4


COA


CHING MA


TTERS |PLAYER DEVELOPMENT|


The elements described in the table on the previous page are what players should be able to do by the end of this developmental stage. (You should already be familiar with the terminology from the UK Coaching Certificate [UKCC] coaching courses). It is important that coaches ensure their players are competent at the specific skills outlined in the table. The skills learnt at this stage are the foundation for the next. The emphasis ought to be on fun, enjoyment and skill acquisition, with enough time being made available for skills to be learnt properly.


Games-based Practice


Those coaches who have been involved in both Service Area and Regional Player Development Centres will be familiar with a games-based practice (GBP) approach to coaching. This approach to coaching aims to develop players who are:


• autonomous decision makers • thinkers and problem solvers • skilful games players What is games based practice?


GBP is an approach that develops a player’s understanding of the tactics, rules and strategies of the game and enables them to select the right skill at the right time in order to achieve success.


This allows players to develop: • tactical awareness (ie what to do) • skill execution (ie how to do it)


In order to adopt this kind of approach coaches must be able to plan and deliver games and game situations in ways that encourage players to be able to think, work collaboratively and solve problems. Coaches can be innovative and design problem-solving games through:


• manipulation of the rules • variations in the scoring system


• stage of the game scenarios (eg last minute and leading by two points)


• principles of play scenarios (eg go forward, ruck defence, kick chase)


The main advantage of this approach is that the learning experience for the players closely resembles a game


PRIMARY REASON? –FUN


For those involved in Rugby League, whether it’s as a player, coach, supporter or administrator, it’s likely they’ve developed a lifelong love of the game. Now a study is underway which is aimed at helping to increase participation, ‘get em young’... and make it fun. Martyn Rothwell, the RFL’s Primary Rugby League Manager, is one of those charged with reviewing how the sport makes itself appealing, relevant and ‘right’ for youngsters in that vital 5–11 year-old age group. ‘We’ve got to make primary Rugby League fun and participant-centred, and that’s very different from the "adult-centred, winning-based" mentality which some people may have, and which will enter sport at a much later stage, but when it’s appropriate.’ Rothwell knows this project has support at the highest level at the RFL, with Chief Executive Nigel Wood and England Head Coach Steve McNamara both keen to support the development of youngsters and keep the game’s lifeblood flowing. ‘What is important is that at these ages youngsters develop their movement skills, that they get the fundamentals right, and that they enjoy it, and have fun. We know it’s not just a case of “cutting down” the adult game to a smaller scale and with those adult values,’ said Rothwell. And to make sure the game has it right for that vital age group the RFL is reviewing its strategy, and working with Leeds Metropolitan University on a pilot study which is looking at how best to make the game relevant and fun for youngsters, which playing formats work best, and how the environment, including coaches’ and parental input, works best. ‘We have three pilot areas, in the North West, Cumbria and Wakefield, and we’ll write-up and review our findings from September through to December. They are based in club environments, but the information will be relevant to schools too. ‘There are a lot of complex challenges, but the pilots will tell us what is enjoyable and what works. We’ll constantly be looking at the information we get back, what we need to "tweak", and how best to work with coaches and parents.’


situation. With a skills-based approach drills often bear little resemblance to the game. Therefore, problem solving, creativity and decision making may not necessarily be developed. Another advantage is that it can cater for large groups of mixed ability players in the community club setting. Young players will not fully understand the need for intense skill practice, so with this approach players will get a learning experience while having fun.


When using this approach it is critical that as coaches we use effective questioning to enhance learning. This encourages players to be more engaged with gaining knowledge and understanding and, as coaches, it gives us feedback as to the effectiveness of our coaching.


Recently, the RFL welcomed Donna O’Connor, a leading researcher from Sydney University. She presented to many youth coaches and made the following points about effective questioning:


• Questioning is used infrequently by the majority of coaches


• Questions are used to assist players, solve problems and reinforce correct decisions until responses become subconscious and automatic


• ‘Why’ often implies criticism and evokes defensiveness


• ‘Why’ questions may be better expressed as ‘what were the reasons?’


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