and back tight. Increase the difficulty by receiving the medicine ball from a pass, rotating upper body through 90 degrees and passing it on.

Standing As above but in a standing position.

Medicine ball(various loads)

STRENGTH AND WRESTLING MOVEMENT DRILLS

ZERO Player stands with feet shoulder width apart and holds the medicine ball level with ground on left hip. Keeping arms

Light medicine straight player lifts ball over the top of head and down toball right hip and repeats.

ROUND-HEADS Player stands with feet shoulder width apart, holding a medicine ball vertically in both hands. Player passes the

Light medicine medicine ball around head in clockwise / anti-clockwiseball direction, with centre of the medicine ball level with

their eye-line.

CRAWLING In bear crawl position, player crawls 10-15m forwards, (Multi-directional) backwards, sideways in addition to crossing over hand.

If performing Crocodile crawl _ player must keep body asCrocodile crawl low as possible to ground.

33

WHEELBARROWS With a partner, player assumes a wheelbarrow position thehand walks 10-20m.

Wheelbarrow jumps Same as above, except the ‘wheelbarrow’ has to hand jump (both hands push off ground) as far as possible over 10-20m.

Sideward wheelbarrow “Wheelbarrow” hand walks or jumps sideways over set distance.

PARTNER CARRIES Partner lies over carrier’s shoulder while carrier walks 20m.Fireman

Baby With arms extended, carrier picks up partner under armpits and back as well as back of legs, carrying partner in front of them for 20m whilst walking.

Piggy-back Partner climbs on carrier’s back, arms over shoulders and around collar, while carrier lifts partner legs and walks for 20m.

FLOOR DRAGS Lying on front, player pulls themself using arms onlyFront (no legs) for 10m.

PARTNER PULLS With a partner lying on back, working individual holds Wrists / Ankles partner’s wrists or ankles and drags partner 20m.

PARTNER PRESS-UPS One player standing upright, while partner leans forward to Shoulder press-ups player (facing each other). Standing player holds other person

on shoulders while they maintain a rigid 45 degree angle (body taut). Standing player then presses partner like a press-up for 20-30 seconds.

Neck press-ups Same as above, except standing player places hands on partner’s head. Player being pressed braces neck while working player presses for 10 seconds.

CUBAN WRESTLING Player must attempt to wrestle opponent to ground or push out of matted area. Must not last more than 15 seconds.

Soft ground (grass or mat)

BASE The defensive wrestler begins flat on his stomach with the offensive wrestler on top. On the coach’s command the

Soft ground defensive wrestler must take the initiative and work to(grass or mat) get back to his “base” or on his hands and knees while the

offensive wrestler tries to keep him flat. The time intervalshould be short (5 to 15 seconds).

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35

SPINNER The defensive wrestler remains stationary on his hands and knees while the offensive wrestler assumes a starting position with his chest in contact with the defensive wrestler’s back.

Soft ground On the coach’s command the offensive wrestler initiates a(grass or mat) spinning movement around the defensive wrestler contacting

the mat with only his toes and contacting his opponent with only his chest. Each time the offensive wrestler reaches his opponents head, he should change directions. The spinning should continue for intervals of 15 seconds to 1 minute.

KNEELING STRUGGLE The wrestlers assume a kneeling position facing each other in some type of tie-up position (hand to hand or shirt grab). On the coach’s command, both wrestlers try to pull or push

Soft ground or twist each other to the mat while remaining on their knees(grass or mat) and in tie position (ie don’t release grip). Intervals should be

30 seconds to 1 minute.

SPEED BASED MOVEMENTS

HEEL KICKS While walking or jogging, when the player’s foot breaks contact with the ground it is immediately dorsi-flexedand lifted to the hip (heel to butt). Only the outside ball of the foot makes contact with the ground at any time.Make sure the player’s body is held in correct posture (chest up, shoulders back) and heel comes to butt every stride.

WALKING HEEL KICKS Heel kick performed as a walk. Make sure player’s body is held in correct posture (chest up shoulders back) andheel comes to butt every stride.

HIGH KNEE DRILL Jogging with high knees the player’s weight should be on the balls of the supporting foot. The working leg is raisedto 90 degrees with the toe pointing upwards. Make sure body is held in correct posture (chest up shoulders back), the foot is driven into the ground by the hip and the hip reaches full extension.

HIGH KNEE WALK High knee drill performed as a walk.

HIGH KNEE SKIP High knee drill performed as a skip.

HURDLE WALK Player walks in a straight line and lifts alternate legs as if going over high hurdles. Make sure player’s body is held in correct posture (chest up shoulders back), maintaining full extension at the hip of the supporting leg.

REVERSE HURDLE WALK Player performs a hurdle walk while walking backwards.

ICKY SHUFFLE Player stays on the balls of their feet moving forward with short quick steps, performing the following pattern:Two steps left, one step forward, two steps right, one step forward and repeat for a set distance. Make sure player’s body is held in correct posture (chest up shoulders back), maintaining full extension at the hip of the supporting leg.

CARIOCA Moving laterally, the rear foot of the player crosses the front of their body and then moves around the back.Simultaneously the lead foot does the opposite. Make sure the player’s body is held in correct posture (chest up shoulders back). Make sure the heel touches the butt every stride.

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FLEXIBILITY

RAISED LEG HAMSTRING Whilst standing, player raises one leg onto a level andSTRETCH stable surface. Player keeps their raised leg and their back

straight and their head up.

GLUTE STRETCH 1 In full squat, player puts their hands forwards onto the floor with their elbows on their inside thigh close to knees. As they lean in they should push their elbows apart forcing their knees apart until they will not go any further. Players should try to straighten their back in this position.

HIP FLEXORS Putting one foot forwards, players keep the front knee at 90 degrees and put the same shoulder to the knee. Players should keep this front leg position using the rear foot to creep the rear leg backwards. At the limit, players should push the groin area forwards as far as possible. Hold for 30 seconds.

GROIN STRETCH In sitting, players should cross one foot over the other knee, use their arms to pull the knee towards the opposite shoulder. Players should feel the stretch in the buttock area. Hold for 30 seconds.

GLUTE STRETCH 2 Players lie on back and put one ankle on the opposite knee, reach around either side of the knee and pull towards their chest. Players should try to get their lower legs perpendicular. Hold for 30 seconds.

QUADRICEPS Players lie face down, clasping an ankle and pull it up to their buttock. If they cannot reach the ankle they should start on their side and then roll onto their front.

CRUCIFIX Players lie on their back, keeping their shoulders on the floor. Then they should take one leg across the body keeping the knee bent to 90 degrees, lift the hips slightly in the opposite direction and then relax them. Players should use their opposite hand to pull the knee down towards the floor.

BACK EXTENSION Player lies face down, placing their hands at shoulder level and lifting their shoulders by straightening elbows. Players should allow their hips to drop down by relaxing and breathing out. Hold for 10 seconds and then repeat.

30

m

30

m

SET UP DIAGRAM

37

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38

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lls

Key

Fac

tors

Evas

ion

Skill

s:1.

Sid

e-st

ep _

focu

sing

on

tran

sfer

of

wei

ght

from

one

foo

t to

the

ot

her

follo

wed

by

an a

ggre

ssiv

e ac

cele

rati

on.

2. C

hang

e of

pac

e an

d ch

ange

of

dire

ctio

n _

focu

s on

low

erin

g ce

ntre

of

grav

ity

(by

drop

ping

the

hip

s) w

hile

sta

ying

ligh

t on

fee

t du

ring

dec

eler

atio

n.

3. A

ccel

erat

ion

_fo

cus

on a

ggre

ssiv

e ar

m a

nd h

igh

knee

for

leg

driv

e.Sp

atia

l Aw

aren

ess:

1. K

eepi

ng h

ead

up a

t al

l tim

es.

2. Q

uick

ly m

ovin

g in

to s

pace

and

sca

nnin

g fo

r th

e ne

xt s

pace

to

mov

e in

to.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a20

m x

20m

adj

ust

to s

uit

No

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

O

ne p

laye

r is

app

oint

ed t

he t

igge

r _

who

mus

t tr

y to

tig

the

eva

ding

pla

yers

wit

h tw

o ha

nds.

Oth

er p

laye

rs m

ust

atte

mpt

to

mov

e ab

out

insi

de g

rid

wit

hout

bei

ng t

igge

d.

If a

pla

yer

is t

igge

d th

ey t

hen

join

wit

h th

e ot

her

tigg

er(s

) to

try

and

tig

the

rem

aini

ng e

vadi

ngpl

ayer

s. T

he la

st p

erso

n w

ho r

emai

ns u

ntig

ged

win

s an

d as

sum

es t

he r

ole

as s

tart

ing

tigg

er in

the

next

gam

e.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e si

ze o

f th

e ar

ea c

an a

lso

be in

crea

sed

or d

ecre

ased

to

eith

eral

low

mor

e sp

ace

or in

crea

se p

ress

ure

on p

laye

rs.

Gam

e Co

achi

ng G

uida

nce

The

coa

ch s

houl

d en

cour

age

play

ers

to u

tilis

e th

e sp

ace

and

keep

mov

ing.

Tigg

ers

shou

ld lo

ok t

o w

ork

toge

ther

and

com

mun

icat

e.

20

m

20

m

Ev

ad

ing

pla

ye

r

Tig

ge

r

SET UP DIAGRAM

20

m

20

m

Ev

ad

ing

pla

ye

r

Tig

ge

r

SET UP DIAGRAM

Act

ivit

yCh

ain

tig

Obj

ecti

veRa

ise

play

er h

eart

rat

e fo

r fo

llow

ing

sess

ion

and

to d

evel

op e

vasi

on s

kills

Key

Fac

tors

Evas

ion

Skill

s:1.

Sid

e-st

ep _

focu

sing

on

tran

sfer

of

wei

ght

from

one

foo

t to

the

ot

her

follo

wed

by

an a

ggre

ssiv

e ac

cele

rati

on. 2

. Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cent

re o

f gr

avit

y (b

y dr

oppi

ng t

he h

ips)

whi

le

stay

ing

light

on

feet

dur

ing

dece

lera

tion

. 3. A

ccel

erat

ion

_fo

cus

on

aggr

essi

ve a

rm a

nd h

igh

knee

for

leg

driv

e.Sp

atia

l Aw

aren

ess:

1. K

eepi

ng h

ead

up a

t al

l tim

es. 2

. Qui

ckly

mov

ing

into

spa

ce a

nd s

cann

ing

for

the

next

spa

ce t

o m

ove

into

.Co

-ord

inat

ion:

1. S

ynch

roni

se m

ovem

ents

as

a ch

ain

to im

prov

e sp

eed

and

agili

ty a

s a

grou

p.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a20

m x

20m

adj

ust

to s

uit

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

This

is a

var

iant

of

Build

-up

tig

whe

re t

he f

irst

per

son

to b

e ca

ught

join

s ha

nds

wit

h ‘it

’ and

the

tw

o m

ust

chas

e th

e ot

hers

as

a pa

ir. A

s m

ore

peop

le a

re c

augh

t th

ey t

oo jo

in h

ands

,fo

rmin

g a

leng

then

ing

chai

n. O

nly

thos

e at

the

end

s of

the

cha

in a

re a

ble

to c

atch

som

eone

, as

they

are

the

only

one

s w

ith

a fr

ee h

and.

A v

aria

nt h

as c

hain

s of

fou

r sp

litti

ng in

tw

o.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e si

ze o

f th

e ar

ea c

an a

lso

be in

crea

sed

or d

ecre

ased

to

eith

eral

low

mor

e sp

ace

or in

crea

se p

ress

ure

on p

laye

rs.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o ut

ilise

the

spa

ce a

nd k

eep

mov

ing.

Tig

gers

sho

uld

look

to

wor

k to

geth

er a

nd c

omm

unic

ate.

39

Act

ivit

yFr

eeze

tig

Obj

ecti

veRa

ise

play

er h

eart

rat

e fo

r fo

llow

ing

sess

ion

and

to d

evel

op e

vasi

on s

kills

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cent

re o

f gr

avit

y (b

y dr

oppi

ng t

he h

ips)

whi

le s

tayi

ng li

ght

on f

eet

duri

ng d

ecel

erat

ion.

3. A

ccel

erat

ion

_fo

cus

on a

ggre

ssiv

e ar

m a

nd le

g dr

ive.

Spat

ial A

war

enes

s:

1. K

eepi

ng h

ead

up a

t al

l tim

es.

2. Q

uick

ly m

ovin

g in

to s

pace

and

sca

nnin

g fo

r th

e ne

xt s

pace

to

mov

e in

to.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a20

m x

20m

adj

ust

to s

uit

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

Whe

n a

play

er is

tag

ged,

the

y do

n’t

beco

me

‘it’,

but

they

mus

t ho

ld t

heir

han

din

pla

ce w

here

the

y w

ere

tagg

ed o

n th

eir

body

. The

sec

ond

tim

e th

ey a

re t

agge

d, t

hey

mus

t ho

ldth

eir

othe

r ha

nd w

here

the

y w

ere

tagg

ed t

he s

econ

d ti

me,

whi

le s

till

hold

ing

thei

r fi

rst

hand

in

plac

e. T

he t

hird

tim

e th

ey a

re t

agge

d, t

hey

are

‘it’.

Ano

ther

ver

sion

of

the

gam

e is

whe

re if

the

y ar

eta

gged

the

y ar

e st

ill n

ot ‘i

t’ b

ut m

ust

stay

fro

zen.

If a

noth

er p

laye

r th

at h

as n

ot b

een

tagg

ed t

ouch

esa

froz

en p

erso

n, t

he p

erso

n is

bac

k in

. Thi

s fo

rm o

f th

e ga

me

usua

lly g

oes

on f

or a

ver

y lo

ng t

ime

unti

l the

per

son

who

is ‘i

t’ g

ives

up

or a

ll th

e pe

ople

are

fro

zen.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e si

ze o

f th

e ar

ea c

an a

lso

be in

crea

sed

or d

ecre

ased

to

eith

er a

llow

mor

e sp

ace

or i

ncre

ase

pres

sure

on

play

ers.

The

coa

ch c

an s

elec

t m

ore

tigg

ers

depe

ndin

g on

the

siz

e / a

bilit

y of

gro

up.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o ut

ilise

the

spa

ce a

nd k

eep

mov

ing.

Tig

gers

sho

uld

look

to

wor

k to

geth

er a

nd c

omm

unic

ate.

30

m

30

m

Ev

ad

ing

pla

ye

r

Oct

op

us

Se

aw

ee

d

SET UP DIAGRAM

20

m

20

m

Ev

ad

ing

pla

ye

r

Tig

ge

r

SET UP DIAGRAM

Act

ivit

yO

ctop

us t

ig

Obj

ecti

ve

Rais

e pl

ayer

hea

rt r

ate

for

follo

win

g se

ssio

n an

d to

dev

elop

eva

sion

ski

lls

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cent

re o

f gr

avit

y (b

y dr

oppi

ng t

he h

ips)

whi

le s

tayi

ng li

ght

on f

eet

duri

ng d

ecel

erat

ion.

3. A

ccel

erat

ion

_fo

cus

on a

ggre

ssiv

e ar

m a

nd h

igh

knee

for

leg

driv

e.Sp

atia

l Aw

aren

ess:

1.

Kee

ping

hea

d up

at

all t

imes

.2.

Qui

ckly

mov

ing

into

spa

ce a

nd s

cann

ing

for

the

next

spa

ce t

o m

ove

into

.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a30

m x

30m

adj

ust

to s

uit

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

The

tigg

er o

r oc

topu

s at

tem

pts

to t

ag t

he o

ther

pla

yers

. Th

e pl

ayin

g fi

eld

iskn

own

as t

he o

cean

. The

pla

yers

or

fish

line

up

alon

g on

e si

de o

f th

e oc

ean

and

try

to r

un t

o th

eot

her

side

wit

hout

bei

ng t

agge

d. In

a v

aria

tion

, onc

e th

e fi

sh r

un t

o th

e ot

her

side

wit

hout

get

ting

tagg

ed,

the

gam

e pa

uses

unt

il th

e oc

topu

s st

arts

it

agai

n. U

pon

gett

ing

tagg

ed t

he f

ish

beco

me

seaw

eed

and

mus

t fr

eeze

and

rem

ain

whe

re t

hey

wer

e ta

gged

, but

can

wav

e th

eir

arm

s ar

ound

and

assi

st t

he o

ctop

us i

n ta

ggin

g ot

her

fish

wit

hin

thei

r re

ach.

The

las

t fi

sh t

o be

tag

ged

beco

mes

the

next

oct

opus

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e si

ze o

f th

e ar

ea c

an a

lso

be in

crea

sed

or d

ecre

ased

to

eith

eral

low

mor

e sp

ace

or in

crea

se p

ress

ure

on p

laye

rs.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o ut

ilise

the

spa

ce a

nd k

eep

mov

ing.

Tigg

ers

shou

ld lo

ok t

o w

ork

toge

ther

and

com

mun

icat

e.

40

20

m

20

m

Ev

ad

ing

pla

ye

r

Tig

ge

r

Tig

ge

d p

lay

er

SET UP DIAGRAM

20

m

20

m

Ev

ad

ing

pla

ye

r

Tig

ge

r

Tig

ge

d p

lay

er

SET UP DIAGRAM

Act

ivit

yLe

ap f

rog

tig

Obj

ecti

ve

Rais

e pl

ayer

hea

rt r

ate

for

follo

win

g se

ssio

n an

d to

dev

elop

eva

sion

ski

lls

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cent

re o

f gr

avit

y (b

y dr

oppi

ng t

he h

ips)

whi

le s

tayi

ng li

ght

on f

eet

duri

ng d

ecel

erat

ion.

3. A

ccel

erat

ion

_fo

cus

on a

ggre

ssiv

e ar

m a

nd h

igh

knee

for

leg

driv

e.Sp

atia

l Aw

aren

ess:

1.

Kee

ping

hea

d up

at

all t

imes

.2.

Qui

ckly

mov

ing

into

spa

ce a

nd s

cann

ing

for

the

next

spa

ce t

o m

ove

into

.La

ndin

g M

echa

nics

: 1.

Foc

us o

n a

soft

land

ing.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a20

m x

20m

adj

ust

to s

uit

(opt

iona

l)nu

mbe

r of

pla

yers

Cone

s1

stac

kSu

its

n/a

Play

ers

16-2

0Sh

ield

sn/

aBi

bsn/

aTi

me

2-5

min

s

Prac

tice

Des

crip

tion

One

or

mor

e pl

ayer

s ar

e ap

poin

ted

‘it’.

Whe

n a

play

er is

tig

ged,

the

y fr

eeze

on

the

spot

wit

h th

eir

hand

s on

the

ir k

nees

. Oth

er e

vadi

ng p

laye

rs c

an t

hen

free

the

fro

zen

play

er b

yle

ap-f

rogg

ing

them

. Tig

ger(

s) c

an b

e ch

ange

d at

coa

ch’s

dis

cret

ion.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

n T

he c

oach

can

sel

ect

mor

e ti

gger

s de

pend

ing

on t

he s

ize

/ abi

lity

of t

he g

roup

. The

siz

e of

the

are

a ca

n al

so b

e in

crea

sed

or d

ecre

ased

to

eith

er a

llow

mor

e sp

ace

orin

crea

se p

ress

ure

on p

laye

rs. T

igge

r ca

rrie

s a

ball

in t

heir

han

ds a

nd m

ust

mak

e ti

g us

ing

the

ball

inth

e ha

nds.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o ut

ilise

the

spa

ce a

nd

keep

mov

ing.

Act

ivit

yTu

nnel

tig

Obj

ecti

ve

Rais

e pl

ayer

hea

rt r

ate

for

follo

win

g se

ssio

n an

d to

dev

elop

eva

sion

ski

lls

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cent

re o

f gr

avit

y (b

y dr

oppi

ng t

he h

ips)

whi

le s

tayi

ng li

ght

on f

eet

duri

ng d

ecel

erat

ion.

3. A

ccel

erat

ion

_fo

cus

on a

ggre

ssiv

e ar

m a

nd le

g dr

ive.

Spat

ial A

war

enes

s:

1. K

eepi

ng h

ead

up a

t al

l tim

es.

2. Q

uick

ly m

ovin

g in

to s

pace

and

sca

nnin

g fo

r th

e ne

xt s

pace

to

mov

e in

to.

Wor

king

off

the

gro

und:

1.

Get

off

the

gro

und

as q

uick

ly a

s po

ssib

le.

2. h

ips

up f

irst

whe

n ge

ttin

g of

the

gro

und

so y

ou c

an e

ngag

e yo

ur g

lute

s.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Ba

gsn/

aA

rea

20m

x 2

0m a

djus

t to

sui

t (o

ptio

nal)

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

One

or

mor

e pl

ayer

s ar

e ap

poin

ted

‘it’.

Whe

n a

play

er is

tig

ged

- th

ey f

reez

eon

the

spo

t w

ith

thei

r le

gs s

plit

. Oth

er e

vadi

ng p

laye

rs c

an t

hen

free

the

fro

zen

play

er b

y cr

awlin

gth

roug

h th

eir

legs

. Tig

ger/

s ca

n be

cha

nged

at

coac

h’s

disc

reti

on.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

sele

ct m

ore

tigg

ers

depe

ndin

g on

the

siz

e / a

bilit

yof

gro

up.

The

size

of

the

area

can

als

o be

inc

reas

ed o

r de

crea

sed

to e

ithe

r al

low

mor

e sp

ace

orin

crea

se p

ress

ure

on p

laye

rs.

Tigg

er c

arri

es a

bal

l in

thei

r ha

nds

and

mus

t m

ake

a ti

g us

ing

the

ball

in t

he h

ands

.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o ut

ilise

the

spa

ce a

nd k

eep

mov

ing.

SET UP DIAGRAM

41

SET UP DIAGRAM

Act

ivit

yCi

rcle

dri

ll

Obj

ecti

ve

Rais

e pl

ayer

hea

rt r

ate

for

follo

win

g se

ssio

n an

d pr

epar

e th

em f

or la

tera

l m

ovem

ent

whi

lst

inco

rpor

atin

g ha

ndlin

g an

d sk

ills

Key

Fac

tors

Co-o

rdin

atio

n:

1. C

o-or

dina

ted

mov

emen

t _

all p

laye

rs m

ovin

g at

the

sam

e sp

eed

in t

he s

ame

dire

ctio

n.

2. F

ocus

on

a qu

ick

co-o

rdin

ated

cha

nge

of d

irec

tion

on

the

coac

h’s

com

man

d.

Equi

pmen

t Re

quir

emen

ts

Balls

1 -

2 pe

r gr

oup

Bags

n/a

Are

a20

m x

20m

adj

ust

to s

uit

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e2-

5 m

ins

Prac

tice

Des

crip

tion

Play

ers

mov

e (s

ides

tep)

clo

ckw

ise

in a

cir

cle

whi

le p

assi

ng t

he b

all

anti

-cl

ockw

ise.

On

coac

h’s

call

of ‘c

hang

e!’,

play

ers

chan

ge d

irec

tion

of

circ

le a

nd b

all s

imul

tane

ousl

y.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nO

n co

ach’

s sh

out

of ‘G

o!’ p

laye

r w

ith

ball

has

to r

un in

to m

iddl

e,tu

rn a

nd p

op-p

ass

ball

to n

ext

play

er (p

laye

rs c

onti

nue

to f

ollo

w p

erso

n in

fro

nt in

to m

iddl

e of

cir

cle

to r

ecei

ve t

he p

op-p

ass

ball

to n

ext

play

er),

afte

r w

hich

the

y qu

ickl

y re

join

the

cir

cle

(whi

chco

ntin

ues

to m

ove

roun

d w

hile

thi

s is

goi

ng o

n).

Play

ers

can

adap

t th

is p

rogr

essi

on (

abov

e) b

y ro

lling

the

bal

l to

follo

win

g pl

ayer

who

do

es t

he s

ame.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge p

laye

rs t

o co

mm

unic

ate

effe

ctiv

ely.

Act

ivit

yPr

ess-

up b

attl

e

Obj

ecti

ve

Prep

are

play

er f

or s

essi

on in

volv

ing

co-o

rdin

atio

n, r

unni

ng a

nd c

onta

ct

Key

Fac

tors

Core

sta

bilit

y:

1. F

ocus

on

keep

ing

who

le b

ody

rigi

d.2.

Kee

p an

y la

tera

l mov

emen

t in

the

tru

nk t

o a

min

imum

.Sh

ould

er s

tabi

lity:

1.

Foc

usin

g on

kee

ping

bal

ance

d an

d st

rong

whe

n ba

lanc

ing

body

wei

ght

on o

ne h

and.

Co-o

rdin

atio

n:

1. F

ocus

on

keep

ing

one

hand

on

the

grou

nd w

hile

gra

pplin

g w

ith

oppo

nent

wit

h th

e ot

her

and

swap

ping

ove

r to

cat

ch o

ppon

ent

off

guar

d.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

an/

aCo

nes

n/a

Suit

sn/

aPl

ayer

s2+

Shie

lds

n/a

Bibs

n/a

Tim

e2

min

s

Prac

tice

Des

crip

tion

Play

ers

face

eac

h ot

her

usin

g th

e se

t-up

bel

ow. I

n co

mpe

titi

on, t

hey

mus

t at

tem

pt t

o qu

ickl

y tr

y an

dpu

ll ea

ch o

ther

’s s

tand

ing

hand

aw

ay w

hils

t at

tem

ptin

g to

mov

e th

eir

own

hand

s qu

ickl

y en

ough

to p

reve

nt t

hem

selv

es f

allin

g to

the

gro

und.

Usi

ng e

xam

ple

bout

s of

‘bes

t of

thr

ee’ c

an b

e de

ploy

edef

fect

ivel

y.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nPl

ayer

s ca

n at

tem

pt t

o ba

lanc

e on

one

leg

whi

le d

oing

thi

s.

Gam

e Co

achi

ng G

uida

nce

Kee

ping

the

bac

k in

a n

eutr

al p

osit

ion

is e

ssen

tial

(i.e

. in

good

pre

ss-u

ppo

siti

on a

s ab

ove)

. Pla

yers

will

tw

ist

and

mov

e a

lot

duri

ng t

his

but

mus

t at

tem

pt t

o m

aint

ain

good

post

ure

(wor

ks o

n gl

utes

, bac

k, h

amst

ring

s, s

houl

ders

and

arm

s).

42

Pla

ye

r w

ith

ta

ckle

sh

ield

Ru

nn

ing

pla

ye

r w

ith

ba

ll

5-1

0m

15

-20

m

SET UP DIAGRAM

Tea

m 1

Sta

rt /

Fin

ish

Tea

m 2

Sw

itch

ro

les

SET UP DIAGRAM

Act

ivit

yW

heel

barr

ow r

aces

Obj

ecti

ve

Prep

are

play

er f

or s

essi

on in

volv

ing

co-o

rdin

atio

n, r

unni

ng a

nd c

onta

ct

Key

Fac

tors

Core

sta

bilit

y:

1. F

ocus

on

keep

ing

who

le b

ody

rigi

d.2.

Kee

p an

y la

tera

l mov

emen

t in

the

tru

nk t

o a

min

imum

.Sh

ould

er s

tabi

lity:

1.

Foc

usin

g on

kee

ping

bal

ance

d an

d st

rong

whe

n ba

lanc

ing

body

wei

ght

on o

ne h

and.

Co-o

rdin

atio

n:

1. F

ocus

on

smoo

th a

nd c

ontr

olle

d m

ovem

ent

acro

ss t

he g

roun

d,

once

thi

s is

est

ablis

hed

spee

d th

e m

ovem

ent

up.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

an/

aCo

nes

n/a

Suit

sn/

aPl

ayer

s4+

Shie

lds

n/a

Bibs

n/a

Tim

e4

min

s

Prac

tice

Des

crip

tion

One

par

tner

get

s in

to p

ress

-up

posi

tion

, w

ith

team

-mat

e lif

ting

leg

s ar

ound

ankl

es. T

eam

the

n ha

s to

han

d w

alk

/ wal

k as

fas

t as

pos

sibl

e to

oth

er s

ide

of c

ours

e, a

t w

hich

poi

ntth

ey s

wit

ch r

oles

and

ret

urn

to s

tart

/ fi

nish

line

. Pla

yers

can

be

split

into

tea

ms

and

race

to

com

plet

ese

t co

urse

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e si

ze

of

the

area

ca

n

also

b

e in

crea

sed

o

r d

ecre

ased

depe

nden

t on

pla

yer

need

s / a

bilit

y. C

oach

can

set

up

a co

urse

wit

h ob

stac

les

whi

ch t

eam

s ha

ve t

oge

t ro

und.

Gam

e Co

achi

ng G

uida

nce

Sets

/ re

ps f

or e

ach

team

are

at

coac

h’s

disc

reti

on.

Act

ivit

yG

aunt

let

Obj

ecti

ve

Prep

are

play

er f

or s

essi

on in

volv

ing

co-o

rdin

atio

n, r

unni

ng a

nd c

onta

ct

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cen

tre

of g

ravi

ty

(by

drop

ping

the

hip

s) w

hile

sta

ying

ligh

t on

fee

t du

ring

dec

eler

atio

n.3.

Acc

eler

atio

n _

focu

s on

agg

ress

ive

arm

and

hig

h kn

ee f

or le

g dr

ive.

Spat

ial A

war

enes

s:

1. K

eepi

ng h

ead

up a

t al

l tim

es.

2. Q

uick

ly m

ovin

g in

to s

pace

and

sca

nnin

g fo

r th

e ne

xt s

pace

to

mov

e in

to.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

run

ning

pla

yer

Bags

n/a

Are

a5-

10m

x 1

5-20

m C

hann

elCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s4+

Shie

lds

3 to

6 (

juni

or s

ize)

Bibs

n/a

Tim

e4

min

s

Prac

tice

Des

crip

tion

Play

er w

ith

ball

atte

mpt

s to

run

to

othe

r en

d of

cha

nnel

wit

hout

bei

ng p

ushe

dou

tsid

e of

cha

nnel

by

play

er w

ith

tack

le s

hiel

d. P

laye

r w

ith

shie

ld c

an o

nly

mov

e si

dew

ays

- no

tfo

rwar

d or

bac

k.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e nu

mbe

r of

pla

yers

wit

h sh

ield

s / s

ize

of t

he a

rea

can

also

be

incr

ease

d or

dec

reas

ed t

o ei

ther

allo

w m

ore

spac

e or

incr

ease

pre

ssur

e on

pla

yers

.

Play

ers

wit

h sh

ield

can

mov

e w

ithi

n 5m

zon

e in

any

dir

ecti

on.

Gam

e Co

achi

ng G

uida

nce

Sets

/ re

ps f

or e

ach

play

er a

re a

t co

ach’

s di

scre

tion

e.g

. thr

ee a

ttem

pts

tom

ake

it t

o ot

her

end

for

eac

h pl

ayer

. En

sure

use

of

juni

or-s

ized

shi

elds

.

SET UP DIAGRAM

De

fen

de

r(S

tati

c o

r m

ov

ing

)A

tta

cke

r(S

pri

nti

ng

)1

5-2

0m

15

-20

m

10

-15

m

SET UP DIAGRAM

43

Act

ivit

yCl

uste

r dr

ill

Obj

ecti

veSp

eed

and

agili

ty

Key

Fac

tors

Evas

ion

Skill

s:

1. S

ide-

step

_fo

cusi

ng o

n tr

ansf

er o

f w

eigh

t fr

om o

ne f

oot

to t

he

othe

r fo

llow

ed b

y an

agg

ress

ive

acce

lera

tion

.2.

Cha

nge

of p

ace

and

chan

ge o

f di

rect

ion

_fo

cus

on lo

wer

ing

cen

tre

of g

ravi

ty

(by

drop

ping

the

hip

s) w

hile

sta

ying

ligh

t on

fee

t du

ring

dec

eler

atio

n.3.

Acc

eler

atio

n _

focu

s on

agg

ress

ive

arm

and

hig

h kn

ee f

or le

g dr

ive.

Spat

ial A

war

enes

s:

1. K

eepi

ng h

ead

up a

t al

l tim

es.

2. Q

uick

ly m

ovin

g in

to s

pace

and

sca

nnin

g fo

r th

e ne

xt s

pace

to

mov

e in

to.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

run

ning

pla

yers

Bags

n/a

Are

a15

-20m

x 1

5-20

mCo

nes

1 St

ack

Suit

sn/

aPl

ayer

s6+

Shie

lds

n/a

Bibs

n/a

Tim

e4

min

s

Prac

tice

Des

crip

tion

Att

acke

r at

tem

pts

to s

prin

t th

roug

h cl

uste

r of

sta

tic

defe

nder

s as

fas

t as

poss

ible

. Pla

yers

mus

t re

act

to d

efen

ders

and

try

to

take

qui

ckes

t ro

ute

poss

ible

to

get

thro

ugh

toot

her

end.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nD

efen

ders

can

wal

k ar

ound

gri

d at

ran

dom

.D

efen

ders

can

jog

arou

nd g

rid

at r

ando

m.

Def

ende

rs c

an jo

g ar

ound

gri

d at

ran

dom

and

try

to

body

che

ck a

ttac

ker.

The

size

of

the

area

can

als

o be

incr

ease

d or

dec

reas

ed d

epen

dent

on

play

er a

bilit

y.

Gam

e Co

achi

ng G

uida

nce

Coac

h sh

ould

beg

in w

ith

stat

ic d

efen

ders

and

pro

gres

s dr

ill a

ppro

pria

tely

depe

ndin

g on

abi

lity

of p

laye

r.

Coac

h sh

ould

ens

ure

wor

k to

res

t ra

tio

is 1

:6 (

Spee

d w

ork

to b

edo

ne w

itho

ut f

atig

ue).

Act

ivit

yFa

lling

cir

cle

Obj

ecti

ve

Prep

are

play

ers

for

sess

ion

invo

lvin

g sk

ills,

spe

ed a

nd c

onta

ct

Key

Fac

tors

Stre

ngth

: 1.

Pla

yers

mus

t pu

sh t

he p

erso

n in

the

mid

dle

back

har

d en

ough

so

that

the

y fa

ll on

to t

he o

ther

sid

e of

the

cir

cle.

Reac

tion

: 1.

Pla

yers

sho

uld

reac

t to

the

per

son

in t

he m

iddl

e fa

lling

in t

heir

dire

ctio

n by

pus

hing

the

m a

way

qui

ckly

.Ba

lanc

e an

d st

abili

ty:

1. P

laye

rs m

ust

stay

wel

l bal

ance

d so

the

per

son

in t

he

mid

dle’

s m

omen

tum

doe

s no

t kn

ock

them

ove

r w

hen

they

fal

l int

o th

em.

2. S

tabi

lity

of t

he p

erso

n in

the

mid

dle,

the

y m

ust

focu

s on

sta

ying

as

stif

f as

a

boar

d, s

o th

ey c

an b

e pu

shed

eff

icie

ntly

.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

an/

aCo

nes

n/a

Suit

sn/

aPl

ayer

s8+

Shie

lds

n/a

Bibs

n/a

Tim

e4

min

s

Prac

tice

Des

crip

tion

Play

ers

form

tig

ht c

ircl

e, a

ll fa

cing

in a

nd s

houl

der

to s

houl

der

wit

h ha

nds

up.

Play

er in

mid

dle

mus

t st

and

upri

ght

(sta

ying

as

rigi

d as

pos

sibl

e) a

nd f

all i

n an

y di

rect

ion,

kee

ping

feet

in m

iddl

e. P

laye

rs in

cir

cle

push

pla

yer

back

aro

und

squa

re t

ryin

g to

kee

p m

iddl

e pl

ayer

mov

ing

and

as u

prig

ht a

s po

ssib

le.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

n B

reak

out

circ

le _

Play

er in

mid

dle

no lo

nger

fal

ls, b

ut t

ries

to

get

out

of t

he c

ircl

e an

d pl

ayer

s on

out

side

hav

e to

try

and

sto

p pl

ayer

esc

apin

g.

Gam

e Co

achi

ng G

uida

nce

This

exe

rcis

e in

corp

orat

es p

hysi

cal

stre

ngth

and

spe

ed _

it s

houl

d be

done

for

sho

rt p

erio

d of

tim

e fo

r ea

ch in

divi

dual

(e.

g. B

reak

out

circ

le _

30 s

econ

ds t

o es

cape

).

44

Ru

nn

ing

pla

ye

rR

esi

stin

g p

lay

er

10

m1

0-2

0m

Acc

ele

rate

(Re

sist

ing

pla

ye

r)R

ele

ase

Sp

rin

t re

ma

inin

g d

ista

nce

SET UP DIAGRAMA

ctiv

ity

Part

ner

resi

sted

spr

ints

Obj

ecti

ve

Prep

are

play

ers

for

sess

ion

invo

lvin

g sk

ills

and

spee

d

Key

Fac

tors

Acc

eler

atio

n:

1. T

he p

laye

r w

ho is

spr

inti

ng m

ust

mai

ntai

n an

acc

eler

atio

npo

stur

e (4

5 de

gree

ang

le t

o th

e gr

ound

whi

le m

aint

aini

ng a

rig

id p

ostu

re).

2. T

hey

mus

t st

ay o

n th

e ba

lls o

f th

e fe

et.

3. F

ocus

on

an a

ggre

ssiv

e ar

m a

nd h

igh

knee

for

leg

driv

e.Ba

lanc

e:

1. M

aint

ain

45 d

egre

e an

gle

wit

hout

fal

ling

forw

ard.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

a20

-30m

Cone

s1

Stac

kSu

its

n/a

Play

ers

8+Sh

ield

sn/

aBi

bsn/

aTi

me

4 m

ins

Prac

tice

Des

crip

tion

Hol

ding

on

to r

unni

ng p

laye

r sh

orts

fro

m b

ehin

d, r

esis

ting

pla

yer

atte

mpt

s to

prov

ide

enou

gh r

esis

tanc

e so

tha

t ru

nnin

g pl

ayer

has

to

spri

nt h

ard

and

fast

(no

t so

muc

h th

at h

issp

rint

tec

hniq

ue is

aff

ecte

d). A

fter

10m

res

isti

ng p

laye

r re

leas

es s

prin

ting

pla

yer

who

acc

eler

ates

afu

rthe

r 10

-20m

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nA

dd in

cha

nge

of d

irec

tion

for

run

ning

pla

yer.

Add

vis

ual /

aud

io c

ue f

or r

unni

ng p

laye

r to

cha

nge

dire

ctio

n.Ru

nnin

g pl

ayer

rec

eive

s pa

ss o

n re

leas

e.Ru

nnin

g pl

ayer

has

to

atta

ck a

nd b

eat

defe

nder

(ag

ility

).

Gam

e Co

achi

ng G

uida

nce

This

exe

rcis

e in

corp

orat

es p

hysi

cal

stre

ngth

and

spe

ed _

it s

houl

d be

done

for

sho

rt p

erio

d of

tim

e fo

r ea

ch in

divi

dual

(Sp

eed

wor

k _

qual

ity

not

quan

tity

!).

Coac

h sh

ould

ens

ure

wor

k to

res

t ra

tio

is 1

:6 (

Spee

d w

ork

to b

e do

ne w

itho

ut f

atig

ue)

SET UP DIAGRAM

Act

ivit

yK

ing

of t

he r

ing

Obj

ecti

ve

Prep

are

play

ers

for

sess

ion

invo

lvin

g sp

eed

and

cont

act

Key

Fac

tors

1) S

tren

gth

2) S

peed

3)

Bala

nce

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

aCi

rcul

ar R

ing

10-1

5m D

iam

eter

Cone

s1

Stac

kSu

its

n/a

Play

ers

4+Sh

ield

sn/

aBi

bsn/

aTi

me

4 m

ins

Prac

tice

Des

crip

tion

Wre

stlin

g-ba

sed

exer

cise

. Ev

ery

play

er f

or t

hem

selv

es _

each

pla

yer

mus

t at

tem

pt t

o pi

n (b

oth

shou

lder

s to

flo

or) o

r pu

sh o

ther

pla

yers

out

of

the

ring

whi

lst

evad

ing

othe

rs t

hem

selv

es. L

ast

man

stan

ding

win

s.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nIn

crea

se /

decr

ease

are

a de

pend

ing

on p

laye

r ab

ility

.Im

plem

ent

Rule

s(e.

g.):

- U

pper

bod

y of

fens

ive

man

oeuv

re o

nly

- N

o lif

ting

- Fe

ndin

g on

ly _

no g

rapp

ling

Gam

e Co

achi

ng G

uida

nce

This

exe

rcis

e in

corp

orat

es p

hysi

cal s

tren

gth

and

spee

d _

mon

itor

pla

yer

indi

vidu

al a

bilit

y (e

.g. t

wo

grou

ps _

one

ring

for

larg

er p

laye

rs /

one

ring

for

sm

alle

r pl

ayer

s).

SET UP DIAGRAM

15

m

15

m

SET UP DIAGRAM

45

Act

ivit

y 1

Rob

the

nest

Obj

ecti

veTo

dev

elop

eva

sion

, dec

isio

n-m

akin

g an

d ba

ll fa

mili

aris

atio

n sk

ills

Key

Fac

tors

1. B

all i

n tw

o ha

nds,

2. H

ead

up w

hen

runn

ing,

3. D

odge

fel

low

pla

yers

4.

Com

mun

icat

ion

skill

s

Equi

pmen

t Re

quir

emen

ts

Balls

12 b

alls

(or

eve

n no

s)Ba

gsn/

aA

rea

15m

x 1

5m s

quar

eCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

if a

vaila

ble

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Gro

ups

are

split

into

thr

ee o

r fo

ur g

roup

s (o

f fo

ur p

laye

rs m

ax)

wit

h a

nest

(sm

all c

oned

are

a),

cont

aini

ng t

he b

alls

, in

the

mid

dle

of t

he s

quar

e. O

n th

e co

ach’

s ca

ll, t

he p

laye

rs (

one

per

grou

p at

a ti

me)

run

out

to

the

mid

dle

and

take

one

bal

l to

brin

g ba

ck t

o th

eir

nest

.O

nce

ther

e ar

e no

bal

ls le

ft in

the

mid

dle,

the

pla

yers

can

beg

in t

o ta

ke b

alls

fro

m o

ppos

ing

te

am’s

nes

ts. T

he w

inni

ng t

eam

is e

ithe

r th

e on

e th

at h

as f

our

balls

in t

heir

nes

t or

the

tea

m w

ith

the

mos

t ba

lls a

fter

a c

erta

in t

ime

peri

od (

rule

s at

coa

ch’s

dis

cret

ion)

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

incr

ease

or

decr

ease

the

siz

e of

the

are

a de

pend

ing

on n

umbe

rs.

The

coac

h ca

nin

corp

orat

e sk

ills

for

play

ers

to c

ompl

ete

prio

r to

ret

urni

ng a

bal

l to

thei

r ne

st e

.g. b

all a

roun

d th

ew

aist

or

thro

ugh

the

legs

tw

ice,

or

play

ers

need

to

pass

the

bal

l int

o th

eir

nest

etc

.

Gam

e Co

achi

ng G

uida

nce

Focu

s on

onl

y on

e or

tw

o ke

y fa

ctor

s at

a t

ime.

Spec

ific

ally

obs

erve

and

ana

lyse

pla

yer

perf

orm

ance

of

the

key

fact

or.

Feed

back

in a

pos

itiv

e m

anne

r to

cor

rect

fau

lts

or p

rais

e go

od p

ract

ice.

Coac

h sh

ould

wat

ch o

ut f

or m

ore

than

one

pla

yer

from

eac

h gr

oup

runn

ing

to t

he n

est

at o

ne t

ime.

Act

ivit

y 2

5 pa

ss g

ame

Obj

ecti

veD

evel

op h

andl

ing

abili

ty w

ithi

n an

eva

sive

, cha

otic

env

iron

men

t

Key

Fac

tors

1.

Han

ds in

the

rea

dy p

osit

ion,

wit

h pa

lms

faci

ng t

he b

all a

nd t

hum

bs t

oget

her.

2. C

atch

the

bal

l in

thei

r ha

nds.

3. B

all r

emai

ns o

ff t

he s

hirt

. 4. F

ollo

w t

hrou

gh o

npa

ss t

owar

ds t

arge

t. 5

. Acc

urat

e co

mm

unic

atio

n be

twee

n at

tack

ing

team

pla

yers

. 6.

Fin

ding

spa

ce t

o re

ceiv

e th

e pa

ss _

mov

emen

t of

f th

e ba

ll.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

15m

x 1

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Firs

t te

am t

o co

mpl

ete

five

pas

ses

gets

a p

oint

. The

tea

m in

pos

sess

ion

mus

t to

uch

the

ball

on t

hegr

ound

bef

ore

pass

ing

to a

noth

er t

eam

mat

e (v

aria

tion

s ca

n be

app

lied)

.Th

e de

fend

ing

team

’s a

im is

to

stop

the

bal

l fro

m b

eing

pas

sed

or t

o fo

rce

an in

accu

rate

pas

s.Ba

ll ca

rrie

r ca

nnot

mov

e w

ith

the

ball

(var

iati

ons

can

be a

pplie

d).

Play

ers

are

free

to

mov

e w

ithi

nth

e gr

id i

f th

ey d

o no

t ha

ve t

he b

all.

If t

he b

all

touc

hes

the

grou

nd o

r is

int

erce

pted

by

the

defe

ndin

g te

am t

hen

it is

a t

urno

ver.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsBa

ll ca

rrie

r ca

nnot

pas

s ba

ck t

o th

e pl

ayer

the

y ha

ve ju

st r

ecei

ved

it f

rom

(ha

rder

).Ba

ll ca

rrie

r ca

n ta

ke t

en s

teps

bef

ore

pass

ing

(eas

ier)

. Onc

e ba

ll ca

rrie

r pa

sses

the

bal

l, th

ey h

ave

toru

n ou

tsid

e th

e gr

id b

efor

e re

-ent

erin

g in

to t

he g

ame

(har

der)

. In

crea

se t

he n

umbe

r of

pas

ses

that

have

to

be m

ade

(har

der)

Gam

e Co

achi

ng G

uida

nce

Intr

oduc

e, e

xpla

in a

nd d

emon

stra

te t

he a

ctiv

ity

then

che

ck f

or u

nder

stan

ding

pri

or t

o st

arti

ng.

Focu

s on

one

or

two

key

poin

ts a

t a

tim

e. A

dapt

gam

e to

ens

ure

all p

laye

rs a

re e

qual

ly in

volv

ed.

Play

adv

anta

ge w

here

pos

sibl

e to

ens

ure

flow

. Rew

ard

effo

rt a

s w

ell a

s ac

hiev

emen

t.

FUN

dam

enta

l Ski

llsac

tivi

ties

30

m

30

m

SET UP DIAGRAM

20

m

30

m

SCORING ZONE

SCORING ZONE

PAS

S SCO

RE!

SET UP DIAGRAM

46

Act

ivit

y 3

Shar

ks a

nd f

ishe

s (t

ouch

)

Obj

ecti

veTo

dev

elop

eva

sion

and

def

ensi

ve s

kills

Key

Fac

tors

1) E

vasi

on s

kills

_si

de-s

tep,

cha

nge

of p

ace,

cha

nge

of d

irec

tion

. 2)

Def

ensi

ve s

kills

_m

ove

forw

ard,

rea

dy p

osit

ion.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

hBa

gsn/

aA

rea

30m

x 3

0m a

djus

t to

sui

t at

tack

ing

play

erpl

ayer

num

bers

Cone

s1

stac

kSu

its

n/a

Play

ers

16-2

0Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

On

the

coac

h’s

call,

pla

yers

mus

t ru

n to

the

line

opp

osit

e w

itho

ut b

eing

tou

ch-t

ackl

ed b

y a

se

lect

ed d

efen

der(

s). O

nce

tack

led,

the

pla

yer

then

join

s th

e de

fend

ing

team

.A

ttac

kers

try

to

reac

h th

e op

posi

te s

ide

of t

he p

itch

to

the

safe

zon

e.Th

is c

onti

nues

unt

il th

e la

st a

ttac

king

pla

yer

has

been

cau

ght.

No

mor

e th

an o

ne d

efen

der

at a

tim

e sh

ould

att

empt

to

tack

le a

ny o

ne p

laye

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

sele

ct m

ore

defe

nder

s de

pend

ing

on t

he s

ize

/ abi

lity

of g

roup

. The

siz

e of

the

are

aca

n al

so b

e in

crea

sed

or d

ecre

ased

to

eith

er a

llow

mor

e sp

ace

or in

crea

se p

ress

ure

on p

laye

rs.

Att

acki

ng p

laye

rs s

houl

d al

l car

ry a

bal

l.Th

is g

ame

can

also

be

used

to

deve

lop

all t

ypes

of

tack

le (

once

pla

yers

rea

ch P

rim

ary

Four

onl

y).

Def

ensi

ve p

rinc

iple

s ca

n al

so b

e ad

ded

for

defe

ndin

g pl

ayer

s.

Gam

e Co

achi

ng G

uida

nce

Giv

e in

divi

dual

and

gro

up f

eedb

ack

in r

elat

ion

to t

he k

ey f

acto

rs b

eing

wor

ked

on.

Tags

can

be

used

to

help

the

coa

ch s

ee w

ho h

as b

een

caug

ht.

Prai

se e

ffor

t as

wel

l as

achi

evem

ent.

Act

ivit

y 4

End

ball

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

/ ty

pe o

f pa

ss.

Can

impr

ove

spat

ial

awar

enes

s, li

nes

of r

unni

ng, c

omm

unic

atio

n, d

ecis

ion

mak

ing

and

evas

ion

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s 3.

Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. A

ccur

ate

com

mun

icat

ion

betw

een

atta

ckin

g te

am p

laye

rs.

6. F

indi

ng s

pace

to

rece

ive

the

pass

_m

ovem

ent

off

the

ball.

7. E

vasi

on s

kills

and

fo

otw

ork.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Run

and

pass

in

any

dire

ctio

n.

Play

unt

il a

mis

take

is

mad

e or

tur

n ov

er a

fter

fiv

e to

uche

s. A

llow

one

seco

nd t

o pa

ss a

fter

tou

ch is

mad

e. N

o pl

ayer

can

just

sta

nd in

a s

cori

ng a

rea

(5 s

econ

d lim

it).

Man

-to-

man

mar

king

will

enc

oura

ge li

nes

of r

un t

o lo

se d

efen

der

/ cre

ate

spac

e.Pl

ayer

mus

t pa

ss o

nce

a tw

o-ha

nded

tou

ch is

mad

e be

low

wai

st h

eigh

t.Sc

orin

g te

am k

eep

the

ball

and

has

to s

core

at

the

othe

r en

d of

the

pit

ch.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPr

ogre

ss t

o on

e to

uch

turn

over

to

chal

leng

e pl

ayer

s.Pl

ayer

s ca

n no

t ca

tch

unle

ss o

n th

e m

ove

_pr

omot

es a

gilit

y / e

vasi

on o

n an

d of

f th

e ba

ll.In

trod

uce

so t

hat

min

imum

2 /

3 pl

ayer

s m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e.Pl

ay g

ame

wit

h Ta

gs _

play

er m

ust

pass

bal

l onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

er m

ay n

eed

to r

educ

e pl

ayin

g ar

ea.

Ensu

re a

ll pl

ayer

s ar

e ac

tive

by

man

ipul

atin

g th

e ga

me

_e.

g. s

o th

at e

very

one

mus

t to

uch

the

ball

befo

re a

sco

re c

an b

e m

ade.

Giv

e a

clea

r an

d co

ncis

e in

trod

ucti

on t

o th

e ac

tivi

ty, r

epea

t de

mon

stra

tion

s m

ore

than

onc

e.

10

m

10

m

TIG

10

m

10

m

SET UP DIAGRAM

10

m

Bal

l th

rou

gh

leg

s

Bal

l do

wn

an

dsp

rin

t to

nex

t co

ne.

Co

llect

dif

fere

nt

bal

l on

ret

urn

Bal

l ro

un

d w

aist

SET UP DIAGRAM

47

Act

ivit

y 5

Corn

er b

all

Obj

ecti

veD

evel

op p

assi

ng a

bilit

y w

ithi

n a

pres

sure

d en

viro

nmen

t

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s 3.

Bal

l rem

ains

off

the

shi

rt 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get

5. A

ccur

ate

com

mun

icat

ion

betw

een

atta

ckin

g te

am p

laye

rs.

6. F

indi

ng s

pace

to

rece

ive

the

pass

_m

ovem

ent

off

the

ball.

Equi

pmen

t Re

quir

emen

ts

Balls

1 to

6Ba

gsn/

aA

rea

10m

x 1

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Play

ers

mus

t st

ay in

side

gri

d. T

he b

all i

s pa

ssed

am

ongs

t th

e m

embe

rs o

f on

e te

am.

Aim

to

corn

er a

nd t

ig a

mem

ber

of t

he o

ppos

ite

team

wit

h th

e ba

ll.Pl

ayer

s ca

n m

ove

whe

n in

pos

sess

ion

of t

he b

all.

Onc

e a

play

er is

tig

ged

they

join

the

cat

chin

g /a

ttac

king

tea

m.

If t

he b

all i

s dr

oppe

d th

e ga

me

cont

inue

s.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsSt

art

off

wit

h m

ore

atta

cker

s w

ith

the

ball

(eas

ier)

. Giv

e ea

ch o

ppos

itio

n pl

ayer

a b

all,

so t

hat

they

can

evad

e w

ith

ball-

in-h

and.

Inc

reas

e /

decr

ease

the

gri

d si

ze t

o m

ake

it h

arde

r/ea

sier

for

the

atta

cker

s. W

hen

a pl

ayer

is in

pos

sess

ion

of t

he b

all,

they

are

una

ble

to m

ove.

Gam

e Co

achi

ng G

uida

nce

Try

to e

nsur

e ti

gs a

re m

ade

at w

aist

hei

ght

or b

elow

to

repl

icat

e m

ini r

ugby

law

var

iati

ons.

Prai

se e

ffor

t as

wel

l as

achi

evem

ent.

Act

ivit

y 6

Mul

ti d

irec

tion

al r

elay

rac

es _

ball

fam

iliar

isat

ion

Obj

ecti

veD

evel

op p

laye

rs a

bilit

y to

con

trol

the

bal

l in

a va

riet

y of

cha

lleng

ing

sett

ings

Key

Fac

tors

1. C

arry

bal

l in

two

hand

s. 2

. Bal

l rem

ains

off

the

shi

rt. 3

. Han

ds in

the

rea

dy

posi

tion

wit

h pa

lms

faci

ng t

he b

all a

nd t

hum

bs t

oget

her.

4.

Cat

ch t

he b

all i

n th

e ha

nds.

Equi

pmen

t Re

quir

emen

ts

Balls

1 pe

r gr

oup

Bags

n/a

Are

an/

aCo

nes

1 st

ack

Suit

sn/

aPl

ayer

sA

ny a

mou

ntSh

ield

sn/

aBi

bsop

tion

alTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Play

ers

split

into

gro

ups

of 4

or

5 (n

ot t

oo s

mal

l as

this

will

mak

e pl

ayer

s fa

tigu

e qu

ickl

y).

Plac

e en

d m

arke

r co

ne 1

0m f

rom

sta

rt p

osit

ion

and

2-3

cone

s in

bet

wee

n en

d co

ne a

nd l

ine

ofpl

ayer

s. In

trod

uce

a se

ries

of

acti

viti

es f

or e

ach

play

er t

o un

dert

ake

at e

ach

cone

.O

nce

play

ers

retu

rn t

o lin

e pa

ss t

o th

e ne

xt p

laye

r in

line

.Pl

ayer

s ca

nnot

run

to

the

sam

e co

nes

that

the

pla

yer

befo

re in

the

ir g

roup

use

d.In

trod

uce

com

peti

tion

into

the

ses

sion

_Fi

rst

grou

p to

com

plet

e th

e re

lay

= w

inne

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsA

llow

pla

yers

to

deve

lop

thei

r ow

n ac

tivi

ties

at

each

con

e.In

trod

uce

shor

t sp

rint

s, d

own-

and-

ups

etc.

Wid

en t

he g

rid

and

intr

oduc

e tw

o pl

ayer

s, b

all i

n ha

nd, p

assi

ng a

nd u

nder

taki

ng a

ctiv

itie

s.

Gam

e Co

achi

ng G

uida

nce

Ensu

re p

laye

rs a

re c

ompl

etin

g th

e ex

erci

ses

fully

as

requ

este

d by

the

coa

ch.

Rem

embe

r to

pro

vide

fee

dbac

k an

d co

rrec

t fa

ults

dur

ing

each

act

ivit

y.Pr

aise

eff

ort

as w

ell a

s ac

hiev

emen

t.

RABBITS

RATS

Ra

ts

SET UP DIAGRAM

15

m

25

m

SHO

RT

PASS

LON

GPA

SS

SWIT

CH

SET UP DIAGRAM

48

Act

ivit

y 7

Rats

and

rab

bits

Obj

ecti

veTo

dev

elop

rea

ctio

n an

d ev

asio

n sk

ills

Key

Fac

tors

1. Q

uick

fee

t. 2

. Sta

y on

toe

s. 3

. Bal

l in

two

hand

s.

Equi

pmen

t Re

quir

emen

ts

Balls

1 pe

r pl

ayer

if a

vaila

ble

Bags

n/a

Are

a15

m x

15m

(ap

prox

)Co

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e10

min

s

Prac

tice

Des

crip

tion

Play

ers

are

lined

up

in t

he m

iddl

e of

the

squ

are,

bac

k to

bac

k (b

oth

wit

h a

ball

if a

vaila

ble)

. O

n th

e co

ach’

s ca

ll, t

he p

laye

r na

med

eit

her

‘rat

’ or

‘rab

bit’

run

s to

the

line

in f

ront

of

them

, try

ing

to s

core

a t

ry o

ver

the

line.

Th

e pl

ayer

who

se n

ame

was

n’t

calle

d th

en r

elea

ses

thei

r ba

ll an

d at

tem

pts

to t

wo

hand

ed t

ouch

the

othe

r pl

ayer

bef

ore

he s

he r

each

the

ir t

ry li

ne.

Onc

e a

play

er h

as e

ithe

r be

en c

augh

t, o

r sc

ored

a t

ry o

ver

the

line,

bot

h pl

ayer

s sh

ould

ret

urn

to

the

mid

dle.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

chan

ge t

he s

tart

ing

posi

tion

s of

the

pla

yers

to

incr

ease

the

dif

ficu

lty

_si

ttin

g, ly

ing

on f

ront

s, le

gs c

ross

ed e

tc. T

he c

oach

can

als

o in

crea

se t

he d

ista

nce

play

ers

are

stan

ding

fro

m e

ach

othe

r as

the

y im

prov

e. T

his

gam

e ca

n al

so b

e us

ed w

hen

deve

lopi

ng t

he r

ear

tack

le.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge a

ll pl

ayer

s to

pla

y fa

irly

.U

sing

tag

s ca

n he

lp t

he c

oach

iden

tify

whe

ther

a p

laye

r ha

s be

en c

augh

t or

not

.O

bser

ve a

nd a

naly

se s

peci

fica

lly o

n th

e ke

y fa

ctor

s yo

u ar

e w

orki

ng o

n _

feed

back

to

corr

ect

faul

ts.

Act

ivit

y 8

Rela

y ra

ces

pair

s

Obj

ecti

veD

evel

op p

laye

rs a

bilit

y to

pas

s an

d ca

tch

accu

rate

ly w

hils

t un

der

pres

sure

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.

2. C

atch

the

bal

l in

the

hand

s. 3

.Bal

l rem

ains

off

the

shi

rt.

Equi

pmen

t Re

quir

emen

ts

Balls

3Ba

gsn/

aA

rea

n/a

Cone

s1

stac

kSu

its

n/a

Play

ers

min

12

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Play

ers

split

into

gro

ups

of 4

/5 _

not

too

smal

l as

this

will

fat

igue

pla

yers

qui

ckly

Plac

e bl

ue e

nd m

arke

r co

ne 1

5m f

rom

sta

rt p

osit

ion.

Play

ers

wor

k in

pai

rs a

nd p

ass

to t

he b

lue

cone

. Coa

ch c

an d

ecid

e le

ngth

/ ty

pe o

f pa

ss r

equi

red.

Red

cone

s ar

e m

arke

d ou

t as

gui

des

for

play

ers

to r

un t

o.Pl

ayer

s ru

n to

blu

e co

nes

whe

n fi

nish

ed a

nd t

hen

retu

rn t

o gr

oup.

Intr

oduc

e co

mpe

titi

on in

to t

he s

essi

on _

firs

t gr

oup

thro

ugh

the

rela

y =

win

ner

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsA

llow

pla

yers

to

deve

lop

thei

r ow

n ac

tivi

ties

at

each

con

e.In

trod

uce

fun

acti

viti

es s

uch

as b

all r

ound

the

wai

st o

r th

row

bal

l up

and

clap

bef

ore

catc

hing

.W

iden

the

gri

d an

d in

trod

uce

diff

eren

t pa

sses

_lo

op e

tc.

Intr

oduc

e de

fend

er a

t on

e of

the

sta

ges

to p

ut p

ress

ure

on p

ass _

stat

ic d

efen

der

at f

irst

.

Gam

e Co

achi

ng G

uida

nce

Obs

erve

and

ana

lyse

and

pro

vide

res

ulta

nt f

eedb

ack

spec

ific

ally

on

the

key

fact

ors

bein

gw

orke

d on

.Pr

aise

eff

ort

as w

ell a

s ac

hiev

emen

t.

20

m

20

m

5m

5m

SET UP DIAGRAM

35

m

35

m

SET UP DIAGRAM

49

Act

ivit

y 9

Brea

kout

tou

ch r

ugby

Obj

ecti

veD

evel

opin

g ev

asiv

e sk

ills

wit

h ba

ll in

han

d th

roug

h 1

v 1

gam

e re

late

d ac

tivi

ty

Key

Fac

tors

1. B

all i

n tw

o ha

nds.

2. L

ook

for

the

spac

e an

d ac

cele

rate

. 3. D

odge

def

ende

rs.

Equi

pmen

t Re

quir

emen

ts

Balls

4Ba

gsn/

aA

rea

20m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s8

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

One

sm

all g

rid

(5m

x 5

m) w

ithi

n a

larg

er g

rid

(20m

x20

m).

Four

att

acki

ng p

laye

rs (w

ith

balls

) in

smal

lgr

id a

nd f

our

defe

nder

s (w

itho

ut b

alls

) in

larg

er g

rid.

Att

acke

rs a

im is

to

scor

e a

try

over

th

e ou

ter

grid

wit

hout

bei

ng t

ouch

ed /

tack

led.

Def

endi

ng p

laye

rs c

anno

t en

ter

the

smal

l gri

d.W

hen

touc

h is

mad

e, a

ttac

ker

mus

t go

bac

k to

sm

all g

rid

and

star

t ag

ain.

If t

ry is

sco

red,

att

acke

r re

-ent

ers

smal

l gri

d an

d m

ust

atta

ck a

dif

fere

nt t

ry li

ne.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPl

ay w

ith

1 or

2 b

alls

so

that

pla

yer

or p

laye

rs h

ave

the

opti

on o

f pa

ssin

g to

bea

t de

fend

er.

Use

tag

bel

ts _

play

ers

mus

t re

ach

outs

ide

wit

hout

bei

ng t

agge

d.In

crea

se t

o ta

cklin

g _

at la

ter

stag

es o

f FU

Nda

men

tals

.Tw

o pl

ayer

s w

ork

wit

h on

e ba

ll to

bri

ng p

assi

ng e

lem

ent

into

pra

ctic

e _

aim

is t

o pa

ss t

he b

all o

utof

the

are

a.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

er m

ay n

eed

to r

educ

e pl

ayin

g ar

ea.

Prov

ide

feed

back

on

play

ers

evas

ive

skill

s _

high

light

goo

d pr

acti

ce s

uch

as f

ootw

ork

to t

he g

roup

.

Act

ivit

y 10

Mul

ti d

irec

tion

end

bal

l

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

of

pass

. Ca

n im

prov

e sp

atia

l aw

aren

ess,

lin

es o

f ru

n, c

omm

unic

atio

n, d

ecis

ion

mak

ing

and

evas

ion.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n, w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Spa

tial

aw

aren

ess

wit

h an

d w

itho

ut p

osse

ssio

n. 5

. Com

mun

icat

ion

skill

s. 6

. Eva

sion

ski

lls a

nd

foot

wor

k.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s10

Shie

lds

n/a

Bibs

5Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Play

ers

can

run

and

pass

in a

ny d

irec

tion

. Sco

ring

tea

m k

eeps

the

bal

l and

has

to

scor

e be

yond

the

try

line

(cal

led

out

by c

oach

). Pl

ay u

ntil

a m

ista

ke is

mad

e or

tur

n ov

er a

fter

fiv

e to

uche

s.

One

sec

ond

to p

ass

afte

r to

uch

is m

ade.

Fou

r tr

y lin

es. O

nly

one

play

er a

llow

ed in

at

any

one

tim

e.Ca

nnot

sco

re b

eyon

d sa

me

try

line

twic

e. N

o pl

ayer

can

just

sta

nd o

ver

the

try

line

(5 s

econ

d lim

it).

Man

to

man

mar

king

will

enc

oura

ge li

nes

of r

un t

o lo

se d

efen

der

/ cre

ate

spac

e.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e w

hich

try

line

s to

be

used

.Co

ach

adds

in a

noth

er b

all s

o th

at t

wo

gam

es a

re g

oing

at

sam

e ti

me.

Play

one

tou

ch t

urno

ver

to c

halle

nge

play

ers.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

llbe

fore

a s

core

can

be

mad

e. F

ocus

you

r co

achi

ng o

n th

e ke

y fa

ctor

s _

obse

rve

and

anal

yse

crit

ical

lyan

d fa

ult

corr

ect

usin

g a

ques

tion

ing

appr

oach

.

15

m

15

m

SET UP DIAGRAM

20

m

30

m

SCORING ZONE

SCORING ZONE

TAC

KLE

SET UP DIAGRAM

50

Act

ivit

y 11

Tag

thie

f

Obj

ecti

veD

evel

op e

vasi

ve r

unni

ng in

a c

haot

ic e

nvir

onm

ent

and

to d

evel

op u

nder

stan

ding

of b

asic

def

ensi

ve s

kills

Key

Fac

tors

1. P

laye

rs t

o ev

ade

oppo

nent

s by

usi

ng s

kills

suc

h as

the

sid

e st

ep, s

pin

and

swer

ve.

2. P

laye

rs t

o ge

t in

to lo

w p

osit

ion

to m

ake

a ta

g _

get

foot

in c

lose

to

the

play

er.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Tags

16A

rea

15m

x 1

5mCo

nes

1 st

ack

Belt

s16

Play

ers

16Sh

ield

sn/

aBi

bs8

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

All

play

ers

wea

r a

tag

belt

wit

h on

e ta

g pl

aced

on

the

back

of

thei

r be

lt.

The

coac

h sh

outs

GO

!, a

t w

hich

poi

nt p

laye

rs m

ove

arou

nd t

he g

rid

and

atte

mpt

to

stea

l th

eop

posi

tion

tea

ms’

tag

s. If

a t

ag is

sto

len,

it g

ets

put

on t

hief

’s t

ag b

elt.

Gam

e is

pla

yed

for

two

min

utes

, aft

er w

hich

the

tag

s ar

e co

unte

d up

. The

tea

m w

ith

the

grea

test

num

ber

of t

ags

is t

he w

inne

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

trod

uce

mor

e th

an o

ne t

ag p

er p

laye

r.Sp

lit p

laye

rs in

to m

ore

than

tw

o te

ams

to in

crea

se d

iffi

cult

y.Ex

pand

or

decr

ease

pla

ying

gri

d to

man

ipul

ate

free

spa

ce.

Intr

oduc

e th

e tw

o ha

nded

tag

gra

b to

incr

ease

dif

ficu

lty.

Gam

e Co

achi

ng G

uida

nce

If y

ou h

ave

man

y pl

ayer

s, s

plit

into

mor

e te

ams

or p

lay

mor

e th

an o

ne g

ame

at o

nce.

Obs

erve

and

ana

lyse

obj

ecti

vely

_re

lati

ve t

o ke

y fa

ctor

s, c

orre

ct f

ault

s bo

th in

divi

dual

ly a

nd

as a

gro

up.

Act

ivit

y 12

Ove

rloa

d to

uch

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

of

pass

. Ca

n im

prov

e sp

atia

l aw

aren

ess,

lin

es o

f ru

n, c

omm

unic

atio

n, d

ecis

ion

mak

ing

and

evas

ion.

Def

ensi

ve o

rgan

isat

ion

and

com

mun

icat

ion

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

4.

Tim

e ru

n on

to t

he b

all t

o en

sure

go-

forw

ard.

5. R

ecog

niti

on o

f sp

ace.

6. C

omm

unic

atio

n sk

ills.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s10

Shie

lds

n/a

Bibs

4 or

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Star

t w

ith

mor

e at

tack

ers

than

def

ende

rs li

ned

up a

gain

st e

ach

othe

r. O

nce

defe

nder

mak

es a

tw

oha

nded

tou

ch t

ackl

e on

wai

st t

he b

all

carr

ier

can:

1.

cont

inue

and

pas

s to

a s

uppo

rtin

g pl

ayer

2.

form

a s

tabl

e ba

se a

nd o

fflo

ad t

o a

supp

orti

ng p

laye

r. 3

. go

to g

roun

d an

d po

p to

sup

port

ing

play

er4.

go

to g

roun

d an

d pr

esen

t th

e ba

ll cl

ose

to a

sup

port

ing

play

er.

Onc

e a

try

has

been

sco

red,

the

att

ack

turn

aro

und

and

atta

ck t

he o

ppos

ite

scor

ing

zone

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se w

idth

of

pitc

h to

cre

ate

mor

e sp

ace

and

scor

ing

opti

ons.

Intr

oduc

e so

tha

t m

inim

um o

f 2

/ 3 p

laye

rs m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e.Pr

ogre

ss t

o ta

ckle

, usi

ng o

nly

1-on

-1 t

ackl

es (R

efer

to

tack

le k

ey f

acto

rs L

TPD

sta

ge 1

FU

Nda

men

tals

).Pl

ay g

ame

wit

h Ta

gs _

play

er m

ust

pass

bal

l onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

llbe

fore

a s

core

can

be

mad

e. T

ry t

o pl

ay a

dvan

tage

as

muc

h as

pos

sibl

e.Pr

aise

eff

ort

as w

ell a

s ac

hiev

emen

t.

15

m

15

m

SET UP DIAGRAM

10

m

5m

SET UP DIAGRAM

51

Act

ivit

y 13

L sh

ape

pass

ing

prac

tice

Obj

ecti

veTo

dev

elop

the

late

ral p

ass,

han

d ca

tch

tech

niqu

e an

d de

pth

of r

unni

ng

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. A

ccur

ate

com

mun

icat

ion

betw

een

atta

ckin

g te

am p

laye

rs.

6. R

un f

rom

dep

th.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

15m

x 1

5m g

rid

Cone

s1

stac

kSu

its

n/a

Play

ers

16Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

15m

x 1

5m g

rid.

Two

grou

ps o

f fo

ur p

laye

rs o

n ea

ch p

art

of t

he L

.Ba

ll st

arts

at

wid

e pl

ayer

_w

hen

ball

reac

hes

end

play

er, n

ext

grou

p of

fou

r ta

ke o

ver.

Play

ers

real

ign

in g

roup

s of

fou

r on

ce p

asse

s ha

ve b

een

com

plet

ed.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

ptio

n to

add

1 /

2 / 3

sta

tic

defe

nder

s to

add

pre

ssur

e.W

iden

/ sh

orte

n gr

id t

o m

anip

ulat

e le

ngth

of

pass

.Pl

ayer

s to

per

form

loop

, mis

s, s

wit

ch.

Regr

ess

to w

alki

ng /

jogg

ing

pace

.A

dd in

a s

econ

d ba

ll _

mor

e pr

essu

re t

o re

alig

n an

d co

mm

unic

ate

wit

h ot

her

grou

ps.

Gam

e Co

achi

ng G

uida

nce

Wat

ch o

ut f

or f

orw

ard

pass

es a

nd e

ncou

rage

acc

urat

e ha

nd c

atch

es.

Obs

erve

and

ana

lyse

and

pro

vide

res

ulta

nt f

eedb

ack

spec

ific

ally

in r

elat

ion

to t

he k

ey f

acto

rs.

Act

ivit

y 14

Sim

ple

pass

ing

Obj

ecti

veTo

dev

elop

the

late

ral p

ass

and

hand

cat

ch t

echn

ique

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. A

ccur

ate

com

mun

icat

ion

betw

een

atta

ckin

g te

am p

laye

rs.

6. R

un f

rom

dep

th.

Equi

pmen

t Re

quir

emen

ts

Balls

5Ba

gsn/

aA

rea

5m x

10m

cha

nnel

sCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

4Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Two

5m x

10m

cha

nnel

s.Fo

ur p

laye

rs (

wit

h ba

ll) in

fir

st c

hann

el _

pass

bal

l up

to t

he e

nd o

f th

e fi

rst

chan

nel.

Aim

is t

o m

ake

accu

rate

, qui

ck p

asse

s _

conc

entr

atin

g on

han

d ca

tch.

Ball

carr

iers

the

n en

ter

chan

nel t

wo

whe

re t

hey

are

face

d w

ith

four

sta

tic

defe

nder

s.Pl

ayer

s at

fir

st c

hann

el c

an s

tart

sta

gger

ed t

o he

lp p

rom

ote

dept

h of

run

ning

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ na

rrow

cha

nnel

s.A

sk p

laye

rs t

o fo

llow

pas

s on

ce t

hey

mad

e it

_su

ppor

t ba

ll ca

rrie

r.A

sk d

efen

ders

to

pair

up

_fo

rmin

g a

4 v

2 si

tuat

ion.

Def

ende

rs a

re s

tati

c at

fir

st t

hen

are

allo

wed

to

mov

e an

y di

rect

ion.

Gam

e Co

achi

ng G

uida

nce

Wat

ch o

ut f

or f

orw

ard

pass

es a

nd e

ncou

rage

acc

urat

e ha

nd c

atch

es.

Feed

back

in a

pos

itiv

e m

anne

r on

the

key

fac

tors

pla

yers

are

wor

king

on

_en

sure

you

co

rrec

t fa

ults

.

20

m

40

m

SET UP DIAGRAM

35

m

35

m

SET UP DIAGRAM

52

Act

ivit

y 15

4 v

2 co

ntin

uous

tou

ch r

ugby

Obj

ecti

veD

evel

op e

ffec

tive

acc

urat

e pa

ssin

g _

unde

r pr

essu

re.

Will

als

o im

prov

e th

e de

cisi

on m

akin

g of

the

bal

l car

rier

and

sup

port

pla

yers

to

reco

gnis

e sp

ace.

Key

Fac

tors

1. H

ands

in r

eady

pos

itio

n. 2

. Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

shi

rt.

4. E

yes

up s

o as

to

be a

war

e of

sur

roun

ding

s. 5

. Fol

low

thr

ough

on

pass

tow

ards

ta

rget

. 6. C

omm

unic

atio

n sk

ills.

7.

Eva

sion

ski

lls a

nd f

ootw

ork

to d

odge

/ fi

x de

fend

ers.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

20m

x 4

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s6

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Four

pla

yers

are

alw

ays

atta

ckin

g w

ith

two

play

ers

defe

ndin

g.Th

e de

fend

ers

need

to

mak

e a

two

hand

ed t

ouch

on

the

ball

carr

ier

to s

top

the

atta

ck.

Whe

n th

e ba

ll ca

rrie

r is

tou

ched

the

gam

e w

ill r

esta

rt a

fter

thr

ee s

econ

ds t

o al

low

the

att

ack

and

defe

nce

to q

uick

ly r

eset

. W

hen

a tr

y is

sco

red

the

atta

cker

will

att

ack

in t

he o

ppos

ite

dire

ctio

n(c

hang

e at

tack

and

def

ence

reg

ular

ly).

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

n su

cces

s of

att

ack)

.Co

ach

can

mov

e de

fend

ers

into

pos

itio

n e.

g.. s

ide

by s

ide

or In

dian

file

.St

art

ball

in c

entr

e of

att

ack

or s

ide

to c

reat

e di

ffer

ent

deci

sion

mak

ing

opti

ons

for

atta

cker

s an

d de

fend

ers.

Sw

itch

in

a di

ffer

ent

ball

to c

hang

e th

e po

int

of a

ttac

k an

d th

e pl

ayer

s de

cisi

onm

akin

g pr

oces

s.

Gam

e Co

achi

ng G

uida

nce

Prov

idin

g an

eff

ecti

ve d

emon

stra

tion

and

che

ckin

g fo

r un

ders

tand

ing

is c

ruci

al.

Regu

larl

y sw

itch

pla

yers

bet

wee

n at

tack

and

def

ence

, but

mai

ntai

n a

good

leve

l of

acti

vity

.O

bser

ve a

nd a

naly

se a

nd p

rovi

de r

esul

tant

fee

dbac

k sp

ecif

ical

ly o

n ke

y fa

ctor

s th

e pl

ayer

s ar

ew

orki

ng o

n.

Act

ivit

y 16

Any

dir

ecti

on t

ouch

(4

goal

s)

Obj

ecti

veW

ill d

evel

op h

and

catc

h an

d pa

ssin

g ac

cura

cy.

Can

impr

ove

spat

ial a

war

enes

s,

com

mun

icat

ion,

dec

isio

n m

akin

g an

d ev

asio

n.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Spa

tial

aw

aren

ess

wit

h an

d w

itho

ut p

osse

ssio

n. 5

. Com

mun

icat

ion

skill

s. 6

. Eva

sion

ski

lls a

nd

foot

wor

k.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

8Ti

me

10-1

5min

s

Prac

tice

Des

crip

tion

Run

and

pass

in a

ny d

irec

tion

. Pla

y un

til a

mis

take

is m

ade

or t

urn

over

aft

er f

ive

touc

hes.

O

ne s

econ

d to

pas

s af

ter

touc

h is

mad

e.Fo

ur s

cori

ng a

reas

_on

ly o

ne p

laye

r al

low

ed in

any

at

one

tim

e.N

o pl

ayer

can

just

sta

nd in

a s

cori

ng a

rea

(fiv

e se

cond

lim

it).

Man

to

man

mar

king

will

enc

oura

ge li

nes

of r

un t

o lo

se d

efen

der

/ cre

ate

spac

e.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e w

hich

sco

ring

are

as t

o be

use

d.Co

ach

adds

in a

noth

er b

all s

o th

at t

wo

gam

es a

re g

oing

at

sam

e ti

me.

Expa

nd p

itch

bou

ndar

y to

enc

oura

ge in

crea

sed

mov

emen

t an

d lo

nger

pas

sing

.M

odif

y ga

me

/ pla

y on

e to

uch

turn

over

dep

endi

ng o

n ab

ility

.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

hth

e ba

ll be

fore

a s

core

can

be

mad

e.Co

ach

spec

ific

s _

qual

ify

com

men

ts e

.g. _

“goo

d pa

ss _

beca

use.

....”

10

m

SET UP DIAGRAM

35

m

35

m

SET UP DIAGRAM

53

Act

ivit

y 17

Pass

ing

gaun

tlet

Obj

ecti

veTo

fur

ther

dev

elop

the

late

ral p

ass

and

hand

cat

ch t

echn

ique

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. T

ime

run

onto

the

bal

l to

ensu

re g

o-fo

rwar

d.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

10m

x 3

0m c

hann

els

Cone

s1

stac

kSu

its

n/a

Play

ers

6 pe

r ch

anne

lSh

ield

sn/

aBi

bs4

Tim

e15

min

s

Prac

tice

Des

crip

tion

Prac

tice

is s

et o

ut in

a c

hann

el a

ppro

x 10

m in

wid

th. T

he t

wo

pass

ing

play

ers

go f

orw

ard

and

rece

ive

a pa

ss f

rom

yel

low

pla

yer.

The

aim

is

to m

ake

accu

rate

, qu

ick

pass

es t

o th

e ot

her

yello

w p

laye

r _

conc

entr

atin

g on

han

d ca

tch.

Onc

e th

e pl

ayer

s ha

ve c

ompl

eted

the

gau

ntle

t, t

hey

turn

and

go

back

thro

ugh

the

othe

r w

ay.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

ns

Wid

en /

narr

ow c

hann

el.

Wor

k on

pas

ses

from

eac

h di

rect

ion

to e

nsur

e pl

ayer

s ca

n pa

ss a

s w

ell i

n ea

ch d

irec

tion

.

Gam

e Co

achi

ng G

uida

nce

Wat

ch o

ut f

or f

orw

ard

pass

es a

nd e

ncou

rage

acc

urat

e ha

nd c

atch

es.

The

coac

h sh

ould

ens

ure

play

ers

are

pass

ing

off

both

sid

es.

Prai

se e

ffor

t as

wel

l as

achi

evem

ent _

give

gro

up a

nd in

divi

dual

fee

dbac

k to

cor

rect

fau

lts.

Act

ivit

y 18

Off

load

tou

ch r

ugby

Obj

ecti

veD

evel

op p

laye

rs’ a

bilit

y to

giv

e ef

fect

ive

offl

oads

, as

wel

l as

the

supp

ort

play

ers

runn

ing

lines

Key

Fac

tors

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t. 2

. Tw

o ha

nds

on t

he

ball.

3. I

f ta

ckle

d, d

rive

the

legs

to

keep

mov

ing

forw

ard

and

look

for

sup

port

. 4.

Pas

s to

a s

uppo

rt r

unne

r co

min

g on

to t

he b

all a

t pa

ce. 5

. Sup

port

run

ner

has

hand

s up

to

hand

cat

ch e

ffec

tive

ly.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 St

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Six

atta

cker

s an

d si

x de

fend

ers.

Th

e de

fend

ers

have

to

two-

hand

tou

ch t

he b

all c

arri

er t

o st

op t

heat

tack

. O

nce

touc

hed,

the

bal

l car

rier

look

s to

off

load

to

a su

ppor

t pl

ayer

run

ning

thr

ough

.If

the

pla

yer

isn’

t ab

le t

o of

floa

d w

ithi

n tw

o se

cond

s th

ey g

o to

gro

und

and

pres

ent

the

ball.

Nex

t pl

ayer

goe

s in

and

mak

es c

lear

ing

pass

. If

tea

m s

core

s a

try,

the

bal

l is

give

n to

the

opp

osit

ion.

Turn

over

als

o oc

curs

for

a k

nock

-on

or f

orw

ard

pass

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

fflo

ads

mus

t be

wit

hin

two

met

res

of t

ackl

e. If

not

, tur

n ba

ll ov

er t

o ot

her

team

.If

off

load

not

mad

e, b

all c

arri

er g

oes

to g

roun

d an

d pr

esen

ts t

he b

all.

One

pla

yer

from

eac

h te

amgo

ove

r to

p of

bal

l to

cre

ate

ruck

. In

trod

uce

mor

e th

an o

ne o

ptio

n in

sup

port

, i.e

. ha

ving

one

supp

orte

r ei

ther

sid

e an

d on

e be

hind

cre

atin

g a

diam

ond

shap

e.If

bal

l is

not

offl

oade

d w

ithi

n tw

o se

cond

s th

en p

osse

ssio

n is

tur

ned

over

to

the

othe

r te

am.

Prog

ress

to

tack

le, u

sing

onl

y 1-

on-1

tac

kles

(Ref

er t

o ta

ckle

key

fac

tors

LTP

D s

tage

1 F

UN

dam

enta

ls).

If p

laye

r ru

ns d

irec

tly

into

con

tact

the

bal

l is

turn

ed o

ver

to t

he o

ther

tea

m.

Gam

e Co

achi

ng G

uida

nce

Obs

erve

foo

twor

k in

con

tact

, m

akin

g su

re p

laye

rs a

ttac

k sp

aces

, co

mm

enti

ng o

n su

cces

s if

pla

yers

hit

a ga

p. R

egul

arly

sw

itch

pla

yers

bet

wee

n at

tack

and

def

ence

and

mai

ntai

n a

good

lev

el o

fac

tivi

ty.

Wat

ch s

uppo

rt p

laye

rs f

ollo

win

g ba

ll pl

ayer

s in

to c

onta

ct.

If t

he o

fflo

ad d

oes

not

occu

r,w

hat

do t

hey

do?

(get

in p

osit

ion

to r

uck

etc)

.Co

ach

shou

ld h

ighl

ight

whe

n a

good

off

load

occ

urs,

ask

ing

play

ers

wha

t ca

used

the

suc

cess

.

35

m

35

m

SCORING ZONE

SCORING ZONEO

NE

KN

EE

SET UP DIAGRAM

SET UP DIAGRAM

54

Act

ivit

y 19

Dro

p do

wn

touc

h

Obj

ecti

veD

evel

op h

and

catc

h an

d pa

ssin

g ac

cura

cy.

Can

also

dev

elop

def

ensi

ve

orga

nisa

tion

and

com

mun

icat

ion.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n, w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. A

ccur

ate

com

mun

icat

ion

betw

een

atta

ckin

g te

am p

laye

rs.

6. F

indi

ng s

pace

to

rece

ive

the

pass

_m

ovem

ent

off

the

ball.

7.

Def

ensi

ve o

rgan

isat

ion

(mai

ntai

ning

a f

lat

line)

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

(id

eally

)Sh

ield

sn/

aBi

bs6

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Two

hand

ed t

ouch

tac

kle

on h

ips.

Def

ende

r dr

ops

dow

n to

one

kne

e un

til

a tr

y is

sco

red

or a

turn

over

occ

urs.

As

atta

ckin

g te

am p

lays

on,

num

ber

of d

efen

ders

will

dec

reas

e, c

reat

ing

mor

esp

ace.

Cro

ss t

ry li

ne a

nd g

roun

d ba

ll to

sco

re.

Att

acke

r op

tion

s: 1

. con

tinu

e an

d pa

ss t

o su

ppor

t 2

.fo

rm a

sta

ble

base

and

off

load

3. g

o to

gro

und

and

pop

to s

uppo

rt 4

. go

to g

roun

d an

d pr

esen

t th

eba

ll w

ith

soun

d te

chni

que

to s

uppo

rt.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPl

ayer

can

not

catc

h un

less

on

the

mov

e _

prom

otes

agi

lity

/ eva

sion

on

and

off

the

ball.

Incr

ease

wid

th o

f pi

tch

to c

reat

e m

ore

spac

e an

d sc

orin

g op

tion

s.In

trod

uce

so t

hat

min

imum

2 /

3 pl

ayer

s m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e.Pl

ay g

ame

wit

h ta

gs _

play

er m

ust

pass

bal

l onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

er m

ay n

eed

to r

educ

e pl

ayin

g ar

ea.

Ensu

re a

ll pl

ayer

s ar

e ac

tive

by

man

ipul

atin

gth

e ga

me

_e.

g. s

o th

at e

very

one

mus

t to

uch

the

ball

befo

re a

sco

re c

an b

e m

ade.

If p

laye

rs s

core

a tr

y, a

sk t

hem

wha

t th

ey d

id w

ell t

o cr

eate

the

sco

re in

rel

atio

n to

the

key

fac

tors

.

Act

ivit

y 20

Mid

dle

man

pas

sing

rel

ay

Obj

ecti

veTo

dev

elop

the

late

ral p

ass,

han

d ca

tch

tech

niqu

e an

d re

alig

nmen

t

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. T

ime

run

onto

the

bal

l to

ensu

re g

o-fo

rwar

d.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

5m x

5m

gri

dCo

nes

2Su

its

n/a

Play

ers

4Sh

ield

sn/

aBi

bsn/

aTi

me

10 m

ins

Prac

tice

Des

crip

tion

Gro

up o

f fo

ur p

laye

rs, t

wo

play

ers

wor

king

in t

he m

iddl

e w

hile

oth

er p

laye

rs w

ork

as f

eede

rs.

Play

ers

in m

iddl

e al

ign

them

selv

es t

o re

ceiv

e th

e ba

ll fr

om t

he f

eede

rs.

Firs

t pl

ayer

run

s fo

rwar

ds a

nd t

akes

the

pas

s fr

om t

he f

eede

r.Pl

ayer

wit

h ba

ll th

en p

asse

s to

sec

ond

runn

er w

ho p

asse

s it

on

to s

econ

d fe

eder

.O

nce

play

ers

have

run

thr

ough

, the

y tu

rn a

nd r

ealig

n to

go

back

the

oth

er w

ay.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

ptio

n to

add

in f

urth

er p

laye

rs w

orki

ng in

the

mid

dle.

Wid

en /

shor

ten

dist

ance

bet

wee

n fe

eder

s to

man

ipul

ate

leng

th o

f pa

ss.

Play

ers

to p

erfo

rm lo

op /

mis

s / s

wit

ch.

Star

t of

f w

alki

ng /

jogg

ing

pace

.A

dd in

def

ende

r(s)

.

Gam

e Co

achi

ng G

uida

nce

Wat

ch o

ut f

or f

orw

ard

pass

es a

nd e

ncou

rage

acc

urat

e ha

nd c

atch

es.

Wat

ch f

or r

ealig

nmen

t, c

omm

enti

ng o

n ti

min

g of

run

and

dep

th.

Enco

urag

e pl

ayer

s to

tak

e ba

ll w

hile

mov

ing

forw

ard.

Prai

se e

ffor

t as

wel

l as

achi

evem

ent.

55

5.

Turn

tow

ards

you

r te

am a

nd p

ass,

pla

ce o

r pr

esen

t th

e ba

ll.6.

G

et b

ack

to y

our

feet

as

soon

as

poss

ible

.7.

Fo

r sp

ecif

ic k

ey p

oint

s, s

ee t

he in

divi

dual

tac

kle

type

s be

low

.

Key

poi

nts

for

play

ers

in in

divi

dual

tac

kle

type

s.

Shou

lder

tac

kle

_fr

ont-

on

1.

Mai

ntai

n st

rong

, sta

ble

and

low

bod

y po

siti

on.

2.

Targ

et a

nd m

ake

cont

act

wit

h th

e sh

ould

er o

n th

e ba

ll ca

rrie

r’s

thig

hs.

3.

Sque

eze

the

arm

s ti

ght

arou

nd t

he b

all c

arri

er’s

legs

whi

le d

rivi

ng w

ith

the

legs

.4.

Cont

inue

the

leg

driv

e to

bri

ng t

he b

all c

arri

er t

o gr

ound

.5.

Re

leas

e th

e ba

ll ca

rrie

r.6.

G

et b

ack

to f

eet

quic

kly.

7.

Cont

est

for

poss

essi

on.

Shou

lder

tac

kle

_si

de-o

n

1.

Mai

ntai

n st

rong

, sta

ble

and

low

bod

y po

siti

on.

2.

Targ

et a

nd m

ake

cont

act

wit

h th

e sh

ould

er o

n th

e ba

ll ca

rrie

r’s

thig

hs.

3.

Sque

eze

the

arm

s ti

ght

arou

nd t

he b

all c

arri

er’s

legs

, dri

ve w

ith

the

legs

and

br

ing

the

ball

carr

ier

to g

roun

d.4.

Ro

ll to

fin

ish

on t

op.

5.

Rele

ase

the

ball

carr

ier

and

get

back

to

feet

qui

ckly

.6.

Co

ntes

t fo

r po

sses

sion

.

Tap

tack

le

1.

Chas

e th

e ba

ll ca

rrie

r un

til w

ithi

n di

ving

dis

tanc

e.2.

D

ive

and

mak

e co

ntac

t w

ith

the

ball

carr

ier’

s fe

et /

ankl

es w

ith

an

outs

tret

ched

arm

.3.

K

eep

the

head

aw

ay f

rom

the

bal

l car

rier

’s f

eet.

Not

e: U

nles

s th

e ba

ll ca

rrie

r is

hel

d af

ter

bein

g br

ough

t to

gro

und,

the

n in

Law

, ata

ckle

has

not

bee

n m

ade

and

the

refe

ree

will

allo

w o

pen

play

to

cont

inue

.

Jers

ey t

ackl

e

1.

Chas

e th

e ba

ll ca

rrie

r un

til w

ithi

n gr

abbi

ng d

ista

nce.

2.

Gra

b th

e ba

ll ca

rrie

r’s

jers

ey a

nd p

ull t

owar

ds y

ou.

3.

Wit

h he

ad t

o th

e si

de, m

ake

cont

act

wit

h th

e sh

ould

er a

nd a

rms

arou

nd t

he b

all

carr

ier’

s w

aist

.4.

Sq

ueez

e ar

ms

tigh

t an

d sl

ide

dow

n th

e ba

ll ca

rrie

r’s

body

to

fini

sh o

n to

p.

Coac

hing

the

tac

kle

A t

ackl

e is

use

d by

the

def

endi

ng t

eam

to

stop

the

att

acki

ng t

eam

mov

ing

forw

ard

and

is a

n op

port

unit

y fo

r th

e de

fend

ing

team

to

cont

est

for

poss

essi

on o

f th

e ba

ll.Co

mpe

tenc

e in

tac

klin

g an

d ta

king

a t

ackl

e is

cri

tica

l in

deve

lopi

ng a

saf

er a

nd m

ore

enjo

yabl

e ga

me.

Rec

ent

stud

ies

from

Aus

tral

ia a

nd t

he U

K h

ave

show

n th

at 5

8% o

fin

juri

es r

esul

t fr

om t

ackl

e si

tuat

ions

, so

it’s

ess

enti

al t

hat

this

asp

ect

of t

he g

ame

mus

tbe

per

form

ed, c

oach

ed a

nd r

efer

eed

wit

h du

e ca

re a

nd a

tten

tion

, wit

h go

od t

echn

ique

and

safe

, app

ropr

iate

pra

ctic

e pa

ram

ount

. Thi

s w

ill e

nabl

e pl

ayer

s to

bec

ome

conf

iden

tan

d co

mpe

tent

in t

he t

ackl

e.

Tack

ling

shou

ld b

e in

trod

uced

at

Prim

ary

4. A

t M

ini l

evel

ALL

tac

kles

sho

uld

be m

ade

belo

w t

he w

aist

. Thi

s en

cour

ages

the

lear

ning

of

corr

ect

tech

niqu

e an

d al

so e

ncou

rage

sth

e ba

ll ca

rrie

r to

impr

ove

thei

r of

floa

d sk

ills

out

of t

he t

ackl

e.

Law

def

init

ion

_La

w 1

5 Ta

ckle

: Bal

l car

rier

bro

ught

to

grou

nd.

A t

ackl

e oc

curs

whe

n th

e ba

ll ca

rrie

r is

hel

d by

one

or

mor

e op

pone

nts

and

is b

roug

htto

gro

und.

A b

all c

arri

er w

ho is

not

hel

d is

not

a t

ackl

ed p

laye

r an

d a

tack

le h

as n

ot t

aken

pla

ce.

Opp

osit

ion

play

ers

who

hol

d th

e ba

ll ca

rrie

r an

d br

ing

that

pla

yer

to g

roun

d, a

nd w

hoal

so g

o to

gro

und,

are

kno

wn

as t

ackl

ers.

Opp

osit

ion

play

ers

who

hol

d th

e ba

ll ca

rrie

ran

d do

not

go

to g

roun

d ar

e no

t ta

ckle

rs.

Key

poi

nts

for

play

ers

in e

very

tac

kle

situ

atio

n.

Tack

ler

_co

ntac

t w

ith

oppo

nent

(s)

1.

Trac

k th

e m

ovem

ent

of t

he b

all c

arri

er a

nd g

et t

he f

eet

clos

e en

ough

to

mak

e th

e ta

ckle

.2.

Pr

epar

e fo

r co

ntac

t _

adop

t a

body

pos

itio

n th

at is

str

ong,

sta

ble

and

low

.3.

K

eepi

ng t

he e

yes

open

, pos

itio

n th

e he

ad b

ehin

d or

to

one

side

of

the

ball

carr

ier

_ne

ver

posi

tion

the

hea

d in

fro

nt o

f th

e ba

ll ca

rrie

r.4.

Re

leas

e th

e ta

ckle

d pl

ayer

, get

bac

k to

you

r fe

et im

med

iate

ly a

nd c

onte

st f

or

poss

essi

on.

Ball

carr

ier

_co

ntac

t w

ith

grou

nd

1.

Carr

y th

e ba

ll in

bot

h ha

nds.

2.

Prot

ect

the

ball

_ho

ld it

tig

ht t

o yo

ur c

hest

wit

h el

bow

s in

to

your

sid

es.

3.

Mak

e co

ntac

t w

ith

the

grou

nd w

ith

the

butt

ocks

and

the

n sh

ould

er.

4.

Don

’t b

reak

you

r fa

ll w

ith

your

han

d or

the

bal

l.

56

Onc

e a

play

er’s

tac

kle

tech

niqu

e ha

s de

velo

ped

to t

he p

oint

in w

hich

it is

saf

e an

def

fect

ive,

coa

ches

sho

uld

prog

ress

to

intr

oduc

ing

team

def

ensi

ve s

kills

, suc

h as

mov

ing

forw

ard

toge

ther

in a

def

ensi

ve li

ne w

ith

effe

ctiv

e co

mm

unic

atio

n.

Arr

ivin

g pl

ayer

s

.All a

rriv

ing

play

ers

mus

t en

ter

the

tack

le a

rea

thro

ugh

the

gate

..On

ly p

laye

rs o

n th

eir

feet

may

com

pete

for

the

bal

l..Pla

yers

arr

ivin

g at

an

atte

mpt

ed b

ut in

com

plet

e ta

ckle

:_

Mai

ntai

n a

stro

ng, s

tabl

e an

d lo

w b

ody

posi

tion

_U

se t

he a

rms

to g

rasp

bal

l car

rier

_A

void

con

tact

wit

h ot

her

play

ers’

hea

ds a

nd n

ecks

_Br

ing

the

ball

carr

ier

safe

ly t

o th

e gr

ound

..If

clea

ring

or

driv

ing

out

defe

nder

s:_

Mai

ntai

n a

stro

ng, s

tabl

e an

d lo

w b

ody

posi

tion

_ch

in o

ff t

he c

hest

, hea

d up

, han

ds u

p_

sigh

t th

e ta

rget

_ke

ep t

he s

pine

in li

ne w

ith

the

dire

ctio

n of

dri

ve_

star

t th

e dr

ive

from

a lo

w b

ody

posi

tion

_m

ake

cont

act

wit

h de

fend

er u

sing

the

sho

ulde

r an

d ar

ms,

not

the

hea

d_

clos

e ar

ms

arou

nd o

ppon

ent

_dr

ive

the

play

er a

way

and

cle

ar t

he b

all

_bi

nd w

ith

a te

am-m

ate

to im

prov

e st

abili

ty.

For

guid

ance

on

how

the

tac

kle

gate

for

ms,

incl

udin

g vi

deo

and

grap

hic

repr

esen

tati

ons,

ple

ase

visi

t w

ww

.irbr

ugby

read

y.co

mor

ref

er t

o th

e 20

11 E

diti

on o

fIR

B Ru

gbyR

eady

.

Coac

hing

tip

s

Poor

ly e

xecu

ted

tack

les

tend

to

be t

he r

esul

t of

poo

r po

siti

onin

g by

the

tac

kler

rat

her

than

poo

r ta

ckle

tec

hniq

ue. C

orre

ct p

osit

ioni

ng c

an a

nd s

houl

d be

pra

ctis

ed. I

t in

volv

esth

e ta

ckle

r cl

osin

g do

wn

the

ball

carr

ier’

s sp

ace

and

then

est

ablis

hing

bal

ance

and

stab

ility

bef

ore

step

ping

in c

lose

wit

h th

e le

ad f

oot

to a

llow

sho

ulde

r an

d ar

m c

onta

ct,

whi

ch s

houl

d th

en a

llow

leg

driv

e in

the

tac

kle.

Use

the

key

poi

nts

to im

prov

e th

e pl

ayer

s’ t

ackl

e sk

ills

in a

saf

e m

anne

r.Fo

cus

on o

ne o

r tw

o ke

y po

ints

at

a ti

me

_do

n’t

try

to c

oach

too

man

y ke

y fa

ctor

s at

once

.O

bser

ve a

nd a

naly

se p

laye

rs t

o hi

ghlig

ht g

ood

prac

tice

and

cor

rect

fau

lts.

Prov

ide

posi

tive

and

con

stru

ctiv

e fe

edba

ck t

o im

prov

e pl

ayer

s.

Cons

truc

t co

achi

ng s

essi

ons

to e

ncou

rage

pro

gres

sive

dev

elop

men

t an

d bu

ildco

nfid

ence

.

An

exam

ple

of t

he t

ackl

e pr

ogre

ssio

n fo

r th

e si

de-o

n ta

ckle

is a

s fo

llow

s:.Ba

ll ca

rrie

r kn

eel _

tack

ler

knee

l (o

nly

for

side

-on

tack

le t

o de

mon

stra

te h

ead

posi

tion

).Ba

ll ca

rrie

r st

and

_ta

ckle

r kn

eel (

enco

urag

e le

g dr

ive)

.Ball

carr

ier

wal

k _

tack

ler

on o

ne k

nee

.Ball

carr

ier

stan

d _

tack

ler

squa

t.Ba

ll ca

rrie

r w

alk

_ta

ckle

r sq

uat

.Ball

carr

ier

wal

k _

tack

ler

wal

k.Ba

ll ca

rrie

r ru

n _

tack

ler

run.

Avo

id g

ende

r, s

ize,

age

and

exp

erie

nce

mis

mat

ches

whe

n in

trod

ucin

g an

d de

velo

ping

ski

lls.

Ensu

re p

laye

rs p

ract

ise

in s

uffi

cien

t sp

ace

to a

void

acc

iden

tal c

ollis

ions

wit

h un

seen

play

ers.

10

m

3m

BA

LLC

AR

RIE

R 1

BA

LLC

AR

RIE

R 2

TAC

KLE

R

SET UP DIAGRAM

57

Act

ivit

y 21

Fron

t-on

tac

kle

acti

vity

Obj

ecti

veTo

dev

elop

bas

ic t

ackl

e te

chni

que

of t

he f

ront

-on

tack

le. D

evel

op p

laye

rs’

awar

enes

s of

saf

e ta

ckle

tec

hniq

ue w

hils

t de

velo

ping

con

fide

nce

in c

onta

ct.

Key

Fac

tors

1. U

se e

ffec

tive

foo

twor

k to

ena

ble

corr

ect

tack

le t

echn

ique

_po

siti

on t

o on

e si

de

of t

he b

all c

arri

er.

2. E

nsur

e he

ad a

nd n

eck

mus

cles

are

eng

aged

and

tha

t he

ad is

kep

t to

the

sid

e of

bal

l car

rier

.3.

Sig

ht c

orre

ct c

onta

ct a

rea

(eye

to

thig

h).

4. A

dopt

low

, str

ong

body

pos

itio

n to

ens

ure

corr

ect

tack

le h

eigh

t (m

ust

be b

elow

wai

st).

5. S

elec

t co

rrec

t sh

ould

er t

o ta

ckle

wit

h to

ens

ure

head

is p

rote

cted

_ke

ep h

ead

clos

e to

opp

osit

ion

back

side

(ch

eek

to c

heek

).6.

Mak

e ti

ght

cont

act

wit

h sh

ould

er o

n th

igh

(bou

lder

sho

ulde

r).

7. C

lam

p ar

ms

roun

d op

posi

tion

legs

(ba

nd o

f st

eel).

8. D

ynam

ic s

mal

l ste

ps (

leg

driv

e) u

ntil

play

er s

ucce

ssfu

lly b

roug

ht t

o gr

ound

.9.

Ens

ure

tack

le is

com

plet

ed (

i.e. a

ttac

ker

is b

roug

ht t

o gr

ound

).10

. Wor

k ha

rd t

o ge

t ba

ck o

n fe

et a

nd b

ack

into

the

gam

e

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

3m x

10m

gri

d

Cone

s4

Suit

sn/

aPl

ayer

s3

Shie

lds

n/a

Bibs

n/a

Tim

e15

min

s

Des

crip

tion

Thre

e pl

ayer

s _

two

atta

cker

s (w

ith

ball)

and

one

tac

kler

(bl

ue p

laye

r).

Nar

row

cha

nnel

to

forc

e th

e fr

ont-

on t

ackl

e _

blue

pla

yer

to m

ake

four

tac

kles

be

fore

cha

ngin

g ro

les.

Tack

ler

to f

ollo

w k

ey f

acto

rs.

Onc

e ta

ckle

is m

ade

on b

all c

arri

er 1

, ta

ckle

r ro

tate

s 18

0 de

gree

s to

fac

e ba

ll ca

rrie

r 2

_re

peat

tac

kle.

Ball

carr

iers

aim

to

reac

h ot

her

side

of

grid

wit

hout

bei

ng t

ackl

ed.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ n

arro

w g

rid

to a

llow

bal

l ca

rrie

r m

ore

/ le

ss s

pace

to

evad

e ta

ckle

r. T

his

mak

es i

t ha

rder

/ea

sier

for

the

tac

kler

to

get

clos

e to

att

acke

r.Re

duce

leng

th o

f gr

id t

o re

duce

the

spa

ce b

etw

een

star

t an

d fi

nish

line

of

the

ball

carr

ier.

Les

s sp

ace

mea

ns t

he b

all c

arri

ers

spee

d is

red

uced

.Ba

ll ca

rrie

r us

es e

vasi

ve s

kill

to b

eat

defe

nder

who

has

to

wor

k ha

rder

to

mak

e an

eff

ecti

ve t

ackl

e.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

er r

elea

ses

ball

carr

ier

whe

n ta

ckle

is c

ompl

ete.

Ensu

re t

ackl

ed p

laye

r pl

aces

the

bal

l onc

e ta

ckle

is c

ompl

eted

.En

sure

pla

yers

are

aw

are

of t

he d

efin

itio

n of

a t

ackl

e _

Law

15.

A t

ackl

e oc

curs

whe

n th

e ba

ll ca

rrie

r is

hel

d by

one

or

mor

e op

pone

nts

and

is b

roug

ht

to g

roun

d.A

bal

l car

rier

who

is n

ot h

eld

is n

ot a

tac

kled

pla

yer

and

a ta

ckle

has

not

tak

en p

lace

.O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

brin

g th

at p

laye

r to

gro

und,

and

who

al

so g

o to

gro

und,

are

kno

wn

as t

ackl

ers.

O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

do n

ot g

o to

gro

und

are

not

tack

lers

.

58

Des

crip

tion

Thre

e pl

ayer

s _

two

atta

cker

s (w

ith

ball)

and

one

tac

kler

(bl

ue p

laye

r).

Ball

carr

iers

aim

to

reac

h op

posi

te c

one

wit

hout

bei

ng t

ackl

ed.

Tack

ler

mus

t st

art

on b

lue

cone

and

att

empt

to

tack

le b

all c

arri

er b

efor

e th

ey r

each

th

eir

oppo

site

con

e.O

nly

one

ball

carr

ier

runs

at

once

_on

ce b

all c

arri

er 1

has

bee

n ta

ckle

d, t

ackl

er r

uns

roun

d ot

her

blue

con

e.Ba

ll ca

rrie

r 2

star

ts t

heir

run

onc

e ta

ckle

r ru

ns r

ound

blu

e co

ne.

Tack

ler

to m

ake

four

tac

kles

and

the

n sw

ap r

oles

(tw

o le

ft s

houl

der

and

two

righ

tsh

ould

er t

ackl

es).

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCh

ange

ang

le o

f ba

ll ca

rrie

r’s

run

by m

ovin

g co

nes

to d

iffe

rent

pla

ce.

Star

t so

tha

t th

e ba

ll ca

rrie

rs c

an o

nly

wal

k _

this

can

be

used

whe

n in

trod

ucin

g th

e ta

ckle

.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

er r

elea

ses

ball

carr

ier

whe

n ta

ckle

is c

ompl

ete.

Ensu

re t

ackl

ed p

laye

r pl

aces

the

bal

l onc

e ta

ckle

is c

ompl

eted

.En

sure

pla

yers

are

aw

are

of t

he d

efin

itio

n of

a t

ackl

e _

Law

15.

A t

ackl

e oc

curs

whe

n th

e ba

ll ca

rrie

r is

hel

d by

one

or

mor

e op

pone

nts

and

is b

roug

ht

to g

roun

d.A

bal

l car

rier

who

is n

ot h

eld

is n

ot a

tac

kled

pla

yer

and

a ta

ckle

has

not

tak

en p

lace

.O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

brin

g th

at p

laye

r to

gro

und,

and

who

al

so g

o to

gro

und,

are

kno

wn

as t

ackl

ers.

O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

do n

ot g

o to

gro

und

are

not

tack

lers

.

10

m

10

m

BA

LLC

AR

RIE

R 1

BA

LLC

AR

RIE

R 2

TAC

KLE

R

SET UP DIAGRAMA

ctiv

ity

22Si

de-o

n ta

ckle

act

ivit

y

Obj

ecti

veTo

dev

elop

bas

ic t

ackl

e te

chni

que

of t

he s

ide-

on t

ackl

e. D

evel

op p

laye

rs’

awar

enes

s of

saf

e ta

ckle

tec

hniq

ue w

hils

t de

velo

ping

con

fide

nce

in c

onta

ct.

Key

Fac

tors

1. S

ight

cor

rect

con

tact

are

a (e

ye t

o th

igh)

.2.

Ado

pt lo

w, s

tron

g bo

dy p

osit

ion

to e

nsur

e co

rrec

t ta

ckle

hei

ght

(mus

t be

bel

ow w

aist

).3.

Sel

ect

corr

ect

shou

lder

to

tack

le w

ith

to e

nsur

e he

ad is

pro

tect

ed _

keep

hea

d cl

ose

to o

ppos

itio

n ba

cksi

de (

chee

k to

che

ek).

4. M

ake

tigh

t co

ntac

t w

ith

shou

lder

on

thig

h (b

ould

er s

houl

der)

.5.

Cla

mp

arm

s ro

und

oppo

siti

on le

gs (

band

of

stee

l).

6. D

ynam

ic s

mal

l ste

ps (

leg

driv

e) u

ntil

play

er s

ucce

ssfu

lly b

roug

ht t

o gr

ound

.7.

Ens

ure

tack

le is

com

plet

ed (

i.e. a

ttac

ker

is b

roug

ht t

o gr

ound

).8.

Wor

k ha

rd t

o ge

t ba

ck o

n fe

et a

nd b

ack

into

the

gam

e.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

10m

x 1

0m

Cone

s6

Suit

sn/

aPl

ayer

s3

Shie

lds

n/a

Bibs

n/a

Tim

e15

min

s

59

Des

crip

tion

Thre

e pl

ayer

s _

two

atta

cker

s (w

ith

ball)

and

one

tac

kler

(ye

llow

pla

yer)

.Ba

ll ca

rrie

rs s

tart

on

red

cone

and

aim

to

reac

h op

posi

te r

ed c

one

wit

hout

bei

ng t

ackl

ed.

Tack

ler

mus

t st

art

on b

lue

cone

and

att

empt

to

tack

le b

all c

arri

er b

efor

e th

ey r

each

thei

r op

posi

te c

one.

Onl

y on

e ba

ll ca

rrie

r ru

ns a

t on

ce _

once

bal

l car

rier

1 h

as b

een

tack

led,

tac

kler

run

s ro

und

othe

r bl

ue.

Ball

carr

ier

2 st

arts

the

ir r

un o

nce

tack

ler

runs

rou

nd b

lue

cone

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCh

ange

ang

le o

f ba

ll ca

rrie

r’s

run

by m

ovin

g co

nes

to d

iffe

rent

pla

ce.

Star

t so

tha

t th

e ba

ll ca

rrie

rs c

an o

nly

wal

k _

this

can

be

used

whe

n in

trod

ucin

g th

e ta

ckle

.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

er r

elea

ses

ball

carr

ier

whe

n ta

ckle

is c

ompl

ete.

Ensu

re t

ackl

ed p

laye

r pl

aces

the

bal

l onc

e ta

ckle

is c

ompl

eted

.En

sure

pla

yers

are

aw

are

of t

he d

efin

itio

n of

a t

ackl

e _

Law

15.

A t

ackl

e oc

curs

whe

n th

e ba

ll ca

rrie

r is

hel

d by

one

or

mor

e op

pone

nts

and

is b

roug

ht

to g

roun

d.A

bal

l car

rier

who

is n

ot h

eld

is n

ot a

tac

kled

pla

yer

and

a ta

ckle

has

not

tak

en p

lace

.O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

brin

g th

at p

laye

r to

gro

und,

and

who

al

so g

o to

gro

und,

are

kno

wn

as t

ackl

ers.

O

ppos

itio

n pl

ayer

s w

ho h

old

the

ball

carr

ier

and

do n

ot g

o to

gro

und

are

not

tack

lers

.

10

m

BA

LLC

AR

RIE

R 1

BA

LLC

AR

RIE

R 2

TAC

KLE

R

TAC

KLE

MA

DE

BE

FOR

E B

ALL

CA

RR

IER

RE

AC

HE

S C

ON

E

TAC

KLE

MA

DE

BE

FOR

E B

ALL

CA

RR

IER

RE

AC

HE

S C

ON

E

SET UP DIAGRAMA

ctiv

ity

23Re

ar t

ackl

e ac

tivi

ty

Obj

ecti

veTo

dev

elop

bas

ic t

ackl

e te

chni

que

of t

he r

ear

tack

le. D

evel

op p

laye

rs’

awar

enes

s of

saf

e ta

ckle

tec

hniq

ue w

hils

t de

velo

ping

con

fide

nce

in c

onta

ct.

Key

Fac

tors

1. G

et c

lose

to

ball

carr

ier

usin

g ef

fect

ive

foot

wor

k.2.

Tar

get

and

mak

e co

ntac

t w

ith

the

shou

lder

on

the

ball

carr

ier’

s w

aist

. 3.

Ado

pt lo

w, s

tron

g bo

dy p

osit

ion

to e

nsur

e co

rrec

t ta

ckle

hei

ght

(mus

t be

at

wai

st h

eigh

t or

bel

ow).

4. S

elec

t co

rrec

t sh

ould

er t

o ta

ckle

wit

h to

ens

ure

head

is p

rote

cted

_ke

ep

head

clo

se t

o op

posi

tion

bac

ksid

e (c

heek

to

chee

k).

5. M

ake

tigh

t co

ntac

t w

ith

shou

lder

on

wai

st/b

acks

ide.

6. S

quee

ze t

he a

rms

tigh

t w

hile

slid

ing

dow

n th

e ba

ll ca

rrie

r’s

legs

.7.

Bri

ng t

o gr

ound

wit

h ti

ght

grip

rou

nd lo

wer

legs

(ba

nd o

f st

eel).

8.

Ens

ure

tack

le is

com

plet

ed (

i.e. a

ttac

ker

is b

roug

ht t

o gr

ound

). 9.

Wor

k ha

rd t

o ge

t ba

ck o

n fe

et a

nd b

ack

into

the

gam

e.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

5m x

5m

Cone

s6

Suit

sn/

aPl

ayer

s3

Shie

lds

n/a

Bibs

n/a

Tim

e15

min

s

60

20

m

30

m

SCORING ZONE

SCORING ZONE

POP

OFF

THE

FLO

OR

!

SET UP DIAGRAM

5m

5m

TAC

KLE

RO

N K

NE

ES

BA

LLC

AR

RIE

RS

(ALL

RE

DP

LAY

ER

S)

ON

KN

EE

S

SET UP DIAGRAMA

ctiv

ity

24G

rid

tack

les

(tac

kle

man

ia)

Obj

ecti

veD

evel

opin

g ba

sic

tech

niqu

e of

all

type

s of

tac

kle

Key

Fac

tors

1. S

ight

con

tact

are

a (e

ye t

o th

igh)

. 2. A

dopt

a lo

w s

tron

g bo

dy p

osit

ion

to e

nsur

e ta

ckle

hei

ght

(mus

t be

bel

ow w

aist

). 3.

Sel

ect

corr

ect

shou

lder

to

tack

le w

ith

to

ensu

re h

ead

is p

rote

cted

(ch

eek

to c

heek

). 4.

Mak

e ti

ght

cont

act

wit

h sh

ould

er o

nth

igh

(bou

lder

sho

ulde

r). 5

. Cla

mp

arm

s ar

ound

opp

osit

ion

legs

(ba

nds

of s

teel

).

Equi

pmen

t Re

quir

emen

ts

Balls

6Ba

gsn/

aA

rea

5m x

5m

Cone

s1

stac

kSu

its

n/a

Play

ers

7Sh

ield

sn/

aBi

bs1/

2Ti

me

15 m

ins

Prac

tice

Des

crip

tion

All

seve

n pl

ayer

s (o

ne t

ackl

er a

nd s

ix a

ttac

kers

) in

side

5m

x 5

m g

rid.

All

play

ers

on k

nees

.Ba

ll ca

rrie

rs t

o ea

ch h

ave

a ba

ll to

em

phas

ise

hand

ling

skill

s in

the

tac

kle.

Ball

carr

iers

try

to

evad

e ta

ckle

r (s

tayi

ng o

n kn

ees)

. Ta

ckle

r at

tem

pts

to m

ake

as m

any

tack

lers

as

poss

ible

in 3

0 se

cond

s. O

nce

tack

led,

bal

l car

rier

s pr

esen

t th

e ba

ll an

d th

en g

et b

ack

to k

nees

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsA

dd in

sec

ond

or t

hird

tac

kler

or

incr

ease

num

ber

of b

all c

arri

ers.

Pro

gres

s to

pla

yers

on

feet

. Ch

ange

foc

us t

o ba

ll pr

esen

tati

on.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

es a

re m

ade

at w

aist

hei

ght

or b

elow

to

repl

icat

e m

ini r

ugby

law

var

iati

ons

Ensu

re p

laye

rs h

ave

an e

qual

opp

ortu

nity

to

tack

le a

nd b

e ta

ckle

d. E

nsur

e pl

ayer

s ar

e aw

are

of t

hede

fini

tion

of

a ta

ckle

_La

w 1

5.

A t

ackl

e oc

curs

whe

n th

e ba

ll ca

rrie

r is

hel

d by

one

or

mor

eop

pone

nts

and

is b

roug

ht t

o gr

ound

. A

bal

l ca

rrie

r w

ho i

s no

t he

ld i

s no

t a

tack

led

play

er a

nd a

tack

le h

as n

ot t

aken

pla

ce.

Opp

osit

ion

play

ers

who

hol

d th

e ba

ll ca

rrie

r an

d br

ing

that

pla

yer

togr

ound

, and

who

als

o go

to

grou

nd, a

re k

now

n as

tac

kler

s.

Opp

osit

ion

play

ers

who

hol

d th

e ba

llca

rrie

r an

d do

not

go

to g

roun

d ar

e no

t ta

ckle

rs.

Act

ivit

y 25

Pop

off

the

grou

nd t

ouch

Obj

ecti

veD

evel

op p

laye

rs’ a

bilit

y to

off

load

the

bal

l dur

ing

and

post

tac

kle

/ tou

ch.

Act

ivit

y al

so a

ids

play

ers

hand

cat

ch t

echn

ique

and

eva

sive

ski

ll.

Key

Fac

tors

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t. 2

. Tw

o ha

nds

on t

he

ball.

3. I

f ta

ckle

d, d

rive

the

legs

to

keep

mov

ing

befo

re f

allin

g to

gro

und.

4.

Loo

k fo

r su

ppor

t by

tur

ning

bod

y to

war

ds t

eam

mat

es. 5

. Pas

s to

a s

uppo

rt

runn

er c

omin

g on

to t

he b

all a

t pa

ce.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

acke

rs a

im t

o sc

ore

in d

efen

ders

’ sco

ring

zon

e. T

he d

efen

ders

hav

e to

tw

o-ha

nd t

ouch

the

bal

lca

rrie

r to

sto

p th

e at

tack

. Onc

e to

uche

d, t

he b

all c

arri

er g

oes

to g

roun

d th

en lo

oks

to o

fflo

ad t

o a

supp

ort

play

er w

ho is

mov

ing

forw

ard.

If t

he p

laye

r is

not

abl

e to

off

load

wit

hin

two

seco

nds,

the

ypr

esen

t th

e ba

ll. N

ext

play

er g

oes

in a

nd m

akes

cle

arin

g pa

ss. I

f te

am s

core

s a

try

the

ball

is g

iven

to t

he o

ppos

itio

n. T

urno

ver

also

occ

urs

for

a kn

ock-

on o

r fo

rwar

d pa

ss.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

trod

uce

min

imum

/ m

axim

um p

assi

ng d

ista

nce

(eit

her

whe

n sc

orin

g or

aft

er t

ackl

e).

Supp

orti

ng p

laye

r ca

nnot

cat

ch b

all u

nles

s on

the

mov

e _

prom

otes

agi

lity

/ eva

sion

on

and

off

the

ball.

Int

rodu

ce s

o th

at m

inim

um 2

/ 3

pla

yers

mus

t be

in

the

scor

ing

zone

bef

ore

a sc

ore

can

bem

ade.

Pla

y ga

me

wit

h ta

gs _

play

er m

ust

go d

own

and

offl

oad

ball

once

tag

is m

ade.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

er m

ay n

eed

to r

educ

e pl

ayin

g ar

ea.

Ensu

re a

ll pl

ayer

s ar

e ac

tive

by

man

ipul

atin

g th

e ga

me

_e.

g. s

o th

at e

very

one

mus

t to

uch

the

ball

befo

re a

sco

re c

an b

e m

ade.

Obs

erve

and

ana

lyse

obj

ecti

vely

in r

elat

ion

to k

ey f

acto

rs _

feed

back

sho

uld

only

be

on k

ey f

acto

rpe

rfor

man

ce.

61

35

m

35

m

SCORING ZONE

SCORING ZONE

TOU

CH

OR

TAC

KLE

PRES

ENT

BA

LL

SET UP DIAGRAM

10

m

5m

SET UP DIAGRAMA

ctiv

ity

26Sh

arks

and

fis

hes

(on

knee

s ta

ckle

)

Obj

ecti

veTo

dev

elop

bas

ic t

ackl

e te

chni

que

Key

Fac

tors

1. S

ight

con

tact

are

a (e

ye t

o th

igh)

. 2. A

dopt

a lo

w s

tron

g bo

dy p

osit

ion

to e

nsur

e ta

ckle

hei

ght

(mus

t be

bel

ow w

aist

). 3.

Sel

ect

corr

ect

shou

lder

to

tack

le w

ith

to

ensu

re h

ead

is p

rote

cted

(ch

eek

to c

heek

). 4.

Mak

e ti

ght

cont

act

wit

h sh

ould

er o

nth

igh

(bou

lder

sho

ulde

r). 5

. Cla

mp

arm

s ar

ound

opp

osit

ion

legs

(ba

nds

of s

teel

).

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a10

m x

5m

adj

ust

to s

uit

No

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

On

the

coac

h’s

call,

pla

yers

mus

t ru

n (o

n kn

ees)

to

the

line

oppo

site

wit

hout

bei

ng t

ackl

ed b

y se

lect

ed d

efen

der(

s). O

nce

tack

led,

tha

t pl

ayer

join

s th

e de

fend

ing

team

.Th

is c

onti

nues

unt

il th

e la

st a

ttac

king

pla

yer

has

been

cau

ght.

No

mor

e th

an o

ne d

efen

der

at a

tim

e sh

ould

att

empt

to

tack

le a

ny o

ne p

laye

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

sele

ct m

ore

defe

nder

s de

pend

ing

on t

he s

ize

/ abi

lity

of g

roup

. Th

e si

ze o

f th

e ar

ea c

an a

lso

be i

ncre

ased

or

decr

ease

d to

eit

her

allo

w m

ore

spac

e or

inc

reas

epr

essu

re o

n pl

ayer

s. A

ttac

king

pla

yers

sho

uld

all c

arry

a b

all.

Ball

carr

iers

sho

uld

be e

ncou

rage

dto

pre

sent

the

bal

l eff

ecti

vely

.

Gam

e Co

achi

ng G

uida

nce

The

coac

h sh

ould

enc

oura

ge f

air

play

.O

bser

ve a

nd a

naly

se o

bjec

tive

ly. P

rovi

de s

peci

fic

posi

tive

fee

dbac

k th

roug

h a

ques

tion

ing

appr

oach

to in

divi

dual

s an

d th

e w

hole

gro

up.

Act

ivit

y 27

Ball

pres

enta

tion

tou

ch

Obj

ecti

veD

evel

op b

all p

rese

ntat

ion

unde

rsta

ndin

g an

d t

echn

ique

, as

wel

l as

gam

e se

nse

in a

pre

ssur

e en

viro

nmen

t.

Key

Fac

tors

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t. 2

. Whe

n to

uche

d, d

rive

th

e le

gs t

o ke

ep m

ovin

g fo

rwar

d. 3

. Whe

n on

gro

und,

ext

end

arm

s, a

nd w

ith

two

hand

s pr

esen

t th

e ba

ll as

clo

se t

o su

ppor

t an

d as

far

aw

ay f

rom

the

op

posi

tion

as

poss

ible

. 4. C

oach

to

add

in f

urth

er k

ey f

acto

rs r

elat

ing

to h

and

catc

h du

ring

ope

n pl

ay a

s th

ey d

eem

nec

essa

ry.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

(id

eally

)Sh

ield

sn/

aBi

bs6

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Gam

e of

tou

ch, w

here

onc

e ba

ll ca

rrie

r is

tou

ched

wit

h tw

o ha

nds,

the

y go

to

grou

nd a

nd p

rese

ntba

ll. D

efen

der

who

mak

es t

he t

ouch

dro

ps t

o on

e kn

ee b

esid

e th

e ba

ll ca

rrie

r. D

efen

ding

tea

m m

ust

retr

eat

5m f

ollo

win

g ev

ery

touc

h, t

o al

low

att

acki

ng t

eam

spa

ce.

Turn

-ove

rs

occ

ur

for

forw

ard

pass

es /

knoc

k-on

s an

d w

hen

a tr

y is

sco

red.

Att

acki

ng t

eam

sco

re b

y pu

ttin

g th

e ba

ll do

wn

over

the

try

line.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

trod

uce

min

imum

/ m

axim

um p

assi

ng d

ista

nce

(eit

her

whe

n sc

orin

g or

any

tim

e).

Play

ers

cann

ot c

atch

unl

ess

on t

he m

ove

_pr

omot

es a

gilit

y / e

vasi

on o

n an

d of

f th

e ba

ll.M

anip

ulat

e ra

tio

of a

ttac

kers

ver

sus

defe

nder

s to

mak

e it

eas

ier

or h

arde

r to

att

ack.

Onc

e to

uch

is m

ade,

mor

e de

fend

ers

go d

own

on o

ne k

nee

to in

crea

se s

pace

for

att

acke

rs.

Incr

ease

wid

th o

f pi

tch

to c

reat

e m

ore

spac

e an

d sc

orin

g op

tion

s.Pl

ay g

ame

wit

h ta

gs _

play

er m

ust

go t

o gr

ound

onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

. Ens

ure

all p

laye

rs a

re a

ctiv

e by

man

ipul

atin

gth

e ga

me

_e.

g. s

o th

at e

very

one

mus

t to

uch

the

ball

befo

re a

sco

re c

an b

e m

ade.

Gam

e co

ach

shou

ld r

emem

ber

to e

mph

asis

e ke

y fa

ctor

s of

bal

l pr

esen

tati

on,

rew

ardi

ng e

ffor

t as

wel

l as

achi

evem

ent.

62

20

m

30

m

TOU

CH

LIV

E R

UC

K

SET UP DIAGRAM

10

m

20

m

SET UP DIAGRAMA

ctiv

ity

28Ch

anne

l cha

lleng

e

Obj

ecti

veD

evel

op p

laye

rs’ d

ecis

ion-

mak

ing

and

cont

act

skill

s

Key

Fac

tors

1. S

ight

con

tact

are

a (e

ye t

o th

igh)

. 2. A

dopt

a lo

w s

tron

g bo

dy p

osit

ion

to e

nsur

e ta

ckle

hei

ght

(mus

t be

bel

ow w

aist

). 3.

Sel

ect

corr

ect

shou

lder

to

tack

le w

ith

to

ensu

re h

ead

is p

rote

cted

(ch

eek

to c

heek

). 4.

Mak

e ti

ght

cont

act

wit

h sh

ould

er o

nth

igh

(bou

lder

sho

ulde

r). 5

. Cla

mp

arm

s ar

ound

opp

osit

ion

legs

(ba

nds

of s

teel

). 6.

Dyn

amic

sm

all s

teps

(le

g dr

ive)

unt

il pl

ayer

is s

ucce

ssfu

lly b

roug

ht t

o gr

ound

. 7.

Ens

ure

tack

le is

com

plet

ed. 8

. Wor

k ha

rd t

o ge

t ba

ck o

nto

feet

. 9. H

and

catc

h ke

y fa

ctor

s ca

n be

rei

nfor

ced

for

atta

cker

s as

nec

essa

ry.

Equi

pmen

t Re

quir

emen

ts

Balls

3Ba

gsn/

aA

rea

10m

x 2

0mCo

nes

stac

kSu

its

n/a

Play

ers

6Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

One

hal

f of

squ

ad w

ork

as a

ttac

kers

, whi

le t

he o

ther

hal

f ar

e de

fend

ers

(if y

ou h

ave

larg

e nu

mbe

rsof

pla

yers

and

an

addi

tion

al c

oach

(es)

the

n ha

ve t

wo

(or

mor

e) g

ames

run

ning

). W

hen

coac

h sa

ys G

O!,

one

att

acke

r go

es r

ound

con

e at

end

of

chan

nel

whi

le o

ne d

efen

der

goes

roun

d co

ne a

t op

posi

te e

nd. A

s at

tack

er g

oes

arou

nd t

he c

one

the

ball

is f

ed t

o th

em.

Play

ers

mee

t in

cha

nnel

and

tac

kler

tri

es t

o m

ake

tack

le w

hile

att

acke

r us

es e

vasi

on s

kills

to

beat

defe

nder

and

sco

re.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsBa

ll ca

n be

fed

to

atta

cker

in d

iffe

rent

way

s i.e

. rol

l it,

thr

ow it

hig

h / l

ow, k

ick

it.

Coac

h ca

n al

ter

num

ber

of p

laye

rs t

o cr

eate

2 v

1, 3

v 2

, 3 v

1 e

tc. C

oach

can

man

ipul

ate

how

long

the

atta

cker

has

bef

ore

the

tack

le, b

y ch

angi

ng e

ntry

pos

itio

n of

def

ende

r. C

oach

can

cha

nge

the

side

and

pos

itio

n fr

om w

here

the

def

ende

r is

com

ing

to c

hang

e th

e di

rect

ion

of t

ackl

e.

Gam

e Co

achi

ng G

uida

nce

Com

plim

ent

good

foo

twor

k w

hen

play

ers

evad

e co

ntac

t, a

sk t

hem

why

the

y m

anag

ed t

o ev

ade

cont

act.

Whe

n br

ingi

ng i

n ex

tra

play

ers,

mak

e su

re t

hey

com

e fr

om d

epth

and

sho

w e

arly

han

dca

tch.

Sto

p ac

tivi

ty if

tac

kles

are

uns

afe

or in

corr

ect

and

regr

ess

acti

vity

to

high

light

goo

d te

chni

que.

Obj

ecti

vely

obs

erve

and

ana

lyse

and

pro

vide

fee

dbac

k re

leva

nt t

o th

e sp

ecif

ic k

ey f

acto

rs y

ou a

reco

achi

ng.

Act

ivit

y 29

Ruck

tou

ch r

ugby

Obj

ecti

veD

evel

op r

ucki

ng a

bilit

y of

def

ende

rs a

nd a

ttac

kers

. The

tou

ch g

ame

will

als

o de

velo

p ha

nd c

atch

, off

load

and

spa

tial

aw

aren

ess

skill

s.

Key

Fac

tors

Han

d ca

tch:

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.

2. C

atch

the

bal

l in

thei

r ha

nds.

3.B

all r

emai

ns o

ff t

he s

hirt

. 4. S

uppo

rt t

he b

all

carr

ier

into

con

tact

. Ba

ll pr

esen

tati

on:

1. A

void

hea

d on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t 2

. Whe

n ta

ckle

d _

driv

e th

e le

gs t

o ke

ep m

ovin

g fo

rwar

d 3

. Whe

n br

ough

t to

gro

und

exte

nd t

he a

rms

and

wit

h tw

o ha

nds

pres

ent

the

ball

as c

lose

to

supp

ort

as p

ossi

ble

and

as

far

away

fro

m t

he o

ppos

itio

n as

pos

sibl

e.Su

ppor

t pl

ayer

s:1.

Ant

icip

ate

cont

act.

2. B

e pr

epar

ed t

o re

ceiv

e th

e of

floa

d or

cle

arou

t de

fend

ers.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Usu

al t

ouch

law

s _

offl

oad

afte

r tw

o st

eps

or t

wo

seco

nds.

Whe

n to

uch

is m

ade,

bal

l car

rier

goes

to

grou

nd a

nd p

rese

nts _

live

ruck

_no

mor

e th

an 1

pla

yer

from

eac

h si

de in

the

ruc

k.En

sure

bal

l pre

sent

atio

n sk

ills

are

high

, eve

n if

a t

ackl

e ha

s no

t be

en m

ade.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

nsu

cces

s of

att

ack)

. Co

ach

can

add

or r

emov

e de

fend

ers

from

are

as.

Coac

hes

call

‘tac

kle’

whe

n th

ey w

ant

the

next

tou

ch t

o be

a t

ackl

e _

this

will

kee

p pl

ayer

s th

inki

ng.

Prog

ress

to

mor

e th

an o

ne a

ttac

ker

and

defe

nder

in t

he c

onta

ct.

Gam

e Co

achi

ng G

uida

nce

To e

nsur

e su

cces

sful

att

ack,

man

ipul

ate

the

defe

nce

to a

llow

sco

res

toha

ppen

. Re

vers

e m

ay h

appe

n w

hen

the

atta

ck b

ecom

es c

ompe

tent

_m

anip

ulat

e de

fenc

e to

mak

eat

tack

less

suc

cess

ful _

hard

er d

ecis

ion

mak

ing

opti

ons.

63

40

m

60

m

SET UP DIAGRAM

9

12 6

3

CO

AC

H C

ALL

ST

IME

TO

DE

TE

RM

INE

WH

ICH

AR

EA

TO

AT

TAC

K

SET UP DIAGRAMA

ctiv

ity

30Ru

ck a

roun

d th

e cl

ock

Obj

ecti

veTo

dev

elop

con

tact

ski

lls _

the

hier

arch

y of

con

tact

(st

ay o

n fe

et, o

fflo

ad, p

op

from

the

gro

und,

bal

l pre

sent

atio

n). H

and

catc

h te

chni

que

from

fir

st r

ecei

ver.

Ev

asiv

e sk

ills

unde

r pr

essu

re a

s cr

eati

ng s

pace

is k

ey.

Key

Fac

tors

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t. 2

. Tw

o ha

nds

on t

he

ball.

3. I

f ta

ckle

d, d

rive

the

legs

to

keep

mov

ing

forw

ard

and

look

for

sup

port

. 4.

Pas

s to

sup

port

run

ner,

com

ing

on t

o th

e ba

ll at

pac

e. 5

. If

brou

ght

to g

roun

d,

exte

nd a

rms

and

wit

h tw

o ha

nds

pres

ent

the

ball

as c

lose

to

supp

ort

and

as f

ar a

way

fro

m t

he o

ppos

itio

n as

pos

sibl

e.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

10m

x 1

0mCo

nes

4Su

its

n/a

Play

ers

12Sh

ield

sn/

aBi

bs4

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Eigh

t de

fend

ers _

two

defe

nder

s on

eac

h co

ne. 4

att

acke

rs _

swap

aft

er e

very

6 r

ucks

.Co

ach

calls

tim

e (e

.g.

3 o’

cloc

k) _

atta

cker

s at

tem

pt t

o ge

t pa

st t

he t

wo

defe

nder

s an

d of

floa

d if

poss

ible

. If

the

ball

carr

ier

is t

aken

to

the

floo

r, h

e / s

he p

rese

nts

the

ball

and

then

a r

uck

is f

orm

ed.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se /

decr

ease

num

ber

of a

ttac

kers

and

def

ende

rs.

Cond

itio

n de

fend

ers

to e

ncou

rage

att

ack

to m

ake

deci

sion

s _

i.e. w

here

the

y st

and

rela

tive

to

ball

Focu

s on

tec

hniq

ue a

t al

l tim

es.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

es a

re b

elow

the

wai

st.

Clea

ring

pla

yers

sho

uld

not

stop

ove

r th

e to

p of

the

bal

l _dr

ive

thro

ugh

the

cont

act

quic

kly

to s

ecur

e po

sses

sion

. Ruc

k is

the

last

opt

ion

_of

floa

d if

pos

sibl

e.O

bser

ve a

nd a

naly

se o

bjec

tive

ly _

faul

t co

rrec

t us

ing

a qu

esti

onin

g ap

proa

ch.

Focu

s sh

ould

be

on im

prov

ing

tech

niqu

e _

not

as a

con

diti

onin

g ex

erci

se.

Act

ivit

y 31

Parr

amat

ta t

ouch

rug

by

Obj

ecti

veD

evel

op s

pati

al a

war

enes

s an

d ab

ility

to

atta

ck s

pace

_w

ill a

lso

impr

ove

the

play

ers

abili

ty t

o ca

tch

and

pass

acc

urat

ely

unde

r pr

essu

re.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. T

ime

run

onto

the

bal

l to

ensu

re g

o-fo

rwar

d.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

acki

ng t

eam

sta

rts

from

the

cen

tre

cone

s an

d at

tack

s on

e de

fens

ive

zone

. Att

acke

rs o

nly

get

one

chan

ce t

o sc

ore.

If a

mis

take

is m

ade

i.e..

a to

uch

is m

ade,

dro

pped

bal

l, fo

rwar

d pa

ss e

tc, t

he a

ttac

ktu

rns

arou

nd a

nd im

med

iate

ly a

ttac

ks t

he o

ppos

ite

zone

. Thi

s co

ntin

ues

for

a se

t ti

me

dict

ated

by

the

coac

h If

the

att

acke

rs s

core

, th

e de

fenc

e m

ust

run

arou

nd t

heir

red

con

es a

nd r

etur

n to

the

irde

fens

ive

zone

bef

ore

the

atta

ck s

tart

s at

tack

ing

them

aga

in. I

f de

fend

ers

mak

e a

touc

h th

ey g

et a

rest

. The

def

ende

rs c

anno

t de

fend

out

side

of

thei

r zo

nes.

Each

tea

m g

ets

10 a

ttac

ks _

add

the

scor

es.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

n su

cces

s of

att

ack)

.Co

ach

can

add

or s

ubtr

act

defe

nder

s fr

om a

reas

.St

art

ball

in c

entr

e of

att

ack

or s

ide

to c

reat

e di

ffer

ent

deci

sion

-mak

ing

opti

ons

for

atta

cker

s an

dde

fend

ers.

Add

in d

efen

sive

key

fac

tors

suc

h as

eve

n sp

acin

g an

d m

ovin

g fo

rwar

d as

a li

ne.

Gam

e Co

achi

ng G

uida

nce

Obs

erve

and

ana

lyse

obj

ecti

vely

_pr

ovid

e po

siti

ve s

peci

fic

feed

back

rel

ativ

e th

e ke

y fa

ctor

s.To

enc

oura

ge s

ucce

ss, m

anip

ulat

e th

e de

fenc

e to

allo

w s

core

s to

occ

ur.

If y

ou h

ave

mor

e th

an o

neco

ach

then

one

coa

ch f

ocus

es o

n at

tack

, one

coa

ch f

ocus

es o

n de

fenc

e. D

efen

ders

con

cent

rate

on

line

spac

ing

and

line

spee

d.

10

m

25

m

TR

Y

LIN

E

SET UP DIAGRAM

64

Act

ivit

y 33

Sing

le t

ry li

ne t

ouch

Obj

ecti

veTo

dev

elop

the

late

ral p

ass,

han

d ca

tch

tech

niqu

e an

d de

pth

of r

unni

ng.

Real

ignm

ent

is a

lso

an a

rea

deve

lope

d in

thi

s pr

acti

ce.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Bal

l rem

ains

off

the

shi

rt. 4

. Spa

tial

aw

aren

ess

wit

h an

d w

itho

ut p

osse

ssio

n. 5

. Com

mun

icat

ion

skill

s.

6. E

vasi

on s

kills

and

foo

twor

k.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

25m

x 1

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s11

+Sh

ield

sn/

aBi

bs4

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Seve

n at

tack

ers,

fou

r de

fend

ers.

Def

ende

rs d

efen

d fo

r on

e m

inut

e be

fore

sw

appi

ng.

Att

acke

rs a

im t

o sc

ore

try

over

the

try

line

pla

ying

nor

mal

tou

ch r

ugby

.If

bal

l car

rier

is t

ouch

ed, o

r a

try

is s

core

d, t

hen

all a

ttac

kers

mus

t re

trea

t ba

ck t

o th

eir

star

t po

siti

on.

Swap

att

acke

rs a

fter

eac

h on

e m

inut

e in

terv

al. F

our

of t

he a

ttac

kers

bec

ome

defe

nder

s.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ sh

orte

n tr

y lin

e w

idth

to

add

/ rem

ove

defe

nsiv

e pr

essu

re.

Try

scor

er s

wap

s w

ith

defe

nder

to

keep

rot

atio

n go

ing.

Att

acke

rs a

nd d

efen

ders

run

aro

und

one

corn

er o

f th

e pi

tch

befo

re r

e-al

igni

ng.

Add

col

oure

d co

nes

at in

terv

als

on s

idel

ine.

Att

acke

rs r

e-al

ign

on t

he c

one,

as

dire

cted

by

the

coac

h.M

ust

scor

e w

ith

mis

s / s

wit

ch /

loop

pas

s.

Gam

e Co

achi

ng G

uida

nce

Ensu

re a

ll pl

ayer

s ha

ve a

n op

port

unit

y to

exp

erie

nce

all p

osit

ions

.En

cour

age

touc

hes

belo

w t

he w

aist

.Pr

aise

eff

ort

as w

ell a

s ac

hiev

emen

t.

15

m

25

m DEF

END

ER B

ECO

MES

ATT

AC

KER

ON

CE

BA

LL H

AS

PASS

EDTH

EM

TR

Y

LIN

E

SET UP DIAGRAMA

ctiv

ity

32Py

ram

id a

ttac

k

Obj

ecti

veTo

dev

elop

han

d ca

tch

and

effe

ctiv

e co

mm

unic

atio

n on

ce p

laye

rs b

reac

h th

e de

fenc

e.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

.Bal

l rem

ains

off

the

shi

rt. 4

. Sup

port

run

ners

to

talk

eff

ecti

vely

wit

h ba

ll ca

rrie

rs e

.g. “

Shor

t, r

ight

”.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

25m

x 1

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s8

Shie

lds

n/a

Bibs

0Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Def

ende

rs s

tart

in p

yram

id _

1-2-

3 sp

aced

5-8

m a

part

fro

m e

ach

othe

r.Tw

o at

tack

ers

star

t at

end

of

chan

nel

_th

ey a

ttem

pt t

o be

at t

he o

ne d

efen

der

wit

h a

pass

or

offl

oad.

Onc

e th

e de

fend

er is

bea

ten,

the

y jo

in t

he a

ttac

k.D

efen

ders

can

not

mov

e fo

rwar

d un

til t

he d

efen

ce in

fro

nt o

f th

em is

bea

ten.

Swap

def

ende

rs e

ach

rota

tion

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ sh

orte

n w

idth

of

pitc

h to

add

/ re

mov

e de

fens

ive

pres

sure

.A

ttac

kers

run

bac

k to

the

ir o

wn

line

if t

hey

are

touc

hed

/ tac

kled

.D

efen

ders

onl

y al

low

ed t

o m

ove

late

rally

(ea

sier

).

Gam

e Co

achi

ng G

uida

nce

Ensu

re p

laye

rs u

tilis

e th

e sp

ace

and

try

not

to t

ake

cont

act.

Touc

hes

/ tac

kles

bel

ow t

he w

aist

.Fe

edba

ck in

a p

osit

ive

man

ner

usin

g a

ques

tion

ing

tech

niqu

e _

‘Wha

t di

d yo

u do

wel

l tha

t en

able

dsu

cces

s?’ ‘

Wha

t co

uld

you

do d

iffe

rent

ly t

o en

able

suc

cess

?’

30

m

30

m

SET UP DIAGRAM

65

20

m

30

m

SCORING ZONE

SCORING ZONE

TAC

KLE

SET UP DIAGRAM

Act

ivit

y 34

Ove

rloa

d to

uch

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

of

pass

. Ca

n im

prov

e sp

atia

l aw

aren

ess,

lin

es o

f ru

n, c

omm

unic

atio

n, d

ecis

ion

mak

ing

and

evas

ion.

D

efen

sive

org

anis

atio

n an

d co

mm

unic

atio

n.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le. 3

. Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

. 4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5. K

eep

ball

up

betw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss t

he b

ody.

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s10

Shie

lds

n/a

Bibs

4 or

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Form

tw

o te

ams _

atta

cker

s ha

ve t

wo

mor

e pl

ayer

s th

an d

efen

ders

. O

nce

defe

nder

mak

es a

tw

oha

nded

tou

ch t

ackl

e on

wai

st t

he b

all

carr

ier

can:

1.

con

tinu

e an

d pa

ss.

2.

form

sta

ble

base

and

offl

oad.

3. G

o to

gro

und

and

pop

pass

to

supp

orti

ng p

laye

rs. 4

. Go

to g

roun

d an

d pr

esen

t th

e ba

llw

ith

good

tec

hniq

ue t

o su

ppor

ting

pla

yers

. Onc

e a

try

has

been

sco

red,

the

att

ack

turn

aro

und

and

atta

ck t

he o

ppos

ite

scor

ing

zone

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se

wid

th

of

pitc

h to

cr

eate

m

ore

spac

e an

d sc

orin

gop

tion

s.

Prog

ress

so

that

min

imum

2 /

3 pl

ayer

s m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e. P

rogr

ess

to t

ackl

e, u

sing

onl

y 1-

on-1

tac

kles

(Re

fer

to t

ackl

e ke

y fa

ctor

s LT

PD s

tage

1FU

Nda

men

tals

). Pl

ay g

ame

wit

h ta

gs _

play

er m

ust

pass

bal

l onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

ll be

fore

a s

core

can

be

mad

e. T

ry t

o pl

ay a

dvan

tage

as

muc

h as

pos

sibl

e. F

ocus

you

r co

achi

ng o

nth

e sp

ecif

ic k

ey f

acto

rs y

ou a

re w

orki

ng o

n.

Act

ivit

y 35

Shar

ks a

nd f

ishe

s (t

ackl

ing)

Obj

ecti

veTo

dev

elop

indi

vidu

al t

ackl

e te

chni

que,

eva

sion

/ in

vasi

on s

kills

and

bas

ic

defe

nsiv

e pr

inci

ples

(go

for

war

d, r

eady

pos

itio

n).

Key

Fac

tors

Indi

vidu

al t

ackl

e te

chni

que:

1. S

ight

cor

rect

con

tact

are

a (e

ye t

o th

igh)

.

2. A

dopt

low

, str

ong

body

pos

itio

n to

ens

ure

corr

ect

tack

le h

eigh

t (m

ust

be

belo

w w

aist

).

3. S

elec

t co

rrec

t sh

ould

er t

o ta

ckle

wit

h to

ens

ure

head

is p

rote

cted

_ke

ep h

ead

clos

e to

opp

osit

ion

back

side

(ch

eek

to c

heek

).

4. M

ake

tigh

t co

ntac

t w

ith

shou

lder

on

thig

h (b

ould

er s

houl

der)

.

5. C

lam

p ar

ms

roun

d op

posi

tion

legs

(ba

nd o

f st

eel).

6. D

ynam

ic s

mal

l ste

ps (

leg

driv

e) u

ntil

play

er s

ucce

ssfu

lly b

roug

ht t

o gr

ound

.

7. E

nsur

e ta

ckle

is c

ompl

eted

(i.e

. att

acke

r is

bro

ught

to

grou

nd).

8. W

ork

hard

to

get

back

on

feet

and

bac

k in

to t

he g

ame.

Evas

ion

and

Inva

sion

ski

lls:

1. S

ide-

step

. 2. C

hang

e of

pac

e. 3

. Cha

nge

of d

irec

tion

. D

efen

sive

pri

ncip

les:

1. M

ove

forw

ard.

2. R

eady

pos

itio

n.

Equi

pmen

t Re

quir

emen

ts

Balls

Balls

for

eac

h pl

ayer

Bags

n/a

Are

a30

m x

30m

adj

ust

to s

uit

num

ber

of p

laye

rsCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

-20

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

LTPD

Ski

lls a

ctiv

itie

s

50

m

40

m

TOU

CH

DE

FEN

SIV

E P

LAY

ER

ST

OU

CH

BA

LL T

HE

NFA

N O

UT

SET UP DIAGRAM

66

Prac

tice

Des

crip

tion

On

the

coac

h’s

call,

att

acki

ng p

laye

rs (

fish

) m

ust

run

to t

he li

ne o

ppos

ite

wit

hout

bei

ng t

ackl

ed b

ya

sele

cted

def

ende

r (s

hark

). Fi

sh s

houl

d ca

rry

a ba

ll ea

ch.

If t

ackl

ed, t

he p

laye

r th

en jo

ins

the

defe

ndin

g (s

hark

s) t

eam

.A

ttac

kers

try

to

reac

h th

e op

posi

te s

ide

of t

he p

itch

to

the

safe

zon

e.D

efen

ders

sho

uld

wor

k in

a d

efen

sive

line

to

isol

ate

and

tack

le p

laye

rs.

This

con

tinu

es u

ntil

the

last

att

acki

ng p

laye

r ha

s be

en c

augh

t.Th

ere

shou

ld b

e no

dou

ble

tack

ling.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nTh

e co

ach

can

sele

ct m

ore

defe

nder

s de

pend

ing

on t

he s

ize

/ abi

lity

of g

roup

. The

siz

e of

the

are

aca

n al

so b

e in

crea

sed

or d

ecre

ased

to

eith

er a

llow

mor

e sp

ace

or in

crea

se p

ress

ure

on p

laye

rs.

Att

acki

ng p

laye

rs s

houl

d al

l car

ry a

bal

l to

enco

urag

e ba

ll fa

mili

aris

atio

n.Th

is g

ame

can

be u

sed

to d

evel

op a

ll ty

pes

of t

ackl

e.D

efen

sive

pri

ncip

les

can

also

be

adde

d in

for

def

endi

ng p

laye

rs, e

.g. g

o fo

rwar

d in

def

ence

, wor

king

as a

def

ensi

ve li

ne, c

omm

unic

atio

n.

Gam

e Co

achi

ng G

uida

nce

Focu

s on

the

key

fac

tors

for

eva

sion

and

tac

kle

tech

niqu

e.Co

rrec

t fa

ult

by p

rovi

ding

spe

cifi

c po

siti

ve f

eedb

ack

and

ques

tion

ing

play

ers

on t

heir

fut

ure

acti

ons

to im

prov

e. T

he c

oach

sho

uld

enco

urag

e fa

ir p

lay

from

the

pla

yers

.

Act

ivit

y 36

Gro

up t

ouch

Obj

ecti

veD

evel

op h

and

catc

h an

d pa

ssin

g th

roug

h ga

me-

like

situ

atio

n.

Als

o de

velo

ps s

pati

al a

war

enes

s, c

omm

unic

atio

n an

d de

cisi

on m

akin

g.

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le. 3

. Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

. 4.

Onc

e ca

ught

, tur

n to

iden

tify

the

rec

eive

r. 5

. Kee

p ba

ll up

be

twee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

the

bod

y.6.

Fol

low

thr

ough

and

fin

gers

poi

nt t

o ta

rget

aft

er t

he b

all i

s re

leas

ed.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

50m

x 4

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s14

Shie

lds

n/a

Bibs

6+Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

ack

alw

ays

has

two

mor

e pl

ayer

s th

an t

he d

efen

ce.

Whe

n a

play

er f

rom

the

att

acki

ng t

eam

is

touc

hed,

all

the

play

ers

from

the

def

endi

ng t

eam

mus

t ru

n in

and

tou

ch t

he b

all a

nd d

rop

to o

nekn

ee. A

ttac

king

pla

yer

to p

rese

nt b

all a

ccur

atel

y. W

hen

scru

m h

alf

play

s th

e ba

ll de

fenc

e ca

n m

ove

_th

is w

ill f

orce

the

m t

o us

e a

drif

t de

fenc

e an

d th

e at

tack

to

look

for

an

atta

ck s

pace

.A

ttac

k ha

s fo

ur p

hase

s to

sco

re u

ntil

swit

ch o

f ro

les.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se

or

dec

reas

e th

e n

um

ber

o

f d

efen

der

s to

ei

ther

chal

leng

e pl

ayer

s or

mak

e ea

sier

. A

llow

def

ence

to

fan

out

prio

r to

bal

l bei

ng p

asse

d to

cha

lleng

epl

ayer

s fu

rthe

r. P

reve

nt d

efen

ce f

rom

mov

ing

for

one

or t

wo

seco

nds

afte

r pa

ss t

o m

ake

easi

er f

orat

tack

. Co

ach

can

intr

oduc

e de

fens

ive

prin

cipl

es a

nd c

hang

e fo

cus

of s

essi

on.

Gam

e Co

achi

ng G

uida

nce

Ensu

re d

efen

sive

pla

yers

are

ons

ide.

Obj

ecti

vely

ana

lyse

pla

yers

’ per

form

ance

of

the

key

fact

ors.

Prov

ide

spec

ific

fee

dbac

k to

pla

yers

in r

elat

ion

to t

he k

ey f

acto

rs h

ighl

ight

ed.

10

m

20

m

AT

TAC

KE

RS

DE

FEN

DE

RS

SET UP DIAGRAM

67

Act

ivit

y 37

End

ball

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

dev

elop

s ty

pe o

f pa

ss.

Can

impr

ove

spat

ial a

war

enes

s, li

nes

of r

unni

ng, c

omm

unic

atio

n, d

ecis

ion

mak

ing

and

evas

ion.

Key

Fac

tors

1.

Han

ds in

the

rea

dy p

osit

ion

wit

h pa

lms

faci

ng t

he b

all a

nd t

hum

bs t

oget

her.

2. E

arly

rea

ch _

catc

h / g

rab

the

ball

as e

arly

as

poss

ible

. 3. W

atch

the

bal

l all

the

way

into

han

ds.

4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5. K

eep

ball

up

betw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss t

he b

ody.

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Run

and

pass

in a

ny d

irec

tion

. Pla

y un

til a

mis

take

is m

ade

or 5

tou

ch t

urno

ver.

Bal

l car

rier

has

one

seco

nd t

o pa

ss a

fter

tou

ch is

mad

e. N

o pl

ayer

can

just

sta

nd in

a s

cori

ng a

rea

(5 s

econ

d lim

it).

Man

to

man

mar

king

will

enc

oura

ge li

nes

of r

un t

o lo

se d

efen

der

/ cre

ate

spac

e.Pl

ayer

mus

t pa

ss o

nce

a tw

o-ha

nded

tou

ch is

mad

e be

low

wai

st h

eigh

t.Sc

orin

g te

am k

eep

the

ball

and

have

to

scor

e at

the

oth

er e

nd o

f th

e pi

tch.

S Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPr

ogre

ss t

o on

e to

uch

turn

over

to

chal

leng

e pl

ayer

s.Pl

ayer

s ca

nnot

cat

ch u

nles

s on

the

mov

e _

prom

otes

agi

lity

and

evas

ion

on a

nd o

ff t

he b

all.

Intr

oduc

e m

inim

um n

umbe

r (2

/3) o

f pl

ayer

s m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e.Pl

ay g

ame

wit

h ta

gs _

play

er m

ust

pass

bal

l onc

e ta

g is

mad

e.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

llbe

fore

a s

core

can

be

mad

e.En

sure

all

play

ers

are

able

to

see

and

hear

any

dem

onst

rati

ons.

Act

ivit

y 38

Chan

nel c

halle

nge

Obj

ecti

veD

evel

op h

andl

ing,

dec

isio

n m

akin

g an

d co

ntac

t sk

ills

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Cat

ch t

he b

all i

n th

eir

hand

s. 3

. Fol

low

thr

ough

on

pass

tow

ards

tar

get.

4.

Tim

e ru

n on

to t

he b

all.

5. C

omm

unic

ate

spec

ific

ally

. 6. S

can

to id

enti

fy s

pace

. 7.

All

tack

le k

ey p

oint

s ca

n be

rei

nfor

ced

as r

equi

red.

8. S

uppo

rt li

ne r

unni

ng k

ey

poin

ts c

an b

e re

info

rced

as

requ

ired

.

Equi

pmen

t Re

quir

emen

ts

Balls

3Ba

gsn/

aA

rea

10m

x 2

0mCo

nes

stac

kSu

its

n/a

Play

ers

6Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

One

hal

f of

squ

ad w

ork

as a

ttac

kers

, whi

le t

he o

ther

s ar

e de

fend

ers

(if la

rge

num

ber

of p

laye

rs h

ave

two

gam

es r

unni

ng a

t on

ce).

Whe

n co

ach

says

GO

!, o

ne a

ttac

ker

runs

rou

nd c

one

at e

nd o

f ch

anne

lw

hile

one

def

ende

r ru

ns a

roun

d co

ne a

t op

posi

te e

nd.

As

atta

cker

run

s ar

ound

the

con

e th

e ba

ll is

fed

to

him

/ he

r.

Def

ende

r tr

ies

to m

ake

tack

le w

hile

att

acke

r us

es e

vasi

on s

kills

to

beat

def

ende

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsBa

ll ca

n be

fed

to

atta

cker

in d

iffe

rent

way

s i.e

. rol

l it,

thr

ow it

high

/ lo

w, k

ick

it.

Coac

h ca

n al

ter

num

ber

of p

laye

rs t

o cr

eate

2 v

1, 3

v 2

, 3 v

1 e

tc.

Coac

h ca

n m

anip

ulat

e ho

w l

ong

the

atta

cker

has

bef

ore

the

tack

le b

y ch

angi

ng e

ntry

pos

itio

n of

defe

nder

s an

d at

tack

ers.

Coa

ch c

an c

hang

e th

e si

de a

nd p

osit

ion

whe

re t

he d

efen

der

is c

omin

gfr

om t

o ch

ange

the

dir

ecti

on o

f ta

ckle

.

Gam

e Co

achi

ng G

uida

nce

Com

plim

ent

good

foo

twor

k w

hen

evad

ing

cont

act

and

gett

ing

past

the

defe

nder

.W

hen

brin

ging

in

extr

a pl

ayer

s, m

ake

sure

the

y co

me

from

dep

th a

nd s

how

ear

ly h

and

catc

h.

Rein

forc

e go

od p

ract

ice

whe

n yo

u se

e it

and

que

stio

n th

e pl

ayer

s on

why

it

was

goo

dpr

acti

ce.

Mak

e su

re t

o st

op t

he a

ctiv

ity

if t

ackl

es a

re u

nsaf

e or

inc

orre

ct a

nd r

egre

ss t

o en

sure

all

play

ers

are

com

pete

nt in

the

tac

kle.

20

m

30

m

SCORING ZONE

SCORING ZONE

PAS

S

SC

OR

E

SET UP DIAGRAM

DE

FEN

CE

WID

EW

IDE

AT

TAC

K

SET UP DIAGRAM

68

Act

ivit

y 39

Num

ber

touc

h

Obj

ecti

veRe

cogn

itio

n of

the

spa

ce in

the

def

ence

and

the

pla

yers

’ abi

lity

to a

ttac

k th

roug

h th

at s

pace

.

Key

Fac

tors

1. S

cann

ing

to id

enti

fy s

pace

on

the

pitc

h. 2

. Acc

urat

e co

mm

unic

atio

n.

3. C

atch

/ gr

ab t

he b

all a

s ea

rly

as p

ossi

ble.

4. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to t

arge

t af

ter

the

ball

is r

elea

sed.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

50m

x 4

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Whe

n a

touc

h is

mad

e on

an

atta

cker

, the

att

acke

r ca

n ei

ther

pre

sent

the

bal

l acc

urat

ely

or o

fflo

adde

pend

ing

on t

he f

ocus

of

the

acti

vity

. Ea

ch d

efen

der

is g

iven

a n

umbe

r an

d w

hen

thei

r nu

mbe

r is

calle

d th

ey e

nter

the

con

tact

are

a an

d si

mul

ate

a ru

ck (

call

in m

ore

num

bers

to

crea

te la

rger

gap

sin

the

def

ence

). T

he r

emai

ning

def

ende

rs a

re t

hen

told

to

defe

nd n

arro

w o

r w

ide.

The

atta

cker

s th

en a

ttac

k th

e ap

prop

riat

e sp

ace.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsD

evel

op o

n to

scr

ag,

then

ful

l co

ntac

t to

pro

mot

e m

ore

leg

driv

e an

d co

ntac

t sk

ills.

Coa

ch c

an c

hang

e ga

me

so t

hat

play

ers

have

to

retr

eat

to t

heir

ow

n tr

y lin

ebe

fore

get

ting

bac

k in

to t

he g

ame.

Dec

reas

e nu

mbe

r of

def

ende

rs t

o cr

eate

mor

e sp

ace.

Gam

e Co

achi

ng G

uida

nce

Ensu

re d

efen

ders

sta

y on

side

.Th

e co

ach

shou

ld u

se t

he a

dvan

tage

rul

e as

muc

h as

pos

sibl

e to

aid

the

flo

w o

f th

e ga

me.

Obs

erve

and

ana

lyse

the

key

fac

tors

bei

ng w

orke

d on

_do

not

try

to

corr

ect

othe

r fa

ctor

s.

Act

ivit

y 40

Wid

e to

uch

Obj

ecti

ves

Effe

ctiv

ely

mov

e th

e ba

ll w

ide

and

atta

ck s

ingl

e de

fend

ers

Key

Fac

tors

1. D

epth

and

wid

th t

o at

tack

. 2. A

ccur

ate

pass

ing

_pl

ay w

hat

is f

ront

_ey

es u

p.3.

Dec

isio

n-m

akin

g. 4

. Opt

ion

runn

ers

and

lines

of

run.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

45m

x 3

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

min

16m

axSh

ield

sn/

aBi

bsm

ax 8

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Two

wid

e ch

anne

ls b

etw

een

the

touc

hlin

e an

d 15

met

re li

ne. O

ne la

rge

chan

nel i

n be

twee

n10

att

acke

rs v

8 d

efen

ders

. A

ny n

umbe

r of

tou

ches

can

occ

ur in

the

wid

e ch

anne

ls, h

owev

er o

nly

one

touc

h ca

n oc

cur

in t

he m

iddl

e at

one

tim

e. T

his

mea

ns t

hat

afte

r a

touc

h in

the

mid

dle,

the

bal

lm

ust

be m

oved

to

the

wid

e ch

anne

l or

a tu

rnov

er w

ill o

ccur

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se

or

decr

ease

th

e nu

mbe

r of

de

fend

ers

to

eith

erch

alle

nge

play

ers

or m

ake

easi

er.

Incr

ease

num

ber

of t

ouch

es i

n th

e m

iddl

e of

pit

ch u

ntil

play

ers

are

mor

e su

cces

sful

. Se

t lim

it o

n th

e nu

mbe

r of

ste

ps a

llow

ed in

the

wid

e ch

anne

ls b

efor

e pl

ayin

gth

e ba

ll ba

ck in

pla

y.

Gam

e Co

achi

ng G

uida

nce

Touc

hes

belo

w t

he w

aist

. D

efen

ding

pla

yers

sho

uld

wor

k to

geth

er a

ndgo

for

war

d in

a f

lat

line,

com

mun

icat

ing

effe

ctiv

ely.

En

sure

you

obs

erve

and

ana

lyse

and

giv

ere

sult

ant

feed

back

spe

cifi

cally

aro

und

the

key

fact

ors

you

ask

the

play

ers

to p

erfo

rm.

50

m

40

m

6

1

3

2

7

5

4

8

T

AC

KLE

No

. 6

S

HO

UT

ED

BY

CO

AC

H,

SIM

ULA

TE

D R

UC

KFO

RM

ED

SET UP DIAGRAM

40

m

60

m

SET UP DIAGRAM

69

Act

ivit

y 41

Dia

mon

d of

floa

d

Obj

ecti

veD

evel

opm

ent

and

unde

rsta

ndin

g of

the

off

load

and

sup

port

rol

es

Key

Fac

tors

1. C

arry

the

bal

l in

two

hand

s. 2

. Avo

id h

ead-

on t

ackl

es _

try

to d

odge

the

de

fend

er f

irst

. 3.

Win

spa

ce b

ehin

d th

e de

fend

er b

y dr

ivin

g th

e le

gs t

o ke

ep

mov

ing

forw

ard

and

look

for

sup

port

. 4. S

ucce

ssfu

l pas

s be

hind

the

def

ende

r to

a

supp

ort

runn

er c

omin

g on

to

the

ball

at p

ace

5. S

uppo

rt p

laye

rs a

rriv

e at

the

co

ntac

t ar

ea a

ntic

ipat

ing

rece

ipt

of p

ass

(han

ds o

ut r

eady

).

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

20m

x 1

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s7

Shie

lds

n/a

Bibs

4Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Ball

carr

ier

to a

ttac

k fi

rst

defe

nder

and

cre

ate

an o

fflo

ad f

or e

ithe

r of

the

sup

port

run

ners

on

both

side

s. F

rom

the

pas

s, t

he n

ew b

all

carr

ier

will

att

ack

the

next

def

ende

r _

the

trai

l at

tack

er w

illch

ange

the

ir ‘a

ngle

’ of

run

to s

uppo

rt t

he b

all c

arri

er o

n th

e fr

ee s

ide.

Enco

urag

e ba

ll ca

rrie

r an

d su

ppor

t ru

nner

s to

run

dif

fere

nt li

nes

and

angl

es e

ach

tim

e.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

ns W

iden

/ sh

ort

wid

th o

f pi

tch

to a

dd /

rem

ove

defe

nsiv

e pr

essu

re.

Incr

ease

or

decr

ease

the

num

ber

of d

efen

ders

to

chal

leng

e or

mak

e ea

sier

for

pla

yers

.A

dd /

rem

ove

cont

act

wit

hin

the

prac

tice

.

Gam

e Co

achi

ng G

uida

nce

Enco

urag

e pl

ayer

s to

go

forw

ard

at a

ll ti

mes

in b

oth

atta

ck a

nd d

efen

ce.

Rota

te p

laye

rs o

ften

to

allo

w a

ll to

try

dif

fere

nt r

oles

. A

sk q

uest

ions

to

chec

k fo

r un

ders

tand

ing

ofro

le a

nd k

ey f

acto

rs.

Act

ivit

y 42

Parr

amat

ta t

ouch

rug

by

Obj

ecti

veD

evel

op s

pati

al a

war

enes

s an

d ab

ility

to

atta

ck s

pace

_w

ill a

lso

impr

ove

the

play

ers

abili

ty t

o ca

tch

and

pass

acc

urat

ely

unde

r pr

essu

re.

Key

Fac

tors

1.

Han

ds in

the

rea

dy p

osit

ion

wit

h pa

lms

faci

ng t

he b

all a

nd t

hum

bs t

oget

her.

2. C

atch

the

bal

l in

thei

r ha

nds.

3. B

all r

emai

ns o

ff t

he s

hirt

. 4. F

ollo

w t

hrou

gh o

n pa

ss t

owar

ds t

arge

t. 5

. Sca

nnin

g to

iden

tify

spa

ce. 6

. Tim

e ru

n on

to

the

ball

to

ensu

re g

o-fo

rwar

d.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s18

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

acki

ng t

eam

sta

rts

from

the

cen

tre

cone

s an

d at

tack

s on

e de

fens

ive

zone

. Att

acke

rs o

nly

get

one

chan

ce t

o sc

ore.

If a

mis

take

is m

ade

i.e. a

tou

ch is

mad

e, d

ropp

ed b

all,

forw

ard

pass

etc

, the

att

ack

turn

s ar

ound

and

imm

edia

tely

att

acks

the

opp

osit

e zo

ne. T

his

cont

inue

s fo

r a

set

tim

e di

ctat

ed b

yth

e co

ach

If t

he a

ttac

kers

sco

re,

the

defe

nce

mus

t ru

n ar

ound

the

ir r

ed c

ones

and

ret

urn

to t

heir

defe

nsiv

e zo

ne b

efor

e th

e at

tack

sta

rts

atta

ckin

g th

em a

gain

. If

defe

nder

s m

ake

a to

uch

they

get

are

st. T

he d

efen

ders

can

not

defe

nd o

utsi

de o

f th

eir

zone

s.Ea

ch t

eam

get

s 10

att

acks

_ad

d th

e sc

ores

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

nsu

cces

s of

att

ack)

. Co

ach

can

add

or s

ubtr

act

defe

nder

s fr

om a

reas

. Sta

rt b

all i

n ce

ntre

of

atta

ck o

rsi

de t

o cr

eate

dif

fere

nt d

ecis

ion-

mak

ing

opti

ons

for

atta

cker

s an

d de

fend

ers.

Gam

e Co

achi

ng G

uida

nce

Prov

ide

an e

ffec

tive

dem

onst

rati

on a

nd c

heck

for

und

erst

andi

ng.

To e

nsur

e su

cces

sful

att

ack,

man

ipul

ate

the

defe

nce

to a

llow

sco

res

to o

ccur

. En

sure

all

play

ers

have

an

equa

l opp

ortu

nity

to

atta

ck a

nd d

efen

d.

RU

NN

ING

LIN

EPA

SS

SET UP DIAGRAM

20

m

30

m

TOU

CH

LIV

E R

UC

K

SET UP DIAGRAM

70

Act

ivit

y 43

4 v

2 co

ntin

uous

tou

ch r

ugby

Obj

ecti

veD

evel

op e

ffec

tive

acc

urat

e, p

assi

ng u

nder

pre

ssur

e. W

ill a

lso

impr

ove

the

deci

sion

m

akin

g of

the

bal

l car

rier

and

sup

port

pla

yers

to

reco

gnis

e an

d at

tack

spa

ce

Key

Fac

tors

1. E

vasi

on s

kills

and

foo

twor

k to

dod

ge /

fix

defe

nder

s. 2

. Han

d ca

tch

/ gra

b th

eba

ll in

the

han

ds _

not

in t

he b

ody.

3. S

cann

ing

to id

enti

fy s

pace

. 4.

Fol

low

thr

ough

on

pass

tow

ards

tar

get.

5. C

omm

unic

atio

n sk

ills.

6.

Tim

ing

of r

un f

rom

sup

port

.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

20m

x 4

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s6

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Four

pla

yers

are

alw

ays

atta

ckin

g w

ith

two

play

ers

defe

ndin

g.Th

e de

fend

ers

need

to

mak

e a

two

hand

ed t

ouch

on

the

ball

carr

ier

to s

top

the

atta

ck.

Whe

n th

e ba

ll ca

rrie

r is

tou

ched

the

gam

e w

ill r

esta

rt a

fter

thr

ee s

econ

ds t

o al

low

the

att

ack

and

defe

nce

to q

uick

ly r

eset

. Whe

n a

try

is s

core

d th

e at

tack

will

att

ack

in t

he o

ppos

ite

dire

ctio

n (c

hang

eat

tack

and

def

ence

reg

ular

ly).

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

nsu

cces

s of

att

ack)

. Co

ach

can

mov

e de

fend

ers

into

pos

itio

n e.

g. s

ide

by s

ide

or In

dian

file

.St

art

ball

in c

entr

e of

att

ack

or s

ide

to c

reat

e di

ffer

ent

deci

sion

-mak

ing

opti

ons

for

atta

cker

s an

dde

fend

ers.

Sw

itch

in a

dif

fere

nt b

all t

o ch

ange

the

poi

nt o

f at

tack

and

the

pla

yer’

s de

cisi

on-m

akin

gpr

oces

s.

Gam

e Co

achi

ng G

uida

nce

If k

ey s

kills

are

dem

onst

rate

d cl

earl

y, t

he c

oach

sho

uld

give

pos

itiv

e,sp

ecif

ic f

eedb

ack.

If

not,

the

coa

ch s

houl

d co

rrec

t fa

ults

usi

ng s

peci

fic

ques

tion

s to

enc

oura

gepl

ayer

s to

sol

ve p

robl

ems.

Re

gula

rly

swit

ch p

laye

rs b

etw

een

atta

ck a

nd d

efen

ce,

but

mai

ntai

n a

good

leve

l of

acti

vity

.

Act

ivit

y 44

Ruck

tou

ch r

ugby

Obj

ecti

veD

evel

op r

uck

tech

niqu

e of

bot

h at

tack

and

def

ence

. The

tou

ch g

ame

can

also

de

velo

p ha

nd c

atch

, off

load

and

spa

tial

aw

aren

ess

skill

s

Key

Fac

tors

Ball

Pres

enta

tion

• A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t.•

On

enga

gem

ent

keep

bod

y te

nse

and

keep

spi

ne in

line

.•

Whe

n ta

ckle

d dr

ive

the

legs

and

kee

p m

ovin

g fo

rwar

ds.

• W

hen

brou

ght

to g

roun

d, e

xten

d ar

ms

and

wit

h tw

o ha

nds

pres

ent

the

ball

as c

lose

to

supp

ort

and

as f

ar a

way

fro

m t

he o

ppos

itio

n as

pos

sibl

e.A

rriv

ing

play

ers

• A

rriv

e th

roug

h th

e ta

ckle

gat

e•

Mai

ntai

n a

stro

ng, s

tabl

e an

d lo

w b

ody

posi

tion

• Ch

in o

ff t

he c

hest

, hea

d up

, han

ds u

p•

Sigh

t th

e ta

rget

• K

eep

the

spin

e in

line

wit

h th

e di

rect

ion

of d

rive

• St

art

the

driv

e fr

om a

low

bod

y po

siti

on•

Mak

e co

ntac

t w

ith

defe

nder

usi

ng t

he s

houl

der

and

arm

s, n

ot t

he h

ead

• Cl

ose

arm

s ar

ound

opp

onen

t•

Dri

ve t

he p

laye

r aw

ay a

nd c

lear

the

bal

l•

Bind

wit

h a

team

-mat

e to

impr

ove

stab

ility

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

30m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

20

m

40

m

SET UP DIAGRAM

9

12 6

3

CO

AC

H C

ALL

ST

IME

TO

DE

TE

RM

INE

WH

ICH

AR

EA

TO

AT

TAC

K

SET UP DIAGRAM

71

Prac

tice

Des

crip

tion

Usu

al t

ouch

law

s _

offl

oad

two

step

s or

tw

o se

cond

s af

ter

a to

uch

tack

le is

mad

e.W

hen

touc

h is

mad

e, t

he b

all c

arri

er g

oes

to g

roun

d an

d pr

esen

ts t

he b

all w

ith

soun

d te

chni

que

_liv

e ru

ck _

no m

ore

than

one

pla

yer

from

eac

h si

de in

the

ruc

k.En

sure

bal

l pre

sent

atio

n sk

ills

are

focu

sed

upon

eve

ry t

ime.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

n su

cces

s of

att

ack)

.Co

ach

can

add

or s

ubtr

act

defe

nder

s fr

om a

reas

.Co

ach

calls

‘tac

kle’

whe

n th

ey w

ant

the

next

tou

ch t

o be

a t

ackl

e _

this

kee

ps p

laye

rs t

hink

ing.

Gam

e Co

achi

ng G

uida

nce

Effe

ctiv

e de

mon

stra

tion

s an

d qu

esti

onin

g fo

r un

ders

tand

ing

are

cruc

ial.

Ensu

re s

ome

atta

cks

are

succ

essf

ul b

y m

anip

ulat

ing

the

defe

nce

to a

llow

sco

res

to o

ccur

. R

ever

sem

ay h

appe

n w

hen

the

atta

ck b

ecom

es c

ompe

tent

_m

anip

ulat

e de

fenc

e to

mak

e at

tack

les

ssu

cces

sful

_ha

rder

dec

isio

n-m

akin

g op

tion

s.En

sure

pla

yers

kno

w t

he d

efin

itio

n of

the

ruc

k as

per

Law

16.

A

ruc

k is

a p

hase

of

play

whe

re o

ne o

r m

ore

play

ers

from

eac

h te

am, w

ho a

re o

n th

eir

feet

in p

hysi

cal c

onta

ct, c

lose

aro

und

the

ball

on t

he g

roun

d. O

pen

play

has

end

ed.

Play

ers

are

ruck

ing

whe

n th

ey a

re in

a r

uck

and

usin

g th

eir

feet

to

try

to w

in o

r ke

ep

poss

essi

on o

f th

e ba

ll, w

itho

ut b

eing

gui

lty

of f

oul p

lay.

Act

ivit

y 45

Ruck

aro

und

the

cloc

k

Obj

ecti

veTo

dev

elop

con

tact

ski

lls _

the

hier

arch

y of

con

tact

(st

ay o

n fe

et, o

fflo

ad, p

op

from

the

gro

und,

bal

l pre

sent

atio

n). H

and

catc

h te

chni

que

from

fir

st r

ecei

ver.

Ev

asiv

e sk

ills

unde

r pr

essu

re a

s cr

eati

ng s

pace

is k

ey

Key

Fac

tors

Ball

carr

ier

• Ca

rry

the

ball

in t

wo

hand

s.•

Avo

id h

ead-

on t

ackl

es _

try

to d

odge

the

def

ende

r fi

rst.

• W

in s

pace

beh

ind

the

defe

nder

by

driv

ing

the

legs

to

keep

mov

ing

forw

ard

and

look

for

sup

port

.O

fflo

ad•

Succ

essf

ul p

ass

behi

nd t

he d

efen

der

to a

sup

port

run

ner

com

ing

on t

o th

e ba

ll at

pac

e.•

Supp

ort

play

ers

arri

ve a

t th

e co

ntac

t ar

ea a

ntic

ipat

ing

rece

ipt

of p

ass

(han

ds o

ut r

eady

).Ba

ll pr

esen

tati

on (

if t

aken

to

grou

nd).

• O

n en

gage

men

t ke

ep b

ody

tens

e an

d ke

ep s

pine

in li

ne.

• W

hen

tack

led

driv

e th

e le

gs a

nd k

eep

mov

ing

forw

ards

.•

Whe

n br

ough

t to

gro

und

exte

nd a

rms

and

wit

h tw

o ha

nds

pres

ent

the

ball

as c

lose

to

supp

ort

as p

ossi

ble

and

as f

ar a

way

fro

m t

he

oppo

siti

on a

s po

ssib

le.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

10m

x 1

0mCo

nes

4Su

its

n/a

Play

ers

12Sh

ield

sn/

aBi

bs4

Tim

e5

min

s

25

m

35

m

SCORING ZONE

SCORING ZONE

TAC

KLE

SET UP DIAGRAM

72

Prac

tice

Des

crip

tion

Eigh

t de

fend

ers _

two

defe

nder

s on

eac

h co

ne.

Four

att

acke

rs _

swap

aft

er e

very

six

ruc

ks.

Coac

h ca

lls t

ime

(e.g

. 3 o

’clo

ck) _

atta

cker

s at

tem

pt t

o ge

t pa

st t

he t

wo

defe

nder

s an

d of

floa

dif

pos

sibl

e.If

the

bal

l car

rier

is t

aken

to

the

floo

r, t

hey

pres

ent

the

ball

and

then

a r

uck

is f

orm

ed.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se /

decr

ease

num

ber

of a

ttac

kers

and

def

ende

rs t

o in

crea

se o

ptio

ns in

att

ack

and

enco

urag

ede

cisi

on m

akin

g by

bot

h at

tack

ers

and

defe

nder

s.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

es a

re b

elow

the

wai

st _

and

that

cor

rect

tec

hniq

ue is

use

d in

eve

ry t

ackl

e.

Clea

ring

pla

yers

sho

uld

not

stop

ove

r th

e to

p of

the

bal

l _dr

ive

over

the

top

of

the

ball

tose

cure

pos

sess

ion.

Ruck

is t

he la

st o

ptio

n _

offl

oad

if p

ossi

ble.

Ensu

re p

laye

rs k

now

why

the

y ne

ed t

o ru

ck e

ffec

tive

ly _

link

to p

rinc

iple

of

play

_go

for

war

d an

d co

ntin

uity

.Fo

cus

shou

ld b

e on

impr

ovin

g te

chni

que

_no

t as

a c

ondi

tion

ing

exer

cise

.

Act

ivit

y 46

Dro

p of

f to

uch

Obj

ecti

veTo

dev

elop

pas

sing

acc

urac

y an

d ty

pes

of p

ass.

Can

als

o de

velo

p sp

atia

l aw

aren

ess,

line

s of

run

, com

mun

icat

ion,

dec

isio

n m

akin

g, e

vasi

on, d

efen

sive

or

gani

sati

on a

nd c

omm

unic

atio

n

Key

Fac

tors

Han

d ca

tch

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thum

bs t

oget

her.

2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le.

3. W

atch

the

bal

l all

the

way

into

han

ds.

4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5.

Kee

p ba

ll up

bet

wee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

the

body

. 6.

Fol

low

thr

ough

and

fin

gers

poi

nt t

o ta

rget

aft

er t

he b

all i

s re

leas

ed.

Find

ing

Spac

e 1.

Bal

l car

rier

to

scan

the

def

ensi

ve li

ne _

head

up.

2.

Sup

port

pla

yers

to

com

mun

icat

e ac

cura

tely

wit

h ba

ll ca

rrie

r an

d to

rec

ogni

se

and

com

mun

icat

e ex

iste

nce

of s

pace

in t

he d

efen

sive

line

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 2

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

(idea

lly)

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Two

team

s _

atta

ck t

ry t

o sc

ore

in d

efen

sive

tea

m’s

zon

e.D

efen

ding

tea

m m

ust

mak

e tw

o ha

nded

tou

ch o

n ba

ll ca

rrie

r’s

hips

.D

efen

der

drop

s ou

t of

line

and

run

s to

ow

n sc

orin

g zo

ne p

rior

to

re-e

nter

ing

gam

e.

TR

Y L

INE

NE

AR

ES

T P

LAY

ER

TO

SU

PP

OR

T T

HE

BA

LL C

AR

RIE

R.

NO

T C

LOS

E E

NO

UG

HFO

R O

FFLO

AD

AT

TAC

KE

RS

PA

SS

TH

E B

ALL

ALO

NG

TH

E L

INE

AN

D W

AIT

FOR

TH

E D

EFE

ND

ER

TO

CA

LL O

UT

B

EFO

RE

AT

TAC

KIN

G

41N

EA

RE

ST

DE

FEN

DE

RT

O T

HE

BR

EA

KD

OW

NT

RIE

S T

O C

ON

TE

ST

PO

SS

ES

SIO

N

TAC

KLE

MA

DE

34

2

MID

DLE

DE

FEN

DE

RC

ALL

S F

OR

BA

LLC

AR

RIE

R T

O S

TAR

TT

HE

AT

TAC

K

SET UP DIAGRAM

73

Att

acke

r op

tion

s:1.

Con

tinu

e an

d pa

ss.

2. F

orm

sta

ble

base

and

off

load

. 3.

Go

to g

roun

d an

d po

p to

sup

port

. 4.

Go

to g

roun

d an

d pr

esen

t ba

ll w

ith

soun

d te

chni

que.

Def

ende

r op

tion

s1.

Tou

ch n

eare

st s

ide

line.

2.

Ret

ire

to t

ry li

ne. R

emai

n un

til s

core

or

rejo

in im

med

iate

ly.

3. R

un t

o tr

y lin

e an

d pe

rfor

m p

hysi

cal c

ompe

tenc

y ex

erci

se

e.g.

for

war

d ro

ll, a

nim

al w

alk.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPl

ayer

s no

t al

low

ed t

o ca

tch

ball

unle

ss o

n th

e m

ove

_pr

omot

es a

gilit

y / e

vasi

on o

n an

d of

f th

e ba

ll.In

crea

se w

idth

of

pitc

h to

cre

ate

mor

e sp

ace

and

scor

ing

opti

ons.

Intr

oduc

e m

inim

um n

umbe

r (2

/3)

play

ers

mus

t be

in t

he s

cori

ng z

one

befo

re a

sco

re c

an b

e m

ade.

Play

gam

e w

ith

tags

_pl

ayer

mus

t pa

ss b

all o

nce

tag

is m

ade.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

llbe

fore

a s

core

can

be

mad

e.En

sure

all

play

ers

rece

ive

cons

truc

tive

pos

itiv

e fe

edba

ck o

n th

eir

perf

orm

ance

of

the

key

fact

ors.

Act

ivit

y 47

3 v

3 br

eakd

own

chal

leng

e

Obj

ecti

veTo

dev

elop

indi

vidu

al t

ackl

e te

chni

que

and

the

role

of

the

firs

t pl

ayer

to

the

brea

kdow

n.

Key

Fac

tors

Ball

carr

ier:

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t.

2. O

n en

gage

men

t, k

eep

body

ten

se a

nd k

eep

spin

e in

line

. 3.

Whe

n ta

ckle

d, d

rive

the

legs

and

kee

p m

ovin

g fo

rwar

ds.

4. W

hen

brou

ght

to g

roun

d, e

xten

d ar

ms

and

wit

h tw

o ha

nds

pres

ent

the

ball

as c

lose

to

supp

ort

as p

ossi

ble

and

as f

ar a

way

fro

m t

he o

ppos

itio

n as

pos

sibl

e.Ta

ckle

r:

1. S

ight

cor

rect

con

tact

hei

ght

(eye

to

thig

h).

2. A

dopt

low

, str

ong

body

pos

itio

n to

ens

ure

corr

ect

tack

le h

eigh

t (m

ust

be b

elow

wai

st).

3. S

elec

t co

rrec

t sh

ould

er t

o ta

ckle

wit

h to

ens

ure

head

is p

rote

cted

_ke

ep

head

clo

se t

o op

posi

tion

bac

ksid

e (c

heek

to

chee

k).

4. M

ake

tigh

t co

ntac

t w

ith

shou

lder

on

thig

h (b

ould

er s

houl

der)

. 5.

Cla

mp

arm

s ro

und

oppo

siti

on le

gs (

band

of

stee

l).

6. D

ynam

ic s

mal

l ste

ps (

leg

driv

e) u

ntil

play

er is

suc

cess

fully

bro

ught

to

grou

nd.

7. E

nsur

e ta

ckle

is c

ompl

eted

(i.e

. att

acke

r is

bro

ught

to

grou

nd).

8. W

ork

hard

to

get

back

on

feet

and

bac

k in

to t

he g

ame.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gs0

Are

a5m

x 5

m

Cone

s4

Suit

sn/

aPl

ayer

s6

Shie

lds

n/a

Bibs

1Ti

me

10 m

ins

Prac

tice

Des

crip

tion

25

m

35

m

SET UP DIAGRAM

74

Thre

e at

tack

ers

and

thre

e de

fend

ers.

Att

acke

rs p

ass

the

ball

alon

g th

e lin

e an

d w

ait

for

the

mid

dle

defe

nder

to

call

star

t _

then

att

ack

the

try

line.

Ball

carr

ier

to a

ttac

k on

e of

the

spa

ces

(out

side

or

insi

de t

he d

efen

der)

and

att

empt

to

scor

e tr

y.N

eare

st d

efen

der

to t

ackl

er a

nd c

lose

st a

ttac

ker

to b

all c

arri

er t

o be

com

e ac

tive

at

the

brea

kdow

n.

Ball

carr

ier

to w

ork

on b

all p

rese

ntat

ion

once

tac

kled

, wit

h su

ppor

ter

wor

king

har

d to

clea

r th

e de

fend

er.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

verl

oad

the

atta

ck _

4 v

3 _

extr

a p

laye

r to

act

as

firs

t su

ppor

ter

and

crea

te q

uick

bal

l aw

ay f

rom

cont

act _

atta

ck c

an e

xplo

it s

pace

.In

crea

se t

he n

umbe

r of

pla

yers

to

5 _

2 su

ppor

t pl

ayer

s at

the

bre

akdo

wn

(bot

h at

tack

and

defe

nce)

.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

ackl

es a

re b

elow

the

wai

st a

nd t

hat

corr

ect

tech

niqu

e is

coa

ched

.Cl

eari

ng p

laye

rs s

houl

d no

t st

op o

ver

the

ball

_dr

ive

thro

ugh

the

cont

act

to c

reat

e qu

ick

clea

n ba

llfo

r su

ppor

ting

pla

yer.

Dem

onst

rate

so

all c

an s

ee a

nd h

ear

key

fact

ors

you

wis

h th

em t

o pe

rfor

m.

Act

ivit

y 48

Cont

act

gam

e _

near

est

thre

e in

Obj

ecti

veTo

dev

elop

the

con

tact

are

a an

d cr

eate

spa

ce e

lsew

here

on

the

pitc

h

Key

Fac

tors

Ball

Pres

enta

tion

• A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t.•

On

enga

gem

ent,

kee

p bo

dy t

ense

and

kee

p sp

ine

in li

ne.

• W

hen

tack

led,

dri

ve t

he le

gs a

nd k

eep

mov

ing

forw

ards

.•

Whe

n br

ough

t to

gro

und,

ext

end

arm

s an

d w

ith

two

hand

s pr

esen

t th

e ba

llas

clo

se t

o su

ppor

t an

d as

far

aw

ay f

rom

the

opp

osit

ion

as p

ossi

ble.

Arr

ivin

g pl

ayer

s•

Arr

ive

thro

ugh

the

tack

le g

ate

• M

aint

ain

a st

rong

, sta

ble

and

low

bod

y po

siti

on•

Chin

off

the

che

st, h

ead

up, h

ands

up

• Si

ght

the

targ

et•

Kee

p th

e sp

ine

in li

ne w

ith

the

dire

ctio

n of

dri

ve•

Star

t th

e dr

ive

from

a lo

w b

ody

posi

tion

• M

ake

cont

act

wit

h de

fend

er u

sing

the

sho

ulde

r an

d ar

ms,

not

the

hea

d•

Clos

e ar

ms

arou

nd o

ppon

ent

• D

rive

the

pla

yer

away

and

cle

ar t

he b

all

• Bi

nd w

ith

a te

am-m

ate

to im

prov

e st

abili

t Y

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 2

5mCo

nes

stac

kSu

its

n/a

Play

ers

12 -

20

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

15

m

15

m

DE

FEN

DIN

G P

LAY

ER

CA

N C

OM

PE

TE

FO

RT

HE

BA

LL -

BO

TH

PLA

YE

RS

TO

JU

MP

WIT

H T

WO

HA

ND

S

5m

1-3

m5

m1

-3m

TH

RO

WE

R T

O

UN

DE

RTA

KE

PR

OP

ER

LIN

EO

UT

TH

RO

WT

EC

HN

IQU

E T

OS

CO

RE

SET UP DIAGRAM

75

Prac

tice

Des

crip

tion

Coac

h se

ts u

p a

gam

e of

con

tact

rug

by o

n 25

m x

35m

pit

ch.

Gam

e is

ful

l con

tact

, wit

h ev

ery

tack

le s

itua

tion

req

uiri

ng t

wo

play

ers

from

eac

h te

am (

ball

carr

ier

and

tack

ler

plus

tw

o ot

her

from

eac

h si

de).

The

atta

ckin

g te

am h

as b

all c

arri

er a

nd t

wo

mor

e pl

ayer

sw

ho r

uck

over

the

top

or

mak

e de

cisi

on t

o pi

ck u

p. T

he d

efen

ding

tea

m h

as t

he t

ackl

er a

nd t

wo

mor

e pl

ayer

s w

ho a

re t

ryin

g to

ruc

k ov

er t

he t

op o

f th

e ba

ll.Pl

ayer

s sc

ore

by s

cori

ng a

try

ove

r th

e op

pone

nt’s

try

line

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se /

decr

ease

num

ber

of p

laye

rs. I

ncre

ase

/ dec

reas

e th

e si

ze o

f pi

tch.

Dec

reas

e / i

ncre

ase

the

num

ber

of p

laye

rs in

the

ruc

k _

pulli

ng in

mor

e de

fend

ers

will

giv

e at

tack

ers

spac

e to

att

ack.

Gam

e Co

achi

ng G

uida

nce

Ensu

re h

and

catc

h ke

y fa

ctor

s ar

e fo

cuse

d on

thr

ough

out

open

pla

y _

thes

e ca

n be

fou

nd i

n th

ein

trod

ucti

on t

o Le

arni

ng t

o Pl

ay s

tage

.En

cour

age

the

tack

ler

to g

et t

o th

eir

feet

and

cha

lleng

e fo

r th

e ba

ll be

fore

the

ruc

k fo

rms.

Enco

urag

e pl

ayer

s to

cle

ar o

ut o

ver

the

ball

_st

oppi

ng o

ver

the

top

of t

he b

all s

houl

d no

t oc

cur

Obs

erve

and

ana

lyse

obj

ecti

vely

to

enab

le f

ault

cor

rect

ion

to o

ccur

rel

ativ

e to

key

fac

tors

.

Act

ivit

y 49

Line

out

end

ball

Obj

ecti

veTo

dev

elop

the

line

out

thro

w, o

utm

anoe

uvri

ng, j

umpi

ng a

nd c

atch

ing

(whi

lst

in t

he a

ir)

Key

Fac

tors

Thro

wer

:1.

Thr

ower

to

have

tw

o ha

nds

on t

he b

all i

n an

upr

ight

pos

itio

n.

2. S

tart

pos

itio

n w

ith

arm

s in

‘coc

ked’

pos

itio

n.

3. F

ollo

w-t

hrou

gh w

ith

hand

s po

inti

ng a

t ju

mpe

rs’ h

ands

, arm

s to

ful

l ext

ensi

on.

Jum

per:

1.

Out

man

oeuv

re o

ppon

ent

to m

ove

into

spa

ce. 2

. Leg

s an

d fe

et in

‘ath

leti

c’

posi

tion

(kn

ees

slig

htly

ben

t). 3

. Han

ds o

ut in

fro

nt r

eady

to

catc

h. 4

. Jum

pst

raig

ht f

rom

rea

dy p

osit

ion

_no

dip

. 5.

Cat

ch t

he b

all i

n tw

o ha

nds

abov

e he

ad.

6. L

and

safe

ly a

nd d

eliv

er b

all t

o sc

rum

-hal

f.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 1

5mCo

nes

stac

kSu

its

n/a

Play

ers

12Sh

ield

sn/

aBi

bs6

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Six

play

ers

per

team

(on

e te

am in

bib

s). O

nly

one

play

er f

rom

eac

h te

am a

llow

ed in

sco

ring

zon

e.

All

pass

es m

ust

be a

bove

hea

d he

ight

, us

ing

good

ove

rhea

d th

row

(fo

otba

ll sh

y),

jum

p an

d ca

tch

tech

niqu

e. P

laye

rs c

anno

t m

ove

wit

h th

e ba

ll an

d m

ust

be s

tati

c w

hen

ball

is t

hrow

n (t

o pr

omot

ego

od t

echn

ique

). Pl

ayer

s in

sco

ring

zon

e m

ust

star

t fr

om a

sta

tic

posi

tion

bef

ore

atta

ckin

g pl

ayer

star

ts t

o ou

tman

oeuv

re h

is /

her

oppo

nent

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se d

ista

nce

up t

o 3m

bet

wee

n th

row

ing

line

and

scor

ing

zone

(lo

nger

thr

ow f

or t

hrow

er).

Scor

ing

zone

incl

udes

a s

crum

-hal

f. C

atch

ing

play

er p

asse

s to

him

/ her

onc

e ba

ll is

cau

ght.

Gam

e Co

achi

ng G

uida

nce

Ensu

re t

hrow

is s

trai

ght

whe

n at

tem

ptin

g to

sco

re.

Ensu

re p

laye

rs k

eep

one

met

re a

part

at

the

lineo

ut s

cori

ng z

one.

Lin

k to

pri

ncip

les

of p

lay

_co

ntes

t fo

r po

sses

sion

.

76

Prac

tice

50

Line

out _

mov

e an

d ca

tch

Obj

ecti

ves

To d

evel

op o

utm

anoe

uvri

ng a

nd t

hrow

ing

skill

s at

the

line

out.

Key

Fac

tors

Thro

wer

:1.

Thr

ower

to

have

tw

o ha

nds

on t

he b

all i

n an

upr

ight

pos

itio

n.

2. S

tart

pos

itio

n w

ith

arm

s in

‘coc

ked’

pos

itio

n.

3. F

ollo

w-t

hrou

gh w

ith

hand

s po

inti

ng a

t ju

mpe

rs’ h

ands

, arm

s to

ful

l ext

ensi

on.

Jum

per:

1.

Out

man

oeuv

re o

ppon

ent

to m

ove

into

spa

ce. 2

. Leg

s an

d fe

et in

‘ath

leti

c’

posi

tion

(kn

ees

slig

htly

ben

t). 3

. Han

ds o

ut in

fro

nt r

eady

to

catc

h.

4. J

ump

stra

ight

fro

m r

eady

pos

itio

n _

no d

ip.

5. C

atch

the

bal

l in

two

hand

s ab

ove

head

. 6.

Lan

d sa

fely

and

del

iver

bal

l to

scru

m-h

alf.

Equi

pmen

t Re

quir

emen

ts

Balls

1 pe

r gr

oup

Bags

n/a

Are

a15

m x

20m

Cone

s9

Suit

sn/

aPl

ayer

sgr

oups

of

3Sh

ield

sn/

aBi

bsn/

aTi

me

10 m

ins

Prac

tice

Des

crip

tion

Thre

e pl

ayer

s pe

r gr

oup

(one

thr

ower

, one

att

acki

ng ju

mpe

r, o

ne d

efen

ding

jum

per)

.A

ttac

king

jum

per

atte

mpt

s to

out

man

oeuv

re h

is /

her

def

endi

ng j

umpe

r by

usi

ng q

uick

fee

t an

dag

ility

. Att

acki

ng ju

mpe

r co

mm

unic

ates

wit

h th

row

er w

hen

he /

she

wan

ts t

he b

all t

o be

thr

own.

Both

jum

pers

att

empt

to

catc

h ba

ll in

tw

o ha

nds

whi

lst

in t

he a

ir.

Jum

ping

tec

hniq

ue s

houl

d be

soun

d at

thi

s po

int.

Thr

ower

s an

d ju

mpe

rs r

otat

e to

ena

ble

ever

y pl

ayer

to

prac

tice

eve

ry s

kill.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsSw

ap t

hrow

ers

and

jum

pers

aro

und

ever

y on

e m

inut

e _

keep

play

ers

thin

king

and

dev

elop

the

ir s

kills

. Inc

reas

e to

tw

o at

tack

ing

and

two

defe

ndin

g pl

ayer

s pe

rpr

acti

ce.

Gam

e Co

achi

ng G

uida

nce

One

met

re g

ap b

etw

een

atta

ckin

g an

d de

fend

ing

jum

per.

Ensu

re t

hrow

is s

trai

ght

dow

n th

e m

iddl

e.

3m

1m G

AP

BET

WEE

NPL

AY

ERS

AT

TAC

KIN

G P

LAY

ER

AT

TE

MP

TS

TO

OU

TM

AN

OE

VR

EO

PP

ON

EN

T

SET UP DIAGRAMCo

achi

ng t

he S

crum

The

scru

m is

a r

esta

rt o

f th

e ga

me

that

tak

es p

lace

aft

er a

min

or in

frin

gem

ent

such

as

a fo

rwar

dpa

ss. I

t is

a p

hysi

cal c

onte

st f

or p

osse

ssio

n an

d th

eref

ore,

as

wit

h an

y co

ntac

t, s

afet

y m

ust

be a

prim

e co

nsid

erat

ion.

Pla

yers

, coa

ches

and

ref

eree

s al

l hav

e a

resp

onsi

bilit

y to

ens

ure

the

scru

m is

fair

, com

peti

tive

and

saf

e. It

is im

pera

tive

tha

t al

l pla

yers

und

erst

and

the

corr

ect

tech

niqu

es f

orth

eir

posi

tion

and

col

labo

rate

wit

h th

eir

oppo

nent

to

stay

on

thei

r fe

et.

In t

he s

crum

, the

non

-off

endi

ng t

eam

has

the

adv

anta

ge o

f th

row

ing

the

ball

in f

rom

the

sid

e to

whi

ch t

heir

hoo

ker

is c

lose

st. T

he d

efen

ding

sid

e ha

s th

e op

port

unit

y to

reg

ain

poss

essi

on b

ytr

ying

to

hook

the

bal

l on

the

thro

w-in

. The

scr

um r

esta

rts

the

mat

ch a

nd o

pen

play

fol

low

s w

hen

the

ball

emer

ges

from

the

scr

um.

The

scru

m s

houl

d be

intr

oduc

ed a

t Pr

imar

y 6

as p

er S

cott

ish

Rugb

y’s

Age

Gra

de L

aw V

aria

tion

s.

Key

poi

nts

for

play

ers

Body

pos

itio

nTh

e st

arti

ng p

oint

is t

o un

ders

tand

the

indi

vidu

al b

ody

shap

e re

quir

ed o

f al

l par

tici

pant

s.

Play

ers

mus

t ad

opt

and

mai

ntai

n a

stro

ng a

nd s

tabl

e bo

dy p

osit

ion.

1. F

eet

appr

oxim

atel

y sh

ould

er-w

idth

apa

rt.

2. B

end

at t

he k

nees

and

hip

s.3.

Kee

p he

ad a

nd s

houl

ders

abo

ve h

ips

at a

ll ti

mes

.4.

Ens

ure

that

fee

t, h

ips

and

shou

lder

s ar

e sq

uare

.5.

Kee

p a

stra

ight

fla

t ba

ck w

ith

spin

e in

line

wit

h th

e di

rect

ion

of d

rive

.6.

Kee

p ch

in o

ff c

hest

and

look

thr

ough

eye

brow

s.7.

Rem

ain

stab

le, b

alan

ced

and

com

fort

able

in t

he c

rouc

h po

siti

on.

Pre-

enga

gem

ent

It is

mos

t im

port

ant

that

the

re is

no

forw

ard

pres

sure

on

the

fron

t ro

w f

rom

oth

er p

laye

rs in

the

scru

m p

rior

to

enga

gem

ent.

1. A

ssum

e th

e co

rrec

t bo

dy p

osit

ion

for

your

pos

itio

n.2.

Bin

d fi

rmly

and

con

tinu

ousl

y to

you

r te

am-m

ates

thr

ough

out.

3. K

eep

wei

ght

off

heel

s an

d st

ay o

n th

e ba

lls o

f th

e fe

et.

4. E

nsur

e ea

ch p

rop

is c

lose

eno

ugh

to t

ouch

the

opp

osin

g pr

op’s

out

side

sho

ulde

r.5.

Pre

pare

for

eng

agem

ent

on t

he r

efer

ee’s

cal

l by

ensu

ring

fee

t po

siti

onin

g an

d bi

ndin

g ar

e co

rrec

t.6.

If n

ot in

a s

afe

posi

tion

, sho

ut “

Not

rea

dy r

ef”.

7. F

ront

row

s ke

ep e

yes

focu

sed

on t

he t

arge

t ar

ea _

“Sig

ht y

our

slot

” _

whi

ch is

alw

ays

to t

hele

ft o

f th

e pl

ayer

in f

ront

of

you.

8. D

o no

t at

tem

pt t

o en

gage

bef

ore

the

refe

ree’

s ca

ll.

Scru

m e

ngag

emen

tG

etti

ng t

he t

imin

g, b

indi

ng a

nd p

ostu

re r

ight

thr

ough

out

the

scru

m e

ngag

emen

t se

quen

ce a

reke

y pr

inci

ples

of

com

peti

tive

and

saf

e sc

rum

mag

ing.

To

intr

oduc

e th

e sc

rum

to

new

pla

yers

and

to im

prov

e te

chni

que

in a

saf

e m

anne

r, it

is b

est

to u

se p

rogr

essi

ons.

Sta

rt w

ith

indi

vidu

al b

ody

shap

e pr

acti

ces,

the

n m

ove

to li

ve p

ract

ices

1 v

1, 3

v 3

, 5 v

5. A

ll of

the

se p

ract

ices

sho

uld

beco

nduc

ted

unde

r th

e co

ntro

l of

a ga

me

coac

h.

Act

ivit

y 51

a1v

1 sc

rum

pra

ctic

e

Obj

ecti

veTo

dev

elop

bas

ic s

crum

mag

ing

tech

niqu

e

Key

Fac

tors

Body

pos

itio

n1.

Fee

t ap

prox

imat

ely

shou

lder

-wid

th a

part

.2.

Ben

d at

the

kne

es a

nd h

ips.

3. K

eep

head

and

sho

ulde

rs a

bove

hip

s at

all

tim

es.

4. E

nsur

e th

at f

eet,

hip

s an

d sh

ould

ers

are

squa

re.

5. K

eep

a st

raig

ht f

lat

back

wit

h sp

ine

in li

ne w

ith

the

dire

ctio

n of

dri

ve.

6. K

eep

chin

off

che

st a

nd lo

ok t

hrou

gh e

yebr

ows.

7. R

emai

n st

able

, bal

ance

d an

d co

mfo

rtab

le in

the

cro

uch

posi

tion

.Pr

e-en

gage

men

t1.

Ass

ume

the

corr

ect

body

pos

itio

n fo

r yo

ur p

osit

ion.

2. B

ind

firm

ly a

nd c

onti

nuou

sly

to y

our

team

-mat

es t

hrou

ghou

t.3.

Kee

p w

eigh

t of

f he

els

and

stay

on

the

balls

of

the

feet

.4.

Ens

ure

each

pro

p is

clo

se e

noug

h to

tou

ch t

he o

ppos

ing

prop

’s o

utsi

de s

houl

der.

5. P

repa

re f

or e

ngag

emen

t on

the

ref

eree

’s c

all b

y en

suri

ng f

eet

posi

tion

ing

and

bind

ing

are

corr

ect.

6. If

not

in a

saf

e po

siti

on, s

hout

“N

ot r

eady

ref

”.7.

Fro

nt r

ows

keep

eye

s fo

cuse

d on

the

tar

get

area

_“S

ight

you

r sl

ot”

_w

hich

is

alw

ays

to t

he le

ft o

f th

e pl

ayer

in f

ront

of

you.

8. D

o no

t at

tem

pt t

o en

gage

bef

ore

the

refe

ree’

s ca

ll.Sc

rum

eng

agem

ent

1. T

he f

ront

row

s sh

ould

set

up

oppo

site

the

ir e

ngag

emen

t sl

ot r

athe

r th

an d

irec

tly

in f

ront

of

thei

r op

posi

tion

. The

ir s

lot

is t

o th

eir

left

of

the

oppo

siti

on p

laye

r.2.

Pra

ctis

e us

ing

the

corr

ect

enga

gem

ent

sequ

ence

: “C

ROU

CH _

TOU

CH _

PAU

SE _

ENG

AG

E”3.

Eng

age

afte

r fo

llow

ing

the

sequ

ence

and

onl

y af

ter

the

refe

ree’

s ca

ll of

“E

NG

AG

E”.L

oose

-hea

d pr

op u

ses

the

left

arm

to

bind

ont

o th

e ba

ck o

r si

de o

f th

e op

posi

ng t

ight

-hea

d pr

op’s

jers

ey.T

ight

-hea

d pr

op b

inds

on

to t

he b

ack

or s

ide

of t

he o

ppos

ing

loos

e-he

ad

prop

’s je

rsey

usi

ng t

he r

ight

arm

.No

play

er o

ther

tha

n a

prop

may

bin

d or

hol

d an

opp

onen

t.A

ll pl

ayer

s bi

nd f

irm

ly a

nd in

acc

orda

nce

wit

h th

e La

ws

of t

he G

ame

thro

ugho

utan

d un

til t

he s

crum

is c

ompl

ete

4. P

rops

mus

t no

t ex

ert

dow

nwar

d pr

essu

re.

5. T

he s

crum

is c

ompl

ete

whe

n th

e ba

ll em

erge

s fr

om t

he s

crum

or

the

refe

ree

/ gam

e co

ach

blow

s th

e w

hist

le, i

n w

hich

cas

e al

l pla

yers

mus

t im

med

iate

ly s

top

push

ing.

Equi

pmen

t Re

quir

emen

ts

Balls

n/a

Bags

n/a

Are

an/

aCo

nes

n/a

Suit

sn/

aPl

ayer

s2

Shie

lds

n/a

Bibs

n/a

Tim

e10

min

s

1. T

he f

ront

row

s sh

ould

set

up

oppo

site

the

ir e

ngag

emen

t sl

ot r

athe

r th

an d

irec

tly

in f

ront

of

thei

r op

posi

tion

. The

ir s

lot

is t

o th

eir

left

of

the

oppo

siti

on p

laye

r.2.

Pra

ctis

e us

ing

the

corr

ect

enga

gem

ent

sequ

ence

: “CR

OU

CH _

TOU

CH _

PAU

SE _

ENG

AG

E”3.

Eng

age

afte

r fo

llow

ing

the

sequ

ence

and

onl

y af

ter

the

refe

ree’

s ca

ll of

“EN

GA

GE”

.Loo

se-h

ead

prop

use

s th

e le

ft a

rm t

o bi

nd o

nto

the

back

or

side

of

the

oppo

sing

ti

ght-

head

pro

p’s

jers

ey.T

ight

-hea

d pr

op b

inds

on

to t

he b

ack

or s

ide

of t

he o

ppos

ing

loos

e-he

ad p

rop’

s je

rsey

us

ing

the

righ

t ar

m.N

o pl

ayer

oth

er t

han

a pr

op m

ay b

ind

or h

old

an o

ppon

ent

.All

play

ers

bind

fir

mly

and

in a

ccor

danc

e w

ith

the

Law

s of

the

Gam

e th

roug

hout

and

un

til t

he s

crum

is c

ompl

ete.

4. P

rops

mus

t no

t ex

ert

dow

nwar

d pr

essu

re.

5. T

he s

crum

is c

ompl

ete

whe

n th

e ba

ll em

erge

s fr

om t

he s

crum

or

the

refe

ree

/ gam

e co

ach

blow

s th

e w

hist

le.

Coac

hing

tip

s

.Ens

ure

that

all

play

ers

are

wea

ring

sui

tabl

e fo

otw

ear

for

the

play

ing

surf

ace

and

cond

itio

ns.

.Ens

ure

that

all

play

ers

are

trai

ned

and

com

fort

able

wit

h pl

ayin

g in

the

scr

um.

.Avo

id s

igni

fica

nt p

hysi

cal m

ism

atch

es b

etw

een

com

peti

ng p

laye

rs.

.Enc

oura

ge a

ll pl

ayer

s to

str

engt

hen

the

neck

and

sho

ulde

r ar

eas

duri

ng t

rain

ing.

.Spe

nd t

ime

on c

orre

ct b

ody

posi

tion

pri

or t

o an

y ph

ysic

al c

onta

ct.

.Pri

or t

o en

gage

men

t, e

nsur

e fr

ont

row

alig

nmen

t be

twee

n te

ams

is c

orre

ct.

.Ens

ure

back

s ar

e fl

at a

nd h

eads

are

in a

neu

tral

pos

itio

n. If

the

hea

d is

dow

n, t

he b

ody

will

fo

llow

. If

the

head

is t

oo h

igh,

the

re is

the

ris

k of

impa

ctin

g th

e he

ad o

n th

e op

posi

tion

sh

ould

er, t

here

by p

utti

ng s

tres

s on

the

nec

k..E

nsur

e th

e pl

ayer

s’ f

eet

are

prov

idin

g a

stab

le b

ase

unde

rnea

th t

hem

and

tha

t th

e fr

ont

row

s ar

e no

t le

anin

g fo

rwar

d du

e to

pre

ssur

e fr

om b

ehin

d..P

ract

ice

the

enga

gem

ent

sequ

ence

to

get

play

ers

used

to

it.

.Foc

us o

n th

e pl

ayer

s ke

epin

g th

eir

shou

lder

s ab

ove

thei

r hi

ps t

hrou

ghou

t th

e sc

rum

..W

ork

thro

ugh

the

prog

ress

ions

acc

ordi

ng t

o Sc

otti

sh R

ugby

’s A

ge G

rade

Law

Var

iati

ons,

on

ly m

ovin

g on

onc

e yo

u ar

e ce

rtai

n th

e pl

ayer

s ca

n op

erat

e at

the

nex

t le

vel s

afel

y..A

fter

eng

agem

ent,

che

ck t

hat

bind

ing

is w

ithi

n La

w a

nd t

ight

.

For

furt

her

guid

ance

on

coac

hing

the

scr

um in

clud

ing

vide

o an

d gr

aphi

c re

pres

enta

tion

s pl

ease

visi

t w

ww

.irbr

ugby

read

y.co

mor

ref

er t

o th

e 20

11 E

diti

on o

f IR

B Ru

gbyR

eady

.

77

78

Prac

tice

Des

crip

tion

Two

play

ers

pair

up

and

get

into

cor

rect

bod

y po

siti

ons.

Pla

yer

A c

oach

es P

laye

r B

on t

heir

tec

hniq

uebe

fore

com

ing

toge

ther

. Bot

h pl

ayer

s th

en li

ne u

p in

fro

nt o

f on

e an

othe

r (o

n kn

ees

to s

tart

) an

den

gage

(ens

ure

they

eng

age

to t

he le

ft).

Play

ers

then

slo

wly

roc

k ba

ck a

nd f

orw

ards

(mai

ntai

n so

lidte

chni

que

thro

ugho

ut) _

rock

for

10

secs

max

.Co

ach

to p

rovi

de o

n te

chni

que

at t

his

poin

t an

d co

rrec

t po

or p

ostu

re.

Prog

ress

so

that

the

pla

yers

are

on

thei

r fe

et _

rem

embe

r no

pus

hing

unt

il Se

cond

ary

1 ag

e.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se t

o en

gagi

ng in

an

upri

ght

posi

tion

(on

-fee

t) _

no p

ushi

ng u

ntil

Seco

ndar

y 1

year

.Pr

ogre

ss t

o 2

v 2

and

then

3 v

3 t

hen

5 v

5 sc

rum

mag

ing

_no

pus

hing

unt

il Se

cond

ary

1 ye

ar.

Gam

e Co

achi

ng G

uida

nce

Ever

y co

ach

mus

t co

mpl

ete

the

annu

al m

anda

tory

Rug

byRe

ady

prac

tica

l cou

rse

to e

nsur

e th

ey a

reco

mpe

tent

in c

oach

ing

the

scru

m.

Vis

it w

ww

.irbr

ugby

read

y.co

mto

ens

ure

you

are

coac

hing

bes

tpr

acti

ce.

Ensu

re e

very

pla

yer

unde

rsta

nds

and

perf

orm

s th

e co

rrec

t en

gage

men

t pr

oced

ure

(cro

uch,

tou

ch,

paus

e, e

ngag

e).

Ensu

re p

laye

rs e

ngag

e st

raig

ht a

nd b

ind

prop

erly

on

each

oth

er a

nd d

o no

t pu

shaf

ter

enga

gem

ent.

Ens

ure

play

ers

have

cor

rect

foo

twea

r _

stud

ded

boot

s ar

e ne

cess

ary.

Act

ivit

y 51

bR

ug

by

1 v

1 sc

rum

gam

e (t

ou

ch o

r co

nta

ct)

Ob

ject

ive

To in

tro

du

ce t

he

bo

dy

po

siti

on

fo

r sc

rum

mag

ing

, as

wel

l as

the

eng

agem

ent

seq

uen

ce

Key

Fac

tors

Body

pos

itio

n1.

Fee

t ap

prox

imat

ely

shou

lder

wid

th a

part

.2.

Ben

d at

the

kne

es a

nd h

ips.

3. K

eep

head

and

sho

ulde

rs a

bove

hip

s at

all

tim

es.

4. E

nsur

e th

at f

eet,

hip

s an

d sh

ould

ers

are

squa

re.

5. K

eep

a st

raig

ht f

lat

back

wit

h sp

ine

in li

ne w

ith

the

dire

ctio

n of

dri

ve.

6. K

eep

chin

off

che

st a

nd lo

ok t

hrou

gh e

yebr

ows.

7. R

emai

n st

able

, bal

ance

d an

d co

mfo

rtab

le in

the

cro

uch

posi

tion

.Pr

e-en

gage

men

t1.

Ass

ume

the

corr

ect

body

pos

itio

n fo

r yo

ur p

osit

ion.

2. B

ind

firm

ly a

nd c

onti

nuou

sly

to y

our

team

-mat

es t

hrou

ghou

t.3.

Kee

p w

eigh

t of

f he

els

and

stay

on

the

balls

of

the

feet

.4.

Ens

ure

each

pro

p is

clo

se e

noug

h to

tou

ch t

he o

ppos

ing

prop

’s o

utsi

de s

houl

der.

5. P

repa

re f

or e

ngag

emen

t on

the

ref

eree

’s c

all b

y en

suri

ng f

eet

posi

tion

ing

and

bind

ing

are

corr

ect.

6. If

not

in a

saf

e po

siti

on, s

hout

“N

ot r

eady

ref

”.7.

Fro

nt r

ows

keep

eye

s fo

cuse

d on

the

tar

get

area

_“S

ight

you

r sl

ot”

_w

hich

is

alw

ays

to t

he le

ft o

f th

e pl

ayer

in f

ront

of

you.

8. D

o no

t at

tem

pt t

o en

gage

bef

ore

the

refe

ree’

s ca

ll.Sc

rum

eng

agem

ent

1. T

he f

ront

row

s sh

ould

set

up

oppo

site

the

ir e

ngag

emen

t sl

ot r

athe

r th

an d

irec

tly

in f

ront

of

thei

r op

posi

tion

. The

ir s

lot

is t

o th

eir

left

of

the

oppo

siti

on p

laye

r.2.

Pra

ctis

e us

ing

the

corr

ect

enga

gem

ent

sequ

ence

: “C

ROU

CH _

TOU

CH _

PAU

SE _

ENG

AG

E”3.

Eng

age

afte

r fo

llow

ing

the

sequ

ence

and

onl

y af

ter

the

refe

ree’

s ca

ll of

“E

NG

AG

E”.L

oose

-hea

d pr

op u

ses

the

left

arm

to

bind

ont

o th

e ba

ck o

r si

de o

f th

e op

posi

ng t

ight

-hea

d pr

op’s

jers

ey.T

ight

-hea

d pr

op b

inds

on

to t

he b

ack

or s

ide

of t

he o

ppos

ing

loos

e-he

ad

prop

’s je

rsey

usi

ng t

he r

ight

arm

.No

play

er o

ther

tha

n a

prop

may

bin

d or

hol

d an

opp

onen

t.A

ll pl

ayer

s bi

nd f

irm

ly a

nd in

acc

orda

nce

wit

h th

e La

ws

of t

he G

ame

thro

ugho

utan

d un

til t

he s

crum

is c

ompl

ete

4. P

rops

mus

t no

t ex

ert

dow

nwar

d pr

essu

re.

5. T

he s

crum

is c

ompl

ete

whe

n th

e ba

ll em

erge

s fr

om t

he s

crum

or

the

refe

ree

/ gam

e co

ach

blow

s th

e w

hist

le, i

n w

hich

cas

e al

l pla

yers

mus

t im

med

iate

ly s

top

push

ing.

Equ

ipm

ent

Req

uir

emen

ts

Bal

ls1

Bag

sn

/aA

rea

35m

x 6

5mC

on

es1

stac

kSu

its

n/a

Play

ers

12 -

18

Shie

lds

n/a

Bib

sn

/aTi

me

10-1

5 m

ins

79

8-10m

10

-15

m

JUM

PE

RS

PA

IR U

PA

ND

TR

Y T

OO

UT

MA

NO

UV

ER

ON

EA

ND

OT

HE

R F

OR

TH

EB

ALL

. T

AK

E T

UR

NS

IN

BE

ING

LE

AD

JU

MP

ER

TH

RO

WE

RS

CA

NM

OV

E A

NY

WH

ER

EA

RO

UN

D T

HE

OU

TE

R C

IRC

LE

SET UP DIAGRAM

35

m

65

m

INFR

ING

EMEN

T1

V 1

SC

RU

M

SET UP DIAGRAM

Prac

tice

Des

crip

tio

nG

ame

of

rug

by

is s

et u

p p

layi

ng

eit

her

co

nta

ct o

r to

uch

. Fo

r ev

ery

infr

ing

emen

t th

e g

ame

coac

hca

lls a

1 v

1 s

cru

m, p

ulli

ng

in t

he

nea

rest

pla

yer

fro

m e

ach

tea

m w

ith

an

oth

er p

laye

r fr

om

eac

hte

am a

ctin

g a

s sc

rum

hal

f. S

cru

m i

s n

on

-pu

shin

g a

nd

pla

yers

fo

rm o

ver

the

top

of

the

bal

l o

nth

e g

rou

nd

. Th

e te

am w

ho

pu

t th

e b

all i

n, b

ack

hee

l th

e b

all t

o t

hei

r sc

rum

hal

f.

Prac

tice

Pro

gre

ssio

n /

Reg

ress

ion

sR

egre

ssio

n t

o s

cru

m o

n t

he

knee

s w

ith

bal

l at

bac

k o

f sc

rum

fo

r sc

rum

-hal

f.Pr

og

ress

to

2 v

2 s

cru

m.

Pro

gre

ss t

o s

cru

m h

alf

pu

ttin

g b

all i

nto

scr

um

.Pr

og

ress

to

3 v

3 s

cru

m.

Pro

gre

ss t

o 5

v 5

scr

um

(P7

on

ly).

Gam

e C

oac

hin

g G

uid

ance

Co

ach

pra

ises

go

od

bo

dy

po

siti

on

an

d c

orr

ects

inco

rrec

t b

od

y p

osi

tio

n.

Co

ach

use

s en

gag

emen

t se

qu

ence

of

cro

uch

, to

uch

, pau

se, e

ng

age.

Co

ach

can

als

o r

efer

to

key

fac

tors

fo

r LT

PD s

tag

e 2

for

han

d c

atch

du

rin

g o

pen

pla

y.If

at

any

po

int

ther

e is

a s

afet

y is

sue

wit

h t

he

scru

m, t

he

coac

h b

low

s th

e w

his

tle

to s

top

p

lay

imm

edia

tely

.

Act

ivit

y 52

Line

out

circ

le

Obj

ecti

veTo

dev

elop

the

line

out

thro

w, o

utm

anoe

uvri

ng, j

umpi

ng a

nd c

atch

ing

(whi

lst

in t

he a

ir)

Key

Fac

tors

Thro

wer

:1.

Thr

ower

to

have

tw

o ha

nds

on t

he b

all i

n an

upr

ight

pos

itio

n.

2. S

tart

pos

itio

n w

ith

arm

s in

‘coc

ked’

pos

itio

n.

3. F

ollo

w-t

hrou

gh w

ith

hand

s po

inti

ng a

t ju

mpe

rs’ h

ands

, arm

s to

ful

l ext

ensi

on.

Jum

per:

1.

Out

man

oeuv

re o

ppon

ent

to m

ove

into

spa

ce. 2

. Leg

s an

d fe

et in

‘ath

leti

c’

posi

tion

(kn

ees

slig

htly

ben

t). 3

. Han

ds o

ut in

fro

nt r

eady

to

catc

h. 4

. Jum

pst

raig

ht f

rom

rea

dy p

osit

ion

_no

dip

. 5.

Cat

ch t

he b

all i

n tw

o ha

nds

abov

e he

ad.

6. L

and

safe

ly a

nd d

eliv

er b

all t

o sc

rum

-hal

f.

Equi

pmen

t Re

quir

emen

ts

Balls

3Ba

gsn/

aA

rea

10-1

5m x

5x1

0mCo

nes

stac

kSu

its

n/a

Play

ers

9Sh

ield

sn/

aBi

bs3

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Thre

e th

row

ers

and

six

jum

pers

(in

pair

s _

wor

king

aga

inst

eac

h ot

her)

_ea

ch t

hrow

er c

oupl

ed w

ith

a pa

ir o

f ju

mpe

rs. T

hrow

ers

mus

t st

ay b

ehin

d th

e ou

tsid

e ci

rcle

, jum

pers

mus

t st

ay in

the

sm

all c

ircl

e.A

im is

for

the

jum

per

to o

utm

anoe

uvri

ng h

is /

her

part

ner

befo

re c

allin

g fo

r th

e ba

ll to

be

thro

wn

in. T

hrow

ers

can

mov

e an

ywhe

re a

roun

d th

e ou

ter

circ

le _

try

to h

elp

jum

per

outm

anoe

uvre

the

irpa

rtne

r by

mov

ing

clos

er t

o th

em.

Jum

pers

to

jum

p st

raig

ht i

n th

e ai

r, c

atch

ing

ball

abov

e th

eir

head

s. S

wap

ove

r ro

les

ever

y 3-

5 th

row

s.

Opp

osit

e ju

mpe

r ca

n co

mpe

te f

or b

all b

ut m

ust

atte

mpt

jum

p an

d ca

tch

wit

h tw

o ha

nds.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

bot

h ci

rcle

s _

hard

er f

or t

he t

hrow

ers

but

easi

er f

or t

heju

mpe

rs (

mor

e sp

ace)

.G

ame

Coac

hing

Gui

danc

eEn

sure

jum

pers

cat

ch t

he b

all a

bove

the

ir h

eads

and

wit

h fe

et o

ff g

roun

d(g

ood

tech

niqu

e).

Rota

te p

laye

rs i

nto

diff

eren

t ro

les

so t

hat

ever

yone

has

opp

ortu

nity

to

thro

w,

jum

p an

d co

mpe

te.

Onc

e pl

ayer

s ar

e co

mpe

tent

, th

e m

inim

um d

ista

nce

betw

een

thro

wer

and

jum

per

shou

ld b

e 3m

.

80

30

m

40

m

SCORING ZONE

SCORING ZONE

PAS

S SCO

RE!

SET UP DIAGRAM

DIR

ECTI

ON

OF

PLA

Y

ATT

AC

KER

S TO

GET

PAST

DEF

END

ER B

YO

NLY

USI

NG

A S

WIT

CH

PASS

OR

LO

OP

PASS

TRY

LIN

EN

o1

TRY

LIN

EN

o2

SET UP DIAGRAM

Act

ivit

y 53

Two

ball

end

ball

Obj

ecti

veD

evel

op p

assi

ng a

ccur

acy

and

stre

ngth

. Dev

elop

typ

es o

f pa

ss.

Will

als

o im

prov

e sp

atia

l aw

aren

ess,

line

s of

run

ning

, com

mun

icat

ion,

dec

isio

n m

akin

g an

d ev

asio

n

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le.

3. W

atch

the

bal

l all

the

way

into

han

ds. 4

. Onc

e ca

ught

, tur

n to

iden

tify

the

rec

eive

r.5.

Kee

p ba

ll up

bet

wee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

the

bo

dy.

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

40m

x 3

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

acki

ng t

eam

pla

y no

rmal

tou

ch l

aws.

Def

ensi

ve t

eam

to

play

pas

s-an

y-di

rect

ion

touc

h (c

an r

unw

ith

ball)

_ai

m is

to

touc

h th

e ba

ll ag

ains

t at

tack

ing

team

’s b

all c

arri

er.

Turn

over

in p

osse

ssio

n oc

curs

wit

h th

e ab

ove

or s

core

or

hand

ling

erro

r.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

can

incr

ease

or

decr

ease

the

pit

ch s

ize.

Coac

h ca

n in

crea

se o

r de

crea

se t

he n

umbe

r of

def

ende

rs t

o pr

ogre

ss o

r re

gres

s.In

trod

uce

so t

hat

min

imum

2 /

3 pl

ayer

s m

ust

be in

the

sco

ring

zon

e be

fore

a s

core

can

be

mad

e.Re

gres

s by

incr

easi

ng t

he n

umbe

r of

tou

ches

bef

ore

a tu

rnov

er.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

.En

sure

all

play

ers

are

acti

ve b

y m

anip

ulat

ing

the

gam

e _

e.g.

so

that

eve

ryon

e m

ust

touc

h th

e ba

ll be

fore

a s

core

can

be

mad

e.

Rem

embe

r yo

ur f

our

“How

ski

lls”

of c

oach

ing

whe

n de

liver

ing

your

ses

sion

.

Act

ivit

y 54

Swit

ch a

nd lo

op p

ass

exer

cise

Obj

ecti

veTo

dev

elop

und

erst

andi

ng o

f th

e lo

op a

nd s

wit

ch p

ass,

incl

udin

g th

e pr

inci

ples

of

cre

atin

g sp

ace,

pas

sing

into

spa

ce a

nd r

unni

ng in

to s

pace

Key

Fac

tors

Swit

ch _

(bal

l car

rier

) 1.

Inte

rest

and

dra

g op

posi

te d

efen

der

tow

ards

nex

t de

fend

er (

go f

orw

ard)

. 2. C

hang

e di

rect

ion

tow

ards

sup

port

pla

yer.

3.

Tur

n bo

dy t

owar

ds p

laye

r. 4

. Com

mun

icat

e w

ith

supp

ort

play

er.

6. P

op p

ass

to s

uppo

rt p

laye

r w

ho h

as c

hang

ed d

irec

tion

.

Swit

ch _

(Sup

port

pla

yer)

1. C

omm

unic

ate

wit

h ba

ll ca

rrie

r.

2. In

tere

st o

ppos

ite

defe

nder

the

n la

te c

hang

e of

dir

ecti

on.

3. R

un in

to s

pace

tha

t ha

s be

en c

reat

ed b

y ba

ll ca

rrie

r.

4. A

ccel

erat

e on

to

the

pass

and

eva

de f

urth

er d

efen

ders

.

Loop

_(B

all c

arri

er)

1. In

tere

st a

nd d

rag

defe

nder

tow

ards

nex

t de

fend

er (

go

forw

ard)

. 2 P

ass

to s

uppo

rt a

ttac

ker.

3. R

un a

roun

d ba

ck o

f su

ppor

t at

tack

er.

4. R

ecei

ve p

ass

in r

etur

n an

d ru

n in

to s

pace

.Lo

op _

(Sup

port

pla

yer)

1. I

nter

est

and

drag

opp

osit

e de

fend

er t

owar

ds b

all

carr

ier’

s de

fend

er t

hrou

gh s

trai

ght

runn

ing

then

late

cut

bac

k to

war

ds b

all c

arri

er.

2. H

ands

out

to

rece

ive

pass

. 3. E

ffec

tive

pas

s to

ori

gina

l bal

l car

rier

onc

e th

eyha

ve r

un a

roun

d an

d ar

e re

ady

to r

ecei

ve r

etur

n pa

ss.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 1

5mCo

nes

stac

kSu

its

n/a

Play

ers

8Sh

ield

sn/

aBi

bs3

Tim

e10

-15

min

s

35

m

35

m

SET UP DIAGRAM

81

Prac

tice

Des

crip

tion

Four

att

acke

rs a

nd f

our

defe

nder

s.Tw

o x

5m x

5m

gri

ds w

ith

two

defe

nder

s in

eac

h gr

id.

Firs

t at

tack

er a

ttac

ks t

rylin

e, f

irst

def

ende

rs (

blue

pla

yers

) at

tem

pt t

o st

op a

ttac

k _

can

be e

ithe

rto

uch,

scr

ag o

r fu

ll co

ntac

t.A

ttac

kers

mus

t us

e sw

itch

or

loop

pas

s to

cre

ate

and

expl

oit

spac

e.A

ttac

kers

pla

y th

roug

h to

sec

ond

try

line

once

the

y ha

ve s

core

d ov

er t

he f

irst

try

line

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se n

umbe

r of

def

ende

rs in

eac

h gr

id.W

iden

/sho

rten

gri

d si

ze.

Prog

ress

to

a ga

me

whe

reby

tea

ms

mus

t us

e a

swit

ch o

r lo

op t

o sc

ore

a tr

y.

Gam

e Co

achi

ng G

uida

nce

Ensu

re e

arly

han

d ca

tch

at a

ll ti

mes

.Fo

cus

on l

ine

of r

unni

ng f

rom

bot

h at

tack

ing

and

supp

orti

ng p

laye

rs t

o is

olat

e, d

rag

and

fix

defe

nder

s to

cre

ate

and

man

ipul

ate

spac

e.

Giv

e bo

th g

roup

fee

dbac

k an

d in

divi

dual

fee

dbac

k w

hen

corr

ecti

ng f

ault

s or

hig

hlig

htin

ggo

od p

ract

ice.

Act

ivit

y 55

Off

load

tou

ch r

ugby

Obj

ecti

veD

evel

op p

laye

rs’ a

bilit

y to

giv

e ef

fect

ive

offl

oads

, as

wel

l as

the

supp

ort

play

ers

runn

ing

lines

.

Key

Fac

tors

1. A

void

hea

d-on

tac

kles

_tr

y to

dod

ge t

he d

efen

der

firs

t. 2

. Tw

o ha

nds

on t

he

ball.

3. I

f ta

ckle

d, d

rive

the

legs

to

keep

mov

ing

forw

ard

and

look

for

sup

port

. 4.

Pas

s to

a s

uppo

rt r

unne

r co

min

g on

to

the

ball

at p

ace.

5. S

uppo

rt r

unne

r ha

s ha

nds

up t

o ha

nd c

atch

.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

5mCo

nes

1 St

ack

Suit

sn/

aPl

ayer

s12

Shie

lds

n/a

Bibs

6Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Six

atta

cker

s an

d si

x de

fend

ers.

The

def

ende

rs h

ave

to t

wo-

hand

tou

ch t

he b

all c

arri

er t

o st

op t

heat

tack

. Onc

e to

uche

d, t

he b

all c

arri

er lo

oks

to o

fflo

ad t

o a

supp

ort

play

er r

unni

ng t

hrou

gh.

If t

he p

laye

r is

not

abl

e to

off

load

wit

hin

2 se

cond

s th

ey g

o to

gro

und

and

pres

ent

the

ball

wit

hso

und

tech

niqu

e. N

ext

play

er g

oes

in t

o co

ntac

t an

d m

akes

cle

arin

g pa

ss.

If t

eam

sco

res

a tr

y th

eba

ll is

giv

en t

o th

e op

posi

tion

. Tur

nove

r al

so o

ccur

s fo

r a

knoc

k-on

or

forw

ard

pass

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

fflo

ads

mus

t be

wit

hin

two

met

res.

If

not,

tur

n ba

ll ov

er t

oot

her

team

. If

offl

oad

not

mad

e, b

all c

arri

er g

oes

to g

roun

d an

d pr

esen

ts t

he b

all.

One

pla

yer

from

each

tea

m g

o ov

er t

op o

f ba

ll to

cre

ate

ruck

. Coa

ch c

ould

look

at

havi

ng m

ore

than

one

opt

ion

insu

ppor

t, i

.e.

havi

ng o

ne e

ithe

r si

de a

nd o

ne b

ehin

d cr

eati

ng a

dia

mon

d sh

ape.

If

ball

is n

otof

floa

ded

wit

hin

two

seco

nds

the

ball

gets

tur

ned

over

. Pro

gres

s to

tac

kle,

usi

ng o

nly

1-on

-1 t

ackl

es(R

efer

to

tack

le k

ey f

acto

rs L

TPD

sta

ge 1

FU

Nda

men

tals

). If

pla

yer

runs

dir

ectl

y in

to c

onta

ct t

he b

all

is t

urne

d ov

er t

o th

e op

posi

tion

tur

nove

r.

Gam

e Co

achi

ng G

uida

nce

Obs

erve

foo

twor

k in

con

tact

, m

akin

g su

re p

laye

rs a

ttac

k sp

aces

,co

mm

enti

ng o

n su

cces

s if

pla

yers

hit

a g

ap.

Regu

larl

y sw

itch

pla

yers

bet

wee

n at

tack

and

def

ence

and

mai

ntai

n a

good

leve

l of

acti

vity

. Wat

ch s

uppo

rt p

laye

rs f

ollo

win

g ba

ll pl

ayer

s in

to c

onta

ct. I

fth

e of

floa

d do

esn’

t oc

cur,

wha

t do

the

y do

? (g

et i

n po

siti

on t

o ru

ck e

tc).

Coac

h sh

ould

hig

hlig

htw

hen

a go

od o

fflo

ad o

ccur

s, a

skin

g pl

ayer

s w

hat

caus

ed t

he s

ucce

ss.

If m

ore

than

one

coa

ch i

sav

aila

ble,

one

coa

ch f

ocus

es o

n at

tack

, one

coa

ch f

ocus

es o

n de

fenc

e.

82

20

m

20

m

DE

AD

ZO

NE

JIM

MY

'SB

ALL

!

KIC

KER

SET UP DIAGRAM

SET UP DIAGRAM

Act

ivit

y 56

Rugb

y te

nnis

Obj

ecti

veTo

dev

elop

the

pun

t ki

ck a

nd f

ield

ing

of t

he h

igh

ball

Key

Fac

tors

Kic

k:1.

Bal

l hel

d in

tw

o ha

nds

and

exte

nded

tow

ards

foo

t (p

oint

ed e

nd d

ownw

ards

)2.

Dro

p ba

ll on

to la

ces

3. H

ead

and

shou

lder

s ke

pt o

ver

the

ball

to e

nsur

e w

eigh

t ke

pt f

orw

ard

(no

lean

ing

back

) 4

. Con

tact

mad

e w

ith

lace

s, t

oe p

oint

ed

tow

ards

tar

get

5. S

trai

ght

follo

w t

hrou

gh t

owar

ds t

arge

t 6

. Inc

reas

e le

g sp

eed

to in

crea

se p

ower

.Ca

tchi

ng h

igh

ball

:1.

Mov

e to

be

unde

r th

e ba

ll. 2

. Tur

n si

de o

n. 3

. Wid

e st

ance

to

aid

bala

nce.

4.

Rea

ch f

or t

he b

all w

ith

hand

s an

d ar

ms.

5. P

ull i

nto

body

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

20m

squ

are

Cone

s1

stac

kSu

its

n/a

Play

ers

8 -

14Sh

ield

sn/

aBi

bsop

tion

alTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Pitc

h is

set

up

as a

squ

are

wit

h tw

o lin

es o

f co

nes

crea

ting

a ‘n

et’ i

n th

e m

iddl

e w

hich

is e

ffec

tive

lya

dead

zon

e. P

laye

rs t

ake

it i

n tu

rns

to k

ick

the

ball

over

the

net

int

o th

e op

posi

tion

cou

rt.

If t

heba

ll la

nds

in t

he c

ourt

, a

poin

t is

aw

arde

d to

the

kic

king

tea

m.

If t

he b

all

is c

augh

t th

e ga

me

cont

inue

s. S

houl

d th

e ba

ll be

kic

ked

out

of t

he a

rea

or o

nto

the

net

area

, no

poin

ts a

re a

war

ded.

Team

s ta

ke t

urn

abou

t to

kic

k. E

very

pla

yer

shou

ld k

ick

duri

ng t

he g

ame.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPr

ogre

ss t

o ne

w r

ules

suc

h as

if

som

eone

dro

ps t

he b

all

they

mov

e to

the

oth

er t

eam

. In

crea

se s

ize

of a

rea

as p

laye

rs im

prov

e.Pr

ogre

ss t

o gi

ving

the

fie

ldin

g te

am p

oint

s fo

r ev

ery

succ

essf

ul c

atch

.

Gam

e Co

achi

ng G

uida

nce

Coac

h pr

aise

s a

good

kic

k in

to s

pace

as

wel

l as

a go

od c

atch

.Co

ach

shou

ld p

rovi

de f

eedb

ack

on t

echn

ical

ski

lls a

s w

ell a

s ta

ctic

al k

icki

ng.

Play

ers

shou

ld b

e ca

lling

the

ir n

ame

befo

re m

akin

g a

catc

h (e

.g. J

imm

y’s

ball)

.

Act

ivit

y 57

Pair

ed k

icki

ng

Obj

ecti

veTo

dev

elop

kic

king

tec

hniq

ue

Key

Fac

tors

1. B

all h

eld

in t

wo

hand

s an

d ex

tend

ed t

owar

ds f

oot

(poi

nted

end

dow

nwar

ds)

2. D

rop

ball

onto

lace

s 3

. Hea

d an

d sh

ould

ers

kept

ove

r th

e ba

ll to

ens

ure

wei

ght

kept

for

war

d (n

o le

anin

g ba

ck)

4. C

onta

ct m

ade

wit

h la

ces,

toe

poi

nted

tow

ards

tar

get

5. S

trai

ght

follo

w t

hrou

gh t

owar

ds t

arge

t 6

. Inc

reas

e le

g sp

eed

to in

crea

se p

ower

Equi

pmen

t Re

quir

emen

ts

Balls

1 pe

r pa

irBa

gsn/

aA

rea

40m

x 3

0m (

appr

ox)

Cone

s1

stac

kSu

its

n/a

Play

ers

wor

k in

pai

rsSh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Play

ers

pair

up

and

init

ially

sta

rt 1

0 m

etre

s ap

art.

One

pla

yer

kick

s th

e ba

ll to

his

par

tner

on

the

oppo

site

con

e _

the

aim

is t

o la

nd t

he b

all a

scl

ose

to y

our

part

ner

as p

ossi

ble.

As

the

play

ers

impr

ove

thei

r ac

cura

cy o

f ki

ck, t

he d

ista

nce

can

be in

crea

sed.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nIn

crea

se o

r de

crea

se t

he d

ista

nce

betw

een

pair

s. P

rovi

de k

eypo

ints

of

catc

hing

/ f

ield

ing

the

kick

. B

egin

to

wor

k in

a g

roup

of

four

and

hav

e a

chas

er t

o pu

tpr

essu

re o

n th

e fi

eldi

ng p

laye

r.

Gam

e Co

achi

ng G

uida

nce

Coac

hes

can

put

play

ers

who

are

mor

e co

mpe

tent

tog

ethe

r to

wor

k on

larg

er d

ista

nces

. O

dd n

umbe

rs c

an b

e so

lved

by

havi

ng a

gro

up w

orki

ng in

a t

hree

.Fo

cus

obse

rvat

ion

and

anal

ysis

and

res

ulta

nt f

eedb

ack

on t

he s

peci

fic

key

fact

ors

that

pla

yers

ar

e w

orki

ng o

n.

83

40

m

10

m

KIC

KER

FIEL

DER

S

BO

WLE

R

SET UP DIAGRAM

Act

ivit

y 58

Rugb

y ro

unde

rs

Obj

ecti

veTo

dev

elop

cat

chin

g th

e hi

gh b

all,

as w

ell a

s ha

nd c

atch

and

pas

s

Key

Fac

tors

Catc

hing

hig

h ba

ll:1.

Mov

e to

be

unde

r th

e ba

ll2.

Tur

n si

de o

n 3.

Wid

e st

ance

to

aid

bala

nce

4. R

each

for

the

bal

l wit

h ha

nds

and

arm

s 5.

Pul

l int

o bo

dyK

ick:

1. B

all h

eld

in t

wo

hand

s an

d ex

tend

ed t

owar

ds f

oot

(poi

nted

end

dow

nwar

ds)

2. D

rop

ball

onto

lace

s3.

Hea

d an

d sh

ould

ers

kept

ove

r th

e ba

ll to

ens

ure

wei

ght

kept

for

war

d (n

o le

anin

g ba

ck)

4. C

onta

ct m

ade

wit

h la

ces,

toe

poi

nted

tow

ards

tar

get

5. S

trai

ght

follo

w t

hrou

gh t

owar

ds t

arge

t6.

Incr

ease

leg

spee

d to

incr

ease

pow

er

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

40m

x 4

0mCo

nes

Stac

kSu

its

n/a

Play

ers

12 -

20

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Two

team

s, o

ne f

ield

ing

one

kick

ing.

Fou

r ba

ses

alig

ned

in a

dia

mon

d 10

m a

part

. The

bow

ler

stan

dson

a c

one

5m f

rom

the

kic

ker.

Res

t of

the

fie

lder

s sp

read

out

to

fiel

d th

e ki

ck.

The

ball

is p

asse

dfr

om t

he b

owle

r to

the

kic

ker

who

pun

t ki

cks

it o

ut in

to t

he f

ield

, mak

ing

sure

to

keep

it w

ithi

n th

eou

ter

cone

s. O

nce

they

hav

e ki

cked

, the

y m

ust

run

tow

ards

the

fir

st b

ase

to t

heir

rig

ht.

Fiel

ders

wor

k to

cat

ch t

he b

all.

If t

he b

all i

s ca

ught

on

the

full,

the

kic

ker

is o

ut a

nd jo

ins

the

back

of t

heir

que

ue. I

f ba

ll bo

unce

s be

fore

bei

ng c

olle

cted

, fie

lder

s m

ust

wor

k to

geth

er t

o ge

t th

e ba

llto

the

bas

e w

hich

the

kic

ker

is r

unni

ng t

o. I

f th

ey g

et t

he b

all

to t

he b

ase

befo

re t

he k

icke

r, t

hey

plac

e th

e ba

ll ag

ains

t th

e co

ne, p

utti

ng t

he k

icke

r ou

t.

Kic

ker

mus

t m

ake

deci

sion

whe

ther

to

run

to a

noth

er b

ase

or t

o st

ay a

t fi

rst

base

. Onc

e th

e ki

cker

stop

s at

a c

hose

n ba

se, t

hey

can

only

run

whe

n ne

xt k

icke

r ki

cks

the

ball.

Now

the

fie

lder

s ha

ve m

ore

runn

ers

to t

hink

abo

ut ‘S

tum

ping

out

’. O

nly

one

kick

er i

s al

low

ed o

n ea

ch b

ase.

If

one

kick

er b

ehin

d ru

ns t

o a

base

ano

ther

kic

ker

is o

n,th

e ki

cker

at

the

fron

t m

ust

try

and

run

to t

he n

ext

base

.Te

ams

swap

ove

r if

thr

ee k

icke

rs a

re c

augh

t or

stu

mpe

d ou

t.O

ne p

oint

is a

war

ded

for

ever

y ru

nner

who

mak

es it

to

hom

e ba

se. I

f a

runn

er m

akes

itro

und

in o

ne, 5

poi

nts

are

awar

ded.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsD

ista

nce

betw

een

base

s ca

n be

incr

ease

d / d

ecre

ased

dep

endi

ng

on a

bilit

y. I

f th

e ba

ll is

cau

ght

on t

he f

ull,

the

who

le t

eam

is o

ut.

Gam

e Co

achi

ng G

uida

nce

Focu

s co

achi

ng o

n ke

y fa

ctor

s in

dica

ted

abov

e _

be s

peci

fic

in y

our

obse

rvat

ion

and

anal

ysis

and

res

ulta

nt f

eedb

ack.

Wat

ch f

or p

laye

rs r

unni

ng t

he b

all a

dis

tanc

e th

ey

coul

d pa

ss.

Focu

s on

han

d ca

tch

and

abili

ty t

o m

ove

the

ball

quic

kly

once

cau

ght.

84

'RO

AM

ING

'PL

AY

ERS

-2

PER

TEA

M

TRY

LIN

E

TRY

LIN

E

35

m

30

m

SET UP DIAGRAM

10

m

25

mTR

YLI

NE

SET UP DIAGRAM

Act

ivit

y 59

Split

-up

touc

h

Obj

ecti

veTo

dev

elop

han

d ca

tch

and

abili

ty t

o pl

ay u

sing

the

who

le p

itch

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.

2. E

arly

rea

ch _

catc

h / g

rab

the

ball

as e

arly

as

poss

ible

. 3. W

atch

the

bal

l all

the

way

into

han

ds. 4

. Onc

e ca

ught

, tur

n to

iden

tify

the

rec

eive

r. 5

. Kee

p ba

ll up

be

twee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

the

bod

y.

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

. 7.

Sup

port

run

ners

to

talk

eff

ecti

vely

wit

h ba

ll ca

rrie

rs e

.g. ‘

Shor

t, r

ight

’.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

35m

x 3

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Mar

k a

mid

dle

line

(illu

stra

ted

in b

lue)

dow

n th

e m

iddl

e of

the

pit

ch (

vert

ical

ly,

90 d

egre

es t

o tr

ylin

es).

Eigh

t pl

ayer

s pe

r te

am _

two

play

ers

(fro

m e

ach

side

) ca

n ro

am b

etw

een

area

s of

pit

ch t

ohe

lp c

onti

nuit

y. N

on-r

oam

ing

play

ers

can

only

pla

y w

ithi

n th

eir

side

of

the

pitc

h _

coac

h de

cide

sw

hich

pla

yers

pla

y in

eac

h si

de.

Coac

h ca

n sp

lit t

he t

eam

s up

so

that

mor

e ex

peri

ence

d /

skill

ful

/ph

ysic

al p

laye

rs p

lay

agai

nst

each

oth

er.

Roa

min

g pl

ayer

s ac

t as

‘pl

ay m

aker

s’ a

nd r

un b

etw

een

side

s to

cre

ate

play

. Onl

y th

ree

tou

ches

/ ta

ckle

s al

low

ed p

er s

ide,

bef

ore

ball

need

s to

be

pass

ed /

run

acro

ss t

he m

iddl

e lin

e (b

lue)

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsRo

tate

roa

min

g pl

ayer

s to

allo

w w

eake

r /

stro

nger

pla

yers

the

oppo

rtun

ity

to b

e pl

aym

aker

s. L

imit

the

num

ber

of p

asse

s al

low

ed in

eac

h si

de.

Incr

ease

num

ber

of r

oam

ing

play

ers.

Gam

e Co

achi

ng G

uida

nce

Ensu

re p

laye

rs u

tilis

e th

e sp

ace

_ai

m is

not

to

take

con

tact

.To

uche

s /

tack

les

belo

w t

he w

aist

. E

ncou

rage

pla

yers

to

supp

ort

the

ball

carr

ier

and

scan

wid

thbe

fore

run

ning

. Che

ck f

or u

nder

stan

ding

and

rel

ate

to p

rinc

iple

s of

pla

y.

Act

ivit

y 60

Sing

le t

ry li

ne t

ouch

Obj

ecti

veTo

dev

elop

the

late

ral p

ass,

han

d ca

tch

tech

niqu

e an

d de

pth

of r

unni

ng.

Real

ignm

ent

is a

lso

an a

rea

deve

lope

d in

thi

s pr

acti

ce

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le.

3. W

atch

the

bal

l all

the

way

into

han

ds.

4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5. K

eep

ball

up b

etw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss

the

body

. 6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.7.

Spa

tial

aw

aren

ess

wit

h an

d w

itho

ut p

osse

ssio

n.8.

Com

mun

icat

ion

skill

s. 9

. Eva

sion

ski

lls a

nd f

ootw

ork.

Equi

pmen

t Re

quir

emen

ts

Balls

2Ba

gsn/

aA

rea

25m

x 1

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s11

+Sh

ield

sn/

aBi

bs4

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Seve

n at

tack

ers,

fou

r de

fend

ers.

Def

ende

rs d

efen

d fo

r on

e m

inut

e be

fore

sw

appi

ng.

Att

acke

rs a

im t

o sc

ore

try

only

on

one

clea

rly

mar

ked

try

line

play

ing

norm

al t

ouch

rug

by.

If b

all c

arri

er is

tou

ched

, or

a tr

y is

sco

red,

the

n al

l att

acke

rs m

ust

retr

eat

back

to

thei

r st

art

posi

tion

.Ro

tate

att

ack

and

defe

nce

afte

r ea

ch o

ne m

inut

e in

terv

al.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ sh

orte

n tr

y lin

e to

add

/ re

mov

e de

fens

ive

pres

sure

. Try

scor

er s

wap

s w

ith

defe

nder

to

keep

rot

atio

n go

ing.

Att

acke

rs a

nd d

efen

ders

run

rou

nd o

ne c

orne

rof

the

pit

ch b

efor

e re

-alig

ning

. A

dd c

olou

red

cone

s at

int

erva

ls o

n si

delin

e. A

ttac

kers

re-

alig

n on

the

spec

ific

con

e as

dir

ecte

d. M

ust

scor

e w

ith

mis

s / s

wit

ch /

loop

pas

s.

Gam

e Co

achi

ng G

uida

nce

Ensu

re a

ll pl

ayer

s ha

ve a

n op

port

unit

y to

exp

erie

nce

all

posi

tion

s.En

cour

age

touc

hes

belo

w t

he w

aist

. Def

endi

ng p

laye

rs s

houl

d w

ork

toge

ther

and

go

forw

ard

in a

flat

lin

e, w

hile

com

mun

icat

ing

effe

ctiv

ely.

Que

stio

n yo

ur p

laye

rs o

n w

hat

wen

t w

ell

and

why

_re

lati

ve t

o th

e ke

y fa

ctor

s.

10

m

10

m

TRY LINE

TRY LINE

SET UP DIAGRAM

15

m

25

m DEF

END

ER B

ECO

MES

ATT

AC

KER

ON

CE

BA

LL H

AS

PASS

EDTH

EM

TR

Y

LIN

E

SET UP DIAGRAM

85

Act

ivit

y 61

Ruck

n’ r

oll

Obj

ecti

veD

evel

op e

ffec

tive

bod

y po

siti

on f

or c

onta

ct a

nd u

nder

stan

ding

of

indi

vidu

al

play

er r

oles

in c

onta

ct

Key

Fac

tors

1. L

ow b

ody

posi

tion

. 2. M

ake

tigh

t co

ntac

t w

ith

shou

lder

on

ruck

. 3.

Dyn

amic

leg

driv

e. 4

. Dri

ve f

rom

low

to

high

. 5. C

omm

unic

atio

n sk

ills

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

10m

x 1

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s8

play

ers

per

squa

reSh

ield

s4

(ju

nior

siz

e)Bi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Att

acki

ng p

laye

rs a

re a

lway

s at

tack

ing

wit

h 2

x 2

defe

nsiv

e pl

ayer

s w

ith

tack

le s

hiel

ds.

The

ball

carr

ier

trie

s to

att

ack

spac

e be

twee

n th

e tw

o sh

ield

s m

aint

aini

ng le

g dr

ive

thro

ugh

cont

act.

The

two

clos

est

supp

ort

play

ers

then

loo

k to

cle

ar o

ut d

efen

ders

, w

ith

the

thir

d su

ppor

t pl

ayer

asse

ssin

g w

heth

er t

o he

lp w

ith

the

clea

r ou

t or

pla

y th

e ba

ll.

Onc

e th

e ba

ll is

ava

ilabl

e, t

he b

all i

spi

cked

up

and

the

sam

e pr

oces

s co

ntin

ues

on t

he o

ppos

ite

pads

. O

n th

e co

ache

s ca

ll, t

he p

laye

rsst

op r

ucki

ng a

nd t

ry t

o sc

ore

a tr

y on

the

try

line

the

y ar

e fa

cing

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsCo

ach

to d

eter

min

e ho

w a

ctiv

e de

fend

ers

are

(dep

endi

ng o

nsu

cces

s of

att

ack)

. Inc

reas

e / d

ecre

ase

num

ber

of d

efen

ders

and

att

acke

rs d

epen

ding

on

succ

ess

and

chal

leng

e re

quir

ed.

Gam

e Co

achi

ng G

uida

nce

Reg

ular

ly s

wit

ch p

laye

rs b

etw

een

atta

ck a

nd d

efen

ce b

ut m

aint

ain

ago

od l

evel

of

acti

vity

. P

laye

rs c

an d

o a

num

ber

of r

ucks

in

a ro

w w

ith

a m

axim

um o

f 5

befo

resw

appi

ng w

ith

the

defe

nce.

Fo

cus

obse

rvat

ion

and

anal

ysis

and

res

ulta

nt f

eedb

ack

only

on

the

spec

ific

key

fac

tors

tha

t yo

u ar

e as

king

the

pla

yers

to

perf

orm

.

Act

ivit

y 62

Pyra

mid

att

ack

Obj

ecti

veTo

dev

elop

han

d ca

tch

and

ensu

re p

laye

rs c

omm

unic

ate

effe

ctiv

ely

once

th

ey h

ave

brea

ched

the

def

ence

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.

2. E

arly

rea

ch _

catc

h / g

rab

the

ball

as e

arly

as

poss

ible

. 3. W

atch

the

bal

l all

the

way

into

han

ds. 4

. Onc

e ca

ught

, tur

n to

iden

tify

the

rec

eive

r.

5. K

eep

ball

up b

etw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss

the

body

. 6. F

ollo

w-t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.7.

Sup

port

run

ners

to

talk

eff

ecti

vely

wit

h ba

ll ca

rrie

rs e

.g. ‘

Shor

t, r

ight

’.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

25m

x 1

5mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s8

Shie

lds

n/a

Bibs

n/a

Tim

e10

-15

min

s

Prac

tice

Des

crip

tion

Def

ende

rs s

tart

in p

yram

id _

1-2-

3 sp

aced

5-8

m a

part

fro

m e

ach

othe

r. T

wo

atta

cker

s st

art

at e

ndof

cha

nnel

_th

ey a

ttem

pt t

o be

at t

he o

ne d

efen

der

wit

h a

pass

/ o

fflo

ad.

Onc

e th

e de

fend

er i

sbe

aten

, the

y jo

in t

he a

ttac

k. D

efen

ders

can

not

mov

e fo

rwar

d un

til t

he d

efen

ce in

fro

nt o

f th

em is

brea

ched

. Sw

ap d

efen

ders

eac

h ro

tati

on.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

/ s

hort

en w

idth

of

pitc

h to

add

/ r

emov

e de

fens

ive

pres

sure

.A

ttac

kers

run

bac

k to

the

ir o

wn

line

if t

hey

are

touc

hed

/ tac

kled

(di

ffic

ult)

.D

efen

ders

onl

y al

low

ed t

o m

ove

late

rally

(ea

sier

).

Gam

e Co

achi

ng G

uida

nce

Ensu

re p

laye

rs u

tilis

e th

e sp

ace

_ai

m is

to

avoi

d co

ntac

t.To

uche

s / t

ackl

es b

elow

the

wai

st.

Focu

s yo

ur c

oach

ing

on o

ne o

r tw

o ke

y fa

ctor

s at

a t

ime

_do

not

prog

ress

unt

il th

ese

can

be p

erfo

rmed

suc

cess

fully

.

SET UP DIAGRAM

DEF

END

ER

CA

TCH

ERA

CTI

VE

PLA

YER

FEED

ER

SET UP DIAGRAM

86

Act

ivit

y 63

Cont

inuo

us p

assi

ng p

ract

ice

Obj

ecti

veTo

dev

elop

the

late

ral p

ass,

han

d ca

tch

tech

niqu

e an

d re

alig

nmen

t

Key

Fac

tors

Han

d ca

tch

1. H

ands

in t

he r

eady

pos

itio

n, w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r2.

Ear

ly r

each

cat

ch /

grab

the

bal

l as

earl

y as

pos

sibl

e3.

Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver

5.

Kee

p ba

ll up

bet

wee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

the

body

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

5m x

5m

gri

dCo

nes

6Su

its

n/a

Play

ers

4Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Gro

up o

f fo

ur p

laye

rs, t

wo

play

ers

wor

king

in t

he m

iddl

e w

hile

oth

er p

laye

rs w

ork

as f

eede

rs.

Play

ers

in m

iddl

e al

ign

them

selv

es t

o re

ceiv

e th

e ba

ll fr

om t

he f

eede

rs.

Firs

t pl

ayer

run

s fo

rwar

dsan

d ta

kes

the

pass

fro

m t

he f

eede

r. P

laye

r w

ith

ball

then

pas

ses

to s

econ

d ru

nner

who

pas

ses

it o

nto

sec

ond

feed

er. O

nce

play

ers

have

run

thr

ough

, the

y tu

rn a

nd r

ealig

n to

go

back

the

oth

er w

ay.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsO

ptio

n to

add

in o

ther

pla

yers

wor

king

in t

he m

iddl

e.W

iden

/ sh

orte

n di

stan

ce b

etw

een

feed

ers

to m

anip

ulat

e di

stan

ce.

Play

ers

to p

erfo

rm lo

op, m

iss,

sw

itch

. Sta

rt o

ff w

alki

ng /

jogg

ing

pace

.A

dd in

def

ende

r(s)

.

Gam

e Co

achi

ng G

uida

nce

Wat

ch o

ut f

or f

orw

ard

pass

es a

nd e

ncou

rage

acc

urat

e ha

nd c

atch

es.

Wat

ch f

or r

ealig

nmen

t, c

omm

enti

ng o

n ti

min

g of

run

and

dep

th.

Enco

urag

e pl

ayer

s to

tak

e ba

ll w

hile

mov

ing

forw

ard.

Act

ivit

y 64

Mid

dle

man

pas

sing

rel

ay (

wit

h de

fend

er)

Obj

ecti

veTo

dev

elop

the

late

ral p

ass

and

hand

cat

ch t

echn

ique

Key

Fac

tors

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le3.

Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver

5.

Kee

p ba

ll up

bet

wee

n w

aist

and

che

st a

rea

_m

ovin

g th

e ba

ll qu

ickl

y ac

ross

th

e bo

dy6.

Fol

low

thr

ough

and

fin

gers

poi

nt t

o ta

rget

aft

er t

he b

all i

s re

leas

ed

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

5m x

5m

Cone

s4

Suit

sn/

aPl

ayer

s4

Shie

lds

n/a

Bibs

n/a

Tim

e3

min

rot

atio

ns (

appr

ox)

Prac

tice

Des

crip

tion

Four

pla

yers

_tw

o ac

tive

, tw

o fe

eder

s (b

ut s

till

focu

sing

on

hand

cat

ch a

nd p

assi

ng).

Act

ive

play

er r

ecei

ves

a pa

ss f

rom

fee

der

and

then

pas

ses

acro

ss t

o ot

her

feed

er,

whi

le a

void

ing

defe

nder

. Def

ende

r m

oves

for

war

d an

d at

tem

pts

to g

et a

tw

o-ha

nded

tou

ch.

Act

ive

play

er a

nd d

efen

der

turn

180

deg

rees

aft

er o

ne r

otat

ion,

the

n re

peat

s th

e ex

erci

se .

Aft

er 6

-10

pas

ses,

cha

nge

hand

s w

ith

the

play

ers

who

are

wor

king

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsIn

crea

se s

pace

bet

wee

n fe

eder

s to

leng

then

pas

s.A

ctiv

e pl

ayer

to

fall

to g

roun

d an

d ge

t ba

ck t

o fe

et o

n ea

ch 1

80 d

egre

e tu

rn.

Brin

g in

sec

ond

acti

ve p

laye

r.D

efen

der

is a

ble

to m

ove

in a

ny d

irec

tion

and

put

s in

crea

sed

pres

sure

on

atta

cker

.

Gam

e Co

achi

ng G

uida

nce

Ensu

re h

and

catc

h is

rei

nfor

ced

at a

ll ti

mes

_fa

tigu

e w

ill s

et in

and

han

dca

tch

stan

dard

may

dro

p. K

eep

your

coa

chin

g fo

cus

spec

ific

. Fau

lt c

orre

ct p

oor

perf

orm

ance

of

the

key

fact

ors.

TRY

LIN

E

TRY

LIN

E

35

m

30

m

SET UP DIAGRAM

20

m

30

m

SET UP DIAGRAM

87

Act

ivit

y 65

Dou

ble

line

touc

h

Obj

ecti

veTo

dev

elop

han

d ca

tch

and

abili

ty o

f su

ppor

t ru

nner

s to

run

fro

m d

epth

Key

Fac

tors

Han

d ca

tch:

1.

Han

ds in

the

rea

dy p

osit

ion

wit

h pa

lms

faci

ng t

he b

all a

nd t

hum

bs t

oget

her.

2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le. 3

. Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

. 4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5. K

eep

ball

up

betw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss t

he b

ody.

6. F

ollo

w

thro

ugh

and

fing

ers

poin

t to

tar

get

afte

r th

e ba

ll is

rel

ease

d. 6

. Sup

port

run

ners

to

tal

k ef

fect

ivel

y w

ith

ball

carr

iers

e.g

. ‘Sh

ort,

rig

ht’.

Supp

ort:

1.

Sta

rt in

beh

ind

the

ball

carr

ier _

rem

ain

‘on

toes

’ to

anti

cipa

te p

ass.

2.

Com

mun

icat

e w

ith

ball

carr

ier.

3. A

ccel

erat

e in

to s

pace

and

ant

icip

ate

pass

_ev

en if

the

y do

n’t

rece

ive

it.

4. G

et b

ack

into

the

gam

e as

soo

n as

pos

sibl

e.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

35m

x 3

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s16

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Eigh

t pl

ayer

s pe

r te

am (

thre

e in

bib

s).

Emph

asis

is

for

supp

ort

runn

ers

to s

tart

dee

per

and

run

forw

ard

to r

ecei

ve p

ass

/ off

load

. Non

-bib

bed

play

ers

can

only

pas

s to

bib

bed

play

ers

and

vice

-ver

sa.

Bibb

ed p

laye

rs c

an n

ot b

e fi

rst

rece

iver

in o

pen

play

_th

ey m

ust

be in

a s

uppo

rtin

g ro

le.

In d

efen

ce, b

ibbe

d pl

ayer

s fi

lter

into

the

def

ensi

ve li

ne _

crea

ting

one

def

ensi

ve li

ne.

At

a tu

rnov

er, b

ibbe

d pl

ayer

s sh

ould

wor

k ha

rd t

o ge

t in

a s

uppo

rtin

g po

siti

on.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsRo

tate

bib

bed

(sup

port

) pl

ayer

s to

allo

w w

eake

r /

stro

nger

play

ers

oppo

rtun

ity

to w

ork

on s

kills

. N

arro

w p

itch

to

prom

ote

the

impo

rtan

ce o

f ru

nnin

g fr

omde

pth.

Incr

ease

/ de

crea

se n

umbe

r of

sup

port

run

ners

per

tea

m.

Gam

e Co

achi

ng G

uida

nce

Ensu

re p

laye

rs u

tilis

e th

e sp

ace

_ai

m i

s no

t to

tak

e co

ntac

t. T

ouch

es /

tack

les

belo

w t

he w

aist

. E

ncou

rage

pla

yers

to

supp

ort

the

ball

carr

ier

and

scan

wid

th b

efor

eru

nnin

g. F

eedb

ack

shou

ld b

e co

nstr

ucti

ve a

nd p

osit

ive.

Act

ivit

y 66

Colo

ur t

ouch

Obj

ecti

veTo

dev

elop

han

dlin

g, s

cann

ing

and

deci

sion

mak

ing

Key

Fac

tors

Han

d ca

tch:

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thu

mbs

tog

ethe

r.2.

Ear

ly r

each

_ca

tch

/ gra

b th

e ba

ll as

ear

ly a

s po

ssib

le. 3

. Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

. 4. O

nce

caug

ht, t

urn

to id

enti

fy t

he r

ecei

ver.

5. K

eep

ball

up b

etw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss t

he b

ody.

6.

Fol

low

thr

ough

and

fin

gers

poi

nt t

o ta

rget

aft

er t

he b

all i

s re

leas

ed.

7. S

uppo

rt r

unne

rs t

o ta

lk e

ffec

tive

ly w

ith

ball

carr

iers

e.g

. ‘Sh

ort,

rig

ht’.

Supp

ort:

1.

Sta

rt in

beh

ind

the

ball

carr

ier _

rem

ain

‘on

toes

’ to

anti

cipa

te p

ass.

2.

Com

mun

icat

e w

ith

ball

carr

ier.

3. A

ccel

erat

e in

to s

pace

and

ant

icip

ate

pass

_ev

en if

the

y do

n’t

rece

ive

it.

4. G

et b

ack

into

the

gam

e as

soo

n as

pos

sibl

e.

Equi

pmen

t Re

quir

emen

ts

Balls

1 ba

ll pe

r pi

tch

Bags

n/a

Are

a30

m x

20m

Cone

s1

stac

kSu

its

n/a

Play

ers

10 t

o 12

Shie

lds

n/a

Bibs

10Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Two

team

s of

5/6

will

hav

e tw

o pl

ayer

s w

ith

diff

eren

t co

lour

ed b

ibs

from

the

ir t

eam

.O

nce

touc

hed,

the

pla

yers

can

eit

her

offl

oad

or p

lace

the

bal

l bet

wee

n th

eir

legs

dep

endi

ng h

ow

the

coac

h w

ould

lik

e to

con

diti

on t

he g

ame.

Whe

n de

fend

ing,

the

se d

esig

nate

d pl

ayer

s ar

eco

ndit

ione

d no

t to

tou

ch t

he a

ttac

king

pla

yers

. Th

eref

ore,

the

att

acki

ng p

laye

rs s

houl

d lo

ok t

ota

rget

the

se p

laye

rs a

s th

is i

s ef

fect

ivel

y w

here

the

spa

ce i

s. T

he d

efen

ders

can

mov

e ar

ound

int

odi

ffer

ent

posi

tion

s to

hel

p de

velo

p th

e de

cisi

on-m

akin

g sk

ills

of t

he a

ttac

king

pla

yers

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

n T

he c

oach

can

sel

ect

mor

e or

few

er d

efen

ders

to

wea

r bi

bsde

pend

ing

on t

he s

ize

/ abi

lity

of g

roup

. The

siz

e of

the

are

a ca

n al

so b

e in

crea

sed

or d

ecre

ased

to

eith

er a

llow

mor

e sp

ace

or i

ncre

ase

pres

sure

on

play

ers.

Mor

e fo

cus

can

also

shi

ft t

o su

ppor

ting

play

er r

oles

_co

ach

can

add

in r

elev

ant

key

fact

ors.

Gam

e Co

achi

ng G

uida

nce

The

coa

ch s

houl

d en

cour

age

fair

pla

y fr

om t

he p

laye

rs.T

he c

oach

sh

ould

use

the

adv

anta

ge r

ule

as m

uch

as p

ossi

ble

to a

id t

he f

low

of

the

gam

e. B

e sp

ecif

ic in

you

rob

serv

atio

n an

d an

alys

is a

nd r

esul

tant

fee

dbac

k re

lati

ve t

o th

e ai

ms

of t

he s

essi

on.

TRY

LIN

E

RU

N

PASS

SET UP DIAGRAM

20

m

20

m

5m

5m

SET UP DIAGRAM

88

Act

ivit

y 67

Brea

kout

tou

ch r

ugby

Obj

ecti

veD

evel

opin

g ev

asiv

e sk

ills

wit

h ba

ll in

han

d th

roug

h 1

v 1

gam

e re

late

d ac

tivi

ty

Key

Fac

tors

1. B

all i

n tw

o ha

nds.

2. L

ook

for

the

spac

e an

d ac

cele

rate

. 3. D

odge

def

ende

rs.

Equi

pmen

t Re

quir

emen

ts

Balls

4Ba

gsn/

aA

rea

20m

x 2

0mCo

nes

1 st

ack

Suit

sn/

aPl

ayer

s8

Shie

lds

n/a

Bibs

8Ti

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

One

sm

all g

rid

(5m

x 5

m)

wit

hin

a la

rger

gri

d (2

0m x

20m

).Fo

ur a

ttac

king

pla

yers

(w

ith

balls

) in

sm

all g

rid

and

four

def

ende

rs (

wit

hout

bal

ls)

in la

rger

gri

d.A

ttac

kers

aim

is t

o sc

ore

a tr

y ov

er t

he o

uter

gri

d w

itho

ut b

eing

tou

ched

/ ta

ckle

d.D

efen

ding

pla

yers

can

not

ente

r th

e sm

all g

rid.

Whe

n to

uch

is m

ade,

att

acke

r m

ust

go b

ack

to s

mal

l gri

d an

d st

art

over

.If

try

is s

core

d, a

ttac

ked

re-e

nter

s sm

all g

rid

and

mus

t at

tack

a d

iffe

rent

line

.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsPl

ay w

ith

1 or

2 b

alls

so

that

pla

yers

hav

e op

tion

of

pass

ing

tobe

at d

efen

der.

Use

tag

bel

ts _

play

ers

mus

t re

ach

outs

ide

wit

hout

bei

ng t

agge

d.In

crea

se t

o ta

cklin

g _

at la

ter

stag

es o

f FU

Nda

men

tals

/ ea

rly

stag

es o

f Le

arn

to p

lay.

Two

play

ers

wor

k w

ith

one

ball

to b

ring

pas

sing

ele

men

t in

to p

ract

ice

_ai

m is

to

pass

the

bal

l out

of t

he a

rea.

Gam

e Co

achi

ng G

uida

nce

Wit

h yo

ung

play

ers,

may

nee

d to

red

uce

play

ing

area

Prov

ide

spec

ific

fee

dbac

k on

pla

yers

eva

sive

ski

lls _

high

light

goo

d pr

acti

ce s

uch

as f

ootw

ork

skill

san

d as

k pl

ayer

s w

hy t

hat

is h

elpf

ul in

rel

atio

n to

the

pri

ncip

les

of p

lay.

Act

ivit

y 68

2 v

2 br

eako

ut

Obj

ecti

veTo

dev

elop

han

d ca

tch

tech

niqu

e, p

assi

ng t

echn

ique

and

run

ning

ang

les.

Ev

asiv

e sk

ills

unde

r pr

essu

re a

s cr

eati

ng s

pace

is k

ey

Key

Fac

tors

Han

d ca

tch:

1. H

ands

in t

he r

eady

pos

itio

n w

ith

palm

s fa

cing

the

bal

l and

thum

bs t

oget

her.

2. E

arly

rea

ch _

catc

h / g

rab

the

ball

as e

arly

as

poss

ible

. 3.

Wat

ch t

he b

all a

ll th

e w

ay in

to h

ands

. 4. O

nce

caug

ht, t

urn

to id

enti

fy t

he

rece

iver

. 5. K

eep

ball

up b

etw

een

wai

st a

nd c

hest

are

a _

mov

ing

the

ball

quic

kly

acro

ss t

he b

ody.

6. F

ollo

w t

hrou

gh a

nd f

inge

rs p

oint

to

targ

et a

fter

the

bal

l is

rele

ased

.

Equi

pmen

t Re

quir

emen

ts

Balls

1Ba

gsn/

aA

rea

15m

x 1

5mCo

nes

6Su

its

n/a

Play

ers

4Sh

ield

sn/

aBi

bsn/

aTi

me

10-1

5 m

ins

Prac

tice

Des

crip

tion

Two

atta

cker

s, t

wo

defe

nder

s (f

acin

g aw

ay f

rom

att

acke

rs a

t st

art)

.O

n ba

ll ca

rrie

r’s

call,

att

acke

rs a

ttem

pt t

o sc

ore

usin

g ev

asio

n an

d pa

ssin

g.D

efen

ders

tur

n ro

und

to f

ace

atta

cker

s on

ce c

all i

s m

ade

from

bal

l car

rier

.A

ttac

kers

and

def

ende

rs s

wap

aft

er 5

pha

ses.

Prac

tice

Pro

gres

sion

/ R

egre

ssio

nsW

iden

try

lin

e to

cre

ate

mor

e sp

ace.

Add

ano

ther

att

acke

r or

defe

nder

.A

dd s

econ

d lin

e of

def

ende

rs _

spac

ed 7

-10m

beh

ind

firs

t lin

e of

def

ence

. Se

t tr

y lin

eba

ck.

Gam

e Co

achi

ng G

uida

nce

Emph

asis

e ke

y fa

ctor

s of

the

han

d ca

tch

whe

re p

ossi

ble

_re

war

ding

effo

rt a

s w

ell a

s re

sult

s P

lay

adva

ntag

e w

here

pos

sibl

e to

ens

ure

flow

.Ro

tate

pla

yers

oft

en t

o al

low

all

to t

ry d

iffe

rent

rol

es.

LONG TERM PLAYER DEVELOPMENT _ FUNDAMENTAL STAGEPLAYER PROGRESS GUIDEBy the end of this stage (end of Primary 4) almost all players should achieve competence in the facets below although some players may be able to achieve more. Note _ this is a developmental guide NOT a selection tool.

Player Date

Squad Coach / Teacher

PLAYER COMPETENCIES √ /P/X ACTIONS PLAYER COMPETENCIES √/P/X ACTIONS(√ = is able to, P = progressing (√ = is able to, P = progressing X = is not able to) X = is not able to)

PHYSICAL COMPETENCE

Sprint with sound technique Jump

Accelerate Fall to ground forwards, backwardsand to both sides

Decelerate Get back to feet from landing on front,back and both sides

Change direction Explain the importance of and demonstratean effective stage specific warm-up and cool-down

SKILLS COMPETENCE

Pass in every direction Perform a safe and effective front tackle

Hand catch effectively Perform a safe and effective rear tackle

Catch the ball above the head Present the ball correctly

Jump and catch the ball above the head Pass out of a tackle

Catch the ball below the thighs Support in contact

Perform a safe and effective side tackle Recognise and attack space

KNT SKILLS COMPETENCE

Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of Hand Catch / grab specific Key Factors of Ball Presentation (refer to page 14 of guide) (refer to page 14 of guide)

Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of the Offload specific Key Factors of Individual Tackle (refer to page 14 of guide) Technique (refer to page 14 of guide)

MENTAL SKILLS COMPETENCE

Understand and achieve realistic Co-operate and share the space and goals set by the coach / teacher equipment safely

Practice away from the club / school Cope with winning and losing

Understand the outcomes of their Understand and follow the laws of the gameactions (both good and poor practice)in relation to the principles of play

Work on own and with others Uphold the values of the game

Communicate with team-mates effectively

LIFESTYLE COMPETENCE

Remember gumshield for every session Remember water bottle for every session

Explain why healthy nutrition and sleep Explain and display respect for officials, teamare important to my standard of play mates and volunteers in the game

USUAL EFFORT LEVELS

Effort level consistently displayed by player. COMMENTS1 = best effort, 2 = hard _ very hard effort,3 = fairly hard effort, 4 = very light effort, 5 = very, very light effort

NOTES

89

Play

er P

rogr

ess

Gui

des

90

LONG TERM PLAYER DEVELOPMENT _ LEARNING TO PLAY STAGEPLAYER PROGRESS GUIDEBy the end of this stage (end of Primary 7) almost all players should achieve competence in the facets below althoughsome players may be able to achieve more. Note _ this is a development guide NOT a selection tool.

Player Date

Squad Coach / Teacher

PLAYER COMPETENCIES √ /P/X ACTIONS PLAYER COMPETENCIES √/P/X ACTIONS(√ = is able to, P = progressing (√ = is able to, P = progressing X = is not able to) X = is not able to)

PHYSICAL COMPETENCE

Sprint with sound technique . Overhead squat

Accelerate . Double leg squats

Decelerate . Walking lunge

Change direction . Standing long jump

Jump . Forward hop and hold

Fall to ground forwards, backwards and . Lateral hop and holdto both sides

Get back to feet from landing on front, . Press upback and both sides

Wrestle opponents to the ground . Medicine ball rotations

Perform the following with sound technique Link three gymnastic movements / animal walksfluidly in a confined environment - e.g. jump _forward roll _ back to feet _ accelerate away

. Prone stabilisation Explain the importance of and demonstrate an effective stage specific warm up and cool down

. Lateral stabilisation COMMENTS

. Forwards roll

. Backwards roll

MENTAL SKILLS COMPETENCE

Understand and achieve realistic goals set Communicate with team-mates effectivelyby the coach / teacher

Set and achieve realistic goals for self Cooperate and share the space and equipment safely

Answer questions from coach / teacher to Understand and follow the laws of the gamedevelop awareness

Review sessions with coach / teacher Cope with winning and losing

Practice away from the club / school Understand Rugby’s scoring system and keep the score

Understand the outcomes of their Make up a small sided game and explain it toactions (both good and poor practice) in the squad / classrelation to the principles of play

Work on own and with others Uphold the values of the game

LIFESTYLE COMPETENCE

Remember gumshield for every session Remember water bottle for every session

Explain and display respect for officials, Explain why healthy nutrition and sleep areteam mates and volunteers in the game important to my standard of playand consistently display good sportsmanship

USUAL EFFORT LEVELS

Effort level consistently displayed COMMENTSby player. 1= best effort. 2 = hard _ very hard effort ,3= fairly hard effort, 4= very light effort , 5= very, very light effort

91

SKILLS COMPETENCE

HANDLING SKILLS

Perform the following passes to support . Chest in space with sound technique:-. Lateral Perform football shy (two handed throw

above head). Switch Hand catch effectively. Loop Catch the ball above head. Pop Jump and catch the ball above head. Clearing Catch the ball below thighs

RUNNING SKILLS

Dodge / evade defenders Sidestep

React to others in attack and defence Swerve

CONTACT SKILLS

Maintain a strong body shape pre, during Present the ball correctlyand post contact

Work to stay on feet and leg drive to Make correct decisions pre, during andmaintain forward momentum when tackled post contact

Show confidence in contact situations Win the ball on the ground and get backto feet quickly

DEFENDING SKILLS

Select the correct tackle to make Perform a safe and effective rear tackle

Perform a safe and effective side tackle Go forward individually in defence

Perform a safe and effective front tackle Go forward as a team in defence

TEAMWORK SKILLS

Work with team to go forward in attack Recognise and attack / defend spaceand defence

Communicate with team in attack and defence

CONTINUITY SKILLS

Keep the ball alive in contact situations Pass from the ground

Evades to ensure they rarely take Present the ball correctlya head on tackle

Pass before contact Support in contact - decides role and executes

Pass out of a tackle (offload)

KICKING AND FIELDING SKILLS

Perform the following kicks with sound . Drop kicktechnique:-. Place kick . Kicking from hand on the run. Punt kick Field a high ball

SET PIECE SKILLS

Understands and explains the role of the set piece as a restart and contest for possession as well as an opportunityto create space to attack

SCRUM LINEOUT

Maintains a strong and stable body shape Outmanoeuvre an opponentduring scrummage

Performs the correct engagement Out-jump an opponentsequence (Crouch, touch, pause, engage)

Catch the ball above head whilst in the air

Land safely and deliver the ball

Throw the ball accurately to a moving, jumping player

KNT SKILLS COMPETENCE

Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of the Hand catch / specific Key Factors of Ball Presentationgrab (refer to page 19/20 of guide) (refer to page 19/20 of guide)

Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of the Offload specific Key Factors of Individual Tackle (refer to page19/20of guide) Technique (refer to page 19/20 of guide)

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Produced by Jock Peggie, Scottish Rugby

Scottish Rugby wishes to acknowledge all staff and volunteers who have contributed to the development of this resource.

Special acknowledgement is given to:

Neil Graham, Graham Lindsay, Alex Edmonstone, David Hughes, Josh Gabriel-Clark, Pete Young, Nic Humphries and Colin Philips (Scottish Rugby)

Johnny Penman (Primary PE Specialist Glasgow City Council)Andrea Crawford (Primary PE Manager Glasgow City Council)

Scottish Rugby also wishes to acknowledge all staff and volunteers who have contributed to the development of our LTPD strategy as part of the LTPD working group.

Jock Peggie, Henry Edwards, Ken MacEwen, Grant McKelvey, Stephen Gemmell, Bryan Easson, Jo Hull (Scottish Rugby)

Clive Brewer (sportscotland)Bob Easson (Scottish Institute of Sport)Andy Henderson (Strathallan School)

Colin Ireland (CTI Services)

We are also grateful for the support given by sportscotland in developing our Long Term Player Development Strategy.

Many thanks to Jenny Craig for assistance with the production of this resource.

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