Rugby Coaching 10 Syllabus

Rugby Coaching 10 Course Preview

Teacher : Brett McLean

Email:

Cell: 604-312-7739

Fax:604-945-7977

The focus of this course will be on how to effectively teach the sport of rugby and the subsequent skills to beginners, using strategies and best practices that promote athlete enjoyment and continued participation.

Course Content and Organization

Organizational Structure:

Unit 1: Role of the Coach

Time Allocation: 20 hours

Students will learn what it means to be a coach and all of the responsibilities that go along with the title. Coaches are often seen more than just conveyers of information; they are the glue that keep teams together during times of crisis. In addition to evaluating their own attributes, students will analyze some of the most successful coaches in sports today and draw a conclusion of what makes these people so successful.

It is expected that students will be able to:

1. Identify the importance of a coach in helping a team accomplish their goals.

2. Identify the importance of being proactive when planning practices.

3. Distinguish between the role of the coach and the role of a player.

4. Explain the importance of multi-tasking.

5. Evaluate why people coach.

6. Analyze whether the best players are also the best coaches

7. Evaluate their own interest, desires and attributes towards coaching

Unit 2: Principles of Effective Instruction

Time Allocation: 20 hours

In order to effectively teach participants new skills, students must understand some of the basic principles of instruction. Thus, students will be able to evaluate their communication styles, and non-verbal communication in an attempt to find the best way to convey their information. Setting up the practice environment, arranging groups and dealing with uncooperative participants are just some of the topics that the students will be analyzing.

It is expected that students will be able to:

1. Compare participant-centered vs. coaching-centered teaching styles.

2. Analyze and demonstrate the difference between KR and KP in instruction.

3. Evaluate the benefits of having an appropriate level of task difficulty.

4. Compare proactive vs. reactive response when dealing with uncooperative athletes.

5. Define inclusion and discuss its importance in keeping athletes involved and happy

6. Determine their dominant communication style.

7. Demonstrate non-verbal cues, and their inferred meanings.

Unit 3: History of Rugby Union

Time Allocation: 10 hours

Students will learn how rugby-football got created and how the game has evolved to what it is today. Historical developments, along with key personalities from around the rugby world will be analyzed to determine how they have helped shape the game. Such events include the apartheid in South Africa and how rugby was seen as symbol of oppression, but later became a symbol of national unity.

It is expected that students will be able to:

1. Explain how Web Ellis created rugby-football.

2. Identify how Nelson Mandela and Francois Piennar helped break the stigma of white-only rugby in South Africa.

3. Describe the origins and key events in BC and Canadian rugby history

4. Evaluate how rugby creates national pride in many countries around the world.

Unit 4: Rules of Rugby at the Mini-Rugby/U14 Level

Time Allocation: 10 hours

Students will learn about how the game at the mini-rugby/U14 level differs from that of traditional rugby and why it is set up that way. Differing rules, along with alternative methods of instruction will be analyzed to determine how they foster the creation of a fun, non-threatening environment for participants to learn the game. The emphasis on teaching skills through games, instead of drills will be reinforced to ensure the participants are learning and having fun at the same time.

It is expected that students will be able to:

1. Explain the rules of mini-rugby/U14 level rugby

2. Create games that help teach the rules of mini-rugby/U14 level rugby.

3. Differentiate between the styles of game played at the mini-rugby/U14 level and at the U16 level game.

4. Identify the correlation between rule comprehension and on-field success.

Unit 5 – Basic Offensive Strategies

Time Allocation: 15 hours

Students will learn why ball handling and quick ball movement is an important attacking tool at this age level. The very basic offensive strategy is to create a 2 on 1 on the outside, so the ball can be moved into open space. Thus, students will be taught how to show their athletes to recognize a potential 2 on 1 and what the best attacking decisions would be against a

static and moving defender.

It is expected that students will be able to:

1. Demonstrate the importance of ball handling in creating offensive opportunities.

2. Create their own offensive attacking formations from various areas on the field.

3. Explain the correlation between ball handling errors and turnovers.

4. Create teaching cues that will help their participants remember the fundamentals of offensive attack.

Unit 6 – Basic Defensive Strategies

Time Allocation: 15 hours

Students will learn why cutting down the amount of open space on defense is one of the most effective ways to decreasing the threat posed by an attacking team. Further, students will learn how to teach their athletes one on one, along with basic team defensive strategies that can be used to create turnover ball. Since defense at the mini-rugby/U14 level is usually very disorganized, students will find ways to get their teams in unison, decreasing the amount of holes on open space

It is expected that students will be able to:

1. Create one on one defensive drills.

2. Create team defensive drills for various field locations/game situations.

3. Identify the importance of teaching quick feet and proper body positioning on defense.

4. Identify the correlation between staggered defenses and offensive opportunities.

5. Analyze the importance of teaching about focus points, when on defense.

Unit 7 – Coaching Field Experience and/or Research Project

Time Allocation: 30 hours

It is expected that students will be able to:

1. Apply the theoretical concepts learned in Rugby Coaching 10 to a practical scenario.

2. Identify the level of support available within a school or community to help coach a rugby team.

3. Create positive relationships with the participants, parents and supporters of U14 age-grade rugby.

4. Identify areas of growth through a reflective process that need to be worked on to ensure optimal coaching performance.

Evaluation and Assessment

Required Course Supplies

• a three ring binder/folder for keeping track of important documents
• internet access
• calendar/journal for record keeping track ofvolunteer hours

Individualized Course Learning Plan

As part of any online course, it is important to set goals for yourself. Please complete the following information, which will serve as your plan for completingRugby Coaching 10, as well as a reference for your teacher in supporting your learning goals. Please email completed forms to