As you may know I was responsible for the coaching of coaches both at the NZRU and the IRB, now World Rugby. The level 2 is a prerequisite for the Level 3, what I call the High Performance Course.
The other assessment criteria are:
- During courses attending coaches will conduct coaching sessions as well as being assessed at 2 sessions with their team “live” or recorded. In doing this they will complete the practical, coaching accreditation criteria
- In preparation for courses will be asked to analyse the team they are going to use as a case study during the course. As a result this analysis will continue during the course and, for those who need more time this will continue after the course.
- Submission of L3 Diary – Sample available at irbcoaching.com, 24mths. I have an undated version I can make available to you.
- Submit Self reflections and Action Plan for change after each part of the course as part of the analysis.
- Those enrolling in the Level 2 course should be coaching at teenage level either at schools or clubs.
Completion of the following online tests:
- WR Rugby Ready
- WR Laws
- WR Strength & Conditioning
- WR Concussion Management
- WR First Aid in Rugby
I have been conducting the course in various parts of Asia since returning from Dublin in 2002. In addition I headed a group who conducted the course for the NZRU between 2002 – 2012. Each time I conduct a course, especially the Level 3 course I review the process and content to make sure it is relevant to the contemporary rugby scene while at the same time not deviating from coaching the games core values and processes.
I recognise that there is a demand for both courses. The Level 2 course would last 2 days and the Level 3 course a week or 2 parts each 3 days each. The minimum number of participants would be 8 coaches in 2 groups of 4, and the maximum would be 20.
The location would be a central location minimising travel costs. The location need not be in New Zealand. Accommodation would be motel accommodation with the participants looking after themselves.
It is mandatory that the course uses a case study game which may be recorded but best of all “live” games with each group would analyse a team in games leading up to the case study game. In the past the location of the course has been the venue for the case study game enabling team coaches as well as match officials to be involved in the course both before and after the game.
While the course changes to ensure relevance the current structure of the Level 3 course is as follows while the Level 2 course would follow the current WR format.
Please email me with expressions of interest…
THE PLANNING PROCESS – GAME PLANNING STEPS AND MODULES
STEP ONE – PURPOSE
Module 1 – The Vision and Strategic Planning
Module 2 – Achievement Strategy – Changing the Culture of a team.
Module 3 – Selection
Module 4 – Achievement Strategy – The Selection Process
Module 5 – Achievement Strategy – Periodised Planning
Module 6 – Achievement Strategy – Critical Incident Analysis
Module 7 – Team Profile
Module 8 – Team Goals.
STEP TWO – OUTCOMES IN ATTACK AND DEFENCE
Module 9 – Game Profile
STEP THREE – HOW THE OUTCOMES WILL BE ACHIEVED
Module 10 – Patterns of Play
Module 11 – Achievement Strategy – The Pre-Briefing Exercise
Module 12 – Game Planning
Module 13 – Achievement Strategy – Game Sense Exercise.
Module 14 – Practice Planning.
STEP FOUR – ACHIEVEMENT STRATEGIES
Module 15 – Achievement Strategy – Coaching Method
Module16 – Achievement Strategy – Nutrition
Module 17 – Achievement Strategy – Strength and Conditioning
Module 18 – Achievement Strategy – Sport Psychology
Module 19 – Achievement Strategy – Action and Logistical Plannin
Other Achievement Strategies
STEP FIVE – MONITORING
Module 20 – Monitoring During Performance.
STEP SIX – EVALUATION
Module 21 – Evaluation and Adaptation After Performance