LEVEL 1Prepared by RLEF, July 2011

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KNOW YOUR PLAYERS!!

The mind is the athlete; the body is simply the means it uses to run faster or longer, jump higher, shoot straighter, kick better, swim harder, hit further or box better(Boyce Courtney, The Power of One, 1992)

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Consider the following:

• Would understanding what motivates people to get involved in Rugby League (and to continue playing) be useful for a coach?

• Would understanding how these motives change during a player’s lifespan be important?

• Would knowing how to shape motivation, behaviour, personalities, enthusiasm and enjoyment through coaching practices make you a more successful coach?

• ……..UNDERSTAND YOUR PLAYERS!

UNDERSTAND YOUR PLAYERS

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Team v Individual

• Coaches relate to their team but do they know individual players?

• All will have different reasons for participating in Rugby League

• Coaches can create an effective coaching session if they can relate well to each individual within the group

• Know your players as people and not simply Rugby League players

PEOPLE NOT PLAYERS

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Competence Motivation

• Remember all individuals, no matter what their age, are motivated to feel competent

• If you know your players’ personalities well enough to make them feel competent throughout coaching sessions you are so much more likely to retain motivated, happy players

COMPETENCE

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What is a coaching philosophy?

• Values, guiding beliefs and principles

• Helps answer questions about what, why and how

• ‘ Coaching is a challenging profession with many difficult decisions and ethical dilemmas. A well developed philosophy will enable you to make these difficult decisions and coach more successfully.’ (Martens, 2004, p4)

• Experiences you have had will impact upon your philosophy

COACHING PHILOSOPHY

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ROLES AND RESPONSIBILITIES

Roles and Responsibilities of the Coach• Identify and meet the needs of each performer

• Improve performance through progression, safe and guided practice

• Evaluate the success of the programme in relation to performers’ needs

• Create a motivating environment

• Plan, Deliver, Evaluate – 3 Key Fundamentals

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The role is dependent on 3 things:

• The performer

• The task

• Individual coaching philosophy

THE ROLE

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AN EFFECTIVE SESSION

WARM UP Increase blood supply to muscles via rugby related activity, stretch

SMALL SIDED GAME

Related to last session, instant involvement

SKILL DEVELOPMENT

Possibly the most important aspect of the session

GAME Relevant to skills development

COOL DOWN Return body to normal temperature

DISCUSSION Evaluate the session, draw out the key points

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COACHING STYLES

Coaching Styles

• Command – decisions are made by the coach

• Submissive – the babysitter

• Co-operative – players and coach share decisions

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LEARNING STYLES

• Visual – learning through seeing ie a demonstration

• Auditory – learning through hearing ie instruction / explanation

• Kinaesthetic – learning through doing

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THE IDEAS MODEL

Model of Effective Coaching

• Introduction (why and where)

• Demonstration (silent, relevant and accurate)

• Explanation (short and to the point)

• Activities (progressive)

• Summary (questioning and feedback)

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OOOservatio and Analysis

• Why and how do we observe ?

• Skilled Observation • Tools we need

– Holistic – Deductive – Analytical

• Funnel

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OBSERVATION AND ANALYSIS

Observation and AnalysisWHY?

• The most important duty in coaching is the improvement in performance

• We do this via Correction, both individually and collectively

HOW?

• Holistic – the big picture, obvious problems

• Deductive – identify problem, deduce likely causes, refine observation

• Analytical – good for small, subtle or disguised movements, break movements down into component parts

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HOW TO OBSERVE

What makes a skilled observer?

The ability to:

• Observe - stand back and watch in a controlled manner. Move around the area/game visually scanning all activity and actions

• Analyse – examine critically; break skills / actions into component parts

• Feedback – reasons for errors/improvements to be made

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BodyTrunk, Arms, Feet,

Legs, Hips, Leaning, Head Ball

Depth, Angle, Weight placed on

it, Movement, Power transfer,

RecoveryBackground

The Three B’s

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FEEDBACK

FeedbackReasons for using feedback:

• Motivation

• Reinforcement

• Information to learners

• Helps learners receive information in the most suitable way – VAK

• Information about performance

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FEEDBACK

Types of Feedback

• Intrinsic

• Extrinsic

• Visual

• Audio

• Kinaesthetic

• Questioning

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FEEDBACK

Amount and Timing of Feedback

• KISS – Keep It Short and Simple

• 2 or 3 pieces of information

• Clear and precise

• In the learner’s chosen style – VAK

• Questioning – feelings and open /closed

• Listen

• Timing – when the learner needs it

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QUESTIONING

• The most effective coaching sessions contain a large amount of questioning within the feedback (Cross and Lyle 2002)

• Check for understanding

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CONCLUSION

The key ‘how to ‘ skills are:

• Communication

• Demonstration

• Instruction

• Observation

• Analysis

• Feedback

• Questioning

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Generation of force and movement

Major function: Pumping of blood to supply oxygen to tissues

Muscular Cardiovascular

Major function: Provide support and protection

Major function:

Skeletal Respiratory

Movement of air in and out of lungsTransport of oxygen and carbon dioxide

Major function:

Nervous

Control of muscle and other organs

Major function:

Digestive Extraction and distribution of nutrients from food and drink

Major function:

Systems of the human

body

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Components of fitness for Rugby League

ENDURANCEThe ability to

maintain exercise,

resisting fatigue.Aerobic and Anaerobic

ENDURANCEThe ability to

maintain exercise,

resisting fatigue.Aerobic and Anaerobic

FLEXIBILITYRange of

movement at a joint or range of

joints

FLEXIBILITYRange of

movement at a joint or range of

joints

AGILITYThe ability to

change direction with minimum

loss of speed and balance

AGILITYThe ability to

change direction with minimum

loss of speed and balance

COMPONENTS OF FITNESS FOR RUGBY

LEAGUE

COMPONENTS OF FITNESS FOR RUGBY

LEAGUE

STRENGTHThe ability of a muscle to exert

force

SPEEDThe time taken to

cover a set distance

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Understanding the growing athlete

• Growth

– an increase in body size lasting approximately two decades.

• Maturation

– The speed and time in the progress towards an adult biological state.

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4

6

8

10

4 6 8 10 12 14 16

Gro

wth

(cm

per

year)

Age (years)

Girls Boys

Coaches should be aware that:

Children grow at different rates.

• Growth will affect performance.

• It is important to consider each child as an individual to ensure they develop to their potential.

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LTAD in Rugby League

• FUNdamentals (Movement Literacy) - 6 – 9yrs males 6 – 8yrs females

• Learning to Train (Sports Literacy) - 9 – 12 yrs males, 8 – 11yrs females –

• Training to Train (Sport Selection and Talent ID)– 12 – 16yrs +/- males, 11 – 15yrs females,

• Training to compete (Specialisation and Developing Potential)– 16 – 21yrs +/- males, Youth football, Junior and Reserve grades and O/A– 15 (16) – 21 yrs +/- females

• Training to Win (Expert Performer and Realising Potential)– 21yrs +/- male, First grade and open age competition– 21yrs +/- female

• Retirement and Retaining - (Retraining and retaining the performer)