Junior Coaching Book (1).pdf

Junior
Coaching
RUGBY LEAGUE COACHING MANUALS
Contents
2 One Coaches Philosophy by Nigel Goodings
Personal Principles
Coaching principles
Knowing your principles and strengths
Honesty
Create a plan
Dummy Runners
9 Teaching the Junior Player with John Dixon - Brisbane Broncos
11 Coaching the Mini Mod Team by Matt O’Hanlon ARL Level 3 Coach
14 Videotaping Junior Games by Ray Howitt - ARL Level 2 Coach
15 Recruitment with Cyril Connell - Brisbane Broncos
16 Nutritional Considerations of the Young Player
by Doug King RCpN DipNg PGCertHealSc(SptMed) NZRL L3 Trainer SMNZ Sports Medic
19 Modified Footy Training Sessions by QRL Coaching Staff
28 Training Drills
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Book
1
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JUNIOR COACHING
One Coaches Philosophy
Written by Nigel Goodings
INTRODUCTION
Over the past 30 - odd years, I must have seen
thousands of games, played in hundreds, witnessed
dozens of breathtaking moments and even scored a
few times myself, but I have just one abiding memory
that will live with me forever.
It was the day my 11 year old son scored his first try
in the team that I coached.
The range of emotions was like nothing I’d ever felt
before and even now brings tears to my eyes.
Firstly there was the joy that he had scored. Then
came the pride that all fathers feel, “that’s my boy out
there”. As if that was not enough, this score hit me
square between the eyes with the realisation that I had
made a difference.
The team had been together for about 5 months,
including the “pre- season” training and contained
several kids who had played at least part of the
previous season as our “Under 10’s”.
They had trained hard, picked up one or two new
players and had begun to show more than just a little
bit of promise.
This artilce is hopefully more than just a diary of the
transition from Under 10’s to Under 11’s or even an
attempt to claim any of the credit for myself. This is
simply an attempt to document a few of the basics :-
1. How, given a particular group of individuals,
we have produced a team which has
accomplished its goals.
2. How children of a very young age can adapt to
and play to a simple game plan.
3. How all coaches, regardless of experience, must
look to the juniors in order to see the future.
This article represents my personal views, thoughts
and beliefs about the training, development and
coaching of young players and does not necessarily
reflect the views of any other organisation.
Nigel Goodings
PART 1
1. COACHING PRINCIPLES
Whatever age group you are coaching, you need to :a.
Know what your Personal Principles are.
b. Know what your Coaching Principles are.
c. Know what your abilities/ strengths are.
d. Know what “honesty” is.
e. Be prepared never to compromise or sacrifice any
of the above.
Fine words, what do they mean?
A. PERSONAL PRINCIPLES
By this I mean that you must take a long hard look at
yourself before you take the job and question yourself:
1. Will you turn up to coach the team?
2. How many times per week?
3. How long is the season?
4. Are you fit enough?
5. Knowledgeable enough?
6. Why do you want to coach?
7. Does your child play in the team ?
8. Will you treat everyone equally?
There are dozens of similar questions that you will
ask yourself before you start and if you have the slightest
doubt that you are either unsure about your ability
or durability, then perhaps you need to give it some
more thought.
In my case, the answers were:
1. Yes, although I have had to completely alter the
way that I schedule my “day job” as I travel a lot.
I believe that this is the kind of commitment that
you have to be prepared to make.
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2. Train 3 times per week and play once.
3. The playing season runs four to five months, training
never stops
4. I am 42 and now scale 18 stone, but I will get
fitter again.
5. I’ve been around the game for over 30 years, but
I reckon no-one can ever know enough!
6. To put something back into the game and lessen
the burden on others
7. Yes
8. Yes, although I am undoubtedly harder on my
son than anyone else.
B. COACHING PRINCIPLES
OK, so you think you’ve got the personal
qualities.
What next?
What do you believe are the most fundamental values
in the game of Rugby League?
Is it speed, endurance, aggression, “killer instinct”?
or some other combination?
I believe in the following coaching principles. My
belief in them is unshakable and underpins everything
that I teach.
1. Children are the key to the future of Rugby
League.
2. I believe that we should encourage our children
to support “their” team, but teach them to
appreciate good Rugby League, whoever plays
it. Good Rugby League may be played by the
team you play for, a team who beats you or any
of the professional clubs. One thing remains
constant, GOOD RUGBY LEAGUE IS GOOD
RUGBY LEAGUE, and is a joy to watch.
3. If we can attract young people into the game now
and treat them properly, we will have them for
life. I accept that not all kids will stay with
playing the game through to adult grade and only
a very few will ever play first grade, but, if we
nurture our youth today, they will love Rugby
League forever.
4. No player should ever take the field until the
coach is confident that he can successfully
complete Front, Reverse and Side Tackles.
Anything less is risking either serious injury or
putting kids off the game for life.
5. Discipline - I teach my young players that many
things win matches, only indiscipline loses them.
We aim for the full time whistle without having
conceded a penalty, knock on or any other form
of mistake.
The self-discipline of high personal standards
helps to raise the quality of Rugby League being
played. Our “stats” seem to confirm that the best
games to play in and watch have been the ones
with the fewest mistakes.
6. Training Discipline - All training has a purpose
and every week we try to introduce a new concept.
As a coach I will not accept or allow messing
around during training.
This should not be confused with enjoyment and
being able to have a laugh.
I tell all new players:-
- If you want to fight - take up boxing
- If you want to play “solo” - buy a “Play
Station”.
- If you want to mess around - I’ll give you a
bucket and spade to play in the mud.
7. Behaviour - Both on and off the pitch. No
swearing, no sledging, no answering back to an
adult.
No elbows in tackles, no “high shots”, no knees.
Anyone who does this will be removed from the
game.
This is an area where the professionals could do
so much to help.
Kids naturally model themselves on their heroes
and copy what they do. What the pros do this
weekend, the youngsters try to do next week. I
try to show them that it’s neither “cool” nor clever
to copy such antics.
8. Losing is OK sometimes - I believe that no team
can win every match.
All children love to win but there are some times
when you can’t. It does not matter whether you
win or lose as long as you did your best and
played with pride.
I still feel that all teams must be coached to
compete and play with passion and pride.
If the team does its best on the day and is beaten
by a better side, there is no disgrace in losing.
If the team loses because they didn’t try or they
gave up trying, they deserve to be told so.
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9. There is no “I” in “TEAM” - I believe in the
team.
I believe also that a team needs individuals with
talent and that individual talent needs to be
coached to bring out the best.
The team, however, must play as individuals
within the team, for the team, for the benefit of
the team.
Look at some of the top club sides, over the years
they have bought some of the best individual
talent ever to play Rugby League and still won
no major silverware prior to 1999. Only when a
coach arrives who makes them play for each other
do they start looking like a team.
I try to show people that each player has a position
and that each position has a role to play within
the team.
If that were not true, then the position would be
obsolete and the game would be very different.
That does not stop any player from overlapping
and interchanging with another at some point in
the game, although young players need to get used
to and be confident in one position before coaches
start “mucking about” too much with the
positions. I can hopefully expand on this theory
later.
10. Praise - Lots and lots of praise.
Never, ever make a negative comment about any
young player’s performance, ability, or lack of
athleticism.
You must use phrases such as “hard luck”, “nearly
caught that ball”, "you just need to put your arms
out a little further”.
Kids perform better when they are being told
about the things they are doing well. No one
produces their best efforts when all they receive
in return is abuse.
I have heard coaches at other clubs call their
players such things as “useless fat pudding”,
“donkey” and “******* little ****”. All of which
I find unacceptable.
On one occasion whilst refereeing a match I gave
a coach a final warning about the tirade of four
letter abuse directed at two of his players. I was
even less amused to be told that it was OK as
they were his sons!!
I treat all my players as if they were my own
children and praise them constantly.
The golden rules should be: -
- If you can’t find something good to say, then
don’t say anything.
- There’s no such thing as a bad player or poor
team, there’s only coaches who have failed.
- If another coach was insulting your son you
would certainly not like it. So don’t ever let
yourself down by being “that other coach”.
Children are like a blank canvas.
The “finished article” directly depends on the
picture that we choose to paint. It is down to us
as coaches whether we build the picture slowly,
patiently and skillfully to become a masterpiece
or do we simply throw a load of paint around
(along with the insults!) hoping that one of the
“rejects” might one day be worth something.
C. KNOWING YOUR ABILITIES
AND STRENGTHS
Successful people in all walks of life know their
strengths and the limits of their abilities. It helps if
you know your weaknesses, but that is much harder
for many people to identify.
So what are your strengths?
More importantly perhaps would be to ask, “What
strengths do you need”?
The simple answer is that most people have something
to give that will be valued which may be as simple as
“time”, or may be a 20 year record as an international
player.
The key is to be able to pass information from one
person to another in order to improve the performance
of the person who is learning. This may be brought
about by any of the following:-
Patience - Ability to explain clearly and precisely
what to do over and over again.
People Management Skills - The ability to
inspire confidence so that people do as you ask.
Always ask, never order.
Persuasion - the ability to convince people that what
you are asking is the right thing to do.
Experience - Your background and proven ability
speaks for itself and commands respect.
Respect - Treat other’s as you would wish them to
treat you.
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Lead by example - you must show people that what
you are asking for can be done and is achievable.
Perhaps the most important strength for any coach, or
teacher, is the ability to listen.
Coaches spend lots of time “telling” and some of the
time hearing what is being said.
How much time do you spend really listening to what
is being said instead of just hearing it?
For example, when you ask in front of the team why
Bill didn’t pass the ball. The answer you hear will
almost certainly be “I don’t know”.
The listening Coach would ask the question away from
the group and would probably hear “I don’t know how
to”.
We must listen to what people are telling us, so that
they can be heard. If not, what right do we have to
think that anyone will ever listen to us.
Try completing a SWOT analysis of either your team
or your coaching job.
Draw 4 Columns on a piece of paper as shown below.
Strengths Weaknesses Opportunities Threats
Write in the columns the things that come to mind in
the 4 categories. By using the model you can work to
overcome weaknesses and remove threats whilst
seizing opportunities and utilising strengths.
D. HONESTY
This is a concept which is so very simple, but which
causes more problems than any other.
You must be honest as a human being
otherwise you will never gain the respect
of the players, their families or other
coaches.
Honesty works on many levels, including the issues
of theft and dishonesty.
The honesty I am talking about is a little more basic.
Was it a forward pass?, was there a double movement?
In both cases you might argue that if the referee did
not pull you for it , then it must be OK!
Lets put it another way, you score the winning try
with a double movement, the referee awards the try.
The opposition are upset at the decision and appeal to
you to be honest! How do you feel now?
Is it still OK?
Does the win seem just a little bit hollow?
A young player on the other team starts crying because
he just let in the try that lost them the match and his
“mates” are giving him a hard time.
Are you still jumping for joy?
Lets turn it round a little bit.
The opposition is awarded a try from a blatant “double
movement” in the dying seconds of the game, you
lose the game and are watching the other team
celebrating, do you still think it’s fair?
NO, of course you don’t, so don’t let it happen in the
first place!
I try to show my team that it takes more of a man to
admit a mistake than it does to cheat.
Honesty should pervade everything that the coach
does, from team selection, through using the subs to
giving feedback on performance. Bear in mind that
you should be always looking to give praise before
you even think about saying anything which is less
than complementary.
Junior Coaches have a duty also to be honest with the
parents of the players.
All parents want the best for their children and
sometimes their closeness prevents them from taking
a more balanced view.
It will not help anyone if you tell a parent that their son
Bill was not selected because he is not good enough no
matter how much you claim you are being honest.
Why not try thinking about why Bill has not been
good enough?
Is he too thin, small, slow, bulky? Or is it because
he’s missed quite a bit of training and needs to catch
up with some of the “set moves”.
It does not take a genius to work out how to say some
of the more difficult things in a way that offends noone.
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There will always be the parent who “can't hear, won't
listen” who is out to give you a hard time.
When this happens, all you can do is to LISTEN. After
all, the buck stops with the coach.
Where players are concerned, never tell them lies. If you
do they will never trust you.
Don’t say things such as “c’mon get some tackles
made, that big guy wont hurt you”. Making tackles
can hurt you, and in my experience “big guys” hurt
you just as much as the little ones!
PART 2
THE FIRST FEW MONTHS
Without going into a whole lot of detail about trying
to attract players and working out if you can raise a
team etc. I am assuming that numbers are not a major
problem.
As the coach of a new team your first
job has to be -
CREATE A PLAN.
I have stated many times that “all training must have
a purpose”.
How can you have a purpose without direction? You
have to plan where you are going in order to keep
going in the right direction.
Our training schedule had been set at Tuesday and
Thursday, I spent the first week setting some very
simple exercises, drills and small sided “end” games.
I spent that week watching and listening.
You watch for:
1. Natural skills and abilities
2. Players who do not appear to have any of the skills
3. Natural leaders
4. Natural followers
Armed with two or three pages of notes and
registration cards a plan will begin to emerge.
Important Point No.1 - Plans emerge from
information you gather. Just as information may
change over time, then so must your plans. Plans are
not cast in tablets of stone.
The Plan was:
1. To teach ALL players how to tackle.
No player would be sent onto the field to play a
game of Rugby League without being able to
perform Front, Side and Reverse tackles
competently in training. No coach can say exactly
how his players will perform on the field, all you
can do is practice technique in training and make
a judgement as to when a player is ready.
2. To teach all players how to hold the ball, pass
and catch.
These are the minimum skills necessary before
we took to the field. Most of the players already
knew the techniques although some bad habits
had already started to creep in. We practiced
“static line passing” and “running line passing”
over and over again until the drill was almost
second nature!
3. To teach players about individual playing
positions
We tried to show players what roles each position
is supposed to play and why it is necessary to
keep in position.
We tried to show players how to use the space on
the field and avoid “bunching” around where the
ball is. Gone are the days of a “22 player crab”
moving round the field!
4. We taught the “GAME PLAN”.
Any game plan must be simple, especially for
kids who are just about 11 years of age!
We talked to them about “ triangles”
Fig 1. Shows the basic field position for an 11
per side game:
Fig 1.
9
(hooker/ act half)
8 10
prop prop
6 7
Five-Eight scrum half
5 4 11 12 3 2
wing centre 2nd row 2nd row centre wing
What we tried to show was how many “natural
triangles” exist when you set your attacking field
positions as shown.
(see Fig 2.)
The plan itself was simple:
a. No.9 gets to every play the ball and restarts play
b. Either No.8 or 10 take a drive
Rugby League Coaching Manuals Page 6

c. Next play No. 6 or 7 take the ball and move wide
of the ruck
d. 2nd rows support every play the ball, either taking
2nd phase ball or running a “wide line” out
towards the wings.
e. Every set of six we aim to get the ball to the wings/
centres who have the speed and room to beat
teams on the outside.
Hopefully, good quick passing within “natural
triangles” would allow us to create enough room
to let the wings loose rather than play a driving
game down the middle.
This system was very successful and quickly
became part of the normal pattern of attacking
play. There were, however, a couple of
drawbacks!
a. Some players began to believe that they could
only pass to the same players
within “their triangles”.
b. When the winter rains came and turned the
playing surface to mud, the “quick hands” ball
playing approach is nowhere near as effective or
even possible most of the time! We found it hard
at times to get the ball to the wings, and once
there, found that the wing/ centres were cold
and stiff.
Clearly we had to adapt the game plan to the
weather conditions that we were going to face
through the coldest and wettest months.
We adapted “triangles” to become “Fives and
Threes”
Fig 2. Shows some “triangles” which were
identified by the team.
Fig 3. Shows some of the “fives and threes” links.
Fig. 2
Fig. 3
The idea behind “fives and threes” is that players talk
to each other in groups of 5’s and 3’s as shown in Fig 3.
This instruction is not exclusive but means that 9-8-
10 all know what is going to happen.
In turn 8-6-11 will decide
- Who will be 1st receiver
- Who will run left / right etc.
- Who will move the ball to the wing etc.
It also means that 8-6-11-4-5 will talk and the wing /
centre should be in position for the final pass.
With the introduction of “Fives and Threes” came
some important new principles:a.
Players MUST COMMUNICATE with each
other
b. There has to be a SET PATTERN to game
plays(in simple terms, play 1-left, play 2 - right,
play 3 -left etc.)
c. There has to be greater POSITION DISCIPLINE
- be where you are supposed to be and TIME
YOUR RUN.
d. Parents were informed of the game plan and had
it explained to them in great detail so that they
could (hopefully) support the players and
coaches.
The effect was immediate and dramatic.
1. Better ball control
2. More completed sets of six
3. More points scored
4. Better communication, less misunderstanding
5. Better team spirit
6. More matches won
It certainly felt as though the team had come a long
way in a short space of time.
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It was now time for final part of this years “learning
curve” for the team.
As our season progressed we were playing sides who
we had already played at least once.
In some cases, the fixtures were putting us against the
same team for the third time.
In such cases we came to know the opposition very
well, and so it was fair to assume that they too knew
our key players and tactics.
We needed to add the next dimension.
DUMMY RUNNERS
I felt that we needed to at least try to introduce
“dummy runners” for three reasons:
1. The need to change tactics
2. The players were ready to learn
3. To prepare the team for the transition into “full
International rules and competitive leagues” next
year.
There has always been a worry in my mind that the
use of “dummy runners” can be quite dangerous and
that used in isolation can become very predictable, very
quickly.
We decided, therefore, to look at how we could make
our “off the ball “ running more effective.
Again, simplicity had to be the key because our
youngest players had only just turned TEN.
Keeping the “fives and threes” principle and knowing
that play No.1 would move left (in most cases) play
No.2- right, and so on, it was easy to ensure that the
opposite side “triangle” would provide a dummy
runner. Who the runner would be was to be decided
by the 3 players themselves. This requires more work
from the forwards and little opportunity to take a rest
on the “quiet side”!
In addition, we asked that there were always 2 runners
on the ball playing side of the field.
NOTES
Finally we have asked the wing / centre to come inside
during each set of six to take the ball at 1st receiver
and run a “wide arc” out towards the open wing.
This is shown in Fig 5.
This pattern of play was used for the last few weeks
of the regular season with devastating effect.
Our team the Victoria Rangers Under 11’s won 5 and
drew 1 game of their last 7.
Our players forgot what to do sometimes, but overall
proved that when you apply these simple principles
and do the simple things right, you come up with the
results.
At times the forwards were able to run fully 30 metres
before the opposition realised who had the ball!!
This is a very simple system of play, which is highly
effective. It has given our players much of the basic
skill necessary to carry on next year. By their
dedication, the Under 11’s that I have had the privilege
to coach this year will take this knowledge and
become better players as a result.
For my part, I have become a better coach
for my involvement with them. I consider
this to be the greatest measure of success
that I could ask for.
ENDS
Rugby League Coaching Manuals Page 8

TEACHING...
the junior player
John Dixon - Junior Development Coach Brisbane Broncos
Written by Robert Rachow
To say junior coaching has many rewards would be a
vast understatement. However beyond the
premierships, the triumphs and the good times, there
is yet another dividend to be gleaned from taking
control of a young and enthusiastic team - watching a
child reach the fullest extent of their potential.
Every prosperous business man or sports manager can
tell you results are only achieved through long-term
sustainability, not short-term glory. That transpires
to Rugby League, where successfully guiding a junior
team is, in most cases, ninety per cent concerned with
teaching for the future and only 10 per cent about
actually coaching for the present. Young players are
learning every single second they spend training and
playing, so to coach a skill that remains undeveloped
is of no benefit to both the individual and the team.
Players must first be supplied with a basis of
knowledge and experience about the game before they
can progress to being ‘coachable’ subjects rather than
teachable’.
Brisbane Broncos development coach John Dixon
works with some of the most promising Rugby League
talent in Australia. He identifies one of the most
important facets of junior coaching as always keeping
one eye planted firmly on the future.
“I think it takes a long time for a young man, or young
player, to be introduced to a skill and then be able to
convert that into a game situation,”offers Dixon.
“You can not be a good tradesman unless you have
got the right tools, so as a junior coach the core aim
should be teaching kids fundamental skills. It is
impossible to make someone a better player overnight,
but you can identify a scope or an area to work on so
the child will be better off down the track. As coaches
we often fail to be patient enough - we don’t persist
long enough enough with our teaching of the skill
and yet we expect players to implement them in game
situations. You can’t blame a player for not executing
correctly if he has not mastered the basics in the first
place."
A vast array of skills are needed to fulfil the role of
teacher as opposed to just coach. While coaching
involves a great wealth of intuition and experience to
alter game patterns, teaching combines a host of skills
that will assist members of the team to absorb vital
information.
Firstly a teacher requires planning and organisational
skills to prepare a template for the upcoming season
and to pinpoint any obstacles that needovercoming.
Next a teacher needs time management skills and
motivation skills to use all available time efficiently
and with the greatest impact. And lastly, but also
importantly, there is a necessity for support and
discipline skills, so that the team can maintain focus
on the job at hand. Overall these skills must combine,
especially for players at the developing stage, to treat
every player as an individual and at the same time
meet the demands of the collective whole.
When a player is making errors frequently, it is not
simply a matter of skimming onto the next task and
hoping things will right themself - the player must be
re-taught the aspects of the game with which they are
struggling. Methods of evaluating the team’s
performance also need to be customised, replacing
heavy-handed statistics with innovative barometers
that measure the application of any new skills being
taught. For example, if players are learning how to
step off their left foot or hit the advantage line in
training, then focus on how well they have
accomplished that task in the game, rather than how
many tackles they have missed or how many balls
they have dropped.
“Coaches need to be careful that they are not becoming
too advanced for their players,” says Dixon.
“It’s tempting to be smug and get technical on certain
aspects, but what coaches should be doing is teaching
skills that are appropriate for the age and maturity of
their players. Break any new skills down into no less
than five easy-to-remember components and from
there you can sequentially develop the skill to a
www.rlcm.com.au Page 9

easonable level. “Technique does not become skill
without practice, practice, practice. And then it is only
truly a skill when it is performed in a game situation
while under pressure.”
Like most other coaches associated with elite players,
Dixon lists communication as an area of vast
importance and one that is very often underestimated.
Communicating effectively is not simply a matter of
giving instructions and expecting them to be acted
upon. While talking is a one way process,
communicating is a mutual interaction that must be
conveyed with enthusiasm on both parties. Dixon is a
firm proponent that the coach must teach themselves
throughout the week also, learning the characteristics
of players that are not clearly evident. Arriving at
training well before the beginning of a session to chat
with players and being on hand to help them through
rough patches are examples of techniques that do not
require much effort and time, but yield great rewards
in terms of understanding.
“It is essential you are able to communicate and get
your message across clearly,” reveals Dixon.
“One aspect of coaching that is neglected is having
the ability to communicate not only on the field, but
off it as well. I think that talking to my players through
the week is crucial - it’s where you establish the
empathy and tolerance that you will need on game
day. And your communication should always come
in a positive form. If you need to pull someone into
line, then do it behind closed doors and if you need to
NOTES
praise them, then do it publicly in the right conditions.
If there is only one certainty in coaching, it’s that
coaches most likely to become successful are the ones
that get their message across and communicate well
with their players.”
Dixon, a former school teacher by profession, believes
many of the same principles he used in the classroom
can be successfully applied to ‘teaching’ a football
team. He insists that without complete concentration
from players, any possible advantages of training are
lost or diluted and render the practice possibly more
harmful than beneficial. Asserting a channel of
concentration begins with ensuring the children remain
quiet while the coach is speaking and vice-versa,
thereby giving full attention to one particular subject.
A coach must also face all his players, a feat that is
not usually achievable in a dressing room or when
the team is standing in a circle. Moveable objects and
possible distractions, such as footballs, must be
removed or kept still until they are of value to the
lesson.
Above all, the experience of ‘teaching’ a junior Rugby
League team should be one that is rewarding to all
persons involved and one that bids well for the future.
The coach and players may not attain a premiership,
but they can both be satisfied that down the track the
skills learnt throughout the season can be built upon
and developed, as the players capacity for learning
increases. For the coach, it also provides further
experience combining the necessary characteristics for
senior tutelage - patience, enthusiasm, communication,
concentration and an appreciation for the fundamentals
of the game.
Rugby League Coaching Manuals Page 10

Coaching the
Mini Mod Team
By Matt O'Hanlon ARL Level 3 Coach
For some, coaching the mini mod team may be their
first appointment. Often this is a result of being a
parent of one of the players or even being a local
senior player, giving a hand. Very soon your thoughts
may shift to, "Why did I ever choose this job". But if
you are prepared to tough it out, this type of coaching
can be very rewarding. Mini mod coaching can be
divided into three main groups. These groups could
be loosely regarded as Beginners - Under 7 & 8's;
Intermediates - Under 9 & 10's; and Seniors - Under
11 & 12's. The coaching of these groups requires the
development of a number of skills that the coach might
not normally associate with Rugby League. The
following points may give some ideas to the coach of
appropriate activities that can be used to develop skills
but using a game oriented approach.
The Beginners - Under 7 and 8's
Young children are only interested in one thing -
having fun. If an activity is not seen as fun, you will
lose players. As coach your responsibility is to
structure a program that not only develops the
rudimentary skills but also develops an ability to
understand the game, and generates a lasting desire
to want to play. It is important at this early stage not
to focus on winning. If you have a winning philosophy
your judgement will be clouded as to equitable
development of our beginners. In terms of your
players - 5 minutes after the game all they are worried
about is whether mum or dad will get them a pie and
a drink. The end result of the match does not have a
lasting influence. In skill development there are a
number of key areas. The following are most
important, tackling, passing, catching, and falling. At
the start of the Under 7's, players will be of a very
mixed ability. By the end of under 8's the coach's aim
would be to have all players at a basic level of
competency. Mini football is designed in such a way
that both training and games allow skill development.
In Under 7's & 8's I use the following techniques.
Initially, I make sure communication is very clear and
lacking ambiguity. Instructions should be concise and
reasonably loud to the group in a close huddle. When
using markers I write a number on each one. Kids are
directed to that marker number. It then becomes a
game of musical chairs. Each kid finds their number
and rotations are very simple - "You! Go to your next
number". Along the same lines, use the jersey number
at the order for having a run during the game. This
stops the incessant shirt pulling of kids wanting a run,
and ensures all get a go. Try and develop the key
areas above by playing games.
Where I see a child, deficient in a particular skill they
are withdrawn and given specific skill development.
It is pointless coaching skills in static situations when
the game is very dynamic.
The biggest problem is in tackling and this is on two
fronts. Firstly, children have a fear of being hurt, and
in return they fear hurting anybody. Lots of tackling
should take place to build confidence and allow
players to recognise that the game is a contact sport.
In training ensure every player does 20 tackles. In a
game this maybe impossible for some players, but if they
don't tackle at training - they don't tackle in the game.
The other problem is in the two pass rule which tends
to see coaches getting players to hand off in a junior
"ball game" style. Try to encourage your players to run.
However with the beginners this is very difficult. Here
are some game oriented drills to use with beginners.
ACTIVITY 1 - TWO HANDED CHASE
(Warm (Warm up up game)
game)
Equipment -
Footballs and Markers
Set Up -
10m x 10m square grid, group of 4 or 5 in each square
Instructions Instructions -
1 player has the ball and carries it in two hands and
tries to tag as many others as possible in the allotted
time. (about 15 secs) when tagged a player goes out
of grid.
Verbal Verbal Verbal instructions
instructions instructions -
-
Stop, Change, Go
Skill Skill Element Element Element -
Perception, deciding where to move, finding space.
www.rlcm.com.au Page 11

ACTIVITY 2 - TACKLE RED ROVER
Equipment Equipment -
Footballs, channel (area = width of field by 30m wide)
Set Set Up Up -
As per Red Rover, runners carry footballs
Skill Skill Elements Elements -
Perception, finding space, avoiding defenders,
dodging, weaving, tackling.
ACTIVITY 3 - RUCK PLAY
Equipment Equipment -
Footballs, numbered markers, channel 25m by 10m depth
Set Set Up Up -
Place numbered markers in order of a ruck. Formation
1 - attacker, 2 - pivot, 3 - dummy half, 4 - PTB,
5 - attacker, 6 - attacker, 7 - 10 defenders. If you have
more or less players adjust accordingly, 6 players per
group works well.
Instructions Instructions -
Each player stands at a marker. When all are in
position you call 'play the ball'. At the completion of
the ruck, you call 'rotate'. Each player moves to the next
number and then you start again. As beginners progress
you can add a range of different activities to this.
Skill Skill Elements Elements -
Develop game situation, passing, tackling, finding
space, movement execution.
A major concern for the beginner coach is the
development of basic motor skills such as coordination
and balance alongside the development of
specific Rugby League skills. These specific Rugby
League skills can be taught in the context of the game
situation and the last drill allows for this. Remember
beginners should enjoy stimulating activities. If they
do they will be back and will provide satisfaction for
the coach.
The Intermediates - Under 9 and 10's
Many of the principles that apply to the beginners
apply here as well. However, we are now looking for
greater understanding of team patterns and tactics from
the players. Although these are basic only, they are
designed to introduce the players to team concepts
and strategies in attack and defence. During this two
year period, players should develop a simple attack
plan that involves positional play and also a knowledge
of using a defensive line. These plays should only be
basic. Try to give the players specific roles in attack
or defence and try to alternate positions so that the
players are experiencing a feel for the game - not just
a position. Often with Junior sides one or two players
can dominate. These players need to be rotated
through a number of roles so that they have the
opportunity to develop all their skills. The 'bigger
and faster' players especially need work so that they
develop good evasive and drawing the player skills
and do not rely solely on size or speed. The drills
used earlier can be extended by adding variations and
there are others suited to this level.
ACTIVITY 4 - RUCK RUNNER
Equipment Equipment -
Football,
Set Set Up Up -
-
Channel across field by 10-20m, depending on the
number of players.
Instructions Instructions -
-
Set up a normal ruck play. However dummy half must
run and try to pass either as he is tackled or just prior
to reaching the defence. Initially give teams 4 tackles
and bonus tackles for 1 or 2 passes. As players get
better, effect a turnover each time a pass is not
completed. Make sure defenders go forward as soon
as the ball touches the ground, and defend as a unit so
as to stop passes being thrown. Drop balls or other
mistakes result in a changeover.
Skill Skill Elements Elements -
-
Decision making, finding space, passing, tackling,
evasion, communication.
Variations Variations -
-
Make the game 1 pass or use different numbers of
attackers and defenders or make 4th ruck a must kick
and chase.
ACTIVITY 5 - MARKER DEFEND (U/10 DRILL)
Equipment Equipment Equipment -
-
Football, markers
Set Set Set Up Up Up - -
-
As for Activity 3 (use numbers if required)
Instructions Instructions -
-
Use marker to chase once ball is received and try to
tackle low on receiver. If receiver passes, marker is
to fall back into line that is coming up and defenders
tackle as per normal.
Skill Skill Element Element -
-
Tackling, communication, teamwork.
It is important that the drills and practices that are
used are stimulating so that the young players can be
entertained whilst developing the particular skills that
you have in mind. The development of capacities for
Rugby League Coaching Manuals Page 12

varying responses will be of great benefit later, to
children of this age group, fatigue very easily if the
program you give them has a lot of anaerobic
activities. Coaches need to be aware of this, especially
if you want your skills development to be of benefit.
THE SENIORS - UNDER 11 AND 12'S
Once again the same principles apply to this group as
to the two previous groups but now because of greater
skills and a better grasp of the rudiments of the game,
your responsibility shifts to a new dimension. Whilst
still refining techniques and skills the coach now has
to increase exposure for team members to the demands
of the game.
With the younger age groups try to provide the basic
skills but with varying degrees of opposition. The
young, or new player is required to make a number of
responses in a short period of time. Often in a game
this time is to short for a considered decision. For these
players, and most players in these age groups the game
presents many uncertainties through your program,
and its development it is important to use and control
your opposition in training.
Opposition is used in many of the drills. With younger
players it is introduced gradually and increased from
token, to controlled and finally full competitive. As
your opposition develops to full competitive you need
to be aware of working both your attack and defence.
An example of this could be shown in drawing the
player, your strategy would first allow the
development of player anticipation so that the
supporter can learn and recognise the cues leading to
the execution of the pass. Likewise the defender can
do the same. This can be further enhanced by the
development of functional practices that have a
sequence of movements from the game. Three on two
plays, with at first token defence moving through to
contact, and fully competitive, is an example of using
all players in a decision making game simulating
activity.
In training the players are further tested in the
development of the skill, by the development of the
games that require this play to be used. Development
of these conditioned game allows for the coach to fully
evaluate the development of these game skills. The
benefit of this approach is that the players are gradually
exposed to the various demands of the game and
hopefully develop anticipation for suitable responses
as situations present themselves. The time of the
response will also shorten as the players develop a
memory store or association for a response and its
matching game cue.
Below is an outline of the development of exposure
to the demands of the team game, using drawing the
player.
1. Basic Skills - Passing, catching, position
2. Sequence - 2 players run, pass and
catch
3. Opposition - 2 on 1 (opponent)
Token 1 stands still
Controlled 1 is drawn each time
Competitive 1 is allowed to make
decision
4. Practice - 3 on 2, or 4 on 3
Develop drills that include
defence
5. Conditioned Game - Develop contest with point
scoring each time the skill
is completed effectively
6. Game - Evaluate performance
during game.
Finally, I have found that young players respond
enthusiastically to game based training. All the
elements of the game can be carefully thought through
over a period of time via systematic progression. In
my experience, players respond well and easily grasp
principles of play rapidly and this allows for the coach
to find deficiencies and work on them.
Columba Columba Catholic Catholic College
College
CHARTERS TOWERS QLD 4820
Continuing a proud tradition as a Rugby League Nursery
Involved in the following competitions:
Annual Central Highlands Rep Teams, Interschool Charters Towers,
Townsville Under 17 and QISSRL Confraternity Shield.
Phone: (07) 4787 1744 Fax: (07) 4787 4986 Email: columbaa@charters.net.au
www.rlcm.com.au Page 13

VIDEOTAPING
Junior Games
By Ray Howitt - ARL Level 2 Coach
Whilst a videotape record of games for NRL First
Grade and other elite level teams is a vital component
in the overall coaching operation, don’t underestimate
the value of videotaping of games for the Junior coach.
It has the following benefits:
1. An entire match can be viewed objectively
and accurately. Positive or negative emotions
during and after a match can divert the coach
from perceiving actually what went on during
the match. It is important for coaches to be
accurate and fair in assessing a performance.
Too often this is impossible when the coach
is either ecstatic or angry with a performance
of a team immediately following a match.
2. Individual performances can be more
accurately recorded. Statistical record of
tackles does not always tell the true story of a
player’s performance on the field. Many little
things can be overlooked in a performance,
but which can come to light in viewing the
tape of the game.
Particular incidents of a game can be viewed
in slow motion to assess their signifigance.
Coaches intently interested in teaching young
players correct techniques may have access
to basic video equipment to assess the players
techniques as they are performed during the
game. As a coaching tool the video tape can
be used in this way as long as the coach
understands the most productive use of them
and how to gain the value especially in the
interests of the players development.
3. Particular incidents can be viewed in slowmotion
to assess their significance. Some time
ago a player was penalised for a head-high
tackle in which the tackled player was injured.
The boy received plenty of criticism from the
parents of the opposition and was also
rebuked by the coach at the break who had
a reputation in the district as a coach who
never had his boys playing ‘dirty’. The coach
was distressed about the incident over the
weekend. Reviewing the videotape of the
game the coach was pleasantly surprised to
see in slow-motion that the tackle was, a
perfectly legal ball-and-all tackle. Even
though it happened in front of the coach – it
was over so quickly he missed what actually
happened and consequently made an incorrect
judgement. The tackled player injured his
chest when he fell on top of the ball and there
was no contact with the neck or head! The
coach apologised to the tackler at the next
training session and his claims of innocence
were justified. A videotape replayed in slow
motion was the only accurate record of what
actually happened that day.
4. At the end of each season it is easy to gather
all the tries scored, all the great try-saving
tackles, hard tackles and humorous or
significant plays from each match tape and
put them onto one 30-minute videotape. This
tape can then be given to each player as a
gift. Parents comment that the boys play this
tape over and over through the summer season
and that it helps them to maintain their
enthusiasm. Kids love to see themselves
playing on videotape. It takes a little time to
edit the sequences from one tape to another,
but you don’t need expensive equipment –
just a patient use of the pause and record
buttons. Inexpensive tapes from the
supermarket are sufficient for the gift tape.
Maybe one of your players will become an NRL
champion in years to come and you could have a
videotape record of his early life in football!
Rugby League Coaching Manuals Page 14

Recruitment
By Cyril Connell - Brisbane Broncos RLFC Written by Ashley Bradnam
Lockyer, Webcke, Harrison, Carlaw, Tuigiri, Big
Red.....the list goes on and on. Apart from being teammates
in arguably the greatest club side in world
football, these players have something else in
common. They are all proteges of a highly effective
recruitment campaign which has seen the Brisbane
Broncos preserve their status as a football superpower.
The man in charge of recruitment at the Broncos is
Cyril Connell.
Connell has done pretty much everything the game
can offer. As a 5/8th and half back he played 24
games for Queensland, 7 of them as Captain. He was
selected for a Kangaroo Tour of England and France,
playing 14 games, 3 as Captain. He was then chosen
to represent his country in 3 Tests withdrawing from
one because of injury. He spent 30 years behind the
microphone as a radio and television commentator.
In short, he knows the game well.
These days most people recognise Connell as one of the
finest talent identifiers in the business. Ashley Bradnam
caught up with him recently to find out how he operates.
What is the Broncos philosophy on
recruitment?
I guess firstly we want to make sure the boys we recruit
can play football. But just as importantly, we need to
know the make up of the boy's character.
At a recent coaching clinic, Wayne Bennett
said "Anyone can find the guy who's 185cm,
can step off both feet and can run the
hundred in 10 seconds, but we look for the
things the other clubs miss". What does he
mean by that?
How do you know if a potential recruit has
got the 'X' factor?
You don't. You can only find out all you can about
the boy and then make a judgement call. As an exheadmaster,
I find it good to talk to his principal. He'll
tell me what he's like at school and give me an idea of
his character. You also talk to his parents and coaches,
but you never really know. I remember this one boy
who we thought was going to be a star, for his age I
have no doubt he was the best player in Australia. He
was good, but for whatever reason he never shaped
up. You can't tell.
Talk us through the recruitment process.
How does it start?
We have scouts around the place who will tell us about
a boy. People also ring up who aren't scouts,
sometimes a boy's parents will call. We take notice
of all of those calls. It's then up to us to get out there
and watch him play. When we watch a kid play we
don't necessarily look for the star. In schoolboy
football, the flashy player is not always the best player.
We endeavour to recruit boys who we believe have
the potential to play First Grade, so I guess your
looking for potential.
Once a player has been identified, what is
the next step?
If we find a boy who's playing well, the first step is to
write to his parents and set up a time to talk We don't
sign them, nobody signs with the Broncos at schoolboy
age. We offer a scholarship with a view to perhaps
joining the club once their schooling has finished. We
like all our boys to complete their schooling before
coming to the club. Most of the boys we put on
It's pretty hard to put that into words. It's not just
scholarship are in Grade 11. We have a strong
talent that makes a player. His discipline, dedication
philosophy that when a boy is coming to the club we
and determination are just as important. Wayne and I
look at his all round development, because we know
call it the 'X' factor, the unknown. Identifying ability
is actually the easiest part. A good player's balance,
that not every kid is going to make it in football.
the way he runs...It just stands out. But we've had a Wayne likes to know that be it through an
number of fellows with talent come through here, who apprenticeship, university, traineeship or a job, that
have just never made it. They never had the other they'll have something to fall back on. If a player
qualities.
spends two or three years with us, and his football
www.rlcm.com.au Page 15

hasn't reached the standard of First Grade, we're still
thrilled if he's earned a degree, or finished an
apprenticeship. He's got something.
How does a player go from being on
scholarship, to signing with the club?
At the end of Grade 12 we select the boys who we
feel have reached the required standard. A lot of them
would have played for Queensland schoolboys, or at
the QRL Regional Country Carnivals. Wayne decides
who we will offer contracts to, and then they come
down here to play with our Under 19 team. Others
might be put in a Brisbane club team. We also ensure
the boys are looked after off the field. We like them
to stay at least six months with one of the families
who are prepared to look after the boys. They take
care of their washing, food etc. It makes their parents
happy and lets the player concentrate on their football.
Then we make sure they get a job, or are enrolled at
university or TAFE. Every player who signs with us
can be sure he will either be studying or will have a
job. Wayne is very strict on that.
What exposure does the 18 year old recruit
get to the top squad? Does he get to train
alongside the First Grade Team?
Absolutely. All the pre-season training is done
together. Lockyer will be doing sprints with a kid
straight out of the country. It's great for everyone. I
guess the strength of our club is our teamwork. We
give every player, regardless of age the chance to make
it. Our conditioning staff work just as hard with the
Under 19's as they do with the First Grade squad. It's
what happens to the boy when he joins the club that
makes the difference. Wayne is in charge of that.
Things like their weights, diet, fitness and general
training are always being monitored. It is also good
in the way that it makes the transition from Under
19's to First Grade easier because the players already
know the system and know the people.
ARL
FOUNDATION
De De Devvvvveloping
De De eloping eloping eloping eloping
RRRRRugb ugb ugb ugby ugby
y y y LL
League LL
eague eague eague eague
Have you ever made a mistake?
Of course. We've had two or three of the most talented
boys come here but are no longer with us because
they had other things driving their focus away from
football. As I said at the start, it's the X factor. You
never know.
How long do you give a player to prove he's
First Grade potential?
Wayne always gives them at least two years. By that
time they should have had time to settle down and
show us what they can do. If they don't make it as far
as football is concerned at least they will leave the
club a better player, and possibly with a degree or an
apprenticeship under their belt.
Is recruiting becoming more competitive
between NRL clubs? Are you hearing about
a player earlier, say at 14 rather than at 16?
That's starting to become the case. A friend told me
of a twelve year old who he said was the best he'd
ever seen. It's not aggressive between the clubs
because we're all friends, but obviously we want the
best for our club. We've lost a couple of scholarship
boys to other clubs for various reasons, that is their
decision. Our biggest advantage is that we are a
Queensland club, and most of the boys we recruit are
Queenslanders. That's worth a lot. Another big
difference is that we've got a bloke like Wayne Bennett
on board.
What about the skill level of younger
players? Has it risen over the last ten years?
Without doubt. I reckon the Queensland Rugby
League deserves a big pat on the back for what they've
done in the last ten years. The things I didn't learn as
a player until I played for Australia, kids are learning
today in primary school. Whoever is responsible is
doing a great job taking the game into outback country
Queensland and spreading the word. I guess it will
only get better which is also great for Rugby League.
RUGBY LEAGUE
COACHING MANUALS
JUNIOR COACHING
DRILLS BOOKS
Rugby League Coaching Manuals Page 16

Nutritional Considerations
of the Young Player
Doug King RCpN DipNg PGCertHealSc(SptMed) NZRL L3 Trainer SMNZ Sports Medic
The future of the game has always been said to lie in Recent research has identified that there is limited
the young players coming up through the grades. scientific knowledge about the exact nutritional
These players are seen as the future Stacey Jones’ or requirements for junior players. The recommendations
Brad Fittler’s in the game of the future. We all know
of the amount of training and practice that is put into
these players and the efforts that the coach’s provide,
but have we got one of the key ingredients necessary
to ensure that they develop right through these
important years?
for all sporting event diets are traditionally based on
adult populations and the healthy non-athletic child
and adolescent. For the junior player to meet their
nutritional intake necessary for them to both grow and
play they need to have a balanced diet encompassing
all food groups, but of a higher nutritional content
Sporting activities for the junior players are important
in that it provides physical, social and psychological
benefits. These games that they play are often seen as
precursors to them learning about their own individual
than that of the healthy non-athletic child and
adolescent and the adult athlete.
Some areas that have been recommended although
physical capabilities, the complexities of social there is no scientific research to prove that this is valid,
interchange and the application of the rules and is within the Protein, Carbohydrate and Fat
compliance with these. Sport basically is important components of their diets.
to their future adulthood in many aspects.
Protein. Some researchers have recommended that
Other areas that are important to the junior players the protein intake for the junior player could be as
are their physical and medical well being. Many people
have identified what is required for these players to
be able to, and not able to do and this has often spilled
over to the game and can be seen in the modification
of the games rules to cater for their special capabilities
being different from adult players.
high as 3.5g/kg body weight/day. This equates to a
50kg adolescent player requiring approximately 175g
a day of protein. Considering that an egg white has
about 6g of protein in it, this is like eating the
equivalent of 29 egg whites a day. Where as other
researchers recommend 1.2 – 2 g/kg body weight/day
An important ingredient in the growth and maturation (60 – 100g protein/day or 10 –17 egg whites/day).
of the younger players into the future stars of the game
is to nurture them through the years with the right
mixture of ingredients. This includes the appropriate
manner in which they are trained, the type of
conditions in which they play and the right amount
The actual requirements have yet to be fully identified
and it is best to maintain the recommended daily intake
amounts specified by the countries nutritional
agencies.
and type of food they receive.
Carbohydrate. These recommendations vary as well
The nutritional intake of the younger player is essential
in two ways. These players have to have the energy
for them to play the game, as well as have the
nutritional content to meet their growth requirements.
These are not little adults, so the typical athlete meal
does not often cater for their requirements and this
can be seen when they run onto the field and just are
ranging between 55 – 70% of the junior players
nutritional intake depending upon the type and nature
of the sporting activity undertaken. Again there are
no published recommendations for the carbohydrate
intake of junior players and what recommendations
there are, are based on the known adult athlete
recommendations. Remember that carbohydrates are
not in the game. So what do we need to look at for the mainstay of the fuel needed for the activity ahead
the junior players nutritional intake? Is there a special and the actual amount required will differ from
diet that they have to have?
individual to individual.
www.rlcm.com.au Page 17

Of concern with the intake of carbohydrates for the
junior player is the effect of some types of
carbohydrates on dental health. Sugar is a simple
carbohydrate, and it also is a real good promoter of
dental cavities, and kids love sweet things such as
lollies and chocolate. Other acid promoters within the
carbohydrate area are citrus fruits and juices,
carbonated and uncarbonated sugary drinks,
confectionary and acidic medications (vitamin C
tablets and syrups).
One way around the acidic effect of some drinks is to
chill them as this effect is temperature dependent and
cooled drinks do not appear to have as much an acidic
effect on teeth as unchilled drinks. Also have them
drink some straight water afterwards as this assists in
rinsing the teeth as well.
Fat. The other key area is the amount of fat that the
junior player should take onboard within their diet.
Too much fat is detrimental and so is too little fat,
especially for the junior player. In 1995 the National
Health and Medical Research Council recommended
a mean contribution of fat to the total energy intake
be at the 36 – 38% in children aged 10 – 15 years of
age. This is higher than the recommended fat intake
for adult athletes, but is based upon the junior player
having a greater capacity to utilise fats as a fuel source
during exercise. Yet some dieticians have also
recommended that the level of fat intake should be at
about 30% of their total energy intake for the
adolescent, and less than 35% for the child aged
between 5 and 14 years of age.
Vitamins and Minerals. If the junior player meets
all their energy outputs with the nutritional intake,
then it is very likely that the vitamin requirement needs
will have been met. Again the actual Recommended
Daily Intakes / Recommended Daily Allowances for
Vitamins for the training junior player are not fully
established, but the best guidelines are those for the
healthy adult athlete.
The essential minerals within a junior players diet may
need some attention. Some minerals are commonly
reported as being below the recommended daily
allowances are calcium, iron and zinc. Zinc is
important in its roles both within the energy processes
and in its roles with growth, immunity and
development.
It should also be remembered that the junior player
(that is someone under the age of 18 years of age) can
attain all their nutritional requirements from a full and
balanced diet. There is no requirement for this group
of players to be utilizing supplements (including
multivitamins) unless a nutritionist or a sports
physician has specifically prescribed them to the
player and they are being constantly monitored.
Ergogenic Aids. There is a growing tendency for this
group of players to increasingly use supplements and
some research has shown that junior adolescent
players are now utilizing supplements such as creatine
within their diet. This, although there has been no
recent evidence of complications with its use, still has
no longitudinal studies done on the full effects of this
supplement and as such has been recommended not
to be taken by anyone under the age of 18 years.
Some of the more common ergogenic aids that are
being used by junior players are creatine, protein
powders, DHEA and HMB. Other popular
supplements that seem to be creeping into this age
group are caffeine (Red Bull, V, Taurine, etc.)
bicarbonate and colostrum to name a few. Again, there
is no long-term research to substantiate their safety or
possible side effects for this group of players and some
agencies (American College of Sports medicine etc.)
have a consensus that players under the age of 18
should not consume these sorts of supplements until
such time as scientific research emerges as to their
safety.
Balanced and appropriate nutrition is also important
from the medical perspective as well. Inappropriate
meals or insufficient nutrition in the diet can expose
the junior player to some medical disorders. These
are avoidable, but if they do occur can delay or limit
the growth of the player in future years. Some of these
disorders can also require that the player remain from
training and playing for a prolonged period to enable
the body to repair the damage that can occur.
In summary, a balanced diet of at least three meals a
day for the junior player is the ideal for those players
who train twice a week and play one game on the
weekend, but for those players who are increasing their
training time and are still within the growing years, it
may be best to consult a sports nutritionist to get a
diet established specifically for them. As identified,
nutrition within the junior years is important not just
to provide the energy required to train or play the
game, but also to help them to grow and develop
through their milestones.
Rugby League Coaching Manuals Page 18

MODIFIED FOOTY
TRAINING SESSIONS
Enjoyment, participation, skill
development, teamwork and
competition, in that order, should
always be the prime objectives when
planning a training session for
modified games players.
TIME ALLOCATION
55
Modified
Games
Cool
Down
Simple Active
Skills
Individual
Team Drills
(new skills)
A session should take no longer than
60 minutes (shorter for mini players)
and can be undertaken in as little as a
30 square metre area. The longer the
session, the less effective it becomes,
the larger the area, the less control the
coach has over the players.
With simple planning, a session can
progress from one activity to the next
with very little disruption.
Include time for drink breaks during
the session (2 to 3 if necessary). These
can give the coach time to reset the
field or look at the training schedule
sheet.
0
Warm
Up
5
15
Book
1
WARM UP CIRCUIT
Make the warm up as interesting
as possible with a variety of gross
motor activities.
Clearly demonstrate what is
required.
Have the players run in pairs to
encourage each other.
(Try using a stop watch)
www.rlcm.com.au Page 19

RELAYS
Group explanations and control
are easier if all the players at one
of the relay line.
When explaining new drills, have
all the players sitting down.
Limit each line to no more than 4
players to maximise player
involvement.
Variations of skills that can be
performed include:
- Throwing the ball above the
head and catching,
- Picking up the ball, grubber
kicking, play the ball, passing on
the run.
Coach stands to the side where he
can see all the players.
GRIDS
May be used for a variety of
skills, such as handing – off,
reverse passing and swerving.
Players may run diagonals or
around the square.
Sample grid, below emphasises
picking up and placing the ball.
Use 4 footballs and start at both
corners.
Increase complexity by
introducing runner from all four
corners.
ARL FOUNDATION
De De Devvvvveloping
De De eloping eloping eloping eloping
RRRRRugb ugb ugb ugby ugby
y y y LL
League LL
eague eague eague
eague
Rugby League Coaching Manuals Page 20

Endorsed By
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LEAGUE
COACHING
MANUALS
Since 1993
COACHING MANUALS
DRILLS BOOKS
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CIRCLE ACTIVITIES
These are ideal for passing
games.
The coach can co-ordinate the
skills from within the circle or by
walking around the outside.
Players try to intercept passes
A player can not pass to the
player standing closest next to
him
Columba Columba Catholic Catholic College
College
CHARTERS TOWERS QLD 4820
Continuing a proud tradition as
a Rugby League Nursery
Involved in the following competitions:
Annual Central Highlands Rep Teams, Interschool Charters Towers,
Townsville Under 17 and QISSRL Confraternity Shield.
Phone: (07) 4787 1744 Fax: (07) 4787 4986 Email: columbaa@charters.net.au
www.rlcm.com.au Page 21

TACKLING FROM BEHIND
Key Coaching Points
Contact
Shoulders should be under the
buttocks with the head across the
buttocks and the arms wrapped
tightly around the thighs.
Leg Drive
Defenders should dive towards the
attacker to prevent him getting out
of reach.
Landing
After securing a tight grip, slide
down the attacker’s thighs
securing the runner at the knees.
DRILL DRILL 1
1
5 - 7m
5 - 7m
Both players crawl on knees in the
same direction.
Progress to standing, then walking and
jogging in the same direction
DRILL DRILL 2
2
Two teams nominated black or red
facing each other with evenly sized
partners.
Coach calls either black or red. That
side turns and runs towards their
tryline, the other side chases and
attempts to tackle to score.
Rugby League Coaching Manuals Page 22
1m
5 - 7m
5 - 7m
Defender must dive from before the
marker to hit the bag at waist /
buttock height.
DRILL DRILL 3
3
“It is a terribly sad situation when kids are stuck with one
position for the entirety of their playing career.”
Wayne Bennett RLCM Coach Talk Yearbook
1m
10m
10m

FRONT ON
FALLING BACK TACKLE
Key Coaching Points
Technique
Same as side on tackle, except the
head is placed to the side of the
tacklers body (not across body).
Falling Back
Use attacker’s momentum to
bring the attacker to the ground,
falling with him to land on top
of his legs.
(The “driving” tackle is recognised but
is not considered appropriate for
inclusion in a modified footy
segment.)
DRILL DRILL 4
4
Falls in this
direction
5 - 7m
5 - 7m
Start with Defender in kneeling
position.
Progress to Attacker walking and then
jogging towards defender
SIDE ON TACKLE
Key Coaching Points
Target Zone
Lower than the hip and above the
knee (the thigh)
Body Position
Upper body slightly bent over, eyes
raised and head tilted so as to be
behind the attacker’s body,
eyes focused on the contact point,
arms spread, ready.
Contact
Shoulders should make first contact
with the contact point, followed by
the arms wrapping around the body
with a tight grip.
Follow through
Drive with legs so as to land on top
of the attacker.
DRILL DRILL 1
1
www.rlcm.com.au Page 23
5 - 7m
5 - 7m
Both Attackers and defenders in
kneeling position.
Practice tackling in both sides.

Side on Tackle Continued
DRILL DRILL 2
2
5 - 7m
5 - 7m
Defenders kneel on one knee, attackers
walk passed. Progress to couched
position.
DRILL DRILL 3
3
5 - 7m
5 - 7m
Attackers jog on coaches command.
Defender tries to force attacker into
touch using shoulders only and driving
with the legs.
DRILL DRILL 4
4
Rugby League Coaching Manuals Page 24
5 - 7m
5 - 7m
Defender attempts to tackle attacker
as he runs towards opposite corner.
Attacker running in straight line tries
to reach other corner.
Coaching Tip
When communicating on game
day, be sure to use short, concise
messages that cannot be
misinterpreted. As a player
gradually fatigues, their ability to
analyse information decreases and
words are processed into actions
without double checking.
To avoid confusion, make sure
runners relay the message directly
to the person concerned, or if that
is not possible, to designated
communicators e.g Hooker or
halfback.

PLAY-THE-BALL AND PASS
FROM THE GROUND
DRILLS
1. Single file play the ball drill
Have 3 or 4 players form up in single
file. The players perform the play the
ball skill, commencing always from a
position on the ground as if tackled.
As the player plays the ball the next
player being the acting-half, picks up
the ball, runs a few metres and then
rolls the ball out in front, dives on it
and plays the ball and so on. Time: 5
mins.
2. Pass from the ground drill
Have players in groups of four,
forming a grid about 3m x 3m. Players
perform the pass from the ground and
around the grid. Ensure the players’
feet positions are correct.
5 - 7m
3. Play the ball / pass from the ground
relay
Have your players break into groups
of 6 (as per diagram).
P1 starts on the ground, plays-the-ball
to P2, who passes from the ground to
P3.
P3 rolls the ball forward a short
distance, dives on it and plays it to P4,
who passes from the ground to P5.
P5 rolls the ball forward, dives on it and
plays it to P6.
P6 picks up the ball then runs to the
position of P1.
P1 goes to P2’s position, P2 to P3 and
so on. P6 rolls the ball forward, dives
on it and the drill continues.
It is a good idea whenever a team is
playing the ball at training to insist that
the correct method of playing the ball
is used and that it is always done from
a position on the ground as if tackled.
Also ensure that each time a pass is
given from the acting half position that
the correct method of passing from the
ground is performed.
www.rlcm.com.au Page 25
P1
P2
P5
P6
P3
P4

RUCK PLAY DRILLS
Time: 5 mins
1. Running onto the pass drill
Players should always be moving onto
a ball even if the movement is minimal
– a player moving with the ball attracts
the attention of the opposition.
Have your players line up single file
in groups of about four (4).
Commencing at marker A, R1 runs
forward and receives a pass from P1.
(Pass to be off the ground).
R1 runs and places the ball at the feet
of P2 and continues on to marker B
and then through to marker C.
R1 then runs to receive a pass from
P2 (pass to be off the ground),
continues on and places the ball at the
feet of P1 and moves through to
marker D. R1 then joins the end of the
receiver’s line.
Receivers can run through the drill at
suitable intervals. This will depend
on the number of footballs available.
Initially the passing distance should be
only one to two metres. As
competence improves, gradually
increase the distance. (Do drill in both
directions, so that the ball is passed
and received on both sides.)
“My pre-requisites for a good player do not revolve around
flat times for 100 metre sprints or bench presses; it is all
about attitude.” Chris Anderson RLCM Coach Talk Yearbook
Rugby League Coaching Manuals Page 26
5m
5m
5m
Run
C
D
Pass
Place
ball
4m
P2
P1
Place
ball
Pass
B
A
R1
R2
R3
R4
Run

2. Run and 2 Pass Drill
Time: 10 – 15 mins.
Have players form 2 lines of 3 players.
Commencing at markers A-B, R1 runs
forward and receives a pass from P1
(pass to be from the ground), R1
continues to marker C where he passes
to R2 running in support.
R2 runs and places the ball at the feet
of P2.
R1 and R2 continue on to markers E-
D and turn around.
R2 runs and receives a pass from P2
(pass to be from the ground), R2
continues to marker F and passes to
R1 running in support.
R1 then runs and places the ball at the
feet of P1.
R1 and R2 then run to the end of the
lines swapping their starting positions.
R3 and R4 continue the drill and so
on.
Initially the passing distance should be
only one to two metres, as competence
improves, gradually increase distance.
When coaching players on game
positioning regarding ruck play, set
out markers to indicate to players (a)
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where they should be (b) where they
should run to and (c) approximate
position from where they should pass
to support players. Gradually
eliminate the markers and introduce
defending players under controlled
conditions, simulating match
situations.
All of the previously mentioned
factors:a)
the play the ball
b) the pass off the ground
c) the movement and passing of 1st and 2nd receivers
- go to make up the final execution of
a 2nd receiver moving onto the ball.
Volume 1
100 Training Drills
Volume 2
96 Training Drills
FREECALL 1800 18 14 14 www.rlcm.com.au
www.rlcm.com.au Page 27

ROB THE NEST
SETTING: Grid 10m x 10m
Even number of players to each corner
4 Markers 7 or more Footballs
LEAGUE SOCCER
SETTING: Grid 20m x 30m
2 Equal teams of players
12 Markers 1 Football
On command, one player from each team runs into
the centre, picks up a ball and places it back at his
corner.
He then tags the next player in his team who repeats
Player goes to the end of the line
When all footballs are taken from the centre, players
may steal balls from other teams.
The first team to collect 3 balls at their corner wins.
The game is based on rules of soccer, using a Rugby
League football
Football not to be kicked above shoulder height
No hands to touch ball (play the ball not the player)
Goals scored into goal area (3 metres wide)
Game can be played for a time limit, or nominated
number of goals
N.B. Only one player from each team may run into
the grid at one time. Only one ball may be taken
at any time.
BENEFITS OF GAME:
Ball Control on ground & dribbling
Fitness Communication
Team Work - co-operation between players
BENEFITS OF GAME:
Agility Handling Speed & Endurance
Decision Making
Rugby League Coaching Manuals Page 28
RLCM has over 200 drills available Contact 1800 18 14 14

Endorsed By
Rugby League Coaching Manuals (RLCM) wish
to thank the Australian Rugby League and
contributors for their assistance in compiling this
publication.
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Publisher
Gary Roberts
rlcm@ozemail.com.au
Advertising Manager
John Ryan
Subscription Manager
Ross Quaid
Research Manager
Keith Hookway
Production
Reagan Roberts
Junior Coaching
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Fax: 1800 18 14 15
Contributors
Nigel Goodings
John Dixon
Matt O’Hanlon
Ray Howitt
Cyril Connell
Doug King
Qld Rugby League
Wayne Bennett
Brian Smith
Chris Anderson
Writer
Ashley Bradnam
Robert Rachow
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www.rlcm.com.au Page 29