1. Rugby Football League Becoming CAYPABLE:
Developmentally appropriate practices for
coaching Children and Young Players
Day 1

2. Complete your post-it in the following way…
“My name is _
I coach / would like to coach children and young people aged _
I want to learn more about coaching them because . . .”
Coaching
Dictionary

3. Over to you again …
“I want to develop my?”
Coaching
Dictionary

4. Outcomes for the Course
On completion of this workshop participants should be able to:
Describe how the concept of ‘CAYPABLE’ helps them to plan, deliver and evaluate coaching practice.
Deliver safe and fun coaching sessions from pre prepared cards.
Reflect on your own development in relation to coaching practice.

5. Day 1 outline
0900 Introduction and Overview of Course and CAYPABLE concept
0920 CAYPABLE session
1000 Review of session and principles of CAYPABLE coaching
1030 Break
1045 Review of session and principles of CAYPABLE coaching
1145 Total Warm Up
1300 Lunch
1330 Game Introduction
1430 Break
1445 SOL
1600 Game Application
1645 Review and plan for day 2 coach delivery sessions
1730 Depart

6. Learning Cycle Having an experience Planning the next steps
Reviewing the experience
Concluding from the experience
© David Kolb (1984)

7. The course for the coaches is similar to the experience we want the players to have

8. SOL – Stability, Object Control, Locomotion
Coaching Session
Total Warm Up
Game Introduction
SOL – Stability, Object Control, Locomotion
Game Application

9. Coaching Session Times
Stage
Beginner Intermediate Advanced
Age
4-7 yr yr yr
Total Warm Up
10 minutes minutes minutes
10 minutes minutes minutes
Game Introduction
SOL – Stability, Object Control, Locomotion
10 minutes minutes minutes
Game Application
15 minutes minutes minutes

10. Think about the coaching session that you have just been part of. . .
‘CAYPABLE COACHING’
Think about the coaching session that you have just been part of. . .
Identify who the activities would be suitable for?
What were we working on?
How did we do it?

11. BECOMING ‘CAYP-AB-LE’
Activity Base
[sport specific skills, movement specific skills]
Learning Environment
[Activity structure & coaching behaviour]
Children And Young Players
[Needs & Wants]
PLAN DO
REVIEW

12. Children & Young Players
Knowledge Base 1
Low 2 3 4 5 6 7 8 9 10
High
Children & Young Players
Activity Base
Learning Environment

13. Player Development Progressions
Levels and stages of learning a new movement skill
Children And Young People
Player’s thinking… Individual
BEGINNER
Knows what to do, but unable to do it with consistency
INTERMEDIATE
Performs the skill effectively some of the time
ADVANCED
Players perform consistent fluid movement

14. CAYP Player Movement Development
Rudimentary
Reflexive
Fundamental
Complex
Functional
Beginner
Intermediate
Advanced

15. Reflexive and Rudimentary Movement Skills
Reflexive movement phase
Information gathering
Grasping, righting and propping
Rudimentary movement phase
Voluntary movements for survival
Stability
control of head, neck and trunk
Object control
reaching, grasping and releasing
Locomotor
creeping, crawling, walking

16. Beginner Stage Fundamental Movement Skills
Stability
Object control
Locomotor
Beam/line walk
Throwing
Running
One-foot balance
Catching
Jumping

17. Intermediate Stage Stability Object control Locomotor
Example: Evading a player, then passing
Side-step
Carrying, grip, throwing on the run
Running, zig-zag

18. Advanced Stage Stability Object control Locomotor Example: Tackling
Before and during:
engagement:
Twisting, turning, bending, crouching
Wrap the player:
Gripping, controlling
Positioning:
Running forwards, sideways, backwards, diagonally

19. The Activity Base Movement skills Core skills Game skills

20. An Activity Base example
Jumping carry ,grip
Running
Side-stepping
Evasion
Grip, carry
Penetrating a defence
Avoiding being tackled

21. Understanding Movement Development
Beginner
Advanced
Awareness, Explore & Discover individual skills
Combine & Refine a range of skills
Select & Apply a range of skills

22. Player Movement Development and learning a language
Beginner Intermediate Advanced Words Sentences Paragraphs Chapters Story

23. Using SOL to understand Movement Skills
Using the following template for guidance (SOL) list as many movements as you can think of under each heading, starting with ‘Locomotor’

24. SOL (Stability, Object Control, Locomotion)
Locomotion – moving from one place to another
Object Control - use of any object, ball, stick, racket…
Stability – firmness in position / movement within a fixed space

25. Fundamental Movement Skills

26. Player Movement Development
E.g. Running, bending, collecting, turning when retrieving a ball

27. Linking Game, Core and SOL skills
Pairs task:
Using the following Game skill and the Core skill identify the SOL skill (s) being used e.g.
Game skill
Core skill
SOL
Attacking a defence
Evasion
Running, side-stepping, twisting, bending, carrying

28. Seeing movement skills as core skills and game skills
Pairs task: Using RL core skill identify the movements using SOL
Core Skill Retrieving a ball Avoiding being tackled Grip & Carry Tackling / Protective Falling Kicking a ball Passing Lines
Game Skill Securing possession Recognising Space Ball Familiarisation Being stopped and falling Attacking & Clearance Kicks Catching & Moving with a ball

29. Player Movement Development
E.g. Running, bending, collecting, turning when retrieving a ball

30. Why should we use this approach?
• Enables the children to develop the skills to participate in sport
• Responds to lifelong developmental needs of children
• Establishes the foundation for participation and talent development pathways in rugby league
Builds confidence to participate in sport

31. What happens……. 31

32. Children And Young Player’s - positive beginnings
Have ……
A desire to play- not watch others play
A desire to achieve their own goals- not adult goals
Less emphasis on winning- more freedom to have fun
More variety- less specialisation
Less pressure- more support

33. Player Development Progressions
Levels and stages of learning a new movement skill
Children And Young People
Player’s thinking… Individual
BEGINNER
Knows what to do, but unable to do it with consistency
INTERMEDIATE
Performs the skill effectively some of the time
ADVANCED
Players perform consistent fluid movement

34. Coaching Core skills in the Activity Base at Level 1
Catch
Grip
Carry
Pass
Play the Ball/ protective falling
Tackling/ Protective falling
Kicking
Ball retrieval
Evasion
Try Scoring

35. Coaching Game skills in the Activity Base at Level 1
Attack
Defence
RL Game skills
Kicking

36. Attack Recognising & exploiting space: width, depth
Peripheral vision to the front and rear
Positioning within a team
Lines of running in relation to the ball carrier
Tactical awareness
Decision making
Gaining ground
Transition from attack to defence

37. Defence Tackling & protective falling Defending territory
Tactical awareness
Decision making
Gaining ground
Transition from attack to defence

38. Kicking Gaining territorial advantage
Regain possession (force repeat set, cross-field)
Scoring
Decision-making on type of kick used
Restarts of play: kick-off, drop-out, penalty
Tactical awareness

39. Levels and stages of learning a new movement skill
Learning Environment
Levels and stages of learning a new movement skill
Learning Environment
Role of the coach
Coaching Strategies
BEGINNER
Help the player explore and self-discover how to perform the task
Coach should provide demonstrations and offer simple explanations to introduce and explain activities.
INTERMEDIATE
Help the learner refine and apply the skills into game scenarios
Coach provides more delayed positive, specific and corrective feedback, and greater emphasis is placed on using open questions to encourage C&YP to analyse their own performance and identify areas for improvement.
ADVANCED
Help the learner personalise the movement task
Young People (YP) need to become less reliant on feedback from the coach, coach should maximise the opportunities for YP to take responsibility evaluating performance and setting new personally relevant targets and goals.

40. Player Movement Development & RFL delivery
Stage
Coaching Styles
(Introduce - Awareness, Explore & Discover)
Beginner
(Develop - Combine & Apply)
Intermediate
(Optimize - Perform & individualise)
Advanced
(Demonstration)
Beginner
(Positive Corrective Feedback)
Intermediate
(Ask Questions)
Advanced

41. Purpose of Total warm-ups
Enables the players to
Start slowly and build speed
Practice skills
Be creative
Think
Develop self-confidence
Work effectively with others 41

42. Purpose of Game Introduction
Game intro enables players
To get a feel for the movement
To think about what they are doing and how to improve
To understand which skills they need to improve upon before re-applying them back into the game later.
Game intro enables coaches
To ask questions about
Key points related to the skill
Modifications that can be made to help players develop
Tactical awareness 42

43. Purpose of SOL SOL enables Players to
Develop movement skills that underpin the core skills
Explore effective ways of moving
Develop awareness of their own movement abilities
Understand why some movement patterns are more effective than others
Enables the coach to
Provide demonstrations and encourage players to demonstrate
Provide specific Feedback
Question the development of SOL skills- ‘what did you need to improve upon in the game intro?’
Progress the Activity 43

44. Purpose of Game Application
Game application enables Players
To apply the skills they have just been practicing in a game
Progress skills
Develop tactical awareness
Think about how the skills they are developing apply to rugby league
Enables the coach to
Re-start the game in the same format as Game intro finished
Introduce progressions appropriate for the players stage of development and make links to the original game
Ask players to suggest ways in which skills can be applied into a game situation, e.g. penetrating a defence, kicking for territorial advantage 44

45. BECOMING ‘CAYP-AB-LE’
Activity Base
[sport specific skills, movement specific skills]
Learning Environment
[Activity structure & coaching behaviour]
Children And Young Players
[Needs & Wants]
Who are we coaching?
PLAN DO
REVIEW
How are we coaching?
What are we coaching?

46. Children & Young Players
Knowledge Base 1
Low 2 3 4 5 6 7 8 9 10
High
Children & Young Players
Activity Base
Learning Environment

47. End of Day 1 check in questions. . .
On post it
How could this approach help you when working with your lead coach on delivering sessions?
What support do you feel you still require to use the CAYPABLE approach in your coaching?

48. Reflective questions . . . In small groups
Describe the concept ‘CAYPABLE’ and how would you use it in your coaching
How does SOL help players develop core and game skills?
Have you developed your coaching and what else do you need to do to continue to improve

49. Top Tips Session Cards Well Being Equitable & Inclusive Coach
Safeguarding
First Aid

50. Next Steps Work with a lead coach to develop your coaching
& Complete pages 12, 13 & 15 in your Learner Pack
Plan & prepare to deliver your allocated session (in pairs 15 minutes each coach)
Attend Day 2
Remember until you have successfully completed Day 2 you should be working under the supervision of a qualified coach

51. Allocation of Assessment Tasks
You will be delivering in pairs, each person leads for 15 minutes, whilst the other supports (Total session time 30 minutes)
Please plan your delivery according to the cards allocated (if you are unsure talk to one the tutors before you leave)
Write your assessment topic on page 15 in your Learner Pack - Rugby League Coaching Activity Planner - Chosen Pre-Planned Activities column (bottom box)

52. Code of Conduct
Please complete your Code of Conduct in the Pre Course workbook and return to your tutor
You have up to12 months to work under the supervision of a qualified coach before completing Day 2 of the award.
You must also have a CRB check, this can be done by completing a CRB form

53. PLEASE ENSURE THAT YOU HAND IN DULY COMPLETED WARRINGTON COLLIEGIATE FORMS!!!! THANK YOU

54. Acknowledgement The authors
David Morley is an expert in developing children and young people in sport and Physical
Education, as well as training coaches and teachers in delivering developmentally
appropriate sport and physical activity. He is Head of Education with ESP and is also an
independent consultant specialising in multi-skills and talent development.
Bob Muir is a coach development expert, a Senior Lecturer at Leeds Met Carnegie, and a
consultant with the UK Centre for Coaching Excellence working with several national
governing bodies of sport on the development of their UKCC Level 4 coaching programmes across several domains.
Thanks go to the authors for the development of this Award, particularly for the creation
and development of the ‘Becoming CAYPABLE’ framework which this Award is based upon.
Create Development
The Rugby Football League would like to thank Create Development for allowing their philosophy of holistic and developmental approaches to coaching children and young people to be used within this Level 1 Award. All of the activities are based upon Create Development’s unique approach and form the platform for successful rugby league players at all levels.