Under 8/10 – The Coaching Session

Some important information:

LAWS:

• Play across the field from the goal line to the 10m line. Portable goalposts are useful.
• The ball is a size 3.
• The game runs for 2 x 25 minute spells (maximum)
• 10 aside is the maximum number. (Games should be played with equal numbers if one team is short)
• All players must play a minimum of half a game.
• Under 8 kick off with a tap and pass. Under 10 punt or drop kick off by the scoring side. Rotate kicker.
• The tackle must be below the nipple. No fending to the head, face or neck. Under 8’s must complete at least two ‘Tackle Box’ sessions.
• Lineouts must have 5 players. No contesting. No lifting.
• Scrums must have 5 players. No contest and no pushing.
• A penalty is a tap kick followed with a pass.
• The referee is a ‘learning rugby’ referee.
• Conversions from in front of the goalposts. Either a punt or dropkick. No points counted.
• Mouthguards are compulsory.
• All coaches must attend a “Learning Rugby” course held by their provincial union.

SKILLS:

• Draw & Pass
• Picking up the Ball
• Basic kick
• Dribbling
• Falling in the tackle
• Side-on tackle
• Side step
• Pre-contact

Techniques can be found in the Learning Rugby Handbook and at Rugby Coaching Toolbox.

PRACTICES:

• Catch them – motivate them with a simple game or activity.
• Coach them – select one skill and introduce the technique
• Practice them – ensure the skill is reinforced through games and activities.

FUN:

• Praise and encourage everyone.
• Coaches should focus on participation and enjoyment.
• Have as many balls as possible at training and let the kids run around with them. Score tries!!
• Give players creative, positive nicknames.
• Tell them they are the next Beauden Barrett or Ardie Savea.
• Use a ‘awards’ system at games / trainings.

TEACHING THE SKILL:

• Choose the best position for the demonstration. Consider the wind, sun, group size, sound effects…
• Have the children sit or kneel and have no distractions.
• Use simple language, not too many words and ask questions regularly.
• Show the whole skill, then break it down in to parts, then link the parts up to show the whole skill.
• Reinforce with a demonstration by creating an ‘image’ of the skill in the mind of the child.
• Select the appropriate practice form with the use of grids, circuits or line formations.
• Provide feedback during practice, be specific, constructive and immediate.

Remember: Players learn by

1. Explanation 3%
2. Demonstration 7%
3. Practice 90%

THE PRACTICE SESSION
Planning is important. Maintaining a diary is invaluable as a reference point in ensuring you are continually improving and keeping things interesting.
Planning each session will ensure that it is well constructed and the players have plenty to do and learn.
Have you got your essential equipment: whistle / sufficient balls / cones / bibs / Rippa belts.
Do you have a suitable area that is safe?
Do you have a set time so that there are no excuses. Don’t go for more than an hour.
Break your session up in to 15 minute blocks so that the players maintain the interest.
What are the capabilities of your players? What do they need to learn?

Structure of your Session
Think of the word PEAS
PURPOSEFUL: make sure there is a goal
ENJOYABLE: the practice should be fun and diverse
ACTIVE: all children involved at all times
SAFE: correct technique is taught and equipment is used correctly.

Let the players know what you intend to do at the session so they feel involved and committed.
Start with a Warm up using a game or an activity that involves plenty of ball familiarisation. (15 min)
Introduce the skill and the activities to reinforce the skill (15 min)
Play modified games which will help with the skill and previous skills that have been taught. (15 min)
Play a game or just have a whole lot of fun activities such as relays and competitions. (15 min)