Playing Philosophy – An idea!

Rugby at the elite level is a physical, front-on clash of finely tuned explosive bodies trying to gain the upper-hand in flat-line attacks and hand-to-hand combat. Throw in the occasional Cheslin Kolbe or a Beauden Barrett along with some tactics that suit the team personnel and nullify the strengths of the opposition and you have the modern game.

The more the players are trained and coached the better athletes they become which more often than not produces a confrontational and tactically predictable exhibition.

In my opinion club and high school players often tend to be coached along similar lines which unfortunately leads to a similar game plan where big is better. No one can blame coaches for utilising their strengths if they do have sufficient large and explosive players, although creating a wider skill base and more wide ranging tactics would benefit individuals as they progress up the ladder, while even more galling is watching smaller versions of teams carrying out the same game plans.

Rugby has always been a ‘grouping & spreading’ game but there is nothing to say that the grouping aspect has to be close to the scrum, lineout, or previous ruck. There is no law which states that the attack needs to start as close to the advantage line as possible so that they believe they are more likely to win the ‘corridor of power’ (getting over the advantage line). This has become such a ‘must do’ for coaches and teams that the game has lost much of its charm and artistry.

If you agree, read on.

There is no doubt games will seldom be won if set pieces and the confrontation zones are not up to standard technically and physically. There always needs to be plenty of work carried out for these aspects of play or the mini-battles within the game will not be won.

It is the coaches tactical thinking on how they develop the game plan from the set piece starters through to their understanding and requirements for phase play. This is where a whole new world can open up and the concept of rugby being a ‘running-passing’ game can be explored.

If players can learn to appreciate a game that has a lot more movement with the ball, off the ball and the ball being a moving target, then they will be better prepared to play any type of game as they develop.

So, what needs to happen?

Firstly, the coach needs to believe that it is important to win the game utilising all the players. Sometimes it is hard not to have the best three at No 8, 9 & 10 and build a limited game plan around these individuals.

Similarly, the team may have several more physically mature players which while their strengths need to be utilised, they need to develop skills that ensure they are team players, such as passing and supporting.

A running-passing game requires players to stay in the action and aim to get at least a second touch on the ball during each phase before a stoppage occurs, so it is imperative that players are running fit.

Of course, pass-catch skills need to be practiced with varying amounts of pressure and intensity (depending on age and playing level). There are many drills which limit space and time and those which have opponents to deal with. These can be incorporated in to game activities.

Above all the coach’s philosophy will determine just how much belief the players have in the system. If they encourage quick passing from turnover ball situations which requires the attack to quickly regroup and carry out passing patterns and individual skills such as changing pace and angles, plus constant support and two touches, then the team will understand this is what forms their mojo.

Add in quick lineouts, quick but organised tap kicks, structured counter-attacks and the mental attack shape continues to grow.

Team patterns such as wide-wide can be encouraged, all the time building the understanding of positional roles so that players are not crowding the ball. An example would be that the wing, centre and openside might be the three that win the first ruck ball which has gone wide – followed by an understanding of the roles of individuals to get the ball wide again and who should be out there to receive and support.

The real test for most coaches will be at the ruck. Are you going to promote constant hit ups close to the previous ruck or set piece or are you going to advocate for a far greater variety in what happens at phase play?

There is obviously still a place for setting the attack close but start formations can be adjusted and variations can be introduced. The first receiver taking the pass two metres deeper from the flat line starting point will allow the ball carrier more time and space to make a good decision. The close players should be a little deeper again and wait before choosing the zone to attack in to and then hitting the ball with pace on. The coach could insist that this is at least a ‘two pass’ zone – one from the distributor at the ruck and another from the first ball receiver.

This will open up opportunities to pass the ball inside [even a miss across to a winger running through the close channel]; a pop to the outside man, by now on the shoulder or running in to a clear space; or a pass out the back to a player in the pocket who can open up space with his next decision and where the support players are aligned.

Ideally this situation will create scenarios whereby the defence has to deal with the ball carrier with one tackler which then opens up further attack possibilities in the form of quick ruck ball or a pop pass. Both these results need to see the ball moved quickly from that tackle point either directly behind the tackler or away from the congested zone. The coaching of continuity aspects both in understanding and technical aspects is where the coaches come in to their own. This is where the coach will really display whether they are a creative and thoughtful thinker or they are determined to keep it basic. If the methods are practiced regularly and there is a real belief that these are benefitting the players then things soon become a lot simpler.

Of course, the forward runners could group outside 10 or in fact inside 13 and carry out similar attacks as if they were outside 9. Another formation could be to have a forward in the gaps between 10 & 12 and 12 & 13 with a roving player getting in behind the ball carrier. Forwards could run at angles and attack as they would in the close channel but with more running and passing opportunities.

A less structured formation could see players spread across the field with the ball being passed at least twice to get it in to some sort of space. Once the player has a ‘go’ at his defender then the closest four hit that tackle zone to carry out the continuity – 2 man ruck; pick and go; pick and pop; work the short side; move it wide [start with a deeper pass if things have slowed down; then another pass and don’t go forward until there is sufficient space and another 1 V 1 is created] The remaining players spread across the field, preferably in a double line, ready to carry out the same patterns again.

Players often like a lot of structure but if the coach also insists on this, they are taking away some of the game understanding and decision making that the individuals need to learn if they are to become better players.

Give it a go. Plenty of games at training using as much of the field as possible will produce fitter players who love running and passing and staying in the action.