RUGBY LEAGUE

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RUGBY LEAGUE YOUTH COACHING WORKSHOP November 08
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The science of developing an athlete is
centered in the particular technical information
associated with prescribed exercises.The art
of developing an athlete is based on the coaches
ability to teach. Brian Grasso
International Youth Conditioning Association
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Principles of Learning

• We learn different ways and at different rates
• Related but not dependent on age or experience
• We learn in progression simple before complex
• Learn through playing games
• A need to create a learning environment
• When interested ready we will learn

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Fundamental Skill Concepts

• Body Awareness
• Space Awareness
• Qualities
• Relationships

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Fundamental Skill Categories

• Loco-motor Skills
• Stability Skills
• Manipulative Skills

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What is the impact of your coaching style?

• Recognise individual learning differences
• Relate to varying levels of physical mental
  maturity
• Consider prior athlete experiences
• Meet the needs interests of individuals
• Allow perception a decision making processes

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NZ Coach Approach

• is a philosophy to unleash the potential of New
  Zealand athletes by a style of coaching that
  promotes learning through ownership, awareness
  and responsibility

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The Big Picture
Coach knowledge, Instructional, autocratic
approach
Athlete knowledge, Questioning, empowered approach
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Instructing v Coaching

• Coaching
• Athlete Owns Process (Its all about the Athlete)
• Coach creates responsibility by raised awareness
• Athlete is accountable for his/her performance
• Focus is on LEARNING
• Athlete has more self-belief

• Instructing
• Coach Owns Process (Its all about the Coach)
• Coach takes responsibility athlete not aware
• Little accountability lies with athlete
• Focus is on TELLING
• Athlete reliant on coach?

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Is there a right technique?
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Teaching Games for Understanding

• Game Sense approach
• Players become more tactically aware and
  therefore able to make better decisions during
  the game
• Players start to develop skills in a realistic
  context rather than practising them in isolation
• Tactics before Technique! (WHY before HOW)
• Key is that we have games/activities that
  challenge and involve, and that we have produced
  coach independent learners.

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Summary

• Practice and game design that reduces the amount
  of verbal input from the coach
• Make sure the game design is reflective of key
  learning goals
• All key information sources available so learners
  can become attuned to them
• Use questions to develop awareness.