Rugby Canada

RUGBY CANADA

NON-CONTACT AGE GRADE

RUGBY GUIDE

Contents

Content Page

Introduction 2

Long Term Player Development 3 Preparing to Train and Play • Warm Up and Cool Down Activities 7

Warm-Up Movements 8

Game Sense Coaching 9

Whole – Part – Whole Coaching 11

Games for Understanding 12

Flag Rugby 26

Basic Skill Practice Templates 27

Principles of Play 39

Developing Basic Tactics 40

Organizing a Festival 42

Introduction

Rugby Canada’s Non-Contact Age Grade Rugby Guide has been developed in line with the Rugby Canada Long Term Rugby Development model (LTRD).

The skills and games included in this document are to be used as a guide to assist trained coaches at the NCCP Community Initiation level to teach the non-contact game with the principles of LTRD.

Non-Contact rugby provides a safe and simple introduction to the game of rugby union. This guide has been developed to offer coaches working with young players in the non-contact game the opportunity to grow their knowledge and skills, and in doing so improve the experience afforded to young players entering the game. An early positive experience has been shown to lead to longer-term player participation.

Non-Contact rugby introduces both the player and coach to the fundamentals of evasive running, handling and passing, as well as the basic rules and principles of the game of rugby union.

Flag Rugby is a fast paced, fun game suitable for boys and girls. The invasion nature of the game provides opportunities for players to develop a basic understanding of the principles underlying rugby and other team sports such as Soccer, basketball and hockey.

NCCP trained coaches who have a full understanding of an athlete’s needs at all stages of the Rugby Canada Long Term Rugby Development Model will be able to use this guide to assist in the following:

• Deliver a safe, enjoyable coaching session. • Coach basic rugby skills of running, evasion, handling and passing. • Safely and knowledgeably introduce and apply the rules of the Non- Contact game.

It is important to note that this guide uses the Flag variation of the game however all of the basic skills and games can be applied to all variations of non- contact rugby including touch rugby.

Long Term Athlete Development

All coaches should ultimately strive to allow the individual player to develop to their maximum potential. The philosophy of long-term athlete (player) development is to provide the right sort of training at the right age for the player. For players involved in flag rugby (U7 – U10) this means that there is an opportunity for players to develop the fundamentals including physical literacy- Physical literacy is made up of the A, B, and C’s of movement. A - Agility. B – Balance. C - Coordination

This period also provides a window of opportunity to develop aspects of speed in young players- Specifically coaches should offer players regular opportunities to experience activities that develop agility, quickness, change of direction, multi–directional speed and short bursts of speed (no longer than 5 seconds duration).

Coaches should try to incorporate activities that promote the development of the A, B, and C’s into their sessions. Some example activities are shown below-

• Multi-directional forms of running, jumping and skipping. • Single leg balancing games (adapt passing, catching activities). • Mirror games (mirroring each other’s movements). • Known exercises starting or finishing in new positions (start sprints from belly or one knee; end with hands up or on all fours). • Opposite arm circles (right hand circles forward, left backwards). • Simultaneous arm and leg circles. • Jump in place with 180° or 360° turns while in flight. • Cross step-over running (combined with ball familiarisation activities try the cross step-over, without using arms). • Obstacle running (place hurdles directly on floor and have players run over or around them). • Relay races are excellent for developing speed.

LTRD Key Stage 1 Reminder……

STAGE 1 Active Start Movement Skills

The Player - PLAYS The players in this stage are 0 - 6 Male and 0 - 6 Female

Players at this age need to learn fundamental movements through fun and games. Physical activity that is fun becomes a part of daily routines within their family and community.

The Coach - GUIDES To ensure that the athlete’s needs at this stage are met the coach should act as a guide, providing an environment for players to explore in a safe and exciting way. Corrections and guidance should be very simple, positive and enthusiastic.

The Game - FUN The end result should be a fun and safe experience. The emphasis is placed on open play (general movement) with all athletes participating as much as possible. Ensure that players are learning the absolute basics of passing, running and scoring.

LTRD Key Stage 2 Reminder……

STAGE 2 FUN damentals Kick Off to Rugby!

The Player – PLAYS The players in this stage are 6 - 9 Male and 6 - 8 Female

The capacities of young players dictate that most learning activities are best promoted through the medium of play. This theme does not just apply to modified games but also to reduced exercises and drill activities. Specific techniques and corrections can be integrated throughout the activity while still maintaining maximum participation and enjoyment. This will also ensure that players receive a positive and motivating experience.

The Coach – GUIDES

To facilitate the needs and capacities of younger players the coach should act as a Guide, providing environment for players to explore in a safe and exciting way. Corrections and guidance should be subtle and simple, dealing with issues in a broad rather than detailed perspective.

The Game – FUN

Participating should be a fun and safe experience. The emphasis is placed on open play (general movement) with all players running, passing and in some cases tackling. Younger players will continue to participate in activities that are enjoyable and rewarding. As players mature and develop greater capacities their needs and the demands of the game will also change.

LTRD Key Stage 3 reminder…….

STAGE 3 Learn to Train Develop the Basics

The Player - EXPLORES The players in this stage are 9 - 12 Male and 8 - 11 Female

At this stage the players’ capacities allow them to learn through exploring. Trying out new approaches, pursuing solutions and new experiences in a controlled environment will facilitate the development of the player. Individuals are capable of problem-solving and should be encouraged to express their opinions.

The Coach – TEACHES

Due to maturation, the players are now capable of longer periods of concentration and attention; therefore teaching rather than guiding is more appropriate for accelerating learning. Knowledge of how to facilitate learning through understanding is critical together with skill development and progressions.

The Game – STRUCTURED

With the capacity for greater understanding and technical competence the game develops from open play to a more structured format to include the development of basic unit play (restarts - forwards and backs). The game is still fun, safe and enjoyable with ample running, passing and beginning to tackle.

Preparing Players to T rain and P la y

Warm up/warm down The principle reason for a warm up is to prepare the body for more intense activity. With young players it also provides an opportunity to work on some basic handling skills, communication and specific running movements. It is good practice in rugby to try and make warm up game fun and enjoyable

Warm ups also

• Help prevent injury. • Raise the heart rate. • Increase blood flow to working muscles. • Provide players with some mental preparation for the session. • Provides a clear start to the session. If they are interesting and fun, it will also encourage players to be on time to start the session.

Structure of the warm up • Running activities to raise body temperature. Think how players run in rugby, use lots of directional and pace changes, but keep intensity low. • Introduce some dynamic stretching activities. Focus on major muscle groups and as the primary activity is running start with the legs and move up the body. • Return to a running activity or a game to raise temperature further. This activity may build on the previous running activity , but be of an increased intensity. Again it is good practice to use balls in the warm up and use activities that are game related. • Complete the warm up with some further stretching.

Warm up Activities Evasive running in a grid 20m x 20m

Individually. • Run in into space • Avoid contact, use evasive actions (Dodging, swerving, stopping). • Use their eyes to find new spaces. • Carry Ball in two hands.

Progression

1. Move ball around waist whilst running; throw ball up and catch it; score a try on floor, pick up a different ball; roll ball and re- gather. 2. In pairs, follow my leader (leader attempts to lose follower, by changing direction, speeding up, swerving, etc.) 3. Pass a ball between two. Score a try, partner picks up throw up for partner to catch; roll ball to each other.

Warm -Up Movements

BEAR CRAWL On all fours, arms extended, player crawls forwards on feet Equipment None instead of knees with back in straight position, hips above shoulders.

DUCK WALK Player puts hands behind head, squats down, and starts walking Equipment None like a duck forwards and backwards.

MONKEY WALK Player walks around on two feet and only one hand. Equipment None Alternates hands only when the walking hand gets fatigued.

CRICKET WALK Player squats down with arms between legs grabbing ankles. Equipment None Player starts walking. Walks forward, backwards and side- to-side.

CRAB WALK Player reverses down on all fours (so it looks like they are Equipment None almost like a chair), stomach facing upwards, then moves left leg and left arm, and then right leg and right arm.

KANGAROO HOP Player assumes a half squat position and jumps as high and Equipment None as far as possible. On landing, lands in the half squat position and repeats.

CROCODILE WALK Player lies on floor to start then raises up on arms and feet. Equipment None Chest as close to floor as possible. Elbows high. Moves forward moving left arm and left leg simultaneously, then follows with the right arm and right leg, just like a crocodile.

Game Sense Coaching

WHAT IS GAME SENSE?

It is a coaching tool to:

• Guide players to discover and develop the game • Develop strategy and tactical awareness to solve game problems • Increase motivation • Improve individual skills • Improve decision making off the ball movement and positioning • Creating situations where players find the solutions themselves. • Challenge players to think about what they are doing and why.

Coaching is not just about pouring information in to a pot. Educators agree that finding out the answer for oneself is far more effective for long-term learning. Using a game sense approach or designing games for training sessions instead of using the traditional practice drill, which often has no relevance to the actual game, is a very effective method of helping players develop decision making skills.

DEVELOPING GAMES

• What is the scoring system? • How do the players / ball(s) move? • How will the game restart after scoring? • What are some key questions you can ask to emphasise tactical aspects? • Time (When will you ...... ?) • Space (Where is ...... ?) • What progressions can you make? • Are you catering for all the individuals? • Will the game encourage maximum participation and communication between the players?

IMPLEMENTING THE GAME CENTRED APPROACH

Modifications that can be made to achieve a variety of tactical outcomes include:

Shaping Play

• Dimensions of playing area -Space • Positioning area that can be scored in • Number of passes allowed • Banning kicking / promoting kicking • Number of players in attack / defence • Specific roles for players • Adding / deleting game rules

Game Sense Coaching (continued)

Focusing Play

• Teaching within the Game/ Practise • Game – Practise – Game (Whole – Part – Whole)

Enhancing Play

• Freeze Play - “What do you see” - “What would be the next option” • Rewind Play - “Why did that happen”

Remember coaching through games will promote a deeper understanding of the game itself!

Whole - Part - Whole Reminder……

Start with a game or modified activity and coach WHOLE through the game sense approach. If improvement is slow or the skill is poor, the coach can stop the activity and practice the skill in a controlled setting .

Practice and improve the techniques of the skill in PART question.

Return to the game or modified activity with WHOLE the skill deficit corrected and continue with Game Sense Coaching

GAMES FOR UNDERSTANDING Catch and Flag FIELD SIZE FLAG RULES Dependant on numbers. Can be whole group • Players must not deliberately make contact with or split into smaller grids. each other • The ball carrier can run and dodge but must not shield or block being flagged DESCRIPTION OF ACTIVITY

One person is the allocated chaser. When he/she flags anyone else they too become a chaser. A chaser is identified by having their FLAG removed or by not having a ball. (Once flagged a player must place their ball outside the grid before resuming as a chaser).

QUESTIONS

• How did the players avoid being flagged? • When the number of chasers increased did they work together or as individuals? • How did players hold the ball? • What are the advantages/disadvantages of this?

SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINT

• Focus on the flag area • Spatial awareness • Try to judge the movement of the target • Teamwork v individual work • Evade flagger using footwork and evasion skills STARTING POINT

The chaser runs around and flag’s the other players. Flagged players join in and become chasers until everyone is caught.

GAMES FOR UNDERSTANDING Keep Ball FIELD SIZE EQUIPMENT Dependant on numbers. Can be whole group or split • Balls into smaller grids. • Cones • Stopwatch DESCRIPTION OF ACTIVITY

In pairs participants walk/jog around the grid inter-passing. On command players pass the ball back and for to their partner counting the number of passes they can make in a given period of time.

PROGRESSION: • Increase the speed of movement • Increase the group’s size i.e. from pairs to 3’s etc. • Alter the type of pass i.e. above head only, knee height only

QUESTIONS

• What can you do as a receiver to help the ball carrier? Give a target, call for the ball • What can you do as a ball carrier to ensure the receiver has a good chance of catching the pass? Communicate their name, aim for their target, sympathy of pass i.e. not too hard.

SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINT Passing the ball • Timing of pass • Spatial awareness • Ball in two hands • Communication • Aim for target receiving the ball • Timing of pass • Call for the ball • Weight of pass • Provide a target (hands) STARTING POINT

Players move around the grid passing back and forth.

GAMES FOR UNDERSTANDING Hungry Bear FIELD SIZE EQUIPMENT Dependant on numbers. Can be whole group or • Balls split into smaller grids (5m x 5m) • Cones • Stopwatch • Flags DESCRIPTION OF ACTIVITY

In groups of 4/5 a nominated player becomes the bear and has to intercept the passes made by the players. If a ball carrier gets caught in possession and is flagged that player then becomes the bear. Rotate the Bear regularly. The aim is to keep the ball away from the Hungry Bear

PROGRESSION: • Set targets for number of passes made • Set targets for number of interceptions made • Once a FLAG is made or the ball is intercepted the number of passes starts at zero again. • Change group size i.e. 6 v 2, 5 v 3

QUESTIONS

• What decisions have to be made now there is a bear? • What can you do to help the ball carrier?

Players move around the grid passing back and for whilst avoiding the Bear.

GAMES FOR UNDERSTANDING Cougar Tail FIELD SIZE Flag Rules Grid 30m x 30m depending on number of • Flagger must return flag to flagged player before Players. A number of smaller grids can be used. resuming play • Players must not deliberately make contact with each other • The ball carrier can run and dodge but must not shield or block being flagged DESCRIPTION OF ACTIVITY

Arrange the players in pairs- each pair with a ball. Players stand next to each other in the grid. On command the ball carrier (Cougar) must try and lose their partner whilst their partner tries to stay close to the ball carrier. After a period of time stop the activity (using a whistle). If the chaser can remove the Cougar tail (ball carrier) from a standing position then the chaser gets one point. Change roles and partners if necessary.

QUESTIONS

• How can we avoid the chaser? Evasion • What skills can use? Dodging, change of pace/direction • What skills can we use as a chaser? Anticipation, observing feet, head movements.

SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINT • Ball in two hands • Spatial awareness • Evasion skills • Anticipation of ball carriers movements • Flagging STARTING POINT

Lots of pairs in an area. The area must be big enough to avoid collisions but must present a challenge to

the players.

GAMES FOR UNDERSTANDING Chalk & Cheese FIELD SIZE Flag Rules Two lines of cones about 20 meters apart. • Flagger must return flag to flagged player before resuming play • Players must not deliberately make contact with each other • The ball carrier can run and dodge but must not shield or block being flagged DESCRIPTION OF ACTIVITY

Arrange the players into two teams – one chalk one cheese. Each player has a FLAG belt. All the chalks line up side by side facing the one line of cones, whilst the cheese line up facing the opposite line with their backs against the chalk. On command of either chalk or cheese the nominated team must try to get to their line of cones before getting flagged by the chasing team. The team gets 1 point for each member that makes it to the line without getting flagged. Return to the middle and repeat game. First team to 20/30/40 points are the winners.

PROGRESSIONS: • Add a ball so that the team has to pick up a ball and score on the try line. • Use different calls i.e. mice/monsters, rats/cats • Use hand signals to confuse players • Alternate between verbal and non-verbal communication i.e. pointing which team has to run

QUESTIONS

• How can we avoid the chaser? Evasion • How can you prepare yourself to run?

SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINT • Running • Reaction time • Turning • Listening STARTING POINT

GAMES FOR UNDERSTANDING Touchdown Rugby FIELD SIZE Flag Rules Grid 20m x 20m depending on number of players. A • Flagger must return flag to flagged player before number of smaller grids can be used. resuming play • Players must not deliberately make contact with each other • The ball carrier can run and dodge but must not shield or block being flagged DESCRIPTION OF ACTIVITY

• 6 attackers v 2 defenders, attackers attempt to score try at try line (A-B) • When scoring attacking team must restart with a tap pass from A-B and attack line C-D. Defenders to retreat to their own half on each restart • Attackers can pass in any direction • Change defenders after 3 attempts

PROGRESSION: • Alter the numbers of players i.e. 5v3, 10 v 4 • Allocate a number of passes before a try can be scored • All passes must be below shoulder height • Make grid smaller/bigger depending on group size QUESTIONS

• How can we avoid the defenders? • How can we best use the space? • What are the best tactics to use? SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINT Passing the ball • Spatial awareness • Timing of pass • Ensure ball carrier identifies where there is • Ball in two hands space • Aim for target receiving the ball • Communication • Call for the ball • Supporters try to find space away from defenders • Provide a target (hands) • Go forward at every opportunity STARTING POINT

6 attacker’s v 2 defenders

Attackers must attempt to score at try line whilst the defenders try to stop this from happening. Attackers try to score at opposite end each time a try is scored.

GAMES FOR UNDERSTANDING Tap, Pass, Score FIELD SIZE EQUIPMENT Grid 20m x 20m • Balls • Cones • Stopwatch DESCRIPTION OF ACTIVITY

In pairs – running inside the grid. On command i.e. whistle Player 1 takes a tap penalty and passes to Player 2’ Player 1 takes a return pass and scores a try. Player 2 picks up the ball and the play continues.

PROGRESSION: • Increase the number of passes before they can score • Increase the number of players in each group i.e. in 3’s tap pass, pass, score

QUESTIONS

• How many tries can be scored in 30 seconds? • What can you do to help the ball carrier?

SKILL COACHING POINTS

Tap Pass • Ball placed on floor • Tapped with foot • Pick up and pass

Passing the ball • Ball in two hands • Timing of pass • Ball in two hands • Aim for target

Receiving the ball • Call for the ball • Provide a target • Get into space early

Scoring the Try • Place ball on the ground with two hands

GAMES FOR UNDERSTANDING End Zone FIELD SIZE FLAG RULES Full size pitch up to 30m x 60m. • Flagger must return flag to flagged player before Dependent on numbers resuming play • Players must not deliberately make contact with each other • The ball carrier must not run with the ball DESCRIPTION OF ACTIVITY

One player from each team must stand behind the try line at the end of the pitch and acts as the ‘try scorer’. The attacking team must try to get the ball to their try scorer by means of passing only.

• If the try scorer drops the pass then no try is awarded and the opposition start with a free pass from the try line. • Rotate the try scorer after each try. • If ball is dropped or out of play then the opposition restart the game with a free pass from where the incident occurred.

PROGRESSION: • Alter the numbers of players i.e. overload the defence • Allocate a number of passes before a try can be scored • All passes must be below shoulder height

QUESTIONS

• How can we avoid the defenders? • What are the best tactics to use? • How can we best use the space? • Who should you be passing to? SKILL COACHING POINTS TACTICAL UNDERSTANDING COACHING POINTS

• Handling • Passing • Spatial awareness • Receiving • Communication • Ensure ball carrier identifies where there is space • Communication • Supporters try to find space away from defenders • Go forward at every opportunity

Referee Points • Remind the players it’s about fun • Explain decisions briefly during play • Be vocal

GAMES FOR UNDERSTANDING Rob the Nest To develop evasion, decision-making and ball familiarisation skills FIELD SIZE EQUIPMENT 15m x 15m square • Balls • Cones DESCRIPTION OF ACTIVITY

Groups are split into three or four groups (of four players max) with a nest (small coned area), Containing the balls, in the middle of the square. On the coach’s call, the players (one per group at a time) run out to the middle and take one ball to bring back to their nest. Once there are no balls left in the middle, the players can begin to take balls from opposing team’s nests. The winning team is either the one that has four balls in their nest or the team with the most balls after a certain time period (rules at coach’s discretion). POINTS TO DISCUSS

• Coach should watch out for more than one player from each group running to the nest at one time. • Remind players to be agile and quick. SKILL COACHING POINTS PRACTICE PROGRESSION

• Ball in two hands, The coach can increase or decrease the size of the • Head up when running area depending on numbers. The coach can • Dodge fellow players incorporate skills for players to complete prior to • Communication skills returning a ball to their nest e.g. ball around the waist or through the legs twice, or players need to pass the ball into their nest etc.

STARTING POINT

GAMES FOR UNDERSTANDING Freeze Touch Raise player heart rate for following session and to develop evasion skills FIELD SIZE EQUIPMENT 20m x 20m square • Balls • Cones

DESCRIPTION OF ACTIVITY

When a player is tagged with one handed touch, they don’t become ‘it’, but they must hold their hand in place where they were tagged on their body. The second time they are tagged, they must hold their other hand where they were tagged the second time, while still holding their first hand in place. The third time they are tagged, they are ‘it’. Another version of the game is where if they are tagged they are still not ‘it’ but must stay frozen. If another player that has not been tagged touches a frozen person, the person is back in. This form of the game usually goes on for a very long time until the person who is ‘it’ gives up or all the people are frozen. POINTS TO DISCUSS

• How can we avoid the chaser? Evasion • What skills can use? Dodging, change of pace/direction • What skills can we use as a chaser? Anticipation, observing feet, head movements.

SKILL COACHING POINTS PRACTICE PROGRESSION • Evasion Skills: The size of the area can also be increased or • Side-step - focusing on transfer of weight decreased to either allow more space or increase from one foot to the other followed by an pressure on players. The coach can select more aggressive acceleration. taggers depending on the size / ability of group. • Acceleration • Spatial Awareness: • Keeping head up at all times. • Quickly moving into space and scanning for the next space to move into. STARTING POINT

Tagger

Evading player

GAMES FOR UNDERSTANDING 5 Pass Game Develop handling ability within an evasive, chaotic environment FIELD SIZE EQUIPMENT 15m x 15m square • Balls • Cones • Pinnies DESCRIPTION OF ACTIVITY

Place players into 2 teams. The first team to complete five passes gets a point. The team in possession must touch the ball on the ground before passing to another team mate (variations can be applied). The defending team’s aim is to stop the ball from being passed or to force an inaccurate pass. Ball carrier cannot move with the ball (variations can be applied). Players are free to move within the grid if they do not have the ball. If the ball touches the ground or is intercepted by the defending team then it is a turnover. POINTS TO DISCUSS

• Hands in the ready position, with palms Ball carrier cannot pass back to the player they facing the ball and thumbs together. have just received it from (harder). • Catch with hands not arms. Ball carrier can take ten steps before passing • Follow through on pass towards target. (easier). Once ball carrier passes the ball, they have • Accurate communication between to run outside the grid before re-entering into the attacking team players. game (harder). Increase the number of passes that • Finding space to receive the pass by good have to be made (harder) movement off the ball. STARTING POINT

GAMES FOR UNDERSTANDING Corner Ball Develop passing ability within a pressured environment FIELD SIZE EQUIPMENT 10m x 10m square. Use multiple or larger squares • Ball if numbers dictate. • Cones 12 players per square • Pinnies DESCRIPTION OF ACTIVITY

Players must stay inside grid. The ball is passed amongst the members of one team. Aim to corner and touch a member of the opposite team with the ball. Catching /Attacking players can only move when in possession of the ball. Once a player is touched they join the catching /attacking team. If the ball is dropped the game continues. POINTS TO DISCUSS

• How can we avoid the catching /attacking players? • How can we best use space in this game? • How can good communication help both the attacking & defending players?

SKILL COACHING POINTS PRACTICE PROGRESSION • Hands in the ready position with palms Start off with more attackers with the ball (easier). facing the ball and thumbs together. Give each opposition player a ball, so that they can • Catch the ball in their hands evade with ball-in-hand. • Ball remains off the shirt. Increase / decrease the grid size to make it • Follow through on pass towards target. harder/easier for the attackers. When a player is in • Accurate communication between possession of the ball, they are unable to move. attacking team players. • Finding space to receive the pass by good movement off the ball. STARTING POINT

Touch

GAMES FOR UNDERSTANDING Flag Thief Develop evasive running in a chaotic environment and to develop understanding of basic defensive skills FIELD SIZE EQUIPMENT 15m x 15m Square • Ball • Cones • Pinnies • Flags DESCRIPTION OF ACTIVITY

All players wear a flag belt with one flag placed on the back of their belt. The coach shouts GO! at which point players move around the grid and attempt to steal the opposition teams’ flags. If a flag is stolen, it gets put on thief’s flag belt. Game is played for two minutes, after which the flags are counted up. The team with the greatest number of flags is the winner. POINTS TO DISCUSS

• What decisions have to be made by each team? • How important is agility in this game. • Can the players give some examples of how the skills in this game relate to the full game of rugby?

SKILL COACHING POINTS PRACTICE PROGRESSION • Players to evade opponents by using skills • Introduce more than one flag per player. such as the side step, spin and swerve. • Split players into more than two teams to • Players to get into low position to make a increase difficulty. flag and get foot in close to the player • Expand or decrease playing grid to manipulate free space. • Introduce the two handed flag grab to increase difficulty.

STARTING POINT

GAMES FOR UNDERSTANDING Any direction touch (4 goals) Will develop hand catch and passing accuracy. Can improve spatial awareness, communication, decision making and evasion. FIELD SIZE EQUIPMENT 35m x 35m Square • Ball • Cones • Pinnies

DESCRIPTION OF ACTIVITY

Run and pass in any direction. Play until a mistake is made or turn over after five touches. One second to pass after touch is made. Four scoring areas - only one player allowed in at any one time. No player can just stand in a scoring area (five second limit). Man to man marking will encourage lines of running to lose defender / create space. POINTS TO DISCUSS

• Ensure all players are active by manipulating the game e.g. so that everyone must touch the ball before a score can be made. • What options do the defenders have to prevent scoring opportunities.

SKILL COACHING POINTS PRACTICE PROGRESSION • Hands in the ready position with palms • Coach to determine which scoring areas to facing the ball and thumbs together. be used. • Catch the ball in their hands. • Coach adds in another ball so that two • Ball remains off the shirt. (Hands and ball games are going at same time. in front of body) • Expand pitch boundary to encourage • Spatial awareness with and without increased movement and longer passing. possession. • Modify game / play one touch turnover • Communication skills. depending on ability. • Evasion skills and footwork. STARTING POINT

Flag Rugby

COACH’S ROLE

To ensure that the athlete’s needs at this stage are met the coach should act as a guide, providing an environment for players to explore in a safe and exciting way. Corrections and guidance should be very simple, positive and enthusiastic.

AIMS RATIONALE

“Invasion by evasion” that is scoring tries by evasive running Introduce accurate stationary passing

TEAM SIZE: Seven a side with unlimited substitutions. (Large groups should always be split into small teams).Rugby Canada recommends that both teams shall field the same number of players throughout the game.

PERIODS OF PLAY : Two halves each of up to 10 minutes playing time –maximum 20 minutes of play.

PLAYING AREA: 50m (Length) x 40m (Width) maximum. 40m (Length) x 30m (Width) minimum.

BALL SIZE: Size three (3).

COACH LEVEL: NCCP Community Initiation – Non-Contact

GAME FORMAT: Age Grade Festivals (it is recommended that each game should not exceed 10 minutes (maximum) each half.

KICKING: None.

LINEOUT: None, free pass from five metres in from the touch line.

SCRUMMAGE: None, free pass to restart the game.

FLAG RUGBY RULES:

• Game to start with a free pass. • Team conceding try to restart. • Six Flags, ball is turned over to opposition.

• Flagged player must play the ball (pass) within three seconds of being flagged. • Tackler must hand back the Flag to the attacking player before continuing to play. • Players must leave and enter the field of play at the halfway touchline. • A player must have two Flags before scoring a try, however if a Flag is removed whilst scoring a try, the try is awarded. • If a player crosses the line with one Flag, he/she is brought back out five metres from the try line with the Flag count continuing. • Players must stay on feet to score a try and must not dive on the ball when contesting loose possession. • Players are not permitted to dive on a loose ball in open play in the interest of safety. • Spinning out of contact away from the tackler is not allowed. • No hand-off allowed. • Carrying the ball in two hands is encouraged but not a Flag rugby rule.

BASIC SKILLS SKILL: Running & Passing Grids

FIELD SIZE EQUIPMENT • In a grid 10x10m or larger depending on • Balls numbers • Flags

DESCRIPTION OF ACTIVITY

• Two players run around inside a grid in any direction and make ten passes between them. All passes must be passed and received whilst both players are running.

PROGRESSION:

• More players inside the grid. • Encourage players to work further apart and make longer passes. SKILL COACHING POINTS

• Pass and catch the ball in two hands. • Give the passer a target. (Hands out in front, fingers spread.) • Call for the ball when you are ready. • One player counts the number of passes. • STARTING POINT

BASIC SKILLS SKILL: Catching and Passing

FIELD SIZE EQUIPMENT • In a grid 5m x5m • Balls • Cones DESCRIPTION OF ACTIVITY

• Players work in pairs to work on the basic dynamics of the pass.

SKILL COACHING POINTS

• Pairs face each other. • Show a target. • Hold ball in two hands. • Pass ball from your side. • Throw your hands at the target. • Pass ball into the target (hands).

Progression:

Captain Ball A (the Captain) passes to B who passes back and sits down. A passes to each player along the line and repeats process. Change the Captain and repeat for each player. Having other lines working at the same time will allow for some friendly some competition.

STARTING POINT

Captain Ball

BASIC SKILLS

SKILL: Lateral Pass- Channel Passing FIELD SIZE EQUIPMENT • In a grid 5m x20m • Balls • Cones DESCRIPTION OF ACTIVITY

• Players work in pairs passing and receiving through the grid. SKILL COACHING POINTS

Passing • Carry Ball in two hands (hands spread around ball). • Look at target (receiver’s hands). • Move hands across body. • Release ball when fingers are pointing at target. • Pass the ball sideways or backwards to receiver.

Catching (Receiving a pass)

• Communicate with ball carrier (call or the ball). • Offer target for pass (fingers spread, arms extended and towards passer). • Take the ball early (reach for the ball).

STARTING POINT

The coach should encourage the catcher to accelerate ahead of passer, once they have received the ball. This allows next pass to be sideways or backwards.

BASIC SKILLS SKILL: Side Step

FIELD SIZE EQUIPMENT • In a grid 5m x5m • Balls • Cones DESCRIPTION OF ACTIVITY

• Players change direction moving in and out of the cones scoring a try at each end of the grid.

When player 1 reaches first cone player 2 may start and so on, avoid queues at the start

SKILL COACHING POINTS

• Ball in two hands. • Tr ansfer weight to one foot and drive away in opposite direction. • Accelerate away.

Progression:

• Start slowly, speed up attack and defence. • Condition defender so ‘they give inside shoulder away’.

STARTING POINT

BASIC SKILLS

SKILL: Running and Lateral Passing FIELD SIZE EQUIPMENT • In a grid 5m x20m • Balls • Cones DESCRIPTION OF ACTIVITY

• In pairs run and pass at the 10m marker. Run on and turn at the end of the grid. Repeat the activity on the return to the start. • Players to stand no more than 2 metres apart. SKILL COACHING POINTS

Passer A • Run forward - towards the marker. • Hold the ball in two hands. • Look for the hands of receiver B. • Move arms towards the receiver. • Release ball when fingers are pointing at the target. • Do not pass the ball forward. • Do not pass if receiver B is in front of you. • Put the ball in front of receiver B. • Run quickly. Receiver B • Run, start slightly behind passer A. • Give passer (A) a target. • Open your fingers wide. • Extend your arms towards passer A. • Try to receive the ball at shoulder height. • Call for the ball when you are ready to catch it. • Run on to the pass. STARTING POINT

coach should en cou rage the ball carrier to fix the marker by running it and timing pass

BASIC SKILLS

SKILL: Support Play FIELD SIZE EQUIPMENT • In a grid 5m x20m • Balls • Cones DESCRIPTION OF ACTIVITY

In a 10m grid Player A runs forward, passes to player B and then runs behind player B to receive a pass on the other side of player B. Player B must run straight. Player A on receiving the ball again runs to score the try. Player A starts with the ball again and repeats the support skills on the way back to the starting line.

Player B then starts with the ball and performs the same activity SKILL COACHING POINTS

• Player A must be running straight when releasing the pass. • Player A works hard to run behind player B and straighten. • Player A calls for the ball when ready to catch the pass again.

Progression Increase number of players to three (3), A passes to B, B passes to C, A calls for a pass on the inside or outside of C . STARTING POINT

BASIC SKILLS

SKILL: LATERAL PASSING IN 3’s FIELD SIZE EQUIPMENT • In a grid 5m x20m • Balls • Cones DESCRIPTION OF ACTIVITY Player A passes to player B who quickly passes the ball on to player C. Player C scores a try at the end of the grid. Change middle player each time. SKILL COACHING POINTS

• Player to run forward at pace. • The middle player to take the ball early, in their hands. • Keep ball away from chest. • Swing arms keeping hands above waist. • Pass in front of player C. • Support players, keep behind ball carrier.

Progression Players in 3 lines 3-5 metres apart. A runs forward and passes sideways to B, B runs on and passes to C. C passes ball to D, who sets out back across grid. B reaches marker and turns quickly to receive pass from D and then pass to E. E passes to first player in queue and the activity is repeated. The length of the grid can vary to increase or decrease pressure. Change the middle group with the outside groups regularly. STARTING POINT

A B

BASIC SKILLS SKILL: Evasive Running #1

FIELD SIZE EQUIPMENT • In a grid 10x10m or larger depending on • Balls numbers • Cones

DESCRIPTION OF ACTIVITY

• Players change direction moving in and out of the cones scoring a try a at each end of the grid.

When player 1 reaches first cone player 2 may start and so on, avoid queues at the start

SKILL COACHING POINTS

• The ball must be carried in two hands. • Run as fast as you can. • Keep your head up.

STARTING POINT

BASIC SKILLS SKILL: Evasive Running #2 The ability to change direction to avoid an obstacle or an opponent in order to find space. FIELD SIZE EQUIPMENT In a grid 15x15m or larger depending on • Balls numbers • Cones • Pinnies • Flags DESCRIPTION OF ACTIVITY

• Players run around grid using dodging and sidestepping to avoid other players in the grid

PROGRESSION: • One person to become a ‘flagger’ (Identified by pinnies) • On command players must avoid the ‘flagger’ whilst staying inside the grid. • Once the allocated player has flagged 5 players the role of ‘flagger’ is rotated.

QUESTIONS • How did the players avoid getting flagged? • What tactics did the flagger use to help them?

SKILL COACHING POINTS

• Head up at all times • Stay on the balls of your feet • Look for space at all times • Avoid collisions/being flagged

STARTING POINT

BASIC SKILLS SKILL: Picking up a Rolling Ball The ability to pick up a rolling ball whilst maintaining the correct technique FIELD SIZE EQUIPMENT Grids 5m x 5m 2 people • Balls DESCRIPTION OF ACTIVITY

• Player A Rolls a ball along the floor across the path of player B • Player B must run towards the ball and pick it up whilst the ball is still moving. • Once player B has picked up the ball they must run forwards and score a try at a designated try line.

PROGRESSION: • Change direction of ball i.e. rolled behind/rolled to the side/rolled in front • Once the ball has been picked up, pass it to a partner who then scores. QUESTIONS

• What is the best position to get into as you approach the ball? • How many tries can be scored in 30 seconds? SKILL COACHING POINTS

• Eyes on the ball • Approach the ball to one side • Make a wide base with your feet • Put one foot in front of ball and one behind • Bend your knees not your back • Pick the ball up with both hands and accelerate forwards. STARTING POINT Non participants to help in the counting of tries

BASIC SKILLS SKILL: Lateral Passing The ability to pass and receive a ball between two or more players. FIELD SIZE EQUIPMENT Channel 20m x 10m depending on • Balls numbers you may need two channels. • Cones DESCRIPTION OF ACTIVITY

• 1 ball between 3 players • Players pass the ball over a small distance back and for whilst moving forward • All passes must go backwards • Rotate the middle person each go • Groups pass the ball along the line before they reach the end of grid

PROGRESSION: • Increase distance between passes • Two groups working at same time from opposite direction • Increase the speed i.e. walk, jog, run QUESTIONS

• How many times can they pass the ball across the line before the end of grid? • What does a good pass look like? • What does a bad pass look like? • What does the person in the middle have to do differently from the end people? SKILL COACHING POINTS

• Players must move forward at all times • Communicate each pass by calling for the ball • Receiver to provide a target to aim for • Passers hands to finish pointing at the target once ball is released STARTING POINT

BASIC SKILLS SKILL: 2 V 1 The ability to beat a defender in a 2 v 1 situation using a pass or a dummy pass. FIELD SIZE EQUIPMENT Grids 5m x 5m. Grid numbers are dependant • Balls on number of participants. • Cones DESCRIPTION OF ACTIVITY

• In pairs attackers must score on try line behind the defender • Ball carrier commits defender and passes to supporting player • Defender must commit to the ball carrier • Attackers must score a try on the try line whilst the defender must stop this • 2 points for a try for attackers • 3 points for a defender who intercepts a pass or FLAG’s the ball carrier

PROGRESSION: • On command attacking players run around a designated cone and attack a defender who runs around opposite cone • Ball is passed to attackers as they run around cone • Ball is rolled to attackers • Defender can move in any direction in grid QUESTIONS

• What can the ball carrier do to make more space for the supporter? • What can the supporter do to help the ball carrier? • What can the defender do to make things easier for themselves? SKILL COACHING POINTS Attackers: Defender: • Ball carrier to commit defender to create • Focus on the target (ball carrier) space for supporter • Be ready to change direction • Receiver to provide a target for the passer • Put the attacker under pressure by closing down • Communicate each pass by calling for the ball their space • Supporter to stay behind ball carrier STARTING POINT

In pairs attackers try to

score past a defender in

a 5m x 5m grid

Principles of Play

Attack:

• Contest Possession – retain the ball through passing and handling • Go Forward – through running, in aim of scoring. • Provide Support – So that the flagged player has someone to pass too. • Create Continuity – keep the attacking movement flowing by having support at hand making it difficult for the defence to organise. • Apply pressure – by applying the above principles, pressure is created which should result in a try being scored.

Defence:

• Contest Possession – by flagging the opposition and making them pass • Go forward – move towards attackers at every opportunity to prevent them gaining ground • Provide Support – supporting each other moving forward reducing any gaps • Continuity – maintaining the flagging of attackers • Apply Pressure – by cutting down the attacker’s space and time the chances of forcing a mistake is more likely to occur.

Developing Basic Tactics

Take the metres not the time!

Flag Rule - When flagged, the ball carrier must either stop and pass the ball within three seconds, or keep moving and pass within three steps.

Flag Rule - When the ball carrier has been flagged, all players in the defending team must try to get between the ball (which becomes the off-side line) and their own try line and cannot prevent the ball carrier from passing the ball. By taking the three steps (roughly 3 metres) the attacking team maintains the forward momentum and can therefore make the pass behind the defence (diagram 1). If they stop and take the three seconds, this makes it easier for the defence as it enables them to keep the attack in front of them (diagrams 2 and 3). Younger players may have to take the three seconds until they become more familiar with the game - although a habit learned is harder to change.

Flag

Flag Flag

Developing Basic Tactics (continued….)

Short passes after the Flag

Often, short passes after a player is flagged can be more productive than attempting the long pass. Defenders tend to cover the wider spaces, seeing the ‘space’ close to the player as being filled, and therefore often ignore it. However, that space is filled with two players who are, momentarily, out of the game - the ball carrier and the flagger.

Flag

C flags A and the support players attack the ‘space’ close to the ball carrier.

Other tactics to consider

It is also worth bearing the following issues in mind when building team tactics:

• If the ball carrier can pass to a player in space without being flagged, he/she can then become a support player and support the ball carrier. If possession is kept until the ball carrier is flagged, the ball carrier can’t then become a support player and he/she is out of the game until the flag is replaced.

• Once players pass they should be encouraged to get into a position to support and ‘get another touch’.

• Players (and coaches) should be allowed to explore and discover their own tactics, both in attack and defence. Left to their own devices - with encouragement from the coach - players will discover attacking and defensive tactics and new skills in order to execute them.

Organising a F estival

When organising any festival ensure that there is adequate first aid provision and that all players coaches officials and supporters are aware of the Rugby Canada code of conduct.

How many matches?

The following formula is used to work out how many matches need to be played in a festival situation. For the example, it is assumed that four teams are taking part in the festival.

Step 1 Take one away from the number of teams in the pool: 4 - 1 = 3

Step 2 Multiply the result by the number of teams in the pool: 3 x 4 = 12

Step 3 Now divide the total in half: 12 ÷ 2 = 6

Six games have to be played. This formula can be applied to any situation. Number of fields - All the following examples can be played on two pitches. However if three or more pools are being used it will speed up the festival if three or four pitches are available. The order of play is more important so each team has equal rest between games and there are not extra-long periods between games.

Order of matches & festival layout

3 teams, 1 field

FIELD1 G1 (1v2) G2 (3v1) G3 (2v3) G4 (3v7) G5 (2v4)

3 teams, 2 fields

FIELD1 FIELD 2 G1 (1v2) G2 (3v4) G3 (1v3) G4 (2v4) G5 (1v4) G6 (2v3) G7 (3v7) G8 (4v5) G9 (2v4) G10 (3v5)

Organising a festival (Continued…)

5 teams, 2 pitches

FIELD1 FIELD 2 TEAM RESTING G1 (1v2) G2 (3v4) 5 G3 (5v1) G4 (2v3) 4 G5 (4v1 G6 (2v5) 3 G7 (3v7) G8 (4v5) 2 G9 (2v4) G10 (3v5) 1

6 teams

FIELD1 FIELD 2 TEAM RESTING G1 (1v2) G2 (3v4) 5&6 G3 (5v6) G4 (1v3) 2&4 G5 (2v5) G6 (4v6) 1&3 G7 (2v3) G8 (1v5) 4&6 G9 (3v6) G10 (1v4) 2&5 G11 (6v2) G12 (4v5) 1&3 G13 (2v4) G14 (3v5) 1&6 G15 (1v6) No Game 2, 3, 4 & 5

7 teams

FIELD1 FIELD 2 FIELD 1 or 2 TEAM RESTING G1 (1v2) G2 (3v4) G3 (5v6) 7 G4 (7v1) G5 (2v3) G6 (5v4) 6 G7 (6v1) G8 (2v3) G9 (3v7) 5 G10 (1v5) G11 (2v7) G12 (3v6) 4 G13 (1v4) G14 (2v5) G15 (6v7) 3 G16 (3v1) G17 (4v6) G18 (7v5) 2 G19 (2v6) G20 (3v5) G21 (4v7) 1

8 teams

FIELD1 FIELD 2 FIELD 1 FIELD 2 G1 (1v2) G2 (3v4) G3 (5v6) G4 (7V8) G5 (3v1) G6 (4v2) G7 (7v6) G8 (8v5) G9 (1v4) G10 (2v3) G11 (5v7) G12 (6v8) G13 (5v1) G14 (6v2) G15 (7v3) G16 (8v4) G17 (1v6) G18 (2v5) G19 (4v7) G20 (3v8) G21 (7v1) G22 (5v3) G23 (6v4) G24 (8v2) G25 (1v8) G26 (2v7) G27 (3v6) G28 (4v5)

Organising a festival (Continued…)

For large festivals of over eight teams, it is recommended that four fields are used; this will reduce the time between games and keep the overall time taken to run the festival to a minimum .

9 teams 15

1 pools of 3 or 3 pools of 5. 1 pool of 4 and 1 pool of 5. 16

10 teams 4 pools of 4.

2 pools of 5 17

11 teams 3 pools of 4 and 1 pool of 5.

1 pool of 6 and 1 pool of 5 or 18 2 pools of 4 and 1 pool of 3. 3 pools of 6 or 12 teams 2 pools of 5 and 2 pools of 4.

3 pools of 4 or 2 pools of 6. 19 13 teams 4 pools of 4 and 1 pool of 3 or

2 pools of 4 and 1 pool of 5. 3 pools of 5 and 1 pool of 4.

20 14 teams

2 pools of 5 and 1 pool of 4. 5 pools of 4 or 4 pools of 5.

Acknowledgements

Information reproduced with the kind permission of the Welsh Rugby Union and the Scottish Rugby Union’s coach development departments.