Simple, not simpler

In my latest webinar, I focused on improving session efficiency.

Making something more efficient might sound like it reduces fun and excitement, but that’s certainly not my intention.

Instead, I want to ensure that you’re maximising engagement when players are ready to learn.

For younger players, in a one-hour session, you might only get around 30 minutes of actual learning time. The rest will be about socializing, movement and fun.

That doesn’t mean they aren’t enjoying the learning process, but progression is a key motivator for them to return the following week.

We’re not creating mini-internationals desperate to win every match – we’re helping them develop skills so they can enjoy the game more.

Success might be catching and running, making their first half-tackle, or presenting the ball properly in contact.

So, when players are in a learning mode, you need to make the most of it, for their sake, as much as yours. They won’t respond well to explicit pressure, but they will engage when challenged in the right way.

With older players, the equation shifts. In a performance environment, you need to squeeze as much as possible from the limited time available.

As a coach, you’re breaking the game down into its key parts.

However, this process can create a problem Albert Einstein identified: “Make everything as simple as possible, but not simpler.”

In other words, don’t strip away the elements that make rugby, rugby, just to focus on one skill.

Focus on the fundamental game problems we want to solve. In rugby, you score by crossing a try line, pass an oval ball backwards, and the defence stops you with a tackle.

So, whenever possible, I frame challenges around this invasion principle: finding space, moving the ball effectively, and breaking through defensive barriers.

That’s making it simple. Trying to make things simple is hard, though!