Coaches need to be educated and others get educated to lead
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Attitude comes as an important component in coaching and being coached - File pic
A critique is a conversation or discussion in hope of engaging oneself with the experience of looking at things critically. A criticism, however, is an evaluation based on one’s personal taste or political opinion. The former is a two-way street that navigates between the subject and the object; the critic and rugby which we are talking of. Criticism is talking about a problem that people should address in the future. I did recently receive a letter from Sri Lanka Rugby that I have leveled criticism at the way the union has conducted themselves.
If I ask how the selection of coaches to travel to New Zealand was done am I looking at things critically or am I criticising. I have still not asked for same but may be entitled to ask for the competencies against which selection was done; who did it what marking system was adopted. It is time to realise the world around us is changing and we cannot play hide and seek.
When it is not as transparent as I wrote a few weeks ago as explained by the CEO of the Union on the selection of coaches’ conflict is bound to arise. The Ministry of Sports has been advised by coaches who have had many a successful season that all is not well. I am told that the Ministry is to review the recommendations based on their criteria for selecting coaches who are sent abroad for training. The criteria I understand are what use of all sports is. The simple look reminds me of one size fits all thinking. Why should it be different despite the principle being one for any sport from a ministry perspective?
Let me lead to why it does not fit all. The governing body World Rugby looks at the principles of play of Rugby Union as Contest »» Possession »» Go Forward »» Support »» Continuity »» Pressure and the circle goes on . This is a constant whether the game is played in Southern or Northern hemisphere or in Asia.
The development that is postulated adopts the Principles of Play is to adapt to Principles of Attack and Principles of Defense. These principles has in line with the playing philosophy or the profile of the players available .For example; principles of attack may be based on **Contest and win possession ** Go forward ** Manipulate ** Space** Support with pace ** Score
On the other side Principles of defense may be based on: Contest possession *** Go forward and pressure space *** Support *** Continuity in realigning *** Dominate the contact *** Deny the score!
That leads to the development of a philosophy for a coach and one for the player. The coaching philosophy should not be confused with a playing philosophy. A playing philosophy is how you want the team to play the game. But this must align with the profile of the players as the game must suit the ability of the players to perform it. If we do I cannot see why we see many injuries. So a playing philosophy may need to be compromised to fit the ability of the available players. This is a far cry and cannot be expected when you consider the money spent and the win at all cost mentality that prevails. This is where a lot need to be done to help the young player to enjoy the game. That is where a proper coaching philosophy more in line with the vision of education has to be instilled.
The Principles of Play provide the focus for: Profiling and developing the player’s. To look at how effective is this player at contesting possession, going forward, providing support, continuity and applying pressure? This may highlight an area for development.
Strategy and tactics: How effective are we at contesting possession, going forward, providing support, continuity and applying pressure? This will give a focus and purpose to preparation.
Selection: Can this team effectively contest possession, go forward, provide, support, ensure continuity and apply pressure? This may be the determining factor in selection decision. I wonder whether I am straying to areas that might annoy some who may select people on what they see at a trail or depending on who says what? Is it not time to change and give the coach a set of players and give him pride of place in considering players as he knows best on what he plans.
The coaching philosophy fits your values and beliefs and behaviours in planning and delivery. How’ and ‘Why’ you coach and ‘How’ and ‘Why’ you behave as you do. This should fit and shape your personality as a coach. This reminds me of a picture of a ship in stormy waters –
“I am the captain, guiding the boat through stormy waters. I can’t do anything about the elements but I can navigate the ship through the challenges, utilising the skills of my crew, sometimes directing and sometimes facilitating.”
This represents the coach who empowers the players to play their game. The coach oversees and guides their actions in order to achieve clear objectives/destinations. The coach leads by supporting the needs of the players. So this picture brings all these elements together as a visual philosophy.
How does all this fit to a competency based criteria World Rugby is promoting? Are we ready for the change that happened a couple of years ago but we are still struggling to implement. Each man has view though he may have not had a structured process that educates them to lead in the world that leads differently. Even the national vocational training is now taught and examined on a competency based module.
Coaches need to be educated and others too have to be educated to lead. Will these coaches take the lead after what they learn? Then it will take a couple of years more unless some take the plunge to get back to school. I fell from my chair when somebody phoned to tell me that in the corners of power a discussion was lead to believe that the World Rugby system may not be the best. This is like the critique who talks about a movie listening to others when he himself has not seen the film. The proof of the pudding is in the eating: Down to fifth place let us see what happens next.
Vimal Perera is a former Rugby Referee, coach and Accredited
Referees Evaluator IRB