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REPORT ON REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY

Peter Gall I Michael Leach TABLE OF CONTENTS

Introduction 1

The Case for Change 2

Terms of Reference 4

Introduction 4

Background – the nature of the challenge. 4

Summary 6

Process of the Review 7

Project Lead Group. 7

Project Reference Group. 7

Surveys. 7

Focus Group Consultation Meetings. 8

Public Submissions. 8

Consultation Meetings with Assorted Interest Groups. 8

Guiding Principles 9

Report Findings & Recommendations 10

Governance. 10

Boys’ Rugby 12

Girls’ Rugby 16

Performance 18

Secondary Schools Rugby for Māori 22

Summary of Key Recommendations 24

Governance. 24

Boys’ Rugby 24

Girls’ Rugby 24

Performance 25

Secondary Schools Rugby for Māori. 25

Concluding Remarks 26

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 1 REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW strategy for Secondary School Rugby in New Zealand that that New Zealand in Rugby for Secondary School strategy stakeholders. by issues raised many complex addresses the School Rugby in particular was highly evident and there is is and there evident in particular was highly Rugby School game the board to make the a genuine willingness across is recognised Rugby Secondary School level. better at this are deep but there levels at its highest as a great product sustainability success of this concerns regarding the case for a coherent is a strong There country. the across high performance staff, New Zealand Rugby Players’ Players’ performance staff,high New Zealand Rugby and high NZR development (NZRPA), Association TV. and SKY performance staff, Sport College and Secondary about rugby passion people shared The Provincial Union (PU) and club personnel and school and school Union (PU) and club personnel Provincial to was taken Care personnel. rugby principals/school of gender were inclusive in terms groups the ensure that with meetings were scheduled other Several and ethnicity. for secondary a special interest in rugby have people who including students in New Zealand school Anderson, former NZR Head of Community Rugby. NZR Head of Community former Anderson, work streams that several established reviewers The developing lead group, formation of a project included the a series and organising of stakeholders for a range surveys students, of consultation meetings with secondary school NZR wanted the review to have a high degree of a high to have review NZR wanted the EdSol process, independence and following a contestable was contracted NZ, an educational consultancy company were NZ of Edsol co-directors work. The to carry out the Brent by were assisted and they lead reviewers the develops a life-long love of the game and strength of life-long a develops love of the and aspirational same time as providing at the character, process start the pathways These pathways. developmental to play in successful teams in of preparing talented players black. many issues facing rugby within that environment. The The environment. that within many issues facing rugby wider the within Rugby alignment of Secondary School NZR aims for consideration. is also a system NZ Rugby allows for as many that delivery system a teenage rugby that to do so, in an environment want to play who players INTRODUCTION recently adopted a rugby (NZR) has New Zealand Rugby identified challenges One of the – 2020. for 2018 strategy to address the how and Rugby was Secondary School 2 SECT. 1 Introduction SECT. 2

THE CASE FOR CHANGE The Case for Change

There are compelling reasons for change in the organisation, NUMBER OF SECONDARY SCHOOL administration and delivery of Secondary School Rugby. The RUGBY TEAMS reviewers met with many people around the country, received over (BOYS AND GIRLS) AUCKLAND/NORTH HARBOUR a significant number of responses to surveys and were left with no doubt about the need for changes. AUCKLAND NORTH HARBOUR The current governance infrastructure of Secondary School YEAR NO. OF TEAMS NO. OF TEAMS Rugby is fragmented and confusing. There is a need to develop a 2 018 181 64 governance structure to provide leadership in strategic direction. 2 017 188 71 The numbers of boys playing the game at secondary school is 2 016 203 78 trending downwards at an alarming rate, especially considering 2 015 204 87 that the overall secondary school roll has been steadily increasing in recent years. Decreasing numbers of players leads to fewer 2 014 208 92 teams and problems in forming meaningful, viable competitions. 2 013 225 na

The girls’ game, on the other hand, is experiencing strong growth in numbers which is generating a separate set of challenges in resourcing, coaching and acceptance within schools. NEW ZEALAND MALE PLAYERS BY AGE A relatively small number of schools are recognised as having 11,000 very strong rugby programmes that promote high performance. 10,000 The impact of these programmes is however creating disquiet and 9,000 questionable outcomes. 8,000

7,000

NZR has undertaken recent reviews and provided evidence and 6,000 data that were relevant to the case for change. These include The 5,000

Respect and Responsibility Review (2017), NZR Community Rugby 4,000

Strategies (2004, 2008, 2013) and NZR participation data. 3,000 The review also accessed the Sport New Zealand Secondary 2,000 Aged Review (2018) and Colmar Brunton research from 2014 1,000 0 4 5 6 7 8 9 10 1 1 12 1 3 14 1 5 16 1 7 18 1 9 20 2 1 22 2 3 24 2 5 26 2 7 28 2 9 30 on Teenage Motivations to Play Rugby. This information, and 2016 2017 2018 the summary data graphs below, clearly highlight the drop off in player numbers in secondary school-aged students. In the NZR rugby strategy there is an Auckland-specific goal and we include NEW ZEALAND FEMALE PLAYERS BY AGE some data for Auckland schools to highlight concerns although this 3,500 trend is common across other regions.

3,000

2,500

2,000

1,500

1,000

500

0 4 5 6 7 8 9 10 1 1 12 1 3 14 1 5 16 1 7 18 1 9 20 2 1 22 2 3 24 2 5 26 2 7 28 2 9 30

2016 2017 2018

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 3 How can we improve retention rates of players throughout their their throughout of players retention rates How can we improve meaningful, fair competitions within generate How can rugby better manage integrity issues such as How does rugby are inclusive, fun and safe there ensure that How can schools determinant quality is a key of coaching view that the Accepting to for delivery of rugby system current secondary school Is the Who is responsible for the governance of Secondary School governance of Secondary School is responsible for the Who relationship? working optimal PU and school is the What Secondary School New Zealand How do we better align the agreed objectives and How can NZR and PUs support the game modifications and delivery options that might better serve might game modifications and delivery options that game and its participants? the time within the secondary school system (and foster a love of (and system secondary school the time within years)? school their carry will beyond they that rugby secondary schools? of and safety risks health with the supplement use together e.g. concussion, injuries, non- Rugby playing Secondary School compliance with eligibility regulations etc.? to enjoy rugby? children for secondary school environments unique skills retention, what and thus experience player’s in the players? are required to coach teenage rugby alternative best model, or are there all teenage participants the Rugby? Secondary School New Zealand Union (NZSSRU), Rugby PUs, clubs and schools? (NZSSSC), Sports Council including financial, are required to enable this? resources, what In Administrator Rugby of the include consideration should This funding model. (RAIS) Schools How can the respective parties maximise How can the participation in rugby? Specifically; • • • • • • What are the roles of NZR, provincial of NZR, provincial roles are the What themselves? schools and unions Specifically; • • • • REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW

THE NATURE OF THE THE OF NATURE THE CHALLENGE BACKGROUND: What are NZR’s objectives for are NZR’s What teenage rugby? separate aspects of Secondary School Rugby; namely Rugby; aspects of Secondary School separate with reference to boys and ‘Performance’, ‘Participation’ factors key the and girls in each. In no particular order, to form will need to consider in which review the that recommendations are as follows: than that and will require a thorough and wide-ranging and will require a thorough that than the within various factors the to understand review contribute towards that that environment secondary school fundamental issue. also be given to two should consideration Separate It would be easy to categorise the challenge as being challenge It would be easy to categorise the at secondary years out during the of drop rate high the Nine and the into Year just arrived have and who school to club rugby secondary school from rate low conversion position is a lot more complicated the However, players. 3.2 to setting out at a high level the nature of the challenge challenge nature of the the level to setting out at a high to be involved personnel identifying the to be reviewed, the for it to be completed and a time frame review, in the review. objectives of the TERMS OF REFERENCE OF TERMS INTRODUCTION 3.1 with a view been developed have terms of reference These 4 SECT. 3 Terms of Reference SECT. 3

Terms of Reference

How can the respective parties maximise 3.3 SUMMARY the performance pathway for aspiring players? The objective of the review is to investigate these issues and any others that are incidental to those set out above and Specifically; to report to NZR on the options available to address and • What influence are player agents having in the secondary resolve these issues and to provide recommendations on a school environment? proposed course of action for NZR to build a sustainable, • What is the role of “winning” in a secondary school robust and successful model for Secondary School Rugby environment? for boys and girls across New Zealand. • What impact is the broadcasting of secondary school rugby having and the nature of the broadcast ‘ownership’? The review should note the recent recommendations in the NZR Respect and Responsibility Review, pertaining to the • What is the role of a high performance pathway within role Secondary School Rugby plays in the development Secondary School Rugby and the dominating practices of the capability and success of its people along the (poaching, enticing) of the ‘Rugby’ schools? performance pathway, including but not limited to: • What is the optimal season length and playing structure for “high performance” school rugby players and teams? • Adoption of an agreed ‘Charter’ • Incorporation of Individual Development Plans (IDPs) Many of these issues apply equally and NZR’s ‘Six Pillars’ development framework for to school boys’ and girls’ rugby but in players (Physical, Nutrition, Technical, Tactical, Mental addition to these issues and in particular and Leadership/Holistic) for school girls’ rugby: • Clearly defined Disciplinary Framework • How to generate sustainable competitions within particular regions. • How to build rugby programmes (pathways) for girls in either ‘co-ed’ or ‘girls only’ schools.

In order to provide a sound framework of evidentiary information to assess the school landscape, a survey completed by key stakeholders including students and parents/guardians would be an appropriate starting point.

The following areas are out of scope for this exercise:

• Secondary schools’ right to deliver teenage rugby – the review will not question whether secondary schools have a right to deliver teenage rugby. However, it should consider whether other entities such as clubs could have a role in the delivery of teenage rugby; • Sovereignty of Competitions - determining provincial and regional competitions’ make up and format is outside the scope of this review although it is anticipated that it will generate evidence-based recommendations on the optimal structure and duration of competitions and performance rugby programs.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 5 SECT. 4

Process of the Review PROCESS OF THE REVIEW

4.1 PROJECT LEAD GROUP 4.2 PROJECT REFERENCE GROUP

A project lead group was formed to support the review A project reference group was formed to gain feedback from a process, critique and comment on findings, survey wider range of people and included the project lead group as questions and results, focus group outcomes and to well as – provide their own thoughts and perspectives. Those invited • Marie Gordon; Principal, Hamilton Girls’ High School to the team represent a cross section of stakeholders and were as follows – • Alan Munro; Principal, Matamata College

• Garry Carnachan; CEO, NZSSSC • Shannon Paku; CEO Manawatu • Roger Wood; Secondary School Sport Manager, Sport • Paul Veric; Headmaster, New Plymouth Boys’ High School New Zealand • Josh Willoughby – CEO Poverty Bay Rugby Football Union • Tim O’Connor; Headmaster, Auckland Grammar School* 4.3 SURVEYS • David Hunter; Principal, Taieri College • Gerry Davidson; Deputy Chairman, NZSSRU Surveys were developed and distributed to the following stakeholder groups • Blair Foote; CEO • Corey Kennett; CEO Horowhenua-Kapiti Rugby – (numbers of respondents in brackets) – Football Union • Secondary school principals (113) • Emma Weenink Community Rugby Manager, • Secondary School heads of rugby/sports coordinators (95) Canterbury Rugby Football Union** PU personnel (72) • Anna Darling; Region Women’s Rugby Development Manager Secondary School rugby coaches/managers (71) • *Pat Drumm, Headmaster Mt Albert Grammar School Parents/guardians (95) (replacing Tim O’Connor) Survey results appear in appendix 9.1 in this report and **George Vance, Secondary School and Women’s participants were also invited to make comments which are Rugby Manager, (replacing Emma reflected in section 5 and appendix 9.3. Weenink as PU representative – Emma transferred to NZR staff but remained on the project lead group)

6 REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SECT. 4

Process of the Review

4.3 FOCUS GROUP 4.6 CONSULTATION MEETINGS CONSULTATION MEETINGS WITH ASSORTED INTEREST

The reviewers met with separate groups of students, PU/club GROUPS personnel and Secondary School Rugby personnel/principals at each of the following venues: Dunedin. Christchurch, Nelson, A number of meetings were held with people and Wellington, Napier, Hamilton and Auckland. At each venue it organisations who have an interestntereinterest and/or was notable that people had travelled long distances to attend understanding of aspects of Secondary School Rugby and and consequently a wide-range of the PUs and local schools were not represented at the focus groups. These included – were involved in the consultation process. The various groups • The NZRPA represented a good cross section of the New Zealand Rugby community – male, female, rural, urban, Pakeha, Māori and • College Sport Auckland Pasifika. • High performance staff from each Super Rugby franchise Total numbers of participants at these meetings were – • NZR high performance, professional rugby, women’s • Students – 69 rugby and respect and inclusion staff • PU/club personnel - 93 • SKY TV • Secondary school rugby personnel/principals – 133 • Māori rugby – NZR National Māori Development Manager 4.5 PUBLIC SUBMISSIONS • Player Agents • Others who have had high involvement in Secondary Members of the public were invited, via information on the NZR School Rugby. website and a related media release, to make submissions. Only se ven were received and the ideas expressed are captured in The ideas expressed by these people are included in Appendix 9.3 and section 5 of this report. appendix 9.3 and sections 5 and 6 of this report.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 7 REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW occur for all is charter Tira) Ranga Ara (Te Way’ Rugby ‘The NZR’s all parties behave guiding document as to how the to. are to be adhered National Policies Resources and opportunities need to be equitable for Resources all bodies acting as are sovereign schools that Respect entities crown separate design must ensure meaningful games Competition Opportunities are provided to allow participants to Opportunities are provided aspirations their achieve need to be mutually and clubs do not Schools delivery of teenage rugby the in exclusive Safety is paramount • • • • • • • and operational decisions. and operational centre of decision making Students are at the can play want to play, students who many As • GUIDING PRINCIPLES GUIDING following Guiding the team recommends that review The in Secondary all stakeholders are adopted by Principles direction, policies setting of strategic in the Rugby School 8 SECT. 5 Guiding Principles SECT. 6

Report Findings & Recommendations

REPORT FINDINGS & RECOMMENDATIONS

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 9 NZSSSC NZSSRU – (College organisations sports secondary school Regional Sport for example) Associations and Principal Principals (lesser role) (BOTs) Board of Trustees PUs Boards (JAB) committees PU teenage and Junior Advisory committees PU girls’ rugby committees Rugby PU Secondary School • • • • • various bodies perform important these that It is acknowledged people goodwill of enthusiastic functions and are reliant on the heart. at their best interests of rugby the have who collective vision of the reflects the want a model that Schools values of fairness, accessibility the – where majority of schools and foremost are good people first produce and inclusiveness that people in the are key Principals It is recognised that paramount. moving forward. process an active involvement as they have should they PUs see that in the to administer and govern all rugby role the have generally province. The diverse range of contexts across the country will necessitate a the across of contexts range diverse The be closely should all of which solutions of local operational range Sitting strategy. overall of the vision and values aligned to the of models were put a number structure, governance under this aspects. operational to meet these were designed forward that but contexts regional varied depending on the models were The associations school and/or PUs, schools all included input from landscape is very complex The and principals. including NZSSSC an input into having all currently groups following with the country - the across Rugby Secondary School • • • • REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW “Many parties are involved – NZR, NZSSSC, NZSSRU, PUs, NZSSRU, – NZR, NZSSSC, parties are involved “Many an important role to play in retaining & – all have Schools for both boys & girls” - PU official growing teenage rugby “Secondary School Rugby is an opportunity that should remain should is an opportunity that Rugby “Secondary School Principal - School available for all young New Zealanders” sport” concept. of governing Secondary School Rugby – who or what or what – who Rugby of governing Secondary School over-arching of rugby control the have should group having and girls thereby boys for secondary school direction and key strategic responsibility for setting the NZR that majoritypolicies. A significantly large thought “sport owns – the main governance role own this should context of their region and within any charter that has been has that any charter region and within of their context was a willingness There a governing body. determined by solutions. participants to co-construct by expressed role the have should about who were asked All groups of the strategic direction for the sport at secondary school sport at secondary school direction for the strategic of the effective as establishing as well policies. Having level, aspects key a unified vision and associated values are they realise that direction. Stakeholders strategic of the to a responsibility and cooperate to collaborate have game in the the build and grow will determine actions that The lack of an overarching governance body for lack of an overarching The was is a message that Rugby NZ Secondary School In of stakeholders. full range the consistently reinforced by and setting leadership terms of governance, we mean the 6.1.2 ANALYSIS FROM CONSULTATION FROM ANALYSIS 6.1.2 infrastructure which details the purpose and processes purpose and processes details the which infrastructure all is agreement across contribute to success. There that a clear single-focus that structure governance stakeholders current The is adopted. Rugby for Secondary School and confusing. is fragmented structure 6.1 Governance 6.1 INTRODUCTION 6.1.1 governance a strong Effective have organisations 10 SECT. 6 Report Findings & Recommendations SECT. 6

Report Findings & Recommendations

6.1.3 KEY THEMES RECOMMENDATIONS

“It is important to foster and enhance the development of relationships A NZR is the governance body for Secondary School between schools and the Provincial Unions” - School Principal Rugby and establishes an advisory group that develops the overall vision, values and strategy for Secondary Governance of Secondary School Rugby is currently fragmented School Rugby in New Zealand. Logically this group is and confusing. the NZSSRU therefore – B The NZSSRU becomes the advisory group subject to There is consensus that NZR should have a leadership role in a its composition and function meeting governance best governance structure. practice regarding representation, diversity, skill sets and any other NZR requirements including appointed There is agreement that clear roles and responsibilities need to be membership. It is accepted that this will require a established for all stakeholders – schools, PUs and school rugby significant overhaul of the constitution, form and administrative bodies. function of the current NZSSRU to enable the group There is a need for an encompassing rugby strategy for secondary to undertake new responsibilities in addition to their schools that has a focus on development, opportunity and existing work. This group will require assistance with pathways for all and establishes some core values. liaison and operational matters and therefore – C NZR establishes a full-time position, Manager of It is acknowledged that there are enthusiastic, well-meaning Secondary School Rugby, reporting to the Head of people involved across all of the existing administrative bodies. Participation to lead the development of Secondary School Rugby in New Zealand. This will include These groups should work together as a ‘rugby family’ in a liaison with and operation of the advisory group and cooperative, collaborative way that is aligned to a shared vision. collaboration with all stakeholders. The diverse range of contexts across the country will necessitate a D The advisory group shall: range of local operational solutions all of which should be closely • be appointed by NZR and reflective of key aligned to the vision and values of the overall strategy. stakeholders. Schools and PUs are important for each other in the growth and • establish the vision and strategy for Secondary development of the game. School Rugby and determine, define and clearly communicate the roles and responsibilities of stakeholders. • be accountable for the implementation of the agreed strategy. • develop and implement policy. • report quarterly to the NZR on strategic outcomes. • report regularly to all key stakeholders.

• A system of recognising schools that exhibit good practice across their rugby programmes is developed and implemented.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 11 hold the funds centrally believe that this is the best way to manage is the this that believe funds centrally the hold province. in their Rugby of Secondary School administration the has system RAIS as the and responsibilities are lacking Clear roles original concept of the over time and variances to the evolved use. come into have scheme only caters for very top First XVs and Under 15 teams. There is teams. There and Under 15 XVs for very top First only caters held to be events rugby of regional boys’ scope for a wider range wants to enter. that week to cater for any school during this RULES AND MODIFICATIONS game such forms of the Discussions and feedback also centred on (Domestic Safetyrules quick rip and using modified as 10-a-side, that in schools rugby a way to promote as – DSLV) Variations Law is game that is a form of the rugby Touch low participation. have umbrella’. ’rugby popular and safe yet sits outside of the IN SCHOOLS ADMINISTRATOR RUGBY funding (RAIS) in Schools Administrator issue of Rugby The receives the whoever some predictable debate in that generated receive the that majority of schools funding is in support of it. The resource and advocate benefit of the funding directly assert to the have that schools model. Those of that continuation for the strongly the by centrally funds are now held past and the in the RAIS had of RAIS respondents were unaware school Some PU are unhappy. be entitled to it. PUs who perhaps should they that and believe COMPETITION FORMATS on competition stakeholders variety is a wide of views from There country. the across grades formats in secondary schoolboy age- or have competitions are age-only, weight-only, the Whether only or allow club limits, allow combined teams or not, club weight of views for a full range competitions – provided teams in school however, of perceived unfairness. Parents and lots of anecdotes desire for safety in any to be paramount were unified in their was also are involved in. There children competitions their rugby high- competitions need to be meaningful and that agreement that team. are of no benefit to either scoring, one-sided matches TOURNAMENT WEEK currently week is recognised as an opportunity that Tournament REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW

RESOURCING consultation involved in the schools Most of the is relatively programme rugby their agreed that process game is an affordable the well-resourced and that sport for most. on the role. Variability in coaching competencies and in coaching Variability role. on the game presents as in issue in many areas. of the knowledge parents and club personnel that It is widely acknowledged of teams in many schools. are welcomed as coaches COACHING many as being is seen by availability of coaches The but it is level opportunities at this these to providing key prepared to take increasingly difficult to find teachers 6.2.2 ANALYSIS FROM CONSULTATION FROM ANALYSIS 6.2.2 some concerns about the and PUs share Schools opportunities for all rugby accessibility of appropriate region. in their boys secondary school as either participation or performance players. The decision The participation or performance players. as either section as simply “Boys’ made to refer to this was therefore Rugby” opportunity to develop character, competencies, team competencies, team character, opportunity to develop It is a and a sense of community. skills and personal benefits the are now experiencing fewer boys concern that reference refer to terms of The can provide. rugby that disagreement was general but there participation grades become categorized boys notion that and the term with the schools. To this end, having experienced, trained coaches is vital is vital coaches trained experienced, end, having this To schools. – player safety, retention, recruitment enjoyment, rugby to school Principal - School up into this” and participation is all rolled of life for many young continues to be a part Rugby adolescents with the and provides New Zealanders 6.2 BOYS’ RUGBY BOYS’ 6.2 INTRODUCTION 6.2.1 activity sporting part of any in is a key “Development of players 12 SECT. 6 Report Findings & Recommendations SECT. 6

Report Findings & Recommendations

STUDENT VOICE 6.2.3 KEY THEMES

Students willingly offered their views on issues and the following Genuine partnerships need to be formed with schools, PUs are reasons they gave for why some leave the game during their and clubs - a rugby family concept. secondary school years. These comments are consistent with those expressed in previous NZR surveys. Very few of the students have There is a weakening of competitions in many provinces previously been asked to comment on their rugby experience because of a range of issues many of which are related to within their schools. A summary of their comments - the provincial context.

• No suitable grades – a big step in some schools from junior “At our school we have focused on rugby being for the benefit of grades to First XV. playing sport with your mates. This has benefited us as a school…. • Eligibility rules – e.g. of too many dispensations or not enough and we have had growth in rugby as a result” - School Principal flexibility. Forms and formats of the game need to be aligned with an • The competition is not suitable – too few teams etc. and one overarching vision and take context into account. team dominates. • Becomes too competitive – would like a social grade. Player safety is paramount.

• Some players lose confidence – getting consistently beaten Student voice should be gathered in the review and by large scores – lose enjoyment and motivation. development of local and regional participation grade • Media influence on concussion. formats. • Influence of increasing numbers of bigger, more physical players – makes it difficult for smaller players to compete. The availability of coaches and recruitment of coaches is a key driver. Rugby remains as a sport that is accessible and • Not wanting to get “smashed” /injured. affordable for all. • Being too small. • Some grow at different rates – late developers get left The distribution of RAIS funding is not well understood or behind. communicated in many regions. • Some not prepared to put in the extra work that is required to progress in the game. • Play for the school from Year 7 or Year 9 and want to be in the First XV but new players are brought in on scholarships.

“Rugby helps you become a better person because it helps you to release stress, keeps you active, helps you to control your emotions and to socialise” - Student • Some take up other sports – basketball. • Previous coach treated them badly. • Sport and rugby are not a strong part of the school’s culture. • Social life becomes more important for some. • Get a part time job – Saturday work. • Busy with school work.

The comments of the students reinforce previous work in this area and closely aligns with the recent Sport New Zealand ‘Secondary School Sport Study’.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 13 School year level’ based grade format rather than than format rather based grade year level’ School Developing format rules that promote enjoyment, promote that format rules Developing competitions. fairness and even game such as Quick Rip, 7’s, forms of the Offering other playing options. other to provide 10’s some formats. playing seasons for Shorter competitions are offered count and players Intra-school towards registered playing numbers. ‘ formats are offered. ‘age-grade’ of forms development Student voice is included in the game. and formats of the with Way, Rugby The of (Pou) pillars the Reflecting general and the development a focus on character wellbeing of all participants in secondary schoolboys’ programmes. rugby Introducing a set of Domestic Safety Law Variations Variations a set of Domestic Safety Law Introducing safety. enhance to rules (DSLV) • • • • • • • • NZR develops guidelines for PUs and schools on the formats on the guidelines for PUs and schools NZR develops The current funding for RAIS is retained, allocated at the is retained, allocated at the for RAIS current funding The same amount per PU as allocated in 2018. The 75:25 NZR: 75:25 The as allocated in 2018. same amount per PU also maintained. NZR, in consultation PU contribution split is develops Secondary Schools, the with individual PUs and meaningful targets that an allocation and delivery method in schools development recruitment/ competition and coach participation in terms of relative rugby are challenged that funding is essential and will Accountability of RAIS levels. to and links transparency of collaboration, include evidence national and local strategy. might This grades. rugby and forms of secondary schoolboy include, but is not limited to –

D E REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW Growing participation in boys’ rugby is a component rugby in boys’ participation Growing NZR establishes a clear definition of which grades are grades definition of which a clear NZR establishes The NZR funding of Secondary School Rugby is Rugby NZR funding of Secondary School The administrative duties). administrative is recognised that there is opportunity for the RAIS RAIS is opportunity for the there is recognised that in rugby growth funding to be applied to support further term RAIS, (Note – the participation in girls’ schools. does not accurately in Schools, Administrator Rugby be directed funding should the that proposal reflect the general than rather to coach recruitment/development and development. Furthermore, in the interests of equity, interests of equity, the in Furthermore, and development. that schools at those be targeted support should the participation. in terms of relative rugby are challenged allocating a resource is diluted by value of the The It relatively small amount equally to each school. the strategy development. strategy the is a component RAIS maintained at current levels. to areas funding and needs to be redirected of this of greatest need, namely to support meaningful and or coach recruitment competition development of a NZR Secondary Schools’ Rugby strategy. A strategy. Rugby of a NZR Secondary Schools’ PUs, involving schools, approach collaborative Guiding and clubs is required. The stakeholders to report are central as per section four of the Principles considered performance grades, with all other grades grades with all other grades, considered performance appeal the primarily to maximise recognised as existing also establish NZR should and benefit to participants. for participation characteristics constitutes the what Rugby. Boys’ Secondary School

RECOMMENDATIONS C B A 14 SECT. 6 Report Findings & Recommendations SECT. 6

Report Findings & Recommendations

F Schools, PUs and clubs collaborate on recruiting coaches for secondary schoolboy teams and also ensuring coaches receive good induction and access to relevant resources and training specific to coaching teenagers. NZR should give consideration to whether RAIS funding can be re-directed to incentivising this collaboration. G Establish role models/aspirational links with professional rugby through the formation of ambassadors for secondary school rugby through the professional ranks. I Administration templates for individual schools are developed and distributed. J Tournament week events are expanded to provide aspirational opportunities for a wider range of schoolboy teams and formats. K NZR needs to ensure rugby development resources (coaching, respect and responsibility templates, performance modules, health and safety procedures etc.) are shared with the intended recipients in the most effective manner possible. This could include direct correspondence with schools and or coaches from NZR. Efficient and timely communication via digital technology, establishing connections with teacher subject associations (e.g. Physical Education New Zealand) and finding ‘champions’ of good practice to share their stories are further examples.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 15 competitors and issues around the meaningfulness of competitions the and issues around competitors the highlighted has Consultation rugby. do for boys’ as they exist opportunities representative play to provide need for PU Under 18 through to develop schools, girls’ rugby for girls, not at strong competition. level higher PATHWAYS game formats and 15s are options of 7s, 10s present there At In provinces rugby. country for secondary schoolgirls’ the across has 10-a-side game playing the of girls with smaller numbers the beyond is no pathway become a popular format but there to the for 7-a-side through is a pathway There level. provincial through opportunity to progress is the there 7s’ and in 15s ‘Condor are all for pathways These 4’ tournament. ‘National Top to the is a case to implement a strategy and there open age (under 18) level. at this and a pathway grades under 15 to develop PERFORMANCE in a girls’ secondary school rugby, In terms of “Performance” concept in it was only a relevant it was recognised that context, contest that in particular those a very small number of schools, local on a regular basis. In their 7’s 4 or Condor Top the either their are significantly better than schools competitions these COMPETITIONS are often limiting with a significant number of Competitions meaningful or well competitions were not that responses indicating one girls’ team and more than have few schools Very organised. playing students to be for year 9 and 10 it is reasonably common other girls. The and 13 older year 12 with and against much girls enter Many experience. rugby variability relates to previous of the with limited knowledge level code at secondary school the within both variability, Depending on this skills. and required rules in are often significant mismatches there teams and between them, given were examples there competition games. It is also noted that not allowing rugby. including girls’ only schools, of some schools, away from players would take rugby One reason given was that codes. those and weaken sporting choices existing school’s the “I stopped playing when I got to year 9 because I had to play I got to year 9 because I had “I stopped playing when big girls”- Player with the REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW a well-qualified coach invariably perform well in their a well-qualified coach invariably perform well in their often are however, programmes competition. Girls’ rugby leave or stop their and if they reliant on just one person falters. programme the involvement then COACHING is and retaining them Sourcing suitable coaches and ongoing growth widely viewed as a barrier to the have that schools girls’ game. Those of the development involvement with schools as being important to sustain involvement with schools game. in the growth last from the – 24 numbered 16 jerseys girls’ teams get the “The fit properly!” - Player don’t boys’ teams…and they year’s the boys’ teams within their schools. Although many of the many of the Although schools. their teams within boys’ the as poor were treated somewhat they girls regarded that game, were certainly passionate about the relations they PUs do have negotiators. very resourceful and strong and see an active dedicated resources for girls’ rugby There is consensus amongst stakeholders that Girls’ that is consensus amongst stakeholders There is under-resourced, in terms of Rugby Secondary School Many anecdotes both material resources and coaching. girls’ team getting the lines of the were received along the suitable fields to not having set of jerseys, me down” “hand of recognition as same level on and not receiving the train 6.3.2 ANALYSIS FROM CONSULTATION FROM ANALYSIS 6.3.2 RESOURCING that contributes positively to lifelong skills and personal and personal positively to lifelong skills contributes that girls’ game at of the expansion rapid qualities. The and both challenge provides level secondary school opportunity administering and in terms of playing, coaching. Girls’ rugby is relatively new at secondary school level level secondary is relatively new at school Girls’ rugby team sport young women with another and provides 6.3 GIRLS’6.3 RUGBY INTRODUCTION 6.3.1 “Our coaches used to supply strapping tape but this year the girls the year tape but this used to supply strapping “Our coaches - Player to provide it themselves” had 16 SECT. 6 Report Findings & Recommendations SECT. 6

Report Findings & Recommendations

The NZR ‘Women’s Rugby Strategy (2015 – 2021)’ was • Developing forms of the game that considered alongside this review. There is a strong emphasis in the acknowledge the variability in age and ability strategy to grow the team supporting Women’s Rugby. Providing within the girls’ game and how new players are the game in forms, formats and times that appeal to the participants inducted into the game. is also occurring with 10’s, 12’s and non- Saturday playing times • Priority given to developing year 9 and 10 being very prevalent. opportunities. The growth strategies over time should help address issues as more • Introducing a set of DSLV rules to enhance schools develop stronger programmes. It is felt that there was no safety. need to double up on the work streams contained in that Strategy. • Consideration of forms of the game such as “By the time they finish secondary school the best players have enjoyed Quick Rip, 7’s, 10’s to provide other playing competitive rugby and some have forged strong links to senior women’s options. club teams. This is a very good model” - School Principal – Girls school • A consideration of intra-school competitions. • A consideration of school year level-based 6.3.3 KEY THEMES formats.

Those actively involved in Girls’ Secondary School Rugby are • How to include student voice in the passionate about the game, show initiative, solve problems and development of forms and formats of the game. engage in activities for the good of the game rather than a result. • Reflecting the pillars (Pou) of The Rugby Way with a focus on character development and The availability of coaches and recruitment of coaches is a key the general wellbeing of all participants in driver. There is no dedicated rugby for year 9 and 10 students. secondary schoolgirls’ rugby programmes. The variation in age and ability can compromise safety and having C Schools and PUs are to consider and enact the NZR meaningful games. Respect and Responsibility Review finding on equitable provision of resourcing for female players. “The local girls’ competition offers no adequate level of competition for our 1st XV girls’ team. We have to look at other regions to find adequate D Measures are established and implemented to ensure games” - School sports coordinator equitable resourcing of girls’ rugby in co-ed schools. Resourcing of the girls’ game at an individual school level is often E Adequate resourcing exists across schools where girls’ at a lower level to what the boys’ experience. rugby is a “new” sport for the school. Parental education resources on girls’ rugby Pathway opportunities for talented players are less evident than in F programmes in schools are developed and the boys’ game. implemented. 6.3.4 RECOMMENDATIONS G Schools, PUs and clubs collaborate on a strategy to recruit coaches, officials and administrators for A Girls’ rugby is a component of a NZR secondary schools’ secondary schoolgirl teams and to also ensure rugby strategy. coaches receive good induction and access to relevant B NZR develops guidelines for PUs and schools on the formats resources and training specific to coaching teenage and forms for Girls’ Secondary School Rugby. This might girls and noting that many of the players will be include, but is not limited to – complete novices to playing the game. • Developing format rules that promote enjoyment, fairness and even competitions. • A consideration of the length of the playing season for some formats.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 17 The balance between schools developing their own talent their developing balance between schools The schools, other from bringing in talented players versus enticed or advised). and countries (whether provinces considerable to devote balance between having boys The pursuits education and other their versus rugby time to their and interests. teams performing a few high balance between having The a wider spread of talent and more even having versus competitions. region or their own schools. In general, they view the pooling of view the they In general, own schools. region or their as a significant factor in the schools rugby talent into a few strong game because of flow on effects the playing decrease of numbers competitions. uneven of, for example, concern about expressed themselves, including players Others, and on XV programmes time commitment required in some First the codes. Representatives restrictions placed on involvement in other and NZR also questioned NZRPA franchises, Rugby Super of the schools rugby at strong programmes well many performance how ranks. professional into the for a pathway prepared players skill be done on basic more should was agreement that There of young men to enable development holistic and the development game. They and stay in the to transition talented players highly in many of a sense of self-entitlement is too prevalent that believe to. are introduced they that talented young players the Despite these positive outcomes, many respondents in the many respondents in the positive outcomes, Despite these or in meetings, submissions via surveys, either consultation process, is XV rugby First direction that concerns about the expressed issue is one of balance: a number of regions. The across heading • • • performance at length about how or spoke people wrote Several impact negatively on their at certain schools programmes rugby REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW

CONSULTATION are also generally well-resourced with the boys receiving boys well-resourced with the are also generally opportunity to play teams outside and the good coaching scholarships receive rugby who Students province. of their experience often and beneficial education receive a wider aspirations. rugby in addition to their showcase for the game and promote the participating the game and promote for the showcase in a positive light. schools a not have more often than schools rugby Strong junior includes either that programme well-developed programmes team. These academies or a top Under 15 pathway into performance rugby post school. Schools Schools post school. performance rugby into pathway rugby positive effect a strong that the recognize Traditional schools. culture of their on the has programme crowds, large Finals generate fixtures and competition a popular provide Students’ Associations, activate Past There is wide acknowledgement that First XV rugby XV rugby First that is wide acknowledgement There rugby of landscape overall role in the a significant plays a strong competitive, has It is highly in New Zealand. a well-resourced and provides following, is generally where the professionalism is not there – it is seen as a backward – it is seen as a backward professionalism is not there the where - PU Official players…” step for some of these FROM ANALYSIS 6.4.2 First XV rugby there is very strong public following and a is very strong there XV rugby First interest. media growing “...Secondaryhigh to our teams are significant contributors school leave to play for clubs then players teams, those performance schools but the quality of experience across the country the across quality of experience but the schools concept including is a complex is variable. Performance but, in a and team development athlete character, consider other needs to also context, secondary school for schoolboy pinnacle events At demands on participants. 6.4 PERFORMANCE 6.4 INTRODUCTION 6.4.1 many by are provided programmes rugby Performance 18 SECT. 6 Report Findings & Recommendations SECT. 6

Report Findings & Recommendations

6.4.3 KEY THEMES 6.4.4 RECOMMENDATIONS

First XV rugby is a great product that has a strong following, strong traditions and provides a pathway into the professional game. BOYS’ PERFORMANCE Strong rugby schools resource their rugby programmes to a high A Performance pathways are a component of a NZR level and provide players with opportunities to develop their talent Secondary Schools’ Rugby strategy recognising that through good coaching and games against other strong rugby there is a link to the NZR strategy on performing at schools often outside of their province. pinnacle events. “As a traditional boys’ school we have a proud rugby tradition. The B NZR develops guidelines for a performance model for expectation on us to provide players with the best rugby programme is rugby in secondary schools. The model might include immense. Schools are not funded to provide elite rugby programmes but but is not limited to – the expectation is that we do provide this otherwise students look to leave • First XV and junior academy-type programmes. the region”. - School Principal • A consideration of the NZR Respect and Responsibility Cross-provincial competitions provide good opportunities for players but can be expensive to take part in and travel demands Review in the development of associated policies. can compromise studies. • Adherence to the relevant Guiding Principles as per There is widespread concern over the impacts of player recruitment section 4 of this report. into selected schools. Some of these consequences maybe • A focus on the NZR ’Six Pillars’” of development unintended. framework to ensure the overall wellbeing of players The perceptions that players are being over-trained, have a sense in secondary school rugby programmes. of entitlement and are denied other sporting opportunities are • A determination of the optimal number of training widely expressed. sessions per week, the number of games per season Pathway opportunities for talented school girl players are less and the length of the season. evident than in the boys’ game. • A consideration of the demands placed on those Performance rugby programmes in schools need to consider the players selected for representative teams. wellbeing and holistic development of all participants. • The promotion of multi-sport involvement. NZR’s The Rugby Way is not yet widely referenced by coaches, • The promotion of multi-level pathways. administrators or players.

Parents are acknowledged as being positive contributors to rugby programmes in schools but may not be aware of the wider impacts of choosing a school for rugby reasons.

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY 19 First XV and junior academy type XV and junior programmes. First and Responsibility NZR Respect of the A consideration of associated policies. development in the Review general and the development A focus on character wellbeing of all participants in secondary schoolgirl programmes. performance rugby sessions optimal number of training of the A consideration length number of games per season and the per week, the season. of the players demands placed on those A determination of the selected for representative teams. NZR High Performance Rugby develop a Long-Term a Long-Term develop Rugby NZR High Performance XV girls. First for programme (LTAD) Development Athlete for tournament is established representative A PU Under 18 a-side rugby. 15 XV girls’ suitable access to First All PUs to provide resourced. are appropriately competitions and these via competing to Condor7s teams gain access Schoolgirl in PU competitions. For those schools offering schools or wish to offer those a Performance For Schools and NZR investigate the opportunities available in and NZR investigate the Schools Performance pathways for girls are developed: pathways Performance the National Qualifications Framework (NQF) to use rugby rugby (NQF) to use Framework National Qualifications the learning programmes. players’ as part of rugby contexts programme for girls, then NZR develops guidelines for a NZR develops for girls, then programme model The in secondary schools. performance model for rugby to: include but is not limited might • • • • • • • • •

C GIRLS’ PERFORMANCE A B REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW Selection of even teams in grades where schools schools where grades teams in Selection of even one team entered. more than have Numbers of new to school players. of new to school Numbers enticements. and Player transfers Schools investigate the opportunities available in the opportunities available in the investigate the Schools Parental education resources on performance Parental The reviewers believe the challenge will be introducing will be introducing challenge the believe reviewers The NZR develops guidelines for secondary schools and guidelines for secondary schools NZR develops implemented. rugby (NQF) to use Framework National Qualifications learning players’ as part of performance rugby contexts programmes. and also without undermining or retarding those schools schools undermining or retarding those and also without development and deliver quality invest in rugby that for aspiring players. programs and developed are in schools programmes rugby these guidelines into competition regulations in a guidelines into competition regulations in these compliance costs does not involve onerous manner that opportunities for all schools that aspire to have a to have aspire that opportunities for all schools to be given to Consideration performance programme. associated rugby administrative bodies on ethical and bodies on ethical administrative associated rugby performance rugby promote inclusive policies that • • •

E D

C 20 SECT. 6 Report Findings & Recommendations SECT. 7 Secondary Schools Rugby for Māori 21 connections. and is right for what – Stand strong Tu Ki Te Taaua in. we believe what core values to stay strong – Respect Whakarangatira Kaupapa. to the Rangatiratanga – Sovereignty, coming together as coming together – Sovereignty, Rangatiratanga one. – Identify we are and where who Mana Motuhake we come from. each other. and shelter protect – To Wharautia Ta our past to – Understand Iho Tuku Nga Taonga forward with clarity. proceed and – Engage with our young to grow Kokiritanga into great leaders. them develop and maintaining strong Mauri – Establishing Te Pupuri NZR investigates how the E Tu Rangatahi programme, programme, Rangatahi E Tu the NZR investigates how NZR investigates how the E Tu Rangatahi programme programme Rangatahi E Tu the NZR investigates how or a similar programme, is developed to also provide to also provide is developed or a similar programme, regular opportunities for girls could be expanded to sit alongside the work that work that to sit alongside the could be expanded do to support Māori learners. secondary schools

RECOMMENDATIONS • • hour three camps a one day, Toa E Tu In addition to the boy and girl rugby year old Māori – 16 for 15 programme as been introduced has Rangatahi’, as ‘E Tu known players, has programme shortened This programme. an in-school “off-field” and drills and skills a combination of “on-field” core values and is also delivered in a uniquely Māori context. A B Rugby skills and abilities are developed and used as the the and used as are developed and abilities skills Rugby and a greater understanding character to develop context following to the exposure explicit of being Māori through values – • • • • • • “encourage “encourage

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW and provide a genuine pathway from regional tournaments to and provide a genuine pathway honours.” academies and higher underpin the programme activities and the kaupapa to kaupapa activities and the programme underpin the talent to stay in our game, identify and young Māori rugby Kaupapa Māori field within talent both on and off the develop this The camps, known as ‘E Tu Toa’, are run in a Māori context with a in a Māori context are run Toa’, as ‘E Tu camps, known The experience rugby participants enjoy this the being that theme key and Whanaungatanga values of Manaakitanga Māori”. The “as against the New Zealand Barbarians and Fiji Schools teams. A Schools Barbarians and Fiji New Zealand against the in 2018. time first for the camp for Māori girls was held but excludes those who have been selected for Super Rugby Super Rugby been selected for have who those but excludes team camp follows camps. A national Māori Under 18 Under 18 played matches have in recent years with a team selected, that Residential marae-based, Under 18 camps are held in the North, in the camps are held marae-based, Under 18 Residential Māori players regions and cater for talented and Southern Central A national ‘Māori Development Manager’ has included in their included in their Manager’ has A national ‘Māori Development and identification of talented development promotion, brief the players. girl rugby aged Māori boy and secondary school reviewers included this section because of the strategic work that work that strategic because of the section included this reviewers are doing for Māori. secondary schools potential to support young Māori and to keep them engaged them Māori and to keep potential to support young terms The in a sporting context. and enjoying success in school to Māori but the of reference did not include specific reference The concept of Māori succeeding as Māori flows from this this succeeding as Māori flows from concept of Māori The Māori. It has and Taha use of Māori contexts the through strategy boys’ and girls’ secondary school rugby in both participatory and rugby secondary and girls’ school boys’ was for Māori rugby A national strategy performance categories. review. following a 2012 established Māori students have traditionally been significant contributors to to been significant contributors traditionally Māori students have SECONDARY SCHOOLS RUGBY FOR MĀORI RUGBY SCHOOLS SECONDARY Equitable resourcing of girls’ rugby in co-ed schools; resourcing of girls’ rugby Equitable is a girls’ rugby where resourcing in schools Adequate DSLV rules for safety, other forms of the game, shorter game, shorter forms of the other for safety, rules DSLV “new” sport. playing seasons, etc. BOYS’ RUGBY BOYS’ RUGBY GIRLS’ Enact the NZR Respect and Responsibility Review Review and Responsibility Respect NZR Enact the Define performance grades, with all other grades grades with all other grades, Define performance Tournament week events are expanded to provide to provide are expanded week events Tournament and implemented developed education resources Parental RAIS funding is redirected to meaningful competition funding is redirected to meaningful competition RAIS on non-performance grades; guidelines Develop and develop to recruit PUs and clubs collaborate Schools, coaches. teams and of schoolboy opportunities for a wider range formats. recommendations; receive good induction and and to also ensure coaches specific to resources and training access to relevant players many of the teenage girls and noting that coaching game. will be complete novices to playing the recognised as existing primarily to maximise the appeal the primarily to maximise recognised as existing and benefits to participants. with a focus on schools and/or coaching, development participation. with low rugby

8.2.5 8.3 8.3.1 8.3.2 8.2 8.2.1 8.2.2 8.2.3 8.2.4 REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW NZR establishes an advisory group for Secondary an advisory group NZR establishes NZR establishes a full-time position, Manager of NZR establishes good exhibit that of recognising schools A system The NZSRU becomes the advisory group. becomes the NZSRU The practice is developed and implemented. is developed practice Secondary School Rugby, to lead the development development to lead the Rugby, Secondary School in New Zealand. Rugby of Secondary School School Rugby in New Zealand. Rugby School GOVERNANCE

8.1.3 8.1.4 8.1 8 .1.1 8.1.2 RECOMMENDATIONS in a summary recommendations format. key overview an of the section provides This SUMMARY OF KEY KEY OF SUMMARY 22 SECT. 8 Summary of Key Recommendations SECT. 8 Summary of Key Recommendations 23 FOR MĀORI FOR NZR investigates how the E Tu Rangatahi Rangatahi E Tu the NZR investigates how Rangatahi E Tu the NZR investigates how programme could be expanded to sit alongside the to sit alongside the could be expanded programme do to support Māori secondary schools work that learners. is developed or a similar programme, programme, regular opportunities for girls. to also provide

SECONDARY SCHOOLS RUGBY RUGBY SCHOOLS SECONDARY 8.7.2 8.7.2 Numbers of new to school players, Player transfers and Player transfers players, new to school of Numbers LTAD for First XV girls, U18 representative tournament, XV girls, U18 for First LTAD enticements, etc. suitable First XV girls’ competitions. suitable First Develop guidelines for performance rugby programmes in programmes rugby guidelines for performance Develop Parental education resources on performance rugby education resources on performance rugby Parental National opportunities available in the Investigate the Develop guidelines on ethical and inclusive policies for all on ethical guidelines Develop Develop performance pathways for girls: pathways performance Develop Qualifications Framework. Qualifications programmes. schools that aspire to have a performance programme: aspire to have that schools schools. PERFORMANCE

REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW 8.4.5 8.4.4

8.4.3 8.4.2 8.4.1 8.4 NZR should play a leading role in brokering collaboration and the and the collaboration in brokering play a leading role NZR should between sustainable relationships all of the formation of authentic, Cooperation Rugby. involved in Secondary School stakeholders essential with opportunities for and PUs is between schools organisation, Being a well–resourced significant mutual benefit. delivery in the potential and ability to assist schools the NZR, has be must themselves but schools programmes rugby of their prepared to invest time and effort. report should recommendations made in this Implementation of the delivery of Secondary see greater alignment in all aspects of the is critical in the level at this Rugby in New Zealand. Rugby School its abilityongoing success of our national game and to unite and inspire young New Zealanders. REVIEW OF NEW ZEALAND SECONDARY SCHOOL RUGBY SCHOOL SECONDARY ZEALAND NEW OF REVIEW of the decisions. of the and reflection with a commitment to review Constant continuous improvement. enjoyment and fun. to enhance as a vehicle value of rugby the Promoting of young New Zealanders. development holistic the the a voice in how participants to have Allowing the all adults make having than rather game is organised Development of players and the game having priority game having and the of players Development over results. Ensuring inclusion, fairness and accessibility. on Being participant-focused with an emphasis • • • • • • needed. their for many to look beyond will be a challenge There and Rugby immediate involvement in Secondary School game. Specifically, big picture future of the about the think of: be a philosophy should there Many people believe the problem is difficult, but the the is difficult, but problem the Many people believe right the forward although solutions are relatively straight and leadership strategy the developing or people person solving creatively required will be important. Problem building some then six months first in the key will be the will be partnerships collaborative accountability and true key decisions made on an ad hoc basis with no alignment basis with decisions made on an ad hoc key a Establishing strategy. regional to a national or even strategy associated values and a coherent vision, strong of all behaviour and moral ethical is essential to guide the stakeholders. implemented. the sit behind that and personalities processes The to their key be the recommendations will, however, current organisational sustainability The and success. is disjointed with some rugby secondary for school structure Many of the challenges facing Secondary School Rugby Rugby facing Secondary School challenges Many of the and wide are indeed complicated in New Zealand In terms of moving forward and gettingranging. to a is recognised Rugby Secondary School situation where NZR Strategy, and fully aligned to the as being integral be report should recommendations made in this the CONCLUDING REMARKS CONCLUDING 24 SECT. 9 Concluding Remarks. w