Coaching Games To Develop Attack Play -...

Somerset County RFUCoaching Development

Coaching Games To DevelopAttack Play

(Applying Principles of Attack)

Coaching Through Small-sided GamesTraditionally, technique has often been over-emphasised within practice sessions. While technique is an important part of the overall skill, it has often been taught in isolation using a drill, without requiring players to think and apply the techniques to the situations required in the game. This is like giving a person the pieces from a puzzle without showing them the picture on the lid. Where does this isolated practice fit the game?

By using a game approach, players are challenged to think about what they are actually doing and why. Players are taught to use the appropriate technique at the right time and place, while under the pressure situations created by a game.

Coaching though small-sided games has been shown to result in improved learning outcomes for players and coaches. Using games as the predominant coaching tool, places an emphasis on the play where tacticaland strategic problems are posed in a modified game environment, ultimately drawing upon players to make decisions. It places the focus of the practice on the player in a game situation where cognitive skillssuch as tactics, decision-making and problem solving are critical. The isolated technique development is utilised, only when the player recognises the need for it.

The skilled coach creates and manipulates the game, specifically to develop the skill that is theprimary focus.

Coaching through small-sided games is a tool to:• Guide players to discover and develop the game• Increase motivation and enjoyment• Develop tactical awareness• Improve individual skills• Challenge players to think about what they are doing and why• Encourage creative solution finding.

The games in this resource are starter games and the coach should have the observation and analysis skills to identify an area to develop, through either a progression of the game, or a specific skill development drill or activity. The coach then returns to the game and sees if their coaching intervention has assisted the players to play the game better. The emphasis is always on the coach to create a learning environment.The coach should observe and allow the players to problem solve before intervention. Do not stigmatise error, as error allows learning to take place and develops decision making in players.

When Coaching through Games, consider the following:• What is the main objective/purpose for the activity?• What skills and tactics do you want to develop?• What will be the main problem/challenge for the players?• What are the boundaries and safety laws?• What questions may you ask to help the players achieve the technical and tactical goals for

the session?• What progression can be used to support each individual?

In order to achieve the above, consider the following:1. Varying the Playing Area2. Changing the Starting Space between Attack and Defence3. Varying the Shape or Positioning of the Attack or Defence4. Different Starting Positions5. Introduction of the Ball in Differing Ways6. Applying Pressure in Different Ways

What are the Principles of Attack?The principles of attack when in possession might be:attack space, with pace, support and score.

This can be done in rugby terms by manipulating the defence to:• Condense; so the attack can outflank• Spread; so the attack can penetrate• Advance; so the attack can kick over or through

The games in this resource are designed to develop the decision making of theattacking players. The game sensed approach, provides experience and builds on theknowledge of players. The skilled coach can develop the attacking decisions byconditioning the defence and provide or deny a variety of opportunities.

The intention is for the coach to develop the ability to recognise cues that will providesolutions to the problems provided by the defence. By using such games, the coach canprovide discovery and guided learning in their players.

Experience develops the ability to make sound decisions and the game allows for natural andunplanned situtions to occur. The coach should allow the players time to discover and applyany self learning before any intervention.

Practice

Objective Equipment Skill Practice Requirements Balls Bags Area Cones Suits Players Shields Bibs Time Skill Practice Description Set Up Diagram

Key Coaching Points Relevance to the Game

Mismatch TouchScanning to pick out weaker areas of a defence.

100

00

x 3

30 x 30All20 minutes

• Two teams play touch rugby to standard rules.• Two or three players (depending on numbers in each team) wear bibs of a different colour to the others. • The players in bibs can participate in every way except their tackles do not count.• The objective is for the team in possession to attack the areas these players defend. • If other defenders move to cover the players in bibs, that will open space elsewhere.• The defence may position the bibbed players in order to protect them or limit the spatial options.• Any strategic thinking is to be encouraged.• A progression may be to remove the bibs and nominate players to role play as non tackles or loose

tackles if playing full contact. • Itisthejoboftheattacktoidentifyandfindtheseweakerareasinthedefenceandtakeadvantage.• It is the job of the defecne not to leave these players exposed in too much space.

• The attacking team are to scan for weaker defenders.• Onceidentified,keepworkingtheattacktotheseareas.• If the defence cover the weaker defenders the attack should

scan to seek out alternative opportunity as a result.• The defence to be aware of the positioning of the weaker

defenders in order to strategically maximise their defensive line.

• All teams have diverse levels of defensive strength.

• A quick player v a slower defender guarding a wide space may be a mismatch in terms of speed into the available space.

• A quick player v a slower defender guarding a small space may not be a mismatch as the space can be defended.

• Allteamshavediverselevelsofdefencestrength

• Aquickplayervaslowerdefenderguardingawidespacemaybeamismatchintermsofspeedintoavailablespace

• aquickplayervaslowerdefenderguardingasmallerspacemaynotbeamismatchasthespacecanbedefended

• Theobjectiveofthisgameistoscorefromfirstphase.• Thedefencestartonthetrylineandcanonlyadvancetothefivemetreline(gainline).• Theattackmuststartfromthe5metrelineifsimulatingascrumandvarythestartingpointsi.e.centre

field.• Ifsimulatingalineoutstart,usethe10metrelinetohalfway.• Iftheattackcanscorefromthesetpiecetheyareawardedfivepoints.• Iftheyscoreafteronephasetheyareawardedfourpoints• Iftheyscoreaftertwophasestheygetawardedthreepointsandsoon.• Iftheattackfailstoscoreafterfourphasestheyturnaroundanddefend.• Kickingoptionsmaybeintroduced.• Fiveattackseachteam.

Practice



Back Line Attack from Set PieceClinicalDecisionMaking,Execution,PassingandRunningSkills

1200

0020

Trylineto10metrelineAllBacklineplayersandone20-30minutes

• Decisionmakingskills(strikemove,defensivealignment).• Appropriatepassing(short,long,flat,deepetc.)• Appropriaterunninglines;decoy/option/creatingspaces/

acceleratingintospace.• Supportandreaction.• Look-Think–DoProcess• Allowtheplayerstoselfcorrectbeforeinterventionfromthe

coach.

• Thisgamecallsforclinicalanddecisivecallmakingandexecution.

• Highlevelsofpaceinrunningandpassing.

• Accuracyindecisionmakingscanninganddecoy/optionrunninglines.

• Importantforteamsthatmayrelyonlessthan50%possession.

TryLine

5mLineSimulatedscrum

• Thisgamerequiresclinicalanddecisivecallmakingandexecution.

• Highlevelsofpaceinrunningandpassing

• Accuracyindecisionmakingscanninganddecoy/optionrunninglines

• Importantforteamsthatmayrelyonlessthan50%possession

Practice



• Play a game of touch or grip tackle.• At the coach’s discretion, call “slow ball!” or “freeze” and allow the attack to form a diamond behind the

1st or 2nd receiver. Then call “Play!”• The defence will also be organised but this will be the case in a full game.• Allow the game to progress and shorten the time they have at the slow ball scenarios. Don’t be concerned

if there are not four players in the formation as long as there is at least a second tier of support.• Add short lineout options, so the diamonds are preset from set piece.• As players become competent at forming the shape in front of the tackle line, the coach may develop the

ability to form again, having made a line break.• Develop the game into full contact.

• Visual Acuity-Looking for and creating space.• Footwork.• Holding spaces open.• Ball carrier to watch the defensive shape and not look round

for the support. The support should be arriving at spaces.• Listening and cooperation. Play with the eyes in front and

the ears behind.• Intuitive decision making.• Support to hold depth and not arrive at the tackle line fl at.

• This game will develop the intuitive decision making and clinical attacking skills.

• The attack uses a structure to disrupt the defensive structure.

• Having disrupted the defensive structure, the attack utilises their structure to take advantage.

Diamond SupportDevelop the concept of a diamond support shape

1200

00

20


‘Support’

Magic Diamond

Practice



Support Line & Off-load GameDeveloping Effective Support for Continuity Ball in Hand

1200

0020


• The game begins with touch tackles.• Once tackled the ball carrier is allowed to step beyond the tackle line and the support from either side run

toward (or attack) the ball.• The pass must be delivered behind the tackle line and not put back in front of the defence, so speed and

decision making is vitally important.• Develop the game to grip tackles below the rib cage so the ball can be off loaded.• Progresstofulltacklesandtheballcarriermustfighttokeeptheballavailable.• The support must be aggressive in attacking the ball and getting between and beyond defenders.• When in full contact and the ball carrier cannot off load immediately, rucks and mauls may be played.

• Attack the space between defenders and accelerate through gaps.

• Keep the ball available to off-load but safe in the grip.• Scan with the eyes in front and ears behind.• Aggressive and immediate support attacking the ball for the

off-load.• Support to get in behind the defence.• Look-Think –Do Process

• The game relies on good support play in all areas. This game illustrates the need for consistent and aggressive support.

• The supporting players need to work for the ball carrier and attack the ball, getting in behind the defence for an off load.

• Once the tackle line has been breached the attack must not allow the defence time to reorganise.

• When progressed to full contact, the demand on decision making increases.

Practice



Attacking a Condensed Defence To develop the ability to attack a condensed defence

100

00x3


• Two teams play normal touch rules.• 5 touch turnover.• When a touch is made, the game pauses and all defenders need to close in and place an hand on the

shoulder of another defender. So all the defenders are bunched and in contact with each other.• The coach calls ‘play’ and the attack restarts.• The progression may be to leave one defender out of the bunch, which may provide a different challenge

to the attack.• Then leave two defenders out of the bunch and slowly release the conditions to see if the attack can

consistentlyidentifyopportunitiestooutflankorpenetratethedefence.

• Peripheral vision and general awareness.• Communication.• Intuitive decision making.• Support and team work.

• This game is designed to challenge the observation and decision making ability of the attack.

• For the defence, it challenges the ability to cover vulnerable quickly with both drift and sweeping defenders.

At each touch, the defenders close in and place a hand on the nearest defender’s shoulder.

The coach calls ‘Play’ and the attack starts again.

Play from the Maul – Player responsibility Encourage every player to take responsibility for the half back role.

4 X2

• The tackles start as touch and progress to grip, then full tackling.• The ball carrier passes or attacks spaces trying to draw at least two defenders to the tackle area.• If starting with touch, the coach calls for the ball carrier to “stand” when touched. Two defenders must place a hand

and on the tackled player before the ball is passed from the standing tackle. • The nearest support player acts as half back. • Progress to the nearest support player having to rip and passing away from the standing tackle.• Progress to the support player securing the ball and driving the maul three paces forward before ripping and• passing to a half back player. Coach conditions the defence to give ground.• Progress to the first support securing and two more support players sealing off either side of the ball.• Always have one more defender in the maul than attack. Once full contact is allowed this may happen anyway

• Focus on the decision making of the acting half backs at each tackle.

• Focus on the body positions and mauling techniques of the attack.• If techniques are not to standard, award a turn over.• The attacking players must always be driving the micro maul

forward when ripping or spinning.• Do not allow the ball carrier to attack just one defender. They must

attack spaces between defenders to draw them into the tackle area.• Avoid one pass contact patterns. • Demand the players look, recognise• and take advantage of any disruption to the defence.

• This game encourages high tempo and quick decision making.

• Situation recognition and scanning.• Inviting all players to take

resposibilityfor half back positions that occur.

• The attack looks to keep the defence on the back foot.

Practice



Decision Making DevelopmentTo Develop the Intuitive decision making of attackers against a broken field defence

100

00

15

22 area of the pitchMax 30

15- 20 minutes

• The coach kicks the ball out to the waiting attackers from under the posts.• The coach calls out a number of defenders to defend (4 in the example). This number can change

depending on ability.• The attacking team need to catch the ball and attempt to score on the try line without being

touched (more than 1 touch can be allowed depending on ability)• Dropping the ball or being touched in possession results in a fail and all attackers must return to

the 10m line before starting again.• The drill can be used as a competition by allowing each team a specified number of attempts

before swapping the sides, the team scoring the most tries wins.

• Passing at pace• Being aware of the space between attack and defence• Using depth and not attacking in a flat line• The need to create 3v2’s and the ultimate goal of

creating 2v1’s.

• Attacking a broken field.• Collecting a lose kick and counter

attacking with an assessement of the opportunities presented.

• appropriate sepection of pass i.e. long or short.

• Attackingabrokenfield• Collectingalosekickandcounter

attackingwithanassessmentoftheopportunitiespresented

• Appropriateselectionofpassi.e.longorshort

Practice



Overload TouchPre and early Season Conditioning Game

1200

00x3

30 x 30All4 - 5 minute durations

• The objective of the game is to have a three player overload in favour of the attacking team.• Three players have different coloured bibs to the other players.• These three players keep changing teams so they are constantly on the attacking team.• The attacking team need to constantly be communicating and taking advantage of the numerical

advantage.• When one team scores the game is continuous so the team scored against take possession and attack

from their own try line.

• Scanning and observation.• Communication to take advantage of extra numbers.• Running lines in order to condense the defence and

outflank.• Running lines in order to spread the defence and penetrate.• Kicking skills to kick over or through the defence when

appropriate.• Appropriatedepthofalignmentandclinicalfinishing.

• This game is primarily a conditioning game.

• The attack should recognise and take advantage of the numerical advantage.

• The attack should adopt the appropriate alignment and depth in order to be continuously successful in scoring.

• The defence need to close the attack down to prevent scoring opportunity.

Blue team scores, Yellows swap teams and Reds attack straight away.

• Thisgameisprimarilyaconditioninggame

• Theattackshouldrecogniseandtakeadvantageofthenumericaladvantage

• Theattackshouldadopttheappro-priatealignmentanddepthinordertobecontinuouslysuccessfulinscoring

• Thedefenceneedtoclosetheattackdowntopreventscoringopportunity

Practice



Situation Recognition GameTo develop the ability of the support players to read the needs of the ball carrier

150

10 x 10ishAll20 minutes

Two teams start by playing off-load touch.Progression is for some players on each team to wear a different bib colour.Players in one colour can only pass.Players in the other colour cannot pass.The support players need to recognise what conditions of the ball carrier and either take a pass or go and rip according to the situation.The progression is to develop from touch to grip tackles and then full contact.The next progression may be to remove the second bib colour and play full contact.The support must always be ready to react to the ball carrier and retain possession.

• The players need to concentrate on their own condition when in possession.

• The support must recognise the condition and therefore needs of the ball carrier.

• Speed of reaction.• Body shape into any contact situation. Height, Stance• If ripping, maintain forward drive and do not pull on the

ball.

• This practice is designed to challenge the support players to react to retain the ball.

• If the shape of the ball carrier indicates they cannt or will not pass, the support needs to follow and rip.

• If the carrier can get the pass away, the support player needs to adopt a suitable position to take the pass and move into space

x 4

Practice



Unlock the Defence GameTo open space by moving defenders using dynamic footwork

1

20All

20 minutes

Appropriate to challenging tight space

Initially start by playing off load touch.The condition is for the ball carrier to use footwork to attack the defence line. If footwork is not used, possession is turned over. The ball carrier attacks a defender, but then steps to the side and forward through the arm tackle in order to get beyond the tackler. The ball carrier must then off load to a support runner coming in and behind the tackle line before the defence can realign.If the support runner receives the pass in front of the tackle line, possession is turned over.Therefore the support runners must also use footwork to open or preserve space to run into. This space must be around the ball carrier in order to flood the line break. There must be no straight line running and once the ball has been received, the new ball carrier must change their running line again to prevent cover tackles. If not, turn over.The progressions are grab tackles, then full contact. If tackle to the ground, the ball carrier must work hard on the ground to present the ball. 360 roll or jackknife. Long plant is only used if the collision has been lost by the ball carrier.

• There must be dynamic footwork from all attacking players.• The ball carrier not only steps sideways but bursts forward

to get beyond the tackler even if held in the tackle.• The support must V line toward the ball carrier and flood

the line break using dynamic footwork to open or preserve space.

• The ball must be received behind the tackle and off the shoulder of the passer.

• This game encourages running skills to open or unlock a tight defence and not rely on sledge hammer rugby to bash through defences.

• The attacking side must dominate space and hold the initiative over the defence.

Practice



Understanding the RuckTo break robotic rucking

1

20All

20 minutes

Appropriate to challenging tight space

Start by playing ruck touch. One team will attack continuously while the other defend. The attack is asked to go to the ground in a parallel to try line position and place the ball when touched.Out of ear shot to the attack, the defence are asked to abide by the condition of standing in guard positions only and leave the centre of the ruck unguarded. The objective is to see how long it takes before the attack notice they can pick the ball up and go through the middle of an unguarded ruck.Change the teams over with the new attacking team having the same placement condition. The defence are now asked to guard the middle of the ruck but step back three paces, then close the space down. How long does to take for the attack to notice the window of opportunity to get across the gain line. Increase the defensive pressure until the ruck is relevant in order to clear the tackle area. The attack should now be able to assess which option to take depending on the defensive pressure. Receive a pass from the tackled player, pick the ball up and play or ruck defenders away.

• The tackled player presents the ball in a parallel to try line position.

• Defenders to take up guard positions only in first condition.• The attack support players to look on approach and assess

the situation; can a pass be made, can the ball be picked up, is there space to attack, is there a defensive threat on possession that needs to be cleared first?

Leave the middle unguarded.

Use this space

• This game is designed to challenge the robotic and thoughtless support play, in situations where the ball carrier is tackled to ground.

• The attack must understand the significance of playing the ball with informed decisions and not a drilled sequence of breakdown techniques.

Practice



Ruck TouchTo break the habits of robotic rucking and develop appropriate decision making

100

01020

30 x 30All20 Minutes

• Whenaplayeristouchedorgripped,theballcarrieranddefendergotothefloortosimulatearuck.• Thenextattackingsupportplayerpicksuptheballandpassesitawayfromtheruck.• Theprogressionisforaseconddefendertostandoverthetackledplayer.• Thenextattackingsupportplayershouldassessiftheycanpickuptheball.Ifthepressureistoogreat

fromthedefendertodoso,thedecisionmaybetoruckthedefenderawayfromtheball.• Thesubsequentattakershouldthenpickuptheballandplayaccordingly.• Build the pressure with more defenders and supporting attack players who should assess the needs of the

breakdown.• Atsomestagetakeateamawaywhowilldefendonly.Conditionthedefenderstostandinguardpositions

only, leaving the middle open and see how long it takes before the attack realise they can pick up and go throughthemiddleofthetackle.

• Attacking support should not just ruck but assess if the ball canbepickupandplayed.

• Iftheruckisrequired,thebodyshapeisimportanttocoach.• Positivesandnegativesofruckball.• Depth of support• Angle of running and movement on to the ball

• Highlights the importance of the supporting players to the ball carrier in contact situations in order to maintain possession and produce quickballforcontinuity.

• Body positions for rucking must also becoachedforattackanddefence.

• Counterruckingmayalsobeintroduced.

• Highlightstheimportanceofthesupportingplayerstotheballcar-rierincontactsituations,inordertomaintainpossessionandproducequickball

• Bodypositionsforruckingmustalsobecoachedforattackanddefence

• Counterruckingmayalsobeintroduced

Practice



Identifying Space to AttackDevelop scanning in attack and use of support to beat a line defence

1200

0020

Pitch A -1 x 40m and Pitch B -1 x 20m wide5 - 8 players each team15 minutes

• Attacking team face away from defenders before play commences.• Attackers spread or grouped in any formation.• Defenders split (unseen by attack) between pitch A & B.• Coach calls “turn” and introduces the ball to the attack who turn to scan the distribution of the defence and attack

whichever pitch they choose.• Defenders on the pitch not being attacked cannot cross over to help defend.• If the attack breaks down, the defence gain bonus point.• If attackers choose to attack the area with the most defenders and still score – gain a bonus point.Progression:• Allow the defenders in the area not being attacked to move across to support the other defence. Perhaps make the

secondary defence go deeper around a cone.• Vary the space before game starts between attack and defence – more or less time for the attackers.• Allow defence to recover the ball to counter attack.

• Reward close and immediate support of the ball carrier in and around contact area.

• Defenders deny space and time to the numerically superior attack.

• Attack ensure both width and depth in the attack.• Attack to make effective use of numerical superiority

through passing and support skills.

• To help attackers to look at defence and organise support before moving

• Defenders to employ principles of line discipline and effective verbal skills to counter greater numbers in attack

• Attackers to use their superiority in numbers to beat the defence

Pitch A Pitch B

Defence in pitch A cannot cross over until progression one

Attackers crossing pitches must run round the coach

Coaching Games To Develop Attack Play -...

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