P

a
u
l

H
a
r
d
i
n
g
/
A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
GIVE YOUR COACHING SKILLS THE EDGE
ISSUE 09
ISSN: 2041-7381
JANUARY 2011
elcome to a new year and a new
12-page format for RUGBY EDGE.
We would also like to give a warm
welcome to the Southern Region who have
joined the License Scheme pilot.
The increased pagination of the magazine will
enable us to bring you additional content and
longer contributions. Some of these articles may
need editing to fit the RUGBY EDGE format, but
we will have a full version in the RFU archive
(rfu.com). We will advise you of such articles.
In this new year edition, Liam Middleton,
Academy Manger at Bristol Rugby, presents a
study on visual skills and how visual training is
becoming more prevalent at the highest levels of
the game. Liam provides us with some training
activities that can be easily transferred from the
elite to the community end of rugby union.
Ken Roberts has been a regular contributor to
RUGBY EDGE and this time challenges the use of
space by asking how much does convention
restrict our ability to try something different? Are
we restricted by the law book or imagination?
Are we restricted by player reluctance or our
ability as coaches to sell the opportunities?
W
N
E
W
Y
E
A
R
N
E
W
L
O
O
K
!
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 1
2 Visual Skills for Rugby Union Players
NTRODUCTION
More athletes and coaches are starting to realise the
important role that vision plays in sports
performance.Vision and the improvement of a players visual
skills is a largely neglected area of the game and a training
aspect adopted by few teams.
Vision in the context of this article refers to the players actual
physical ability to perform certain roles within the functionality of
the eye as a muscle. In this article the word vision does not always
refer to a players rugby vision i.e. referring to a decision making
process and the ability to identify opportunities.
The aim of this article is to identify weaknesses in a players
eyesight (vision) and subsequently discover ways to improve these
weaknesses through rugby skill exercises. Complex and rapidly
changing situations characterise many sporting environments.
According to Gavriysky (1970), during a competitive game, the
human body is pushed to perform on a higher level, both physically
and mentally. With this, enormous stress is put on the human body.
As soon as this happens, the receptors (especially the visual system)
become obstructed. If the visual system is obstructed, so is motor
ability in return.
1. RESEARCH OF VISUAL SKILLS
Of the five human senses touch, smell, hearing, taste and sight;
vision is without doubt the most important, most variable and most
selective sense. A rugby players vision is tested in the fast moving,
almost chaotic nature of the game where they are required to focus,
not only on the ball, passing, kicking and catching in a variety of
different forms, but they are also required to combine this with
visual information relating to space and time.
My interest in visual skills began when I was working with the
Zimbabwe 7s team and it came about through two challenges that I
faced. Firstly, due to the nature of our yearly fixture list of
tournaments, I was only working with the players every three to
four months and I didnt feel they were getting enough core skill
development in their clubs. I was therefore faced with the challenge
of up-skilling the players handling skills during a one to two week
period in order to get them to a level that would allow us to be
successful on the international stage.
Through experimentation over a number of years I found that by
improving the players visual skills, I could impact on their handling
skills, which included catch/pass and offload. The benefit of
improving visual skills in order to improve handling was that it
didnt necessarily impact on the players training load during the
competition phase in the week prior to a tournament.
Having first hand experience and anecdotal evidence of visual
training improving handling, I decided to research the
subject further.
Research on the subject has come from articles and studies of vision
in individual sportsmen and visual training and cognitive skills
related to vision. There is, however, a lack of research into any visual
skills programmes that have been performed by teams.
I contacted Sherylle Calder, a leading visual skills expert and coach,
who worked with the England rugby union team that won the 2003
Rugby World Cup, the Springbok team that won the 2007 RWC,
and the British Olympic team. Sherylle and her assistant, Christi
Botha, were helpful in providing some guidelines to my research.
In the third part of my research I teamed up with sports vision
optometrists, Elizabeth Pope and Ciara McHugh, at Elizabeth Pope
Opticians in Bristol who performed optical and vision tests on the
players. The combination of Elizabeth Popes optical expertise and
my knowledge of rugby and skill acquisition was possibly the most
important element of this project.
Along with the other physical challenges and demands that players
experience during a game of rugby, its important to understand the
challenges the eye faces. To do this we should gain an
understanding of the mechanical workings of the eye.
2. MECHANICAL WORKING OF THE EYE
The eyes send information to the brain where it is interpreted
and integrated as a three dimensional phenomenon (Knudson and
Liam Middleton
Academy Manager Bristol Rugby and
Zimbabwe National 7s Coach.
VISUAL SKILLS
FOR RUGBY
UNION PLAYERS
When the text refers to players as he this should be read as he or she.
I
THROUGH EXPERIMENTATION OVER A
NUMBER OF YEARS I FOUND THAT BY
IMPROVING THE PLAYERS VISUAL SKILLS, I
COULD IMPACT ON THEIR HANDLING SKILLS,
WHICH INCLUDED CATCH/PASS AND OFFLOAD
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 2
Visual Skills for Rugby Union Players 3

A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
/
R
e
u
t
e
r
s
Kluka 1991). The integration of this three dimensional phenomenon
is known as fusion.
The eyes of a rugby player move continuously through the visual
field until something catches their attention and both eyes focus on
that object, known as fixation. While the ball is in play, the eyes of
the player are scanning through many moving or static objects and
the focus tends to be on the ball. Peripheral vision is very important
in the game of rugby, but because the visual field of a player is so
small and the amount of information that is being gathered from
within this field is so large, peripheral vision is a highly sought
after skill.
It seems that superior performers possess a greater ability to read an
opponents actions and this in turn reduces their reaction time and
therefore makes them much more likely to select the appropriate
sports skill response.
According to Gavriysky, motor actions are accomplished by two
mechanisms; firstly the biological mechanism and then the
efferent mechanism. The biological mechanism is the receiving
mechanism; the visual system that receives the information and
transfers it to the brain, which in turn responds with signals to the
efferent mechanism, which is the motor system or movement.
If the visual system is obstructed, the motor ability is in return.
Thus with sports performance, if the visual system is not working
sufficiently, the athlete cannot perform to potential and this is
why vision is such an important factor when evaluating an
athletes performance.
My aim is to gain knowledge of the biological mechanisms of the
eye. Then, through the results of tests performed by sports vision
opticians, identify patterns or weaknesses and develop exercises that
will improve the efferent mechanisms of the players. This should
ultimately lead to the improvement in the skill acquisition of players.
I have focused the study on three eye functions that have the most
impact on a rugby players skills.
a) ACCOMMODATION FACILITY
When the human eye looks at an object it stimulates the two muscle
systems of the eye the ciliary muscles and the extraocular muscles.
The ciliary muscles are located inside the eye around the
crystalline lens (see Figure 1). Their main function is to enable
accommodation. Accommodation is the adjustment of the
crystalline lens. In simple terms the lens will get shorter and fatter
when viewing close objects and longer and narrower when viewing
objects further away.
THE 2007 NEW ZEALAND
TEAM PRACTISE WITH EYE
PATCHES TO DEVELOP THEIR
VISUAL SKILLS
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 3
4 Visual Skills for Rugby Union Players
In practical rugby terms, this could be contextualised as seeing and
watching a ball being passed to you. If a player has an above
average or excellent accommodation facility, that player will be able
to see the ball clearly when it is in the passers hands. The player will
be able to track the ball through the air and, just prior to making
hand contact with the ball, he will see it clearly.
A player with below average accommodation facility may be able to
see the ball clearly in the passers hands. However, as the ball is
tracked through the air, the player will not be able to focus on it
until he is about to make hand contact in the catch, this may also
work vice versa.
b) VERGENCE (panoramic to close area quickly)
Vergences are the simultaneous movement of both eyes in opposite
directions to obtain or maintain single binocular vision (eg follow the
tip of pen as you bring it towards your nose. Both eyes will turn in
so it stays as a single image). The extraocular muscles control these
movements (see Figure 2). The vergence facility is a measure of the
ability of the visual system to smoothly and efficiently change the
vergence level. Basically it refers to how rapidly a player can focus
both eyes from one target to another.
In rugby terms, this could be described as a players ability to see a
ball in the passers hands and be able to track it through the air with
the ball as a clear single object just prior to the catch.
A player with above average vergence facility will see the ball as a
single object throughout the process. A player with below average
vergence facility, will either see the ball in the passers hands as
double or see the ball as double just prior to catching it. Both of
these situations will affect the players ability to catch cleanly.
Both accommodation and vergence are required for the human eye
to see with accuracy. If the eye only had accommodation we may
see clearly but without vergence everything would be double. If we
had vergence without accommodation, we would get a single
image but it would be out of focus. The combination of the
accommodative and vergence facilities allow the human eye to
smoothly and efficiently maintain a single clear image when
looking from distance to near, and vice versa.
In the case of catching a pass, once a player has possession of the
ball he will continue to use the accommodation and vergence
functions to accurately scan the area in front of him. The
accommodative facility will allow a player to look from close to far
still maintaining the clear image. The vergence facility will allow this
to be a single image. The more accurately a player can clearly judge
the area around him, the more quickly and accurately he may decide
his actions.
c) DYNAMIC FIXATION
Dynamic fixation is the combination of both the accommodation
and vergence facility. It is the ability to maintain accurate clear vision
while in motion. Dynamic fixation tests measure the ability to look in
all directions while keeping a target in clear, single focus.
Accurate depth perception is supported by the accommodative and
vergence facility. When a player receives a ball from the left side and
passes to the right side they will need to, firstly, track the ball
accurately through the air and judge its distance. Once caught, the
player must quickly change his focus to locate a receiving player to
pass to. Once he has located the receiving player he can judge how
much power to put behind the pass.
All three areas (accommodation, vergence and dynamic fixation)
collectively allow rapid processing of visual information a player
will be able to accurately gather as much information as possible in
order to analyse the situation and make more accurate decisions.
As part of my research I used the test results of a group of players,
paying particular attention to the results of accommodation,
vergence and dynamic fixation. From this, I devised a set of rugby
related exercises that will develop sports vision in a rugby context. I
have selected the skills of catch/pass that I would like to develop
combined with visual skills.
Superior rectus
Inferior oblique
Lateral rectus
Inferior rectus
Medial rectus
Superior oblique
IF A PLAYER HAS AN ABOVE AVERAGE
EXCELLENT ACCOMMODATION FACILITY,
THAT PLAYER WILL BE ABLE TO SEE THE
BALL CLEARLY WHEN IT IS IN THE
PASSERS HANDS.
FIGURE 1: THE CILIARY MUSCLES OF THE EYE
FIGURE 2: THE EXTRAOCULAR MUSCLES OF THE EYE
Crystalline lens
Suspensory ligaments
Ciliary muscles
Cornea
Ciliary muscles
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 4
Accommodation and Vergence
(clear image) (single image)
Dynamic Fixation (tracking)
Clear and single image while in motion
Transition Phase
Phase 2
Visual Skills for Rugby Union Players 5
3. PHYSIOLOGICAL AND TECHNICAL DEMANDS OF VISUAL
TRAINING IN A RUGBY CONTEXT
Catch/pass are divided into three phases. For the purpose of the
explanation the player is receiving the ball from the left and passing
it right.
PHASE 1: CATCH
Physiological and technical demands of the player
The receiving player, ideally, must attempt to turn the chest to get as
broad or as square to the ball as possible. By doing this, the receiver
opens his vision onto the ball with two eyes rather than one, the
chest on position allows him to watch the ball and receive it into his
hands. The player doesnt turn completely to face the ball but
should attempt to try and get his outside (right) shoulder around.
He should present a target or receiving point in time for the ball to
meet it. Providing a late target often results in inconsistent
catch success.
Physiological demands of the players eye.
Accommodation, vergence and dynamic fixation are all working in
this scenario. For the player to catch the ball, he will focus on the
ball as it leaves the passers hands with accommodation; with
vergence he will see a single object. The player exercises dynamic
fixation as he tracks the moving ball as a single object, in focus, until
it reaches his hands.
PHASE 2: TRANSITION
Physiological and technical demands of the player
Transition is the phase between receiving the ball and passing it and
this is a generally ignored aspect of the passing skill. Transition starts
once the player has received the ball. Ideally, the first receivers
outside shoulder (right) is turned to the passer to receive with the
chest facing the ball. The players inside foot (left) steps forward,
thereby pushing the inside shoulder around so the player now gets
as broad as he can to the next receiving player. By getting the left
leg forward, he can scan the options in front of him as well as
making full eye contact with the next potential receiver. Once the
first receiver has the ball, his bank of information starts to fill up
with information about the opposition, space, time and potential
receiving players. Its in this transition phase that the player makes a
decision and readies himself to execute the pass to the selected,
receiving player. The player should, ideally, hold the ball just above
hip height.
Physiological demands of the players eye
During this phase, the demands on the eye are transferred from the
ball as an object to assessing various options relating to space, time,
opposition players and support players. Vergence will be tested here
as the players eye muscles will move from close (the ball) outwards
to space, i.e. from a single small object to a wider landscape of the
game. If the player has below average accommodation, he may find
difficulty in focusing on a specific target to pass the ball to or,
similarly, find difficulty in judging depth.
If the player has below average vergence, he will find difficulty in
clearly assessing the position of the opposition player, or making
accurate assessments of where a support runner is, particularly in a
congested environment.
PHASE 3: PASS
Physiological and technical demands of the player
The player should have both hands on the ball and ideally have both
feet on the ground for maximal stability and power, and be chest on
for maximum push power on the pass. Once the ball has left the
players hands he should take a minimum of one step in the
direction of the pass to ensure continuity of force.
Physiological demands of the players eye
Once the options have been assessed during the transition phase,
the demands of the eye during the pass are merely a continuation
and extension of the eye mechanics during the pass. The vergence
facility is tested as a player executes the pass and follows it through
the air to the catching player. Accommodation will determine
whether the player is able to keep a focus on the ball throughout its
flight. It could be argued that once a player has identified a target

R
F
U
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 5
6 Visual Skills for Rugby Union Players
during the transition phase and executed the pass, the impact of the
eyesight on the accuracy of the pass is negligible. However, once the
pass has been made, the players eyes, ideally, will shift from a
focus on the ball to a wider perspective of a contact area or
decision-making role in support, vergence, accommodation and
dynamic fixation are all impacted during this type of scenario.
4. PSYCHOLOGICAL DEMANDS OF VISION IN RUGBY UNION
Visual skills training may improve the psychological demands of a
rugby player through two methods. Firstly, the exercises that are
used to develop visual skills in players involve high levels of
concentration and mental focus. Secondly, I have found that players
find eye patches as much a psychological distraction as the visual
skills exercise itself. Anecdotal evidence suggests that the eye
patches cause an initial psychological distraction, which is overcome
through improved mental focus.
5. TACTICAL DEMANDS OF VISION AND VISUAL
SKILLS TRAINING
There are major benefits to an improvement in visual skills,
particularly in what is known as vision. The word vision used in rugby
relates to a players ability to assess attacking options and make
decisions that are in most cases successful. Successful vision is usually
related to a players peripheral vision although not exclusively.
Often players with vision are placed in decision-making positions
such as scrumhalf, flyhalf, centre or fullback. It is debatable whether
players that have vision are selected in these positions or whether
players in these positions develop better vision because of the
positional requirement.
A mix of both theories may be accurate. Some of the visual skills
exercises that I have selected improve peripheral vision, which will
have an effect on a players tactical or decision-making abilities.
Players able to scan broadly over a defence, then focus the eyes on a
range of moving players and then focus on one player in order to
make an accurate pass will become better attacking decision makers.
6. EXCERSISES THAT DEVELOP VISUAL SKILLS IN RUGBY
UNION PLAYERS
I have developed five exercises that aim specifically to improve a
rugby players visual skills, particularly vergence, accommodation and
dynamic fixation, which have an impact on peripheral vision and
handeye coordination. While developing these exercises, I have
modified the practices to include rugby specific skill development, in
this case the catch/pass skills. By combining these visual skill exercises
and rugby skill exercises I believe that I make the visual skills more
game related and, secondly, make better use of time if we include
this in the weekly training programme.
REFERENCES
Gavriysky, V. (1970) Vision and sporting results, The Journal of
Sports Medicine and Physical Fitness, 10 (4): 2604.
Kluka, D. A. (1991) Visual skills: considerations in learning motor skill
for sport, ASAHPERD Journal, 14 (1): 4143.
Kluka, D., and Knudson, D. (1997) The impact of vision and vision
training on sport performance, Journal of Physical Education,
Recreation and Dance, 68: 1727.

P
a
u
l

H
a
r
d
i
n
g
/
A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 6
Visual Games 7

P
a
u
l

H
a
r
d
i
n
g
/
A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
Skill Practice: Visual Games
Objectives: Visual development in accommodation, vergence and dynamic fixation
Equipment: Skill Practice Requirements:
Balls 1 Bags N/A Area N/A
Cones 20 Suit N/A Players All
Shields N/A Bibs N/A Time N/A
Set-up Diagram:
Exercise: Dynamic Triangle
Visual skills: peripheral vision, vergence, focus, handeye coordination.
The dynamic triangle exercise has three progressions. The first exercise starts
with the working player (in the centre of the drill) exercising peripheral vision.
At all times this player attempts to keep all three other players in sight. The
coach remains static and the working player uses the coach as the centre
focus. The two players on the left and right will move up and down between
the two cones. The working player can move in any direction to keep all three
players in sight.
1) The first progression aims to cause the player to focus more on the coach.
The coach will hold up coloured cones and change them regularly. The
working player will call out the colour while keeping all three people
in sight.
2) The coach will now hold up numbered plaques. The working player will call
out the number while keeping all three people in sight.
3) Keeping all three people in sight, the working player will receive a pass from
one player and pass it to the other while calling out the number being held
up. This demands the player to focus on the number and the peripheral
vision as the player keeps passing and receiving to the other players.
Exercise: Hoop Pass
Visual skills: vergence, accommodation.
The two players in the middle are the working players. The coach in the
middle holds a plastic hoop. The hoops may decrease in size as players
become more proficient.
The first player receives a pass from a static ball holder and runs forward until
in line with the hoop and makes a pass through the hoop to the receiving
player. The receiving player must time the run in order to be in position when
the pass is made. The receiving player then becomes the passing player on the
return run and vice versa.
Exercise: Tube Pass
Visual skills: vergence, accommodation.
The tube pass exercise is a progression from the
hoop pass drill. The three players between the
yellow cones are considered the primary working
players. The player on the blue cone passes
statically to the first working player who, while
running, must make a pass between the two tackle
tubes to the receiving player who will then pass
through the next set of tubes to the last working
player, who passes to the other static player.
In some cases the action of passing is blocked by
the tubes, which causes the receiving player to
focus on the space between the tubes and wait for
the ball to appear and travel through the gap. The
latter situation is a severe test of the players eye
vergence, focus and handeye coordination.
SKILL PRACTICE
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 7
8 Try something different!
It is unquestioned that the scrum half should be able to pass 15 metres to the fly half (Figure 2). But what does this actually achieve? It may
well give the fly half room away from loose forwards but does this not draw the defence across the pitch and onto the outside players? Has
not the attack just used up 15 metres of space, for little purpose other than giving the fly half time? Combine this with the various defence
strategies now adopted, and teams that make their tackles often appear little troubled by this predictable line-up.
By Ken Roberts
Coach of 25 years
here is often talk referring to the lack of space within the modern game and whether there should be less players or
bigger pitches. However, do we really use the available space efficiently?
In recent years the style has been for wide alignments and the ball moved across the width of the pitch in order to stretch the
defence and create gaps to penetrate. Does a wide alignment necessarily mean equal spacing of the players stretched across the width of
the pitch?
Before this style of play, the back line would stand closer together with the outside wing being little wider than the goal posts. The passing
was short to commit and confine the opposition back row close to the source of possession, while the back line passed and folded into the
outside space with the intention of out-flanking the defence. So, might a wide alignment also be interpreted as numbers 10, 12, 13
standing close together and the wing standing in the tram line (Figure 1)? How might this effect the defensive line up? Will the defence
trust their system (practised) or align mirror image to the attack (unpractised)?
T
15m
TRY SOMETHING
DIFFERENT!
FIGURE 1: WIDE ALIGNMENT OR NOT?
FIGURE 2: ACCEPTED ROLE FOR HALF BACKS

A
n
d
r
e
w

C
o
u
l
d
r
i
d
g
e
/
A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 8
Try something different! 9
The scrum half should have the ability to shift the ball using either hand: the length is actually irrelevant! The speed in which the ball is
moved is the key, not the distance it travels. The only time the destination of a rugby ball can be guaranteed is when its flying through the
air. Once in someones hands, defenders cannot determine what will happen next. Therefore, I suggest the long pass takes the pressure off
defences and applies pressure onto the attack! How? I hear you say.
As the ball sails through the air, the defenders can judge exactly where it will end up. However, for the attacking side, the pass needs to be
directed for the receiver to run onto without checking their stride. The receiver needs to judge the flight of a spiralling ball so they can catch
it while running at pace and with a defender quickly closing them down. In contrast, all that has been asked of the defence is to smash the
receiver. So the variables for the attacking side are far greater than those of the defence.
Consider a different role for the half backs using a different interpretation of a wide alignment. The space between the scrum half and fly
half is little more than 68 metres (Figure 3). There is no necessity for the scrum half to wind up a pass, so the ball can be popped up to the
fly half in a fraction of the time. This allows the fly half to attack the gain line earlier with the objective to commit the loose forward close to
the source. The ball is then pulled back to the next receiver (close at hand and in depth) who has the capability to throw the 15-metre pass.
The defending loose forward is, in essence, removed as a threat and the wide channels are less cluttered with players.
Faced with the above alignment, how will the defence align? What defence system will they run?
Would the defence system be practised or unpractised in relation to this alignment?
If the drift call is used, the call is usually made when the attacking fly half makes their pass. However, in this variation the role of the fly
half is to attack the loose forward, not escape the loose forward. The drift call will be too late and the defending inside centre will drift into
a 15-metre void.
If the blitz call is used, the attacking short-side wing or the full back will have the 15-metre space to use at will.
If a man out defence system is used, the defending fly half will have the inside centre running hard at them with space on the outside
shoulder. The attacking outside centre can run into the space turning the defence inward.
15m
FIGURE 3: VARIATION OF A WIDE ALIGNMENT
FIGURE 4: ATTACK OPTIONS

A
n
d
r
e
w

C
o
u
l
d
r
i
d
g
e
/
A
c
t
i
o
n

I
m
a
g
e
s

L
i
m
i
t
e
d
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 9
10 Try something different!
This may lead to a different type of player at 10 and 12. The fly half is more of an inside centre and the inside centre more of a fly half. So
why not swap them around for a few plays and see what happens? The job of the first receiver is to deliberately attack the loose forward, so
is the main play maker the second receiver (12) or the player in the 13 channel? Why not both?
Such a variation has the potential to cause short-term difficulty to a defence. The challenge is to get players to accept something that is
different and give it a real go. If it does not work first time, the tendency is often to drop the idea, but it may not be the idea that is flawed
but the execution of the idea.
Explore something completely different
Why play with centres? Why not seven forwards, a scrum half, a first play maker a second play maker with five attacking full backs? Again,
this would mean a different type player with a number 8 shirt. when do you actually use eight forwards other than at the scrum? so why
not play an extra back who could join the scrum in the back row (Figure 6).
Figure 4
Many ideas may not work as intended, but this is not a reason to stop trying something different. If we fear getting things wrong, we will
never see or do anything original and well keep referring to lack of innovation in our game and space on the pitch. Is the problem the size
of the pitch or the way in which we use it?
Play maker 12
10
7 10 12 13
Scrum half 8 First play maker 9 Second play maker 10
11 12 13 14 15
FIGURE 6: SOMETHING COMPLETELY DIFFERENT
FIGURE 5: THE JOB OF THE NUMBER 10 IS TO ATTACK THE LOOSE FORWARD NOT ESCAPE THE LOOSE FORWARD
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 10
Back Line Attack 11
Skill Practice: Back Line Attack
Objectives: Clinical decision making, Execution, Passing and Running Skills
Equipment: Skill Practice Requirements:
Balls 1 Bags N/A Area Try line to 10 metres out
Cones 4 Suit N/A Players All
Shields N/A Bibs N/A Time 30 minutes
Skill Practice Description:
The objective of this game is to score from first phase.
The defence start on the try line and can only advance to the five metre line (gain line).
The attack must start from the five-metre line if simulating a scrum and vary the starting points i.e. centre field.
If simulating a line-out start, use the 10-metre line to half way.
If the attack can score from the set piece they are awarded five points.
If they score after one phase they are awarded four points.
If they score after two phases they get awarded three points, and so on.
If the attack fails to score after four phases, they turn around and defend.
Kicking options may be introduced.
Five attacks each team.
Set-up Diagram:
Key Coaching Points: Relevance to the Game:
Decision making skills (strike move, defensive alignment)
Appropriate passing (short, long, flat, deep etc.)
Appropriate running lines: decoy/option/creating
spaces/accelerating into space.
Support and reaction.
LookThinkDo process
Allow the players to self-correct before intervention from
the coach.
This game calls for clinical and decisive call making and execution.
High levels of pace in running and passing.
Accuracy in decision making scanning and decoy/option
running lines.
Important for teams that may rely on less than 50% possession.
SKILL PRACTICE
5m line
Try line
Simulate
scrum ball
15m
11
9
7
9
10
12
13
15
14
90633_7 Rugby Edge 9:9 15/12/2010 12:56 Page 11
12 Out Flank Game
Skill Practice: Out Flank Game
Objectives: Develop the ability to execute a 2 v 1 scenario in the wide channel
Equipment: Skill Practice Requirements:
Balls 1 Bags N/A Area 30 X 30 metre grid
Cones 25 Suit N/A Players All
Shields N/A Bibs 2 colours Time 20 minute durations
Skill Practice Description:
The objective of this game is to develop the ability to execute the 2 v 1 with consistent efficiency.
The attacking team initially has at least three extra players in order to create an advantage.
There is a channel on each wing in which only one defender and two attackers may enter at any time.
The attack works the play to get the ball into the outside channel then execute the 2 v 1.
With the extra players, the attack can also develop opportunities to penetrate the defence and so the game is not relying on lateral
moment and still incorporates the principles of go forward.
The progression is to remove the channel and see if the players can still take advantage of the 2 v 1.
A further progression would be to reduce the numerical advantage in favour of the attacking team.
Set-up Diagram:
Key Coaching Points: Relevance to the Game:
Running lines to condense and hold defences in order to out flank.
Running lines in order to disrupt and penetrate the defence line.
Development of short to long passing skills.
Appropriate depth of support alignment and clinical support lines.
Simple things done well.
Attacking players often fail to fix defenders effectively and often
drift or over elaborate.
This game will assist in angles of run that fix the last defender and
allow the receiver to score or provide the ball carrier a scoring
opportunity depending on the reactions of the defender.
The game will also open up opportunity to penetrate the defence
in field and maintain the principles of go forward.
SKILL PRACTICE
Published January 2011 by Coachwise Ltd
Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds LS12 4HP
Phone: + 44 (0) 113-231 1310
Fax: + 44 (0) 113-231 9606
Email: enquiries@coachwise.ltd.uk
Websites:
rfu.com
www.coachwise.ltd.uk
RFU Technical Editor
Technical Editor at rugbyedge@therfu.com
Editor
Joanne Chapman
Design
The Coachwise Design Team
9
0
6
3
3
:
7
2009 Rugby Football Union. The England Rose is an official trademark of the Rugby Football Union and is the subject of extensive trade mark registration world wide. Rugby Football Union (RFU),
the national governing body of the game in England.
90633_7 Rugby Edge 9:9 15/12/2010 12:57 Page 12