T.E.A.M. BUILDING & TOUCH RUGBY PROJECT

T.E.A.M. BUILDING & TOUCH RUGBY PROJECT

T.E.A.M. BUILDING & TOUCH RUGBY PROJECT

Introductory Statement

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 

  1. 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.
  2. 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.
  3. Develop skills, and responsible attitudes about safety, in challenging no comfort zone situations.
  4. Identify and reflect on issues associated with working with others during teambuilding and touch rugby activities and games.
  5. 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).
  6. Demonstrate aspects of social responsibility in teambuilding and touch rugby.
  7. Show knowledge and understanding of the rules and strategies in a touch rugby game.
  8.  Demonstrate a range of interpersonal skills and process that help the functioning of their touch team.

Key Areas of Learning 

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Leadership 

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.

Team Role Duty
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

organised

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 

  1. 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.
  2. 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

 

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

Level of Social Responsibility

Skills/descriptors

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

Cheats

·         Denies personal responsibilities.

·         Prevents others from participating.

·         Blames others.

 

Introduction to Touch Rugby

Ball Familiarisation

Unit: Team Building and Touch

Lesson Topic: Ball familiarisation, holding the ball, running with the ball, catching and passing.

Duration: 50mins

Expected Learning Outcomes:

By the end of this lesson the people should be able:

  • Practice touch rugby skills including running with the ball catching and passing in relation to own level of responsibility
  • Demonstrate an increased sense of responsibility by minimizing risks and practicing appropriate safety procedures in skills, activities and warm ups
  • Identify and reflect on issues associated with working with others during touch rugby skills
  • Show knowledge and understanding of the rules and strategies in a touch rugby game 

Lesson Requirements:

  • Touch rugby balls (Approx. 15)
  • Cones (Approx. 15)
  • Whistle
  • Field (Gym if wet)
  • PE gear (People need Shorts/ Track pants, T-shirt, Socks and Shoes)

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:

  • Walking while circling the ball around your body (2x each)
  • Walking while circling the ball around your head (2x each)
  • Walking while putting the ball between your legs (one by one) (2x each)

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

Technique:

  • Hold the ball on the sides not the ends
  • Fingers spread
  • Thumbs pointing up the length of the ball
  • Just like holding a hamburger
  • Holding the ball in two hands when support is around you
  • Players will remain in the same groups. They will be asked to jog lightly through the grid first up (focussing on holding the ball correctly).
  • Next the players will be asked to pick up the intensity (60-70%) and run with the ball in two hands
  • Next the Coach will include a zig zag of cones in between the grid for the playerss to practice changing direction while still holding the ball correctly.
  • After this there can be a competition on which team can complete the drill the fastest, with the correct technique, and without dropping the ball.

Catching and Passing                                15mins 

Technique:

  • Used in almost all areas of the game
  • Eyes looking towards the ball
  • Set a target for the player passing to you, and call for the ball (e.g. Hamburger)
  • Hands out with fingers spread, pointing in the direction of the ball
  • Guide the ball into your hands – do not grab
  • Look towards the receiver, after the ball is in control
  • Swing the ball across the front of the body in two hands
  • Release the ball as the upper body turns and arms extend
  • Direct the ball towards the receivers hands, in front of the receivers body
  • Maintain balance during deliver

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.

  • Focus on quick reaction times
  • Make sure the touch in the suggested area (in between hips and shoulders)
  • Do not hit the player

Revise Catching and Passing 10mins

 

Emphasise the same teaching points as before with a different passing drill. These are:

  • Eyes looking towards the ball
  • Set a target for the player passing to you, and call for the ball (e.g. Hamburger)
  • Hands out with fingers spread, pointing in the direction of the ball
  • Guide the ball into your hands – do not grab
  • Look towards the receiver, after the ball is in control
  • Swing the ball across the front of the body in two hands
  • Release the ball as the upper body turns and arms extend
  • Direct the ball towards the receivers hands, in front of the receivers body
  • Maintain balance during delivery

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

  • Show the ball carrier a target to pass to
  • Make sure your passing technique is correct
  • Try to create space for the ball carrier to pass to you
  • The class will be split into two teams
  • The objective of the team in possession of the ball is to complete 10 passes before the ball is either dropped or intercepted by the opposition.
  • The team in possession must touch ground with the ball before making a pass to a team-mate
  • The ball carrier cannot move while in possession of the ball
  • All other players are encouraged to move within the grid, creating and running to receive a pass in space.
  • Opposition players cannot physically take the ball from the ball carrier and must remain at least 1m away from them.
  • Once a point has been scored by the team in possession the other team then takes possession and attempts to score a point
  • The ball carrier cannot return a pass to the player who has just passed to them
  • The team that wins is the team with the most points at the end of the game.

The Dummy Half Pass                                                                             10mins

  • Listen for the support call
  • Position the forward foot near the ball
  • Secure the ball with both hands and then widen the base of the feet with the rear most foot towards the receiver
  • Look towards the receiver after securing the ball
  • Swing the ball from the ground in a single movement towards the receiver

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

  • Lower body for diving position when close to line
  • Reduce speed if possible
  • Slide the ball along the ground to or beyond the score line

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.

Marzio Zanato

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