EXPERT SESSIONS AND ADVICE FROM QUALIFIED AND EXPERIENCED GRASSROOTS RUGBY COACHES

Miss passing for dummies

The miss passer has to engage his defender before passing and then follow his line through to get into the defence. Here’s how to teach this skill from the very beginning. By Sean Holley

  1. The feeder (F) makes a short pass to the miss passer
  2. The first defender comes up on the inside of the miss passer
  3. The second defender goes for either the first or second support player

  1. The miss passer decides whether to pass to the first or second support player

  1. INCORRECT: The passer does not engage the defender when he passes, but turns his hips – the defender will drift because he knows
    the passer won’t run
  2. CORRECT: The passer stays square and powers the pass away with good core strength
  3. AFTER THE PASS: The passer needs to look for a second touch on the ball AND to get in between the defence to make it harder for them to cover across

 

CHALLENGE

Works on the core skills of making the pass and then the running line of the miss passer after he has made the pass.

SET UP

A 15m x 10m box, a ball.

HOW TO DO IT

  • A feeder (F) makes a short pass to the miss passer, who runs forward, engages his defender before passing either long or short depending on where the second defender goes. Two support players run a short and wide line. They start level with each other
    (see picture 1).
  • The first defender starts inside the miss passer and pressurises him. The outside defender comes up hard on either the first or second receiver (see picture 2).
  • Once the miss passer has delivered the pass, he needs to follow his line of run through and try to get an inside pass from the missed player.

TECHNIQUE

  • Pass with a small wind-up and without planting the feet. 
  • Start with hips square – facing up the pitch
    (see picture 3) – and finish with hips turned towards
    the receiver. 
  • The power comes from the core of the body. 
  • The passer does not fall away with the pass.

 

 

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