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
1
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:
2
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
3
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.
4
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.
5
6
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.
7
8
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
9
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.
10
11
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.
12
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
13
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.
14
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).
15
16
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.
17
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.
18
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
19
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.
20
21
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
22
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.
23
24
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
TIM
ING
S
3 M
INU
TES
3 M
INU
TES
3 M
INU
TES
3 M
INU
TES
3 M
INU
TES
25
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
dam
enta
ls
war
m u
ps
26
TIM
ING
S
2 M
INU
TES
2 M
INU
TES
5 M
INU
TES
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
ning
to
Play
(L
TP)
war
m u
ps
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
29
FUN
dam
enta
ls &
LT
P co
oldo
wns
30
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.
31
Phys
ical
Com
pete
ncy
acti
viti
es &
des
crip
tors
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).
34
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.
36
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
Act
ivit
ySh
arks
& f
ishe
s
Obj
ecti
veTo
dev
elop
eva
sion
/ in
vasi
on 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 p
rinc
iple
s _
mov
e fo
rwar
d, r
eady
pos
itio
n
Equi
pmen
t Re
quir
emen
ts
Balls
Balls
for
eac
h pl
ayer
Bags
n/a
Are
a 30
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
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-
tack
led
by a
sel
ecte
d de
fend
er(s
). O
nce
tack
led,
the
pla
yer
then
join
s th
e de
fend
ing
team
This
con
tinu
es u
ntil
the
last
att
acki
ng p
laye
r ha
s no
t be
en c
augh
t.N
o m
ore
than
one
def
ende
r at
a t
ime
shou
ld a
ttem
pt t
o ta
ckle
any
one
pla
yer.
Prac
tice
Pro
gres
sion
/ R
egre
ssio
n T
he c
oach
can
sel
ect
mor
e de
fend
ers
depe
ndin
g on
the
siz
e /
abili
ty o
f gr
oup.
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.
A
ttac
king
pla
yers
sho
uld
all
carr
y a
ball
if t
here
is
enou
gheq
uipm
ent.
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
The
coac
h sh
ould
enc
oura
ge f
air
play
fro
m t
he p
laye
rs.
Tags
can
be
used
to
help
the
coa
ch s
ee w
ho h
as b
een
caug
ht.
Ev
ad
ing
pla
ye
rT
igg
er
20
m
20
m
SET UP DIAGRAM
Act
ivit
yTi
g
Obj
ecti
ve
To d
evel
op e
vasi
on /
inva
sion
ski
lls a
nd in
crea
se h
eart
rat
e fo
r th
e se
ssio
n to
fol
low
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
oth
er f
ollo
wed
by
an
aggr
essi
ve a
ccel
erat
ion.
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
fe
et d
urin
g de
cele
rati
on. 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.
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
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
Play
ers
take
it in
tur
ns t
o be
the
tig
ger,
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. O
nce
a pl
ayer
has
bee
n ti
gged
the
y th
en a
ssum
e th
e ro
le o
f ti
gger
whi
le t
he p
erso
n w
hoor
igin
ally
tig
ged
them
is n
ow a
n ev
adin
g pl
ayer
.
Prac
tice
Pro
gres
sion
/ R
egre
ssio
nTh
e co
ach
can
sele
ct m
ore
‘tig
gers
’ de
pend
ing
on t
he s
ize
/ab
ility
of
grou
p. T
he 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
eor
incr
ease
pre
ssur
e on
pla
yers
. Ti
gger
car
ries
a b
all i
n th
eir
hand
s an
d m
ust
mak
e ti
g us
ing
the
ball
in t
he h
ands
. N
o ‘b
ack-
tags
’ _pl
ayer
s ca
nnot
‘tig
’ the
per
son
who
just
‘tig
ged’
the
m.
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.
38
Act
ivit
yBu
ild-u
p ti
g
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.
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)
92
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.
www.scottishrugby.org
©Copyright Scottish Rugby 2011