This Team-building and Touch Rugby PROJECT has been especially designed to offer people involved in Sales TEAM the best learning opportunities to develop a wide range of interpersonal skills in relation to responsibility, achievement, performance, support, communication, teamwork, decision making, challenge. “Touch is the highest played team participant sport in New Zealand. Not only are interpersonal skills important in the context of sport but the skills and knowledge learnt in this event will be treasured by the SALES TEAM for long life learning.
Achievement Objectives/ Learning Outcomes
- Demonstrate an increased sense of responsibility by minimizing risks and practicing appropriate safety procedures in team building and touch activities, skills, warm ups and teamwork, discipline, respect.
- Investigate and understand reasons for the choices people make when working in a group that affects their well-being and explore and evaluate options and consequences.
- Develop skills, and responsible attitudes about safety, in challenging no comfort zone situations.
- Identify and reflect on issues associated with working with others during teambuilding and touch rugby activities and games.
- Identify interpersonal relationship skills that enhance teamwork, and help to create positive and valuable experiences for everyone involved (T.E.A.M. : TOGETHER – EVERYONE – ACHIEVE – MORE).
- Demonstrate aspects of social responsibility in teambuilding and touch rugby.
- Show knowledge and understanding of the rules and strategies in a touch rugby game.
- Demonstrate a range of interpersonal skills and process that help the functioning of their touch team.
Key Areas of Learning
- Develop constructive attitudes, values and behaviours that will help them to manage co-operative and competitive sports environments for touch rugby skill development and play.
- Develop personal and interpersonal skills to strengthen their awareness of personal identity and to enhance their sense of self-worth and their relationships with other people – Skills relating to leadership, co-operation, communication, personal and social responsibility, fair play, achievement, ethical decision making, and problem solving.
- Their own values, attitudes, behaviours, and actions in physical activity settings – including such attitudes and values as respect for other people, acceptance of diversity, care for the environment, a sense of fair play, and a willingness to become involved.
- Understandings and personal and interpersonal skills to enhance relationships – Learning to use a range of communication skills effectively, working co-operatively to achieve common goals in a range of settings, and examining options, consequences, and positive responses to challenges and changes in relationships.
- Values and attitudes that support the enhancement of mental health for the persons themselves, other people in their group – demonstrating a positive and responsible attitude to their own well-being, respect for the rights of other people, care and concern for other people.
The Socio-ecological Perspective – Recognition of the need for mutual care and the ability to make healthy choices for themselves, other people and society.
- Identify and reflect on factors that influence people’s choice and behaviours relating to health and social behavioural factors and their interactions.
- Recognise the need for mutual care and shared responsibility between themselves, other people in their group.
Every member of a team has to get stuck in to help a team to try and achieve. In successful teams, everyone has set duties and tasks that they perform. At times these roles may overlap, so it is essential that every member of the team has a clear understanding of their roles and the skills required to fulfil their duties correctly.
|Captain||· Encourages and includes others
· Makes on-field decisions for the team
|Senior Player||· Doesn’t allow players to be lazy at practice
· Accepts decisions of officials positively
|Junior Player||· Participates to the best of their ability
· Attends al practices on time and with correct gear
|Manager||· Handles any disputes that occur
· Ensures that the team has equipment and games are
|Coach||· Encourages participation and motivates players
· Devises strategies and teaches skills
|Referee*||· Makes fair and unbiased decisions
· Makes decisions based upon the rules
*Although a referee is not, strictly speaking, a member of a team, teams often have to supply a referee and a referee is a very important part of sport.
Group Management Skills – co-operation & Motivation
- Identify differing interpersonal skill that enhance teamwork, and help to create a positive and valuable experience for everyone in the group when building an egg package.
- Identify and reflect on issues associated with working with others during teambuilding activities.
“This part of activity allows the group to work co-operatively together on an activity where the success of the group is determined by how well they work together on a common goal”
Communication is a two way process involving sending and receiving messages.
- It is important to communicate clearly so the receiver understands what is being said by the sender.
When the receiver interprets the sender’s message the way the sender intended it being received, effective communication occurs.
- It is important to reinforce the spoken word with non-verbal communication, such as appropriate body language so a message is unambiguously received.
- It is good for the receiver to make eye contact so the speaker feels they are being paid attention to. However, it is important to be sensitive, as in some cultures direct eye contact is not a sign of respect.
Good communication involves the following:
- Listening to what others are saying
- Watching a person’s body language
- Asking questions to get information out of a player
- Thinking clearly about what needs to be said to emphasise important points.
- Knowing how much information needs to be given to the players.
- Being encouraging and positive.
- Using strategies to motivate the group.
- Checking for understanding by asking questions.
Teamwork and Social Responsibility
Level of Social Responsibility
|4||Socially Responsible||Makes sure all players in the group have equal opportunity to be involved.
` Praises own group members’ efforts or success.
` Acknowledges other groups’ skills or efforts.
` Sensitive to the needs of others
` Actively encourages others.
` Willingly helps others.
Proactively applies fair play/ honest rules.
· Happily accepts others as part of the group.
|3||Socially Aware||Fully involved and active but can dominate the activity.
` Could involve others in the group more and/or could encourage others more
Plays by the rules
· Self-motivated, can work independently without supervision.
· Could be more sensitive to the needs of others
|2||Self-controlled||Takes part as directed but shows little effort to contribute independently.
` Can control behaviour to not interfere with others.
` Is self-organised
Minimal respect and consideration for the rules
· Participates without getting fully involved
|1||Inconsistent||Involved some of the time.
` Minimal respect and consideration for others.
Unfair at times.
· Does not interfere with the Ccoach’s right to teach.
· Tends to lose focus without Coach supervision.
|0||Irresponsibility||Disrupts group activity or distracts others.
` Abuses others
· Denies personal responsibilities.
· Prevents others from participating.
· Blames others.
Introduction to Touch Rugby
|Unit: Team Building and Touch
Lesson Topic: Ball familiarisation, holding the ball, running with the ball, catching and passing.
Expected Learning Outcomes:
By the end of this lesson the people should be able:
Ball Familiarisation Relay 10mins
Set up grid with cones about 10 meters apart as shown in Fig 1 below.
People will be split up into two teams and each team will split up into two lines which will line up opposite each other at each end of the grid. Students will (one at a time) perform the skill explained and demonstrated by the Coach and pass the ball on to the player at the opposite end of the grid. They will have one practice round for each skill, and then there will be a relay with people doing each skill twice. If the ball is dropped the player has start at the beginning again. The winning team is the team that completes the drill and sits on the ground with their hands on their heads.
Palyers are expected to encourage each other and be aware of their own and other interpersonal skills demonstrated.
Skills in the relay:
Palyers will be encouraged to become familiar with the shape of the ball and to remember the correct technique to hold the ball in two hands.
Holding the ball correctly and running with it 10mins
Catching and Passing 15mins
Drill: (circle passing)
The group gets split into two teams. Each team will form a circle with playerss at arm length distance apart. Players will begin by focussing on technique and pass the ball around the circle two times. Once they have mastered this the Coach can make a race as to which team can pass the ball around the circle twice without making any mistakes the fastest. Progressions to this drill will be changing the direction of the pass, widening the gap between players and then making the players face away from the centre of the circle.
Making a touch on Defence
Rats and Rabbits 10mins
This game is a fun and enjoyable game which will improve the player’s reaction time and will also give them a chance to practice the ‘touch’ on defence.Players pair off and stand side by side in lines. One line is called “Rats” and the other side is called “Rabbits”. Two lines are also marked about 15-20 metres from each group as shown in Fig 1. On the call of “Rats”, the Rats sprint out towards their line. At the same time the rabbits are attempting to touch them before they reach the 15-20m line. Points are given if a touch is made. When “Rabbits” is called the reverse happens. E.g. the rats give the chase.
Revise Catching and Passing 10mins
Emphasise the same teaching points as before with a different passing drill. These are:
The drill will require the class to split into 2 teams and line up in a line opposite each other. Players will be required to pass the ball from one end of the line to the other and back. This will require students to pass both ways and with speed and accuracy. If the ball is dropped the ball will start back at the beginning. Players at the end will swap with Players in the middle. A team will gain a point if they pass the ball from one end to the other and back the fastest and with no mistakes. The winning team will be the one with the most points
The dummy half pass & score a TRY !
Touch Ground and Pass Drill 10mins
The Dummy Half Pass 10mins
Description of the drill:
The class will be split up in pairs. Each pair will line up on the line opposite each other (5 meters apart). There will be one ball between two people. Students will be asked to place the ball on the ground. Take a step back from the ball then attempt to pass the ball of the ground (dummy half pass) to the student opposite them. The receiver will then do the same. Once the pair has completed 10 passes successfully the gap between the players will widen to 10 meters. They will then attempt to accurately perform a dummy half pass from a 10m distance.
The Touchdown 10mins
Description of the drill: (Rob the nest, touchdown styles)
The class will be divided into four teams. Each team will number off from 1 to how ever many people in the team: for example, 1 to 5. They will then be positioned in the nest (see diagram below). The teacher will then call out a number or multiple numbers: for example, 2 and 4. The team members which match those numbers called out have the right to run and pick up 1 ball at a time from either the centre of the grid or from another teams nest. Once the ball is retrieved it must be brought back to the nest and the touchdown must be performed correctly over the line. They will continue to retrieve balls until the teacher calls out another number(s): for example, 3; and the procedure starts again with other team member(s). The ‘new’ member(s) is not allowed to enter the field of play until their other team member(s) has re-entered the nest: for example, 3’s cannot enter the field of play until their number 2 and 4 team members are back in the nest. The winning team is the team with the most balls in their nest at the end of the drill.