Rugby Football League Becoming CAYPABLE: Developmentally appropriate practices for coaching Children and Young Players Day 1

Complete your post-it in the following way… “My name is _ I coach / would like to coach children and young people aged _ I want to learn more about coaching them because . . .” Coaching Dictionary

Over to you again … “I want to develop my?” Coaching Dictionary

Outcomes for the Course On completion of this workshop participants should be able to: Describe how the concept of ‘CAYPABLE’ helps them to plan, deliver and evaluate coaching practice. Deliver safe and fun coaching sessions from pre prepared cards. Reflect on your own development in relation to coaching practice.

Day 1 outline 0900 Introduction and Overview of Course and CAYPABLE concept 0920 CAYPABLE session 1000 Review of session and principles of CAYPABLE coaching 1030 Break 1045 Review of session and principles of CAYPABLE coaching 1145 Total Warm Up 1300 Lunch 1330 Game Introduction 1430 Break 1445 SOL 1600 Game Application 1645 Review and plan for day 2 coach delivery sessions 1730 Depart

Learning Cycle Having an experience Planning the next steps Reviewing the experience Concluding from the experience © David Kolb (1984)

The course for the coaches is similar to the experience we want the players to have

SOL – Stability, Object Control, Locomotion Coaching Session Total Warm Up Game Introduction SOL – Stability, Object Control, Locomotion Game Application

Coaching Session Times Stage Beginner Intermediate Advanced Age 4-7 yr 7-9yr 9-11yr Total Warm Up 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 15 minutes Game Introduction SOL – Stability, Object Control, Locomotion 10 minutes 10 minutes 15 minutes Game Application 15 minutes 15 minutes 20 minutes

Think about the coaching session that you have just been part of. . . ‘CAYPABLE COACHING’ Think about the coaching session that you have just been part of. . . Identify who the activities would be suitable for? What were we working on? How did we do it?

BECOMING ‘CAYP-AB-LE’ Activity Base [sport specific skills, movement specific skills] Learning Environment [Activity structure & coaching behaviour] Children And Young Players [Needs & Wants] PLAN DO REVIEW

Children & Young Players Knowledge Base 1 Low 2 3 4 5 6 7 8 9 10 High Children & Young Players Activity Base Learning Environment

Player Development Progressions Levels and stages of learning a new movement skill Children And Young People Player’s thinking… Individual BEGINNER Knows what to do, but unable to do it with consistency INTERMEDIATE Performs the skill effectively some of the time ADVANCED Players perform consistent fluid movement

CAYP Player Movement Development Rudimentary Reflexive Fundamental Complex Functional Beginner Intermediate Advanced

Reflexive and Rudimentary Movement Skills Reflexive movement phase Information gathering Grasping, righting and propping Rudimentary movement phase Voluntary movements for survival Stability control of head, neck and trunk Object control reaching, grasping and releasing Locomotor creeping, crawling, walking

Beginner Stage Fundamental Movement Skills Stability Object control Locomotor Beam/line walk Throwing Running One-foot balance Catching Jumping

Intermediate Stage Stability Object control Locomotor Example: Evading a player, then passing Side-step Carrying, grip, throwing on the run Running, zig-zag

Advanced Stage Stability Object control Locomotor Example: Tackling Before and during: engagement: Twisting, turning, bending, crouching Wrap the player: Gripping, controlling Positioning: Running forwards, sideways, backwards, diagonally

The Activity Base Movement skills Core skills Game skills

An Activity Base example Jumping carry ,grip Running Side-stepping Evasion Grip, carry Penetrating a defence Avoiding being tackled

Understanding Movement Development Beginner Advanced Awareness, Explore & Discover individual skills Combine & Refine a range of skills Select & Apply a range of skills

Player Movement Development and learning a language Beginner Intermediate Advanced Words Sentences Paragraphs Chapters Story

Using SOL to understand Movement Skills Using the following template for guidance (SOL) list as many movements as you can think of under each heading, starting with ‘Locomotor’

SOL (Stability, Object Control, Locomotion) Locomotion – moving from one place to another Object Control - use of any object, ball, stick, racket… Stability – firmness in position / movement within a fixed space

Fundamental Movement Skills

Player Movement Development E.g. Running, bending, collecting, turning when retrieving a ball

Linking Game, Core and SOL skills Pairs task: Using the following Game skill and the Core skill identify the SOL skill (s) being used e.g. Game skill Core skill SOL Attacking a defence Evasion Running, side-stepping, twisting, bending, carrying

Seeing movement skills as core skills and game skills Pairs task: Using RL core skill identify the movements using SOL Core Skill Retrieving a ball Avoiding being tackled Grip & Carry Tackling / Protective Falling Kicking a ball Passing Lines Game Skill Securing possession Recognising Space Ball Familiarisation Being stopped and falling Attacking & Clearance Kicks Catching & Moving with a ball

Player Movement Development E.g. Running, bending, collecting, turning when retrieving a ball

Why should we use this approach? • Enables the children to develop the skills to participate in sport • Responds to lifelong developmental needs of children • Establishes the foundation for participation and talent development pathways in rugby league Builds confidence to participate in sport

What happens……. 31

Children And Young Player’s - positive beginnings Have …… A desire to play- not watch others play A desire to achieve their own goals- not adult goals Less emphasis on winning- more freedom to have fun More variety- less specialisation Less pressure- more support

Player Development Progressions Levels and stages of learning a new movement skill Children And Young People Player’s thinking… Individual BEGINNER Knows what to do, but unable to do it with consistency INTERMEDIATE Performs the skill effectively some of the time ADVANCED Players perform consistent fluid movement

Coaching Core skills in the Activity Base at Level 1 Catch Grip Carry Pass Play the Ball/ protective falling Tackling/ Protective falling Kicking Ball retrieval Evasion Try Scoring

Coaching Game skills in the Activity Base at Level 1 Attack Defence RL Game skills Kicking

Attack Recognising & exploiting space: width, depth Peripheral vision to the front and rear Positioning within a team Lines of running in relation to the ball carrier Tactical awareness Decision making Gaining ground Transition from attack to defence

Defence Tackling & protective falling Defending territory Tactical awareness Decision making Gaining ground Transition from attack to defence

Kicking Gaining territorial advantage Regain possession (force repeat set, cross-field) Scoring Decision-making on type of kick used Restarts of play: kick-off, drop-out, penalty Tactical awareness

Levels and stages of learning a new movement skill Learning Environment Levels and stages of learning a new movement skill Learning Environment Role of the coach Coaching Strategies BEGINNER Help the player explore and self-discover how to perform the task Coach should provide demonstrations and offer simple explanations to introduce and explain activities. INTERMEDIATE Help the learner refine and apply the skills into game scenarios Coach provides more delayed positive, specific and corrective feedback, and greater emphasis is placed on using open questions to encourage C&YP to analyse their own performance and identify areas for improvement. ADVANCED Help the learner personalise the movement task Young People (YP) need to become less reliant on feedback from the coach, coach should maximise the opportunities for YP to take responsibility evaluating performance and setting new personally relevant targets and goals.

Player Movement Development & RFL delivery Stage Coaching Styles (Introduce - Awareness, Explore & Discover) Beginner (Develop - Combine & Apply) Intermediate (Optimize - Perform & individualise) Advanced (Demonstration) Beginner (Positive Corrective Feedback) Intermediate (Ask Questions) Advanced

Purpose of Total warm-ups Enables the players to Start slowly and build speed Practice skills Be creative Think Develop self-confidence Work effectively with others 41

Purpose of Game Introduction Game intro enables players To get a feel for the movement To think about what they are doing and how to improve To understand which skills they need to improve upon before re-applying them back into the game later. Game intro enables coaches To ask questions about Key points related to the skill Modifications that can be made to help players develop Tactical awareness 42

Purpose of SOL SOL enables Players to Develop movement skills that underpin the core skills Explore effective ways of moving Develop awareness of their own movement abilities Understand why some movement patterns are more effective than others Enables the coach to Provide demonstrations and encourage players to demonstrate Provide specific Feedback Question the development of SOL skills- ‘what did you need to improve upon in the game intro?’ Progress the Activity 43

Purpose of Game Application Game application enables Players To apply the skills they have just been practicing in a game Progress skills Develop tactical awareness Think about how the skills they are developing apply to rugby league Enables the coach to Re-start the game in the same format as Game intro finished Introduce progressions appropriate for the players stage of development and make links to the original game Ask players to suggest ways in which skills can be applied into a game situation, e.g. penetrating a defence, kicking for territorial advantage 44

BECOMING ‘CAYP-AB-LE’ Activity Base [sport specific skills, movement specific skills] Learning Environment [Activity structure & coaching behaviour] Children And Young Players [Needs & Wants] Who are we coaching? PLAN DO REVIEW How are we coaching? What are we coaching?

Children & Young Players Knowledge Base 1 Low 2 3 4 5 6 7 8 9 10 High Children & Young Players Activity Base Learning Environment

End of Day 1 check in questions. . . On post it How could this approach help you when working with your lead coach on delivering sessions? What support do you feel you still require to use the CAYPABLE approach in your coaching?

Reflective questions . . . In small groups Describe the concept ‘CAYPABLE’ and how would you use it in your coaching How does SOL help players develop core and game skills? Have you developed your coaching and what else do you need to do to continue to improve

Top Tips Session Cards Well Being Equitable & Inclusive Coach Safeguarding First Aid

Next Steps Work with a lead coach to develop your coaching & Complete pages 12, 13 & 15 in your Learner Pack Plan & prepare to deliver your allocated session (in pairs 15 minutes each coach) Attend Day 2 Remember until you have successfully completed Day 2 you should be working under the supervision of a qualified coach

Allocation of Assessment Tasks You will be delivering in pairs, each person leads for 15 minutes, whilst the other supports (Total session time 30 minutes) Please plan your delivery according to the cards allocated (if you are unsure talk to one the tutors before you leave) Write your assessment topic on page 15 in your Learner Pack - Rugby League Coaching Activity Planner - Chosen Pre-Planned Activities column (bottom box)

Code of Conduct Please complete your Code of Conduct in the Pre Course workbook and return to your tutor You have up to12 months to work under the supervision of a qualified coach before completing Day 2 of the award. You must also have a CRB check, this can be done by completing a CRB form

PLEASE ENSURE THAT YOU HAND IN DULY COMPLETED WARRINGTON COLLIEGIATE FORMS!!!! THANK YOU

Acknowledgement The authors David Morley is an expert in developing children and young people in sport and Physical Education, as well as training coaches and teachers in delivering developmentally appropriate sport and physical activity. He is Head of Education with ESP and is also an independent consultant specialising in multi-skills and talent development. Bob Muir is a coach development expert, a Senior Lecturer at Leeds Met Carnegie, and a consultant with the UK Centre for Coaching Excellence working with several national governing bodies of sport on the development of their UKCC Level 4 coaching programmes across several domains. Thanks go to the authors for the development of this Award, particularly for the creation and development of the ‘Becoming CAYPABLE’ framework which this Award is based upon. Create Development The Rugby Football League would like to thank Create Development for allowing their philosophy of holistic and developmental approaches to coaching children and young people to be used within this Level 1 Award. All of the activities are based upon Create Development’s unique approach and form the platform for successful rugby league players at all levels.