LTPDst3cover.qxd (Page 1) - Scottish Rugby Union

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SCANNINGDefending players should always be scanning to identify potential attacking threats. Playersshould look in front of them and try to avoid over focusing on the ball or contact area. Thiswill allow players to take in all relevant cues and information on the attack which will allowplayers to react and get into position early. Players may also need to look left and right toensure they are working appropriately with the defenders either side of them.When scanning, players should look to identify:. Is there an over- or under-load of attackers v defenders? Where and who?. What is the alignment of the attacking player - narrow, wide, flat, deep?. Are there any mismatches in the defensive line that need to be reorganised -e.g. slower players in wider channels?78
SCANNING15m13223110m30m20mSET-UP DIAGRAMSCORING ZONESCORING ZONESET-UP DIAGRAMSCORING ZONESCORING ZONEActivity Man-on-man tacklingObjective Identifying the attacking line through scanning and getting into a strongposition to execute a dominant tackle.Key Factors1. Eyes up - identify attacking line early.2. Manipulate attacking line to set up a dominant tackle.3. Close down space quickly, drop hips and paddle once attacker is more or less 5m away.4. Accelerate into the tackle with eyes on the target and head in neutral.5. Leg drive and upper body effort will dominate the contact.Equipment RequirementsBalls 4 or more Bags n/a Area 15m x 10mCones 1 stack Suits n/a Players In pairsShields n/a Bibs 4 Time 10-15minsPractice DescriptionAttacker and defender start back to back in the centre of the grid. Both the attacker anddefender have three possible cones to work around which will vary the angle. The coachwill first shout a cone number for the defender directly followed by a cone number for theattacker. Both players circle around their nominated cones and the defender aims toexecute a dominant tackle. The defender will be on the front foot with his/her numberbeing called first. Once the defender becomes confident, the coach can call the attackingnumber first which will put the attacker on the front foot and cut the decision-making timefor the defender. A tackle is only completed once the defender is back on his / her feetcontesting the ball which has been well presented by the attacker. Set up more grids toengage more players at a time. Ask assistant coaches and players to help call the numbers.Practice Progression / RegressionsTwo attackers against two defenders. The coach calls one number and the players circle thetwo cones not called. Communication and organisation will now come into play. Contestfor possession after the tackle is made. Two grids can be utilised in order to engage eightplayers.Activity Defence recognitionObjective Identification of attacking lines or tactics and adjusting the functioning ofthe defensive unit.Key Factors 1. Communication within the defensive unit is key.2. Eyes up to analyse attack.3. Defend channel rather than person.4. Close down attacking options.5. Pressure attack when defensive numbers match the attacking numbers; buy time if theattack outnumbers the defence.Equipment RequirementsBalls 1 Bags n/a Area 30m x 20mCones 1 stack Suits n/a Players 11Shields n/a Bibs 6 Time 10-15minsPractice Description Five Defenders are working against five attackers with a scrum half in ascrag drill. The attacking scrum half has a starting point and the first defence need to be5m away from this starting point. The defence need one defender in behind the defensiveline. The coach will be positioned behind the defence and can give the attack cues (handsignal numbers) which will indicate a specific attacking pattern for example 1 = straightrunning hand to hand to create overlap; 2 = first and second receivers drift with a switch oneither the first or second defender with a floating attacking player in behind the attackingline or even a dummy switch with the ball going to wide runners - there should always be acouple of options which will allow the attackers to react to the defence ; 3 = second receiverruns a short line which will give the first receiver the option of playing the short ball or godeep and wide in behind the back of the second receiver to create the overlap out wide.5mAttack Option 3Practice Progression / RegressionsProgress to full contact. A further progression will be to add rucks which will allow asecond phase where defence will need to realign and react to either the quick ball or theslow ball with numbers differing depending on the amount of players in the ruck.A progression to put the defence under more pressure will be to simply add an attacker.Progress by increasing the width of pitch.79
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CONTENTSIntroduction Page 2How to u
Page 5 and 6:
LTPD - age and school year tableSch
Page 7 and 8:
CREATING A SAFE ‘RUGBYREADY’ EN
Page 9 and 10:
Research indicates that there is no
Page 11 and 12:
Developing theplayer curriculumMent
Page 13 and 14:
. Key National Themes- be introduce
Page 15 and 16:
2 - 4 MINUTESWARM-UPS AND COOL-DOWN
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WARM-UPS AND COOL-DOWNS - EXERCISE
Page 19 and 20:
Activate ACTIVATE and Mobiliseand M
Page 21 and 22:
CORE BRACEOne partner assumes a pos
Page 23 and 24:
WRESTLING / JUDOKNEELING STRUGGLEPA
Page 25 and 26:
STRENGTH AND CONDITIONING -DEVELOPI
Page 27 and 28:
FEMALESPHVSPEED 1 SKILLS SPEED 2STA
Page 29 and 30: BROOMSTICK EXERCISESThe use of broo
Page 31 and 32: PULLING MOVEMENTS: PULLING MOVEMENT
Page 33 and 34: BODYWEIGHT MANAGEMENT - Gymnastic M
Page 35 and 36: CIRCUITS - bodyweights and medicine
Page 37 and 38: EXERCISESMEDICINE BALLDESCRIPTIONST
Page 39 and 40: INTRODUCTION TO BARBELL LIFTSThe mo
Page 41 and 42: CLEAN PULL (FROMTHIGH)Player holds
Page 43 and 44: An example of a typical lifting ses
Page 45 and 46: 5. YOUNG PLAYERS - If younger playe
Page 47 and 48: PLYOMETRICS LANDING AND JUMPING SKI
Page 49 and 50: LANDING AND JUMPING EXERCISESTUCK J
Page 51 and 52: What is speed?SPEED DEVELOPMENTDiff
Page 53 and 54: Speed can be learned in isolation,
Page 55 and 56: HOW TO PLAN AND ORGANISE A TRAINING
Page 57: DESIGNING DESIGNING YOUR TRAINING Y
Page 60 and 61: PRINCIPLES OF ATTACKScanningAttacki
Page 62 and 63: SCANNINGActivity 3D ScanningObjecti
Page 64 and 65: Deep AlignmentDeep alignment will g
Page 66 and 67: SHAPE IN ATTACKContact areas -2-3 p
Page 68 and 69: AVOIDING HEAD-ON TACKLE30m20mSET-UP
Page 70 and 71: ROLES AND RESPONSIBILITIES OF SUPPO
Page 72 and 73: KICKING AND FIELDINGKicking - Key P
Page 74 and 75: Kick chaseA kicking strategy is not
Page 76 and 77: KICKING30m20mSET-UP DIAGRAMDirectio
Page 78 and 79: COUNTER ATTACKActivity Turnover tou
Page 82 and 83: COACHING THE TACKLEA tackle is used
Page 84 and 85: Arriving playersAll arriving player
Page 86 and 87: DRIFT DEFENCEDrift / push defence.
Page 88 and 89: RUCK DEFENCERole Descriptions:Guard
Page 90 and 91: BACK THREE DEFENCEBack 3 defenceThe
Page 92 and 93: SIDE-STEP - OFFLOAD - SET-UP (SOS)S
Page 94 and 95: SIDE-STEP - OFFLOAD - SETUP30m20mSE
Page 96 and 97: The Ruck - contest for possessionGe
Page 98 and 99: THE RUCKActivity Counter ruckObject
Page 100 and 101: THE MAULActivity Maul itObjective T
Page 102 and 103: SCRUMBODY POSITION DEVELOPMENTBasic
Page 104 and 105: SCRUM FORMATIONForming the scrumSho
Page 106 and 107: Scrum AttacksScrum Attacking Option
Page 108 and 109: SCRUM60m40m40m5m 5m50mSET-UP DIAGRA
Page 110 and 111: LINEOUTThe fundamental skills of th
Page 112 and 113: 214 3 56Direction of play(5-man lin
Page 114 and 115: LINEOUT25mLINEOUT15mSET-UP DIAGRAMS
Page 116 and 117: Description of chase options - WIDE
Page 118 and 119: RECEIVING5m 15mTRY22mPOD 2POD 110mS
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Page 122 and 123: What is setting goals?The recogniti
Page 124 and 125: RoutinesWhat are routines?Routines
Page 126 and 127: CorePlayers should eat as much of t
Page 128 and 129: POSITIVE COACHING SCOTLAND PROGRAMM
Page 130:
Perform the following passes to sup
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