I presented this during an interview.

1. Dangi, Tek & Witt, Peter. (2016). Why Children/Youth Drop Out of Sports. .
10.13140/RG.2.2.13701.55527.
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2. Developmental
Experiences
4-19 years
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3. Objectives of proposed program
 Letting kids learn FMS and age appropriate skills that will
eventually lead to them participating in Rugby with very
competent skills
 Letting them challenge themselves and progress at their
own rate
 Balanced focus on participation rates and elite success
(ARU strategic plan)
 Attract, develop, contract & retrain quality players in
Australia (ARU Strategic plan)
 Critical Athlete Development that leads to full potential
of athlete (ARU Strategic plan)
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4. Overhead Throwing,
Stretching
Throwing, Spinning
Catching, Running
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5. Fundamental Movement Skills
Locomotor Non-locomotor Manipulative
Walking (all) Stretching (lineout) Rolling (scrumhalf)
Running (all) Twisting (offload) Throwing
Leaping Jumping Catching
Jumping (lineout) Spinning Dribbling
Hopping (sidestep) Pushing (fend off) Kicking
Rolling Pulling (tackling) Punting
Galloping Counter- balancing
(scrum)
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6. Movement Concepts (individual, partner,
group activities)
Body Awareness Space Awareness Effort Relationships
Parts Location Time – fast/ slow People
Shapes Direction Force –
strong/light
Objects
Actions Pathways Flow – bound/free Timing
Positions Equipment
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7. Sample Progression of example activity
Level 1 Level 2 Level 3 Level 4
Sitting down on
floor
Standing up Standing up Standing up, 3
different positions
Throw ball at the
wall
Throw ball at the
wall
Throwing ball at
wall at a specific
target
Throwing ball at
wall at a specific
target
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8. Youth Physical Development Model (Lloyd, Rhodri & Oliver, Jon. (2012). The Youth Physical
Development Model. Strength and Conditioning Journal. 34. 61-72. 10.1519/SSC.0b013e31825760ea. )
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9. Cote Developmental Model of Sport Participation
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10. Applying Principles of Games
to the activities (game
based)
 How to score – eg. Only 1 person
 Playing area – smaller,bigger
 Number of players
 Game rules – e.g balls can be sent
anywhere
 Equipment – small, big equipment
 Duration – time limit for scoring
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11. Ages 4-5 (LTAD- Long term Athlete Development Matrix)
FMS, Low structure
 Children will learn basic fundamental skills
 Progress based on ability level
 Activities are fun and enjoyable for kids involved
 Less talk, more action
 Parents involved and taught how to keep it fun for the children
 Games involved would involve the development of these skills as well
as incorporating these skills into the games
 Eg. Obstacle courses that involve balancing etc.
 Age, ability appropriate equipment if using any
 Open to all
 Unstructured activities for physical literacy
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12. Ages 6-10
FMS, Low structure
 Fundamental Movement skills – basic, intermediate, advanced skills
 Progress based on ability levels
 Various ability levels paired together to provide a learning
environment
 Overall motor skills development
 Mastery of body movement – offload & ruck situations
 Running technique development
 Equal participation ensured by Coach
 Simple rules and game concepts introduction
 Games that involve problem solving skills
 Basic game concepts introduction at 10, bigger sided games
 Examples: 2 v 1, 1 v 1, 3 v 2Thiru

13. Ages 11-14
Moderate Structure, SSS
 High level of enjoyment maintained through activities designed
 Fun competitive elements introduced through games (inclusive)
 Overall sports skills development, refining of FMS if needed
 Advanced rules, game concepts – e.g offensive, defensive concepts for
invasion games
 Athletes get involved in smaller sided games and bigger sided (if they
have reached required developmental levels)
 Example: 6 vs 6, 7 vs 7
 Athletes learn and swap around on duties of refereeing, scorekeeping
 Seasonal teams could be used – Mixed ability groups
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14. Ages 15-16
High structure, SSS, Agility, Speed, Strength
 Joy of sport is key and essential
 Skill mastery will lead to self confidence
 Participation will lead to joy of sport
 Sport specific skills and concepts
 Agility, speed & strength sessions incorporated
 Smaller sided games still in to refine sport specific skills building up into
bigger sided games
 Specific sports fitness concepts e.g nutrition, basic strength training
 Intentional mix-up of skill sets and positions to ensure equal
participation
 Competitive athletes could be identified for further specific
development
 Recreational athletes continue participating and enjoying sport
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15. Ages 17-19
High to Very High structure
SSS, Agility, Speed, Strength
 An appropriate level of fun maintained
 Commitment to excel recognised
 More knowledge about strength training, nutrition, doping, psychology
 Specialisation – individualized and position specific training on skill
sets and other areas
 Training will still involve games that will incorporate specific skills
 Training for mental readiness
 Competitive athletes recognised and being developed specifically
 Recreational athletes continue to play games and being given
opportunities to continue playing
* Refer to sample levelsThiru

16. The relationship between coach leadership, the coach-
athlete relationship, team success, and the positive
developmental experiences of adolescent soccer players -
Vella, S. A., Oades, L. G. & Crowe, T. P. (2013).
 Coach transformational leadership behaviour and the coach-athlete
relationship have a moderate positive correlation with developmental
experiences.
 Team success has no relationship with overall developmental
experiences
 The best predictor of developmental experiences is a combination of
coach transformational leadership behaviour and the quality of the
coach-athlete relationship
 The most influential leadership behaviours are individual
consideration, intellectual stimulation, and appropriate role
modelling.
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17. Coaching Attitudes
 Outcome VS Process
 Example
 Athlete asked to throw 10 successful throws to hit
target. Able – successful Unable- unsuccessful
 Athlete asked to throw throws to hit target.
Watch athlete’s movements and correct the process
towards achieving the objective
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18. What do Coaches need to do?
(based on LTAD Matrix)
4-5
Display sportsmanship behaviour Encourage parent-led activities
Recognizing effort and rewarding it Model healthy behaviour
Focus on play and emphasize on
equal participation
Encourage and display good social
skills – establishing a sharing
environment
Show and encourage kids to put
away equipment after games
Embrace diversity
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19. What do Coaches need to do?
(based on LTAD Matrix)
6-10
Model good sportsmanship behaviour Positive Attitude
Legitimize feelings and challenges Display and demonstrate healthy
habits
Show and demonstrate athletes to
respect their surroundings and others
Encourage students to be responsible
for the equipment
Demonstrate a willingness to
constantly adopt a beginners
mentality
Ensure and allow equal participation
to all
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20. What do Coaches need to do?
(based on LTAD Matrix)
11-14
Display sportsmanship behaviors Encourage and display a strong work
ethic
Promote and display good ethical
choices
Highlight the good role models
Display and encourage respect
towards officials, parents, coaches
and friends and a positive interaction
Recognize and deal with emotions of
participants
Demonstrate and teach the value of
sportsmanship, honesty, work ethic
Encourage athletes to lead warmups
and take care of equipment -
Responsibility
Demonstrate and encourage to win
with dignity and lose with grace
Highlight importance of effort and
commitment
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21. What do Coaches need to do?
(based on LTAD Matrix)
15-19
Demonstrate and apply rules
consistently and fairly
Use and share motivational techniques
Display good sportsmanship behaviour Encourage and strive for good team
chemistry and positive interaction with
all
Display and encourage respect towards
officials, parents, coaches and friends
and a positive interaction
Teach coping mechanisms for physical
and mental challenges
Demonstrate and teach the value of
sportsmanship, honesty, work ethic
Encourage and show athletes how to
set personal & team goals
Demonstrate and encourage to win
with dignity and lose with grace
Encourage and be open to discussion
about tactical strategies
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