Learning from the Television.

Learning from the Television.

A good coach will watch and learn and often the easiest way to do this is by recording a game on the television and playing it back at a later time with the facility to pause and slow play aspects of the game.
Of course, unless you know what you are looking for you will not see anything so the key is to highlight what you want to learn before watching the game. This will be based upon any number of aspects that will improve your team once you have dissected the video and made a plan based on the requirements of the group you are with.

Most aspects at even the highest level of viewing can be pulled apart and related to your needs even if you are with young players.

As an example I have taken the New Zealand Under 20’s versus the Welsh Under 20’s in the semi final of the Junior World Cup in 2012. Wales had already beaten the New Zealand side in a group match played in wet and muddy conditions with a game based on kicking and keeping the ball. The New Zealand team on the other hand had displayed a lack of tactical nouse in such conditions and although this game was to be played on a grassy and speedier pitch I was mostly interested to see if Wales would change any tactics to ensure a finals berth, or whether the Junior Blacks had developed their game after the realisation that there was more required than running and passing.

The tactics and team patterns are usually easy to spot and often portray the rugby culture of specific countries. Generally they will be thrown at any opposition for the first quarter of the game at least before deciding whether or not they need to be changed in any way based on the scoreline or the success or lack of success of the plan. When a coach is planning his teams approach it is always a good idea to have a Plan B if Plan A is not going so well.

So what had the two coaching groups learned from the previous game that would improve their chances in this semi final?

It appeared that Wales had the same game plan as they employed in game one which was all about attacking through high kicks and followed up with an attacking defence; a strong emphasis on dominating the set pieces particularly at scrum time where they put in a huge effort, and attacking the New Zealand pack with lineout drives and physicality at the break down. Nothing much had changed and for much of the first half all was going to plan.

New Zealand on the other hand were typically New Zealand with the ball being delivered from the top of lineouts, hit ups occurring with powerful and straight running in close, the ball moved quickly to the extremities and the forwards providing an efficient group at the tackle/ ruck. However, the tactic that the Welsh had not seen previously and was no doubt devised to get in behind the strong defensive line was to chip kick in behind the line from 10 or 12 which the centre and wings could run on to and gather. This on several occasions turned the Welsh side around and created defensive problems for them.

This was a very simple plan which made a huge amount of difference and as is often the case it is the simple things that can make the biggest improvements. Coaches do not need to reach out for major changes when minor alterations can be easily implanted and can be very effective.

Of course as Wales demonstrated an inability to score tries at this stage and began to tire after a huge effort to get on top, the New Zealanders gained in confidence and were able to string together a variety of attacking plays both through the forwards and backs. The tide was turning.

During the phases of the game where Wales were playing ‘catch up’ their Plan B came in to operation which saw forwards off loading or passing early at the tackle, backs penetrating with strong angled runs, and generally an improved running and passing game. However, what this highlighted was a lack of instinct and team play with the ball in hand. This period saw an attacking back grubber kick the ball to touch inside the attacking 22; twice players kick ahead with no clear space behind the defender after having made an incisive break; and kick returning rather than counter attacking took place. Coaches need to provide a mental confidence and practice the required skills in these scenarios.

On the other hand the New Zealand team demonstrated a variety of continuity skills ranging from fends, changes of pace, changes of angles, changes in alignment, swerving, and sidestepping, offloading in the tackles, quick rucks with sound techniques, and having plenty of support players in good positions that enabled off loads or quick clean outs.

As a coach I would have seen this as a major difference and studied it closely to see how a skill took place and break it down technically, whilst just as importantly taking note as to where the support arrived from and when. As an example there were a number of fends that took place so how did the attacking player do this? Did he swerve and force himself away with a bent arm; did he push the defender away with a strong straight arm; what was happening with his feet; what did he do with the ball during and after the fend; where was he looking once he got through?  Where did the first support player arrive from? Did another player provide assistance in any way that helped create the 1 on 1 situation that allowed the fend to be used?

In each case the coach could make up a series of questions to answer and from that devise the technical detail and drill to improve this area of the game. A ‘continuity’ package will include a large number of options which after a series of trainings need to be tied together in team play scenarios. Different players will find that they have different strengths and should start by fine tuning what they are already good at.  Footage of a particular game could highlight to the team what you are trying to achieve.

If your team is having lineout troubles for example it is possible to study lifting and jumping techniques; the organisation within the lineout; what they are trying to achieve from each lineout; and the place in the field where a particular lineout is best suited. Follow the lineout until there is a stoppage and see if you can work out where and how the team were trying to create pressure and eventually penetrate. A couple of lineouts could be studied in more detail for the information you require until you have taken enough notes to put a package together for your training. This may be broken down in to a session fine tuning the technical and organisational aspects for 45 minutes or so and another session introducing the pattern.

You can do this with any aspect of the game and include your own ideas, which are only limited by your imagination. This is what real coaching is about and provides the most enjoyment as well as being the most relevant to your particular team. Good luck.

SUMMARY:

• What is the aspect of the game that you want to improve in your team?
• Record a suitable game.
• View the game with an emphasis on the aspect you have chosen.
• Dissect the aspect in minute detail listing everything that has happened and the technical and tactical aspects.
• Write out the tactical and technical detail you wish to be transferred on to your team.
• Formulate some coaching drills and game scenarios that can be used at training.
• Highlight what you are trying to achieve through showing some footage of the appropriate part of the game. Discuss this with the players.
• Practice as you have planned. Fine tune things as you go.
• View it in the actual game and keep fine tuning aspects as necessary.