Schools of Rugby 2013 - 2014

Schools of Rugby
2013 - 2014
Annual Report
1
CONTENTS
INTRODUCTION
2
SCHOOLS OF RUGBY
3
HOW DOES IT WORK?
3
OUTCOME MODEL
5
PARTICIPATION
5
DIVERSION / PROTECTION & PROGRESSIONS PATHWAYS
6
CONCLUSION
10
1
2
INTRODUCTION
The CashBack Schools of Rugby programme was launched in 2011 with the aim of re-establishing rugby at the heart of
the school experience in twenty state secondary schools across Scotland. In year 1, twenty schools entered into a School
of Rugby partnership with Scottish Rugby, growing to twenty-six in year 2 and twenty-nine during 2013/14. From the
outset our aim was to demonstrate the broad range of benefits which competitive school sport (and rugby in particular)
can provide pupils in terms of:





health
skills for life, learning & work
positive behaviours
cross-curricular outcomes
attendance and attainment
The extent to which the content, structures and principles of the programme have been embraced by pupils, coaches,
teachers and local authorities has been hugely encouraging. Innovative schools such as Wallace HS, Perth Academy,
Larbert HS and Maxwelltown HS have placed sport and the Schools of Rugby at the very heart of their pupils’ wholeschool experience, finding innovative staffing and programming solutions to ensure as many pupils as possible benefit.
Local authorities such as Scottish Borders Council, North Ayrshire Council, South Ayrshire Council and Glasgow City
Council have committed additional investment in order to help the programme grow into more schools. And such is the
demand for the programme that a further twelve schools have introduced an unofficial School of Rugby Lite programme,
utilising the principles, structures and content which have proven so effective.
2
3
SCHOOLS OF RUGBY
The academic year 2013/14 saw Scottish Rugby continue the Schools of Rugby initiative in 29 secondary schools, an
increase of 3 on the previous year. The programme continues to be funded through the Scottish Government’s CashBack
for Communities programme which sees approximately a quarter of a million pounds per year, derived from the seized
proceeds of crime, invested in a programme designed to create an environment where sport makes a significant
contribution to the delivery of A Curriculum for Excellence, playing a central role in the life of the school.
A package of resources enables more staff to deliver a thriving rugby programme across the school including a focused
programme for a number of S1/S2/S3 pupils, who receive up to five curricular and/or extra-curricular sessions per week.
The broad rugby programme aims to develop rugby teams at all ages, opportunities for the development of girls’ teams
and non-playing opportunities for senior pupils, in rugby coaching, refereeing, volunteering and running sport in local
primary schools and rugby clubs. Over seven hundred S1 and S2 pupils were involved in the focussed programme in year
3 with hundreds more benefiting from the broader programme across the schools.
The Schools of Rugby programme continues to see positive improvements in the physical competence, skill levels and
behaviour of pupils, helping more young people make positive progressions in their lives:





Sustained participation in positive and healthy activities
Improved physical competence, generic and sport-specific skills
Involvement in community-based activities in local rugby clubs
Improvements in behaviours, values and social skills
Improvements in attendance, attainment, skills and qualifications
HOW DOES IT WORK?
In return for committing to the programme each School of Rugby receives a package of support and resources to enable
a staff member (part of existing post or additional part-time post) to lead the School of Rugby. This includes the delivery
of a daily programme of rugby skills and generic sport/physical development to a core group of approx. 15-20 pupils in
S1 and S2 (and S3 in some cases), as well as working with staff to drive the development of rugby as a priority sport to
deliver the wider benefits above, and ensuring that all players have clear pathways/exit routes into long term rugby
participation at appropriate levels. This additional staffing resource could take the form of a suitably qualified member
of school staff where part of their time is funded by the programme or the inclusion of a quality coach/development
officer deployed in the school or a combination of the above.
In addition, the school will be supported through the provision of coach education courses and CPD for staff, and in the
delivery of rugby technical and physical development elements by Scottish Rugby’s CashBack Project Officers. A new
National Rugby Curriculum, based around Scottish Rugby’s Long Term Player Development strategy, has been developed
to aid this which is tailored to the appropriate age and stage of development of participants, and is designed to help them
acquire and develop core skills and physical competencies. Opportunities for further learning out-with the classroom are
provided through the support/links/involvement provided by local rugby clubs, primary schools and parents, and support
from professional players to inspire pupils and staff and act as positive role models, and visits to see how professional
rugby teams are run.
Commitments
The following is a summary of the commitments required by partners for the SoR:
Scottish Rugby
 An annual financial contribution toward the costs associated with the programme e.g. increased staffing
capacity.
 Technical expertise for coaching content and physical development/competencies.
 Coaching courses and on-going CPD for staff.
 Monitoring and evaluation framework.
 Links to Edinburgh Rugby and Glasgow Warriors professional players and teams.
 Youth coaching resources for pupils.
3
4


School










Links with and support of local rugby club.
Bring head teachers and key staff from SoR together to share best practice and to ‘steer’ the development of
the programme.
Rugby delivered in the PE curriculum.
School teams from S1 to senior.
Identification and support of volunteers to run school teams.
Opportunities for girls’ rugby.
Flexibility in curriculum for targeted S1, S2 and S3 groups.
Where relevant integration of coach/DO into school staff e.g. workspace in PE dept etc.
Established pathway to a local rugby club.
Commitment to Scottish Rugby’s Long Term Player Development principles and follow principles of
sportsmanship and fair play.
Commitment to support the assessment, measurement and development of the SoR model to help improve its
contribution to learning and achievement through sport.
Develop stronger learning communities through the SoR involving staff, parents and clubs to help take the
concept forward.
Maxwelltown HS School of Rugby with Scotland legend Chris Patterson
4
5
OUTCOME MODEL
The following outcomes have been set as targets for the programme in agreement with the Scottish Government and
Inspiring Scotland.
PARTICIPATION
 Increased & sustained participation in positive activity
 Increased participation by difficult to engage and equalities groups
 Increased opportunities for new experiences or activities for participants
 Increased opportunities to develop interests and skills
DIVERSION/PROTECTION
 Increased involvement in structured pro-social and healthy activities
 Participants have places to go where they feel safe and comfortable
PROGRESSIONS PATHWAYS
 Participants demonstrate new skills and positive changes in behaviour
PARTICIPATION
TEAMS / PLAYERS / SKILLS
Since 2011 the number of pupils being engaged in rugby and becoming registered players has increased, as has the
number of rugby teams being fielded by the schools involved. The focus on skills development has also seen core skills
improve in both training and game-related situations.
The player and team numbers within the Schools of Rugby have, unsurprisingly, increased following the introduction of
the programme.
Overall
 39% increase in registered rugby players (2129 players playing contact rugby prior to SoR, 2962 at end of
2013/14 school year)
 54% increase in teams (92 teams prior to SoR, 143 at end of 2013/14 season)
2011-12
 19% improvement in core rugby skills for S1 pupils.
 18% improvement in core rugby skills for S2 pupils.
2012-13
 22% improvement in core rugby skills for S1 pupils.
 15% improvement in core rugby skills for S2 pupils.
2013-14
 8% improvement in core rugby skills for S1 pupils.
 13% improvement in core rugby skills for S2 pupils.
Improvements in skill levels in year 3 have been lower than in previous years. However pupils’ initial scores in S1 and S2
are higher than previously i.e. they are coming into the SoR programme with a higher level of core skills. Therefore it can
be presumed that coaches require more technical support/CPD and/or time to enable them to continue to elevate skill
levels by the same margin each year.
5
6
DIVERSION / PROTECTION & PROGRESSION PATHWAYS
PHYSICAL COMPETENCE
The content of sessions is based around Scottish Rugby LTPD programme which includes physical and mental
development in addition to skills development and game sense. Pupils are tested at least twice per year using Functional
Movement Screening (FMS) and significant improvements in the basic components of physical competence have been
experienced.
2011-12
 10% improvement in physical competence for S1 pupils.
 15% improvement in physical competence for S2 pupils.
2012-13
 9% improvement in physical competence for S1 pupils.
 4% improvement in physical competence for S2 pupils.
 14% improvement in physical competence of S2 pupils since they started in 2011.
2013-14
 11% improvement in physical competence for S1 pupils.
 9% improvement in physical competence for S2 pupils.
 14% improvement in physical competence of S2 pupils since they started in 2011.
We should bear in mind that a score of 3 is not considered exceptional by this system, but represents the ideal normal
and healthy level of physical competence, free from the risk of injury due to restrictions/impingements/weakness of
certain parts of the body. With the average score of each pupil and exercise being just over 2, it shows that your
average S1/S2 pupil in the country is at risk of developing physical imbalances that could cause problems as they get
older and more work is required from all parties to try and bring pupils up to the acceptable level.
The results show that even after 3 years of running the program, the average pupil still scores less than 3, despite
participating in more regular physical activity. This does highlight the work needed to improve the physical competency
of young people throughout their school years, but it does also show that improvements can be made continuously
throughout a programme provided it is delivered and monitored in a structured and sustained manner.
The FMS system gives the Schools of Rugby some way of measuring improvements in their pupils, but as the scoring
range is small, the improvements can seem minimal even though a pupil has made big changes in their physical health.
A pupil could have lost a lot of weight and improved their fitness but only improve 0.5 in their FMS scores. From this
data, we can see that the School of Rugby is helping pupils move towards a positive destination in terms of their health
and wellbeing.
6
7
IMPROVED CITIZENSHIP & BROADENED HORIZONS
“Everyone within each learning community, whatever their contact with children and young people may be, shares the
responsibility for creating a positive ethos and climate of respect and trust – one in which everyone can make a positive
contribution to the wellbeing of each individual within the school and the wider community.” Health and wellbeing across
learning: the responsibility of all practitioners – Curriculum for Excellence
Scottish Rugby believes that playing sport, and rugby in particular, provides a fantastic learning environment for
developing youngsters both inside and outside the classroom, and making a positive contribution to enhanced
achievement and behaviour. This is done through fostering discipline, commitment and a sense of pride amongst pupils
as they learn and play the sport. The School of Rugby programme aims, therefore, to provide the opportunity for pupils
to draw a parallel between the life lessons they can learn on the pitch, and relate and apply them to everyday life at
school or at home.
This was done through the creation of the Positive Coaching Scotland (PCS) – Lifestyle and Values Programme. Through
the use of rugby video clips, role-play scenarios, group discussions, self-reflection etc. Pupils learned about a number of
core Scottish Rugby Values – Respect, Leadership, Discipline, Enjoyment and Engagement. Developing and understanding
of what these values mean and why they are important skills to add to their ‘positive player kit bag’. These workshops
contributed in particular to the social and emotional wellbeing of pupils, their team mates, classmates and peers.
“I thought the PCS workshops were an excellent addition to the programme. While a lot of them have heard about
these values before, to some they are just words. The video clips allowed them to see it for real in action, which gives
them a much better understanding of what it means to have respect or to be disciplined. It also gave us something to
reference and re-enforce out on the training pitch” Paul McLeod, PE teacher at Whitburn Academy
Making yourself better
How do competitors
make themselves better?
Making your
team mates better
What makes a good
team mate?
Making our
game better
Honour our game
The 3 areas for a ‘Positive Player’ to work on – Improve Yourself, Improve Your Team and Honour the Spirit of Our Game
(S2 Programme)
“From a schools perspective the pupils are benefitting from the core values of Scottish Rugby, with evidence of respect,
leadership, achievement, engagement and enjoyment shining through. As head teacher, I have been impressed with the
development of core values through the School of Rugby, and the positive ethos, and confidence it has instilled in our
youngsters.” Sarah Ingram, Head teacher at Knox Academy
7
8
EDUCATIONAL CONTRIBUTION
The programme aims to contribute to the health and wellbeing outcomes of a curriculum for excellence; but also uses
rugby as a context for learning across other curricular areas.



Rugby used as a context for cross-curricular leaning – pro team match-day tours, press conferences, player
Q&A sessions.
Health & wellbeing across learning – nutrition and healthy-eating workshops delivered with professional
rugby players.
Schools of Sport models being implemented in schools across Scotland, proving the value of sport to pupil
education and school experience e.g. Wallace HS, Larbert HS, Alva Academy.
SUCCESSFUL LEARNERS
As part of the School of Rugby Programme, schools were given the opportunity to attend a professional team match
with either Glasgow Warriors or Edinburgh Rugby, depending on their geographical location. Nearly all schools took up
this opportunity with high numbers attending a range of games throughout the season.
This link with the pro teams was further strengthened with events such as the Edinburgh Rugby Blitz day. This involved
the entire Edinburgh squad going out to various schools of rugby in the East (10 in total), to support teachers and
coaches in delivering practical sessions, as well as answering questions and queries from pupils. This also formed a bit
of a homecoming, with various professional players returning to their former schools; with Lewis Niven returning to
Trinity Academy, Nikki Walker to Hawick High School and Lee Jones to Selkirk High School. It was a great opportunity for
these players to give something back to the schools that had originally nurtured them, while also providing realistic and
tangible role models for the pupils to aspire to.
Edinburgh Rugby lock Izak van der Westhuizen (centre) working with the Kelso SoR Group, while Tim Visser and Joaquin
Dominguez hold court during a session at Knox Academy
“They worked really well with the boys during the session and were very open with their answers to the questions the
boys had. I think they gave a genuine insight to the boys as to what it is like to be a professional.
All the boys said that they enjoyed the experience of being able to play alongside and have feedback from professional
players.” Stuart Davies, PE Teacher, Jedburgh Grammar School
“Both players were very good and the boys really enjoyed it. Having a local guy like Nikki really helped and made it more
interesting for the kids. He can relate to them, and I think it gives them a really positive role model. ”David Marshall, PE
Teacher, Hawick High School
“The player visit was a massive success at Trinity Academy, mainly due to the fact both Chris and Lewis were excellent;
their sessions were well thought-out and the pupils took a lot from them. The kids have been raving about the visit in
school.” Duncan Macleod, PE Teacher, Trinity Academy
8
9
The above event was well publicised with articles published on the Edinburgh Rugby website; video clips on the
Edinburgh Rugby You Tube channel; pictures on Facebook and the pro players Tweeting on Twitter about their
experiences of the day. This use of social media allowed for even further interaction and engagement between the
School of Rugby pupils and the pro players, adding to their experience and enjoyment of the event.
RESPONSIBLE CITIZENS
As well as developing the pupils’ technical rugby skills and physical competency, the School of Rugby has also strived to
enhance the pupils understanding of the nature of the sport; the values associated with it; and the rich heritage
attached to the communities involved in the sport.
This was particularly evident at Kelso High school, where the pupils engaged in a History of Kelso RFC project. This
involved the players visiting the club grounds and function rooms, where they were given a presentation of the History
of Kelso RFC, from Arthur Hastie, author of “A Hundred Years In Black And White: A History of The Kelso Rugby Football
Club 1876 – 1976”. Arthur took the pupils through the decades, from the founding year of the club right up to the
present day, and explained in great detail the significant moments and milestones both on and off the field.
The pupils also had the opportunity to ask questions, not only of Arthur but also of club president Jim MCCombie and
Vice President Terry Frame, and do some investigation work of their own. This involved examining the honour boards of
previous captains, pictures on the wall of players that have been capped for Scotland, the trophy cabinet, as well as the
plaques of clubs Kelso have played or collected over the years. As well as an interesting topic for the pupils to learn
about, the project was seen as a useful tool to engage and educate pupils on the origins of their community, and their
responsibility to continue, uphold and evolve the traditions associated with their sport, club, school and town.
“As much as it was an interesting afternoon for the boys, I think they took a lot of inspiration and pride from it. They felt
like they were part of something important. They now want to add to the history of the club.” Jammy MacFarlane –
Kelso Rugby Club Development Officer
9
10
CONCLUSION
The Schools of Rugby programme has generated a considerable depth and range of evidence, experiences, models and
outcomes which demonstrate the clear benefits of schools embracing a culture of rugby and sport. The benefits are felt
not just by the pupils (although that is clearly the absolute priority), but by teachers, parents and their communities.
In simple terms rugby has provided the:






technical content
overarching structure
cross curricular experiences & primers
values
monitoring framework
resources & support
The schools have provided the flexibility to incorporate the programme into their timetables and, in most cases, the
leadership and innovation to ensure Schools of Rugby becomes a central and valued part of school life.
For Scottish Rugby the benefits are clear. During the past year a new Youth and Schools Policy Initiative has been
published by Scottish Rugby, outlining increased commitment and investment into schools rugby. The School of Rugby
model will form an important part of this strategy, which will aim to further increase the number of schools which foster
a culture of competitive sport, for the benefit of all their pupils. The expanded programme will be rolled out during season
2014-15.
10