Do you remember being taught to swim? Or did you take your kids to swimming classes? Although my own kids have passed this stage, I see that there’s far more paraphernalia around the pool than when I was learning. They seem to use all manner of floats and tubes to help. That’s on top of armbands.
We did have armbands in my day. In fact, my first official sporting success was in swimming when I came third in the U5 one-width school race. That there were only three in the race and I didn’t finish wasn’t important.
We also had floats that were a standard size whatever your age, build or ability. Now these floats are used to help isolate different elements of the stroke – for example, you might rest your left arm on the float to work your right arm. It’s argued that this will lead to a more efficient use of the limbs for each style of swimming.
Not everyone believes this is the right way to coach swimming, or indeed any sport. Concentrating solely on one aspect of a mechanical body action might mean the participant compromises another part. Adjusting one part of your action might impact on another part. If you isolate the action, you can’t tell how it might work when you put everything together.
Take a spin pass. If you work with a heavy ball, you might overcompensate for the weight with your shoulders or hips, whereas the idea of the weighted ball might be to isolate the work of your wrists and forearms.
Another argument is that you can throw a baby into a pool and he’ll swim naturally. Why isolate the skill when you can create a learning environment that allows the participant to learn by doing, failing and succeeding?
But just as we wouldn’t throw a 10-year-old non-swimmer into the deep end, we’re more careful when it comes to areas like tackling.
Let’s face it, artificial aids will make it artificial. The more we can keep it real the better.
Here are two sessions to use which either use pads to start the process, or get straight into using contact. However each one builds the level of intensity to develop confidence.
Good counter rucking disrupts the opposition attacking ball and may lead to you winning a turnover. This session makes your players more aware of the usefulness of the tactic, whilst practising the basic rucking skills needed to drive back opposition players. MORE
The last passer of the ball often needs to be the next player into the tackle situation. Use this breakdown exercise to work on this player adopting a strong, square body profile at the ruck. MORE
In the third part of a session, after a warm-up game and then a skill drill, introduce a skill game. The game is still focused on the objective. It gives the players a chance to explore the skill in the context of the game and see why it is relevant. MORE
How often have you heard: "No, yes, good, great," and then lots of sighing. Does this sound like a coach you know? And does this really seem helpful? Let's consider how we enhance our language to engage players and most importantly understand them. MORE
received these two emails within a few hours of each other, so this isn’t an isolated situation. However, I will hasten to add, it’s not a problem either. Up to the age of 17/18, boys grow at very different speeds. This is both physically and mentally. It’s likely that the more “aggressive” teams you face have a number of boys are ahead of the curve in this sense. They are more mature than their peers. MORE
Whether you were hooked or not, Game of Thrones was a phenomenal TV hit. Over 32 million viewers watched season eight. There were lots of reasons why but one which has perhaps a lot to do with the way we should be coaching rugby. MORE
Demanding games tend to be toughest on your best players because they put themselves in the action the most. Help them manage themselves to play for longer. In a tough period of games there will be many players beginning to wane after successive demanding outings. The extent of this waning will depend on their strength... MORE
For years, I've thought the most important principle to coach, both in attack and defence, is "go forward". The other principles support this, as the primary way to score is to go forward. In defence, you need to go forward to stop the attack going forward. I've changed my mind. MORE