Category Archives: Coaching

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order flagyl onlineWith the new can i order flagyl online season now properly under way, I’m looking at the role of coaches in developing players.

The turnaround in England’s fortunes in the 5 months between the end of the last World Cup and the conclusion of this year’s 6 Nations, as welcome as it was startling and unexpected, seems to have been due in no small part to the appointment of a new coach in Stuart Lancaster.

This underlined for me the fact that even at the highest level, coaches make a massive difference in getting the best out of players – or in some cases, making a sow’s ear out of a silk purse.

Although the team drew one and lost two Tests in South Africa, there were signs that this England regime is heading in the right direction especially in terms of team ethos and player accountability.

As a junior coach for the last 8 years, I’d make the following observations (NB all of these are based on my experiences of junior rugby players in North of England – people working with different age groups and/or in different geographical locations might draw their own conclusions, and clearly Commandment 7 won’t apply to coaches of open-age teams; at least, I hope not!):

1. A great coach is in it for the development of his* players, both as rugby players and as people, as opposed to being in it for the benefit of his own ego.
* or her, obviously

2. A great coach never assumes he knows everything, or that he has nothing to learn from the players.

3. A great coach achieves maximum opportunity for player and skills development by finding a balance between coach-centred and player-centred learning that suits the squad as a whole.

4. At the same time, a great coach also recognises that the approach taken at Commandment 3 will not work for certain individuals, and so delivers appropriate development activity to suit these players as well. For example, a more supportive approach with players who are struggling to master a particular skill versus a greater measure of challenge to stretch players who have mastered the skill already.

5. A great coach listens as much as he talks, and asks more questions than he supplies answers – it’s preferable for the players to find solutions to their own issues than to have someone else’s ideas imposed on them.

6. A great coach does not tolerate prima donna players at whatever age, or allow ‘star’ players to dominate the team to the detriment of quieter, less pushy players. No one is more important than any other player or the team as a whole.

7. A great coach will listen to the concerns of players’ parents, but will not allow parents to dictate or interfere over on-field matters.

8. A great coach will ultimately aim to have his players grow to a level beyond which he can add any value to them – so that they outgrow him naturally as they develop.

9. A great coach will recognise when that moment has come and will hand them over to someone else – even if it is earlier than he had prepared for.

10. Finally, and coaches forget this at their peril, a great coach always remembers that players play rugby because they enjoy playing and so retains an element of fun and enjoyment in training throughout.

Are you a great coach? We’d all like to think we are, but I know I don’t always live up to every one of my ‘Ten Commandments’.

My teams won no trophies this year (the first time this has ever happened), but I’ve finished the season with 51 kids on the books most of whom turned out week in week out, who LOVE being there and who play attractive attacking rugby.

Of those 51, 45 have returned this season. They have a great willingness to try out new things in matches, a double switch and a dummy bringing them a try last time out, and they play for each other as much as for themselves. Every one of them is a star to me and there’s not a single one I’d want to lose.

We’ll see how they are as players at 19 and judge me then I guess!

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purchase flagyl onlineFrom September it is rumoured that the county that my club operates in will be added to the “how do i purchase flagyl online” pilot project that the RFU have been running in three counties over the last year (Durham, Hampshire and Warwickshire), which is based on research commissioned by the RFU in 2007, by Exeter University. The full recommendations are available for purchase flagyl over counter. The idea behind this pilot is to better manage the transition between TAG rugby at under 8 and contact rugby from under 9. It also involves changes to the Under 7 and Under 8’s game and, ultimately, if the overall pilot is rolled out, it will change all aspects of mini rugby. The RFU states that “the aim being to develop an improvement in young players’ skills and higher levels of their retention into the adult game.”

The bit I would like to discuss is the under 9 changes. The key changes are that there will be no scrum or line-out, and no rucks or mauls. The “tackle” is defined as any attempt at contact from the arm-pits down, and after bringing the ball carrier to ground, a tackler can no longer compete for the ball. There is also no ripping the ball out of contact.

In my last blog, “purchase flagyl for dogs” I wrote about the fact that (in my opinion) tackle-shields (and the timescale imposed/coaching techniques) encourage young players to run into contact. I mentioned that there needed to be a balance. Rugby is a contact sport and many players take up the game so they too can play the game they watch on television.

Having coached under 7s and under 8s, I could see that many young players are keen to start playing ‘proper’ rugby. This phrase has driven a lot of discussion in forums about this pilot. Those in favour of the changes point out that contact is only a part of the game, but I have examples of players that stop playing at the end of the under 7 season because they do not want to play TAG for another season. In the worst case example, the player moved to another club that allowed him to play up a year.

My view, and it remains only my view, is that the basic structure of the pilot is flawed. Data on the impact of the initial pilot which was set as a three-year plan cannot have been captured after year 1. Of course, there are many statistics which show more tries being scored and more passes being made at under 7 and under 8 levels. This is where games are 4-a-side, but statistics still do not show whether all players scored more tries and were passed to. It just shows more of the activity.

The critical impact of this proposal cannot be measured yet – that is the retention of players. How do we know that those moving from under 8s to under 9s will come back to a game that differs from the sport they thought they were playing? One of the reasons for what is a watering down of the contact aspect of the game is that it was suggested that this puts some players off. What about those players who want that aspect of the game? Surely this is the beauty of our game. I read a blog from a coach I really respect recently, which said that this sort of approach is the same as taking your child to boxing because they wanted to play that sport, but not allowing them to punch anything.

The trick is to coach technique in all aspects of the game: evasion, contact, ball retention and recovery, passing, catching, etc., and work with the children to raise their skill levels and individual confidence in all the areas of the game. If we make it just an evasion game, do we not run the risk of alienating those players who aren’t fast and elusive? Isn’t it a coaching skill-set which needs to be improved rather than delayed?