Jack Pattinson, academy and DPP coach at London Irish, in the South of England, talks to me about how he plans his coaching and what principles drive his sessions.
I challenge him about the balance between skills training and game training, what the future player needs to know and how he measures success.
We discuss:
The difference between coaching grassroots and academy rugby
How he helps players love the game
How do we measure success in our coaching
Creating World Class young mean and what that means for a 15 year old
What are the primary principles of the London Irish academy
Should we be coaching players for what the game might look like in five years’ time
Why a coach needs to more than a “catch-pass” teacher
What a plan looks like, and how much it might change
Free play – how to incorporate it into sessions so it adds value
A destination for your coaching plan
The chicken or the egg – do you coach the game and then see what skills are needed or vice versa
A few seasons ago, I enhanced my own coaching in three ways leading to excellent improvements in my players’ skills. Here’s what’s made a difference. MORE
Mentally strong people have healthy habits. They manage their emotions, thoughts, and behaviors in ways that set them up for success in life. Check out these things that mentally strong people do. MORE
Wilbur Kraak, a senior lecturer and rugby researcher at Department of Sport Science, Stellenbosch University, South Africa, has recently published his findings on the effects of a skills specific coaching education programme on the skill level of mini-rugby players. Working with Jacques Basson, their conclusions shed further light on what good practice design looks like... MORE
Here’s how you can mix up your training session when you are working with the forwards to ensure they concentrate on the rucking techniques they are most likely to use. MORE
Here is a new contact activity, and how I would introduce it to players who've not seen it before. The activity itself works on good techniques in the ruck area and decision making around the tackle. This is part two, when I add some knowledge to their current understanding, to build up their skillset. MORE
