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R Ru ug gb by y C Ca an na ad da a

L Lo on ng g T Te er rm m R Ru ug gb by y D De ev ve el lo op pm me en nt t M Mo od de el l ( (L LT TR RD D 1 10 01 1) ) O On ne e C Co ou un nt tr ry y – – O On ne e G Ga am me e: : C Ca an na ad da a i in n U Un ni io on n

J Ja an nu ua ar ry y 2 20 00 07 7

Rugby Canada – Long Term Rugby Development 2

Foreword

Roger Smith President Rugby Canada

I am pleased to present Rugby Canada’s new policy framework for how rugby will be developed across Canada over the next 10 years. We are

indeed not the first Union in the Rugby World to have embarked on this pathway; Most of the major Unions in Europe and the Southern

Hemisphere have embraced a similar strategic development pathway. This is a visionary approach which can radically transform rugby in

Canada.

The rugby world changed forever in 1996 when it went professional. As a result, the game has risen in attractiveness for both the player and the

spectator. Partly due to this Rugby Canada have not been in a position to effectively challenge the leading nations as it once did – LTRD can and

will over the next 20 years go a long way to address that widening gap.

Sport Canada supports rugby immensely, they fund the Male & Female Players at the Elite level (AAP) and the National Union in terms of

development administration. Our Provinces are supported through various Provincial Government Departments that are integrally linked to the

National Governments development of sport and funding streams in Health and Education for the welfare of young players and adults health &

welfare; Long Term Player Development will be an integral part of all funding applications by the Provincial Rugby Unions administration in the

future, so it is important that we embrace and incorporate the direction that is initially been led by Sport Canada.

We appreciate that Rugby Canada are being directed by the sportspecific LTAD working group; undeniably their knowledge is being used in

many National Sporting Organizations (NSOs) – not just in Canada – but all over the sporting world – however we have them manoeuvring us

through this climate change, and I for one am looking forward to the future and the outcomes that this will produce. We are grateful for the support

and assistance we have received from our colleagues in the Rugby Football Union, the Irish Rugby Football Union and the New Zealand Rugby

Football Union. Finally I wish to extend my thanks to the Rugby Canada LTRD Group for their work and commitment in developing the model

under the guidance of Istvan Balyi.


Declaration of Adoption: Sunday, January 22 nd , 2007


C Co on nt te en nt ts s

Acknowledgements

Glossary of Terms

Section 1: Introduction

Section 2: The Stages of LTRD Defined

Section 3: Aligning Rugby Canada Competitions Model

Section 4: Other Considerations for Rugby Development

Section 5: Implementation Strategy

Section 6: Summary

Section 7: Appendices

Appendix 1: 10 Key Principles of LTRD Appendix 2: LTRD Stages Appendix 3: LTRD and Female Athletes Appendix 4: LTRD for Officials, Volunteers, Coaches,

and Parents/Family


A Ac ck kn no ow wl le ed dg ge em me en nt ts s

Rugby Canada would like to acknowledge the contributions of its LTRD working group members for the production of this LongTerm Rugby Development strategy

Trevor Arnold Referee Development Manager, Rugby Canada Dave Brown Development Manager, British Columbia Rugby Union Tanya Donaldson Executive Committee Member, Rugby Canada Super League Pearse Higgins Chair of Development, Rugby Canada Board of Directors Geraint John Director of High Performance, Rugby Canada Glenn Johnston Executive Director, Nova Scotia Rugby Union JeanPhillipe Lavoie Executive Director, Quebec Rugby Union Guy McKim Coaching Committee, Rugby Canada Allen Piggott Executive Director, Ontario Rugby Union

LTAD Advisor Istvan Balyi Project Manager Martin Gallagher, Director of Rugby (former) Project Coordinator/Writer Eva Havaris, Community Rugby Development Manager Consultant Morgan Buckley, Atlantic Sports Management & Training (ASMT) Consultant Brent Anderson, New Zealand Rugby Union

We would also like to thank those individuals who contributed key ideas and comments during the initial stages of the process.

Dr. David Docherty National Senior Men’s Team staff member, Rugby Canada Dustin Hopkins Rugby Development Manager, Alberta Rugby Union John CoumbeLilley National U19 Women Head Coach, Rugby Canada Drew MacPherson Rugby Development Manager, Ontario Rugby Union Troy Meyers President, Nova Scotia Rugby Union Natascha Wesch National Women’s Sevens Head Coach, Rugby Canada Phil White Head of Coaching Committee, Rugby Canada

In addition, the LTRD working group would like to acknowledge the RFU and IRFU for sharing information and athlete development materials in producing Rugby Canada’s LTRD model.


G Gl lo os ss sa ar ry y o of f T Te er rm ms s

ADAPTATION refers to a response to a stimulus or a series of stimuli that induces functional and/or morphological changes in the organism. Naturally, the level or degree of adaptation is dependent upon the genetical endowment of an individual. However, the general trends or patterns of adaptation are identified by physiological research, and guidelines are clearly delineated of the various adaptation processes, such as adaptation to muscular endurance or maximum strength.

ADOLESCENCE is a difficult period to define in terms of its onset and termination. During this period, most bodily systems become adult both structurally and functionally. Structurally, adolescence begins with acceleration in the rate of growth in stature, which marks the onset of the adolescent growth spurt. The rate of statural growth reaches a peak, begins a slower or decelerative phase, and finally terminates with the attainment of adult stature. Functionally, adolescence is usually viewed in terms of sexual maturation, which begins with changes in the neuroendocrine system prior to overt physical changes and terminates with the attainment of mature reproductive function.

ANCILLARYCAPACITIES refer to the knowledge and experience base of an athlete and includes warmup and cooldown procedures, stretching, nutrition, hydration, rest, recovery, restoration, regeneration, mental preparation, and taper and peak. The more knowledgeable athletes are about these training and performance factors, the more they can enhance their training and performance levels. When athletes reach their genetic potential and physiologically cannot improve anymore, performance can be improved by using the ancillary capacities to full advantage.

CHILDHOOD ordinarily spans the end of infancythe first birthdayto the start of adolescence and is characterized by relatively steady progress in growth and maturation and rapid progress in neuromuscular or motor development. It is often divided into early childhood, which includes preschool children aged 1 to 5 years, and late childhood, which includes elementary schoolage children, aged 6 through to the onset of adolescence.

CHRONOLOGICAL AGE refers to “the number of years and days elapsed since birth”. Growth, development, and maturation operate in a time framework; that is, the child’s chronological age. Children of the same chronological age can differ by several years in their level of biological maturation. The integrated nature of growth and maturation is achieved by the interaction of genes, hormones, nutrients, and the physical and psychosocial environments in which the individual lives. This complex interaction regulates the child’s growth, neuromuscular maturation, sexual maturation, and general physical metamorphosis during the first 2 decades of life.


CRITICAL PERIODS OF DEVELOPMENT refers to a point in the development of a specific behaviour when experience or training has an optimal effect on development. The same experience, introduced at an earlier or later time, has no effect on or retards later skill acquisition.

DEVELOPMENT refers to “the interrelationship between growth and maturation in relation to the passage of time. The concept of development also includes the social, emotional, intellectual, and motor realms of the child. The terms “growth” and “maturation” are often used together and sometimes synonymously. However, each refers to specific biological activities. Growth refers to “observable, stepbystep, measurable changes in the body size such as height, weight, and percentage of body fat.” Maturation refers to “qualitative system changes, both structural and functional in nature, in the organism’s progress toward maturity; for example, the change of cartilage to bone in the skeleton.”

PEAK HEIGHT VELOCITY ( (P PH HV V) ) is the maximum rate of growth in stature during growth spurt. The age of maximum velocity of growth is called the age at PHV.

PHYSICAL LITERACY refers to the mastering of fundamental motor skills and fundamental sport skills.

PUBERTY refers to the point at which an individual is sexually mature and able to reproduce.

READINESS refers to the child’s level of growth, maturity, and development that enables him/her to perform tasks and meet demands through training and competition. Readiness and critical periods of trainability during growth and development of young athletes are also referred to as the correct time for the programming of certain stimuli to achieve optimum adaptation with regard to motor skills, muscular and/or aerobic power.

SKELETAL AGE refers to the maturity of the skeleton determined by the degree of ossification of the bone structure. It is a measure of age that takes into consideration how far given bones have progressed toward maturity, not in size, but with respect to shape and position to one another.

TRAINABILITY refers to the genetic endowment of athletes as they respond individually to specific stimuli and adapt to it accordingly. Malina and Bouchard (1991) defined trainability as “the responsiveness of developing individuals at different stages of growth and maturation to the training stimulus.”


Section 1: I In nt tr ro od du uc ct ti io on n

Rugby Canada is launching this Long Term Rugby Development (LTRD) strategy providing the blueprint for all stakeholders involved with rugby

players of all ages and abilities. We are doing this in conjunction with Sport

Canada and believe this policy will be a significant milestone for rugby in

Canada.

The Sport Canada Long Term Athlete Development model is a visionary

framework for full sport system alignment in Canada, integrating health and

education with sport and physical activity. It is a training, competition and

recovery framework for individuals at all stages of life.

This document was developed by the Rugby Canada expert group, in

consultation with Rugby Canada staff, coaches, volunteers, and other

stakeholders within Canadian Rugby. Rugby Canada is not alone in

developing such a policy. Every sport in Canada is engaged in a similar

exercise and we have worked with them and international rugby unions to

share best practice ideas and information. Once adopted LTRD will be the

policy framework for how rugby will be developed across Canada in partnership with our member Unions, clubs and players.

This document outlines the key principles of the Rugby Canada LTRD model. The details of how LTRD will be implemented and the technical

resources required for delivering the new model, training and supporting officials, coaches and players will be developed in the next phase LTRD

202.

The successful implementation of the LTRD model will lead to better and more skilful players, a thriving game supported by quality coaches,

officials and volunteers at all levels of the game in Canada.

Rugby Canada – Long Term Rugby Development Model 8

A New Direction For Rugby Canada

Rugby in Canada is unique in that it has many qualities that are also evident in other sports but in combination these factors produce a social and

cultural environment that is specific to the sport’s national growth and development.

Given the geographical and climate variations across this nation, the sport is played during the summer months in most provinces but all year long

in British Columbia. Rugby attracts a wide range of male and female participants who vary in age from young children to Masters level age

groupings. Furthermore, the sport has historically attracted immigrants from Rugby playing nations as well as Canadians who had commenced

playing other sports but who became attracted to rugby in their teenage years or later in life. More recently, new school and community based

children and youth programs have been introduced, exposing a younger generation to the sport.

The International Rugby Board, the world governing body, has classified Canada as a Tier 2 Rugby nation. The IRB is working with Rugby

Canada to improve our standing in world rugby and are committed to a major investment program over the next 8 years to achieve this. Rugby is

vibrant and the game is entering a new era in Canada. We hosted the 2006 Women’s Rugby World Cup, established the NA4 series with USA

Rugby, hosted the Churchill Cup and are implementing developmental alliances with Tier 1 Rugby playing nations such as England, Ireland and

New Zealand.

Keeping Canadian Rugby Competitive

Rugby Canada is at a pivotal moment. The changes and challenges of remaining competitive in world rugby, and to be positioned as a major

sport in Canada, require a new way of operating and developing rugby at all levels. With that said, the vision for Canadian rugby is: 1. National Men’s team = Top Ten team in the world/ National Women’s Team = Top 4 team in the world, National Men’s and

Women’s Sevens programs = Top 10 and Top 4 respectively

2. Increasing the number and quality of players, coaches, referees and volunteers


To achieve this, the rugby community at all levels must commit to the goals of developing rugby in Canada to its full potential through its 10

Provincial Unions, and maximizing the revenue and resource opportunities available to Rugby Canada both nationally and internationally.

Rugby Canada launched a new strategic plan in 2005. The key features of the plan involve:

§ Refocusing of the Board on the strategic direction of Rugby Canada.

§ Establishing a fully operational Development Department under the direction of the Director of Development to coordinate all aspects of

rugby’s growth, planning and development.

§ Establishing a High Performance team under the Director of High Performance to lead the coaching, preparation, and development of players

and teams.

§ Prioritizing the development of elite players in the 1621 age groups.

§ Restructuring the National Teams’ international program with proposals to provide a minimum of 20 competitive matches for the National

Men’s squad and, in particular, seeking the establishment of a new Americas Cup series with the USA and Argentina to prepare for the 2007

and 2011 RWCs.

§ A real emphasis on coaching and skill development.

§ Revamping competitive rugby in Canada with the setting up of 2 new Regional teams (East and West initially) to play cross border

competitions and in a Canadian national championship.

§ Establishing a network of high performance development centres across Canada to implement high performance and elite player development

programs in partnership with Canadian centres of sporting excellence.

§ Establishing new partnerships with the 10 Provincial Unions to jointly develop and implement rugby development programs to train and

support more coaches, referees, volunteers and clubs.

§ Investing in new IT systems to maximize communication, resource management and registration processes.

LTRD covers all aspects of rugby (15s and 7s), providing the technical framework for how the game will be played and developed. Therefore, this

model represents a critical piece of the puzzle and requires the commitment of coaches, administrators, volunteers, officials, leaders, and players

in the game to put the plan into action for the future.


C Co or re e P Pr ri in nc ci ip pl le es s o of f C Ca an na ad di ia an n R Ru ug gb by y

The following principles of Canadian rugby have been outlined both in accordance with the IRB’s

“Principles of the Game” as documented in its Playing Charter as well as from characteristics unique to

the sport in Canada. These principles are the fundamental elements upon which the game is based and

they enable participants (administrators, coaches, officials, players, volunteers, family members) to

immediately identify the game’s character.

Excellence

Canadian players and teams be provided with support and resources to achieve excellence locally,

provincially, nationally and internationally. The foundation of excellence is quality of service.

Lifetime Involvement

Rugby will provide the opportunity for lifetime involvement to all of its participants through access to

opportunities of involvement, enjoyment and the experience of personal growth and development while

being involved at all stages.

Diversity

Rugby will remain inclusive of different athletic abilities, genders, ages, ethnicities, and socioeconomic

backgrounds. Furthermore, rugby will continue to diversify its accessibility through the generation of new

initiatives and greater opportunities for all.

Sustainability

It is the responsibility of all participants to be cognizant of their personal role in sustaining the

development of the game for future generations.


Accountability

The directives of accountability and transparency will underpin governance of the game at all levels with

the overall objective being the achievement of optimum benefit from all available resources.

Partnership

All stakeholders in the game of rugby will work in partnership to develop the sport of rugby in Canada.

Value and Recognition

Value and recognition of the contributions of members of the rugby community will be of utmost

importance at all levels of the sport.

Equality

Ensure that all communities within the game receive adequate and equitable support, service, and access

to available resources.

PeopleCentred

A peoplecentred approach based upon cooperation, confidence building, empowerment, sharing of best

practice, receptiveness to new ideas, and inclusiveness will be employed to and by all participants

involved in the game at all levels of rugby “I win, you win” mentality.


S Se ec ct ti io on n 2 2: : B Ba ac ck kg gr ro ou un nd d t to o P Pr ro od du uc ci in ng g t th he e L LT TR RD D M Mo od de el l

The LTRD model is based on the 10 key principles of LTAD defined by Sport Canada (see Appendix 1). These are:

1. The 10Year Rule

2. The FUNdamentals

3. Specialization

4. Developmental Age

5. Trainability

6. Physical, Mental, Cognitive, and Emotional Development

7. Periodization

8. Calendar Planning for Competition

9. System Alignment and Integration

10. Continuous Improvement

The LTRD model is directed at achieving optimal training, performance, competition, and recovery

throughout the career of a player. Through its implementation in consultation with National, Provincial,

and Territorial Sport Organizations, the objective is to improve physical literacy (fundamental skills such

as running, jumping, and throwing) so that lifelong involvement of Canadians in physical activity and sport

participation, and the production of future players can be achieved. Coaches should be familiar with

growth and development patterns from infancy through to adolescence.


R Ra at ti io on na al le e

“The health and wellbeing of the nation and the medals won at major Games are simple byproducts of an effective sport system.”

Istvan Balyi Major changes are occurring in the Canadian sport system. The adoption and development of this LTRD model by Rugby Canada arises chiefly

in response to funding implications imposed by Sport Canada that are conditional upon each NSO’s development of a longterm, systematic, and

strategic approach to player development. Secondly, the need for a new approach arises in part from the declining international performances of

Canadian players in some sports and the difficulty other sports are having in identifying the next generation of internationally successful players.

Furthermore, there exists a decline in participation in recreational sport and physical activity and physical education programs in schools are being

marginalized.

Sport organizations across Canada and around the world are utilizing a longterm player development model to reshape the development of their

sport. The development and implementation of a longterm rugby development model will enable Rugby Canada to provide participants with

positive experiences across a sustainable pathway.

• Developmental players overcompete and undertrain • Adult training and competition programs are superimposed on developing players • Training methods and competition programs designed for male players are superimposed on female players • Preparation is geared to the shortterm outcome of winning, and not to the process • Chronological rather than developmental age (maturity) is used in training/competition planning • Coaches largely neglect the critical periods of accelerated adaptation to training • Fundamental movement skills and sport skills are not taught properly • The most knowledgeable coaches work at the elite level; volunteer coaches work at the developmental level where quality, trained coaches

are essential • Parents are not educated about LTRD • Developmental training needs of players with a disability are not well understood • The competition system hinders player development • There is no talent identification system • There lacks integration between physical education programs in the schools, recreational community and club programs, and elite competitive

programs


P Pr ro oc ce es ss s t to o D De ev ve el lo op p t th he e R Ru ug gb by y C Ca an na ad da a L LT TR RD D

The commitment to develop the LTRD framework was officially incorporated as part of Rugby Canada’s strategic plan for the period 20062008 to

strategically align with Sport Canada’s initiatives in player development. Consequently, Rugby Canada received a sport funding grant and

allocation of expert resources from Sport Canada for two years to develop LTRD 101 and 202.

In August 2006, the initial planning meeting took place in Victoria, British Columbia. Representatives from Rugby Canada and select members of

the rugby community worked under the guidance of the Rugby Canada sportspecific LTRD working group to examine Sport Canada’s LTAD

framework, other Canadian sporting models and international rugby models. Innovations and adaptations were incorporated and it was agreed

that Rugby Canada model should be termed LTRD (LongTerm Rugby Development model). The process for the development of the LTRD

model included:

1. IDENTIFYing the sportspecific stages of LTRD

2. ASSIGNing the stage leaders and subordinate working group members for each stage

3. DESIGNing the LTRD matrix outlining key aspects at each stage

4. DEFINing the KEY aspects at each stage and the next steps in the LTRD process

In September 2006 the initial work on the LTRD framework was presented at Rugby Canada’s AGM to the Board of Directors and member

Provinces. Between September and December 2006, Rugby Canada’s Community Rugby Development Manager worked with the various LTRD

working groups to gather highlevel recommendations, and keys to success from which each LTRD stage would be shaped. The information

collected was collated into technical documents, the LTRD matrix, and this summary document. LTRD committee members convened once more

in December 2006 to review the technical documents, define a national competition structure, and map out the implementation process for LTRD.

The first full draft of LTRD was completed in January 2007 and presented to the Provinces for approval at Rugby Canada’s January semiannual

AGM.


B Be en ne ef fi it ts s F Fo or r R Ru ug gb by y C Ca an na ad da a

There are a number of benefits for Rugby Canada implementing this LTRD approach:

1. Establishment of a clear pathway for rugby players

2. Support for the development of better players and optimal performance at all levels through wellstructured programs and plans

3. Implementation of programs for developing rugby players and rugby in Canada can be refined and integrated

4. Provision of a planning tool, based on scientific research and sportspecific empirical experiences, for coaches and administrators

5. Creation of a platform for a better, more enjoyable and a sustainable game

6. Facilitation of new partnerships within sport, health, and education governments that will benefit rugby

Furthermore, the LTRD model is being introduced to the Canadian rugby community at a time when rugby’s significant growth potential is being

recognized both within Canada and internationally. As a result, this period of growth and development presents a unique window of opportunity

for positive change.

LTRD is a framework for change:

§ it is premised on the mutual interdependency of physical education, school sports, competitive sports, and recreational activities;

§ it positively affects the quality of training and competition by considering factors such as developmental age and optimal trainability; and

§ it is an inclusive model that encourages individuals to get involved in lifelong physical activity.


S Su um mm ma ar ry y O Of f R Ru ug gb by y C Ca an na ad da a’ ’s s L LT TR RD D M Mo od de el l

Rugby Canada’s LTRD model consists of an 8stage player development pathway beginning with an introduction to physical activity and sport

through to elite participation in rugby. The model is structured around chronological age; however, its principles and specific content are based on

a player’s developmental age.

Specifically, the first three stages encourage physical literacy and sport for all. Basic skills that are rugby specific are introduced in stage 2 and

further developed in stage 3 in a predominantly recreational environment.

The next four stages (4, 5, 6, and 7) focus on excellence with more emphasis on building, optimizing and maximizing rugbyspecific skills in a

competitive, wellstructured environment. Stage 8 encourages lifelong physical activity and involvement in rugby. Players can enter this stage at

any time. Note: A more complete explanation of each stage appears in Appendix 2

LTRD STAGES

Stage 1 Active Start

Goal: Promote Fun and Participation, development of movement skills

Ages: Males/Females 06

Stage 2 – FUNdamentals “KICK OFF to Rugby!” Goal: Focus on sport skills development

Ages: Males 69, Females 68

Stage 3 – Learning to Train “DEVELOP the Basics”

Goal: Enhance overall sport skills including core rugby skills


Stage 4 – Training to Train “BUILD the Rugby Hard Drive”

Goal: Promote rugby specific skill development


Stage 5 – Training to Compete “OPTIMIZE Rugby Potential”

Goal: Develop Rugby specialization and positionspecific skills


Stage 6 – Training to Perform “MAXIMIZE Rugby Performance” Goal: Develop Core skills and positionspecific skills


Stage 7 Ultimate Performance “OPTIMAL Rugby Performance”

Goal: Achieve optimal performance

Ages: Males 23+/, Females 21+/

Stage 8 Active for Life

Goal: Support Active involvement in rugby and/or healthy lifestyle for life

Ages: All


LongTerm Rugby Development Plan

Figure 1. Summary model of Rugby Canada’s LTRD plan Chronological Age Developmental Age +/

Under 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 … Retain for Life Specific Training Age +/

Training Age 1 2 3 4 5 6 7 8 9 10 11 12 13 14 CORE SKILLS SPECIFIC SKILLS

Physical, Mental Cognitive, Emotional Development

Active FUNdamental Learning to Training to Training to Training to Ultimate Active For Start Train Train Compete Perform Performance Life

RECREATIONAL ELITE

Mini Mini Mini Mini and Age Age Grade Junior Elite Senior National Active For Rugby Rugby Rugby Grade Rugby Junior Rugby Rugby Elite Rugby Life

Male Ages 06 Ages 69 Ages 912 Ages 1216 Ages 1619 Ages 1923 Ages 23+/ Ages 35+ Female Ages 06 Ages 68 Ages 811 Ages 1115 Ages 1518 Ages 1821 Ages 21+/ Ages 35+

Single Single Double Double Double Enter at any age Periodization Periodization Periodization Periodization Periodization

Delivery institutions

Clubs Clubs/Schools Clubs / Schools

Clubs/Schools Clubs/Schools Clubs/Schools Clubs/University Clubs

PSO PSO/NSO University / College PSO/NSO PSO/NSO

Regional Regional and National National Player Athlete Player Development Academy Developmental Development Centres Centres

Basic Components of Training (Stamina, Strength, Speed, Skill and Suppleness) Planning, Quantification and Implementation

Percentage distribution of the Five S's of training and Performance


LTRD MATRIX TRAINING TO COMPETE

STAGE

ACTIVE START

FUNdamental

KICK OFF to Rugby

LEARNING TO TRAIN

DEVELOP the Basics

TRAINING TO TRAIN

BUILD the Rugby Hard Drive

OPTIMIZE Rugby Potential

TRAIN TO PERFORM

MAXIMIZE Rugby Performance

ULTIMATE PERFORMANCE

OPTIMAL Rugby Performance

ACTIVE FOR LIFE

Rugby For Life

Delivery Institution

Parents, Daycares, Kindergarten, Community Programs

School PE & Rugby Clubs = Mini and Minor Community Programs

School PE & Rugby Clubs = Mini & Minor Community Programs

School PE, and Rugby Program, Rugby Club age grade programs, Introduction to Representative Teams, Intro to High Performance

School PE, Rugby Program, Rugby Club age grade programs, University/College programs, Representative teams, High Performance Programs U16U21, RCSL/NWL

Rugby Clubs, RCSL, Universities/Colleges, PSO's, NSO, CCG, Sport Canada

RCSL/NWL PSO's, NSO, CCG, Sport Canada, Professional League, National Program

All

Males: 06 Males: 69 Males: 912 Males: 1216 Males: 1619 Males: 1923 Males: 23 +/ All ages Age

Females: 06 Females: 68 Females: 811 Females: 1115 Females: 1518 Females: 1821 Females: 21 +/

Purpose Fun, Participation, Development of Movement skills

Kickoff to Rugby! Overall sport skills development

Enhance overall sport skills including core rugby skills

Sport specific skill development

Rugby specialization and positionspecific skills

Core skills and position specific skills

Achieve optimal performance

Healthy lifestyle for life, Active involvement in rugby (retention)

Physical Continually active without being sedentary for more than 60 minutes; exposed to fundamentals

Develop FUNdamental movement skill in rugby environment, the ABC's of Athleticism (Agility, Balance, Coordination, Speed)

Refine fundamental movement skills and develop fundamental sports skills including Rugby skills

Aerobic and speed window, Strength towards the end of the stage ABCs, core stability, specific flexibility training during the growth spurt, personalized program

Recreational generalized conditioning program for match fitness Performance Refinement of individualized fitness and conditioning program Based on diagnostic

Further refinement of individualized fitness and conditioning program Based on diagnostic

1st speed window Major skill learning window

Strength window


STAGE

ACTIVE START

FUNdamental

KICK OFF to Rugby

LEARNING TO TRAIN

DEVELOP the Basics

TRAINING TO TRAIN


TRAINING TO COMPETE


TRAIN TO PERFORM

MAXIMIZE Rugby Performance


OPTIMAL Rugby Performance

ACTIVE FOR LIFE

Rugby For Life

Recovery « Water bottle ethic » full water bottle at all time

Sleep, nutrition/hydration

Sleep, nutrition/hydration

Intro to recovery methods Individualized recovery protocols

Individualized recovery protocols



Technical N/a Introduce skills: Passing and catching, evasion, handling, kicking

Develop core skills, introduce contact and unit skills towards end of stage

Recreational/performance Further development of core, contact unit/subunit skills Learning multiple positions and specific training

Recreational/Performance Refinement of core, contact and subunit skills Refinement of specific individual positional skills

Maintenance and further development of core, contact and unitsub unit skills Individualized position specific skill development program

Tactical No introduction to coaching; some organized physical activity

Fun games to develop spatial awareness and evasion skills Modified games

Intro to organizational structure attack and defense

Understanding and application of principles of play and development of game sense

Understanding and application of individual roles and responsibilities in all game scenarios Advanced tactical understanding and application of principles of play and game planning

Increased level of tactical understanding, leadership, accountability and responsibility Increased level of awareness and application of tactical decision making

Team Preparation

N/a

Participation, fun, and enjoyment e.g. track # of tries scored vs. Win/Loss

One team training session per week

Recreational 2 sessions per week + game Performance 3/4 rugby specific sessions per week + 3 monitored, individualized physical conditioning

Recreational 2 sessions per week + game Performance 6 rugby specific sessions + 3 monitored individualized physical conditioning

Depending on the periodised program/seasonal distributions 1012 sessions per week


STAGE

ACTIVE START

FUNdamental

KICK OFF to Rugby

LEARNING TO TRAIN

DEVELOP the Basics

TRAINING TO TRAIN


TRAINING TO COMPETE


TRAIN TO PERFORM

"MAXIMIZE" Rugby Performance


"OPTIMAL" Rugby Performance

ACTIVE FOR LIFE

Rugby For Life

Mental N/a Introduction to simple laws and ethics of sport

Development of laws and ethics of sport

Introduction to mental preparation Staff at early stage, specialist towards the end of the stage

Recreational individualized mental skills for participation Performance individualized mental skills for peak performances with specialists

Further development of individualized mental; skills, with specialists Group dynamics

Competition Unlimited FUN competitions and experience in different sports

Unlimited FUN competitions and experience in different sports

2:1 training to competition ratio Participation in other sports

One match per week in season Recreational length of the season 1215 weeks, 2 :1 training to competition ratio Participation in other sports Performance 2124 weeks, 5 :1 training to competition ratio

One match per week in season Recreational length of season 1215 weeks (age grade) 1522 weeks Senior, 2 :1 training to competition ratio, Performance 30 to 40 weeks

2228 elite games per season 52 week program with 2 weeks transition

2228 elite games per season 52 week program with 2 weeks transition

Total Hours (per week)

Not sedentary for more than 60 minutes/day

Daily physical activity, 1 hour of rugby participation

Daily physical activity, 23 hours of rugby specific training/day x 3 times per week

Recreation 4/5 Performance 10/12

Recreation 4/5 Performance 1521

2325 hours 2325 hours

Periodisation Active movement environment combined with wellstructured gymnastics and swimming programs

No Periodisation well structured programs

Single or double periodization; well structured programs within a defined season Participation in complementary sports

Recreation BC Double/Rest Single periodisation Performance Double BC/Rest Single periodisation

Recreation BC Double/Rest Single periodisation Performance Double BC/Rest Single periodisation National teams double or triple

Double periodization depending on international calendar

Double periodization depending on international calendar

Double periodization


K Ke ey y O Ou ut tc co om me es s f fo or r L LT TR RD D

The LTRD process identified issues, challenges and key outcomes relating to the implementation of the ideal rugby environment for athlete

development across the 8 stages of LTRD. Below is a summary of those key outcomes to be achieved by Rugby Canada in conjunction with

member Unions and stakeholders.

STAGE KEY OUTCOMES Active Start 1. Rugby Canada will explore innovative methods of forging stronger links with existing and new minor rugby delivery institutions to grow

the sport of rugby in Canada

FUNdamentals 2. Rugby Canada will take a leadership role in coordinating the implementation of a national nontackle rugby program

3. The LTRD and associated documents will be designed in a userfriendly manner for use by individuals both familiar and NEW

to rugby

4. Supporting resources (information pamphlets, web tools, coaching resources etc.) will be formulated to compliment and

further explain aspects of the LTRD

5. National consensus will be achieved and documented regarding:

a. the basic components of rugby to be taught

b. the rules of flag rugby

c. the version of flag rugby to be played

d. the age/time when version of rugby includes tackling and how to incorporate the teachings of tackling in the game

without emphasizing in competition

6. Rugby Canada will generate coaching resources that provide ideas for skill/game progressions for grassroots coaches

7. Resources to educate Parents and Coaches will be developed by Rugby Canada

8. A concentrated effort by Rugby Canada and its member Provinces will be devoted to the implementation of flag rugby in all ten

provinces. Resources will be developed and administrative support provided to increase the number of flag rugby festivals across the

Nation delivered by schools, communities, and clubs. Provincial festivals will culminate in National Flag Rugby championships.


Learning to Train 9. Game format will reflect either minor flag rules or the minor tackle rules ONLY in accordance with the laws of the game.

Training to Train 10. Stronger agegrade competitions will be established across the country at the club level through joint administrative efforts between

Rugby Canada and its member Provincial Unions

11. National recovery protocol will be devised and implemented throughout rugby and disseminated to athletes and coaches

Training to Compete

12. The development of the complete person will be supported (athletics, education, social)

13. Overall training objective will be athletic aptitude in a variety of rugby situations

14. Creativity and decisionmaking will be trained

15. Structure of sessions will focus on multiple outcomes

16. Special attention will be paid to technical speed of Canadian rugby players

17. Information technology will be utilized with all national and agegrade athletes for monitoring and evaluation purposes

18. National benchmarks will be established for athletes, coaches, officials, administrators

Training to Perform

19. Players will be trained to peak for major competitions

20. Training will be characterized by high intensity and volume

21. Frequent breaks will be built into the training schedule to prevent burnout

22. Single, double periodization will be utilized as the optimal framework for preparation

23. Training to competition ration will be 25:75, with competition percentage including competitionspecific training activities

24. Utilization of 7s rugby as a development program


Ultimate Performance

25. (All of the key outcomes from Training to Perform with the addition of…)

26. National competition structure will be reviewed, revised to increase the potential player pool for the national squads

27. Initiatives will be implemented to provide more players with the opportunity to play professional rugby.

Active for Life 28. Rugby Canada and its member Provinces will ensure that at all stages of the rugby participant’s experience, an effort will be made to

create a positive sport experience

29. Rugby Canada will devise supporting resources to provide parents, coaches, officials, volunteers, athletes with a pathway for their

involvement in the sport of rugby, that emphasizes the various options available to actively participate in rugby at any age

30. Rugby Canada will ensure that a process to guide national level athletes into their next phase in athletics after a competitive career in

rugby is eminent throughout its agegrade and national team programs

31. Rugby Canada will continuously update and align its policies, programs, and actions with the general healthy lifestyle initiatives of

government agencies such as Sport Canada and Health Canada


S Se ec ct ti io on n 3 3: : A Al li ig gn ni in ng g R Ru ug gb by y C Ca an na ad da a C Co om mp pe et ti it ti io on ns s M Mo od de el l

A critical part of LTRD focuses on the alignment of competitions. This for many will be the most challenging part of introducing the new policy, as

is the case in many other sports in Canada worldwide. Quite simply – unless the competition model is in harmony with the same purposes and

outcomes being achieved across Canada then it is pointless pursing LTRD.

The process of devising an Official Competitions model began with a

detailed examination of the current national calendar of rugby

competitions occurring at all stages of player development for both

genders and among the various delivery institutions. In doing so,

several key issues in Canadian rugby were simultaneously

addressed. The end result is the proposal of a new nationally

recognized Official Competitions model for Rugby Canada.

Designing a fully integrated competitions model is the most critical

piece of the LTRD development process. Therefore, due to the

magnitude of the LTRD document for the future of rugby in Canada,

the new competitions model boasts several key components within

its overall framework.

First, the model is fully compatible with the 10 key principles of

LTRD. Second, the model provides rugby players with an improved

framework of competitive rugby by emphasizing a better balance

between training, preparation, recovery and competitions.

Third, the model allows players to apply the skills they have

developed. Next, the model addresses the unique and

disadvantageous climatic and geographical challenges of rugby in

Canada and presents a 12month player development structure that

is viable for all Provinces to employ and that is comparable to

international rugby models. As a result, the model encourages

innovative approaches to looking at new opportunities to play the

game and ultimately retain players year round such as Indoor Rugby.

Club rugby represents the primary development sector for rugby

players in Canada, thus the model supports a strong club rugby

system but encourages clubs to either develop or enhance linkages

between the school sector for the growth of the sport. Lastly, the

model ensures that clear player development pathways exist and

develops new links with the university and colleges sectors.

The adopted Official Competitions model acknowledges all current

elements within the rugby system. However, to maintain the status

quo would be disadvantageous to the essential development that is

required to maintain international growth expectations.


KEY ASPECTS OF RUGBY CANADA’S OFFICIAL COMPETITIONS MODEL 1 1. . I It t i is s c co om mp pa at ti ib bl le e w wi it th h t th he e p pr ri in nc ci ip pl le es s o of f L LT TR RD D 2 2. . P Pr ro ov vi id de es s p pl la ay ye er rs s w wi it th h a a q qu ua al li it ty y f fr ra am me ew wo or rk k o of f c co om mp pe et ti it ti iv ve e

r ru ug gb by y

3 3. . B Ba al la an nc ce es s t tr ra ai in ni in ng g, , p pr re ep pa ar ra at ti io on n, , r re ec co ov ve er ry y a an nd d c co om mp pe et ti it ti io on ns s

4 4. . A Al ll lo ow ws s p pl la ay ye er rs s t to o a ap pp pl ly y t th he e s sk ki il ll ls s t th he ey y h ha av ve e d de ev ve el lo op pe ed d

5 5. . A Ad dd dr re es ss se es s t th he e c ch ha al ll le en ng ge es s o of f c cl li im ma at te e a an nd d g ge eo og gr ra ap ph hy y

6 6. . E En nc co ou ur ra ag ge es s i in nn no ov va at ti iv ve e a ap pp pr ro oa ac ch he es s i in n l lo oo ok ki in ng g a at t n ne ew w

o op pp po or rt tu un ni it ti ie es s t to o p pl la ay y t th he e g ga am me e s su uc ch h a as s I In nd do oo or r R Ru ug gb by y

7 7. . E En ns su ur re es s t th ha at t t th he er re e a ar re e c cl le ea ar r d de ev ve el lo op pm me en nt t p pa at th hw wa ay ys s i in n p pl la ac ce e

a an nd d s su up pp po or rt ts s a a s st tr ro on ng g c cl lu ub b s sy ys st te em m

8 8. . C Cr re ea at te es s s st tr ro on ng g l li in nk ka ag ge es s a an nd d p pa at th hw wa ay ys s b be et tw we ee en n c cl lu ub bs s a an nd d

s sc ch ho oo ol ls s

9. D De ev ve el lo op ps s n ne ew w l li in nk ks s w wi it th h U Un ni iv ve er rs si it ty y a an nd d C Co ol ll le eg ge es s s se ec ct to or rs s

10. M Ma ax xi im mi iz ze es s b be en ne ef fi it ts s o of f 7 7s s r ru ug gb by y a as s a a d de ev ve el lo op pm me en nt t p pr ro og gr ra am m

a an nd d p pr ro om mo ot te es s t th he e d de ev ve el lo op pm me en nt t o of f 1 15 5s s r ru ug gb by y

11. C Cr re ea at te es s a ap pp pr ro op pr ri ia at te e p pa at th hw wa ay ys s i in nt to o t th he e p pr ro of fe es ss si io on na al l g ga am me e a at t

c cr ro os ss s b bo or rd de er r a an nd d i in nt te er rn na at ti io on na al l l le ev ve el ls s. .

An Official Competitions model has been prepared for both Elite and Domestic rugby to coincide with the various stages and objectives of the

LTRD model. The principles defining the structure of the proposed season are:

§ Closed season: December and January § International Rugby Program: played in June and November windows (linked to the global model) § Cross Border Rugby Program: Presently played in May and July involving teams from Canada and the US and supported by the IRB. This

is likely to expand and develop.

§ National Program: Proposed 1012 week period between August and October § Club Rugby Program: Played from February to October (regional variations to be explored), with a grand final held in October (allows for

stronger player pathway)

§ University/College Rugby Program: To be played from August to October (needs further examination) § Schools Program: played in Spring – May to June/July (consideration should be given to schools rugby being played in the Fall for player

recruitment purposes i.e. soccer (complementary sport) is also played in the spring)


The Elite Rugby Competitions model (Figure 2) is designed for National level players who compete in the Train to Perform and Ultimate

Performance stages of the LTRD (stages 6, 7). This model is designed for players who have the ability to play professionally. For Rugby

Canada’s National programs to compete with other countries on a world stage, the players should play in up to 28 top class games annually.

Currently, Canadian based players compete in approximately 14 top class games.

Figure 2. Elite Rugby Competitions model

Competition D J F M A M J J A S O N International Program

Cross Border (NA) Program 7s Program

Our elite players need to play more international and top class matches annually. In the short term, our best elite players will play in

professional competitions in Europe and in the Southern Hemisphere to achieve this necessary training and game time. Rugby Canada is

working to create more opportunities to develop professional rugby in Canada, at crossborder level with the US, and through an expanded

international program. Ideally, there will be more professional rugby played in Canada/the Americas to promote the sport of rugby and provide

the ultimate pathway within the Rugby Canada environment. Initially the cross border matches will be played in the months of April /May and

September/October as part of the lead into international competition.

The Domestic Rugby Competitions model (Figure 3) is for players in the first six stages of the LTRD model. The model encompasses all

current rugby programs including club rugby, University and College rugby (CIS and CCAA), and all rugby being played in elementary and

high schools. The primary purpose of outlining a Domestic Rugby competition model is to distinguish between professional level rugby and all

other levels, and to distinctly have all levels of the domestic game culminate in a grand finals program in October to lead into a recuperation

period for players that is nationally recognized as the time whereby no rugby is played in the country.

Figure 3. Domestic Rugby Competitions model

Competition D J F M A M J J A S O N National Program Club Program University/College Program


Schools Program DETAILS OF THE DOMESTIC RUGBY COMPETITIONS MODEL

The following chart represents a summary of the 4 elements contained within the domestic rugby competitions model and key outcomes

associated with its implementation. Program Description Key Outcome

National 1012 week National rugby competition that is of the highest quality to be played from August to October and operated by Rugby Canada.

• Operate a national program of top level domestic rugby to provide highest standard of rugby possible in Canada below professional/crossborder/international rugby

• Teams and players should be linked to centrally developed contracts and agreements defined by Rugby Canada

• Establish and publish clear criteria for participating in the National program (linked to on/offfield criteria and demonstrate a clear commitment to developing effective pathways and structures)

• Create the opportunity for the best teams to play (RCSL, provincial, senior club)

• Increase the national player pool from 200 to 600 players in the best domestic teams in Canada

• Consideration to operating the National program in regional conferences leading to a national finals program

Club Standard club rugby program which is initially a Provinciallybased program commencing in February and culminating in a National club championship program in October

• Operate club program in parallel to the National program to promote effective links and pathways

• Strengthen current club rugby programs • Develop strong clubschoolcollege/university links • Allow for regional variations in the time of year that

Provinces run club rugby • Allow nonnational level players to continue with club rugby

involvement during the 1012 week National rugby competition

University/College CIS and CCAA rugby programs occurring in Canadian Universities and Colleges respectively

• Strengthen the existing University and College programs • Strengthen/forge relationships between RC and CIS/CCAA

to enhance the opportunities for rugby at this level

Schools (Elementary School, High School)

Flag rugby in elementary schools and competitive rugby for both genders at the high school level

• Seize the vast opportunity to grow the pool of rugby talent from which club rugby could draw

• Rugby Canada will examine how it can create stronger links with the school sectors to more accurately reflect the number of participants playing rugby at all levels nationally


S Se ec ct ti io on n 4 4: : O Ot th he er r C Co on ns si id de er ra at ti io on ns s f fo or r R Ru ug gb by y D De ev ve el lo op pm me en nt t

R Ru ug gb by y i in n S Sc ch ho oo ol ls s

H Hi ig gh h S Sc ch ho oo ol l R Ru ug gb by y

High school rugby presents a vital consideration when looking at rugby development opportunities to strengthen the sport overall. It was

estimated that approximately 60 000 high school students are participating on school rugby teams across the country. Currently, high school

rugby operates independent of Rugby Canada; translating into approximately 60,000 nonregistered rugby players in Canada. The current

participation rates combined with the exponential growth in the sport over the last five years make it imperative that Rugby Canada and its

Provincial Unions devise strategic initiatives to forge new partnerships with this community to promote and grow the game of rugby in Canada.

Key outcomes to initiative new partnerships in this domain include:

1. Rugby Canada will investigate the parameters for running a national high school championship competition

2. Rugby Canada will work with its Provincial Unions to meet with Superintendents of Physical Education programs across the country to

discuss the sport of rugby in schools

3. Rugby Canada will generate greater awareness of the sport of rugby through regional marketing initiatives

Figure 4. Estimated number of high school rugby programs by Province operating in Canada, December 2006

Province Boys Girls British Columbia 180 90

Alberta 44 29

Saskatchewan 3 35

Manitoba 53

Ontario 400 230

Quebec 55 60

New Brunswick 8 8

Nova Scotia 30 30

Newfoundland 8 8


E El le em me en nt ta ar ry y S Sc ch ho oo ol l R Ru ug gb by y

LTRD emphasizes the introduction of rugby skills at earlier stages relative to the late introduction to the sport that typically occurs in Canada

today. Although rugby can be classified as a late specialization sport, there are enormous benefits to exposing children to the game earlier,

particularly those linked to increasing the number of rugby participants within the club system and the associated opportunities for greater financial

resources to develop the game as a result. Growth in participation numbers and funding are paramount when considering the key outcomes in

stages 1, 2, and 3 of LTRD such as the development of parent/teacherfriendly supplementary resources to implement LTRD within the schools

system.

Furthermore, the recent nationwide focus on health and wellness

has showcased physical education and initiated a great response to

type and quality of physical education to which Canadian youth are

exposed. Taking into account the growth potential for rugby within

elementary schools, several key considerations must be examined.

First, rugby must be presented as a logical link to the elementary

Health and Physical Education curriculum across the country. To do

so, Rugby Canada must develop a Rugbyspecific unit, which

consists of progressions and age appropriate material that teachers

can easily implement in their Physical Education classes. This

Rugbyspecific unit must align the key aspects of the corresponding

LTRD stage to the curriculum for students in Grades 1 through

Grade 8. Second, the Health and Physical Education curriculum varies in each Province; therefore, for any rugby material to be adopted in the

elementary system, specific rugby units for each Province must be developed relative to the various provincial standards (i.e. the rugby unit for the

Province of Manitoba will be different then the proposed unit for Ontario).

Note: Elementary school curriculum information can be found at www.Activ8.org


L LT TR RD D F Fo or r O Of ff fi ic ci ia al ls s, , C Co oa ac ch he es s, , A Ad dm mi in ni is st tr ra at to or rs s a an nd d P Pa ar re en nt ts s

While the basis of any player development plan is founded upon the needs of the players as they develop over time there is an accompanying

requirement for these players to be supported by appropriate volunteer and professionally based

structures. Rugby Canada’s proposal addresses this issue by identifying the progressive

developmental needs and then identifying an accompanying matrix for referees, coaches,

administrators and parents that modifies as the specific profiles of the players develops over

time. Individuals bring a variety of skills, knowledge and experiences to their roles. While these

experiences vary greatly the specific skills, knowledge and experiences that players require from

their support structures varies as these players progress through the continuous improvement

continuum.

The support pathways in Appendix 3 are based upon the premise that all Parents, Administrators,

Coaches and Match Officials come to rugby with limited or no knowledge and experience within

the sport. In general they all commence their involvement with the sport as volunteers but

alternative paths become available to them as they progress along the pathway. Within the

LTRD model, a pathway for Coaches and Match Officials has been devised to suggest minimum

accreditation requirements at each stage. On the other hand, the pathways for Parents and

Administrators emphasize recruitment, retention and inservice education.


L LT TR RD D a an nd d F Fe em ma al le e R Ru ug gb by y P Pl la ay ye er rs s

To initiate change, the values of Rugby Canada have to compel the best behaviour from its members. Let’s make success inevitable for our

female players, not a surprise.

Undeniably, the largest growth in the sport of rugby in Canada has occurred on the female side of the game. Currently, Rugby Canada runs four

national level programs for females including U19, U23, Senior Women, and Sevens. The growth of rugby for females has been synonymous with

success at the international level; however, aspects such as administration, program funding, marketing, coach development, and equitable

programming and opportunities for females at the club level have not followed suit. To continue to improve and achieve greater success on a

world stage, Rugby Canada must first acknowledge the growing profile of female rugby in Canada, and support opportunities related to its

development as a result. Within the LTRD model, several key outcomes advocating for an investment in change to raise the profile of the

women’s game have been identified particularly within the pillars of administration and decisionmaking, marketing, funding, and coach

development.


S Se ec ct ti io on n 5 5: : I Im mp pl le em me en nt ta at ti io on n S St tr ra at te eg gy y

Implementation of the Rugby Canada LTRD policy will be completed in 2 main phases:

Phase 1 LTRD 101: THE POLICY FRAMEWORK AND KEY PRINCIPLES

§ LTRD 101 will be debated and presented for adoption at the Winter AGM in January 2007.

§ The final report for publication will then be prepared and approved by the Board of Rugby Canada

§ Rugby Canada’s governance and operational models will be aligned to achieve the LTRD framework

§ Detailed operational, business and communications plans to implement LTRD will be developed in consultation with Sport Canada,

Coaching Association of Canada and other national/provincial agencies.

Phase 2 LTRD 202: DEVELOPMENT OF TECHNICAL RESOURCES, TRAINING PROGRAMS AND IMPLEMENTATION TOOLS

§ Resources and technical materials to implement LTRD will be produced in 2007 and implemented in 2008.

§ Realignment of the domestic competition model will commence in 2007 with implementation in 2008/09 at the earliest

§ LTRD resources will be designed specifically for parents, coaches, and administrators

§ Quality standards and an implementation program for club rugby will be introduced.

§ A review of all local/provincial rugby programs will be undertaken and standardized with the LTRD model

§ Technology and data collection strategies will be devised to monitor the implementation of LTRD

§ A facilities strategy will be developed – to examine the requirements to implement the LTRD model

§ Partnerships will be established with Provincial governments and other government ministries such as Health and Education

§ Annual reviews of the policy and the implementation of the framework will be undertaken by Rugby Canada


S Se ec ct ti io on n 6 6: : S Su um mm ma ar ry y

The new Rugby Canada LTRD model:

§ is a philosophy and a framework for change

§ is playercentred from a child’s first involvement in sport to the transition to lifelong physical activity or other sport related activities

§ provides a framework for reviewing current practices, developing new initiatives, and standardizing programs

§ establishes a clear development pathway from playground to podium and on to being active for life

§ provides guidelines for planning for optimal performance for all stages of player development

§ provides key partners with a coordinated structure and plan for change

§ identifies and engages key stakeholders in delivering change

§ provides an aligned and integrated model for delivering systems including

o longterm player development — technical, physical, tactical (including decisionmaking), and behavioural

o longterm coaching development

o sport and physical activity programs and services in Rugby Canada the Provincial Unions, clubs, and schools

o alignment of the competition model with all stages of the pathway

o development of wellstructured competitions to generate revenue to grow the game


S Se ec ct ti io on n 7 7: : A Ap pp pe en nd di ic ce es s

A Ap pp pe en nd di ix x 1 1: : K Ke ey y F Fa ac ct to or rs s I In nf fl lu ue en nc ci in ng g L LT TR RD D

T Th he e f fo ol ll lo ow wi in ng g f fa ac ct to or rs s a ar re e t th he e r re es se ea ar rc ch h, , p pr ri in nc ci ip pl le es s, , a an nd d t to oo ol ls s u up po on n w wh hi ic ch h L LT TR RD D i is s b bu ui il lt t. .

1. The 10Year Rule Scientific research has concluded that it takes a minimum of 10 years and 10 000 hours of training for a talented player to reach elite levels. For player and coach, this translates into slightly more than 3 hours of training or competition daily for 10 years.

This factor is supported by The Path to Excellence, which provides a comprehensive view of the development of U.S. Olympians who competed between 1984 and 1998. The results reveal that

• US Olympians begin their sport participation at the average age of 12.0 for males and 11.5 for females • Most Olympians reported a 1213 year period of talent development from their sport introduction to making an Olympic team • Olympic medallists were younger 1.3 to 3.6 years – during the first 5 stages of development than nonmedallists, suggesting that

medallists were receiving motor skill development and training at an earlier age. However, caution must be taken not to fall into the trap of early specialization in late specialization sports

2. The FUNdamentals

Fundamental movement skills should be introduced through fun and games. Fundamental sport skills should follow and include basic overall sport skills.

• Fundamental movement skills and Fundamental sport skills = physical literacy • Physical literacy refers to competency in movement and sport skills and reading the game • Physical literacy should be developed before the onset of the adolescent growth spurt

The basic movement skills of 3 activities provide the base for all other sports • Athletics: run, jump, throw, and wheeling for wheelchair sports • Gymnastics: ABC’s of athleticism – agility, balance, coordination, and speed • Swimming: for water safety reasons, for balance in a buoyant environment, and as the foundation of all waterbased sports

Without the basic movement skills, a child will have difficulty participating in any sport. For example, to enjoy baseball, basketball, cricket, football, netball, handball, rugby, softball, the simple skill of catching and passing must be mastered.


3. Specialization

Sports can be classified as early or late specialization. Early specialization sports differ from late specialization sports in that very complex skills are learned before maturation since they cannot be fully mastered if taught after maturation. If physical literacy is acquired before maturation, players can select a late specialization sport such as rugby when they are between the ages of 12 and 15 and have the potential to rise to international stardom. Specializing before the age of 10 in a late specialization sport contributes to:

• Onesided sport specific preparation • Onesided fitness preparation • Lack of basic movement and sport skills • Overuse injuries • Early burnout • Early retirement from training and competition

Early involvement in the FUNdamentals stage is essential in late specialization sports. Many sports resort to remedial programs to try to correct shortcomings.

4. Developmental Age

LTRD requires that developmental age be distinguished from chronological age when designing appropriate training and competition programs in relation to optimal trainability and readiness. In particular, the beginning of the growth spurt and the peak of the growth spurt are very significant in LTRD applications (see Figure 5 for Maturity charts in boys and girls).

The terms “growth” and “maturation” are often used together and sometimes synonymously. However, each refers to specific biological activities. Growth refers to observable stepbystep changes in quantity and measurable changes in body size such as height, weight, and fat percentage. Maturation refers to qualitative system changes, both structural and functional, in the body’s progress toward maturity such as the change of cartilage to bone in the skeleton.

Development refers to “the interrelationship between growth and maturation in relation to the passage of time. The concept of development also includes social, emotional, intellectual, and motor realms of the child” (Malina and Bouchard, 1991).

Chronological age refers to the number of years and days elapsed since birth. Children of the same chronological age can differ by several years in their level of biological maturation.

Developmental age refers to the degree of physical, mental, cognitive, and emotional maturity. Physical developmental age can be determined by skeletal maturity or bone age after which mental, cognitive, and emotional maturity is incorporated.


Figure 5. Maturation in Girls and Boys (Adapted from Canadian Sport for Life document, 2005)

Currently, most athletic training and competition programs are based on chronological age. However, players of the same age between ages 10 and 16 can be 4 to 5 years apart developmentally. Thus, chronological age is a poor guide to segregate adolescents for competitions.

Training age refers to the age where players begin planned, regular, serious involvement in training. The tempo of a child’s growth has significant implications for athletic training. For example, children who mature early have a major advantage in the Training to Train stage compared to average or late maturers. However, and most notably, it is often late maturers who have greater potential to become top players provided they experience quality coaching throughout that period.


5. Trainability

The terms “adaptation” and “trainability” are often used interchangeably in coaching. However, the difference between them is significant. Adaptation refers to changes in the body as a result of a stimulus that induces functional and/or morphological changes in the organism. The degree of adaptation is dependent on the genetic endowment of an individual. However, the general trends or patterns of adaptation are identified by physiological research, and guidelines are clearly delineated of the various adaptation processes, such as adaptation to muscular endurance or maximum strength.

Trainability refers to the faster adaptation to stimuli and the genetic endowment of players as they respond individually to specific stimuli and adapt to it accordingly. Training has been defined as the responsiveness of developing individuals to the training stimulus at different stages of growth and maturation. There exists a critical period of development where there is a point in development of a specific capacity when training has an optimal effect. Other factors are readiness and critical periods of trainability during growth and development of young players, where the

stimulus must be timed to achieve optimum adaptation with regard to motor skills, muscular, and/or aerobic power.

Figure 6. Variation in Trainability (Adapted from the Canadian Sport For Life document, 2005

The 5 basic S’s of training and performance are Stamina (Endurance), Strength, Speed, Skill, and Suppleness (Flexibility). (Dick, 1985)


Stamina (Endurance)

The window of optimal trainability occurs at the onset of PHV. Aerobic capacity training is recommended before players reach PHV. Aerobic power should be introduced progressively after growth rate decelerates

Strength

The window of optimal trainability for girls is immediately after PHV or at the onset of the menarche, while for boys it is 12 to 18 months after PHV. Speed

For boys, the first speed training window occurs between the ages of 7 and 9 years and the second window occurs between the ages of 13 and 16. For girls, the first speed training window occurs between the ages of 6 and 8 years and the second window occurs between the ages of 11 and 13 years.

Skill

The window for optimal skill training for boys takes place between the ages of 9 and 12 and between the ages of 8 and 11 for girls.

Suppleness (Flexibility)

The optimal window of trainability for suppleness for both genders occurs between the ages of 6 and 10. Special attention should be paid to flexibility during PHV.

Figure 7 illustrates the Windows of Optimal Trainability for Females and Males. Two windows – stamina and strength – are based on the moving scales of the onset of the growth spurt and PHV. The other 3 windows – speed, skill, and suppleness – are based on chronological age.


Figure 7. Windows of Optimal Trainability for Females and Males (Adapted from the Canadian Sport For Life document, 2005).

For further reading on the windows of optimal trainability see BarOr and Rowland (2005); Kobayashi, (1978); Rushall, (1998); Stafford, (2005); Viru (1995); and Viru et al, (1998)

6. Physical, Mental, Cognitive, and Emotional Development

A major objective of LTRD is a holistic approach to player development. Training and competitive and recovery programs should consider the mental, cognitive, and emotional development of each player. Furthermore, there should include an emphasis on ethics, fair play, and character building throughout the various stages.

7. Periodization

Periodization is essentially time management. As a planning technique, it provides the framework for arranging the complex array of training processes into a logical and scientifically –based schedule to bring about optimal improvements in performance.


Periodization sequences the training components into weeks, days, and sessions. It is situation specific depending upon priorities and the time available to bring about the required training and competition environment. Furthermore, periodization organizes and manipulates aspects of modality, volume, intensity, and frequency of training through longterm (multiyear) and shortterm (annual) training, competition, and recovery programs to achieve peak performances when required.

In the LTRD context, periodization connects the stage the player is in with the requirements of that stage. Single, and double periodization formats follow the same principles with frequently introduced prophylactic breaks; that is, programmed and prioritized recovery and regeneration elements. Rugby programs at every stage of player development need to adhere to logical, scientific insights for the benefit of the player.

Illustrated below are phases of an annual plan for a single or double periodization.

Five Phases of A Single Periodized Plan Eight Phases of a Double Periodized Plan General Preparation Phase (GPP) General Preparation Phase (GPP) Specific Preparation Phase (SPP) Specific Preparation Phase (SPP) 1 PreCompetition Phase (PCP) PreCompetition Phase (PCP) 1 Competition Phase Peak (CP) Competition Phase Peak (CP) 1 Transition Phase (TP) Specific Competition Phase (SPP) 2

PreCompetition Phase (PCP) 2 Competition Phase (CP) 2 Peak Two Transition Phase (TP)

8. Calendar Planning for Competition

The system of competition makes or breaks players. The competition system and calendar must align with the LTRD model because optimal competition schedule planning at all stages is critical to player development. At certain stages, developing the physical capacities take precedence over competition. At later stages, the ability to compete well becomes the focus. Within the LTRD framework, general recommendations for the ratio of training to competition and competition specific training have been identified for the various stages of development. It is important to remember that longterm objectives in development should not be compromised for shortterm success!


9. System Alignment and Integration

LTRD provides the opportunity to develop and build an integrated sports system that aligns the needs of young people’s development to the elements of the system that are being provided (e.g. coaching, competition, club structures etc.) Therefore, the key elements of the rugby system that are integral to delivery must be challenged, adapted, and developed against the LTRD model with the needs of the player fundamentally central to all discussions. It is imperative to player development that the different elements and groups involved in the delivery of rugby integrate, are mutually supportive, and possess clearly defined roles and responsibilities. Furthermore, rugby requires a clearly defined, logical structure that is based upon consistent core principles. All members of the rugby community should easily identify the pathways and opportunities available to them and based on their objectives within the sport as they move through the various stages of LTRD.

10. Continuous Improvement

LTRD is based upon scientific data and best practice. LTRD will respond to new research and rugbyspecific innovations to ensure a continuously evolving model. Ongoing education, promotion and advocacy in player development will be driven by LTRD with the government, media, educators, parents, coaches, administrators, and sport scientists.


A Ap pp pe en nd di ix x 2 2

S St ta ag ge es s o of f L LT TR RD D


Stage 1 – Active Start

Chronological Age: Males: 06 Females: 06

Objectives:

• Learn fundamental movements through fun and games (deliberate play) • Physical activity is fun and becomes part of daily routine • Physically active family

Summary:

• Provide unstructured physical activity every day regardless of weather for at least 30 minutes a day for toddlers and at least 60 minutes a day for preschoolers. Toddlers and

preschoolers should not be sedentary for more than 60 minutes at a time except while sleeping.

• Starting in infancy, provide infants/toddlers/preschoolers with opportunities to participate in daily physical activity that promotes fun and physical, mental and emotional

development.

• Provide parents and care givers with ageappropriate information.

• Ensure that children acquire movement skills that build towards more complex movements. These skills help lay the foundation for lifelong physical activity.

• Encourage basic movement skills such as running, jumping, twisting, kicking, throwing, catching, and wheeling. These develop depending on a child’s heredity, activity

experiences, and environment.

• Design activities that help children to feel competent and comfortable participating in a variety of fun and challenging physical activities.

• Ensure that games for young children are childcentred and focus on participation.

• Ensure genderneutral activities and inclusive activities so that active living is equally valued and promoted for all children.

Active Start for Rugby:

• Mini rugby provides children with a form of organized healthy activity that focuses on physical, mental, cognitive and emotional development and particularly skills such as

running, jumping, twisting, kicking, catching, throwing and wheeling.

• It is vital that coaches of mini rugby take into account the learning capacities of children when designing programs. In particular, the following general physical and visual

characteristics should be taken into consideration:

PHYSICAL CHARACTERISTICS:

• Boys are often more forceful than girls, but do not move as well

• Ability to pass a ball with correct weight transfer

• Better balance but still cannot complete complex balancing acts

VISUAL PERCEPTION

• Tendency to overestimate speed of objects and movements

• Consequent difficulty in catching moving objects. About the age of six, children will be able to catch about two out of every five balls thrown at them when

standing still


Considerations for an ideal structure of a mini rugby coaching session are:

The Participants Soon become tired, cannot concentrate for long periods, tend to play on their own and do not combine well. They have difficulty

catching balls that have been kicked.

Equipment There should plenty of equipment readily available with one ball of suitable size for each participant.

The Session Length should not exceed 20 to 35 minutes with each specific skill practice lasting for about 5 minutes.

The Overall Goal Individual skills training passing, catching, and running to assist the development of balance, agility, coordination and speed.

The Coach Each session should be FUN!


Stage 2 – FUNdamentals

KICK OFF to Rugby!

Chronological Age: Males: 69 Females: 68

Objectives: • Develop FUNdamental movement skills Agility, Balance,

Coordination, Speed, Running, Kicking, Throwing, Jumping, Wheeling in a wellstructured, positive, and FUN environment!

Summary: • Fun, inclusion for all (childcentred) • Purpose is a kickoff to rugby! • Focus on recruitment and retention of participants and volunteers to build a structure to support growth • Tactical developed through fun/modified games. Modified games must be designed so that the participant is learning. • Educated coaches and parents are the key here • Introduction to simple rules of the game and of ethics and fair play in sport • Basic skills of rugby should be trained, including kicking, running, throwing, jumping, tumbling, ball handling, evasion skills • Concept of “confidence in contact” should be emphasized • All physical activity performed for general aerobic and anaerobic alactic development whether at school, clubs or community centers should be in a safe, fun

environment. • Activities should be allinclusive with no formal competition or periodization at this stage • Five hours of physical activity per week in different sporting activities

Current Issues: • A standardized program is not played in all provinces • Only some provinces have been successful at implementing

flag rugby in schools and clubs • Core rugby skills are not emphasized • No consensus as to the age when tackling should be

introduced as part of the game • Rugby is an alternate choice sport • Negative/Positive consequences of participation when tackle

is introduced

Ideal: • The Rugby Canada “FLAG RUGBY” program be the accepted version of non

tackle rugby • Implemented in schools and club rugby system based upon the unique criteria

within different school systems to be more widely accepted • Participation, recruitment and retention of participants in the game • Less emphasis on competition and more emphasis on skill development and

participation • Establishment of club rugby infrastructure that supports tackle and nontackle

rugby • Programs designed for parental involvement with kids – performing basic skills

together = recruitment of athletes and parents/volunteers in the future • Play the game, score does not matter!


Key Outcomes: • Rugby Canada will take a leadership role in coordinating the implementation of a national nontackle rugby program • The LTRD and associated documents will be designed in a userfriendly manner for use by individuals both familiar and NEW to rugby • Supporting resources (information pamphlets, web tools, coaching resources etc.) will be formulated to compliment and further explain aspects of the LTRD • National consensus will be achieved and documented regarding:

o the basic components of rugby to be taught o the rules of flag rugby o the version of flag rugby to be played o the age/time when version of rugby includes tackling and how to incorporate the teachings of tackling in the game without emphasizing in competition

• Rugby Canada will generate coaching resources that provide ideas for skill/game progressions for grassroots coaches • Resources to education Parents and Coaches will be developed by Rugby Canada A concentrated effort by Rugby Canada and its member Provinces will be devoted to the implementation of flag rugby in all ten provinces. Resources will be developed and administrative support provided to increase the number of flag rugby festivals across the Nation delivered by schools, communities, and clubs. Provincial festivals will culminate in National Flag Rugby championships.

Recommended time allocated to training components in the FUNdamentals stage of development.

FUN

5% 15%

30%

50%

Tactical (Individual/Team)

Technical

Fitness

Match play/Scrimmage


Stage 3 – Learning to Train

DEVELOP Core Rugby Skills Chronological Age: Males: 912 Females: 811

Objectives: • Enhance and develop ABCs and overall sport skills • Develop core rugby skills • Integrate physical, mental, cognitive and emotional training components within a well

structured program • Develop physical literacy

Summary: • Emphasis is on the refinement and maintenance of players’ physical capacities, fundamental movement skills, and the acquisition of core rugby skills • Players are encouraged to participate in other sports and/or activities • An understanding and appreciation of the laws of the game are developed • Schools and Clubs represent the primary delivery institutions at this stage

Current Issues: • Very limited availability of rugby programs • Flag rugby programs operating scarcely and in some provinces • Club rugby not available to participants in this stage • Different rules of the game being taught through variations of minor rugby • 2:1 competition to training where rugby is offered

Ideal: • Refine fundamental movement skills • Develop overall sport skills including rugby skills • Develop confidence in contact • Participation, fun, and enjoyment emphasized • Development of an understanding and appreciation of the laws and playing charter of

rugby • Encourage participation in other complimentary sports • Equal playing time and playing a variety of positions for player development • Skill development sessions should be repetitious, challenging, stimulating, and fun!

Key Outcomes: • Game format should be either minor flag rules or the minor tackle rules in accordance with the laws of the game

Recommended time allocated to training components in the Learning to Train stage of development.

L2T

20%

20%

30%

30% Tactical (Individual/Team)

Technical

Fitness



Stage 4 – Training to Train

BUILD the Rugby Hard Drive Chronological Age: Males: 1216 Females: 1115 (Age ranges are PHV dependent)

Objectives: • Develop endurance, strength, and speed • Develop and consolidate rugbyspecific skills, fitness, and tactics • Identify rugbyspecific talent

Summary: • The most critical stage of LTRD as it encompasses both opportunity and vulnerability in terms of growth and development • Critical training window for player development for both male and female rugby players • Major opportunity for accelerated improvement in speed and endurance • Developmental age, rather than chronological age, is emphasized in the design of training regimes • Gender differences are also important in program design • General development responsibilities include training and competition for rugby players, with the major focus on learning the basics as opposed to competing. • Performance enhancement education is provided to rugby players at this stage through representative level rugby at the regional, provincial and national levels. • National Rugby High Performance Centres will provide structured programs for monitoring and tracking elite level players • Optimal aerobic trainability begins with the onset of PHV (major growth spurt during maturation); therefore, PHV must be regularly monitored and training needs should be

identified accordingly • Further integration of physical, mental, cognitive, and emotional training should occur • 1012 hours per week of training in more structured programs including frequent evaluation, modification, and recovery

The following training considerations should be regarded for rugby players in the Training to Train stage:

1. Full advantage of developing the aerobic and speed systems; 2. Continued core skill development to combat significant changes in bone structure and muscle and fat tissue; 3. Strength training towards the end of the stage; 4. Maintaining core strength stability; 5. Specific flexibility training during PHV 6. Maintaining individualized training programs (especially players identified as elite players).

Current Issues: • Adult programs imposed on young players • Males and females are subjected to the same training

prescriptions • Males and females enter rugby later in the stage • Limited club programs for players within these age

brackets • Club system is the primary delivery institution

Ideal: • Training regimes are aligned with reference to the optimal windows of trainability and differ for males and

females • Major focus in training is on learning basic rugbyspecific skills and not competition • Mental and physical competencies are trained in the player • Train • Rugby is the primary sport, but involvement in one other complementary sport is supported • Multiple delivery institutions


Key Outcomes: • Appropriate and quality agegrade competitions will be established across the country at the club level through joint administrative efforts between Rugby Canada and its member

Provincial Unions • National recovery protocol will be devised and implemented throughout rugby and disseminated to athletes and coaches • Additional LTRD resources that are coach/parent friendly will be developed to allow for the proper delivery of LTRD at the grassroots level of rugby

Recommended time allocated to training components in the Training to Train stage of development.

T2T

10%

20%

40%


Technical

Fitness



Stage 5 – Training to Compete


Chronological Age Males: 1619 +/ Females: 1518 +/

Objectives: • Rugby Specialization and position specific • Optimize the engine and learn to compete • Identify position specific skills and individual preparation to identify strengths and weaknesses • Integrate physical, mental, cognitive and emotional development

Summary: • All of the objectives of Training to Train must be achieved before the objectives of Training to Compete can begin. • Players must focus on rugby solely at this stage • More specialization and competition occur in this stage. Players should be streamlined into specific positions. • Single and double periodization is typically used; however, coaches should evaluate and modify as needed.

Current Issues: • Rugby is secondary sport not the chosen sport particularly at the

beginning of the stage • Creativity, decision/making skills necessary to compete at higher

levels internationally not being trained • Lack of emphasis on support play • Physical attributes above average in Canadian players • Strong national pride

Ideal: • Rugby is the sport of choice for players • Increased speed of play and execution • Solid individual skills within a team environment • Variable tactics from players • Selfmanagement tools/IT use and access readily available and more advanced • Recycling of information pertaining to learnings and experiences

Key Outcomes: • The development of the complete person will be supported (athletics, education, social) • Overall training objective will be athletic aptitude in a variety of rugby situations • Creativity and decisionmaking will be trained • Structure of sessions will focus on multiple outcomes • Special attention will be paid to technical speed of Canadian rugby players • Information technology will be utilized with all national and agegrade players for monitoring and evaluation purposes • National benchmarks will be established for players, coaches, officials, administrators


Recommended time allocated to training components in the Training to Compete stage of development.

T2C

10%

15%

35%


Technical

Fitness



Stage 6 – Training To Perform

MAXIMIZE Rugby Performance Chronological Age: Males: 1923 +/ Females: 1821 +/

Objectives: • Further physical improvement • Core skills • Positionspecific skills • Focus on speed, strength and agility • Appropriate level of competition • Experience – tactical and analytical • Fulltime elite contracts (professional) • Intense/High level application of skills • Managed environment • Life skills and life programs (education)

Summary: • This is a prepatory stage for Ultimate Performance (stage 7) • Training (season, sessions, hours, length) should almost reflect that of a senior national athlete • Maximize player capacities, rugby specificskills, position specificskills, and performance • Skills should be performed under a variety of competitive conditions • Players are in a rugby environment fulltime • Fitness, recovery, mental, and technical development programs are individually tailored to develop individual strengths and work on weaknesses • The sport environment surrounding these athletes should consist of highly trained coaches, officials, administrators


Current: Issues: • No appropriate elite environment • Lack of elite competition • Coaching gap (general and specialist) • Massive financial shortfall • Lack of facilities • Lack of volume of players to play at this level • Lack of rugby culture and media exposure • Gap in match officials

Ideal: • International competition (agegrade IRB approved) • Canadian players in fulltime rugby environment • Appropriate elite competition • Appropriate integrated and sequenced high performance development opportunities • Appropriate coach/referee highperformance development opportunities • Centralized Union contracts + individualized managed program • Guaranteed access to facilities • 1 rugbyspecific facility (NTC for rugby) • Research and Development, I/T resources • 7s rugby provides a good development opportunity • Necessary finances to support a high level competition structure (facilities, matches,

training environment, professional leagues) • Raised profile of Rugby in Canadian culture • Highly trained support personnel such as coaches, officials, volunteers,

administrators Recreational:

• Quality, tiered competition structure/pathway • 1825 matches per season • Experienced coaches, officials, administrators • Guaranteed access to facilities • CIS/CCAA rugby programs and championships

Key Outcomes: • Players will be trained to peak for major competitions • Training will be characterized by high intensity and volume • Frequent preventative breaks will be built into the training schedule to prevent burnout • Single, double, periodization will be utilized as the optimal framework for preparation • Training to competition ration will be 25:75, with competition percentage including competitionspecific training activities

Recommended time allocated to training components in the Training to Perform stage of development.

T2P

10%

10%

30%

50%


Technical

Fitness



Stage 7 – Ultimate Performance

OPTIMAL Rugby Performance Chronological Age: Males: 23 +/ Females: 21 +/

Objectives: • Maintain, Sustain, Apply, Recover • Adaptability – technically and physically as the game changes • Sound technical skills • Body Management • Maximize ancillary capacities • Maximize applied sport science • “Rugby smarts”

Summary: • Training stage for national level rugby players competing internationally • Training to competition ration 25:75 • Double periodization is the optimal framework for preparation • Ultimate fitness preparation and sport, individual, and positionspecific skills and performance • Fully established player capacities (physical, mental, technical, tactical, decisionmaking, personal and lifestyle) • Ample pool of highly certified coaches, officials • Well developed operational and administrative structures to support athlete success • Fully commercial environment to maximize revenue generation opportunities

Current Issues: • No appropriate elite environment • Lack of elite competition • Coaching gap (general and specialist) • Massive financial shortfall • Lack of facilities • Lack of volume of players to play at this level • Lack of rugby culture and media exposure • Gap in match officials


Ideal: • International competition (IRB approved) • 500 – 600 fulltime rugby players from Canada playing worldwide

120 playing in 4, 6, or 8 teams in professional league in N. America • 1215 IRB test matches per year • 15 elite games per year • 1520 fulltime coaches • 510 fulltime referees • Centralized Union contracts • Guaranteed access to facilities • 1 rugbyspecific facility (NTC for rugby) • R & D, I/T • Fully commercial environment • Obtainment of the necessary finances to support high level competition structure (facilities, matches, training, environment, professional leagues) • Raised profile of Rugby in Canadian sport culture • Highly trained support personnel such as coaches, officials, volunteers, administrators • 7s rugby provides a good development opportunity

Recreational: • Quality, tiered competition structure/pathway • 1825 matches per season • Experienced coaches, officials, administrators • Guaranteed access to facilities • CIS/CCAA rugby programs and championships

Key Outcomes: • Players will be trained to peak for major competitions • Training will be characterized by high intensity and volume • Frequent preventative breaks will be part of the training calendar to prevent burnout • Single, double, periodization will be used as the optimal framework for preparation • Training to competition ration will be 25:75, with competition percentage including competitionspecific training activities • National competition structure will be reviewed, revised to increase the potential player pool for the national squads • Serious consideration will be given to various options for providing more players with greater exposure to professional competition through professional

leagues

Recommended time allocated to training components in the Ultimate Performance stage of development.


UP

14%

5%

27% 54%


Technical

Fitness



Stage 8 – Active for Life

RUGBY for Life Chronological Age:

• Any age Objectives:

• Smooth transition from an player’s competitive career to lifelong physical activity and participation in sport

• Retention of players in other roles • Preparation for player EXIT from competitive sport • Redirect players to other sports or activities when necessary

Summary: • This may occur at any age • Players should be encouraged to move from one sport to another, and/or from one aspect of sport to another, from competitive sport to recreational activities, from highly

competitive sport through age group competition such as Master’s games • Upon retiring, players should be encouraged to remain involved in sport either professionally or voluntarily through coaching, refereeing, sports administration, small business

enterprises, media • A positive experience in sport is the key to player retention • In rugby, coaches should make every effort where possible to redirect players to sports where they are predisposed to train and perform well

Key Outcomes: • Rugby Canada and its member Provinces will ensure that at all stages of participation, an athlete’s experience in rugby will be positive • Rugby Canada will devise supporting resources to provide parents, coaches, officials, volunteers, players with a pathway for their involvement in the sport of rugby, that emphasizes the

various options available to actively participate in rugby at any age • Rugby Canada will ensure that a process to guide national level players into their next phase in athletics after a competitive career in rugby is eminent throughout its agegrade and

national team programs • Rugby Canada will continuously update and align its policies, programs, and actions with the general healthy lifestyle initiatives of government agencies such as Sport Canada and

Health Canada • Rugby Canada will explore opportunities to develop and/or grow Masters level rugby to expand the recreational pathway for senior players


A Ap pp pe en nd di ix x 3 3: : L LT TR RD D a an nd d F Fe em ma al le e R Ru ug gb by y P Pl la ay ye er rs s

The following table reflects the current and proposed ideal view of female rugby in Canada as reflected on page 28 of the main document. Key outcomes to grow female rugby and ensure the ultimate development of all female athletes for future success are presented.

Objectives: • Infrastructure for female rugby at all levels • Inevitable success for female rugby • Specific attention and curriculum development with unique female attributes (mental, emotional, physical, communication) addressed

Summary: • Females are seen as players first, females second, and administrators/coaches use appropriate behaviour to enable females to succeed. • Identify conditions by which females are successful in team sports, and analyze what behaviours are necessary to create optimal conditions for female players and

teams to perform at optimal levels • Additional resources and infrastructure is needed to support the growth and success of female rugby at all levels

Current: • Late introduction to the sport (Training to compete stage) in all aspects, physical, mental, emotional, recovery • Rugby is alternate sport of choice • 10 different provinces = 10 different models being used • Relatively low number of high school programs offering rugby for females • Club system lacks structure/programs for females • University system is best structure for female rugby • National programs have high level of commitment/structure • Players not physically prepared to play at elite level • Lots of resources for CIS, National level rugby • Good coaches but not great • No clear player pathway to elite level rugby • Players not sufficiently prepared to market themselves, and for their EXIT from competitive sport • World Cup 2006– not able to execute play, not able to create play against stronger competition, lack decisionmaking skills, greatest asset is physical presence • Poor tactical development – too little rugby exposure both in playing and seeing • Mental training aspects are not given enough emphasis • Poor national training and periodization regimes • Not enough emphasis on coach development and recruitment, insufficient delivery of coach certification courses beyond level 3 • School system is independent of greater rugby system • System of mini rugby for females not present


Ideal: • Sufficient resources available to support successful women’s rugby at the national level (financial, structural, coaching) • Raised profile of women’s rugby in Canadian and sport culture • Female rugby infrastructure and administration established to service all levels of rugby • Increased quality, quantity of coaches, administrators, officials (both genders) • Clear player pathway • Fully operational National Women’s League as the training ground and recruitment of national team athletes • Coaching methods are inclusive of female learning models that support independent critical thinking and creative solution finding • National vision established for female players at age group levels • Playercentred coach led model • Communications that integrate national, provincial, and interbranch coaches

Key Outcomes: • Rugby Canada will build an infrastructure to support the growth of female rugby • Rugby Canada will devise resources pertaining to learning frameworks to accommodate unique differences in communication and cooperative styles between genders • Rugby Canada will deliver National workshops on coaching female players (Male/Female coaches coaching females) • Rugby Canada will devise a National coach mentorship program to recruit more females into coaching in rugby • Rugby Canada will formulate strategic partnerships with Provincial Unions and rugby clubs to encourage and support the growth of female rugby through the devising

sustainable structures and new initiatives • Technical analysis of WWC 2006 of top 46 teams, look at strength of those teams to enhance competencies • More marketing and promotion of the women’s game – CIS rugby comprises promotion of female game right now • Brand of rugby for parents, kids • More female influence in decisionmaking processes • Earlier introduction to rugby • Website improvements to include more information on getting involved, programs offered, opportunities, player pathway


A Ap pp pe en nd di ix x 4 4: : L LT TR RD D F Fo or r O Of ff fi ic ci ia al ls s, , C Co oa ac ch he es s, , A Ad dm mi in ni is st tr ra at to or rs s a an nd d P Pa ar re en nt ts s

The following (4) tables outline the development pathway for Officials, Coaches, Administrators and Parents/Family members involved in the game of rugby as indicated on page 27 of the main document. The first (2) tables reflect required and recommended accreditations of Officials and Coaches, whereas tables 3 and 4 are to inform administrators and parents/family members of their appropriate development at each stage.

REFEREES

FUNdamental

FUNdamental Movement skills

LEARNING TO TRAIN

FUNdamental Sports Skills including FUNdamental Rugby skills

TRAINING TO TRAIN

BUILDING THE RUGBY HARD DRIVE

Rugby Specific & Core skills

TRAINING TO COMPETE


Positional & Unit Skills

TRAIN TO PERFORM

“MAXIMIZE” RUGBY PERFORMANCE


“OPTIMAL” RUGBY PERFORMANCE

Accreditation

Accreditation Delivery

Desired: NRCP Level 1 Introducing Officiating

Refer to: Rugby Canada à

Required: NRCP Level 1 Introducing Officiating

NRCP: Course Planning à

Required: NRCP Level 1 Introducing Officiating Safe Rugby cert. Desired: NRCP Level 2 – Developing Officiating Skills

& Course Delivery Guidelines à

Required: NRCP Level 2 – Developing Officiating Skills Safe Rugby cert

2007 – 2009. à

Required: NRCP Level 2 – Developing Officiating Skills Desired: NRCP Level 3 – Analysis & Preparation for Officials

Accreditation Maintenance

Valid for 4 years

Clearance to operate with

Valid for 4 years

children & “vulnerable”

Valid for 4 years

populations …………….>

Valid for 4 years

………..>

Valid for 4 years with annual law examination & annual performance review.

Inservice Education & Development

Provincial, Regional and Rugby Canada Match Official Workshops

Provincial, Regional and Rugby Canada Match Official Workshops

Rugby Canada National Panel High Performance Workshops

Resources Available

www.irb.com IRB Unit 4 IRB Unit 5 Rugby Canada NRCP




www.irb.com Referees as Part of the Game http://www.irb.com/EN/Education+and+Training/Training+modules/mig_referee+as+part+of+the+game.htm

www.irb.com Strategies Available for Dealing with Abuse of Officials http://www.irb.com/EN/Education+and+Training/Training+modules/mig_Abuse+of+Officials.htm

IRB Unit 4 Administration Principles for Recruitment and Retention of the Official in Age Grade Community Rugby IRB Unit 5 How to Recruit and Retain Coaches and Officials Rugby Canada NRCP: Course Planning and Course Delivery Guidelines 20072009


COACHES

FUNdamental

FUNDAMENTAL MOVEMENT SKILLS

LEARNING TO TRAIN

FUNdamental Sports Skills including FUNDAMENTAL RUGBY SKILLS

TRAINING TO TRAIN

BUILDING THE RUGBY HARD DRIVE RUGBY SPECIFIC & CORE SKILLS

TRAINING TO COMPETE

OPTIMIZE RUGBY POTENTIAL POSITIONAL & UNIT SKILLS

TRAIN TO PERFORM




Accreditation Nontackle Rugby Canada program: Community Coach

Flag: Comm. Coach Contact: Intro to Competition + On line Ethics Exam.

Flag: Community Coach Required: Intro to Comp. Safe Rugby cert. Desirable: Developmental Coach

Required: Dev. Coach Safe Rugby cert Desirable: High Performance

Required: Dev. Coach Safe Rugby cert High Performance Recommended: Annual Professional Development Workshops

Accreditation Maintenance

Ongoing Ongoing Contact: Reaccreditation

Multisport B Reaccreditation

Level 3 Theory Reaccreditation

Reaccreditation

Clearance to operate with children and vulnerable populations

Accreditation Delivery

*** *** *** *** *** ***

Resources Available

www.irb.com IRB Unit 5



*** All courses delivered by accredited Learning Facilitators and Master Learning Facilitators

IRB Unit 4 Administration Principles for Recruitment and Retention of the Official in Age Grade Community Rugby

IRB Unit 5 How to Recruit and Retain Coaches and Officials

Coaching Association of Canada http://www.coach.ca


ADMINISTRATORS

FUNdamental


LEARNING TO TRAIN


TRAINING TO TRAIN


TRAINING TO COMPETE


TRAIN TO PERFORM




Recruitment & Retention

Club Administrators

Active recruitment & retention of parents/family, ex players & club friends

Clearance to

Club Administrators

Active recruitment & retention of parents/family, ex players & club friends

Recruitment & rewarding expertise & enthusiasm

operate with children

Club Administrators + Regional & Provincial Administrators

Club strategy valuing the volunteer

Recruitment & rewarding expertise & enthusiasm

& “vulnerable” population

Club Administrators + Regional & Provincial Administrators

Efficient management structure & strategies

(if applicable) ………>

Efficient management structure & strategies

Inservice education Rugby Canada Risk Management Policy

Resources Available

BCRU Age Grade and MiniRugby Manual: www.bcrugby.com

Board Development: www.boarddevelopment. org

IRB Unit 4 Administration Principles for Recruitment and Retention of the Official in Age Grade Community Rugby

IRB Unit 5 How to Recruit and Retain Coaches and Officials

Rugby Canada Club Development Manual

Board Development (associate with United Way) www.boarddevelopment.org


PARENTS/FAMILY

FUNdamentals


LEARNING TO TRAIN


TRAINING TO TRAIN


TRAINING TO COMPETE


TRAIN TO PERFORM




Recruitment • Active recruitment & retention of parents/family as volunteers • Value the Volunteer programs

Parental Knowledge & Understanding

• Knowledge of active lifestyle

• Benefits the skills of athleticism

• Rugby 101 • Rugby Canada

Code of Behaviour for Spectators & Parents

• Knowledge of active lifestyle

• Benefits if the skills of athleticism

• Rugby 101 • Benefits of multisport

environments • Rugby Canada Code of

Behaviour for Spectators & Parents

• Supportive and encouraging parents/family • Informed parents. • Rugby Canada Code of • Behaviour for Spectators & Parents • Technical development sessions for parents

Acceptable Parental Behaviour

Parents/family will praise all achievements Parents/family will endorse coaching expectations of rest, recovery & nutritional demands

Parents/family will assist coaches in educating athletes to become self managers of rest, recovery & nutrition.

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