Academy and Talent Identification Modelling: Proposal (2018)Rugby Australia

Executive Summary:

Background: This Executive Summary summarises a comprehensive plan I developed over 25 years in professional high-performance rugby league and rugby union environments worldwide. The concept was presented to all Super Rugby franchises in 2018 to establish a unified approach to Academy and Talent ID programs. Despite a lack of response from the national body and Super Rugby Academy Heads, the document outlines a blueprint for cultivating rugby talent through structured academy models. Significantly, the modelling was phased into Irish rugby in 2006 as part of a national HP-aligned program.

Key Objectives: The primary goal of this initiative is to challenge existing frameworks for talent identification, emphasising a player-centric development approach over competitive endeavours. The plan outlines three key sections: defining the essence of academies, structuring the academy framework, and exploring talent identification, selection policies, and planning considerations.

Section One: Defining Academy Function: This section underscores the importance of tailoring academies to individual player styles and coaching requirements. It articulates the fundamental functions of academies, establishes clear objectives, and emphasises a holistic, player-centric approach to talent development. The detailed roadmap includes rigorous evaluation methods, expert coaching, supported resourcing, best practice modelling, and a player development philosophy.

Section Two: Academy Modelling: This section delves into the intricacies of Academy Modelling, focusing on the delivery model, teaching model, the academy-club relationship, and the layered approach to coaching. It highlights the significance of consistency in training, the player-centric teaching model, and the crucial relationship between the academy and local clubs. The layered approach provides a structured, graduated learning model, acknowledging the individuality of player journeys.

Section Three: Talent Identification Process: The talent identification process is outlined, emphasising the importance of identifying players with long-term potential rather than immediate success. The process involves defining selection criteria, initial scouting and screening, detailed assessments, psychological evaluations, and tailored development pathways. It addresses growth and maturation selection variables and provides policy considerations and recommendations for effective talent identification.

'Academy' denotes a supported structure tailored to facilitate individual development. By adhering to the principles and guidelines outlined in this discussion, academies can evolve into nurturing grounds where athletes excel and develop life skills, ensuring a holistic approach to their overall growth and well-being. The discussion provides a series of steps to develop a blueprint for establishing and refining academy models, guiding them toward player development and progression.

The appendix is a reference to the IRFU's Succession Planning (High-Performance Plan: 2006) and framework designed to secure the continuous development of rugby talent across different levels:

1. National Impact: Succession planning at the national level plays a pivotal role in shaping the selection and progression of players within Irish Rugby.
2. Provincial Alignment: This approach extends to the provincial levels, ensuring that recruitment needs at the Development and Academy tiers align with the broader talent development goals.
3. Utilising Age-Grade Competitions: The IRFU leverages Under 19 and 21 International age competitions as targeted tools for effective 'Player Position Succession Planning.'

This comprehensive strategy reflects the IRFU's commitment to cultivating a consistent and robust talent pipeline, fostering sustained success and competitiveness across all levels of the sport.

Recommendations and Conclusion: The document emphasises the need for clear and transparent selection policies, ongoing education for selectors, players, and parents, and a shift towards assessing technical skills and game understanding over isolated physical attributes. It underscores the importance of continuous evaluation, community engagement, and a commitment to holistic player development for the success and longevity of any academy.

Note: The comprehensive plan, including a formal plan and supporting presentation, was submitted to Super Rugby franchises in 2018. However, no responses or actions from the national body or Super Rugby Academy Heads indicated a potential need for renewed efforts to get support and consensus for the proposed Academy and Talent ID program.

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Section One: Defining Academy Function

Academy structures in sports are multifaceted, ranging from professional "Centres of Excellence" for elite players to local club models nurturing younger talents. This section outlines the core functions of academies, focusing on their objectives and distinct purposes. The following key components are to be discussed as a roadmap to define the academy function:

• Rigorous evaluation methods to identify promising talents suited for the academy's specialised training.
• Ensuring the presence of experienced, skilled coaches capable of nurturing and refining the potential of young athletes.
• Allocating adequate resources, including facilities, equipment, and financial backing, is essential for seamless academy operations.
• Incorporating industry-leading practices and innovative approaches in the academy's structure and coaching methodologies.
• Establishing a clear and comprehensive philosophy that centres on the holistic development of individual athletes, encompassing physical, mental, and emotional growth.

It is crucial to recognise that the configuration of an academy program significantly hinges on the specific context within which it operates, especially concerning the level of competitiveness and the targeted age group of athletes.

Objectives Defined

• Identifying the overarching mission of the academy, encompassing areas like skill enhancement, character development, and competitive success.
• Establishing specific, measurable, and time-bound objectives that provide a roadmap for the academy's progress and success.
• Structuring the academy's staffing, allocating resources, including funding and training facilities, aligning with the defined objectives, and ensuring optimal utilisation and efficiency.

Academy Purpose

• The purpose and intent of the academy form the bedrock of its existence, shaping its culture, values, and overall direction.
• Defining the operational boundaries and standards, including collaboration frameworks, resource utilisation guidelines, and benchmarks for success.
• Incorporating internationally recognised best practices ensures the academy is a cutting-edge hub for talent development.

Expert Coaching:

• Invest in continuous professional development for coaches, keeping them updated with the latest coaching techniques, sports science, and psychology to offer cutting-edge training methods.
• Provide personalised coaching tailored to individual player needs, focusing on areas that require improvement and nurturing strengths.
• Establish mentorship programs where experienced players or coaches guide and inspire young talents, imparting technical skills, mindset, and discipline.
• Collaborate with sports psychologists, nutritionists, and physiotherapists to provide holistic coaching, addressing physical and mental aspects of player development.

Supported Resourcing:

• Develop state-of-the-art training facilities, including well-maintained fields, gyms, and recovery centres, creating an environment conducive to optimal training.
• Secure sustainable funding sources, including sponsorships, grants, and partnerships, ensuring a stable financial base for coaching salaries, facilities maintenance, and player scholarships.
• Incorporate cutting-edge technology such as video analysis tools and wearable devices, enabling data-driven insights into player performance and facilitating informed coaching decisions.
• Foster community support through outreach programs, garnering local backing and creating a sense of pride and belonging among academy players and their families.

Best Practice Modelling:

• Study successful academies worldwide, understanding their methodologies and adapting relevant practices to align with the local context.
• Continuously assess the effectiveness of implemented practices, staying agile to adjust strategies based on evolving trends and player needs.
• Forge partnerships with professional clubs and renowned academies globally, facilitating exchange programs and friendly matches, exposing players to diverse playing styles and enhancing their adaptability.

Player Development Philosophy:

• Create personalised development plans for each player, outlining short-term and long-term goals and specific strategies.
• Integrate character development programs, emphasising qualities like teamwork, leadership, and sportsmanship, shaping skilled athletes and responsible individuals.
• Provide educational support to young athletes, ensuring they balance their academic pursuits with sports training, preparing them for a well-rounded future beyond sports.
• Family Involvement: Involve parents and guardians in player development, fostering a supportive network and ensuring a holistic approach to nurturing young talents.

Player Development:

• Design specialised skill enhancement programs targeting technical skills, tactical understanding, physical fitness, and mental resilience, tailored to each player's position and potential.
• Establish open communication channels for feedback among players, coaches, and staff, fostering an environment where constructive criticism is valued and utilised for growth.
• Implement prevention programs, including proper warm-ups, cool-downs, and personalised conditioning routines, reducing the risk of injuries and ensuring consistent player availability.
• Recognise the individual pace of player development, ensuring that players progress gradually through the academy levels, mastering fundamental skills before advancing to more complex techniques and strategies.

A successful academy function necessitates detailed attention to each aspect. By defining clear objectives, implementing targeted player development strategies, and maintaining a dynamic, adaptable approach, academies can not only nurture exceptional athletes but also instil values that extend far beyond the confines of the sports field. Continuous evaluation, community engagement, and a commitment to holistic development are pivotal in ensuring the longevity and impact of any academy.

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Section Two - Academy Modelling

The excerpt navigates the intricacies of Academy Modelling with a focus and purpose. As an enabler of talent development, your role is pivotal; you're crafting players and shaping rugby excellence. The purpose is clear: to guide you in configuring an Academy that doesn't just produce players but cultivates champions.

·?????? Delivery Model. Consistency isn't just a goal; it's a standard. Every drill and every training session must resonate with purpose, providing tangible strategies to ensure every minute spent in training contributes meaningfully to a player's growth.

·?????? The Teaching Model takes centre stage. It's not merely about imparting knowledge; it's about challenging their minds, honing skills, and instilling an understanding of the game. The academy must teach concrete methodologies to infuse game philosophy with context, ensuring that each player learns and has a growth mindset toward continuous development.

·?????? The Academy-Club relationship is the cornerstone of success. We dissect this alliance, exploring how it can be nurtured and strengthened. From shared objectives to seamless communication, the academy is built on practical steps to foster a team concept that enables players toward professional appointments.

·?????? The Layer Approach becomes your toolkit, guiding you in tailoring coaching strategies for individual athletes. From the youngest to the seasoned talents, coaching methodologies must ensure that each player's unique needs are precisely met.

Delivery Model:

The Delivery Model within an academy framework is the key to the player's development. Consistency is its cornerstone, ensuring that every training session, coaching interaction, and growth opportunity is aligned with the academy's objectives. This consistency must permeate through language, program outcomes, and individual player growth progression. To achieve this, stand-alone academies, especially at regional and amateur levels, must be vigilant in seeking best practices from diverse sources. Universities can offer cutting-edge facilities and access to sports science expertise, providing a conducive environment for nurturing talents. Collaboration with Sport and Recreation Departments enriches the training experience, providing a holistic approach to player development. Moreover, regional and state sports academies can serve as reservoirs of knowledge, offering insights into successful training methodologies and content structures. By amalgamating resources from these varied sources, academies can establish a robust Delivery Model, ensuring that each training session contributes meaningfully to the growth of the athletes.

Teaching Model:

Central to any academy's success is its Teaching Model, which lays the foundation for player growth. The academy's philosophy and objectives serve as guides, shaping the definition of learning and teaching methods. Skill development, positional specificity, and game sense are the foundation principles shaping the curriculum at every academy level. These fundamental aspects are non-negotiable, ensuring that players receive a comprehensive and balanced education in rugby. However, the individuality of each player must be considered. Age and game maturity influence teaching strategies, but recognising and addressing each athlete's unique needs is the crux. A player-centric approach must underpin the Teaching Model, tailoring coaching methods to nurture individual potential. By aligning teaching strategies with the diverse needs of players, the academy can foster a rich learning environment, ensuring that every athlete is equipped with the skills and knowledge to excel.

Academy Matrix-Layered Approach: Graduated Learning for Individual Development

The Academy Matrix-Layered Approach heralds a new era in player development, offering a structured, graduated learning model. In this approach, players progress through distinct layers tailored to their age, maturity, and progressive development. This approach recognises the individuality of player journeys, acknowledging that not all athletes follow the same trajectory. The matrix provides a clear developmental pathway spanning several years (typically 3-5 years), enabling players to advance through stages of skill acquisition, positional specialisation, and game intelligence. Crucially, the matrix is not static; it evolves with the player. Competency becomes the guiding principle, its definition expanding as the player ascends through the layers. For instance, an entry-level skill expectation for a 15-year-old may differ significantly from a more mature, accomplished player. This adaptive approach ensures that players are consistently challenged, fostering continuous growth and progression.

Academy-Club Relationships:

The relationships between the academy, local clubs, and representative competitions are the lifeblood of rugby development. Strong links between these entities form the bedrock upon which consistency and progress thrive. Coordination is paramount when selecting players for development squads; their journey must be tracked meticulously. This requires a seamless flow of information between the academy and the club, ensuring that the player's growth is monitored comprehensively. Beyond individual players, establishing club academies becomes a strategic imperative. These academies enrich the club's programming and are essential to the more extensive rugby system.

Moreover, these club academies should be interconnected, forming a web that spans regional and divisional programs. This alignment ensures that the structures, coaching content, and delivery methodologies are aligned, creating a unified approach to player development. Fostering academy-club solid relationships, you can ensure that knowledge, expertise, and progress flow seamlessly at every level.

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Section Three – Talent Identification Process

Talent identification should emphasise identifying players with long-term potential rather than immediate, tournament-winning ability. Development programs should provide opportunities for players to develop to their fullest potential and prepare them for higher levels of the sport.

Process

·?????? Defining Selection Criteria begins by setting transparent criteria spanning physical attributes, psychological traits, fundamental skills, tactical prowess, and game intelligence. Define the ideal player profile, integrating skills and the mental and physical attributes vital for success.

·?????? Initial Scouting and Screening: Identifying Prospects Engage in thorough scouting at local and regional levels. Initial screenings should encompass basic physical assessments, mental resilience, and fundamental skill evaluations. This stage aims to identify prospects demonstrating promise across various parameters.

·?????? The detailed Assessment Template is the potential and performance process used to conduct in-depth evaluations. Scrutinise applied skill and physical attributes such as speed, endurance, and agility. Assess psychological traits like decision-making under pressure and adaptability. Dive into fundamental skills, ensuring proficiency in basics. Evaluate tactical awareness, emphasising game intelligence and strategic thinking.

·?????? Questions and Psychological Evaluation for possible selections using structured interviews. Pose probing questions to gauge their understanding of the game, commitment levels, and ability to handle pressure. Evaluate their psychological robustness, resilience, and willingness to learn and adapt.

·?????? Tailored Development Pathways based on assessments devised individualised performance plans. Focus on enhancing identified strengths and addressing weaknesses. Emphasise skill refinement, tactical drills, and psychological conditioning. Collaborate with the athletes to set realistic goals and milestones for continuous improvement.

·?????? Adapting strategies to continuous monitoring is critical. Regularly assess progress against set benchmarks. Remain adaptable; adjust training modules based on individual growth trajectories. Stay attuned to the athletes' evolving needs, providing targeted support where required.

·?????? Utilise the collective insights to make final selections. The chosen players enter a nurturing environment tailored to their specific needs. Emphasise mentorship, advanced skill training, and competitive exposure. Foster a culture of resilience, discipline, and teamwork, ensuring these future stars thrive on and off the field.

Issues

• Selectors should assess players based on their capacity to develop rather than their performance in trials. The focus should be on identifying players with the potential to benefit from systematic support and training, ensuring all appropriate players are included in the development program.
• Growth and maturation significantly impact a player's abilities. Selecting players based on physical attributes before puberty may need to be more accurate, as late developers could catch up. Continuous exposure to development opportunities is vital for all players, regardless of maturation timing.

Selection Variables:

• Physical and physiological aspects should not be the primary criteria for selection, given the influence of maturation. Psycho-behavioural characteristics, including attitude, desire, and effort, are crucial for a player's application within the development program. Technical skills and game understanding hold more predictive power than isolated physical attributes.

Identifying Players:

• Selection should be based on a player's physical, physiological, technical, cognitive, and psycho-behavioural competencies. Technical skills and game understanding should carry significant weight, focusing on assessing these attributes within the context of the game rather than isolated testing.

Policy Considerations:

• Clear and transparent selection policies and procedures should be established, communicated to all stakeholders, and regularly updated. These policies should outline competencies, selection criteria, methods, and decision-making processes. Players should be informed of the trial proceedings to prepare adequately.

Recommendations:

• Education is essential for selectors, players, and parents to understand the selection process, including maturation and long-term potential issues. Research-backed development philosophies should guide the education process, ensuring adherence to the program's objectives.
• Greater emphasis should be placed on technical skills and game understanding rather than physical attributes during player identification. Small-sided games are recommended for selection purposes, providing a more game-oriented evaluation.
• Psycho-behavioural components should be monitored within the program, aiding future selections. Ongoing evaluation and adjustment of selection processes are necessary to maintain the focus on long-term development.

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Appendix Sample: IRFU High-Performance Unit Selection Protocols

Purpose: The IRFU High-Performance Unit Selection Protocols aims to identify elite, skilled-based players through a unique talent identification process. These players will be selected to serve in the immediate international fixtures program and represent the national team, particularly for the upcoming World Cup 2007.

Key Protocols:

1. Classification Model: Potentially selected players undergo classification using the 'High-Performance Player Status Classification Model.' The model assesses players' current form concerning World Class standards. The final components of the model will be derived from the screening of elite players globally.
2. Selection Authority: Selection into the High-Performance Unit is at the discretion of the National Coach. The High-Performance Manager manages the overall selection process.
3. Communication: Chief Executive Officers and Provincial Coaches are notified of player selections before entering the High-Performance Unit program.
4. Academy Players: Players in academy programs can be selected for the high-performance program if their skills align with immediate positional needs.
5. Selection Initiatives: Selection is driven by Succession Planning Concepts involving 'Player Gap Analysis' programs at the National and provincial levels. Succession plans are crucial for short and long-term positional monitoring.Positional Succession Planning:
6. At the National Level, positional succession planning influences various levels of Irish Rugby, guiding selection decisions.
7. At the provincial level, succession planning informs recruitment needs at the development and academy levels.
8. National Age Levels, including Under 19 and 21 competitions, are tools for 'Player Position Succession Planning.'

Conclusion: The selection protocols prioritise a rigorous talent identification process, emphasising the classification model's use to assess players against world-class standards. The involvement of National Coaches and careful succession planning at various levels ensures a strategic and comprehensive approach to building player depth charts and facilitating Talent ID processes. Focusing on immediate positional needs and long-term planning aligns to prepare a competitive and skilled national team for international competitions, including the World Cup.