Learning the Game

Rugby in New Zealand has taken on a considerably different shape over the last few decades with the advent of professionalism and the associated structures such as academies at provincial and school level, and is now churning out a high number of quality rugby athletes.

With such a fast moving pace of life and high expectation of performance from young people it is almost as if the physiological demands have overtaken the game understanding requirements of many players. The athlete has taken over from the ‘rugby player’.

So how does the coach remedy the situation where kids, and even adults, play the game but don’t fully understand what it is about, what they are trying to achieve and how to go about gaining the insights and decision making skills that will help their game?

Game Understanding
Obviously the first requirement is gaining a knowledge of the different aspects of the game and creating an understanding of when and where these should be applied, and what the team are hoping to achieve by carrying out the particular plays.

If the lineout is used as an example there are a large number of variations to the theme that can apply in different situations and not only does the decision maker need to know the best option in a certain situation, but everyone needs to know why this option is chosen and what they are hoping to achieve. They will all have a role to play.

On the team’s own throw would there be a different option in a defensive lineout 5 metres from the try line than there would be 5 metres from the try line on attack. How many options could there be in these two situations?  Do they have to be ‘all man’ lineouts?  

When and where is a good time and place to use a short lineout?  What are you trying to achieve?  How does the continuity take shape from this?

No matter what aspect of play you choose the players should be directed with a number of ‘what – why – how’ questions so that an understanding of the decision making process will help the player grow in game understanding. Not only can the strengths of your team be used as the main tool, but other aspects such as the weather, the game situation, and strengths and weaknesses of the opposition can be included as the players mature.

These situations can also be discussed on a whiteboard or magnetic board with the players demonstrating their options and stating why they think the idea is a good one. If the coach has time video footage can be a good tool to start a discussion and lead on to a plan to suit a particular team.

Individual Roles and Decision Making
Players making decisions based on their positional requirements is the next learning technique, which requires more depth of understanding from the coach and will help mould the ‘rugby player’ as against a ‘rugby athlete’?

The learning process here might be as simple as where the player in the lineout thinks will be the best place for the hooker to throw to based on the positioning of the opposite lineout players. Where is the gap likely to be? Which jumper doesn’t have lifters close by? If there is movement where should the jumper end up so that he is unopposed?

A first-five-eight at a lineout will be looking to see where the back three are positioned so if he is planning a kick he will kick the ball in to space. There are at least four options for him to check out – short side, diagonal behind the winger, behind the fullback, or shorter to get the fullback coming forward. Of course he could kick it high enough for his team to arrive before the ball is caught, or far enough to get his chase line in action.

 If it is a short lineout do they have a slow runner at the back who can be beaten by a quicker attacker?

Is it better in some situations for the halfback to kick the ball rather than the first-five? When would this be? What are the team hoping to achieve? Which players will be applying the initial pressure? Where do they run to?  

If the coach is able to create a learning process through using the questioning technique and giving his players time to come up with the answers he will be doing his players a real service.

Looking and Thinking
Finally the players must be able to make good decisions ‘on the run’ during the game and this comes down to ‘looking’ and ‘thinking’.

A method commonly used is TUB’ing. (T= them / U= us / B = ball)
This requires every player not immediately involved in the action with the ball to scan and make some good decisions.

Where are they? Where then would be a good place for me to go? Where are my team mates? Where should I go to make the attack formation or defensive line more effective?  Where is the ball now? How does this affect what I have to do?

In reality the coach is teaching the player to look around him on the field, rather than just watch the ball, and thus if he knows what is going on he will make better decisions.

There are three pieces to the puzzle:
1- Teaching an understanding of the game requirements in various game situations.
2- Teaching position specific requirements relevant to decision making.
3- Teaching players to ‘look’ and ‘think’. (Based on their understanding of what the team plans are)

Creating players with a greater understanding of how the game fits together is an important process in any player’s growth. Good luck.