2. LEVEL 1 Prepared by RLEF, July 2011 1

3. 2 KNOW YOUR PLAYERS!! The mind is the athlete; the body is simply the means it uses to run faster or longer, jump higher, shoot straighter, kick better, swim harder, hit further or box better (Boyce Courtney, The Power of One, 1992)

4. 3 Consider the following: Would understanding what motivates people to get involved in Rugby League (and to continue playing) be useful for a coach? Would understanding how these motives change during a player’s lifespan be important? Would knowing how to shape motivation, behaviour, personalities, enthusiasm and enjoyment through coaching practices make you a more successful coach? ……..UNDERSTAND YOUR PLAYERS! UNDERSTAND YOUR PLAYERS

5. 4 Team v Individual Coaches relate to their team but do they know individual players? All will have different reasons for participating in Rugby League Coaches can create an effective coaching session if they can relate well to each individual within the group Know your players as people and not simply Rugby League players PEOPLE NOT PLAYERS

6. 5 Competence Motivation Remember all individuals, no matter what their age, are motivated to feel competent If you know your players’ personalities well enough to make them feel competent throughout coaching sessions you are so much more likely to retain motivated, happy players COMPETENCE

7. 6 What is a coaching philosophy? Values, guiding beliefs and principles Helps answer questions about what, why and how ‘ Coaching is a challenging profession with many difficult decisions and ethical dilemmas. A well developed philosophy will enable you to make these difficult decisions and coach more successfully.’ (Martens, 2004, p4) Experiences you have had will impact upon your philosophy COACHING PHILOSOPHY

8. 7 ROLES AND RESPONSIBILITIES Roles and Responsibilities of the Coach Identify and meet the needs of each performer Improve performance through progression, safe and guided practice Evaluate the success of the programme in relation to performers’ needs Create a motivating environment Plan, Deliver, Evaluate – 3 Key Fundamentals

9. 8 The role is dependent on 3 things: The performer The task Individual coaching philosophy THE ROLE

10. 9 AN EFFECTIVE SESSION WARM UP Increase blood supply to muscles via rugby related activity, stretch SMALL SIDED GAME Related to last session, instant involvement SKILL DEVELOPMENT Possibly the most important aspect of the session GAMERelevant to skills development COOL DOWNReturn body to normal temperature DISCUSSIONEvaluate the session, draw out the key points

11. 10 COACHING STYLES Coaching Styles Command – decisions are made by the coach Submissive – the babysitter Co-operative – players and coach share decisions

12. 11 LEARNING STYLES Visual – learning through seeing ie a demonstration Auditory – learning through hearing ie instruction / explanation Kinaesthetic – learning through doing

13. 12 THE IDEAS MODEL Model of Effective Coaching Introduction (why and where) Demonstration (silent, relevant and accurate) Explanation (short and to the point) Activities (progressive) Summary (questioning and feedback)

14. 13 OOOservatio and Analysis Why and how do we observe ? Skilled Observation Tools we need –Holistic –Deductive –Analytical Funnel

15. 14 OBSERVATION AND ANALYSIS Observation and Analysis WHY? The most important duty in coaching is the improvement in performance We do this via Correction, both individually and collectively HOW? Holistic – the big picture, obvious problems Deductive – identify problem, deduce likely causes, refine observation Analytical – good for small, subtle or disguised movements, break movements down into component parts

16. 15 HOW TO OBSERVE What makes a skilled observer? The ability to: Observe - stand back and watch in a controlled manner. Move around the area/game visually scanning all activity and actions Analyse – examine critically; break skills / actions into component parts Feedback – reasons for errors/improvements to be made

17. 16 Body Trunk, Arms, Feet, Legs, Hips, Leaning, Head Ball Depth, Angle, Weight placed on it, Movement, Power transfer, Recovery Background The Three B’s

18. 17 FEEDBACK Feedback Reasons for using feedback: Motivation Reinforcement Information to learners Helps learners receive information in the most suitable way – VAK Information about performance

19. 18 FEEDBACK Types of Feedback Intrinsic Extrinsic Visual Audio Kinaesthetic Questioning

20. 19 FEEDBACK Amount and Timing of Feedback KISS – Keep It Short and Simple 2 or 3 pieces of information Clear and precise In the learner’s chosen style – VAK Questioning – feelings and open /closed Listen Timing – when the learner needs it

21. 20 QUESTIONING The most effective coaching sessions contain a large amount of questioning within the feedback (Cross and Lyle 2002) Check for understanding

22. 21 CONCLUSION The key ‘how to ‘ skills are: Communication Demonstration Instruction Observation Analysis Feedback Questioning

23. 22 Generation of force and movement Major function: Pumping of blood to supply oxygen to tissues Muscular Cardiovascular Major function:Provide support and protection Major function: Skeletal Respiratory Movement of air in and out of lungs Transport of oxygen and carbon dioxide Major function: Nervous Control of muscle and other organs Major function: Digestive Extraction and distribution of nutrients from food and drink Major function: Systems of the human body

24. 23 Components of fitness for Rugby League STRENGTH The ability of a muscle to exert force SPEED The time taken to cover a set distance

25. 24 Understanding the growing athlete Growth –an increase in body size lasting approximately two decades. Maturation –The speed and time in the progress towards an adult biological state. Coaches should be aware that: Children grow at different rates. Growth will affect performance. It is important to consider each child as an individual to ensure they develop to their potential.

26. 25 LTAD in Rugby League FUNdamentals (Movement Literacy) - 6 – 9yrs males 6 – 8yrs females Learning to Train (Sports Literacy) - 9 – 12 yrs males, 8 – 11yrs females – Training to Train (Sport Selection and Talent ID) –12 – 16yrs +/- males, 11 – 15yrs females, Training to compete (Specialisation and Developing Potential) –16 – 21yrs +/- males, Youth football, Junior and Reserve grades and O/A –15 (16) – 21 yrs +/- females Training to Win (Expert Performer and Realising Potential) –21yrs +/- male, First grade and open age competition –21yrs +/- female Retirement and Retaining - (Retraining and retaining the performer)