Nswru coaching

01.1 coaching tips & tricks from
the best in the game...

the waratah
way...

01.1

Coaching:
5 common
mistakes

01.1
Coaching: 5 common mistakes

1. Open v Closed Skill Environments
Coaches often make the mistake of moving players into an open environment without covering off on the skill in a closed
environment.

A closed environment is a scenario where the options available are fairly few and largely constant, for example – a catch
and passes drill or tracking drill.

An open environment revolves around placing a player in a situation in which there are a number of variables, the scenario
is constantly changing and the player is required to undertake a decision under pressure. Examples of this are 3 v 2 attack
or live tackling drills. This is environment players are more likely to reinforce current poor techniques.

How often do coaches set up a drill in an open environment and get frustrated with the result? For example putting
the players in a 3 v 2 attack against defence drill when the players would struggle to complete a 2 v 1 and possibly even
struggle to undertake a catch and pass drill without dropping the ball. Feedback in this environment is almost impossible
as you could pull the team up on almost every aspect of the drill, so the coach lets the drill run poorly much to their
frustration.

A common phrase is “I couldn’t give feedback as I would have to pull the drill up and we would be constantly stopping
and we would get nothing done”. In both an open and closed environment limit your coaching points (coaching points are
the aspects which you want to see done well) to around 3 per drill. This will allow you to give feedback and monitor the
improvement in the players. Let the players know what you are hoping to see from the drill. Ask them to repeat them to
you (just to make sure they are listening). Once you believe that they have mastered them, change them. Then you won’t
have to keep stopping the drill!

Don’t start at the end and expect to get a good result, work your way up to that point and assess from there. Remember
that if the open skill is not working go back to the closed skill to reinforce the basics!

2. Verbal Instructions
How often do you give a verbal instruction to the players and get frustrated when you move them into the drill that they
don’t do in correctly?

Players learn through a variety mediums – listening, seeing and actually doing. The visual in conjunction with listening should
prove the most effective method.

How can the coach tell whether the players have understood?
Simple - ask. “Who can tell me what the three points are?” “Why are we concentrating on these points?” “What does the
next man into this scenario do?”

These are all examples of open questions which help the coach to understand whether the players understand.

““
Don’t start at the end and expect to get a good result, work your way
up to that point and assess from there

01.

01.1
Coaching: 5 common mistakes

3. Coaching the Drill not the Skill
Ever feel that you spent the majority of your time trying to get the players to complete the drill properly rather than
actually coaching them and giving them feedback?

The feedback might sound something like “no Bill you have to run around there, not through the middle!” Before long Bill
has not been coached at all on everything else that he is doing (ie the actual skill).

This problem is often an indicator of the instructions that you have given (the players have not listened) and you have only
given a verbal explanation and consequently you are trying to give a physical demonstration on the run.

Take a little longer at the beginning with your demonstration and ask the players to show you what they are to do. This
will indicate whether the players understand the drill and the allow you to give feedback on the drill.

4. Game Realistic Drills
Do your drills actually replicate a scenario that happens in a game?

How often do teams warm up with a 4 corner drill where they are popping the ball to a player running in the opposite
direction? Is there any scenario in a game (forward pass maybe?) where I am going to execute this, with the exception of
throwing an intercept pass to the opposition!

Another example might be getting the backs to run moves which happen 10 metres over the advantage line. It would be
nice if that happened in a game but it seems highly unlikely.

If you look at your drills and the possibility of the action not happening in a game is zero, change the drills. A catch and
pass drill will have the same effect with communication, group management and player movement as the old 4 corner drill.
Put an advantage line in your drill to ensure that the depth that the switch happens at is realistic.

5. Too many players standing around during drills
Too often drills are run that only incorporate 3 or 4 players moving and completing the drill. If you look at the other
players during the drill and they are standing around for any longer than 30 seconds at a time, its time to have a close look
at how you are running training.

The longer the players are standing around the greater the chance that discipline will become an issue (again another drain
on time which affects the amount of training you are able to complete).

A simple solution could be to set up 2 grids incorporating the drill that you are doing. Split the team in 2 to ensure that all
players are working. The coach should look to position themselves in the middle of the grids to allow them to police both
groups and provide effective feedback to the players.

“
“
Take a little longer at the beginning with your demonstration and ask
the players to show you what they are to do

02.

01.1

Scrum:
Mechanics
& Roles

01.1
Scrum: Mechanics & Roles

Feeding side (attacking team) is looking to provide:

Stable scrum to win ball
Provide platform to launch attack
Side up to attack from in order to take the opposition back row out
of the game and increase attacking potential and options

Non feeding side (defending team) is looking to:

Pressure and destabilize the attacking team scrum
Win ball back
Tactically create movement in order to close down options of the attacking team

Scrum Working Units

LH - Pod (1,2,4,F) Ball Winning
7
1
4
8 2
Figure 1 5
3
6 TH - Pod (3, 5, F) Force Production / Ball quality

Force production unit

➢ In attack this unit is responsible for the quality of the ball for their team.
The quality of their work will dictate how stable the platform is for the next phase in attack.
➢ In defence the force unit is attempting to disrupt the ball winning unit of the feeding side.
➢ In general terms the tallest, heaviest or strongest second rower should be in this unit to provide
optimal support to the tight head.

01.

01.1

Ball Winning Unit

In attack the major responsibility is ensuring that their side wins the ball.
➢ In defence the ball winning unit is looking to blunt and/or dominate the attacking teams force production unit.
If they succeed the quality of the ball available to the attacking team will suffer, possibly negating first phase options.

7 7
8 1
4 3
Figure 2
2 5
2 8
5 4
3
6 1
6

Figure 2 illustrates the two sides of the scrum working in conjunction and the angles in which they will be looking to
achieve.

Scrum Mechanics
Force generation is determined by:
Scrum culture and attitude
Efficiency of the front row to generate force
Capacity of the front row to generate force
Capacity of the back row to generate force
Capacity of the back 5 to generate force
Height of the scrum

02.

01.1

Understanding the Roles / techniques of the front rowers in the scrum
Feeding (attacking) team Non Feeding (defending) team

Loose Head (feeding) Tight head (non feeding)

• Provide hooker with adequate comfort • Win the hit, lead the scrum in
and protection to win the ball • Look to split the opp. hooker and loose head by
• Win the hit just beyond the mid line of the scrum attempting to get head through the gap between
• Work with inside shoulder, hip and knee to under them using forehead as a rudder. This will also prevent
and square to negate the opposition tight head boring opp. loose head getting into his sternum area. If
in on his hooker (protect his hooker) successful go a long way to giving ascendancy to
• Look to get long bind on tight head to provide his scrum
stability and allow him to manipulate tight head into • Work his inside shoulder to attack the opp. hooker
a vulnerable position • Pressure opp. hookers strike by obstructing his view
• Draw binds (our hooker and opp. tight head) in order of the ball. Also pressure opp. hooker when foot lifts
to engage tight head and relieve pressure on the off the ground to strike for ball
hooker to allow strike • Pull opposition loose head to him and get underneath
• By remaining square, winning the hit, pushing straight
and getting under his opposition tight head he can give
his team the best possible chance to win the ball and Loose head (non feeding)
take pressure to win the ball and tale pressure off his
teams tight head prop on the other side of the scrum • Win hit to take ascendancy away from opp. tight head
• Pull binds on with hooker to negate opp. tight
head/ force production side
Tight Head (feeding) • Pack onto opp. tight head preferably with neck and
right shoulder underneath sternum
• Win the hit, lead in by engaging fractionally earlier • Disrupt opp. ball by generating a wheel, boring up
• Looking to be strong and stable to create a solid making the hooker and tight head prop uncomfortable
platform to provide his hooker with the best
opportunity to win possession
• Wants to push straight to give his team the best Hooker (non feeding)
possible chance to win the ball
• Look to get head through gap between opp. loose head • Pressure opp. hookers strike under their right shoulder.
and hooker to avoid loose head packing onto his sternum On the strike the opposition shoulder may lift
• Protect his hooker which may mean he has to push presenting an opportunity to apply pressure
out on the opposition loose head • Look to pack low onto opp. tight head in
conjunction with loose head.

Hooker (feeding)
Non Feeding pack
• Hooker sets the height of the scrum
• Drive forward on engagement to give best possible • Win hit past the mark by chasing feet or to disrupt hit
body position • Disrupt the platform by a variety of measures
• Anticipate engagement call to get the best possible pressure up/down, wheeling
hit just beyond the mid line of the scrum and not allow • Give back row best opportunity to disrupt next phase
opp. hooker and tight head to get under him • Negate options available to opp. by controlled wheeling
• Work low in an effort to get onto opp. tight head
and hooker with shoulder below and open chest
up and drive through

Feeding Pack

• Win the hit and the ball through timing by hitting
the opp. past the mid line
• Chase feet and drive legs in order to maintain pressure
• Control and set platform for the next phase

03.

01. 2 coaching tips & tricks from

the waratah
way...

01. 2

Coaching:
Season
Planning

01. 2
Coaching: Season Planning

Synopsis
Season planning is imperative for any rugby coach. Season plans assist to identify the team/clubs season,
long-term and short-term goals. This paper assists with identifying how to develop a season plan, the kpi’s
of a season plan and the ways to extend the season plan to cover the long and short-term goals of the
team/club.

Season planning is an important part of modern day coaching. It is imperative for a coach – no matter
what level they are coaching – to identify their season goals, taking into account the physical, technical and
tactical elements they wish to develop. On top of this, Club Coaches will need a season plan that takes into
account all the teams within the club, the competition they are playing in and the expected outcomes from
the season.

The question most often asked by coaches is: Where do I get the time to plan? For most coaches, time
will be spent during the season thinking about the next training session, what tactics to use against an
opponent and evaluating training sessions and games; most of the time, it will be in the middle of night in a
cold sweat!!

A season plan (or periodisation plan) ensures the coach identifies and teaches key skills and strategies to
their players. It also becomes a good resource for evaluating past seasons and developing an improved
plan for the next. For the Waratahs, the season plan runs from November through to the end of the Super
14, with development and maintenance work scheduled for the period of June to October.

In order to develop a season plan the coach will need to complete the following steps:

Step One:
Identify the Pre-Competition, Competition, Transition and Active Rest periods within the year.

Step Two:
Establish the coaching goals for the physical, technical and tactical aspects of the game.

Step Three:
Identify the ratio for the coaching goals over the season plan (i.e. within the pre-competition phase, 70-80%
of time should be spent on physical preparation while the other 20-30% should be spent on the technical
preparation).

(Example – NSWRU Periodisation plan template)

At this stage the coach now has a template that can be used to plan his monthly overviews (macro) and
weekly sessions (micro). This will alleviate the common coaching trick of arriving with no idea of what to do
and, therefore, putting the team through a rigorous fitness session!

01.

01. 2

So how is this done, you ask! The simplest way is to follow the preceding steps:

Step One:
Grab a calendar and identify the following:

• The first training session
• When your local council will allow you onto the oval (for your first session)
• The first trial game
• The first round of the competition
• Each round and your opponent
• Any Bye rounds / holiday weekends / etc
• When the final series begins and ends
• The end of season trip and Presentation Night

When you’ve completed this, you can then draw a line between the first training session and final trial match
and mark this area as Pre-Competition; next you can draw a line at the midway part of the competition as
Competition 1; at the last game of the season as Competition 2; at the Grand Final as Competition 3; at
the end of the Presentation Night (etc) as Transition; then the period between this and next season’s Pre-
Competition becomes the Active Rest period.

Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec
AR Pre-Competition Comp 1 Comp 2 C3 Trans Active Rest

Step Two:
What will be your coaching goals for the season? It is important to have a clear idea of what you want
your players to achieve by the end of the season and the way and means of them getting to this point. Your
coaching goals should identify specific physical, technical and tactical aspects of the game.

Physical aspects relate directly to the ‘Strength and Conditioning’ (S&C) of the players. Endurance, speed,
and strength can be delivered to players in a variety of ways – coaches don’t always have to use 400m runs
(etc) to develop these aspects in their players! Remember, rugby is a ‘ball in hand’ – ‘on you feet’ sport and,
as such, players should be doing a lot of their physical conditioning whilst working on these aspects of the
game.

Technical aspects of rugby focus on the development of a player’s “core skills”. These skills may be viewed as:

• Catch and Pass
• Balance and stability (includes footspeed)
• Tracking
• Tackle
• Post-tackle skills
• Unit core skills

It is important for the coach to have an idea of what they want their players to be able to do. For example,
at an U15 level the coach may want the players to be able to catch and pass, both left to right and right to
left, with minor defensive pressure, whereas at Premier Rugby the coach will expect the players to be able to
catch and pass, both ways, with defensive pressure.

02.

01. 2

Tactical aspects are unit and team orientated. For this reason, players must have a sound physical and
technical base for any positive development to be achieved. Forward set piece work and back starter plays
must be planned prior to the season and implemented and developed throughout the season. This is also
true for team attack and defence strategies.

Therefore, having a fair idea of the standard of play within the competition and the ability to program for your
players to achieve these standards will have a positive effect on what you, as a coach, can achieve with your
team. This is also important if you are lucky enough to coach one of the higher skilled teams, for it will give
you a gauge of how far you can realistically develop your players within the season.

Physical Technical Tactical

* Develop key physical * Development of core skills * Development of tactical
components for individual, unit for individual, unit and team elements of play will focus on:
and team performance. Areas of performance will focus on: Attack > Channels & field
focus will be: ‘Agility, Balance, TRM > Tracking / Tackle / ‘The segments / Starter plays /
Footspeed, & Stability’ / ‘Strength Gate’ / Post-Tackle options; Alignments;
Training’ (inc. “core strength”) Attack > Catch and Pass / Defence > ‘Tracking, Hustle, Jam’
/ ‘Cross-Training’ options / ‘ Running Lines / Positional kicking; options / ‘1,2,3’ ruck defence
Endurance & Speed’. Defence > Block, Passive, options / ‘Hover’ & ‘Sting’
Dominant tackles; awareness;
Unit Skills > Scrum (Building Scrum > Backrow moves / wheels
blocks to fully contested); > (NSW);
Lineout (Pods / Throw / Timing) Lineouts > Full / 5-man / 3-man /
defensive;
Restarts > Traditional / Pods /
Split-locks / Match-up;
Free-Kick/Penalty > Strike1,2,3

Step Three:
Being able to identify the training load associated with physical, technical and tactical aspects of rugby is
the final component of the season plan.

As the physical aspect of rugby focuses on developing the S&C of your players, at times, a coach may
spend a disproportionate amount of time on this part of the game; this occurs because the coach is
normally unprepared and uses sprints and fitness as a means of masking poor planning.

In the pre-competition phase the coach should be spending between 60-80% of the available time on S&C
training, whereas this percentage will decrease through the competition phases so that by the third there will
be no physical (S&C) needed.

As rugby is a game that revolves a rugby ball, it is imperative that coaches utilize drills and activities that
involve a rugby ball. This is quite easy when looking at the technical and tactical aspects of rugby, but it is
also worthy when dealing with the physical aspects.

As the technical aspects of rugby will revolve around core skill work and will increase from the pre-
competition phase of between 10-40%, to the competition 2 phase of about 60% and then decrease to
about 20-30% within the competition 3 phase.

03.

01. 2

In the pre-season, ‘balance and stability’, ‘catch and pass’ and ‘tracking’ activities will take up the most
of the allocated time, whilst as the team develops their competence further technical aspects can be
introduced. By the end of the season, the coach should be satisfied that the technical aspects that we’re
identified at the beginning of the season have been achieved.

The tactical aspects of rugby, as noted previously, revolve around unit and team skills. Within the pre-
season, the coach must complete initial scrum, lineout and back starter play work. The time allocated to
this area will range from between 10-20%, depending on the level of team being coached. Subsequently, as
the season progresses, so will the percentage of time allocated to the tactical aspects of the team.

So the difficult part has now been completed! It is now time for the coach to look at what needs to be
achieved in the monthly and weekly segments. As the old adage goes, “you’ve got to build into the season”
and with this in mind, the dynamic part of coaching begins – so don’t forget the scribbled on beer coasters
and good luck with the season!

04.


the waratah
way...

01.2

Scrum:
Tactics, &
Problem Solving

01.2
Scrum: Tactics & Problem Solving

Hooking the ball (on own feed)
The hooker is the player responsible for the hooking of the ball
once it is put into the scrum. This is done by striking the ball with
the right foot (while all weight is on the left) and guiding the ball
back through the locks. If the props binds are correct, the hooker
should have little problem striking and tilting the hips. Once the
ball has been won, it is important for the hooker to re-assume
the strong body position and assist in the transferring of forces
into the opposition.

The channels for ball distributions are clearly identified in figure 3.

CHANNEL 1 – Travels down the inner left side of the scrum to the Figure 3
left of the number 8. It is a quick strike with the intention of
clearing the ball quickly.

CHANNEL 2 – Is a quick strike, which while controlling the ball is
directed down the middle of the scrum. This is probably the
most common channel. 3
CHANNEL 3 – Requires a longer sweeping action to bring the ball

2
back down the right side of the scrum. This channel gets the ball
away from the opposing scrum half.

Engagement 1
Zero tolerance on pulling out once both sides are crouched as it is dangerous.

Hips and knees must be in front of feet on engagement – this is common problem. This equates to weight being on the
balls of the feet ready for engagement.

Front rows should avoid falling into the scrum as it requires the opposition to catch them and is a common cause of
collapsed scrums. Front rows should push through the knees and hips to remain stable

Tight Head Up

2 1
The tight head should pack slightly in front of the loose head

3
and hooker. This is to allow the tight head to lead into the
scrum and take the initiative. This will also allow the tight head
to counter the “natural wheel” of the scrum created by there
being 2 loose heads.

3
1 2 Figure 4

03.

01.2

Off Set Packing
When a defending team wishes to attack the attacking team’s ball they may choose to pack off centre in a way which
places immense pressure on the opposition hooker and tight head. This method of packing allows the defending team to
isolate the hooker and tight head on the attacking team.

Defending Side

3 2 1
Note the movement to the left and the packing by the
defending team isolates the attacking tight head and
hooker leaving the loose head separate.

1 2 3
Figure 5 Attacking Side

As shown above this places immense pressure on the stability side of the attacking scrum. The hookers strike is also under
pressure from this type of packing.

In order to counter this type of packing the attacking scrum attacking team should look to tighten the binds between the
loose head and the hooker in order to engage the defending tight head. This should ensure that the pressure transfers
to the loose head rather than the hooker. The defending team can also step to the right in order to negate the attacking
sides
attempt to isolate the hooker and the tight head

Defending Side

3 2 1
Note the attacking loose head and hooker tightening
their binds to engage the defending tight head and step
to the right to negate the off set packing.
1 2 3
Figure 6
Attacking Side

04.

01.2

Scrum Wheeling
A legal wheel involves all players remaining in a pushing position. This can be gauged through the hips of the players and
whether they remain together throughout the duration of the scrum.

A wheel can occur through the following means:
Through the natural wheel of the scrum (caused by the loose heads)
Through good scrummaging getting the loose or tight side up whilst remaining in a pushing position
Through defending tight head backing away and not remaining in a strong pushing position creating an
opposition or attacking team loose head wheel (illegal)
Through defending loose head separating hips from hooker and moving the scrum around creating a
loose head up style wheel (illegal)
Through a “whip wheel”. All players from the wheeling side involved in the scrum stepping quickly to
the side to create the required momentum to wheel the scrum (illegal)

Countering the wheel
Throughout the wheel at some point the opposition (defending team) is going to move out of a strong driving position
in order create the wheel. At this point the attacking team should look to drive through the wheeling (defending) scrum
countering the wheel by keeping their hips and shoulders facing down the field.
The wheel may also be countered through stepping with the wheel. For example if team A is trying to create a loose
head (getting its left hand side up) team B can counter this by stepping right (to the tight head side). This will move
the entire scrum to the right negating the wheel. This can be very difficult to achieve as the wheel can happen (esp.
the whip wheel) before this can be achieved.

Scrum Collapse
Scrum collapse can be caused by a number of incidents:

Tight head diving in and the opposition front row failing to “catch them”
Failure to bind either by the loose head or tight head
Overextension of the legs
Throwing of the bind by the tight head in order to avoid the pressure coming from the loose head and hooker
Tight head pulling down on the loose heads arm due to binding too low

05.

01.2

Guiding Principles of the Scrummage
Scrum as 8
Scrum Height
Push/work for the duration (4-6 secs)
Complete assembly before opposition
Win engagement contest
Right shoulder on every attacking scrum
Lateral/ forward diagonal movement to disrupt oppositions ball
Body height
More efficient the scrum the more resources which can be allocated to other parts of the game
Scrum management

Referee and the scrum
Engagement sequence

CROUCH - TOUCH - PAUSE - ENGAGE

Prior to each game respectfully ask the referee to outline his engagement protocol to your front row, then raise
any issues which you may have
After the match seek out the referee to discuss any issue or question you have which may have arisen during the match.

06.


the waratah
way...

01.3

Defence:
Identifying right
from wrong!

01.3
Defence: Identifying right from wrong!

The concept of defence can be broken into an individual or a group construct. From the individual perspective, players
must have an awareness of pre-contact positioning and body shape, what they must do in contact, and the options
available to them post-contact. When dealing with a defensive pattern, teams must be able to identify why they are
defending the way they are and the options available to them.
Individual Defence:
Individual defence can be broken into three distinct segments:

• Pre-Contact
• Contact
• Post-Contact

Pre-Contact
The most common mistake a player makes is to mark the attacker chest-to-chest. In doing this they provide the attacker
with three distinct attacking options – left, right and over the top! Players must off-set themselves to the person they
are defending, as this provides the attacker only one real option – away from the defender – and makes it easier for the
defender to be in a safe position to make a tackle.

INCORRECT CORRECT
Face-to-Face Face-to-Face

Example 1: Off-set positioning

From the off-set position players should approach the ball carrier using the “A-B-C” philosophy:

A = Approach B = Balance C = Close-out

The Approach the defender takes is forward, not at an angle! This assists the defensive player denying “time and space”
to the attacking player. Approach also relates to the line-speed of the defensive player – that is, do they come up hard or
slow. The important point here is that all defensive players should come up together in one line.

Balance refers to the defender shortening their running stride, dipping their body and preparing them for contact. The
defensive player must also rotate their body so that they approach the attacker on a “J-curve”; with the centre of the
defensive player’s chest pointing past the attacker’s shoulder; this assists with correct head placement on contact.

03.

01.3

Close-Out is the termed used for defensive contact. The defensive player must get as close to the attacker as possible –
foot in the hoop – and have their hands up ready to make contact. If players are too far away from the attacker going into
contact, then the possibility of injury is increased.

APPROACH
BALANCE

CLOSE-OUT

Example 2: Running line for ABC

Contact
Contact occurs from the close-out position when the defensive player impacts with the ball carrier. Here the player be
in an upright body position with their hands in front – as if taking a photo of where they are going to make impact; the
defensive player dips their body late and keeping their head up and with their foot in the hoop, they get their head behind
the attacking player (preferably on their buttock); the defender then makes contact with the shoulder (Hit), has both arms
wrap and link (Stick), and pulls their body into the attacker (Squeeze).

Post-Contact
One of the most important parts of defence in the modern game is the ability of the tackler to regain their feet in order
to attack the ball. This is a skill which takes time to perfect but if all the ingredients of pre-contact and contact have been
addressed, then it is a simple matter of slight physical adjustments that will make the difference.

Upon making contact the defensive player must drive their back leg through the contact zone. This does two things.
Firstly, it assists with a successful tackle being made and, secondly, it helps the defender regain their feet. By maintaining
the Stick on the ball carrier the defensive player ends up closer to the ball because if they let go of the ball carrier they
would fall off the tackle and find themselves around the attacker’s feet. Also by driving the back leg through the contact
they can use the ball carrier’s momentum to assist them with getting back to their feet.

Finally, if the defender can maintain Stick plus use the ball carriers momentum to be in a dominant position on their feet
over the ball, then they can follow the Law to appropriately win possession. This means they must:

• Release the tackled player; then they can,
• Play the ball from any direction.

The important point to note here is that the defensive player went to ground with the ball carrier. By going to ground,
determined by at least one knee touching the ground through the tackle, the defensive player is deemed to be a Tackler.
By being a Tackler a defensive player may play the ball from any direction within the tackle area giving them a huge
advantage over other defensive players; remembering that all other players entering the tackle area must do so via “The
Gate”.

04.

01.3

Group Defence:
Over the past few years the Waratah’s employed a number of defensive strategies. However, the basic principles, as
detailed above, have been the cornerstone of the defence. This section details a simple three person defensive group and
their roles/responsibilities in defending their zones.

Tracking – Hustle – Jam

Ball Defender
The Ball Defender refers to the defender who is marking the ball carrier. Their job is to (1) deny time and space to the
attacker, (2) get into a position to make a sound tackle, and (3) either complete the tackle or follow the pass into the next
channel (Hustle).

Hustle Defender
The Hustle Defender is the person who was previously marking the ball carrier. However, when their player passes the
ball their job is to get to the space between their player and the ball carrier. This does two things, (1) covers an inside
pass to either the passer or an inside runner, and (2) puts them in a good position to support the Ball Defender.

Jam Defender
If all players are completing their roles correctly, the attacking team will get to a point where their outside player is marked
closely by their opposite defender. This player is known as the Jam Defender. The Jam Defender’s role is to (a) stop the
pass being made, or (b) be in a position to take the pass from the attacking team (Peter Hewitt, ex-Waratah being an
exceptional exponent of Jam defence).

HUSTLE BALL JAM
DEFENDER DEFENDER DEFENDER

Example 3: A simple Hustle and Jam Defence.
This defensive pattern can be used in both Set and Phase play. It is primarily a man-on-man defence starting with an inside-
shoulder alignment.

05.


the waratah
way...

01. 3

Selecting:
How to be
transparent & fair!

01. 3
Selection: How to be transparent & fair!

Synopsis
There are many variables associated with team selection and picking a team or a squad can be a difficult
proposition for coaches. This paper assists by identifying the variables associated with selection,
suggesting measures that can be taken to make the process more transparent and highlighting ways in
which coaches can work towards a fair and equitable outcome for the players.

Coaches live by their results, and to this end, selection is one of the most crucial elements – for a coach
cannot deliver results without the right personnel! Selection must be a transparent process to all and
sundry. With this in mind, it is critical that the coach has an understanding of the processes that are
associated with this procedure.

There are different types of selection processes that can be utilized by a coach – the majority are dependant
on whether or not the coach is working with a selection panel. At its most simplest, a coach working
on their own will use their judgment to decide whether a player is appropriate for their team; at its most
intricate, the coach will work alongside others within a ‘Selection Panel’, using qualitative and quantitative
data to determine the appropriateness of different players.

What are the variables associated with selection?
There are many variables associated with the selection of players. These variables will alter in ‘breadth and
depth’ depending on the age and skill level of the team being coached. For example, picking players for the
local U15 team will be different to selecting boys within an U15 representative program; this will be different
again from selecting Grade players in a Premier rugby club to that of a Suburban or Country club.

For the majority of coaches, the player’s ability will be of paramount importance. Being able to differentiate
between players by assessing their core skills is a function of coaching that takes time to develop. In order
to develop this skill, the coach must have an understanding of what a core skill is and the ways in which they
can develop them in their players.

Another variable associated with selection is that of training attendance. What does the coach do with
players that are habitually late or are no-shows on a continual basis? This has got to be the bug-bear of
every coach. Having clear boundaries (i.e. miss a training with no excuse will mean being dropped a grade
or starting on the bench) that have been identified to the players and the ability to carry through with these
boundaries is probably one of the hardest tasks in coaching.

The biggest concern, however, to a coach occurs with a player’s injury. A coach should have a concise
policy for players returning from injury. The dilemma occurs when the injured player is a key play-maker (i.e.
Dan Vickerman – lineouts and leadership) compared to a “Joe average” (i.e. a fringe Waratah player) > does
the coach follow the protocol they set or do they make an exception? This is the one variable that requires a
here-and-now answer (i.e. you won’t know until it happens!).

Other variables that may need to be considered and addressed could be:

• School and/or University holidays;
• Ski trips with family and/or friends;
• Player representative commitments (especially for junior club coaches).

There are sure to be others not identified in this paper and specific to the coach’s team and competition.

01.

01. 3

What are the common elements of a selection process?
Some common elements of the selection process are as follows:

• Having a clear understanding of how the process will work;
• Being able to justify selections – why certain players are selected over others;
• Showing consistency over the course of a season or representative program

The coach must have a clear understanding as to how the process will work. To do this the coach will have
to set out the mechanics of the program. Some of these will be as follows:

• When will the team be selected? – For a Club side this may happen on the evening after the game
(i.e. Sunday) or prior to the week’s first training session. For a representative program, it may be at the
end of each game or round of games;

• Who is involved with the selection process? – At a junior club level, the coach will usually be on
their own, whilst a senior club the coach will normally work with the coaches of the other teams.
At Premier club level, the Club Coach normally works with the coaching staff in the selection process,
whilst at representative level there is normally a “Selection Panel’ organised to work through the process.

• Is there a criterion for picking selectors? – Depending on the type of team, selectors more often
than not will be persons who are suitably experienced. A “suitably qualified” person is normally one
who has coached or been involved at that specific level of rugby for a specific amount of time. For
example, a person who has coached at U15 representative level should have the experience to select at
a junior representative level. At the Waratahs and Wallaby level, it is not uncommon to have a member of
the “leadership group” or the Captain sit on the selection meetings.

• Is a selection criteria appropriate? – The answer is definitely “YES”! One of the most important
aspects of selection is to have a clear and transparent criteria set out for all those involved in the process
– coaches, selection panel, players, committee members and, of course, parents, wives and girlfriends!!
Some issues that the coach might consider are:

What criteria can be used to assist with selection?
Once the process has been determined, the coach’s task is to establish how the players are selected. This
means determining whether qualitative or quantitative analysis will be used to identify the “best” player for
each game per position. Qualitative analysis on its simplest form is the coach’s judgment whilst quantitative
analysis relies on hard-data (i.e. tackle made; tackles missed; etc).

Qualitative analysis revolves around the why and how of decision making. At its most academic level it is
an in-depth understanding of human behaviour and the reasons that govern them. For the rugby coach, it
is having an understanding as to why players react the way they do in certain situations and how, through
training, their decision-making can be developed for the benefit of the team.

Quantitative analysis refers to the what, where and why! At the academic level, quantitative analysis relies
on having substantiated reasons behind the various aspects of behaviour (i.e. statistics). For the rugby
coach, it is using statistics and the like to ascertain whether or not the player has or is performing to the
required level.

Subsequently, it is up to the coach to determine the criteria that will be used to assist with team selection. It
is even more important that the players are aware of the process, so that they can work towards developing
their game if they wish to progress and develop. The Position Specific Selection Criteria (attached) can be
useful when used to assist players to identify certain aspects of their game which the coach wishes them to
focus on; this in turn should lead to a focused outcome from the player.

02.

01. 3

How can the selection process be more transparent?
The easiest and most transparent way to view a selection process is by:

(1) Having a written policy
(2) Advertising the policy
(3) Using the policy

As previously mentioned in this article, the coach should develop policies and procedures to assist with
correct player selection. By having a definitive approach to selection the coach will be able justify why a
player is selected over another. This is not only appropriate at senior level but also where junior selections
become debatable; remember, a transparent selection process can save the coach the nightmare of dealing
with disgruntled players!

Once the coach has developed a selection policy that they are happy with, this policy should be placed in
written form. At this point, the coach may make the policy available to the appropriate groups – the players,
other coaches and/or the Committee. The importance of this should not be dismissed, as having a written
policy that has been circulated lets everyone know where they stand in regards to selections.

But what if I paint myself in a corner you cry!!!
Any policy must provide the coach with the ability to be pliable within the set framework. This may mean
that a “best player for the position available” framework be adopted, which may overcome the instance of a
player returning from injury having to return via a lower grade. In order to achieve this, however, the coach
must have a ranking system that is concise and easily maintained.

At both a representative and grade level, it may be appropriate to achieve this outcome by using a ranking
system. A ranking system can be developed using the coach’s identified criteria and ranking the available
players in position against it; this is predominantly useful when dealing with large squads of players. The
other positive of a ranking system is it gives players the opportunity to know where they lie in the pecking
order of the team or squad, and with helpful instruction from the coach they can work towards maintaining
or progressing higher in their rank.

So the most difficult of tasks has now been completed. The coach should now be able to identify:

(1) How to put together their own policy
(2) How to have the policy distributed through the club
(3) How to implement the policy effectively and fairly

However, if the coach needs further assistance it may be applicable to attend a specific course that is
dedicated to “selections” and/or further their education (i.e. ARU Level 2 Coach course). At NSWRU, a
“Selectors Course” has been developed that focuses on assisting associations and clubs to formalize their
selection process; such a course, has been delivered in the past to specific groups but if broad-base appeal
is warranted, then the course may become a stable of the coach education unit.

03.

Position Specific Selection Criteria

Prop Forward Hooker Lock Forward
• Scrum formation & engagement • Lineout throw • Quality & consistency of push in scrum
• Body shape & height in scrum • Lineout work on own ball • Body shape in scrum
• Problem solving in scrum • Lineout work on opposition ball • Drive in ruck & maul
• Lineout support & sweeping • Scrum organisation • Lineout jumping including
on own throw • Hooking, including ball channeling organisation of their area
• Lineout pressure on opposition throw • Body height & angle at the ruck & maul • Reactiveness to opposition
• Body height & angle at the ruck & maul • Running with ball ball in lineout
• Drive/impact at the breakdown • Drive/impact at breakdown • Kickoffs & restarts – chase and
• Mobility in attack & defence • Mobility in attack & defence receive roles
• Kickoff support (for & against) • Kickoff sweeping (for & against) • Number of touches in general play
• Work rate at breakdown • Involvement & effectiveness • Number & quality of tackles made
• Effectiveness in tackling at the breakdown • Mobility in general play
• Effectiveness in tackling • Impact with carrying ball

Backrow Forwards Scrum Half Fly Half
• Contribution to scrum • Service from scrum • Starting position
• Contribution to lineout • Service from lineout • Running alignment & angle
• Pressure on opposition in close • Service from general play • Quality & speed of ball transfer
• Pressure on opposition out wide • Kicking • Support lines & effort
• Running lines in attack • Handling of pressure • Ability to control game
(support play & linking) and defence • Putting pressure on his opposition • Kicking quality – clearing kicks
• Effectiveness in tackle • Blindside work in attack & defence • Kicking quality – kicks for territory
• Effectiveness at breakdown: • Communication with forwards • Kicking quality – kicks for pressure
securing or sealing off ball • Variety in ball usage • Organisation & bringing up defence
• Speed of arrival at breakdown • Field vision • Kickoffs
• Relative contribution in front & • Decision making • Drop outs
behind the gain-line • Communication with forwards & backs • Defence – effectiveness of tackles
• Relative contribution on open • Organisation skills • Composure under pressure
side & blind side
• General involvement in play
• Effectiveness of back-row moves
• Ball skills – running, handling, evasion
• Impact on the game

Centre Three Quarters Wing Three Quarters Fullback
• Running alignment • Finishing • Catching & kicking
• Running angle • Involvement on own side of field in • Organisation of back three
• Agility & running skills attack & defence (defence, kicks, counter attack)
• Quality & timing of ball transfers • Involvement on other side of field in • Positional play – defence & attack
• Support play attack & defence • Defensive positioning & tackling
• Creativity • Support of the fullback • Contribution to penetration
• Midfield tackling • Communication with fullback & • Staying in the attack –
• Chasing of kicks other wing support & chasing
• Kicking • Chasing of kicks • Communication skills
• Counter attack contribution • Penetration achieved • Evasion skills
• Communication in defence • Positional play from scrum & lineout
in attack & defence
• Counter attack
• Receiving kicks & returning or
other options
• Control of ball at contact
• Defensive qualities – tackles made

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01.4

Defence:
Dynamics
and Shape!

01.3
Defence: Dynamics and Shape!

The concept of defence can be broken into an individual or a group construct. From the individual perspective, players
must have an awareness of pre-contact positioning and body shape, what they must do in contact, and the options avail-
able to them post-contact. When dealing with a defensive pattern, teams must be able to identify why they are defending
the way they are and the options available to them.
It is important to note that while there are a number of defensive structures many are theoretically the same structure just
with a different name!

Defence Structures:
There are quite a few defensive structures that a team can employ from Set or Phase play. These range from Man-on-Man,
Drift through to Isolation or Compressed. The determinant of what defensive structure a team employs is dictated by the
age and ability of the players.

Man-on-Man
A simple defensive structure all teams should be able to execute is the Man-on-Man defence. The premise behind this
defence is that each player has correct technique through Track to Tackle; this will ensure that all players have confidence
in the defensive ability of the players around them. Another function of the Man-on-Man defence is that the player’s are
aligned on their respective player but they defend the zone or channel they are in. This is an important aspect of Man-on-
Man defence that many players and coaches find hard to comprehend.

To ensure simplicity, players should be given clear instruction as to what their roles and responsibilities are. This ensures
that there is no confusion through the execution of the defensive structure. For Man-of-Man this means:

• Players align on the inside-shoulder of their attacking player;
• Players maintain their shape through their line-speed;
• Ball Defender maintains correct tracking shape;
• The inside Hustle line taken after ball passed outside player’s channel;
• Responsibility of the Hustle Defender to defend inside pass;
• All players marking Lateral Supporters must maintain their shape; and,
• All players must communicate with the players around them;

A major question most often asked is: How do you cover the fullback coming in on man-on-man?

There is no right answer but only a number of options that can be employed. Firstly, if you’re employing the defence
only in your 22m zone, then it is as simple marking players; secondly, if outside the 22m, then players must work on their
Tacking-Hustle-Jam lines and their communication; thirdly, the importance of the cover defence from 7, 8, 9 and the blind-
side Winger cannot be over emphasised.

03.

01.3

Below is a diagram of a Man-on-Man defence against a simple attacking movement:

Ball Defender Jam Defender

Hustle Hustle Ball Defender

Drift / Slide
Drift and/or Slide defensive patterns are very similar but utilised through different scenarios on the field. Drift defence is
normally used from set phase defensive structures, whilst Slide defence is normally used through phase play. The other
aspect of Slide defence is that it can be used as part of a Blitz (fast forward-moving defence) or as a Hover/Jockey (slow
to retreating-movement).

In order to complete a Drift or Slide defence, the defensive unit must (1) communicate effectively with each other, and
(2) execute the defensive movement after the attacking 5/8 has passed the rugby ball. Upon the 5/8’s pass all player
move to the next player on their outside – thus drifting or sliding defensively.

A major question most often asked is: How do you cover the lateral supporters if the 5/8 takes the ball to the line?

There is no right answer but simply put, if the attack moves closer to the defensive line prior to passing then the players
would remain in their Man-on-Man defensive mode. However, if the 5/8 passed early, then all players would move to the
attacking player outside of them. Conjecture occurs with the discussion of the Winger and Fullback but there is no right
or wrong on who takes the attacking extra player or winger – the players must, however, know who they are supposed
to mark and track that player!

04.

01.3

Below is a diagram of a Drift defence against a simple attacking movement:

Sting / Hover
Sting and Hover defence are primarily used of phase play defence. A Sting defence is normally called when there are
more defenders than attackers and a Hover defence is called when there are more attackers than defenders. As with any
defensive structure it is important for all players to have an understanding to their roles and responsibilities.

The most important aspect of the Sting / Hover defence is that the players outside the primary ruck defence are player
watching and not ruck watching. These players are in the best position to view if (1) they have a defensive overload or the
attackers have more numbers, and (2) communicate with the players inside them as to the defensive adjustments needed
to be made.

With regards to a Sting defence, players need to align on the outside shoulder of their attacking player. In this way they
can force the attacking players back in towards the mass of defence, as if they are running in a ‘hockey stick’ shape. Further
to this, a player can ascertain if there is a weak attacker in the attacking-line and target them by rushing them on their
outside shoulder; if they follow through into contact, they are in a position to make a dominant tackle.

With a Hover call, the outside player has identified that there are more attackers than defenders. By calling “Hover” the
players on the inside know they must shift into the next channel after the pass is made (like a drift on each pass). The
other aspect of the Hover defence is that players do not advance forward as they would in a normal defensive pattern by
judge their movement on that of the attackers; this may mean they retreat in order to keep their shape until players have
filled in and they are once again in a Man-on-Man pattern.

05.

01.3

Ruck Defence – 10 / 20 / 30
In relation to ruck defence most teams have employed a policy of placing three defensive players either side of the tackle
contest. There are many names for which teams use as a calling system but the primary objective is to reinforce the roles
and responsibilities of the players defending this area.

The roles and responsibilities for the ruck area are:

1st Defender – called 1 / 10 / Pillar / etc.
• Identifies that they are the first defender by both call and signal;
• Takes a 3-point starting position – low and strong – in order to defend any forward ‘pick and go’ by the attacking team;
• Is “non-negotiable”: they do not move out of their position until the attacking team have played the ball;
• Their first movement is straight – they do not follow the ball initially across field – until they have gone past the opposi-
tion’s off-side line;
• Their job is to tackle outside-shoulder in, so that the attack is stopped at the initial tackle contest.

2nd Defender – called 2 / 20 / Post / 9 / etc.
• Identifies that they are the second defender by both call and signal;
• Watches the ball and has responsibility for calling the defensive line’s movement;
• Can either stay (non-negotiable) or slide (negotiable);
• They are defending a “running 9” or the inside ball from 9 to a runner;
• Their first movement is straight – they do not follow the ball/9 across field – until they have gone past the opposition’s
off-side line;
• Their job is to tackle outside-shoulder in, so that the attack is stopped and pushed back toward the initial tackle contest.

3rd Defender – 3 / 30 / Key / Dart / etc.
• Marks the first receiver (i.e. 10) – depending on defensive policy either inside or outside shoulder;
• Watches the player not the ruck;
• Players coming from the ruck area push this player out – therefore, vision and communication important;
• When the “break” call is made they track the attack until they become the Ball Defender.
20
30
10
20
10

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01. 4

Utilising:
Key terms for
better coaching!

01. 4
Utilising: Key terms for better coaching!

Synopsis:
Throughout training sessions, before matches and at half-time, the coach must be able to deliver important
feedback to players in a limited amount of time. The use of terms can assist the coach in delivering relevant
information to the players in a concise manner. This paper assists with identifying the different types of
terms, the ways they can be delivered, and gives examples from a NSWRU perspective.

The use of key terms can assist a coach in delivering information to their players in a simple and concise
manner. Whether it is on the training paddock or on game day, using terms to deliver information to players
is an easy way of disseminating information. This information must also be available through the different
learning styles – KRAV learning styles model!

So how do key terms fit in?
From the very beginning of a training session the coach can use key terms to identify what they want from
their players. Key terms can be used to identify key points, assist with error correction and/or identify
patterns of play. The following illustration should assist any coach to produce their own “key term library”.

Examples of key terms

Body Shape
• Split stance – feet shoulder width, one in front of the other.
• Abs on – having the abdominal muscles engaged.
• Targets – having hands up and eyes forward (also assists with keeping heads up).
• Irwin’s or Snipers – the collective “body shape” stance of split stance, abs on, and targets.

Catch & Pass
• Swiss ball – moving your hands from catching the ball on the inside hip, moving through a small dip
and passing on the upswing on the opposite side.
• Tabletops - moving your hands from catching the ball on the inside hip, moving through straight
across the body and passing on the opposite side.
• Harry-Potter’s – having your hands and fingers pointing to the target after the pass.
• Hips Square – maintaining a forward running line.

Defence
• Inside shoulder – aligning against the attacking player from their inside shoulder.
• Outside shoulder – aligning against the attacking player from their outside shoulder.
• Line speed – the movement of the defensive line forward and the speed at which that task is completed.
• Tracking – the player’s ability to follow their attacking player on either an inside or outside
shoulder defensive pattern.
• Foot in the Hoop – refers to the defender having a leg as close as possible to the attacking player;
this not only brings them closer for contact but makes the tackle contest much safer.
• Hit & Stick – the tackler’s contact with shoulder and arm wrap on the ball carrier.
• Lazy Arm – the tackler’s non-contact arm being used for a correct stick.
• Sting – where the defence denies “time & space” quickly by moving up on the attacking players;
it may also refer to a dominant tackler on a ball-carrier.
• Hover – where the defence push across with the ball (at times this may mean moving back towards
their goal-line) so that the attack does not get on their outside.

01.

01. 4

Attack
• 3P’s – Position / Possession / Pace > be in position to receive the ball; look for possession when a
support player; when you have the ball utilize it at pace.
• Primary Support – The player who passed the ball to the ball carrier.
• Secondary Support – the players coming from the inside of the ball carrier (i.e. players from the previous
tackle contest)
• Lateral Support – the players on the outside of the ball carrier.
• Unders – running line back towards the ball carrier
• Overs – running line away from the ball carrier

In what ways could key terms be delivered to the players?
All individuals learn in different ways. The key learning styles are:

Kinesthetic – Having practical experience so that the player actually does the physical movement of the
play/move. This is ‘hands-on’.

Reading – Coach writes down, possibly with a diagram a play/move for the player to read.

Aural – Verbal explanation of a play/move so that the player hears the explanation.

Visual – Video representation of a play/move that a player watches. Graphs or tables with KPI’s etc…

Therefore, it is important for the coach to utilize the different styles when presenting to players. For
example, the coach wants the players to execute correct technique when going into contact. In order to do
this, the coach must:

• Introduce the players to the specific concept the coach diagrams the movement (R)
and uses key terms to explain it (A);
• Have the players go through the movement on the field (K);
• Videos the game and at the next training session shows the way they performed the movement (V).

All the time the coach could be using key terms to identify, correct and develop the player’s understanding
and progression.

Example
Attacker

Defender

02.

01. 4

In this way, key terms can be used to maximise the time available and increase player understanding of key
technical and tactical components of the game.

How do the Waratahs use key terms in their training regime?
Like every coaching environment, the NSW Waratahs are constrained with the amount of time available
to develop individual and team skills. While the main goal is to secure a S14 title, it is important that the
players are developed to an appropriate level – this level (for the Waratahs) is Wallaby selection. In order to
do this effectively, the NSW Waratahs use key terms to identify the aspects of their game that are important
for player retention.

Key terms are used within every aspect of individual, unit and team play environments. Key terms also
signal the ways in which the team might play and execute their rugby skills on the field. In the past,
the NSW Waratahs used the following key terms in defence to identify the roles and responsibilities of
defenders:

• Ball Defender > player tracking the ball carrier
• Hustle Defender > primary support defender
• Jam Defender > lateral support defender

By using key terms, it was easy to identify defensive deficiencies and where appropriate correction needed
to be made.

Where does the coach go from here?
In order to progress in your coaching, it is important to develop a key understanding of what the skills are
your players are performing and the means by which you can error correct them. Key terms are the simplest
way for the coach to disseminate information to the players in a form that is easy and simple to understand.

Therefore, the coach must begin to build a bank of terms which they generically use and utilise them
within both the training and game environments. In this way, the players they coach will develop their
understanding of how the coach wants the game to be played and they can identify the corrections the
coach makes with just a few key terms!

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01.5

Defence:
Block &
Impact Tackles

01.5
Defence: Block & Impact Tackles

Block Tackle
“Most commonly executed front-on low tackle”
This style of tackle should be the first taught to all young rugby players. It should result in the tackler landing in a position
on top of the ball carrier and done correctly will allow the defending player to exert enough force to go forward in the
tackle. The tackle should not be considered complete until the tackler is back on their feet and in a position to pick up the
ball.

In the early stages of teaching the block tackle, the focus on correct technique (to ensure safety and effectiveness) should
be paramount while the more specific elements of the game (incl. pressure etc) can be introduced once players are
comfortable and confident with the contact. (Figure 1)

Some benefits include:

• It halts the forward progress of the ball runner immediately, nullifying the opportunity for the ball carrier to
continue leg drive after contact.

• If performed correctly, enforces ruck ball for the attacking team, giving the defending team far greater opportunity
to contest the ball. This will also bring an emphasis on the attacking team support to be there on time.

• Requires less brute force than other methods of front-on-tackles, thereby allowing smaller tacklers to safely
and effectively stop larger ball runners. (often you will notice your best leg tacklers are small players)

The block tackle can be taught with the following sequence to ensure that correct technique is learnt before game related
pressure is applied.

Ball Carrier’s Progression
Walking
Jogging
Running (straight line)
Running (small grid)
Running (large grid)
Tackler’s Progression
Two Knees
One Knee
Crouched
Jogging (small grid)
Running (large grid)

Technique Technique + Pressure (tracking)
Figure 1: Teaching tackle technique – suggested sequence

03.

01.5

When implementing the block tackle, it is important to take the following coaching points into consideration:

Head placement – Eyes open, chin up and head to the side of the ball carrier. It is important to keep head in line with
the spine and have head as close to target as possible. This will allow good shoulders contact on the thighs of ball car-
rier. (Figure 2)

Contact point on ball carrier – Players should be targeting the thighs or shorts of the ball carrier and implementing
the squeeze to the thighs to prevent continued forward movement (Figure 3). Players might need to slide down the
leg and squeeze when tackling bigger players.

Strong Arm, Wrap & Squeeze – Initial contact will be made with one shoulder, chest and arm (broad contact area)
and therefore it is important that the contact is dynamic and strong. This can be achieved by using a strong arm (wrist
to shoulder). Wrap arms and lock (hand to elbow if possible). The squeeze component will allow the tackler to Stick
to the ball carrier, hence decreasing the possibility of falling off the tackle. (Figure 4)

Footwork in contact – After the lead foot is close to the ball carrier and contact is made, use small dynamic steps to
aid in chasing the initial contact. This will provide leg drive in contact. While the ball carrier is going backwards (or
sideways), they may not be in a position to provide a clean ball presentation / transfer.

Figure 2 Figure 3 Figure 4 Figure 5

When teaching young players the technique of the tackle sequence, it is important to explain when a tackle is complete
(finished). The laws state that a tackle is deemed over when:

1. The ball has been released (placed, rolled or passed) and is more than a meter away from the tackled player.

2. Two (one from each team) or more players are in contact over the tackled player (and ball) a ruck is formed
a hence the ruck laws apply.

3. A player on his feet plays the ball and lifts it off the ground.

In completing the tackle sequence, players should be encourage to immediately getting to their feet and attempt to regain
possession. While attempting to recapture the ball at the tackle, players should be instructed to assume and maintain a
strong body shape (wide stance, low body height etc). Once this has been achieved and the tackler is attempting to steal
possession from a strong position above the ball, the tackle has been completed.

Figure 6 Figure 7

04.

01.5

Impact Tackle
The impact tackle is designed to physically dominate the ball carrier at the point of contact. The tackler assumes a position
of authority by generating a strong and powerful force through contact and positioning their arm(s) ‘inside’ the ball carrier.
This style of tackle requires the defender to apply the correct foot work (short quick steps) to ensure that they ‘present to
the tackle’ with the strongest body shape to dominate the impact. This includes:

• Foot close to target
• Sink at hips
• Hands & arms up
• Head up with chin of chest, &
• Eyes open and looking forward.

Advantages of the impact tackle
1. It physically dominates and quite often intimidates the ball carrier in contact.
2. It halts the progression of the ball carrier and if executed well, will result in the attacker being driven back past the point
of contact.
3. It restricts the opportunity for ball transfer in contact, along with the opportunity to tie up the ball. This may result in a
turnover through a scrum feed.
4. Can allow the tackler to dislodge the ball through the use of a strong-arm alone. This is in addition to the contact of the
chest and shoulder.

Disadvantages of the impact tackle
1. It provides the opportunity for the ball carrier to leg drive through contact.
2. It encourages the attacking team to use the maul, which done correctly can be an extremely successful tool to go
forward.
3. Is difficult to obtain a clean ‘shot’ when the attacker comes at low body height or has room to move on either side of
the tackler.

When implementing the impact tackle, it is important to take the following coaching points into consideration:

1. Target area – the target area for the impact tackle is the lower end of the sternum. Most jerseys have a logo or
sponsor printed on them, which serves as an ideal target.

2. Spreading the impact - To avoid injury and increase the possibility of performing a successful, strong impacting
tackle, players should spread the contact area across the chest, front of shoulder and arms. It is important to encour-
age players to get a strong-arm wrap on their target. This will allow players to ‘stick’ to the ball carrier and chase the
hit. (Figure 9)

3. Getting on the inside the ball carrier through contact – Getting the tacklers arm (strong arm) in under the arm
pit of the attacker. This will bring the attacked closer for greater impact and provide an opportunity to dislodge the
ball. (Figure 9)

4. Body Position – Good body position will ensure that the momentum and force generated by the leg drive and ap-
proach is conducted through the body and exits at the contact point i.e. tacklers shoulder. Head up and chest through
and ensure that the hips and torso is straight and in line while the abdominal muscles are on (flexed). (Figure 10)

5. Foot positioning into and through contact – It is paramount that the tackler get their lead foot ‘to or through’
contact (which ever foot) to assist in the balance and stability as well as the power generated. Imagine there is a ‘hula-
hoop’ around the feet of the ball carrier; the lead foot must be inside the hoop for the tackler to be in a position to
generate enough force to effectively execute the tackle.

05.

01.5

Figure 8 Figure 9 Figure 10 Figure 11

Summary
When performing a tackle, players must be thinking about the end result, that being the regaining of possession. The tackle
is not over until the tackler is back on their feet and attacking the ball from a position above the tackled player.

06.


the waratah
way...

01. 5

Core Skill:
Programming

01. 5
Core Skill: Programming

If a team is to be successful, then its players must have a solid core skill base. Coaches need to be able to
identify the core skill level of their team and plan to rectify any deficiencies. High performance teams are
continually identifying where skill deficiencies lie in their playing ranks and act accordingly. For the Club or
School coach, this is one of the most important things they can do to improve player development.

Core skills are the basis of any rugby union game. Players that are competent through both technical and
tactical skills have a better opportunity of progressing through the playing pathway and being successful on
the field. The ARU has identified ‘Technical Non-Negotiable Core Skills’ and ‘Individual Non-Negotiable Core
Skills’ that are appropriate for any U19 / Senior law group. A summary of these skills is as follows:

‘Technical Non-Negotiable Core Skills’
• Catching
• Passing
• Contact
• Ball Carries
• Tackle Contest
• Tackling
• Ball Presentation
• Mauling

‘Individual Non-Negotiable Core Skills’
• Kicking
• Throwing
• Jumping
• Supporting
• Scrum
• Catching
• Agility
• Handling
• Running Lines / Angles
• Ruck
• Maul

The coach’s ability to produce a season plan is a definite way in assisting with core skill player development.
Through a season plan the coach can identify the core skills that need to be worked on and place time slots
on their implementation. In this way, training sessions will have a definite focus; with coach and players
benefiting from the experience!

A daunting task you all think! Well not really – not if you have an understanding of the ‘coaching points’
associated with the skills.

Being able to give correct feedback to the players is paramount to developing their core skills. Preparing
and selecting appropriate drills that identify the skills is also of importance. However, one major problem
coaches have when running drills is “running the drill for the drills sake” and not for error correction
purposes!

The following table overviews the key coaching points for each of the skills listed above and it should
be the coach’s responsibility to know and identify the skill deficiencies of their players, and correct them
accordingly.

01.

01. 5

‘Technical Non-Negotiable Core Skills’
‘Core Skill technical Coaching Points’

Skill Coaching Points

Catching • Fingers spread
• Hands facing the ball / bent elbows
• Elbows in and up for a high ball
• Fingers spread after the ball is caught for quick transfer.

Passing Clearing pass
• Back foot in tight to the ball
• Bent knees and backside down with weight transferred from the back leg
through to front leg upon sweeping the pass (Ball to be passed off the deck)
• Fingers to point at the target.
• After the pass the support line is to follow the line of the ball.

Short Pass
• Elbows bent
• Fingers spread around the ball for control
• Hands follow the ball after the pass
• Not a spiral?
• Sequence is look at the ball, catch the ball, turn head and look at target / pass

Pop Pass
• Elbows bent
• Fingers spread across the ball
• Ball is placed up into a space as opposed to directed in front of a player.
• Fingers will dictate the trajectory / positioning of the ball

Long Pass
• Elbows bent and move to full extension
• Outside leg back when passing in order to avoid passing across the body
• Fingers spread around the ball to ensure control
• Sequence as above for catch and pass
• Spiral pass is the fastest ball – bottom hand provides direction and top hand
gives the power.
• Upper body over the ball

Contact Controlling Contact
• When contact is unavoidable or desired
• Leg speed into and upon contact – dominant
• Pick a point on the target / a shoulder / space
• Body height low
• Ball carry away from the defender
• Lead arm in a position to fend / bridge with the forearm
• Get the body through the hole and decide whether to maul the ball or to go to
ground and place the ball for a ruck.
• Aggressive with shoulder rolls and use of elbows on contact

02.

01. 5

Contact Avoiding Contact
• Instigate the fixing of the defender
• Using footwork / hitting a hole, attacker should aim for the space yet minimize big
lateral movements.
• Leg drive into the space
• Body height low, depending on size of hole and width of defenders
• Ball in outside arm to avoid defender and also present inside ball pop pass opportunities
• Inside arm free to fend / balance

Ball Carries • Hitting the ball at speed
• Being able to make subtle changes in direction at speed
• Body height
• Maintaining speed into contact
• Aiming for “small bits” or space.

Tackle Defence
Contest • Enter from the back with head up.
• Be aggressive in hitting the tackle contest or contesting the ball
• If contesting the ball, stay in a low body position on the feet and lock chin up and
NOT on the chest
• 2 schools of thought with stealing the ball, either 1 leg over and grab the ball
OR reaching over in a low position behind the tackled player
• Match body height with attacking players / get in low
• If attacking support player comes at speed there is the possibility of pull them
through and stepping to the side.
• Once contact is made with an opposition player the defender should used leg drive
and hit the player the same as in defense – low to high, pick a point and stick.

Attack • 1st player secures the ball
• On the clean out players enter from the back in a low body position and use leg drive
to win the tackle contest – the decision whether to hold or continue the drive is a
team philosophy
• If a defender has hands on the ball, the attacker matches body height and hits with
the shoulder whilst getting the arm under the defenders arm to lift it off the ball
• On the clean out, players must hit and stick in order to be effective.
• Steady (control feet) before entering in order to get balance and then hit the
tackle contest with leg drive and aggression.
• The ball is where the game is – this is the zone to focus on when cleaning out-

Tackling Front On
• The size of the tackler and the size of the attacker dictate how offensive the player
can be.
• Tackler should use footwork to take the space and force the attacker onto one side /
into a zone
• The defender should pick a target area to hit and aim to drive 1m through that target
• Shoulder contact is essential
• Footwork in chasing the feet up under the body will ensure that the defender doesn’t
overextend on the tackle
• Once contact is made there should be leg drive
• Hit and stick (Aggressive in contact)
• Finish in dominant position – team philosophy whether to put the player on the ground or
try and hold them up and then drive.

03.

01. 5

Tackling Side On
• Get in tight to the attacker
• Pick target area and aim to drive through it
• Shoulder contact is essential
• Footwork in getting in a position to make the tackle is essential. Continue cutting
off the angle rather than diving early.
• Leg drive if possible once contact is made
• Hit and Stick (Aggressive in contact)
• Finish in dominant position if possible – defender on top.

Ball • Decision making in placing short or long relates to how effective contact was – option
Presentations for presentation is team philosophy

Long Place
• Hit the ground while controlling the ball in TWO hands
• Dynamically move body (shoulders & upper torso) into a good position to present the ball.
• Two handed PUSH at a full arms length (also move torso) towards own team
• Maintain control of ball until cleanout of ball distribution

Squeeze ball – used when buying time.
• Hit the ground and flatten out.
• Chin up at all stages (look forward – NEVER look back under body at ball.
• Ball sits at the back of the pelvis
• Use 1 arm to push the ball into this position.

Mauling Traditional
• Initial set up should have a blocker on each side supporting the platform
• Ball carrier bends to lower center of gravity and offers a large target area –
the chest / sternum.
• Ripper links in on ball carrier. If ball carried has back to opposition and the ball is in
the left arm, ripper seals with left shoulder.
• Blockers bind in tight so there is no gap between ball carrier and blockers and slightly
forward so they are bound across the front.
• Option for ball movement after the 1st player is a team philosophy.
• Leg drive is essential to get the maul moving / keep it moving.

Hammer
• Attack space to the fringe of defender (attack arms – not chest)
• Transfer ball away from contact
• Lower body height
• Maintain square hips and leg drive through contact
• Support player to ‘latch / hammer’ onto ball carrier (side of ball)
• Support player to assume the same body shape as the ball carrier and continue leg

drive.
(Source: ARU HPU)

04.

01. 5

‘Individual Non-Negotiable Core Skills’
‘Individual Skill Technical Coaching Points’

Skill Coaching Points

Kicking Box Kick
• Step Back at the base of the ruck / maul
• Opposite arm to leg will aim at the desired trajectory
• Contact with the ball can be on the end or in the bottom 1/3 for height or
slightly above the middle for low running kicks.
• Finishing position should be kicking leg nearly touching the opposite hand.
• Chest slightly over the ball until contact is made.
• Hard foot – it should be locked out

Drop Punt
• Kicking leg over and then through the ball
• Upper body over the ball – just prior to contact opening the hips
and straightening the upper body
• Both hands on the ball
• Contact point is the base of the ball
• Kicking foot is locked out

Torpedo Punt
• Upper body should be over the ball – foot locked out
• The drop of the ball is vital – it must be consistent and should fall the same way
each time.
• Holding the ball – It doesn’t matter how the ball is gripped as long as the ball drop
is consistent.
• In order to minimize the error margin between the ball drop and contact, lean
slightly forward. This will narrow the gap between the ball and the foot as well as
getting the upper body weight over the ball.
• Why do we tilt the ball sideways – the reason for this is to open up the “sweet spot”.
This runs down the spine of the ball and across the centre of the ball.
• J shape Vs U shape. We use the term J shape to describe the kicking leg and the
path that it has ackrow . In order to get power the leg and pelvis twist slightly yet on
contact they straighten through the ball. The finishing position is where the kicking
leg doesn’t come across the path of the non-kicking arm. Kicking in a U shape
means that the player is kicking across the ball and the power is therefore dispersed.

Kicking
J Shape trajectory U Shape trajectory
Cont...
as seen from above as seen from above

05.

01. 5

Kicking
Cont... Place Kick
• Body weight must be forward at the start and during the kick.
• The approach should be the same on all kicks.
• The place foot should be no more than 30cm away from the ball (a foot length).
• The place foot ankle should be aligned with the ball – If it is too far in front the
ball is sliced as the leg hasn’t reached full extension – too far behind and it is hooked as
a result of already going through the kick too early – these factors are also influenced by
the plant foot being too wide as this can promote a slice. Too close can promote a hook.
• The kicker should pick a point on the ball to focus on before they kick (a particular lace).
This is now the focus.
• Shoulders and chest should remain closed during the kick – opening the shoulders
and chest promotes rotation, which promotes kicking across the ball.
• Flexibility in the hamstrings, ankle joint, hip flexors and abdominals is important.
• Kicking leg should not cross over the opposite arm. The pelvis should not drop during
the kick as this takes away the power and control of the kick.
• Tilt of the ball either forward or external is a personal choice in order to open up
the “sweet spot”.
• Contact should be made with a locked foot

High Ball (Bomb)
• Kicking position can either be front on or side on
• Opposite arm to leg will aim at the desired trajectory
• Contact with the ball can be on the end or in the bottom 1/3.
• Finishing position should be kicking leg nearly touching the opposite hand.
• Chest and head over the ball until contact is made to ensure weight transfer is
through the ball.
• Flexibility in the hips and abdominal strength are needed to execute this type of kick.
• Foot should be locked out

High Ball (Torpedo Bomb)
• Starting position is body weight over the ball
• Ball is held in 2 hands and the angle of the ball is the same as the torpedo kick
except the nose of the ball is facing up.
• Contact is through the middle of the ball.
• The ball is held at or above waist height to ensure the desired trajectory
• Flexibility in the hips and abdominal strength are needed to execute this type of kick.

Grubber
• Ball to be kicked on the end 1/3 for end on end effect or as per torpedo punt for
the uneven bounce.
• If distance is desired the kick should be executed with the player starting over the
ball and then fully extending so the finishing position is leaning back
• Opposite arm will counter balance the kicking leg

Drop Kick
• The plant foot should be in line or slightly behind the ball
• Ball drop should be consistent – if body weight is forward it means that weight is
transferred through the ball as well as cutting the risk of the ball drop not
being consistent
• Foot should be locked out.
• Kicking leg should touch the opposite hand post kick
• Contact on the ball is the bottom 1/3

06.

01. 5

Restart (drop kick)
• Plant foot should be slightly behind the ball
• Ball drop should be consistent – if body weight is forward it means that
weight is transferred through the ball as well as cutting the risk of the ball drop not
being consistent – as contact is made the head still faces down yet the leg comes
up under and through the ball
• Ball drop should be the same as drop kick yet allow the ball to bounce rather
than making contact just after it has hit the ground
• Foot should be locked out.
• Kicking leg should touch the opposite hand post kick
• Contact on the ball is the bottom 1/3 or the base of the ball.

Throwing • Stance should allow thrower to be balanced / stable yet there should be no lower
body movement as this will provide a cue for the opposition
• Thrower should be able to throw 5-18m from this starting position
• Elbows should be at shoulder width in order to minimize the margin of error as
opposed to splayed elbows
• Elbows should be locked out post throw.
• Fingers out post throw
• Thumbs down post throw to ensure full extension / follow through.
• Grip on the ball should have the fingers spread and slightly on the back side of the
balls centre.

Jumping • Ability to react from a static jump / dynamic jump
• Start with outside leg up in a split position – the outside leg should face in towards
the lineout
• Arms bent at chest level with the hands open.
• Knees slightly bent
• Weight forward on the toes and balls of the feet.

Lifting • Start in a split position on the balls of the feet in order to react / get in tight quickly
(supporting) • Hands open and up – fingers spread
• Knees slightly bent and the upper body leaning forward
• Lifter gets in as tight as possible on the jumper and gets to full extension
• Legs are at shoulder width and slightly split to ensure balance during and after the lift
• Lifter picks the target area on the jumper and focuses on getting a grip and then lifting
in the same way as doing a squat.

Scrum • The front row is the 1st group to set up with the hooker and loose head binding 1st.
• Locks then bind up and enter under the buttocks of the front rowers.
• There should be as little a gap as possible in the hips of the front rowers where the
locks join in – it should be tight.
• Loose head prop binds onto the hookers far side jersey around the lats area. Tight
head prop binds on the hookers waist at the top of the shorts. Hooker binds over the
top on the waist of both props and pops the shoulders out so that they can move
after engagement.
• Tight Head prop leads the scrum in.
• Binds to oppositions are negotiable – short / long / up / down.
• Locks and ackrow follow the hit in and don’t bounce.

07.

01. 5

Catching High Ball
• Arrive when the ball is reaching the mark to ensure momentum if a leap is required
or to hit the ball at speed
• Elbows and hands up so they are in the peripheral vision.
• Elbows in
• If under pressure side on so that if a tackle is made the defender hits all the hard
bits – hip, elbow, shoulder.
• Eyes on the ball at all times
• Fingers spread to ensure maximum grip on the ball and for a pass to be
executed quickly.

Re-Starts • Catcher begins in a split position on their toes in order to react quickly
• Hands up at chest level and open – thumbs pointing at each other.
• The choice of getting to the zone is a provincial one – either greet the ball as it r
eaches the zone with momentum or get there early, set and then jump
• Catcher should have arms at full extension and watch the ball all the way to
the hands through the hole between the hands.
• After the ball is caught, bring it down and place in tight to the body in order to
ensure ball security.

Agility • Running / defending on the balls of the feet
• Ability to turn the foot when changing direction
• Lowering body height slightly when changing direction
• Acceleration / not losing speed with directional changes

Handling • Catching the ball with hands out and fingers spread.
• Ability to reach for the ball at speed
• Keeping the hands up running for a ball that is thrown low
• Hands up with palms facing the ball for a ball that is high with focus on the
ball into the hands.
• Staying on the balls of the feet for a bouncing ball so that if it bounces up they
can attack it and if it moves laterally they can react.

Running • Aim for holes and to a shoulder rather than hitting the defender
Lines • Maintain FULL speed into the hole / angle / running line
/ Angles • Leg drive through the contact if there is any.
• Lower body height slightly as defenders approach – ball in outside arm.
• Ability to catch and pass at top speed
• Accelerate out of angle changes at speed.
• To run every line like they are receiving the ball in order to fix defenders.
• Ability to pick the ball up under pressure and in contact
• Basic ground skills – control ball on the ground, pick ball up and fall with the
clean out once ball is stolen.
• Ability to clean an opposition player out – pick a target, make contact the same
as in defense and stick
• Ability to move a player who is in a low position and on the ball – match the body
height and hit the player with the shoulder and throw the arm under the players
arm to twist them.

08.

01. 5

Maul • Correct locking procedure – if the ball carrier has the ball in the left arm then the
next player binds on them with their left shoulder.
• In contact keep the feet with a lower base of support and continue leg drive if possible.
• Ball presentation – ½ turn to offer a target on the chest and also to keep the leg drive.
• Support players shoulder is tight on the ball carrier in order to provide greater
leverage on the rip.

(Source: ARU HPU)

Subsequently, if a coach can plan each training session appropriately, then it will be beneficial to the players
if the coach can correct their technique throughout the session. It is through coaching the skill, and not the
drill, that coaches become successful and this is the essence of developing a core skill program for any club
or team.

2004 Coach Education Series © - Catch & Pass

BALL HANDLING
‘Improving the element of catch and pass’

Ball handling refers to the ability to control the ball with the fingertips (catch) and distribute (pass) with
control and the correct amount of force / power to the desired distance. This can be done with either one
hand or two. The following is a list of individual ball handling activities that can be implemented in your
training to:
Improve hand-eye speed and co-ordination
Isolate and Improve hand speed and finger-tip control
Identify the correct force to apply when passing
Improve footwork patterns and movement
Improve peripheral vision and reaction time

Fingertip Control / Ball Familiarisation

Pressure from the fingertips applied through receiving / controlling the ball.
ALL activities should be done without noise on the ball e.g. slapping sounds
ACTIVITY DISCRIPTION VARIATION COACHING POINTS DURATION
Finger patting Controlling ball in Continue patting in Soft hands – Fingers Set targets for:
fingertips while patting front of face, above spread. Look forward 3 x 30sec
from left to right. No head and below at a point, not at the 3 x 45sec
Sound knees. Increase the ball. 3 x 60 sec
distance between
hands. Look forward
the entire time.
Around Body Transfer ball around Transfer ball in both Soft hands –Fingers 10 x Left + 10 x Right
waist while maintaining directions. Change Spread 15 x Left + 15 x Right
control with fingertips. direction on whistle. 20 x Left + 20 x Right
No Sound.
Figure of eights Transfer ball around Go both directions Soft hands –Look Set targets for:
and through your legs and again change forward & control ball 3 x 30 sec
forming a figure of eight. direction on the in fingertips. Fingers 3 x 45 sec
No Sound whistle. Look forward Spread. 3 x 60 sec
not at the ball.
Front to Back Start with ball between Swap hands in the Soft hands –Fingers Set targets for:
(Through legs) legs and one hand starting position, look Spread. Look forward 3 x 30 sec
holding from front and forward not at the at a point, not at the 3 x 45 sec
the other from the back. ball, sing while doing. ball. 3 x 60 sec
Quickly change hands Start with both hands
and catch ball before it at the front and now
hits the ground. No both hands have to
Sound. catch it behind legs.
Single arm In pairs, sitting opposite Throw diagonal (right Soft hands –Fingers 10 x Left + 10 x Right
throws with the soles of the hand to right hand). Spread. 15 x Left + 15 x Right
feet touching. Throw Perform kneeling and 20 x Left + 20 x Right
ball to and from each throw to each other’s or
other. Must control and extremes. 3 x 30 sec
catch with one hand 3 x 45 sec
(fingertips) and return to 3 x 60 sec
partner using only one
hand.


Passing Speed

Passing speed refers to the time in which the ball takes to reach the desired target from the point of
leaving the hands. Players should be encouraged to strongly grip the ball (with two hands) and swing
their arms towards the target. Upon releasing the ball, players should point to the desired target to
ensure ball travels straight. Players need to understand the difference between a hard and soft pass
and when to apply each in game situations.

Wall Throws Standing 3m from a Change the distance Use a firm throw and Set targets for:
wall, throw tennis ball between player and react to catch the 3 x 30sec
against the wall and wall. Use two hands. rebound. 3 x 45sec
catch using only one Stand side onto the 3 x 60 sec
hand. Face the wall. wall (left / right).
Change ball to use
football.
Shazzams Standing opposite your Use two balls at once Toes, knees, hips & Set targets for:
partner, using only one and mix up which shoulder all square
hand pass the ball to hand you are using – and facing partner, 10 x left + 10 x right
each other. Ball must left and right. no step. Push ball to 20 x left + 20 x right
start from a stationary target and finish with 30 x left + 30 x right
position on the hip and passing (push) hand
be pushed (using one pointing at the target.
hand) towards the
target (partner)
Circle passing Groups of 6-8 in a circle Add in an extra ball Soft hands –Soft Set targets for:
begin passing 2-3 (i.e. 5 balls – 4 passing, no spinning 3 x 30sec
footballs around. Once players) and and hands up. 3 x 45sec
players are confident decrease the size of 3 x 60 sec
with this add in another the circle. (smaller is
ball. harder)
Blind Passing In pairs, standing One-handed Feel how much Set targets for:
opposite each other ‘shazzams’ and two power you are using 3 x 30sec
(vary distance), pass handed passing. Jog when passing the 3 x 45sec
the ball with eyes up and down field, ball. Pass ball and 3 x 60 sec
closed and react to closing eyes (to point at target.
support player’s pass) once you have
instruction on passing caught the ball.
distance.


Reaction Time (catch & pass)

This refers to the ability to quickly react to a moving ball and catch it successfully while maintaining
fingertip control and in some cases continuing by quickly passing to a desired target using the correct
force and accuracy.

Over Shoulder In pairs, standing back Start with players Hands up, eyes open 10 x left + 10 x right
lobs. to back with one ball. communicating to and react to catch 15 x left + 15 x right
Take turns to lob the partner where ball is two handed. Soft 20 x left + 20 x right
ball over shoulders (left coming from (i.e. hands – NO NOISE /
& right) for their partner left). Then no NO SLAPPING. Then mix it up.
to catch and return. communication. Give constant
Shorten the height of feedback.
lob (i.e. making it
harder)
Clap passing In groups of 6, start by Increase to two balls Hands up and Set targets for:
standing in a circle and / or two claps. watching the ball. 3 x 30sec
facing each other with Fingers spread and 3 x 45sec
one ball. Pass ball to forward of body. 3 x 60 sec
anyone. Player
receiving must clap
once before catching
the ball.
Wall throw In pairs and one behind Vary the distance Hands up, fingers 10 x left + 10 x right
reactions the other facing a wall. between players and spread, eyes open 15 x left + 15 x right
Player at the back the wall, vary the and watching the 20 x left + 20 x right
throws ball (any) type ball thrown. wall. Catch two
against the wall and the handed and move Then mix it up.
front partner must feet quickly if
attempt to react to the required.
ball coming off the wall
and catch it.
Marco / Polo Player ‘A’ starts with a Perform activity while Hand up, fingers Time trials (how many
ball and support players walking / running spread. Look at can you do in 30 sec
(B & C) stand on each forward. Only use targets then only look etc)
side (2m away) also peripheral vision forward.
with one ball between (look forward only).
them. Activity begins
with player ‘A’ throwing
their ball in the air; at
the same time Player ‘B’
passes the ball to
Player ‘A’ who must
pass it to player ‘C’
before catching their
own ball again. Repeat
from other side


CATCH & PASS
‘Appling the elements of ball handling to decision-making’

Once the skills of ‘Ball Handling’ have been introduced and our players are confident and comfortable with
controlling a ball through a number of situations, we can introduce the elements of Catch & Pass. These
include the following:

Pre-catch:
Hands Up & Fingers Spread (thumbs pointed in towards each other)
Hands facing ball and elbows bent
Head Up (chin off chest), eyes open and looking towards the ball.
Elongated stance (one foot forward)

Catch:
Reach for the ball while maintaining slightly bent elbows
Watch the ball into the hands and ensure fingers are spread around ball for control
Soft hands (no slapping), control ball with finger tips

Pass:
Turn head quickly to view target
Transfer ball (comfortably) across body without:
o Dropping hands
o Changing running line
o Bringing ball into chest
Maintain bent elbows
Release ball &
Finish by point both hands towards the desired target

Figure 1 – Pre- Catch Figure 2 – Catch Figure 3 – Pre-Pass Figure 4 – Pass

Styles of Passing

The game of rugby union requires the use of a number of different ‘styles of passing’ to effectively advance
the ball forward. These styles include:

Clearing Pass Pop Passing
Short Pass (0m – 4m) Long Pass (4m – 15m)

Clearing pass
The clearing pass is commonly used by the scrum-half to get the ball from the tackle contest (tackle, ruck or
maul), scrum or lineout to a first receiver, who’s role is to continue advancing the ball forward by running,
passing or kicking (midi, U19 & seniors only). The clearing pass should be a direct pass that has an element


of speed and distance, as to effectively provide the first receiver with time, space and a low level of
pressure. Some coaching points to consider include:

Back foot (furtherest foot from target) in tight to the ball.
Bent knees and backside down with weight transferred from the back leg through to front leg
upon sweeping the ball off the ground.
Ball to be pass directly from deck
Fingers to point at target immediately after releasing ball
After the pass, the support line is the follow the line of the ball.

Short Pass
The ‘short pass’ is the most common passing style used in the game of rugby union and can be used in all
areas of the game from simple back play activities to forward phase play structures. The short pass is
characterized by the ability to quickly transfer under pressure, and lack of spin that is required. All players
(of all ages) should be encouraged to master the skill of the short pass in the early stages of learning the
game. Some coaching points to consider include:

Elbows bent
Fingers spread around ball to for control
Hands follow the ball after pass and immediately point at desired target
NO NEED TO SPIRAL (no spin)

Long Pass
The ‘long pass’ is an effective way to spread the point of attack quickly and is generally isolated to back
play/ general play and counter attack (unstructured possession). Naturally the modern game requires all
players to have the ability to make accurate long passes. The ability to do this with a high degree of
accuracy is a skill that requires regular practice. Due to the amount of force that is required to pass the ball
great distances, the hand positions on the ball is of high importance. Some coaching points to consider:

Elbows bent (receiving pass) and move to full extension while passing the ball
Out side leg back (leg closet to target) when passing in order to avoid passing across the body
Fingers spread around the ball to ensure control
Bottom hand (front) provides direction while top hand (back) provides pass power
Spiral pass is the fastest
Immediately after releasing the ball (arms at full extension) point both hands towards the
desired target.
Upper body over ball

Pop Pass
The ‘pop pass’ is the most effective pass to perform that will allow players to maintain high speeds while
effectively catching the ball. The length of a pop pass can vary; however will generally be no longer than a
couple of meters or perhaps even straight up in the air. It is ideal for switches & circle passes. Some
coaching points to consider:

Elbows bent and use fingers and wrist to propel ball to space.
Fingers spread around the ball to ensure control
Ball is passed (gently) up vertically into a ‘space’ to allow support players to run onto it, as
opposed to passing directly at a player.
Fingers will dictate the trajectory / positioning of the ball.

2004 Coach Education Series © - Open Scrimmage

Game Sense Approach- Open Scrimmage
‘Situational Attack v Defence’
Game Sense activities, which are commonly referred to as Open Skill drills, are regularly used for training
and implementing the tactical & technical elements of rugby. Essentially they are decision making ‘Mini-
games’ .The Waratahs are no exception when it comes to practicing in this manner.

‘Open Scrimmage’ a term commonly referred to by the Waratahs is an Open Drill that can be performed
over a number of phases or until the coach says otherwise. The elements of phase attack- including ruck, &
maul, defence, and general play are combined to capture a typical game sense situation. The purpose of a
drill-based environment is to allow the coach to have control over numbers of attackers and defenders;
reaction time and speed of drill; the recovery time and the possible attacking options available to the
players. A coach would be encouraging the players to practice possible plays and technical skills they are
trying implement within the team, whether it be for a particular game or a regular theme. Open Scrimmage
drills will also allow the coach to give constructive feedback to either individual players or select groups,
such as the defenders, attackers, ball distributors, & primary supporters.

Training Activities explained

No 1. Is a typical Open scrimmage situation that may involve a number phases at the coaches discretion.
1.

D3 D4 D5

D1 D2

HB
D DD D D
S3 S4 HB
1R S1 S2 S3
S1 1R
BR
S2 BR
S4

Figure 1a: Break down scenario with a two-pass Figure 1b: Following on from 1a players then
play to a ball runner. play next phase and react accordingly.

Figure 1a- Activity begins with a clearing pass from a halfback to a 1st receiver who passes to a designated
ball runner. In this case the coach has a break down / tackle zone set up with markers where D2 makes the
tackle. The emphasis is then placed on both the defenders D3, D4, & D5 as well as supporters S1, S3 & S4
to make the correct decision and act on it. The coach therefore must decifer and gives feedback on
decisions made. Key coaching points will be focused on reaction time to break down & effectiveness at the
tackle.

Figure 1b- Carrying on from 1a the coach may decide to progress to another phase of play. Both defending
and attacking players are then forced to react to the next situation. The emphasis at this point may differ
from the previous situation. Key coaching points would include; depth and alignment of attacking players
(1R & BR); quality of pass; timing of run and angle of run; defensive positioning & alignment and decision
making of support players. In this case 3 defenders were required to secure possession and S4 is
supporting the ball runner in a standard pocket position.

2004 Coach Education Series © - Open Scrimmage

No 2. Is an extended version of the above involving more players, possibly an entire team or squad.
2.
pole C1
HB A5/8 A4 A5 A6 A7 A A

A1 A2

Ruck

D1 D2

D3 D4 D5 D6 D D

pole C2
Figure 2a- Shows the set up using a typical whole team scenario, involving a defensive and attacking
coach.

A7 A6
A5 A2 A
A4 A A4
A5/8 A1
D1 D2 HB
HB
A1A2
D1D2 D3 D4 D5 D6 D3
D
D

Figure 2b- Shows the second phase in progress. Figure 2c- Shows the third phase set up,
including the defensive structure, prior to the HB
clearing pass.

Figure 2a- The activity begins with the cue of the coach. Prior to this both the attacking coach (C1) and
defensive coach (C2) will nominate how many attackers and defenders are to be involved. Any left over
players are to run around the poles before entering the play.
A1, A2, D1 & D2 contest the ball of which the attackers must win. The halfback follows ready to make the
clearing pass to A5/8.

Figure 2b- The nominated attackers and defenders then come into play. In this case there are four from
both attack and defence. Key coaching points would be alignment of attacking players; possible team
phase plays being utilized and the defensive alignment of the defenders.

Figure 2c- The focus of the third phase would be dependant on the decision making ability of all players as
well as intense communication. It is important to note that left over players would now be re-entering the
play as well. At this stage of the drill players would be typically out of position.

A scrimmage activity such as the above, forces players to think and react on the run. Attackers are forced to
possibly play out of position. If phase plays are thrown into the equation, they will also be required to pick
the best option available depending on positioning of the defence.

Coaches need to be confident that players are capable of performing the required technical and tactical
aspects of training activity No1, before progressing to a multi phase scenario such as No2. Technical and
Tactical aspects would include: Go forward in attack, taking the space in defence, tracking inside shoulder,
covering all defensive roles at the break down; i.e. pillar, post & ball and completing phase plays under
pressure; including picking the best option. Scrimmage activities are simply a combination of other related
topics in this resource; Warm-Up (catch & pass); Phase Play Attack; General Play Attack and defence.
Players need to be competent in each of these topics in order to perform Scrimmage effectively.

2004 Coach Education Series © - Phase Play Attack

PHASE PLAY ATTACK
“Continuing the go-forward through phase play attack”

Phase play attack can be described as the continuous movement of ‘advancing the ball’ forward through
catch and pass or contact elements (tackle, ruck or maul). While phase play attack is less structured than
that of set piece, it is still important to nominate roles and responsibilities for all players. For example, who
are the ball runners, primary supporters and ball distributors?

When attacking a phase defence it is important to nominate a primary supporter to assist in ensuring the ball
is taken forward and regained at the tackle, ruck or maul. This section will cover a number of options
available for the attacking team. Players should have identified roles. Every player should be able to
perform all phase play attacking options at any given time in a match.

Rehearsed Attack (game snaps)
‘Appling the elements of ball handling and decision-making to go-forward’

A large percentage of a teams attack comes through phase play, therefore it is important to ensure all
players are confident with their phase play attacking options. The waratahs’ refer to these as ‘Game Snaps’.
These are the running structures that all players are required to know & understand. These should be able
to be performed at any stage in the game with any player in any position.

It is also important to understand that in back play, set piece plays are generally made up of a number of
game snaps (phase play attacking options) combined. For example a dummy switch, cut pass could very
easily be a set piece.

There are a number of ‘game snaps’ that should be rehearsed for phase play attack. Some of these include:

Cut Passes Switch Passes
Circle Passes Inside Pass
Unders Overs
Blockers Sliders

Cut Pass

A ‘cut pass’ is a pass that is given in front of one (or many) player(s) to an attacker standing wide. The
receiving player has the option of changing direction (before receiving) either on an ‘IN’ or ‘OUT’ line (figure
1 & 2 below). Players are required to align slightly deeper to allow reaction time and space (able to apply
more speed). The speed of the pass will need to be increased (possible spiral) so it is not in the air for long
periods of time. This will in turn deny defenders time and space. The cut pass is effective in moving the ball
quickly to a wider point on the field to attack.

D1 D2 D3 D1 D2 D3

9 9
A1 A1
A2 A2
A3
A3
Figure 1: Cut Pass – 13 in line Figure 2: Cut Pass – 13 out line


Circle Pass

A ‘circle pass’ is a pass given back to the primary supporter. The ball carrier should attack the inside
shoulder of the closest defender while popping the ball into space for the inside support player who crosses
behind and angles out. The player receiving will need to straighten up hard to expose the space created.

The circle pass can be used effectively to combat a slide or drift defence as the ball carrier is angling back
at an inside shoulder. The style of pass is a simple pop pass, requiring limited force or spin and should be
directed vertically in front of the nominated support player (ball receiver).

D1 D2 D3

9

A1
A2
A3
Figure 3: Circle Pass

Switch Passing

A ‘switch pass’ is a pass that is thrown by a ball carrier that is angling out (away from the mass) and towards
an outside shoulder of a defender. The ball is popped to an outside support player who crosses behind and
angles in (towards the mass) and attacks the inside shoulder of the same defender. The style of pass is
much the same as that of the circle pass, a simple pop pass thrown vertically into the space in front of the
desired receiver. The switch pass is designed to move defenders around (break strong defensive structures)
or create hesitation by putting defenders in two minds. If done correctly defenders will be forced to close
shoulders, hence creating space to attack. The penetration is not between defenders, but through the
space where the defender was originally standing.

While the core principals of the switch pass remain the same, there are a number of variations to this
attacking phase option. These include 1. Standard Switch, 2. Skinny Switch (options) & 3. Early Switch
(dummy).

The ‘Standard Switch’ is performed by the ball carrier running an ‘S’ line towards their opponents outside
shoulder while the closest outside support player switches in behind and IMMEDIATELY straightens to
attack the space where the defender was originally standing (figure 4 below). The standard switch is aligned
to the traditional mindset of moving a defender.

The ‘Skinny Switch’ is performed by the ball carrier running straight to the outside shoulder of the next
defender (D2) where he has a number of options. The ball carrier has the option of either switching with the
closest outside supporter; if this does occur the outside supporter must then straighten up or give a short
ball to the outside supporter who then must straighten up. Therefore A2 must make a decision on whether to
run the skinny switch line or stay on the outside line.

The ‘Early Switch’ has a purpose in creating a number of options after the switch or dummy switch occurs.
If the switch occurs A2 has the option of straightening and running into space with an attempt to make the
advantage line. Alternatively the initial switch occurs well before the tackle line; therefore A2 has time to give
the pass back to A1 or behind A1 to A3 running a change of angle.


If the ‘Dummy Switch’ occurs well before the tackle line, A1 will have time to pass back inside to A2 or
outside to A3 on a change of angle. Alternatively A1 has the opportunity to straighten and take on the
defence attacking D2’s inside shoulder. Simultaneously A2 should be running the ‘S’ line, which will impede
D1’s defensive running line.

D1 D2 D1 D2 D3 D1 D2 D3

9 9 9

A1 A1
A2 A2 A1
A3 A3 A2
A3

Figure 4 – Standard Switch Figure 5 – Skinny Switch (options) Figure 6 – Early Switch (dummy)

Unders & Overs

Unders and Overs are extremely simple to perform and are created by the ball carrier running either an
inside (unders) or outside (overs) line on their opponent (Figure 7 & 8 below). It is important to note that the
support players run the same line as the ball carrier. The passing styles are a little different, with the unders
line being short, the pass will need to be soft and slightly passed back into space, while the overs line will
require a flatter, more direct pass to the support player.

Both players need a definite change of angle, attacker to draw the defence away and supporter to penetrate
the gap.

D1 D2 D3 D1 D2 D3

9 9
A1 A1
A2 A2
A3 A3

Figure 7: Unders (IN Line) Figure 8: Overs (OUT Line)

Blocker & Slider

Again the ‘Blocker’ and ‘Slider’ phase options are to disrupt the defence and create space by putting
defenders in two minds and / or turning shoulders to provide a weak spot in a defence line. Both are running
structures and not designated targets, hence the ball carrier (A1) should be able to pass the either player at
the time of distribution.

The ‘Blocker’ is the wider of the two plays, and focuses around the movements of the third defending player
(Figure 9 below). The third attacker (A3) cuts sharply (after running straight) across in front of the second
attacker (A2) and attacks the inside shoulder of D3 and the outside shoulder of D2. This is to create space
on the outside of D3 due the closed shoulders. The second Attacker (A2) fades in behind A3 and
straightens to attack the space provided by D3 who attempts the follow A3. The ball distributor is to pass the
ball to either A2 or A3 depending on what the third defender does.


The ‘Slider’ is a similar running structure to that of the blocker in that the two attacking players involved
crosses, confusing and creating doubt in the defence. The slider is focused around attacking the second
defender (D2) as seen in figure 10 below. The Second Attacker (A2) fades / slides across in front of the third
attacker and runs to the outside shoulder of the second defender (D2). At the same time the third attacker
cuts in behind the A2 and attacks the inside shoulder of the second defender (D2). Again the ball carrier
passes the ball to who ever the second defender has not followed and is running into space.

D1 D2 D3 D1 D2 D3

9 9

A1 A1
A2 A2
A3 A3

Figure 9: Blocker Figure 10: Slider

ACTIVITY NAME: COMMITTING DEFENDER/PASSING NUMBERS: 7 + players
1 Footballs Markers 3 Shields Tackle bags
EQUIPMENT:
Contact suits Agility poles Other:

Description Variations/Progressions
• Attackers (A1-A4) begin in single file as do defenders (D1-D3) • Progression is let the defence run their own pattern with the
holding shields ( ) in opposite direction. The coach (C) attackers having to adjust.
stands in between facing the attackers with ball. • Play on from contact to react to next phase and/or maintaining
• The first defender is approximately 3m from the coach with 2m possession.
between each defender. • Players may be added to both attack and defence for larger
• The attackers begin with approximately 1m between each groups. Start the activity with more attackers than defenders.
attacker.
• The coach throws ball to left or right. Attackers react and all fan
to that direction. Defenders fan out to take first 3 attackers. Last
attacker should receive pass with no one in front. The first three
attackers aim to commit the first three defenders.

Coaching Points Diagram
• The first aim of the activity is to have the players throw the
appropriate pass to get the ball to the outside support player
whilst committing the defenders.
• Running straight (or to the inside shoulder of the defender) and
with speed will enable the ball carrier to commit the defender
and set up space on the outside. D3 D2 D1 C A1 A2 A3 A4
• The first two passes may need to be angled slightly back in
order to give the lateral support player enough time and space.
• The defence is structured so that the players can practice these The coach has thrown the ball to their left facing the attackers.
skills whilst still having to make decisions in relation to timing of
the pass and angle of run. Once the players can perform these
skills under certain pressure then they should progress (see
progressions).

G:COACHINGCOACHING RESOURCESCOACH EDUCATION - ACTIVITIESAttacking-Tracking activitiesCOMITTING DEFENDER-PASSING.doc P-12+

ACTIVITY NAME: Body Shape in Contact – Ball Carrier Leg Drive NUMBERS: 4+
4 Footballs 10 Markers 4 Shields Tackle bags
EQUIPMENT:

• The first Group of Attackers (A1, A2, A3, A4) start facing
forward already in contact with the defender holding the hit • Take away the second attacker until every one can maintain
shield (D1, D2, D3, D4) body shape and present a good long place
• On the coaches call the first group of Attackers drive the pad • Second group of attackers latch (hammer) and help drive shield
holder back to marker holder
• When they reach the marker the Attacker goes to ground and
long places the ball
• The second group of attackers then clean out the defenders


• Start with the Attackers in a strong body position already
contacting the pad, ready to drive
• Small powerful steps
• Head should be in a fully extended position (chin off chest) with
no rotation. Looking forward, not down
• The back (spine) should be straight while toes, knees, hips and
shoulders remain square D1 D2 D3 D4
• Shield holder to make the attacker work hard
A1 A2 A3 A4

A5 A6 A7 A8

ACTIVITY NAME: CONTINUOUS TRACKING/DEFENCE DRILL NUMBERS: 2 - 10
1 Footballs 4 Markers Shields Tackle bags
EQUIPMENT:

Defender D1 starts with the ball. On the coach’s cue A1 and D1 Progression is to build up the attacking players so it becomes a 2 on 1
run towards each other, D1 pops the ball to A1 on the way past. situation (as seen in diagram B).
Both players round the opposite markers ( ). A1 then attempts Build on the number of defenders as well as attackers. So there is a 3
to score at the original starting end. At the same time D1 on 2 situation. Size of the grid may need to be altered.
attempts to move up and put a two handed tag on A1. Another progression is to introduce the tackle in place of the two-hand
A1 passes the ball to A2 and then becomes a defender. grab.
Encourage players to attack inside as well as outside defenders, using
D1 lines up with the attackers.
angles such as switches.
Once players have had a turn at defending or attacking they
For the activity to be more attack orientated use three attackers
continually rotate. against one defender. The defender starts with the ball and on the run
past the attackers they choose to pass to any of the attackers who
then turn and attack.


Players should perform attack and defence roles at pace. D1 D1
Attackers initial movement should be forward to commit
defenders (three quick steps).
Defenders should be encouraged to move up quickly to deny
time and space of the attacker. The defender should also defend
on the inside shoulder of the attacker, pushing them out.
In 1 v 1 situation, attackers should attempt to bet the defender
with running angles and footwork. While in the 2 v 1, attackers
should also attempt to commit (move) the defenders, creating A1 A1
space for support. A2 A2
Defenders should never be beaten on the inside. A3 A3

A B

ACTIVITY NAME: CONTINUOUS LATERAL PASSING – 3 sides of the grid NUMBERS: 9-18
EQUIPMENT:
Contact suits 4 Agility poles Other: Markers or tackle bags can be used for agility poles.

• Simple lateral passing drill using three groups (in the diagram • Poles, markers or players maybe staggered to mimic defenders
example there are three groups of three), the ball is laterally within the grid.
passed from 1 through to 3. While passing each group must • Use different passes such as cuts, loops and switches.
cross from one side of the grid to the other, then turn, ready to • Increase foot speed.
go again. • Change group numbers and or increase size of grid.
• Grid should be approximately 10x10 meters. Grid size will vary
depending on skill level, age and numbers.
• Group A begins with the ball running to the opposite side
passing from A1 to A3. A3 passes laterally to B1 who then
continues the process.
• B3 then pops the ball to C1, C3 completes the cycle by passing
laterally to A3.
• The coach chooses how many cycles are run.
• Pass ball out in front of the player.
• Player receiving pass should have hands up ready and facing
passer.
• No spiral passes. C3 B1
• Verbal communication important.
• Keep running straight. Beginning with outside foot forward will C2 B2
assist with running straight.
C1 B3

A1 A2 A3

P – 12+

ACTIVITY NAME: Continuous Primary Support NUMBERS: 9+
EQUIPMENT:

• Attacker in the centre (A) passes to A1, A then becomes primary
supporter Defenders wearing suits
• A1 takes the ball into contact can run or pass
• A attempts to latch / hammer / cleanout Bring a third attacker into each grid
• HB calls A1 and A to ground then passes to next Attacker in the
centre
• A passes to A2 and the activity continues
• Defenders use pads

D2 D4
• Defenders must work constantly to align in the grid not
D1 D3
behind it
• Attackers change angle of run to move into defenders weak
point
• Defenders must move forward into contact
• Line speed for defenders and attackers
• Attackers attempt to stay on feet until called to ground
A1 A2
A
A
HB
A
A
A

ACTIVITY NAME: CODE: DM1 NUMBERS: 4 - 20
Dynamic Mauling – Including Foot Speed
EQUIPMENT:
4 Contact suits 4 Agility poles Other:


1. Players (A) and (D) begin activity lying on their stomach 1. Player (S) joins in as a supporter of player (D). Starting on
facing the poles waiting for coach to say go. the ground also and comes forward on the ‘go’ call.
2. On the go call, both players jump up, (A) spins and runs at 2. Defenders can also start at (C1) and / or (C2) and make a
(D), Using the correct foot work, avoids full contact and tackle on player (A) after they avoid player (D).
drives through weak point of defender (D) who is running 3. Attacking support players can start at (B1) and / or (B2) and
straight at the poles (does not change line). after running around one of the poles can track player (A)
3. Once player (A) has avoided contact with (D), they must into a contact situation and position them selves to assist in
drive through weak point of (S). Players from (B1) & (B2) act the dynamic maul.
as the latcher and anchor. 4. Players at (B) and (c) can swap roles (which will give them
4. Players from (C1) & (C2) provide assistance to (S). further to run to assist) and after running around opposite
markers can enter the maul as the plugs.


1. Speed - off the ground with ball security. (S)
2. ‘Foot Work in a contact situation’ - to avoid the strong tackle (BP)
(T1) and push through the weaker area (T2). (C2) (D) (C1)
3. Correct body shape in contact - keeping in mind the correct
techniques involved.
4. Speed of support players to latch and anchor onto ball carrier
and correct techniques involved
5. Ball transfer from ball carrier to anchor
(B1) (A) (B2)

Foot Speed for Rugby Union
‘Ladder Activities’

Foot Speed – Running

Activity 1.
Name: Fast feet – One in.
Activity: Using the speed ladders have
your players start with one (1) foot in
each frame.
Coaching Points:
1. Concentrate on a fast leg action with
a dynamic and powerful foot strike
on the ground.
2. Players should keep their heads up
looking forward and not at their feet.
3. Encourage arm action or include a
football. Feet Placement
4. Accelerate out of ladders for a short Left – Black / Right - Figure 1 – One foot in each
distance. White ladder.

Activity 2.
Name: Fast feet – Two in.
your players put two (2) feet in each
frame.
Coaching Points:
on the ground.
looking ahead and not at the ground.
3. Encourage arm action or include a
football.
4. Accelerate out of ladders for a short Feet Placement
Left – Black / Right - Figure 2 – two feet in each
distance. ladder
White

Ladder Activities continued………..

Activity 3.
Name: Fast feet – two in, one out.
your players put two feet in each frame
with a small lateral step outside each
frame. You could progress this to ever
second frame.
Coaching Points:
on the ground.
looking forward and not at their feet. Feet Placement
3. Encourage arm action or include a Left – Black / Right - Figure 3 – Two feet in each
football. White ladder and one foot out side
5. Accelerate out of ladders the ladder.

Activity 4.
Name: Fast feet into contact.
your players put one (1) foot in each
frame. Once at the defender (D), D
implement a small lateral (about 45°) and
then continue through next ladder.
Coaching Points:
a dynamic lateral & inside foot strike
on the ground to maintain balance
and power through contact.
2. Players should keep their heads up Feet Placement
looking ahead while lowering their Left – Black / Right -
bodies slightly. White
3. Encourage ball transfer away from
contact. Figure 4 – Foot speed in
4. Accelerate out of ladders for a short contact. Lateral step followed
distance. by an inside power step.
5. Practice both sides

Ladder Activities continued………..

Activity 1.
Name: Foot speed lateral – Two in.
your players face side on to the ladders
and proceed through the ladder laterally
putting two feet in each frame, l
Coaching Points:
dynamic and powerful foot strikes on
the ground
2. Keep hips square, and move lateral.
3. Players should keep heads up
looking forward and not at the Figure 5 – Lateral movement
ground. Feet Placement through ladders. Two feet in each
4. Encourage arm action or introduce a Left – Black / Right - ladder while moving lateral.
ball. White
5. Accelerate out of the ladders the
way you are facing.

Foot Speed for Rugby
In recent history, foot speed has only been associated with athletics and track running with an emphasis
being placed on training of foot speed. Foot speed also plays an integral part in rugby. In the modern game
foot speed is classified as a highly important skill, which needs to be tought and practised when coaching
teams and rugby players.
Foot Speed is a requirement in rugby union in all areas of our game, these include:
i. Attacking
ii. Defending
iii. Tackling (leg drive)
iv. Scrummaging
v. Lineout (movement / feet placement)
vi. Ruck / Maul.
Foot Speed for rugby can be broken down into three (3) main focus areas when coaching:
1. Foot Speed in Running
2. Foot Speed into / through Contact, and
3. Foot Speed to avoid Contact.

Foot speed in running (Acceleration / Deceleration)
This focus of foot speed mainly deals with the ability to accelerate and decelerate, and looks at the
dynamic contact of the foot with the ground to generate power and speed. The body shape of leaning
forward will assist with the acceleration process while the shape of standing up will assist with the
deceleration of a player. It is important to note that the speed of foot (strike frequency) should not change.

Stride length and Frequency (rate of leg turn over) is used to measure the productivity of acceleration and
deceleration. An increase in the amount of foot strikes allows you to contact the ground more often to
generate power and more importantly, decrease the length of time your feet are in the air. Which results in
less power, les stability and slower reaction time.

Large strides early in acceleration require the feet to be off the ground longer than shorter strides. The result
is less force production, which will have a direct effect on the acceleration process.

Through the acceleration and deceleration process, it is clear that the foot contact with the ground is of
prime importance. When looking at this we must take three (3) things into account; 1. What part of the foot
makes contact with the ground? 2. How high should the foot / knee go in this action? And 3. What body
shape should you apply?

To generate the most amount of power and speed while
accelerating the ball of foot, not just toes, must make a
dynamic contact with the ground while in a position
directly underneath the body. The feet should be shoulder
width apart while accelerating to give effective balance
and stability. It is important to manage the foot / leg
height of the stride while acceleration and decelerating as
so once again, the power generator – the foot / leg, is not
off the ground for long periods of time. While accelerating
the body should be leaning forward to assist in generating
power while in deceleration the body should be up in a Figure 1. Leg height & foot contact
taller stance. Foot strike frequency should remain the
same

The ability to lower the center of gravity (abdominals) will assist in the accelerating process by allowing a
greater horizontal force to be applied to the ground.

Foot speed into / through contact
This section deals with foot speed and foot
placement of a player coming into & through a
contact situation. The ability of an attacker to
change the direction of the attack slightly and still
be in a strong position when contact is made.

It can be said that defenders have two tackle target
areas on their bodies (shown in Fig 1.2), Target
Area 1(T-1) and Target Area 2 (T-2).
T- 2 T-1

Figure 2. – Tackle target areas

The strong offensive tackle will be made through T-1, while the less aggressive and weaker tackle (if any)
will be made through T-2. It is T-2 area the attacker should target, so that one of the key principles of rugby
is applied-Go Forward.

Foot speed into contact is the ability to change direction slightly and go from attacking T-1 to attacking T-2.
This must happen within a meter so the defender has little time to react. The feet placement can be seen
below with the attacker approaching the defender’s T-1 area and
at the last second changes direction slightly to attack and make
contact with the defender’s T-2 area.

The foot placement, speed and stride length of the attacker prior
C
to and in contact is of high importance. This will allow the
(P) D
attacking player to remain strong and balanced.

A – Approaching defender, attack player (T-1). B
(L)
B – Foot placement off normal line (outside foot),
almost lateral (L) A

C – Inside foot down quickly (close to defender)
and power through contact (P).

Figure 3 - Feet Placement in Contact

How effective you are will depend on how quick the action of the lateral (L) step and the Inside power leg (P)
occurs. Shorter stride length is required in approaching contact so that the time a player is on one leg (off
balanced and generating little power) in contact is minimized.

Along with this footwork in contact, things such as ball transfer (away from contact) and body height
(lowering the center of gravity) must also be coaches as part of this unit.

Figure 1 Figure 2 Figure 3

Foot speed to avoid contact
This section deals with the ability to avoid contact through the effective use of foot speed. Foot speed to
avoid contact uses principals from both foot speed in running (acceleration and deceleration) and foot speed
in contact (changing direction).

Foot speed to avoid contact can also be referred to as Agility or Evasion.

It is the ability to change direction with:

1. Vision

2. Speed

3. Balance

This skill of changing direction will need to be done at a
distance from the defender. This will increase the
chance of contact being avoided or at leased is
minimized; Speed allows little time for the defender to
react and get in a strong position to make a tackle;
Vision provides the attacker with an opportunity to
make a correct decision; and Balance allows the
Figure 4
attacker to accelerate with power after a change of
direction has been made.

Foot speed is an extremely important part of modem rugby and once broken into the three focus areas can
be easily applied to coaching rugby. Coaches need to identify the 3 types of foot speed and apply them to
the correct situation within a game structure.

ACTIVITY NAME: Foot Speed – Agility (Colour Reaction) NUMBERS: 1 - 10

Footballs 14 Markers Shields Tackle bags
EQUIPMENT:

Players start between the pink markers. Complete the activity with a ball in hand and transfer the ball
The coach will call a colour, either red, green yellow or green. when stepping, score the try over the line.
The player must follow that colour stepping off each the three Work in pairs one behind the other, the chaser has to attempt
markers and accelerating to the line to complete the drill. to get a tag on the runner at each marker.
Player to run with a ball in hand. Use evasion belts if available
Place poles in the markers if available, players to transfer
ball away from the poles (simulating contact).
While in pairs, only let the first player know the colour to
make the second must work harder.
Second player to face the other way at start.

To be completed at 100% intensity, athletes must be warmed
up prior.
Players must step off the outside foot and attempt to
accelerate between markers.
Players need to accelerate immediately after a change in
direction
Reaction time to the calling of a colour – head up to assist
with vision.

G:COACHINGCOACHING RESOURCESCOACH EDUCATION - ACTIVITIESFOOT SPEEDFoot Speed - Agility (Colour Reaction).doc

ACTIVITY NAME: Footwork - Change of Direction Races NUMBERS: 2+
EQUIPMENT:
Contact suits 4 Agility poles Other:

• A1 and A2 sprint forward between the agility poles • Move the first two poles closer together to make it big enough
• They then turn and sprint around the next pole (the long for one player, so the players must jostle for front position
way)
• Players should transfer the ball to the outside arm and
lightly palm the pole ie. A1 goes through the first poles and
palms with left hand, transfers the ball and goes around the
next pole palming with the right hand, A2 is opposite
• While A1 and A2 are rounding the second pole the coach
calls ‘red’ or ‘blue’ the players must react and sprint to the
cones

• Attackers start in a split stance
• Ball in two hands, transferring ball to outside arm and palm
agility pole
• Players should lower their body height and shorten their stride
length as they change direction

A1 A2

ACTIVITY NAME: Footspeed In Contact NUMBERS: 2+
EQUIPMENT:

• A1 carries the ball in two hands towards the hit shield (D1) • Increase speed of activity.
• The hit shield is being held between 2 agility poles (1.5 meters • Decrease running time (space between catching pass and
apart) stepping through contact)
• A1 must step and drive through the weak point of the D1 (thus • Running onto pop pass.
changing the point of attack from the chest (strong area) of the
defender to the arms (weak area) of defender.
• A1 then passes to A2 who repeats the process. D1 spins around
and faces A2.
• The agility poles are close enough that the attackers must make
some contact with the hit shield to get through the gate without
knocking the pole over
• The attackers should change their point of attack by 6 - 10 A2 A3
inches and drive through the weak point of the defender / pad
(arms)
• Short, quick (dynamic) steps are required as so the attacker is
not on one foot for long periods of time.
• The ball should be transferred away from contact to the outside D1
arm
• Attackers should lower their body height as they go into contact D2
to remain strong and balanced while in contact.
• Attackers should aim to drive through contact with their inside
leg forward

A1 A4

ACTIVITY NAME: Footspeed In Contact NUMBERS: 2+
EQUIPMENT:

• A1 carries the ball in two hands towards the hit shield (D1) • Increase speed of activity.
• The hit shield is being held between 2 agility poles (1.5 meters • Decrease running time (space between catching pass and
apart) stepping through contact)
• A1 must step and drive through the weak point of the D1 (thus • Once player has gone through contact, they dive on the ground
changing the point of attack from the chest (strong area) of the and pop pass up to a support player who has followed the ball
defender to the arms (weak area) of defender. carrier through contact. The support player then pass a flat
• A1 then passes (flat lateral pass) to A2 who catches pass under lateral pass to next player at A2.
pressure (close to defender D2) and applies the correct footwork
to push through D2.
• A2 then passes (flat lateral pass) to next player at A1 who
repeats the process.
• The attackers should change their point of attack by 6 - 10 A2
inches and drive through the weak point of the defender / pad
(arms)
• Short, quick (dynamic) steps are required as so the attacker is
not on one foot for long periods of time.
• The ball should be transferred away from contact to the outside D1
arm
• Attackers should lower their body height as they go into contact D2
to remain strong and balanced while in contact.
• Attackers should aim to drive through contact with their inside
leg forward

A1

ACTIVITY NAME: GAIN LINE – ATTACK V DEFENCE NUMBERS: 12+
6 Footballs Markers 3 Shields Tackle bags
EQUIPMENT:
√ Contact suits Agility poles Other: Anything can be used as breakdown areas

• Six defenders ( ) play nine attackers ( ). • Vary numbers of attack and defence as skill improves.
• Three breakdown areas are marked and numbered ( ) and • Change the position of the breakdowns incorporating short
two balls are placed at each. sides of the field.
• If possible it is best to run this activity using the width of a rugby • Vary/increase the number of breakdowns called by the
field.
coach in each set to incorporate conditioning.
• The coach calls a breakdown area from where the attacking team
will play the ball ie. 1, 2 or 3. The half back or acting half back will
• Incorporate contact and play a number of phases.
get themselves in a position to clear the ball or run. • Design attacking plays or options to exploit defensive
• The defenders must defend the edges of the breakdown, having weaknesses.
at least two defenders either side of the breakdown.
• The coach will count down the delivery of the ball to the attacking
team who attempts to beat the defence.
• Once attack is over the coach will call another breakdown for the
next attack to begin.
Coaching Points attack
• The defending team must have a player either side of the
breakdown defending the immediate zone 1m off the breakdown
(commonly referred to as ‘pillar’).
• The second defender out will mark the channel between halfback
and first receiver. 9
• The third defender will mark the first receiver.
• Communication is vital. The defending players, particularly the
pillar, must communicate verbally and physically (ie. raise an
arm). The three defenders move forward together as a “wall”. 2
• The attacking team must align early and explore all options
available. 1
defence
• Defence should ensure they never get beaten on the inside and 3
make the attacking team work hard to only break through on the
outside. Defending players must not leave zone until the ball has
moved two passes wide.

D 16+

ACTIVITY NAME: GRID TARGET PASSING NUMBERS: 8 + players
EQUIPMENT:

• Set up a grid 5m x 5m and line up players as indicated in the • Organisation of grid can be modified to suit player numbers.
diagram below. • Grid size can be altered (larger or smaller)
• While working in one grid, players are split into two even groups • Change ball (football, tennis ball etc)
who work together i.e. A’s with A’s and B’s with B’s.
• A1 & B1 start activity by running forward with a ball, when they
get to a marker they must pass the ball across the grid to their
partner i.e. A1 passes to A1 and B1 passes to B1.
• The grid continues with A1 then running forward and passing
across grid to A2, and B1 doing the same but passes to B2.
• Continue
• All lateral passes need to be put into space for the support A3
A2
player to run onto (attack) the ball. A1
B3, b2, b1
• Players should have hands up ready for the ball and should
begin with outside foot forward to initiate straight running.
• Players work to have all lateral passes consistent whilst
attacking with speed and running straight. Passing speed needs
to be maintained.
• Players need to communicate by calling for the ball when they
are in a position to receive it.
• Groups need to work hard to realign, ready for the next run B1, b2, b3
through. A1
• The grid can be used as a warm up activity gradually increasing A2
A3
the intensity as the body warms up.
• Quality of pass (speed and direction)

ACTIVITY NAME: Hammer / Latch Maul – Static Start NUMBERS: 10+
EQUIPMENT:
5 Contact suits Agility poles Other:

• A1 starts in contact with D1 – Not running into contact
• The other attackers and defenders are all 2 metres behind their • Add more players and have options to run the ball after initial
man maul goes to ground
• On the Coaches call A1 attempts to drive forward and D1
resists. All the attackers and defenders join in
• The attackers attempt to maul the ball to score a try
• If they are brought to ground the attackers should attempt to
rebuild or pick and go with a support player (hammer / latch)


• Ensure A1 is in Strong body position, facing forward ready to Tryline
drive
• A1 to start with the ball away from contact
• Attackers trying to remain facing forward and driving and
transfer the ball to the back
D2 D3 D4 D5

D1
A1

A2 A3 A4 A5

ACTIVITY NAME: Attack v Defence (HPU “S” Drill) NUMBERS: 5+

EQUIPMENT:

The coach calls a colour either blue or red. The colour called The coach to pass to any attacker.
immediately runs to the other end of the grid & turn becoming The coach to stand on the try line and roll the ball in.
defenders. Introduce contact and two phases with emphasis on leg drive
The remainder become attackers, attempting to score a try through contact and being effective at the break down.
between the black markers.
The coach passes to first receiver who must run an ‘S’
line.
The second receiver is encouraged to run a skinny switch
as an option.
5 should be accelerating into the space.

The onus is placed on the first receiver to react to the situation
and make correct decision.
Options for the first receiver are switch with 2, hold and run
through possible space or draw and pass to 5 wide.
All attackers must commit a defender by attacking the correct
shoulder.
Outside support must concentrate on depth of support and
c
timing of run.
Quality of pass is crucial.
Players pre- planning should be discouraged.

1 2 3 4 5

INDIVIDUAL SKILL DEVELOPMENT PROGRAM

1. BALL HANDLING

All drills can be performed with rugby balls (RB), tennis balls (TB) or netballs (NB).

Drill Explanation Workload

Drill 1: Finger Tip Drill
a) arms out in front moving ball from side to side 3 sets x 20 reps
b) arms to side moving ball from side to side over head 3 sets x 20 reps
c) complete drill 1a with pitter patter feet 3 sets x 20 reps

Drill 2: Quick Hands
a) legs spread shoulder width apart release ball between legs and regather with 3 sets x 20 reps
hands behind legs
b) same as 2a with eyes closed 3 sets x 10 reps
c) legs spread shoulder width apart one hand in front of legs holding ball other 3 sets x 20 reps
behind release and regather ball whilst swapping hands. ie. Left hand from
front to back
Right hand from back to front

Drill 3: Over Shoulder
a) pass ball over shoulder and catch behind back 3 sets x 5 reps
b) as above whilst running 3 sets x 5 reps

Drill 4: Front and Back
a) with a partner stand back to back. Throw ball over head for partner to react 3 sets x 10 reps
and catch

Drill 5: Overs and Unders
a) pairs stand facing each other with ball, one passes high the other low. Start 3 sets x 30 reps
approx 3 metres apart and move closer to decrease reaction time

For more information on Coach Education visit www.nswrugby.com.au


2. PASSING


Drill 1: 3 in a Row
a) Throw a spiral pass in the air as high as possible whilst catching without 3 sets x 10 reps-left
moving feet from shoulder width apart 3 sets x 10 reps-right

Drill 2: Partner Passing
a) pairs stand facing each other with a ball 3m apart. Ball starts in players 3 sets x 1 min
right hand - on given cue both pass to each other using right hand only.
Pass can be caught with two hands but passed only with right hand.
b) as above but with left hand
c) as above - right hand with jogging on spot 3 sets x 1 min
d) as above - left hand with jogging on sport 3 sets x 30 sec
e) as above with 2 handed passes whilst jogging 3 sets x 30 sec
4 sets x 30 sec
(2 L handed: 2 R handed)

Drill 3: 5m, 10m, 15m Passing Drill
a) Players stand 5m apart pass to each other whilst walking 2 sets x 100m
b) as above but jogging 2 sets x 100m
c) as above but running 90% 2 sets x 100m
d) Players stand 10m apart pass to each other walking 2 sets x 100m
e) as above but jogging 2 sets x 100m
f) as above but running 90% 2 sets x 100m
g) Players stand 15m apart pass to each other walking 2 sets x 100m
h) as above but jogging 2 sets x 100m
i) as above but running 90% 2 sets x 100m



3. AGILITY / EVASION


Drill 1: Pitter Patters
Start 5m ------ x x x ------ 5m Finish
x x

Cones are set out as above. Approx 2m in length and 2m in width apart.
Start line should be approx 5m from cone 1 and finish line approx 5m from
cone 5.
a) players start on line and do 5 stationary pitter-patters before exploding 3 sets
to cone 1, when reaching cone 1 complete 5 pitter-patters and then (1 min walk back
recovery between sets)
explode to cone 2. Continued until reach finish line.
3 sets
b) as above with ball in both hands. (1 min walk back
recovery between sets).
c) as above with ball transferring.
ie. move to the left ball to right arm. 3 sets
move to the right ball to left arm. (1 min walk back
recovery between sets).

Drill 2: Reaction Cones
Blue White Green Orange Yellow Line 2
x x x x x

White Blue Green Yellow Orange Line 1
x x x x x

__________________________________ Start Line
Start Line

Ten cones (x) are set out as shown above (2 cones of each colour). Cones
should be approx 5m apart.

a) Player moves laterally along start line facing cones, on the call of a
colour accelerate out to that colour cone in line 1 changes direction at 5 sets
(30 sec walk back recovery)
cone and accelerate to same colour cone on line 2.
b) As above but scoops ball up from colour cone called on line 1 and 5 sets
accelerates to same colour cone on line 2. (30 sec walk back recovery)
c) Player double foot bounds into start line at time of fourth contact on
start line a colour is called. Same as (a). 5 sets
(30 sec walk back recovery)



4. BALL HANDLING ABOVE HEAD


Drill 1: Seated Drills
a) pairs sit facing one another with balls of feet against each other using 3 sets x 20 reps
one ball throws to partners right hand from your left.
b) as above in (a) except throw to partners left hand from your right.
c) use 2 balls at same time. 3 sets x 20 reps

3 sets x 20 reps

Drill 2: Finger Tip Drill
a) Arms held above head moving ball from side to side 3 sets x 20 reps
b) Volleyball sets with finger tip control push ball into air from above head. 3 sets x 20 reps
Keeping hands up in front of face.

Drill 3: Wall Drill
a) Using netball stand arm length from the wall, throw ball at shoulder 4 sets x 20 reps
height against wall and regather (stressing finger tip control) (2 L handed: 2 R handed)
b) Using 2 netballs as above in (a) keeping the balls going.
c) As in (b) hands must touch thighs in between each throw and catch 4 sets x 20 reps
(may need to throw ball higher on wall to increase reaction time). 3 sets x 10 reps

Drill 4: Soccer Throws
a) Facing partner throw soccer throw in style to partner who catches and 3 sets x 30 reps
throws immediately back.



5. KICK RECEIPTS


Drill 1: Chest Marks

a) Have kicks put up to you. Catch ball at face level & bring quickly to 3 sets x 5 successful
chest catches
(key points: hands above eyes, turn side on at point of catch).
3 sets x 5 successful
b) As above (a) but leave ground to catch ball. catches

Drill 2: Overhead Marks

a) Have kicks put up to you; catch ball in two hands above face and bring 3 sets x 5 successful
quickly to chest. catches
3 sets x 5 successful
b) As above (a) but leave ground to catch ball. catches

Drill 3: Low Ball Reception

a) Have kicks grubbered along ground to you; trap with feet and pick up. 2 sets x 5 successful pick
ups
b) As above but pick up with hands at 50% speed. 2 sets x 5 successful pick
ups
c) As above but attack and pick up with hands at 100%. 2 sets x 5 successful pick
ups

Drill 4: Random Ball Reception

a) Have random kicks put to you with call on style of catch or pick up made 3 sets x 5 success
to you by kicker on approach. receipts



6. LINEOUT THROW

NB: Measure out 2, 4 and 6 throw distances from target, clearly mark target.
Key Points: a) Power from abs
b) Arms point at target after throw
c) Get off line after throw


Drill 1: Flat 2 Ball
a) throw in sets of 5 a flat 2 ball at target 3 sets x 5 throws
b) as in (a) but with eyes closed (learn to feel what ball is doing out of your 1 set x 5 throws
hand, open eyes once ball has left hands).

Drill 2: Lob 2 Ball
a) as in (1a). 3 sets x 5 throws
b) As (1b) with eyes closed. 1 set x 5 throws

Drill 3: Flat 4 Ball
b) as in (1b) with eyes closed. 1 set x 5 throws

Drill 4: Lob 4 Ball

Drill 5: Lob 6 Ball

Drill 6: Random Calls
a) Move around at random between lines 2, 4 and 6 and throw a mixture of 3 sets x 5 throws
lob ball and flat ball in your own time.

Drill 7: Throw from Knees
a) Players gets on knees on ground / mat and throws to partner standing 3 sets x 5 throws
on chair. concentrating on abdominal control and use.



7. THE CLEARING PASS
Drill 1: 3 in a Row
a) Throw a spiral pass in the air as high as possible whilst catching without 3 sets x 10 reps-left
moving feet from shoulder width apart 3 sets x 10 reps-right

Drill 2: Partner Passing
a) pairs stand facing each other with a ball 3m apart. Ball starts in players 3 sets x 1 min
right hand - on given cue both pass to each other using right hand only.
Pass can be caught with two hands but passed only with right hand.
b) as above but with left hand
c) as above - right hand with jogging on spot 3 sets x 1 min
d) as above - left hand with jogging on sport 3 sets x 30 sec
e) as above with 2 handed passes whilst jogging 3 sets x 30 sec
4 sets x 30 sec
(2 L handed: 2 R handed)

Drill 3: 4 Corner Grid
A B
x x
C set up 10 x 10m square with
x centre cone (c)
D E
x x

a) Halfback to start on cone A, pass to partner on B, who catches and puts 8 sets x 1 lap,4 passes)(4
ball down; once passed from ground halfback runs around cone C and L to R : 4 R to L)(15 sec
pass from cone B to partner on E; who catches and puts ball down; recovery between sets
once pass from ground run around cone C and run to E continue drill
around square.
Drill 4: Reaction and Lineout Clearance Pass Drill
o o
target target

a) Partner holds two balls above with out stretched arms. Athlete in
crouch position faces partner : once a ball has been dropped athlete
reacts to catch and quickly passes at target (ie. ball dropped to left 2 sets x 5 passes
throw at left target).
b) as above but athlete on toes doing pitter-patter in preparation for ball
drop. 3 sets x 5 passes



8. JUMPING SKILLS

NB: Ensure athlete has supportive footwear and is completing drills on pliable surface
thoroughly warmed up.


Drill 1: Double Foot Hops

a) Lateral double foot hops - ie. side to side over cone aiming 3 sets x 8 jumps
at maximum jump height and minimum ground contact (30 sec recovery between
time. sets)

b) Front to back double foot hops - ie. front to back over cone 3 sets x 8 jumps
as above in (a). (30 sec recovery between
sets)

Drill 2: Tuck Jumps

a) Tuck jumps aiming at max. jump height and minimum 3 sets x 6 jumps
ground contact time. (45 sec recovery between
sets)

Drill 3: Unassisted Lineout Jumps

a) Using exact pre-jump movement patterns for 2 jump, or 4 3 sets x 5 jumps
jump, or walk back 2 and 4 jump complete 5 maximal effort (1min recovery between
replications with 10 sec recovery between jumps. Mixing sets)
up type of jump randomly.

Drill 4: Basketball Rebounds

a) Using a wall and round ball. Jump and release ball high 3 sets x 4 jumps
onto wall once you hit ground re-jump and 2 handed tap (1min recovery between
ball back up to wall whilst at peak of jump. Repeat 4 sets)
times.



9. PELVIC STABILITY

NB: For all of the exercises listed below, unless stated otherwise, start by placing your hands under the small of your
back. The initial movement for each of the exercises is to push your back down into your hands. You must
attempt to keep the same pressure on your hands at all times through the exercise while breathing normally.
As soon as you feel the pressure ease, stop the exercise and start again. The idea is to be able to maintain a
strong abdominal contraction for about 60 seconds while being able to breathe normally.


Drill 1: In lying with thighs vertical and knees bent to 90 degrees, push you back into
your hands, maintaining the same pressure while you breathe normally. Try 2-3 sets x up to 1 min
and hold for 30 seconds to start. As this becomes easy, keep the
contraction going for up to a minute. Breathing must remain in normal
rhythm throughout the exercise.

Drill 2: In lying with thighs vertical and knees bent to 90 degrees, push you back into
your hands, maintaining the same pressure while you breathe normally. 1 set x 10 each leg
while maintaining your contraction, lower 1 leg towards the floor and then
back up again. Still with the contraction on repeat the movement with the
other leg. As soon as the pressure through your hands diminishes, readjust
your position and start again. Repeat 10 times each leg. Breathing must
remain in normal rhythm throughout the exercise.

Drill 3: In lying with thighs vertical and knees bent to 90 degrees, place your hands
on the front of your thighs. While pushing your back into the ground, press 3 sets x 30 sec
your knees towards your chest and stop the movement from happening with
your hands. Hold the contraction on for 30 seconds.

Drill 4: In lying with thighs vertical and knees straight, push your back into your
hands, maintaining the same pressure while you breathe normally. Try and 3 sets x up to 1 min
hold for 30 seconds to start. As this becomes easy keep the contraction
going for up to a minute. Breathing must remain in normal rhythm
throughout the exercise.

Drill 5: Assume a push up position weightbearing through your hands and feet,
making sure that your body maintains a good straight position. Hold the 3 sets x 30 sec
position for 30 seconds.


INDIVIDUAL SKILL DEVELOPMENT PROGRAMME

10. BALANCE / PROPRIOCEPTIVE AWARENESS


Drill 1: Line Run

a) Player to carry ball in two hands and run at 50-70% along sideline for 4 sets x 22m
22m. Feet must land on the sideline (not beside it). (15 sec recovery)

b) As above except feet are not allowed to touch sideline and requires ‘fast
foot speed’. 4 sets x 22m
(15 sec running)
c) As above in (a) feet touching on the line however a randomly called
‘stop’ is made (approx. 2-3 each length) and athlete must stop on foot
they have landed on when call is made a pause and compose balance 4 sets x 22m
for 5 seconds. (15 sec running)

Drill 2: Spinner

a) With feet shoulder width apart a series of (5) calls are made (ie. 90, 4 sets x 5 spinners
180, 270, 360 degrees). Athlete jumps and spins appropriate degree, (30 sec recovery)
lands and quickly regains balance.

b) As above but call is made while athlete is jogging forwards or
backwards. 2 sets x 5 spinner
(30 sec recovery)

Drill 3: Knee Slap

a) Partners are crouched position. Keeping a wide base and low centre of 3 sets x 30 seconds
gravity must attempt to slap partner behind knee. (1min recovery)



11. THE PUNT KICK


Drill 1: Leg Swings

Whilst keeping body upright, and abdominals contracted;
a) front to back swings gradually increasing range of motion. 2 sets x 10 swings
each leg
b) side to side swings gradually increasing range of motion. 2 sets x 10 swings
each leg

Drill 2: Hip Raises

a) Standing upright with knee bent to 90 degrees and thigh raised to 2 sets x 30 raisers
parallel. Hold then raise slightly before returning to parallel repeat each leg
aiming to strengthen hip flexors to increase strength/power of kicking
muscles.

Drill 3: Ball Drops

(a) Complete ball drop phase of kick attempting to replicate every 5 ball drops right hand
balldrop identical. 5 ball drops left hand

Drill 4: Partner Kicking

a) Begin 15m apart from partner and aim to kick 10 successful spiral punts 2 sets x 10 kicks
consecutively (left and right footed alternately) onto partners chest.

b) Move to 25m apart from partner - as above. 2 sets x 10 kicks

c) Move to 35m apart from partner - as above. 2 sets x 10 kicks

Drill 5: Catch and Kick

a) Receive pass from partner and quickly kick ball into 5m channel aiming 3 sets x 10 kicks
at distance, correct technique and timing the ball (left and right footed
alternately).



12. GOAL KICKING AND RESTARTS


Drill 1: Leg Swings

Whilst keeping body upright, and abdominals contracted;
a) front to back swings gradually increasing range of motion. 2 sets x 10 swings each
leg
b) side to side swings gradually increasing range of motion. 2 sets x 10 swings each
leg

Drill 2: Hip Raises

a) Standing upright with knee bent to 90 degrees and thigh raised to 2 sets x 30 raisers each
parallel. Hold then raise slightly before returning to parallel repeat leg
aiming to strengthen hip flexors to increase strength/power of kicking
muscles.

Drill 3: Goal Kicks

a) 10 kicks from directly in front - 20m out. 1 set x 10 kicks

b) 10 kicks from 10m to side - 20m out (5 to the left - 5 to the right) 1 set x 10 kicks

c) 10 kicks from 15m to side - 25 m out (5 to the left - 5 to the right) 1 set x 10 kicks

Drill 4: Drop Kick - Restarts

a) 10 restarts to area 1 - aiming for maximum hang time and accuracy. 1 set x 10 kicks

b) 10 restarts to area 2 - aiming for maximum hang time and accuracy. 1 set x 10 kicks

c) 5 restarts to area 3 - aiming for maximum hang time and accuracy. 1 set x 5 kicks

d) 5 restarts to area 4 - aiming for maximum hang time and accuracy. 1 set x 5 kicks



13. BODY SHAPE - SCRUMMAGING


Drill 1: Individual Body Position

Feet shoulder width apart, bend knees to 90°, lift hips up and open chest, look 10 x sets of 10sec
forward leading with your chin (chin off chest) holds

NB: Hooker’s have feet slightly elongated with strike foot (right foot) half a step in
front and feet close together.

Drill 2: Knee slaps

Start by facing your partner and placing you right hand on each others shoulder.

a) While maintaining strong body shape, attempt to slap the back of your
partners right knee. 5 x 15 sec.
(30 sec. Recovery)
b) Change slapping arm
5 x 15 sec.
(30 sec. recovery)

Drill 3: 1 v 1 Scrummaging

With a partner starting on you knees, offset and engage before rising to feet.

a) Both turn right then left – Important to go wide before narrow with your steps 6 x 15 sec.
(30 sec. recovery)
b) Crab walks sideways (one person goes left, the other Right) 6 x 15 sec.
(30 sec. recovery)
c) Forward and Back (take the pressure and then apply the pressure) 6 x 15 sec.
(30 sec. recovery)

Drill 4: 2 v 1 Scrummaging

Ease into engagement, assume strong body position and bind onto opposition
player/s

a) Draw the binds (squeeze and draw the opposition players in towards yourself. 5 x 15 sec.
(30 sec. recovery)
b) Involve movement, sideways, forward & back as above 10 x 5 sec.
(30 sec. recovery)


ACTIVITY NAME: LATERAL PASSING AND SUPPORT CHANNEL NUMBERS: 8+
EQUIPMENT:
Contact suits Agility poles Other: 4 footballs can be used (one at B1, B2, B3, B4)

• A passing channel is created using eight markers ( ). The size of the • The attacking players can place the ball at random. The
channel needs to be suitable for the skill level/age of the group. supporting player from the outside (B1-B4) must support on the
• The attacking players (A1-A4) face up the channel. inside so that once the ball is placed there is no time wasted by
• B1 and B2 begin with a football. the supporting player to pick up the ball and continue to the
• The attacking players run up the channel and upon reaching B1 at the other side of the channel.
first marker A1 receives a lateral pass. The ball is passed along the • Numbers can vary to accommodate the size of the group/team.
attackers.
•
• Decreasing the space between receiving passes from the
Once B1 has passed the ball they support inside the ball so they
receive a pass outside of A4. B1 passes the ball to B3 ready for when outside will increase the pressure of the lateral passes thrown by
the attackers run back through the channel. the attackers and the support play of B1-B4.
• The sequence is continued at B2 with a lateral pass to A1.
• Once B1 and B2 have passed and supported, the attacking players
turn and run back through the channel receiving lateral passes from
B4 and B3.

• Pass ball out in front of the player.
7-10m
• Player receiving pass should have hands up ready and facing B1 B2
passer.
• No spiral passes. A1
A2
• Keep running straight. Beginning with outside foot forward will
assist with running straight. A3
• Support players need to support on the inside of the ball and
should attempt to go forward at all times and not run an arc A4
backwards in order to get to the outside of A4. This is made B3 B4
easier when the attacking players take the ball straight and at
pace. 25-30m

P-12+

ACTIVITY NAME: HPU - Open Srimmage Drill NUMBERS: 15
EQUIPMENT:


1st receiver (1R) throws second pass from ½ back to ball carrier (BC) Increase the amount of attackers & defenders involved
– play two pass game. Increase the number of phases required
BC challenges defender (D1) in full contact within 5m x 5m grid. Focus on team based phase options
Depending on the outcome of the tackle contest the next attackers
and defenders to the contest will need to make a decision.
Initially the first support player (S1) will clean out 1st defender (D1) so
that a situation is set up for the next support players (S2 – S5) to
make a decision as to their role at the tackle contest
The coach © will dictate the actions of the defenders that are lying
down in front of him

Look for quality D3 D4 D5
Decision making under pressure
Tackle contest roles & techniques (footwork, contact, hammer, D1 D2
cleanout etc)
Go forward in both attack and defence
A1/2
Support roles and responsibilities.
1R
S4 S3 S2 BR
S1

ACTIVITY NAME: Pass Get Back Pass Grid NUMBERS: 5+
EQUIPMENT:

• (A) starts with the ball and passes to (B) who immediately • Change direction of the grid to ensure players are passing from
passes ball back to (A) who is running towards (B). (A) then cuts both sides
the corner of the grid and passes the ball to (C). • Increase / decrease the size of work area (grid).
• (B) then runs to (C) and receives a pass back from (C) and then • Increase the number of players and balls involved.
passes to (D). • Increase speed – set targets for number of passes in a
• (C) runs to D etc designated time period

C D
• Players should have hands up (fingers spread) ready for the
ball.
• Communication – call for pass
• Soft hands and correct passing style (i.e. Pop pass or lateral
pass)
• Pass ball across the body and point fingers to target after
passing.

B A

Start

Module 2 – Preparation for Contact

PREPARATION FOR CONTACT
WRESTLING TECHNIQUES APPLICABLE TO RUGBY UNION

• ATTACKING THE INSIDE
- Dominating the Space.

• PREVENTING THE BALL CARRIER FROM GOING TO
GROUND

• TACKLE TECHNIQUE
- Spreading the Impact.

• CHANGING BODY POSITION UNDER FORCE
- Ball Presentation Under Force.

• BALANCE & STABILITY
- Strong body position prior to contact.

Level 2 1


ATTACKING THE INSIDE
For the defender to be in the most dominating position it is important that they are as close to the
ball carrier as possible while in contact. If a defender can get an arm ‘through’ the ball carrier by
‘attacking’ the inside (under the arm), this will allow the defender to control the situation and take
the space. This will prevent the ball carrier for either going to ground or effectively presenting the
ball post tackle.

ACTIVITY 1 – GETTING ON THE INSIDE.

Coaching Points:
- Players should practice this movement of ‘Attacking the Inside’ while standing very
close to each other
- The movement should be very dynamic and continnous
- Single arm first, then double arm action.
- 30 sec intervals with a 30 sec rest period.

ACTIVITY 2 – DOUBLE LOCK.

A double lock is achieved when one player successfully gets on the inside of their opponent and locks
them in to a position that prevents them from breaking out. This represents the tackle situation in a
game where the ball carrier is dominated and the ball transfer is disrupted or non-existent.

Coaching Points:
- Stance should be the same as above,
wide base close to opponent.
- In 30 sec intervals, both players must
attempt to complete a double lock on their
opponent.
- Players will need to be extremely dynamic
and in a strong / balanced position to
achieve this.

Level 2 2


PREVENTING THE BALL CARRIER FROM GOING TO GROUND
If a defending player can lock up a ball carrier and prevent them from going to ground then they
stand a high chance of preventing the ball transfer or at worst disrupting and slowing the process
down. This can be achieved by simply ‘attacking and getting the inside’ of the ball carrier while
being in a strong body position and dynamic.

ACTIVITY 1 – HOLDING PLAYER UP V GETTING TO GROUND

Coaching Points:

- Starting position, one player starts with a single arm lock (getting on the inside)
- On cue, that player must prevent his opponent from getting to ground.
- This can be achieved by performing a double lock while in a strong body position.
- The other player must attempt to break the lock and get to ground as quickly as
possible.

1. Starting Position 2. Attacking the Inside

3. Holding Player up off the ground 4. Player breaks lock and gets to ground

Level 2 3


TACKLE TECHNIQUE – SPREADING THE IMPACT
To avoid injury and increase the possibility of performing a successful, strong impacting tackle,
players should spread the contact area across the chest, front of shoulder and arms. It is important
to encourage players to ‘Attack’ the inside (under arm) with a strong arm and then squeeze in on
the target. This will allow players to ‘stick’ to close to the ball carrier and chase the hit.

ACTIVITY 1 – SKIP AND HIT

Coaching Points:
- Defenders head is up and looking
forward
- Step lead foot ‘to or through’ your
opponent and make chest, front of
shoulder and arm contact.
- Opposite foot – Opposite shoulder
- Attack inside of opponent by
punching strong arm through under
arm around opponents back.

ACTIVITY 2 – ATTACK INSIDE OF BALL CARRIER

Coaching Points:

- Using a ball, have defenders attack inside of ball carrier (under ball carrying arm)
- This will expose ball and at worst disrupts the ball presentation at post tackle
- As above, attacking the inside needs to be extremely dynamic (fast, strong &
powerful) to achieve the desired outcomes of dominating the tackle contest.
- The next player in simply latches onto ball and continues to drive ball carrier
backwards.

Player 2 locks onto ball and provides
Player 1 attacks the inside of ball carrier to assistance by way of leg drive.
disrupt the ball.
Level 2 4


CHANGING BODY POSITION UNDER FORCE
For a ball carrier to successfully present the ball on the ground post tackle, they will need to work
under force. This activity is extremely specific for this skill. Once a player is tackled, they must be
dynamic in their movements, to get themselves in the best position possible to present the ball.

ACTIVITY 1 – WORKING UNDER FORCE
Coaching Points:
- In pairs, 1 player on knees and forearms
while the other player is draped over their
back (dead weight).
- On coaches cue the player on the ground
must assume the position call by the coach
(e.g. left, right, back etc) and then return to
starting position as quickly and dynamically
as possible
- Introduce a ball and have the player control
and present the ball under force.
- The aim of the player on the ground is the
move dynamically and powerfully while
under force (player lying on top) Starting Position

Level 2 5


BALANCE & STABILITY

It is important that players in contact remain balanced and stable to avoid injury and provide the
best possible platform for their team. To become balanced and stable players need to establish
and maintain a solid wide base (feet shoulder width apart), lower their center of gravity by bending
the knees (keeping shoulders above hips) and move with short, quick steps as to ensure both feet
are on the ground for the majority of the time in contact.

ACTIVITY 1 – FACE SLAPS
Coaching Points:
- In pairs, each player holds their partners right
wrist
- At the coaches cue, players are to attempt to
slap others face.
- This activity is more about feet movement and
balance / stability and not the face slap.
- Each player must ensure they remain stable
and balanced
- At no time should the feet come together or
cross over. Feet should remain shoulder width
apart or wider.
- Step away, then towards.

ACTIVITY 1 – PERIPHERAL VISION 90°

Coaching Points:
- Grids 5m x 5m
- 3 players, one in the middle.
- Outside players shuffle up and down the line.
- Middle player must remain stable and in line
with them.
- Feet must go wider as a first reaction, then
crab
- Use pointing arm to keep 90° between left an
right arm
Variation
- Introduce a ball, players on the sides to pass the
ball to player in the middle while moving back
and forth.

Level 2 6

ACTIVITY NAME: Quick Passing / Defending NUMBERS: 15

EQUIPMENT:

1. Attackers ( ) at (A) start the activity by running forward to the 1. Increase the number of defenders.
pole and around it facing forward the entire time, and then
return back to marker. 2. Decrease the distance between poles and markers as so
2. Once the first player returns back to marker, player (B) then attackers have less time and space with the ball, which would
passes ball into activity. All players must return to marker before increase the intensity and pressure.
they are able to join in.
3. Once the ball is thrown to first player at (A), Defenders( ) from 3. Once player (B) passes ball into activity, they become active
(D) are put onside and must try to prevent attackers from scoring and also become attackers trying to score passed the poles.
a try over the try line, which is marker by the poles. This would increase the work load of the defenders marking it
4. Once the attackers have been tagged or the try is scored, then harder to defend against.
the process begins again.

1. Catching and Passing – hands up and reaching for the ball,
10m (D)
then transfer straight across the body and release. Quick Passes TRY

2. Footspeed – Accelerate from marker and hit the pass at speed.
10m
3. Creating Space – Running straight or Angles to create space (B)
for outside and inside support runners.

4. Communication – defenders must communicate there roles as
so they can attempt to defend successfully. Attackers must also (A)
communicate to effectively score the try.

ACTIVITY NAME: Scrum Body Shape – Moving Under Force NUMBERS: 2+

EQUIPMENT:

• S1 and S2 begin One vs One Scrummaging
• The coach then calls the colour of a marker and S1 & S2 • Can progress to 2 vs 1
must push each other to that mark in a controlled manner
• Coach ensures correct body position is maintained


• Small controlled steps
no rotation. Looking forward, not down
shoulders remain square S1
• Chest should be open with shoulders back S2
• Feet should be shoulder width apart and knees bent
• High hips, but not below shoulders

ACTIVITY NAME: Scrum Engagement – Timing and Positioning NUMBERS: 6+
EQUIPMENT:

• Players (P) begin in the middle of the grid and run around
passing the ball between each other running at pace • Players form groups of 3 and one holds the pad, one engages
• The Coach blows the whistle and the players sprint to a hit the pad as a hooker and the last player feeds the ball in
shield (halfback)
• One player holds the hit shield while the other lines up on it • Ensure the hooker strikes for the ball with the right foot in a
• The coach then calls ‘Crouch, Touch, Hold, Engage’ sweeping motion
(‘Slowly’ for Mini and Walla) • Ensure the halfback feeds the ball in from the left
• The players then engage the pad and drive it back one step
• The coach blows the whistle and the activity begins again

Coaching Points Diagram Hit shields
• The coach should walk around ensuring the players are in good
body position and are listening to the engagement sequence
• Heads should always go to the left of the pad
no rotation. Looking forward, not down PPPP
• The back (spine) should be straight while toes, knees, hips and PPPP
shoulders remain square PPPP
• Chest should be open with shoulders back
• Feet should be shoulder width apart and knees bent
• High hips, but not below shoulders

Coach Education Series © - Scrum

Effective Scrummaging

The purpose of the scrum is to restart play quickly, safely and fairly, after a small infringement or a
stoppage. In doing this, sixteen players are strategically positioned into a confined area. The scrum
is both a physical and technical contest for possession of the ball. It is one of the few situations
when players exert a physical force on their opponents who are not in possession of the ball.
The following will look closely into the technical components of building a scrum, including feet
placements, bindings, assembly sequence, engagement, roles and responsibilities, and most
importantly the SAFETY aspects to be considered when coaching the scrum.
The scrum has a number of LAW variations between Senior Rugby (20yrs and older), the Under
19’s Rugby (U13’s – U19’s) and Pathway Rugby (U7’s – U12’s).
Walla Mini Midi U19 Opens
Contested No No Yes Yes Yes
Numbers 3 players 5 players 6 players 8 players 8 players
Push Non-push Non-push 1 meter 1.5 meters Unlimited
Offside line 5m from last feet 5m from last feet Last feet Last feet Last feet

All the up to date laws of Rugby Union can be found at the NSW Rugby Union Website at
www.nswrugby.com.au. The laws are enforced to assure the safety of all players involved in the contest.

Body Shape

The scrum is a technical component of rugby union where forces are generated and transferred through
your body into other player’s bodies. All participants need to understand the correct techniques involved in
generating and resisting these forces. The starting point for coaching the scrum is to understand the
individual body shape required to achieve this.

Body Shape is the absolute essence of good scrummaging. It allows you to use your force and the force of
the rest of the scrum, more efficiently. It is believed that almost 99% of all scrimmaging problems can be
related directly to the body shape of the participant(s). It is therefore in the interest of all concerned and
especially those players looking to improve their scrummaging, that attention be focused on this key
element.

Body shape should remain consistent for all participants involved in the scrum; no matter what position they
hold, from front row through to number 8.

A number of coaching points to consider when instructing the correct body shape include:

A strong, balanced and stable base, which can be achieved by placing the feet approximately
shoulder-width apart and toes level (this only differs for the Hooker). This will ensure stability if the
scrum moves sideways while also allowing an excellent platform to generate power. If the feet
placement greatly exceeds shoulder-width, there would be a substantial reduction to the capacity
to generate and resist force, increasing the risk of injury. Toes, knees, hips and shoulders should
be square and ALL facing forward.

Knee bend (100 – 110° approx) directly beneath hips will assist in generating and transferring
weight. Knees should remain directly in line with toes and hips.

High, steady hips will allow those players behind to apply force through a near vertical surface. The
hips should NOT at anytime be higher than the shoulders.


Straight back (parallel to the ground) will allow the transfer of forces generated by the lower body
directly ahead through to the opposition scrum. Pull the shoulders back drawing the shoulder
blades together and push out the chest, this will ensure you do not have a humped back.

Keep the head up and thrust the chin forward (off chest) so that the spine is in a straight line from
the head. “Look where you are going, not where you have been”

Activate the Abdominal muscles and breathe at a slow even pace. DO NOT hold your breath.

All players will need to be able to adopt the correct
body shape and maintain it for the duration of the
scrum activity (including the assembly and
engagement) involving generating force, resisting
force, movement sideways, forward and backwards.

Drawing the binds
Now that we have a solid body position it is imperative that we ‘draw our binds on’. This simply
means that where we are bound to someone, we need to draw him or her closer. In the assembly,
and post engagement players are encouraged to draw on the binds (including those bound to
opposition players). This could be seen as assisting the opponent, when in fact you are actually
asserting more push and dominance.

Not only does ‘drawing the binds’ apply force through the whole scrum it also assists in maintaining
your own strong body shape. If all participants draw on their binds the scrum will become more
stabilized, controlled and therefore SAFER and harder to wheel.

This increased force can be seen when packing on a scrum machine. If the entire pack draws on
their binds together the machine will move without utilizing extra force from the legs.

Front Row Body Shape

In the front row, drawing your binds on correctly will allow you to transfer your force and the force
from behind, more efficiently. It will also enable you to transfer the weight onto your opponent
whilst the scrum is still stationary. This is referred to as ‘Tapping the Weight’ and allows the front
row to use extra push from behind only when needed.

Obviously this is ideal when after the initial engagement, the front row can tap the weight off in
preparation for the feed. Then, as the ball comes in, they can dynamically add more force and have
an explosive shove.

This ‘Body Shape’ is fundamental to all aspects of contact and is essential for the success in the
tackle, ruck, maul and scrum. It is recommended that considerable time be devoted to mastering
the adoption and the use of this technique. Exercises involving 1 v 1’s or preferably 2 v 1’s will give
much better long-term results than practicing a full scrum with players who have not yet mastered
individual body shape.


Scrum Assembly

A team should have a set procedure for assembling the front row and scrum. The following order is
recommended and the coaching points are clearly listed below. Once the mark is established, the hooker
should be the first in position, followed by the loose head prop, tight head prop, locks, flankers and finally
the number 8.

Mark (of infringement)

Hooker

Loose head

Tight head

Locks

Flankers

Number 8

Engagement

Building the Front Row

Front row players should not assemble directly opposite their opponent, but opposite the slot that they will
move into on the engagement. This is referred to as ‘Offsetting’ and will ensure that the majority of force
generated will be absorbed through the shoulders rather than the head or neck.

Hooker (No2)
The Hooker is the center of the scrum and consequently the organiser (captain) who through action and
instruction builds the scrum around him or herself. They are the first to the ‘mark of infringement’ and should
take ownership by placing the strike foot just back from the mark. Listed below are a number of coaching
checkpoints to consider:

1. Hooker assumes the leadership role of the scrum activity.
2. Takes ownership of mark – strike foot on mark and do not move.
3. Adopt a narrow stance (feet close together) with strike foot slightly (10cm) in front of rear foot. This
narrow stance will not only allow the props to anchor but will also leave enough room for the locks
to secure their heads between the hooker and props.
4. Place hands on head, chin off chest and looking forward.
5. It is recommend that this age group build the scrum standing up and allow the referee to call the
crouch.

Hookers’ call for scrum formation:
“Props In” - Props bind in.
“Seconds In” - Second row binds on.
“Back row on” - Back row binds on. (only in MIDI)
NB: The hooker should be vocal and positive with his scrum assembly instructions

Loose Head Prop (No1)
The loose head prop is the first to join the hooker in assembling the scrum. This props is referred to as
‘Loose’ because their head placement is outside that of the opposition prop opposing them and
consequently impact is only on their right shoulder. Listed below are a number of coaching points to
consider:

1. Approach from behind the hooker.
2. Plant right (inside) foot adjacent to the hookers back foot. This foot does not move and all adjusting
should be done with the left foot.
3. Feet pointing directly forward, square up hips and outside foot.
4. Feet shoulder width apart and adjacent to each other.
5. Take a chest high bind on hooker and close off all space between loose head and hooker.
6. DO NOT hide shoulder, remain square with toes, knees, hips and shoulder all facing forward.

NB: Hooker to bind over the shoulders and under the armpit of the Loose Head Prop

Tight Head Prop (No3)
The Tight Head Prop is the next player in the scrum assembly process and binds onto the other side (right)
of the hooker. This props is referred to as ‘Tight’ as their head placement on engagement is between the
opposing prop and hooker. It is the Tight Head Prop that receives the most amount of force from the
opposition scrum. Listed below are a number of coaching points to consider:

1. Approach from behind the hooker.
2. Plant left (inside) foot adjacent to the hookers front foot. This allows the angle for the tight head to
lead the scrum into engagement and gain a good body position to provide a stronger anchor for the
scrum (This ‘off set’ angle also ensures that each front row player will have a slot to put their head).
The inside foot should not move once planted and all adjusting should be done with the right foot.
3. Toes pointing directly forward, square up hips and outside foot.
4. Feet shoulder width apart and adjacent to each other.
5. Take a low bind (waist / shorts) on hooker and close off all space between tight head and hooker.
6. DO NOT extend further than is comfortable. Remain Square with toes, knees, hips and shoulders
all facing forward.

NB: Hooker to bind over the shoulders and under
the armpit of both the Tight Head Prop and the
Loose Head Prop.

Figure 1.


Building the Second Row (locks)

It is the primary focus for the locks to obtain a solid contact on the backside of the prop directly in front of
them, and a secondary objective to get a tight grip on the adjacent lock partner. This can be achieved by
binding onto the prop prior to the lock partner. Listed below are a number of coaching checkpoints to
consider:

Locks (4 & 5)

1. Locks to approach from the outside of the prop in front of them.
2. The lock must first take a grip on the top and the front of the props shorts then rotate around to the
shoulder support, allowing the grip to slide if need be. This should eliminate the locks applying
pressure and movement onto the prop by reaching forward in an attempt to close the gap.
3. It is important that there is no gap between the shoulders, arm, head of the lock and the prop.
4. Once the locks have bound onto the prop in front and the shoulder position is achieved, they bind
onto one another and place their head between the hips of the hooker and prop.
5. Toes should be pointing directly forward and inside knee on the ground.
6. Look forward at all times and DO NOT lean on front row until engagement.

Under 19’s Variation

7. Locks to approach from the outside of the prop in front of them.
8. The lock must first take a grip on the top and the front of the props shorts then rotate
around to the shoulder support, allowing the grip to slide if need be. This should eliminate
the locks applying pressure and movement onto the prop by reaching forward in an
attempt to close the gap.
9. If the locks roll their wrist up (little finger to the sky) it will raise the elbow enough to enable
the flankers to get a solid shoulder contact onto the props in front.

NB: Locks might want to go to one knee in the assembly process, but should attempt regain feet prior to
engagement.

Building the Back Row

The back row consists of two breakaways (flankers)
who bind onto the sides of the scrum parallel to the
locks, and a number 8 who binds onto and provides
support behind the locks. It is crucial that players in
the back row understand the importance of actively
assisting in the generating and resisting of forces
within the scrum activity as opposed to merely
binding on and providing no or little resistance.

Essentially the scrum consists of two strong units
(prop, lock and flanker), bound together at the front
by the Hooker and at the back by the Number 8.
Listed below are a number of coaching points to
consider when building the backrow on the scrum.


Flankers (No’s 6 & 7)
1. The flankers primary focus is to provide a solid shoulder support to the backside of the
prop similar to that of the locks main objectives.
2. The body shape of the flankers should be identical to that of the locks adjacent to them.
Hence, toes, knees, hips and shoulders all square and facing forward.
3. The flankers bind over the back of the adjacent lock and on the outside hip of the
corresponding prop in front.
4. Ensure that flankers are not pushing, twisting or angling in or out throughout the assembly
and engagement phases of the scrum activity.

Number 8
It is important that the number 8 provides a solid shoulder contact to support the locks and assist in
driving forward after engagement. Once the locks and flankers have assembled ready for
engagement, it is the responsibility of the Number 8 to correct any deficiencies in the scrums shape
and to ensure all body shapes are correct and in a strong position ready for engagement. The
Number 8 should assume the same body position as that of the locks and flankers with a strong
base and flat back. Listed below are a number of coaching points to consider.

1. The Number 8’s primary focus is to provide a solid shoulder support to the backside of the
locks similar to that of the locks main objectives.
2. The body shape of the number 8 should be identical to that of the locks in front of them.
Hence, toes, knees, hips and shoulders all square and facing forward.
3. The number 8 binds around the waist of the locks.
4. The Number 8 must ensure that all players in the scrum are in the correct position and
have assumed the correct body shape prior to engagement. This may mean that they have
to physically move players (lift hips, square up hips etc) prior to engagement.
All positions should be bound at the same height, pulling each other back on to the supporting
shoulder and going forward together.
Engagement Sequence

The Engagement is the most important feature in the scrum when dealing with safety and injury
prevention. It is for this reason that all players MUST follow the referee’s calls and apply all the
correct techniques. When engaging, the head should be looking forward for the spot to engage and
should be ‘off set’ (head in line with shoulder) and not directly in line with the opposition players.
The chest should be pushed through, and the shoulders square.

The engagement sequence includes:

Senior Law:
CROUCH HOLD ENGAGE

Under 19 Variations:
CROUCH TOUCH HOLD ENGAGE


Crouch - The assembled scrum prepares for engagement by crouching (lowering the height of the
scrum). It is important to note that shoulders should NEVER become lower than hips. All members
involved tighten their grips (drawing the binds) and weight is on the balls of their feet.

Touch – (under 19 law only) The props must touch their opponents upper arm to judge the
distance before lowering their arm and prepare for engagement. Heads are up and looking forward,
concentrating on their target for engagement.

Hold – This refers to holding the crouch position still, thus ensuring that the scrum is stable prior to
engagement. The front row concentrate on their targets and head and chin is up.

Engage – The back 5 in the scrum drive the front row firmly into the opposition maintaining good
shoulder contact. Props take an outside bind on the opposite player and draw them in towards
themselves. A scrum should adopt a ‘hit and stick’ approach with abdominal muscles on, to ensure
no (or little) foot movement after engagement.

Unless the scrum is securely bound prior to contact, the engagement will have a concertina effect.
That is, the Front Row will engage, and then the second row followed by the back row. This can be
quite dangerous in that the scrum becomes totally unstable with participants relying on each other

The number 8 in ‘Midi Rugby’ binds onto and provides support behind the locks. It is crucial that
those playing number 8 understand the importance of actively assisting in the generating and
resisting of forces within the scrum activity as apposed to merely binding on and providing no or
little resistance.

Figure 1: CROUCH Figure 2: TOUCH Figure 3: HOLD Figure 4: ENGAGE

Unless the scrum is securely bound prior to contact, the engagement will have a concertina effect.
That is, the front row will engage, and then the second row followed by the back row. This can be
quite dangerous in that the scrum becomes totally unstable with participants relying on each other
to remain on their feet.

Hooking the ball (on own feed)

The hooker is the player responsible for the hooking of the ball once it is put into the scrum. This is
done by striking the ball with the right foot (while all weight is on the left) and guiding the ball back
through the locks. If the props binds are correct, the hooker should have little problem striking and
tilting the hips. Once the ball has been won, it is important for the hooker to re-assume the strong
body position and assist in the transferring of forces into the opposition.

The channels for ball distributions are
clearly identified in figure 1.

Channel 1 – Travels down the inner left
side of the scrum to the left of the number 8.
It is a quick strike with the intention of
clearing the ball quickly.

Channel 2 – Is a quick strike, which while
controlling the ball is directed down the
middle of the scrum. This is probably the
most common channel.

Channel 3 – Requires a longer sweeping
action to bring the ball back down the right
side of the scrum. This channel gets the ball
away from the opposing scrum half.

Mayday Scrum

The "MAYDAY" call is a safety technique put into operation when a scrum is considered by a player to be
collapsing, or has collapsed, or when a player believes that he/she is in a potentially dangerous position.

It was considered necessary to have a recognised call Australia wide which would allow people to have an
understanding of what actions they should take when one of the above mentioned situations occurs in a
scrum.

The following is a description of the process to be followed by players, when the "Mayday" call is heard.
Referees should be acutely aware of the process, as they may well be the person who can talk the players
through the correct disengagement sequence. Before each game you should check that the referee is
aware of the mayday scrum procedures.

The injured player should not be moved after the "Mayday" call. All other players should follow the sequence
below.


MAYDAY SCRUM PROCEDURE
• The player makes a loud call, "MAYDAY". The referee should immediately blow
the whistle.
• The back 5 (locks, flankers and No. 8) should immediately stop pushing to release
pressure on the front row.
• All players should then lower to their knees in a controlled manner. This takes the
majority of the weight off.
• There is then a pause.
• The second movement is to lower the top half of their body.
• The front row then softly land on their face, which is termed a "face plant".
• Having collapsed into this position and taken the weight off, none of the parties
should look sideways. Rotation and flexion is the cause of many injuries.
• For example if the hooker is injured, neither front rower should look sideways to see
how the hooker is, because that will also expose them to the same or similar injuries.
• Don't look sideways, just collapse straight to the ground.
• The call is then made by the referee, "DOES ANYONE HAVE A PROBLEM?"
• Certainly do not try and move the player. Leave them exactly where they are.
• If there is no reply the referee asks the players to number off; 1, 2, 3, 4, etc
• The props should release their bind on the opposition
• On the referees instruction:-
1. The number 8 then moves back and away.
2. The flankers then release their binds and move outwards and away.
3. The locks then release their binds and move outwards and away.
4. The prop forwards then release their bind on the hooker and move outwards and
away.
• As the hooker is in the centre of the scrum, this will leave the two hookers on the
ground.
• This leaves everyone released and free.
• If everybody moves free of another player, then there will be no further injury to any
player in trouble.
• The player left on the ground is then left in that stable and still position, until medical
assistance arrives.
• Certainly do not try and move the player. Leave them exactly where they are.


PROBLEM SOLVING FOR SCRUMMAGING

POSITION PROBLEM COMMENTS SUGGESTIONS
HOOKER 1. Striking with Left (closet) foot The perceived reasoning behind striking with the closest Left foot back in line with loose head prop. Have Hooker
foot is that it supposedly gives the striker a closer and slightly twist left foot so toes are facing the ball. This will
therefore quicker shot at the ball. allow hooker to easily strike with the right foot.
Whilst this could be used occasionally on an opposition
feed it is more productive to strike with a sweeping motion
to gain more control of the ball.
As they progress to higher levels the movement of the ball
into the different channels is all-important and demands a
good deal of skill.

PROPS 2. Binding to tight with hooker Both Props should not turn or twist the Hooker into a tight Ensure all shoulders are out (exposed). Have all props
(Tight + Loose) bind. This not only limits the hookers’ ability to strike but square on and slightly loosen grips. Grips will naturally
has the added effect of illegally 'burying' or 'hiding' the tighten once wrists are rolled on engagement.
Props shoulder.

LOCKS 3. Locks unable to place head If the Hooker is to tight with the prop, then the locks might Have the Hooker twist his pelvis without moving the feet
between prop and hooker have some difficulty in positioning their heads between and then back once the Locks have joined, OR have
prop and hooker. locks position head between prop and hooker at knee
height and then move head up to hip height.
4. Props not receiving sufficient Check that the grips are tight and the arm is taking up the Have locks assemble by inserting a thumb into the top /
support from locks. full spread of the Props backside. The smaller the gap front of the props shorts and assume their position. This
between the Locks arm and Prop the better the support will allow the thumb to slide if it is to far around. Once in
Check that the Lock is not binding on the Props thigh area. position the lock should grip the shorts and twist wrist up.
BACK ROW 5. Number 8 not binding onto Emphasise the need for the 8 to not only bind the Locks Remember, he is practically the only one who can
locks together but to also provide more support by pulling them visualise the body height of any of the participants. He
back onto his shoulders. The No 8 should adjust the Locks therefore holds the responsibility of correcting any
if need be, to create an even flatness. deficiencies prior to engagement.


Scrum Related Injuries (risk factors)
Probably the most important single factor in preventing scrummage injuries is to ensure that players
involved in the front row have the appropriate body-type for the position. Front row players must have short
squat necks and strong solid bodies. Although mini rugby (uncontested) allows for a variety of players to be
in the front row, by the time players are playing midi rugby they should have the specialized body type.
Other factors in preventing injuries include:
1. Front row trained (technically prepared)
2. Experienced (live scrum experience including 1 v 1 & 2 v 1)
3. Size and power (physically developed)
4. Mentally prepared (comfortable in scrummage position)

Acute Spinal Injuries (Mechanisms of scrum injuries)
In rugby generally, and in particularly within scrums, the most commonly reported injury mechanism is
‘Hyperflexion’ of the cervical spine, with or without rotation. See figure 1

Figure 1 – Hyper flexion of the cervical spine resulting in fracture dislocation

2004 Coach Education Series - Scrum

Scrum Training Activities
‘Training Body Shape’

For players to effectively scrummage in a game, they will need to train under the same conditions. These
include live scrums where there are external forces that need to be absorbed and power that needs to be
applied. While scrum machines are efficient in training the early stage of body shape, it does not give a
realistic measure as to how the player will perform under external pressure (opposition force).

The following activities are designed to allow players involved in the scrum to practice individual & unit
(loose head + hooker, tight head + Lock etc) body shapes under game conditions. There is a progression in
the activities that should be followed to ensure all players are confident, comfortable and competent before
progressing to harder activities.

One vs One Scrummaging

1

3

Figure 2 – Activity Formation
Figure 1 – 1 v 1 Working individual body shape

Two vs One Scrummaging

Figure 3
2 v 1 - Entire front
row at work.
(End shot)

Figure 4
2 v 1 - Entire front
row at work
(Side Shot)

1 2

3

Figure 5 – 2 v 1 behind hooker / loose Figure 6 – Activity Formation Figure 7 – 2 v 1 After tight head has
head prop. ‘Drawn the binds.

2004 Coach Education Series - Scrum

Two vs Two Scrummaging

1 2

3

4

Figure 8 – 2 v 2 (Hooker & Loose Head + Tight Head & Lock) Figure 9 – Activity Formation

Three vs Three Scrummaging

5

1 2

3

7 4

Figure 10 – 3 v 3 Units body shape (end view) Figure 11 – Activity Formation

Figure 12 – 3 v 3 Units Body Shape (side view)

It is important to note that for all the above activities the coaching points should be directly related to
improving the individuals & units body shape. There are other core principals to consider including, binds
(and drawing the binds), foot placement and movement, head positioning and communication. As in all live
scrum training, the coach needs to verbally control the engagement to ensure the safety and effectiveness
of the players involved is upheld.

STATIC NECK STRETCHES
These Spinal Exercises will strengthen you and Your Game

All rugby training programs should always include the most vulnerable part - the
neck. Remember that a broken arm or leg can put you out for the season, a neck
injury could put you in a wheel chair for life.

The following simple exercises, which will take a matter of minutes, will develop
the neck muscles and help against the chance of doing irreparable damage
during a game or training.

1. Static stretch, press head firmly forward. 2. Static stretch, pull head back into hands.
Hold for 15 seconds and change. Hold for 15 seconds.

3. Static stretch, use both hands for added 4. Static stretch, pushing chin into firm hands.
resistance. Complete both sides holding each Hold for 15 seconds.
stretch for 15 seconds.

The following stretches are strengthening neck exercises continued. These
involve a static stretch with slow and controlled movement


1. Apply pressure to the forehead with both hands. Continue applying pressure while
simultaneously moving the head forward and back in a nodding action. Ensure the
movement is slow and controlled.

2. Apply pressure to the back of the head with both hands. Continue applying pressure while
simultaneously moving the head forward and back in a nodding action. Ensure the
movement is slow and controlled. Complete 5 repetitions

3. Using one hand, apply pressure to the side of the head. Continue applying pressure while
simultaneously moving the head toward and away from the shoulder. Complete 5
repetitions on both sides.
On both sides.

4. Using both hands, apply pressure under the chin. Continue applying pressure while
Simultaneously moving the head up and down in a nodding action. Complete 5 repetitions.


STATIC STRETCHING PROGRAM
Static stretching should be completed at the end of all physical activity (training
sessions and competition) and should not be rushed.
It is important to hold (not bounce) each stretch for 15 – 20 seconds with the
correct technique as listed below.

Thoracic spine and shoulder mobility exercise.
Cross the arms and clasp hands in front of the body at shoulder height. Breathe in and as you exhale stretch the
hands above your head. Breathe in again this time bending the elbows and bringing the hands down behind the
neck. Release the hands so that just the fingers are clasping behind the neck. Stretch the arms up again, then
repeat.
This is an excellent exercise for reducing stiffness in the shoulders and thoracic spine.

Latissimus dorsi stretch. Wrist, shoulder and neck stretch.
Sitting with one leg straight and one leg bent, lead Place arm on a wall or door. Side tilt the head away
forward at the hips and place oppisite arm as far down from the outstretched arm. Pull the fingers back over
straight leg while other arm holds bent knee in close. the wrist.


Tricep Tricep Stretch, & Lattisimus Dorsi.
Reach with one arm over the middle of thoracic region. Perform the tricep stretch then gradually bend away
Pull down on the elbow to create the stretch. Point from the bent arm. A stretch will be felt in the tricep and
bent elbow towards the sky. lattisimus Dorsi of the same side.

Posterior shoulder and thoracic spine stretch. Pectoral stretch.
Sitting. Tuck the hands or cross the arms under one On all fours place the hands with extended wrists out in
knee. Tuck the chin in. Pull up in the shoulder blades front, pull the shoulder blades together and let the
as you try to straighten the knee. Not recommended if middle back drop inwards. Keep the hips directly over
you have back pain the knees. Knees should not be touching.

Knee hug stretch Upper hamstring stretch
For the hip, backside and lower back. Hug one knee Cross one ankle in front of a bent knee. Put both hands
up to the chest. Bring the forehead to the knee. through and around the bent leg. Hug this knee up onto
Advance to keeping the outstretched leg off the the chest. Counter resist the ankle against the knee to
ground. This will strengthen the abs as you stretch the increase the stretch.
hips.

Spinal rotation stretch: sitting Adductor stretch
Pull bent leg across with opposite arm, feeling the Holding ankles, push down with elbows. To increase
stretch down bent leg through gluteus and lower back. the stretch pull up with knees.

Quadriceps stretch Hip flexor stretch for quads and lower back
Keep knees together, push through with hips while Kneeling with one foot behind, top of the foot against
pushing bent leg towards the ground. the wall. Flatten the back and shift the top of the thigh
forward. Pull the abs up and inwards

Advanced Hip abductor stretch Calf Stretch
Holding a fence or solid object, bring the outside leg Leaning against a wall. Lift the arch of the foot
behind inside leg towards the fence. Stretch will be felt slightly. Keep the hip and knee in a straight line
on hip facing away from the fence (Abductor). and lean forward. Do not let the arch collapse to a
flat foot position as this may cause over-stretch.
Stretch each leg separately.


Achilles Stretch
Leaning against a wall. Slightly bend back leg, heel may
raise off the ground. Feet, hips and knees should be
facing straight.


ACTIVITY NAME: Straight Running - Realignment NUMBERS: 4+
EQUIPMENT:
Contact suits 16 Agility poles Other: markers rather than poles

• A1 sprints through the agility poles / markers and passes to A2 • Vary the distance between the gates (agility poles)
• A2 catches the ball before the agility poles, runs through them • Change the skill in between the cones ie. Inside support
then passes to A3 after the poles • Have a halfback pass the ball in to A1
• After A4 runs through the poles A4 runs around the first cone • Replace gates with single poles that act as defenders, players
and places the ball will need to change their running angle either in or out
• All the attackers continue to pick up then place the ball until the
second cone
• On the second cone the Attackers re-align, calling which gate
they have ie. 1, 2, 3 or 4
• Person on gate 1 holds until all are set and then begins again


• Treat the poles as gaps in a defensive line, players must be able
to get through these cleanly
• Hands up
• Run straight the players shouldn’t have to change direction to
get through the poles
• Players should aim to build up to sprinting pace while catching
and passing
• If there are too many dropped balls slow the pace down
• A1 shouldn’t loop around in support until A3 has received the
ball etc.
• Players need to look where they are passing and communicate
where they are when receiving

A1 A2 A3 A4

ACTIVITY NAME: Tackle Contest - Effective Cleanout (incl. 2nd Phase) NUMBERS: 6+

EQUIPMENT:


On coaches command, A1 – A3 run back onside (enter through Have R as a live tackle contest (ball carrier & defender) and A1
the gates) and perform a successful cleanout on pads R (bobcat – A3 to effectively regain possession for A4 – A7 to use.
– dig pad off ball) Vary the style of cleanout required – bobcat (dig), lead arm,
At the same time A4 – A7 re-align and get ready for 2nd phase traditional etc
attack. Introduce attacking phase options to be performed against
9 passes ball from last pad R to A4 who attacks D4 – D7 who defence D4 – D7.
have re-aligned to defend 2nd phase.
Once ball has been cleared A1- A3 support for a 3rd phase
attack. While the 3 players on pads re-align to defend 3rd phase
attack.


Cleanout – enter tackle contest R through gates and parallel to D4, D5
D6, D7
sideline (as per laws). Steady, dip (squat) and cleanout using D4 D5 D6 D7
top of chest, front of shoulders and arms.
Running lines of Supporters A4 – A7 in attacking activity. A1 A2 A3
Defenders – tracking (inside shoulder) push forward while
keeping shape and applying the correct footwork and body
shape. R R R
A4
A5
9 A6
A7
A4, A5
A6, A7

Tackle Contest - Ruck
‘The Effective Cleanout’
The game of rugby union provides many opportunities to recycle the ball through the ruck. This tactical
element is used to maintain possession and gain territory, two things, which are extremely important in our
game.

Now with the emphasis on going forward, and forward with speed, the importance of quick and effective
continuity to the success of a team is paramount.

Definition: A ruck is a phase of play where one or more players from each team, who are on their feet, in
physical contact, close around the ball on the ground. Open play has ended.

The Ruck – ‘The Effective Cleanout’

The Ruck can easily be broken down into three (3) coachable components including:

1. The ‘Ball Presentation’ – Long Place, Short Place, Tunnel Ball etc.
2. The ‘Effective Cleanout’ – Clearing opposition players away from the ball to successfully
recycle possession.
3. The ‘Ball Distribution’ – Varity / Usage of ruck ball.

Short Place Long Place

When instructing the cleanout, it is important to simulate the activities of the game as much as possible.
This includes the height, position and actions of the defending players at the breakdown, i.e. defenders
should be encouraged to position themselves as low to the ground as possible and over the ball in a
position to attack possession.

Some coaching points to consider when instructing the ‘Ruck Cleanout’ include the following:

Body Height – For a player to successfully perform a cleanout, they will need to assume a low body (lower
than that of the opposition players involved).

Body Shape – Players in contact need to adapt a strong body shape to assist in providing stability and
strength through the contact situation. Hips must be square (facing forward) and below shoulder height
while the head is up and looking forward.

Lead (Punch) Arm – If an opposing player is over the ball and attacking possession, players are
encouraged to enter the cleanout with a lead arm ‘punch arm’. The punch arm is to be extended forward
under (attack inside) the opposition player, which will lower the shoulder / body height and contact will be
made under defending player. The lead arm will also separate the ball from the body of the opposition
player who is attacking possession.


Hit, Stick & Chase – The cleanout should be coached with the same elements as the tackle in relation to
the hit, stick and chase. Once the hit has been made, players should stick (and draw player in towards
themselves) and then chase the hit by applying short, quick steps.

Figure 3 Figure 4 Figure 5

Figure 6

***************************************************************************


Waratah Hammer
‘Advancing the ball through maul style contact’

Traditionally the general play maul has rarely been used to go forward great distances as it has always
been coached as a slow moving element with a strong technical structure.

Accentuate the go forward principal of rugby through mauling and you have the essence of effective
modern day ‘Waratah Hammer’. While this new style of mauling has a less technical approach in the
building and the structure, the roles and responsibilities certainly are just as important. Players’ roles
focus around driving forward as a primary role with ball transfer / security as a secondary concern,
however still extremely important.

Definition: A maul occurs when a player carrying the ball is held by one or more opponents, and one
or more of the ball carrier’s teammates bind on the ball carrier. All the players involved are on their feet
and moving towards a goal-line. Open play has ended.

Using the concepts already identified in ‘foot speed into contact’, it is imperative that the ball carrier
attacks the weak point of the defender to effectively create the correct platform for the structure and
creation of the ‘Waratah Hammer’. The formation of the maul is done at speed while advancing forward
and remaining square the entire time, which differs from traditional general play maul, that are
established with a hit ‘n’ turn action.

Some coaching points to consider when instructing the Waratah Hammer include the following:

Foot Speed into Contact – Players need to attack defenders weak point as to assist in go forward
process. Into and through contact it is required that all players who are actively involved, continue to
provide leg drive through small powerful and dynamic steps, which will also assist in the balance and
stability of the ball carrier and supporters through contact.

Body Shape in Contact – Players in contact need to adapt a strong body shape to assist in providing
stability and strength through the contact situation. Hips must be square (facing forward) and below
shoulder height while the ball must be away from the primary defender. See Figure 1

Hammer – The second player in Hammers (latches) onto the ball carrier and keeps the momentum and
drive going forward. It is important to assume the same strong body shape and get a solid contact onto
the ball carrier with chest, shoulder and arms. The hammer binds onto the ball carrier on the side away
from the defender and secures the ball with the outside arm / hand. See Figure 2

Figure 1 – Ball Carrier Figure 2 – Ball Carrier + Hammer

In most cases this style of mauling will breakdown after the hammer has driving the ball carrier into and
through contact resulting in ruck ball going forward. If the ball carrier and hammer manage to hold their
feet through contact, additional players (anchors & plugs) may join in and provide leg drive to assist in
maintaining go forward. Some coaching points to consider include:

Anchor –The third attacking player into the maul binds on between the ball carrier and the hammer and
provides further leg drive to keep the structure moving forward. While the maul is moving, the anchor
performs a ball transfer by reaching through and securing the ball. At no time does the process stop
moving forward. See Figures 3 / 4

Plugs – The next players into the maul also have a primary focus on leg drive and go forward and join
by using the same body shape and contact as the hammer and anchor. It is important to ensure that the
plugs bind onto the anchor and provide support behind the ball carrier and the hammer. The plugs
position their heads on the inside of the structure. The plugs need to draw the binds and square
everything up.
See Figure 5

Figure 3 – Anchor (leg drive) Figure 4 - Anchor (ball transfer) Figure 5 - Plugs

2004 Coach Education Series © – Warm Up

Warm-Up & Cool Down
‘Adam Leech (AIS Coach)’

The warm-up and cool down are fundamental elements required for the effective preparation of a team /
individual before training or playing and for the recovery process post exercise.

The major physiological benefits include:

To increase blood flow to the muscle groups to be used in the activity. This increases the supply of
oxygen to the muscles and enhances the removal of carbon dioxide.
To increase muscle temperature. Increasing muscle temperature to 39 – 40 degrees increases
flexibility, increase metabolism and increase neural fixing rate, i.e. optimal states for muscles to
move quickly and efficiently.
To prepare the main muscle groups and muscle specific for the coming activity, i.e. stretching and
moving muscles / joints and rehearsing movement patterns to be used shortly in activity / game.
To distribute hormones such as adrenalin which help prepare the body for exercise. This involves
the re-directing of blood flow away from the unnecessary areas to the areas that require it such as
muscles.
To assist the athletes arousal level so that their mind is familiar with the relevant motor programs
for the activity / game.

The warm-up and cool down are both performed in the interest of injury prevention and to enhance
performance. A poor warm-up will result in poor performance and an increased risk of injury.

Types of warm-up
General Warm-up
o This is used at the beginning of any warm-up where all athletes go through the same
routine of jogging, stretching, passing etc….

Drills Warm-up
o This can be used for pre-competition or for pre-training and concentrates on an element of
skill repartition mixed in with an appropriate stretching program.

Games Warm-up
o Again this can be used for pre-competition or for pre-training and concentrates on the
elements of decision-making and reaction as while it physically warms the athlete up, it
also puts them into a game related situation which is excellent for mental preparation prior
to training or playing.

Specific Warm-up
o After the general warm-up the team may break into backs and forwards and perform
warm-up drills that are specific to their positions. The specific warm-up normally
concentrates on those body parts vulnerable to injury and those, which will be dominant in
the subsequent exercise.


When should we warm-up?
On cold days the warm-up should not end more than ten minutes before the kick-off or activity, and on
extremely cold days (freezing temperatures) the warm-up could be performed in the change room.
Alternatively, in warm climates, the warm-up could be either shortened or finish up to twenty minutes before
kick-off or activity.

Most important, at all times athletes should avoid significant deceases in muscle temperature as the game /
activity approaches. A good indicator of optimal muscle temperature is when the athlete begins to sweat.

When and why cool down?
The cool down should occur immediately after activity (as part of the recovery process), while the athletes
are still warm.

Recovery time is very important as it helps:

Maintain joint mobility
Enhance the removal of lactic acid
Prevents then severity of blood pooling (corks, bruising etc)
Transfer excess heat from muscles to the environment in relatively cool conditions, and
Returns the body to a normal functioning state

Cool downs are especially important when teams are expected to play several games during a short period
of time.

Intensity and duration of warm-up
The warm-up should progress with a gradual increase in exercise intensity. Jogging and stretching should
ideally progress through to sprinting and explosive exercise. This is to ensure the recruitment of all muscle
fibre types (first slow twitch, then fast twitch).

Most importantly the warm-up should not significantly erode the energy store in the muscle (i.e. glycogen) or
produce large amounts of lactic acids, as this may produce early fatigue during the game

The coach should allow enough time for general, drill and/or game and specific warm-up, which should
include an appropriate stretching component. If the warm-up is too long it will decrease the time the team
has for the final preparation in the change room, or if it is too short the athletes may loose their focus and
concentration.

The focus of the warm-up may change depending on the circumstance. If the warm-up is before a game the
focus may be to arouse the athletes so that their mind is on the game they are about to play. However, if the
warm-up is before training, the focus may be to re-enforce a skill. In either situation the aim of the warm-up
will be to prepare the body for the ensuring activity.

Stretching as part of the warm-up and cool down

By first increasing the muscle temperature to 39°, flexibility will improve by up to 20%. This can be done in
the general warm-up with some jogging and skill work.

Stretching exercises as part of the warm-up and cool down will increase the immediate flexibility of the
muscles and joints (i.e. a short term adaptation), prepare muscle fibres for the coming activity, and will
contribute to improved athletic performance. For muscles to attain full power they must be ‘optimally’
stretched. Similarly, ligaments and tendons must have a certain length to allow a joint to move through its
full range of motion and function efficiently.

There are two (2) main styles of stretching, which can be used as part of a warm-up and cool down. These
include:

Static Stretching
Dynamic (Active) Stretching

Static stretches should be held for approximately fifteen to twenty seconds, Followed by a short rest period
(as the muscle relaxes), the player can move further into the stretch. There should be no pain, bouncing or
jerking movements during the session.

Static stretches while somewhat effective to the warm-up process should only be used in the cool down
while the muscles are warm and able to be lengthened. Stretches held for more than 30seconds focus on
connective tissue, which is appropriate for increasing flexibility and range on movement, however defiantly
should not be used in the warm-up.

Dynamic or Active stretches are more suitable for pre-activity / game as it warms the muscle up through
rehearsing movement patterns which will be used shortly in the activity / game. More information can be
found later in this module.

There are a number of theories on how to use stretching as part of the warm-up and cool down. As a
general rule, from pre-activity, dynamic stretching can be performed in conjunction with a minimal amount (if
any) static stretches. This will prepare the body for the dynamic and explosive movements to be preformed
during the game or training. While for post-activity / game, static stretches is recommended to relieve
muscles of soreness and cool down to normal functioning state while assisting in muscle flexibility.

Benefits of stretching
Athletes should stretch regularly to:

Maintain a certain level of flexibility
Ensure full range of movement
Decrease the incidence of muscle tendinous injury
Contribute to improved athletic performance
Promote the development of body awareness
Optimise the learning, practice and performance of many skilled movements
Aid relaxation
Reduce muscular tension

Types of stretching
Static Stretching
o Involves stretching to the furthest endurable position of the muscle length with no pain,
then holding the position for 10 seconds to 3 minutes. It:
Is a safe method of stretching
Requires little energy expenditure
Involves only the individual.

Passive Stretching
o Involves an external force being applied to a relaxed muscle. It:
Utilizes the use of a ‘buddy’
Must be used cautiously, bearing in mind not to over stretch and tear the muscle
Is suitable for improving flexibility.

Active Stretching
o Uses the muscle itself to create the movement. It:
Develops active flexibility and control of the available movement.
Warms muscles / joints up through the same range of movement that will be
used during the activity or game.
More information can be found later in the module.

Proprioceptive Neuromuscular Facilitation (PNF) Stretching
o Taking a muscle to its end of range the contracting the muscle against resistance and
then moving into a newly acquired range and then repeating the action. It:
Is an effective way of increasing flexibility
Is the hardest to perform
Requires a partner for some stretches, and
May cause injury if it is done incorrectly.

Ballistic Stretching
o Involves explosive movements to stretch, i.e. kicking, bouncing etc. It:
Is not as safe as static stretching
Involves the rehearsal of motor patterns
Is not useful for developing or improving flexibility, but may important in some
sports, which require explosive movements at the end of a comprehensive warm-
up prior to activity or game. (Professional advise should be sought before using
ballistic exercises)


Example of a warm-up structure
WARM-UP (PRE-GAME)
0 min – 2 min Light activity
GENERAL WARM-UP
Jog up / down the field
2 min – 4 min Increase intensity of run
GENERAL WARM-UP
Structured running shuttles (include ball)
4 min – 9 min Dynamic Flex (stretches) GENERAL WARM-UP
9 min – 10 min Drinks break
10 min – 12 min Footwork
Ladders (fast feet) GENERAL WARM-UP
3 sec static stretch holds
12 min – 16 min Skills and Drills
DRILLS WARM-UP
Drill activities for skill repartition
16 min – 17 min Drinks break
17 min – 30min Game specific
Lineout / scrum / backs SPECIFIC WARM-UP
Core skills (ruck / maul)

Rugby drills for warm-up
The use of drills through a grid structure is a very effective way of introducing sport specific skills into a
warm-up. The luxury of using a grid allows teams to successfully practice the required skills in a confined
work area. The following is a list of ways in which a grid system can be used to practice skills during a
warm-up situation.

Perimeter Confinement
Cross over Channels

It is important to remember not to introduce NEW drills into a pre-game warm-up if they have not been done
before, also be careful not to introduce activities that are too intense where the body has not prepared for
that level of activity. Complex activities performed at speed prior to full completing the stretching program
can be more harm than good.

Rugby games (challenge games) for warm-up
The use of challenge games in a team warm-up can be extremely effective in warming athletes up both
physically and mentally. Through the physical activity the athletes are also put in situations of decision
making, which is very relevant to game conditions. More information on ‘Challenge games for Rugby’ can be
found later in the module. Some example include:

Rugby Baseball Two Ball Touch
Rugby Gridiron Ruck Touch, etc
Shadow Rugby Hammer Touch

ACTIVITY NAME: Warr’s Drill NUMBERS: 8+
EQUIPMENT:

• P1 starts with the ball, runs forward and passes to A1 who • Change direction of the grid to ensure players are passing from
passes to A2 both sides
• P2 receives the ball and passes to P4 running in the • Increase / decrease the size of work area (grid).
opposite direction • Increase the number of players and balls involved.
• A1 and A2 must touch the ground between the cones, turn • Increase speed – set targets for number of passes in a
around and receive the next pass designated time period
• A1 and A2 are under constant pressure to catch and pass,
turn and get back into a position to receive the next pass

P5 P6
• Pass ball out in front of the player. P3 P4
• Player receiving pass should have hands up ready and facing
passer.
• No spiral passes.
• Stay running straight, particularly A1 and A2 as they fatigue
• Keep the work rate high

P1 A1 A2 P2

ACTIVITY NAME: Ball Handling (Continuous 3 v 2) NUMBERS: 9+
EQUIPMENT:

• 3 v 2 continuous attack and defence - Make the grid wider so the players must pass further
• The first group of attackers (A1, A2, A3) run forwards commiting the - Defenders change starting positions
Defenders (D1, D2) and pass laterally to beat the defenders - Attackers can run or pass laterally
• The third attacker (A3) then passes to the second group of attackers
(A4, A5, A6) who then attack in the opposite direction
• The next defenders (D3, D4) are the players opposite the ball carrier
(A4) and first receiver (A5)
• Repeat the process for the desired time period

• Foot speed off the line
A6 A5 A4
• Hands up ready to catch the ball
• Split stance to begin D1 D2
• Running lines to commit the defender (inside shoulder)
• Continuous attack and defence
• Ball handling under game related pressure 10m
• Defensive roles of tracking

A1 A2 A3
D4 D3

ACTIVITY NAME: Catch and Pass (2 v 1+1) NUMBERS: 4+
EQUIPMENT:

• A1 and A2 aim to beat D1 and D2 - Increase the size of the grid
• Activity starts when D1 passes the ball to A1 who advances into - Limit the style of pass allowed (eg no spiral passes)
the grid in the hope to beat D2 who is now a defender.
• A1 runs forward and commits D1 then Passes to A2
• D2 must run around the cone and attempt to stop A2 & A1.
• A2 then makes an inside pass to A1if required


• Foot speed off the line to take the space D1
• Attackers to commit defenders by attacking shoulders and
providing space for the support players.
• Catch and passing skills under game related pressure
• Vision and decision-making under pressure D2

A1 A2

ACTIVITY NAME: Footwork (speed) NUMBERS: 2+

EQUIPMENT:

Set up a series of 10m grids that are 5m in width.
To players A1 & A2 start at the end of the channel on the Have A1 carry a ball
corner markers. Change the distance i.e. add in grids and have the players
On the coaches call, A1 accelerates down the side of the grid run further
while A2 chases them.
A2 must remain on there side of the grid until a point and
then cross over to make a two (2) handed tag on A1.

Starting stance – one foot in front of the other and leaning
slightly forward.
Quick, short steps while body leaning forward in acceleration.
Use of arms and head up and looking forward.
10m

10m

A1 A2

ACTIVITY NAME: Footwork (coaches call) NUMBERS: 2+

EQUIPMENT:

In two (2) 10m x 10m adjacent grids the player commences
in the centre at one end of the grid • Introduce ball activities at the end of the grids (i.e. place, roll,
When instructed, players run down the centre of the first grid. pass etc)
As players approach the end of the first grid, coaches need to • Increase the number of grids as so more players are working at
call out LEFT or RIGHT. once
On this call, players are to react quickly and change direction
to run to the corner marker at the end of the grid that is on
their LEFT or RIGHT (depending on coaches call)


Initiate Running speed with short, quick steps
Lean forward when running A1
Maintain foot work (speed) when changing direction by
shortening stride length
Carry ball in 2 hands
A2

ACTIVITY NAME: Lateral Pass (short / long) NUMBERS: 4+

EQUIPMENT:

4 Players (X) start at the end of a 10m (wide) x 20m (long)
grid and on coaches instruction begin running forward Only allow the spiral pass to be performed on the way back
performing a controlled (short) lateral pass. with the wide controlled passing.
Once the 4 players reach the end of the grid, they are to Add switch and cut pass to the short passing channel.
quickly move to the 4 wide markers and turn to face were Add in a defender for the short passing grid.
they have come from.
As soon as the ball carrier gets to the marker they begin
moving forward performing a controlled (long) lateral pass.

Run straight and pass across the body.
Control the lateral pass by performing correctly without
moving of the straight line running.
Soft hands and reach for the ball
Look at your target and transfer across your body.
Pass ball out in front of target and not behind

X X X X

ACTIVITY NAME: Attack/defence (2 V 2) NUMBERS: 4+

EQUIPMENT:

D1 starts with the ball and sprints forward. • Increase or decrease the size of the activity
D1 then passes to D2 who places the ball next to the middle • Add more attackers or attackers and defenders
marker • Increase the level of contact
D1 and D2 sprint to the next markers then turn around and
defend (two handed tag)
A1 and A2 can start as soon as D2 places the ball
A1 and A2 sprint forward, pick up the ball and begin
attacking, attempting to score a try

• All players must sprint to cut down the space
• Defenders must communicate their roles as so they can attempt
to defend successfully.
• Attackers must also communicate to effectively score the try. tryline
• Attackers must maintain depth

D1 D2
A1 A2

ACTIVITY NAME: Attack v Defence (2 v 1) Grids NUMBERS: 6+

EQUIPMENT:

In a 5m x 5m grid, 2 attackers (A1 & A2) commence on the
side of the grid attacking 1 defender (D1). Increase to 3 v 2 once players are confident with the 2 v 1.
The activity starts with the defender (D1) passing the ball to
the Attacker (A1) who immediately attacks in the grid with the
support player (A2).
They must score (at the end of the grid passed the defender
D1) without being touched or making and error.
Once the try is scored everyone changes roles and the
activity starts again.

The ball carrier should attempt to run at the face or the side
away from the support player in an attempt to make him A2
commit to the call carrier.
The support player should run at ‘space’ but should be
moving forward when receiving the pass Tryline
If the defender commits to tag the ball carrier, then the ball
carrier should pass
The ball carrier can go them selves if the defender does not
commit.
A1 D1

ACTIVITY NAME: Footspeed Attack / Defence (warm up) NUMBERS: 15

EQUIPMENT:


1. Attackers ( ) start the activity by running 2m forward but to the 1. Increase or decrease number of attackers and defenders.
left, touch the ground (or marker), then run 4m to the right, touch 2. Decrease the distance between attackers & defenders as so
the ground and then return back to starting marker. attackers have less time and space with the ball, which would
2. Once player returns back to marker, they must hit the ground increase the intensity and pressure.
before jumping straight back to their feet, Player (A) passes ball 3. Once player (A) passes ball into activity, they become active
into activity. and also become attackers trying to score passed the markers.
3. Once the ball is thrown to first player, Defenders ( ) are put This would increase the work load of the defenders marking it
onside and must try to prevent attackers from scoring harder to defend against.
a try over the try line, which is marker by the two markers. 4. Player (A) passes or kicks ball into activity and to anyone and
4. Once the attackers have been tagged or the try is scored, then from either side.
the process begins again or the next group starts. 5. Defenders hold hit shields; attackers have 3 phases to score.

1. Catching and Passing – hands up and reaching for the ball,
then transfer straight across the body and release. develop 25m
correct passing technique
2. Footspeed – Accelerate and Deceleration to and from markers
and then hit the ball at speed. Develop correct timing and 20m
support lines.
3. Creating Space – Running straight or Angles to create space (A)
for outside and inside support runners.
4. Communication – defenders must communicate there roles as
so they can attempt to defend successfully. Attackers must also
communicate to effectively score the try.
5. Work at a high rate of intensity and under pressure with 5m
defenders.

ACTIVITY NAME: Attack v Defence ; Support in depth + cover defence NUMBERS: 5 minimum
EQUIPMENT:
3 Contact suits 2 Agility poles Other:

Increase pressure with 2 v 2
A1 begins with the ball, attackers must run through the gates. Introduce contact with players wearing suits/ shields
On the coaches call A1,A2 & A3 attempt to score the try at the Change starting positions of defenders and or attackers.
far end. Play two phases.
D1 & d2 attempt to prevent them with a two handed tag
D1 is a lateral defender & D2 is defending from a front on
position.
This activity requires all players to participate with maximum
effort.

A1 must take the ball forward at speed and be decisive
A2 & A3 must react to A1’s movements D2
At least one supporter should maintain depth

D1
A1
A2
A3

TR-10+

ACTIVITY NAME: Attack v Defence Activity #1 NUMBERS: 2 - 15
TRACKING/DEFENCE DRILL
EQUIPMENT:

Two grids A & B, the middle attacker must attack in one or the 3 v 2 situation, two attackers start on the middle marker picking
other. up a third attacker from grid A or B.
Middle attacker begins with the ball (A2) with the aim of scoring Two defenders begin on the middle marker, with the emphasis
at the far end using either A1 or A3 for support. being on tracking inside shoulder.
Simultaneously pressure is put on by a defender (D1) , who Both supporters should be changing the running angle &
must react to the attackers choice of grid (Two hand tag only). attacking at space.
The diagram shows A2 attacking grid A, committing D1 and Variation maybe for two supporters to start on the outside
passing to A1 who scores. markers with the ball carrier beginning on the middle marker.
Middle attacker must make intentions clear to defenders as to
which grid they are attacking.
Activity is continuous, players are to rotate as attackers and
defenders regularly.
A4 A5 A6
Middle attackers to practice moving forward first at pace to A1 A2 A3
commit defenders by fixing inside shoulders.
Support runners to support in depth at pace & if possible
practice a change of running angle.
Defenders should move forward putting pressure on the ball
carrier.
Defenders should practice tracking inside shoulder of attackers
& shouldn’t be stepped inside. D1
Quality of pass & communication is the key to success, pass out D2
in front of support.

TR-10+

ACTIVITY NAME: Ball Presentation - Static Start (contact) NUMBERS: 3+
EQUIPMENT:

• A1 starts in contact with D1
• D2 starts 2m behind D1 • Have a second attacker start who cleans out the defenders
• On the coaches call A1 drives forward, staying on feet as long • Start 1m away from contact
as possible
• When forward momentum begins to stop A1 must go to ground
and work to present the ball with a long place

3m
• Start with the Attackers in a strong body position already
contacting the pad, ready to drive
• Ball should be away from contact
• Small powerful steps
no rotation. Looking forward, not down 3m D2
shoulders remain square
D1
• When on ground A1 should turn abs and buttocks on and A1
attempt to change body position to make as long a place as
possible

ACTIVITY NAME: CODE: BP1 NUMBERS: 4 - 20
Ball Presentation – Including Foot Speed
EQUIPMENT:


1. Players (A) and (D) begin activity lying on their stomach 1. Player (S) joins in as a supporter of player (D). Starting on
facing the poles waiting for coach to say go, player (D) is the ground also and comes forward on the ‘go’ call.
holding a hit shield. 2. Defenders can also start at (C1) and / or (C2) and make a
2. On the go call, both players jump up, (A) spins and runs at tackle on player (A) after they avoid player (D).
(D), Using the correct foot work, avoids full contact and hits 3. Attacking support players can start at (B1) and / or (B2) and
ground just past player (D) who is running straight at the after running around one of the poles can track player (A)
poles (does not change line). into a contact situation and attempt to recycle the ball.
3. Once player (A) has avoided contact with (D), they must hit 4. Players at (B) and (c) can swap roles (which will give them
the ground and perform the correct ball presentation. further to run to assist) and after running around opposite
4. Player (S) can be used as a supporter of player (D) and markers can enter the tackle contest.
attempt to turn player presenting the ball.


1. Speed - off the ground with ball security. (S)
2. ‘Foot Work in a contact situation’ - to avoid the strong tackle (BP)
(T1) and push through the weaker area (T2). (C2) (D) (C1)
3. Correct ball placement - keeping in mind the correct
techniques involved.
4. Strong dynamic movements on the ground to place ball in
best situation for attacking player – long place or tunnel ball.
5. Abdominal on to avoid being turned while presenting the ball
(B1) (A) (B2)

ACTIVITY NAME: ONE ON ONE CONTACT/BALL PRESENTATION NUMBERS: 5-10
EQUIPMENT:
Contact suits Agility poles Other: Contact suits optional

• An attacking player (A1-A4) begins on each side of a 2-3m grid • Set up two or more grids for numbers greater than 5/6.
marked out by four markers ( ). • To create a situation of two attackers v one defender see
• A defender ( D ) begins in the centre of the grid. diagram B). Once A1 initiates contact with the defender, the
• A1 takes the ball into contact with D. D attempts to hold up the player to their immediate right, A4, rounds a marker and
ball carrier. If in the contact both defender and ball carrier go to supports A1 in maintaining the ball. To continue the sequence
ground then the defender tries best to put themselves in a A1 becomes the defender, A4 returns to their starting position, D
position to play the ball (ie get to their feet) takes the original position of A1 ready to support A2 once they
• A1 attempts to present the ball as best as possible (maintain the move to initiate contact with the new defender in the centre of
ball) for support players arriving. the grid.
• After tackle or ball presentation is completed, A1 becomes the • For greater numbers two defenders can be used in the centre of
new defender and the ball is passed to A2 to become the new the grid working against two attackers as in the example of
attacker. D takes the original position of A1. diagram B).
• A2 takes the ball into contact with A1 as the defender. The
sequence continues in a clockwise direction around the grid.
• Players are to prepare for contact by : A) B)
• Lowering body height by bending at ankles, knees and hips
maintaining a straight back and head up looking forward A1 A1
• Both defender and ball carrier should have lead foot as close to
each other as possible, if not past. Upon contact foot speed,
balance and stability should be key coaching points. A4 D A2 A4 D A2
• Ball carrier should not lead with the ball into contact. If two hands
can be kept on the ball then this will be the safest way of
maintaining possession before presentation.
A3 A3
• Ball carrier must control contact with defender and sometimes the
ground before using delivery techniques. 2-3m 2-3m
• Contact situation is not over until ball carrier has best delivered the
ball or the defender has got to their feet and is in a position to play the
ball.

C-12+

ACTIVITY NAME: Ball Presentation – Under force NUMBERS: 6+
EQUIPMENT:

• A1 carries the ball forward, steps the agility pole then goes to
ground • D1 attempts to steal the ball and A2 must effectively clean out
• As A1 goes to ground D1 lies on top of A1 with a hit shield before the ball is stolen
• A1 attempts to change body shape and long place while D1 is
lying on top
• A2 attempts to clean out D1
• This can all happen pretty simultaneously

D1 D2
• Ball carrier to keep ball in two hands, transfer ball to outside arm
to palm the pole then go to ground with the ball in two hands
(don’t stick arms out to break fall)
• A2 must maintain feet while cleaning out D1. This may mean
bobcatting (lifting) D1 off A1.
• A1 must turn abs on and change body position to get the ball as
far away from the defenders as possible.
• Ball carrier musn’t roll onto their backs when going to ground
(turning abs on and changing body position should change this

A1 A3
A2 A4

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