learner workbook - englandrugby.com€¦ · 2 3 ukcc level 2 - coaching the 15 a-side game learner...

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UKCC LEVEL 2 - COACHING THE 15 A-SIDE GAME

LEARNER WORKBOOK

LEARNER RECORD OF ACHIEVEMENT The coach educator and course leader should complete this achievement record.

Successful completion of all the aspects of assessment will result in the above learner being eligible for certification for the appropriate qualification.

Unit Achievement for Learners in England and Wales (For learners in Scotland an SQA Unit Record can be found at the back of this pack)

This record is available to be completed by your coach educator to confirm that all aspects of the assessment specification have been appropriately evidenced and each unit of the qualification has been achieved. Details of the competencies of each of the units below can be found on the accompanying 1st4sport Learner Resources CD.

Learners name:

Postal address for certification:

Postcode:

Date of Birth: Tel No:

Email Address:

Course Venue: Course Date:

Course Leader Name: Coach Educator Name:

For Learners in England and Wales: For Learners in Scotland:

1st4sport Registration No:SQA Registration No (9 digit):

For Learners in England:

Unique Learner Number (ULN):

The learner should have evidence of the completion of:

PageResult (Comp/NYC)

DateCoach Educator /Assessor(s)

Verifier(s) / Course Leader

TASk 1 Plan, Deliver and Review a 10 min session, on how you would coach the principles of play using a small sided game.

TASk 2 Plan 2 core skills coaching sessions and deliver and review two x 10 min sessions.

TASk 3 Plan, Deliver and Review micro coaching sessions to demonstrate competency in tackling.

TASk 4 Plan, Deliver and Review a coaching session to demonstrate safety and technical competencies in building the scrum from 3 to 5 to 8 man.

TASk 5 Plan, Deliver and Review a coaching session to demonstrate safety and technical competencies in lifting and returning the player safely back to the ground.

TASk 6 Plan, Deliver and Review a coaching session on play from a scum/lineout/restart and playing 3 phases.

TASk 7 Home Study – Questionnaire.

TASk 8 Observation of Coaching Performance(all competencies signed off).

If NYC – action plan – i.e. attend day 2 of future course

Achievement Assessor Signature Date Verified By Date

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

UNIT 6

UNIT 7

UNIT 8

I can confirm the work contained within this Learner Pack and all evidence and products associated with the achievement of this qualification are my own work.

Learner signature: Date:

LEARNER INFORMATIONPlease use the space below to record self-reflections on learning to aid action planning.

LEARNERS PERSONAL STATEMENTTo be completed by the learner prior to their final assessment at the conclusion of the programme of learning.

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CONTENTS

LEARNERS SELF-REFLECTION RECORD ................................................................................................ 6-8

RUGBY UNION COACHING PLANNING AND DELIVERY EXPERIENCE LOG .................................................. 9

COACHING EXPERIENCE LOG ..................................................................................................................... 10

PLANNING AND EVALUATION ASSESSMENT CHECKLIST ........................................................................ 12

THE ‘MIXING DECK’ .................................................................................................................................. 14

MODELLING SESSION REVIEW .................................................................................................................. 15

CORE VALUES ............................................................................................................................................. 16

PRINCIPLES OF PLAY ................................................................................................................................. 17

EXAMPLE OF A COMPLETED RUGBY UNION SESSION PLANNER ....................................................... 18-19

SWATCH ACTIVITY – PRACTICAL 1 - HEALTH AND SAFETY CHECKLIST – PRINCIPLES OF PLAY ......... 20

SESSION PLANNER – SWATCH ACTIVITY – PRINCIPLES OF PLAY ........................................................... 21

SESSION REVIEW AND EVALUATION – PRACTICAL 1 - PRINCIPLES OF PLAY ........................................ 22

KEY FACTOR ANALYSIS ............................................................................................................................ 23

PREPARATION%STUDY FOR DAY 2 PLUS ‘HOME STUDY’ TASKS ............................................................ 24

CORE SKILL 1 - COACHING HEALTH AND SAFETY CHECKLIST, PLANNER AND REVIEW ................ 25-28

CORE SKILL 2 - COACHING HEALTH AND SAFETY CHECKLIST, PLANNER AND REVIEW ............... 29-32

COACHING PROCESS SKILLS .............................................................................................................. 33-34

HOME STUDY TASK - WORKING WITH ADOLESCENTS QUESTIONNAIRE ......................................... 35-36

DEVELOPING THE WHOLE PLAYER ........................................................................................................... 37

PROCESSING A SKILL ............................................................................................................................... 38

DECISION-MAKING .................................................................................................................................... 39

PREPARATION%STUDY FOR DAY 3 PLUS ‘HOME STUDY’ TASKS ............................................................ 40

HEALTH AND SAFETY CHECKLIST – PLAY FROM A SCRUM .................................................................... 41

PLAY FROM A SCRUM, SESSION PLAN AND REVIEW %BACKLINE STRIKE PLAY TO 3 PHASES ..... 42-44

HEALTH AND SAFETY CHECKLIST – PLAY FROM A LINEOUT ................................................................. 45

PLAY FROM A LINEOUT, SESSION PLAN AND REVIEW BACKLINE STRIKE PLAY TO 3 PHASES ..... 46-48

HEALTH AND SAFETY CHECKLIST – PLAY FROM A RESTART ................................................................ 49

PLAY FROM A RESTART, SESSION PLAN AND REVIEW BACKLINE PLAY TO 3 PHASES .................. 50-52

COMPETENCY CHECKLIST RFU AND WRU% ........................................................................................ 53-55

COACH EDUCATORS NOTES AND LEARNERS ACTION PLAN POINTS ................................................ 56-57

LEVEL 2 COACHING DEVELOPMENT TEMPLATE ...................................................................................... 58

PERSONAL COACHING ACTION PLAN ....................................................................................................... 59

SQA UNIT RECORD OF ACHIEVEMENT FOR SCOTTISH LEARNERS .................................................... 60-61

FURTHER READING SUPPORT CPD MODULES ................................................................................... 62-63

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or

otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to Coachwise Ltd.

The technical content of this qualification and this Workbook has been developed in partnership with the National Source Group for Rugby Union.

National Source Group membership includes the Rugby Football Union (RFU), Scottish Rugby Union (SRU) and Welsh Rugby Union (WRU).

UKCC LEVEL 2

COACHING THE 15 A-SIDEGAME

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LEARNER S SELF-REFLECTION RECORD CONTINUEDTo be used to record self-reflections on learning to aid action planning.

Day 2

LEARNER S SELF-REFLECTION RECORD – KEY LEARNING FROM EACH MODULEPlease use the space below to record self-reflections on learning to aid action planning.

Day 1

INTRoDUCTIoN AND BENChmARkINg

moDULE 1 Modelling Session

moDULE 2 Core Values

moDULE 3 Swatch Activity(Coaching Process Skills and the Principles of Play)

moDULE 4 Identifying Core Skills and the use of Key Factor Analysis

moDULE 6 Coaching the ‘Whole’ player (5Cs)

moDULE 7 Delivery of a Core Skill (handling or an evasive skill)

moDULE 8 Developing decision makers and the acquisition of skills

moDULE 9 Developing Backline Play

moDULE 10 Safety in Contact(Demonstration of competency in tackling)

moDULE 11 Continuity in Attack through small sided games

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Instructions

As part of your assessment for the qualification, you are required to plan a number of coaching sessions; these will actually be ‘snapshots’ of your ability to coach a particular technique, skill and/or unit of play. Having planned the short sessions, you will be asked to deliver them to your colleagues on the coaching course.

Please complete the following activities:

a Using the Coaching Session Document Sets that follow, produce a minimum of 4 sets of documents which will include a Health and Safety Checklist, a Session Plan and Evaluation Form, for sessions as follow:

• Produceonesessionplan,tocoachoneofthefollowing:principles of play/attack/ defence. The length of these sessions should be at least 10 minutes (use a small sided game from the SWATCH or one of your own and demonstrate one progression).

• Producetwosessionplans,asnapshotofhowyouwouldcoach two of the following core skills: handling, running, kicking, contact, as defined in the Practical Syllabus. The length of the sessions should be at least 10 minutes. This represents the PART in a Whole /Part/Whole system for coaching.

• Producethree40-minutesessionplans(includingriskassessments), one on each of the following: play from a scrum, play from a lineout and play from a restart. Take each coaching session through to and including the 3rd phase. The length of the full session will be 40 minutes (including warm up, skill development and cool down) but you will be asked to coach the skill development for 15 minutes. Whenever possible use the whole/part/ whole method.

b All of your planned coaching sessions above need to show progressions from one session to the other. The links/progressions may be in the technical, tactical, social, reflective practice or a combination of all of these aspects. Choose a session that you can identify a progression of skills from and produce session plans that clearly show how the aim of the first session is progressed through the second session.

c Use the template overleaf to outline when and how you are going to evaluate the sessions, including who you might involve in the feedback process.

d When you have delivered each session, you will need to record it in your Coaching Experience Log and complete a Self-evaluation Form on your performance.

This task concentrates on your ability to produce good plans, organise and deliver the coaching session and self evaluate. These plans and coaching sessions may be used to support your delivery of future sessions.

You are provided with a sample of the criteria against which your planning will be assessed.

RUGBY UNION COACHING PLANNING AND DELIVERY EXPERIENCE LOG

LEARNER S SELF-REFLECTION RECORD CONTINUEDTo be used to record self-reflections on learning to aid action planning.

Day 3

moDULE 12 Practical delivery of play from...........Safe delivery of the Scrum

moDULE 13 Defence

moDULE 14 Safe delivery of the Scrum

moDULE 15 Safe delivery of the Lineout

moDULE 16 Reflections of the overall course and my learning

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COACHING EXPERIENCE LOGNB: This log supports your evidence for the qualification and gives you an opportunity to demonstrate you have coached a range of rugby union skills and players (both adults and children). You are required to evidence a minimum of five hours’ logged coaching experience covering the following range of skills: handling, running, kicking, contact, attack and defence, coaching forwards and backs. Each session logged here should be accompanied by a completed session plan and self-evaluation, and witnessed by an appropriate person as having been delivered.

Coach: Sheet No:

Session Date Name of group of Players Age Range Venue Session Topic Duration Verified by (Name and Signature)

PRACTICAL oN CoURSE ADULTS oR ADoLESCENTS

CoAChINg gAmE UNDERSTANDINg ThRoUgh ThE PRINCIPLES oF PLAY/ATTACk AND DEFENCE

10 mINS


CoRE SkILL 1 (EVASIoN AND hANDLINg) 10 mINS


SAFETY IN CoNTACT - TACkLINg 10 mINS


PLAYS FRom SET PIECE - ThRoUgh To AND INCLUDINg 3RD PhASE

15 mINS


SETTINg UP A SCRUm, 3, 5 AND 8 mAN 15 mINS


CoAChINg ThE LINEoUT 15 mINS

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PLANNING AND EVALUATION ASSESSMENT CHECKLIST The checklist aims to provide the coach educator with a means to review learners’ session plans and evaluations of sessions.It is suggested that the outcome column contains either a Por AP, the latter suggesting an action plan point against this criteria.

Learner’s name:

Coach educator’s name: Date assessed:

No. of session plans reviewed:

Learners are able to plan and prepare effective rugby union coaching sessions and evaluate their coaching

The learner should have evidence of the completion of:

outcome Comment

collect information and ensure it is accurate, up to date and comprehensive

analyse the information and identify any implications for coaching sessions

identify goals that meet participants’ needs and potential, and are within the competence of the coach to deliver

ensure the goals are technically correct, appropriate and consistent with best practice for the sport

plan activities and coaching styles to achieve the goals of the session and appropriately motivate participants

plan realistic timings, sequences, intensity and duration of the activities

plan for a balance of warm up, cool down, instruction, activity and discussion

identify and access appropriate resources to enable the session to be delivered safely and effectively

use information from the evaluation of previous sessions to plan sessions

produce a series of (at least) three session plans which show an appropriate progression of techniques and skills

identify and take account of risk assessments for the activities and resources/equipment being used

Learners are able to plan and prepare effective rugby union coaching sessions and evaluate their coaching

The learner is able to: outcome Comment

identify likely hazards and assess the risk of the hazards causing harm

produce session plans which are within the health and safety expectations of the sport

access information about the normal operating and emergency procedures for the coaching venue

review all aspects of sessions and seek the views of participants and others involved

effectively evaluate all aspects of sessions and identify ways that they might be improved

produce an action plan which identifies improvements to their future coaching sessions

Assessor’s signature:

Date:

Learner’s signature:

Learner’s Action Plan

Assessor’s signature:

Date:

Learner’s signature:

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MODELLING SESSION REVIEW – EFFECTIVE COACHING – PLAN DO REVIEWTASk

Use the table below to make a list for your allocated task but fill in some notes in the other boxes during the feedback from the other groups.

THE ‘MIXING DECK’After having agreed the top 5 things a coach working in the XV a side game should be able to do/should know, place one in each of the boxes provided. Now benchmark yourself on the mixing deck (where you feel you are at present) in each of the identified aspects of coaching. At the start of each day and then again at the end of each day if you feel that you have progressed, then put a new mark further to the right hand side.

START LEVEL 2Before the session started the coach...

During the session the coach...

After the session the coach...

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Coach: John Bloggs Venue: Newark RUFC

Age group: U14’s Number Attending: 16

Date: 11/11/11Start time: 6pmFinish time: 7.30pm

Equipment: 10 balls and 5 cones

Nearest Telephone: My Mobile in 1st aid bag First Aid bag: Present and fully stocked

health & Safety checklist completed?

Yes/NoIdentified hazards and actions taken:

Scrum machine too close to the best working area i.e. most solid ground – moved scrum machine away before start of the session.

Learning from previous session:

A number of players struggled with their evasion skills in the games during the session.

Personal action points from previous session:

Personally I intervened too often with technical information. Must learn to stand back and let them try and solve their own problems.

Physical, Technical, Tactical and mental (PTTm) goals for the session:

To develop and improve the evasion skills of each player - attack a SPACE and not a FACE.

Introduction and warm-up:Explain the outcome of the session and why evasion is so important for continuity.Fun warm up using a tagging game to encourage evasion/agility.

main Content/game organisation, diagram or progressions

Play a game of contact rugby, rewarding players who when in attack, force the defenders to make side tackles because they attacked a space rather that running straight into an opponent.

Scoring – 1 pt for attacking a space and 5 points for scoring a try.

Game 1 – managed by assistant coach8 v 8 in 40m by 60m pitch. The 60m lines being the try lines – giving the players a wide pitch to encourage attacking spaces.

Game 2Narrow the pitch to 40m by 55m

EXAMPLE OF A COMPLETED RUGBY UNION SESSION PLANNER

Developing a Team Culture hoW? (APES – Active, Purposeful, Enjoyable and Safe)

Personal Coaching ValuesDevelop each player by helping him or her to develop all of the skills (technically, tactically, socially and physically) to the best of their ability, and then the team will look after itself.

Core Values RespectDisciplineSportsmanshipEnjoymentTeamwork

Assistant coach to work on discipline in the game by deliberately making some wrong decisions as the ref and making sure nobody questions the decision. Using the ‘power’ of praise’ to make sure that all players are enjoying the game.

Skills (5Cs)CompetenceConfidenceConnectionCharacter and caringCreativity

Develop the competence and confidence through some extra support for the players who come to the development area. It may be the best players who may be developed further or it may be the less able at evasion skills, but the challenge must aim at getting them an approx. 80% success rate in order to develop confidence.

End of session cool-downGentle jog around working area interspersed with some gentle stretches.Players to pick up cones and balls and then thank coaches for the session.

Reflections on session

Great improvement in attacking spaces during the final game. One or two players still questioning referee’s decisions. I certainly intervened less and gave the players time to have a go at solving their evasion problems when they were in the development area..

Ideas for Development area Diagram for activity

Bring out 2 players into the development area and play some 1 v 1 touch, supporting them on ideas for side-stepping (10m by 10m grid). After both players have had a few goes each, I will send the players back to the game and call out two different players and set a relevant 1 v 1 challenge.

2 or 3 different sized grids to give different challenges to the players selected for the development area

Side-step Key factors:Ball in two hands, attack one side of your opponent, plant leg and attack opponents other shoulder, transfer ball into furthest hand from opponent and hand off if necessary, accelerate away.

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TASK 1 : SESSION PLANNER – SWATCH ACTIVITY – PRACTICAL 1Principles of Play

TASK 1 : SWATCH ACTIVITY – PRACTICAL 1Rugby Union Coaching health and Safety Checklist – Principles of Play

To be completed by each learner prior to the session delivery.

health and Safety Checklist

Coaching Venue: Session Date:

group Type / Size: Session Topic:

Coach(es):

Location of the venue’s health and safety policy:

Location of the nearest telephone:

Location of the nearest First Aid kit:

Name of the Appointed First Aider:

Please tick Pto confirm that the following items have been checked.

All equipment is safe and appropriate for the age and activity of the players

All equipment is handled, set up, dismantled and stored correctly

The playing area and facilities have been checked for actual or potential hazards

A register of players has been maintained

Players’ previous experience has been established

Players’ clothing, footwear, eyeglasses and jewellery have been checked as appropriate

Please tick Pto confirm that the following have been explained to the players and other participants.

Health and safety procedures

The rules of the facility/venue/session

Any potential hazards

The emergency procedures

Coach’s signature: Date:

I confirm that I have completed all the above and the coaching venue and players are able to safely participate in the planned coaching activity.

Coach: Venue: UKCC Coaching Course

Age group: Number Attending: 8

Date:Start time:

Finish time:

Equipment:

Nearest Telephone: First Aid bag: YES - Fully equipped

RISk ASSESSmENThealth & Safety checklist completed?


Personal action points from previous session: No Previous action points as this is the first practical session.

Allocated Principle of Play:

goals for the session for the players:

Ideas for game or SWATCh gAmE: Diagram for activity or Name of SWATCh gAmE:

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ExAmPLE oF kEY FACToRS FoR PASSINg

• Runstraight

• Holdtheballintwohands

• Commitadefender

• Weightontheinsideleg

• Turnsideontothedefencetofacetheintendedreceiver

• Swingthearmsthroughinthedirectionofthepass

• Usetheelbowsandwriststocontrolthespeedandflight of the ball as the ball is released

• Followthroughwiththehandsinthedirectionofthepass

• Passtothe‘target’areaatchestheightinfrontof the receiver

• Supportthereceiveroncethepasshasbeencompleted

TASK : KEY FACTOR ANALYSISTASK 1 : SESSION REVIEW AND EVALUATION – PRINCIPLES OF PLAYPlease complete this evaluation form for each session you deliver.

Were the aims of the session achieved? Identify which ones were and were not.

What factors helped ensure that your aims were achieved? (Reflect upon organisation, appropriateness of activities, coaching styles).

What were the reasons for you not achieving your aims? (Reflect upon organisation, appropriateness of activities, coaching styles).

What changes (if any) did you make to your session that were not in your plan and why?

Would you do anything differently if you were to deliver the session again?

What have you learnt about your coaching from this session?

Personal Action PlanUsing the information above, what changes will you make to your planning, coaching delivery and organisation in future sessions?

Coach’s signature:

Skills to be developed

key factors for the chosen skill

1.

2.

3.

4.

5.

6.

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TASK 2 : RUGBY UNION COACHING HEALTH AND SAFETY CHECKLIST – CORE SKILL 1To be completed by each learner prior to the session delivery.




Coach(es):



















PREPARATION STUDY FOR DAY 2 PLUS ‘HOME STUDY’ TASKS1. Recommend that you attend the following CPD modules:

Continuity in Attack, Defence and Ruck and Maul.

2. Prepare 2 ‘Core Skills’ coaching sessions, one on each of your allocated skills (handling or evasion).

3. Complete a risk assessment for each session.

4. Each coaching session should be of 40 minutes duration and follow the Whole/Part/ Whole process for coaching.

5. Be prepared to deliver a 10-minute extract from either of your coaching session, showing the ‘PART’ and a short period of the final game ‘WHOLE’.

6. Review learning from Rugby Ready.

7. Read the ‘Coaching Process’ module in your manual and complete the Coaching Process task in this manual.

8. Read the ‘Working with Adolescents’ module in your manual and complete the ‘Working with Adolescents’, questionnaire in this workbook.

Write down your two allocated ‘core skills’ tasks:

TASk 1:

TASk 2:

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Developing a Team Culture hoW?


PS. Choose one of the ‘Core values’ to work on in your session and say how you will do it.

End of session cool-down


Progressions in the Development area: PART Diagram / key factors for activity:TASK 2 : COACHING RUGBY UNION SESSION PLANNER – CORE SKILL 1


Age group: Number Attending: 8/9

Date:Start time:

Finish time:

Equipment:

Nearest Telephone: First Aid bag:




goals for the session:

Core skill to be developed and key factor analysis:

Session: Warm up (game) plus Whole/part/whole(APES – Active, Purposeful, Enjoyable and Safe)

Diagram for activity:

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TASK 2 : RUGBY UNION COACHING HEALTH AND SAFETY CHECKLIST – CORE SKILL 2To be completed by each learner prior to the session delivery.




Coach(es):



















TASK 2 : COACHING SESSION REVIEW AND EVALUATION – CORE SKILL 1Please complete this evaluation form for each session you deliver.









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Developing a Team Culture hoW?





Progressions in the Development area: PART Diagram / key factors for activity:TASK 2 : COACHING RUGBY UNION SESSION PLANNER – CORE SKILL 2



Date:Start time:

Finish time:

Equipment:

Nearest Telephone: First Aid bag:








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THE COACHING PROCESS Think about the modelling session earlier today and select the 4 statements that match to the corresponding number for each coaching process skill. All 8 statements should be used.

A. Invite questions and check for understanding

B. Repeat appropriate demo more than once

C. Focus attention on 1 – 2 key points

D. Keep the message simple

E. Plan what to say before you speak

F. Gain their attention before you start

G. Invite questions and check for understanding

H. Position so all can see and hear

give instruction and explanation

Set up and perform a demonstration

1. 2.

3. 4.

1. 2.

3. 4.

TASK 2 : COACHING SESSION REVIEW AND EVALUATION – CORE SKILL 2Please complete this evaluation form for each session you deliver.









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Question Answer Coach Coach Educator

1 Which of the following may occur if communication with players and fellow coaches is not clear?

Players arrive late

Players arrive with inappropriate kit

Players turn up at the wrong venue

All of these

2 What are the benefits to players of involvement in ‘deliberate play’ activities?

Freedom to innovate

Experimenting with new tactics

Learn to improvise and respond

All of the these

3 What is the desired outcome when using ‘deliberate practice?’

Performance improvement

Increased tactical awareness

Understanding the Laws

Better kicking

4 Which of these should coaches try to make provision for during the participation years?

Better rugby specific skills

Improved fundamental movement skills

More enjoyment

All of these

5 Why should a coach dress and behave appropriately? Tick the most appropriate answer.

To keep team sponsors happy

To intimidate the opposition

To provide a positive role model to players

So all coaches are wearing the same kit

6 What is the main reason for involvement in rugby union during the participation years?

Earning money

Recreation

Playing for your country

Winning

7 At what age will a girl normally reach her full adult height?

13 years of age

15 years of age

17 years of age

19 years of age

8 On average, the growth spurt for boys peaks at which age?

11 years of age

14 years of age

18 years of age

22 years of age

9 List 3 benefits of a good warm up for players in the U13 – Adult age range

10 List (in correct order) the 3 commands in the engagement sequence for an U18 female scrum

TASK 7 : HOME STUDY TASK - WORKING WITH ADOLESCENTS To be completed between day 1 and day 2 of the course.

Select the 4 statements that you think may match to the corresponding number for each coaching process skill. All 12 statements should be used.

A. Never interrupt or finish someone’s sentence for them

B. Compare observation with correct template to find matches and mismatches

C. Determine action: Build on strengths, correct error or do nothing

D. Reinforce your interest through your body language

E. Give specific and simple information

F. Focus on each key factor at a time

G. Observe action several times from different positions

H. Ask questions to generate self-feedback

I. Keep it positive

J. Give 100% attention to the speaker, do not think about what you’ll do next

K. Limit information to 1 – 2 key points

L. Give and maintain eye contact

The Coaching Process for observation and Analysis

1. 2.

3. 4.

Providing Feedback

1. 2.

3. 4.

Listening Skills

1. 2.

3. 4.

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DEVELOPING THE WHOLE PLAYER

TASK - DEVELOPING THE WHOLE PLAYER

5C’S Definition

ComPETENCETo achieve competence, participants should develop a positive view of their own actions by being in a coaching environment where appropriate techniques and skills are learnt in a supportive, progressive and enjoyable way.

CoNFIDENCE

Confidence is an internal sense of overall positive self worth and self-efficiency. Confidence is promoted through exposure to success in individual or group challenges that build resilience, coping with failure and learning strategies. Players will develop confidence when practicing or playing in a learning environment, which promotes personal improvement and values effort and persistence over outcomes and results.

CoNNECTIoN

Connection is the ability to build positive bonds resulting in effective and mutually beneficial relationships between players, coaches, managers, supporters, parents and the environment. In rugby, connection is achieved through, working with others in different sized groups, cooperating to make performance better, competing with friends and remaining on friendly terms, fulfilling different roles in teams and appreciating the roles played by others.

ChARACTER AND CARINg

This is achieved by possessing standards of correct behaviour, having a sense of right and wrong and a sense of sympathy and empathy for others. Rugby union supports these developments when it takes place in an environment that respects participants, coaches, officials, parents, supporters and the rules/laws of the game.

CREATIVITY

Players should be sufficiently confident to employ imaginative ways in which to solve problems and overcome challenges and a willingness to explore and experiment with techniques and tactics in order to produce more efficient and effective outcomes. The coaching of rugby offers numerous opportunities to promote creativity by putting children in situations where they have to think for themselves and overcome problems such as: - time, space and opponents.

5C’S “Write your ideas for developing the “C” you have been allocated”

ComPETENCE

CoNFIDENCE

CoNNECTIoN

ChARACTER AND CARINg

CREATIVITY

Question Answer Coach Coach Educator

11 What are the Core Values of Rugby Union?

12 Which of these personal and social skills would you expect an adult player to be able to do?

Provide support to team mates

Review own and team mates performance

Inspire and empower team mates

All of these

13 Which of these would you class as tactical skills that a player in the adult game should be able to do?

Explore and execute defensive patterns

Tackle and contest the ball

Jump in the lineout with support

Adopt and maintain a strong body position for contact

14 When coaching contact, which of these would you expect an U14 player to be able to do?

Demonstrate a range of tackles (front, side, rear)

Perform effective squeeze ball

Protect the ball in contact

Understand and apply a safe, effective body position in contact

15 Which of these is not a part of the Tower of Power?

Feet shoulder width apart

Knees bent at 45 degrees

Elbows tight to the body

Head in a neutral position

16 At U19 rugby what is the maximum distance that a can the scrum be pushed?

No push at all

1m

1.5m

5m (only for a pushover try)

17 At which age group can players start to lift/support in the line out?

U14

U15

U16

U18

18 Which defensive system would you typically adopt if you were outnumbered by the opposition?

Drift

Man for man

Out to in

Any of these

19 Which of these is not one of the 5C’s for coaching?

Communication

Competence

Character

Connection

Creativity

20 What are the Core Skills that coaches need to develop in all rugby players?

ToTAL SCoRE (out of 20)

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MODULE 8 : DECISION-MAKING

Write down as many different situations that payers may look for as part of their analytical decision-making. e.g. the weakest tackler.

What are the implications for the coach when developing each player’s intuitive decision-making skills?

INTUITIVE DECISION-MAKING

IDENTIfyCUES

INTERpRET AND

ORGANISE

AppROpRIATE RESpONSE

SKILL ACQUISITION

Coach ten, 14 year old players, how to perform a mISS PASS?(Efficiency, Accuracy, Certainty of outcome, Aesthetic quality, Coordinated)

how will you facilitate the quality of information the players receive from the environment?

how will they learn the skill?

how will you maximise the amount of experience they get in performing the skill?

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TASK 6 : RUGBY COACHING HEALTH AND SAFETY CHECKLIST – PLAY FROM A SCRUMTo be completed by each learner prior to the session delivery.




Coach(es):



















PREPARATION STUDY FOR DAY 3 PLUS ‘HOME STUDY’ TASKS1. Recommend that you attend the following CPD modules:

Continuity in Attack, Defence and Ruck and Maul if you have not already done so.

2. Complete IRB Laws questionnaire www.irb.com

3. Using the online Scrum Factory resource, prepare to deliver a session on setting up scrums safely, using 3, 5 and 8 men.

4. Recommended attendance at the following CPD courses; Lineout Game and Back Attack from Set Piece.

5. Using the online support on rfuca.com (1v1, 2v2, 3v2, and your own research/experience) prepare a 15-minute coaching session on EACH of the following – Play from scrum; Play from lineout; Play from restart. Take each coaching session through to, and including the 3rd phase. This is primarily an opportunity for you to show your understanding of ‘backline-play’ (creating space, use of penetrator, creating an overlap etc.). It will be advantageous to use opposition when ever possible.

Ideas for your plays from...

TASk 1: SCRUm

TASk 2: LINEoUT

TASk 3: RESTART

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Progressions in the Development area: PART Diagram / key factors for activity:





PS. Choose one of the ‘social skills’ to work on in your session and say how you will do it.



TASK 6 : SESSION PLANNER – PLAY FROM A SCRUM



Date:Start time:

Finish time:

Equipment:

Nearest Telephone: First Aid bag: YES - Fully equipped








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TASK 6 : RUGBY COACHING HEALTH AND SAFETY CHECKLIST – PLAY FROM A LINEOUT To be completed by each learner prior to the session delivery.




Coach(es):



















TASK 6 : COACHING SESSION REVIEW AND EVALUATION – PLAY FROM A SCRUM Please complete this evaluation form for each session you deliver.









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TASK 6 : SESSION PLANNER – PLAY FROM A LINEOUT



Date:Start time:

Finish time:

Equipment:

Nearest Telephone:MObile with COaCh eDuCatOr First Aid bag: YES - Fully equipped








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LEARNER WORKBOOK

TASK 6 : RUGBY COACHING HEALTH AND SAFETY CHECKLIST – PLAY FROM A RESTARTTo be completed by each learner prior to the session delivery.




Coach(es):



















TASK 6 : COACHING SESSION REVIEW AND EVALUATION – PLAY FROM A LINEOUT Please complete this evaluation form for each session you deliver.









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TASK 6 : SESSION PLANNER – PLAY FROM A RESTART



Date:Start time:

Finish time:

Equipment:

Nearest Telephone:MObile with COaCh eDuCatOr First Aid bag: YES - Fully equipped








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TASK 8 : PRACTICAL COACHING COMPETENCE CHECKLISTThe following checklist aims to provide coach educators with the means to assess your practical coaching against the criteria of the qualification. This assessment will take place throughout the course/programme.

It is suggested that the competent column contains either a Pif the learner is seen as competent or NYC if the learner is seen as not yet competent. If the learner is not yet competent, the coach educator should give an action plan point to assist the learner to gain the additional knowledge, understanding or experience required to be deemed as competent.

To successfully complete the assessment, the learner will be required to demonstrate their competence in all areas that are not blacked out.

NoTES

TASK 6 : COACHING SESSION REVIEW AND EVALUATION – PLAY FROM A RESTART Please complete this evaluation form for each session you deliver.









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LEARNER WORKBOOK

TASK 8 : PRACTICAL COACHING COMPETENCE CHECKLIST

It is suggested that the competent column contains either if the learner is seen as competent or NYC if the learner is seen as not yet competent. If the learner is not yet competent, the coach educator should give them an action plan point to assist the learner gain the additional knowledge, understanding or experience required to be deemed competent via a re-assessment. To successfully complete the qualification the learner is required to demonstrate competence against all the criteria below during the delivery of practical coaching session(s).

Learner’s name: Learner number: Venue:

Coach educator’s name: Assessment date: Session title(s):

Competence – The coach will: Competent Competence – The coach will: Competent

gEN

ER

AL

1.1demonstrate a knowledge of ethical issues and communicate within the guidelines of the rugby union equity policy with players and coaches.

PR

AC

TIC

AL

DELI

VER

Y

3.7 demonstrate an understanding of the laws of rugby union through their coaching delivery

1.2 promote and comply with the Code of Rugby Union at all times 3.8 provide demonstrations to facilitate learning

1.3 know the safety procedure for the facility and know who to contact in an emergency 3.9deliver a player-centred coaching approach using a question-and-answer technique that achieves the agreed objectives

1.4demonstrate the knowledge gained from the Theoretical Syllabus – ‘Planning, preparing, delivering and evaluating coaching sessions’

3.10 use appropriate progressions to develop players’ skills and/or understanding

1.5show an understanding of what motivates different players and small groups, and apply these principles

3.11 maximise involvement of all players

PLA

N

2.1 plan for a player-centred coaching session 3.12 provide positive feedback to correct players' weaknesses, rewarding effort as well as ability

2.2 identify any risks and hazards, and clearly outline any safety considerations 3.13 ensure that all aspects of the coaching session are active, purposeful, enjoyable and safe

PR

AC

TIC

AL

DELI

VER

Y

3.1 communicate appropriate advice and guidance to players, at the right time 3.14demonstrate accurate and safe coaching of individual scrum positions, through to 8-man scrum, inclusive of engagement

3.2 give a professional impression through their appearance 3.15demonstrate accurate and safe coaching of lineout lifting techniques for both lifters and jumpers

3.3deliver an appropriate warm-up to prepare players both physically and mentally for the session and progress effectively from the warm-up to the coaching session

3.16 demonstrate a knowledge of ‘back’ play through accurate and safe coaching

3.4get the players active quickly and keep them active, while providing variety and challenge through progression

3.17 demonstrate a knowledge of continuity in contact through accurate and safe coaching

3.5 clearly outline the aim/goals of the session and who and what is involved 3.18demonstrate clear understanding of positional skills and deliver the techniques through logical progressions

3.6 use the Observation and Analysis process to identify players’ strengths and weaknesses 3.19 conclude the coaching session appropriately, ensuring the safety and welfare of participants

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COACH EDUCATOR S NOTES AND LEARNER S ACTION PLAN POINTS

Action Plan Summary: N = Needs further Development. C = Competent. Delete one

observation and Analysis N/C Back Line Defence N/C Providing Feedback N/C

Back Line Attack N/C Line-out N/C Scrum N/C

Counter Attack N/C Continuity in Contact N/C

Estimated Time Before Applying for Level 3:

Estimated Time to Achieve Level 2:

Assessor name:

Assessor signature:

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LEARNER WORKBOOK

PERSONAL COACHING ACTION PLANLEVEL 2 COACHING DEVELOPMENT TEMPLATEUsing the template below, please reflect on your coaching abilities. Use this to create and agree your action plan with your coach educator.

COACHDEVELOpMENT

TO BECOME A pROfICIENT LEVEL 2 COACH AND CONSIDER LEVEL 3

TO COMpLETE THE LEVEL 2 COURSE AND BECOME A COMpETENT LEVEL 2 COACH

TO BECOME A GOOD LEVEL 2 COACH

TO BECOME A BETTER LEVEL 2 COACH

Use and understand player / positional profiling

Use and understand team profiling

Use / be familiar with videos analysis

Understand the principles of and use goal setting with your players

Regularly undertake and use match analysis

Use and understand seasonal playing

Develop good presentation skills (using AVAs)

Use player and technology to assist in devising game plans

Develop team ethos

Regularly self reflect and review

Understand / use Game Sense

Modify session plans according to previous sessions / games

Encourage / empower players to be more involved in session planning

Use a more questioning style to help players

Use a variety of coaching techniques

Observe / analyse players’ movement and behaviour

Use problem solving activities rather than just drills

Action Plan to change coaching behaviours

Good technical knowledge of all positions

Work and take a lead role with other coaches

Work with and consult coaches / players in developing a game plan

Excellent technical knowledge of one unit

Regularly attend coaching development opportunities

Gain experience in working with district / county / academy players

Develop sound presentation skills

Plan coaching sessions and player development

Keep up to date with current / new coaching ideas and application

Use a ‘whole-part-whole’ approach

Understand and apply principles of LTAD

Counter attack / turn over

Open play (including ruck / maul)

Use mainly decision making practices

Develop strategies for, and play from:

The line-out

Defence

Competent technical knowledge of all positions

The kick off (receipt and chase)

The scrum

The kicking game

ACTIoN

What three actions will you now take to achieve your goals? (try and be as specific as possible

CommITmENT

how likely are you to achieve the above actions?

TImE

When will you start these actions?

When do you expect to have achieved them?

INVoLVE

Who do you need to involve to assist / support you in achieving your actions?

oBSTRUCTIoNS

What might prevent you from achieving those actions?

how will you overcome the barriers?

SUCCESS

how will you know you will have achieved your actions?


Coach educator signature: Date:

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LEARNER WORKBOOK

Title Author Produced by Available from

CoAChINg FoR LoNg-TERm AThLETE DEVELoPmENT

Ian Stafford and Istvan Balyi Sports coach UK www.scottishrugby.org

LoNg TERm PLAYER DEVELoPmENT STRATEgY - A gUIDE FoR CLUBS AND SChooLS

Scottish Rugby Scottish Rugby www.scottishrugby.org

DEVELoPINg DECISIoN mAkERS: AN EmPoWERmENT APPRoACh To CoAChINg

Lynn KidmanInnovative Print Communications Ltd; 1st edition (2001)

Most good book shops

LoNg TERm PLAYER DEVELoPmENT STRATEgY - A gUIDE FoR CLUBS AND SChooLS

Scottish Rugby Scottish Rugby www.scottishrugby.org

AThLETE CENTRED CoAChINg: DEVELoPINg INSPIRED AND INSPIRINg PEoPLE

Lynn Kidman

IPC Print Resources (formerly, Innovative Print Communications Ltd); 1st edition (2005)


ThE CoAChINg PRoCESS: A PRACTICAL gUIDE To BEComINg AN EFFECTIVE SPoRTS CoACh

Lynn Kidman and Stephanie J. Hanrahan

Routledge; 1st edition (16 Dec 2010)


AThLETE-CENTRED CoAChINg: DEVELoPINg DECISIoN mAkERS

Lynn Kidman and Bennett J. Lombardo

IPC Print Resources: 2nd revised edition (Feb 2010)


RUgBY ToUgh Bruce Hale and David Collins Human Kinetics Most good book shops

ToTAL TRAININg FoR RUgBY FITNESS

Graham Lowe and Glenn JenkinsCenturion Rugby Training Equipment

ComPLETE CoNDITIoNINg FoR RUgBY

Dan Luger and Paul PookCenturion Rugby Training Equipment

USEFUL WEBSITES

UKCC CONTINUOUS PROFESSIONAL DEVELOPMENT MODULES

FURTHER READING SUPPORTTo further help develop your coaching skills and knowledge.

The three Rugby Unions recommend the following websites to assist you in developing your coaching skills

www.rfu.com www.irbcoaching.com

www.wru.co.uk www.irblaws.com

www.scottishrugby.org/coaching www.coachingfundamentals.org.uk

www.sportscoachuk.org www.positivecoachingscotland.com

www.sportscoachuk.org/resource/safeguarding-protecting-vulnerable-adults

www.rfuca.com

Continuous Personal Development (CPD) For Coaches of:

Course Title Children - Youth - Adult Players

Continuity in Attack with Ball in Hand Children - Youth - Adult Players

The Maul and Ruck Children - Youth - Adult Players

The Lineout Game For Coaches of:

Back Attack from Set Piece Children - Youth - Adult Players

Understanding The Kicking Game Children - Youth - Adult Players

Half Back Play Children - Youth - Adult Players

Defence in Phase Play Youth - Adult Players

Goal Setting Children - Youth - Adult Players

Team Selection Youth - Adult Players

Game Planning Youth - Adult Players

Performance Profiling Youth - Adult Players

Performance Analysis Youth - Adult Players

Planning & Periodisation Youth - Adult Players

Scrum Factory Children - Youth - Adult Players

learner workbook - englandrugby.com€¦ · 2 3 ukcc level 2 - coaching the 15 a-side game learner...

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